Teaching in Practice : Speaking and Listening - Unit 2 - Activity

 Hello,

My analyzes in activity 1 was on Tina who was sample A.

For this lesson I would concentrate on what difficulties Tina had in the interview.  We would concentrate on words that start with st, sh, tr and pi

The following words are written on the board in2 columns.

Word 1	Word 2	Word 3	Sounds Like
Stressed	Street	Stream	strest, strēt, ˈstrēm
Travel	Trap	Track	ˈtravəl,trap, trak
Shopping	Shop	Show	ˈSHäpiNG, SHäp, SHō
Picnic	Picture	Pickle	pik·nuhk, pik(t)SHər, pik(ə)l

I will point to a word on the board, say and it once and repeat it.  The second time I will slowly be breaking the word down.  I will use row 1 as an example so when we say stressed.  The class will need to repeat after me and I will write on the board how it sounds in the empty column.  I will write out strest  as that is how it's pronounced etc.  As we complete row 1, I will remind the students which words have a short e vs a long e.   

We will be repeating the problems for the reminder of the columns.  Having the students listen to me say the word and repeat is slowly breaking they should be able to hear how to say the word.  Listening to the students repeat the words back to me would allow me to asses who is still struggling.

https://www.englishcurrent.com/pronunciation/pronunciation-lesson-plan-activity-esl/

Teaching in Practice: Speaking and Listening - Pronounciation Activity

 

My analyzes in activity 1 was on Tina who was sample A.

For this lesson I would concentrate on what difficulties Tina had in the interview.  We would concentrate on words that start with st, sh, tr and pi

The following words are written on the board in2 columns.

Word 1	Word 2	Word 3	Sounds Like
Stressed	Street	Stream	strest, strēt, ˈstrēm
Travel	Trap	Track	ˈtravəl,trap, trak
Shopping	Shop	Show	ˈSHäpiNG, SHäp, SHō
Picnic	Picture	Pickle	pik·nuhk, pik(t)SHər, pik(ə)l

I will point to a word on the board, say and it once and repeat it.  The second time I will slowly be breaking the word down.  I will use row 1 as an example so when we say stressed.  The class will need to repeat after me and I will write on the board how it sounds in the empty column.  I will write out strest  as that is how it's pronounced etc.  As we complete row 1, I will remind the students which words have a short e vs a long e.   

We will be repeating the problems for the reminder of the columns.  Having the students listen to me say the word and repeat is slowly breaking they should be able to hear how to say the word.  Listening to the students repeat the words back to me would allow me to asses who is still struggling.

https://www.englishcurrent.com/pronunciation/pronunciation-lesson-plan-activity-esl/

Teaching in Practice: Speaking and Listening - Unit 4 Relections

It's Sunday again and another unit down and completed.  This completes my course on Speaking and Listening. 

For unit 4 I completed a lesson plan.  I thought it was a good mix of listening and speaking as well the topic is relevant to what is happening in the world today.  We all know how recycling is a huge part of trying to save the environment and that is why I chose a video on that subject.  \

My reflection on this course is that it was very hard.  There's so many different aspects when it comes to teaching listening and speaking   I know I have a lot to learn, I look forward to learning more and to be the best that I can be. 

Until next time...

Teaching in Practice: Speaking and Listening - Unit 3 Reflections

 Another Sunday night, another unit completed.  This unit was very informative and I learned a lot.

I never knew there was 6 myths when teaching listening.  

1. You can't teach people how to listen

2. Listening is a "passive skill"

3. It is easier for students to understand native speakers of English than foreign speaker of English

4. The skills involved in listening to a foreign language are the same as those that we use for listening to our native language

5. While listening in class, students shouldn't try to understand every word

6. Students shouldn't be allowed to read the scripts of recordings.

When I read the explanations and what can be done it made complete sense.   

I also agree that when students are doing a listening activity if it's fun they will enjoy it.  If the activity is boring it's very easy to tune out and not pay attention.  I know that when I am teaching I want my lessons to be fun.  Not only for myself as it will be easier to teach but for my students.  I want them to feel that learning is fun and that they want to learn more.

I completed 2 assignments which I posted on my blog as well. 

I struggled with the first assignment but I'm hoping that I got it the second time around.   I enjoyed creating the The Big Bang Theory listening activity.  I chose that one as it had some comedy and thought that the students would be engaged and also have a few laughs while listening.

Tomorrow I'm starting unit 4 which is the final unit for this course.  I'm looking forward to it and until next time.  Good night :)

Teaching in Practice: Speaking and Listening - Listening Text Activity Sheet - The Big Bang Theory

Multiple choice - Please circle only one

True or False - Please circle which one you believe to be true

1. Sheldon tells Leonard that he

1. Solved his gift dilemma 

2. Got ice cream

3. Didn’t buy anything

2. Penny’s gift to Leonard is…

1. A comic book

2. Tickets to a musical

3. Motorcycle Lessons

 

3.  Sheldon put’s all the gifts down before putting his hands on his face.  He said to Penny “I know, it’s not enough is it?”

1. True

2. False

4. Leonard says “It’s a Saturnalia miracle”

1. True 

2. False

5. Why was the napkin dirty?

1. It fell in the garbage

2. Was not mentioned

3. Leonard Nimoy wiped his mouth

4. Penny drove over it

6. Sheldon says to Leonard that after he gives his gift to Penny he’s going to donate the others?

1. True

2. False

7. Leonard says “Do whatever you want” when Sheldon asks him to keep the gifts in Leonard’s closet?

1. True

2. False

8. Sheldon is not prepared for what Penny has to offer?

1. True

2. False

9. Leonard’s reply to Penny after she opened his gift is?

1. You always loved science

2. You know cuz you’re so into science

3. Cuz you’re into science

10.  Penny reminds Sheldon she’s only giving him the napkin?

1. True 

2. False

11.  Penny says “ Leonard             , Sheldon’s

1. Crying

2. Hugging me

3. Mad 

12.  When Leonard replied about his leg did he say “Very good, thanks for asking” before he said “My leg is killing me, thanks for asking”?

1. True

2. False

Teaching in Practice: Speaking and Listening - Listening Activity

 TESL Listening Text Activity 

Date: January 31, 2021

Level: Advanced CLB 11 

Time: 15 minute 

Skill: Comprehensive with a mix of informative and critical listening

Activity:  Start off with a class discussion to find out if anyone has watched or heard of the hit TV show called The Big Bang Theory, replies are written on the board. 

Part 1 - The students are instructed they will watch a short clip.  They are to listen to the conversation between the characters of Leonard, Penny and Sheldon.  

Part 2 - Play the following clip

https://www.youtube.com/watch?v=FpGkLzGl1CI

Part 3 - Students are given a worksheet and are told they can either work on it on their own or in pairs.  As well that they have 5 minutes to complete it before we review it as a class.

https://docs.google.com/document/d/1piMDXdwT4jhSR6kafLK1kdP-T0UagI5FY4uY5GQj4zo/edit?usp=sharing

Part 4 - After 5 minutes we will go over the worksheet.  When it comes to the answer the students are to tell me out loud what the correct answer is.

Part 5 - Students are asked if they have any questions and if they enjoyed the activity.

Teaching in Practice: Speaking and Listening - Unit 2 Reflections

 Another unit completed and I have to say there was a lot in this unit.  I never really thought of the form of how to pronounce the letters in words.  I guess I just thought it came naturally but when I really think about it, it must be hard for ESL students.  

I enjoyed watching the video's as it was interesting what words sounded like it.  In the video with Tina she wasn't afraid but there were some words that took me some time to figure out what she was trying to say.  

In the video "I want to buy a hamburger" the instructor looked like she was getting and frustrated.  I would not yell at the student or show the frustration.  I would have just focused on the word hamburger and break it down more for the student.  

Assignment #3 was a bit difficult to be honest.  It was hard to come up with assignment without using one on line.  I say this because I've never taught before, how do I know that this will actually work?  What if the students don't like it?  I know that once I start teaching I will get to know what works and what doesn't but for my lesson's I find it difficult right now.

Unit 3 is starting tomorrow and I'm looking forward to the other aspect which is listening.