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.

Teaching in Practice: Speaking and Listening - Unit 1 - CLB Benchmark Assignment

 CLB Benchmark Assignment

Exemplar F : Benchmark 7

Interviewer: “How are you?”

Student: “I’m fine, thank”

For the corrective feedback I would give it to them at the end.  The fluency was there but the accuracy was not.  I would just give them a reminder in a friendly reminder to either say “I’m fine” or “I’m fine,thanks” or “I’m fine, thank you”.  It would be proper to say I’m fine, thank you when you are speaking to someone you don’t know well.

Interview: “What kind of job are you looking for?”

Student: “It’s hard to say, but my background was ah engineering in construction so I hope I get back to my feet.  I will ah work as a engineer here but umm ting may not always are espetation I be patient kind of patient.”

The corrective feedback I would give on this reply would be to repeat the incorrect sentence back in the form of a question and have the student choose.  Accuracy for this reply would be more important than fluency as his reply has a different meaning.   I’d ask them, is it  “I hope to get back TO my feet?” or “I hope to get back ON my feet?”.  Hopefully by hearing the difference the student will recognize the correct format is on my feet. I would also just give them a heads up the proper pronunciation used for expectation

Interviewer: “Is there something you how to do that other people might not know?”

Student: “I might think of preparing a special dish in that I often do at home.”

Interviewer: “Can you tell me about it?”

Student: “That is fried chicken rice..ah chicken rice, sorry fried rice..fried rice...the name fried rice.”

The correct feedback on this would be to not say anything.  I could tell the student used the words he wanted to however that they were not in the correct order.  I would have concentrated on fluency  for his reply but he was able to correct himself.  

https://docs.google.com/document/d/1ZjFvIgriup9MdbYYn58qJj6NwerjHLnqSw1O3MDNlhw/edit?usp=sharing

Teaching in Practice: Speaking and Listening - Unit 1 Reflections

 Here I am once again :)  A new year, a new class.  This time it's for Teaching in Practice: Listening and Speaking.  What are my thoughts?  My thoughts are this is going to be really tough.  I say that because I enrolled in this course the same time last year.  I had to withdrawal from the course as I didn't want it to affect my grade but I wasn't in the right space as this class...well I should say all TESL classes require time and dedication.  So here is to a new year and yes, hopefully 2021 will be better than 2020!

Starting off this unit we had to do our introduction in a different way.  Well I learned how to use a new program called Flipgrid.  I was a bit scared and nervous to be honest.  Why?  Writing an introduction is way easier than recording yourself.  However I overcame my fear and posted my recording.  

In this unit there was so much to learn from Genre knowledge to Feedback. I've said this before and I'll say it again, how did I learn English? It just boggles my mind LOL. 

I learned the meaning of Linguistic Knowledge which are the features of the language.   Extralinguistic Knowledge is the independent of cultural, context and familiarity.  Sociocultural Knowledge is about social values and the normality of behavior in a given society.  Finally Genre Knowledge, this one as many parts to it.  Transactional, Interpersonal, Service Encounters, Interactive, Non-Interactive, Planned, Not planned and IRF Exchange.  Who would have thought there would have been so many? I guess it's just something I've known my whole life that I never really thought about it.

I read about Speech Conditions, showing incorrectness and Feedback.  Personally I have always been a person who likes to learn from my mistakes.  If I don't know I'm doing it wrong, how am I going to do it right?  When it comes to a time when I am an instructor I would ask my students how they would like feedback however I'd also take in consideration what age group I'm teaching.  I thought that the traffic light activity was a really good way for students to express themselves on how they would prefer their feedback.

Error correction technique video - Let's say I had to listen a few times since I thought she was speaking fast and I wanted to make notes.  I believe that I will find these 17 steps very useful when I start teaching.  Each one can be used but it does depend on the situation.  My motto at work when I am training a new employee is "don't worry, everything is fixable".  I would use this motto in my teaching but change it to let them know that you learn from your mistakes.  This way it can leave a positive vibe between the student and teacher relationship.

It was great to be able to analyze 2 different speakers on speaking.  They both had different styles as one spoke slower than the other. One was speaking to one person where the other was speaking to a crowd.  It just was a great way to do a comparison, in the end they both had good delivery of speech.

CLB - We got to read over and create a chart of the different stages when it comes to the Knowledge and Strategies for speaking skills when it comes to the CLB.  I've included it below but I'm also going to include it in my go to documents as I thought this was very handy.

https://docs.google.com/document/d/1jRs0Dr2vHB53EWAVWCLaSsUPx8okmq7uMGLrTpT692A/edit?usp=sharing

I also created an activity in this unit.  I chose something that I thought would be fun as well as very Canadian.  This activity not only helps to see how well the class is listening but by them repeating the song of "If I had a Million dollars" that I can hear them speak and verify their pronunciation to make sure they are saying the words properly.

https://docs.google.com/document/d/1KhYYhkMbAY0yTBGd5F6fGfptXeSPiH_Ty884A-TkHhg/edit?usp=sharing

Overall I enjoyed this unit and I'm looking forward to Unit 2 😊

Teaching in Practice: Listening and Speaking - Unit 1 - Activity

                               Listening and Speaking Activity

This lesson is for advanced ESL learners.  It provides a great balance of listening, vocabulary and pronunciation.

 

Warm-up: Ask the class the following questions and write notes on the whiteboard

1. How much is a million dollars in your country?  Is this person considered to be “rich?”

2. What are some examples of things that you can buy for a million dollars?

3. Do you think that you’ll ever have a million dollars?  

The students are advised that in today’s lesson we will be listening to a song called “If I had a Million dollars” by The Barenaked Ladies. That this group is a well known Canadian Band in Canada.

Activity: 

• Section 1 - Students are asked to listen to the song and write down what they believe are keywords

• Section 2 - Students are advised we will listen to the song again and they are to fill in the blank. 

• Section 3 they are to get in groups of 2 and complete the questions

Once the activity is completed the class is asked to sing the song with me.  When it comes to the fill in the blank words I will stop but use both hands to point to the class to have them say the word.  This way if the word is not pronounced properly I am able to correct them.

Wrap-up: As we are wrapping up the activity I ask the class what they would do if they had a million dollars?

“If I Had a Million Dollars” 

by 

The Barenaked Ladies

Section 1: Write down what keywords are talked about in the song.

Section 2: Fill in the blanks

If I had a million dollars x2

I'd buy you a _____________ x2

If I had a million dollars x2

I'd buy you  f______________ for your house

(Maybe a nice chesterfield or an ottoman)

And if I had a million dollars x2

Well, I'd buy you a K-_______

(A nice Reliant _____________)

If I had a million dollars I'd buy your _______

If I had a million dollars

I'd build a _________ fort in our yard

If I had million dollars

You could __________, it wouldn't be that ______

If I had million dollars

Maybe we could put like a little tiny ________ in there somewhere

You know, we could just go up there and hang out

Like open the fridge and stuff

There would already foods laid out for us

Like little pre-wrapped sausages and things

…..........

If I had a million dollars x2

Well, I'd buy you a fur _____

(But not a _______ fur coat that's cruel)

And if I had a million dollars x2

Well, I'd buy you an exotic ____

(Yep, like a llama or an emu)

And if I had a million dollars x2

Well, I'd buy you John Merrick's remains

(Ooh, all them crazy _____________ bones)

And If I had a million dollars I'd buy your _____

If I had a million dollars

We __________ ________ ____ walk to the store

If I had a million dollars

Now, we'd take a ______________ 'cause it costs more

If I had a million dollars

We wouldn't have to _______ Kraft Dinner

But we would eat Kraft Dinner

Of course we would, we’d just eat ________

And buy really ____________ ketchups with it

That’s right, all the fanciest ... dijon ketchups!

If I had a million dollars x2

Well, I'd buy you a ________   ___________

(But not a real green dress, that's _________)

And if I had a million dollars x2

Well, I'd buy you some ______

(A Picasso or a Garfunkel)

If I had a million dollars x2

Well, I'd buy you a ________

(Haven't you always wanted a________)

If I had a million dollars

I’d buy your ____________

If I had a million dollars x5

I'd be _______

Section 3:  use your phones and look on the Internet.  Some words have more than one meaning, but choose which one you think applies to this song. 

1. What is a chesterfield?

2. Who is John Merrick?  What are the “elephant bones?”

3. What is Kraft Dinner?