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Task
You are a student in a foreign language class. Theteacher comes in and says Today were going todiscuss oil pollution. How do you feel as a student?
Why might you not feel like taking part in thisdiscussion?
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G O A L S
Conversing in a Second
Language
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Transactional Interactional
Focus of the
conversation isprimarily on themeaning of themessage
Focus is on
maintaining socialrelationsgreeting,complimenting, andchatting
Maintaining Interaction & Meaning
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Brainstorming Activity: Step One (Label thepicture)
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Step Two: BrainstormStep Three: Create shortconversations
Positives
Negatives
A: What do you think about ______?
(going to a bar alone)
B: It can be dangerousIts a good way to make friends.
A: Have you ever ____________?
B: Yes, but ________________?
--------------------------------------------
Model the conversation.
Extend if necessary.
Let students practice with differentpartners.
Brainstorming continued
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Group Exchanges/Discussionshttp://www.dailyesl.com/campground.htm
Work best if done inconjunction with anothertype of activity:
vocabulary, listening,
grammar, etc.
Beginning by introducingthe topic, perhapsthrough a listening
Make sure students
understand vocabularyand/or specificgrammatical structures
Open classroom
discussion One on one discussions
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Websites
http://www.eslflow.com/
http://iteslj.org/games/
Http://www.eslgold.com/speaking/tasks_main.html
http://www.dailyesl.com/ http://www.tefl.net/esl-lesson-plans/index.htm
http://www.eslflow.com/http://iteslj.org/games/http://www.eslgold.com/speaking/tasks_main.htmlhttp://www.dailyesl.com/http://www.tefl.net/esl-lesson-plans/index.htmhttp://www.tefl.net/esl-lesson-plans/index.htmhttp://www.dailyesl.com/http://www.eslgold.com/speaking/tasks_main.htmlhttp://iteslj.org/games/http://www.eslflow.com/8/10/2019 Unit Ten-Teaching the Conversation Class
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Talk as Interaction
Difficult to teach Unspoken rules
Culturally bound
(i.e. the way we give acompliment, a greeting,apology is different
between cultures)
best taught by providingexamples embedded innaturalistic dialogs thatcan serve to model
features such as openingand closingconversations, makingsmall talk, recounting
personal incidents andexperiences, and reactingto what others say.
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Talk as Interaction: Examples
reacting to what others saystudents can be given a dialog
in which listener reactionssuch as really, is thatright, wow, thats
interesting have beenomitted. Students work inpairs to add them to thedialog, practice the dialog
with the reactions, then
practice a different dialog,this time adding their ownreactions.
A: I got a new car yesterday.B: Really! What color is it?
A: Its red and its fast.
B: Wow! How much did itcost?
A: $9,000.
B. Is that right? Thats cheap.New cars usually cost a lotmore than that.
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Talk as Interaction: Examples
conversation starters and personal recounts
Students have to respond by asking one or two follow
up questions.For example:
I didnt sleep very well last night.
Look what I bought on Sunday. How do you like it?Did that thunderstorm last night wake you?
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Difficulties in Teaching Talk as Interaction
Culturally specific topicsrequire different types ofresponses
What do you say in each ofthe following situation:
1. A friend just had a newbaby
2. A friend passed adifficult exam
3. Its your mothersbirthday
4. Wishing someone goodluck before somethingdifficult
5. A toast
h S h
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What to Say When:Assorted Social Phrases
Match social phrases and situations by placing the situation letters in the blanks beside the socialphrases.
Social Phrases Situations
1. How are you? How are you a. It is afternoon. You will see your friend in thedoing? How are things going?_G_ evening.2. So long._______ b. Your friend doesnt see a car coming.3. Good luck._____ c. Your friend looks sick. You are worried.4. Same to you._____ d. Your friend got a poor grade on the math test.5. You, too. _____ e. Words said to a customer by a salesperson.6. May I help you?____ f. Your friend is taking a vacation.
7. Congratulations! ______ g. You meet a friend in the hall.8. See you later._____ h. Your friend has been waiting for you for 20 min.9. Pleasant dreams._____ i. Your mom is leaving for work in the morning.10.Tough luck! ____ j. You accidently push someone on the bus.11.Please forgive me._____ k. You are saying goodbye.12.Excuse me. I beg your pardon.___ l. Someone says, Happy holidays.
13.Have fun. Have a good time.___ m. Your friend has a job interview.14.Watch out!_____ n. You are being introduced to someone.15.How do you do? Nice to meet o. Your friend has been admitted to a good college.
you.____ p. Someone says, Have a good weekend.16. May I use your telephone?___ q. Your mom is going to sleep.17.Im sorry Im late._____ r. You said something unkind to your friend.18.Have a good day.____ s. You are in a friends home. You need to call home.
19.Have a good trip.____ t. Your friend is going to a dance.20. Are you okay?_____
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Characteristics of Language Fluency
1. The ability to handle unpredictable language2. The ability to anticipate the direction a conversation
will take.
3. The ability to make oneself understood and negotiatemeaning (e.g. ask for clarification, paraphrase whatwas understood); use compensation strategies (pointto something when you dont know the word for it,describe an object for which you dont know thename)
4. The ability to convey meaning and get things donewith the language, even with limited vocabulary oraccuracy.
5. The ability to pick up on and use visual cues from theenvironment and other speakers/listeners.
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Using Conversational Grammar in Activities
Hiya. Whats ur name?Im ____.
Whats ur name and whereya from?
Im______ and
Im from_____.Whatcha doing?
Studying for a
test..hmmwanna grab abit to eat?
Ahhsure
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Introducing, Developing & Changing Topics
Conversationalopening
Guess meaning fromcontext for thesituation
yes No
Renegotiatemeaning
Move to the nextstep in theconversation: elicitquestions/changetopic, etc.
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Topics of
Discussion
Understandingappropriate levels ofconversation is basedupon context, culture,and the level offormality in thelanguage
It is also based uponWHO we are talking to
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Taking Turns
Cultural differences Students need to
understand how torespond in an
appropriate time-frame.
What to do?1. Explain the 2-4 second
rule
2. Go around room asking
students questions3. After youve asked the
question, hold up fourfingers (and count
down for each secondthat passes)
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Turn Taking: Maintaining Control
Cultural differences forinterrupting and turn
taking
General Strategies: Speaker controls the
conversation Can stop someone from
interrupting by avoiding eyecontact
Dont drop the volume of yourvoice
If someone interrupts and youhavent finished, tell them usingphrases like Let me finish/May Ifinish etc.
When someone wont stop
talking & youre not interested inwhat theyre saying, avoid eyecontact, turn away or look atsomething else
Do not use conversational fillers
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Conversational Routines
Mrs Jones: Anne, would
you like some
more chicken?
Anne: Oh, no thanks!Delicious! I
cant eat
another bite.
Mrs. Jones: Well, theres
plenty. Help
yourself!
Mrs Liu: Anne, some
more?
Anne: Oh, no thank
you!Mrs. Liu: I insist. Have
some more.
Have some
more.
Anne: (Silent)
Mrs. Liu: (Puts thechicken on
Annes plate)
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Adapting Style
Conversing also includesthe selection ofconversational style tomatch the formality ofthe situation
Got time?vs.
Whats the time?
vs.
Do you have the time?vs.
Would you know whattime it is?
vs.Could I trouble you for the
time?
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PRAGMATICS IS THE STUDY OF HOW
THE TRANSMISSION OF MEANINGDEPENDS UPON NOT ONLY
LINGUISTIC KNOWLEDGE (E .G.
GRAMMAR, VOCABULARY, ETC) , BUT
ALSO ON THE CONTEXT OF THE
UTTERANCE, KNOWLEDGE ABOUTTHE STATUS OF THOSE INVOLVED,
THE INFERRED INTENT OF THE
SPEAKER, ETC.
Developing Pragmatic
Competency in Conversation
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Understanding Structural Ambiguity
You have a green light.
You are driving and thelight has turned green.
You possess a lightthat is green.
Youve been givenpermission to dosomething.
You possess an energyefficient light bulb.Your body has a green glow.
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Pragmatic Differences in Speech ActsApologe
ticformula
I'm sorry, Iapologize, I'mafraid
Assuming
Responsibility
I haven't readyour paperyet.
AccountI had to prepare myTESOL plenary.
Offer ofRepair
But I'll get itdone byWednesday.
AppeaserBelieve me, you'renot the only one.
Promiseof
forbear-ance
I'll do betterafter TESOL.
Intens-ifier
I'm terribly
sorry, I reallytried tosqueeze it in.
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C O N T R O L T H E T Y P E O F Q U E S T I O N S
L I M I T T H E S C O P E O F T H E C O N V E R S A T I O N
How do ESL Teachers Teach
Conversation to Beginners
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Questions
limit the
scope of the
convers tion
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Questions for Beginners
Yes-no Questions Is Saras sweater blue?Do Nigerians like to play soccer?Did you get up early?Can you speak Thai?
Either-Or Questions Is Saras sweater blue or green?Do Nigerians like to play or watchsoccer?Did you get up early or late?
Which can you speak better, Thaior English?
Identify Questions What color is Saras sweater?Which sport do Nigerians like toplay most?
What time did you get up?What languages can you speak?
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Quasi-communicative Activities
for students topractice using English
with reasonable fluency,but without having to be
overly concerned withcommunicating meaningeffectively.
Charts Schedules
Dialogue practices
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D I A L O G U E W R I T I N GS K I T S
R O L E - P L A Y SI M P R O V I S A T I O N S
B U Z Z G R O U P SG A M E S
C O M P U T E R M E D I A T E D C O M M U N I C A T I O N S
What Kinds of Activities Do ESLConversation Teachers Use With
Post-Beginners
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Look at these examples of some of the
most common teaching techniques forgetting students to practice speaking inclass.
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Role-plays
Role-plays: Ss are given a specific role and have to make aconversation.
A:Youre a tourist in Lima downtown. You need tofind you way to the nearest ATM. Ask a pedestrianfor directions.B: You live in Lima. Youre stopped by a tourist.
Give him/her directions
For more ideas visit:http://www.eslpartyland.com/teachers
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Drills
Drills: Ss imitate and repeat words, phrasesand even whole utterances.
(Teacher or recorder)
Excuse me, is there anATM near here?
(Chorus) Yes, theres onebehind the cathedral.(S1) Yes, theres one behind thecathedral.(S2) Yes, theres one behind thecathedral.
For more ideas visit:http://www.songsforteaching.com/chantsraps.htm
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Flow-diagram conversations
Flow-diagram conversations: Students perform the dialogue,following the arrows.
A: Stop B
B: Listen A
B: Answer A
A: Ask for directions
B: Give directions
A: Thank B
For more ideasvisit:http://english.unitecnology.ac.nz/resources/units/titanic/flow.html
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Disappearing Dialogue
Disappearing Dialogue: Students repeat the whole dialogue and thenteacher erases one sentence at a time.
Tourist: Excuse mePedestrian: Yes?Tourist: Is there a movie theater near here?.Pedestrian: Yes. Theres one on the corner of BloorStreet
West and Albany Avenue.
Tourist: Thanks a lot!
For more ideasvisit:http://esl.about.com/library/speaking/bldialogues_restaurant.htm
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Teacher roles during a speaking lesson
Organizer: Get Ss engaged and set the activity.Prompter: Provide Ss with chunks not words.Observer: Analyze what causes communication breakdowns.Participant: Do not monopolize or initiate the conversation.
Assessor: Record mental or written samples of language
produced by Ss.Feedback provider:
Tell Ss how proficient their performance was.Resource: Provide Ss with tools to improve their oral
performance.
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P R O N U N C I A T I O N I N Y O U R C U R R I C U L U M
The Place of Pronunciation in
ESL Instruction
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Factors Affecting Pronunciation
First language How phonetically different are the 1st& 2ndlanguage? Learners whose 1stlanguage is more phonetically similar to English will not necessarily have themost ease in acquiring the sounds of the new language.
Age Generally speaking, learners exposed to English before puberty are morelikely to achieve a native-like accent in a 2ndlanguage.
Motivation Why do the learners want to study English? Motivation that derives from
negative reactions from family members or employers may be a cause forfrustration rather than a positive motivator.
Expectations Along with motivation comes expectations about how one wants to sound ina 2ndlanguage. Few adults ever attain a native-like accent in a 2ndlanguage,but some hold this as a goal of instruction.
Exposure to
English
How often is the student exposed to English in the current environment?
The more exposure a student has to the language, the better their chancesare at increasing their pronunciation skills.
Attitude &Identity
Accent has a strong impact on our identity, as 1stlanguage speakers or 2nd.Learners may have a strong desire to sound like peers rather than a nativespeaker; this can result in a resistance to work on English pronunciation.
Innate phonetic
ability
Some learners may be better than others at discriminating sounds or
mimicking sounds.
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Two Areas of Pronunciation
The phonemes ofthe languages(smallest units)
/b/ /v/
Segmentals
stress
Rhythm Intonation pattersSuprasegementals
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Common Suprasegemental Difficulties
I have lice with all mymeals
or
This shirt feets me well
Now you need to add coldcream.
What would happen to themeaning of the sentence if
you said coldcream?
What did you think of the
comedy?or
What did you think of thecommittee?
Shes my sister, Marcia. (Marciais your sister.
Shes my sister, Marcia.(Youre identifying your sister
for someone else namedMarcia)
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Approaches to Teaching Pronunciation
Description andanalysis
Listeningdiscrimination
Controlled practice
Guided practiceCommunicative
practice
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Description and analysis
The goal of these steps is to raise learnersawareness of segmental and
suprasegmental features through the useof visual charts, drawings, handgestureswhatever means are withinyour learners language abilities.
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Listening Discrimination
Learners need to take part in these typesof activities to allow them to demonstrate
their ability to perceive sounds orpatterns of the language.
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Controlled Practice
Once your learners begin to perceivepatterns, your instruction can turn to
activities that provide opportunity to saythe target sounds repeatedly, but in ameaningful context.
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Guided Practice
Finally, it is important that learnerspractice pronunciation patterns inunplanned, extended speech (much likeauthentic use). The activities will not becompletely spontaneous because you willguide the students to use particular
pronunciation patterns.
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Self Improvement
Teaching Students Strategies for Self-
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g gImprovement in Pronunciation
Strong, vigorous practice Use vigorous practice with strong muscularmovements. Use exaggerated mouthmovements, overly articulating words.
Self-monitored practice Listen closely to and monitor yourself onboth the sounds and the rate, rhythm andvocal qualities. Pay attention to stress points,pitch tones and rhythmic patterns.
Slow-motion practice: Half-speed practice Try slow motion practice for a strong senseof kinesthetic touch-and-movement feedbackand for the feeling of articulation
Lope Practice Use an endless loop practice of 20 or morestrong and vigorous repetitions of aword/phrase.
Whisper practice Use whispered or silent practice to focus onarticulation
Mirror practice, video practice Use mirrors to view the articulation ofspecific sounds. IF possible, zoon in on aclose-up of your face as you articulate words.
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The Importance of Speaking
Exercises
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Why are Speaking Exercises Important in ESL?
Conversation exercises are meant to introduce aspecific communicative function (ordering food,making a phone call, asking for prices, etc)
They present new grammar structures in asituational and communicative context.
They introduce new vocabulary in context.
They make good pronunciation models.
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How to teach students to speak in English
For an effective speaking lesson, teachers need to beaware of, knowledgeable about, and familiarized
with the teaching stages of a speaking activity as wellas the teaching techniques used for fosteringspeaking in class. Also, the teacher role is crucial tothe effectiveness of the activity.
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Teaching Stages for a Speaking Activity
a)Pre-communicative stage
b) Practice Stage
c) Communicative interaction or productionstage
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During the pre-communicative stage,
Introduce the communicative function
Highlight the fixed expressions Point out the target structure
Provide Ss with the necessary vocabulary
Provide Ss with the language of interaction
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During the practice stage,
Correct Ss if necessary
Prompt Ss if necessary (do it lexically) Ban (monolingual) dictionaries
Aim for intelligibility
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Homework
Prepare a 30 minute conversation lesson for anintermediate ESL class. Be sure to include aspects ofpronunciation and vocabulary.
f
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References
1. Celce-Murcia, Marianne, D. Brinton, and J. Goodwin. (1996). TeachingPronunciation. New York: Cambridge University Press.
2. Gebhard, Jerry G. (2009). Teaching English as a Foreign/SecondLanguage. Ann Arbor, MI: The University of Michigan Press.
3. Edwards, Melinda and K. Csizer. Developing Pragmatic Competence in the
EFL Classroom. English Teaching Forum. Vol. 42:3.4. Parrish, Betsy. (2004). Teaching Adult ESL. New York: McGraw-Hill.
5. Pragmatics. (http://en.wikipedia.org/wiki/Pragmatics). June 26, 2011.
http://en.wikipedia.org/wiki/Pragmaticshttp://en.wikipedia.org/wiki/Pragmatics