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Listening & Speaking Pt. 2 - Coggle Diagram
Listening & Speaking Pt. 2
Focus on speaking:
Cognitivist View: students should be placed in situations whether the communicate with others and become made aware of gaps in their developing language -> leads to more attention to what they need to successfully communicate
Examples:
Orat Retellings (commonly used with reading comprehension checks)
Songs and chants - often more enjoyable, higher engagement
Oral Presentations - simple, yet effective way = show & tell
Minimal Pairs: can often present a challenge for ELLs - words or phrases that only differ by one phoneme. Can make communication more difficult
Strategies for classroom interaction:
Conversational Discourse: the use of language for extended, back and forth, and purposeful communication (Zwiers & Soto, 12).
conversations of this nature will require students to pay attention to their partners' words sentences, and nonverbal clues and determine how to communicate their own ideas and continue the conversation
Cooperative Learning: student collaboration in pairs or small groups to solve a problem or complete a task or a project
Think-Pair-Share: teacher asigns a question relevant to the topic for each partnership to to discuss after being provided with time to think
Roundtable: teacher assigns students to small groups (3-6). Each group is given a sheet of paper and a task that involved brainstorming ideas - PRO: work collaboratively with a group on a fairly narrow task
Concentric Circles: class divided into two equal groups. Outer group paired with someone from the inner group. Teacher asks a question or announces a topic to discuss and. the students share their answer with their partner before rotating to speak with someone new.
Role-play/acting out stories: place students into role-playing scenarios where they need to use the target form. Can be more engaging than dialogues that are often included in ESL textbooks
Real-world, relevant scenarios that can be designed to meet the needs/challenge the level of your students.
Ex. buying something at the story, job interview, speaking with teacher/guidance counselor, landlord
Barrier Games: one student = artist, the other partner cannot see it. Partner has to describe the image so that the artist can draw it by the instructions given in target language
Obstacle Course: One partner is blindfolded, the other must give instructions to navigate the obstacle course.
What am I: Students wear headbands with cards that they cannot see. The card has a picture of name of an object, animal, person, etc... Each student has to figure out what is on his or her card by asking questions to the other students
Assessing Listening and Speaking:
Focus: talk with students and listen to them talk
Any time students are listening and speaking is an opportunity - but true assessment will likely require 1:1 time
Guided by rubrics - SOLOM-R (measures what ELLs can do at each level of proficiency) each area scored 1-5, 25 total possible points
Comprehension
Fluency
Vocabulary
Pronunciation
Grammar