Listening and Speaking for Adult ESL and Speaking for Adult ESL Learners Heather McIntosh Heather_McIntosh@ Ann Tigchelaar tigchelaarann@gmail.com November

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  • Listening and Speaking for Adult

    ESL Learners

    Heather McIntosh Heather_McIntosh@umanitoba.ca

    Ann Tigchelaar tigchelaarann@gmail.com

    November 2015

    mailto:Heather_McIntosh@umantioba.camailto:tigchelaarann@gmail.com

  • What do we have in common?

    At your tables, draw a grid on the flip chart paper,

    with your names along the top row and left column.

    Where each name intersects with another name,

    find something in common to write in the blank.

    John Cathy Lois Ruth Mary

    John X

    Cathy We like chocolate

    X

    Lois X

    Ruth X

    Mary X

  • Objectives of our session

    Participants will be able to

    Create plans for their conversation circles that flow logically and sequentially

    Create and adapt a variety of speaking and listening activities that will engage and benefit

    their participants

  • What to teach?

    Needs assessment: find out what your

    participants want to learn

    Develop an outline for your session

    based on the needs assessment

  • How to plan?

    Objective setting: develop

    specific outcomes for each

    meeting SMART objectives!

    By the end of the meeting, the participants will be

    able to . . . .(specific, measurable, achievable, relevant, time-bound)

  • How to plan?

    SMART objectives!

    By the end of the meeting, the participants will be

    able to . . . .(Specific, Measurable, Achievable, Relevant, Time-bound)

    Small talk:

    By the end of the conversation circle,

    participants will be able to begin,

    maintain and end a short, small talk

    conversation with a neighbour.

  • Fun Quiz

    Which are SMART objectives?

    By the end of the class, participants will:1. Know about Halloween in Canada.

    2. Be able to ask for a refund for a jug of spoiled milk in the grocery store.

    3. Be able to call the landlord to complain about a broken fridge.

    4. Understand hardware store flyers.

    5. Be able to identify 5 appropriate and 5 inappropriate topics for small talk.

    6. Be able to list all the mayors of Winnipeg in chronological order.

  • Stages of a Conversation Circle

    listening plan

    Put the stages of a conversation circle plan in order from first to last.

    What happens at each stage?

    Match each stage with its description.

  • Structure of a Listening Plan

    BEFORE YOU LISTEN

    Connect (to students experiences)

    Activate (background vocabulary and

    write on board)

    Predict (what they will listen to)

  • WHILE YOU LISTEN

    Listen the first time for the main idea

    Listen a second time for details

    (T/F, check items, take notes)

    Listen a third time to confirm

  • AFTER YOU LISTEN

    Confirm predictions

    Do comprehension work

    Apply to real world

    Do focused language work

  • Sample plan Before you listen

    Have you ever led or participated in a conversation circle?

    What was it like? (connect)

    What did you do?

    What did you like about it? (activate)

    Youre going to listen to a lecture about what makes a good conversation circle.

    Predict 3 ideas you might hear.

    Predict 5 words you might hear.

  • While you listen:

    - First time: listen for the main ideas

    - Share with a partner

    - Second time: write down details

    - Answer T/F. Share with a partner.

    - Third time: listen to confirm

  • After you listen:

    - Check your predictions.

    - Do comprehension work retell

    - Work with the language (vocabulary,

    grammar)

  • GROUP PLANNING TASK

    Using a small talk dialogue, create

    3 activities before you listen

    2 activities while you listen

    2 activities after you listen

    Record this information on flip chart paper.

    We will share our ideas in a gallery walk.

  • Taking a closer look

    Look at your dialogue and highlight

    language we use to start a conversation

    Hey, Bob. Hows it going?

    Have you been waiting long?

    What a beautiful day!

  • Highlight language we use to maintain a

    conversation.

    So what are your plans for the weekend?

    What do you think about ?

  • Highlight language we use to end a

    conversation.

    Nice talking to you.

    Well I should

  • Pronunciation features

    Stress and intonation

    Hows it goin?

    You, too!

    Dont remind me!

    Look at the time.

  • Reduction

    Did you hear the news . . .

    Didja hear the news . . .

    What do you think about . . .

    Whaddaya think about

    Let me know on Monday . . .

    Lemme know . . .

    Are going to go to . . . .

    Are gonna go to

  • Linking

    . . . . news about the Blue Bombers

    How are you?

    cousin and her family

  • Practice

    Focused

    underline/highlight in dialogue, hold up hand when they hear it, point to

    practice repeating it chorally, look up and say, find someone who

    Fluency

    do a conversation line, make up a similar conversation

  • Final Thoughts

    Remember to CAP

    Be SMART in your planning

    Mine each text / activity

  • Conclusion

    Reflecting on your experience

    What did you find useful in the workshop?

    Please fill out the exit slip and hand it to

    Heather or Ann before you leave

    Thank you very much for participating!

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