Action Plan—Listening & Speaking Activities for Intermediate & High-intermediate

Students

Racing, Shannon, Sam, Vivian

Outline

Introduction—identifying the problems

Literature Review

Rationale—Research Questions

Method and Design

Predicted Results

1. Introduction

Identifying the Problems

1.1 Introduction—the problems English learning environment—exam-

oriented, test-centered Memorization is emphasized—passive

vocabulary Lack of phonemic

awareness—weak/small vocabulary No time in class for speaking and

discussion

1.2 Introduction—the problems Personalities: reserved, shy, and timid,

lack of confidence and critical thinking Rural countryside, limited teaching

resources No immersion in an EFL environment---

desensitized to English Big challenge: Large homogeneous

classes made up of multi-level students, PR Value 50~90 in one class

Teachers seldom model English in class.

1.3 To sum up Students in Taiwan

1)Lack of motivation in using English as a communication tool

2)Listening & speaking skills need to be further developed

2. Literature Review

VARK Bloom’s Taxonomy AFL (Assessment for Learning) Phonemic Awareness

2.1 VARK Learning Styles Theory

2.1 VARK Visual Learners: learn through seeing

2.1 VARK Auditory Learners: learn through listening

2.1 VARK Reading and Writing Learners: learn through

reading and writing

2.1 VARK Kinesthetic Learners: learn through moving,

doing, and touching

2.2 Bloom’s Taxonomy

2.2 Application of Bloom’s Taxonomy An example from Omaha Public Schools Teac

her's Corner-- “Goldilocks and Three Bears”

Remember: Describe where Goldilocks lived.

Understand: Summarize what the Goldilocks story was about.

Apply: Construct a theory as to why Goldilocks went into the house.

2.2 Application of Bloom’s Taxonomy An example from Omaha Public Schools Teac

her's Corner-- “Goldilocks and Three Bears”

Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event.

Evaluate: Assess whether or not you think this really happened to Goldilocks.

Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

2.3 AFL (Assessment for Learning)

Learning Autonomy (goal)

Learning How to Learn (activity)

Assessment for Learning (tools)

2.3 AFL (Assessment for Learning) Formative Assessment Activities:

Muddiest Point

One-sentence summary

Minute paper

2.4 Literature Review—Phonemic Awareness Mandarin speakers: learn to spell sound of

Chinese characters by using Chinese phonological symbols

Taiwanese students as EFL learners: seldom have the chance to learn about the phonemes in English. crucial in developing English reading proficiency

Yopp 1988: ten phonemic tasks conducted1) Phonemic Segmentation2) Phonemic Blending3) Rhyming

2.4 Literature Review—Phonemic Awareness Mandarin speakers: learn to spell sound of

Chinese characters by using Chinese phonological symbols

Taiwanese students as EFL learners: seldom have the chance to learn about the phonemes in English. crucial in developing English reading proficiency

Yopp 1988: ten phonemic tasks conducted1) Phonemic Segmentation2) Phonemic Blending3) Rhyming

2.4 Literature Review—Phonemic Awareness Mandarin speakers: learn to spell sound of

Chinese characters by using Chinese phonological symbols

Taiwanese students as EFL learners: seldom have the chance to learn about the phonemes in English. crucial in developing English reading proficiency

Yopp 1988: ten phonemic tasks conducted1) Phonemic Segmentation2) Phonemic Blending3) Rhyming

3. Rationale: Research Questions

GOAL: To Intrigue Students’ Motivation in English Learning

3.1 Research Questions1. How can Taiwanese English teachers help

students to find their best English learning strategy by understanding students’ individual learning preference?

• Traditional teaching (lectures done by the teacher) ignoring the different learning preferences of each student

• Use cooperative learning to replace teacher’s instruction

• Goal 1: Teacher-centered class student-centered one

• Goal 2: remembering creating

3.2 Research Questions2. How can Taiwanese English teachers improve

students’ listening and speaking skills and enlarge their vocabulary by raising students’ phonemic awareness?

• Exam-oriented English teaching focus on reading and writing only less attention to the training of listening and speaking

• Low phonemic awareness poor listening ability reluctance to speak up

• Goal 1: get familiar with linking words and some pronunciation

• Goal 2: know the way to learn words by sounds• Goal 3: be able to understand the authentic

conversation

3.3 Research Questions3. How can Taiwanese English teachers motivate

students to learn English by changing the way they assess students’ performance?

• English as subject for exam or a means of communication to change the ways of assessment

• Assessment of learning Assessment for learning [Formative Assessment]

• Goal 1: to ease students’ anxiety when speaking and listening to English

• Goal 2: to diagnose students problem immediately from their response

4. Method & Design--Interventions

4.1 Procedure Teachers model English in class create an

English speaking classroom

Encouraging students to speak English and listen to English

[Activity 1] TITLE : Dictation Game– Soup or Salad? vs. Supersalad Aim: To raise students’ phonemic awareness MATERIALS: handouts, paper, and pens LEVEL: Intermediate and above TIME: 15 minutes PREPARATION: Construct a dialogue where

misunderstanding arises as a result of inappropriate linking and mispronunciation. The dialogue goes with the name “Supersalad.”

[Activity 2 to 4]Phonemic Awareness Test1.Phonemic rhyming test:

http://teams.lacoe.edu/reading/assessments/rhyme/rhyme2.html

2.Phonemic blending test: http://teams.lacoe.edu/reading/assessments/blending.html

3.Phonemic segmentation test: http://teams.lacoe.edu/reading/assessments/yopp.html

4.2 VARK: Learning Preference Test

http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/vark.htm

4.3 Listening Pretests GEPT Intermediate Listening Test

Randall’s ESL Cyber Lab: http://www.esl-lab.com/

Asking students to do the two kinds of listening tests without teacher’s instruction

Choose one piece of listening tests as a pretest

Keep the scores as the result of listening pretests

[Activity 5] TITLE : Dial the Phone AIM: To raise students’ phonemic awareness

and practice pronunciation of vowels MATERIALS: blackboard, paper, and pens. LEVEL: Intermediate and above TIME: 15 minutes PREPARATION: Words that comprise

different vowels in between the same cluster of consonants.

1. beat 2. bit 3. bet 4. bait 5. bat 6. but 7. bought 8. boat 9. boot 0. bite

[Activity 6] Dr. Seuss’ “One Fish, Two Fish, Red Fish, Blue

Fish”

Native speakers reading Clear, yet with linking words Students are asked to read along with the film

clip Train students’ pronunciation via natives’

reading chants

[Activity 7] Dialogue Relay AIM: 1. To encourage students to apply what they

have learned and create their own dialogue 2. To elevate students’ level from

Remembering to Applying (based on Bloom’s Taxonomy Pyramid)

1. Students are asked to form a group of 3 or 4. Each group has to sit in a row.

2. The student sitting in the very front of each row has to start a dialogue by writing a question on a piece of paper.

3. Then, he/she has to pass the paper to the next member sitting behind him/her. The second student adds another line to respond to the question, and then pass to the one behind him/her.

4. The creation of the dialogue continues until the paper is finally back to the very front. Then read the dialogue aloud.

[Activity 8] Comic strips:

1. Good for visual, audial, and kinesthetic learners

2. Creation of dialogues: “Creating” + “Applying”

Father & Son—original dialogue

White out the dialogue

Follow-up Ask critical thinking

questions:

1. What’s the relationship between the father and the son in the original comic strip?

2. What’s the relationship between you and your parent(s)?

[Activity 9] Randall’s ESL Cyber Listening Lab http://www.esl-lab.com/ For example: Answering Machine[Phone ringing . . .]

Bill: Hey, this is Bill. I'm sorry I'm not in. Just leave a message.

[Beep]

Hey Bill. This is Hank. I'm just calling to let you know that I'll be a little late to the game tomorrow night. I have to work a few extra hours to finish a report. I should wrap things up sometime between seven and eight though. Oh, then I'm planning on dropping by Lisa's house for about an hour since she's been sick recently. And, uh, one more thing. I'll swing by my house to pick up some food for the game. See you then.

Examples of New Words wrap up (phrasal verb): to finish - We need to wrap up this project by the end

of the day.

drop by (phrasal verb): to visit - Please drop by my place on your way home

from work.

swing by (phrasal verb): drop by, stop by - I need to swing by the store and pick up

some food for dinner.

Vocabulary Card: Format provided by Beth Coleman, ELI, UBC

[Activity 10] Muddiest Point Song: Party in the USA AIM: To reflect upon and understand learners’ own

learning process; to promote learning autonomy; to practice listening and speaking skills

MATERIALS: Music video, a task sheet for each student

LEVEL: Elementary to intermediate TIME: 30 minutes IN CLASS: Tell the students that a music video is

going to be played. They are going to explore the song by listening to it for mood and meaning of the lyrics. Ask students to write down the least clear idea and discuss.

After-test Listening:

1. GEPT Intermediate Listening Test2. Records of the scores of the listening tests on

Randall’s ESL Cyber Lab

Speaking1. Students recite the book of Dr. Seuss’2. Students make up a chant with the vowels,

consonants, and rhymes learned from the book.

5. Significance and Conclusion Students are a bit highly motivated because

they have better phonemic awareness. Students are offered an environment that

learning English is more than a tough subject but a means to communication.

Students understand how sounds are pronounced and linked in the authentic daily dialogue or conversation.

Students learn to cooperate with each other and build self-confidence.