action plan — listening & speaking activities for intermediate & high-intermediate students...

Download Action Plan — Listening & Speaking Activities for Intermediate & High-intermediate Students Racing, Shannon, Sam, Vivian

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  • Slide 1
  • Action Plan Listening & Speaking Activities for Intermediate & High-intermediate Students Racing, Shannon, Sam, Vivian
  • Slide 2
  • Outline Introductionidentifying the problems Literature Review RationaleResearch Questions Method and Design Predicted Results
  • Slide 3
  • 1. Introduction Identifying the Problems
  • Slide 4
  • 1.1 Introductionthe problems English learning environmentexam-oriented, test-centered Memorization is emphasizedpassive vocabulary Lack of phonemic awarenessweak/small vocabulary No time in class for speaking and discussion
  • Slide 5
  • 1.2 Introductionthe 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.
  • Slide 6
  • 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
  • Slide 7
  • 2. Literature Review VARK Blooms Taxonomy AFL (Assessment for Learning) Phonemic Awareness
  • Slide 8
  • 2.1 VARK Learning Styles Theory
  • Slide 9
  • 2.1 VARK Visual Learners: learn through seeing
  • Slide 10
  • 2.1 VARK Auditory Learners: learn through listening
  • Slide 11
  • 2.1 VARK Reading and Writing Learners: learn through reading and writing
  • Slide 12
  • 2.1 VARK Kinesthetic Learners: learn through moving, doing, and touching
  • Slide 13
  • 2.2 Blooms Taxonomy
  • Slide 14
  • 2.2 Application of Blooms Taxonomy An example from Omaha Public Schools Teacher's Corner-- Goldilocks and Three BearsOmaha Public Schools Teacher's Corner 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.
  • Slide 15
  • 2.2 Application of Blooms Taxonomy An example from Omaha Public Schools Teacher's Corner-- Goldilocks and Three BearsOmaha Public Schools Teacher's Corner 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.
  • Slide 16
  • 2.3 AFL (Assessment for Learning) Learning Autonomy(goal) Learning How to Learn(activity) Assessment for Learning(tools)
  • Slide 17
  • 2.3 AFL (Assessment for Learning) Formative Assessment Activities: Muddiest Point One-sentence summary Minute paper
  • Slide 18
  • 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 conducted 1) Phonemic Segmentation 2) Phonemic Blending 3) Rhyming
  • Slide 19
  • 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 conducted 1) Phonemic Segmentation 2) Phonemic Blending 3) Rhyming
  • Slide 20
  • 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 conducted 1) Phonemic Segmentation 2) Phonemic Blending 3) Rhyming
  • Slide 21
  • 3. Rationale: Research Questions GOAL: To Intrigue Students Motivation in English Learning
  • Slide 22
  • 3.1 Research Questions 1. 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 teachers instruction Goal 1: Teacher-centered class student-centered one Goal 2: remembering creating
  • Slide 23
  • 3.2 Research Questions 2. 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
  • Slide 24
  • 3.3 Research Questions 3. 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
  • Slide 25
  • 4. Method & Design-- Interventions
  • Slide 26
  • 4.1 Procedure Teachers model English in class create an English speaking classroom Encouraging students to speak English and listen to English
  • Slide 27
  • [Activity 1] TITLE : Dictation Game Soup or Salad? 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.
  • Slide 28
  • [Activity 2 to 4] Phonemic Awareness Test 1. Phonemic rhyming test: http://teams.lacoe.edu/reading/assessments/rhyme/rhyme2.html http://teams.lacoe.edu/reading/assessments/rhyme/rhyme2.html 2. Phonemic blending test: http://teams.lacoe.edu/reading/assessments/blending.html http://teams.lacoe.edu/reading/assessments/blending.html 3. Phonemic segmentation test: http://teams.lacoe.edu/reading/assessments/yopp.html http://teams.lacoe.edu/reading/assessments/yopp.html
  • Slide 29
  • 4.2 VARK: Learning Preference Test http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/va rk.htm
  • Slide 30
  • 4.3 Listening Pretests GEPT Intermediate Listening Test Randalls ESL Cyber Lab: http://www.esl-lab.com/http://www.esl-lab.com/ Asking students to do the two kinds of listening tests without teachers instruction Choose one piece of listening tests as a pretest Keep the scores as the result of listening pretests
  • Slide 31
  • [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.
  • Slide 32
  • 1. beat 2. bit 3. bet 4. bait 5. bat 6. but 7. bought 8. boat 9. boot 0. bite
  • Slide 33
  • [Activity 6] Dr. Seuss One Fish, Two Fish, Red Fish, Blue FishOne 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
  • Slide 34
  • [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 Blooms Taxonomy Pyramid)
  • Slide 35
  • 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.
  • Slide 36
  • [Activity 8] Comic strips: 1. Good for visual, audial, and kinesthetic learners 2. Creation of dialogues: Creating + Applying
  • Slide 37
  • Father & Sonoriginal dialogue
  • Slide 38
  • White out the dialogue
  • Slide 39
  • Follow-up Ask critical thinking questions: 1. Whats the relationship between the father and the son in the original comic strip? 2. Whats the r