Download - Essentials Of Conversation
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Essentials of Teaching Conversation
TESOL 2010, Boston
Kitty Purgason, Ph.D.
Department of Applied Linguistics and TESOL,Cook School of Intercultural Studies,
Biola University, California
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Overview of the PCI
1. Topics and prompts2. Language and background knowledge3. Class management4. Feedback5. Other issues, including teaching beginners6. Questions
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Topics
1. What do your students like to talk about?
2. Group discussion Which topics have been especially successful
with your students? Why? Which topics have been failures? What factors should we consider when we
choose topics?
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Topics
3. With your partner, think of as many specific questions related to your topic as possible.
Topics posted around the room are: friendship, success, men & women, parents & children, young & old, health, learning a language, appearance & beauty, cross-cultural communication, crime & punishment, food, jobs & work, environment, heroes, faith & religion, personality, dreams, news, technology, regrets, making decisions
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Topics
Example: money
How important is money to you? Is your view similar to or different from other people in your community?
What are the top three things you spend money on?
Is it important for you to save money? If so, what are you saving for?
Do you borrow money? Why or why not? Do you lend money? Why or why not?
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Topics Do you think rich people should engage in
philanthropy? If so, what causes should they support or how should they do it? (Think, for example, of the Bill and Melinda Gates Foundation, or the Aga Khan Foundation.)
Do you think everyone should engage in charitable giving? If you give away money, how do you do it (for example, within your extended family, to a religious institution, to an international organization like UNICEF or the Red Cross/Crescent)?
How would you define “rich”? “poor”? Do these definitions vary according to the place or time we’re considering?
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Topics What are some important things that we need
money for? What are some important things that money can’t buy?
In your family, who makes decisions about money? Who pays the bills?
What are some common things people waste money on?
What is a common proverb or saying about money in your culture?
Respond to this quotation, “The love of money is the root of all evil.”
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Topics Respond to this cartoon:
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Topics
With your partner, go to one of the topics around the room.
1. Rate the topic in terms of general suitability for your students. 1 = good topic, 2 = it depends,
3 = would probably not use
2. Think of as many specific questions as you can to prompt good conversation about this topic. Cluster the questions or identify them as good for young people/adults and easy/hard.
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Compare three ways of doing conversation:
1. T asks whole class a question.
2. Ss discuss questions in small groups.
3. Class does a conversation-based task.
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Topics, prompts
Issues
1. Interest: Intellectual, emotional, cultural, political considerations
2. What the students bring—cognitive development, background knowledge, linguistic proficiency
3. Variety over the course of the week, term
4. Element of student choice
5. Details in the prompt
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Language and Conversation
How can we help students improve their language in terms of:
Accuracy? Fluency, automaticity? Complexity, depth?
Language instruction, scaffolding, focus on form
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Example: Conversation Cards (Gifts)
Remember:give / bring a gift to someone
give / bring someone a gift
people give each other gifts
people exchange gifts with each other
receive a gift from someone
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Example: Conversation Cards (Gifts)
Mingle with people, walking around the room. Find someone to talk to.
Take turns. First, A looks at her question card, reads it out loud, and answers it. Then, it’s B’s turn to read her question and answer it. Feel free to ask each other for more details.
When you’re finished, walk around and find someone else to talk to. Try to talk to at least three people.
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Language and Conversation
Debrief:
What was the effect of repetition?
Did the language-focused preparation at the beginning help?
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Example of lexical and collocations preview: Philanthropy, philanthropic, engage in philanthropy Charity, charitable, charitable giving, accept charity, live on
charity Give money away to ___ Lend (give) money to ___ Borrow (take) money from ___ Spend money on ___ Save money for ___ Owe money to ___ Make/earn money (by ____ing) Live on $500 a month Waste money on ___; ____ is a waste of money
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Language and Conversation
Example of implicit language instruction:
A checklist or rating sheet that prompts conversation
Ss look at it for homework and learn new words
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Language and Other Background
Note: May need to teach not only lexical and grammatical
features, but also conversational functions and cultural moves.
Don’t overwhelm Ss with too much language.
Building background knowledge, providing ideas to talk about:
Read an article and then talk Listen to a lecture and then talk Watch a movie and then talk
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Managing a Conversation Class
Experience #1 - Talk Tokens
Everyone in the group should contribute ideas. The Token Manager will reward participation by giving students a coin (or chip) when they speak. If someone has a lot of coins, they should wait and let other people speak. If someone doesn’t have any coins, encourage them to speak.
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Managing a Conversation Class
Experience #1Discuss: What problems with conversation do my Ss
have? What keeps them from being able to converse
well in English? What are some linguistic problems? What are some problems based on culture? What are some problems due to personality?
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Managing a Conversation Class
Experience #2 – Think, Pair, ShareStep 1 – each person gets a piece of colored
paper. Your paper has a problem teachers of conversation face. Think of some solutions.
Step 2 – Find a partner with a different color of paper. Share your problem and solution.
Step 3 – Get in a group of 6 (different colors) and share your problems and solutions.
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Managing a Conversation Class
Experience #3 – Conversation Ball
Get in a circle.
Think of a question you want to ask someone in the circle. Throw the ball to them. Ask your question.
Focus of the questions: about our experience at the TESOL conference
For example, “Is this your first convention?” “What was the best session you attended?” etc.
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Managing a Conversation Class
Various formats Small group Conversation cards
Double line or circle Mingle (cocktail party)
Think – pair – share Debate Hot seat, interview, press conference Conversation ball Chart Discussion squares
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Managing a Conversation Class
Various types of activity or task Share an opinion or experience Prioritize a list Rate Choose Plan Solve a problem Agree or disagree Respond to quote, picture, cartoon
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Managing a Conversation Class
Choosing a format and task type Does it match your objectives? Does it fit the Ss’ proficiency? Is it feasible within your constraints? Have you included enough variety?
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Managing a Conversation Class
Getting students to do more Roles within the group
Leader Secretary Reporter Time-keeper English monitor Materials person/runner Talk token person Reader
More student autonomy (later)
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Feedback in a Conversation Class
Experience
Small groups Why do students use their first language? What are some ways we can encourage
them to use English only?
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Feedback in a Conversation Class
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Student autonomy
Help students manage the conversation so you can focus on feedback
Train them to lead the group with phrases to: Introduce the topic Make transitions Reinforce a comment Control excess talk Elicit comments from quiet students Direct the flow of talk Clarify
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Student autonomy
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Conversation with beginners
1. Oral drills – familiarize Ss with structure and vocabulary
2. Charts – familiarize Ss with Q-A routines
3. Question cards – more Q-A routines
4. Group discussion + report
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Simple present to describe everyday activities: drill
Alma is a nurse. She has a strange schedule.
She _________ late.
Remember: verb+s
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Simple present to describe everyday activities: charts
Take out a piece of paper and copy this:
Turn to people nearby and ask them “What time do you get up?” etc. Write their name and answer on your chart.
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Simple present to describe everyday activities: question cards
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Question cards: double line
Row 1: turn around to face the row behind you.
Row 2: stay facing forward.
Odd numbered rows: turn around
Even numbered rows: face forward
You should look like this:
∨∨∨∨∨∨∨∨∨∨∧∧∧∧∧∧∧∧∧∧
∨∨∨∨∨∨∨∨∨∨∧∧∧∧∧∧∧∧∧∧
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Question cards: double line
People in even-numbered rows have a question card. Read it to your partner opposite you.
Partner, answer it.
∨
∧Never. I drive.
How often doyou walk towork?
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Question cards: double line
People in even-numbered rows with cards (facing forwards): When you hear the time signal, give your card to the person on your right.
Person at the end: give your card to the runner who will take it to the other side.
∧ ∧ ∧ ∧ ∧ ∧ ∧ ∧
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Question cards: double line
When you hear the double-time signal, give your card to the person in front of you. Now you can switch roles for asking and answering.
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Simple present to describe everyday activities: small group discussion
What is something you rarely do?
What is something you often do?
If you can, talk about why.
Be ready to tell the class something about a classmate in your group.
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Other Issues, Troubleshooting, Questions
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Group Discussion Squares
Work in groups of 4
x x x x x x x x x xx x x x x x x x x xx x x x x x x x x xx x x x x x x x x x
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Group Discussion Squares
Fold a piece of paper into quarters. Write your name in one quarter. Write the names of the other people in your group in the other quarters.
name name
name name
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Group Discussion Squares
Think of a meal which had special significance to you and prepare to tell your group about it.
In your square, you can write three or four words to help you remember what to say.
After you listen to your group
members, be prepared to tell
the whole class what you heard.
You may write no more than
four words for each person to
help you remember what to say.
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Group Discussion Squares• Make the sure the question is a good one for
your students: • Interest• Proficiency
• Why use the squares? Why
write cues?• Why not allow more writing?• Why have a “report” phase?
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