unit ten-teaching the conversation class

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    Task

    You are a student in a foreign language class. Theteacher comes in and says Today were going todiscuss oil pollution. How do you feel as a student?

    Why might you not feel like taking part in thisdiscussion?

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    G O A L S

    Conversing in a Second

    Language

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    Transactional Interactional

    Focus of the

    conversation isprimarily on themeaning of themessage

    Focus is on

    maintaining socialrelationsgreeting,complimenting, andchatting

    Maintaining Interaction & Meaning

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    Brainstorming Activity: Step One (Label thepicture)

    http://trialx.com/curetalk/wp-content/blogs.dir/7/files/2011/05/diseases/Surgery-1.jpg
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    Step Two: BrainstormStep Three: Create shortconversations

    Positives

    Negatives

    A: What do you think about ______?

    (going to a bar alone)

    B: It can be dangerousIts a good way to make friends.

    A: Have you ever ____________?

    B: Yes, but ________________?

    --------------------------------------------

    Model the conversation.

    Extend if necessary.

    Let students practice with differentpartners.

    Brainstorming continued

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    Group Exchanges/Discussionshttp://www.dailyesl.com/campground.htm

    Work best if done inconjunction with anothertype of activity:

    vocabulary, listening,

    grammar, etc.

    Beginning by introducingthe topic, perhapsthrough a listening

    Make sure students

    understand vocabularyand/or specificgrammatical structures

    Open classroom

    discussion One on one discussions

    http://www.dailyesl.com/campground.htmhttp://www.dailyesl.com/campground.htm
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    Websites

    http://www.eslflow.com/

    http://iteslj.org/games/

    Http://www.eslgold.com/speaking/tasks_main.html

    http://www.dailyesl.com/ http://www.tefl.net/esl-lesson-plans/index.htm

    http://www.eslflow.com/http://iteslj.org/games/http://www.eslgold.com/speaking/tasks_main.htmlhttp://www.dailyesl.com/http://www.tefl.net/esl-lesson-plans/index.htmhttp://www.tefl.net/esl-lesson-plans/index.htmhttp://www.dailyesl.com/http://www.eslgold.com/speaking/tasks_main.htmlhttp://iteslj.org/games/http://www.eslflow.com/
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    Talk as Interaction

    Difficult to teach Unspoken rules

    Culturally bound

    (i.e. the way we give acompliment, a greeting,apology is different

    between cultures)

    best taught by providingexamples embedded innaturalistic dialogs thatcan serve to model

    features such as openingand closingconversations, makingsmall talk, recounting

    personal incidents andexperiences, and reactingto what others say.

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    Talk as Interaction: Examples

    reacting to what others saystudents can be given a dialog

    in which listener reactionssuch as really, is thatright, wow, thats

    interesting have beenomitted. Students work inpairs to add them to thedialog, practice the dialog

    with the reactions, then

    practice a different dialog,this time adding their ownreactions.

    A: I got a new car yesterday.B: Really! What color is it?

    A: Its red and its fast.

    B: Wow! How much did itcost?

    A: $9,000.

    B. Is that right? Thats cheap.New cars usually cost a lotmore than that.

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    Talk as Interaction: Examples

    conversation starters and personal recounts

    Students have to respond by asking one or two follow

    up questions.For example:

    I didnt sleep very well last night.

    Look what I bought on Sunday. How do you like it?Did that thunderstorm last night wake you?

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    Difficulties in Teaching Talk as Interaction

    Culturally specific topicsrequire different types ofresponses

    What do you say in each ofthe following situation:

    1. A friend just had a newbaby

    2. A friend passed adifficult exam

    3. Its your mothersbirthday

    4. Wishing someone goodluck before somethingdifficult

    5. A toast

    h S h

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    What to Say When:Assorted Social Phrases

    Match social phrases and situations by placing the situation letters in the blanks beside the socialphrases.

    Social Phrases Situations

    1. How are you? How are you a. It is afternoon. You will see your friend in thedoing? How are things going?_G_ evening.2. So long._______ b. Your friend doesnt see a car coming.3. Good luck._____ c. Your friend looks sick. You are worried.4. Same to you._____ d. Your friend got a poor grade on the math test.5. You, too. _____ e. Words said to a customer by a salesperson.6. May I help you?____ f. Your friend is taking a vacation.

    7. Congratulations! ______ g. You meet a friend in the hall.8. See you later._____ h. Your friend has been waiting for you for 20 min.9. Pleasant dreams._____ i. Your mom is leaving for work in the morning.10.Tough luck! ____ j. You accidently push someone on the bus.11.Please forgive me._____ k. You are saying goodbye.12.Excuse me. I beg your pardon.___ l. Someone says, Happy holidays.

    13.Have fun. Have a good time.___ m. Your friend has a job interview.14.Watch out!_____ n. You are being introduced to someone.15.How do you do? Nice to meet o. Your friend has been admitted to a good college.

    you.____ p. Someone says, Have a good weekend.16. May I use your telephone?___ q. Your mom is going to sleep.17.Im sorry Im late._____ r. You said something unkind to your friend.18.Have a good day.____ s. You are in a friends home. You need to call home.

    19.Have a good trip.____ t. Your friend is going to a dance.20. Are you okay?_____

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    Characteristics of Language Fluency

    1. The ability to handle unpredictable language2. The ability to anticipate the direction a conversation

    will take.

    3. The ability to make oneself understood and negotiatemeaning (e.g. ask for clarification, paraphrase whatwas understood); use compensation strategies (pointto something when you dont know the word for it,describe an object for which you dont know thename)

    4. The ability to convey meaning and get things donewith the language, even with limited vocabulary oraccuracy.

    5. The ability to pick up on and use visual cues from theenvironment and other speakers/listeners.

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    Using Conversational Grammar in Activities

    Hiya. Whats ur name?Im ____.

    Whats ur name and whereya from?

    Im______ and

    Im from_____.Whatcha doing?

    Studying for a

    test..hmmwanna grab abit to eat?

    Ahhsure

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    Introducing, Developing & Changing Topics

    Conversationalopening

    Guess meaning fromcontext for thesituation

    yes No

    Renegotiatemeaning

    Move to the nextstep in theconversation: elicitquestions/changetopic, etc.

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    Topics of

    Discussion

    Understandingappropriate levels ofconversation is basedupon context, culture,and the level offormality in thelanguage

    It is also based uponWHO we are talking to

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    Taking Turns

    Cultural differences Students need to

    understand how torespond in an

    appropriate time-frame.

    What to do?1. Explain the 2-4 second

    rule

    2. Go around room asking

    students questions3. After youve asked the

    question, hold up fourfingers (and count

    down for each secondthat passes)

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    Turn Taking: Maintaining Control

    Cultural differences forinterrupting and turn

    taking

    General Strategies: Speaker controls the

    conversation Can stop someone from

    interrupting by avoiding eyecontact

    Dont drop the volume of yourvoice

    If someone interrupts and youhavent finished, tell them usingphrases like Let me finish/May Ifinish etc.

    When someone wont stop

    talking & youre not interested inwhat theyre saying, avoid eyecontact, turn away or look atsomething else

    Do not use conversational fillers

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    Conversational Routines

    Mrs Jones: Anne, would

    you like some

    more chicken?

    Anne: Oh, no thanks!Delicious! I

    cant eat

    another bite.

    Mrs. Jones: Well, theres

    plenty. Help

    yourself!

    Mrs Liu: Anne, some

    more?

    Anne: Oh, no thank

    you!Mrs. Liu: I insist. Have

    some more.

    Have some

    more.

    Anne: (Silent)

    Mrs. Liu: (Puts thechicken on

    Annes plate)

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    Adapting Style

    Conversing also includesthe selection ofconversational style tomatch the formality ofthe situation

    Got time?vs.

    Whats the time?

    vs.

    Do you have the time?vs.

    Would you know whattime it is?

    vs.Could I trouble you for the

    time?

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    PRAGMATICS IS THE STUDY OF HOW

    THE TRANSMISSION OF MEANINGDEPENDS UPON NOT ONLY

    LINGUISTIC KNOWLEDGE (E .G.

    GRAMMAR, VOCABULARY, ETC) , BUT

    ALSO ON THE CONTEXT OF THE

    UTTERANCE, KNOWLEDGE ABOUTTHE STATUS OF THOSE INVOLVED,

    THE INFERRED INTENT OF THE

    SPEAKER, ETC.

    Developing Pragmatic

    Competency in Conversation

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    Understanding Structural Ambiguity

    You have a green light.

    You are driving and thelight has turned green.

    You possess a lightthat is green.

    Youve been givenpermission to dosomething.

    You possess an energyefficient light bulb.Your body has a green glow.

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    Pragmatic Differences in Speech ActsApologe

    ticformula

    I'm sorry, Iapologize, I'mafraid

    Assuming

    Responsibility

    I haven't readyour paperyet.

    AccountI had to prepare myTESOL plenary.

    Offer ofRepair

    But I'll get itdone byWednesday.

    AppeaserBelieve me, you'renot the only one.

    Promiseof

    forbear-ance

    I'll do betterafter TESOL.

    Intens-ifier

    I'm terribly

    sorry, I reallytried tosqueeze it in.

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    C O N T R O L T H E T Y P E O F Q U E S T I O N S

    L I M I T T H E S C O P E O F T H E C O N V E R S A T I O N

    How do ESL Teachers Teach

    Conversation to Beginners

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    Questions

    limit the

    scope of the

    convers tion

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    Questions for Beginners

    Yes-no Questions Is Saras sweater blue?Do Nigerians like to play soccer?Did you get up early?Can you speak Thai?

    Either-Or Questions Is Saras sweater blue or green?Do Nigerians like to play or watchsoccer?Did you get up early or late?

    Which can you speak better, Thaior English?

    Identify Questions What color is Saras sweater?Which sport do Nigerians like toplay most?

    What time did you get up?What languages can you speak?

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    Quasi-communicative Activities

    for students topractice using English

    with reasonable fluency,but without having to be

    overly concerned withcommunicating meaningeffectively.

    Charts Schedules

    Dialogue practices

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    D I A L O G U E W R I T I N GS K I T S

    R O L E - P L A Y SI M P R O V I S A T I O N S

    B U Z Z G R O U P SG A M E S

    C O M P U T E R M E D I A T E D C O M M U N I C A T I O N S

    What Kinds of Activities Do ESLConversation Teachers Use With

    Post-Beginners

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    Look at these examples of some of the

    most common teaching techniques forgetting students to practice speaking inclass.

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    Role-plays

    Role-plays: Ss are given a specific role and have to make aconversation.

    A:Youre a tourist in Lima downtown. You need tofind you way to the nearest ATM. Ask a pedestrianfor directions.B: You live in Lima. Youre stopped by a tourist.

    Give him/her directions

    For more ideas visit:http://www.eslpartyland.com/teachers

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    Drills

    Drills: Ss imitate and repeat words, phrasesand even whole utterances.

    (Teacher or recorder)

    Excuse me, is there anATM near here?

    (Chorus) Yes, theres onebehind the cathedral.(S1) Yes, theres one behind thecathedral.(S2) Yes, theres one behind thecathedral.

    For more ideas visit:http://www.songsforteaching.com/chantsraps.htm

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    Flow-diagram conversations

    Flow-diagram conversations: Students perform the dialogue,following the arrows.

    A: Stop B

    B: Listen A

    B: Answer A

    A: Ask for directions

    B: Give directions

    A: Thank B

    For more ideasvisit:http://english.unitecnology.ac.nz/resources/units/titanic/flow.html

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    Disappearing Dialogue

    Disappearing Dialogue: Students repeat the whole dialogue and thenteacher erases one sentence at a time.

    Tourist: Excuse mePedestrian: Yes?Tourist: Is there a movie theater near here?.Pedestrian: Yes. Theres one on the corner of BloorStreet

    West and Albany Avenue.

    Tourist: Thanks a lot!

    For more ideasvisit:http://esl.about.com/library/speaking/bldialogues_restaurant.htm

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    Teacher roles during a speaking lesson

    Organizer: Get Ss engaged and set the activity.Prompter: Provide Ss with chunks not words.Observer: Analyze what causes communication breakdowns.Participant: Do not monopolize or initiate the conversation.

    Assessor: Record mental or written samples of language

    produced by Ss.Feedback provider:

    Tell Ss how proficient their performance was.Resource: Provide Ss with tools to improve their oral

    performance.

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    P R O N U N C I A T I O N I N Y O U R C U R R I C U L U M

    The Place of Pronunciation in

    ESL Instruction

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    Factors Affecting Pronunciation

    First language How phonetically different are the 1st& 2ndlanguage? Learners whose 1stlanguage is more phonetically similar to English will not necessarily have themost ease in acquiring the sounds of the new language.

    Age Generally speaking, learners exposed to English before puberty are morelikely to achieve a native-like accent in a 2ndlanguage.

    Motivation Why do the learners want to study English? Motivation that derives from

    negative reactions from family members or employers may be a cause forfrustration rather than a positive motivator.

    Expectations Along with motivation comes expectations about how one wants to sound ina 2ndlanguage. Few adults ever attain a native-like accent in a 2ndlanguage,but some hold this as a goal of instruction.

    Exposure to

    English

    How often is the student exposed to English in the current environment?

    The more exposure a student has to the language, the better their chancesare at increasing their pronunciation skills.

    Attitude &Identity

    Accent has a strong impact on our identity, as 1stlanguage speakers or 2nd.Learners may have a strong desire to sound like peers rather than a nativespeaker; this can result in a resistance to work on English pronunciation.

    Innate phonetic

    ability

    Some learners may be better than others at discriminating sounds or

    mimicking sounds.

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    Two Areas of Pronunciation

    The phonemes ofthe languages(smallest units)

    /b/ /v/

    Segmentals

    stress

    Rhythm Intonation pattersSuprasegementals

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    Common Suprasegemental Difficulties

    I have lice with all mymeals

    or

    This shirt feets me well

    Now you need to add coldcream.

    What would happen to themeaning of the sentence if

    you said coldcream?

    What did you think of the

    comedy?or

    What did you think of thecommittee?

    Shes my sister, Marcia. (Marciais your sister.

    Shes my sister, Marcia.(Youre identifying your sister

    for someone else namedMarcia)

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    Approaches to Teaching Pronunciation

    Description andanalysis

    Listeningdiscrimination

    Controlled practice

    Guided practiceCommunicative

    practice

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    Description and analysis

    The goal of these steps is to raise learnersawareness of segmental and

    suprasegmental features through the useof visual charts, drawings, handgestureswhatever means are withinyour learners language abilities.

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    Listening Discrimination

    Learners need to take part in these typesof activities to allow them to demonstrate

    their ability to perceive sounds orpatterns of the language.

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    Controlled Practice

    Once your learners begin to perceivepatterns, your instruction can turn to

    activities that provide opportunity to saythe target sounds repeatedly, but in ameaningful context.

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    Guided Practice

    Finally, it is important that learnerspractice pronunciation patterns inunplanned, extended speech (much likeauthentic use). The activities will not becompletely spontaneous because you willguide the students to use particular

    pronunciation patterns.

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    Self Improvement

    Teaching Students Strategies for Self-

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    g gImprovement in Pronunciation

    Strong, vigorous practice Use vigorous practice with strong muscularmovements. Use exaggerated mouthmovements, overly articulating words.

    Self-monitored practice Listen closely to and monitor yourself onboth the sounds and the rate, rhythm andvocal qualities. Pay attention to stress points,pitch tones and rhythmic patterns.

    Slow-motion practice: Half-speed practice Try slow motion practice for a strong senseof kinesthetic touch-and-movement feedbackand for the feeling of articulation

    Lope Practice Use an endless loop practice of 20 or morestrong and vigorous repetitions of aword/phrase.

    Whisper practice Use whispered or silent practice to focus onarticulation

    Mirror practice, video practice Use mirrors to view the articulation ofspecific sounds. IF possible, zoon in on aclose-up of your face as you articulate words.

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    The Importance of Speaking

    Exercises

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    Why are Speaking Exercises Important in ESL?

    Conversation exercises are meant to introduce aspecific communicative function (ordering food,making a phone call, asking for prices, etc)

    They present new grammar structures in asituational and communicative context.

    They introduce new vocabulary in context.

    They make good pronunciation models.

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    How to teach students to speak in English

    For an effective speaking lesson, teachers need to beaware of, knowledgeable about, and familiarized

    with the teaching stages of a speaking activity as wellas the teaching techniques used for fosteringspeaking in class. Also, the teacher role is crucial tothe effectiveness of the activity.

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    Teaching Stages for a Speaking Activity

    a)Pre-communicative stage

    b) Practice Stage

    c) Communicative interaction or productionstage

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    During the pre-communicative stage,

    Introduce the communicative function

    Highlight the fixed expressions Point out the target structure

    Provide Ss with the necessary vocabulary

    Provide Ss with the language of interaction

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    During the practice stage,

    Correct Ss if necessary

    Prompt Ss if necessary (do it lexically) Ban (monolingual) dictionaries

    Aim for intelligibility

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    Homework

    Prepare a 30 minute conversation lesson for anintermediate ESL class. Be sure to include aspects ofpronunciation and vocabulary.

    f

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    References

    1. Celce-Murcia, Marianne, D. Brinton, and J. Goodwin. (1996). TeachingPronunciation. New York: Cambridge University Press.

    2. Gebhard, Jerry G. (2009). Teaching English as a Foreign/SecondLanguage. Ann Arbor, MI: The University of Michigan Press.

    3. Edwards, Melinda and K. Csizer. Developing Pragmatic Competence in the

    EFL Classroom. English Teaching Forum. Vol. 42:3.4. Parrish, Betsy. (2004). Teaching Adult ESL. New York: McGraw-Hill.

    5. Pragmatics. (http://en.wikipedia.org/wiki/Pragmatics). June 26, 2011.

    http://en.wikipedia.org/wiki/Pragmaticshttp://en.wikipedia.org/wiki/Pragmatics