Speaking Made Simple for Saskatchewan Polytechnic
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This document outlines a teaching approach for English as a Second Language (ESL) focusing on speaking skills, emphasizing that fluency is developed through conversation rather than studying. It introduces a six-step system to transition learners from basic sounds to fluent speech, addressing aspects like vowel sounds, word stress, expressions, and non-verbal communication. The conclusion highlights the importance of tailoring assessments and bridging first language knowledge to aid in effective language acquisition.
Speaking Made Simple for Saskatchewan Polytechnic
- 1. Speaking Made Simple Judy Thompson May 26, 2017
- 2. Let’s Get on the Same Page Who are your students? Where are they from? How much English training have they had? What do they need English for? Why don’t they speak English now? (List responses on the board as they are offered)
- 3. All New Learning Starts with Unlearning Scratch everything on the list out except Words Date when each concern will be eliminated You have a fresh slate and their undivided attention My goal is to get them in the game. Fluency doesn’t happen from studying it happens from talking.
- 4. Accent vs. Intelligibility This is not accent reduction class. We all have accents. If the learner’s accent doesn’t impede their intelligibility there is nothing to fix. (There will be an app for that) Peggy Tharpe: americanpronunciationcoach.com
- 5. Context is Everything The context for ESL is the difference between writing and speaking, separated in 1476 The History of English and why talk about it BIG SHIFT: Setting them up for success. It’s not their fault speaking isn’t what they’d expected. They haven’t studied it yet!
- 7. Writing vs. Speaking - See the Difference
- 8. Speaking Made Simple is a System It is the same process for every student as all start at the beginning. Advanced progress faster. Beginners are full and functional after three steps - Sounds, Words, Sentences Advanced students seek fluency, add three steps - Linking, Expressions and Non-Verbal
- 9. Conversation Fluency Outlined on One Page
- 10. Transformation* * The point after which their skill level is changed forever
- 11. Step 1 - Sounds There are Consonant and Vowel sounds. What is the difference? Free Workbook: http://bit.ly/2jImHqs Listening/Speaking Skills Exercise* Mazes, Word Match, Bingo, Jokes...
- 12. Vowel Color Chart is IT for Learners V o w e l s s t r e t c h All vowel sounds are not equally difficult: Olive, Mustard, Purple, Pink and maybe short vowels Color Vowel Chart is the most important piece of paper learners will ever receive Blank Vowel Chart - tomorrow’s lesson
- 14. Step 2 – “What Color is Yer Name?”* Chapter Two is done. What I know but don’t tell students: vowel sounds dictate syllables, there is one and only one vowel sound per syllable one and only one most important syllable in any word The most important syllable dicates the word color One Fish, Two Fish, Red Fish, Blue Fish - Dr. Seuss
- 15. Step 3 - Sentences There are important words and unimportant words. Important words are stressed. It’s the same pattern in sentences as words: know buhNAnuh uh CUP uh COffee ©Peggy Tharpe
- 16. Transformation - Grammar Doesn’t Matter in Speaking
- 17. How Much Can Humans Stay Present to? One, maybe two thoughts. Look right. Stay left. Word Stress and Pausing will get learners in the game. Pausing is stop talking every three or four important words. The Cat in the Hat
- 18. What and Where Exercise* 1. The first part tunes up learner listening 2. The second part disappears concerns about grammar 3. Make sure you use as many shapes/instructions as there are students in your class
- 19. Advanced - English is Abstract Step 4 - Linking Humans can’t start internal syllables (syllables inside of words) or words inside sentences with vowel sounds - Celine Dion* CC - black coffee, big cat CV - turn on - one orange VV - he is, go away - EPA Color Vowel Chart
- 21. Transformation - Juan and Don
- 22. Demystifying Conversation Learners never have to master schwa or linking but they have to know this is how others are talking to them so they can decode. Fluency is in accurate use of expressions and humor - getting jokes.
- 23. Step 5 - Expressions Collocations is the bigger term - small groups of words that come together for no reason to create an image. English is idiomatic and abstract. Computers can’t translate native English. -out of sight, out of mind = blind and crazy - NOT
- 24. Make, Do, Have, Get* Students know more than they think. This exercise tunes up their instinct for English, their feel for it Learners have been exposed to loads of English and this exercise helps them pull forward what has been buried Conversation is fleeting. Learners need to hone instant access skills Anticipating is a skill native speakers use extensively
- 25. Step 6 - NonVerbal Communication Body Language - gestures Tone of voice - high good, low bad 3 Notes of English - important high, end low Conventions - “Are you alright then?” It’s 80% of the message and we don’t teach it
- 26. Conclusion - what did you hear me say? Tomorrow in the making for teaching Speaking: 1. A ruthless assessment including their goals 2. Use first language, ABC, numbers, name and COLORS as a bridge to English speaking 3. Six steps to fluency 4. Transformation exercises to get learners into authentic conversation as quickly and comfortably as possible
- 27. Thank You For your listening For your enthusiasm For your compassion For your dedication And for inviting me judy@thompsonlanguagecenter.com