Tesol 2010 Without Videos
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This document provides ideas for enhancing English language lessons with a focus on listening and speaking. It includes 11 topics: 1) using YouTube videos, 2) practicing TOEFL tasks, 3) finding phrases for speeches, 4) formal vs. informal vocabulary, 5) pronunciation analysis, 6) finding idioms, 7) creating expert listening groups, 8) performing as American characters, 9) paired American dialogue performances, 10) final student video projects, and 11) discussing conditionals and modal verbs. For each topic, it provides detailed instructions and examples for classroom activities.
Tesol 2010 Without Videos
- 1. 10 Listening/Speaking LessonsSimple ideas for enhancing your lessons
- 2. Top 10 List + 11. Getting YouTube videos to work for you2. TOEFL Practice3. Finding phrases for (argumentative) speeches4. Formal vs. Informal Vocabulary (writing)5. Pronunciation Analysis6 Find the Idiom/Share the Idiom7. Expert/Interest Listening Groups with Channels8. American Character Performance9. American Dialogue Performance10. Student Final Projects ~ Video Goodbyes11. Conditionals and Modal Verbs
- 3. 1. Downloading Youtube VideosInstall Real Player on your computerPlay with real player, there is a button on the top for you to downloadUse an extension program to convert the videos if necessaryDon’t be click phobic, be click fearlessCreate your own private channel for student work
- 4. 2. TOEFL PracticeGoal: To practice integrated TOEFL task1. Find a reading (newspaper)2. Find a related listening but hopefully with a different purpose3. students read the reading while taking notes4. students listen to the video while taking notes5. with a partner, student summarize each story and discuss the differences6. Focus on differences, not your opinion7. teacher may provide vocabulary
- 5. TOEFL listeningReading: Daily Texan 6/10/2009 p. 3http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=105218256&m=105218240VocabularyAn uproar – a large, negative reactionTo dance to China’s tune – to do what China wantsTo drag their feet – to find ways not to obey the law or to obey it very slowlyAnother turn of the screw – a way to make more restrictions
- 6. What are the differences?
- 7. 3. Making an argumentative speech1. Find an argumentative speech2. Listen to the speech without taking notes3. Listen trying to make an outline4. Listen, writing down specific words and phrases from the speech5. Plan your own speech, roughly following your model’s outline6. Use a minimum of 10 phrases in your speech7. Practice with a partner. Partner checks off each phrase you use,
- 8. Making an Argumentative Speech (twilight)http://www.youtube.com/watch?v=wqSF694ZvQc
- 9. Phrases for SpeechesHook: The Twighliters are gonna kill me
- 10. What I’m going to try to do here is
- 11. First of all
- 12. So anyways
- 13. Now let’s talk about Twighlight specifically
- 14. Now I’m going to start …
- 15. But in some ways that’s precisely the point.
- 16. I mean, look. …
- 17. And then there’s …
- 18. And at first …
- 19. And this is not just any ….
- 20. Now this is (pretty much) the …
- 21. Of course …. But ….
- 22. And despite ….
- 23. So that’s what I have to say on the topic
- 24. What I’m trying to say is that …4. Formal vs. informal language1. Find a video that uses informal speechUse this one as a modelHave students find their own2. Make a transcript of the speech3. Highlight all informal uses of speech4. List and discuss5. Make a list of formal words that correspond to the informal ones
- 25. Formal vs. Informal Languagehttp://www.youtube.com/results?search_query=sister+salad+wack&search_type=&aq=f
- 26. Points of differencePunctuation and run-ons – it is difficult to understand if thought groups are not separated in some wayCapitalizationCAPSLOCK = screamingCapitalize proper nounsSpelling –hoseU guys r hoseLetters that stand for words – R, Y, U Pluralize with ‘z’ – spellingSpelling – what/wut, our/are/, know/noYour vs. you’reThere, their, and they’re
- 27. 5. Pronunciation: Analysis of American Pronunciation1. Find a one-two minute monologue2. Choose someone who is somewhat similar to you, but not necessarily completely similar to youSame sex and basically the same ageSomeone whose speaking you admire3. Make a transcript of the monologue.As spoken, not “correct” English4. Upload video to class website5. Go through video carefully, marking linking and glides6. …. Reductions and deletions7. …. Intonation, pausing, rhythm, specific sounds, voicing, others …
- 29. linkingI know you have a choiceI know you ha va choiceWhen it comes to yourWhe nit comes to yourThere’s lots of choices out thereThere’s lo tsof choice zout therecooking shows are very popularCooking show zar very popular
- 30. Glides (insert y or w between vowel sounds)That you are gonna thank me forThat you ware gonna thank me forIt makes me a wizard in the kitchenIt makes me ya wizard in the kitchenIt turns me into a wizardIt turns me yinto a wizard
- 31. ReductionsThere’s a lot of showsThere z^ lot ^(f) showsBut I’ve discovered But I’ve d^scoveredSo I’m gonna amaze youSo I’m g^nna ^maze you
- 32. Other things to do with the analysis:Mark stressed wordMark stressed syllablesMark intonationMark voicing changesHave students memorize and perform or record the selection after analysis
- 33. 6. Finding the idiomGoal: To reinforce idioms. To show idioms used outside of the textbook.1. Students find and bring videos to class that contain an idiom2. Play video3. Students listen for the idiom(s)
- 34. Example: The Big Picture Chapter 8Pin him downGet carried awayUp in the airFly off the handleGet a gripOut of my handsBe a soft touchGet a hold of yourselfGet out of handHit me up forPull stringsAt the end of my ropeRein inString me alongCut me some slackTied to your mother’s apron strings
- 35. Find the idiom (student project?) SNLhttp://vids.myspace.com/index.cfm?fuseaction=vids.individual&VideoID=31821026
- 36. Which idiom did you hear?Sue, get a hold of yourself!What other idioms might be used here?Get a gripGet carried awayGet out of hand
- 37. 7. Creating (expert) listening groups1. Students divide up depending on interests or majors2. Students search for and select 1+ channelsELP: conversation, drama, romance …EAP: discipline specific or interest related: biology, TESOL, second language acquisition, chaos theory3. Student listen to different videos or the same videos, and discuss together4. Students take notes on videos Include technical terms & vocabulary5. In class (or outside) students meet and discuss the videos they have listened to discuss what they’ve listened to6. You may wish to tie this into reading or writing activities.
- 38. 8. American Character PerformanceGoal: Imitate exactly the intonation, rhythm, patters of American speaking in a monologue1. Select a well-known American personality whose communication style you would like to study.Politician, movie star, TV-personality2. Select someone who is the same sex and approximately the same gender. Do you select a child if you are an adult3. Select someone who is different from you
- 39. 4. Prepare 2 full minutes of imitation.5. Provide a video of your performer6. Turn in a ½ page detailed description of who your character is, and the details about the way they talk and their body language7. Have fun. Exaggerate! Stretch yourself.8. Imitate their voice pattern, kind of talk, body movements, gestures, pitch, intonation, rate of speech, etc.
- 40. 9. Paired American PerformancesGoal: Imitate exactly the intonation, rhythm, patters of American speaking with a partner in a conversation.1. Find a partner2. Find a short (45 seconds – 1 minute) segment of English conversation by native speakers3. Make a transcript to hand in. This should be an exact transcript with pauses, overlaps, linking, etc.Use Conversational Analysis transcription system
- 41. 4. Listen at home repeatedly.5. Memorize very small bits at a time – like learning a song.6. Work alone on your part OUT LOUD for at least 20 minutes per day.7. Work with your partner for at least 1 hour on two separate occasions.
- 42. Memorization of Small Chunks Procedure:1. Listen to the tape (just one “chunk”) and read the script. Repeat.2. Listen to the tape and read along out loud from your script.3. Without the tape, read out loud from your script.4. Without the script, talk along with the tape.5. Talk through the chunk together (no script, no tape).
- 43. Other tips on working together:Help your partner correct timing, rhythm, pronunciation, intonation, emphasis, pauses, volume, and laughterMake sure to work on pausesChange roles and see if you can do your partner’s role.It will help you do your own role better.
- 44. 10. Final video projectMostly for ELP programsStudents divide into groupsStudents should record their experiences in and around their schoolStudents can put background music to videosVideos can be shown at final receptions/parties, or in class
- 45. 10. Final Video Projects(no links available)
- 46. 11 (honorable mention): recognize and discuss conditionals and modalsFind a video with modals and conditionalsPlay the video with a cloze exercise, leaving blanks for all verbsRepeat playing if necessaryCheck answersDiscuss uses of modals and conditionals in real speech
- 47. Life After People (History)http://www.thehistorychannel.com.au/tv-shows/lap-default.aspx