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Get Them Talking- Resources and Ideas for Use in The ELL Classroom. Brenda Can Osseo Adult Basic Education [email protected] Find Someone Who. Why Oral Communication?. Why Oral Communication?.

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Get them talking resources and ideas for use in the ell classroom

Get Them Talking- Resources and Ideas for Use in The ELL Classroom

Brenda Can

Osseo Adult Basic Education

[email protected]




Why oral communication1
Why Oral Communication?

  • “Effective communication encompasses a variety of individual skills, including body language, clear speech, eye contact and active listening.”

  • http://www.ehow.com/about_5305266_effective-communication-activities.html


Why oral communication2
Why Oral Communication?

  • “Communication activities allow participants to focus on these skills and understand their impact on the effectiveness of communication.”

  • http://www.ehow.com/about_5305266_effective-communication-activities.html



The problem research shows1
The problem- research shows

1. Students are reluctant to use English for spontaneous interactions in the classroom.


The problem research shows2
The problem- research shows

2. When students encounter any problems they tend to abandon their effort to communicate in English and they resort to either their native language or silence.


The problem research shows3
The problem- research shows

3. Students appeal to the teacher to provide them with the “correct” lexical item or structure.


The problem research shows4
The problem- research shows

4. Students protest that they “can’t say it.” Their reasons are usually along the lines of:

“We haven’t learned it.”


The problem research shows5
The problem- research shows

4. Students protest that they “can’t say it.” Their reasons are usually along the lines of:

“We haven’t learned it.”

“I don’t remember the word.”


The problem research shows6
The problem- research shows

4. Students protest that they “can’t say it.” Their reasons are usually along the lines of:

“We haven’t learned it.”

“I don’t remember the word.”

“I don’t know how to say it correctly.”

  • Gabrielatos, C. (1993). Learning how to fish: Fostering fluency and independence. TESOL Greece Newsletter 38, 23-26.



The problem my experience1
The problem- my experience

1.Students don’t see the “need” to speak to other students.


The problem my experience2
The problem- my experience

2. Students feel they have nothing to say.


The problem my experience3
The problem- my experience

3. The more verbal students dominate the conversation.


The problem my experience4
The problem- my experience

4. Some students are not “speakers.”



Reasons to have students talk1
Reasons to Have Students Talk

  • 1. They need the practice.


Reasons to have students talk2
Reasons to Have Students Talk

  • 2. They need the time to speak in an informal setting without a teacher listening to every word.


Reasons to have students talk3
Reasons to Have Students Talk

  • 3. They need a safe place to make mistakes and be able to ask questions.


Reasons to have students talk4
Reasons to Have Students Talk

  • 4. They need to be able to speak English with people who do not speak their language.


Reasons to have students talk5
Reasons to Have Students Talk

5. They need to be able to make “small talk” in social situations.


Reasons to have students talk6
Reasons to Have Students Talk

6. They need to practice speaking, listening to others, taking turns, asking questions for clarification, and making eye contact with the others in the group.


Reasons to have students talk7
Reasons to Have Students Talk

7. It’s a time for students to think about how they relate to others and if it’s “American.”



The solution1
The solution

  • Guided practice using communication activities:


The solution2
The solution

  • Guided practice using communication activities:

    Why?


The solution3
The solution

  • Guided practice using communication activities:

    Why?

  • Students are given something to talk about.


The solution4
The solution

  • Guided practice using communication activities:

    Why?

  • Students are given something to talk about.

  • Students are given specific directions.


The solution5
The solution

  • Guided practice using communication activities:

    Why?

  • Students are given something to talk about.

  • Students are given specific directions.

  • The time frame can be large or small.


The solution6
The solution

  • Guided practice using communication activities:

    Why?

  • Students are given something to talk about.

  • Students are given specific directions.

  • The time frame can be large or small.

  • Students have to work with other students.


The solution7
The solution

  • Guided practice using communication activities:

    Why?

  • Students are given something to talk about.

  • Students are given specific directions.

  • The time frame can be large or small.

  • Students have to work with other students.

  • Each student can have “a turn.”


The solution8
The solution

  • Guided practice using communication activities:

    Resources:


The solution9
The solution

  • Guided practice using communication activities:

    Resources:

  • Board Games


The solution10
The solution

  • Guided practice using communication activities:

    Resources:

  • Board Games

  • Conversation Questions


The solution11
The solution

  • Guided practice using communication activities:

    Resources:

  • Board Games

  • Conversation Questions

  • Find Someone Who


The solution12
The solution

  • Guided practice using communication activities:

    Resources:

  • Board Games

  • Conversation Questions

  • Find Someone Who

  • One Question Survey



Ways to use these activities1
Ways to Use These Activities

  • At the beginning of class


Ways to use these activities2
Ways to Use These Activities

  • At the beginning of class

  • At the end Of Class


Ways to use these activities3
Ways to Use These Activities

  • At the beginning of class

  • At the end Of Class

  • Need to mix classes


Ways to use these activities4
Ways to Use These Activities

  • At the beginning of class

  • At the end Of Class

  • Need to mix classes

  • Emergency lesson plans


Ways to use these activities5
Ways to Use These Activities

  • At the beginning of class

  • At the end Of Class

  • Need to mix classes

  • Emergency lesson plans

  • Unexpected Volunteer


Ways to use these activities6
Ways to Use These Activities

  • At the beginning of class

  • At the end Of Class

  • Need to mix classes

  • Emergency lesson plans

  • Unexpected Volunteer

  • Small class size




Board games1
Board Games

  • The Set Up:

  • Make your own boards


Board games2
Board Games

  • The Set Up:

  • Materials Needed:


Board games3
Board Games

  • The Set Up:

  • Materials Needed:

    1. Box to hold things


Board games4
Board Games

  • The Set Up:

  • Materials Needed:

    1. Box to hold things

    2. Dice (5-10)


Board games5
Board Games

  • The Set Up:

  • Materials Needed:

    1. Box to hold things

    2. Dice (5-10)

    3. Board pieces


Board games6
Board Games

  • The Set Up:

  • Materials Needed:

    1. Box to hold things

    2. Dice (5-10)

    3. Board pieces

    4. Game boards


Boards games
Boards Games

  • The Set Up:

  • Materials Needed:

    1. Box to hold things

    2. Dice (5-10)

    3. Board pieces

    4. Game boards

    5. Candy (for the free candy space)



To make game boards1
To Make Game boards

  • Need cardstock


To make game boards2
To Make Game boards

  • Need cardstock

  • From the Internet:

    http://bogglesworldesl.com/esl_games.htm

    29 premade games and game board templates



Different things to do1
Different Things to Do

  • One person answers


Different things to do2
Different Things to Do

  • One person answers

  • Everyone answers the same question


Different things to do3
Different Things to Do

  • One person answers

  • Everyone answers the same question

  • Everyone asks the player a question about their answer



Board games7
Board Games

  • Manufactured games


Board games8
Board Games

  • Manufactured games

  • Just-A-Minute


Board games9
Board Games

  • Manufactured games

  • Outburst/ Outburst Junior


Board games10
Board Games

  • Manufactured games

  • Tribond


Board games11
Board Games

  • Manufactured games

  • Mindtrap



Different things to do5
Different Things to Do

  • Teacher reads questions to group at large


Different things to do6
Different Things to Do

  • Teacher reads questions to group at large

  • Make groups and each student takes a turn at reading the card




Conversation questions1
Conversation questions

  • Printed sheets


Conversation questions2
Conversation questions

  • Printed sheets

  • Books:

  • It’s Time to Talk!


Conversation questions3
Conversation questions

  • Printed sheets

  • Internet:

  • Iteslj.org


Conversation questions4
Conversation questions

  • Printed sheets

  • Internet:

  • Iteslj.org



Conversation questions6
Conversation questions

  • Questions and Prompts

    (from boggleswordesl.com)


Conversation questions7
Conversation questions

  • Questions and Prompts


Conversation questions8
Conversation questions

  • Questions and Prompts



Different things to do8
Different Things to Do

  • One person answers


Different things to do9
Different Things to Do

  • One person answers

  • Everyone answers the question


Different things to do10
Different Things to Do

  • One person answers

  • Everyone answers the question

  • Everyone asks the player a question


Different things to do11
Different Things to Do

  • One person answers

  • Everyone answers the question

  • Everyone asks the player a question

  • Talk for (one) minute on a question


Different things to do12
Different Things to Do

  • One person answers

  • Everyone answers the question

  • Everyone asks the player a question

  • Talk for (one) minute on a question

  • In pairs, students alternate questions




Find someone who2
Find Someone Who

http:bogglesworldesl.com/adultesl1.htm

Find Someone Who Past Tense

Hint: Did you . . .?

Find someone who:

drank coffee this morning.

watched TV yesterday.

grew up in the country.

played soccer in the last week


Find someone who3
Find Someone Who

  • Shenanigames

    • Find Someone Who

    • Canned Bingo

    • What Do We Have in Common?



Different things to do14
Different Things to Do

  • Find someone who says “yes”


Different things to do15
Different Things to Do

  • Find someone who says “yes”

  • Find someone who says “no”


Different things to do16
Different Things to Do

Find someone who says “yes”

Find someone who says “no”

15 variations on Find Someone Who and mingling games http://edition.tefl.net/ideas/games/find-someone-who-mingling-games


Different things to do17
Different Things to Do

1. I’m uniqueStudents have to find out something that is true only of themselves in the class, e.g. an ability only they have (“can”). They go round asking the same question (e.g. “Have you eaten crocodile?”) until they have asked everyone. If at any time they find out that it is also true of someone else, they should quickly think of another thing and start again.




One question survey1
One Question Survey

  • What have you learned at this Summer Institute?


One question survey2
One Question Survey

The Interactive Tutorial

Basis for one question survey

Survey questions ideas



Different things to do19
Different Things to Do

  • After students find answers, they write full sentences about their answers.


Different things to do20
Different Things to Do

  • After students find answers, they write full sentences about their answers.

  • Students report back to the class about other students’ answers.


Different things to do21
Different Things to Do

  • After students find answers, they write full sentences about their answers.

  • Students report back to the class about other students’ answers.

  • Students report to a small group about other students’ answers




Some rules of thumb1
Some Rules of Thumb

  • The main objective is to speak English– not finish the game/activity.


Some rules of thumb2
Some Rules of Thumb

  • The main objective is to speak English– not finish the game/activity.

  • Making groups


Some rules of thumb3
Some Rules of Thumb

  • The main objective is to speak English– not finish the game/activity.

  • Making groups

    • Try to mix up the languages


Some rules of thumb4
Some Rules of Thumb

  • The main objective is to speak English– not finish the game/activity.

  • Making groups

    • Try to mix up the languages

    • Try to mix up the levels


Some rules of thumb5
Some Rules of Thumb

  • The main objective is to speak English– not finish the game/activity.

  • Making groups

    • Try to mix up the languages

    • Try to mix up the levels

    • Try to get different groups so they speak to a lot of different people




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