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Michelle's plenary - Teaching Oral English for Employability Using Communicative Language Techniques
The document provides examples of communicative language techniques for teaching oral English skills for employability purposes. It discusses activities like model-based dialogues where teachers provide language models for students to practice conversations in specific contexts. It also describes role plays where students take on roles and use language functions to complete tasks like accepting or declining invitations. Additionally, it mentions interviews where students practice speaking to different partners, and small group problem solving where students collaborate in groups to make decisions or plan activities. Overall, the document outlines role plays, interviews, and group activities as hands-on techniques for developing students' speaking abilities for employment.
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Michelle's plenary - Teaching Oral English for Employability Using Communicative Language Techniques
- 1. Teaching Oral Englishfor Employability Using Communicative Language Techniques Michelle Stabler-Havener Senior English Language Fellow
- 2. Objectives Participants will beable to… List, give examples of, and practice different activities and teaching techniques for speaking for employability http://onida.com/share-your-ideas
- 3. 1 Thumb +2 Fingers Up = Silence
- 4. Warm-Up: Small GroupDiscussion What are some activities and teaching techniques that you use to teach speaking for employability purposes? http://programmedevelopment.com/
- 5. http://www.shakenmama.com/ Speaking Activities and TeachingTechniques For Employability Purposes
- 6. Model Based Dialogues Example Howto make suggestions A: Let’s + simple present tense verb B: I would like to, but + (specific reason) Context: At Work A: Ask your colleague “B” to have tea with you. Be persistent. B: Find polite excuses for refusing. Refuse your partner at least three times. Image p. 2: http://drsheltie.blogspot.in
- 7. Model Based Dialogues:Example A: Let’s go to tea. B: I would like to, but I still have a lot of work to do. A: Come on. Let’s go to tea. B: I would like to, but I really must get this work done quickly so that I can get home and prepare dinner. A: Please, let’s go to tea. B: I would like to, but I am afraid I don’t have the time now. A: Let’s go to tea. We will be quick, just 5 minutes. B: Ok. Tea will give me energy to work faster. Just 5 minutes.
- 8. Model Based Dialogues ModelBased Dialogues Personalize Choose volunteers and students at random Change partners http://homemadedad.ca/groovy-lounge-jazz-tunes-for-cocktail-part/
- 9. Role Play Roleas a mask Relate the role play to lesson/ unit/ course objectives Make sure to give students time to prepare their role play http://media.beta.photobucket.com/
- 10. Example: Objectives: The learner willbe able to… Use language functions to invite someone to dinner as well as politely accept/decline an invitation. Instructions: In pairs, take turns doing the following: A.Invite “B,” a city official, to a special function on your boss’s behalf. B.“B” -- Accept or decline the invitation. Switch roles. Make sure to use the language functions during your role play.
- 11. Example Role Play: LanguageFunctions Accepting an Invitation Inviting Someone: Would you like to…? Thank you. I’d like to very much. I’d love to. Why don’t you come over? I’d be delighted to come. I would be delighted if you were able to… Declining an Invitation I’m sorry. I don’t think I can. Sorry I can’t, but thanks anyway. I’d love to, but unfortunately I already have plans. http://thenewindianbride.com
- 12. What is alanguage function? The term “language function” refers to the purpose of a speech or text. We are focusing on speech in this session. An “utterance” is a spoken word or statement. Example: What is the language function for this student’s speech? In other words, why is he saying, “Present”? What is the purpose of his utterance? “Present.”
- 13. Practice Examples: Function: Giving instructions Utterance:Turn to page 33, please. http://catechesisinthethirdmillennium.wordpress.com Function: Encouraging students Utterance: ????? Answers: Well done, that’s great, You’ve really done well, good try, etc. Function: ??????? Utterance: Would someone be willing to share first? Answers: Eliciting, facilitating a group discussion
- 14. Interviews Interviews Gets students moving http://www.byu.edu/ Canreflect students interests or unit theme Example In 5 minutes, talk to as many different people as you can. Write down their names and their answers to the following question: Do you think it is important for students in rural India to learn English? Why or why not?
- 15. Small Group ProblemSolving Small group problem solving may involve: Making a decision Prioritizing a list Listing steps Planning activities http://www.behavioradvisor.com/ProblemSolving.html
- 16. Small Group ProblemSolving: More Examples Making a decision: Listing Steps/Planning Activities A colleague has an important presentation to give in one week. Her mother suddenly becomes ill and is admitted to the hospital. How should your colleague spend her time this week? A group of 3 people are put on a committee to plan a national day celebration event for the company. One person is a good administrator. One person accomplishes tasks quickly. One person is an excellent speaker and performer. What tasks need to be done to prepare for the national day event and which person should accomplish each task? http://workplacecoachblog.com
- 17. Debates and Discussion FacilitationSuggestion Specific topics Topics students know something about Students should have time to prepare Split the class into 2-4 groups depending on the topic. Traditional debate is when the class is split into 2 groups where one group is for an issue, the other is against it. Break the groups into smaller groups of 2-4 people to prepare for the debate. At the time of the debate, a different person must speak each time. The person speaking needs to address what has just been said by the other group before they make a different point. http://dumais.us/newtown/blog/?tag=debate
- 18. Debate Should there bea mandatory dress code at the workplace for men and women?
- 19.
Editor's Notes
- #4 When I put up my hand, please put yours up as well and close your mouth.
- #7 What does persistent mean? “B” remember you are at work. Come up with work related excuses.
- #10 When are times that we as teachers don’t want to give students time to think and prepare?
- #11 1) Which listed language functions would you not use in this situation because they are too informal? 2) How do you need to modify the language functions in order to carry out this task?
- #12 1) Which listed language functions would you not use in this situation because they are too informal? 2) How do you need to modify the language functions in order to carry out this task?
- #13 Bring their attention to the websites on the back of the handout.
- #15 In addition to speaking, what skills are students practicing that will help them in the workplace? (listing for details, writing down information for reporting purposes, socialization, etc. ----- Meeting Notes (11/21/13 17:14) ----- Mingling
- #17 If need to take up time, have them choose one of the problems to “solve” with their partner. Remind them that there are no “right” answers. For the first question, would your answer change if your colleague was a man?
- #18 If time for a debate, “Should there be a mandatory dress code at the workplace for men and woman?”