Filed under: Conversation | Tags: conversation formats, developing speaking skills, English With Jennifer, Jennifer Lebedev, JenniferESL, oral communication skills, oral presentations, types of speaking
Whether we teach a conversation class or an integrated skills class, there is at least one common objective: to develop students’ speaking skills. If we refer to function or purpose, we can list a dozen or so types of skills, from making a request to clarifying a point. And if we refer to format, the list shortens to about a half dozen: speaking in front of a large group, participating in a group discussion, turn-taking with a partner, debating on teams, etc. But if we talk about the degree of forethought, there are only two basic types: free (spontaneous) speaking and prepared speaking. I strongly believe we should provide students the opportunity to practice both kinds. Some learners may feel confident doing one and not the other, but both have their place in professional and academic communication.
To achieve a balance between the two basic types of speaking, I try to vary the degree of structure throughout a lesson. Take for example a 50-minute conversation class. I’ve known some teachers to simply let group discussion flow from topic to topic and stimulate the students by throwing out provocative questions at key moments. This approach has its merits and I’ve used it myself on occasion, but I think there is more cohesiveness when a lesson has a theme. Also, even if a teacher is lucky enough to have a class full of eager speakers, the single format of group discussion and free conversation does not test the limits of the students’ speaking abilities.
Here’s a sample outline to demonstrate the kind of balance I would strive for between free speaking and prepared speaking in a 50-minute conversation class with upper level students:
LESSON TOPIC: Technology
- Whole class: Discuss the idea of technology. Define it. Name examples of it. [FREE]
- Pair work: List 3-5 pieces of technology you both use every day. Agree on the one that is most essential. Decide why. [FREE]
- Pairs report to whole class: One partner shares list and states the one item that is most essential. The other partner explains why that item is essential to them both. [PREPARED]
- Whole class: Watch an online review of a cell phone (mp3 player, digital camera, or other device). Choose one based on the accent, the vocabulary, and the rate of speech you want to expose your students to. Example: Nokia cell phone review on YouTube. Highlight relevant vocabulary: the option (to do what)/ easy to use/ bells and whistles/ nice feature/ This button allows you to (do what). Identify basic information given: name, cost, ease of use, and best features.*
- Solo work: Prepare notes for a 1-minute presentation to the class. Give a review on one piece of technology you have (ideally on hand). Use list of basic information as outline.*
- Whole class: Technology reviews. [PREPARED] / Q&A and comments. [FREE]
Filed under: Methodology | Tags: art of teaching, English With Jennifer, Jennifer Lebedev, JenniferESL, philosophy of teaching, science of teaching, teaching approach
In teaching we talk about methods, objectives, and outcomes. We also rely on research and data to guide our instruction, from the design of a textbook to the strategies we apply in the classroom. We can acknowledge a certain science in our work, and yet there is most certainly art in our performance. Unlike a piece of technology, our instruction is not based solely on empirical evidence but is influenced by emotion, instinct, and personal experience. Unlike a computer application with its concrete settings and filters, our lesson plans are malleable from start to finish, and changes can be made not only by a single user (the teacher) but by all users on the same network (teacher and students). Furthermore, we cannot click on “Run Program” and operate automatically.
The beauty of teaching is that it combines science and art. We must be grounded in theory and well-versed in methodology, yet without art we cannot engage or inspire our students. We add our personality to the delivery of a lesson. The same lesson plan carried out by two different instructors does not result in identical learning experiences for the students. Also, we can set firm objectives and choose concrete strategies, but because we are human we can err when applying those strategies and fall short of our objectives. This is not to be feared. When we falter, we regain our footing, we reflect, and we commit ourselves to doing better. This is the process of becoming more skilled in our art and more confident of our science.
To aspiring and beginning teachers, I would recommend:
- Being the scientist – be clear about your objectives, use logic in determining strategies, and look for measurable outcomes in each lesson.
- Being the artist – mold your classroom and your approach to create a positive learning atmosphere, be sensitive to nonverbal cues, be flexible in your delivery, and always be yourself.
Filed under: Classroom Tips, Conversation | Tags: Class size, English With Jennifer, Jennifer Lebedev, JenniferESL, Second-hand News
Have you ever planned an activity only to find out on the day of the lesson that you have a greater or smaller number of students than anticipated? In my former workplace, I taught many classes on the spot. The nature of the school schedule and curriculum required flexibility. I learned to prepare multiple approaches to one topic and create variations for all activities.
For example, in a conversation class for upper level students, I often used an activity called Second-hand News. I would photocopy a dozen or so news articles that were all one-paragraph in length. Each student received one of these blurbs and had five minutes to read it and commit the details of the event to memory. They then had to go around the room and tell at least three people about the event. In the final step of the activity I had everyone return to their seats. Referring to my master copy of articles, I’d ask someone to tell me if they heard about “XYZ” event. Volunteers reported what they heard, and the student in possession of the article could confirm or correct details. Comments on each news event were welcomed and encouraged. The activity allowed for small or large groups. If there was an uneven number, students could either work in groups of three or pair up with me. The activity changed radically if only one student was present (which was the case at times); I had the student read and retell a news event to me so that we could then discuss it together. How many blurbs that one student covered depended on the ease with which he or she read and how much each news event lent itself to discussion.
What does this one example show?
- It’s best to plan activities for a flexible number.
- Particularly when numbers are high, communication can be maximized by varying the format: pairs, small group, and whole class.
- Particularly when numbers are low, the teacher’s interaction and oral contributions can increase to stimulate communication by the students.
Filed under: Methodology | Tags: American slang, English With Jennifer, informal English, Jennifer Lebedev, JenniferESL
We all know that our main objective is to facilitate our students’ ability to communicate in English. When they make an error, we offer correction. When they look to us for a speech model, we strive to provide clear, accurate English. But where does slang fit in? Does it have a place in our instruction?
I’d argue that it’s impossible to ignore the use of slang. Language learners will inevitably encounter it, and by not having any knowledge of informal English, they will be confused if not clueless in such situations. For instance, all books write going to, but if our students listen to American songs, watch an American TV sitcom, or overhear conversation on public transportation in any of the 50 states, they’ll hear gonna. In fact, such common reduction of words in fast speech has started to affect spelling. Look at public comments online or billboard ads and you’ll see words like gonna, ya, don’tcha, and ‘Sup? Given the pervasiveness of slang, would we not be putting students at a disadvantage if we kept all informal speech out of our curriculum and focus only on standard language that’s appropriate in professional and academic settings?
There seem to be two basic approaches to dealing with slang: (1) teach it in conjunction with standard English or (2) address it separately. Some grammar textbooks have taken a cautious approach to addressing slang: standard English is the focus, but some informal variations are noted. Other publications are dedicated solely to helping students make sense of American slang. These attempts range from a phrasal verb workbook to a dictionary of street talk. This fact itself raises the question what we mean by slang. Is it merely English used in informal contexts or is it a compilation of dirty words and adolescent lingo?
Suffice it to say that we needn’t create a lesson on four-letter words and all their uses, nor should we like, you know, try to give the 411 on all the fave expressions used by teens and tweens among their BFFs. I think we must teach standard English, but we should also address informal speech when it’s relevant and when students ask us about it. For example, in the case of adjective clauses you can present levels of formality and explain the appropriateness of all the variations: the friend to whom I spoke > the friend whom I spoke to > the friend who (that) I spoke to > the friend I spoke to. In the case of compound subjects using the first person singular, I’d tell students that “my friend and I” is the only acceptable form, but they will occasionally hear the non-standard “my friend and me” and even “me and my friend”. When idioms such as pain in the neck surface in a lesson, you can throw in the alternative pain in the butt and note that butt in general is rude. A student may then venture to ask about pain in the ass, and such a question needs a straight answer: Explain ass is very rude and its use will offend polite company.
In the past, I’ve experimented with the approach of teaching slang separately, that is, making it the focus of a lesson. A short clip from a movie can provide enough material for a 50-minute class. You can present changes in grammar and pronunciation as well as alternatives to standard vocabulary. Among my YouTube vodcasts I’ve created a series of lessons on American Slang that steer clear of hard core street talk and present informal and idiomatic language for everyday use.
Filed under: Grammar | Tags: English With Jennifer, Jennifer Lebedev, JenniferESL, using news headlines, Verb Tenses
News headlines are known for concise wording, and this provides a unique opportunity to teach differences among verb tenses in an authentic context. Fleshing out the simplified grammar forces students to remember the form and understand the meaning of a given verb tense. Consider this sequence for intermediate and advanced students:
STEP 1: Select several headlines from a current news source (approx. 3). Present them one at a time. Example: Buried Under Snow. Ask students to make a prediction about the content of the article. Examples: “I think it’s about people who were buried under snow.”/ “It might be a weather report. Maybe a city or state will have a lot of snow soon.” As they offer predictions, note the verbs they are using on the board: were buried, will have, etc.
Suggestion: If the class is slow to offer predictions, prompt them with one verb in 3-4 different tenses (WHO/WHAT + was buried, is buried, has been buried).
STEP 2: Ask students to skim the article to find out if any of their predictions were accurate. Conclude what time frame the headline refers to based on the content of the article.
STEP 3: Write a one-line summary of the article that incorporates the headline and identify the verb tense used. Example: Time frame = past. > Many parts of England were buried under snow last week and much activity had to stop. = simple past. Discuss alternative verb tenses and why they may or may not be appropriate. Example: Many parts of England have been buried… = present perfect; only appropriate if the country is still under snow.
As time allows, you can also have students compose their own headlines. The sequence of steps becomes reversed:
STEP 1: Have students name several current events (approx. 3) that they are aware of. As you list them on the board, try to elicit past, present, and future events.
STEP 2: In pairs, students should create a headline for each event. Encourage use short phrases (e.g. passive voice without the verb to be). Note other helpful tips such as the omission of articles in headlines.
STEP 3: Have volunteers share their headlines and discuss any variations.
Filed under: Methodology | Tags: English With Jennifer, exams, H. Douglas Brown, Jennifer Lebedev, JenniferESL, language assessment, language testing, tests
What do you feel when you grade tests? Do you cheer for the student who finally remembered the difference between stopped talking and stopped to talk? Do you cringe when you see that several students aced the matching section on your vocabulary test, but could not compose clear, accurate sentences with the same key words in another section?
What does it mean when a student fails a test? Whose failure is it really? The student’s? The teacher’s? Was the test itself at fault? There are a number of factors that must be considered in order to arrive at an explanation. I think it’s important to remember that learning is a shared experience, so both good and poor test performances are a reflection on the teacher, not just the student. The teacher can ask these questions:
- How did the student prepare for the test? This goes beyond studying the night before the test. Were all the homework assignments leading up to the test completed? Did the student actively participate in class and raise any questions about the topics to be tested?
- How did I prepare the student for the test? In addition to take-home assignments, were benchmarks used in class to confirm that the student met each lesson objective? Did I give a reminder about which specific topics (units and/or sections) would be covered?
- Did the test match what was taught in class? Were all the tasks familiar? Were there any surprises in terms of content or design?
- Was the test fair? Were the instructions clear? Were testing conditions free of any distraction or discomfort? Did the student have enough time to complete the test? (Is it possible to be flexible on time limit? I’d argue that some students can produce clearer and more accurate language when the pressure of a time limit is reduced. I myself remember blanking out on a timed-test back in college!) Was I accurate in my corrections and consistent in my scoring?
Only when a teacher understands the reason(s) why a student performed poorly on a test can she begin to form a strategy for helping that student. If the student has yet to prove mastery of a topic, the possible courses of action include teacher review, peer tutoring, and an alternative assessment. However, it is also possible that more effort needs to be made by the teacher to understand and benefit from the intricate relationship between instruction and assessment.
For a more detailed understanding of this topic I’d recommend H. Douglas Brown’s Language Assessment. Both novice and experienced teachers can benefit from his thorough presentation of the purpose and effectiveness of language testing in all its forms.
Filed under: Conversation, Pronunciation, Reading, Writing | Tags: basic skills for advanced students, English With Jennifer, Jennifer Lebedev, JenniferESL
Advanced language learners often demonstrate relative ease in everyday conversation, so our interaction with them can blind us to more basic skills they have yet to master. Here are five such skills and suggestions for helping advanced students to acquire them:
- The alphabet. Ask your advanced students to recite the alphabet and you may be surprised how many find it difficult to do so, especially those whose native languages have completely different writing systems. In a previous posting, I encouraged practice with letter names. (Filed under “Pronunciation”. Spell-it-Out Survey.) Equally important is knowing the sequence of the letters in the alphabet. Students will encounter items in alphabetical order in numerous resources, so to save time and avoid frustration they should know the alphabet from A to Z. You might consider posting the alphabet on a classroom wall and change its position from time to time so that students take notice of it. Have students do an online search for the English alphabet song. Encourage them to learn it.
- Numbers. Of course your advanced students can count from 0 to one million. But what about reading numbers with decimals and fractions? Try using statistics to spark conversation. Each student can have a turn reading from a collection of interesting statistics and the class may comment freely on each one.
- Proper greetings and closings in letters/ e-mail. It may be surprising to learn how many advanced students of English begin each e-mail message with Hello! and avoid any form of closing, opting simply to type their name at the end. Review the traditional way to start a letter and discuss variations used in e-mail. List and discuss various closings, from formal to informal. Have students write two short messages to practice writing appropriate greetings and closings: one message should be sent to another classmate (have them “Cc” you) and a second should be sent to you.
- Titles and forms of address. Be sure your advanced students can use titles appropriately in writing in speaking. Do they know what the abbreviations are for Doctor, Professor, and the like? Do they know when to say Miss and when to say Ma’am? My podcast on addressing strangers can supplement your instruction.
- Phone etiquette. Sometimes the lack of knowledge of common expressions takes me by surprise when I hear foreign friends and acquaintances speak because these people are otherwise so very fluent in English. Take for example, the phone response: “This is she.” Or “This is he.” Instead, I hear foreigners identify themselves to callers, saying: “That’s me.” Try creating some role play to practice phone etiquette such as how to identify oneself or how to state that another person is not able to take a call. My podcast on this topic can supplement your instruction.
Making use of authentic applications and forms is a creative addition to a conversation, vocabulary, or writing lesson. Consider just a few possibilities:
- Download a Housing Request Form from any American college or university and go over new vocabulary: residence hall; homestay; session; handicap; special concerns; sorority; first-come, first-serve basis, etc. Then discuss issues such as the advantages and disadvantages of different housing options for college students.
- Integrated Skills Activity: Bill of Sale. In advance, download sample forms for various items from a site such as USLegalforms.com. Explain that students will work in small groups of three, and each group represents a family. Designate one student in each group as the head of the household. All families are in financial trouble and must sell one treasured family item: boat, rare coin collection, antique car, horse, or rare artwork. Each family must come to a decision about which possession to sell and then complete the forms together, naming the head of the household as the seller and the teacher as the purchaser.
- Different activities for different levels: Library Card Form. If you’d like, you can find an online form for the New York Public Library. Basic level students can use the form to practice reading skills (the goal being enough comprehension to fill out all fields) and printing. Try holding a short discussion about the reasons why people visit libraries to lead into the writing activity. Upper level students could use the form as a springboard for discussing the fate of libraries: Will they stand the test of time, or will they become completely electronic? Need an additional related activity? One Maryland library has a Book Review Form online. You could ask students to visit a local library, choose a title from the children’s literature (picture books make the task manageable in a short amount of time) and write a review, using the form. If you provide a list of titles to choose from, you can target old favorites that many adult native speakers would have read in their childhood (e.g., books by Dr. Suess and Eric Carle).
- Job Application Form. Have students name their ideal jobs. Ask them what their schedules and responsibilities would be in those jobs. Next, look over a sample job application form. Highlight new vocabulary such as eligible, felony, and termination. Discuss appropriate ways to fill out fields such as reasons for leaving a previous job.
