Of all the skill areas, my students seem to struggle the most with speaking, in terms of fluency, pronunciation, and grammar. In order to help them with their fluency and pronunciation, my activities are designed to elicit the most language out of them (get them talking). Then, I use activities such as transcription and mimicking to work on the grammar and pronunciation.
Instruction and Presentation
Introducing Themes / Background Knowledge
I often show video clips to introduce a certain topic or theme. For example, we just did a unit on giving instructions and tips. I showed a short video clip from About.com on How to Choose a Healthy Pet Rabbit.
Phrases and Pronunciation
I then give them a list of phrases that can help them as we learn a certain task, such as describing a process, giving/supporting an opinion, or asking for directions. We often review phrases using the projector/document camera for pronunciation.
In Class Structured Practice
Fluency Circles and Mix-and-Mingles
These exercises help students immediately incorporate the material into their speech. Often, I sit in as a part of the fluency circle and monitor each student as they have their turn with me.
Role-Plays
These are great for teaching students the pragmatics of conversation management (turn-taking, interrupting, asking for information, etc.), as well as working on animation and volume. In order to get them to be a bit more comfortable outside their comfort zone, we sometimes try humorous role-plays involving emotions such as anger, excitement, or anxiety.
Presentations and Discussion
Active Listening
I've been trying to help my students develop active listening skills. I find that often, they don't know how to build onto their partner's ideas. They just say something like, "That's a good point." and then give their own opinion or add a new idea that isn't really connected. Specifically, I've been focusing on these aspects:
Asking Clarification Questions and Paraphrasing
Asking Follow-up Questions
Building on Partner's Ideas
I'll often assign a third person to be an evaluator and listen for active listening questions and comments.
Another thing I will do is have pairs of students record conversations and analyze them later in lab highlighting effective and less effective active listening skills.
Sample conversation with active listening:
Presentations
I work on motivating my students to actually practice their presentations, which doesn't naturally happen very much with my students. We work on organizing the presentation, developing a good introduction, transitions, support, and a conclusion. Furthermore, I spend a lot of time helping them with their body language and style. Public speaking is often difficult for them and they sound quite boring. A few things that I've found helpful are:
Having all students spread out along the walls of the classroom. Each person practices her entire presentation as loud and dramatic as they can. I walk around and give points for good volume, clarity, and gestures.
Each student giving his/her presentation in front of another student for practice and evaluation before giving it to the entire class.
Giving them a practice log and assigning them to practice their presentation a set number of times. This needs to be spelled out or it won't get done.
Videoing their presentations. I have them watch it later and evaluate themselves. Sometimes I will let them redo their presentation, or at least do an audio recorded version.
Discussion–leading
In preparation for their regular programs, I also try to do a lot of group discussions to teach them discussion–leading and participation skills. I will often give each person in the group an assignment like leader, recorder, and reporter. For the content of the discussion, sometimes I give them a controversial issue to debate or some type of multimedia to discuss such as a written case-study or online video. Then, they can go through and analyze it according to the "problem — cause — effects — possible solution" model.
Debates
Throughout the semester, I have my advanced conversation students plan and lead their own debate. The assignment is described as follows:
Assignment: Choose a controversial issue for your topic. This is usually a question that involves thinking about different sides of the issue.
Pre-Debate: Prepare your Presentation Compile an extensive list of questions that explore the issue. Print this out and hand in to your instructor at least 48 hours before the presentation.
Part 1: Presentation You and your partner will present the issue to us, using a PowerPoint presentation. Include a short 5 minute listening passage, such as a video or NPR clip, and a 5 question listening quiz.
Part 2: Teams Divide the class in half. Each group will take a different opinion (Eg. Yes – Abortion should be legal; No – Abortion shouldn't be legal).
Lead each group in a short discussion to decide what their main arguments will be.
Part 3: Debate
Open the class up for a debate. Moderate the discussion: Make sure everyone gets a chance to speak; Control people who talk too much; Respond to comments; Pose extra questions; Summarize the discussion.
Some topics we have seen for this activity include gun control, studying abroad, coed vs. single–sex schools, homeschooling, intelligence measurement, adoption information rights, the future of technology, and euthanasia.
Computer Lab Speaking Activities
Evaluating Videos/Recordings
I have my students watch/listen to themselves and evaluate. Then I often let them re–record themselves.
Radio Shows
A fun activity for students to do in groups is to record a radio show, such as an Advice Call–in Show. They plan the script, and then record it together. I encourage them to add sound effects and music for greater effect.
Sample Radio Show:
Pronunciation Mimicks
As a pronunciation drill, I regularly assign them to listen to an online passage, pausing between phrases and repeating it. If there is a transcript available, I will have them print it out and mark stressed words and intonation. Then, after practicing, they will record their own version of the passage. I encourage them to do a good job by going about this phrase by phrase to copy the speaker's pronunciation exactly.
Every other week, I assign them to post an audio comment to the discussion board. I usually use a media-based prompt, such as a question relating to an online article or video. Students record a 1 to 2 minute clip and post it to Blackboard. The assignment is then followed up by a reply to two or three of their classmates. This helps them practice agreeing, disagreeing, commenting, and elaborating skills.
Example: Watch this video by the CEO of Harley-Davidson. Talk about why Harley-Davidson has been successful and what principles from his company can be applied to other types of businesses.
Sample student response:
Example: Think about and describe an experience you had when you saw poverty. For example, maybe when you saw a homeless person on your street, or perhaps you visited a country with a lot of poor people.
Describe the situation, to the best of your memory. Talk about what you remember, what the person looked like, how you felt, what you did, etc. Did the experience change your attitude at all?
(Hint: Use the PAST tense. This is about your past experiences.)
Listen and reply to 2 of your classmates
Sample student response:
Homework Assignments
Native Speaker Interviews
Each week I students create a set of 5-10 questions revolving around our week's topic. They then check their questions with a tutor or peer mentor, and then interview a native speaker. I alternate having them turn in a written summary of their interview with having them record the actual interview and upload it to Blackboard.
