10 Listening/Speaking Lessons

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Top 10 List + 1

1. Getting YouTube videos to work for you 2. TOEFL Practice 3. Finding phrases for (argumentative) speeches 4. Formal vs. Informal Vocabulary (writing) 5. Pronunciation Analysis 6 Find the Idiom/Share the Idiom

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1. Downloading Youtube Videos

Install Real Player on your computer Play with real player, there is a button on the top for you to download Use an extension program to convert the videos if necessary Dont be click phobic, be click fearless
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Create your own private channel for

2. TOEFL Practice

Goal: To practice integrated TOEFL task 1. Find a reading (newspaper) 2. Find a related listening but hopefully with a different purpose 3. students read the reading while taking notes 4. students listen to the video while taking notes 4/14/12

TOEFL listening

Reading: Daily Texan 6/10/2009 p. 3

http ://www.npr.org/templates/player/mediaPl 105218240 Vocabulary An uproar a large, negative reaction To dance to Chinas tune to do what China wants To drag their feet to find ways not

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What are the differences?

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3. Making an argumentative speech

1. Find an argumentative speech 2. Listen to the speech without taking notes 3. Listen trying to make an outline 4. Listen, writing down specific words and phrases from the speech 5. Plan your own speech, roughly following your models outline 6. Use a minimum of 10 phrases in

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Making an Argumentative Speech (twilight)

http://www.youtube.com/watch? v=wqSF694ZvQc

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Phrases for Speeches

Hook: The Twighliters are gonna kill me What Im going to try to do here is First of all So anyways Now lets talk about Twighlight specifically Now Im going to start
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4. Formal vs. informal language

1. Find a video that uses informal speech

Use this one as a model Have students find their own

2. Make a transcript of the speech 3. Highlight all informal uses of speech 4. List and discuss 5. Make a list of formal words that

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Formal vs. Informal Language

http://www.youtube.com/results? search_query=sister+salad+wack&s earch_type=&aq=f

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Points of difference

Punctuation and run-ons it is difficult to understand if thought groups are not separated in some way Capitalization CAPSLOCK = screaming Capitalize proper nouns Spelling hose U guys r hose

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5. Pronunciation: Analysis of American Pronunciation

1. Find a one-two minute monologue 2. Choose someone who is somewhat similar to you, but not necessarily completely similar to you

Same sex and basically the same age Someone whose speaking you admire

3. Make a transcript of the monologue.

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spoken, not correct English

Pronunciation Analysis

http://www.youtube.com/watch? v=kBHsfHkcFmc

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linking

I know you have a choice I know you ha va choice When it comes to your Whe nit comes to your Theres lots of choices out there Theres lo tsof choice zout there cooking shows are very popular Cooking show zar very popular

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Glides (insert y or w between vowel sounds)

That you are gonna thank me for That you ware gonna thank me for It makes me a wizard in the kitchen It makes me ya wizard in the kitchen It turns me into a wizard It turns me yinto a wizard
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Reductions

Theres a lot of shows There z^ lot ^(f) shows But Ive discovered But Ive d^scovered So Im gonna amaze you So Im g^nna ^maze you
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Other things to do with the analysis:

Mark stressed word Mark stressed syllables Mark intonation Mark voicing changes Have students memorize and perform or record the selection after analysis
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6. Finding the idiom

Goal: To reinforce idioms. To show idioms used outside of the textbook. 1. Students find and bring videos to class that contain an idiom 2. Play video 3. Students listen for the idiom(s)

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Example: The Big Picture Chapter 8

Pin him down Get carried away Up in the air Fly off the handle Get a grip Out of my hands Be a soft touch Get a hold of yourself

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Find the idiom (student project?) SNL

http://vids.myspace.com/index.cfm? fuseaction=vids.individual&VideoID= 31821026

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Which idiom did you hear? Sue, get a hold of yourself! What other idioms might be used here? Get a grip Get carried away Get out of hand
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7. Creating (expert) listening groups

1. Students divide up depending on interests or majors 2. Students search for and select 1+ channels

ELP: conversation, drama, romance EAP: discipline specific or interest related: biology, TESOL, second language acquisition, chaos theory

3. Student listen to different videos or 4/14/12 the same videos, and discuss together

8. American Character Performance

Goal: Imitate exactly the intonation, rhythm, patters of American speaking in a monologue 1. Select a well-known American personality whose communication style you would like to study.

Politician, movie star, TV-personality

2. Select someone who is the same sex and approximately the same 4/14/12 gender.

4. Prepare 2 full minutes of imitation. 5. Provide a video of your performer 6. Turn in a page detailed description of who your character is, and the details about the way they talk and their body language 7. Have fun. Exaggerate! Stretch yourself.
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8. Imitate their voice pattern, kind of

9. Paired American Performances

Goal: Imitate exactly the intonation, rhythm, patters of American speaking with a partner in a conversation. 1. Find a partner 2. Find a short (45 seconds 1 minute) segment of English conversation by native speakers 3. Make a transcript to hand in. This 4/14/12 should be an exact transcript with

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.
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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.
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4. Without the script, talk along with

Other tips on working together: Help your partner correct timing, rhythm, pronunciation, intonation, emphasis, pauses, volume, and laughter Make sure to work on pauses Change roles and see if you can do your partners role.
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It will help you do your own role better.

10. Final video project

Mostly for ELP programs Students divide into groups Students should record their experiences in and around their school Students can put background music to videos Videos can be shown at final receptions/parties, or in class 4/14/12

10. Final Video Projects

(no links available)

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Find a video with modals and conditionals

11 (honorable mention): recognize and discuss conditionals and modals

Play the video with a cloze exercise, leaving blanks for all verbs Repeat playing if necessary Check answers Discuss uses of modals and conditionals in real speech
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Life After People (History)

http://www.thehistorychannel.com.au /tv-shows/lap-default.aspx

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The End
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