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From: "Dottie" <dottie@shattuck.net>
To: Multiple recipients of list <nifl-esl@literacy.nifl.gov>
Subject: [NIFL-ESL:10663] RE: speaking exercises
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Lynne -- I use a similar approach w/my Beginners. Presently, all are L1
Spanish speakers, but I've used it w/multiple language classes.
I copy ALL reading exercises (& most other lessons) onto over-head
transparencies; the students each have a copy too. First, I read the story
("Very Easy True Stories", teacher-written material, or others); then we
read the material together. I then ask "what words do you not understand
the meaning or the pronunciation?" We address the "problems" they ID. We
read again, together. Next, I ask for volunteers to read parts. As this
happens, I usually hear the students (softly) correcting the reader. After
the complete piece is read, I go-over the pronunciation "problems" I (& the
others) have noted. We follow this process once or twice more (as needed).
Finally, several students volunteer to read the entire passage & we address
any pronunciation still an issue.
I also note any words that are minimal pairs ("very similar") w/other vocab.
words we've had -- give/five; men/man; short/shirt; etc. The students often
also ask about a "new" word & another word with which they have the new one
confused.
Dottie Shattuck
Tri-District Adult Edu.
York County, SC
----- Original Message -----
From: "Lynne Weintraub" <lynneweintraub@hotmail.com>
To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov>
Sent: Thursday, January 06, 2005 4:11 PM
Subject: [NIFL-ESL:10661] RE: speaking exercises
>I used to incorporate pronunciation into language experience stories in
>ESL/literacy classes. After going over a (short) story we'd written
>together on the board, I had several students take a turn reading it aloud
>to the class. I noted any words that they'd had trouble pronouncing
>correctly and used these words to construct a short "tongue twister"
>sentence, which I wrote on the board. Then I went over each of the target
>words to model and coach pronunciation with the class.
>
> The final challenge was for each student to come up and read the sentence
> aloud to the class. The other students would listen carefully to this
> "performance" and decide whether the "performer" succeeded, or whether
> he/she needed to try another rendition. They could be quite invested in
> coaching one another, sometimes, and I could sit back and watch, instead
> of always being the authority. [I think it helped that the students spoke
> several different primary languages so they didn't all have the same types
> of pronunciation difficulties.]
>
> By the way, you could do the same kind of activity without the experience
> story, as long as you listen to students discussing something and take
> notes/keep a list of words that they had difficulty with.
>
>>From: "MEGHAN Paulien" <megst@msn.com>
>>Reply-To: nifl-esl@nifl.gov
>>To: Multiple recipients of list <nifl-esl@literacy.nifl.gov>
>>Subject: [NIFL-ESL:10660] speaking exercises
>>Date: Thu, 6 Jan 2005 13:46:57 -0500 (EST)
>>
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