overview of academic listening & speaking class

8/13/2019 Overview of Academic Listening & Speaking class

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Academic listening and

speaking classShona WhyteMEEF 1/M2E 2013-14

Thursday, January 9, 14


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This course prepares students to give academic presentations andparticipate in discussions in ways appropriate for the secondary Englishclassroom and the CAPES competitive exam for English teachers.

It focuses on different aspects of spoken English, including

pronunciation: phonemes, word/sentence stress, fluencygrammatical accuracy and complexitylexical diversity and discourse structure

pragmatics: politeness, hedging,It also covers listening comprehension, including

note-takingsummarising and paraphrasing

teaching listening and speaking

English pronunciation and

listening/speaking skills



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UE1.6 Oral expression: pronunciation workshop

Anne TortelWednesday 16-18h, January 15th - April 2

April 15/16/17 (individual sessions)

UE2.2 Academic speaking and listening: the language of

presenting and negotiating

Shona Whyte

Thursday 14-16h, January 9th - April 3

Two modules



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Academic speaking and

listening



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listeningGoals:



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listeningGoals:

develop listening strategies for summarising anaudio/video recording



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listeningGoals:


practice skills for presentinga) a literary analysis andb) a summary of an audio/video document



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listeningGoals:


practice skills for presentinga) a literary analysis andb) a summary of an audio/video document

foster reflective skills to identify and correcterrors, give and receive language feedback



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Activities



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Activities

1. Listening comprehension - audio/video, note-taking, presentations to the class group andrecording



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Activities

1. Listening comprehension - audio/video, note-taking, presentations to the class group andrecording2. Prepared presentations on academic/literarytopics - using notes



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Activities

1. Listening comprehension - audio/video, note-taking, presentations to the class group andrecording2. Prepared presentations on academic/literarytopics - using notes3. Role-play: asking and responding to questions

from an examining panel



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Activities

1. Listening comprehension - audio/video, note-taking, presentations to the class group andrecording2. Prepared presentations on academic/literarytopics - using notes3. Role-play: asking and responding to questions

from an examining panel4. Reflection: listening to own and others'recordings, evaluating strengths and weaknesses,providing feedback, designing practice activities



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Class organisationEach class meeting is organised in workshop format.

Students work in three groups and rotate round threedifferent activities, each taking 30 minutes. The remaining

thirty minutes are reserved for a plenary session with timefor questions and feedback.

3 groups of 12 students, each subdivided into 3 groups for

a total of 9 groupsA 3 groups of 3 or 4B 3 groups of 3 or 4C 3 groups of 3 or 4



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Schedulelistening presentation focus on form

Week 1 A B C

Week 2 B C A

Week 3 C A B

Week 4 presentations

Week 5 A B C


Week 7 B C A


Week 9 C A B


Week 11 A B C

Week 12 wrap



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Listening

com rehensionListen to a new audio or video recording in class, takenotes, and give an oral summary of the content. Work

individually to listen, and in pairs to speak.15 minutes to listen and take notes5 minutes to rehearse10 minutes to present to a partner and get feedback5 minutes to note questions for Shona

The final group to work on this activity each week willrecord their presentations, and one volunteer willpresent to the class in the final 30 minutes.



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Academic presentation



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Academic presentationChoose one of the following sources



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Academic presentationChoose one of the following sourcesa) three documents relating to one of the themes or notions in the CAPESprogramme



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Academic presentationChoose one of the following sourcesa) three documents relating to one of the themes or notions in the CAPESprogrammeb) an iconographic document (photo, drawing, painting, cartoon)



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Academic presentationChoose one of the following sourcesa) three documents relating to one of the themes or notions in the CAPESprogrammeb) an iconographic document (photo, drawing, painting, cartoon)c) a literary extract (from a novel, short story, poem)



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30 minute sessions to select documents, prepare synthesis, rehearsepresentation, prepare supportive and challenging questions, practice interaction



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On the day of your presentation, one student will give the presentation, two

others will role-play the examiners, and the remaining student(s) willparticipate on the panel for a different presentation.



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On the day of your presentation, one student will give the presentation, two

others will role-play the examiners, and the remaining student(s) willparticipate on the panel for a different presentation.

Once your presentation has been given in class, you can practice and recordusing new documents (e.g., those selected by other groups who have already

presented).Thursday, January 9, 14


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Focus on form



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Focus on form

Work individually or in pairs with a laptop



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Focus on form


i) Listen to your own recording, either an oral summary or anacademic presentation



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Focus on form



ii) Listen to a recording of another student's oral summary oracademic presentation.



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Focus on form



ii) Listen to a recording of another student's oral summary oracademic presentation.

iii) Read feedback on your own oral summary or academicpresentation



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Focus on form i



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Focus on form i




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Focus on form i

i) Listen to your own recording, either an oral summary or anacademic presentationConsider these aspects



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Focus on form i


a) communication: comprehensibility, fluency, content and registerof presentation



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Focus on form i


a) communication: comprehensibility, fluency, content and registerof presentationb) grammar/vocabulary: is the language used appropriate, rich,complex, interesting?



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Focus on form i


a) communication: comprehensibility, fluency, content and registerof presentationb) grammar/vocabulary: is the language used appropriate, rich,complex, interesting?c) accuracy: are there errors in word choice, grammar orpronunciation?



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Focus on form i


a) communication: comprehensibility, fluency, content and registerof presentationb) grammar/vocabulary: is the language used appropriate, rich,complex, interesting?c) accuracy: are there errors in word choice, grammar orpronunciation?Make notes under three headings (pronunciation, vocabulary &grammar, communication) and go on to (iii)



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Focus on form ii



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Focus on form ii

ii) Listen to a recording of another student's oral summary or academicpresentation.



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Focus on form ii


Make notes under three headings (pronunciation, vocabulary & grammar,communication) with suggested improvements if appropriate



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Focus on form ii



Review your notes to find one strength, two areas to work on, and a thirdquestion for the speaker to consider



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Focus on form ii




Recommend activities and resources to help the speaker follow your advice.



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Focus on form ii




Recommend activities and resources to help the speaker follow your advice.

Note questions for Shona



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Focus on form iii



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Focus on form iii

iii) Read feedback on your own oral summary or academic presentation



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Focus on form iii


What are your strengths and weaknesses?



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Focus on form iii



On what points do your listeners agree and disagree?



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Focus on form iii




Look at the errors identified and separate them into three categories:



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Focus on form iii




Look at the errors identified and separate them into three categories:- errors you consider serious but which you can correct by yourself



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Focus on form iii





- major errors which you did not realise were incorrect



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Focus on form iii





- major errors which you did not realise were incorrect- minor errors which you think are less important



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Focus on form iii





- major errors which you did not realise were incorrect- minor errors which you think are less important

Try the activities and resources recommended and report on your impressions.



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extra activities



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extra activities

[4. Extra activities



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extra activities

[4. Extra activitiesIf you find yourself with nothing to work on, try



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extra activities

[4. Extra activitiesIf you find yourself with nothing to work on, try- extra listening



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extra activities

[4. Extra activitiesIf you find yourself with nothing to work on, try- extra listening- extra academic presentations]



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Tools and equipment

1.Bring your laptop/tablet/smartphone andearbuds if you have them.

2.Make an account on SoundCloud.

3.Make sure you download materials before

coming to class.


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EvaluationWrite a reflective paper which includes short paragraphs with links for each

activity.

1. Listening comprehensionLink to your recording, either a presentation to the class or a private in-classrecordingAnalyse the feedback as directed in 3i and 3iii

2. Academic presentationLink to your recording if you presented, or to a private out-of-classrecording if you made oneAnalyse the feedback as directed in 3i and 3iii

3. Focus on formInsert the analysis your provided to another student, with a link to thatrecordingInclude links to activities and resources suggested

overview of academic listening & speaking class

Documents