Angela Generoso Eng 731 – Dr. Olsher 12/13/12 Integrated Listening Comprehension and Oral Skills Lesson Plan Class Description The class for which this curriculum is designed, a high intermediate non-­‐credit ESL class at City College San Francisco, specializes in academic listening and speaking skills and strategies. The class focuses on oral communication activities and oral presentations with vocabulary and grammatical structures appropriate to the high-­‐
intermediate level. It is part of the non-­‐credit City College ESL program and meets one hour and 40 minutes, Monday through Friday. There are 20 students in the class and they are all adult immigrants from a range of different countries. They have high intermediate English skills, can comprehend spoken English in familiar contexts and can communicate about basic needs and routine activities and participate in basic conversations about routine social situations. Objectives Terminal: •
SWBAT detect a main idea conveyed while listening to authentic discourse •
SWBAT determine language necessary to appropriately administer and refuse invitations Integrated Skills Lesson Plan •
2 SWBAT participate in discussions and appropriately use conversation techniques to invite and refuse invitations •
SWBAT appropriate styles, registers, implicature, redundancies, and pragmatic conventions Enabling •
SWBAT listen for the invitation and refusal language as dictated in the authentic discourse •
SWBAT correctly predict when an invitation or refusal will happen in the authentic discourse •
Appropriately use background communicative knowledge of invitations and refusals on the topic of the lecture according to the situation, participants and goals •
SWBAT convey facial features, kinesics, body language and other nonverbal cues along with verbal language Rationale Awareness Raising Awareness-­‐raising activities, according to Thornbury (2005) are designed with the idea in mind that the learner will “discover their knowledge gaps themselves” (p. 41). In coordination with guidance from the teacher as well as helpful feedback from peers, these types of activities involve attention, noticing, and understanding. Using authentic material is key to developing the ability to recognize and respond to invitations and refusals in a variety of real world contexts. The design of this lesson Integrated Skills Lesson Plan 3 plan on implementing awareness-­‐raising activities the student needs in order to successfully listen dictate invitations and refusals on their own. Explicit instruction can provide information to the learners about appropriate use of language for the context and register needed. Clear, guided instruction can provide information to the learners about appropriate use of language for the context and register needed when making and refusing invitations. An example of this idea would be for this lesson to include appropriate openers, sequencers and closings in addition to the highlighted discourse relevant to invitations and refusals that can be pointed out and practiced. The learner would then be given an opportunity to understand the give and take of discourse and gain confidence in production. (Louw, 2009, p.55) The tasks of facilitating and gaining pragmatic competence are difficult and seem overwhelming at times, pointing to the need for pragmatic skills in ESL training. Similarly to what Louw described when discussing the importance of using real data in the ESL context, Thornbury (2005) analyzed the ability to raise learners’ awareness with studying transcripts, (p.43) although there is a lack of spontaneity with the procedure. Listening to recordings is helpful with topic shifts as well. Thornbury also writes about “noticing the gap”, a useful awareness-­‐
raising activity in which the learner can be aware of an absence in their language skills. This could be as a result of not being able to express a particular idea. Students also may be able to notice the difference between their skills as well as the skills of an expert (p.42) However, this is particular to learners who only will notice Integrated Skills Lesson Plan 4 this during their developmental stage in which they are ready to notice them. (Thornbury, 2005) Speech Acts Richards (1987) states that speech acts such as making and refusing invitations are concerned with the relationship between the utterance and the function in social interaction. Speech acts assume that when we communicate, the meanings are actual functions of the interactions between speakers and hearers meeting to achieve a specific goal (p. 75). Similarly with the invitations and refusals in this lesson plan, there are specific goals in mind for the speaker and listener, and it’s essential for the learner to be able to identify these in order to properly learn how to contribute to the conversation. Importance for L2 Learners Pragmalinguistic failure can occur when speakers use speech act strategies translated from their L1 that are interpreted differently in English (LoCastro, 2012). For example, many cultures have different ways of making invitations and refusals that possibly aren’t similar to your own. Learners in the ESL context are not always taking advantage of their
surroundings and students do not always transfer available knowledge and
strategies to new tasks (Kasper, 1997). L2 recipients often use a literal
interpretation, taking utterances at face value rather than inferring what is meant
from what is said and under using context information. Learners frequently
Integrated Skills Lesson Plan 5 underuse politeness marking in L2 even though they regularly mark their
utterances for politeness in L1 (Kasper, 1997), which is why it is important to
encourage the use of politeness markers in this lesson plan.
Lesson and All Materials This lesson takes place about midway through the semester. The students have gone through a series of listening practices prior to this particular lesson, covering a variety of topics including specifics such as sociocultural rules as well as topic shifts. Students area also familiar with organization in listening practices and how to listen for different scenarios. Since students are concentrating on invitations and refusals in this lesson plan, they have been assigned to specific groups at the beginning of the lesson so that they know who they will be working with during that time. Materials Laptop and projector DVD of The Office Dry erase markers 20 copies of Making Invitations worksheet 20 copies of Listening #1 transcript 20 copies of Listening #2 transcript Pre-­Listening Activities (30 min) Schema Building Students will watch a short scene from The Office (season 4, episode 9) that includes a situation where there is an invitation extended and refused. During this clip they Integrated Skills Lesson Plan 6 need to pay attention to the language used in extending the invitation and write down any unfamiliar words. T will ask some follow up questions after the video has finished: -­‐Do you understand what was happening in this scene? Who would like to explain to the class their interpretation of what the situation was? T will select one student to explain their version of what was happening in the scene. -­‐What words did you not understand? -­‐Who was talking to who and why? -­‐What is the CONTEXT of this scene? Where did it take place, and what type of environment is this? Why do you think this was happening? T asks if the students would like to watch the scene again after they have discussed the premise. This time T asks students to pay close attention to the language used for the invitation being extended. T tells the students to watch how the invitation is carried out. After the Ss finish watching the clip for the second time if anyone has any questions about the scene, T explains: Michael Scott is the boss in the office and pretended that the whole office had to work late on a Friday evening. He told everyone not to make plans because of the work assignment but then pretended to call the corporate office complaining about the assignment and then got out of having to do it. He then corners Jim and invites him to his house. Jim tries to refuse the invitation but is stuck and has to accept it. Integrated Skills Lesson Plan 7 T then has Ss work in pairs and has everyone take turns inviting and refusing invitations. Key Phrases for Invitations and Refusals T: Today we’re going to talk about invitations and refusals. How do you invite somebody somewhere? Think about some key phrases you need when you’re extending an invitation. T elicits responses from Ss and writes them on the board. T then begins to write some new phrases for the students as well. T writes: -­‐
What are you doing tomorrow? -­‐
Do you have plans tonight? -­‐
Have you ever been to that coffee shop on 7th street? I’ve been dying to try it out but I don’t have anyone to go with… -­‐
Did you hear about that new movie? We should go! -­‐
Are you busy next Friday? -­‐
Let’s do something tonight! Are you free? T asks Ss how they can refuse these invitations. T calls in a few Ss and invites them somewhere and asks the Ss to refuse the invitation. T writes the responses on the board, and then adds some more. T writes: -­‐
I’m not sure yet…I still have to finish my final paper for my English class. -­‐
I don’t have plans tonight, but I’m not feeling so great. Why? What’s going on? -­‐
No, I haven’t been to that coffee shop, but I don’t really drink coffee very often. -­‐
I wish I had time to go to the movies! School is so stressful. -­‐
I think I might be working next Friday, but I have to check. Why? What’s going on? -­‐
I have a lot of homework tonight. What did you have in mind? T asks if these refusals sound polite or impolite to the Ss, and why. T asks Ss what are some polite and impolite ways to refuse invitations. T continues to discuss Integrated Skills Lesson Plan 8 Listening #1: Acceptance or Refusal T: Now we will listen to another short conversation. I want you to pay attention to the language used and how they are discussing refusing the invitation. Keep in mind all the phrases they are using, and whether or not you think these are successful phrases to use in the conversation. After T plays the podcast (see Appendix A) T hands out scripts to the class so they can follow along. T plays the podcast a second time and Ss must follow along and listen to the audio while reading the script. Here is where the Ss will double check on the key phrases and mark the phrases they don’t know. T: Write down on the script which phrases you think successful forms of refusing an invitation. Also make sure to mark whichever phrases you are unsure of here. Post Listening Once the recording has finished playing, T discusses the scene they have just heard. T: Who was talking to who and why? T: What was the context of the scene? What was being discussed? Why? T asks Ss to discuss which phrases are the most successful ways of refusing invitation. T: Why do you think this would work? What are some good phrases to show politeness when refusing invitations? T also goes over unfamiliar phrases with the class. Listening # 2: Refusals Pre-­Listening T: Now we’re going to watch another video segment, and this time I want you to concentrate on how the refusal is made. Pay attention to the language used, and how the invitations are being refused. This time I really want you to pay attention to politeness. T: To get you started, I want you to get together with a partner and discuss the handout: Making Polite Refusals (see appendix B) T: Discuss the handout and decide together where the politeness markers are in the refusals. What makes this polite? While Listening Integrated Skills Lesson Plan 9 Ss must take note of which refusals they thought were impolite, which were polite, and which they didn’t understand. T will make a graph of invitations and refusals on the board Ss will listen and take notes Post Listening T: Who was talking to who? Why? T asks the Ss randomly if they can explain the scenario. T: What was the relationship between the speakers? Ss will next get into their assigned groups. Here they will discuss the video clip and what they thought were successful and unsuccessful refusals. They will discuss politeness, which they thought to be polite and impolite refusals. T will hand out the script (see appendix C) to the video clip and play the video a second time. Ss will then discuss amongst each other what makes a phrase polite and impolite. T will process group work by calling on Ss randomly to share their thoughts with the class. Oral Communication Task: Group Discussion T: Now that we have discussed making invitations and refusals, it’s time for you to do this on your own. The scenario is ‘trying to get a second encounter’. T will pass out the worksheet on making invitations T: You must practice on each other, how to make a second encounter with someone you have just met. You want to see them again, so you need to appropriately ask them to do something in the future. T: What sorts of key words or phrases will you use in order to get them to wan to meet again? Take the time to discuss in your groups, and practice amongst each other what would be some good key phrases to use in order to get someone you JUST MET to do something. T will walk around and monitor the discussion T will later call on students to perform their creation for the class. T will write on the board the ideas they all have for making invitations and key words that come up. T will ask the class for feedback after each invitation is presented. T asks, “would you accept this invitation? Why or why not? Integrated Skills Lesson Plan 10 T also asks the class to discuss whether or not these are polite invitations, and what the register is…meaning who the person they are talking to. Is it a professor? Or a friend of a friend in a shopping mall? Ss should be adding to the worksheet, different phrases they can use for making and refusing invitations. Closing Phase As Ss are finishing up their discussion, T reviews all the key phrases that have now been added to the board. T goes over each one and elicits responses from the Ss to provide examples of how they would or would not work in context. Contingency Plan T should have a worksheet on hand and a back up listening exercise. The worksheet is a transcript of the audio with words missing so that Ss can listen for the correct words and fill in the blanks. Integrated Skills Lesson Plan 11 References Thornbury, S. (2005). Ch. 4: Awareness-­‐raising activities. In Teaching speaking and listening, 41-­‐62. New York, NY: Longman-­‐Pearson. Rose, K., & Kasper, G. (2001). Pragmatics in language teaching. New York, NY: Cambridge University Press. LoCastro, V. (2012). Pragmatics for language educators: a sociolinguistic perspective. New York: Routledge. Louw, K. J., Derwing, T. M., & Abbott, M. L. (2010). Teaching pragmatics to L2 learners for the workplace: The job interview. The Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes, 66(5), 739-­‐758. Kasper, G. (1997). Can pragmatic competence be taught? (NetWork #6) [HTML document]. Honolulu: University of Hawai'i, Second Language Teaching & Curriculum Center. Retrieved March 30, 2012, from http://www.nflrc.hawaii.edu/NetWorks/NW06/ Newton, J., & Nation, I. S. P. (2009). Teaching esl/efl listening and speaking. New York,
NY: Routledge.
Tse, L. (Writer) (2009). Making or refusing an invitation.ESL Pod. [Audio podcast].
Retrieved from
http://www.eslpod.com/website/show_podcast.php?issue_id=4792728
Integrated Skills Lesson Plan 12 Appendix A Script: Refusing an Invitation June: Did you get an invitation to Kelly’s party?
Roberto: Yes, I did. I’m going to send my regrets. How about you?
June: I’m trying to find an excuse not to attend, without Kelly taking offense.
Roberto: Couldn’t you just tell her that you have another engagement that
night?
June: I used that little white lie last time I turned down one of her invitations. I
have to think of something else.
Roberto: How about telling her that you have to take care of a sick relative? That
one always works for me.
June: I’ve used that one, too. I told her that I was looking after my mother the
last time she invited me to dinner.
Roberto: How about if you tell her you’re on a special assignment at work and
you have to work night and day to get it done?
June: That’s a little far- fetched, don’t you think? I work as a store clerk.
Roberto: You’ve got a point there.
June: What are you going to tell Kelly when you decline her invitation?
Roberto: I’m going to extend an apology and just say that I can’t make it.
June: That’s it? I’d never thought of just saying “no.”
Roberto: You know the old acronym: KISS – Keep It Simple, Stupid.
June: You’re right. Hey! Who are you calling stupid?
Script by Dr. Lucy Tse
Integrated Skills Lesson Plan Appendix B Invitations and Refusals Giving Invitations:
•
What are you doing on (day/date)? •
Would you like to. . .? •
How about. . .? •
Do you want to. . .with me? •
I'd like to invite you to. . . Accepting Invitations:
•
Thanks! That sounds like fun. •
Sure. Thank you for the invitation. •
When is it? •
What time does it start/end? •
Let's meet at. . . •
What date/day is it? Refusing invitations: •
No, thank you. •
I'm sorry, but I have to. . . •
Thanks, but I have another appointment at that time. •
I can't. I'm sorry. 13 Integrated Skills Lesson Plan 14 Appendix C Listening #2 Script: The Office-­ Season 2 Episode 9 Dwight: I mapped out my route to the party tonight and I have several questions. First-­‐ Jim: Hey could you keep it down? Dwight: Why? Jim: Some people don’t know about it. Dwight: What? Who? Jim: Michael Dwight: Just Michael? Why just Michael? Jim: Because, it’s a surprise. Dwight: It is? Oh, that’s perfect. New Scene Jim: So, Dwight thinks tonight is a surprise party for Michael. Pam: Really? That’s great. Maybe we can get him to wait and hide somewhere. Michael: Hey there. Almost quitting time. Jim: Yup. Four o’clock. Michael: One more hour. Take are of anything you forgot to do. Hey, I don’t know if you have plans tonight…but if not, we could hang out. Jim: Oh. I can’t. Michael: You have plans? Jim: Yeah. Michael: Yeah, I have really big plans too. Jim: I thought you just said you wanted to hang out. Michael: Tonight? Oh I can’t tonight. I have…my improv class. With all my improv buds. Jim: Sounds like fun. Integrated Skills Lesson Plan 15 Michael: It’s a blast. Wouldn’t miss it for the world. But if something else came up I could always not go. Jim: Improv sounds great. Michael: Okay. Michael: Hey Oscar. Got big plans for tonight? Oscar: (holding cell phone) On a cal Michael: Kevin, my main, where you off to? Kevin: My brother’s in town and we’re going to see the Alaska IMAX film at the Science Center Michael: Angela. You’re in a rush. Where you headed? Angela: I’m just leaving for the day. Michael: Duhhh. But where are you going? Angela: Charity…bake….drive. Michael: Hmm. Michael: Dwight. My loyal compadre. What do you say, you me hang tonight, just doing whatever. Celebrate ourselves, celebrating. Your choice – what’s that stupid show you’ve been asking me to watch with you? I’ll watch it. Battleship Galaga? Dwight: Oh. That would have been great. But I can’t tonight. I have…practice. Soccer practice. Michael: You play soccer? Dwight: Clarinet. Michael: Oh, Dwight. Even you. Dwight: Hope you have fun tonight, whatever you’re doing! See you – tomorrow!