Running Head: LISTENING AND SPEAKING UNIT

Listening and Speaking Sample Unit Plan Lorraine Zapata California State University, Northridge

Running Head: LISTENING AND SPEAKING UNIT

Table of Contents Introduction Goals and Objectives Lesson Six Lesson Seven Lesson Eight Listening Instructions Speaking Instructions References Appendices 3 4-5 4 4 4-5 5-6 7-8 9 10

Running Head: LISTENING AND SPEAKING UNIT Introduction ESL 100: Introduction to Life Skills English for the ESL Student is a beginning course for low beginner to high beginner literacy ESL students at Meet Each Need with Dignity (MEND) Education and Training Center (ETC). The course focuses on listening and speaking

practice necessary for typical life situations that would be necessary for day-to-day interactions. The course will also focus on the U.S. Citizenship Test during the last few weeks of the sessions. Enrollment in this course is open for students who have scored into the low beginner to high beginner in an English placement test or who have shown low English proficiency. Students enrolled in the ESL 100 are adult student learners attending a free English as a Second Language course for their first time and may range from young adult to adult. Most students will be international or immigrant students. The ages may range from 15 to 50 years of age. The students will come from multi-ethnic and multilingual backgrounds, but the majority will be of Spanish speaking backgrounds. The classroom student cap will be 20 students. Class meetings are 75 minutes in length, they meet 3 times a week on Monday, Tuesday and Wednesday mornings from 11:00-12:15pm for 14 weeks. The sessions run 3 times a year. Students who take the course and pass will be able to have basic conversation skills in day-to-day interactions and/or activities they may be presented. They will be able to run errands on their own without having a translator for their basic needs and will be proficient enough to be able to take the U.S. Citizenship test in their future. The unit presented in this submission takes place on the second week of the ESL winter session. The unit focuses on pronunciation practice for clarity when the student speaks and learning what muscles in their mouth to use. The lesson also focuses on listening and speaking comprehension when a person needs to go grocery shopping and they may have questions at the

Running Head: LISTENING AND SPEAKING UNIT store. The student will learn vocabulary used for items at the store and how to ask money

questions. This lesson will help the student help the student build confidence to try tasks on their own and not be afraid to ask questions and be heard clearly. (Each lesson goals and objectives) Goals and Objectives Lesson Six Goal: To practice speaking using new vocabulary and improve on pronunciation by learning what muscles in the mouth to use. Objectives: 1. Students will master the L and R sounds for pronunciation 2. Students will reproduce F and V sounds and learn vocabulary using the new sounds. 3. Students will demonstrate listening comprehension from various speakers using vocabulary in sentences. 4. Students will master new vocabulary used in real life situations such as shopping using numbers/ money. Lesson Seven Goal: To practice speaking using new vocabulary and continue to improve on pronunciation. Objectives: 1. Students will master in L and R and F and V pronunciation. 2. Students will demonstrate comprehension of new pronunciation sounds, P and B, B and V and P and F. 3. Students will demonstrate listening comprehension of new vocabulary. 4. Students will continue to show mastery in the vocabulary used in real life situations of going shopping along with using numbers/ money.

Running Head: LISTENING AND SPEAKING UNIT 5. Students will master Lesson Eight Goal: To show accuracy in pronunciation and retention for new vocabulary. Objectives: 1. Students will demonstrate mastery in pronunciation. 2. Students will master in grocery shopping vocabulary comprehension. 3. Students will demonstrate basic vocabulary used when answering the telephone. 4. Students will demonstrate skills in ability to answer and respond to basic questions asked through the telephone. Listening Instruction Materials

The content of the material chosen for this course comes from various sources including some created by the instructor Zapata. The majority of the materials consist of worksheet and audio materials given to the students so they may have activities while learning. The nature of the materials focuses on listening to the instructor and to other native speaker to become accustomed to listening to different types of speakers, this way they will learn the material instead of just memorizing it. For the audio content the students will be given access to recordings premade for the lesson by the professor. The audio will consist of repetition of vocabulary then used in conversation between native English speakers, with emphasis on the main vocabulary for the lesson and emphasis on the sound distinctions. This is to have the students listen to the vocabulary from other speakers to help them with pronunciation accuracy later on. In unit six and seven (Appendix B) the students will go through the audio along with the pronunciation

Running Head: LISTENING AND SPEAKING UNIT worksheets (Appendix C) they will be given the pronunciation worksheet (Price, Plenaria. Realistically Speaking. Boston: Houghton Mifflin, 2000.) so they may look at the vocabulary. Having the students being able to hear the sentences and vocabulary before looking at the material will help with noting a difference in the vocabulary. Methodology

In the listening aspect of the lesson there is a mesh of audiolingual and communicative language learning methods used in the lesson to learn the importance of vocabulary and structure, but also focuses on comprehension and accuracy of the target language. With the audiolingual method the focus is on the students listening and learning presented through dialogue form (Brown, 2007, p. 23) and one example is using audio materials before the students are given in written form. There is also strong emphasis on accuracy on pronunciation and drilling activities (Richards, Jack C., & Rodgers, Theodore S. 2001. p.156); especially since this is a beginners class it is necessary. The method works well with communicative approach (even though they are usually distinguished) because in communicative it focuses on dialogue, it is learning to communicate, Translation may be used, and students are expected to interact with other people (Brown, 2007, p. 49). The student will have many activities where they need to communicate in pairs or groups as stated in the lesson plans (Appendix B). Assessment There will be two types of assessment. One will be a non-graded assessment that the professor conducts at the end of the lesson to see how much the student was able to learn during the lesson. It will be basic repetition where the students will be given vocabulary and the student will have to repeat for practice and to be able to correct at that moment. The second will be an

Running Head: LISTENING AND SPEAKING UNIT

oral exam (Appendix G) where the listening part will consist of the professor repeating a couple sentences and the student will name the words that have the similar sounds. This is to identify if they are able to hear the difference in the main terminology. Integration of Listening and Speaking Listening and speaking are integrated through lecture and activities produced in the classroom. The students will have many chances for listening activities from the professor and the audio activities that are created. There is also opportunity for speaking activities with conversation activities with their fellow classmates. The students have chances for listening and speaking conductively, especially through their pair activities because they will have to listen to each other and have to practice with their own speaking to be sure their classmates understand. Through the worksheets Appendix C, D, E, and F they will be able to listen for comprehension and will have practice pronunciation of words and say the words to each other and the instructor. Speaking Instruction Materials The content of the material to be used for speaking also comes from various sources, which includes some that are created by the instructor. The majority of the speaking section includes worksheets to practice and memorize vocabulary and also learn basic sentence structures that may be used for situational events. There are various worksheets the students will use other than just the pronunciation worksheet (Appendix C). There will be vocabulary worksheets the students will go through to learn different fruits and vegetables (Appendix D), which also includes images of the fruits and vegetables for visual effect and better memorization. There is also a worksheet of basic sentences used when they may have questions at the grocery store (Appendix E). The worksheet will be

Running Head: LISTENING AND SPEAKING UNIT

used along with the fruit and vegetable worksheet where the students will go through some pair work to be able to practice asking and answering questions if they were at the store. Appendix F is an extra worksheet that will be used at the end of Lesson eight to transition to the next section, students will have an opportunity to look over it when the oral exam is taking place. Methodology In the speaking aspect of the lesson there will be situational language teaching method used for the learning of the students. The situational language teaching is used because its importance with the use of vocabulary (Richards, Jack C., & Rodgers, Theodore S. 2001. p. 37). Without vocabulary students cant learn a new language, they may be able to learn some new grammar using their own language vocabulary, but without learning new vocabulary they cannot create their own sentences, even if it is not grammatically correct. Also with situational, it emphasizes on new language points are introduced and practiced situationally (Richards, Jack C., & Rodgers, Theodore S. 2001. p. 39) so the students will practice in pairs if they were in the grocery store and had questions using the new vocabulary. Assessment Assessment for speaking is similar to the listening portion where there will be 2 parts. One will be non-graded where they will be repeating vocabulary for pronunciation. The graded part will be the speaking portion of the oral exam (Appendix G) the student will be given images of items and they will have to name each to the professor. An example is they would be given a picture of grapes and the student will have to say grapes as clearly as possible.

Running Head: LISTENING AND SPEAKING UNIT References Brown, H. Douglas. (2007)Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education, Inc. Richards, Jack C., & Rodgers, Theodore S. (2001) Approaches and methods in language teaching. New York, NY: Cambridge University Press.

Running Head: LISTENING AND SPEAKING UNIT Appendices A. Weekly Unit Plan B. Lesson plans six through eight C. Pronunciation Worksheet from Price, Plenaria. Realistically Speaking. Boston: Houghton Mifflin, 2000. Pp. 113-114, and 68-73 D. Food- Fruits and Vegetable visuals with vocabulary E. Sentence Structures- Basic sentence questions used when grocery shopping. F. End of Lesson 8-Telephone worksheet from ESL Partyland Listening and Speaking G. Oral Exam Assessment for Listening/ Speaking H. Assessment Rubric for Oral Exam

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Running Head: LISTENING AND SPEAKING UNIT Appendix A ESL 100: Introduction to Life Skills English for the ESL Student Listening and Speaking Weekly Unit Plan Time Monday 11:0012:15PM September 12 Class Content & Activities Begin Unit Two: Shopping Introductions and Pronunciation Pronunciation L and R, F and V Grocery Shopping New vocabulary and situation drills Class Goals: Listening and Speaking Learn muscle movements in the mouth Learn new vocabulary Homework: Pronunciation Worksheet Complete Fruits, Vegetables and Deli naming worksheet Continue Unit Two: Continue with shopping situations and work on new pronunciation sounds Pronunciation L and R, F and V,P and B, B and V and P and F. Grocery Shopping Continue with vocabulary and situation drills Class Goals: Listening and speaking activities Learn new pronunciation Continue with vocabulary comprehension Homework: Pronunciation Worksheet Take Home Practice Quiz-name fruits, vegetables and deli. o How much do items cost question worksheet.

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Wednesday 11:0012:15PM September 14

Friday 11:0012:15PM September 16

Complete Unit Two: Oral Exam Day Individually take exams Learn new vocabulary for next unit Class Goals: Listening and speaking Assessment of vocabulary comprehension Assessment of pronunciation accuracy New vocabulary Homework New vocabulary worksheet.

Running Head: LISTENING AND SPEAKING UNIT Appendix B Lesson Plan (6) (September 12, 2016) (SPL 0-1 Beginning ESL/ College Adults)
Topic Time Period Goal/ Rational Objectives

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Shopping Introductions 11AM-12: 15PM To practice speaking using new vocabulary and improve on pronunciation by learning what muscles in the mouth to use. 1. Students will master the L and R sounds for pronunciation 2. Students will reproduce F and V sounds and learn vocabulary using the new sounds. 3. Students will demonstrate listening comprehension from various speakers using vocabulary in sentences. 4. Students will master new vocabulary used in real life situations such as shopping using numbers/ money. Time mins 1min 5min. Materials

Teaching Procedures Warm up Activity Attendance How was everyones weekend? Did anyone watch a movie? Lecture Audio of new pronunciation vocabulary. Importance of distinguishing words from their sounds. It can change the meaning of a statement if not pronounced correctly. E.g. Im going to buy flute from the market vs. Im going to buy fruit from the market. Review the L and R sounds from the previous lesson to have it fresh in their minds again. Go over the F and V pronunciation again and use vocabulary that sounds the same, but different with the right pronunciation. Then use recorded sentences from different native speakers to listen to the differences and have experience listening to others, not just the professor. Class Discussion People need to go shopping, whether it is grocery or materials. Why is it important to know vocabulary and sentences for shopping? Learning new vocabulary to use when shopping for items at the grocery store. Study pronunciation of the vocabulary and the exchange of money when shopping. Class Activity Practice with professor and each other to hear for difference in sounds between L, R, F and V. Students will be placed in pair then will rotate with other students. Students pair up to be customer and cashier. Have price tags on food already and the customer asks the cashier what is the food and how much it costs. Choose what food to buy and pay the cashier with the money. After a transaction they switch places of customer and cashier. Closure Announce Oral test on pronunciation and vocabulary. Review of the sounds L, R, F and V. Review of vocabulary to see if they remember the terms without looking at their notes. Questions?

mins 20min. Worksheets of the pronunciation and vocabulary.

mins 10min Pretend food to use as visuals. Vocabulary worksheet. mins 10min. Worksheets Pretend food 15min. to use as if at the market. Monopoly money. mins 15min.

Running Head: LISTENING AND SPEAKING UNIT Appendix B Lesson Plan (7) (September 14, 2016) (SPL 0-1 Beginning ESL/ College Adults)
Topic Time Period Goal Objectives

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Shopping Introductions Continued 11:00AM-12:15PM To practice speaking using new vocabulary and continue to improve on pronunciation. 1. Students will master in L and R and F and V pronunciation. 2. Students will demonstrate comprehension of new pronunciation sounds, P and B, B and V and P and F. 3. Students will demonstrate listening comprehension of new vocabulary. 4. Students will show mastery in the vocabulary used in real life situations of going shopping along with using numbers/ money. Teaching Procedures Time Materials mins Warm up Activity Attendance 1min. Teach a couple tongue twisters for comedy. Red Leather, Yellow Leather. 5mins. She sells sea shells by the sea shore Lecture Review last lesson of L, R and F and V pronunciation. Continue on to learn P and B then B and V and P and F along with the new vocabulary with the pronunciation. Will combine all the sounds together and go through some listening comprehension statements with the students. I will have them listen to recordings of other students saying the statements of the different pronunciation. Class Discussion Continue that people need to go shopping. Why is it important to know vocabulary and sentences for shopping? Continue with vocabulary to use when shopping for items at the grocery store. Study pronunciation of the vocabulary along with asking where items are located. Class Activity Practice with professor and each other to hear for difference in sounds between P and B, B and V and P and F. Try not to look at the worksheet too much. Students pair to be customer and employee. Will ask the employee where items are located in store. Then continue with purchasing items. Will have to name the items out loud to show memorization of vocabulary. mins Worksheets of 20mins. the pronunciation and vocabulary. Mirrors mins 15min. Pretend food to use as visuals. Vocabulary worksheet. mins Worksheets 10min.

15min. Pretend food to use as if at the market. Monopoly money. Mins 15mins.

Closure Have students go through a practice test before the actual oral test to determine what they need to practice more on. Ask if have any questions.

Running Head: LISTENING AND SPEAKING UNIT Appendix B Lesson Plan (8) (September 16, 2016) (SPL 0-1 Beginning ESL/ College Adults)
Topic Time Period Goal Objectives

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Exam Day/ Telephone Introduction 11:00AM-12:15PM To show accuracy in pronunciation and retention for new vocabulary. 1. Students will demonstrate mastery in pronunciation. 2. Students will show mastery in vocabulary comprehension. 3. Students will demonstrate basic vocabulary used when answering the telephone. 4. Students will demonstrate skills in ability to answer and respond to basic questions asked through the telephone. Time mins 1min. 2min. Materials

Teaching Procedures Warm up Activity Attendance Preparation for Oral Exam.

Oral Exam Go through each student individually, other students will go through the textbook reviewing new vocabulary.

45mins. Worksheets

Lecture Telephone skills. What are some ways that people greet when you answer the phone? Learn basic vocabulary used when most people call or answer the telephone. Will learn that there are different ways to greet someone on the telephone, how to ask basic questions and how to politely tell a person that they are busy and cant talk on the phone.

mins 20mins. New vocabulary sheets.

Class Activity Role play-Telephone. Students will be paired where one person is the caller and the other the answerer. They will be given strips of paper where there are short statements to say when they call someone and when they answer. E.g. Hello, my name is____. Is ____ home? Yes, ___ is home. Please hold. OR No, ____ is not home. They will practice speaking with their partner. They will also rotate between caller and answerer.

mins 5mins. New vocabulary sheets.

Closure Oral exams will be graded depending on rubric. They will be given score in the next class session. Ask if have any questions on new vocabulary.

Mins 5min.

Running Head: LISTENING AND SPEAKING UNIT Appendix C PRONUNCIATION EXERCISES(Price, Plenaria. Realistically Speaking. Boston: Houghton Mifflin, 2000. Pp.
113-114)

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L AND R IN CONTRAST (Tongue up) (Tongue back) Lock Rock Light Right Long Wrong Flute Fruit Tile Tire Lane Rain Glass Grass bill Beer 1. Statements Student A a. Dont sit on the grass. b. Dont sit on the glass. Response student B a. Is it wet? b. Did you break something? 2. Statements Student A a. The teacher collected the papers. b. The teacher corrected the papers. Response Student B a. Did every student hand them in? b. Did the students make a lot of mistakes? 3. Statements Student A a. He likes walking in the lane. b. He likes walking in the rain. Response Student B a. Is he careful about cars? b. I hope he takes an umbrella. 4. Statements Student A a. She tried to break the rock. b. She tried to break the lock. Response Student B a. Was she building a wall? b. Was she able to get into her house without the key?

5. Statements Student A a. What she said was long. b. What she said was wrong. Response Student B a. Did they get very tired listening to her? b. But what was the right answer? 6. Statements Student A a. The baby had rice in her hair. b. The baby had lice in her hair. Response student B a. Well, all babies are messy eaters! b. How horrible! What will the mother do about it? 7. Statements Student A a. She wanted to be the best leader. b. She wanted to be the best reader. Response student B a. But she needs to also learn how to follow. b. Well, then she has to practice reading. 8. Statements Student A a. He liked playing with his fruit. b. He liked playing with his flute. Response student B a. He needs to learn that food is not a toy. b. Has he played music very long? 9. Statements Student A a. They needed to change the tiles. b. They needed to change the tires. Response student B a. Was their kitchen floor very old? b. Had they driven over nails?

Running Head: LISTENING AND SPEAKING UNIT

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Appendix C PRONUNCIATION EXERCISES(Price, Plenaria. Realistically Speaking. Boston: Houghton Mifflin, 2000. Pp. 6873)

F and V IN CONTRAST (no vibration) (with vibration) Fee V Fine Vine Rifle Rival Safe Save Fan Van Few View Fast Vast Fault Vault Leaf Leave P AND B IN CONTRAST (air out) (air in) Pan Ban Pay Bay Pie Buy Cup Cub Napped Nabbed Maple Mabel Pin Bin Sopping Sobbing B AND V IN CONTRAST (lips closed) (lips open) Ban Van Berry Very Cupboard Covered Robe Rove Bat Vat Boat Vote Cabs Calves Bow Vow Marble Marvel Curb Curve P AND F IN CONTRAST (air & no teeth) (air & teeth) Pat Fat Peel Feel Snipping Sniffing Wipe Wife Pan Fan Pear Fair Pig Fig Pile File Puppy Puffy Whip Whiff

1. Statements Student A a. He bought a fan. b. He bought a van. Response Student B a. Was his apartment hot? b. Did he really need such a big car? 2. Statements Student A a. She had quite a view. b. She had quite a few. Response Student B a. Was she on vacation? b. Did she have too much to drink? 3. Statements Student A a. She was looking for the pear. b. She was looking for the bear. Response Student B a. Was she hungry? b. Was she afraid? 4. Statements Student A a. He thinks Mabel is sweet. b. He thinks maple is sweet. Response Student B a. Is his wife jealous? b. On his pancakes? 5. Statements Student A a. I need a vat. b. I need a bat. Response Student B a. Did you make beer? b. Are you playing baseball? 6. Statements Student A a. Hes interested in your vote. b. Hes interested in your boat. Response Student B a. Is he running for election? b. Does he like the water? 7. Statements Student A a. Can I borrow a pan? b. Can I borrow a fan? Response Student B a. Are you cooking? b. Are you hot?

Running Head: LISTENING AND SPEAKING UNIT Appendix D

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Fruits and Vegetables Vocabulary Worksheet

Apple Asparagus Bananas Broccoli Blueberry Carrot Cherry Celery Grapes

Kiwi

Corn

Lemon

Cucumber

Orange

Green pepper

Peach

Lettuce

Pear

Onion

Pineapple

Peas

Potato

Running Head: LISTENING AND SPEAKING UNIT Raspberry Spinach

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Strawberry

Sweet potato

Tomatoes Watermelon

Running Head: LISTENING AND SPEAKING UNIT

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Appendix E

Sentence Structures for Grocery Shopping

Excuse me, where are the fruits? How much are the lemons? The fruits are on the far left side. They are one dollar ($1) a pound. OR They are 3 for a dollar. Yes, it is near the tomatoes. OR No, we dont/ ran out. Yes I do. OR No I dont. Sorry. It is near the _____________.

Do you have asparagus?

Do you have change for a five ($5)?

Excuse me, where are the _________?

How much are the _________________?

They are _____________ a pound.

Do you have___________________?

Yes, it is near _______________.

Do you have__________________?

No, we_____________________.

How much are the ____________________?

They are _____________ a pound.

How much are the _____________________?

They are _____ for ____________.

Do you have change for a __________?

Yes/ No

Running Head: LISTENING AND SPEAKING UNIT Appendix F Started Telephone Skills Sure, please wait for a second. May I please speak to Jerry? OR He's not here right now. May I take a message?

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I'd like to make a reservation.

For how many people?

Mend...what? Sorry, I think you have the wrong number. Is this the ESL class at MEND? Or Yes it is. How can I help you?

May I please speak to Maria in the Computers?

She just stepped out for a minute. Can I have her call you back?

I'd like to order a large pizza with pepperoni and pineapple.

Delivery or pick-up?

I really have to get back to my English homework.

Oh, I'll let you go. Give me a call when you have some time.

I'm sorry I didn't call you last night. I fell asleep early.

That's okay. I wasn't here anyway.

Running Head: LISTENING AND SPEAKING UNIT Appendix G SPL 0-1 Beginning ESL College/ Adult Oral Test: Vocabulary/Pronunciation Comprehension #1

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Purpose:

This is to show understanding of the new vocabulary and to show accuracy in pronunciation.

Format: Listening

Students will show fluency in pronunciation by repeating vocabulary give to them by the professor to show the difference between: L and R, F and V, P and B, F and P, B and V sounds using words that sound similar.
o

E.g. Can I borrow a fan? Can I borrow a pan? The student will have to pronounce fan and pan

Speaking

Students will then have to name 5 items shown to them that are examples of items that would be purchased during a grocery-shopping trip.
o

Example: Picture of an apple, the student will have to say apple.

Exam Date: Friday, September 16, 2016

Running Head: LISTENING AND SPEAKING UNIT Appendix H SPL 0-1 Beginning ESL College/ Adult Oral Test: Vocabulary/Pronunciation Comprehension #1 Rubric Poor (0 Points) Clarity All answers were incomprehensible. Fair (1 Point) Answers were awkward and difficult to understand at times. Good (3 Points) Answers were a little unclear at times but always understandable.

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Excellent (5 Points) Answers were clear and comprehensible.

Pronunciation

Student's pronunciation was incomprehensible.

Student's pronunciation made understanding difficult.

Student's pronunciation was understandable with minimal error.

Student's pronunciation was like a native speaker.

Accuracy

Student was unable to respond to any of the item questions.

Student took a long time to respond to the item questions.

Students were able Student was able to to answer the respond quickly and questions with little clearly with no difficulty. difficulty.

Comprehension

Student was unable to comprehend questions. Questions had to be repeated.

The student showed little comprehension of questions. Questions had to be repeated.

The student understood most of what was asked.

The student fully understood the questions asked and answered correctly.