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English as a Second Language 3: Oral Communicaton
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Responding to imperatives
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Overview
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These learning activities will assist you in recognizing and responding to imperatives. Imperatives are commands given by a boss a parent, a teacher or anyone in authority.
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Information
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Title
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Responding to imperatives
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Developer(s)
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Caulline Howell
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Date
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6/16/2001
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Prerequisites
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1.
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Completion of ESL 2 Oral
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2.
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Placement on Wisconsin ESL Placement Test: Oral
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3.
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or Teacher recommendation
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Competency
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1.
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Respond to imperatives.
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Linked Standards
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WI.LA.C.4.2 Listen to and comprehend oral communications
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Linked Core Abilities
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Communicate effectively
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Demonstrate critical thinking
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Performance Standards
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Criteria---Performance will be satisfactory when:
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a.
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learner responds to positive and negative imperatives which require physical activity or the absence thereof with 70% accuracy
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b.
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learner responds orally to positive and negative imperatives with 70% accuracy.
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c.
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learner follows oral instrucftion with 70% accuracy.
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Conditions---Competence will be demonstrated:
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a.
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in class
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b.
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with another student.
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c.
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in role play
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d.
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under teacher observation.
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Pronounce a word and then spell it.
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b.
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Respond to one- and two-step directions. by action. Eg., Close the door and turn on/off the light. Raise your right hand and scratch your left ear if today is Monday, August 26.
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c.
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Respond to one- and two-step directions by speaking. Eg., Ask Jose where he is from and why he came to Wisconsin.
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d.
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Respond to one- and two-step directions by writing. Eg., Write your name in the top left corner and the date in the bottom right corner of the paper.
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Learning Activities
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_____1.
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Discuss with a group or with the class different people in your life who give you orders that you should obey. Also discuss the way to recognize the difference between a request and a a command.
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_____2.
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With a group or with the class, play SIMON SAYS. This is a children's game that relies on the imperative statement. Adults frequently play this game with children.
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_____3.
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On a piece of paper filled with numbers or letters draw a picture by following the commands of the instructor.
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_____4.
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With the class or with a group, make a list of commands that require a person to do something. Then, name a person in the class and give one of the command you have written. eg. Give your wallet to Maria.
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_____5.
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Role play a job situation where the boss or supervisor gives many commands.
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_____6.
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Role play a parent and a child or children who must clean the house, cut the grass, prepare a meal before going to a picnic or a sports event in two hours.
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Assessment Activities
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_____1.
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_____2.
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_____3.
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_____4.
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written performance or quiz
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English as a Second Language 3: Oral Communicaton
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Hear the Difference Between Vowels
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Information
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Title
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Hear the Difference Between Vowels
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Developer(s)
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Cauline Howell
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Date
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6/16/2001
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Prerequisites
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1.
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Completion of ESL 2 Oral
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2.
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Placement on Wisconsin ESL Placement Test: Oral
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3.
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or Teacher recommendation
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Competency
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2.
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Discriminate speech.
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Linked Standards
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WI.LA.C.4.2 Listen to and comprehend oral communications
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WI.LA.C.4.3 Participate effectively in discussion
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Linked Core Abilities
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o
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Communicate effectively
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o
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Demonstrate critical thinking
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Performance Standards
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Criteria---Performance will be satisfactory when:
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a.
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learner pronounces the long and short vowels of English with 70% accuracy.
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b.
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learner prounounces the third-persons present verbs with 70% accuracy.
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c.
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learner pronounces the past tense of regular verbs with 70% accuracy.
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d.
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learner stresses the proper syllable in multi-syllabic words with 70% accuracy.
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Conditions---Competence will be demonstrated:
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a.
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in class.
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b.
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with a partner.
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c.
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in a game.
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d.
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in role play
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e.
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in the presence of the teacher.
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Recognize differencet between the sound/symbol match of English and most other western languages, particularly the difference between English pronunciation and the International Phonetic Alphabet.
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b.
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Differentiate the long vowel sounds and their spellings.
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c.
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Differentiate the short vowel sounds and their spellings.
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d.
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Recognize the three sounds of the regular past tense which are represented by -ed. /t/ after voiceless consonants, /d/ after voiced consonants and vowels and /id/ after the sonsds /t/ or /d/
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e.
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Recognize the three sounds of the regular present tense which are represented by -s or -es. /s/ after voiceless consonants, /z/ after voiced consonants and vowels, and /iz/ after fricatives ( s, z, ch, sh, je/)
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f.
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Apply the primary stress patterns of nouns and verbs of two or more syllables.
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Learning Activities
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_____1.
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RESPOND to dictated words and phrases by correctly spelling and writing them
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_____2.
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READ aloud for an audience
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Properties
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Learning Cycle:
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Practice
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Group Size:
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Small Group
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Focus:
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Learner Centered
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Content:
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*
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Multiple Intelligence:
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Verbal/Linguistic
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Learning Style:
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Doing&Inventing
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Right/Left Brain:
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Right Brain&Left Brain
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VAK:
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Auditory
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English as a Second Language 3: Oral Communicaton
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Giving Feedback to a Speaker
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Information
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Title
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Giving Feedback to a Speaker
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Developer(s)
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Caulilne Howell
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Date
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6/16/2001
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Prerequisites
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1.
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Completion of ESL 2 Oral
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2.
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Placement on Wisconsin ESL Placement Test: Oral
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3.
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or Teacher recommendation
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Competency
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3.
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Give feedback.
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Linked Standards
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WI.LA.C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes
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WI.LA.C.4.2 Listen to and comprehend oral communications
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Linked Core Abilities
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o
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Communicate effectively
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Develop global awareness
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Performance Standards
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Criteria---Performance will be satisfactory when:
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a.
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learner indicates agreement via facial expressions and gestures
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b.
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learner indicates disagreement via facial expressiion and head movement.
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c.
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learner indicates confusion via facial expression.
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d.
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learner indicates lack of knowledge via shoulder movement.
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e.
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learner asks information questions of a speaker.
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f.
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learner asks clarification questions of a speaker.
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Conditions---Competence will be demonstrated:
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o
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in class.
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while listening to a fellow student speaking.
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in role play
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with teacher
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Demonstrate active listiening.
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b.
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Ask informational questions
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c.
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Ask clarification questions.
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d.
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Show attentiion through eye cntact and facial expressions.
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e.
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Indicate agreement, disagreement or confusion through facial expession.
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f.
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Indicate lack of knowledge through facial expression or shoulder movement.
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Learning Activities
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_____1.
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DISCUSS a variety of issues in a small group and agree or disagree with others
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Properties
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Learning Cycle:
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Practice
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Group Size:
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Small Group
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Focus:
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Learner Centered
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Content:
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*
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Multiple Intelligence:
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Interpersonal&Verbal/Linguistic
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Learning Style:
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Seeking Meaning&Inventing
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Right/Left Brain:
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Left Brain
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VAK:
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Auditory
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_____2.
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LISTEN to a presentation and agree or disagree with the speaker
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Properties
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Learning Cycle:
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Comprehension
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Group Size:
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Large Group
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Focus:
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Teacher Centered
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Content:
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Concept
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Multiple Intelligence:
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Verbal/Linguistic
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Learning Style:
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Conceptualizing
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Right/Left Brain:
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Left Brain
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VAK:
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Auditory
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_____3.
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PARTICIPATE in a class discussion and express agreement or disagreement
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Properties
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Learning Cycle:
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Comprehension
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Group Size:
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Large Group
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