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What are different examples from daily life.

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3. Characteristics that make this domain difficult for ELs

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3. Characteristics that make this domain difficult for ELs

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4. List as many sub-skills you can think of that students need to learn

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4. List as many sub-skills you can think of that students need to learn

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5. List each sub-skill separately and an example learning activity.

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5. List each sub-skill separately and an example learning activity.

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Essays

TOEFL/IELTS

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Wechat messages

Emails

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Accuracy is more important and more difficult in this domain than in others.

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Spelling rules

Grammar rules

Legibility

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Explain a simple activity here

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Explain a simple activity here

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Connor Ross, Peter Cossette., Michael Yampolsky

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Connor Ross, Peter Cossette., Michael Yampolsky

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Oral testing

Giving directions

Interviews

Specific questions

Seminars/public speaking/presentations

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- Presentations
- Interviews
- Business

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Listening for Details
Listening for Gist
Listening for Error correction

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Previewing
Complex conversations
On-going communication

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Accents
Slang
Focus
Awareness of possible Intra-language errors

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Traveling Navigation, Cooking, Newspaper, Wechat Dating, Academics, Emergency Situation

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Skimming Skills - quickly find information, Scanning Skills - finding a flight, train

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Maintain conversation

Establish authenticity

Create confidence

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- Meetings
- Social Settings
- Travelling

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1) order of words and sentence structure;
2) prononciation rules and meanings of words in different context;
3) slangs and special phrases which require cultural background to understand;
4) accurate comprehension;
5) expressiveness of accurate meaning.

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Pronunciation (diphthongs)

Confidence

Grammar

Speaking creatively (not regurgitating)

Sentence inflection

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Pronunciation

Sentence structure

Speaking rhythm

Responding appropriately

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Minimal pair testing/tongue twisters

Give a few words and have students create a sentence

Choral repetition

Pose questions, sample for answers

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Awareness of speech context
Listening endurance
Body language
Pronunciation errors

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- Pronunciation
- Interlanguage errors
- vocabulary
- emphasis/tones

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- Pronunciation
- Listening
- Differentiating between formal/informal language
- body language/facial expressions

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1) ability to see;
2) cognitive skills;
3) vocabulary;
4) knowledge phonemes;
5) inference;
6) analytic and reflective skills;

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Key words writing from speech
Writing abbreviations from notes while listening
Body Language - Charades
Pronunciation errors- Recordings from different accents
Listening endurance - Long speeches where the questions revolve around the start, middle and end.

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- Pronunciation: Multiple choice with the use of IPA and repeating the correct answer
- Listening: Two students sit back to back and one of the students has an object that they need to describe. The other student must listen and guess the object.
- Informal/Formal language: Role play with two different scenarios - One could be a business interview and the second could be meeting with friends
- body language/facial expressions: Students can demonstrate a specific body language/facial expression when the teacher provides the word. For example, happy, sad, angry, hungry, disappointed. The students can play charades!

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1) ability to see; showing a picture, SS identify the content.
2) cognitive skills; scrabble games, bingo game, re-order the words for sentences.
3) vocabulary; filling the blanks.
4) knowledge phonemes; chants, chorus.
5) inference; riddles, scavenger hunt.
6) analytic and reflective skills; read a story and summarize the content.