Creating your own listening texts – One sided phone conversations

We recently ran a CPD in our school, EC LONDON, on creating your own listening texts and (t)exploiting them in the classroom. In preparation for this, we created a simple listening and used it in the CPD. This is the lesson that goes with this listening.

You can use the audio below or alternatively, you could just create your own.

ONE-SIDED PHONE CONVERSATIONS

The idea is to record your side of a functional phone conversation and then use it in class to teach the language of that function. We chose 2 close friends, confirming plans for later that day as the function. A good idea is to just give yourself a function and then record yourself speaking into your phone without planning too much. This usually results in a more natural recording with:

  1. false starts
  2. natural functional language
  3. natural pronunciation (connected speech)

It’s also fun. Try it out.

Level: Pre-int and above

Time: 2 – 3 hours

Audio

ProcedureProcedure one sided convos

After we used this lesson in a workshop at IATEFL, we spoke with the wonderful Richard Cauldwell (if you haven’t come across his blog or his book, I highly suggest you take a look) and he very kindly made some suggestions on additions to this lesson. I’ve included them below along with the audio files he created for us from our original recording.

His idea is that we tend to teach connected speech “rules” or “patterns” but the reality of what we say in ordinary natural speech is far different from what we think we say and we really need to be preparing our students for what is actually being said. He proved this by taking a few snippets from our recording.

when you play this snippets you can really hear that what we think we’re saying is not always the reality. Either at the end or at the beginning of this lesson play these recordings for your students in isolation and just spend a few minutes with them trying to work out what’s being said. Then play the whole recording and see if they can get it.

Little and often is the key here I think. If you’re going to play a real recording, try taking a snippet of it and breaking down the reality of natural speech for your students. Otherwise we’re only preparing them for coursebooks!

Tip: There is software that you can buy that will help you with the above but Audacity is one that I’ve been recommended that is free and reasonably easy to use.

 

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Video lesson – catch it if you can – connected speech

Last year I attended a really good CPD session given by a colleague on using video clips in the classroom, I’ve never been a fan of using whole films in class, as I have always seen it as a cop out, but the focus on using short clips or parts of films really struck a chord with me and so I started thinking about how I could use them not just to stimulate interest in a topic or for comprehension questions but how it could be used for pronunciation practice.  So, this lesson focuses on connected speech and listening skills using video. It uses a clip from Catch me if you can, which you may have been able to guess from the title.

  • Time: 30-60mins
  • Level: High Int +
  • Aim: To raise awareness of how spoken English sounds
  • Sub aim: To highlight stressed and unstressed words

This mini lesson can work in a couple of contexts:

  • as a follow on to indirect questions practice
  • as an extension from FCE Result p58-59 (reading on cons and tricks)

Materials:

  1. https://www.youtube.com/watch?v=CiXTwfipyqk
  2. Worksheet

Procedure:

1. Listening: Students watch and listen to get a general idea of what is happening.  Some of the students have probably seen the film and they can help those who haven’t, explaining the context and the situation.

2, Vocab building (optional): Encourage students to think about how they would describe the two characters and their behaviour. Board interesting vocab and push students to use more interesting words to describe them, e.g. calm, stressed, hesitant, looks annoyed.

3. Listening (Test): Tell students they are going to watch a very small clip of the film and you want them to copy down the words (dictation/dictagloss if they are familiar with the terms).

Play the recording from 43 seconds where Leo says: “Do you mind taking that gun out of my face please, really, it makes me nervous.” When you have played it once, ask them to compare together, then you can play it again to help them if you want, or use the worksheet with the option to cut the words up to reconstruct the sentence if you want to scaffold the task a little.

(Teach) Students may have had problems hearing the “do you mind” so focus on this and explain the way it is pronounced and drill /ʤə mɪnd/ or /ʤuː mɪnd/ whichever you yourself normally use, personally I am the former and think that is what is on the recording.

(Test) Play students a different clip of the film at 1.35 – 1.58 and ask them to listen for the two polite questions that are used in the clip you show.  Ask them to check with partners and then listen again if necessary.  Hopefully this time they were able to pick up the question forms, so this time highlight what happens to ‘mind if I’ – /maɪnɪfaɪ/ and drill this.

4. Practice: 1.Give the students the block of text and ask them to record themselves saying it.  Then ask them to highlight which words are stressed, ask them to predict and then play it to check and you can either use the board to show them or use the answers provided here. Ask them to think about what happens to words like ‘and’, ‘a’ – if they know the schwa they should be able to see this, if not, here is a good moment to introduce it.

Also ask them to focus on what happens to groups of words like ‘look at’, ‘would have been’ and ‘got to’.  Show them the clip again and ask them to identify the sounds and how they join together and which sounds are used. See below.

look at – /lʊkət/, would have been – /wʊdəbɪn/, got to – /gɒtə/ 2. Now ask them to say the text in pairs using the correct stress and also trying to join the words together where they are in the recording.

3. Ask the students to think about the adjectives they used earlier and think about how this might influence the way they speak. Ask the students to try to do the text again, taking both the stress and the emotions into account.

4. Ask them to stand up and do it, so that they can really get into it.

5. Ask them to do it without the script, tell them to adlib if they forget parts 6. Ask them to sit down and to record it again.

5. Reflection: Ask the students to listen to both recordings and in pairs discuss how they differ.  Ask them which was better and why.  Also explain that knowing the pronunciation is really useful for their listening, as if they don’t know what to hear, how will they hear it?

Many of the ideas for this lesson stem from sessions given by Gillian Lazar and Martin Parrott, so thanks to them!