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Scripting: Practicing Verbal Interaction Chapter 33, p. 193-197

Scripting: Practicing Verbal Interaction Chapter 33, p. 193-197. Idalia Gannon Brenda Ayala Lewis EDC S382S- ESL Methods Summer 2010. What is scripting?.

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Scripting: Practicing Verbal Interaction Chapter 33, p. 193-197

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  1. Scripting:Practicing Verbal InteractionChapter 33, p. 193-197 Idalia Gannon Brenda Ayala Lewis EDC S382S- ESL Methods Summer 2010

  2. What is scripting? • Scripting (Lozanov, 1982) is a strategy that prepares ELLs with sample language interactions or situational dialogues appropriate for upcoming events. • Scripts are presented and practiced prior to students encountering the situation.

  3. Provides opportunities for: Advance preparation and practice for an event. Lowers anxiety Builds confidence in the ability to communicate in English. verbal interaction in English. Verbal play and role play. Understanding the appropriate situation where the script will be utilized. Why should you script?

  4. TESOL Standards • Goal 1: To use English to communicate in social settings. • Standard 1: Students will use English to participate in social interactions • Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment. • Standard 3: Students will use learning strategies to extend their communicative competence.

  5. TESOL Standards • Goal 2: To use English to achieve academically in all content areas • Standard 1: Students will use English to interact in the classroom. • Standard 2: Students will use English to obtain, process, construct, and provide subject-matter information in spoken and written form. • Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge.

  6. TESOL Standards • Goal 3: To use English in socially and culturally appropriate ways • Standard 1: Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting. • Standard 2: Students will use nonverbal communication appropriate to audience, purpose, and setting. • Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and cultural competence.

  7. Step by Step • Identify an opportunity for verbal interaction. • Plan the interaction and write a short dialogue • Explain and model the script • Explain the situation and have a student help demonstrate the script • Interact and role play • Careful listening • Practice in Pairs • Pair ELL’s with more fluent speakers of English at the beginning and then pair according to need. • Assess student progress and understanding • Observe and listen for the ability to use the script and adapt responses. • Video/audio taping to identify strengths and areas for improvement

  8. Implications: Social and Behavioral Exposure Use L1 to make connection to L2 Direct instruction: Memorization of exchange of events: Greeting Self introduction School’s surroundings: library, nurse Model Behavior Support with music Exposure Step 1 Identify an opportunity for verbal interaction Greeting classroom visitors, asking for help at the library, visit to the nurse Step 2 Explain and model the script. Teacher helps model interaction for student Step 3 Practice in Pairs Music and movement Song Step 4 Assess student progress and understanding. Discussion on when to use the exchange Scenario 1: Primary K-2

  9. Implications: Bilingual Classroom with a mixed population of bilingual students and native English speakers. Content/Context specific situation for scripting Step 1: Identify an opportunity. Oral history interview in the classroom Step 2: Explain and model the script The script will help with inviting a guest in the classroom for an interview and asking about the manner to interview. Step 3: Practice in pairs. Pair ELL with a fluent native speaker of English/ bilingual student. Dialogue with alternate response. Step 4: Assess student progress and understanding. Record with a camera and review the video for strengths and areas needing improvement. Scenario 2: Upper intermediate 3-5

  10. Dialogue with Alternate Responses:Oral History Interview “Hello, my name is ___ and I am very happy to have you here in class today. I am looking forward to learning about you and your history.”(Shake hands with the guest). “Please follow me to the interview area of the class.” (Guide the guest to the area by gesturing with your hand in the direction of the interview area.) You ask, “May I please video tape the interview?” • If the response is, “Yes.” You say “Thank you. I will need for you to please sit next to me while I ask some questions. Do not worry about the camera.” (Smile) • If the response is, “No.” You say, “Thank you for letting me know. I will then ask you questions and I will write down your responses to the questions.” (Smile) • If the response is, “I don’t know.” You say, “Let me explain how the interview works and you can decide whether you are comfortable with video taping.” (Provideexplanation)

  11. Scripting and Technology • Utilize glogster for the use of scripting • Model in class before use • Center for extra practice • Audio • video • Publish • Evaluation • Strengths • Areas to improve • Glogster

  12. Questions?????

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