Global Educators Cohort Program - Teacher Education

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Telephone Role Playing

This is a Responsive Listening assessment for Secondary Education English Language Learners. This is an informal formative assessment. The reason this is a responsive listening task is because the students are able to have telephone conversations with each other. This allows the students to listen to the another student say simple greetings and give simple questions and short explanations and also requires the student to respond with equally short responses. That way, the students will get informal feedback from the students and while require the students to listen to each other, but also practice their speaking skills. The teacher can also walk around and give informal feedback to the students or use this assessment as an oral test to see how quickly the students respond to spoken language or if their conversation has a smooth pace such as whether there are many pauses during the conversation and teachers can assess if the students are using the correct register and tone for the chosen topic. The directions for the activity are very explicit for teachers to review and this is a good resource because it gives authentic telephone conversation topics for ELL students to use. Students also are given enough direction as to what their conversation should entail, whether it is about reserving a table at a restaurant or inviting someone to a party. Therefore, as long as the students have the vocabulary and knowledge of these topics, then they can say whatever they want as long as it is related to their topic. There is enough order to the assignment so that the students are not overwhelmed to create their own dialogue about any telephone conversation, but the students also have the leniency to create their conversation around the topic. This assessment may strongly focus on speaking as well as listening, but the students have to listen in order to create a response that would convey they have comprehended what they heard or they are trying to show, through speaking, that they have comprehended what they have heard. One of the limitations of this task is that if students do not know how to have a telephone conversation because they have never used a telephone, then the teacher will need to tell them that the student will need to know the number of their friend or the business before they call, and how to greet the person on the other end of the line, and when to use formal or informal speech, and how to end the conversation depending on the person they are talking to (SH).