 OTAN, Outreach and Technical Assistance Network. Thank you. Well, hi everyone. This is exciting, our high-flex session. Welcome everyone here in person. Welcome everyone on Zoom. We are presenting today engaging conversation and pronunciation activities in Zoom. It will be more focused on conversation activities, but we do have some pronunciation resources to share with you. And I am one of the presenters. I am Monica Cueva. I am a vessel instructor and our ESL technology coordinator at San Diego College of Continuing Education. Hi, everyone. My name is Sarah Alba. I am the OER coordinator and ESL instructor at San Diego College of Continuing Education. So thank you for being here, both in person and on Zoom. Right. Yeah, go ahead. Thank you. Thank you. For today's agenda, we just have an hour session. So it's going to go pretty quickly. So we are going to. Talk about you. And serve people on Zoom. We're dealing with a smart board here. So it might not be as smooth as we would like. So we are going to be talking about using Zoom breakout rooms and speed meeting activities with breakout rooms. Diana is going to show us a couple of websites that she uses and how you can create discussion activities in Zoom. And then we'll also be sharing some resources with you for additional conversation and pronunciation practice. And so for right now, we would like just to do a quick poll so that we can see who's here in attendance with us. There is the link that you can type on your device, menti.com. And there's a voting code. You can also stand this code with your phone really fast. And we just have two questions for you. So the first is just if you can share your name, your agency position and subject area. And the second is your comfort level with Zoom breakout activities. And I see some responses coming in already. And we won't be able to share these responses on the screen here today. But I think can you see everyone's responses on your device as you answer the question? In a moment. We'll wait for the next one. OK. And you can't see the results. Well, I can just call out a few. We have Matt back here. We have people from Miracosta. Oh, yay. We have some from San Diego College of Continuing Education. I see Illinois. Wow. Welcome. I see why you are joining via Zoom. We also have South San Francisco. A lot of ESL faculty. Director of Community Education and Training in New Jersey. OK. Well, welcome everyone. I'm going to move to the next question, which is what is your comfort level with breakout room activities in Zoom? And so if we can just get a quick page of that. OK. So it seems like many of you are very comfortable with breakout activities in Zoom. And then there are some of you that are somewhat comfortable and some of you feel you might be more in need of practice. So that's great. We will be going over some breakout room activities and giving you going over some of the details of how to make it happen a little bit more smoothly. But it's good to know that you are comfortable with that. Yes, you have a check monitor now. So you don't have to go back and forth. Oh, thank you. I was looking at the survey. But yeah, they just asked for that. And she told me it was going to be perfect. OK, great. OK, so we are going to move on. So thank you for that feedback. And yeah. OK, so I'm going to begin and start talking about speed meeting activities that you can create for speaking practice in Zoom. And this might look a little familiar to some of you. You have a Zoom meeting. Not many students have their cameras on. And everyone or almost everyone is new on you. So how do we go from this to what more closely resembles what we're used to in the in-person class where students are interacting and engaging and collaborating? And so that's kind of what Diane and I will both be going over today is how can you make it more similar to what we know and are familiar with in our in-person classes? And so actually, if you can just go back for a minute, Diane, that's sure. Oh, it's not that easy. Not an easy job. She's going to press the back button. We can stay here. Oh, OK. And so just so if you can think of in the classroom, you know, one activity we have is where students stand in two lines facing each other and they're talking with each other and then they shift. And now they're with a new partner. So that's something we can recreate in Zoom. Or if you know that eternal mingle activities where students have a piece of paper and they're walking around the room and asking the other classmates questions, these are things that we can do with Zoom. And that's what I'll be showing you today is some ideas for these speed meeting activities. And so I'm first going to go over the logistics of how you make this happen. And then I will share with you some example lessons that you could use for these activities. So the first step, of course, is you want to make sure that you share your list of questions with students or maybe it's a dialogue that you want them to practice. Share that with them in advance. Go over some practice, let them think of their answers to the question. Examples could be working on self-introduction with their classmates. It could be used for targeted vocabulary practice, grammar practice, whatever discussion topic you would like, whatever the theme of the unit is. These could all work for creating speed meeting activities . Then step two is where you want to set up your breakout rooms. You want to keep them very small. So two students in a room so that you can maximize their opportunities for speaking. If there's an odd number, then you'll need three students. And this is an image of what the settings look like before you actually open your breakout rooms. And so you just want to make sure, if you can tap it again, Dana, you want to make sure that you click, before you open the rooms, you click settings. Oh, I can't touch it. You click settings and then you'll see it. You want to make sure that automatically move all assigned students is checked so that students just automatically get pushed into the breakout room. And they don't have to click anything. Then you also want to make sure that auto-close rooms is selected and that you have whatever time you want to close the rooms to allow is inputted there. And so you want this to be very fast. So usually it's anywhere from two to five minutes that you can enter. And then lastly, you want to make sure that you have the countdown selected so that once you close the room, students have a little bit of warning. Maybe 10 seconds, maybe 15 seconds. Then step three is once students are in the breakout rooms, you want to share your screen with them in the breakout room so that they can see the question that you want them to talk about. A lot of people think that if you haven't, that you need to stop sharing in order to start sharing to breakout rooms or saying for audio, you don't have to. From within your Zoom meeting, you can just up at the top when you're sharing your screen, you see all your tools. You just click the more button with the three dots, then you'll see the dropdown menu. You'll click share to breakout rooms. And then you can always confirm that you are actually sharing because the green bar up at the top will say, you are screen sharing to breakout rooms. There is one thing to keep in mind when you're sharing your screen to breakout rooms. That means that you cannot leave the main session. So your students are all talking to break out rooms and you're sitting in the main session alone because you're sharing your screen. So one way around this is having two devices. So you have your host device, which is usually your laptop or computer that you're using. And you share that's the one that's sharing the screen. Then you log on with from your cell phone or tablet. And that is the co-host device. And that's the one that you use that device to join all the breakout rooms and you can listen and talk with students. You just want to make sure this is very important that you leave computer audio on the host device. So whichever device is sharing the screen, you want to leave the audio so that you're not hearing the echoing. And you can do that by clicking the little carrot next to the mute button and select lead computer audio. And then just make sure you join audio when you return. Step four, you want to give students enough time to talk about the questions in their breakout rooms. So this is usually two to five minutes depending on the activity. But again, there's a seed meeting. So you want it to go quickly and it's a way to energize students and engage them. While students are in the breakout rooms, it is very helpful to monitor them in a quick way without having to enter every room, especially because these are very short breakout room sessions. You can just click on the participants button. And then you can see a list of all the students. You can see who is muted, who's not muted, who has their video on or off. So I can quickly see in room four, Meng Yao is muted and has her video off. So I don't think she's a very good partner right now for Yinon. So I'm going to quickly just moving on into a group where she was able to participate with her classmates. So it's a great way to quickly maneuver students around to see who doesn't have a partner to talk to. Okay. Step five, you're going to close the breakout room, bring everyone back to the main session, and then you're going to click recreate. So if you, you'll see on your breakout rooms that there's a recreate button, that's going to automatically shift everyone around. And then you open the rooms again, and now students have a new partner to talk with. So it really works the same way as our Meng Yao activities in class where it's moving them around. Sometimes it pairs the same students together. And that's fine, because oftentimes you're talking about a different question, your different questions. So it doesn't usually become too big of a problem. That is a question. Yeah. Are you a student to another room? Oh, yes. If we can go back in order to do that. So you can see on room four that I would want to move Yinon. So on the right side, I can just select move to, and then I could choose which room I would like to move her to. So that far right side I'll click move to. Thank you for the question. Okay. So now I just, I went over the logistics of that pretty quickly. Does anyone have any questions about those steps other than how to move students? Are there any questions in the chat? No. Okay. Great. So now I'm going to show you some of those examples of the activities. So we do have links here for you to access these resources later. But I will show them to you right now. And let me see if I can. Move that down. Okay. Okay. So this is the Google slides of different activities that you could use. Or just get inspiration from. And you can see that their color coded. So on the left here. So each section of one color is one lesson. And one example. So the first one. Here is an example of just a quick get to know your craftsmates activity. And this is an activity where the teacher when she was sharing their room, their screen to break out rooms. So the same example that I just went over with those steps. Is there a question. When you say a screen to break out. It goes to each pair. Yes. Yeah. So each breakout room will see the same screen that you see from the main session. And you just to clarify. You cannot leave the main session. Because once you leave the main session, it will stop the screen sharing. And that's why you would need the two devices. Okay. And so then this is an example. You have your list of questions for students. These are for them to get to know each other. You might want to give them some time to read the questions and respond. You could do this the night before class, or you could do this during the day. You could give them some time to read the questions and respond. You could do this the night before class, or you could do this during class. You provide them the instructions that they'll be, they'll have three minutes to spend in a breakout room. And then they'll be moved to a different group with a new classmate. And then this is what I would be sharing to break out rooms. So the students in every breakout room will see these four questions. They'll have three minutes to talk with their partner about the break out rooms. And then I bring everyone back to the main session. I recreate breakout rooms. And now I'll share this screen. And they'll see these questions. Talk about these questions. Come back. I'll recreate the breakout rooms. And now I have a new question. So instead of just having one partner to talk about all 10 questions for 15 minutes. That's also interesting, but this makes it a little bit more interesting where they can talk about all 10 questions. So they're five different classmates. And afterwards my students always, they feel so energized and they're excited. And yeah, I want to do that again. Let's go. I want to talk to more classmates. So it's just a really fun way to get them talking. And then this is set up as a similar activity. But this time there's some images. And this was set up as a pre-lesson discussion before we started talking and learning about job interviews. And so this was just to get them thinking about job interviews and their experience with job interviews and what they already know and think about job interviews. So they have the pictures with the questions. And this is the screen I would share when they're in the breakout room. And then same thing, they'll switch rooms. They have a new set of questions. And again, a new set of questions. So they'll be in a different room each time. And this one has five different groups that they will participate in. So by the end of this, they could have talked to, you know, maybe five or more different classmates. You can also do this with dialogues. So you can see this example is conversation practice. It was a more of a strategy for students to remember people's names when they first meet them. And it's just to help students remember to repeat the other person's name in a conversation. So we talk about, you know, what are some strategies that can help you remember names. Then we practice a dialogue where two students are, you know, having this conversation and they repeat the other person's name. And then we have the sample dialogue where they actually go into the breakout room and introduce themselves to one person. And they each have to have this conversation and say the other person's name. And this is the, I will share this screen. And this time this is the same dialogue that they keep practicing. So the dialogue doesn't change. The partners change. And so they just get a lot of repetition with the same dialogue speaking with different classmates. And so you can do this with all kinds of, you know, conversation strategy, such as asking follow-up questions or clarification questions. And you just have that one dialogue that all students can practice in different breakout rooms. Yes. Karen, let me say hello. My colleagues put links in the chat during break afternoon. Yes. And I do have that example coming up. So that is definitely true. You can do that as well. But that could be more complicated for students. Right. Where this is maybe more complicated for the teacher, but less complicated for the students. Because right when they go into their breakout room, the questions are there and they see them. Yeah. And this is another example for. Beginning level. So this is from a website. All things topics that I will show you a little bit more. We have time later, but this website has so many resources for teachers. It's not a website that you'll take students to, but it is a website for you to have teach teachers go to, to access and retrieve different documents and videos. So I really recommend checking this out. But for example, I have this video. That is from the, from the website. And it's not going to work to play it right now, but it's just a short dialogue. So students can listen to the dialogue. And then they go into breakout rooms and they have the dialogue. This is from the website. All things topics. So I didn't have to come up with this. It's all there on the website for me and students have this dialogue. This is what I would share to breakout rooms. They practice this dialogue. They can practice this dialogue, same dialogue with multiple partners. And maybe that's the only dialogue we focus on for day one. Then day two, we have dialogue too about daily activities and morning routine. The listen to the dialogue will practice. Then they go into their breakout rooms and they get a lot of practice with the same dialogue with different partners. And so each day you just focus on one of these dialogues. And again, these are from all things topics. And they have an all things topics general website. And then there's also all things topics listening, all things topics grammar. So lots of resources there. This is one where you would not have to share your screen. And this would be for vocabulary practice. So for example, you have your list of questions. You want students to complete these questions using whatever vocabulary you're focusing on. So for this, we're focusing on phrasal verbs. So they're completing these questions with phrasal verbs. We review the questions. And then in order to pick the question, we can have a little fun and we can spin the wheel. And we can decide which question are you going to talk about in your breakout room. Numbers one through eight. You could have a very long list of questions with even more. And then you go to this wheel picker. And once I copy the link, all of my inputs are saved. I don't even have to create an account. So I have all these numbers. Spend the week. Also input some names here. That's how you want to call on students randomly. It will land on a number. We're going to talk about question number eight. Then I can hide the choice so that we don't see question eight again. And you can see it's no longer checked, but it's later. I want number eight there. I can just check it again. And so now we'll talk about number eight. So I could then just put number eight in the chat. So I just put that question in the chat. Students go to their breakout rooms and only talk about question eight. Then they come back, we spend the wheel again, choose a question. I put that in the chat. We talk about that. So that could be an alternative to sharing your screen every time if you would like. And I think those are, that's it for me. Those are the activities I'm sharing. I think we have a question. Elizabeth said this would be great practice for answering job interview questions. Students would have to practice answering briefly so that people have time to answer. Yes. And you can increase the amount of time that students spend, but yeah, and you could focus on one interview question each day. And today we're just focusing on tell me about yourself and you're going to practice that question with four different classmates. And tomorrow we'll focus on a new question. So yes, that is, that would be a great use of this activity. So thank you, Elizabeth. And we're going to go back here so that Diana can share her information. Oh, and I do want to just mention, I do have this activity. And you don't have to escape really fast. Sorry, it's not an activity. It's a resource for you. So I just want to make sure that you know it's there before my students go into breakout rooms. I usually will just show this screen to them as a reminder, you know, introduce yourself to your classmates, try to turn your video on if you can ask questions. And if you have, if you need help from the teacher, if you need to ask questions, I'll just leave it at that. So that's for help. This is available on the slides as a Google site and PDF. So you're welcome to use any of these resources. As you would like. Okay. Thank you. I think we're right. Well, thank you. Everyone online and here in the classroom. I'm going to talk about a website similar to the one that Monica mentioned. I'm going to talk about a website similar to the one that Monica mentioned. And ESL discussions have. Many high interest discussion topics and activities. By many, I mean over 700 discussion topics. They have 14,000 questions within those 700 topics. And they are. The levels are high intermediate to advance. But remember. If you're in your lower level class, you can take ideas from this, right? Maybe you'll use that topic and just change the wording on the question to match your students level. Okay. So we're going to go to ESL discussions quickly. I'm going to go through that page. I wanted to let you know, I'm the coordinator. So I'm always looking at copyright. And they do have, I'll let you peruse that at your time. I'm not sure. But they do have a copyright permission spelled out on their site. And then this link is more information on the site. Okay. So let me see if that works. I'm going to try it. You're going to be. I'm going to be afraid. Okay. And again, this is one of those websites. That's for teachers, not for students. Again, they have over 709 discussion. So I'm going to go through that. And then I'm going to go through that. So in person, there are ready made printouts that you can print out with their copyright permission. And that copyright permission states that their website has to be at the bottom. So do not erase their website from that bottom, bottom of that worksheet. There's everyday conversation. There's actually conversations in here about politics. So, I mean, there's over 700 choices. They have controversial topics, but if you go through the site, the really nice thing is there an alphabetical order. Okay. So some of, sometimes they'll, they'll have people's names. Sometimes they'll just, they'll have people's or countries, just different topics. And again, this is a site for instructors. So you can just go through, as you see, there's one on dancing and I'm going to click on it because I've used this one before and I know it's pretty good. And there are a lot of ads. So you can just ignore the ads. So what it'll have are at least 10 questions for student A and at least 10 questions for student B. So on the site, the way that they recommend using it is that if you're in a in-person class, it says, do not show these to student B. So when I was teaching in person, I'd have student A facing the class, student B facing the back. So they're just on the opposite side of the table. But I teach online now. So I created some activity slides to show you of how you can do this online. And there's a question. How I said one way to talk about politics that is less inflammatory is to focus on students' experience of politics in their own country rather than currently U.S. politics. But that can also be very important. So, you know, it's up to you. Of course, right? You have the freedom to do that as an instructor. But I just, I like to keep it safe. But of course, any topic can become controversial, right? So that's why it's a good thing for you to monitor. And I do the exact same thing that Monica does. I'm signed into two devices, my cell phone, or my tablet and my desktop. And I am monitoring because yes, any topic can become controversial, right? Any other questions before I move on? Okay. So let me go back. Okay. So we briefly looked at ESL discussions. By the way, this site, the link that I took you to is straight into discussion, but it's a part of a larger site. So, you know, feel free to look around. Okay. So I'm going to show you how I do this with my students online. Again, I use questions from ESL discussion, or if I don't like the wording, I'll just prepare my own discussion questions on slides, just like I have here. And then step two, I review the slides and I give students directions on how to use the information on the slides and the timer while they are in the breakout room. So what I do is I actually add a online timer to the slide so that students can see the time, right? And you'll see later on, I cut the time on some of them so that they really, you know, once they get into this, they go straight into the questions, right? And yeah. And then step three, I set up the breakout rooms like Monica demonstrated with two students per class or two per breakout room. And step four, I always tell the students because I do what Monica does. They switch around or they switch with different partners. I always have them introduce themselves. I always have that slide where they quickly introduce themselves. Right. Just give the name. Nice to meet you. Nice to meet you too. Right. And then I go straight into the questions. So I leave this slide in there for a few seconds. Right. And then after they do this, one time they'll get like, okay, she went really fast on that. We better get to the question. So here is where I give the students more time. Okay. I set up a timer for 10 minutes. And especially at the beginning, when I first do this activity, I give them 10 minutes as time goes on through the class. And then after they do this activity, I'll shorten this to five minutes so that they really, really get going through and have a lively conversation. I use those timers for our PLC meetings. Oh, yes. It works for us. Yeah. Right. We created either with students. Yes. Yeah. I give students time to discuss the questions. I give them 10 minutes for each set of questions and include the countdown timer. And at the end, I take a timer that has noise that starts going. Right. But I don't play it for very long just to get them going. And they know when they hear that. You know, when they see it and they hear it, they know I'm going to bring them out of the breakout room. Yeah, how do you have time for two years? It's a user countdown timer from YouTube. So I just get the embed code and I embed it in my Google flight. And how long are your online classes? My online reading class is two hours. And I also insert the general insert. You can. That's advanced. Yeah. Yes. There's several ways. So again, I give a student B. 10 minutes to ask the questions. And then they're answering going back and forth. Okay. So it is the same topic, but a new set of questions. Okay. So if the topic is meeting or traveling. For the first set of questions, the second set of questions will also be travel questions. And again, I start the timer. So you control the timer because you control the slide. Okay. The students don't control that. Yes. Okay. So do you have any questions or answers to the questions? Or is it like they read and then they respond? Yes, they read and respond. They can. I mean, some students like to take a picture. Students always like to do that, but I share my slides with them in Canvas. So the slides, I actually add them before a couple of days before class. So my class is on Wednesday. I add the new unit on Monday. So they. They have a new module and they'll already have the slides. And that's fine with me because they've already practiced those that are really advanced or really want to get on top of the assignments for that week. They'll know, they'll anticipate the questions for the breakout room. Very follow up question. You find that that's like. So what level do you teach? Intermedia advanced. Okay. Do you find that they like can pick it up really quickly? You know, just like anything else at the beginning of the semester, there's more instruction, you know, that's why I give them, you know, 10 minutes for this, but that's, that's with everything in the class, right? You give them a little bit more time at the beginning. And once they get used to the routine and used to the sequence of my modules in Canvas used to the sequence of my online classes, you know, by the second week, they're on it. They know what's going on. So yeah, so I changed the topic. I don't change the structure of my class. Any other questions? Okay. All right. So I'm going to take you to a sample activity. And this number two is actually the same activity, just your own copy. So when you click on it, it'll just open up that Google copy and then you can do whatever you want with it. Okay. I'm on. Yay. I just have to be patient. Okay. Which one is it? I think it's that this one, right? You think so. Yeah. Yeah, that's the one. Okay. So I'll stand over here. Okay. So here are my slides, the actual slides that I use. So I go through the first four slides with the whole group. Okay. So there's, you know, I introduced the, the topic that we're going to talk about travel. As soon as you get in there, you're going to introduce yourself. Yeah. Okay. Thank you, Melinda. So as soon as they, I tell them, as soon as you go into the breakout rooms, you're going to introduce yourselves. These are the questions that you're going to ask each other. You're going to ask questions. You're going to ask questions. Remember that you're going to. Take turns being the question reader. But of course I want you to have a natural dialogue. So if that question number one leads to another question in your mind, that's okay. As long as you're having a conversation about that topic. And then when they're in the slides, I tell them, you're going to see this slide, right? And then I'm going to go straight into the questions. So I prepare the students of the sequence. And then after. Two times that they do this, I don't have to prepare them. They already know. So here are the slides with the timer. And you see, is it up here? Yeah. So again, there's the timer as the instructor. You just start the timer and it doesn't make any noise. It's just a countdown timer that the students. See at the end, they will hear the noise. And. Then you could hear what it sounds like. So they'll be able to hear that. Okay. So again, they come out of the breakout room. And then they go to them. Well, no, if you're a student. Ask them the questions. Naturally. If you want to have a follow-up question. As long as you're having a natural conversation. And we can use some questions that you could start your conversation with. But if it's natural to you to ask the follow-up question to question one or question two, then that is your conversation. And then. The next set of questions, again, they get the same. Instructions. Now you're, you know, instead of answering the question, you're going to be the ask your student being, you're going to start asking the questions. So their roles reverse. And then. Here. And then they get the ready. And then the next set of questions with the same. And again, I allow that natural conversation. They're just reading off the question, but as they get a question to it, they, they come up with their own. And students always want the company, right? So if you have an almost that you knew that was that I always post my slides and the lesson for that week. And one day we may go through. So they have that. So. I'm going to give you a quick answer. I have my student right after that. So. Instead of this, responding like a organic conversation. So. I have a student right after that. So. I have a student right after that. So. Instead of this, responding like a organic conversation. So. So it was a comment that. That somebody made that they like the idea that it's an organic conversation that students don't. Write down the questions and the responses so that they can truly have an organic conversation. And that's. All right. Welcome to new. Okay. So again, you'll have your questions. So the next site I want to talk about is. Basic English speaking. And it's a website that takes common English structure and sentence patterns to teach students how to produce basic. Language. So the activities can be used in a person. Or online. A little setup. And for me, it's like. This website has 75 kinds of conversations. And the nice thing about these is that they're professionally recorded. So there's a lot of ways that. Teachers can use this. So. Each recording has a YouTube video option of the. Here. People having this conversation. And you'll see the words. On the screen. So that's one way of using them. You can also use the audio option. And then the third recording is a sentence by sentence. Option. So you. Basically. On the top. We have. Scaffolded. To. One question. One sentence. So this is the one that I like to do. With. So let's take a tour of the site. And you'll see what I mean by this. Okay. So again, they have. Conversation practice questions. This is a larger one. But. We have. Scaffolded. To. Only one question. One sentence. So this is the one that I like to do. With my. Figuring intermediate students. So let's take a tour of the site. And you'll see what I mean by this. Okay. So this is a larger website. Well, I have to do some things like. The website that. Monica showed you. So if you scroll down. You'll see the 75 different topics. And. They're nice. Very, very professionally. So let's take a look at coffee shops. Today. There's lots of commercials. And again, this is a website. You can use your YouTube videos. If you want to. Put students a link to that. So they can practice. You can do all kinds of things. Okay. So here is the YouTube recording. I'm going to play. Just a few seconds of it. So you could see what I'm talking about. What's your favorite coffee shop. My favorite one is the coffee house. The coffee house. The coffee house. The coffee house. The coffee house. The coffee house. The coffee house. The coffee house. The coffee house. The coffee house. The coffee house. The coffee house. The coffee house. The coffee house. My favorite one is the coffee house. A local coffee shop in my neighborhood. Where is it? It's 500 meters far from my house. How often do you visit that coffee shop? Every weekend when I hang out with my friends. The coffee house is always our first choice. Who do you go with far from my house? Okay. So I'm going to stop it for a second. So as you see each slide. I'm going to show you the conversation. That the. Two people are having. So you don't need to use the closed captions on this because it's already on the screen. Okay. The second recording is the exact same conversation without the words only the audio. If you want to practice listening. So let me just play a few seconds. What's your favorite coffee shop. A local coffee shop in my neighborhood. Where is it? It's 500 meters far from my house. How often do you. So as you see it's the exact same conversation. Just the audio. Okay. And then you have the exact same conversation down at the bottom. Recorded sentence by sentence. So you can use all three of these in three different ways. The way I use the last one as it is as a dictation. Okay. So that's really fun. Because they speak at a normal pace. So here's the first. What's your favorite coffee shop. And then you could play it again. Right. What's your favorite coffee shop played as many times as you want. I usually do three or four times once students get the hang of it. So that they can write their dictation. Okay. When I do this as a dictation, I usually only do five. Questions may or five. Sentences maybe the next day I'll do another five as we continue. And then at the end, I'll do an activity with the full conversation. Okay. So I'm going to show you how I do that. Any questions. Are you going to sound better? Okay. All right. So that was just a tour of the site. So let's go to the activity. And let's see if it opens up. No, it's the second global slides. This one. Yeah. Okay. Thanks. Okay. So this is the way that I use it in class. Or online. Actually, I use this online. So I have usually the, the topic here with some background. Of the topic. And then I let students know that we're going to be practicing their listening skills. I give them some reasons why this is important. Right. It's good listening habit or good listening habits are important for learning English. It will help their brain. And then it will help them improve their conversation and they'll become more confident. Then I have a slide about how to get them ready. So get a piece of paper ready or your notebook and something to write with. I tell them that to make sure that they're in a quiet area free from distractions. I want them to focus. And then I'll let them know that they're in a quiet area. I want them to focus. And then I'll let them know that they'll hear the sentence three times. Okay. I remind them that correct punctuation is important. Okay. And then we begin. So this slide is for you at this point I stopped sharing. Right. Because I'm, it's a dictation. And then I have a link for myself. I'm going to click on the link here to go to that link. And then I'll play the recording. Okay. Once I play those five sentences. Then once we finish that. Then we're going to correct their sentences. And then I'll put one sentence at a time. Right. We talk about. Oh, did you add the question mark at the end? Did you capitalize? You know, did you spell the words correctly? I let them correct their sentences. Right on their own. And then I go through the five. Okay. So as you see here, I go through each of the sentences. And we talk about them. Right. You know, if they have mistakes, you know, this is where you can engage the students, you know, like what questions do you have or what, what were the words that were the most difficult for you. And we talk about spelling or whatever that. You know, you know, you know, you know, you have a problem or grammar or whatever they, they tell you. So as I go through the sentences. Oh, that's another thing. I don't erase the previous one, right? Just in case there's a slow writer, right? They still have the opportunity. If they're still on number two, but I'm already on number four, right? They still have the opportunity to continue correcting. Or sometimes they make comparisons. So I go through the five or six, in this case, six questions, right? It's six questions because it's that dialogue, right? Two people talking. And then after we correct the sentences, they go into their breakout rooms. And this time they have five minutes. And I have a practice conversation here. I want them to practice the conversation that they just correct. But since they have five minutes, I give them an idea to have their own organic conversation about the topic of, in this case, coffee house or meeting at a coffee house. So I give them some example sentences, but they can create their own or just have that organic conversation with each other. This time again, only five minutes. And then here is a suggestion when I was teaching face to face. I was in class. I was using this activity as well. So you can use the worksheet. They provide, actually, you know, the site doesn't provide a worksheet. I have a transcription activity. Where I have only include maybe like the first couple words in the sentence or maybe the last two words in the sentence. But there's a link to that worksheet for you. Five minutes. Okay. And then here's the rest of the questions because what I do is the next day I'll do the same thing with those questions. I just, I just leave them prepared for me so that the next day I continue on these same slides. And that way at the end, the students have the whole conversation. Okay. Any question. Okay. And that's it. For mine. Okay. So the resources that I talked about are here, the ESL discussion and basic English speaking. Another fun site that I like to use is lyrics training. Have you seen that one before? So lots of my students love to sing karaoke. I don't. I have a horrible singing voice. But they do, they love it. And lyrics training is a practice. Specifically made for ESL students. And it's similar to karaoke. They see where it's on screen. It's a lot of fun. So we don't have a lot of time, right? Monica. Yeah. So I'm just going to talk about some of these. The other one I use is answer garden. And I use this at the end of the video. I'm going to talk about some of these. The other one I use is answer garden. And I use this at the end of our Quizlet. Activity in canvas. So students practice vocabulary before we do any of this. Other speaking, we practice the vocabulary and Quizlet. And at the end of their. Page on Quizlet. I embed an answer garden. In a lot of ways. I have a lot of questions. But it's, it embeds nicely in an LMS. And students, I'll have one question. Like, what was the, what was the new part of the new word or words that you learned this week or something like that? So that's in there. So that's my. And yes, answer garden. And beds really nicely in campus. It's really cool. And then I have the links here. All things topics is the website that I talked about where there's a plethora of resources for you with YouTube, that everything's reproducible. I even emailed the creator of the site and he is very responsive and I just asked him, oh, is it fine if I copy from a PDF and just use your dialogues and put them in my own format? And he said, totally, that's fine. So if you have any questions about what you can do with his material, he's super responsive. Google pronunciation tool, this is a great easy to use tool that students can actually use to check their pronunciation and practice and you literally just type in how to pronounce beautiful and then Google will bring up the tool and show you how to pronounce it and show a visual of what your mouth positioning should be. And I've included a video tutorial that I've created here for students so that it walks them through how they use the tool and how they can check their own pronunciation. And then we also have some fun wheel centers here. One nice thing is you can input your entire student roster on one wheel and then whoever is not there for the day, you just uncheck their name and then you just spin the wheel and it will call on any of the students that are in attendance for that day. Oh, I just went to go switch it up. And then I think we have some more sites for you here. Yes. So this is my English Club. I like this as well for dictation practice. They have an elementary, intermediate and advanced level. This is a student site. So you can add the link to the site for a specific conversation that you see in there and you can just have students just to practice homework. Yeah. I'm going to get this slide there. That's what I wanted to get to. Yeah, let's skip this. Yeah, cause we're done. So this is the QR code for our slides. There is a link at the bottom if you can't scan it. So you have access to everything we shared today. Feel free to copy anything, modify, reuse, however you would like. We are sharing it all with you. Thank you so much. And thank you everyone for attending.