A beginner’s guide to VYL

2. A beginner’s guide to VYL Kylie Malinowska

3. A Beginner’s Guide to VYL Characteristics of VYL Implications for Teaching In the classroom

4. A Beginner’s Guide to VYL So, what is a VYL if it isn’t a Voracious Yelping Leech? (Use the pen stroke or text button to add your own adjectives below)

5. A Beginner’s Guide to VYL Close your eyes. What do you see?

6. A Beginner’s Guide to VYL Close your eyes. What do you see?

7. A Beginner’s Guide to VYL

8. A Beginner’s Guide to VYL What do we know about VYL? Time to ‘accommodate’ and ‘assimilate’ a little bit of theory with a quick quiz. What is French Psychologist and constructivist Jean Piaget famous for? His theory of cognitive development The Zone of Proximal Development Scaffolding Do I really need to know this?

9. A Beginner’s Guide to VYL The correct answers are A and D. But what does all this mean?

10. A Beginner’s Guide to VYL Stages of development VYL actively try to construct meaning VYLs learn more with help

11. A Beginner’s Guide to VYL Development VYL’s; are egocentric and unable to see others points of view or take responsibility for communication live in the moment and are unable to consider past or future actions and consequences are unable to think logically and enjoy 'make believe'

12. A Beginner’s Guide to VYL What else? Motor skills

13. A Beginner’s Guide to VYL My List Shorter attention spans Open and emotional Still developing in all areas More physical energy (but tire easily) Me, me, me! Can't read or write Lack insight

14. A Beginner’s Guide to VYL

15. A Beginner’s Guide to VYL Interesting topics to hold attention Concrete language presented in context Short, varied activities Linguistic and non-linguistic goals Stirring and settling activities Teacher centred interaction, but child plays an active role at all times Language presented orally relying on visuals and considers all learning channels The teachers role is one of greater responsibility Fun activities designed to motivate the child by the task over outcome

16. A Beginner’s Guide to VYL VYL actively try to construct meaning What else? VYLs have a very limited experience of the world VYLs, depending on their background, are often unaware of the concept of other countries, languages, and cultures VYLs, not unlike older learners recognise more than they can produce VYL’s are risk takers and like to guess and predict VYL’s learn quickly and easily

17. A Beginner’s Guide to VYL VYLs learn more with help A positive first language learning experience = Confident and happy learners

18. A Beginner’s Guide to VYL What to do? Present and repeat language in a variety of contexts which VYL can relate to their own experiences

19. A Beginner’s Guide to VYL Focus on Recognition before production

20. A Beginner’s Guide to VYL Use stories to allow VYL to predict and make sense of new language whilst using their imaginations

21. A Beginner’s Guide to VYL Include quiet activities such as craft, colouring or other table based activities to help consolidate language and give 'thinking' time

22. A Beginner’s Guide to VYL A supportive and secure classroom environment, conducive to providing an 'enjoyable' and 'positive' English experience is a must

23. A Beginner’s Guide to VYL Flexibility required with planning, error correction and L1 use in the classroom

24. A Beginner’s Guide to VYL Should L1 be used in the VYL classroom? Tick for yes, cross for no. Discussion will follow

25. A Beginner’s Guide to VYL Lots of; easy to answer' questions e.g. 'yes/no' questions 'IS it blue?‘ eliciting, feeding, giving and helping with answers opportunities to 'mimic' and experiment with sounds and intonation repeated, recycled and integrated language topics VYL would like to talk about

26. A Beginner’s Guide to VYL Reasonable aims To provide a 1 _ _ _ _ _ _ _ _ and 2_ _ _ _ _ _ _ _ _ _ _ _ first language experience and introduce children to learning English in a 3_ _ _ and 4 _ _ _ _ _ _ _ _ _ 5 _ _ _ _ _ _ with a focus on 6 _ _ _ _ _ _ _ _ _ _ _ before 7 _ _ _ _ _ _ _ _ _ _ and exposing them to natural, communicative English through real communication.

27. A Beginner’s Guide to VYL Reasonable aims To provide a positive and constructive first language experience and introduce children to learning English in a funand involvingmannerwith a focus onrecognitionbefore productionand exposing them to natural, communicative English through real communication.

28. A Beginner’s Guide to VYL Six Key Features Routine Stories Songs and Chants TPR Games Craft

29. Routines A Beginner’s Guide to VYL

30. A Beginner’s Guide to VYL “ [Storytelling] ...creates an acquisition rich environment and ideal learning conditions which provide comprehensible input, or language a little beyond the child's current level of competence” Krashen (1981: 103) Stories

31. A Beginner’s Guide to VYL Songs and chants

32. A Beginner’s Guide to VYL Frere Jacques Look and listen, Look and Listen (point to eyes then ears) What is this? What is this? (hold out arms shrugging and point it flashcard) Is it a.....(pause for a moment to scratch head and shrug) monkey? Is it a monkey? (mime monkey) Yes, yes, yes. Yes, yes, yes (nod and give the thumbs up)

33. A Beginner’s Guide to VYL Frere Jacques I am hungry, I am hungry (rub belly) I want ice-cream, I want ice-cream (mime ice-cream) Yummy Yummyyummy, Yummy yummyyummy. (rub belly and lick lips) I like Ice-cream. I like ice-cream. (nod head and mime ice-cream) 5, 4, 3, 2, 1 STOP

34. A Beginner’s Guide to VYL Head shoulders knees and toes I

35. A Beginner’s Guide to VYL

36. A Beginner’s Guide to VYL 4 3 2 1 STOP!

37. A Beginner’s Guide to VYL TPR

38. A Beginner’s Guide to VYL Musical Statues Play some music, the children dance When the music stops the children freeze

39. A Beginner’s Guide to VYL Once they get the hang of this, call out a word when the music stops e.g. monkey. They freeze, wait for your command, then do the monkey action Alternatively they can do more than just dance to the music e.g. you can give them a task before pressing play ‘jump, run, swim, fly’. If you have a musical instrument at your disposal this is even better than a CD/ MP3 as you can change the tempo for each instruction

40. A Beginner’s Guide to VYL Make believe

41. A Beginner’s Guide to VYL Flashcards Stir vs settle Games Recognition before production

42. A Beginner’s Guide to VYL Presentation

43. Recognition

44. A Beginner’s Guide to VYL

45. A Beginner’s Guide to VYL Drilling

46. A Beginner’s Guide to VYL Production

47. A Beginner’s Guide to VYL A VYL version of Kim’s game Lay the flashcards on the floor (or stick to the board) saying the words clearly as you do Hold hands cupped in front of you Say ‘1,2,3 Bye Bye!’ (Move hands up and down as you count and cover eyes when you say by bye) Remove one flashcard Say ‘Hello’ and all children uncover their eyes and call out what is missing

48. A Beginner’s Guide to VYL Craft

49. A Beginner’s Guide to VYL A welcome routine Sing a song they know. Revision of language they know Present new language Recognition game (s) Physical movement/ TPR Song Drill/ chant Production game (s) Story Table time (craft, colour dictation, fine motor skill activities, colouring) Goodbye routine

50. A Beginner’s Guide to VYL