1 / 21

Free Stuff!!! Developing Language Skills With Limited Resources

Free Stuff!!! Developing Language Skills With Limited Resources. Katie Bain English Language Fellow ktbain53@gmail.com www.elfellowkbain.wordpress.com. OBJECTIVE. Participants will receive ideas for classroom use that require one or more of the following materials:

bruis
Download Presentation

Free Stuff!!! Developing Language Skills With Limited Resources

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Free Stuff!!! Developing Language Skills With Limited Resources Katie Bain English Language Fellow ktbain53@gmail.com www.elfellowkbain.wordpress.com

  2. OBJECTIVE • Participants will receive ideas for classroom use that require one or more of the following materials: • a board and markers or chalk • copies of something printed from the Internet • note cards or small pieces of paper

  3. Agenda • Language Experience Approach • Picture Description • 4-3-2 • Games – The Money Game, Board Race Game • Songs • Journal Writing • Reading Aloud • Story Telling • Reader’s Theater • Free lesson plan template for you to create a lesson plan now or later

  4. Language Experience ApproachListening, Speaking, Reading, Writing • Carnaval Video • Have students list things that they saw and did. These can be one or two word responses. List the words in categories of seeing and doing. • From these words, help students to form sentences: “We saw…” “We danced, ate, laughed, celebrated, etc.” • Begin to allow the students to have more and more control over what you write on the board. • Demonstrate writing an introductory and concluding sentence: - Carnaval was very fun! - We did many things at Carnaval! - We had a great time at Carnaval! - Carnaval was a great experience!

  5. Extending Language Experience Approach • For more advanced students, write a longer text, including different tenses or more advanced vocabulary: • What did you see and do at Carnaval last year? • What do you do at Carnaval every year? • What will you do differently at Carnaval next year? 2. Type out what the students dictate for use in the next day´s lesson. You can do… • cloze activities • comprehension questions • ordering of sentences (cut the text into sentence strips and have students order it) • choral reading • Make a book that the students illustrate (one sentence per page with student illustrations could become a classroom book).

  6. Picture DescriptionListening and Speaking Picture Descriptions • Real-worldpurpose: TounderstandEnglishquestionwords and respondappropriately. • Find a large magazine photo. Show thepicturetotheentireclass and ask a series of questionsrelatedtothepicture. Elicit responses fromlearners. • Foradditionalpractice, putlearners in pairs.

  7. 4-3-2Developing Speaking Fluency • Give students a topic or theme (Example: Best childhood memory). • Give students a couple of minutes to gather their thoughts. • Have students pair with one student, facing that student. • Each person gets 4 minutes to talk about their topic. • Students rotate to different partners, then talk for 3 minutes about the same topic. • Students rotate and then talk for 2 minutes about the same topic.

  8. The Money Game – Practice Speaking and Listening • The Money Game • Questions • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your class?

  9. Grammar Board Race • Board Race Video • Questions • 1. What is the objective of the lesson? • 2. Did the students meet the objective? • 3. Would you use this game in your classroom? • 4. How could you change this game to make it more appropriate for your class?

  10. Songs for Grammar Practice 1. Simple Present/Present Perfect: Here Comes the Sun 2. Prepositions: Octopus' Garden Animated Video Octopus' Garden Lyrics 3. Past Irregular: Because You Loved Me 4. Modals: Should I Stay or Should I Go 5. Conditional Tense: If I Were a Boy ***www.tefltunes.com***

  11. Song Ideas • Make up your own! • Have students fill in the blanks as they listen to songs. • Cut the lyrics into lines and have students put them in the correct order. • Listen to songs about similar themes to compare and contrast. • Listen to songs in similar genres and have students compare and contrast. • Have students use the structure and/or grammar of the song to create their own lyrics.

  12. Journal Writing • Give students time to write in their notebooks every day! • At first, model an “appropriate” journal entry. I usually put this on the board: • A picture with one word in English near it. • A mix of Spanish and English. • A lengthy report of my day and feelings in English. • “Grade” journals only for their attempt to write in English. The goal is to write more in English every day. • Do some dialog journals if you can.

  13. Reading Aloud or D.E.A.R. • Read books aloud to students any age of any age as often as possible. • Use pictures for support. • Download books from the Internet and print them to read aloud or to have students read. • Download and print books or articles for students to read for a set time period each day or each week in class. • Spanish books are good too! Literacy in L1 transfers to literacy in L2 .

  14. Story Telling • Step 1: Structure or a story and show examples • Abstract • Orientation • Remarkable event • Reaction • Coda • Language focus (past continuous) • Step 2: Students create stories • Step 3: Students revise stories • Step 4: Students become active listeners (Jones, 2012)

  15. Story Telling • Step 1: Structure or a story and show examples • Abstract • Orientation • Remarkable event • Reaction • Coda • Language focus (past continuous) • Step 2: Students create stories • Step 3: Students revise stories • Step 4: Students become active listeners (Jones, 2012)

  16. Reader’s Theater • Select a text • Practice – Explore – Practice (cycle) • Spoken Vocabulary (pronunciation) • Places to pause • Repeated text • Opportunities to express contrast • Perform • For a live audience • For a virtual audience

  17. Reader’s Theater The Very Hungry Caterpillar - by Eric Carle A: In the light of the moon B: a little egg A: lay on a leaf B: One Sunday morning, A: the warm sun came up, and BOTH: ―Pop!‖ B: Out of the egg came a tiny A: And very hungry B: Caterpillar. BOTH: He started to look for some food.

  18. Now it’s Your Turn • Take a look at my lesson plan • Create a lesson plan from an idea in this presentation or another free one that has worked well in your classroom before. • Share with us!

  19. Websites! • www.freekidsbooks.org • www.tefltunes.com • www.timeforkids.com • www.starfall.com • http://reading.ecb.org/ • http://www.thebestclass.org/rtscripts.html • www.aaronshep.com

  20. Sources • Webinar 8.4 "Introduction to Readers Theater" Karen Taylor • Jones, R.E. (2012) “Creating a Storytelling Classroom for a Story Telling World.” Forum. V. 50 N. 3

More Related