Learning English through Language Arts at Primary Level

1. Learning English through Language Artsat Primary Level March 2011

2. Session 1

3. Why Language Arts?

4. Aims of the Workshop

5. Classroom Episodes

6. Selecting Texts

7. Shared Reading & Guided Reading

8. Shared Reading � teacher orientation example

9. A. Responding & Reflecting Activities

10. B. Retelling & Extending Activities

11. C. Drama & Role Play Activities

12. Exploring the Book Packs 15 mins 

13. Session 2A Focus on P1 & P2

14. Objectives to develop in participants the understanding and skills of language arts strategies appropriate to P1-P2 students to foster enjoyment of English through the use of stories (narratives), drama, poems and songs and popular culture

15. Teaching English as L2 to Young Learners Basic Principle: The way to teach English to young learners depends on their developmental stage. Basic assumptions: Younger children are holistic learners. Younger learners respond to language according to what it does or what they can do with it (instead of treating it as an intellectual game or abstract system).

16. Making �English Class� Enjoyable

17. Making �English Class� Enjoyable

18. Williams, M. (1987): 7 Criteria for designing activities for young language learners 

19. Promoting the 3Cs in the primary English classroom

20. Planning Language Arts lessons using a song/chant

21. Planning Language Arts lessons using a song/chant

22. Planning Language Arts lessons using a song/chant

23. Planning Language Arts lessons using a song/chant

24. Familiarize yourself with the above three songs/chants. Group Discussion Do you think that they are suitable for use in your English class? Why/Why not? What are the characteristics of songs/chants that make them suitable for classroom use? Planning Language Arts lessons using a song/chant

25. To sing with vocalizations is significantly easier than speech Song appear to precede and aid the development of language in young children Songs occupy ever more of the world around us Songs work on our short- and long-term memory The singing of songs resembles what Piaget (1923) described as egocentric language Murphey, T. (1992): The importance of music and songs in language learning

26. Songs in general use simple, conversational language, with a lot of repetitions, which are just what many language teachers look for in sample texts. Songs can be appropriated by listeners for their own purposes. Songs are relaxing. Songs are short, self-contained texts, recordings, and films that are easy to handle in a lesson. Murphey, T. (1992): The importance of music and song in language learning

27. Designing a lesson using songs/chants Participants are invited to design a 35-minute lesson using �Ten Little Indians�, �One, Two, Three, Four, Five� and �Five Little Monkeys�. How are you going to present these three songs/chants to your students? http://www.youtube.com/watch?v=Z_tWEayqHKk&feature=related http://www.youtube.com/watch?v=u9W2_1eZXms&feature=related http://www.youtube.com/watch?v=Ibjz44Er_qs&feature=related http://www.youtube.com/watch?v=5AtR_BVSOuw&feature=related http://www.youtube.com/watch?v=ZhODBFQ2-bQ&feature=fvw What tasks/activities are you going to use in your class?

29. Session 2B Focus on P3-P4

30. Participants read together �Where the Wild Things are� Maurice Sendak. View the DVD of the book. Participants walk carefully through the lesson plans of �Where the Wild Things Are� in Participants� Course Book. Participants� Interactive Session

31. Suggested Tasks/Activities

32. Planning Language Arts lessons using a Drama Text

33. Motivation Familiar activities Confidence Group dynamics Different learning styles Language personalization Language in context Cross-curricular content The pace of a lesson Phillips, S. (1999): Why use drama activities?

34. Choose the right activity Start small Organize the classroom Give feedback Phillips, S. (1999): Practical advice on using dramatization in the classroom

35. Planning Language Arts lessons using a Drama Text

36. Suggested Tasks/Activities

37. Steps: Choose one of the texts from P3-P4. Reflect on why you would like to choose this text. Jot down the transcript of how the session might proceed inside the blank charts provided in the �Participants Course Book�. Participants� Interactive Session

39. Tell Me ��. What kind of book did you think this was going to be? Did the book turn out as you expected? How was it different? Has anything that happened in this book ever happened to you? Which character interested you the most? Fantastic Mr Fox - Roald Dahl

41. Focus on Planning and Implementing Language Arts into your ELT Programme Session 3

42. Template A: Planning Language Arts lessons using a Drama text

43. Template B: Planning Language Arts lessons using a Narrative poem

44. Template C: Planning Language Arts lessons using a Narrative text

45. References Greenwood, J. (1988). Class readers. Oxford: Oxford University Press. Murphey, T. (1992). Music and song. Oxford, New York : Oxford University Press. Phillips, S. (1993). Young learners. Oxford: Oxford University Press. Phillips, S. (1999). Drama with children. Oxford, New York : Oxford University Press. Wright, A. (1995). Storytelling with children. Oxford: Oxford University Press.