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Speak to me!

Speak to me!. Strategies for successful classroom talk. Classroom talk. Teacher talk Learning and using the key sounds Asking questions Exploiting routine communications and incidental language Pair and group talk. Teacher TL use. Student to student use. Student to teacher use.

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Speak to me!

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  1. Speak to me! Strategies for successful classroom talk

  2. Classroom talk • Teacher talk • Learning and using the key sounds • Asking questions • Exploiting routine communications and incidental language • Pair and group talk

  3. Teacher TL use Student to student use Student to teacher use

  4. 1 Teacher talk – 5Cs • Consistent • Clear / concise • Communicative • Checks understanding • Creative

  5. 2 Learning and using the key sounds Students will be more confident at speaking in the target language if they have a secure grasp of the sound/writing relationship.

  6. Why? • Develops pronunciation • Builds pattern-finding and link-making • Increases autonomy • Improves confidence in production and performance • Facilitates comprehension

  7. O português quando queijo idéia coração cidade chiclete feliz praia trabalho

  8. Para praticar Se podesolhar, vê. Se podesver, repara. If you can look, see. If you can see, notice.José Saramago, nobel prize in literature 1998 Nenhumaideiabrilhanteconsegueentraremcirculação se nãoagregando a siqualquerelemento de estupidez. No intelligent idea can gain general acceptance unless some element of stupidity is mixed in with it.Fernando Pessoa, Portuguese poet and writer, 1888-1935

  9. How does it work in practice? • Teach the key sounds as key language • Use words that can have a picture and a gesture associated with them • Use the original phonics words to make a ‘bridge’ to other similar words when reading, listening, speaking and writing • Build in planned tasks that develop the sound-writing relationship • Respond to spontaneous opportunities to build the links

  10. idea elefante araña olvidar casa universo cerdo ciclista coche cucaracha gimnasia hamburguesa España zumo guitarra llave

  11. eu ui au oi les ciseaux le poisson Oui! le jeu-vidéo é u ou i le bébé les lunettes la poule le midi qu ez er gn danser le nez la question la montagne en on tion in le serpent le pont le vin la pollution

  12. Zug äu j Vogel v w ch z Buch Jo-Jo Wildwassersport Haus einEi Hai au eu ei ai ie Deutschland Biene Löwe ä ö ü Bär Mäuse küssen

  13. Task ideas Read aloud tasks Transcription tasks Word card games Rhyming poems Tongue twisters Categorising Reading comic strips Song / story (with or without gap-fills) • Cognate recognition • Syllable squares • Transcription • Integrated transcription

  14. Progression 1 I have learnt the phonics key words and remember them.2 I can recognise and match key sounds and words that rhyme.3 I can repeat new words accurately and make the link to key phonics.4 I can read individual new words (including cognates) aloud, applying phonics knowledge.4 I can write individual words accurately, building them from written syllables.5 I can remember how to pronounce known words correctly over time.6 I can read short phrases accurately that contain mostly familiar language. 7 I can write short phrases accurately that contain familiar language.8 I can write individual new words with some accuracy, relating their spelling to key phonics words.9 I can read a short text quite accurately that has familiar and new language in it.10 I can write words and short phrases that I hear with some accuracy, predicting the spelling of new words.

  15. 3 Questions Students can initiate in the classroom as soon as they know the individual question words, so teach these with gestures asap! http://www.youtube.com/watch?v=iqCvE258vY0

  16. ¿Cómo? ¿Porqué? ¿Con quién? ¿Dónde? ¿Qué? ¿Quién? ¿Cuándo?

  17. ¿Qué pregunta es? • Juego al fútbol. • ? • en Comberton. ¿Dónde?

  18. ¿Qué pregunta es? • Juego al fútbol. • ? • el sábado. ¿Cuándo?

  19. ¿Qué pregunta es? • Juego al fútbol. • ? • ¡JUEGO AL FÚTBOL! ¿Cómo? ¿Qué?

  20. ¿Qué pregunta es? • Juego al fútbol. • ? • ¡Es fenomenal! ¿Porqué?

  21. ¿Qué pregunta es? • Juego al fútbol. • ? • con mis amigos. ¿Con quién?

  22. Questions • initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

  23. Quellessont les questions? 4. Je vais en Espagne pour aller à la plage. 2. La capitale de la Tunisie, c’est Tunis. 1. Il fait beau. 3. S’il fait du soleil, je fais du cyclisme. 5. Oui, bien sûr. Et toi? 6. Hier je suis resté à la maison. 8. Je vais visiter le château 7. On peut faire du ski 9. Peut-être

  24. Was sind die Fragen? 4. IchfahrenachSchottland, um Nessie zusehen. 2. Die Hauptstadt von Österreichist Wien. 1. Es donnert und blitzt. 3. Wenn es heißist, esseichEis. 5. Ja, sicher. Und du? 6. Gestern bin ichzuHausegeblieben. 8. Ichwerde die Burg besichtigen 7. Man kannSkifahren 9.Vielleicht

  25. ¿Cuáles son laspreguntas? 1. Miinstituto es un colegiomixto con mil quinientosalumnos. 9. Si, por supesto. ¿Y tú? 2. La asignaturaquemás me gusta es la música. 8. Tengo pensado hacer mi bachillerato. Quisiera estudiar ciencias. 3. Es muyamable y abierto y explicatodomuybien 7. Hice dos semanas de prácticas laborales en un taller mecánico. 4. Soy socio del club de baloncesto. 6. Mi escuela primaria era muy pequeña y no teníamos que llevar uniforme. 5.Quizás

  26. Buscaa la persona que… • juega al fútbol los sábados. • va al cine a menudo. • lee todos los días. • ve la telecadadía. • nuncadescargamúsica del Internet.

  27. Picture talk

  28. A B 1) Mentionne 2 différences2) Reponds à deux questions3) Pose deux questions

  29. Una camera in disordine Delle domande: Secondo te... • Quali sono i suoi passatempi? • Amaglianimali? • Chelavorafa? • Mangiabene? • È pigro? • Quantianni ha? • Come si chiama? • È sposato? • Di che nazionalità è? • È un tipo solitario?

  30. Hotseating

  31. Salut! Je m’appelle Clarisse et j’habiteà Fonainebleau. Je suisdrôle et intelligente et je suis fan de foot! Le foot, c’est ma passion. Mon équipe, c’est le PSG. Mon frère Rényesttrèssympa. En genéral on s’entendbien et normalement on regarde les matches de foot ensemble.Hiersoir, j’airegardé un match de foot international à la télé, J’aimangé du popcorn, commed’hab. Le weekend dernier, je suisallée au Parc des Princes oùj’airegardé le PSG contreAuxerre. J’aiaimé le match parcequ’il y a eudeuxpénalties. Après le match, je suisallée au café oùj’aimangé un sandwich. ❶ ❷ ❸ ❹

  32. 4Routines and incidental language Interaction language needs teaching. Introduce key structures and encourage students to use and re-use them often. http://www.tes.co.uk/teaching-resource/French-Classroom-Display-6336471/ http://www.tes.co.uk/teaching-resource/German-Classroom-Display-6340641/ http://www.tes.co.uk/teaching-resource/Spanish-Classroom-Display-6336470/

  33. le meilleur/ la meilleure! fatigué(e) content(e) Je suis… triste perdu(e) malade

  34. aller à moncours de musique? consulter monvocabulaire? m’asseoirlà? Je peux… aller aux toilettes? utiliser un dictionnaire? travailler avec…?

  35. parler? travailler à deux? écrire? Il faut… mémoriser? coller? vousdonnernos cahiers?

  36. parler plus lentement? donner un exemple? répéter? Salut! Salut! Bonjour ex: J’adore la musique! Salut! Çava? Pouvez-vous… signer monmérite? m’aider? lire ça?

  37. facile difficile pas mal assez très C’était… un peu rigolo! affreux! ennuyeux Ha ha ha!

  38. fini oublié gagné J’ai / Je n’ai pas… mon cahier perdu compris

  39. un problème une idée tout bon! J’ai… Geburtstag un chien einenHund faim/soif mal à la tête perdido

  40. lascartas de oro • ‘Cartas de oro’ because they are some of the most useful words you’ll learn ever • Play them at any time we are talking in Spanish ‘whole class’ – needs to be relevant to our discussion theme in some way • When you ‘play’ one you put it back in the envelope • Your aim is to use at least 3 per lesson – more than this (reward=spontaneous leader – call home)

  41. Incidental talk Y8 beginner German first 6 weeks • danke (thank you) • gut (good/well) • bitte (please) • einfach (easy) • jetzt (now) • eineFrage ( a question) • eineAntwort (an answer) • schwierig (difficult) • ein Heft (an exercise book) • fast (almost) • schnell (fast) • eineAusnahme (exception) • die Aussprache (pronunciation) • intelligent • klar (clear) • Ist das…? (Is it/that…?) • nein (no) • kein (no + noun) • nicht (not)

  42. Was istrichtig? • Ich lese/sprecheeinBuch • Deutsch istdanke/gut • Ich bin intelligent/ein Heft • Matheisteinfach/jetzt • Usain Bolt laüftsehr fast/schnell • Ichhabekeine/nein Brüder • Physikistschwierig/ja

  43. Y8 Beginners GermanIncidental classroom language2.5 terms (September – May)

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