TYL: Listening and Speaking

1. TYL: Listening and Speaking

2. Before the end of class. . . • Please bring me your mid-term • Small paper • Write 2 questions that you have about classroom management (everything about teaching that ISN’T the subject matter) • Big paper • Read it! I’ll explain at the end of class.

3. Agenda Activities—Very Young Learners (7 and under) • Listen and Do • Songs and TPR • Disappearing Dialogue • I Have, Who Has? Activities—Older Young Learners (8 and older) • Interviews and Surveys • Information Gap (Find the Differences) • Back to Back • If time: Gallery Walk

4. Very Young Learners

5. How are beginner English speakers like empty refrigerators?

6. If you have an empty fridge, can you make a recipe? • Fridge=English knowledge (“schema”) • Recipe/dish=Sentences/thoughts in English • If you don’t have any English stored, how can you make sentences and express thoughts?

7. But Remember . . . • Even if students have just a little “food” in the fridge, they should still make simple “recipes” with them! • From the beginning, students should be speaking and attempting to express their own thoughts in English!

8. Types of Listening Processing

9. 2 Ways of Processing: • Top-Down: Listen for the big picture or overall message (ex: listening to a friend’s story) • Bottom-Up: Listen for discrete details (ex: listening to a recipe)

10. Top-down or Bottom-up? • Listening to directions to get somewhere • Listening to a movie review on the radio • Listening to a university lecture

11. Top-Down vs. Bottom Up • Do activities to develop both! • Top-Down: Stories, books, movies, tv, taking notes on main idea • Bottom-Up: Listen and Do exercises; TPR; Information Gap exercises, taking notes on details

12. Activities!

13. Activity 1: Listen and Do

14. Listen and Do • For VYL • Listen and Identify (point, fly swatter, slap, bingo) • Listen and Color • Listen and Act (TPR)

15. Simon Says

16. Listen and Act • “Simon Says” • Variations: • Student calls the orders • Do what I say, not what I do • “If You’re Happy and You Know It” • If you’re happy and you know it, __________ (2 X) • If you’re happy and you know it, • Then your face will surely show it, • If you’re happy and you know it, __________.

17. Songs

18. Songs • Find them on the Internet! • Genkienglish.com • Preschoolexpress.com • Make your own! Or make them with your students!

19. To Scaffold Songs • Intro vocab with flashcards / games • Use as background music • Play games with vocab while listening • Intro words (echo, chorus) • Add TPR (kids help!) • Make singing fun! • Girls vs. Boys • Karaoke Leaders • Can you remember without looking?

20. Disappearing Dialogue: Controlled Chunk repetition

21. Disappearing Dialogue • Objective: To help students memorize and practice saying chunks • You need: • Sentence strips • Pocket chart

22. Chunking

23. Teach Chunks • Lexical Approach: Michael Lewis, 1993 • Native speakers have thousands of stored phrases that they use readily

24. Fixed Chunks • Fixed Chunks: These groups of words are complete and ready to use • Examples: • See you later, • Have a good day, • It’s OK, • No problem

25. Partially-fixed chunks • Part is chunked, but you can add or change other elements: • I can ______. • Please pass me the ______. • I’d like a _____. • Give beginners lots of sentence frames.

26. I have ____, Who Has ____?

28. Directions • Star person = first • “ I have a/an _____.” • Person with that animal responds. • Answer and question • 2nd Round=timed

30. Think-Pair-Share • Think about Listen & Do, Songs, the Disappearing Dialogue, and I Have, Who Has. • Which do you think you would use in the future? Why? • Which would you NOT use? Why?

31. Older young learners

32. Interviews and Surveys

33. Information Gap

34. HUGE category of activities!Integrate listening and speaking. • Listen and manipulate • Listen and draw • Find the difference • Guessing Games

35. Find the Difference

36. Think-Pair-Share • Think about the Monsters activity. • How could you change this for different themes/vocabulary and grammar forms?

37. Break: 2 Info Gaps • Listen and Manipulate • Find the Difference Pictures

38. Guessing Games • I Spy • I’m Thinking Of . . . • Where’s Waldo?

39. Where’s Waldo • Pre-teach vocabulary: • Pre-teach vocabulary: • “I see a ________ with ______.” • “I see a ________ who is ____ing _____.”

41. Back to back

43. Directions Before Watching: • Pre-teach essential vocab • Students discuss cards • guess video order from beginning to end using cards • Put papers in order from top to bottom

44. While Watching • Partner A faces the screen • Partner B faces the opposite wall • Play the clip for 10-20 seconds or so, then stop. • Partner A tells partner B what he/she saw. • Re-arrange the cards • Use the cards to orally re-tell what happened.

45. Additional Notes • Have them write a paragraph about the video using sequencing words (first, next) • Adjust the grammar for whatever you’re studying (present progressive, past tense, present tense) • Adjust the level—use cards, sentences, or nothing—they just talk

46. Think-Pair-Share • What did you think about Back to Back? • Pros? • Cons? • How do you think you could use it in the future? • What kinds of videos could you use it with?

47. Gallery Walk

48. Gallery Walk! • Students do a drawing, cut out a picture, or bring a favorite toy from home. • Example: Cut out a fashionable model. 2) Have students practice in writing. 3) Have them practice orally. 4) Gallery time!

49. Gallery Time! Directions: • Orange people: Tape your picture to the wall. • Stand at your picture. • Blue people: Go to an orange person. • Orange people: Talk about your Fashion Friend. • Blue people: LISTEN!

50. Gallery Time! • Next step: • Take down your words • Put ONLY your picture up • Explain • Now, Switch! • Orange people = talk • Blue people = listen and move