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GSTESOL Listening & Speaking for YLs

This lesson focuses on reviewing the previous week's lessons and implementing the EIF (Encounter, Internalize, Fluency) framework for teaching listening and speaking skills to young learners. It covers lesson planning frameworks, receptive skills, Task-Based Language Teaching (TBLT), and the Communicative Language Teaching (CLT) approach. The lesson also includes activities such as describing monsters and exploring British food.

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GSTESOL Listening & Speaking for YLs

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  1. GSTESOL Listening & Speaking for YLs • Today’s class • Review (last week’s lessons) • EIF • Scaffolding target language • Student Learning Objectives • Schedule and homework Email: edpovey@hotmail.co.uk Website: edwardtesol.com

  2. Lesson planning frameworks Receptive Skills TBLT Strong CLT Inductive / Speaking Deductive Beginning Middle End Pre-task Task cycle Language focus Encounter Internalize Fluency Pre During Post Present Practice Produce

  3. Describing Monsters Sample Lesson in the E-I-F Framework

  4. British food E-I-F lesson

  5. Homework for Week 9 (April 30) Look at the information about the ECRIF framework on the website below. In Week 9 we will review and summarize your understanding of ECRIF. https://www.ecrif.com/

  6. E-I-F framework for speaking lessons E I F Encounter Internalize Fluency

  7. Organizing Speaking Lessons • Get Ss interest • Set the context • Ss hear the TL with a focus on meaning and a task • Teach/practice the vocabulary • Check Ss understand the vocabulary (assess their understanding • Expand the TL with more controlled practice • Expand the TL and move towards free practice (no scaffolding and support) • Speaking activity (free/fluency: role play, survey, information gap, guessing game, presentation…) • . • . • Encounter • . • . • Internalize • . • . • Fluency

  8. Choosing Target Language • Target language should be simple and easy for young learners. Often TL is Q+A. There should be at least one option in the TL where vocabulary can be changed. • Here are some examples: • How’s the weather? It’s sunny/rainy/cloudy • Do you like ice cream/pizza/cake? Yes, I do. / No, I don’t. • Can you play piano/ride a bike? Yes, I can. / No, I can’t. • What do you want to be? I want to be a scientist/chef/… • The vocabulary should have about 6-8 options. • Task: Brainstorm another example of speaking target language.

  9. Organizing Target Language • Example: • “How old are you?” “I’m 8 years old.” • Order of target language practice: • numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 • statement: I’m _ years old • question: How old are you? • Encounter stage: • Birthday song with a teddy bear (contextualize) • ‘Puppet’ show (encounter the TL) • Internalize: • Board game to practice “I’m _ years old” • Guessing game with cartoon characters. • Fluency • Ss design their birthday cake • Class survey of ages

  10. Encounter stage: • Birthday song with a teddy bear (contextualize) • ‘Puppet’ show (encounter the TL)

  11. Internalize: • Board game to practice “I’m _ years old” • Guessing game with cartoon characters. 6 9 7

  12. Fluency • Ss design their birthday cake • Class survey of ages Class survey: “How old are you?” “I’m 6 years old.”

  13. Learning Objectives

  14. Learning Objectives What is a student learning objective? • a statement which describes a learning outcome from the students’ perspective Student Learning Objective (SLO) student teacher

  15. Learning Objectives How do you prepare students to succeed the objective? scaffolding controlled practice

  16. Learning Objectives For example, when we get in a car to drive somewhere, we need to know where we are going first. When should we make an student learning objective ? Choose the target language (for a speaking lesson) Create the SLO Now you can plan the lesson The SLO is achieved at the end of your lesson. Knowing the end of the lesson will help you know the steps to get there.

  17. Learning Objectives A good learning objective is…

  18. Writing SLOs Here is the formula for writing a speaking lesson SLO: By the end of the lesson, students will be able to… ( topic and target language ) by ( completing this task ). Here is an example of a speaking lesson SLO: By the end of the lesson, students will be able to ask and answer about the time using “What’s the time?” “It’s _ o’clock.” by doing a role play calling friends in different countries and asking the time.

  19. Writing SLOs Here is the formula for writing a listening or reading lesson SLO: By the end of the lesson, students will be able to comprehend… ( name of text ) by ( completing this task ). Here is an example of a listening lesson SLO: By the end of the lesson, students will be able to comprehend the story ‘Brown Bear’ by doing the animal actions while listening to the song.

  20. SLO Quiz • Example SLO: • By the end of the lesson, students will be able to ask and answer about their dream jobsusing “What do you want to be?” “I want to be a designer / marine biologist / dentist /…” by completing a class survey. • What color are the… • examples of the target language? • fluency activity? • action verbs and topic?

  21. SLO Quiz • Example SLO: • By the end of the lesson, SWBAT order food and drinks in a restaurant for themselves and friends using language such as, “What do you want to eat?” “My friend will have soup” “Can you bring water, please”…by doing a restaurant role-play with a waiter. • What color are the… • action verbs and topic? • fluency activity? • examples of the target language?

  22. SLO Quiz What’s wrong with these SLOs? 1. By the end of the lesson, SWBAT describe an amazing life experience in the past using language such as “I’ve been to the Pyramids” “I’ve seen the Amazon” “I’ve visited the Colosseum” by completing a gap fill. 2. By the end of the lesson, SWBAT describe the people in photographs by doing an information gap activity. Remember you need: Action verb and topic Examples of target language Fluency activity

  23. Create a student learning objective In groups, create 2 SLOs for speaking and 2 SLOs for lsitening. Include different target language (situational, functional, expressions, grammar point) or a different listening text. Here is the formula for writing a speaking lesson SLO: By the end of the lesson, students will be able to… ( topic and target language ) by ( completing this task ). Here is the formula for writing a listening or reading lesson SLO: By the end of the lesson, students will be able to comprehend… ( name of text ) by ( completing this task ).

  24. Schedule Week 10 (next week) Review Lesson plan workshop Week 11 Lesson plan + materials deadline (submit your lesson plans) Your listening and speaking activities Week 12 Preparation for final presentations Week 13, 14, 15 Your lesson plan presentations

  25. Homework Bring your first draft of your lesson plan for discussion.

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