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TYL Week 3: Listening and Speaking

TYL Week 3: Listening and Speaking. Agenda. QUIZ! (1:00-1:10) L/S Theory for Yls (short) (1:10-1:20) Activities! Listen and Do (1:20-1:30) Songs and TPR (1:30-1:40) Disappearing Dialogue (1:40-1:50ish) Information Gap (2:00ish -2:15ish) Gallery Walk ( 2:15-2:35ish)

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TYL Week 3: Listening and Speaking

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  1. TYL Week 3: Listening and Speaking

  2. Agenda • QUIZ! (1:00-1:10) • L/S Theory for Yls (short) (1:10-1:20) • Activities! • Listen and Do (1:20-1:30) • Songs and TPR (1:30-1:40) • Disappearing Dialogue (1:40-1:50ish) • Information Gap (2:00ish -2:15ish) • Gallery Walk (2:15-2:35ish) • More ideas, reflection, homework (2:35ish to 2:50)

  3. When you finish: Review the answers to the comprehension questions! Quiz: 10 minutes

  4. Theory

  5. Big Idea #1: Comprehensible Input

  6. How are beginner English speakers like empty refrigerators?

  7. 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?

  8. 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!

  9. Big Idea 2: Types of Listening Processing

  10. 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 or directions)

  11. Top-Down vs. Bottom Up • Do activities to develop both! • Top-Down: Stories/books • Bottom-Up: Listen and Do exercises; TPR; Information Gap

  12. Big Idea 3: Chunking

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

  14. 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

  15. 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.

  16. Activities!

  17. Activity 1: Listen and Do

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

  19. 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, __________.

  20. Songs

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

  22. To Teach • 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?

  23. Disappearing Dialogue: Controlled Chunk repetition

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

  25. Information Gap

  26. HUGE category of activities!Integrate listening and speaking. • Listen and manipulate • Listen and draw • Find the difference • Guessing Games (in a few weeks)

  27. Listen and Manipulate • Pink Partner: • Put your animals on the farm. • Talk to your partner: • “The _______ is in/on the ______.” 2) Green Partner: • Listen. • Move your animals 3) SWITCH!

  28. Listen and Draw • Pink Partner: • Draw a snowman with three balls. • He must have: • A nose • Eyes • A hat • Buttons • Tell your partner how to draw it! • “Draw _____ ______ ___s on the top/middle/bottom ball.” 1,2,3 shape thing 2) Look and switch!

  29. Find the Difference

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

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

  32. Think-Pair-Share • What was your favorite Information Gap activity? Why?

  33. Gallery Walk

  34. 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!

  35. 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!

  36. Gallery Walk • You could have students do presentations in front of the class, too! • Extension: Fashion show! • Other topics of conversation? • Pets, friends, favorite games/toys/sports/tv shows/singers/food, bedroom, favorite place

  37. Gallery Walk • Pair-Share: • What did you think about it? • Strengths? • Weaknesses?

  38. Homework • Read • 2 Blog Posts • Start thinking about your presentation activity • Come by the office to look at books!

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