TYL Week 3: Listening and Speaking

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 – Mingle – Information Gap (Find the Differences)– Back to Back

Very Young Learners

How are beginner English speakers like empty refrigerators?

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?

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!

TYPES OF LISTENING PROCESSING

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)

Top-down or Bottom-up?

• Listening to directions to get somewhere

• Listening to a movie review on the radio

• Listening to a university lecture

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

Activities!

ACTIVITY 1: LISTEN AND DO

Listen and Do

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

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, __________.

Simon Says

SONGS

Songs

• Find them on the Internet! – Genkienglish.com– Preschoolexpress.com

• Make your own! Or make them with your students!

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?

DISAPPEARING DIALOGUE: CONTROLLED CHUNK REPETITION

Disappearing Dialogue

• Objective: To help studentsmemorize and practice saying chunks

• You need:– Sentence strips– Pocket chart

Chunking

Teach Chunks

• Lexical Approach: Michael Lewis, 1993

• Native speakers have thousands of stored phrases that they use readily

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

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.

I HAVE ____, WHO HAS ____?

Directions

• Star person = first– “ I have a/an _____.”

• Person with that animal responds. – Answer and question

• 2nd Round=timed

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?

OLDER YOUNG LEARNERS

Interviews and Surveys

INFORMATION GAP

HUGE category of activities!Integrate listening and speaking.

• Listen and manipulate

• Listen and draw

• Find the difference

• Guessing Games

Find the Difference

Guessing Games

• I Spy

• I’m Thinking Of . . .

• Where’s Waldo?

Where’s Waldo

• Pre-teach vocabulary:

– Pre-teach vocabulary:

• “I see a ________ with ______.” • “I see a ________ who is ____ing _____.”

Bathing Suit

Towel Raft Umbrella

Think-Pair-Share

• What was your favorite Information Gap activity? Why?

BACK TO BACK

Directions

Before Watching:

1. Pre-teach essential vocab

2. Students discuss cards1. guess video order from beginning to end using cards

3. Put papers in order from top to bottom

While Watching

1. Partner A faces the screen1. Partner B faces the opposite wall

2. Play the clip for 10-20 seconds or so, then stop.

3. Partner A tells partner B what he/she saw.1. Re-arrange the cards2. Use the cards to orally re-tell what happened.

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

Think-Pair-Share

• What did you think about Back to Back? – Pros?– Cons?

• How do you think youcould use it in the future?

• What kinds of videos could you use it with?

ETERNAL MINGLE

Important Info

• Ages: All (over 5 or 6)

• Levels: All

• Skills: All (just adjust)

Directions

1. Each student=1 card

2. Students meet with 1 other person.1. Ask and answer questions.2. Trade cards.

3. Find another partner. 1. Talk to everyone in the room!

Think-Pair-Share

• Eternal Mingle: – Pros?– Cons?

• Aside from conversation starters, how else could you use this activity?

Other UsesVocab / Grammar

Vygostsky’s most famous idea concerns the ____ of __________ __________.

Yesterday, I _________ a really big box of popcorn at the movies.

GALLERY WALK

Gallery Walk!

1) 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!

Gallery Time!

Directions:

1) Orange people: Tape your picture to the wall.

2) Stand at your picture.

3) Blue people: Go to an orange person.

4) Orange people: Talk about your Fashion Friend. – Blue people: LISTEN!

Gallery Time!

• Next step:– Take down your words– Put ONLY your picture up– Explain

• Now, Switch!– Orange people = talk – Blue people = listen and move

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

Gallery Walk

• Pair-Share:

– What did you think about it?• Strengths?• Weaknesses?