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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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agenda
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)
if you have an empty fridge can you make a recipe
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
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!
2 ways of 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 or directions)
top down vs bottom up
Top-Down vs. Bottom Up
  • Do activities to develop both!
    • Top-Down: Stories/books
    • Bottom-Up: Listen and Do exercises; TPR; Information Gap
teach chunks
Teach Chunks
  • Lexical Approach: Michael Lewis, 1993
  • Native speakers have thousands of stored phrases that they use readily
fixed chunks
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
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.
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
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, __________.
songs1
Songs
  • Find them on the Internet!
    • Genkienglish.com
    • Preschoolexpress.com
  • Make your own! Or make them with your students!
to teach
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?
disappearing dialogue
Disappearing Dialogue
  • Objective: To help students

memorize and practice saying chunks

  • You need:
    • Sentence strips
    • Pocket chart
huge category of activities integrate listening and speaking
HUGE category of activities!Integrate listening and speaking.
  • Listen and manipulate
  • Listen and draw
  • Find the difference
  • Guessing Games (in a few weeks)
listen and manipulate
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!

listen and draw
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!

guessing games
Guessing Games
  • I Spy
  • I’m Thinking Of . . .
  • Where’s Waldo?
where s waldo
Where’s Waldo
  • Pre-teach vocabulary:
    • Pre-teach vocabulary:
  • “I see a ________ with ______.”
  • “I see a ________ who is ____ing _____.”
think pair share
Think-Pair-Share
  • What was your favorite Information Gap activity? Why?
gallery walk1
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!

gallery time
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!
gallery walk2
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 walk3
Gallery Walk
  • Pair-Share:
    • What did you think about it?
      • Strengths?
      • Weaknesses?
homework
Homework
  • Read
  • 2 Blog Posts
  • Start thinking about your presentation activity
    • Come by the office to look at books!