Laboratorio di lingua inglese 3

Lesson 10Planning for the English class

Selecting materials for teaching EnglishModifying and creating teaching materials

Using English in the classroom

PLANNING FOR THE ENGLISH CLASSPart 1

Planning your English lessons:long-term and short-term objectives

• Long-term: course preparation– How will you plan your teaching environment?– How will you introduce the idea of always using English during

English lessons?– What topics are you going to teach and how do they relate to

each other?

• Mid-term: general lesson preparation– What routines might be useful to establish for language

practice?– What language will you need to use in nearly every lesson?

• Short-term: specific language planning for a lesson– What language will you need for the activities you want to do?– Which activities are core (essential), which are for

reinforcement, and which are for extension (i.e. for the pupils who finish early)?

Planning your English lessons:1. Before the course

• Before you start a new school year or term, consider how you arrange the classroom:– Set out the desks and chairs so that it is easy to move around– Reserve wall space for displaying children’s work– Create a space for displays that can be used for language

practice• It should be at a height which is comfortable for children to point at

• You should also think about:– How will you connect the topics you will be teaching?

• e.g. from pets at home to zoo animals.

– What will you give “quick” children when they finish an activity before the others?• e.g. small puzzles, picture-card games, a book to look at…

– How can you create a pleasant, relaxed atmosphere• e.g. don’t use English to criticize or punish children – always do these

in Italian

Planning your English lessons:2. General lesson preparation

• Remember that you teach English by using English in your lessons– Remember what you know about how children acquire language– Use, re-use and then modify the language the pupils already understand– For new language, remember to use context and gesture to help children

understand

• Plan the content of lessons and (types of) activities– Build on what they know– Include a mixture of listening, speaking, reading and writing– Include class-, group-and pair-work– Include different kinds of activities (listen and do, look and speak, action

games, etc.)

• Plan the sequencing of activities in your lesson. – Revise what they know before you introduce anything new– Create some classroom routines because children feel secure with patterns

they know– Try to have a quieter activity after a lively, energetic one.

• Remember to prepare all the materials you need in advance.

Planning your English lessons:3. Specific language planning for a lesson• Prepare what you are going to say when you

– greet your pupils

– talk to your pupils as you start/finish your English lesson –different topics and routines

– set up an activity - arrange the room - organize your pupils - say what you are going to do - and give instructions

– speak to groups or pairs or individuals if you have the opportunity

– want to say something positive to your pupils.

• There are many ways of organizing lessons– Many teachers like to have a standard plan that they follow this gives

structure to the lessons, and is reassuring

– Other teachers choose to vary their lessons this keeps children paying attention

– Always remember that you know your teaching situation best develop your own plan to suit your classes and circumstances.

TEACHING MATERIALS:selection and pre-evaluation

Part 2

Coursebooks and other resources• Coursebooks offer prepared sets of classroom activities and language,

so they help saving time and follow standards.• You can extend a topic from the coursebook with other materials and

extra activities (including the accompanying workbook/resource book)• Other important resources are:

– YOU yourself and the way you use English, the stories you tell, etc.– story books– picture and word cards for various uses– a puppet– wall displays and posters– masks– real objects– photocopiable material– cassettes, video recorders, computers

REMEMBER: Active learning is more real and more funfor children!

Things to think about

• When you select materials, you have to think about all of these things– What do your pupils already know?– What do they have to learn?– How old are they?

• What things do they find interesting?• What things do they find boring?

• Are they good value for money?– How flexible are they, e.g. can you use them for different

purposes, or with different levels?– Can you photocopy from them without getting into trouble?– Are they likely to date quickly?– Do they have audio/video/CDROM supplements?

What do pupils know?When you start teaching foreign languages, it is very difficult to judge what is too difficult and what is too easy.• Connect what you want to teach with what your pupils

already know about the world• Always keep their age and interests in mind• Don’t try to teach everything at once. Try to identify what is

core and what is supplementary and scaffold the learning– e.g. teach 1-10, then 11-20, then 21-100– teach basic colours, then specific colours– teach my, then his/hers, then ours/theirs

• Remember that there is a difference between reception and production– You will always introduce, then revise, before your pupils will be

able to produce correct forms

What do they need to learn?

• This refers to the syllabus that you have to teach.– Your materials should include everything you need, plus one or

two “extras”

• The syllabus may be presented as a list, but your pupils must be able to combine the elements of the list, so– avoid coursebooks which focus on only one language aspect at a

time and don’t recycle vocabulary– try to include as many communicative and functional tasks as

you can, because these are language in action

• Knowing a language means being able to use it.– Avoid materials which focus on text-based activities– Look for creative and physical activities which make learning

more memorable and relevant.– Look for materials which incorporate stories and story-related

tasks

How old are they?

• Children’s age relates to two (related) things: cognitive ability and interest– As children grow up, they become less self-centred and

more interested in the world around them– As they become interested in the world and other people,

they learn new facts, new abilities and new social skills

• When you select materials, think carefully about how suitable they are for your pupils.– Are they too baby-ish?– Are they too grown-up?– Are they interesting and relevant to their lives?– And also think about yourself: boring materials = bored

teacher

Value for money• Last but not least, think about cost.

– There are a lot of free materials on the internet, but usually free ≠ better

– Expensive materials are usually photocopiable and aimed at libraries, not individual teachers

– Most English language coursebooks and materials are not expensive, because EFL is a lucrative world market• Trust the coursebooks published by the major EFL publishers, esp.

Oxford University Press, Cambridge University Press, Heinle

• Good value materials include– Comprehensive teachers’ notes– An audio CD, or a CD-ROM– Supporting website (resources for teachers and pupils)– A variety of text and image-based resources, which you can

use in different ways

What’s inside?

• First, look at the Table of Contents (ToC)– How does it compare to your syllabus?

– Are all the essential things listed?

– Is there anything NOT listed which you need?

– What is listed in the ToC but not in your syllabus?

• Look at the progression from one unit to the next one– Is there continuity?

– Do later units build on the earlier ones?

– Do they recycle vocabulary and structures?

– Do they return to language points at different stages in thebook?

First impressions

• Open the book and look at a few pages.

– Are there clear instructions?

– Do you like the visuals?

– Are there different kinds of exercises?

– Are there songs?

– How does it fit the PPP model? Is there enough written/spoken production, or is it all reception-only?

• Presentation = text/cartoon/pictures at the start

• Practice = grammar point/ vocabulary learning

• Production = more complex exercises; speaking

A second look

• Age and ability

– Is the content interesting to pupils of 5-6 / 7-8 / 9-10?

– Is it relevant to their lives or to their interests?

– Is it relevant to other areas of the school curriculum?

– Is the approach right for your age-group?

• Are the images appropriate?

• Are the topics and vocabulary suitable?

– How stereotyped are the characters in the book?

• How are different genders, races & ages represented?

TEACHING MATERIALS:modification, (re-)creation

Part 3

Evaluating materials

• When we use materials in class, we understand immediately if they “work” or not

• Here are some common reasons for materials not working– The level was wrong– The target age-range was wrong– The instructions were not clear

• The teacher could not explain the instructions• The children could not understand the instructions

– The exercise was too long– The progression from presentation to production ...

• Didn’t have enough practice, so was difficult/frustrating• Had too much practice and was repetitive/boring

Evaluating materials

• Evaluate your materials as you are using them. – Make notes on things that worked/didn’t work– Keep these notes with the materials so you

remember next time you use them (e.g. next year)

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Were the pupils able to follow the instructions? If not, what reasons can you give?Was there enough time to complete the activity?

Was the age level appropriate?

Was the difficulty level appropriate?

Did the pupils enjoy the activity? How can you tell?

Did the pupils learn the things they were supposed to learn?

Did you enjoy teaching the activity?

What (if anything) did you have difficulty with?

What would you eliminate/ do differently next time you do this activity?

Evaluating materials

• Sometimes it is an entire coursebook that you need to evaluate.– Sometimes the book doesn’t work

• It is too “babyish”

• The topics aren’t interesting or relevant

• It doesn’t recycle vocabulary

• There is no audio CD

• The texts (written/spoken) are boring or stupid

– So talk to your colleagues and compare your reactions• Show them your evaluation forms

• Call the publishers’ reps and change the book

Modifying materials

• We modify materials when

– The level is not right for our pupils

– We don’t have enough time to do the whole activity

– We have tried the activity and found things that didn’t work well

– We want to build on the materials

• The original materials are good, and we want to extend the topic/activity

Modifying materials: level

• When the language level is too easy, we can add things to make it more difficult– Extra vocabulary / phrases / structures

– More speaking or writing activities to extend production, e.g.• Question-answer for comprehension

• Shift the focus (Q-A moves from the exercise to the children’s experience)

– This way you can build on the existing materials but make them more challenging

Modifying materials: level

• When the language level is too high, you may have to simplify the exercise, or abandon it.– Select just a few parts of the exercise (e.g. games,

warm-up activities, vocabulary revision)

– Eliminate the production at the end – just focus on comprehension

– Change it into a mother-tongue exercise (i.e. abandon it as an English exercise, but continue the work if the children seem interested in it)

– Simplify the language

How to simplify a text: basics

• Keep the syntax simple– Subject (who) – verb (action) – object (what)

• Then adjuncts for manner (how, with whom), place (where?) and finally time (when)

• Keep the sentences short– The average sentence in (adults’) English has 12

words. Keep your sentences shorter than this.

• Avoid passive verb constructions– Convert passive form to active ones

• Avoid complex tenses– e.g. convert indirect speech back into direct speech

Modifying materials: time

• Sometimes the children need more time on an exercise

– Because it is difficult

– Because they are really enjoying it

– Because the transition time from one part to another was a lot longer than you had planned

– Because it took longer to explain or introduce the exercise than you had planned

Modifying materials: time

• If you run out of time, you have to decide whether to– Cut one or more parts of the exercise

– Continue the exercise instead of moving on to another subject

– Continue the exercise as homework

– Continue the exercise next lesson• If it’s difficult, cut some bits and/or continue next lesson

• If it’s enjoyable, continue as homework– Don’t steal time from other subjects – it’s a bad habit to get into,

because you will find that you spend less time on the subjects you don’t like.

Modifying materials: improving

• Sometimes materials work but were too easy, boring, or irrelevant.

– Try to work out what you liked about the activity, e.g.

• The exercise type

• The way that the language was presented

• The general idea

• The progression of exercises

• The clarity of the instructions

Modifying materials: improving

• To improve materials, you have to identify which part needs improving– If it is the text / picture / topic which needs to be

changed, find alternatives in books or on internet sites

– If the exercise types / progression needs to be changed, first see if you can eliminate something, then consider alternatives

– If the instructions are not good, use similar instructions from other materials

Modifying materials: extending

• Sometimes materials were successful but you want more

– Because your pupils need extra practice

– Because your pupils are interested and willing to learn more

– Because the topic is related to other areas of the curriculum

Modifying materials: extending

• The easy (and sensible) way to extend materials is...– Take the original activity and make ONE change, e.g.

• Change the text or song• Change the characters in a story• Use a different picture• Use plasticine to make models instead of drawing pictures

– Do the same exercises as before, but with the new medium, so• Children revise the language they have just learned• They extend their vocabulary• They develop their creative and cognitive abilities

Writing materials

• Improving and extending materials are two ways of writing new materials.

– You build on a successful base

– You personalise the activities to suit your pupils

– You adapt existing exercise types and sequences

• Once you have been teaching for a few years, you will probably want to write some materials

Writing materials

• Whatever you do, always consider:– What am I teaching?

• vocabulary, phrases, grammar

– Why am I teaching it? • to revise, for comprehension, for production

– Who am I teaching it to? • age, level

– How long do I have to teach it? • how many minutes/ lessons?

– How many exercise types can I use to teach it?• 3-5 in a 1 hour lesson

Writing materials

• When you write materials, remember

– You are writing them because they are not available

– The aim is for your pupils to learn English more effectively

– Production is the ultimate aim of learning foreign languages, so always include lots of speaking.

Writing materials

• Use teachers’ websites, e.g. onestopenglish.com before you spend time and energy writing materials

• Consider buying one or two good teachers’ resource books with plenty of ready-made exercises

• Give instructions in English: copy them from other exercises

• Use authentic texts: download them from reliable websites, e.g. www.bbc.co.uk

• Use songs sung by native speakers: download clips from YouTube– If you need to edit audio (make it shorter, make it slower)

use Audacity, which is free and easy to use

Making your own exercises

• http://www.members.thebigbus.com/resources/TestMaker– Type 1: you have to choose the correct answer from a list– Type 2: you have to type in the answer– Types 3 & 4: as types 1 and 2 but in 'story' format

• http://hotpot.uvic.ca/– The Hot Potatoes suite includes six applications: multiple

choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises. You can add feedback comments.

• http://www.toolsforeducators.com/• http://www.mesenglish.com/worksheets/comicstrip

maker.php

CALL - Computer-Assisted Language Learning

• A series of tools which assist language learning, esp. in contexts where the teacher is not present (blended learning, self-access learning, etc.)

• Main advantages– multimedia– CALL exercises are:

• self-contained: each exercise can be completed in isolation from the others, even if it forms part of a learning module

• self-correcting: The answers are programmed into the exercises

• self-regulating: Learners have the freedom to choose the exercises that interest them and to decide how much time to spend on each exercise / learning session

• are not exclusive to CALL (gap fill, reordering, selection), but they are often more attractive on the computer than they are on paper and allow for interaction

Some examples

Using CALL at primary school• Many coursebooks have online exercises• Many teachers’ books also have a CD-ROM with interactive

exercises• You can look for exercises on the internet

– Look at the schools section of www.bbc.co.uk– Look for exercises on the websites of the “big 4” EFL publishers

• Oxford University Press, Cambridge University Press, Macmillan, Pearson-Longman

• You can do these with your pupils in class, if you have a computer + projector or an interactive whiteboard (IWB)

• You can do them in the school computer lab• You can ask your pupils to do them as homework

5 myths about young children and screen media

USING ENGLISH IN CLASSPart 4

Teaching foreign languages• Learning a new language is not just about learning

facts and concepts; it is about communicating.• Teaching a new language to primary children is

challenging– You have to keep studying!

• But you will find that teaching English makes it easier to remember the things you already know, so you will improve over time

– You have to make the effort to use English with your children.• They learn to communicate in English because they have to

communicate with you in English• They learn to express themselves in English because you ask them

to express themselves in English and encourage them in their efforts

– You are passing on your own attitude and beliefs about the different people who use this new language.

– You are opening doors to other cultures and customs

Teaching in English• Using English when you are teaching English is essential

– Learners need to hear real people using the language –recorded voices do not have the same effect

• You can help your pupils understand what you say in English by– Changing your tone of voice (especially in storytelling)– Using gestures and facial expressions, and making eye contact– Pointing at pictures, diagrams and real objects– Using familiar contexts and topics, rephrasing what you say in as

many ways as you can, occasional use of their mother tongue

• But do not feel that you are failing if you use some Italian in class too– Different approaches to using mother tongue (e.g. for real

beginners + recasting; for important instructions later)– Just try to use English as much as possible

Responding to mother tongue talk

• One of the most effective ways of using English to communicate is to respond to all your pupils’ questions and comments in English.

• In doing this, you are showing them– that you are listening

– that you can do the same things in both languages

– how to say in English what they said in their own language

– that they should try and say more in English.

Responding to mother tongue talk• The following table contains a list of questions and comments from pupils,

and the answers the teachers gave in English. The teachers’ answers are mixed up. Can you match the questions and answers?

i) Che cosa significa cooking? a. Well, l didn’t hear you. Say it in a loud voice!

ii) Posso andare in bagno? b. Yes, but in English - not in Italian!

iii) Posso farlo con Marta? c. I don’t know ... Let’s see what happens...

iv) Guarda! Un uccello! d. What do you want, Davide?

v) Maestra! Maestra! e. OK, go to the toilet, but that’s the last one today!

vi) L’ho detto anch’io f. Yes, you can do it together, but you have to be quiet.

vii) Posso dire la mia? g. What does cooking mean? OK ... It’s ...

vii) Capiranno che è lui, no? h. Yes, there's a bird.

Recasting

Recasting (that is, to repeat in English what children say in their mother tongue) is a very important step in children’s language development.

• It helps children’s acquisition of English because they hear what they said repeated in English

- children know they are understood

- It strengthens the idea that they can communicate in English as they do in their mother tongue.

• You may have to develop the habit of recasting

- just start by recasting single words into English, then short phrases, and so on.

Recasting: some examples

Recasting: some examples

Rephrasing

Rephrasing is a means of correction: when children make mistakes, you can use rephrasing to change what they said into correct/better English without any negative comment this is very supportive.

• When you do this, you show:

– That the child communicated successfully

– That what they said was not perfect but that it’s OK

– That what the child is communicating is valuable

• You are also

– Helping individual children improve

– Helping the class learn (you are rephrasing for one child but other children are usually listening too)

Correcting

• In some cases direct correction is needed, e.g.– when errors are likely to affect the meaning

– when pupils are going to perform or display.

• Make it clear that you are correcting the form: not what they are trying to say, but how they are saying it.– they must not feel silly or bad, nor that they’ve done

something bad

– praise efforts, encourage

– you should try to increase children’s confidence and feeling of success

When and how to correct

When and how to correct cont.d

• Later the teacher, Flaviana, asks Giacomo to take over.

• In the next two slides, look at the transcript (the column on the left)– There are several places where Giacomo does not

understand, and three where he says the wrong words. • Can you find them?

• What do you think Giacomo misunderstood?

• How would you correct him?

Now it is over to you!• Observe

– When you observe English lessons during your training, compare what you see and hear with what you have learned in this course.

• Keep improving your English– Use a good (learners’) monolingual dictionary, to look for

pronounciation, spelling, meaning and common phrases

– Try to read / watch / listen to something in English every day (children’s books, TV programs, websites, etc.)

• Go for it! Have fun!– Your English will get better every time you use it. Try to use

it as much as possible and you’ll see that you stop worrying about it!

Good luck!