Presentación (Young Learners -2014

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A variety of ways to teach to get young learners to start speaking English in class, especially children of 8-10 years of age.

Transcript of Presentación (Young Learners -2014

ORAL WORK

ORAL WORK

1.Carlos Valiente2.Exon Cabeza 3.Armando Villa 4.Ernesto Serge

SpeakingGeneral commentsLimitations: It`s complex.Mother tongue: Children make fun of language.Their unspoken Assumptions: Lack of actual language.We dont know what children want to say: Children will use their native language (communication)

2Finding the balance: Controlled & Guided activities (natural talk)Correction: It should be done straightforward, (imitation). For free oral activities the emphasis for the pupil should be on content, so correction should not be done while the activity is going on.

Presenting new language orallyPresentation ------- Oral production.Through the pupils: (actions and sounds)

Using a mascot (puppets): Its successful, familiar and (good for questions). Examples: (A model) Teddy.

Drawings:

Theyre social, psychological, encourages creativity, and imagination,

Silhouettes: Overhead projector, can be attached to a piece of wire.

MasksThey should be easy (paper)Mime, act situations, use realia such as clothes, telephones, etc.

Puppets:6Controlled practice As well as presentations, controlled practice is good for the pupils to learn and review vocabulary. Two examples of this are activities like:Telling the timeWhats she doing?

Guided PracticeThis type of activities follows on directly from controlled practice and will often be done ether in pairs or in small groups.Whats the time? : Same activity as in the controlled one, but more extended.Chain work: use flashcards to make sentences with the pictures seen on them.Dialogues and Role Play WorkWorking with dialogues is a useful way to bridge the gap between guided practice and freer activities controlled dialogues can easly develope into freer work when the pupils are ready for it.Using objects: Examples

Role play: Another way of presenting dialogues is through role play. In this type of activities, pupils are pretending to be someone else.Examples: Student A is a custumer that needs something from a store. Student B is the clerck of the store. Make a conversation.Free ActivitiesCHARACTERISTICSFocus on message/content. Genuine communication. Show that learners can/cant use English.Focus on meaning. Fluency over accuracy. (Mistakes corrected afterwards.)Minimal teacher control (Check students have enough language to do task.)Informal and non-competitive atmosphere. (Everyone wins!)Game element often present.Wide range of free activities card games, mini-talks, personal or school news.

Pair WorkACTIVITIES: Mostly based on the information gap principle.Classroom arrangement Half of the class turns their backs to teacher. He/she gives info to those facing him/her. Then, they pass it on to the other students.1. Older children One student receives map A and the other gets map B.St A explains to st B where the placesare, or St. B asks where they are.Restricted free exercise Vocabulary and language structures are limited.Learners should know where to start.

Pair Work2. Younger Children A more communicative activity. Teacher gives all students aa picture to color. Two groups As color the girl, and Bs color the boy. Teacher walksaround interacting with sts. Then, teacher puts As and Bs facing and asking each other how they have colored their part of the picture: What color is his shirt/herblouse? Teacher makes sure As and Bs dont see each others pictures. Pictures should be identical in the end!! Learners decide what colors to use!!

Pair Work2. Find the differences

Group WorkEXAMPLES: These are easy to organize, fun, and focused on oral work. Teacher plays a non-dominantrole. Just a facilitator or organizer.1. Teacher takes a picture story, copies it, cutsit up and gives one picture to each member ofthe group. Then, each student describes to theothers what is in his/her picture without showing it to the others. Finally, the group decides on the correct order of the pictures.

Group Work 2. Story-telling (More imaginative, suitable for the 8/10-year-olds)Everyone in the group has two objects or pictures, to be woven into a story.Teacher starts off the story: I went to the beach with my family last week.The story continues with a student according to the objects/pictures they have. For example: (car: We went in my new car.// weather The weather was awful.). As the story goes on with a different student, it gets funnier and more ridiculous, and students have to help each other to make it to the end.

Whole Class Activities(Matching Activity)

NAMEMONDAY TUESDAY WEDNESDAYTHURSDAYFRIDAY SATURDAY SUNDAYMarta PrezTake an English class. Go to work.QuestionnaireAsk your partners questions about what they do each day of the week. Use the following questionnaire if the answer is no, ask then, when they do those activities.

Do you go shopping on Mondays?Do you do the laundry on Saturdays?Do you take an English class on Sundays?Do you clean the house on Wednesday?Do you do the ironing on Tuesdays?Do you eat out on Fridays?Do you get up late on Thursdays?

Do you make a lot of phone calls on Mondays?Do you exercise on Fridays?Do you have lunch at home on Saturdays?Do you make your own breakfast on Sundays?Do you watch TV on Wednesday?Do you have breakfast at home on Tuesdays?Do you read the newspaper on Thursdays?

Example: A)Do you play videogames on Mondays? B) No, I don`t. A) When do you play video games? B) I play videogames on Sundays.THANKS!

Micro-Teaching ClassObjectives: Sts. will be able to express some animal movements in English. (8-10 years old)Warm-up: (TPR) Ask the children to stand in a circlethey will do what do teacher does in a fun way. Example: jump, swim, climb, or Im jumping, swimming, etc. (5 min)Presentation: Present the language through flashcards.

Practice: Choose one child to select an animal, eg. A fish.Ask him/herWhat can your animal do?, eg. Swim.Write on the boardIm a fish and I can swimAsk the child to read this sentences aloud. This child then selects someone else to choose another animal.The next child chooses an animal and says, He is a fish and he can swim. I am a monkey and I can climb.This can continue for as long as the children can remember the animals learned in class.Homework: Students have to write about 3 different animal movements.