TYL:
Listening and Speaking
Before the end of class. . .
• Please bring me your mid-term
• Small paper
– Write 2 questions that you have about classroom
management (everything about teaching that
ISN’T the subject matter)
• Big paper
– Read it! I’ll explain at the end of class.
Agenda
Activities—Very Young Learners (7 and under)
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Listen and Do
Songs and TPR
Disappearing Dialogue
I Have, Who Has?
Activities—Older Young Learners (8 and older)
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Interviews and Surveys
Information Gap (Find the Differences)
Back to Back
If time: Gallery Walk
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)
Simon Says
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”
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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, __________.
SONGS
Songs
• Find them on the Internet!
– Genkienglish.com
– Preschoolexpress.com
• Make your own! Or make them with your
students!
To Scaffold Songs
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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 students
memorize 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
Think-Pair-Share
• Think about the Monsters activity.
– How could you change this for different
themes/vocabulary and grammar forms?
Break: 2 Info Gaps
• Listen and Manipulate
• Find the Difference Pictures
Guessing Games
• I Spy
• I’m Thinking Of . . .
• Where’s Waldo?
Where’s Waldo
• Pre-teach vocabulary:
Bathing
– Pre-teach Towel
vocabulary: Raft
Suit
Umbrella
• “I see a ________ with ______.”
• “I see a ________ who is ____ing _____.”
BACK TO BACK
Directions
Before Watching:
1. Pre-teach essential vocab
2. Students discuss cards
1. 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 screen
1. 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 cards
2. 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 you
could use it in the future?
• What kinds of videos
could you use it with?
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?