TYL Week 3:
Listening and Speaking
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
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”
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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, __________.
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
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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
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 _____.”
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 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?
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 Uses
Vocab / 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?