Listening and speaking

Preparation for JANE’s session (tues) Reading and writing Bring laptops if possible to use in groups

All to look on internet for suitable reading text, one each – 1) KS3, 2) KS4, 3) Ks5

Keep it simple as not native speakers. But authentic materials can be motivating. We will think about how these can be used with pupils. JANE

Overview

Addressing all the skill areas Listening Speaking Listening – planning, sequencing and

setting up Speaking activity – planning, sequencing

and setting up Behavioural issues

Listening

Listening and Speaking

Traditional view –

Listening

The complexity of listening What makes listening difficult for some

students?

The complexity of listening

Integral to the language learning process Rarely takes place in isolation Usually in tandem with speaking (or, in

exams especially, writing)

Listening

Far from a passive process The listener brings much to the process

e.g. Awareness of genre (what cues /

markers?)Knowledge of sound distinctionslexical and grammatical knowledge

Why is it difficult?

According to Chambers, 1993, 1994) in surveys– listening features at the bottom of the list of ‘Most enjoyed activities’:

Why is listening hard?

‘The tapes are always crap I can’t hear the voices properly.’

‘Germans speak too fast’ ‘The exercises are too hard for me.’

This can be a sign of inadequate preparation

Planning a listening activity

Which skills/outcomes do you want?

What are pupils required to do? Is the response – verbal/non-verbal,

closed/open? Oral repetition as a drill? Non-verbal response to single items Gap-filler - retrieval of specific information Re-word /rephrase

Changing from first to third person Reconstruct (global understanding

required) dictagloss– respond to a question – mix of

detail and gist understanding required.

Progression in the receptive skills

(Adapted from Pachler and Field, 2001)

Pre-listening

Put the text into context Predict language Predict content Make connections with the topic for the

students/get their interest (Pachler and Field 2001)

Discuss in groups – make suggestions

Pre-listening

Use of pictures Short readings brainstorming

Preparing for listening

Set up routines Warn the students about how many

questions etc there are. Tell them how many times you will play the

recording. Re-assure them about not needing to

understand everything. Warn students (depending on level) when

questions are not in order.Make sure students understand how they are

expected to respond.

Response types

Task

Look at the transcripts provided: Design a listening activity to use this text?

How might you prepare the students for it/ How might you ask them to respond to the

text?

Speaking

Continuum in speaking skills

Based on Pachler and Field, 2001

Continuum in activity type

Based on Pachler and Field, 2001

Repetition and drilling

Drill repetition

Instant access to production of key phrases

Choral repetition – offers security Drills need to be made fun – otherwise

they can be become boring very quickly.

What ideas/suggestions do you have for using drill repetiton?

Drill repetition

Surveys With flashcards – changing rhythm

Changing intonation/whisper/speak louder/slower/faster/funny voice – robot voice etc

Repetition

Building up phrases backwards Repeating a word or phrase if it is

correct Guessing Distributing Flashcards/realia

Distributing flashcards

Students are ‘rewarded’ for correct answer by receiving the flashcard.

Students conceal cards Once all the flashcard have been

distributed, the class has to guess/remember who has which picture

Ideas for Speaking Activities• Whole class repetition activities (anonymity)

– Vary the volume– Vary the tone– Say words as a chain– Mouthing a word or phrase

• Individual work– Use volunteers– Accept different responses– Encourage students to listen to each other– Ask students to bring their own tape.

der HundDie Katze

Das Kaninchen

Der Vogel

Der Hamster der FischDas Pferd

Die Schildkröte Die MausDie Schlange

Marcus Waltl,Greycoat Hospital School

Visual presentation and practice of vocabulary

un chien un chat

un lapin un oiseau

un hamster un poisson un cheval

une tortue une souris

der Hundun chat

un lapin un oiseau

un hamster un poisson un cheval

une tortue une sourisMarcus Waltl,Greycoat Hospital School

In Activstudion the weather symbols can be moved around to the cities. One child can pretend to be a forecaster and do a weather report. Alternatively, one child could say what the weather is like in a city and another student can move the symbol. It gives students a chance to speak, listen and supports kinaesthetic learners.

What and how?

Structured Pairwork

Ideas for structured pair-work

Structured Pair work

Cue cards for pairs Information gap activities Using a structured role play/picture

prompts

What and how?

Open-ended role-play

Open-ended role play

Opportunity to express own needs/views/be more creative

Introduce element of unpredictablitiy Recording of role-plays

Supporting learners with SEN in listening and speaking

Defining the problem• Special educational needs are associated with a variety of difficulties

– learning; communication and interaction; social, emotional and behavioural; sensory and physical.

• The nature of the difficulties– low motivation; reading and writing; handwriting and spelling; poor self-image; distractibility; dependency; inhibitions, reluctance to get involved; slow workrate; irregular attendance; poor social skills; weak visual and auditory memory; pronunciation and repetition issues.

General points Remember to use repetition in everyday

classroom interaction eg Register routines, classroom routines.

Link high frequency language subject-classroom

Think HUB-SPOKES• High frequency items, making it achievable • sound-word; grammatical awareness

Error correction – degree to which you correct errors will depend on your expectations linked to the level of the group and how you judge the affective factors involved.

SEN and MFL

What difficulties do you think students with learning difficulties might experience?

Difficulties experienced by students with learning difficulties in MFL classrooms

Spelling Memory Copying

acccurately Listening and note-

taking Pronunciation

Ideas for Speaking Activities• Whole class repetition activities (anonymity)

– Vary the volume– Vary the tone– Say words as a chain– Mouthing a word or phrase

• Individual work– Use volunteers– Accept different responses– Encourage students to listen to each other– Ask students to bring their own tape.

Potential pitfalls

Minimising behavioural problems – What can you do?

Write a reflection

What have you found useful today?

What would you like to know more about?