presentación (young learners -2014

22
ORAL WORK 1.Carlos Valiente 2.Exon Cabeza 3.Armando Villa 4.Ernesto Serge

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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.

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Page 1: Presentación (Young Learners -2014

ORAL WORK

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

Page 2: Presentación (Young Learners -2014

SpeakingGeneral comments

• Limitations: It`s complex.

• Mother tongue: Children make fun of language.

• Their unspoken Assumptions: Lack of actual language.

• We don’t know what children want to say: Children will use their native language (communication)

Page 3: Presentación (Young Learners -2014

• Finding 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.

Page 4: Presentación (Young Learners -2014

Presenting new language orally

• Presentation ------- Oral production.• Through the pupils: (actions and

sounds)

• Using a mascot (puppets): It’s successful, familiar and

(good for questions).

Examples: (A model) Teddy….

Page 5: Presentación (Young Learners -2014

Drawings: They’re social, psychological, encourages creativity, and imagination,

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

Page 6: Presentación (Young Learners -2014

• Masks• They should be easy (paper)• Mime, act situations, use realia such as clothes,

telephones, etc.

Puppets:

Page 7: Presentación (Young Learners -2014

Controlled 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 time• What’s she doing?

Page 8: Presentación (Young Learners -2014

Guided Practice• This type of activities follows on

directly from controlled practice and will often be done ether in pairs or in small groups.

• What’s 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.

Page 9: Presentación (Young Learners -2014

Dialogues and Role Play Work

• Working 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

Page 10: Presentación (Young Learners -2014

• 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.

Page 11: Presentación (Young Learners -2014

Free ActivitiesCHARACTERISTICS Focus on message/content. Genuine communication. Show that learners can/can’t 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.

Page 12: Presentación (Young Learners -2014

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 places

are, or St. B asks where they are.

Restricted free exercise Vocabulary

and language structures are limited.

Learners should know where to start.

Page 13: Presentación (Young Learners -2014

Pair Work2. Younger Children A more communicative activity. Teacher gives all

students a

a picture to color. Two groups As color the girl, and Bs color the boy. Teacher walks

around 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/her

blouse?” Teacher makes sure As and Bs

don’t see each other’s pictures. Pictures

should be identical in the end!! Learners decide what colors to use!!

Page 14: Presentación (Young Learners -2014

Pair Work2. Find the differences

Page 15: Presentación (Young Learners -2014

Group WorkEXAMPLES: These are easy to organize, fun, and

focused on oral work. Teacher plays a non-dominant

role. Just a facilitator or organizer.

1. Teacher takes a picture story, copies it, cuts

it up and gives one picture to each member of

the group. Then, each student describes to the

others what is in his/her picture without

showing it to the others. Finally, the group decides on

the correct order of the pictures.

Page 16: Presentación (Young Learners -2014

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.

Page 17: Presentación (Young Learners -2014

Whole Class Activities

(Matching Activity)

Page 18: Presentación (Young Learners -2014

NAME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

Marta Pérez

Take an English class.

Go to work.

Questionnaire

Page 19: Presentación (Young Learners -2014

Ask 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.

1. Do you go shopping on Mondays?2. Do you do the laundry on

Saturdays?3. Do you take an English class on

Sundays?4. Do you clean the house on

Wednesday?5. Do you do the ironing on

Tuesdays?6. Do you eat out on Fridays?7. Do you get up late on Thursdays?

8. Do you make a lot of phone calls on Mondays?

9. Do you exercise on Fridays?10. Do you have lunch at home on

Saturdays?11. Do you make your own breakfast

on Sundays?12. Do you watch TV on Wednesday?13. Do you have breakfast at home on

Tuesdays?14. 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.

Page 20: Presentación (Young Learners -2014

THANKS!

Page 21: Presentación (Young Learners -2014

Micro-Teaching Class

Objectives: 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 circle…they will do what do teacher does in a fun way. Example: jump, swim, climb, or I’m jumping, swimming, etc. (5 min)

• Presentation: Present the language through flashcards.

Page 22: Presentación (Young Learners -2014

• Practice: Choose one child to select an animal, eg. A fish.• Ask him/her…What can your animal do?, eg. Swim.• Write on the board…”I’m a fish and I can swim”• Ask 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.