GSTESOL Listening & Speaking for YLs

1. GSTESOL Listening & Speaking for YLs • Today’s class • Review • Reading discussion • Approaches & personal methodology • Multiple intelligences • Homework Email: edpovey@hotmail.co.uk Website: edwardtesol.com (password: english)

2. REVIEW Icebreakers Line up game Line up according to: How long it takes you to get to HUFS. The month of your birthday. What time you went to bed last night. How many years of teaching experience you have. Which age Ss you usually teach / want to teach. http://myparadigmshift.org/101-ways-to-line-up-a-group-a-classic-team-building-and-icebreaker-activity/

3. Let’s watch the beginning of a lesson with young learners. As you watch the video think about: What techniques does the teacher use to keep attention? What materials does the teacher use? What is the purpose of each step? Is it a problem if children respond in L1? https://www.youtube.com/watch?v=4DtyAdeVlNg REVIEW

4. REVIEW • Total Physical Response • What does the teacher do differently at the beginning and at the end? • https://www.youtube.com/watch?v=bkMQXFOqyQA

5. REVIEW Language Skills Planning receptive There are four language skills. It’s generally useful to think about teaching in terms of these four skills. productive

6. REVIEW Planning for Language Skills In a YL classroom setting, new language usually goes through this process. example activities Listen and point to a picture Listen and do actions Listen and circle the right picture Listen and translate the word Listening Listen and repeat Point to the picture and say the word Choose a flashcard and say the expression Guess the right expression Speaking Listen and point to the word Underline the words Choose the right word Point to the word and read Reading Copy the correct word in the blank Listen and spell it in your notebook Finish the sentence Write a letter / invitation / poster Writing

7. REVIEW Bloom’s taxonomy of thinking skills Reflection (critical thinking) Summary

8. Share your summary & reflections

9. Reading questions What are the differences between EFL and ESL? How are these contexts different for the learners? Often the classroom is one of the few places where young EFL learners get English exposure. How can we increase exposure for young learners outside of class time? How can each of the approaches discussed inform our teaching? (behaviorist, multiple intelligences, input, humanist, constructivist) What do you think are your strengths as a teacher, or what techniques work for you?

10. Extensive reading library

11. Intensive vs Extensive Listening How can we encourage our Ss to practice extensive listening outside of the classroom? https://www.youtube.com/watch?v=_HtqQowgYo4 https://www.youtube.com/watch?v=TL3_Gbh3U7U https://www.youtube.com/watch?v=FiNZdfoM0AM http://www.ijeionline.com/attachments/article/56/IJEI.Vol.3.No.7.04.pdf

12. Extensive listening system Wow English TV https://www.youtube.com/channel/UCx1xhxQyzR4TT6PmXO0khbQ Super Simple Songs https://www.youtube.com/user/SuperSimpleSongs Mother Goose Club https://www.youtube.com/watch?v=2-2smCSMdbA YL Videos http://www.edwardtesol.com/ylvideos.html Example weekly plan for parents: Week 1 Row Row Row Your Boat Week 2 The Wheels On The Bus Week 3 Old McDonald Week 4 Incy Wincy Spider

14. Learning theories Theories about how to teach Approach: Assumptions about how to engage learning Method: actions that engage learning Technique: classroom strategies Technique: classroom strategies

15. Approaches Behaviorist: Language can be structured into a syllabus of manageable parts / repetition is good / rewards and motivation / modeled pronunciation. MI Theory: All learners have different strengths / activities should be varied / lessons should be multi-modal. Input: Learners need input before output (Krashen’s “silent period”) Humanist: Young learners are people and have their own opinions, reasons and emotions that should be respected. Constructivist: Learners need to be challenged and construct their own understandings of language and meaning.

16. Behaviorism behavior is controlled by its consequences.

17. Behaviorism lead to Audio-lingualism “the Army Method” In World War II, large numbers of military personnel needed to learn to speak foreign languages quickly.

18. Total Physical Response • Created by James D. Asher on the premise that: • language is learned primarily through listening. • language learning must engage the right brain hemisphere • language learning should not involve stress

19. CLT (Communicative Language Teaching) • Typical activities • Role-play • Icebreakers • Information gap • Jigsaw tasks • Problem-solving • Survey • Discussion • Debate

20. CLIL = Content and Language Integrated Learning

21. Pavlov Watson Skinner Behaviorism The Audiolingual Method Language teachers

22. Krashen Terrell The Natural Approach Language teachers

23. Asher TPR Total Physical Response Language teachers

24. Austin and Searle’s speech act theory • Hymes’ model of communicative competence • Canale and Swain L2 communicative competence • Halliday’s (1985) systemic functional grammar • Nunan’s five features of CLT The Communicative Approach Communicative Language Teaching What’s wrong with the traditional approach to methodology? Language teachers

26. “The Post-Method Era” B. Kumaravadivelu Language teachers become practitioners and self-directed theorizers who construct their own theory of practice.

27. Personal Methodology • context-sensitive (age, level, development, institution) • location-specific (linguistic, sociocultural, political) • through action research, teachers theorize from their practice and practice what they theorize • teachers become the catalyst for change

28. Everybody is different. Some people are active and outgoing, other people are quiet and like to work alone. How can we help all of our students learn effectively? How can we give multiple exposures to vocabulary?

29. Multiple Intelligences • “… students learn, remember, perform, and understand in different ways…” • - Gardner (1991) • Why should teachers think about multiple intelligences? • create variety in your lesson and activities • personalize your teaching to the interests and needs of students

30. Task: 1. Choose a topic suitable for your students. e.g. Family, Months, Food & drink, Halloween, Numbers, Animals, Sports, Weather, Jobs… 2. Suggest an activity related to your topic that matches with each multiple intelligence. Tip: Every lesson should have activities for 3~4 multiple intelligences. added new! Image from: Connections Academy www.connectionsacademy.com

31. Multiple Intelligences Choose which multiple intelligences fit with these activities: Create a picture dictionary with the new words. Read a story and then draw a map of places in the story. Create sign language for each new word. Do a cryptogram. Create a rap from the story. Do a treasure hunt with hidden objects. Create a body map by tracing each other’s body parts. Look on Daum/Naver/Google maps to find places in the world. Write new lyrics or a new verse for a song. Create a board game with pictures and words from the story. Highlight different words in the text like names, verbs, etc. Create a Venn diagram to compare characters. Draw a comic strip and add the speech bubbles. Create a website or blog on your favorite topic. Write a letter to the character about how they feel. Keep a journal or diary about new words and study achievements.

32. Due Week 4 Read ‘Week 4. L&S’ from my website and complete the table on the first page. Bring a copy of the reading and your summary next week for discussion. Note: I don’t need to collect the Week 4 homework. It is for class discussion.