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Speaking and Listening

Speaking and Listening. Aims of the session. To discuss the objectives in the new speaking and listening resources To identify opportunities for planning for speaking and listening To examine the features of speaking and listening

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Speaking and Listening

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  1. Speaking and Listening

  2. Aims of the session • To discuss the objectives in the new speaking and listening resources • To identify opportunities for planning for speaking and listening • To examine the features of speaking and listening • To look at some of the classroom activities for practising speaking and listening !

  3. Activity: • What are the differences between spoken and written language?

  4. What is distinctive about speaking and listening? • Non-verbal communication is integral to talk; children need to be taught how to recognise how their speaking is being received and to know how to adjust accordingly. • Children need to learn how to be a receptive and sensitive listener; • Speakers employ movement, gesture, eye contact, tone and volume to convey meaning. Children need to be taught which are appropriate in different contexts.

  5. What is distinctive about speaking and listening? Speakers: • question • disagree with • extend • qualify each other’s utterances • finish each other’s comments • compete to be dominant • agree • explore ideas

  6. What is being talked about? Activity/subject content/specific vocabulary • Who is talking? • Social interaction/roles in group work/ • formal/informal language What kind of talk? Conversation/story/ retelling/dialogue/ discussion – group/pairs

  7. Teaching Objectives and Activities • The new materials are all related to the four aspects of speaking and listening in the National Curriculum: • Speaking: being able to speak clearly and to develop and sustain ideas in talk; • Listening: developing active listening strategies and critical skills of analysis; • Group discussion and interaction: taking different roles in groups, making a range of contributions and working collaboratively; • Drama: improvising and working in role, scripting and performing, responding to performances.

  8. The New Materials • A set of objectives for speaking and Listening from Year 1 to Year 6; • Examples of teaching sequences for some of the objectives; (more on standards site); • A video illustrating the link between speaking and listening and the teaching sequences; • A handbook with advice about the principles behind the materials; • Leaflets on the four aspects of speaking and listening; • A poster focusing on progression across Years 1-6

  9. Activity: • Look at the objectives for your year group; • Discuss opportunities that exist both in literacy and across the curriculum to include these objectives; • Feedback about one example.

  10. Video: Year 1 Term 1 Speaking: To describe incidents or tell stories from their own experience, in an audible voice; Linked to NLS T5 and T9 Talk for Writing

  11. Planning for speaking and Listening - how do you do this? • Shared work • Sentence and word level • Talk for writing • Independent activities • Guided sessions • Plenary • Cross curricular opportunities

  12. Making it work in the classroom - Speaking • Talk Partners • Debates • Predicaments and Problems • Photos and Paintings • Glove Puppets and Shadow Theatre • Just a Minute • Radio Broadcast

  13. Making it work in the classroom -Listening • Babble gabble • Barrier games • Word tennis • Draw a story • Telephone conversations • Ways to listen • All change!

  14. Making it work in the classroom -Group discussion and interaction • Think-Pair-Share • Snowballing • Envoys • Jigsaw • Statements game • Rainbowing • Information gap

  15. Making it work in the classroom -Drama • Freeze frames • Conscience alley • Thought tracking • Hot seating • Forum theatre • Meetings • Paired improvisation • Flashbacks and flash forwards

  16. Activity - Listening techniques jigsaw • Number participants on each table 1, 2, 3 or 4 • Group into same numbers • ‘1s’ read and discuss ‘Babble gabble’ • ‘2s’ read and discuss ‘Draw a Story’ • ‘3s’ read and discuss ‘Word tennis’ • ‘4s’ read and discuss ‘Telephone conversations’ • Re-group and feedback what each technique involves.

  17. Reflection • In the light of this training • How might you develop these aspects in your classroom? • Identify the next steps Resources www.lancsngfl.ac.uk - National Strategies - Literacy - Speaking and Listening

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