TEACHING ENGLISH FOR YOUNG LEARNERS (1)

Để tạo điều kiện thuận lợi cho các sở giáo dục và đào tạo và đội ngũ giáo viên thực hiện nhiệm vụ bồi dưỡng thường xuyên nội dung bồi dưỡng đáp ứng nhu cầu phát triển nghề nghiệp liên tục của giáo viên (nội dung bồi dưỡng 3) theo quy định tại Thông tư số 262012TTBGDĐT ngày 10 tháng 7 năm 2012 của Bộ Giáo dục và Đào tạo ban hành quy chế bồi dưỡng thường xuyên giáo viên mầm non, phổ thông và giáo dục thường xuyên,

SỞ GIÁO DỤC VÀ ĐÀO TẠO GIA LAI

TRƯỜNG CAO ĐẲNG SƯ PHẠM

TABLE OF CONTENTS

MODULE 1: TEACHING YOUNG LEARNERS 1

1.1 First language – second language: 1

1.2 Starting – Ending your lessons in English: 3

1.3 Organizing your classroom: 4

1.4 Very young learners (VYLs) and Young learners (YLs): 5

MODULE 2: LISTEN AND DO 8

2.1 Giving instructions in English: 8

2.2 Listening and identifying: 9

2.3 Listening and doing – Total Physical Response: 12

2.4 Listening and performing – miming: 14

2.5 Listening and responding games: 16

MODULE 3: LISTEN AND MAKE 19

3.1 Introduction: 19

3.2 Listen and colour: 19

3.3 Listen and draw: 21

3.4 Listen and make: 24

MODULE 4: SPEAKING WITH SUPPORT 29

4.1 Using classroom phrases: 29

4.2 Saying rhymes and singing songs to practise pronunciation, stress, and intonation: 30

4.3 Practising new vocabulary: 32

4.4 Playing vocabulary games: 34

4.5 Practising pronunciation of new sounds: 38

MODULE 5: SPEAKING MORE FREELY 41

5.1 Cognitive development and language learning: 41

5.2 Starting to speak freely – eliciting personal talk: 43

5.3 Speaking games: 44

5.4 Children speaking in groups: 47

MODULE 6: READING IN ENGLISH 51

6.1 Introduction: 51

6.2 Beginning reading: 52

6.3 Speaking to reading – helping sound and word recognition: 55

6.4 Helping children recognize phrases: 58

6.5 Reading independently – finding information: 60

REFERENCES 64

MODULE 1: TEACHING YOUNG LEARNERS

1.1 First language – second language:

1. When young children learn English as a second language, they will:

- only acquire the language they hear around them.

- need to hear a lot of English.

- look on you – their teacher – as their new carer.

- listen to you and try to make sense of what you say.

- sound like the people they listen to.

2. Caretaker talk:

- The conversation between the mother – the young child:

Ex: M: Now we’re nearly dressed OK now over your head good boy put

in your other hand now shoes Where are your shoes?

C: Sus – M: Yes Your shoes Where are they?

(Both look around for the shoes)

M: Oh there Look your shoes on the chair

C: Sus Sus – M: Yes shoes

- The conversation between the teacher – her pupils: Teacher talks about the

Christian festival of Easter Children have holidays and get chocolate eggs

Ex (8 – 9): T: And it’s a holiday, isn’t it? – C: Yeah

T: Yes And on Easter Sunday he brings us what? Em? – C: Chocolate

T: Chocolate? Uh uh chocolate Eh, chocolate ice-cream? – C: No

T: No, no it’s not chocolate ice-cream Eh chocolate eggs? Chocolate eggs Yes? – C: Yes

T: Do you like chocolate eggs? – C: Yes, yes

T: Mm Yum yum yum, yes? – C: Yes, yes

T: Chocolate eggs OK

(Later in the class)

T: And he brings? He brings? Yes? – C: Chocolate eggs

T: Do you like chocolate eggs? Do you like chocolate eggs? I love chocolate eggs.

- These conversation are similar in many ways:

 Firsly, both mother and teacher talk a lot more than the children do

 Secondly, they provide a secure and supportive environment which gives the children confidence to try out language

- Compare:

What the teacher –

the parent does Mother – child Teacher – child

Repeats phrases said earlier

Now shoes Yes your shoes Look your shoes

Where are your shoes?

Yes Your shoes

Where are they?

And he brings us what? He brings? He brings?

Reacts positively to what

children say even if words are

not complete or perfectly

pronounced

C: Sus – sus

M: Yes, shoes Chocolate eggs OK.

Adds to or improves what

children say

Yes, your shoes

Where are they?

C: Chocolate eggs

T: Do you like chocolate eggs?

3 Teaching tips – Helping children learn a new language:

- Use English in class as the main language for communication.

- Use gestures, actions, and pictures to help children understand, e.g teacher says

“Listen” and points to her ear Children will know they have to listen to their teacher

- Children often need to talk in order to learn – let children use their mother

tongue for communication, especially to start with

- Recast in English what children say to you in their mother tongue.

- Answer children in English as much as possible.

- Use their mother tongue for support when you do a new activity or if no one

understands

- Talk a lot in English to your pupils, they need to hear English About:

 where things are

 pictures or things children can see

 what you and your pupils are doing in class

 what you want your pupils to do next

4 Remember:

- The more English the children hear, the more they will learn.

- They will learn gradually – they won’t say everything perfectly to start with

Encourage them by responding positively

1.2 Starting – Ending your lessons in English:

1. To help your children acquire English, speak English from the beginning of each English lesson

2. Some ways of starting lessons:

- Greetings.

Ex (8 – 9): T: Good morning

C: Morning, teacher

T: How are you today?

C: Very well How are you?

T: Fine Thanks

- Rearrange the classroom.

Ex (9 – 10): T: We need some more space for today’s lesson

Now, you four Lucy, Gray, Erza and Nami Move the tables back without making a noise OK, leave these five tables here at the top

OK, any more left? Right, we’re nearly ready OK, evryone listen, listen, don’t move these desks, OK

- Sing a song/ say a rhyme.

Ex (8 – 9): T: Good morning

C: Morning, teacher

T: OK Can you stand up now? Please

OK, Lucy, can you stand up too? Thank you

T: OK, let’s sing a song But do you remember how to put your hands on your heads? Yes? Like this

(T puts her hands on her head)

T: OK, do you remember this song? Head and shoulders, knees and toes (All sing together)

- Do question routines.

Ex (9 – 10): T: Good morning Is today Monday? – C: No

T: Or maybe Tuesday? Or Sunday? – C: No

T: Oh I wish it was Sunday OK, what day is it today? – C: Thursday

T: Great!

- Play a game.

 Art Gallery: A vocabulary game Draw enough squares on the board for each child to be able to draw in Have the children write their names above their squares Teacher calls out a word and the children draw it.

 Buzz: A counting game Have the children sit in a circle The children pass the ball around while counting (1, 2, 3, ) When the number reaches 7 the child must say “buzz” Any number with a 7 in it must be buzz (7, 17, 27, 37, ) and any multiple of 7 must be buzz (14, 21, 28, 35, )

Ex (8 – 9): T: OK, let’s check the roll Now, remember to answer “I’m here”

T: OK, Lucy – C: I’m here

T: Gray – (Silence) – C: Not here

T: What about Gray Where is he? “I don’t know” Can you say that? – C: (repeating) I don’t know

T: OK, everyone’s here except Gray

3 Teaching tips – For class teachers:

- Do something different so that everyone knows it’s the time

for English, e.g sing a special song

- Wear something special during the lesson, e.g a badge, a hat,

- Stand in a different place or arrange the room differently.

- Put up a picture or get out the toys that children associate with English.

4 Teaching tips – For specialist teachers:

- Plan something familiar in English at the beginning of the lesson to make the

change of teacher easier

- Use a special name chart to check who’s present.

- Prepare a routine that the children like, e.g sing a song or say a rhyme.

5 Useful phrases – Ending the lessons:

- OK, that’s all for now.

- OK – just one more time before going out for a short break.

- It’s break time You can go out to play

- OK, pick up all your things – and put them back in your bags

- OK, children, stand up to say goodbye Bye bye.

1.3 Organizing your classroom:

1 Useful phrases – Organizing the classroom:

- Get your books and pencils out.

- Pick your pencils up.

- Move the tables back.

- Turn your chairs round to face the wall chart.

- Put all your things back in your bags.

- Close the window beside you.

- Put your pencils down.

- Turn back to face the front.

- Leave these tables here.

- Leave the windows open.

2 Teaching tips – Using English for class organization:

- While preparing your lesson, make a list of classroom language for each

activity

- Prepare to say all of this in English during the lesson

- Use songs and rhymes when you change from one activity to another, e.g an

action song to start a game: Shake Break, Move and Freeze, The Hokey Pokey Shake,

- Encourage your pupils to use English for routine classroom requests by praising

any effort they make

- Use wall charts or posters to help children remember what you are doing in the

English class

1.4 Very young learners (VYLs) and Young learners (YLs):

1. Very young learners listening to a story:

- The teacher is telling a story to children under seven.

- The children are making sense of the story with the help of the pictures Some

children are imitating the teacher – repeating naturally what she is saying and looking at the pictures

Ex (6 – 7): T: Are they happy? Are they happy? Yes, they are laughing

C: Happy, happy, happy

T: Yes, and are they laughing?

C: Laughing, laughing, laughing

2 Teaching tips – To teach very young learners:

- Introduce English slowly with enjoyable activities.

- Support what you say with gestures, actions, movements, and facial expression.

- Help the children feel secure by repeating familiar activities.

- Repeat in English what children say to you in their mother tongue.

- Use a puppet to talk to in English Tell the children the

puppet can only speak English so they have to speak in

English to the puppet If a child speaks in his/ her mother

tongue to the puppet, you can recast and speak to the

puppet

- Tell lots of stories using pictures for support.

- Use drawings and photos.

3. Young learners guessing from visual clues:

- The teacher is slowly taking a drawing out of an envelope The children can

only see a small part of the figure and they are trying to guess what it is

- The teacher allows the children to talk in their mother tongue and when she

hears a child say something relevant in mother tongue, she immediately recasts

it in English

Ex (8 – 9): T: Now I’m going to talk to you about a new person Can anyone tell me who this is?

T: This is a very nice snowman Now before I take him out, look at his face Is

he a big snowman or a little snowman? – C: Middle middle

T and C: Middle sized – T: OK, now listen

4 Teaching tips – To teach young learners:

- Explain in mother tongue on the first day while you are using English during

the English lesson

- Teach the class useful phrases about language use, e.g Can I use ? What’s

in English?

- Plan for success and a positive experience.

- Talk about your own personal experiences, e.g What you like/ dislike This is

like telling stories

QUESTIONS FOR DISCUSSION

GROUP 1 & 2: FIRST LANGUAGE AND SECOND LANGUAGE

1 How do baby learn first language?

2 How do young children learn language?

3 Who can help children develop their language?

4 How do young children learn a second language when they go to school?

5 In what ways are the conversation between the mother to the young child and the conversation in class similar?

6 What features do teachers and parents do to help learners acquire the language naturally?

7 What are the teaching tips to help children learn a new language?

8 What do we as teacher need to remember?

GROUP 3 & 4: STARTING YOUR LESSONS IN ENGLISH

ORGANIZING YOUR CLASSROOM

1 When should teachers speak English to help children acquire English?

2 What are the ways of starting the lessons?

3 What are the teaching tips for class teachers and specialist teachers?

4 In organizing class what do teachers use English for? What are the useful 5 language phrases?

6 What are the common everyday instructions in organizing class?

GROUP 5 & 6: ENDING YOUR LESSONS + VERY YOUNG LEARNERS AND YOUNG LEARNERS

1 What do teachers may say to end class?

2.What are the teaching tips used for class organizing?

3.What is the teacher in the activity 1K doing? How are the children learning?4.What is the teacher in the activity 1L doing? How are the children learning?5.Why is the teacher in 1L pulling the pictures slowly?

6.What are the teaching tips for young learners and very young learners?

MODULE 2: LISTEN AND DO

2.1 Giving instructions in English:

1. If you ask children in English to do something you are:

- using language for a purpose.

- giving them the opportunity to show they understand.

2. Each time you speak in English you are giving your pupils another opportunity to:

- acquire the language.

- absorb the sounds and patterns of the language naturally.

3. You should use basic instructions every day:

- in between teaching activities.

- when organizing your children.

4 Useful phrases – Sitting down and standing up:

- Come in please and sit down.

- OK, sit down now, please.

- Lucy, sit down over there, with your friend.

- OK, please stand up And don’t make too much noise

- Everybody up! That’s right!

- Stand still! Don’t move.

- Stay in your places! Stay where you are.

5 Useful phrases – Moving around:

- Right, Lucy, can you come here, please?

- OK, come out here to the front of the class.

- OK, your group, come up to the front.

- Right, now, you, and you come over here.

- Now, get into a line Stand in a line.

- I want you to make two lines, along here

- Like this one behind the other.

- OK, let’s see move up a bit good that’s nice and straight!

- Can you make a circle? A nice round circle.

- Lucy, come forward a bit Yes, that’s it

- Not too close a bit further apart step back a bit, that’s better!

- OK, thank you Now go back to your places.

2.2 Listening and identifying:

1. When children do “listen and identify” activities they are:

- practising a basic language skill – listening.

- making sense of English words and phrases.

- developing their vocabulary.

- acquiring meaning and sound together.

2. For “listen and identify” activities you can use:

- the classroom and all the things the children can see and point to when you call

out, such as wall charts, pictures, and picture cards

Wall chart

Picture

Picturecards

- cuisenaire rods or coloured bricks or blocks for colour words or size words.

- objects that you/ children bring in, e.g things to eat such as fruit, biscuits,

sweets or things to play such as sets of farm animals, other small toys

3. There are generally two stages to “listen and identify” activities:

- Talk to the children about the things you want them to learn the names of.

Ex: T: Look, here’s my bag Now, what have I got in here?

There’s a book, that’s my English book

And my pencil box, with my pencils in it

Look I’ll open it

Here are my pencils some coloured pencils

One, two, three pencils

- Ask the children to point to or show you the things when you name them.

Ex: T: OK now show me your book, your book Show me your book, that’s inyour bag Where’s your book?

(C show their books)

T: OK Good Now show me your pencil your pencil your pencil Show me your pencil Let me see your pencil Good One, two, three, good Your pencil? Good

(C show their pencils)

4. Notice:

- The teacher should: change the languages as you ask the children to show you

different things, repeat a lot, sing some phrases, keep everything moving quite fast

- The important thing for these very young learners is to listen and identify They

are associating what they have in their hands with the phrases the teacher is using

5. For grammatical awareness:

- Don’t teach grammar to very young learners but you can help them discover

meanings By doing activities that focus on basic concepts such as singular/ plural or gender, children unconsciously begin to acquire a feeling for what is grammatically accurate

Ex: Help them to distinguish between:

 Singular and plural, by pointing to cards with one or more items on: A dog Some dogs It’s brown They’re brown

 Gender pronouns, by pointing to cards with different people on them

- You could use fun pictures of cartoon characters or pictures from story books

but the original meaning must be clear

6. A positive approach to discipline:

- being good – being polite – being gentle.

- to control children but still sound positive and encourage good behaviour.

7 Useful phrases – Controlling childen

- Please stop talking now No more talking for a bit Good, you lot That is nice

and quite You others sh sh Calm down now, OK That’s better

- Quiet please! Settle down now and listen

- That’s good, Lucy Thank you.

- Everyone is sitting really nicely except for Lucy! Lucy, could you sit down

like the others please? Thank you OK

- OK, we need to be quieter to hear what everyone is saying These two groups

are doing an excellent job Thank you for being quiet And now we are waiting for

- Now who can tell me the name of the book Lots of hands raised Excellent 2.3 Listening and doing – Total Physical Response:

1. Total Physical Response (TPR) is when children listen and follow a whole sequence of instructions, doing what the teacher says It is a good way to start using English for communication in the classroom

- The teacher:

 tells the pupils what to do

 uses clear pronunciation and natural intonation

 helps them understand by gestures or by doing the actions

- The pupils:

 have to listen carefully to the instructions

 enjoy doing the actions

 can do the actions all together or on their own

 do not have to speak (but often do)

 understand because the movement and language go together

2. Some TPR activities:

- Follow the leader: children copy the teacher and listen to what she says It is a good activity for very young learners starting to learn English It is good fun and they see and understand what to do at the same time Later, when children are familiar with the activity, they can take turns calling out the instructions to the others

Ex (6 – 7): T: OK, now get in a line Lucy, you’re here Now Now

OK, now follow me Come on round the class OK, we’re walking, walking, walking Now, jumping like a kangaroo, jumping, jumping Yes Now flying like a plane We’re flying, flying, flying down again We’re driving driving

on the bus driving

- Topic-based TPR: use for vocabulary practice

Ex (7 – 8): T: Now listen carefully

Now everyone who’s wearing jeans stands up

(C who wearing jeans stands up)

T: OK Good Now, if you are wearing T-shirt, put your hands up

- TPR routines: to wake children up if they are feeling sleepy, or let children have

a break when they have been concentrating on another activity

Ex (8 – 9): T: Clap your hands, one time Clap your hands, two times Clap your hands, three times OK, now,

(The children have been drawing and the movements are a short physical break from a longer activity)

Or: slap your legs, stamp your feet, snap your fingers, point to (something in class),

Ex (5 – 6): T: Point to the ceiling Point to the floor

Point to the window Point to the door

Clap your hands together

One, two, three

Now sit down and look at me

(The rhyme ends with a line that settles the children down again quietly

Teacher uses actions and gestures that children can follow)

- TPR for arranging the class: use from the very beginning gets children used to directions in English

Ex (7 – 8): T: OK, I’ll show you but first of all, what do we do when we’re learning a new song?

Right Everyone come out here to the front of the class Uh uh Now let’s start with the first row

You go over there and leave a space

Now the next row And now this one OK

3 Teaching tips – TPR:

- The first time you use TPR you can explain in the mother tongue before you

start Do simple actions and say what you are doing

- If you have a large class, divide it up into groups depending on the space you

have, for example, six pupils go first, then six more The group(s) waiting will

be watching the activity, listening and trying to understand, so will still be learning

4. Some questions about the sports and hobbies:

- Who likes collecting things? Who collects stamps? postcards?

- What do you collect? Do you collect badges?

- Who likes playing football? What other games do you play? Skipping? Hide

and seek? Who likes swimming?

- What other hobbies do you have?

2.4 Listening and performing – miming:

1. Miming:

- Means acting silently, without speaking It uses for

revising and consolidating topic words Mime is very

suitable for stories: as you read, ask the children to

mime the key actions The children may ask you in

their mother tongue to check the meaning

- The children:

 have to listen carefully when you describe what they

have to mime

 have to decide how to perform what you describe

 may need some thinking time for this

 move and act but do not have to speak

2. Miming a morning routine:

- The teacher is calling out actions to her class This is a very simple way to

mime The children can listen and watch other children or the teacher if they have forgotten what the instructions mean The teacher waits for the children to mime the actions – then she does the action as well

- You can also let individuals/ pairs/ groups mime and let the rest of the class

guess what they are doing

- If the children want to check meaning – they may ask you in your mother

tongue You can confirm or correct in your mother tongue, then repeat what yousaid in English

Ex (7 – 8): T: You’re washing your hands washing your hands Very good, washing your hands Now you’re combing your hair combing your hair Good, combing your hair Now, again, wash your hands good Now combing your hair Very good Now washing your face ah your face, not your hands!

3 Teaching tips – Miming:

- Give very young learners one instructions at a time.

- With VYLs you can say “pretend you are a frog/ turtle”.

- Increase the number of instructions in a sequence as learners progress.

- Make the activities simpler or more complicated.

- Using real things can make the mime more realistic Let children use things

they make or bring in

- Play a game like “statues” The children mime an activity to music – and then

stand still like statues when the music stops Anyone who moves after the musicstops is out, e.g song: Move and Freeze

- Later, use mime as a speaking activity and let the children describe what is

4. Physical break chant:

- The teacher uses a chant to let the children do some

- actions and work off some of their energy.

- The teacher has to put pictures of the items named

- in the chant on the board

Ex (6 – 7): T: OK, let’s have a break and do a physical break chant OK, so yeah it’ll be fun So are you all ready? OK, everyone stand Right, now, yeah everyone ready? OK, here we go.

You’re a tree, grow tall

You’re a very bouncy ball

You’re a lady, in the rain

You’re a bird, you’re a plane

You’re a lion, you’re a frog

You’re a monkey, you’re a log

5 Teaching tips – Physical break chants:

- Use pictures to help the children remember the meaning of the words.

- Use movements to help them understand

- Use big gestures to help them enjoy the chant.

- Later once they understand some of the words, you can gradually remove the

pictures

- You can change the chant by:

 putting in different animals or things you want the children to mime

 making it shorter or longer

 letting individual children do the actions

6 Useful phrases – For the whole class, for smaller groups and for individuals:

- Everybody – all of you! Ready?

- Just this row.

- Lucy, your turn.

- OK, this group now

- Anybody else? Hands up one at a time don’t just shout out.

- Yellow team – you start Then red, then blue.

- OK, yellow, your turn next.

- Right, now boys and girls all together.

- Class – you’re in two halves OK, this half first.

- Back row, then front row.

- Second row, then third row.

- OK, you two, then you two, next.

2.5 Listening and responding games:

1. You can extend the listening activities in class by playing games These games help children have fun and make them listen while you are speaking English: Right or wrong (True or false), Simon says

2. Right or wrong:

- Ask children to listen carefully Explain that you are going to tell them

something It might be right or wrong

- If you are right, they must clap once and if you are wrong, they must clap twice.

Ex (7 – 8): T: OK, am I right or am I wrong? Listen and remember One clap right two claps wrong Now listen carefully I know I’m right OK Today’s Monday Am I right?

(One clap)

T: It’s sunny today (Two claps)

T: Very good it’s not sunny it’s raining OK

3. When you play “Simon says”:

- if possible, have a space where all the pupils can stand up.

- with big classes choose actions that children can do sitting down.

- stand in front of your pupils.

- explain before you begin.

- tell them they can only move when you say “Simon says”.

- explain that if you do not say “Simon says”, they must keep still and if they

move, they are out

- tell them that, when they are out, they have to sit and wait for the next game.

- you can use other words instead of “Simon says”: “Teacher says”, a pupil’s

name – “ says”, or other words such as “Please”

Ex (8 – 9): Actions please!

T: Now stand in two lines OK now sh quiet sh sh sh OK, quiet Right, good Now OK, listen very carefully When I say “please” – you can move If I don’t say “please”, don’t move Now let’s see who’s listening

T: One step forward – (No one move!)

T: One step back, please – (Everyone takes a step)

T: Very good You’re all listening Two steps forward, please

(Everyone takes two steps)

T: Turn around – (Some children turn)

T: Oh, oh! You did it and I didn’t say please OK, you come out and wait beside

me OK

T: Now, jump up – (No one moves)

T: Jump up, please

4 Teaching tips – Listening and responding:

- Explain in mother tongue before you start a new game and then explain again in

English

- When children get good at this, make the instructionsmore complicated by

asking the children to do two things at a time, for example, stand up and comb your hair

- Later on the children can give the instructions in the action games.

- “Listening and doing” activities need action as a response This lets you check

immediately and you know instantly if the children understand or if they don’t

QUESTIONS FOR DISCUSSION GROUP 1 & 2: GIVING INSTRUCTIONS IN ENGLISH

1 What are teachers doing to children when they ask them to do something in English?

2 What can children do when they listen to the instructions in English?

3 When do teachers use basic instructions?

4 Why should teacher use English not their mother tongue to tell children what to do?

5 What are the useful phrases in asking students to sit down, stand up and move around?

6 What can teacher use for vocabulary development in “listen and identify”

activities?

7 What is the important thing for children in activity 2A?

8 In what way can teachers use “listen and identify” activities for grammar

awareness?

GROUP 3 & 4: A POSITIVE APROACH TO DISCIPLINES

1 What is a positive approach to discipline?

2 What is total physical response (TPR)?

3 What do the teacher and pupils do in this kind of activity?

4 Why is it a good activity for young learners starting learning English?

5 What can TPR activities be used for? What types of TPR activities are there?

6 When do we use TPR routines? What is an example of TPR routines? Why does the teacher use this activity 2E?

7 What are the teaching tips in using TPR?

8 What can teachers use miming activities for?

GROUP 5 & 6: LISTENING AND PERFORMING What is miming and when can

teachers introduce this?

1 What do children have to do and have to be in miming?

2 What example activity uses miming? How is it done?

3 What are the teaching tips for miming?

4 What actions do children in activity 2I work out and how does the teacher do it?

5 What are the tips for physical break chants?

6 What are some of “listening and responding” games?

7 How is “right or wrong” done? What are the useful phrases for this game?

8 What do children have to do in “Simon says”? What should teacher do in this

game?

9 What are the teaching tips for “Listening and responding activities”?

10.What do teachers need to remember?

MODULE 3: LISTEN AND MAKE

3.1 Introduction:

1. The difference between “listen and do” – “listen and make”:

- Listen and do: Children listen and do actions as the teacher tell them and show

them

- Listen and make: Children in a more creative process.

 The children have to make decisions

 There is more time to think and comment

 There are opportunities for co-operation between learners

 The children have something to take home at the end of the class

2. To prepare for “listen and make” activities, before the lesson, teacher needs:

- prepare what to tell the class about the topic or theme.

- collect the things you need so you can show children what to do.

- practise explaining in English what they have to make and how they have to

make it

- think of gestures and actions that will help them understand more clearly.

- prepare and practise phrases that will be useful while they are making it.

- think of things children might say to you in their mother tongue and plan how

you will recast their questions and comments in English

3. To set up “listen and make” activities, teacher should:

- begin by introducing the topic and talking a little about it.

- explain to the class in English (as far as possible) and show them what they are

going to do or make Use gestures and actions to help children understand

- repeat your instructions to the whole class and then later to small groups or to

individual children

- while they are colouring or making their things, go round and comment in

English on what they are doing

3.2 Listen and colour:

1. Teacher needs to make sure:

- all children have colours, crayons, markers, coloured pencils, or felt tipped pens

and a picture to each child

- revise colours they will need and names of what they are about to colour.

Ex (7 – 8): Colour a picture of a clown:

T: Now look at this picture OK It’s a clown OK, I’ll give you a picture Here you are Lucy and Gray, you can help me a picture for Lucy Give it to Lucy

a picture for Gray give it to Gray

OK, now look at your picture and point to the nose Where’s his nose? Yes there it is His nose Now, colour the nose black.

(C talking in their mother tongue while they are colouring)

T: OK, everyone Colour the nose black Very good That’s really nice

T: Now show me the eyes, the clown’s eyes Yes here they are Now colour the eyes blue Great

T: Now when you’ve finished put up your hands Are you finished? Very good

OK Everyone has to colour their own picture OK, Lucy, I’ll look at it later.T: OK, now colour their hats OK, please sit down Lucy, thanks Good

2 Teaching tips – Listen and colour:

- Let the children help you organize and give out the materials for colouring.

- Display all the children’s work – on a wall chart or on the walls.

- Comment positively on each child’s work as you take it and put it up on the

wall, for example, That’s lovely! I like his yellow hat!

- Use plain flashcards for colouring – children can use this set of cards later for

word games

- Use drawings of animals, food, clothes which can later be cut out.

- Make the activity more challenging:

 Give out two pictures, one of a girl and one of a boy, and give two instructions

at a time, e.g colour his hair brown and her hair black,

 Give children alternatives, e.g colour his hair either red or yellow,

 Divide the class in two and give different instructions to each group Later use these pairs of different pictures for games like “Spot the difference”

3. Explaining and demonstrating:

Today do some colouring/ Look, like this

Here’s one Class 3 made.

Look, here’s a picture for you to colour

make an Easter Card

colour some animals

make a farm

make a circus picture

Here’s a sticker sheet for you to share – one between two

We’ll start like this

You can all choose a different animal

Let’s do some together as a class

first, so you’ll see

what I mean

what it might be like

what to do

how to do it

4. Asking for helpers and giving things out:

I need two helpers, please So, can you give out these pictures? One each.

Who’d like to help? You three?

Fine

Can you pass round these sheets of paper? So everyone has one

Lucy, can you help me? Can you give out the cards? Three for each table.

Lucy and Gray – you can help me

Hand these back down your rows

Can you find the boxes of crayons and give them out?

Can you collect in the cards? Thanks

3.3 Listen and draw:

1. Listen and draw a picture:

- Children can draw by themselves without instructions But your aim is to get

them to listen to some instructions in English You describe the picture in English and ask them to listen carefully and draw it

- The children have already drawn a large square on a piece of paper, to act as a

frame of their picture

Ex (9 – 10): T: So, are you ready to draw? OK, so sh OK, so listen

On the left, this side, the left side, draw a tree, a big tree OK, like so, a very big tree! On the left OK Wow – that’s a big tree, Lucy Great Fantastic! Soyou’ve all got a tree in your picture? OK Shall I go on?

T: And under the tree, on the right, butvery near the tree, is a cat OK, a cat

Gray, what’s the matter? Nothing? OK

That’s good

So, a cat under the tree, on the right and What do you think the cat wants to do? OK Can he see the birds? Maybe he’s very hungry

(C are chatting and some are making cat sounds miaou)

T: Right, OK, so you’ve all got a tree, two birds, and a cat in your picture? That’s it, good OK

T: Now on the left of the picture, draw

a bus stop Not a bus, just a bus stop That’s right, Erza Look, a bus stop OK,everybody got a bus stop now? Yes? OK

So, now draw yourself OK, draw you, somewhere in in the

picture Anywhere OK You could be eh like by the bus

stop OK You could be near the cat Stroking the cat, like

this Yea Or you could be in the tree

It’s up to you You decide You decide where you are

(Later on when the pupils are finishing their drawing)

T: And finally a snake Anywhere you like Yes? OK Yea,

a snake, right

(C react to the idea of the snake in their mother tongue)

T: And now, I want you to write your name in the corner of

the picture for me Here, in the corner

Good Well done everybody

(Drawing continues)

2. Extension ideas:

- Choose three or four pictures children have drawn and show them to class.

 Talk about things in them to the whole class

 Put two up on the board and talk about the differences or ask the children to spot the difference: How many differences can you find?

 Make up a story about what is happening or talk about what might happen later, e.g the cat might eat the birds

3 Teaching tips – Listen and draw:

- After drawing let children compare pictures and then

colour them quietly

- Go round and talk to them in English as they colour, and

comment on their work, e.g Ah, Lucy, so you have coloured

your birds red and green, like parrots Very pretty Mmmm

That’s a nice green tree, Gray but where’s your cat? Oh, I

see him, hiding behind the tree

4 Useful phrases – Describing position:

- On the left, on the right, at the front, at the back, at the top

- In the middle, in the background, in the corner

- In front of, behind, next to, under

- Far away, a bit to the left/ right, by the

5. Monster drawing games:

- A drawing game helps everyone to work together and the children have to listen Explain everything clearly at the beginning

- Before the game, teacher has to check to see if the children remember the parts of the body she is going to use in the game

- Later she checks these words again to make sure children remember them

Ex (8 – 9): ( T sticks picture cards on the board in the order: a nose – a body – ahead – an eye – a foot – an arm – a hand – an ear – a leg – a mouth)

T: OK, everyone’s ready well, almost Now, let’s see Here are the pictures onthe board OK, in a line like this, we have a nose, a head, an eye, a foot, an arm,

a hand, an ear, a leg, a mouth

And you are in three teams, team A, team B, and team C And we will all count.OK? OK

This group is the first group So let’s begin Take out the dice OK, Lucy you throw the dice for your team

Right, five OK, let’s count together One, two, three, four, five, OK Five is foot So everyone draw a foot OK, just draw a foot OK

OK, this team now OK, so throw the dice OK four OK, continue One, two,three, four a leg OK, it’s a leg So, now you draw a leg Right.

So now we’ve got a foot and a leg OK, is there a mistake?

Now only one foot and only one leg – fantastic! OK Good, Gray Only one leg and one foot OK, team A! Take the dice and throw it

Not at me! Come on! OK, what have you got?

6. Extension ideas:

- After drawing monsters ask children to colour them.

- Hold up a picture and describe the monster to the class You could make this

into “Right or wrong” game

- Make a wall chart of a monster house and let the children put their monsters in

different rooms

- Get the children to draw or stick in cut out furniture Use other fun topics for

drawing, such as witches, clowns, or ghosts

7 Useful phrases – Asking who wants a turn:

- OK, Lucy, you start.

- Whose turn is it to do a mime?

- OK, Lucy, so you want to show us your mime? Out you come, then.

- Who wants to start? Hands up!

- Whose go is it?

- One more go Who wants the last go?

- Yellow team? But you started last time.

- Lucy again? But you’ve just had a go.

- Who has still not had a turn?

- Who still wants a go?

- Which group has not been?

3.4 Listen and make:

1. There are many things that children can make in class, for example, they can make models out of modelling clay, plasticine, play-dough, paper, or card They

can make posters to go on a wall And it is always fun making things for a special occasions.

2. Some occasions that teacher can celebrate with children:

- Personal events: birthdays, coming back to school after a holiday,

- Festivals and special days:

 tells the children what to do and show them with gestures

 gives them worksheets with drawings

 asks the children to share the scissors between pairs

 tells all the children together

 walks around and helps each child

Ex (7 – 8): T: Now, look at what we are going to make We’re going to make a Mother’s Day card

(C are moving around)

T: Alright, we’re going to make it We’re going to do it this way

Now look, take the piece of paper, see the line, cut, fold, colour, write your name Are you ready? Play a game

(T uses gestures to explain the words cut, fold, colour, write your name)

T: OK, everybody Listen again, cut, fold, colour, write your name Are you ready? Play a game

Now, come here, now Lucy and Gray give these out

This is the paper you are going to use OK, OK Let me see everyone sitting down

Alright, now, the scissors One pair between two desks is enough OK, I’ll go around and look

Yes, OK, Lucy, yes Yes, Gray, yes Look cut like this Only cut that bit No Erza, I’ll show you OK, fold it like that

4 Useful phrases – For demonstration:

- We’re going to do it this way

- Now look see the line

- One between two desks

- Look, cut like this Only cut that bit

- No Lucy OK, I’ll show you

- OK, fold it like that

- Now watch me first.

5. Making an Easter card:

- Teacher:

 talks about Easter

 talks about what they already know about – the Easter Bunny

 prepares for the “listen and make” part of the lesson

 shows the children how to cut out the Easter Bunny

 uses words to show where to cut – as teacher cuts

 repeats to children in groups or individually

 praises their work

Ex (8 – 9): T: Lots of lovely Easter Bunnies

Now watch me first I take my scissors and cut Let’s see, I’ll start with the bunny’s head OK, I have to be careful Cut round the head and now his big ears his big ears that go flop, flop, flop And up the ear and down again and round his head Now, here round the bunny’s face and round his shoulderand down round his body and now down to his feet, that go What do his feet do? They go hop, hop, hop OK, round this side and back to his head Now I’m going to stick my bunny on the card I’ll put the glue on the back and stick it now I’ll put my card here on the board

OK Now, you take your scissors and you can start and I’ll go around and look

at you cutting Now be careful Go slowly

OK, Lucy You’re starting at his head Very good Now you’re going round his head Very good And his ears Good

OK, Gray, let me see Yes, that’s good Do you want me to help?

6 Teaching tips – Making things:

- Let children:

 become familiar with all the names they need for drawing and painting:crayons, brushes, scissors,

 take charge of materials such as paper, the colours, the scissors,

 find materials in the places where you keep them: on top of cupboard, in thepainting corner,

- Talk to small groups/ individuals while they work.

- Cut out shapes of all the name sets children are working with such as animals,

monsters, food and drinks, Keep them in envelopes You can use them for guessing games or for “mix and match” games or to put labels on

QUESTIONS FOR DISCUSSION

GROUP 1 & 2: INTRODUCTION - LISTEN AND COLOUR

1 What is the difference between "listen and do", "listen and make"?

2 What does Teachers need to prepare before the lesson?

3 How should teachers set up "listen and make" activities?

4 What do Teachers need to make sure and prepare for "listen and color" activity?

5 What is the topic of activity 3A? What is the class doing?

6 What are the useful phrases for this activity? How does the teacher say them?

7 What are teaching tips for "listen and color" activities?

8 What are the useful phrases for explaining and demonstrating?

9 What are the useful phrases for asking for helpers and giving things out?

GROUP 3 & 4: LISTEN AND DRAW

10 What do the teachers and children in activity 3B do?

11 What are the extension ideas?

12 What are the teaching tips for "listen and draw" activities?

13 What are the useful phrases for describing positions

14 What are the benefits of drawing games?

15 What does the teacher in 3C do? How?

16 What are the useful phrases for activity 3C?

GROUP 5 & 6: LISTEN AND MAKE

17 What are useful phrases for asking who wants a turn?

18 What are the extension ideas and teaching tips?

19 What can children make in class?

20 What occasions can teacher celebrate with children?

21 What is the customs on some special occasions in English- speaking countries?

22 What does the teacher in 3D do? How does she do it? What are the useful phrases for demonstration?

23 What is the teacher in 3E doing? How is she doing it? What is the useful language forthis activity?

24 What are the teaching tips for "making things" activity?

MODULE 4: SPEAKING WITH SUPPORT

4.1 Using classroom phrases:

1. Teacher can support children when they are starting to speak English by:

- using English in the way like caretaker talk.

- encouraging all the efforts the children make to speak English, no matter how

small

- listening carefully when the children speak and not interrupting to correct small

errors

2. Pupils respond to their teacher They:

- ask you questions and tell you things they want you to know.

- often repeats comments and requests.

- can easily learn to repeat the set expressions the teacher use during their English

lessons

3 Useful phrases – Pupils respond to their teacher:

- How are you? I’m fine thanks And you?

- What is the meaning of ?

- I don’t understand what to do.

- I know, I know! My go, my go!

- Can I go to the toilet?

- I have lost my English book.

- Sorry, but I’ve forgotten my pencils.

- Please, Miss T, I can’t see the board.

- Sorry I’m late I missed the bus.

4. When children repeat set phrases it does not neccessarily mean language

acquisition is taking place But they are:

- getting used to saying English sounds.

- practising the intonation pattern.

- gaining confidence, especially if you praise them or show your approval in

other ways

5 Remember:

- When children are learing their first language they hear phrases and understand

the general meaning before they understand individual words

- The children hear connected sounds before they separate them into invividual

words

- Only written language is divided into words and sentences.

- Young learners who cannot read hear a flow of sound.

- They hear intonation patterns, and sounds or words that are stressed These are

the sounds they will start first

- It is best to introduce useful classroom phrases in the situation in which they are

normally used

6. Learning a new phrase in context:

- Teacher introduces a phrase during a game Children play “clothes dominoes”

with cards The cards show coloured clothes The children play in turns by putting down the same colour or the same clothes item beside the domino card that is on the table

- The phrase they learn can be used again whenever they are playing games or

taking turns

Ex (11 – 12): T: OK, Lucy, red shoes,

Lucy: Red jumper – Gray: A purple skirt

T: Can’t you go? – Gray: No

T: OK, I can’t go, say “I can’t go” – Gray: I can’t go

T: Good, OK, now the next card How do you say this in English?

Trou trou – C and T: Trousers

T: Good, OK, your turn now – Gray: Blue trousers – T: Good

Lucy: I can’t go – T: No, you haven’t got anything blue

Lucy: No, I can’t go – T: OK

7 Useful phrases – Learners need to say and ask:

I’ve lost my colours Don’t worry I’ve got a spare set here Here’s one Here you are.

I’ve forgotten my book Did you leave it at home? OK, never mind.

I haven’t got my pencils Who got a spare pencil?

Excuse me! Can you help me? Yes – of course, just coming

Please Miss T! Is this right? Wait a moment, Lucy, I’m just helping Gray Yes what is it you need?

I don’t know what to do! That’s fine like that

Please can I ask in Vietnamese? Yes what do you need to know?

4.2 Saying rhymes and singing songs to practise pronunciation, stress, and

intonation:

1. The purposes of teacher’s using chants, rhymes and songs:

- for enjoyment.

- as part of your teaching plan.

- as a change in activity.

- to revise vocabulary.

- to connect with new or familiar topics.

- to practise up-to-date expressions.

- for drama and to practise punctuation.

2. Teachers should choose a song or rhyme:

- suit your pupils’ age group and their interests.

- match their level of English.

- have a catchy, easy to remember melody.

3. Children often sing a song or say a chant or rhyme all together

- However, when they are very familiar with the rhymes, songs, and chants they

can perform them by singing or saying different parts in groups This group performance is very useful with big classes It helps develop teamwork but it still allows everyone to take part

- The children can say it in groups as they ask and answer questions The teacher

could start by checking to see if everyone is ready, e.g OK, are you ready? All the groups ready? Spiders? OK Beetles? OK Puppies and sheep? OK, now question group, you start, one, two, three,

- Example chant (by Carolyn Graham):

Who’s having fun?

Spiders in the sun

Who’s having lunch?

Beetles in a bunch

Who’s chewing socks?

Puppies in a box

Who’s fast asleep?

Three black sheep

4 Teaching tips – Using songs, rhymes and chants:

- Start with very short rhymes or chants.

- Look for songs and chants that have topics your children are learning about.

- Make sure children generally understand what they say, they do not need to

understand every word but maybe the gist of the lines

- Use songs and rhymes to play with sounds: speaking softly – shouting loudly.

- Use simple instruments to add to

the rhythm, such as: tambourine, xylophone,

drum,

- Encourage your pupils to say them for family and

friends outside school