Is the kid inside you alive


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This is the visual part of the presentation we gave in 2nd ISTEL ELT conference in Istanbul, April 2011

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  • authentic experience not speaking Greek creates a similar framework to the one our learners face and makes this lesson an authentic experience we want to test whether you will feel stressed or embarrassed at any point the extent to which you will learn will certify or demolish our theoretical assumption
  • Good examples of authentic language, they are amusing (and people learn easier when they are relaxed and happy)
  • Not all songs are good for so young learners Play the music as they come in, while they are doing other things, make them meaningful before you sing them (flashcards, mime)
  • Patricia K. Kuhl is a Professor of Speech and Hearing Sciences and co-director of the Institute for Brain and Learning Sciences at the University of Washington . She specializes in language acquisition and the neural bases of language
  • Is the kid inside you alive

    1. 1. Is the KID inside you alive?
    2. 2. Welcome to our workshop Welcome to our workshop
    3. 3. WHAT WILL I LEARN? YL activities theoretical background
    4. 4. WHAT WILL I LEARN? <ul><ul><li>stages of a lesson </li></ul></ul><ul><ul><li>self-assessment of learning process </li></ul></ul><ul><li>Humanistic activities </li></ul>
    5. 5. Why a lesson in the lesson ? Excitement !!! Authentic experience!!! Test your feelings!!!
    6. 6. Why a lesson of Greek? <ul><ul><li>To engage you in a learning process (teachers as learners)  </li></ul></ul><ul><ul><li>To reflect on our teaching strategies for VYL </li></ul></ul><ul><ul><li>To empathize with VYL </li></ul></ul>
    7. 7. Lesson in the Lesson Plan <ul><ul><li>Hello dolly! </li></ul></ul><ul><ul><li>Who am I? Who are you? </li></ul></ul><ul><ul><li>Find your name – get a hat </li></ul></ul><ul><ul><li>Sing sing sing </li></ul></ul>
    8. 8. Lesson after the lesson plan <ul><ul><li>Fill in a worksheet </li></ul></ul><ul><ul><li>discussion of activities and their theoretical background </li></ul></ul><ul><ul><li>reflection </li></ul></ul><ul><ul><li>self assessment questionnaire </li></ul></ul>
    9. 10. Who am I? Who are you? <ul><li>Move around and make friends </li></ul><ul><li>Ask each other your names </li></ul><ul><li>Memorize as many names as you can! </li></ul>
    10. 11. Find your name on the board <ul><li>we post the cards on the board and we show them to you </li></ul><ul><li>if you recognize your written name shout it out and come and get it with the party hat!!!! </li></ul>
    11. 12. Let’s sing!
    12. 13. Reflection time!
    13. 14. Task <ul><ul><li>Do the first two activities in the first worksheet </li></ul></ul><ul><ul><li>Discuss and compare your findings with a partner </li></ul></ul><ul><ul><li>For the third activity form groups of five people and discuss </li></ul></ul>
    14. 15. Let’s report our findings key no 1 STAGES OF LESSON 1. Greetings (teachers) 2. Greetings (in groups) 3. Practice (individually) 4. Play game 5. Visual – Reading Practice 6. More language input 7. Sing a Song
    15. 16. Let’s report our findings key no 2 LEARNING OBJECTIVES ACTIVITIES a. activate all your senses and foster social skills 4 b. exposure to  meaningful and useful target language 1 c. practice rhythm and intonation 7 d. repetition 3 e. familiarization with written form of target language 5 f. scaffolding of material 6 g. practice in safe mode 2 . take advantage of children’s competitive nature to achieve learning 4
    16. 17. The good things about young learners <ul><li>No shyness </li></ul><ul><li>Creative </li></ul><ul><li>Learning occurs naturally </li></ul><ul><li>Good memory </li></ul>
    17. 18. The Challenges <ul><li>Not used to schooling yet </li></ul><ul><li>Short attention span </li></ul><ul><li>Emotionally immature </li></ul><ul><li>Egocentric </li></ul>
    18. 19. What kind of activities? <ul><li>Stories </li></ul><ul><li>Fairy tales </li></ul><ul><li>Games </li></ul><ul><li>Rhymes </li></ul><ul><li>Songs </li></ul><ul><li>Realia </li></ul>
    19. 20. Why songs? <ul><li>They are authentic </li></ul><ul><li>They help with rhythm and intonation </li></ul><ul><li>They are fun </li></ul>
    20. 21. What songs? <ul><li>Use special songs </li></ul><ul><li>Introduce them slowly </li></ul><ul><li>Make them meaningful </li></ul><ul><li>Resources: </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
    21. 22. Why games?
    22. 23. It’s not only teaching the language No play No learning!
    23. 24. The Basics <ul><li>Caring and Sharing </li></ul><ul><li>Create friendly atmosphere </li></ul><ul><li>Always encourage and praise </li></ul><ul><li>Expose to language </li></ul><ul><li>Be playful and creative </li></ul><ul><li>Establish routines </li></ul><ul><li>Think out of the box </li></ul>
    24. 25. Let’s reflect on what we did <ul><li>How did you feel as a learner ? </li></ul><ul><li>Use of mother tongue? </li></ul><ul><li>Did you get tired or bored? </li></ul><ul><li>What would you change? </li></ul>
    25. 26. Patricia Kuhl
    26. 27. conclusions <ul><li>The younger the better </li></ul><ul><li>Always consider special age characteristics </li></ul><ul><li>Be prepared to care and share </li></ul><ul><li>Discover the kid inside you </li></ul>
    27. 28. Thank you for attending!
    28. 29. Who are we? <ul><li>Marina Kollatou </li></ul><ul><li>[email_address] </li></ul><ul><li> </li></ul><ul><li>Anna Varna </li></ul><ul><li>[email_address] </li></ul><ul><li> </li></ul>