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Auxiliares Conversacion 27 Nov 08_Patricia Spence
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Auxiliares Conversacion 27 Nov 08_Patricia Spence

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  • 1. The Language Assistant: an aid to children’s communicative competence
  • 2. One-way communication Input  Presenting vocabulary  Presenting information (personal, cultural, CL IL , etc.)  E.g.:  children listen to complete a task or game  Children listen and follow the written word  Reading a story Listen! This is blue.  Presenting a song, chant or rhyme
  • 3. Two-way communication Interaction  Presenting vocabulary interactively  Presenting information interactively  E.g.:  Children listen and ask questions  What can you tell me about ...?  Does anyone know ...?  Conversation practice Is it red or blue? It’s blue  Playing games  S ongs and rhymes
  • 4. Three-way communication (1) Content  Doing a project  The L A and his/her personal life  Personal details  Family and friends  Home (city/ town, street and house)  Education  Hobbies, likes and dislikes  The L A ’s country of origin  Geography (continent, main cities, mountains, rivers, animals, etc.)  Political aspects (flag, political leader, religions, etc.)  Culture (languages, timetables, festivals, food, currency, etc.)  Places of interest (museums, theme parks, houses, natural parks, etc.)  Education (schools, timetables, subjects, homework, etc.)  Famous people (political, historical, science, arts, musicians, women, etc.)  Free time (typical activities and hobbies, etc.)
  • 5. Three-way communication (2) Content  Working with small groups:  to solve problems  to do experiments  write up reports  to explain and carry out tasks  to produce projects, presentations, maps, reports, art and craft work, video clips, etc.  to explore and describe differences  to prepare quizzes and tasks for other groups  to make a Portfolio
  • 6. Getting started I’ve got an idea! Let’s … Remember! Y ou have a lot to offer. Y ou can:  offer ideas and knowledge  offer language help (vocabulary, pronunciation, etc.)  find or create resources  help to prepare activities  act as authentic input  lead group work games songs  be enthusiastic!
  • 7. You need to practise :  how to speak slowly and clearly  how to use gesture, expression and intonation  how to adapt language to level  how to model and elaborate  how to scaffold  how to give instructions  how to ask questions  how to negotiate meaning  how to tell a story
  • 8. Presentation techniques You need to learn to: 2. S peak in E nglish 3. S peak slowly 4. Repeat, repeat and RE PE A T 5. S ay it in different ways 6. Use stressing and intonation 7. Use body language, gestures and facial expression 8. M odel what you want to do 9. Use pictures and realia 10. Give visual and verbal feedback - PRA IS E 11. B E HA PPY !!
  • 9. Grouping techniques You need to practise:  Whole class led by teacher  Pairs 1 2 3 4  Whole class led by supervised  2 pair-group 3 4 assistant 1 2  Half class, same activity  Groups of 3 3 1 2  Half class, different activities 1 2 3  Half class, different activities,  Groups of 5 5 different area 3 4  Pyramid = 1 2  S mall groups, same area, same  1st in pairs activity  Then pairs join in 4s  S mall groups, same area, different  Then in 8s activities  A ll Change =  S mall group, interchanging during  Group of 4 work together lesson  3 members then report to another group
  • 10. Preparing an activity  Decide with your tutor:  which activities you will do, s/ will do, you will both do he  grouping  who will prepare which resources  how long the activity will take  what help you need
  • 11. What resources should you prepare?  prepare resources which will allow children to:  talk in the foreign language  activate previous knowledge  predict  experiment  consolidate  reflect on new knowledge (content and language)  self and peer assess  make up a portfolio
  • 12. Some useful materials for the general English class  pictures of family and friends, home, home town, country, etc.  map of country and street plans of home town  tourist brochures and postcards of your home town  local newspapers, comics and kids’ magazines, TV and cinema guides  advertisements and weather forecasts  board games, CDs, cassettes, story books  bus and railway timetables and school timetables  video clips with TV ads, quiz programmes, etc.  cartoons or children's stories  invitations, menus and recipes  posters, stickers, badges  birthday cards, christmas cards and horoscopes  shopping catalogues and money
  • 13. Include activities of:  structured oral practice  festivals  semi-structured oral practice  experiments  free oral practice  cooking and eating  finding information  ICT  exchanging information  games and puzzles  songs and rhymes (important  TPR and hands-on for intonation, block  art and craft language and motivation)  sport and dancing  cooking and eating  project work and CLIL  educational visits
  • 14. Ideas for information games  Quiz  Who wants to be a millionaire  Treasure hunt with clues  Complete-the-Card Race  Call my B luff  Label-the-Picture Race  Hot Potato  Crossword
  • 15. Ideas for information activities  Use information to:  label a picture  do/make an odd-one-out  do/make a crossword  do/make a true or false  complete a gapped text  find the right picture  put in the right order  cook from a recipe  make something  draw a picture  do/make a jigsaw
  • 16. You need to provide:  S imple language which will help children to interact  For example:  What is --- in English?  How do you spell ...?  Please, ---  What next?  Who? What’s this in English?  Why? B ecause ...  What do we do with ...?  Where do I put ...?  Can I... ?  Can you help me?  I don’t understand.  I don’t know  the main language necessary for the activities
  • 17. Songs and rhymes  They should be:  easy to understand  easy to learn  repetitive  catchy  linked to age  linked to a theme  linked to activity (e.g. TPR, cooking, art or craft work)  used more than once
  • 18. Small group use of songs/rhymes  Listen to a song and work in pairs and then S ong Evaluation groups to  The title of the song is  Complete the gapped lyrics  It was written in ___(year)___by _____(writer)______.  Complete a S ong Evaluation  It has been sung by various artistes, including __________.  A nswer questions about the song  This version is sung by _________________________.  Make a theme-related PWP to accompany the song  S / is a/ – they are __(nationality)______ singer(s). he an  Give each group a verse to build up the song  It is a __________(kind of music)_____________ song.  S ing the song  The theme of the song is _______________________.  I like/ don’t like it because  Prepare different songs with each group.  it is/ isn’t interesting Then:  the music is 1. Have a class show  beautiful/ catchy/ rhythmic/exciting/great … 2. Try peer teaching  repetitive/ too too boring/ quiet/ loud/ awful … 3. Try a song dictation (gapped lyrics that one  I’m not very keen on the lyrics/ music group completes while listening to the other  the lyrics are group)  good/ clever/ fantastic …  boring/ repetitive/awful …  My verdict is ___ out of ten.
  • 19. Integrated song activity – Connie Talbot (BGT)  Work in pairs to answer the questions http://www.youtube.com/watch?v=hkcE6Vy-e6c 1. How old is Connie Talbot? Listen and watch Connie Talbot in Britain’s Got Talent 2. What does Connie do when she’s asleep? Complete the song 3. How does Connie feel about singing? Over The Rainbow (Arlen-Harburg) 4. How does she feel about the B GT competition?  S omewhere over the __________ way up ________ 5. Why is this song Connie’s favourite? There's a _________ that I heard of once in a lullaby 6. What does Connie want to say ?  S omewhere over the rainbow, skies are ___________ 7. Why is Connie naughty? A nd the dreams that you dare to dream 8. Why does A manda cry? Really do come _________ 9. How does Connie sing according to the judge? CHORUS 10. Why is there silence when Connie sings? S ome day I'll wish upon a _________ A nd wake up where the __________ are far behind me  Now turn to the pair behind and check your Where troubles melt like lemondrops A way above the chimney tops answers. That's where you'll ___________ me  Complete the S ong Evaluation for this song.  S omewhere over the rainbow, bluebirds _________  In your group, decide on a mark to give Connie. B irds fly over the rainbow S ay why. Why then, oh why can't I? S omewhere over the rainbow  Choose a song in English and prepare it in your Repeat group for the OS GT “ OurS chool’s Got Talent”  If ___________ ___________ bluebirds fly competition. B eyond the rainbow, why, oh why can't I? Remember! It’s important to work in English!!
  • 20. An integrated song activity Akin Drum  Chorus There is a man in the moon, in the moon, in the moon There is a man in the moon and his name is A kin Drum  His head is made of bread, bread, bread His head is made of bread and his name is A kin Drum Chorus  His face is made of butter, butter, butter His face is made of butter and his name is A kin Drum Chorus  His eyes are made of olives, olives, olive His eyes are made of olives and his name is A kin Drum
  • 21. Continue with the rest of the face  For example: Nose = cheese Cheeks = ham M outh = red pepper E ars = sausage Hair = lettuce  Then use the song for different activities 1. TPR 2. Join the food to the correct part of the head W/S 3. Complete the recipe W/S 4. S inging recipe: verse by verse, children make an open-topped healthy sandwich to eat for their break-time snack. 5. Class poster and/ PWP with A kin Drum, foods, recipe and photos of sandwich- or making and eating
  • 22. Which food goes where?
  • 23. My “Akin Drum” Sandwich  Y ou need:  A large slice of brown or white bread  S ome butter  S ome lettuce  A piece of cheese  A slice of ham  A slice of sausage  A slice of red pepper  Two olives  Cut round the slice of bread to make the ___________  S pread on the butter to make the ___________  Put on some lettuce to make the ___________  Put on some cheese to make the ___________  Put on some sausage to make the ___________  Put on some ham to make the ___________  Put on some red pepper to make the ___________  Put on the olives to make the ___________ Eat and enjoy!!
  • 24. Secondary school tips  Y ou can make PWPs or class displays about:  you and your country  comparing S pain and your country  emblems of your country and A sturias  festivals such as Peace Day, B ook Day, S olstices, etc.  issues, such as equality, diversity, environment, etc.  topics, such as famous people, inventions, historical moments, places of interest, local animals, etc.  local museums relating to museums in your area  projects relating to the curriculum (art, science, etc.)  english topics, such as shopping, fashion, healthy food, etc.  L ink these to puzzle WS s and quizzes (who wants to be a millionaire? )  L ink these to interviews and educational visits in E nglish
  • 25. Active Project Work  Issues History  S ave the forests  V ikings in A sturias: U.N.Plant a tree pledge http:/ www.asturiasverde.com/ / vikingos.htm http:/ www.unep.org/ / billiontreecampaign/pledges  V ikings in B ritain:  Geography and P.E. There are over 20 geocaching sites in A sturias. http:/ www.woodlands-junior.kent.sch.uk/ / Homework/viki http:/ www.geocaching.com / http:/ www.bbc.co.uk/ / schools/vikings/index.shtml  Science and Ecology V isit the A quarium  V iking webquest http:/ www.sealifeeurope.com/ / schools.php http:/ faculty.une.edu/ gchstman/ / cas/ students/webjohnston http:/ www.acuariodeponiente.es/ / aprendemas.ht ml http:/ www.teachnet.ie/ / stpats/vikings_99758687/page%20  Art and Nature V isit the Evaristo V alle museum and gardens. B irds and paintings. http:/ www.evaristovalle.com/ / e-index.html
  • 26. Shopping Use videos and ICT  http:/ www.youtube.com/ / watch? v=Q-1tfWzHgOA Art  http:/ www.videojug.com/ / film/ how-to-draw-a-face Peace Day  http:/ www.youtube.com/ / watch? v=v0EKbOlGEZE& feature=related Christmas  Use these websites to do web quests, quizzes, write a letter to S anta, write a card to friend, play online games.  L ook at how to say Merry Christmas and how to sing S ilent Night in different languages.  S ee how the winter solstice, Christmas and the new year are celebrated in different parts of the world.  http:/ www.allthingschristmas.com/ / music/lyrics.html Primary Webquest and activities  http:/ www.woodlands-junior.kent.sch.uk/ / customs/ Xmas/activities/webquest.html  http:/ www.northpole.com/ / Mailroom/ mailform.html  http:/ www.northpole.com/ / Clubhouse/ Games/  http:/ www.northpole.com/ / Overview/ Teacher.html  http:/ www.santas.net/ / howmerrychristmasissaid.htm  http:/ www.worldofchristmas.net/ / merry-christmas.html  http:/ www.silentnight.web.za/ / Secondary Webquest  http:/ www.religioustolerance.org/ / winter_solstice.htm  http:/ www.fathertimes.net/ / traditions.htm  http:/ www.mcsdk12.org/ / curr/ Holidays/ christmas.htm
  • 27. Useful Websites Language assistant websites  http:/ www.britishcouncil.org/ / languageassistant  http:/ www.britishcouncil.org/ / flasonline  http:/ www.primarylanguages.org.uk/ /  http:/ www.nacell.org.uk/ / bestpractice/teach.htm Esol websites  http:/ www.english-4kids.com/ /  http:/ www.eslkidstuff.com/ /  http:/ www.bbc.co.uk/ / schools/  http:/ www.isabelperez.com/ /  http:/ www.enchantedlearning.com/ / Home.html Tool websites  http:/ www.pppst.com/(powerpoint, clipart) /  http:/ hotpot.uvic.ca/ / index.htm (create games)  http:/ teach.fcps.net/ / trt10/PowerPoint.htm (pwp, games, millionaire template)

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