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  • 1. Your Language Assistant: an aid to children’s communicative competence
  • 2. One-way communication Input
    • Presenting vocabulary
    • Presenting information (personal, cultural, CLIL, etc.)
      • E.g.:
        • children listen to complete a task or game
        • Children listen and follow the written word
    • Reading a story
    • Presenting a song, chant or rhyme
    Listen! This is blue.
  • 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
    • Playing games
    • Songs and rhymes
    Is it red or blue? It’s blue
  • 4. Three-way communication (1) Content
    • Doing a project
      • Your LA and his/her personal life
          • Personal details
          • Family and friends
          • Home (city/town, street and house)
          • Education
          • Hobbies, likes and dislikes
      • Your LA’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
    • Your LA should work 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
    • Remember! Your LA has a lot to offer.
    • S/he 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
    • be enthusiastic!
    games songs I’ve got an idea! Let’s …
  • 7. Your LA needs to learn:
    • to speak in English all the time
    • to speak slowly and clearly
    • to use gesture, expression and intonation
    • to repeat, repeat and REPEAT
    • to adapt language to level
    • to model and elaborate
    • to scaffold
    • to give instructions
    • to ask questions
    • to negotiate meaning
    • to tell a story
  • 8. Grouping techniques To make the best use of your LA
    • Whole class led by teacher
    • Whole class led by supervised assistant
    • Half class, same activity
    • Half class, different activities
    • Half class, different activities, different area
    • Small groups, same area, same activity
    • Small groups, same area, different activities
    • Small group, interchanging during lesson
    • Pairs
    • 2 pair-group
    • Groups of 3
    • Groups of 5
    • Pyramid =
      • 1st in pairs
      • Then pairs join in 4s
      • Then in 8s
      • All Change =
      • Group of 4 work together
      • 3 members then report to another group
    1 2 4 3 2 1 3 2 1 3 4 5 4 3 2 1 3 1 2
  • 9. Preparing an activity
    • Decide with your LA:
      • which activities you will do, s/he will do, you will both do
      • grouping
      • who will prepare which resources
      • how long the activity will take
      • what help you both need
  • 10. Preparing resources
    • 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
  • 11. 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 stories
    • invitations, menus and recipes
    • posters, stickers, badges
    • birthday cards, christmas cards and horoscopes
    • shopping catalogues and money
  • 12. Include activities of:
    • structured oral practice
    • semi-structured oral practice
    • free oral practice
    • finding information
    • exchanging information
    • songs and rhymes (important for intonation, block language and motivation)
    • sport and dancing
    • festivals
    • experiments
    • ICT
    • games and puzzles
    • TPR and hands-on
    • art and craft
    • cooking and eating
    • project work and CLIL
    • educational visits
  • 13. Presenting information
    • Information can be presented orally, in pictures or in writing
      • Oral presentation
      • Interview
      • PWP
      • Flashcards
      • Pictures and posters
      • Texts
    • Pupils can search/browse for information using:
      • Controlled or free Internet
      • Links to your own articles
      • Newspapers and magazines
      • Jumbled texts
      • Gapped texts
  • 14. Ideas for information games
    • A key function of your LA is to play games or do entertaining activities with your pupils, such as:
      • Quiz
      • Who wants to be a millionaire
      • Treasure hunt with clues
      • Complete-the-Card Race
      • Call my Bluff
      • Label-the-Picture Race
      • Hot Potato
      • Dictated crossword
  • 15. Ideas for information activities
    • Children will enjoy doing these simple but fun activities with your LA:
      • label a picture
      • colour-a-picture dictation
      • draw-a-picture dictation
      • 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
      • do/make a jigsaw
  • 16. You need to provide:
    • Simple language which will help children to interact with your LA
      • For example:
        • What is --- in English?
        • How do you spell ...?
        • Please, ---
        • What next?
        • Who?
        • Why? Because ...
        • 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
    What’s this in English?
  • 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 groups to
        • Complete the gapped lyrics
        • Complete a Song Evaluation
        • Answer questions about the song
        • Make a theme-related PWP to accompany the song
        • Give each group a verse to build up the song
        • Sing the song
      • Prepare different songs with each group.
      • Then:
        • Have a class show
        • Try peer teaching
        • Try a song dictation (gapped lyrics that one group completes while listening to the other group)
    • Song Evaluation
    • The title of the song is
    • It was written in ___(year)___ by _____(writer)______.
    • It has been sung by various artistes, including __________.
    • This version is sung by _________________________.
    • S/he is a/an – they are __(nationality)______ singer(s).
    • It is a __________(kind of music)_____________ song.
    • The theme of the song is _______________________.
    • I like/don’t like it because
      • it is/isn’t interesting
      • the music is
        • beautiful/catchy/rhythmic/exciting/great …
        • repetitive/boring/too quiet/too loud/awful …
      • I’m not very keen on the lyrics/music
      • the lyrics are
        • good/clever/fantastic …
        • boring/repetitive/awful …
    • My verdict is ___ out of ten.
  • 19. Integrated song activity – Connie Talbot (BGT)
    • http://www.youtube.com/watch?v=hkcE6Vy-e6c
    • Listen and watch Connie Talbot in Britain’s Got Talent
    • Complete the song
    • Over The Rainbow (Arlen-Harburg)
    • Somewhere over the __________ way up ________ There's a _________ that I heard of once in a lullaby
    • Somewhere over the rainbow, skies are ___________ And the dreams that you dare to dream Really do come _________
    • CHORUS
    • Some day I'll wish upon a _________ And wake up where the __________ are far behind me Where troubles melt like lemondrops Away above the chimney tops That's where you'll ___________ me
    • Somewhere over the rainbow, bluebirds _________ Birds fly over the rainbow Why then, oh why can't I? Somewhere over the rainbow Repeat
    • If ___________ ___________ bluebirds fly Beyond the rainbow, why, oh why can't I?
    • Work in pairs to answer the questions
      • How old is Connie Talbot?
      • What does Connie do when she’s asleep?
      • How does Connie feel about singing?
      • How does she feel about the BGT competition?
      • Why is this song Connie’s favourite?
      • What does Connie want to say ?
      • Why is Connie naughty?
      • Why does Amanda cry?
      • How does Connie sing according to the judge?
      • Why is there silence when Connie sings?
    • Now turn to the pair behind and check your answers.
    • Complete the Song Evaluation for this song.
    • In your group, decide on a mark to give Connie. Say why.
    • Choose a song in English and prepare it in your group for the OSGT “OurSchool’s Got Talent” competition.
    • 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 Akin Drum
    • His head is made of bread, bread, bread
    • His head is made of bread and his name is Akin Drum
    • Chorus
    • His face is made of butter, butter, butter
    • His face is made of butter and his name is Akin Drum
    • Chorus
    • His eyes are made of olives, olives, olive
    • His eyes are made of olives and his name is Akin Drum
  • 21. Continue with the rest of the face
    • For example:
      • Nose = cheese Cheeks = ham
      • Mouth = red pepper Ears = sausage
      • Hair = lettuce
      • Then use the song for different activities
        • TPR
        • Join the food to the correct part of the head W/S
        • Complete the recipe W/S
        • Singing recipe: verse by verse, children make an open-topped healthy sandwich to eat for their break-time snack.
        • Class poster and/or PWP with Akin Drum, foods, recipe and photos of sandwich-making and eating
  • 22. Which food goes where?
  • 23. My “Akin Drum” Sandwich
    • You need:
      • A large slice of brown or white bread
      • Some butter
      • Some 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 ___________
    • Spread 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. Other activities
    • Work in groups to make PWPs or class displays about:
      • you and your country
      • comparing Spain and your country
      • emblems of your country and Asturias
      • festivals such as Peace Day, Book Day, Solstices, 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.
    • Link these to puzzle WSs and quizzes (who wants to be a millionaire?)
    • Link these to interviews and educational visits in English
  • 25. Active Project Work
    • Issues
      • Save the forests
      • U.N.Plant a tree pledge
    • http://www.unep.org/billiontreecampaign/pledges
    • Geography and P.E.
    • There are over 20 geocaching sites in Asturias.
    • http://www.geocaching.com
    • Science and Ecology
    • Visit the Aquarium
    • http://www.sealifeeurope.com/schools.php
    • http://www.acuariodeponiente.es/aprendemas.html
    • Art and Nature
    • Visit the Evaristo Valle museum and gardens. Birds and paintings.
      • http://www.evaristovalle.com/e-index.html
    • History
    • Vikings in Asturias:
    • http://www.asturiasverde.com/vikingos.htm
    • Vikings in Britain:
    • http://www.woodlands-junior.kent.sch.uk/Homework/vikingsax.html
    • http://www.bbc.co.uk/schools/vikings/index.shtml
    • Viking webquest
    • http://faculty.une.edu/cas/gchstman/students/webjohnston/websheet.htm
    • http://www.teachnet.ie/stpats/vikings_99758687/page%201.htm
  • 26. Use videos and ICT
    • Shopping
    • 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 Santa, write a card to friend, play online games.
    • Look at how to say Merry Christmas and how to sing Silent Night in different languages.
    • See how the winter solstice, Christmas and the new year are celebrated in different parts of the world.
    • http://www.allthingschristmas.com/music/lyrics.html
    • Webquest s 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/
    • 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
    • Tools
    • 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)
  • 28. Doing a Project - The Reconquest
    • First, you need to tell your LA what were the most important moments, battle, etc. and who were the most important protagonists.
    • Then you work with the Art, Music and History teachers to prepare the following main activities.
      • A group-produced Power Point on the most famous kings/queens, battles and monuments. Divide pupils into small groups (e.g. 4). Each group prepares a couple of slides in English and, on the day of presentation, presents them in English.
      • A class show for other classes and/or parents. You could try a kind of pageant or dramatization of the most representative Asturian and Spanish kings up to Ferdinand and Isabella, (e.g. a) I’m Pelayo. I fought in the Battle of Covadonga. We won. b) I’m Favila. I was killed by a bear, I’m Alfonso the First, I’m famous because, etc. etc.) including a dramatisation of the battle of Covadonga.
      • One or two songs for the show – pupils divided into singers and band.
      • A classroom/entrance hall frieze, drawn by pupils, showing and explaining about the most representative people, moments and monuments of this period.
    • http://www.historyforkids.org/learn/medieval/history/highmiddle/reconquista.htm
    • http://www.sispain.org/english/history/reconque.html
  • 29. Reconquest Project continued
    • For Art, teach your pupils to draw angles and curves and then make drawings of the different prerromanesque churches in Asturias to include in the frieze.
    • http://www.jorgetutor.com/spain/asturias/prerromanico/prerromanico.htm
    • http://www.educima.com/es-colorear-dibujos-imagenes-foto-iglesia-romanica-i10693.html
    • For an educational visit, go to the Oviedo monuments, or San Salvador in Valdediós or others, depending on where your school is, and use your LA to give them the tour in English as well as Spanish.
    • http://blog.educastur.es/requiem/page/2/
    • For info. in English about the History and architecture of this period:
    • http://en.wikipedia.org/wiki/Asturian_architecture
  • 30. Reconquest Project continued
    • For Music:
      • Prepare some songs about this period. You could base these on existing music and adapt the lyrics, such as this one that I’ve adapted to fit the music of “Joshua fit (fought) the battle of Jericho”:
    • Pelayo fought the battle of Covadonga, Covadonga, Covadonga
    • Pelayo fought the battle of Covadonga
    • And the Moors came tumbling down
        • You can talk about famous kings and queens
        • You can talk about famous fights
        • But there’s none like good old Pelayo
        • Who won this battle in 722
      • And continue, if you want, with other relevant figures and their achievements
    • Here are some YouTube links to this song to help to prepare it.
      • http://www.youtube.com/watch?v=0uTa13unZK4&feature=related (Elvis)
      • http://www.youtube.com/watch?v=j3uaQ6dSvsU&feature=related
  • 31. Reconquest Project continued
    • Another well-known song that you could use is “When the Saints go marching in”
      • Oh, when the Moors / go marching in
      • Oh, when the Moors go marching in
      • Pelayo fights in Covadonga
      • And the Moors go marching out
    • I’m sure you can think of some much better lyrics!!!!!!!!!!
    • Here are some links to the original song
    • http://www.youtube.com/watch?v=tK0IxYo1sSc&feature=related
    • http://www.youtube.com/watch?v=_DRXZdo7L0w Elvis
    • http://www.youtube.com/watch?v=pS_Ywur1G7E&feature=related Jerry Lewis
  • 32. Reconquest Project continued
    • Finally, prepare some final activities to revise the content and vocabulary learnt, such as:
      • Matching
      • Classifying
      • Drawing
      • True or False
      • Odd-one-out
      • Completing texts, etc.
      • Finish up with a “Who wants to be a millionaire” quiz, prepared with PWP, and
      • drawing and writing competitions