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Learning to speak in english

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Learning to speak in english

  1. 1. Learning to speak in English pgs. 101-109 Young Learners Workshop Cecilia Maller A
  2. 2. Expectations Pg. 101 <ul><li>Kids consider learning L2 with learning to speak it- they expect it to be the same with L1. </li></ul><ul><li>What do they want and need? </li></ul><ul><li>*Immediate results- showing them to other kids and family members. </li></ul><ul><li>To be given opportunities to speak English </li></ul><ul><li>(as soon and as much as possible) </li></ul>
  3. 3. What do they get with early production of english? <ul><li>They feel that are making progress. </li></ul><ul><li>They fullfill their expectations. </li></ul><ul><li>Avoiding disappointment </li></ul>
  4. 4. The initial stages pg 105 <ul><li>To start we must: </li></ul><ul><li>Teach vocabulary for basic concepts; like numbers, colours,etc. </li></ul><ul><li>Teach simple greetings and introductions. </li></ul><ul><li>Teach rhymes and songs. </li></ul><ul><li>These activities give the impression that they are learning to speak English quickly. </li></ul>
  5. 5. <ul><li>Lg. programmes start making Ss. understand the reason WHY they are learning Eng. ( eliciting names of famous people who speak Eng. and english speaking countries) </li></ul><ul><li>You could ask them to think of any word they know in Eng. (Ex. hamburger, tennis, football, jeans, hotel,etc.) </li></ul>
  6. 6. <ul><li>Attention can be focused on pronunciation, making them compare the two Lgs. </li></ul><ul><li>Provide useful introduction to features of English pronunciation. </li></ul><ul><li>L1 </li></ul><ul><li>L2 </li></ul><ul><li>Aim to become aware of the lg. and build up confidence. </li></ul>
  7. 7. Formulaic language <ul><li>In early stages there is not much spontaneous speech. </li></ul><ul><li>Most of what they produce will be formulaic Lg . = Lg produced as whole chunks rather than being putting together word by word. </li></ul><ul><li>It consists of routines, patterns </li></ul><ul><li>( memorized) . It enables communication with minimum linguistic competence. </li></ul>
  8. 8. Ex. of Formulaic Lg <ul><li>Simple greetings : Hi </li></ul><ul><li>Social English : Have a nice day! </li></ul><ul><li>Routines : What´s the date? </li></ul><ul><li>Classroom Lg .: Listen, repeat </li></ul><ul><li>Asking permission : Can I go to the toilet? </li></ul><ul><li>Communication strategies : Can you say that again, please? </li></ul>
  9. 9. Typology of speaking activites Pg 106 <ul><li>Please photocopy pgs 107-108-109 </li></ul><ul><li>From The Primary English Teacher´s guide, Penguin guides ( Library, 4th floor) </li></ul>
  10. 10. Organizing speaking activities pg 106-109 <ul><li>Some speaking activities require pair or group work or to move around. So the Q? how to arrange the classroom –if…? </li></ul><ul><li>Good if Ss can record themselves and listen to it. Ex. Retelling a story. </li></ul><ul><li>Ss think is difficult but motivating- more aware of structures, vocabulary, certain aspects of Eng. pronunciation </li></ul>
  11. 11. Ideally <ul><li>Students: </li></ul><ul><li>Need a wide variety of activities. </li></ul><ul><li>Different patterns of interaction. </li></ul><ul><li>Opportunities to maximize talk in the classroom___so as to sustain speaking </li></ul>
  12. 12. <ul><li>Teachers: </li></ul><ul><li>Need to develop a repertoire of activities. </li></ul><ul><li>Provide a balance between control and creativity, repetition and real use. </li></ul><ul><li>Provide varied models of spoken English. </li></ul>

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