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Speak, Listen, Laugh! © F í odhna Hyland
Presentation Outline <ul><li>1. Introduction </li></ul><ul><li>2. Contexts for Speaking and Listening </li></ul><ul><ul><l...
Language Skills Spoken Language Writing Reading Productive Skills Speaking Listening Receptive Skills
An Integrated Approach? <ul><li>Speaking and listening are bound together too closely for us to practice them independentl...
Contexts for Speaking and Listening <ul><li>Talk and Discussion </li></ul><ul><li>Play and Games </li></ul><ul><li>Improvi...
Context 1: Talk and Discussion <ul><li>Language learning is  </li></ul><ul><li>social (Vygotsky, 1962)  </li></ul><ul><li>...
Sample Lesson Structure <ul><li>Introduce topic and vocabulary  </li></ul><ul><li>to whole class. </li></ul><ul><li>Model ...
Speak Week/Special Events
Context 2: Play and Games <ul><li>Play is the natural medium through which the child exercises imagination in order to dea...
Context 3: Improvised Drama <ul><li>Allows learners to explore situations and ideas freely </li></ul><ul><li>Requires lear...
Context 4: Poetry and Rhyme <ul><li>“Children’s engagement with poetry should be governed by the ‘pleasure principle’  (Ir...
Working my Robot <ul><li>When I press this button, my robot starts to talk. </li></ul><ul><li>When I press this button, my...
Context 5: Story <ul><li>Reading aloud or shared reading can give EFL children an appreciation of the potential of languag...
Using Multi-Sensory Approaches <ul><li>Multisensory teaching is simultaneously visual, auditory, and kinesthetic-tactile (...
Activities to develop Speaking and Listening <ul><li>Snakes and ladders </li></ul><ul><li>Grammar auction </li></ul><ul><l...
Working to a  P lan !
Language Task Activity Board
Conclusion
References <ul><li>Andrews, R. (2001) Teaching and Learning English, p13. </li></ul><ul><li>Open University, (1991) in Edw...
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Speak, Listen, Laugh

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Learning to speak and listen with confidence in a foreign language is the job of a lifetime. An integrated whole language approach promotes the development of speaking and listening as intimately connected, rather than individual mechanistic and separate activities (Andrews, R. 2001). Therefore, the contexts in which speaking and listening takes place are crucially important for its holistic development. ‘Speak, Listen, Laugh!’ will focus on five principle contexts for the acquisition of speaking and listening skills in an EFL context - talk and discussion, play and games, story, improvised drama and poetry. What better way is there to enhance children’s English abilities than through a variety of stimulating, interactive contexts?

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Speak, Listen, Laugh

  1. 1. Speak, Listen, Laugh! © F í odhna Hyland
  2. 2. Presentation Outline <ul><li>1. Introduction </li></ul><ul><li>2. Contexts for Speaking and Listening </li></ul><ul><ul><li>Talk and Discussion </li></ul></ul><ul><ul><li>Play and Games </li></ul></ul><ul><ul><li>Improvised Drama </li></ul></ul><ul><ul><li>Poetry and Rhyme </li></ul></ul><ul><ul><li>Story </li></ul></ul><ul><li>3. Working to a plan </li></ul><ul><li>4. Conclusion </li></ul>
  3. 3. Language Skills Spoken Language Writing Reading Productive Skills Speaking Listening Receptive Skills
  4. 4. An Integrated Approach? <ul><li>Speaking and listening are bound together too closely for us to practice them independently </li></ul><ul><ul><li>when talking happens, you need to know that someone is listening </li></ul></ul><ul><ul><li>to listen properly you need to care about what has been said </li></ul></ul><ul><ul><li>(Andrews, R. 2001) </li></ul></ul>
  5. 5. Contexts for Speaking and Listening <ul><li>Talk and Discussion </li></ul><ul><li>Play and Games </li></ul><ul><li>Improvised Drama </li></ul><ul><li>Poetry and Rhyme </li></ul><ul><li>Story </li></ul>
  6. 6. Context 1: Talk and Discussion <ul><li>Language learning is </li></ul><ul><li>social (Vygotsky, 1962) </li></ul><ul><li>Encourages informal </li></ul><ul><li>interaction on familiar </li></ul><ul><li>topics </li></ul><ul><li>Promotes fluency rather than accuracy </li></ul><ul><li>Dialogue is encouraged through pair and group </li></ul><ul><li>work activities </li></ul>
  7. 7. Sample Lesson Structure <ul><li>Introduce topic and vocabulary </li></ul><ul><li>to whole class. </li></ul><ul><li>Model sentences with a student, </li></ul><ul><li>using prompts. </li></ul><ul><li>Introduce pair/group activity </li></ul><ul><li>Distribute linguistic and visual prompts </li></ul><ul><li>Monitor groups/pairs </li></ul><ul><li>Each group presents example of learning. </li></ul><ul><li>Extend answers with further questioning. </li></ul>
  8. 8. Speak Week/Special Events
  9. 9. Context 2: Play and Games <ul><li>Play is the natural medium through which the child exercises imagination in order to deal with feelings, situations and ideas outside his/her experience (Irish curriculum, 1999) </li></ul>The mediating role of the teacher is crucial in helping children to use imaginative play to extend and enrich their language skills.
  10. 10. Context 3: Improvised Drama <ul><li>Allows learners to explore situations and ideas freely </li></ul><ul><li>Requires learners to use and experiment with language that is consistent with the role and situation </li></ul><ul><li>Provides first-hand experiences of ‘action’ and language use which can be reviewed, discussed and extended </li></ul>
  11. 11. Context 4: Poetry and Rhyme <ul><li>“Children’s engagement with poetry should be governed by the ‘pleasure principle’ (Irish curriculum, 1999). </li></ul>
  12. 12. Working my Robot <ul><li>When I press this button, my robot starts to talk. </li></ul><ul><li>When I press this button, my robot starts to walk. </li></ul><ul><li>When I pull this lever, he starts to turn around </li></ul><ul><li>When I pull this lever, he makes a bleeping sound </li></ul><ul><li>When I click this little switch, his lights begin to flash. </li></ul><ul><li>Oh! He’s falling over……. Clink! Clank! Crash! </li></ul>
  13. 13. Context 5: Story <ul><li>Reading aloud or shared reading can give EFL children an appreciation of the potential of language and develop their own use of language . </li></ul><ul><ul><li>Provides a meaningful context in which to learn new language </li></ul></ul><ul><ul><li>Encourages active listening while reading </li></ul></ul><ul><ul><li>Stimulates further language development in the post-reading stage </li></ul></ul>
  14. 14. Using Multi-Sensory Approaches <ul><li>Multisensory teaching is simultaneously visual, auditory, and kinesthetic-tactile (VAKT) that potentially enhances memory and language learning. </li></ul><ul><li>(Putnam, L.R. 1996) </li></ul>
  15. 15. Activities to develop Speaking and Listening <ul><li>Snakes and ladders </li></ul><ul><li>Grammar auction </li></ul><ul><li>Information gap activity </li></ul><ul><li>Talk about… </li></ul><ul><li>Show and tell </li></ul><ul><li>DLTA </li></ul><ul><li>Retell a story using puppets/picture cards </li></ul><ul><li>Pass the ball </li></ul><ul><li>Role cards/freeze frame </li></ul><ul><li>Put them ‘on the air’ </li></ul><ul><li>Barrier game </li></ul><ul><li>Sound stories </li></ul><ul><li>Sentence maker </li></ul><ul><li>Yes/No hat game </li></ul><ul><li>Sentence Bingo </li></ul><ul><li>Gramminoes </li></ul><ul><li>The desert island </li></ul>
  16. 16. Working to a P lan !
  17. 17. Language Task Activity Board
  18. 18. Conclusion
  19. 19. References <ul><li>Andrews, R. (2001) Teaching and Learning English, p13. </li></ul><ul><li>Open University, (1991) in Edwards, V., Speaking and Listening in Multilingual Classrooms, Reading and language Information Centre, University of Reading, p.3. </li></ul><ul><li>Putnam, L.R. (1996) How to Become a Better Reading Teacher . Englewood Cliffs, NJ: Merrill. </li></ul><ul><li>Irish Primary School Curriculum, (1999) English language: teacher guidelines, government publications office, Dublin. </li></ul>

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