Being a Language Assistant in a bilingual class


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Being a Language Assistant in a bilingual class

  1. 1. Tricia Spence
  2. 2. A simple way to start a class Today is Tuesday, 14 th December, 2010 On this day in 1911… … a very famous person arrived at a very cold place. Can you guess who this person was? Where was the place? Today’s plan First, we’ll discuss your role in the classroom. Then, we’ll explore what kind of activities you can do in the bilingual classes. Finally, if there’s time, we’ll look at some specific activities. Homework: He arrived before another person. Who was that person? Explain what happened. Roald Amundsen The South Pole No? Maybe this picture can help.
  3. 3. Presenting key vocabulary with objects with a PowerPoint with flashcards Presenting information with pictures, maps, models with a PowerPoint with flashcards with a video clip with a story with a song, chant or rhyme Input Transmitting information in one direction Listen everybody! This is an Asturian Valley cow.
  4. 4. Interaction Transmitting information interactively Presenting key vocabulary interactively Look at the diagram. What’s the name for the top of a mountain? Look at the Asturian Valley’s head. The muzzle is black. What’s the identifying colour of the horns? Presenting information interactively Look at the slide. Does anyone know why ….? I’m going to explain …. I want you to listen and tell me …. Playing games Songs and rhymes Look at the Asturian Valley cow. What colour is the muzzle? 1 What does “muzzle” mean? It’s the nose of an animal. The muzzle is black 2 3 4
  5. 5. Working with content Helping pupils to access, process and use information You can work with the whole class or small groups to access new information oral texts (yourself, audio, video) written texts integrated (PowerPoints, games, Internet) problem solving doing experiments to process new information comprehension activities learning activities (matching, labeling, etc.) transferring information to charts, graphs, etc. making models, etc. exploring and describing differences to use new information presentations, maps, reports, art and craft work, video clips, wall displays, etc. preparing quizzes and tasks for other groups making a report, a Portfolio
  6. 6. Inputting information Information can be presented: Orally For example: brainstorming, listening activity, songs, presentation, interview In pictures For example: visual organiser, PWP, video, photo, flashcards, poster In writing For example: reading or text activity, writing what I know, want to know, etc. In integrated formats For example: reading and completing, listening and completing, solving a puzzle, etc. Remember: if this is initial infomation, never gap key words or concepts .
  7. 7. Creating resources Clear comprehensible input Adapted or selected to level The lower the level, more visuals The more difficult the content, more visuals Facilitate input Formatting ( bold , italics , underlining , CAPITALS, etc.) Spacing Fold mountain = Fold mountain Using or color techniques Arrows Use of cognates Synonyms or explanations in brackets Eliminate superfluous text or information Avoid colloquial, metaphoric language in texts Check text for “problem” language Animating PowerPoints highlighting
  8. 8. Typical listening/reading tasks Listen/read to acquire information Listen/read to make or draw something Listen/read to state True or False and why Listen/read to answer multiple choice questions Listen/read to answer questions (Wh- or yes/no) Listen/read to complete statements/notes about meaning Listen/read to identify attitude, formal/informal situation, genre, etc. Listen/read to identify or compare pictures/photos Listen/read to correct information Listen/read to put the pictures/instructions, etc. in the right order Listen/read to use as a model for production Listen/read to take notes or summarize Listen/read to transfer information Listen/read and label Listen and follow a written text or dialogue Listen and check written answers Listen and react Read to order words, sentences or cut-up paragraphs
  9. 9. Speaking Tasks WritingTasks Presentation (with or without slides) Interview (filling in forms, making a note of details, radio show) Narrating (story, events, experiment, acquired information – ask other pupils to ask questions) Describing (picture, object, person, etc.) Information gap Comparing Role play Problem-solving in pairs or groups Discussing/debating (specific topics) Drama about topic Games (physical and intellectual) about topic Expressing opinions Producing (e.g. a radio or TV programme) Explaining/giving instructions Reporting (an experiment, a trip, etc.) Being an expert Dictating information acquired Structure or vocabulary tasks Transformation Cloze Completion Writing sentences (ordering, correcting, connecting, function, structuring, translating, etc.) Dictation Labelling Correcting True or False sentences Instructions Paragraphs Project work, text building, displays, etc. A poem, dialogue or story relating to the topic Transfer of information Essay, article, report, project, PWP slides, summary cards, etc. Letter, postcard, email, notes, etc. relating to the topic Completing with information Information gaps, websites, etc. Self-assessment activities
  10. 10. Activities for introducing a new topic Brainstorm with mindmaps Discuss what I know already and what I need to know what I know.ppt Recognising activity How to paint a portrait.ppt Use a “questionable” short text All birds have wings. A parrot has wings. A butterfly has wings. Therefore parrots and butterflies are birds. Do you think this is true? Why/Why not? Show an unusual photo.doc Show an unusual or striking video
  11. 11. Activities for presenting information A related activity Summit card2.doc A problem to solve Who will get there first.doc Use flashcards and ask What’s this? How do you know? flash.doc Prepare a PowerPoint Listening activity listen and react2.ppt Song relating to the topic layers of the earth task.doc Layers of the Earth Song Link Gapped Dictation Gapped dictation.doc Cloze (with and without word bank) How mont formed2.doc Back-to-front dictation A back-to-front dictation.ppt Information gap information gap.ppt A puzzle puzzle.ppt Giant cloze Jumbled sentences or text jumbled.doc I heard it! I heard it.ppt Jigsaw and experts The Everest jigsaw.doc Information race The Summit Race.doc
  12. 12. Consolidating information All of the previous activities can be used for consolidating as well as presenting . And also: Hands-on (making, cooking) MakeVolcano.doc Information transfers info transfer.ppt Consolidation puzzles How to paint a portrait.doc Self assessment Self_Assessmentsheet.doc All kinds of games and quizzes For example: Who wants to be a millionaire Solar_System_WWtbaM.ppt Treasure hunt with clues Treasure Hunt 2010.doc Bingo mountinformbingo.doc Hot Potato Lift your leg Trivial pursuits Crossword Wordsearch 20 questions Columns COLUMNS GAME.doc
  13. 13. Modeling language Seeing and using vocabulary in context
  14. 14. Modeling language Seeing and using vocabulary in context (continued)
  15. 15. Modelling language – writing/speaking frame
  16. 16. 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, olives His eyes are made of olives and his name is Akin Drum
  17. 17. Continue with the rest of the face For example: Nose = cheese Cheeks = ham Mouth = red pepper Ears = sausage Hair = lettuce 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 Children match the ingredients of their Aken Drum Sandwich to the Food Pyramid Class poster and/or PowerPoint with Aken Drum, foods, recipe and photos of sandwich-making and eating
  18. 18. Is your sandwich healthy? Look at this Food Pyramid Activity Three Write each part of Aken Drum in the correct part of the Food Pyramid below. Activity One Circle the “healthy sandwich” ingredients on the Food Pyramid. Activity Two You can’t eat very much of one ingredient. Which one is it? head Activity Four Think of a healthy dessert to eat after the healthy sandwich.
  19. 19. Active Project Work Issues Save the forests U.N.Plant a tree pledge Geography and P.E. There are over 20 geocaching sites in Asturias. Science and Ecology Visit the Aquarium Art and Nature Visit the Evaristo Valle museum and gardens. Birds and paintings. History Vikings in Asturias: Vikings in Britain: Viking webquest
  20. 20. Useful Websites Language assistant websites Esol websites Tools (powerpoint, clipart) (create games) (pwp, games, millionaire template)