Project work in young learner EFL classrooms
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Presentation by Rosie Burke (IH Sabadell) Given at IH Barcelona's ELT Conference 2014 More information http://www.ihes.com/bcn/tt/conference.html
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Project work in young learner EFL classrooms
- 1. Working with projects Rosie Burke with Darienne Peacock, & John Joe Greaves International House Sabadell/ Barcelona
- 5. What is a project? Definimos términos
- 12. CLIL CLIL v Projects A method used to teach a school subject in a foreign language A way to expand and activate language taught in the foreign language class. Projects
- 15. The role of the teacher Evaluate Guide & motivate Plan
- 16. The project should have…. Clear language aims Relevance for the group Well defined final result
- 18. Plan – take into account • • • • • • • Who, what, why, when, where How long? What is the level? Resources available? The process for supervising language (T) The process for organizing language (St) Assessment
- 20. Tuesday Arrive Weds A&B Arrive Thursday A&B Arrive Friday A&B Introduce new students Arrive A&B Digging day Register Introduce topic of week Language work Language work Language work Language work Grammar Grammar Grammar Break 1 Break 1 Break 1 Key language for later Classroom language Project vocab Break 1 Breakfast in park DVD work DVD work Worksheets Outing DVD work Worksheets Worksheets Worksheets Vocabulary work Vocabulary work Draw a dinosaur from Vocabulary work Reading Matching Dinosaurs Outside the museum A B Volcanoes Penguins A Dinosaurs B Parts of body Museum booked for 11.30 Break 2 Break 2 Project work Project work Project work Make a volcano Prepare excursion Create album to take home Look at worksheets All work taken home on Friday Blue Peter Plasticine Visit museum Break 2
- 21. How can we motivate students? Prizes! Participation in the topics Give responsibility Share roles Clear objectives at each stage Keep them within sight of the final goal
- 23. Assessment Posters • Feedback Grade? Number? Letter? Comment? Video/Teatro • Feedback Grade? Number? Letter? Comentario? Dossier Feedback Grade? Number? Letter? Presentación • Feedback Grade? Number? Letter? Comment?
- 24. Assessment What are we going to look at? • Content of the material • Language characteristics • Both material and language • Cognitive skills • Learning skills • …………
- 28. Ways of organising ideas . 1 . 5 . . . 2 . . 3 . 4 . . . . .
- 30. Visual Organisers (cont) 4. Time line 5. 1952 1973 1997 2007 Born Leader of Joins Prime Minister University Government Water evaporates
- 32. Linguistic organisers Lists Frames translation: First, … pelvis ________________ Then… ribs ________________ After that, … skeleton ________________ Later… skull ________________ Substitution Finally… Word bank X is ______er than the _____ more ___ Glossary soft ↔ hard glass: a material made from sand, rough ↔ smooth used for making bottles and windows shiny ↔ dull metal: a hard, often shiny element heavy ↔ light used for making tools, machines, jewellery magnetic ↔ non-magnetic wood: a material made from trees used for making furniture and floors
- 34. An ideal student is an engaged student To create such learning conditions in students, we can create engaging activities
- 35. Young Learners English Tests 3 levels: Starters, Movers, Flyers Ages: 7-12 3 modules No failures!
- 36. Projects as Courses Preparing for YL exams without course books Healthy Lifestyles Storybook Classes Cambridge Starters Ghosts & Monsters A1.2 Cambridge Movers A 2.2 Cambridge Flyers
- 37. Projects as Courses should • • • • • • Provide authentic English practice Provide variety for students and teachers Integrate the 'four skills' Promote learner autonomy and co-operation Provide practice across the curriculum Provide a sensory rich learning experience
- 38. The basic outline of a project Functional Language Vocabulary YL level Theme Resources Production Grammar Structures Cross Curricular Links
- 39. Course Outline Week – topic 4. Typical dishes from different countries Names of countries and corresponding nationalities Highlight any use of countable/uncountable 5. Grammar Focus Part two There is there are – useful language for Speaking part of Movers tests 6. Plan a Party. Think of a theme, what do you want to wear, what you want to eat, what music you want to listen to. Lets ss use the grammar from the previous classes to talk about a “real “situation. Grammar / language focus Speaking Revision of countries and nationalities (France – French) In Cataluña we eat … In Japan a typical dish is…. I like Italian food because… SS present a short text about typical Catalan/Spanish food HWK ideas – present text with images. HO N1 from N resources folder There is/there are: revise singular and plural nouns using food words (There is some milk, There are some carrots, there is a piece of cake…) Food based dialogue to practice Speaking Part 2 – telling a story. Refer to HO4 D What’s in The Kitchen HO 4 Kitchen labelling Activity in Food Vocab Folder At the party I want to dance , eat, wear Ss learn and sing The Party Song! Extra Lexis – fancy dress, theme, games, presents, Movers Speaking Practice Find the differences HO 6 Extra or Hwk Revision sheet For this week HO 7 in TF Invitations. Please come to… Reading Writing HO N2 from N resources folder Ss write their party invites. Listening Teacher tells ss about a typical food from their country. SCRIPTED according to teacher’s preferences. Listen to The Party Song do a gap fill and listen again to check. SONG SHEET in TF HO 5 Song CD in office Learn a song Present Party Ideas Who’s Party would you like to go to most? IH EE Food Project Pri3/4 Movers
- 41. Evaluation of Learning/Level GHOSTS & MONSTERS End of Trimester Test INTERNATIONAL HOUSE BARCELONA EXTRA ESCOLARES TRI 1 CURS 13-14
- 42. Summary • Why use projects? • To activate language in a realistic natural environment • Base a course on an activity that will motivate sts using an activity that uses L2 throughout. • Not simply “more of the same” • Create opportunity for regular feedback through a series of classes