Introduction to Teaching Young Learners Week 4 5

Introduction to Teaching Young Learners Week (4) 5 Listening Sample Lesson Processing

Housekeeping: Name Cards Name: _________ English Nickname: _____ Email address: _______ Phone #: _________ Something about your self: ____________________ Your Picture

Homework for Next Week • Read: “Paul’s Child Centered Learning” pages 73 -88 and answer the questions on page 71

Listening Lesson – “THE PARK” • Beginner Level Ss Elementary to Middle School • What do Ss already know? • Ss already know some park-related vocabulary, basic sentence formation and present continuous tense.

A park

A: What can you do in a park? B: I can walk in a park.

A: What can you do in a park? B: I can ____ in a park. What can you do in a park? A: I can ____ in a park. What can…?

What do you see?

A pigeon

Pigeons in a park

Which one is a pigeon? 1 2

Statue of Liberty

1 2

A hoop and a stick

Hoops or Sticks?

Hoops

A hoop or a stick?

A stick

A paper bag

Yes or No?

Yes or No?

1 2

Entrance

An entrance?

Circle what you hear

A: What did you circle? B: I circled ____. What about you? A: I circled…… B:

Listen for What’s Wrong

Word List • • Hoop Horse Two Park Sitting Pigeon Man • • Looking Nearby Paper Pigeons Bird Eating Playing

Answers • • Park Sitting Pigeon Looking Nearby Paper Pigeons • • Bird Eating Playing Hoop Man Horse Two

Review I You He She It We They

Describe What You See

A: What did you circle? B: I circled ____. What about you? A: I circled…… B:

Draw Your Favorite Park • Do you have a favorite park? • I do:

Tell Your partner about your park

Processing • How was the whiteboard used in the park lesson? • Why was this important? How did it help with Ss learning? • How did it help T stay organized?

White Board for Park Lesson Keywords Non-keywords Review for Present Continuous Verbs

Processing • How did T check/teach vocabulary? Do you know the method that was used? • How did T assure Ss mastery of the key words in this lesson? Hint: Think about what the learners did during the lesson. Do you know the method that was used?

Processing Questions • When did I give the listening questions, activities or tasks, before or after the listening? Why?

Processing Continued • What is the purpose (objective) of a listening lesson? • Where in the lesson was the objective achieved? What activity had the Ss show the most comprehensive or “in depth” understanding?

Processing • Listening Lessons typically follow the following pattern – Pre – During – Post

In the Pre-Stage 1. 2. 3. 4. 5. activate schema assess prior knowledge generate interest in the topic build rapport with our Ss elicit and/or pre-teach the key vocabulary words.

In the During Stage • Ss are given tasks to give them a reason to read or listen • Tasks are given before Ss read or listen • Task allow Ss to demonstrate understanding • Tasks are sequenced – General to Specific – Easy to Difficult – Concrete to Abstract

In the Post Stage • Ss have a chance to move beyond the text • Ss are allowed to personalize the topic or theme • Ss integrate other skills • Ss make “text to self” and “text to world” connections by doing tasks that allow them to see how the topic is relevant to them and their world

Processing Continued • Look at the lesson plan and fill in the missing stages. – Pre – During/Post (one time) – Post • Look at the lesson plan on p. 152 and try to decide which steps are pre – during – post

Processing Continued • If the Ss were speaking, what did the T provide on the WB or PPT? Why did the teacher provide it? • Why did the teacher have the Ss read and fill in the blanks of the cloze before letting the Ss listen?