LISTENING Unit 2 and 3 Listening We say

LISTENING • Unit 2 and 3: Listening - We say less than we hear/understand - Our spoken vocabulary is more limited than our knowledge of vocabulary • When children listen, they: - actively learn - acquire language - absorb pronunciation and intonation - Listening Activities lead to SPEAKING

Speaking – silent period • Learners understand more than they can say – When children learn their first language they respond to language long before they learn to speak. • Second language learners have a “silent period” – During this period they listen to and absorb the language – They then formulate their own personal grammar, which they adapt and expand with exposure to more language.

Speaking – silent period • What does the silent period mean for teachers? – Children may understand you, but they can’t show that they understand you by answering • They may be able to answer with a single word • They will certainly be able to react (do sth. -> Listen and do) – It can be a frustrating for teachers • They feel that they are not succeeding in teaching • It seems that pupils are not progressing – All you need is TIME • They will produce language, eventually • Before they do, use Total Physical Response exercises

Speaking – chunks • After the silent period, children learning a foreign language may suddenly start to use phrases – I don’t know – Come on – Goodbye • These are sometimes called chunks because they are learned and used as “long words” • Children may not have been taught these chunks – They pick them up from listening • Chunks help learners to communicate

Speaking – chunks • Chunks can later be broken down and the words recombined - I don't know - I don’t know its name, I don't know spelling - We don’t know, They don’t know - He doesn’t know • When children begin to break down a phrase in this way, it is a sign of language development • Songs, rhymes, poems, dramas and routine all helps -This way children can acquire ready-made bits of language so they can begin to communicate -Children’s desire to communicate is very powerful -If they are doing an interesting activity, they will talk a lot

Main types of speaking exercises • Listen and repeat -They listen to a sound, word, or phase and try to say it exactly the same way • Guided speaking -They describe a picture, place, time or person • Role play and dialogues -They learn formulae then use them to perform a task • Free speaking activities -Often at the end of a unit, the students discuss the topic, expressing their experiences, feelings and options

SUPPORTING SPEAKING • Encourage all the efforts children make to speak English, no matter how small • Do not interrupt to correct small errors • Use set expressions for classroom routines Ex. : P. 44 • Encourage children to repeat what you are saying • Use gestures, movement, and actions • Consolidate the vocabulary they already know Ex. P. 47 – 4 B • Rephrase and extend what children say

CHANTS, RHYMES AND SONGS • • • Children like singing and performing They can sing or say to their parents at home They can sing in classroom all together This helps develop teamwork It allows everyone to take part

Activity: song

Activity: song (calls)

"Old Mac. Donald" Old Macdonald had a farm, E-I-O And on his farm he had a cow, E-I-O With a "moo-moo" here and a "moo-moo" there Here a "moo" there a "moo" Everywhere a "moo-moo" Old Macdonald had a farm, E-I-E-I-O And on his farm he had a pig, E-I-O With a (snort) here and a (snort) there Here a (snort) there a (snort) Everywhere a (snort-snort) Old Macdonald had a farm, E-I-O

Old Macdonald had a farm, E-I-O And on his farm he had a horse, E-I-O With a "neigh, neigh" here and a "neigh, neigh" there Here a "neigh" there a "neigh" Everywhere a "neigh, neigh" Old Macdonald had a farm, E-I-E-I-O And on his farm he had a chicken, E-I-O With a "cluck, cluck" here and a "cluck, cluck" there

Here a "cluck" there a "cluck" Everywhere a "cluck, cluck" Old Macdonald had a farm, E-I-E-I-O And on his farm he had a duck, E-I-O With a "quack, quack" here and a "quack, quack" there Here a "quack" there a "quack" Everywhere a "quack, quack" Old Macdonald had a farm, E-I-O Continue adding animals with their sounds - it's fun to allow the children to take turns picking the next animal/sound Combination: https: //youtu. be/z 26 DWJKw. BHU

TEACHING TIPS (P. 46) • Start with very short rhymes or chants • Look for songs and chants that have topics your children are learning about • Make sure the children generally understand what they are saying • Use simple instruments to add to the rhythm, such as tambourine (tamburelli), bell, drum, cymbal (piatti) • Encourage children to say them for family and friends outside school

PRACTICING NEW VOCABULARY • Ex. : P. 47/48 – 4 B/4 C/4 D (a) Wh- questions: What’s this? (b) Questions using intonation only: A dog? (c) Questions using inversion: Is this a dog? (d) Unfinished sentence questions with rising intonations: This was a …? (e) Either/or questions: Is this an elephant or a kangaroo?

VOCABULARY GAMES • EXAMPLES: - Guessing the picture Ex. : P. 49 – 4 E - Remembering a list Ex. : P. 50 – 4 F - Shopping game P. 50/51 - Find a pair P. 50 - “I spy with my little eye” P. 52 (sounds)

CARDS • What can you do with card? • P. 51

TOPICS 1) animals: (a) Pets (b) Wild animals (c) Zoo animals (d) Farm animals (e) Nasty or scary animals