Chapter 4: Speaking with support

Chapter 5: Speaking more freely

Rodrigo García Esteban-Manzanares

Gloria Mª Lara Lara

Isabel Prudencio Rodríguez

Fernando Villalobos

INDEX1) Principal Aims2) Chapter 4: Speaking with support.

4.1 Using classroom phrases. 4.2 Saying rhymes and singing songs to practise pronunciation, stress, and intonation.4.3 Practising new vocabulary.4.4 Playing vocabulary games. 4.5 Pratising pronunciation of new sounds.

3) Chapter 5: Speaking more freely. 5.1 Cognitive development and language learning.5.2 Starting to speak freely-eliciting personal talk. 5.3 Speaking gamesa. Children speaking groups.

4) Conclusions.

Principal Aims:

• Increase children´s listening time. • Pupils responding and beginning to

speak some English.

CHAPTER 4: Speaking with support• 4.1 USING CLASSROOM PHRASESWhen children are listening they…• Are still actively learning.• Are acquiring language and

learning to understand. • Are absorbing pronunciation and

intonation. • Can repeat what they hear .• Can answer or comment in their

mother tongue.

By using English in the way we described in Caretaker talk.

Talk about different aspects close to them as games, sports, routines or things their city.

When children are starting to speak English the teacher can support…

By listening carefully when they speak and not interrupting to correct small errors.

Pupils uses phrases when… Ask you questions and tell you thing they want you to know. Often repeat comments and requests. Can easily learns to repeat the set expressions you use during their English lesson.

REMEMBER teachers…

• When children are learning their first language they hear phrases and understand the general meaning before they understand individual words.

• They hear connected sounds before they separate them into individual words.

• It is better to introduce classroom phrases in normally situation.

Clothes dominoeTeacher says: Match the white dress with the pink pair of shoes.

Student should repeat: I match this white dress with this white pair of shoes.

There are some structures that help the pupils to improve their English:CHILDREN I haven´t got my pencils

I´ve lost my colors

I´ve forgotten my book

Look, I´ve got A new bag/pencil case.

TEACHER Has anyone seen Maria´s pencil/book/ colours? Did you leave it at home? Ok, never mind.

Can someone lend Maria a pencil/some colours?

Here´s one. Here you are.

Who´s got a spare pencil? Go and get one from my tableDon´t worry- I´ve got a spare one/set here. Leila- can he look at your book? Can he share with you? That´s/Those are lovely. Who gave you

that/those?

Can he share with you? That´s/Those are lovely. Who gave you

that/those?

CHILD TEACHER

Excuse me! Can you help me? Yes-of course, just coming.

Please! Miss XI is this night? Wait a moment. Ana, I´m just helping Maria. Yes… what is it you need?

I don´t know what to do! That´s fine like that.

Please can I ask in Spanish? Yes…. What do you need to know?

4.2 SAYING RHYMES AND SINGING SONGS TO PRACTISE PRONUNCIATION, STRESS, AND INTONATION.

Children soon begin to repeat the words as they do the action. They are speaking with the teacher This builds confidence and a feeling of achievement.

Children usually like singing and performing, it helps them feel at ease with English.

Enjoy learning songs and rhymes that they can sing or say to their parents at home.

Firstly, children often sing a song or say a rhyme all together. Later, when they are very familiar with the rhymes, songs, and chants they can perform them by saying different parts in groups. You could use them in your lessons for:

Connect with new or familiar

topics

For enjoyment

As part of the

teaching plan

As a change in an activity

To reviseVocabulary

to practise up-to-date expressions

To practise punctuation

The food song• 1. Listen to the following song and sing it with your

classmates and your teacher and answer the questions:

https://www.youtube.com/watch?v=hxx_QXmws0E

• What is the new vocabulary that you have learnt in the song?

• 2. Repeat this song with the entonation that your teacher uses:

The food song

Do you like apples? Yes, I like apples Do you like oranges? Yes, I like oranges.

Do you like candy? No, I don´t like candy. Do you like chips? No, I don´t like chips.

4.3 PRACTISING NEW VOCABULARY

• When you are introducing new vocabulary, you have to:

Encourage them to repeat the new items

Use pictures, sounds, and other senses, e.g. touch and feel materials, to support meaning

Use gestures, movement, and actions

Get children to color pictures of the new things they can name

Repeat new words as often as possible and use them in context

• The teacher shows a flash card about one topic and the pupils will answer the questions that the teacher says.

-For introducing new vocabulary -For either/or questions -For classifying

Flash-cards

4.4 PLAYING VOCABULARY GAMES

• Guessing games and memory games are useful to help children become familiar with new vocabulary in an enjoyable way.

• It is important to give instructions for games in English to children when you show them what to do.

Tips for playing:• Show children how to play the game and give

instructions in English while you are doing this.

• Use a lot of different games but use the same vocabulary.

• New words and phrases need to be used a lot after you have introduced them so that the children learn to use them actively.

• It is important to speak in short chunks.

Memory and vocabulary• This game consists on adding new words to a

phrase provided by the teacher or told by another student.

The shopping• Students will act the parts of shop assistants

and customers in different kind of shops so that the use different vocabulary.

4.5 PRACTICING PRONUNCIATION OF NEW SOUNDS.

• Children acquire pronunciation and intonation naturally by listening to you.

• This does not mean that students will produce words perfectly, they need to do different things in order to pronounce properly:

• To try out the new sounds.

• To play with sounds.

• Your help and praise all the time.

• When you praise their efforts you are motivating them to try again, that’s why it is so important to do it.

• You can also play games to encourage them to practice the sounds of English.

TEACHING TIPS:

• You can arrange pictures of words with the same sound together.

• If the children can read, add the written word underneath.

• Use actions to help children remember the face movement that produces the sound.

• Use other expressions when you are playing previously played games.

I spy with my little eye• It is a fun way to get children used to hearing new

sounds. You can play it like this:• Tell the children “I spy with my little eye something

beginning with sh”• The children guess.• The first kid to guess correctly comes to the front.• This kid tells you a new word (in his mother tongue

if necessary)• Then the teacher say the first sound of that word.

CHAPTER 5: Speaking

more freely

5.1 COGNITIVE DEVELOPMENT AND LANGUAJE LEARNING

• Recommended familiar topics and some words in mother language.

• We need to make the children think and improve cooperative working

REMEMBER: Group activities for asking and answering questions are ideal.

5.2 STARTING TO SPEAK FREELY - ELICITING PERSONAL TALK

• Children like talking about them, their lives an their family.

• Controlled contexts focused on speaking experiences.

• Recommended: surveys about the students.

You are family!1. Here you can see three happy

families. Talk with your classmates and describe them and what do you think they like.

You are family!2. Now, choose one of the families with your

calssmates and be ready: we are going to do a theatre about how they life together!

Speaking

games

Why are the speaking games so important?

Which is the role of the teacher in the speaking games?

Pass the ball• Three types:

1.

2.

3.

Guess the mime

SPEAKING Movement

Find the differences-A boy is riding a bicycle-Pardon? No, a girl is playing with another boy

-Yes. A boy is riding a bicycle and a girl is playing with a dog-We have found the first difference…

4. ConclusionsChildren learn better when they can reproduce what they hear and use it for their own oral productions, sometimes with rhymes and songs.

The learning process is usually improved when the children understand that their new knowledge is actually useful.

Vocabulary needs pictures, gestures, intonation, games and some context to help the repetition methodology.

We shouldn't expect exact precision on grammar and pronunciation. Some words on mother language are allowed in order to simplify the learning process.

Adequate topics are important for the exercises and they must be close to the children.

Group activities make easier the learning and the exercises, specially on speaking.