listening and speaking. preparation for jane’s session (tues) reading and writing bring laptops...
TRANSCRIPT
Listening and speaking
Preparation for JANE’s session (tues) Reading and writing Bring laptops if possible to use in groups
All to look on internet for suitable reading text, one each – 1) KS3, 2) KS4, 3) Ks5
Keep it simple as not native speakers. But authentic materials can be motivating. We will think about how these can be used with pupils. JANE
Overview
Addressing all the skill areas Listening Speaking Listening – planning, sequencing and
setting up Speaking activity – planning, sequencing
and setting up Behavioural issues
Listening
Listening and Speaking
Traditional view –
Listening
The complexity of listening What makes listening difficult for some
students?
The complexity of listening
Integral to the language learning process Rarely takes place in isolation Usually in tandem with speaking (or, in
exams especially, writing)
Listening
Far from a passive process The listener brings much to the process
e.g. Awareness of genre (what cues /
markers?)Knowledge of sound distinctionslexical and grammatical knowledge
Why is it difficult?
According to Chambers, 1993, 1994) in surveys– listening features at the bottom of the list of ‘Most enjoyed activities’:
Why is listening hard?
‘The tapes are always crap I can’t hear the voices properly.’
‘Germans speak too fast’ ‘The exercises are too hard for me.’
This can be a sign of inadequate preparation
Planning a listening activity
Which skills/outcomes do you want?
What are pupils required to do? Is the response – verbal/non-verbal,
closed/open? Oral repetition as a drill? Non-verbal response to single items Gap-filler - retrieval of specific information Re-word /rephrase
Changing from first to third person Reconstruct (global understanding
required) dictagloss– respond to a question – mix of
detail and gist understanding required.
Progression in the receptive skills
(Adapted from Pachler and Field, 2001)
Pre-listening
Put the text into context Predict language Predict content Make connections with the topic for the
students/get their interest (Pachler and Field 2001)
Discuss in groups – make suggestions
Pre-listening
Use of pictures Short readings brainstorming
Preparing for listening
Set up routines Warn the students about how many
questions etc there are. Tell them how many times you will play the
recording. Re-assure them about not needing to
understand everything. Warn students (depending on level) when
questions are not in order.Make sure students understand how they are
expected to respond.
Response types
Task
Look at the transcripts provided: Design a listening activity to use this text?
How might you prepare the students for it/ How might you ask them to respond to the
text?
Speaking
Continuum in speaking skills
Based on Pachler and Field, 2001
Continuum in activity type
Based on Pachler and Field, 2001
Repetition and drilling
Drill repetition
Instant access to production of key phrases
Choral repetition – offers security Drills need to be made fun – otherwise
they can be become boring very quickly.
What ideas/suggestions do you have for using drill repetiton?
Drill repetition
Surveys With flashcards – changing rhythm
Changing intonation/whisper/speak louder/slower/faster/funny voice – robot voice etc
Repetition
Building up phrases backwards Repeating a word or phrase if it is
correct Guessing Distributing Flashcards/realia
Distributing flashcards
Students are ‘rewarded’ for correct answer by receiving the flashcard.
Students conceal cards Once all the flashcard have been
distributed, the class has to guess/remember who has which picture
Ideas for Speaking Activities• Whole class repetition activities (anonymity)
– Vary the volume– Vary the tone– Say words as a chain– Mouthing a word or phrase
• Individual work– Use volunteers– Accept different responses– Encourage students to listen to each other– Ask students to bring their own tape.
der HundDie Katze
Das Kaninchen
Der Vogel
Der Hamster der FischDas Pferd
Die Schildkröte Die MausDie Schlange
Marcus Waltl,Greycoat Hospital School
Visual presentation and practice of vocabulary
un chien un chat
un lapin un oiseau
un hamster un poisson un cheval
une tortue une souris
der Hundun chat
un lapin un oiseau
un hamster un poisson un cheval
une tortue une sourisMarcus Waltl,Greycoat Hospital School
In Activstudion the weather symbols can be moved around to the cities. One child can pretend to be a forecaster and do a weather report. Alternatively, one child could say what the weather is like in a city and another student can move the symbol. It gives students a chance to speak, listen and supports kinaesthetic learners.
What and how?
Structured Pairwork
Ideas for structured pair-work
Structured Pair work
Cue cards for pairs Information gap activities Using a structured role play/picture
prompts
What and how?
Open-ended role-play
Open-ended role play
Opportunity to express own needs/views/be more creative
Introduce element of unpredictablitiy Recording of role-plays
Supporting learners with SEN in listening and speaking
Defining the problem• Special educational needs are associated with a variety of difficulties
– learning; communication and interaction; social, emotional and behavioural; sensory and physical.
• The nature of the difficulties– low motivation; reading and writing; handwriting and spelling; poor self-image; distractibility; dependency; inhibitions, reluctance to get involved; slow workrate; irregular attendance; poor social skills; weak visual and auditory memory; pronunciation and repetition issues.
General points Remember to use repetition in everyday
classroom interaction eg Register routines, classroom routines.
Link high frequency language subject-classroom
Think HUB-SPOKES• High frequency items, making it achievable • sound-word; grammatical awareness
Error correction – degree to which you correct errors will depend on your expectations linked to the level of the group and how you judge the affective factors involved.
SEN and MFL
What difficulties do you think students with learning difficulties might experience?
Difficulties experienced by students with learning difficulties in MFL classrooms
Spelling Memory Copying
acccurately Listening and note-
taking Pronunciation
Ideas for Speaking Activities• Whole class repetition activities (anonymity)
– Vary the volume– Vary the tone– Say words as a chain– Mouthing a word or phrase
• Individual work– Use volunteers– Accept different responses– Encourage students to listen to each other– Ask students to bring their own tape.
Potential pitfalls
Minimising behavioural problems – What can you do?
Write a reflection
What have you found useful today?
What would you like to know more about?