1. 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

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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 – 4B
Rephrase and extend what children say

8. 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

9. Activity: song

10. Activity: song
(calls)

11. "Old MacDonald"
Old Macdonald had a farm, E-I-E-I-O And on his farm he had a cow, E-I-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 Old Macdonald had a farm, E-I-E-I-O And on his farm he had a pig, E-I-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-E-I-O

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

13. Here a "cluck" there a "cluck" Everywhere a "cluck, cluck" Old Macdonald had a farm, E-I-E-I-O
Old Macdonald had a farm, E-I-E-I-O And on his farm he had a duck, E-I-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-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:

14. 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

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

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

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

18. TOPICS animals: Pets Wild animals Zoo animals Farm animals
Nasty or scary animals