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Seminar 3 Young learners and listening in English.

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Presentation on theme: "Seminar 3 Young learners and listening in English."— Presentation transcript:

1 Seminar 3 Young learners and listening in English

2 Listen! Say after me!

3 One – way communication Restricted two – way communication Full two – way communication

4 What do you do when you listen and understand in a foreign language? to identify units to hear stress and intonation to reformulate

5 Global – Selective short – one to three minutes simplified code (short, basic, clear, repetitive, visual support, limited vocabulary) recombinations of familar material

6 You are an important person 1. Vad står det på tavlan? 2. Hur går det för er? 3. Skicka runt och ta en var. 4. Dela in er i grupper med tre i varje. 5. Lägg undan böcker och pennor! 6. Dela ut de här arbetsbladen. 7. Vem vill vara nästa? 8. Ta fram era skrivböcker. 9. Få se vad ni har hittat på! 10. Har du gjort läxorna?

7 No Swenglish, please 1. What does it say on the whiteboard? 2. How are you getting on? 3. Pass these round and take one each. 4. Make groups of three. 5. Put away your books and pencils. 6. Hand out these worksheets. 7. Who would like to go next? 8. Take out your notebooks. 9. Let’s see what you have come up with! 10. Have you done your homework?

8 Who is good at listening? Good short-term memory Experiences from life Ability to focus validity in testing

9 Listening and learning words 1.Hear it! 2.Say it! 3.See and read it! 4.Write it! (cf. Lado 1964)

10 ubiquitous

11 Models of exercises for listening 1. Discrimination/matching 2. Physical action exercises 3. Pencil and paper exercises 4. Information transfer 5. Identify words, structures and intonation

12 Listening comprehension grade 3 How many times is every utterance heard? How many clauses in each part? What are your four alternative pictures of number 8?

13 Listening comprehension grade 6 How could you facilitate understanding? What are the strategies used in the listening to make it difficult?

14 Sandström pages 79 – 108 Topics to reflect on: -How mimimize interruptions when reading a storybook -Pre-reading time to focus on vocabulary? -Reasons for using drama in the classroom -How inspire children to work with drama -Criteria for books for use in drama activities

15 Team Assignment 4

16 For October 25 Team Assignment 4 Sandström 109 – 158

17 For October 31 Team Assignment 4 Classroom Activity B Sandström 109 – 158

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