PSTDP Garanhuns Week 15 Listening to Speaking

Be careful There’s a Baby in the House… Listen to song and mark what words are stressed. Does he follow the rules?

One, Several, Many Monster Book page 75

Disappearing Song Monster Book page 66

Monster Book Sharing: Your Moves page 73

Objectives Agenda Participate in and reflect on multiple listening activities Identify pre-during-post elements of a lesson plan Identify types of groupings used during lessons Identify word stress in lyrics Pronunciation One Several Many Your Moves Listening Script Monster Book Sharing Model Music Lesson Quickwrite and Share Announcements

Checking In

Direction words moving down moving to the left corner moving to the right Top Bottom

Listening for Large Classes

Music in the Classroom: questions Is there a specific type of music for each classroom? How often should I use the music in my classes? How to make the students enjoy more this activity, because sometimes some of them don’t like the lyrics, or don’t like the singer, or don’t like the rhythm, even they could say the song is old-fashioned.

Monster Book Sharing Rosario: True/False page 52 Liliane: Antonyms page Isabela: One, Several, Many page 75 Cícera: Mixed-up Lyrics page 72 Lúcia Angélica: Song Bingo page 68

Monster Book Sharing Sebastiao: Ive Never page 48 Dilma: Song Bingo page 68 Lenilda: Express Your Feelings page 69 Cordulina: Antonyms page 70 Cicera: Disappearing Song page 66

Predict the lesson sequence What Makes You Beautiful!

Objective SWBAT (Students will be able to) listen for specific words while listening to music

How does she feel?

In groups of 3 or 4 How do people describe you? Do people see things in you that you don’t see? Name three things that we don’t know. “You don’t know _____”

What Makes You Beautiful! 1 Show picture of student. “How do you think she feels?” In pairs: “How do people describe you? “”Do people see things in you that you don’t see?” Share with class. In pairs name three things that you don’t know. Share with class. 2 Write words: insecure, shy, desperate, overwhelmed. “Will you listen to a happy or a sad song?” Add flip your hair, turn away, light up my world. Ask, happy or sad song? 3 T says vocabulary. Ss hold up picture of vocabulary. Groups of 2-3

What Makes You Beautiful 4 Put the pictures in order. Check with music 5. Put the lyrics in order. Check with the music. 6 Game: Students pick up word they hear in the song. 7 Discuss ain’t, don’t know and don’t need (no pronouns) on the board. 8 Sing the song together.

Pre Get students interested and motivated. Teach or review key vocabulary. Activate prior knowledge. Make predictions During Develop listening skills and comprehension. The first task(s) should help Ss understand the text at a very general level. Then, move Ss into a deeper understanding of the text. Ss check their answers in pairs or small groups before the whole class discussion. Post Ss respond to comprehension: Make the topic personal or relate to the bigger world Ss examine difficult parts of the text: vocabulary, content, grammar Word Study/Fluency practice

Pre Show picture of student. “How do you think she feels?” In pairs: “How do people describe you? “”Do people see things in you that you don’t see?” Share with class. In pairs name three things that you don’t know. Share with class. Write words: insecure, shy, desperate, overwhelmed. “Will you listen to a happy or a sad song?” Add flip your hair, turn away, light up my world. Ask, happy or sad song? T says vocabulary. Ss hold up picture of vocabulary. Groups of 2-3 Get students interested and motivated. Teach or review key vocabulary. Activate prior knowledge. Make predictions

During Put the pictures in order. Check with music Put the lyrics in order. Check with the music Game: Students pick up word they hear in the song. Develop listening skills and comprehension. The first task(s) should help Ss understand the text at a very general level. Then, move Ss into a deeper understanding of the text. Ss check their answers in pairs or small groups before the whole class discussion.

Post Discuss ain’t, don’t know and don’t need (no pronouns) on the board. Sing the song together. Ss respond to comprehension: Make the topic personal or relate to the bigger world Ss examine difficult parts of the text: vocabulary, content, grammar Word Study Fluency practice

Forms of Interaction- WHOLE CLASS SMALL GROUPS PAIRS Forms of Interaction- WHOLE CLASS SMALL GROUPS PAIRS

Decide the type of interaction Whole Class Small Group Pairs Individual Whole Class Small Group Pairs Individual

Show picture of student. “How do you think she feels?” In pairs: “How do people describe you? “”Do people see things in you that you don’t see?” Share with class. In pairs name three things that you don’t know. Share with class. Whole Group/Pairs Write words: insecure, shy, desperate, overwhelmed. “Will you listen to a happy or a sad song?” Add flip your hair, turn away, light up my world. Ask, happy or sad song? Whole Group T says vocabulary. Ss hold up picture of vocabulary. Groups of 2-3 Small Groups Put the pictures in order. Check with music Small Groups

Put the lyrics in order. Check with the music. Small group Game: Students pick up word they hear in the song. Small group/individual Discuss ain’t, don’t know and don’t need (no pronouns) on the board. Whole Group Sing the song together. Whole group

Language Learner to Language Teacher: page 85 Have you experienced these things?

Bottom-up: use the parts that you know to comprehend: vocabulary, verb tense, grammar

O Senhor: Porque não…carona… perto da praderia… Eu: A semana passada O senhor: E. Por que...? Eu: Porque moro bem perto daqui. Bottom-up: Porque nao I get that…carona….ride… praderia sounds like panaderia in Spanish Top-down: He stopped his car last week and offered me a ride. It was close to my home. I live next to a bakery. Is he talking about that?

Top-Down Bottom-Up _____Show picture of student. “How do you think she feels?” In pairs: “How do people describe you? “”Do people see things in you that you don’t see?” Share with class. In pairs name three things that you don’t know. Share with class. Write words: insecure, shy, desperate, overwhelmed. “ T says vocabulary. Ss hold up picture of vocabulary. Discuss ain’t, don’t know and don’t need (no pronouns) on the board.

Page: 86 The real goal in most listening is not to understand every word but to comprehend the information that the listener wants or needs from a message.

Implications page 86 “You don’t need to expect 100% comprehension in all cases.” “Practice using top-down as well as bottom-up strategies – using all clues available to help them guess.” “The ability to do this is built mainly through extensive practice.”

Back to Back Dictation

How can you use today’s ideas in your classrooms? Thurs Listening Script Song Bingo Disappearing Words Word Game Your Moves Think/Write/Pair/Share Write for 5 minutes Share your ideas. Think/Write/Pair/Share Write for 5 minutes Share your ideas.

How can you use today’s ideas in your classrooms? Sat am Disappearing Words Your Moves Listening Script True/False Antonyms One, Several, Many Mixed-up Lyrics Song Bingo Word Game Think/Write/Pair/Share Write for 5 minutes Share your ideas. Think/Write/Pair/Share Write for 5 minutes Share your ideas.

How can you use today’s ideas in your classrooms? Sat pm One Several Many Your Moves Express Your Feelings Listening Script Antonyms Song Bingo I’ve Never Disappearing Words Word Game Think/Write/Pair/Share Write for 5 minutes Share your ideas. Think/Write/Pair/Share Write for 5 minutes Share your ideas.

Be careful There’s a Baby in the House… Listen to song and mark what words are stressed. Does he follow the rules?

ACTIVITY REPORT FORM 5 by Nov. 1st Complete the Activity Report form for each PSTDP activity tried in your English class. Be as thorough as possible in answering each question. Please have 5 before November 1 st. Send to or give them to me in class. Name and School: City/State: Grade/level: Number of students: Date tried: Activity tried: Feedback on results: Explain any variation of the activity delivered. Any feedback from students, overall impressions of the success of the activity. If the activity wasn’t as successful as expected, please explain why you think it didn’t work and what you would do next time for it to succeed.

Objectives Participate in and reflect on multiple listening activities Identify pre-during-post elements of a lesson plan Identify types of groupings used during lessons Identify word stress in lyrics

Opportunities… Go to the United States: servicos/sala-de- imprensa/36- noticias/5743- programa-levara-540- professores-de-ingles- da-rede-publica-para- aperfeicoamento-nos- eua Six weeks starting in January 2013 to improve your English language proficiency and classroom methodology.

Shaping the Way We Teach English Webinar Series To register: give Sandra your address Art for All: Teaching Resources from the Metropolitan Museum of Art October 3rd, :00-9:30 EST 1:00-2:30pm EST Activating Vocabulary: Creating a Way with Words Wednesday October 17th, :00-9:30 EST 1:00-2:30pm EST Trace Effects 3D Multimedia Video Game: Teaching and Learning Adventures Wednesday October 31st, :00-9:30 EST 1:00-2:30pm EST The Movable Class: Promoting Motion for Language Learning & Health Wednesday November 14th, :00-9:30 EST 1:00-2:30pm EST Introduction to Reader’s Theater for ELF Classrooms Wednesday November 28th, :00- 9:30 EST 1:00-2:30pm EST

Thursday Details Webinar – for attendance Peer Observation – necessary! Monster Book next week: Airon, Marileide, Adeilza, Lucas, Janaina Wednesday groups: Sept 19: Adv. Conversation Sept 26: Basic English Oct 3: Adv. Conversation Oct 10: Basic English

Saturday Morning Details Webinar – for attendance Peer Observation – necessary! Monster Book next week: Márcio, Cizeleide, Josileide Wednesday groups: Sept 19: Adv. Conversation Sept 26: Basic English Oct 3: Adv. Conversation Oct 10: Basic English

Saturday Afternoon Details Webinar – for attendance Peer Observation – necessary! Monster Book next week: Liliane Wednesday groups: Sept 19: Adv. Conversation Sept 26: Basic English Oct 3: Adv. Conversation Oct 10: Basic English