songs - Asignatura impartida por Macarena y Yiyi PDF

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Asignatura impartida por Macarena y Yiyi...

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SONGS, RHYMES AND GAMES Why use songs and rhymes? -

Linguistic resource: systems (introduce, practice, recycle), natural and enjoyable drilling, familiar language in exciting new forms and imaginative context. Affective resource: motivating, non-threatening environment, build confidence. Cognitive resource: concentration, memory, coordination. Cultural resource: intercultural competence. Social resource: shared social experience, bonding.

Activities to do with songs Before listening: -

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Guessing activities to activate predicting skills using pictures, realia, the title of the song, shots from the video, words from the song, a list of words to guess which ones will appear in the song, jumbled lines/lyrics/pictures, only the music to guess the mood, etc. Dictate parts of the song and then learners check against lyrics or song.

While listening: -

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For younger learners and lower levels: play the video once to allow learners to become familiar with the music, the rhythm, tune, lyrics, images, story, etc. Then, set the task: do the actions / sing / dance / etc. and play the video again. Do this several times. You can also divide the song into chunks. Comprehension activities (as you’d do for listening) Jumbled lines/lyrics/pictures Match pictures and lines/verses Fill in the gaps with words or pictures (open cloze or multiple choice) Fill in the speech bubbles in a comic strip Delete extra words from lyrics / information from picture Spot/correct the mistakes in the lyrics/picture Focus on pronunciation: matching sounds, stress patterns, etc. Focus on vocabulary: find synonyms/antonyms, etc. Focus on grammar: write the correct verb tense, change pronouns, etc. Focus on register: change forms of address, addressee, etc.

After listening: -

Make a video (lip dub or live) Alternative rhymes/ending/words/etc. Create a poem with words from the song Make a list of words you remember from the song and check how many you got right Draw/act out the story Turn the song into a play/a story with the same or different characters, from a different perspective, etc. Write a diary entry for one of the characters Translate the song Compare with song in own language

Why use games? -

Linguistic resource: real communicative situation, systems (practice, recycle), natural and enjoyable drilling, some specifically designed for language teaching. Affective resource: motivation, competition. Cognitive resource: concentration, memory, coordination. Cultural resource: intercultural competence. Social resource: shared social experience, bonding, cooperation.

Types of games -

Teaching games Traditional games Interactive games

STORYTELLING AND PICTUREBOOKS Why use stories? -

Linguistic resource Affective resource Cognitive resource Cultural resource Social recourse

What for? -

Linguistic competence Sociolinguistic competence Pragmatic competence Emotional competence Cultural competence Critical competence

When? -

Warm-up (to introduce the topic, to check prior knowledge, to review language, etc.) Follow-up (to introduce, practice or review language) Cool-down (as an extension activity, to review language, to wind down, etc.)

How? Before reading/listening -

Show the cover page/title/some pictures/keywords and learners predict what the story is about Ordering pictures/flashcards from the story (what happens at the beginning/middle/end) Introduce the characters (with puppets/pictures/descriptions) Pre-teaching vocabulary (with Simon says, matching flashcards, etc.) Using realia to predict what is going to happen in the story Creating a framework: do you know what? A little bird told me…

While reading/listening -

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Learners dramatise the story (do the gestures/actions/etc. as they are mentioned) Focus on grammar/vocabulary: every time a grammar structure/a word is mentioned, learners do something/pick the appropriate flashcard; or they underline the structure/word Put pictures from the story in the correct column (beginning-middle-end) At different points of the story you give learners three options; they guess what is going to happen (based on what happened before) Interactive story: the story develops differently depending on learners’ choices

After reading/listening -

Create a play from the story Create a new ending Do a roleplay Create a new title for the story Continue the story Tell the story from a different perspective Spot the difference: tell the same story to a classmate but changing/adding something Drawing a picture of the story/a scene (lower levels) Students reflect on the story. Questions we can ask: how did this character feel? Why? Was this fair? How did this make you feel? Were the character’s actions ok/right/wrong? What can we do to help this character? Why did this happen?

Storytelling Target group: -

Young learners: traditional stories, fairy tales, picturebooks, etc. Older learners: personal stories, picturebooks, etc.

Materials: -

Visuals, picturebooks, flashcards, story cards

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Dramatisation

Types of stories -

Specifically created for teaching Authentic

Picturebooks Target group: -

Younger learners: fewer words Older learners: more words, graded readers, etc.

Materials: -

Picturebooks Voice, gestures, dramatisation, etc.

Types of picturebooks: -

Specifically created for teaching Authentic

Reading aloud Alternatives to traditional reading aloud: 1. 2. 3. 4. 5. 6.

You read or do a dramatised reading. Reading while listening. You read narrative and students read dialogue. Students dramatise. You tell them the story and then they read it silently. Students read to each other in pairs or groups, stopping to discuss what is going on (provide questions), helping each other, etc.

Reading for pleasure Ideas to foster reading for pleasure in the classroom: 1. Set up a book corner: get learners involved in the setting up of the book corner to make sure they see it as something that belongs to them, not something that is given or imposed on them. They can decorate it, decide on the books they want to have, how to arrange them, etc. Make it a comfortable place for them to chill with a book. 2. Make sure learners have enough time every week to read independently. 3. Don’t tell them what to read, let them choose. 4. Help learners keep track of what they are reading: you can give them a record card (written or with pictures), you can record them talking about the books, etc. 5. Devise a lending system so learners can take English books home....