Transcript TEYL ppt - Technology4TEFL

Teaching English to Young
Learners
Use the regular
curriculum as vehicle
for making language
activities more
cognitively engaging.
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Provides learners with the skills
and the practice needed to
acquire information in the
target language.
Connects English language
curriculum with other parts of
learners’ academic lives.
Integrates language
development with content
learning.
Enriches concepts learned in
other content areas with the
unique experiences and insights
available through language
study.
According to Bernard Mohan (1986) :
• Language teaching by content teaching in which the
focus is on content, and the language competences
develop almost incidentally.
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Language Teaching with Content Teaching in where
the focus is on teaching both language and content.
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Language Teaching for Content Teaching in which
students learn the specific language needed for
success in various subjects as quickly as possible.
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Communicative Competence can be develop as
students feel the need to exchange information
with one another or with the teacher in real
communicative settings.
Provides a meaningful context for language
use, and encourages language use for
interesting and engaging purposes.
Fills the need for “comprehensive input” as
described by Krashen.
The language used is supported by contextual
cues, often in the form of visuals or concrete
objects.
Supports what we know about how the brain
makes connections and how learning takes
place.
Students are actively engaged in constructing
meaning and making sense of the interesting
world presented to them through the vehicle of
English.
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Curriculum areas such as physical
education, family and customer
education, health, art and music have
potential for contend-related
instructions.
In TEYL specifically areas such as the
social studies, mathematics, and science
are potential for content-related
instructions.
These areas deal with highly experiential,
often very visual learning, the use of
second language in communicating the
concepts can be natural and successful
alternative for instructions.
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The content –area skills and concepts
that can interrelate most effectively
with the language goals.
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The language competences needed to
work with the content selected.
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The cognitive skills necessary to
perform the task in the lesson.
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The potential for integration with
language goals and culture concepts
and goals.
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Consideration #1
Curriculum Resources
The best sources are the curriculum
documents for the subject areas at the primary
school level.
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Consideration #2
Teach-ability through English
Teacher look for concepts that lend
themselves specially well to the kind of
concrete, hands-on, activity-oriented teaching
that is necessary in the early language
classroom.
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Content-Compatible Language draw
from the language curriculum, is that
language for which the curriculum
concept or information provides a
convenient context.
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Content-Obligatory Language is the
language that must be taught in order
to teach or reinforce the curriculum
concept ,draw from content
curriculum.
Availability of Relevant Materials.
• Early in the planning process it is
important to identify the instructional
materials teacher will use.
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According to Echeverria and Graves
(2007) the following techniques can be
useful for adapting materials:
1. Using graphic depiction
2. Outlining the text
3. Rewriting the text
4. Using audiotapes
5. Providing live demonstrations
6. Use alternate books
Source:http://www.texasvis.com/Indeximages
/VIS-Tree.jpg
TPR
TPR
Teachers interact with students by delivering
commands, and students demonstrate
comprehension through physical response. The
following sequence is recommended by Betty Segal
(no date)
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1
Commands
involving the
entire body,
large motor
skills.
•Point to your ear.
•Put your left hand
on your head and
turn three times.
Commands
involving
interaction with
concrete materials
and manipulative,
beginning with
classroom objects
Take the red circle
and place it in the
waste basket.
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Commands
relating to
pictures ,
maps, numbers
and other
indirect
materials.
Go to the picture of the
bathroom and (pretend to)
brush your teeth.
TPRS
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It is an approach to combining language with
actions and story.
It is based on TPR and Natural Approach.
It embeds new vocabulary and structures and
structures as functional chunks in a story line
and provides extensive listening practice before
students are expected to speak.
Clearly moves from the interpersonal mode of
communication into a limited experience with
presentational communication, both oral and
written.
TPRS
TPRS
TPRS
TPRS
TPRS
TPRS
Natural
Approach
Student Stage #1
Comprehension
(preproduction)
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b.
TPR
Description of pictures and persons.
Speech emerges
Early speech
production
Student Stage #2
a.
b.
c.
d.
e.
f.
Yes-No questions.
Either-or questions
Single/two words
answers.
Open ended
sentences
Open dialogues
Interviews
Student Stage #1
a.
b.
c.
d.
Games and recreational activities.
Content activities.
Humanistic-affective activities.
Information-problem-solving activities.
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Students should have bought some knowledge information about
animals in danger in Ecuador and some knowledge about present and
past simple verb forms for this lesson.
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Skills to be emphasized:
• Extensive reading skills
• Speaking skill
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Content :
Students will be able to communicate information, ideas, and opinions
through a text that built students’ awareness of endangered birds in
Ecuador.
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• To develop extensive reading skills
• To develop speaking skills and
practice asking for and giving
information.
• To build students awareness of
birds which are endangered in
Ecuador
Posters,
pictures,
board,
Book
Pencil
Color pencils
Computer
In-focus
board
Source:
Our World Through English
Book 3. New Edition. This
book is used to teach
English as Foreign Language
in all public schools of
Ecuador.
Teacher asks students to see a
YouTube video
http://www.youtube.com/watch?v
=SawTH5w2eR8&feature=related
Then she asks them to comment
about what they have seemed in
the video.
Finally, Teacher encourages
students to say what they know
about condor bird.
• Task 1:
Predicting information
Teacher focuses students’ attention on
the poster and asks them some question
in order to conduct a brief classroom
discussion (The poster is about
awareness endangered birds in
Ecuador).
• Task 2:
Reading and completing information
Teacher asks students to read the task instructions
and check the understanding, and then, teacher
divides the classroom into three groups As, Bs and
Cs. As read about condors, Bs read about Yumbos,
Cs read about Macaws.
Teacher ensures they understand that they only
have to read one text. Then, teacher gives students
enough time to read silently and to complete the
table. While students are working, draw a similar
table on the board. Do not write the answers in the
table. Do not check the task with the whole group,
but help students as monitor if necessary.
• Task: 3
Speaking
Ask students to read the task instructions. Check their
comprehension on the topic. Then organize students
into groups of three give them a passage to read. Tell
them to ask each other about the birds’ passages they
didn’t have the opportunity to read in order to complete
the information on the table. Teacher demonstrates the
task, and then, teacher asks one group to come up to the
board. Encourage B and C groups to ask A group one
question about condors and fill in a space in their tables
on the board.
• Encourage A to ask B and C a question and fill in the
corresponding space in his or her table on the board.
Guided students practice:
• Bring the students together in small
groups.
• Small group practice activity:
In groups students will read the passage
information. Next, tell them to ask each
other students some questions about
the bird passages they didn’t have the
opportunity to read in order to
complete the information in the table.
Evaluation :
Students will be assessed in
groups. They will ask and
answer each other questions
about the topic they have
read.
Follow up:
Encourage students from group A to
ask B and C a question and fill in the
corresponding space in his or her
table on the board. As this class is
the last class of unit six. Teacher
asks students to see a YouTube video
http://www.youtube.com/watch?v=gv
YvLD_BVJ0 and then she asks them
to comment about what they have
seemed in the video. Teacher
encourages students to recognize the
wild animals, insect, and birds that
they have studied in this unit.
Knowing is not enough; we must apply.
Willing is not enough; we must do.
Johann Wolfgang von Goethe