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    Language Arts PPT March - 2011

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    Shima Mayamin
    The document provides information about using language arts at the primary level to teach English. It discusses using stories, poems, songs and activities like drama and role play to make English lessons enjoyable. Some key points include: - Language arts can develop language awareness and provide pleasurable practice. - Teachers should select texts that interest students and are slightly challenging. - Shared reading of stories allows modeling comprehension strategies. - Songs help develop memory and language as they use repetition and simple language. - Drama activities motivate students and allow practicing language in context.

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    Language Arts PPT March - 2011

    Uploaded by

    Shima Mayamin
    49 views45 pages
    The document provides information about using language arts at the primary level to teach English. It discusses using stories, poems, songs and activities like drama and role play to make English lessons enjoyable. Some key points include: - Language arts can develop language awareness and provide pleasurable practice. - Teachers should select texts that interest students and are slightly challenging. - Shared reading of stories allows modeling comprehension strategies. - Songs help develop memory and language as they use repetition and simple language. - Drama activities motivate students and allow practicing language in context.

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    Language Arts Ppt March_2011

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    The document provides information about using language arts at the primary level to teach English. It discusses using stories, poems, songs and activities like drama and role play to make English lessons enjoyable. Some key points include: - Language arts can develop language awareness and provide pleasurable practice. - Teachers should select texts that interest students and are slightly challenging. - Shared reading of stories allows modeling comprehension strategies. - Songs help develop memory and language as they use repetition and simple language. - Drama activities motivate students and allow practicing language in context.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    49 views45 pages

    Language Arts PPT March - 2011

    Uploaded by

    Shima Mayamin
    The document provides information about using language arts at the primary level to teach English. It discusses using stories, poems, songs and activities like drama and role play to make English lessons enjoyable. Some key points include: - Language arts can develop language awareness and provide pleasurable practice. - Teachers should select texts that interest students and are slightly challenging. - Shared reading of stories allows modeling comprehension strategies. - Songs help develop memory and language as they use repetition and simple language. - Drama activities motivate students and allow practicing language in context.

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    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 45

    Learning English through Language Arts

    at Primary Level

    March 2011

    Session 1

    Why Language Arts?


    Do you think language arts can play a valuable role in the English Language curriculum?

    Aims of the Workshop


    (i) to develop your knowledge and understanding of the valuable role of language arts in ELT; (ii) to enhance your knowledge, understandings, positive attitudes, skills and strategies in using language arts materials and acquire strategies to integrate language arts activities into your school-based English Language curriculum so that

    you can provide students with opportunities for pleasurable English language practice and develop students language awareness

    Classroom Episodes

    Guided Reading

    Selecting Texts
    The best Language Arts texts are those that you know your students will enjoy. They need to: match the students interests, and be slightly higher than their current language skill level, and provide good opportunities to develop speaking and learn specific language teaching points

    Shared Reading & Guided Reading

    Shared Reading Steps

    Shared Reading teacher orientation example


    If I were a Witch Pauline Cartwright T: Now, let me see. What story are we going to? Here it is: If I Were a Witch. Gosh. If I were a witch. Ss.:scary. T: Could be scary. Lets look at the cover and see if we I might open it right up so we can see the whole cover, the full cover which the illustration covers and you Well, what do we think? Do you think this will be a scary one? Lets think about it. Ss:. No. T: What do you think, Louis? Louis: Theres bats on the cover. T: But do you think it will be scary? S3:No. T: Why dont you think it will be scary? S3:Because T: Excuse me. K: Because shes just getting dressed up like a witch. K: Maybe. Good thinking. Yes. S1 :Its a bit like imagination. T: Maybe. Its using our imagination. Does this little girl here look very scary? Ss No. T: What what else can you see in the picture that might tell you something about what might happen in the book? S6:Bats. T:I think somebody mentioned that.

    A. Responding & Reflecting Activities

    Responding and Reflecting

    B. Retelling & Extending Activities

    Retelling & Extending

    C. Drama & Role Play Activities

    Exploring the Book Packs 15 mins

    Session 2A
    Focus on P1 & P2

    Objectives
    to develop in participants the understanding and skills of language arts strategies appropriate to P1-P2 students to foster enjoyment of English through the use of stories (narratives), drama, poems and songs and popular culture

    Teaching English as L2 to Young Learners


    Basic Principle: The way to teach English to young learners depends on their developmental stage. Basic assumptions: Younger children are holistic learners. Younger learners respond to language according to what it does or what they can do with it (instead of treating it as an intellectual game or abstract system).

    Making English Class Enjoyable


    Phillips, S. (1993, p.7)

    The activities should be simple enough for the children to understand what is expected of them.
    The task should be within their abilities - it needs to be achievable but at the same time sufficiently stimulating for them to feel satisfied with their work.

    Making English Class Enjoyable


    Phillips, S. (1993, p.7)
    The activities should be largely orally based indeed, with very young children listening activities will take up a large proportion of class time.

    Written activities should be used sparingly with younger children. Children of six or seven years old are often not yet proficient in the mechanics of writing in their own language.

    Williams, M. (1987): 7 Criteria for designing activities for young language learners

    1.Interest
    2.Challenge 3.Purpose

    4.Language use
    5.Language input 6.Conceptual appropriateness 7.Promotion of learning

    Promoting the 3Cs in the primary English classroom

    Communication skills through interacting with others in the classroom Creativity through giving language output Critical thinking skills through responding to different texts

    Planning Language Arts lessons using a song/chant


    Context:
    Younger childrens existing knowledge can be activated by songs/chants easily. They also like to recycle the newly learnt language patterns through singing.

    Planning Language Arts lessons using a song/chant


    Content:
    Ten Little Indians One little, two little, three little Indians Four little, five little, six little Indians Seven little, eight little, nine little Indians Ten little Indian boys.

    Planning Language Arts lessons using a song/chant


    Content:
    "One, two, three, four, five" One, two, three, four, five, Once I caught a fish alive, Six, seven, eight, nine, ten, Then I let it go again. Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on my right.

    Planning Language Arts lessons using a song/chant


    Content (click to play):
    Five Little Monkeys Five little monkeys Jumping on the bed. One fell down and hurt his head. Mum called the doctor. The doctor said No more monkeys Jumping on the bed

    Planning Language Arts lessons using a song/chant


    Familiarize yourself with the above three songs/chants.
    Group Discussion Do you think that they are suitable for use in your English class? Why/Why not? What are the characteristics of songs/chants that make them suitable for classroom use?

    Murphey, T. (1992): The importance of music and songs in language learning


    To sing with vocalizations is significantly easier than speech
    Song appear to precede and aid the development of language in young children

    Songs occupy ever more of the world around us


    Songs work on our short- and long-term memory The singing of songs resembles what Piaget (1923) described as egocentric language

    Murphey, T. (1992): The importance of music and song in language learning


    Songs in general use simple, conversational language, with a lot of repetitions, which are just what many language teachers look for in sample texts.
    Songs can be appropriated by listeners for their own purposes. Songs are relaxing. Songs are short, self-contained texts, recordings, and films that are easy to handle in a lesson.

    Designing a lesson using songs/chants


    Participants are invited to design a 35-minute lesson using Ten Little Indians, One, Two, Three, Four, Five and Five Little Monkeys.
    How are you going to present these three songs/chants to your students? http://www.youtube.com/watch?v=Z_tWEayqHKk&feature=related http://www.youtube.com/watch?v=u9W2_1eZXms&feature=related http://www.youtube.com/watch?v=Ibjz44Er_qs&feature=related http://www.youtube.com/watch?v=5AtR_BVSOuw&feature=related http://www.youtube.com/watch?v=ZhODBFQ2-bQ&feature=fvw

    What tasks/activities are you going to use in your class?

    Suggested Tasks/Activities
    Reflecting and Responding
    1. Tell Me Chart To record all students responses
    What puzzles you? What patterns can What connections you notice? can you make?

    What do you like/dislike about the song?

    2.

    Act out the songs/chants

    Session 2B
    Focus on P3-P4
    Objectives:
    - to develop in participants the understanding and skills of language arts strategies appropriate to P3-P4 students - to foster enjoyment of English through the use of stories (narratives), drama, poems and songs and popular culture

    Participants Interactive Session


    Participants read together Where the Wild Things are Maurice Sendak. View the DVD of the book.
    Participants walk carefully through the lesson plans of Where the Wild Things Are in Participants Course Book.

    Suggested Tasks/Activities
    Retelling and Extending 3. Reconstruct the story using a comic strip

    Drama and Role-play


    4. Act out the new story

    Planning Language Arts lessons using a Drama Text


    Group Discussion
    Do you always use drama activities in your class? Why/Why not? What are the pros and cons of using drama activities in the classroom?

    Phillips, S. (1999): Why use drama activities?


    Motivation
    Familiar activities Confidence Group dynamics Different learning styles Language personalization Language in context

    Cross-curricular content
    The pace of a lesson

    Phillips, S. (1999): Practical advice on using dramatization in the classroom

    Choose the right activity


    Start small Organize the classroom Give feedback

    Planning Language Arts lessons using a Drama Text


    Context:

    Older children like to create their imaginary characters when they are asked to do creative writing. It would be easier for children to handle short stories with only a few characters. The children can learn to develop their own characters in their own stories through drama.

    Suggested Tasks/Activities
    Freeze Frames Mime events
    Writing puppet shows & play scripts

    Hot-seating/ Character Interviews Role-play


    Readers Theatre

    Poetry Performance

    Are you familiar with the above Language Arts strategies?

    Participants Interactive Session


    Steps: Choose one of the texts from P3-P4. Reflect on why you would like to choose this text. Jot down the transcript of how the session might proceed inside the blank charts provided in the Participants Course Book.

    Session 2C

    Upper Primary Texts and Strategies

    Fantastic Mr Fox - Roald Dahl


    Tell Me .

    What kind of book did you think was going to be? Did the book turn out as expected? How was it different? Has anything that happened in book ever happened to you? Which character interested you most?

    this you this the

    Select an Upper Primary text: Select 2 learning outcomes & compose one of the following in response to the text

    Story Grammar 1 or 2 (Examples can be found in the Participants Course Book) & Story Map & Character Wheel

    Session 3
    Focus on Planning and Implementing Language Arts into your ELT Programme

    Template A: Planning Language Arts lessons using a Drama text

    Three Billy Goats Gruff Sue Arengo

    Template B: Planning Language Arts lessons using a Narrative poem

    The Pear in the Pear Tree Pamela Allen

    Template C: Planning Language Arts lessons using a Narrative text

    The Story of the Monkey King Rosie Dickens

    References
    Greenwood, J. (1988). Class readers. Oxford: Oxford University Press. Murphey, T. (1992). Music and song. Oxford, New York : Oxford University Press. Phillips, S. (1993). Young learners. Oxford: Oxford University Press. Phillips, S. (1999). Drama with children. Oxford, New York : Oxford University Press. Wright, A. (1995). Storytelling with children. Oxford: Oxford University Press.

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