Listening and speaking
•Focus: pupils' responding and beginning to speak some English.
•All the listening activities looked in the previous lessons can lead on to speaking activities.
•Listening activities give the children the opportunity to pay attention at how the words are pronounced and
to try to repeat sounds in their mind or with their mouth softly.
•They have in their teacher a model to imitate: they do with their teacher what they did with their parents
when they learned their first language.
The more children listen, the more they learn and the more they try to speak. When they are listening, they
•are still actively learning
•are acquiring language and learning to understand
•are absorbing pronunciation and intonation
•can repeat what they hear
•can answer or comment in their native language.
You can support children when they are starting to speak English by:
•- using English as caretakers do when their children start to speak the native language
•- encouraging all the efforts children make to speak English, no matter how small
•- listening carefully when they speak and not interrupting to correct small errors.
ROUTINES
CLASS AND CLASSROOM ORGANIZAZION;
CLASSROOM LANGUAGE;
ACTIVITIES (singing and miming chants, songs, rhymes, playing games, acting out dialogues, telling stories, arts and
crafts;…)
ROUTINES
You should: use a series of expressions to start the lesson, an activity (or during the activities) or end the lesson;
Listening to you, the pupils
- ask you questions and tell you things they want you to know
- often repeat comments and requests
- can easily learn to repeat the set expressions you use during their English lesson.
When children repeat set phrases, it does not necessarily mean language acquisition is taking place. But they are
- getting used to saying English sounds
- practising the intonation pattern
- gaining confidence, especially if you praise them or show your approval in other ways.
REMEMBER
- Children learning first language:
-> hear phrases and understand the general meaning before they understand individual words
-> hear connected sounds before they separate them into individual words
BECAUSE
Only written language is divided into words and sentences.
- Young learners (not reading), hear
- a flow of sound
- intonation patterns and sounds or words that are stressed. These are the sounds they will say first.
It is best to introduce useful classroom phrases when they are normally used.
SPEAKING
Teacher's approval is important in a student's learning. During interactive activities, students often attempt to utilize
the words they have acquired in order to express themselves and ask questions. These words and phrases can be
used in various situations to facilitate communication.
In your textbook, you can find some examples of how a teacher can encourage their students to speak. These
examples include:
•"I have/haven't got."
•"It's your turn now."
