Guide “The Teaching of Living Abilities with Literacy: A Training Manual – Listening and speaking Strategies”
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Table of content Introduction .......................................................................................3 Estonia ................................................................................................5 Turkey ............................................................................................. 17 Spain ................................................................................................ 21 Germany .......................................................................................... 29 France .............................................................................................. 44 Conclusion ....................................................................................... 54 Annexes : Activities Grids .............................................................. 55
2
Introduction Oral communication is primordial nowadays, in everyday actions. It’s the base skill among literacy competences because it permits to exchange with the other in all areas (local, national or international). To know how to express yourself, listen, understand the other and speak are the different skills which permits to get in touch with the other. Oral tradition has always been the most privileged communication way for humans to transmit ideas and opinions. Today’s society is flooded by audiovisual medias and we are in a globalization context, that’s why speaking and listening skills are now and ever really important to tame, in both mother language and foreign language. In every pedagogical activities, it’s necessary to instill the pleasure of practice in students’ minds. But it’s even more true with living languages speaking and listening activities. This notion of pleasure is really ling with self-esteem, so It’s really important to put in place good conditions to promote this communication ways (working in little groups, relaxing and confidence helping climate, kindness and immersion into language).
Speaking and listening skills’ abilities There are different abilities which are important to improve speaking and listening skills. Oral communication abilities are: getting self-confidence, paying attention to others, active listening, analysis of the received message, understanding, vocabulary mastering, structure of ideas, voice positioning and taming, body posture and breathing. These are necessary to master speaking and listening skills and, while creating activities, teachers need to adapt it to help students understand its importance. Students with special needs also have to work on possible blockings which came from psychological or physical restrictions and have consequences upon elocution. Some of these abilities are improved in class nowadays but for others, teachers don’t always have resources to help students to improve it.
SWOT Analysis At the beginning of our project, we asked students to answer a survey in order to analyse how they felt and position themselves about listening and speaking skills in literacy. We did a SWOT analysis with these results which show us students thought speaking skills are very important for the future and are interesting (80%). They like practising speaking activities in pairs (66%) 3
and mostly with games, conversations and discussions. But it also shows that they worry about making mistakes while speaking (40%) and they’re shy (+30%), especially when they have to speak in front of the class. To feel better in these activities, they need clear instructions (60%) and a good atmosphere in class (50%). They also need teachers to provide vocabulary, grammar, ideas and feedbacks, praise or encouragements (45%) to feel supported. In France, our students are struggling with oral communication skills, compare to global results with all countries. Unlike other European students, they feel more comfortable with writing skills. We can explain it because they are a lot in classrooms (30 versus 12 to 24 in the other countries) and we ask them more writing production than speaking productions. About foreign languages, it can also be explained because our students have difficulties to immerse inside. All foreign cultural products distributed in France are translated in French what don’t help students to accustom their ear to listen foreign languages. That’s why it was primordial for us to question ourselves and analyse our pedagogical activities in oral practice of living languages. In a global way, we can observe that elements linked to interest and pleasure for students in oral practice of living languages are enlighten. Activities and scenarios with little groups; an appropriate environment which permits to use languages laboratories, libraries and to use digital and audiovisual equipment are necessary elements to develop sudents’ linguistics skills. But first of all, it’s developing a pleasant and comfortable school climate which can permit students to improve their self-confidence and self-esteem, and find their own meaning of getting such competences without putting themselves in a sterile competitive layout like they can sometimes be lead to. Teenage years is a period of complex changes and the other stare is really important for teens. That’s why it’s necessary to work on self-esteem with students. It’ an important base to help them progress. The last important thing we can assume is that we must learn them to accept doing mistakes, and most of all, to let themselves be right to do it because it’s an open door to progression. In this manual, you’ll find different activities to improve students listening and speaking skills. Some are following academics technics which are always useful and some others are taking different ways linked to real life circumstances. All partners have also worked a lot with students’ creativity to help them find pleasure in improving their skills, cooperate and develop their imagination and critical thinking.
4
Estonia Activity 1 Mother tongue – Estonian 7-8 year-old students Teacher Jana Suve Strategy: narration Objectives:
Develop retelling skills Develop performance skills
Before the activity, the first graders got acquainted with common birds in Estonia in their science lessons and drew them in the art lesson. After that, the students created a story about a bird and made a “talking picture” using an online tool ChatterKid. ChatterKid is a fun, interactive app that allows kids to add a mouth and voice to any picture. It limits the recording to 30 seconds, forcing students to be concise and think about their words. This is a great way to get your kids speaking and listening.
To complete the task, three 45 minutes lessons were needed. The subjects of science, art and Estonian were integrated. As the preparation, the teacher had put the pictures and short descriptions of migratory birds onto the walls of the classroom. All the students had to choose one bird to get acquainted with at home and if needed ask for their parents’ help to find information from books or internet.
5
In the art lesson the students drew the picture of the chosen bird. The completed pictured were scanned using ChatterKid. The students made a short story which they had to tell to the picture. All the recordings with pictures are saved in the tablets’ gallery. The students got feedback by listening to the recordings and watching the pictures together in the classroom. Some photos to illustrate the activity.
6
Activity 2 Reading nest activity in the school library 7-year-old students Alias based guessing game Gerli Lehemets Objectives:
Develop self-expression skills Improve students’ vocabulary Develop active listening Develop students’ imagination and fantasy
This guessing game bases on famous fairy tales. The students are divided into teams of two. The pictures of fairy tales are put into envelopes, each card gives different number of points. One team member comes and chooses a card from the envelope. The student explains to his/ her team member the fairy tale indicated in the card. The team member has to guess the explained fairy tale. If their guess is wrong, the other team gets the right to answer.
7
Activity 3 Mother tongue- Estonian Class 5 Teacher KĂźlli JĂźrisoo Topic: School life in old times (storytelling)
8
Objectives:
Develop the skill of active listening and note taking at the same time Encourage students to ask questions Develop the skill of summarizing Memory development Do a task with parents: emotional bond with them
In literature lessons the class reads the novel “Kevade” (The Spring”) by O. Luts. The narrative depicts one schoolyear in a small rural school of Paunküla in the mid-eighteen-nineties. As the school life has changes a lot since, the topic is connected with the survey in which the students’ parents are interviewed. Stage 1 Students ask their parents or grandparents to remind their school life and tell them some memorable stories. The student’s task is to make a summary of what he/ she had heard and learn to tell the story. Stage 2 Pairs are formed in the lesson. One of the partners listens to the other partner’s story and writes it down using keywords because the storytelling is not a dictation and sentences are not repeated. If the listener has some specifying questions, they are asked at the end. Then there will be the change of roles. The former storyteller is now a listener. At the end of the stage, both students have heard one story. Stage 3 The whole class together sits in a circle and all students tell a story they have just heard. While telling a story, the student can have a look at his/ her notebook to check the story or its details. The beginning of the story is stated, it starts with the words: Ats told me a story today….. If something important was not said or specified, the original storyteller Ats can make corrections. Variation Class 4 Topic: fairy tale The copies of different and not so well-known fairy tales are on the table. There should be four or five copies of each fairy tales.
9
Stage 1 The student chooses a fairy tale and reads it through. Stage 2 The teacher invites the students who read the same fairy tale in front of the class. They start retelling the story. The beginner is given a ball or something else which can be passed to costudent. If the storyteller is in trouble and does not know how to continue or thinks that he/ she has retold enough, can pass the ball (or another a small item) to the other student who will continue the story. Stage 3 The other students listen carefully and write down the fairy tale characteristics they heard in the story.
10
Activity 4 Class 2 Teacher Angela Männik Topic: Telling a story using story cubes Background information Last year the teacher bought the sets of story cubes (33 dices in total) to use in lessons. The students have been excited about the dices since getting the cubes because they like fantasising and creative activities. The teacher has used story cubes in science, maths and mother tongue lessons but the set can be used during the breaks as the free-time activity. Objectives:
Develop creativity and oral speech Broaden students’ horizon Develop and support students’ critical thinking Encourage students’ fantasy and imagination
11
Story telling based on pictures of story cubes supports students’ creative thinking. In this case the students work in groups. The first student rolls three cubes and forms one or two sentences which involve the pictures shown. Next students continues the story according to his/her pictures. The story in the group should be logical. The story is retold as long as the teacher asks the student make a concluding sentence. There are no right or wrong ways to do this activity. There are a lots of variations how to play.
12
Activity 5 Class 7 Topic: Describing items Teacher Ingrid Lilles Objectives:
Expand students’ vocabulary Encourage active listening and asking questions Improve imagination Have fun
Preparation Lots of small things are put on the table (toys, books, coins, etc). First, the students work in pairs- each pair is given a different task: looking at the things write down as many adjectives they can in different categories. One pair finds all the things’ colours, the second- materials, the third- the usage, the fourth- how do they look like. Secondly, the students read the lists of words and add more words if possible. Third, every student chooses a thing and describes it without mentioning its name. Other students have to guess the item. Next, the student chooses one favourite/ most interesting/ funniest thing and him/her is given a task to think a short background story about the thing to tell the others. The situation is also explained: You are a guide in a modern art exhibition and your task is to tell the tourists why this item is on display. Then, the students tell their stories in pairs. Finally, the students give feedback to each other expressing their opinion on whose exhibits were well presented. Also, the difficulties are analysed.
13
Activity 6 Class 7 - 9 Topic: Comparing and contrasting Teacher Kersti Rohtmets Objectives:
Giving information Comparing and contrasting Agreeing and disagreeing Suggesting and speculating
Students work in pairs: student A and student B. The student A acts the student part, the student B acts the teacher’s part. The student A and the student B act out a situation based on the script and the situation card given to the student. 14
The student B introduces the situation and gives the student A a situation card. The student A has one minute to think about the situation.
The student B starts the conversation. The student A has to follow the instructions on the situation card and respond appropriately by suggesting and discussing different options and agreeing or disagreeing with the student’s B proposals. At the end of the task, the student A is asked to summarise the decisions made.
15
16
Turkey Speaking is considered to be a creative and complex process for learners because oral communication requires the ability to use the language properly.There are many ways to improve speaking skill such as dialogues, discussion etc.Intonation and stress also play important roles in speaking , on the other hand, listening is the ability to accurately receive and interpret messages in the communication progress. Without the ability to listen effectively, messages are easily misunderstood.
The three main types of listening most common in interpersonal communication are:
Informational Listening (Listening to Learn) Critical Listening (Listening to Evaluate and Analyse) Therapeutic or Empathetic Listening (Listening to Understand Feeling and Emotion)
1. As warm up;The students were asked questions about traditional Turkish theatre and Karagöz play; ”Have you ever watched Karagöz play?, do you know Karagöz play?...Here the teacher motivates the students to speak and to listen , to take attention of the students and to make connection between the traditional theatre and modern theatre. The students both listen to their classmates and speak about the topic, so the teacher creates a precise atmosphere for both speaking and listening.
2. A story about the appearance of Karagöz play was told by the teacher so as to take attention of the students and there are a lot of Karagöz plays and the teacher choses a professional Karagöz play and then it was watched on smart board. Traditional Turkish theatre and knowledge about Karagöz play read by the students from the school book.
17
For the next lesson, in order to make preparation, some volunteer students composed groups and do research about the topic and preparing a sample Karagรถz play wanted from the students( The students got every detail about the topic and they are required to practice about the topic)
18
3. In the following lesson, the students performed their plays . While some students were performing, the other students were listening to them. In this activity, we see that there are both listeners and speakers. The speakers try to be fluent and pure so as to make the listeners understand them and the listeners try to listen to carefully so as to
understand the speakers.
4. After the students performed their Karagöz play, they were asked some questions; According to the conversation of the play “who are the characters?, how is Karagöz personality and his background? How is Hacivat’s personality? Is he educated or illiterate? Who is more educated Hacivat or Karagöz?...
-Some questions about the characters were asked -The teacher took the students attention on the use of dialect: As we are a multinational country, there are different kind of dialects such as Greek, Arabic, Persian, Laz(black sea region).These differences can be seen easily in Karagöz play. Questions about the use of laughing entry were asked . When the two characters speak with each other, they misunderstand each other and the listeners laugh mostly at this situation. As there are dialects and the use of language differences between Karagöz and Hacivat and other characters, the listeners laugh at those differences.( 19
here the emphasis on one side is not a good listener and the other does not use the language correctly. The importance of using the language correctly and to be a good listener can be witnessed on these plays.
5. Comparison of the traditional theatre and modern theatre
discussed…
-While in modern theatre there are different characters and themes, in traditional theatre the characters are the same. - In modern theatre, stage and scenery change according to the play, but it is the same in traditional theatre. -In modern theatre, the play is written beforehand and there is a play-text and the players memorize and play, but In traditional theatre, there is no written play –text but a topic, and this topic’ s presentation depends on the skill of Karagöz puller.
20
Spain I’d like to highlight the importance of listening and speaking skills in the classroom in order to get a perfect acquisition of the second language. Both skills are really connected and it is really important to put them into practice together and integrate them with the rest of skills.
Specially, for Spanish speakers, listening and speaking skills tend to be more complicated than the acquisition of other skills, such as reading or writing, since the former are quite difficult to practice when the student does not live in an English speaking country.
Moreover, oratory as well as the ability of public speaking are the necessary skills to be developed since our students are to become competent learners.
Both oral and listening skills are present in many of the activities developed in the classroom:
● ● ● ● ●
Taking into account our learners’ personal experiences or attractive topics to engage them Suggesting communicative situations where the learners needs to participate orally, individually, in pairs, or in groups. Often use of resources to improve their oral skills (online dictionaries, thesaurus, English grammar books, modelling, language box provided by the teacher) Learners are given some linguistic models to help their interaction, and these are progressively moved away from them to increase their autonomy in the language. Reflection on their final outcome and their progress of learning is emphasized by means of oral activities.
Activities developed in stages from 1st (11-12 year) to 4th ESO (14-15 years)
❏Daily Routines: 1r ESO (12 years) Inspired by this infographic on the daily routines of famous artists, students develop teambuilding skills as they create a graph about specific habits and routines of their classmates.
21
After brainstorming possible categories as a whole group, each pair chooses six habits and routines they want to know more about. The students, working in an inside-outside circle organisation, take turns interviewing other classmates on their categories, collecting data.
As a post-speaking and listening activity, students can developed a writing task where to put into practice how to express time in English, present simple questions (how long?...when do you…?at what time do you…? as well as vocabulary related to routines and activities and time expressions.
➔ Daily Routines activity
❏Teen Habits (Survey) : 1r ESO (12 years) After dealing with a magazine survey from the English textbook about teenagers’ habits in other parts of the world, mainly, USA; UK; Japan; Finland or Germany; my students brainstorm orally: ➢What is a survey? ➢What do we need to do a survey? ➢What would you like to know about La Llagosta teenagers’ habits? 22
➢How would you make the questions? What language do you need? ➢How many people would you need? In pairs, students work on their questions. Once done, they are ready to look for participants of their survey at school and in La Llagosta. Students ask their questions and write their answers in a grid. They record with their mobile phone 10 out of 20 surveys done each pair.
After this, students will learn how to use the Google Forms to include there their questionnaires and answers. They learn to interpret simple graphs and present their results to the class, always reflecting on something that surprised them or something they found difficult to do. They will improve their speaking and listening skills. Moreover, they will also develop their digital and social competences.
➔ Do your Survey!
23
❏On the pavement: 4th ESO /1st BAT (15-16 years) Before your students enter the classroom, draw the outline of a person on the floor. To get so, I make a paper cut-out. I ask students to sit down aroud the figure. They suggest that this person might be dead. After a few suggestion, I tell my students that this person is not dead.
I ask the whole-class these questions to engage them in discussion: ● ● ● ●
Has anyone ever found someone lying in the street like this? Where, when, what did you do? If you found someone lying in the street in your town, what would you do? What about if you found someone lying in the street in London or New York (or any other large unfamiliar city)? Would it be different? Why? ● Would you act differently if it was a man or a woman? ● What if the person was well-dressed (wearing a suit and tie for example)? I tell my students that the person on the pavement is a well-dressed man, he is alive and conscious, and he is even lying on a pavement in a street in Central London. Why is he in this state? I ask my students. I put my students into small groups and I write on the board to discuss:
Imagine you decide to approach the man lying on the pavement. What do you say? Think of 6 possible questions you could ask.Think of 6 possible answers that he could give.
I select the most relevant ones to be written on the board: QUESTIONS
ANSWERS I’m fine thanks
Did you fall? Have you fallen?
Please leave me alone
What’s the matter?
Don’t touch me
What
Please will you just let me lie here?
happened? Are
24
They work in groups to complete their Script Preparation Plan. They are going to act out their scene and they must decide who is going to play the various roles: the well-dressed man, pedestrian 1, pedestrian 2, a police officer. They must fill in the activity worksheet with their questions and answers as well as indicating the type of delivery:
Students act out their scenes: Pedestrian 1 is walking down the street somewhere in London. He trips over a welldressed man lying in the middle of the pavement. He gets up and says…. As a closing activity, students are shown Radiohead videoclip “Just” and I ask my students if they can guess what the man says at the end. Follow-up: I ask my students to go onto discussion forums and blogs to find out the various theories and ideas about what the man says at the end of the video. Students might be interested to know that producer Mark Ronson did a cover of the Radiohead song, the video of which satirises the street scene. ❏Let’s chant! : 4th ESO I use the theme song from “The Fresh Prince of Bel Air” to help the students recognise and practise the various features of connected speech which make the stress pattern and rhythm of English so distinctive.
25
Making the students aware of these differences and providing opportunities to work on them allows them to improve their listening and speaking skills and hopefully contribute to make their pronunciation even more intelligible to both native and non-native speakers. The students first watch the show’s introduction with no sound and take turns telling what they think the first-person story is about based on the images. Then they compare their predictions with the actual story once the lyrics are handed out. This is also a good time to play the video and they can follow the lyrics. The Fresh Prince of Bell Air (by DJ Jazzy Jeff & The Fresh Prince) Now, this is a story all about how My life got flipped-turned upside down And I'd like to take a minute Just sit right there I'll tell you how I became the prince of a town called Bel Air
In West Philadelphia born and raised On the playground was where I spent most of my days Chillin' out maxin' relaxin' all cool And all shootin some b-ball outside of the school
When a couple of guys who were up to no good Started making trouble in my neighborhood I got in one little fight and my mom got scared She said 'You're movin' with your auntie and uncle in Bel Air'
I whistled for a cab and when it came near The license plate said fresh and it had dice in the mirror If anything I could say that this cab was rare But I thought 'Nah, forget it' - 'Yo, homes to Bel Air' I pulled up to the house about seven or eigth And I yelled to the cabbie 'Yo homes smell ya later'
26
I looked at my kingdom I was finally there To sit on my throne as the Prince of Bel Air I read the first few lines and model the differences in prominence between stressed and unstressed syllables. NOW THIS is the STOry ALL aBOUT HOW My LIFE got FLIPPed TURNed UPside DOWN
The students practise the lines chorally and slowly at first, tapping the beat of the song as they sing and gradually reading and singing it faster and faster. Follow-up: Work on elision (losing sounds), linking (adding or joining sounds between words) or assimilation (changing sounds). For instance, most students will struggle with the line “I’ll tell you how I became the prince of a town called Bel Air” unless they have worked on linking and elision first. The group follows the same procedure with the rest of the song, playing it every now and then while checking their progress and areas that may need improving. They will be encouraged to be recorded to check their progress. ❏Blind-date: 4th ESO /1st BAT (15-16 years) I ask for participants who are being filmed for a reality show while being on a blind date in a nice restaurant—a date which was arranged by a computer matchmaking service that purports to hook up perfect couples for eternal love and relationships. What my students won’t know is that the computer program couples people with opposing personalities. Students will have their respective role cars on the table upside down. Personalities can be: ● You’re 102 years/ you’re 17 years ● Your a loud person /you’re a very shy person ● You’re a religious zealot/ you’re a Goth I set up the restaurant scene, table and two chairs (cutlery and napkins can be included). Some additional cards can be included to create conflict: ● You’re very bossy ● You’re always right and everyone else is wrong ● You’re a very religious person So language practice has to do with: polite greetings, “getting to know you” questions and answers and making excuses. 27
Other similar role-plays: ● Waiting for the bus:
● Inside the bus:
● Job Interview:
28
Germany How to practise listening comprehension In order to understand spoken English, for instance in conversations, discussions, telephone calls, job interviews or on TV etc. students should be well prepared in the respective situation. Accents, disturbing background noises or other disturbances very often affect the understanding so that students have to concentrate on the most important. Therefore it is vital to know how to deal with listening comprehension. Before listening Students should read the whole task carefully. They should use helps provided such as pictures, headlines etc. Students should write down key words if possible and try to remember important word fields concerning the topic. While listening Students should listen to the listening text calmly in order to understand what it is all about. They should not make any notes. While listening a second time students should only pay attention to the information needed for the exercise. They should not concentrate on single words or phrases they do not understand. They should pay attention to expressions like however, in my view, in conclusion etc. that show the line of thought. These expressions help not to lose the central theme. Students just make notes, they should not write complete sentences. Here is a table that may be useful. This example is about the change of gender roles in our society. changed role
reasons
consequences
men women
29
Students should use abbreviations, characters and shortenings in order to save time while taking notes. Characters
Abbreviations
Shortenings
= the same as
e.g.
for example
govt
government
≠ not the same as
km
kilometre
impt
important
+ and
w., w/o
with , without
Kids
children
Post listening Students should formulate their notes as fast as possible- maybe they cannot read or remember their records and shortenings any longer. They should try to answer all questions. If they did not get all information they should make a reasonable guess.
Here are some commonly used assignments for listening comprehension in our English lessons. •
Students are given a short description of a certain situation and they should decide with a partner which of the following words and phrases from a list they might hear. Then they listen and check. •
•
Students listen to a text and they decide which statements that are in German are true or false. •
•
Here the students are asked to anticipate what the listening text could be about.
Students are asked to listen to specific information. The difficulty is to translate the text into German.
Students get a text with gaps. Then they should complete the text with the simple past or the present perfect of the verbs in brackets. Then they listen and check their answers. •
Weaker students may feel more secure as the results are not compared in class. Students correct themselves. If they have any further questions they may ask. 30
•
Students listen to two telephone interviews. While listening they fill in a table. After listening they should decide which telephone interview was more convincing and why.
•
Students listen to a text just to get the gist. Afterwards we play kahoot and students choose one out of four answers. •
An advantage for weaker students is that they can play it anonymously.
•
Students get a choice of e.g. six headlines, but the text only has four paragraphs. Students listen to the first paragraph and choose a suitable headline.
•
Students listen to a listening text and fill in a flow chart. •
They easily get a summary of the text
How to practise speaking It is often advisable to deal with the thematic vocabulary necessary for a particular activity (discussions, role plays or group discussions) beforehand in so far as it is predictable and/or likely to cause difficulties which impair the smoothness of the proceedings. The provision of a worksheet with useful phrases helps to boost the production and circumvent the ‘dry up effect’. Moreover, it is quite important to tell the students to keep calm and think before they speak. Students should keep to the point and not wander off the point. They should try to keep eye contact to their partner. They should take part in the discussion and should not only listen. Group work is an excellent opportunity to practise speaking. Here are some commonly used assignments for improving speaking skills in our English lessons. Role- plays: students are given definite roles to play and are usually asked to assume a different name, age, gender, background etc.
31
Here it is important that students do not know the partner’s role card. In this way students are forced to react with one another and to respond to the unexpected- which is, after all, an essential requirement for true communication. Simulation exercises: Students play themselves but are given a definite task to do or to put them in a specific situation and asked to make appropriate responses. An example of a simulation could be asking for train information. One students asks for information and the other student is a clerk at the central station.
Pre-speaking/ listening activity (A chat show) Before practising speaking activities it is important that students get familiar with the subject/ topic they should talk about. Moreover, students should be involved in the topic. It should be part of their everyday life. Today we will have for instance a chat show about the topic ”Thank you for the cheap clothes- err, wages”. Invited are a seamstress from Bangladesh, a factory owner from Bangladesh, a German consumer, a representative of a discount fashion chain, a German textile producer and a moderator. There are five participants and one moderator. So before having the chat show students work in groups (same roles in one group) in order to prepare the chat show. They read the role cards carefully and take notes on possible arguments. They choose one member of the group as their representative for the chat show. The show should last at least 15 minutes and every person should defend his/her opinion. They should be able to respond to their opponents’ arguments or questions. While speaking/ listening activity Students who do not participate in the chat show should be asked what they would like to do while listening so that they are motivated intrinsically. This point is very often neglected. Listening students shouldn’t be passive. It is conceivable that students write a report about the chat show for a friend. It would also be possible that students pay attention to grammar or pronunciation. Post speaking/ listening activity After the chat show students talk about the while listening activity. Of course, it depends on the kind of activity they have chosen before. If they got a writing exercise they should get time to do this.
32
Video: https://youtu.be/fH7YnSSiGOQ
Pre speaking activity (A radio programme) Students should either be well informed about the topic (in this case globalisation) or they should be informed with a text. Then they prepare a radio programme with one or two experts and a moderator in groups. They prepare a dialogue with relevant information and apply useful phrase provided by the teacher for such a radio interview. Then they record the radio programme with their mobile phone. While- listening/speaking activity Here students are asked to find possible listening tasks. Post- listening/speaking task Evaluation of the radio programme, what was good what could be improved. Voice message: http://literacyourfuture.pbworks.com/w/file/126003470/Radio%20Programme%2012W.m4a
33
Tandem worksheet
The following activity prepares and conducts an oral speech test at the end of the first year of learning in the third new foreign language (spanish). The content is about the topics and the vocabulary, which the students have acquired during the first year of study. The overarching object is, among other things, that students themselves realize how well they can express themselves after a year of language teaching in the target language on various topics. Maybe this is also a first stay abroad is not so outlandish. The oral exam replaces the last classwork / exam of the school year. It examines both monologic, "coherent" speech and dialogical, "conversational" speech. For the second part of the exam relevant here, the dialogical speaking or "taking part in conversations", it is expected that the learners can communicate in familiar everyday and conversational situations after adequate linguistic preparation.
In order to get started in this phase, popular leisure activities of the students are collected in a class discussion. Then the learners receive a copy of the worksheet (1) and enter their personal favorite pastimes before discussing the "make an appointment" speech. Expectation horizon (1): watch TV, listen to music, play the playstation, play with the computer, play sports, go to a friend's house, go out with friends, eat an ice cream, go shopping, go to the pool, go to the center, go to the cinema, playing in the garden with the dog
Using the speeches, the test partners will write a dialogue in German (M 12). As a result, they internalize its structure, after which the examination dialogue has been established. Two or three example dialogues will be presented and checked for correctness. Afterwards the exam partners practice the dialogue orally and without notes with the method of Tandem worksheet (2)
34
Thematic vocabulary:
meet friends
(1)
1. The activities after the institute •
-
•
-
•
-
2. Start the dialogue •
Hello, How are you?
•
I'm very good / regular / bad. And you?
•
What are you doing today after high school / in the afternoon / at five?
3. Make proposals and discuss •
Do you want to go to the cinema? / What do you think playing football?
•
I like to go to the movies. / (No) I want to play football.
•
We can go to the movies ...
•
... because it's fun / it's not expensive / it does not cost much / it's not far.
•
... because I do not like to play football / I hate football / I prefer to eat an ice cream.
•
How much does the cinema cost? / How much does it cost to eat an ice cream?
•
Going to the cinema costs five euros. / Eating an ice cream costs three euros.
4. Agree Yes:
- It's a good idea! / Super good! / Voucher! / Perfect! - I agree with your idea / with your proposal.
No:
- Oh no, it's boring. / I do not feel like (+ inf.) - It's not possible because ... / I have another idea: we can (+ inf.)
5. Decide and summarize A: - What time are we staying? B: - We meet at five in the afternoon.
A: - Where are we? B: - Then, we are at your house / in front of the cinema / in the park / on Calle de Barcelona.
35
•
Good. / Agree. / We do it this way?
•
First ... then ...
•
Goodbye and until five in the afternoon.
Make a dialogue
(2)
The second part of the oral examination is dialogue. In pairs you must make plans for the afternoon. With this tandem sheet you can practice the dialogue. Activities 1. Individual: Write the dialogue in your notebook. 2. In pairs: Make the tandem: Double the sheet and practice the dialogue orally.
Alumn @ A
Alumn @ B
1.-You greet B and ask how B is doing.
2. You greet A and say how you are.
3.-You ask what B will do after school today.
4. You reply that you will do homework after school and ask why.
5.-You ask if B feels like playing football with you at the Lucía de Medrano school.
6. You do not like football. But you have another idea: You propose to go to the cinema.
7.-You affirm and say that you find cinema very funny. 9.-You agree and ask if the cinema is in Calle de Cervantes.
8. You think that's great and suggest you meet in front of the cinema. 10. You say that the cinema is in Calle de Madrid and it's called "Cineplaza". 12. You can look ... or ...
11.-You want to know what the movie is called. 13.-You prefer ...
14. You agree. You say the movie starts at 4 or 6pm.
36
15.-You prefer 18 o'clock and suggest meeting at 17.30 in front of the cinema.
16. You think that's good because you still want to do homework.
17.-You ask how expensive the cinema is.
18. You say it costs five euros.
19.-You summarize: meeting point at 17.30 in front of the cinema in the Calle de Madrid.
20. You agree and say goodbye.
21.-You say goodbye.
Card game The card game is also played in partner work. The point here is that the students talk about a topic that they do not choose themselves. You draw one of the ten cards and talk about the given topic. Now you have to talk about a certain topic that you can not choose your own. Activity in pairs: Cut the letters. Alumn @ A pulls out a letter and talks about the topic that is written on it. Then it's up to the alumn @ B to get a letter and talk about it. General information First name? Age? Birthday? Street? City? Floor or house with garden? Phone number? Languages?
My family Who? Name? Age?
My friends Who? Name? Age? As they are? Character? Physical appearance? Problems?
My daily routine What? What time?
My floor Waths up? How many and what rooms? My room Waths up? Where is the closet)? Fashion What (do not you) like to take? Bad or good taste?
My institute First name? Where? How is it? Teachers? Subjects? Schedule? Notes?
Food What (does) you like to eat and drink? What do you have for breakfast? What dinners? What time‌?
My free time
Talk about the previous day
As they are? Character? Physical appearance? Problems?
37
What? What a day? When? What do not you like? With whom?
What did you do yesterday? Use at least five verbs in undefined: talk, study, watch TV, eat, do, etc.
It also uses links: first, then, finally, later, at five, in the morning, in the afternoon, at noon
Listening comprehension: Filling in worksheets
In foreign language teaching, listening to texts is often used either to train the listening comprehension of the students in generally or to apply new vocabulary. a) listening to a new situation and understand detailed information Situation: Students hear a text from the CD and receive information about the situation in the family (family relationships, when the mother comes home, where she works, etc.) They receive a worksheet, on which different answer possibilities are given. After listening pupils should tick the right answer on the worksheet. b) practising new vocabulary (doing the housework)
Theme: doing the housework. The necessary vocabulary to describe the different activities has already been introduced. Situation: Pupils get to know the members of a flat. They are planning a party. But before they have to do the preparations as: cleaning up the rooms, setting the table, washing clothes etc. In order to prove and to deepen their vocabulary knowledge students are listening to a text from CD. They get a worksheet, then they have to assign which person from the flat has which task.
38
c) practising new vocabulary (in the supermarket Theme: in the supermarket. Students get to know the vocabulary from products you can buy in the supermarket. They already know the numbers from 1 to 1000. Situation: Tim, a member of the flat, is going to a supermarket to buy the food and the drinks for the party. Students are listening to a text. While listening they note the prices from the products Tim is buying.
Talking about your favourite activities on the basis of textual knowledge
After the listening tasks, additional tasks can be performed in which the students have to use the new vocabulary in conversation. For example: a) Which housework are you doing? Which activities do you prefer? Why? Students talk to each other and ask their class mates about their housework activities. b) Which is your favourite meal? Which products do you need to prepare the meal? Students talk to each other about their favourite meals. After that they can fill in a worksheet and create recipes from their classmates’ favourite meals.
39
Describing pictures or diagrams
Pictures are an easy and helpful way to motivate students to practice the foreign language. It’s useful to choose images that fit the topic that is currently being taught so the new vocabulary can be applied.
Example: Vacaciones en Málaga/Vacations in Malaga: El tiempo/ the weather Look at the map and describe the weather in the different cities.
Method: Snowball discussion Topic: Globalization and language Source:http://www.guardian.co.uk/books/2010/jun/05/globish-robert-mccrumreview/print Spoken interaction: agreeing, disagreeing, referring to someone else´s opinion Leading questions: When and why did the word „Globish“ came into existence? Try to define Globish! Will English speakers have an advantage? Why is it so difficult to differentiate between simple English and Globish? What might be political consequences of Globish? How do you personally think about something like Globish? Why do you think has English become so widely used? Do you think it is unfair that it is English and not, say, German, French…which has become the world language? Do you think school has prepared you for a world in which English is so necessary?
40
How to have a snowball discussion e.g for the following text: 1st step
you talk to your team partner and decide on a result remember: in English-speaking countries people are polite when they discuss →discussion support make sure that you have reasons for your decision
2nd step
go together with another team of two discuss your results remember: in English-speaking countries people are polite when they discuss →discussion support find a result in your group of four make sure that you have reasons for your decision
3rd step
go together with another team of four discuss your results remember: in English-speaking countries people are polite when they discuss →discussion support find a result in your group of four make sure that you have reasons for your decision
Method: Panel discussion Topic: It´s only fair to buy fair coffee. Source: http://www.oxfam.org/en/development/ethiopia-starbucks-campaignanatomy-win http://www.youtube.com/watch?v=_Lfvp550PtU Spoken interaction: agreeing, disagreeing acting a role Select a topic. Ideally, the topic of discussion should be important to enough people that you can involve people with significantly different interests or backgrounds. However, avoid the trap of making a topic so general or vague that the discussion becomes unfocused.
41
If you are having difficulty balancing these goals, remember the topic does not need to be divisive. Some panels are created to offer advice or information, and these do not always have competing points of view on display.
Choose a moderator with a backbone. It is nice to have a subject area expert, but the moderator is not a panelist and will play a different role so her ability to control the event is what is important.
Choose 4 panelists (maybe 5) and no more. Too many panelists will negatively affect timing and the liveliness of the discussion (see below on timing). Get good resumes or LinkedIn profiles of all panelists to the moderator.
The moderator and organizers should develop a list of 4-6 pre-event interview questions. The moderator (possibly with an organizer) should set up a 30 minute call with each panelist to get to know their style and to get their answers to the questions. Don't try to get all panelists on the phone at once – you won't get as much out of it and it will be impossible to schedule.
In the pre-event interviews, the moderator should be taking good notes and discovering interesting stories, riffs or opinions that each panelist can contribute. The moderator should identify the funny, provocative or interesting stories that will make for a fun discussion.
The moderator will then develop a final list of questions for the actual event, based on these interviews. The idea is to ask questions in a directed way to bring out these interesting stories and remind the panelists of the stories or topics you know they can speak about. There should be some spontaneity, but having a good handle on some interesting questions and topics in advance is key.
42
43
France If most of European students seems to be more comfortable with oral skills in literacy, it appears that it’s the opposite for French students. They are afraid to talk in front of the class or teachers, they are afraid of doing mistakes and they consider themselves as shy. So it’s very important for French teachers to imagine activities where students could feel more comfortable to express themselves.
Documentary and medias studies: Recording a video report
Description : This activity permits pupils to understand how is constructed a video report in television and the importance of journalist’s opinion for it. It also conducts them to analyze a speech and construct their own to express themselves. Three different times are needed in this activity. First, with the whole class, we work on an analysis of video reports. The teacher asks students if they often watch TV news, if they are familiar with video reports or not and what they can tell about it. How to define it, who works to do it, how it is constructed…etc. Students must tell it’s an information on audio-visual support showed on Television media (one of the fourth big information medias). They have to mention journalists, reporters, video editor, cameramen, sound engineer, editor in chief, speaker and TV company who works together to publish a video report. They must tell that video is a montage of different plans with a journalist speaking on it or interviewing people. Then, students watch one or two examples of video report. They watch it a first time without instructions. After that, teacher ask them what they have seen and listen in the video to lead them to analyze it. We want them to understand how is constructed a video-report, in substance and form. They have to tell that we see fix plans which can be large or reduced on an element who can be a person. There is so few camera movement. When there is a person, she can answer to questions or doesn’t speak. The journalist is speaking above images but most of the time, we don’t see him. Plans are short and are linked with dynamism. Images and talking are following a construction to express an opinion about the fact presented. It starts with a larger view and go on by reducing it to lead to the conclusion chosen by the journalist. We watch again the video for students to notice all the elements which have been analyzed. After this first work, the teacher asks students to work in little groups to write about a subject to do their own video-report. They must follow instruction given on a worksheet (noticed while watching examples) and fill in a grid where they will write from introduction to conclusion what images they will show and what they will say above it, who they will interview and what questions they will ask.
44
This work is necessary for them to know how to conduct their record of the video-report. It asks them to have imagination to choose a subject and present it, and to use a good language level. We also explain them journalists’ deontology which force them to be honest and to respect the law.
In a second time, students are recording different video rushes they need to construct their work. They experiment the difficulty to talk in front of a camera with a good language level even if the talking has been written previously. They also have to search best views to record their videos plans. Students are allowed to work with their mobiles phones for this activity because we haven’t enough cameras at school. They can go wherever they want in school, but they mustn’t disturb other classes and they have to ask permission before interviewing people. It permits them to better understand people right of image. Teacher have to follow them in order to watch them, help them or give them advices if it’s needed.
In a third time, they have to cut and paste videos plans they have chosen to construct their videoreport. We use school computers to do it or mobiles phones apps. When it’s finished, teacher recovers group works and the whole class watch the work that have been done. You can follow this link to see students in action : https://youtu.be/HuVOtylSlqc
45
Analysis : Students really enjoys this activity because they can move, record videos and talk about what they want. They work hard without thinking about it because they also have fun and they speak easily because it’s about something they have chosen, and they are in little groups outside of classroom. But this activity also takes time and it can be difficult for the teacher to follow all the little groups as they can go wherever they want in school. It also helps students to be responsible about what they are doing and to respect rules which are going with this liberty.
Documentary studies: Become a booktuber!
Description : This activity can be done in class, but it has been implemented in school library to promote reading. YouTube is very popular and used by youth today and our students love to watch creative videos of youtubers talking about different subjects or making jokes. Among these videographers, we can find those who like to share their passion for books. They are called booktubers. Most of them are young and talk about youth literature but also classical one. This video type become more and more popular and can help teenagers to find the desire to read. We also know that a lot of students have their own YouTube channel and record videos about what they like (video games, makeup, cooking…etc) so it’s an easy way to link reading to this activity they already know. This activity asks them to choose a book they like and imagine a criticism about it to lead schoolmates to read it. As they have to do it in video, they like it much more than if it was only written. In a first time, they have to choose a book they like in the library and write about it. Teacher ask them to write a summary, to search information about the author to tell a bit about its career, to write a criticism about the book (explaining why they have liked this book and lead watchers to read it) and eventually make connections with other stories they know (to explore and explain the literary gender of the book). To write a summary, they have to tell about principals’ characters, the place and time of the story, its literary gender and the plot. To present the author, they often use internet to search information, but they aren’t allowed to copy and paste what they find. They have to pick useful information (date and place of birth, family, what job they have done, what are their passions, why and how they started to write novels) and write a paragraph with their own words. It’s a way to help them understand what intellectual property rights are and why it’s important to respect it. They can also notice that it’s easier to present something you understand with your own words than something written by someone else. 46
Writing a criticism is often the hardest part for them but teacher can help them with some tips. In this criticism they have to tell what they have liked in the book and what they didn’t. It can be about the story, the plot, characters or ambiance. We lead them to qualify elements of the story and express their feelings about it. We can notice that it’s difficult for them to start but they like it a lot when they are launched. At last, they can connect the book with similar books they know but also movies, video games, music, etc. They have to write with their own word but also to use correct language. When the text is ready, it’s time to record the video. Teacher place them in front a bookcase with the book they will talk about and record them with a camera. Students notice that it’s not easy to speak in front of a camera even if everything has been prepared previously. We can see that they like it a lot and forget their shyness with this activity. They like to share with others about something they like and that’s what count. We help them to control their posture and breathing to talk loud and clearly. Once the record is done, it’s time to cut the rushes and assembly the good video parts. They can add some images (author photography, other books covers, films posters…) or emoticons to their videos. Videos are shared with parents authorization on the library website.
French literature sequence about listening and speaking skills
Listening comprehension
1. Analytic reading In France, analytic readings are about texts corpus or integral books of classical French literature. Studying an integral book doesn’t mean to study every part of the book (page after page) but to study some extracts which are completed with transversal thematic studies of the book. Analytic reading : -
Reading a text in silence Asking students what their first impressions about the text and their ideas are. They answer orally and all their ideas are written on board. It leads to a discussion with the whole class and students have to confirm or invalidate these impressions by quoting the text and explaining it. The whole class create a global meaning validated collectively.
47
After this discussion, the teacher can ask two questions to students: one about explicit meaning of the text and the other about its implicit meaning. It helps to verify if every students have understood the meaning of the text and what have been said in class. Analytic reading lies on a modeling vision where each student discover and learn about other students strategies to understand literature meaning. Limits : It’s a collective activity which doesn’t permit to construct and evaluate little readers skills. It doesn’t help them to go on a positive evolution.
2. Listening comprehension of oral supports -
DVD or audio sequence : a short story, for example ; Listening or watching a French literature book vision After watching or listening supports, pupils must reformulate and summarize the plot. The teacher can then verify their understanding about what is explicitly happening. Teacher asks specific questions about links between two sequences, links between characters, characters evolution, links between this book and a literary movement. It helps students to build implicit reading skills. They start to work individually and then, the whole class share their ideas to modelize.
3. Understanding of orders The teacher asks pupils to reformulate orders to verify if they have well understand it.
48
Oral Expression
Oral expression solicits multiple skills in students. In listening comprehension, teacher evaluate various skills and most of them aren’t linked to oral itself. 1. Reminder (of what have been done last time) The teacher evaluates pupils memory and understanding. 2. Recitation of writing works learned by heart to build a common literature heritage shared by students ; The teacher evaluates memorization, text understanding, the ability to orally translate the constructed meaning, speaking fluency (especially in front of a group), posture to speak, voice control and rhythm.
3. Oral presentation about an author, a literary movement‌ The teacher evaluates subject comprehension, interest and relevance of researches, posture, voice, rhythm, if student use visual supports to illustrate its talking, language level and oral expression, if the student pay attention to questions asked by class. 4. Debate : The teacher evaluates quality of researches done by students, their ability to listen to each others and rebound on what is said, their ability to construct relevant arguments, their ability to speak a long time and to respect different point of views. Students also improve their social skills with this activity. 5. Answering questions in class ( the teachers expect short answers here) : The teacher evaluates question understanding, if students can understand quickly questions, adequacy of answer with question, if students can use what they learnt previously to answer questions and the clarity of the answer.
49
English language lessons : Oral comprehension (Understanding) Video study: “TRASHED!” 1- Ritual Greetings, date, question: “who would like to be the secretary today?”
2- Warming up ” Let’s recap about lesson 1!”, “What did we do/watch/read/work on/write last time?” Aim: recap of the new words, seen last time and recap of the simple past, repetition of new sounds
3- Anticipation “Now, let’s anticipate!”: I set the video: “what do you think we are going to talk about today?” Aim: request imagination from the pupils, link the words and pictures, reactivation by the pupils of the structures « I think we are going to…Perhaps, we will watch….Maybe the video is about.. » “Does someone want to come and take notes on the white board” Aim: writing under dictation of the pupils and cross-correction
4- General video Comprehension * 1rst viewing: “Try to answer the 4 WH-questions: what or why/where/when/who is concerned?” Correction time: *“ Who would like to give us the answers to these questions?” Aim: targeting the main elements of the message and making answers in the present tense “Does someone want to come and write them on the white board”
5- Detailed video comprehension *2nd viewing: “Now, take notes of what you understand from this video! you can write key words, important dates, numbers, names or full sentences, sounds you hear..! or you can complete the worksheet with the missing words.”
50
Aim: Targeting more detailed elements of the message, forging meaning with the help of images, heard sounds and words but also by information given by the classmates after the first viewing.
Video comprehension activity: “Trashed, the trailer” Choose the right answer or complete with the missing words: 1- From up here our planet/rocket looks perfect. 2- When we look more closely, we start to see the results of our activity/our consumption 3- What do we do with the trash? We…………………..it, we………………….it, we… ............... it, we
can’t ......................... it. 4- In the deep oceans, there is more trash than………………….. 5- We produce too much taste/waste. 6- When we throw stuff away, we don’t think of the…………………………………….. 7- It’s a case of “out of sing, out of song”/ “out of sight, out of mind”. 8- Nature functions by…………………..……….up and ................................ down. 9- We keep throwing ............................ into the environment that don’t break down! 10- In their body, everyone has chemicals/chemistry. 11- They are everywhere and they cause all sorts of diseases/desires 12- The man’s question is:
How can we change things? / How can we save things? 13- We did it with the smoking, the……………….belts and ................ driving, when that became
too much/unacceptable. 14- We ...................................... to do this with waste! Perhaps, times will change and
…………..will!!
6 -Supplementary video viewing: “Do you need to see the video a third time to complete your notes or are you OK?” Possible encountered difficulties:
1-American accent 2- Speed of the speech 3- totally unknown words 51
Possible remediation : 1- A pupil who understood the words can repeat them slowly to his friends and they repeat 2- understanding by giving a synonym, by miming, by drawing on the board or by asking a pupil to translate for his friends, the difficult words
7- Pair work “Now, you are going to work in pairs, please turn your tables. You must complete or correct your notes and information with your friend.” Aim: The pupils collaborate, do cross-correction, search together for the missing information and make hypothesis.
8-Written record “Let’s recap together what we should remember: new words and expressions ” “Would you prefer to write a mind map or a text?” Aim: The pupils recap the new words and new expressions of the video by writing them down in their copybook to memorize them (paragraphs or mind map).
9-Homework “ Using your notes of the video “TRASHED” write 4 things about POLLUTION that you already knew and 4 things that you have learnt today. Follow the example: -I already knew that people die because of pollution and I have learnt today that pollution produces diseases on unborn children.” Aim: introduction of the present perfect tense
52
Oral expression (Speaking) Pupil’s PowerPoint presentation : “A daily ecofriendly action” After all you have read, seen and heard about “ecology”, you are going to prepare, in pairs or alone, in the computer room, a PowerPoint presentation of 3 or 4 slides about “a daily eco-friendly action” you do at home , at school or somewhere else (in an association, for a charity…) or you wish to set up in your daily routine! In your presentation, you will show pictures of this action and you will explain what it consists in. Be ready to answer your classmates’ questions.
Follow this three links to see students in action : https://www.youtube.com/edit?o=U&video_id=yG9D2o6B_HE ; https://www.youtube.com/edit?o=U&video_id=mujcYLKxkkA and https://www.youtube.com/edit?o=U&video_id=Wu7boqEGh1c
53
Conclusion The positive points that shows the activities we have implemented are an integration of crosscurricular topics, improvisation and imagination developed by spoken language and the motivation gained with audiovisual aims. Cooperative learning is important for exchanges, ICT and LKT are often used with different apps. Creativity and dynamism are essentials in listening and speaking activities and you can see that it exists different ways to try to solve a same problem. About activities, we can say that using comedy to improve oral skills permits to compare modern drama and traditional drama and take the best of both, Bird activity helps students to improve fluency before accuracy, Tandem interviews and telling « Fresh prince of Bel air » lyrics helps to improve intonation, to create a conversation via cubs, the students are much more creative and they use both skills « speaking and listening ». They are encouraged, and this helps them use the language skills effectively. We can also tell that free speaking is really important without being afraid of making mistakes and improvisation can help it. Oral tasks are always integrated in lessons with summaries which is important. Interviews are a recurrent activity which leads students to speak more without pression. It is a good task so as to promote students to speak fluently and to listen carefully to understand the speaker. Radio-based tasks are important in the name of speaking and listening (interview) as the students prepare the content of the programme topic, they practice and broadcast…
Our important words: Creativity, imagination, presentation, courage and team-work.
54
Annexes : Activities Grids Speaking-Listening Strategies Germany SCHOOL
SUBJECT(S)
LEVEL/YEAR
TEACHER(S)
TIMING
Berufskolleg Borken
English/Spanish
11-12
Schneider/Kompa/Frincu/Conrad
45/90 min
Method 1: Filling in worksheets Core competences Key content Evaluation criteria -Practising their listening -taking out detailed -text content from cd information from a new skills text -understand new texts Learning goals: -listening carefully to an unknown text from cd -proving their listening comprehension by getting used to a text read out from a native speaker -being capable of taking out specific information from an unknown text Method 2: Proving your vocabulary Core competences Key content Evaluation criteria -students learn new -specific theme: here: doing -text content from cd vocabulary the housework -they learn to recognize and to understand the new words in a spoken context Learning goals: -listening carefully to an unknown text from cd -recognizing and understanding new words and to apply them to a certain working task Method 3: Describing images/ fotos Core competences Key content Evaluation criteria -students apply new --specific theme (due to -content of the images vocabulary curriculum) -they improve their creative skills -they apply vocabulary knowledge to a new context Learning goals: -to apply their vocabulary knowledge in an unknown context -to prove and deepen their creative skills-
55
Estonia SCHOOL
Paikuse Basic School CORE COMPETENCIES value nature, country's culture cooperation, broaden students' horizon
SUBJECT(S)
LEVEL/YEAR
Estonian, English languages TRANSVERSAL TOPICS science, ICT, history
7-15 year old students KEY CONTENT
integrated learning
TEACHER(S) TIMING Jana Suve, Angela Männik, Külli Jürisoo, Ingrid Lilles, Kersti Rohtmets, Gerli 45 minute Lehemets lessons EVALUATION CRITERIA oral conclusion, presentations, teacher's oral assessment, peer assessment
comparing/ contrasting digital competence LEARNING GOALS develop retelling and self-expression skills, improve vocabulary develop performing skills teach how to ask questions develop active listening
CATERING FOR DIVERSITY STRATEGIES
guided activities develop critical thinking ability to give information encourage fantasy, imagination
using modelling
GENERAL METHODOLOGICAL CRITERIA/STUDENTS GROUPINGS
pair work, group work
MATERIALS & RESOURCES textbooks, tablets, internet sources, story cubes, pictures, small items
56
Turkey SCHOOL
Necmi Asfuroğlu Anadolu Lisesi
SUBJECT(S) THE TRADITIONAL TURKISH THEATRE AND KARAGOZ PLAY
CORE COMPETENCIES
TRANSVERSAL TOPICS
-TRADITIONAL THEATREMODERN -KARAGÖZ THEATRE PLAY,TRADITIONAL -THE THEATRE DIFFERENCE BETWEEN -SHADOW-SHOW, THE PUPPET PLAY APPEARANCE OF KARAGÖZ PLAY AND KARAGÖZ -THE CHARACTERS OF PLAY THE PLAY -THE DIFFERENCE -THE USE OF ACCENT BETWEEN and DIALECT -MISUNDERSTANDING SHADOW SHOW OF the LAUGHING AND THEATRE ON THE STAGE ENTRY LEARNING GOALS
-DOING RESEARCH -UNDERSTANDING WHAT THEY HAVE READ -TELLING -REVIVING -COMPARISON -MAKING COMMENT -DISCUSSION
LEVEL/YEAR
10TH GRADE KEY CONTENT
KNOWLEDGE ABOUT SHADOW SHOW(KARAGÖZ PLAY) in TRADITIONAL TURKISH THEATRE
TEACHER(S)
EDIBE YILDIZ/MEHMET SUSAM
TIMING
40+40
EVALUATION CRITERIA
By the help of presentations and discussion part, the teacher can easily verify whether they have learnt or not.
CATERING FOR DIVERSITY STRATEGIES
-DRAMATIZATION -STRESS -INTONATION
GENERAL METHODOLOGICAL CRITERIA/STUDENTS GROUPINGS
TWO GROUPS FORMED FROM THE VOLUNTEER STUDENTS MATERIALS & RESOURCES -SCHOOL BOOK -SMART BOARD -INTERNET -KARAGOZ STAGE -LIGHT -CURTAIN -KARAGÖZ DESCRIPTION
57
Spain SCHOOL
SUBJECT(S)
LEVEL/YEAR
TEACHER(S)
TIMING
INS MARINA
Spanish, Catalan and English languages
11-15 years old sts
Mª Josep Raich, Gemma Rius, Raquel Abad
sessions 55'
CORE COMPETENCIES
TRANSVERSAL TOPICS
KEY CONTENT
Producing oral texts
Social sciences
Digital competencies
ICT
attitudinal and plurilingual
EVALUATION CRITERIA peer assessment
Drama
Phentics and phonology, pragmatics, mosphology and syntax, verbal and nonverbal strategies
Observation grids
Oral presentation rubrics
Interaction strategies LEARNING GOALS
CATERING FOR DIVERSITY STRATEGIES
To improve their oral skills: both listening and reading
Modelling sentences, useful language boxes, worksheets with guidelines, cue cards in role-plays
To increase their fluency and improvement of prosodic features To increase their vocabulary and grammar knowledge GENERAL METHODOLOGICAL CRITERIA STUDENTS GROUPINGS Cooperative learning
Pair Work
Communicative Approach Whole-class Task-based Learning Group work MATERIALS & RESOURCES Computers, GoogleForms app, Infography, mobile phones
58
France SCHOOL
SUBJECT(S)
LEVEL/YEAR
TEACHER(S)
TIMING
College Sainte Anne
Documentary studies
8th grade
Dubos Caroline
3 x 55 min
English language
8th grade
Franch literature
8th grade
TRANSVERSAL TOPICS
KEY CONTENT
EVALUATION CRITERIA
CORE COMPETENCIES
Kerihuel Virginie 3x 55 min Devriésère Viviane
Production of oral presentation
Ecology
listening and speaking strategies
video productions, oral presentations
Collaboration
Medias (TV news, video report,
picking informations in audios and videos
peer assesment
Digital competences
youtube channels)
Writing production
Literature
LEARNING GOALS develop listening and speaking skills
organize speech
worksheets
CATERING FOR DIVERSITY STRATEGIES worksheets with guidelines, collaboration,
develop performing skills develop critical thinking develop attention to information devlop imagination Learn vocabulary
GENERAL METHODOLOGICAL CRITERIA/STUDENTS GROUPINGS
groups work, pair work or with the entire class
MATERIALS & RESOURCES computers, video projector, mobile phones, slideshows apps, Video reports
59