Engelsk yngste

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Workshops: engelsk yngste Lokale: Carmen

Torsdag 13.00-15.00: Workshop med faglige indspark 15.30-16.00: Oplæg med læringskonsulent 16.00-17.15: Workshop med fokus på undervisningsaktiviteter og materialer Fredag 08.30-10.30: Udvikling af egne forløb og materialer 11.00-12.30: Færdiggørelse af egne forløb og fremlæggelser på holdet

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1. workshop 13.00-15.00 Working with tasks in the classroom

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Kursets læringsmål • Målet med kurset er, at klæde deltagerne på til at kunne

arbejde struktureret og integreret med sprogets form og indhold.

• Deltagerne arbejder med videreudvikling af egen praksis i

samarbejde med fagkolleger i forhold til undervisningsemner, materialer og aktiviteter med det formål at kunne begrunde, planlægge, gennemføre og evaluere undervisning i engelsk, fransk og tysk

• Deltagerne får inspiration til det videre udviklingsarbejde

med kolleger på egen skole og i andre kollegiale fora.

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Agenda: • Groups • ‘Getting to know each other’ & ‘Can you tell a lie? • Tell me again, what is ’Task-Based Learning’? Three examples of TBL: • TBL with young learners – Pet Project • TBL pre-intermediate learners – Talking Animals • TBL with intermediate learners – Sweet Shop • What’s next: Creating your own tasks

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Groups:

•5-6 groups with 3-4 people in each group.

How to get into groups:

1. Same school

2. Same grade (1-3 grade/4-6 grade)

3. Geographical proximity

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Getting to know each other – Why are you here

Consider the following questions and share with your group: •Name, age, where you come from, who you are teaching (English), other subjects, English ‘linjefag’?

•Why did you sign up for this course? •What was the most interesting thing you just heard (in the presentations)?

•What do you find the most challenging about teaching English at the moment? 7

Getting to know each other – Can you tell a lie?

• I have two dogs and they are called Gin and Tonic. • I am afraid og heights. • I love long distance running. In your groups discuss which one of these statements about me is a lie. You must agree and be able to argue why. Each group presents their answer and their argument.

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I would love to have two Bull Terriers called ’Gin’ and ’Tonic’

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Your turn to tell lies •Think of two statements about yourself; one which is true, one which is a lie, and write them on a piece of paper.

•One person at a time gives their statements. •Individually the others consider which statement they think is a lie and which one is true.

•All members in the group give their answers as well as their argument.

•Repeat until everyone has had their turn.

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Didactic assessment:

Did the ’Guess a lie’ live up to criteria for an effective task? •Was the purpose of the task clear? •Did the activity engage your interest? •Were you actively involved? – How? •Was there a primary focus on meaning?

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Classroom Tasks for Foreign Language Learners: • Must MAKE SENSE to the learner– so the teacher needs

to ensure that the PURPOSE of the task is made clear. • Must have a clear STRUCTURE – beginning, middle and

end

• Must have CLEAR LANGUAGE LEARNING GOALS – to avoid activities that do not exploit language learning potential.

• Must involve learners ACTIVELY – listening/speaking

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Task model – Willis (1996)

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Task based learning 1 - Pre-task phase: = The Appetizer/The Preparation/Warm-up phase • Introduction to the topic/task • Identifying topic language: helping learners recall/activate words that will be useful during the task.

•Gathering context knowledge: asking questions

& getting input from learners – how much do they already know? Teacher-led brainstorming activities

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Task based learning 2 – The Task Cycle: = the Main Course/the Core Activity/the ’Sprint’ = ‘a goal-oriented communicative activity with a specific outcome, where the emphasis is on exchanging meaning, not producing specific language forms’ (Willis, 1996, i Svendsen-Pedersen, 2005)

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Task based learning 2 – Seven types of task: • 1. Listing: brainstorming and/or fact finding e.g. things, qualities, people, places, features, things

to do, reasons. • 2. Ordering and sorting: sequencing, ranking,

classifying e.g. sequencing story pictures, ranking items

according to cost, popularity, negative or positive. • 3. Matching e.g. Listen and identify, listen and do

(TPR), match phrases/descriptions to pictures, match directions to maps.

• 4. Comparing: finding similarities or differences e.g. comparing ways of greetings or local customs,

playing ‘Spot the Difference’, contrasting two seasons.

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Task based learning 2 – Seven types of task: •5. Problem-solving: logic puzzles, real-life

problems, case studies, incomplete texts e.g. logic problems, giving advice, proposing and evaluating solutions, predicting a story ending.

•6. Projects and creative tasks e.g. doing and reporting a survey, producing a class newspaper, planning a radio show, designing a brochure.

•7. Sharing personal experiences: story-telling, anecdotes, reminiscences, opinions, reactions e.g. early schooldays, terrible journeys, embarrassing moments, personality quizzes.

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Task based learning 2 – The Task: • Simple tasks may consist of of only one type of

task: eg. Learners listing all the English words they know • More complex tasks can involve several different

tasks: eg. Learners listing all the pets/wild animals they know & ranking them – the most/least dangerous/cute….

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Task based learning 3 – Post-task phase: = the Follow-Up/Focus on Language Phase NOTE that different age groups require different types of follow-up tasks! Focus on Language activities for young learners primarily focus on vocabulary: see handout from Willis

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Task based learning 3 – Post-task phase: Follow up tasks for pre-intermediate learners: • planning and giving a report of the task

• reflecting, then repeating the task with other partners • comparing with recordings of same task done by others

• form focused study, noting useful words, phrases, patterns • learners recording themselves summarising or repeating the task

• reflecting and evaluating on the process, writing feed-back. 20

An example of Task-Based Learning for Young Learners

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My Pet project 1 – Pre-Task Phase:

Activities: • Intro to topic: What is a pet? • I have pet

song:https://www.youtube.com/watch?v=pWepfJ-8XU0

• Which animals did we see? What do they say? • Who has a pet? • Describing pets: Focus on appearance Purpose & Lang learning goals: • Activate topic & vocabulary (nouns & adjectives) • Activate interest from pupils

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My Pet project 2 – Core activity:

Simple Mix and match: A: Hello- What are you? B: I am a xxxx – What are you? Guess my pet: A: My pet has claws. B: Is it a tortoise? Purpose & Lang learning goals: • Eleven kan med støtte og forberedelse beskrive en

genstand • Repetition of body parts/colours/numbers • Introduction of new vocabulary – adjectives for

appearance & animal body parts 23

My Pet project 3 – Follow up:

My pet poster task: Labelling Purpose & Lang learning goals: • Consolidation of knowledge

through writing & visualisation. • Writing key vocabulary/simple

sentences. • Working with categorisation &

classification – preparation for later work on descriptive texts.

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An example of Task-Based Learning for Pre-Intermediate Learners Talking animals

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Talking Animals 1 – Pre-Task Phase: Animal brainstorm (Listing) • Work in pairs and write down as many animals on a sheet of paper as you can think of in 2

minutes. • Exchange your paper with the pair sitting next to you and add as many new animals to the

list you have received as you can. Describe your animal & guess an animal (Categorising & Problem solving - Guessing/predicting) • Work in pairs and choose an animal from your own brainstorm list and write it on the

middle of a piece of paper. • Think about and write down as many words as you can think of that describe your animal -

Think about words that describe its size and colour – and what you think it feels or looks like…

• On a new piece of paper write short sentences that describe your animal (it is grey/it eats nuts…)

• Three pairs get together & each pair takes turns reading one sentence at a time – the two other pairs have to try guessing which animal it is.

Purpose & Lang learning goals: • Reactivating animal vocabulary (nouns & adjectives) • Creating motivation through competition – who can guess the animal • Written skills – writing short sentences

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Talking Animals 2 – Core Activity:

Talking animals • Your teacher will give you pictures of animals. • In pairs look at the photos and choose one of them. • Talk about what the animals might be saying to

each other. • Make speech bubbles for your animals and write

down what they are saying. • Then you practice saying what they saying to each

other. • Act out your animal conversation in front of the

class and see if anybody can guess which photo you chose.

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Talking Animals 3 – Follow-up:

What are your ideas? Focus is still primarily on consolidating vocabulary

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Talking Animals – Other task possibilities:

Listing: Make a list of pets/wild animals/farm animals Ordering & Sorting: Rank the animals - how cute/dangerous… Comparing: Match written descriptions with animals Creative writing: Write about a day in the life of your animal

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An example of Task-Based Learning for Intermediate Learners – Robbery in the Sweet Shop

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Sweet Shop 1 – Pre-Task Phase: A few hints…

The Characters: • A shopkeeper • Her two children • A young man • An eight-year-old boy • The police The Setting: A corner shop in Ashton-under-Lyme, Manchester, England.

The Props (things used in the story): • A balaclava • A packet of Smarties • A plastic bag • A gun

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Sweet Shop 1 – Pre-Task Phase: Some phrases from the story: • A young man came in to buy a newspaper. • He pointed a gun at her and told her to fill up the

bag. • I pretended to reach for some money. • They are taking the case very seriously, like all cases

which involve a firearm, fake or not. In your groups: Try to guess what happened in the story. Who do you think is the robber? One person from each group tells the rest of the class who they think did it and why.

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Sweet Shop 2 – Core Activity: Read the text Eight-year-old tries to rob sweet shop.

Manchester police are looking for an eight-year-old boy who attempted to hold up a sweet shop last night in the suburb of Ashton-under-Lyme.

The boy, who was wearing a balaclava, went into the corner shop and bought a packet of Smarties for 25p. As the shopkeeper gave him his change a young man came in to buy a newspaper. The boy waited until the man had gone then threw a plastic bag at the shopkeeper. At the same time he pointed a gun at her and told her to fill up the bag.

“I’m not sure whether he wanted me to fill it with sweets or with money,” said the shopkeeper, who did not want to give her name. “I didn’t know if the gun was real or not, but it certainly looked more real than the guns my little boy plays with. I was quite frightened because I had my children with me. I pretended to reach for some money, but I pressed the alarm instead. When it went off he turned and ran out of the shop.”

She described the boy as 1.2 metres tall, and dressed in jeans and a dark coat. The police are asking the public to help. They say they are taking the case very seriously, like all cases which involve a firearm, fake or not.

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Sweet Shop 3 – Follow-up/Focus on form

• This is a list of verbs from the text: went, ran, gave, came, looked, pointed, dressed, told, wanted, said, was, had, pretended, pressed, turned, threw, described, bought, say, waited. • Find the words in the text and underline them. • Are there any verbs that are spelt in similar ways? Hint: Try looking at the verb endings & organize the verbs into two groups. Two patterns: 1. Verbs end with –ed 2. Verbs that do NOT end with –ed.

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Sweet Shop 3 – Follow-up/Focus on form

went, gave, came, told, said, was, had, threw, ran, bought • How many words on the list have to do with coming

or going? How many have to do with saying something?

pretended, looked, pointed, dressed, wanted, pressed, turned, described, waited • How many words of the list have to do with moving

the body? • Discuss with your partner and see if you agree.

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Sweet Shop 3 – Follow-up/Focus on form

1. went, gave, came, told, said, was, had, threw, ran, bought

1. pretended, looked, pointed, dressed, wanted,

pressed, turned, described, waited

• Write two sentences using a verb from each list. • Read the sentence aloud to your partner but leave

out the verb. See if they can guess which verb is missing.

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Good websites: • supersimplelearning.com • bbc.co.uk/children • bbc.co.uk/cbeebies.com • education-world.com • enchantedlearning.com • teachingenglish.org.uk • britishcouncil.org/learnenglish • iatefl-ylsig.org • http://esl-kids.com/ Good photographs that can be used to create tasks around (mellemtrin) • http://learning.blogs.nytimes.com/2015/02/27/10-intriguing-

photographs-to-teach-close-reading-and-visual-thinking-skills/?_r=0 • Jane og Dave Willis’ website: • http://www.willis-elt.co.uk/index.html

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Referencer fra reviewet

• Batstone (1996). Noticing. ELT journal, 50, s. 274 • Carless, David (2002) Implementing task-based learning with

young learners ELT Journal vol. 56, 4. • Carter, R. Language awareness. ELT journal, 57, s. 64-65.

Link: http://eltj.oxfordjournals.org/content/57/1/64.full.pdf+html

• Cullen, Richard (2008) Teaching grammar as a liberating force. ELT Journal Volume 62, 3

• Daryai-Hansen, P., Gregersen, A.,S., Søgaard, K. (2014). Tidligere sprogstart: begrundelser og praksisanbefalinger. Sprogforum 58, Begyndersprog, s. 19-25.

• Haastrup, K (2004): Focus-on-form med afsæt i nordamerikansk forskning. Sprogforum 30. Sproglig opmærksomhed s. 6-14.

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Referencer fra reviewet

• Haastrup, K (2004): Focus-on-form med afsæt i nordamerikansk forskning. Sprogforum 30. Sproglig opmærksomhed s. 6-14.

• Laufer, B. (2006). Comparing Focus on Form and Focus on FormS in Second Language Vocabulary Learning. The Canadian Modern Language Review/ La Revue Canadienne des langues vivantes, 63, s. 149-166

• Laursen, H. og Holm, L. (2010). Sproglig bevidsthed og sproglig opmærksomhed (s. 96-111) i Dansk som andetsprog: pædagogiske og didaktiske perspektiver. Kbh. Dansklærerforeningen

• Lund, K. (1999). Sprogforum 14, Er kommunikativ undervisning kommunikativ? s. 26-33 og Sprogforum 49-50, s. 43-52

• Moore, D. (2014). Sproglig opmærksomhed. Sprogforum 58, s. 41-4 • Pedersen, M. (2001). Task Force—Et bud på kommunikativ

sprogundervisning. Sprogforum 20, 7: 7-19. • Stenius-Stehr, L. (2009/11). Tilegnelse og testning af ordforråd i

Gregersen, A. S. (red.). Sprogfag i forandring – pædagogik og praksis. Samfundslitteratur. 39