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Don’t Worry, Just Try!
Yoko Tachibana Lacey Love
CommunicationWhat problems come to mind when you think about student
communication?
Our Class Goals• We want students to: – Speak – Try to communicate – Make themselves
understood• Do so without fear…
Our Class Goals• We don’t mean being nervous. • We mean the fear that keeps
students from even trying.
Today’s Goal• As teachers, we can be afraid,
too. • We hope to give you some
activities and ideas to start the scaffolding process.
ScaffoldingScaffolding means teaching
a skill in small pieces.
Communication Scaffolding• If your goal is for students to
be able to communicate… • Trick them into learning the
skills piece by piece.
1MSOne Minute Speech
1MS• Every lesson starts with a 1MS. • Students are in pairs. They
Janken. • The loser starts. The winner
counts words. • Half the class is talking
and half is counting.
1MS• Our students can do easier
topics, such as “My favorite food…” • But also… “How will Japan be
different 100 years from now?”
1MS• Let’s try it! • Please make a pair.• Please choose the
topic. • Let’s try 30 sec.
Building Background• This is how we use T.T. lessons• Power Point with images and videos• As a precursor to the grammar lessons
Knowledge
Building Background• They’re better prepared for the text• They get the “bones” of the lesson• All they need now is the “meat”
Knowledge
Building Background• Here is an excerpt from a T.T. lesson
about the Polynesian Voyaging Society.
Knowledge
Hawaii Game • Your team is at your table. • Listen about Hawaii.• I will ask a question.
Janken. Loser(s): say the answer.
Let’s Learn Hawaiian!
•Hello = Aloha •Goodbye = Aloha `oe •Thank you = Mahalo
Janken!
A: Aloha
Q: How do you say “hello” in Hawaiian?
Polynesian Voyaging Society
(PVS)
Voyage = A long trip
Society = Group ofPeople / Club
Polynesian Voyaging Society
Janken!
A: A long trip.
Q: What is a voyage?
Building Background• Sometimes we teach around the text• When students start the textbook,
they have a better framework
Knowledge
The 5 Ws Listening Quiz • This is how we start teaching the
actual text. • After T.T., they have an idea what
the lesson is about. • But they don’t know the specifics.
The 5 Ws Listening Quiz • They only know the name of the
lesson plus anything from T.T. • We start by listening to the CD. • Students do a quiz.
The 5 Ws Listening Quiz
The 5 Ws Listening Quiz • They don’t catch everything,
especially at the beginning. • But, even if they can only write one
thing, that’s a success!
The 5 Ws Listening Quiz • Go over the quiz as a class. • Each student says one word. • They can listen to at least 42
words.
The 5 Ws Listening Quiz • This gives them a second piece of
the puzzle. • By the time they start reading, they
have: –T.T. Background –The 5Ws from the listening quiz
Vocabulary• After the listening quiz, we start
vocabulary. • They may have heard it, but they
might not know what it means.
Vocabulary• How can we get students to learn
the vocabulary? • How can we get students to
communicate in English using the vocabulary?
Word Lists• Students match the word with
the Japanese definition. • They also have to find an
English definition.
Word Lists• It starts to scaffold
using English only definitions. • It gets them ready
to explain the vocabulary.
Word Games• After finishing the Word List,
they should know the vocabulary.• Time for games to test their
knowledge!
Crossfire• Teacher can read the English
definition. • Students say the word. • Students in that row and
column sit down.
Spelling Race• Students are in teams by
column. • One student goes to the board. • Teacher calls a word and they
have to spell it.
Meaning Race• Same idea as Spelling Race, but
Teacher calls out the English definition. • First student to write the word
gets 1 point.• This got to be too easy.
Janken Game• In this game, students Janken
in pairs. • Loser has to explain the word
to the Winner. •Winner has to guess the word.
Janken Game• There are two ways to play this
game. • For beginners level: –Word by Word
Janken Game• The second way to play is to
give students 2 minutes to memorize. • They have 5 minutes in pairs
to try to get as many words as they can.
Janken Game• They both have the same list of
words. • But they have to listen to the
explanation carefully. • Practice speaking and listening.
Janken Game• Let’s try! •Make a pair. • Please use the words from the
Word List. • Remember how many you
guess correctly!
Janken Game• You have 30 seconds to
memorize the list. • 1 minute to get as many words
as you can. • Remember how many words
you guessed.
What’s After Words?• Now, students know the
words in the text. • They’ve listened once. • So, it’s time for reading
and listening comprehension.
Pair Question Game• This game can be
played to practice reading or listening comprehension. • We make a list of
simple questions for the text. • Students read/listen.
Pair Question Game• Teacher asks question. • In pairs, students Janken. • The loser must say the
answer.
Let’s Try!1. Please read the last
page: Lesson 4, Part 32. Listen to the question. 3. Janken. 4. Loser, say the answer.
Reading Aloud • Repeat after me…• Repeat after CD…
• Can get pretty boring.
Popcorn • Popcorn Reading pops
between students. • I usually do popcorn in
pairs.
• It’s not the best for phrasing. • But it’s good to practice
saying the words.
Popcorn
• It makes them pay attention to the words as they’re reading.
Popcorn
• Let’s try Popcorn 3. • You could also Popcorn
after each sentence. • Popcorn between Teacher
and Student.
Popcorn
Reading Race• Students get into pairs. • Take turns reading each
sentence. •When they finish, sit
down.
Reading Race• They try to read fast. • But, their partner has to
be able to understand them.
Reading Race• Let’s try! •Make a pair. • Each person read one
sentence. When you finish, sit down.
Shadowing• A shadow follows its
owner closely. • Shadow reading follows
closely.
Shadowing• Shadowing while looking
at the textbook. • Shadowing without the
textbook.
Goal Activities•Using some questions from
the textbook, students do debate. •Pair Debate •Group Debate
Pair Debate• Simple format. • I think __ is better because
__. Also, __. What about you? • I agree/I disagree. I think __ is
better because __. Also, __.
Group Debate• Small groups of ~4. • Each person has a role. –Opinion A + B–Interviewer –Judge
Group Debate• I: Today’s debate is ( ). A, what
do you think? • A uses simple pair format. • I: What about you, B? • B uses simple pair format. • Judge chooses the winner.
Goal Speech • Speech using topic from the
textbook. •Debate format. • This format also helps them
in an interview test.
Questions?