Презентация, доклад по английскому языку

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Aims of this webinar1An overview of the required productive skills2Strategies 3Preparation tips and activities

Слайд 1 Cambridge English: Young Learners qualifications, Developing productive skills

Cambridge English: Young Learners qualifications, Developing productive skills

Слайд 3Aims of this webinar
1
An overview of the required productive skills
2
Strategies
3
Preparation

tips and activities
Aims of this webinar1An overview of the required productive skills2Strategies 3Preparation tips and activities

Слайд 5Speaking skills/subskills
Reception
Responding
Asking questions
Using interactive strategies
Storytelling (cohesion/coherence)
Describing objects
Following spoken instructions
Pronunciation

(individual sounds, stress, intonation)


Speaking skills/subskillsReception Responding Asking questionsUsing interactive strategiesStorytelling (cohesion/coherence)Describing objectsFollowing spoken instructionsPronunciation (individual sounds, stress, intonation)

Слайд 6Starters, speaking part 1,2&3
1. Point to the correct part of

the picture.
Put two object cards on the picture

2. Answer questions about 2 of the people or things in the picture. e.g. “What’s this? What colour is it?”
Describe an object from the picture “Tell me about…”

Simple questions about 4 of the cards. ( e.g. What colour is the robot?
One-word answer is expected.

Starters, speaking part 1,2&31. Point to the correct part of the picture. Put two object

Слайд 7Identify FOUR differences.
Identify SIX differences.
Reception
Responding
Describing objects

Movers, Flyers, Speaking part

1
Identify FOUR differences.Identify SIX differences.Reception RespondingDescribing objects Movers, Flyers, Speaking part 1

Слайд 8Flyers, Speaking part 2
Ask questions about a person, a place, an

object, using the cues.

Answer the examiner’s questions using the information given.

Reception
Responding
Asking questions

Flyers, Speaking part 2 Ask questions about a person, a place, an object, using the cues.Answer the

Слайд 9Movers, Speaking part 3
Odd one out
Give simple reasons.
e.g. These are big

and this is small.

Describing objects

Movers, Speaking part 3 Odd one outGive simple reasons.e.g. These are big and this is small.Describing objects

Слайд 10Speaking. Movers part 2, Flyers part 3
Storytelling
(cohesion/coherence)
Movers
Use there is/are;

can/can’t; Present Simple; Present Continuous; action verbs;
describe simple feelings

Flyers
Use there is/are; can/can’t; Present Simple; Present Continuous; Present Perfect; going to; action verbs;
describe simple feelings

Speaking. Movers part 2, Flyers part 3 Storytelling (cohesion/coherence)Movers Use there is/are; can/can’t; Present Simple; Present Continuous;

Слайд 11The language used in the classroom when giving instructions is very

similar to real life, basic every day English.

(J.Willis, 1980)

The language used in the classroom when giving instructions is very similar to real life, basic every

Слайд 12How often do you ask students questions in class?
How often do

you get your students to ask questions (to you or another student)?
How often do you use classroom language in English during your instruction?
How often do your students use classroom language in English during the class?
How often do your students call on each other to participate?

How are you?

What did you do at the weekend?

How often do you ask students questions in class?How often do you get your students to ask

Слайд 13What do young learners like?
Meaningful Content

What do young learners like?Meaningful Content

Слайд 14What do young learners like?
Meaningful Content
Songs
Poems
Chants
Stories
Games
Relevant real-life context

What do young learners like?Meaningful ContentSongsPoemsChantsStoriesGamesRelevant real-life context

Слайд 15What do young learners need?
R_ _ _ _ _ _

_

Clear i_ _ _ _ _ _ _ _ _ _ _

Scaffolding

Praise

Movement

Rules

Outcomes are valued

V_ _ _ _ _ _ _ _ _

Prompts

S_ _ _ environment

Stimulus

Fun

S_ _ _ _ _ period

Models

A_ _ _ _ _ _ _ _ learning situations for speaking

What do young learners need? R_ _ _ _ _ _ _Clear i_ _ _ _ _

Слайд 16What do young learners need?
Routines
Clear instructions
Scaffolding
Praise
Movement
Rules
Outcomes are valued
Vocabulary
Prompts
Safe environment
Stimulus
Fun
Silent

period

Models

Authentic learning situations for speaking

What do young learners need? RoutinesClear instructionsScaffoldingPraiseMovement RulesOutcomes are valuedVocabularyPromptsSafe environmentStimulusFunSilent periodModelsAuthentic learning situations for speaking

Слайд 17Some steps to successful speaking
Introduce routines (closing/opening/checking homework, etc.)
• Start every

lesson with revision of the words/chunks you had last time
Use plenty of TPR activities
Train your students how to interact (handouts with the classroom language)
• Provide plenty of language models (from the very first lesson!)
• Put models you need on posters and put them on your walls
• Always give feedback on the language and content

Some steps to successful speakingIntroduce routines (closing/opening/checking homework, etc.)• Start every lesson with revision of the words/chunks

Слайд 18Start of the lesson routine
Write questions relevant to the level on

small plastic balls
At the very beginning of the lesson every student takes one ball from the bag
Students stand up and mingle asking their questions to others
As soon as the students ask/answer the questions they swap the balls and find a different partner
Remember to collect short feedback concerning what they remember about their peers.
Start of the lesson routineWrite questions relevant to the level on small plastic ballsAt the very beginning

Слайд 19Using mini books for vocabulary and storytelling

Using mini books for vocabulary and storytelling

Слайд 20Why storytelling?
Stories support natural acquisition of language.
Stories offer children a

world of supported meaning that they can relate to.
The purpose of telling a story is genuinely communicative.
Storytelling is linguistically honest. (It is oral language, meant to be heard.)
Storytelling is real.
Storytelling provides listening experiences with reduced anxiety.
Children love stories!
Why storytelling?Stories support natural acquisition of language. Stories offer children a world of supported meaning that they

Слайд 21Stages of a storytelling lesson

Stages of a storytelling lesson

Слайд 22Writing skills and subskills

Spelling
Coherence
Cohesion
Proofreading
Editing


Writing skills and subskillsSpelling CoherenceCohesionProofreadingEditing

Слайд 23Movers, Reading & Writing part 6
Complete two sentences
Answer two questions
Write two

sentences about the picture

The sentences should accurately describe the picture (focus on grammar and topic-related vocabulary)

Spelling
Coherence
Cohesion
Proofreading
Editing

Movers, Reading & Writing part 6 Complete two sentencesAnswer two questionsWrite two sentences about the pictureThe sentences

Слайд 24Write 20 or more words (but not TOO MANY)
Use Past Simple

or Present Continuous

Write about all THREE pictures

Spelling
Coherence
Cohesion
Proofreading
Editing

Write 20 or more words (but not TOO MANY)Use Past Simple or Present ContinuousWrite about all THREE

Слайд 25then
after that
and
but
so
later

then
after that
and
but
so
later

Story train

thenafter thatandbutsolaterthenafter thatandbutsolaterStory train

Слайд 26Writing checklists

Writing checklists

Слайд 27Make sure your students
Know the names of different objects

(check with the Vocabulary list)

Have a lot of practice answering questions and describing both large scene and one-object pictures.

Know colours

Have practice in telling and writing stories

Know prepositions

Know Present Simple, Present Continuous and Past Simple

Are not afraid of making mistakes

Have a lot of spelling practice

Make sure your studentsKnow the names of different objects (check with the Vocabulary

Слайд 28Summary

Summary

Слайд 29CAMBRIDGE ENGLISH: YOUNG LEARNERS TOPICS

CAMBRIDGE ENGLISH: YOUNG LEARNERS TOPICS

Слайд 30For more information (handbooks, wordlists, etc.) go to

https://www.cambridgeenglish.org/

For more information (handbooks, wordlists, etc.) go tohttps://www.cambridgeenglish.org/

Слайд 31Any questions?

Any questions?

Слайд 32Thank you!

Presented by
Kiseleva Evgeniia [email protected]
(CELTA, IH CAM, IH CYLT, DELTA)
FB

https://www.facebook.com/jane.kiseleva.31

Thank you!Presented by Kiseleva Evgeniia joujoue@yandex.ru(CELTA, IH CAM, IH CYLT, DELTA)FB https://www.facebook.com/jane.kiseleva.31
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