Tricia Spence

A simple way to start a classToday is Tuesday, 14th December, 2010

On this day in 1911…… a very famous person arrived at a very cold place.

Can you guess who this person was?

Where was the place?

Today’s plan First, we’ll discuss your role in the classroom. Then, we’ll explore what kind of activities you can do in the bilingual

classes. Finally, if there’s time, we’ll look at some specific activities.

Homework: He arrived before another person. Who was that person? Explain what happened.

Roald Amundsen

The South Pole

No? Maybe this picture can help.

Your job as a language assistant

Your functions are:

to input

to interact

to act as a model

to work with students

to be creative

to make suggestions

to help

to motivate

In the General English class

In the Bilingual

class

TOO

I could read out a modified text.The students

could correct the mistakes on a written copy.

That’s an excellent idea! We’ll do that.

Your communication in the classroom

Your communication can be 1-, 2- or 3-directional:

You can

In threedirections

Working with content

In twodirections

Interaction

In onedirection

Input

This is a cow.

What do you call the top of a

mountain?Is it the

summit?

Read it. What does

it say?

Summit.

We write summit here?

Y es. Good. Write

summit there.

Presenting key vocabularywith objectswith a PowerPointwith flashcards

Presenting informationwith pictures, maps, modelswith a PowerPointwith flashcardswith a video clipwith a storywith a song, chant or rhyme

Input Transmitting information in one direction

Listen everybody! This is an

Asturian Valley cow.

InteractionTransmitting information interactively

Presenting key vocabulary interactively

Look at the diagram. What’s the name for the top of a mountain?

Look at the Asturian Valley’s head. The muzzle is black. What’s the identifying colour of the horns?

Presenting information interactively

Look at the slide. Does anyone know why ….?

I’m going to explain …. I want you to listen and tell me ….

Playing games

Songs and rhymes

Look at the Asturian Valley cow.

What colour is the muzzle?

1

What does “muzzle” mean?

It’s the nose of an animal.

The muzzle is black

2

3

4

Working with contentHelping pupils to access, process and use informationYou can work with the whole class or small groups

to access new information oral texts (yourself, audio, video) written texts integrated (PowerPoints, games, Internet) problem solving doing experiments

to process new information comprehension activities learning activities (matching, labeling,

etc.) transferring information to charts, graphs,

etc. making models, etc. exploring and describing differences

to use new information presentations, maps,

reports, art and craft work, video clips, wall displays, etc.

preparing quizzes and tasks for other groups

making a report, a Portfolio

Inputting informationInformation can be presented:

OrallyFor example:brainstorming, listening activity, songs, presentation, interview

In pictures For example: visual organiser, PWP, video, photo, flashcards, poster

In writingFor example: reading or text activity, writing what I know, want to know, etc.

In integrated formatsFor example: reading and completing, listening and completing, solving a puzzle, etc.

Remember: if this is initial infomation, never gap key words or concepts.

Creating resources Clear comprehensible input Adapted or selected to level The lower the level, more visuals The more difficult the content, more

visuals Facilitate input

Formatting (bold, italics, underlining, CAPITALS, etc.)

Spacing Fold mountain = Fold mountain

Using or color techniques Arrows Use of cognates Synonyms or explanations in brackets Eliminate superfluous text or

information Avoid colloquial, metaphoric language

in texts Check text for “problem” language Animating PowerPoints

highlighting

The mantle is divided into two parts

• The top part of the mantle is called the Upper Mantle.It is made of cool solid rock.

• The bottom part of the mantle is called the Lower Mantle.It is made of hot liquid rock.

Typical listening/reading tasks Listen/read to acquire information Listen/read to make or draw something Listen/read to state True or False and why Listen/read to answer multiple choice questions Listen/read to answer questions (Wh- or yes/no) Listen/read to complete statements/notes about meaning Listen/read to identify attitude, formal/informal situation, genre,

etc. Listen/read to identify or compare pictures/photos Listen/read to correct information Listen/read to put the pictures/instructions, etc. in the right

order Listen/read to use as a model for production Listen/read to take notes or summarize Listen/read to transfer information Listen/read and label Listen and follow a written text or dialogue Listen and check written answers Listen and react Read to order words, sentences or cut-up paragraphs

Speaking Tasks WritingTasksPresentation (with or without slides)Interview (filling in forms, making a note

of details, radio show)Narrating (story, events, experiment,

acquired information – ask other pupils to ask questions)

Describing (picture, object, person, etc.)Information gapComparingRole playProblem-solving in pairs or groupsDiscussing/debating (specific topics)Drama about topicGames (physical and intellectual) about

topicExpressing opinionsProducing (e.g. a radio or TV programme)Explaining/giving instructionsReporting (an experiment, a trip, etc.)Being an expertDictating information acquired

Structure or vocabulary tasks Transformation Cloze Completion Writing sentences (ordering,

correcting, connecting, function, structuring, translating, etc.)

Dictation Labelling Correcting True or False sentences

Instructions Paragraphs

Project work, text building, displays, etc.

A poem, dialogue or story relating to the topic

Transfer of information Essay, article, report, project, PWP

slides, summary cards, etc. Letter, postcard, email, notes, etc.

relating to the topic Completing with information Information gaps, websites, etc. Self-assessment activities

Activities for introducing a new topic

Brainstorm with mindmaps

Discuss what I know already and what I need to know what I know.ppt

Recognising activity How to paint a portrait.ppt

Use a “questionable” short text All birds have wings. A parrot has wings. A butterfly has wings. Therefore parrots and butterflies are birds. Do you think this is true? Why/Why not?

Show an unusual photo.doc

Show an unusual or striking video http://www.youtube.com/watch?v=WxlRpuTed6g&feature=fvw

Activities for presenting information A related activity

Summit card2.doc

A problem to solve

Who will get there first.doc

Use flashcards and ask What’s

this? How do you know? flash.doc

Prepare a PowerPoint

Listening activity

listen and react2.ppt

Song relating to the topic

layers of the earth task.doc

Layers of the Earth Song Link

http://www.youtube.com/watch?v

=Q9j1xGaxYzY

Gapped Dictation Gapped dictation.doc

Cloze (with and without word bank)

How mont formed2.doc

Back-to-front dictation

A back-to-front dictation.ppt

Information gap information gap.ppt

A puzzle puzzle.ppt

Giant cloze

Jumbled sentences or text jumbled.doc

I heard it! I heard it.ppt

Jigsaw and experts

The Everest jigsaw.doc

Information race The Summit Race.doc

Consolidating informationAll of the previous activities

can be used for consolidating as well as presenting.

And also:

Hands-on (making, cooking)

MakeVolcano.doc

Information transfersinfo transfer.ppt

Consolidation puzzlesHow to paint a portrait.doc

Self assessment Self_Assessmentsheet.doc

All kinds of games and quizzes For example:

Who wants to be a millionaire Solar_System_WWtbaM.ppt

Treasure hunt with cluesTreasure Hunt 2010.doc

Bingo mountinformbingo.doc

Hot Potato

Lift your leg

Trivial pursuits

Crossword

Wordsearch

20 questions

Columns COLUMNS GAME.doc

Modeling languageSeeing and using vocabulary in context

http://www.youtube.com/watch?v=nkvLq0TYiwI1. Which of the words in the wordbank do you recognize? What do they mean? What do the other words

mean? Use your bilingual dictionary to find the meanings in Spanish.

2. In your opinion, which of the words in the wordbank describe Vincent Van Gogh’s picture Starry Night?

palette paint shadows sketch colors beautiful portraits frameless ragged swirling hue artist's flaming reflect

Modeling languageSeeing and using vocabulary in context (continued)http://www.youtube.com/watch?v=ZTHrTOzfqhg&feature=related

1. Now use the new vocabulary to complete the gaps in Don McLean’s Starry Starry Night song.

palette paint shadows sketch colors beautiful portraits frameless ragged swirling hue artist's flaming reflect

Starry, starry night - Don McLean

Starry, starry night. ______ your ______ blue and grey, Look out on a summer's day, With eyes that know the darkness in my soul. ______ on the hills, ______ the trees and the daffodils, Catch the breeze and the winter chills, In ______ on the snowy linen land. Now I understand what you tried to say to me, How you suffered for your sanity, How you tried to set them free. They would not listen, they did not know how. Perhaps they'll listen now.

Starry, starry night. ______ flowers that brightly blaze, ______ clouds in violet haze, ______ in Vincent's eyes of china blue. Colors changing ______, morning field of amber grain, Weathered faces lined in pain, Are soothed beneath the ______ loving hand.

Now I understand what you tried to say to me, How you suffered for your sanity, How you tried to set them free.

They would not listen, they did not know how. Perhaps they'll listen now.

For they could not love you, But still your love was true. And when no hope was left in sight On that starry, starry night, You took your life, as lovers often do. But I could have told you, Vincent, This world was never meant for one As ______ as you.

Starry, starry night. ______ hung in empty halls, ______ head on nameless walls, With eyes that watch the world and can't forget. Like the strangers that you've met, The ______ men in the ragged clothes, The silver thorn of bloody rose, Lie crushed and broken on the virgin snow. Now I think I know what you tried to say to me, How you suffered for your sanity, How you tried to set them free. They would not listen, they're not listening still. Perhaps they never will...

2. Watch the karaoke version of the song and correct your work.

3. Look again carefully at Vincent’s self-portrait and use the new language to write a description of it.

Song Evaluation

1. The title of the song is _______________________

2. It was written in ___(year)___by _____(writer)______.

3. It has been sung by various artistes, including __________.

4. This version is sung by _________________________.

5. S/he is a/an – they are __(nationality)______ singer(s).

6. It is a __________(kind of music)_____________ song.

7. The theme of the song is _______________________.

8. I like/don’t like it because …

a. it is/isn’t interesting

b. the music is …

i. beautiful/catchy/rhythmic/exciting/great …

ii. repetitive/boring/too quiet/too loud/awful …

c. I’m not very keen on the lyrics/music

d. the lyrics are …

i. good/clever/fantastic …

ii. boring/repetitive/awful …

9. The song makes me think of ______________________________.

10. My verdict is ___ out of ten. It is a/an _______________ song

bad – poor – good - excellent

Modelling language – writing/speaking frame

An integrated song activityAkin Drum

ChorusThere is a man in the moon, in the moon, in the moonThere is a man in the moon and his name is Akin Drum

His head is made of bread, bread, breadHis head is made of bread and his name is Akin Drum

ChorusHis face is made of butter, butter, butter

His face is made of butter and his name is Akin DrumChorusHis eyes are made of olives, olives, olives

His eyes are made of olives and his name is Akin Drum

Continue with the rest of the faceFor example:

Nose = cheese Cheeks = hamMouth = red pepper Ears = sausageHair = lettuce

Use the song for different activities1. TPR

2. Join the food to the correct part of the head W/S

3. Complete the recipe W/S

4. Singing recipe: verse by verse, children make an open-topped “Healthy Sandwich” to eat for their break-time snack

5. Children match the ingredients of their Aken Drum Sandwich to the Food Pyramid

6. Class poster and/or PowerPoint with Aken Drum, foods, recipe and photos of sandwich-making and eating

Which food goes where?

My “Aken Drum” SandwichYou need:

A large slice of brown or white bread Some butter Some lettuce A slice of cheese A slice of ham A slice of sausage A slice of red pepper Two olives

1. Cut round the slice of bread to make the ___________

2. Spread on the butter to make the ___________3. Put on some lettuce to make the ___________

4. Put on some cheese to make the ___________5. Put on some sausage to make the ___________

6. Put on some ham to make the ___________7. Put on some red pepper to make the ___________8. Put on the olives to make the ___________ Eat and enjoy!!

Is your sandwich healthy?Look at this Food Pyramid

Activity ThreeWrite each part of Aken Drum in the

correct part of the Food Pyramid below.

Activity OneCircle the “healthy sandwich” ingredients on the

Food Pyramid.

Activity TwoYou can’t eat very much of one ingredient.

Which one is it?

head

Activity FourThink of a healthy dessert to eat after the healthy sandwich.

Active Project Work Issues

Save the forestsU.N.Plant a tree pledge

http://www.unep.org/billiontreecampaign/pledges

Geography and P.E.There are over 20 geocaching sites in Asturias.http://www.geocaching.com

Science and EcologyVisit the Aquarium

http://www.sealifeeurope.com/schools.phphttp://www.acuariodeponiente.es/aprendemas.html

Art and NatureVisit the Evaristo Valle museum and gardens. Birds and paintings.

http://www.evaristovalle.com/e-index.html

History Vikings in Asturias:

http://www.asturiasverde.com/vikingos.htm

Vikings in Britain:

http://www.woodlands-junior.kent.sch.uk/Homework/vikingsax.html

http://www.bbc.co.uk/schools/vikings/index.shtml

Viking webquest

http://faculty.une.edu/cas/gchstman/students/webjohnston/websheet.htmhttp://www.teachnet.ie/stpats/vikings_99758687/page%201.htm

Useful WebsitesLanguage assistant websites http://www.britishcouncil.org/languageassistant http://www.britishcouncil.org/flasonline http://www.primarylanguages.org.uk/ http://www.nacell.org.uk/bestpractice/teach.htmEsol websites http://www.english-4kids.com/ http://www.eslkidstuff.com/ http://www.bbc.co.uk/schools/ http://www.isabelperez.com/ http://www.enchantedlearning.com/Home.htmlTools http://www.pppst.com/ (powerpoint, clipart) http://hotpot.uvic.ca/index.htm (create games) http://teach.fcps.net/trt10/PowerPoint.htm (pwp, games,

millionaire template)