Leeuwarden - VT - Year 1 - Lecture 6

• CEFR + Music in Classroom
• HBO
• Studiejaar 1

What was the funniest thing one of your pupils ever said in class?

Year 1 - lecture 6

•  You teach communicative English language activities/lessons at your work placement school under supervision of experienced teachers.
  
•  You describe the position of English in Dutch primary education 
  
•  You provide practical examples of a large range of relevant teaching methods for teaching English to young and older children.
  
•  Furthermore, you prove that your command of the English language (listening, speaking, reading and writing) is of satisfactory level (at least CEFR level B1) to teach elementary activities/lessons. 
  

Quick refresher: what is CLT again?

After today's lecture:

- You can distinguish the different levels of CEFR and use this accordingly in your class when designing a language objective for your lesson 

- You know how songs can be used when designing a language objective for your lesson

And what about CEFR?

The highest level of language proficiency according to CEFR is:

1. C2
2. B2
3. A2
4. A1

The levels of English in group 8 are usually

1. A1
2. A2
3. B1
4. All of the above

What is A1, A2, B1?

A1 = breakthrough

The learner can interact in a simple way:

• ask and answer simple questions about themselves
• where they live, people they know, things they have
• initiate and respond to simple statements in areas of immediate need or on very familiar topics

A2 = preliminary

Skills related to social functions: 

• use simple everyday polite forms of greeting 
• ask how they are and react to news 
• handle very short social exchanges
• ask and answer questions about what they do in free time; 

B1 = intermediate

• Can understand the main points regarding familiar matters: in work, school, leisure, while travelling etc. 
• Can produce simple connected text on topics which are familiar or of personal interest. 
• Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Pre-A1  = ?

A1 = communicate about things that are familiar to them, in everyday situations, speak slowly and clearly. 

Pre-A1 = speech be supported by body language and visuals, and the language ideally be directly addressed to him/her. 

Pre-A1 learners = can cope with a word or two at a time

A1 learners = can communicate using (very) simple sentences.

Activity 1:

- Team up with 1 or 2 fellow students

- Read page 9-15 of the "Language Biography"

- what skills are appropriate to your lesson?

Activity 2:

- Read page 23-29 of the Languages Portfolio

(NB Grade 1 = group 3, grade 2 = group 4 etc.)

- Look up the group/grade you teach

- Look up the skill you teach in your class (Listening, Speaking, etc.)

- What level of skill the average student in your class and why?

- Does this fit the level of your lesson?

 

Assignment: Music in the Classroom

• Choose a suitable song for the group you teach. 
• Bring the song into the lecture and present it to your fellow students. 
• Introduce the vocabulary of the song and activate the listeners during the song. 
• Give and receive feedback. 
• Collect songs you would like to use in class yourself.
  

What are the benefits of using music in your English class?

How songs help English language learners?

- Use of authentic/natural language 

- Exposure to great variety of new vocabulary

- Grammar and cultural aspects can be introduced through songs

- Songs can be selected according to level, needs  and interest of students

Use of Songs in ESL Primary classroom

Songs can be effectively used to develop the four language skills, improve pronunciation, build vocabulary, and enhance grammar knowledge. How?

- lyrics gaps (listening) https://www.lyricsgaps.com/en

- singing song (speaking, pronunciation)

- Discussing lyrics etc.

- Activities etc. 

Example for group 5-8

- Pick song plus activity

- Show class YouTube of song + activity

- Introduce lyrics to class & teach class song

- introduce and teach cup-movement

- have class perform song & cup-movement

Lyrics: I'll think of you

I'll think of you, as I go

'Cause when I leave, you're not alone

And no matter where we are

We will never be that far

And I will think of you as I go

Cup-movement

Clap Clap

Tap tap tap

Grab

Move - over

What are/could be the language objectives of this song?

Language objectives

- Contractions ( I will = I'll, Because = 'Cause)

- Verbs: to think, to go, to leave, to be

- Pronouns: I, you, we

(How) Does this fit CEFR?

Next class:

- Bring your Music assignment to class and present to fellow students. 

- Information gap activity

Taaldossier so far: 

Hand in at the end of the school year

• Screen shot language test  
• Essay on your views on teaching English + feedback 
• Elevator pitch ‘fun English activity’ + feedback + reflection 
• Essay on communicative language teaching 
• Two songs and two information gap activities + why you chose them + how you would use them in class + feedback.

Any questions?