Hang out with the four strand theory!
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The document presents an overview of the 'Hang Out!' English coursebook series designed for elementary students, highlighting the four strands of language learning: language-focused learning, meaning-focused input, meaning-focused output, and fluency development. Each strand includes specific goals, conditions, activities, and procedures to enhance students' proficiency in English through engaging and interactive methods. The course follows the CEFR competencies from pre-A1 to B1 level, incorporating various resources and activities to reinforce vocabulary, grammar, and communication skills.
Hang out with the four strand theory!
- 1. Hang Out! With The 4 Strand Theory
- 3. Today’s Overview •The Four Strand Theory • Simon Says • How To • Decoding •Hang Out! Unit Walkthrough • Student Book • Board Race • Disappearing Words • One Word Too Many • Workbook • Detachable Portfolio •Class Booster (Free Mobile App) •Teacher Materials
- 5. 4 Strand Theory (Paul Nation)
- 6. Language-focused learning Main Goal •To learn language features: grammar, vocabulary, spelling, pronunciation and discourse •Use language-learning strategies. Conditions • Learners give deliberate attention to language features • Features should be simple and not dependent on developmental knowledge that learners do not have • Features that are studied in this strand should occur often in the other three strands of the course Activities • Intensive reading/listening, pronunciation practice, using substitution tables and drills, learning vocabulary form word cards, translation, memorizing
- 7. Meaning-focused input Main Goal •Focus should be on trying to understand, gain knowledge and enjoy what you are listening and reading about •Learning through listening/ reading – using language receptively Conditions •Most of what learners are listening to or reading is familiar •The learners are interested in the input and want to understand it •Learners learn from context clues and background knowledge •Large quantities of input are present Activities •Extensive reading, shared reading, listening to stories, watching TV or films, being a listener to a conversation
- 8. Meaning-focused input •Purpose: Gain knowledge and enjoy •Organization: Individual, group, class •Focus: Improve listening, and TPR •Materials: Known vocabulary •Procedure: 1. Ask the class to stand up 2. Inform students they should follow your instructions 3. Students should only follow instructions after the teacher says “Simon Says” 4. If students do it incorrectly, move to slowly, or follow instructions when the teacher does not say “Simon Says”, they are out of the game 5. Continue the game by slowly increasing the speed
- 9. Meaning-focused output Main Goal •Get your message across to someone else with language knowledge that is largely familiar to you. This idea is very popular in language teaching and is called communicative language teaching. •Learning through speaking and writing – productive skills Conditions •Learners write/talk about things that are largely familiar to them •Main goal is to convey their message to someone else •Learn from communication strategies, dictionaries/ previous input •Plenty of opportunities to speak and write are available Activities • Talking in conversations, speech or lecture, writing a letter or note, diary, telling a story and telling someone how to do something
- 10. Meaning-focused output •Purpose: Share information, get your message across •Organization: Individual, pair work, group, class •Focus: Use speaking skills and vocabulary knowledge •Materials: Topics, pen, paper •Procedure: 1. Brainstorm activities/tasks/processes etc. 2. Each student selects something they know how to do 3. Then, that student explains “How to” do something to their classmate 4. The listening classmate takes notes 5. Create an additional output activity by having students explain their partners “How to”
- 11. Fluency development Main Goal •Improve fluency of language items and features in your target language in all four skills: listening, writing, reading and speaking • Developing speed and reinforcing learning Conditions •All of what the learners are listening to, reading, speaking, or writing is largely familiar to them •Pressure or encouragement to perform at a faster than usual speed •There is a large amount of input and output •Learners’ focus is on receiving or conveying meaning Activities • Speed reading, repeated retelling, ten-minute writing and listening to stories
- 12. Fluency development •Purpose: Encourage fluency and accurate decoding •Organization: Individual, pair work, group, class •Focus: Fluency, vocabulary, listening •Materials: Printed text •Procedure: 1. Provide students with printed text 2. Teacher reads the text aloud, occasionally substituting a different word 3. Students identify/circle the mismatched words, for instance: pink for red, or location for place 4. Students add the number of correct mismatched words they identified
- 14. Provide a roughly equal balance of the four strands of meaning-focused input, meaning-focused output, language-focused learning, and fluency development. Keep a record of the activities done in the course, the strand they fit into, and the amount of time spent on them. 4 Skills Grammar 4 Strand Theory Overview (Paul Nation) Vocabulary Fluency Development
- 15. Let’s take a closer look at Hang Out! •An exciting six-level English coursebook for elementary students •A clear focus on CEFR competencies and important English assessment tests •Gradually takes students from CEFR pre-A1 to B1 level •Bold, colorful illustrations, lively songs and chants, and fun activities •Project portfolios •Free downloadable resources
- 16. STUDENTS
- 17. For Students Worksheets WorkbookStudent Book Free Application Audio CD
- 18. Student Book Competency Development •CEFR alignment Pre A1 A1 A2 B1 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
- 19. Student Book Competency Development •CEFR alignment •Vocabulary (English Profile project by the British Council categorizes a large pool of vocabulary according to topic and CEFR level) •Can-do statements Can describe him/herself, what he/she does and where he/she lives. I can communicate very basic information about myself and my family in a simple way. I can ask how people are.
- 20. Student Book Vocabulary Set 1 & Core Structure
- 21. Student Book Vocabulary Set 1 & Core Structure A.Learn the grammatical structure and characters (Language-focused learning) B.Introduction of target vocabulary (Language-focused learning) C.Mini activity for learners to become accustomed to the structure D.Fun song introducing the language (Meaning-focused input) E.Speaking activity to reinforce learning objectives (Language-focused learning) EXTRA (Portfolio) •Expansion activity for additional practice or to expand the class
- 22. Student Book Song, Reading, Speaking
- 23. Student Book Song, Reading, Speaking A.Review the song and produce the learned language (Meaning-focused input) B.Short reading with comprehension activities (Language-focused learning) A.Speaking activity through puzzles , mazes, drawing, or coloring (Meaning-focused output) B.Writing and speaking tasks (Meaning-focused input) (Meaning-focused output)
- 24. Board Race •Purpose: To reinforce vocabulary from lesson •Organization: Group work, suitable for large classes •Focus: Writing and vocabulary •Materials: Board, marker •Procedure: 1. Split the class into two teams and give each team a colored marker. 2. If you have a very large class, it may be better to split the students into teams of 3 or 4. 3. Draw a line down the middle of the board and write a topic at the top. 4. The students must then write as many words as you require related to the topic in the form of a relay race. 5. Each team wins one point for each correct word. Any words that are unreadable or misspelled are not counted. 6. The first team to 9 points is the winner.
- 25. Student Book Vocabulary Set 2 & Expansion Structure
- 26. Student Book Vocabulary Set 2 & Expansion Structure A.Comic-book style story offers an exciting approach to real situations with natural language (Meaning-focused input) B.Role-playing develops understanding and can compliment TPR (Meaning-focused input) (Meaning-focused output) C.Comprehension activities focus on key vocabulary and structure (Language-focused learning) •Exciting sticker activity introduces new vocabulary (Language-focused learning) •Picture-based substitution drill practices vocabulary and structure (Language-focused learning) •Chant to reinforce language (Meaning-focused input) EXTRA (Portfolio) Describe and draw what’s in your pencil case
- 27. Disappearing Words •Purpose: Improve listening skills and increase awareness of correct sentence structure •Organization: Individual, pair work, group •Focus: Listening, vocabulary, grammar structure •Materials: Worksheet copies for all students •Procedure: 1. Students and teachers read the complete text aloud, together 2. Then, the teacher reads the text without speaking certain vocabulary and/or grammar structures 3. Check if answers are correct 4. Then, the teacher can remove more, or have students write the entire text 5. Check if answers are correct
- 32. Student Book Linked-content Reading A.Reading passage connects the unit theme, vocabulary, and structures, with CLIL content featured (Meaning-focused input) (Fluency development) (Meaning-focused output) if read aloud B.Comprehension activities to check understanding and reinforce new vocabulary (Language-focused learning)
- 33. Student Book Comprehension, Phonics, Writing
- 34. Student Book Comprehension, Phonics, Writing C.Linked-skills activity utilizes listening and reading skills (Meaning-focused input) (Meaning-focused output) if spoken aloud D.Circle-and-say activity checks learners’ comprehension (Meaning-focused output) •Phonics activity build spelling accuracy and ability to sound out words (Language-focused learning) C.Writing graphic organizer provides the framework for a short writing project (Meaning-focused output)
- 35. One Word Too Two Many •Purpose: Improve awareness of correct sentence structure •Organization: Individual, pair work •Focus: Vocabulary, grammar structure •Materials: Worksheet copies for all students •Procedure: 1. Teacher provides students with a list of sentences and in each sentence there is 1 too many words 2. Students must locate the extra word 3. Students must write the correct sentence 4. Then, students must create their own sentences with 1 word too many and share with the class 5. Other students can listen to the sentence and find out which word was too many
- 36. One Word Too Two Many 1. Where is my so ESL book? 2. Are you going to the party at the Laurence’s house? 3. I'm play tennis every Saturday. 4. She has 3 cats, and 2 dogs and 5 hamsters. 5. What are you talking to about? 6. I have no a time to do it now. 7. Handsome Victor is left his jacket on the bus. 8. You'll will fail your test if you do not study hard. 9. He's has forgotten his book again. 10. She comes to school by the bus every day. 11. After the breakfast I go to the bathroom and have a shower. 12. She has her sisters but no brothers.
- 37. One Word Too Two Many Now write six sentences of your own with ONE word too many. A. D. B. E. C. F.
- 38. Workbook
- 39. Workbook (Language-focused learning) A.Picture-based vocabulary activity to review vocabulary and practice writing B.Awareness-building activity to reinforce key structures C.Listening activity to build familiarity with vocabulary and structures D.Listening activity to build test-taking skills and ability
- 40. Workbook
- 41. Workbook (Meaning-focused input) (Language-focused learning) A.Short listening passage with the unit’s vocabulary and structure B.Listening passage which focuses on the overall understanding to details C.Listening activity to build recognition and awareness of grammatical structures (Language-focused learning) A.Writing activity to build familiarity with the unit’s structure B.Copying and tracing builds student confidence
- 42. Workbook
- 43. Workbook (Language-focused learning) A.Fun games reinforce new vocabulary in a stealth manner (Meaning-focused input) (Meaning-focused output) A.Key dialog pairs are reviewed and consolidated through listening and writing activities B.Read and Write C.Listen and repeat builds automaticity
- 44. Workbook
- 45. Workbook (Fluency development) A.Listening passage mirrors and expands on the content found in the Student Book B.Easy to understand activities to aid in fluency and comprehension (Language-focused learning) A.Phonics activities build upon the Student Book B.Simple writing activity disguised in a fun activity Portfolio Reference
- 46. Workbook
- 47. Workbook Detachable Portfolio (Fluency development) (Meaning-focused output) A.Detachable portfolio allows learners to demonstrate what they have learned throughout the unit B.Writing framework to assist learners in creating complete sentences Check Up •A checklist of the learning objectives so learners and teachers can track what has been learned
- 48. Class Booster Application A digital companion which provides fun, reinforcement activities for learners and is simple to use. •Easy-to-use •Voice activation •Fun activities •Interactive •Gamification •Rich media
- 49. TEACHERS
- 50. For Teachers WorksheetsWhiteboard Software Teacher’s Guide Teacher’s Pack
- 51. Shoot and Score! •Purpose: To practice reinforcing target lesson vocabulary, motivation for more physically developed learners, social, gratification •Organization: Group work, suitable for large classes •Focus: Vocabulary •Materials: Two or three baskets, a ball, flashcards •Procedure: 1. Have students form two teams 2. Have students form lines and the teacher stands at the front of the class 3. The teacher presents a flashcard and the first student to speak the correct name of the vocabulary gets a chance to shoot the ball into the basket 4. The closer basket is worth 1 point, the next 3 points, and the farthest 5 points 5. Give students a chance to participate, 2-3 times 6. Total the score and see which team is the winner
- 52. Shoot and Score! backpack, pencil, eraser, lunchbox, tape notebook, glue stick, stapler, ruler, crayon •I made a mistake. I need to use my ___________. •I have a ___________ so I can combine my papers together. •Use a ___________ to measure how long it is. •I forgot to pack my lunchbox in my ___________. •Why isn’t there an eraser at the end of this ___________. •Does your mom always put that much food in your ___________? •You can use a glue stick or ___________ to seal that. •I can color the heart with a red ___________. •You should take notes in your ___________. •Do you have a ___________ I could borrow? There is no glue left in mine.
- 53. THANK YOU For information on this product or other ELT materials, connect with us! www.compasspub.com info@compasspub.com @CompassELT facebook.com/compasspublishing www.slideshare.net/compasspublishing laurencebuckley@wjcompass.com
- 54. The Hot Seat •Purpose: To help students practice vocabulary, speaking, and listening •Organization: Group work, suitable for large classes •Focus: Vocabulary, speaking, and listening •Procedure: 1. Split the class into 2 teams, or more if you have a large class 2. Elect one person from each team to sit in the Hot Seat, facing the classroom with the board behind them 3. Write a word on the board 4. One of the team members of the student in the hot seat must help the student guess the word by describing it. They have a limited amount of time and cannot say, spell or draw the word. 5. Continue until each team member has described a word to the student in the Hot Seat.
- 55. Student Book •Introduction unit •9 units per book • 5 lessons per unit •3 review units
- 56. Student Book Each unit includes •2 grammatical structures •16 new words (two sets of 8) •Reading, writing, listening, speaking, grammar activities •Phonics in lower levels •Lively songs and chants •CLIL and intercultural content •Content to mirror YLE tests
Editor's Notes
- #7: (focus on form, formed-focus instruction, deliberate study, intentional learning) Most of these language-focused learning activities have a positive effect on learning and language use. But, it’s important it is only a small part of the course and is not the whole course. In total, the language-focused learning strand should not make up more than 1/4 of the time spent on the whole course. (remember the pie chart I showed you? It was equally divided.) This strand helps learners to deliberately learn language items and patterns, including sounds, spelling, vocabulary, multi-word units, grammar, and discourse. Do teacher-led intensive reading, give feedback on writing, deliberately teach language items, arrange individual study of language items. And we should always try and train learners in strategies that will contribute to language learning. Work on guessing from context, dictionary use, word part analysis, and learning using word cards.
- #8: If these conditions are not present, then the meaning-focused input strand does not exist in that course. Learning by meaning-focused input is fragile because there are usually small gains from each meeting with a word, and because learning is dependent on the quality of reading and listening skills, and is affected by background knowledge. How do we do this? We provide and organize large amounts of comprehensible input through both listening and reading. This could involve providing an extensive reading program, reading to the learners, getting learners to give talks for their classmates to listen to, arranging spoken communication activities, and interaction via the internet. And we can boost learning through comprehensible input by adding a deliberate element. Note words on the board as they occur in listening, get learners to reflect on new items they meet while reading, explain problem items that come up in the context.
- #9: You can trick students by not saying “Simon Says” or by doing an incorrect activity.
- #10: To produce language is an essential part of language learning. This is what most language products sell. "Learn to Speak Chinese Quick!". Speak being the emphasis here. In some sense, this is what most language learners aim for. The ability to have conversations using speech. Many spoken activities will include a mixture of meaning-focused input and meaning-focused output. One person’s output can be another person’s input. And we need support and push learners to produce spoken and written output in a variety of appropriate genres. Use role plays, match writing and speaking tasks to learner needs. We should also provide opportunities for cooperative interaction. Do group work involving opinion gap and information gap tasks, get learners to work together on writing and reading.
- #12: The fluency development strand should involve all of the 4 skills of listening, speaking, reading and writing. In this strand, the learners are helped to make the best use of what they already know. And we can do activities such as, run a speed reading course, include repeated reading, provide an extensive reading program, organize a regular ten-minutes writing program, do listening to stories.
- #16: There was also a strong focus on creating balanced activities classwork, group work, pair work, and individual
- #28: There is another game called Disappearing Words which is for more advanced learners. You would need more complex sentences, and students must remove 1 or 2 or 3 words from a sentence and still have it grammatically correct.
- #36: There is another game called Disappearing Words which is for more advanced learners. You would need more complex sentences, and students must remove 1 or 2 or 3 words from a sentence and still have it grammatically correct.
- #37: There is another game called Disappearing Words which is for more advanced learners. You would need more complex sentences, and students must remove 1 or 2 or 3 words from a sentence and still have it grammatically correct.
- #38: There is another game called Disappearing Words which is for more advanced learners. You would need more complex sentences, and students must remove 1 or 2 or 3 words from a sentence and still have it grammatically correct.
- #41: YLE tests
- #42: YLE tests
- #43: YLE tests
- #44: YLE tests
- #45: YLE tests
- #46: YLE tests
- #47: YLE tests
- #48: YLE tests
- #49: YLE tests
- #51: TG: with review sheets and tests WS: with extra classroom activities TP: Posters and flashcards Worksheets: either photocopyable in the TG or free download resource