building oral language skills
TRANSCRIPT
BUILDING ORAL LANGUAGE SKILLS
INTRODUCTION
LISTENING SPEAKING
ORAL INTERACTION
LISTENING SPEAKING
ORAL INTERACTION
LISTENING SPEAKING
ORAL INTERACTION
LISTENING SPEAKING
ORAL INTERACTION
LISTENING SPEAKING
ORAL INTERACTION
LISTENING SPEAKING
ORAL INTERACTION
LISTENING SPEAKING
ORAL INTERACTION
LISTENING SPEAKING
ORAL INTERACTION
LISTENING SPEAKING
ORAL INTERACTION
LISTENING SPEAKING
ORAL INTERACTION
The challenge of oral interaction in the classroom.
• Carefully planned and not improvised.
• A commitment that English be the sole language used.
• Access to resources for students.
Teacher Commitment.
• The role of the teacher is demanding.
• Teachers have to create a comfortable climate.
• The teacher is: – the language
model– guide– helper– ally…
Common Language Teacher Styles
• The Director.• The Questioner.• The Passive Teacher.• The Negative
Teacher.• The Entertainer.• The Responsive
Teacher.
The Responsive Teacher
• Child´s interests, needs and abilities.
• Builds up and Breaks Down Language.
• Pauses.
• Active language learners and users all day long.
Careful Preparation
• Inclusion of previously learned language.
• Anticipate students´gaps in knowledge.
• Provide explicit examples and demonstrations.
Careful Preparation
• Focus of the task.
• Short,concise explanations.
• How to present,supervise and participate.
• Take advantage of the “present moment”.
• Resources for the activity.
• Other material.
Acquiring Functional Language
• Students need “a bit of everything” to interact orally.
• Language related to daily life in the class:– expressing needs.
– asking for help, permission.
– agreeing or disagreeing.– giving opinion.– inviting and suggesting.– offering assistance.
Acquiring Functional Language
• Natural language use.
• Establishing language routines: – greetings– pleasantries– praising
Adjusting Input
• The content of teacher-talk can be adjusted by:– focussing on functional language.– short statements.– brief and concrete explanations.
– repeating learned words and expressions.
– repeating key words and expressions.
– reformulating.– giving instructions step by step.– presenting information logically.
Adjusting Input
• Teacher-talk can be adjusted by:– pronouncing clearly– not repeating in students´ L1– pausing– varying intonation– using gestures– referring to pictures, posters…– writing essential information – using realia
What are Build-Ups and Break –Downs?
• Build-up language:
use complex language to help children grow their language skills.
• Break-down language:
simplify language to help children enter into converstations and understand.
Let´s practise. Build up these words:
• Big
• Gardening
• Move
• Car
A few ways words can be built up
• Synonyms.
• Related words.
• Words in the same group.
• Categorical Relations.
Break-Down these Words/Concepts.
• Pleasurable
• To buy a farm
Breaking-Down
• Word origin / Cognates:
• Derivation:
• Synonyms and Antonyms:
Four Square Vocabulary
Compulsory Example:
My Definition Non- example
Four Square Vocabulary
Compulsory
Example:
Going to school
My Definition:
You have to do it.
Non- example:
Spa Visit
Let´s do a new one together
It´s not rocket science
Example:
My Definition Non- example
Let´s do a new one together
It´s not rocket science
Example:
Come on, it's only a crossword, it's not rocket science.
My Definition
It´s very easyEasy-peasyIt´s a piece of cake
Non- example
It´s nothing to do with exploring Mars.
Practice makes perfectOur aim is to develop functional language in meaningful contexts by providing students with opportunities to use
English again and again.