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.