T7 Flashcards
Oral language
Most important theories about oral teaching organisation
- Krashen (1981) natural order acquisition
- Thronbury (2002) inputs before outputs
- Harmer (2007) drills at the beginning, communicative task in higher stages: motivate students to use language with a real purpose.
Process to follow in an English lesson in order to work on LISTENING
- Interest
- Present basic vocabulary and make predictions
- First listening to take general idea. Extensive listening
- Second listening to grasp specific information. Selective and intensive listening.
- Third listening to check answers. Oral activities based on listening.
Process to follow in an English lesson in order to work on SPEAKING
- Oral input
- Provide a model to follow.
- Repeat it in a control way.
- Simulate the model in a freer way.
- Feedback by other mates and the teacher.
3 methodological guidelines to work on oral language
- Acquisition of language similar to 1st language.
- Not only drilling
- Spontaneity and phonetics aspects make it difficult, attend students affective filters
Oral language simplicity
- Repetitive vocabulary
- Idioms
- Simple grammar, sentences and connectors
- Self corrections and repairs
Oral activities to work on linguistic subcompetence
Vocabulary games
Syntactic games
Phonetic games.
Oral activities to work on sociolinguistic subcompetence
Riddles
Poems
Roleplays
Oral activities to work on pragmatic subcompetence
Exposition
Discourse
Methodological guidelines to teach listening
Contextual support (to help understanding and increase self confidence)
Authentic recordings (variety of accents)
Real life situations (use language with a purpose)
Relevance (spend time listening the language at the beginning)
Input +1 (just one step beyond our students competence)
Songs, games, stories… (To lower affective filter and motivate)
Pre listening activities usefulness
Activate previous knowledge about the topic
Introduce the appropriate context
While listening activities usefulness
They get global information
Silence: avoid interferences
Post listening activities usefulness
Activities that require a full understanding
Extrapolate info to other contexts
Methodological guidelines to work on speaking
TOOLS: to produce oral language easily
SILENT: Respect silent periods and not force
ROUTINES: Use routines
FLUENCY: Try not to stop them too much.
ACTIVE LISTENING: Listen carefully to everyone.
EXAMPLE: Provide them with a good model to follow
APPROPRIATE: language to their level
PEL: Promote self assessment
Speaking acquisition process. INTRODUCTION STAGE
- Communicative situations
- Activate previous knowledge
- Introduce vocabulary
- Teacher = controller
Speaking acquisition process. CONTROLLED PRACTICE STAGE
Use a memorised structure to communicate something mechanically by drills.