T7 Flashcards

Oral language

1
Q

Most important theories about oral teaching organisation

A
  • 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.
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2
Q

Process to follow in an English lesson in order to work on LISTENING

A
  1. Interest
  2. Present basic vocabulary and make predictions
  3. First listening to take general idea. Extensive listening
  4. Second listening to grasp specific information. Selective and intensive listening.
  5. Third listening to check answers. Oral activities based on listening.
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3
Q

Process to follow in an English lesson in order to work on SPEAKING

A
  1. Oral input
  2. Provide a model to follow.
  3. Repeat it in a control way.
  4. Simulate the model in a freer way.
  5. Feedback by other mates and the teacher.
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4
Q

3 methodological guidelines to work on oral language

A
  1. Acquisition of language similar to 1st language.
  2. Not only drilling
  3. Spontaneity and phonetics aspects make it difficult, attend students affective filters
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5
Q

Oral language simplicity

A
  • Repetitive vocabulary
  • Idioms
  • Simple grammar, sentences and connectors
  • Self corrections and repairs
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6
Q

Oral activities to work on linguistic subcompetence

A

Vocabulary games

Syntactic games

Phonetic games.

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7
Q

Oral activities to work on sociolinguistic subcompetence

A

Riddles

Poems

Roleplays

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8
Q

Oral activities to work on pragmatic subcompetence

A

Exposition

Discourse

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9
Q

Methodological guidelines to teach listening

A

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)

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10
Q

Pre listening activities usefulness

A

Activate previous knowledge about the topic

Introduce the appropriate context

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11
Q

While listening activities usefulness

A

They get global information

Silence: avoid interferences

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12
Q

Post listening activities usefulness

A

Activities that require a full understanding

Extrapolate info to other contexts

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13
Q

Methodological guidelines to work on speaking

A

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

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14
Q

Speaking acquisition process. INTRODUCTION STAGE

A
  • Communicative situations
  • Activate previous knowledge
  • Introduce vocabulary
  • Teacher = controller
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15
Q

Speaking acquisition process. CONTROLLED PRACTICE STAGE

A

Use a memorised structure to communicate something mechanically by drills.

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16
Q

Speaking acquisition process. SEMI-CONTROLLED PRACTICE STAGE

A
  • No much control
  • Give st. Contextualised situations and resources
  • Teacher=guide
17
Q

Speaking acquisition process. FREE PRODUCTION STAGE

A
  • CC develop communicative competence by themselves
  • Confortable: make them feel comfortable
  • Mistakes are part of the process
  • Groupings
18
Q

Oral language innovations

A

Learning stations

Cooperative learning

Role-plays

19
Q

Introduction 7

A
  • “The limits of my language…”
  • Relevance of listening and speaking
  • RD- 7KC- LC (related to the development of the 4 linguistic skills)
  • C. Bona (2015) communicative meth - communicative citizens
  • Prospective