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TOPIC 7: The oral English language

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Cristina Fernández

on 20 October 2016

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Transcript of TOPIC 7: The oral English language

TOPIC 7: The oral English language
7.1. The complexity of the comprehension of the general meaning in oral interaction: from auction to active and selective understanding.
7.2. Beginning to speak: from imitative reproduction to autonomous production.

7. THE ORAL ENGLISH LANGUAGE
Learning a language in Primary Education has a main goal: TO DEVELOP THE COMMUNICATIVE COMPETENCE
(LOMCE, Art. 17: Objectives of Primary Education).

Both the oral and written communication are stated as aims
(LOMCE, Art. 16)
. The four skills (reading, writting, listening, speaking) must be developed together within an integrated plan
(CEFRL and Annex 1 of the Decree 27/2014)
.

7.1. The complexity of global listening comprehension: from hearing to active, selective understanding.
Listening is a COMPLEX ACTIVE PROCESS.
Learners need to be exposed to the language (listening) before requiring them to speak, as they learn their L1. This similarity with the L1 learning process is pointed out in the
Annex 1 of the Decree 27/2014.
Moreover, Donn Byrne states that "learner's ability to understand a language needs to be more extensive than his ability to produce it"
7.1.2. Stages in listening development
Methodology
However, Loban highlights the prevalence of of oral skills in our lives:
"We listen to a book a day, we speak a book a week, read the equivalent of a book a month and write the equivalent of a book a year".

This is why oral skills are a main objective in Primary Education, as
LOMCE Pedagogical Principles (Art. 19) point out: "Spanish language will only be used as a suport, as oral comprehension and expression are a priority".
Listening must have a purpose.
Tasks must progress from simple hearing-based activities to more complex understanding-based ones.
Tasks must be success-oriented.
Topics must focus on students' interests.
Learners need to be exposed to a wide variety of language (different registers, accents, etc)
Errors as an evidence of learning.
Materials
Materials must be ABUNDANT, VARIED, COMPREHENSIBLE, DIFFICULTY-GRADED and CONTEXTUALIZED. Materials in Primary Education can be:
Stories, instructions, recipes..
Conversations, discussions...
Songs, poems, rhymes...

These materials are suggested in the
Annex 1 of the Decree 27/2014.
Pre-listening stage
The teacher presents the topic and finds out students' expectations and previous knowledge by having a discussion/debate. Tecaher can also teach key words.
Activities can be:

Predicting content from a title.
Commenting on pictures/photographs.
Giving opinions on the topic.
Review language related to the topic/task.
While-listening stage
The student performs different tasks in order to develop listening strategies.
Extensive listening


Matching pictures
Sequencing a story
Answering questions
Following instructions
Intensive listening
Listening tasks to develop global understanding, such as:
Listening activities for specific search of sounds, words or information, such as:

Ear training activities to distinguish sound, stress and intonation patterns.
Finding differences.
Labelling.
Games such as Bingo, Simon Says, etc
Dictation
Completion type activities
Post-listening stage
Students perform tasks connecting what they have listened to with their own experience, previous knowledge, opinion... Activities can be:

Discussion
Making their own dialogue, role-play
Deducing opinions, attitudes, etc. from what they have listened to.
It is interesting to develop listening with ICT resources, using tools such as Youtube, movies, cartoons, commercials, apps, etc, since we can develop Communicative, Digital and Learn to Learn Competences together, as the 27/2014 Decree suggests.
7.2. Beginning to speak: from imitative reproduction to autonomous production.
According to Krashen, the ability to speak fluently emerges independently with time after the learner has built up linguistic competence by understanding input.
Speaking is an active process difficult to dissociate from listening. This reciprocal exchange is important to be taught.
Oral language features and Communicative Approach (TOPICS 1, 2)
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