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Developing oral English






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Developing oral English Developing oral English Presentation Transcript

  • Developing Oral English. Montse Irun
  • Index Oral English in the classroom Developing oral English Oral evaluation Oral English - Montse Irun
  • Oral English in the classroom Oral English - Montse Irun
  • Oral versus written language?  How is oral language different from written language?  Which language is being taught at schools? Oral English - Montse Irun
  • Oral English has real time/speed control reductions, blends, false starts, fillers loose organization of speech:  short, vague language  non-fluent  little subordination  use of gestures and body language Oral English - Montse Irun
  • Bottom up processing  How do we decode language?  What do learners need to know? Oral English - Montse Irun
  • How do we decode language ? Meaning is accessed Groups of sounds recognised as word Unbroken stream of sounds Oral English - Montse Irun
  • Word Stress in ter es ting In tres ting Oral English - Montse Irun
  • Sentence stressand reducedforms Oral English - Montse Irun
  • Basic intonation patterns Oral English - Montse Irun
  • When things are ambiguous or unclear, weuse Real-world knowledge The immediate context Word-order strategies Pauses, stress, intonation Oral English - Montse Irun
  • Beginning students and poor listeners ingeneral often lack bottom-up skills. They can’t segment speech They don’t recognize words They use the words they do know, even if implausible They may get some specific information, but have a hard time with main ideas. Oral English - Montse Irun
  • Too much going onOral English - Montse Irun
  • Oral Comunication  Oral Communication  Speaking  Interacting  Reading aloud ?  Message to share (focus on information). Monologue or dialogue  Emphasis on the establishment or holding social relationships (focus on social needs) Oral English - Montse Irun
  • Speaking and interacting Identify turns Give models Oral English - Montse Irun
  • Cultural differences Cultural differences Oral English - Montse Irun
  • Nonverbal communicationOral English - Montse Irun
  • Directness and indirectness Oral English - Montse Irun
  • Oral English at school  Not tradition  Not developed outside classroom  Lack of confidence  Not assessed  New challenges? Oral English - Montse Irun
  • Who is doing most of the talking? Oral English - Montse Irun
  • Developing oral English Oral English - Montse Irun
  • Students’ Oral English  Which speaking activities do students carry out in class? Oral English - Montse Irun
  • Types of oral productions • Exposition: description, instruction, comparison, … Informative • Evaluation: explanation, justification, prediction, decision, ... • Service: job interview, shopping, ... Interactive • Social: party, gathering, ... Oral English - Montse Irun
  • Frustrations and challenges in teaching speakingOral English - Montse Irun
  • Good teaching practice  Which characteristics do effective oral activities have? Oral English - Montse Irun
  • Important criteria for effectivity  Motivation  Communication  Meaningfulness  Authenticity Oral English - Montse Irun
  • Motivation Show they are improving. Leave them time to speak freely. Show them to take profit formm the language they know. Mistakes are good. Oral English - Montse Irun
  • Motivation Aim to the students’ level. Aim to real communication. Listen to the person. Enjoy with the activities. Oral English - Montse Irun
  • Communication Communicative purpose: information or opinion gap Communicative desire: need to communicate Content not form: message to convey Variety of lenguage: free to experiment No teacher intervention No materials control Oral English - Montse Irun
  • meaningfulness More or less meaningful Stimulus to convey meaning Pay attention to:  Relevance  Teachers’ orientations Oral English - Montse Irun
  • Authenticity Relation to the real world. Not out of the blue Type of discourse Oral English - Montse Irun
  • Implications in the classroom Use language for practical reasons (tasks) ◦ Meaning ◦ Communication ◦ Final Product Don’t avoid communicative obstacles. Solve problems interactively. Give responsibility for management Oral English - Montse Irun
  • Characteristics of effective activities AUTHENTICITY  Real communication and objective. Tangible product MOTIVATION and PARTICIPATION —  Fosters interest  All students participate, enjoy,  different groupings FLUENCY and ACCURACY  Students speak a lot. Acceptable accuracy Oral English - Montse Irun
  • Teaching proposal Contenidos Socialización Curriculares Rica Competencias Generales Competencia ComunicativaPRE-TAREAPresentación del Tema y Tareasla Tarea AprendizajeCICLO DE LA TAREA CooperativoActividades – Planificación– InformeATENCIÓN A LA FORMAAnálisis y Práctica Marco Común Europeo de Refencia para las Lenguas Oral English - Montse
  • Controlled to less controlled activities Oral English - Montse Irun
  • Variety Oral English - Montse Irun
  • Information gap activities Oral English - Montse Irun
  • Freeconversation Oral English - Montse Irun
  • Structure –direction andnarrowing thetopic Oral English - Montse Irun
  • Task Meaning End Product Real world activity Assessment according to the result. Oral English - Montse Irun
  • Oral AssessmentOral English - Montse Irun
  • Oral English - Montse Irun
  • When do we assess formatively? What for? Diagnose and learn the starting point and the objectivesInitial Evaluation Identify where difficulties are Evaluation during the learning Understand the reasons process • Identify learning and value the Final evaluation quality of the teaching-learning process
  • Assessment Instruments Complete the first column with the things you would like your students to self assess in relation to the use of English as a classroom language Which effects may it have? Oral English - Montse Irun
  • I use English in I can say it on I used it in the classroom … class on … toAsk for the 10th October 15th Octobermeaning of a Oral English - Montse Irunword
  • PARTICIPACIÓ EN UN DIÀLEGQuè he de fer? Estarà ben fet si...1. Setting up the 1.1 es presentainterview 1.2 explica què el vol entrevistar i el tema 1.3 diu el temps que trigarà 2. Preparation 2.1 preguntes preparades abans de l’entrevista 2.2 preguntes assajades 3. Politeness 3.1 Dóna les gràcies 3.2 No el fa anar de presa 3.3 No interromp ................. 4. Follow up question 4.1 Fa preguntes a partir del que ha dit l’entrevistat 4.2 Són preguntes rellevants5. Listening to the 5.1 …interviewee Oral English - Montse Irun
  • http://rubistar.4teachers.org/index.php Oral English - Montse Irun
  • STUDENT’S PORTFOLIO Collection of information that shows students’ skills and successes Oral English - Montse Irun think HOW produce ask summarise create analyze
  • I can add something in my portfoliowhen: I worked hard to do it. I enjoyed working with others (family, friends) when I did it. I don’t have anything else like it in my portfolio. It’s a better version of an earlier work sample. Oral English - Montse Irun My teacher suggested it. I think it’s very interesting. It shows I use my English outside the classroom. It shows my English is getting better. I like it a lot.
  • Important idees to assess oral Oral English - Montse IrunEnglish 1.- Use authentic tasks 2.- Use a global approach (classroom management) 3.- Develop communicative strategies in a systematic and explicit way. 4.- Give speaking and interaction a high percentage in the summative assessment. 5.- Use clear and explicit oral assessment criteria.
  • Portafoli digital http://classblogmeister.com/blog.php?blogger_id=10 9296 Oral English - Montse Irun
  • Thanks Oral English - Montse Irun