Oral production

1. Developing speaking
skills

2. Warming-up

3. Sit in opposing
teams
Sit in opposing
teams

4. Check what you can do with the
languages you know or the
languages that you are learning.

5.  What is a skill?
 The ability to do something well
 What are language skills?
 Language skills
Understanding
(Listening,Reading) Speaking
(Spoken interaction, Spoken
production) Writing

6.  What are receptive skills?
(receptive - willing to listen or to accept
new ideas or suggestions)
 RECEPTIVE SKILLS
Listening•Reading

7.  What are interactive skills?
(interactive-involves people working
together and having an influence on
each other)
 INTERACTIVE SKILLS
Spoken Interaction Written
Interaction

8.  What are productive skills?
(productive-doing or achieving a lot)
 PRODUCTIVE SKILLS
Spoken Production
Written Production

9.  The levels of skills set out by the Council of
Europe’s Common European Framework of
Reference for language learning are six in number:
 A1: introduction and discovery level: Breakthrough
 A2: survival: Waystage
 B1: independent user: Threshold
 B2: independent user: Vantage
 C1: proficient user: Effective Operational Proficiency
 C2: proficient user: Mastery

10.  What does working with the following
descriptors enable you?
 Working with the following descriptors
enables you to measure the progress
you make or allows you to find your own
level of skill or the level of skill shortly
to be reached.
It is also a basis for recognition of language
qualifications.

11.  Let’s check what you can do with the
languages you know or the languages
that you are learning.

12. A2 descriptor

13.  What does it enable you?
 It enables you to e.g. speak about
subjects related to your field of interest;
describe yourself, give short, basic
descriptions of events; describe your
interests in a simple way; describe
personal experiences etc.

14. Computer visualisation of the
campus in Split, Croatia

15.  You are asked to prepare a short,
two minute talk (a basic
description of the campus in Split
)

16.  Then follows the spoken interaction
between the performers and the
audience.
(e.g.turntaking , turngiving and
summarising the point)

17. B2 descriptor

18.  What does it enable you?

19.  It enables you to do a report, a
presentation or a description insisting
on the important and significant points
and back up what you say with
relevant examples.
It also enables you to give a detailed account
of experiences and observations.

20. Computer visualisation of the
campus in Split, Croatia

21.  You are asked to visualize the campus
and prepare a three minute talk
on it and its most important links
with the outside world .
( e.g.getting education, improvement of
one’s future and making friends)

22.  Then follows the spoken interaction
between the performers and the
audience.
(e.g.turntaking ,turngiving and
summarising the point)

23.  In spoken interaction activities a language user
produces an oral text which is received by an
audience of one or more listeners.
 In interactive activities the language user acts
alternately as a speaker.
 Reception and production strategies are
employed constantly during interaction.
 There are also classes of cognitive and
collaborative strategies (also called discourse
strategies and co-operation strategies) such
as turntaking ,turngiving and summarising
the point.

24.  Thank you
 This is the end
 Magda MAVER
Civil engineering school, Split, Croatia
Teacher adviser
Senior county teacher