Developing oral English

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Developing oral English

  1. 1. Developing Oral English. MONTSE IRUN
  2. 2. Index Oral English Developing oral English in class Developing listening skills in class Oral evaluation (c) Oral Skills in EFL - Montse Irun
  3. 3. Oral English (c) Oral Skills in EFL - Montse Irun
  4. 4. Oral versus written language?  How is oral language different from written language?  Which language is being taught at schools? (c) Oral Skills in EFL - Montse Irun
  5. 5. 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 (c) Oral Skills in EFL - Montse Irun
  6. 6. Bottom up processing  How do we decode language?  What do learners need to know? (c) Oral Skills in EFL - Montse Irun
  7. 7. Motor perceptive microskills Notice Remember Articulate (c) Oral Skills in EFL - Montse Irun
  8. 8. How do we decode language ? (c) Oral Skills in EFL - Montse Irun Unbroken stream of sounds Groups of sounds recognised as word Meaning is accessed
  9. 9. Word stress (c) Oral Skills in EFL - Montse Irun in ter es ting In tres ting
  10. 10. Sentence stress and reduced forms (c) Oral Skills in EFL - Montse Irun
  11. 11. Basic intonation patterns (c) Oral Skills in EFL - Montse Irun
  12. 12. Cognitive Processes  Speaking stages:  Conceptualization: we think what we would like to say  Formulation: we search how (communicative competence components)  Articulation: sounds When the stages are automatically fluency (c) Oral Skills in EFL - Montse Irun
  13. 13. What speakers need  Communicative strategies  Circumlocution: I get a red in my head .  Word Invention: vegetarianist  Word foreignization: a carpet.  Approximation: work table.  Use of an empty word: stuff, thing, make, do.  Another Language use  Paralinguistic elements  Help asking “The taxi driver gets angry and he loses his ... erm what do you say?” (c) Oral Skills in EFL - Montse Irun
  14. 14. What speakers need  Abandon strategies  Speaker gives up or says sth simpler.  Discursive strategies  S1: When did you last see your grandfather? S2: Last see your grandfather last month. (c) Oral Skills in EFL - Montse Irun
  15. 15. Nonverbal communication (c) Oral Skills in EFL - Montse Irun
  16. 16. Directness and indirectness (c) Oral Skills in EFL - Montse Irun
  17. 17. Cultural differences Cultural differences (c) Oral Skills in EFL - Montse Irun
  18. 18. 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) (c) Oral Skills in EFL - Montse Irun
  19. 19. When things are ambiguous or unclear, we use  Real-world knowledge  The immediate context  Word-order strategies  Pauses, stress, intonation (c) Oral Skills in EFL - Montse Irun
  20. 20. Developing oral English in the EFL class (c) Oral Skills in EFL - Montse Irun
  21. 21. Who is doing most of the talking? (c) Oral Skills in EFL - Montse Irun
  22. 22. Students’ Oral English  Which speaking activities do students carry out in class?  Is there interaction?  What about listening? (c) Oral Skills in EFL - Montse Irun
  23. 23. Oral English at school  Not tradition  Not developed outside classroom  New challenges  Lack of confidence  Not assessed (c) Oral Skills in EFL - Montse Irun
  24. 24. Frustrations and challenges in teaching speaking (c) Oral Skills in EFL - Montse Irun
  25. 25. Types of oral productions • Exposition: description, instruction, comparison, … • Evaluation: explanation, justification, prediction, decision, ... Informative • Service: job interview, shopping, ... • Social: party, gathering, ... Interactive (c) Oral Skills in EFL - Montse Irun
  26. 26. Beginning students and poor listeners in general 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. (c) Oral Skills in EFL - Montse Irun
  27. 27. Too much going on (c) Oral Skills in EFL - Montse Irun
  28. 28. Good teaching practice Which characteristics do effective oral activities have? (c) Oral Skills in EFL - Montse Irun
  29. 29. Important criteria for effectivity Motivation Communication Meaningfulness Authenticity (c) Oral Skills in EFL - Montse Irun
  30. 30. Motivation Show they are improving. Leave them time to speak freely. Show them to take profit from the language they know. Mistakes are good. (c) Oral Skills in EFL - Montse Irun
  31. 31. Motivation Aim to the students’ level. Aim to real communication. Listen to the person. Enjoy with the activities. (c) Oral Skills in EFL - Montse Irun
  32. 32. Communication  Communicative purpose: information or opinion gap  Communicative desire: need to communicate  Content not form: message to convey  Variety of language: free to experiment  No teacher intervention  No materials control(c) Oral Skills in EFL - Montse Irun
  33. 33. Meaningfulness More or less meaningful Stimulus to convey meaning Pay attention to:  Relevance  Teachers’ orientations (c) Oral Skills in EFL - Montse Irun
  34. 34. Authenticity Relation to the real world. Not out of the blue Type of discourse (c) Oral Skills in EFL - Montse Irun
  35. 35. 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(c) Oral Skills in EFL - Montse Irun
  36. 36. Speaking and interacting (c) Oral Skills in EFL - Montse Irun Identify turns Give models
  37. 37. Controlled to less controlled activities (c) Oral Skills in EFL - Montse Irun
  38. 38. Variety (c) Oral Skills in EFL - Montse Irun
  39. 39. Information gap activities (c) Oral Skills in EFL - Montse Irun
  40. 40. Free conversation (c) Oral Skills in EFL - Montse Irun
  41. 41. Structure – direction and narrowing the topic (c) Oral Skills in EFL - Montse Irun
  42. 42. (c) Oral Skills in EFL - Montse Irun
  43. 43. Developing listening skills in the EFL class (c) Oral Skills in EFL - Montse Irun
  44. 44. The basic framework  Pre-listening prepare to listen.  While listening attention on the listening text  Post-listening integrate what they have learnt from the text into their existing knowledge. (c) Oral Skills in EFL - Montse Irun
  45. 45. Pre-listening stage Motivation Contextualization Preparation (c) Oral Skills in EFL - Montse Irun
  46. 46. While listening  for a reason.  graded activities  more detailed understanding of the text.  'thinking' space between listenings. (c) Oral Skills in EFL - Montse Irun
  47. 47. Post listening  Reaction to the text  Analysis of language. (c) Oral Skills in EFL - Montse Irun
  48. 48. Oral Assessment (c) Oral Skills in EFL - Montse Irun
  49. 49. (c) Oral Skills in EFL - Montse Irun
  50. 50. When do we assess formatively? What for? Initial Evaluation Evaluation during the learning process Final evaluation Identify where difficulties are Understand the reasons • Identify learning and value the quality of the teaching-learning process Diagnose and learn the starting point and the objectives
  51. 51. 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? (c) Oral Skills in EFL - Montse Irun
  52. 52. (c) Oral Skills in EFL - Montse Irun I use English in the classroom to I can say it on … I used it in class on … Ask for the meaning of a word 10th October 15th October
  53. 53. PARTICIPATION IN A DIALOGUE What do I have to do? It will be perfect if ... 1. Setting up the interview 1.1 es presenta 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 rellevants 5. Listening to the interviewee 5.1 … (c) Oral Skills in EFL - Montse Irun
  54. 54. http://rubistar.4teachers.org/index.php (c) Oral Skills in EFL - Montse Irun
  55. 55. STUDENT’S PORTFOLIO (c)OralSkillsinEFL-MontseIrun Collection of information that shows students’ skills and successes HOW think ask create produce analyze summarise
  56. 56. I can add something in my portfolio when:  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.  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. (c)OralSkillsinEFL-MontseIrun
  57. 57. Important ideas to assess oral English  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. (c)OralSkillsinEFL-MontseIrun
  58. 58. Digital portfolio (c)OralSkillsinEFL-MontseIrun
  59. 59. (c) Oral Skills in EFL - Montse Irun

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