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Tema 7
Tema 7
0.INTRODUCTION
1. SPOKEN LANGUAGE
Features
Teaching principles
2. LISTENING COMPREHENSION
Features
Strategies
3. SPEAKING
Features
Strategies:
Stages following a balanced activities approach
4. CONCLUSION
5. BIBLIOGRAPHY
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c) Careful planning, step-by-step.
d) Contextualized tasks, specially related to situations near to real-
life situations.
e) Adequate level of difficulty, from easy to less easy topics and
structures.
Following factors help to judge the relative ease or difficult of
any activity: clear organization of the text, familiarity with the
topic, visual support to aid in the interpretation, redundancies of
the text, existence of multiple individuals and objects.
f) Active pupil participation and varied classroom interaction
modes.
g) Handle errors sensitively and affectively: correct errors in
language areas that you recently taught or in structures that
need to be used frequently by the student.
h) Monitor students´ activity continuously.
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be classified by how the listener processes the input: top-down
strategies and bottom-up strategies.
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- In intensive listening, students are asked to listen to a passage
with the aim of collecting and organising the information it
contains. The passages used usually contain concrete
information and often it’s not so easy for the students to
understand on first hearing. Passages should be short and
played several times. This is the most widely used form of
listening practice in classrooms.
- In extensive listening, the language level is within the students´
capacity and they listen for pleasure and interest. It can be used
for two different purposes.
o To present already known material in a new environment;
o To practice vocabulary items and structures which are
familiar to them.
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o Listening with visual, for example, listening to physical
descriptions and matching with the appropriate famous
character picture.
o Filling in graphs and charts with relevant and preciously
known data.
o Following a route on a map.
o Picture dictation.
o Checking off items in a list.
o Searching for specific clues to solve a mystery.
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- Social and cultural rules and norms or the importance of the
context.
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- Structured output activities focus on correct form and make
learners comfortable producing specific language. In these
types of activities, students may have options or models to
complete.
Two commonly used structured output activities to practice
speaking are information gap and jigsaw activities. In both
types, students complete a task by obtaining missing
information:
o Information gap: one student knows something that
another student doesn’t. the gap should be bridged by
means of negotiation and interaction techniques. These
activities may be organised to practise more than just
grammatical and lexical features.
o Jigsaw activities: each partner has one or a few pieces of
the “communicative puzzle” and the partners must
cooperate to fit all the pieces into a whole communicative
interaction. This communicative activity may be based on
graphical aids, such as comics, photos, stories, etc.
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To prepare successful role-plays, we have to bear in mind
these guidelines:
Provide clear instructions.
Take students´ personalities into account when
selecting role-plays to do.
Pre-teach or check students know the language and
vocabulary needed to carry out the dramatisation. If
it’s a complicated role-play, consider giving
students prompt sheets with key
vocabulary/questions for their characters.
Allow them a few minutes to study the role cards
and work out come key sentences. Give help where
needed.
Each role play should be performed at least twice
with the students changing roles.
Avoid making corrections until the role play is
finished.
Recording role plays can be a very useful tool for
giving feedback.
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As a CONCLUSION, I would like to highlight that
communication is the main purpose or any language, and it is a key
word for us as English teachers. In this light, spoken language has a
key role at this stage of education and should be given priority over
the written language.
By increasing students´ awareness of listening and speaking as
skills that require active participation, and by teaching listening and
speaking strategies, we can help students to develop both the ability
and the confidence to handle communicative situations. In this way,
we give students the foundation for communicative competence in a
new language.
ESQUEMA-RESUMEN
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AIM
0. INTRODUCTION
1. SPOKEN LANGUAGE
Definition
Features (spontaneous, irrevocable, transient, both participants
present, intention clues)
Teaching principles
2. LISTENING COMPREHENSION
3. SPEAKING
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o Recognising familiar situation
o Using language to talk about language
Stages following a balanced activities approach
o Language input (content oriented or form oriented)
o Structures output activities (information gap, jigsaw activities)
o Communicative output activities (role plays, discussions)
CONCLUSION
- Main aim: students develop both the ability and the confidence to
handle communication situations (communicative competence).
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