Oral production 2010

LEARNING TO SPEAK AND SPEAKING TO LEARN

IF WE WANT OUR CHILDREN TO SPEAK, THEY …

Need to have something to say.

Need to know how to organise what they are going to say.

Need to know the language to use.

Need to feel comfortable.

Should perceive the purpose, reason of the activity.

The activity should be a real-life task.

SPEAKING ACTIVITIES

HOW TO ENCOURAGE CHILDREN IN THEIR FIRST EFFORTS TO SPEAK ENGLISH: 

•By using English as caretaker talk

•By praising all the efforts children make to speak English , no matter how small.

•By listening carefully when they speak and not interrupting to correct small errors.

•By encouraging the use of set classroom phrases.

•By saying rhymes and singing songs to practice pronunciation,

stress and intonation.

TEACHING TIPS…

•Start with very short rhymes or chants.

•Make sure the children generally understand what they are saying, they do not need to understand every word but maybe the gist of the lines.

•Use songs and rhymes to play with sounds: speaking softly, shouting loudly.

•Encourage your pupils to say them for family and friends outside school.

 …AND MORE TEACHING TIPS•Make your instructions very clear.

•Show the children first what you want them to do.

•Help them to acquire phrases to use when talking to each other.

•Give children planning time to think of what to say.

•Let them rehearse if they are going to speak to all the class.

CHILDREN SPEAKING IN GROUPS OR PAIRS

When children work in pairs or groups they:

Get more opportunities to speak

Ask and answer questions

Learn a lot from each other

Gain confidence because they are speaking in private rather than to the whole class.

DO YOU LIKE? SANDWICH LEMON PIZZA CARROT CHEESE BANANA APPLES

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5

10

15

Serie1

Sports we like the most

Footbal

Basketball

Tennis

Swimming

STARTING TO SPEAK FREELY-ELICITING PERSONAL TALK  Support children’s efforts by :

•Waiting for their responses ( don’t be afraid of silence)

•Repeating what they say in your response (recasting and rephrasing)

•Frequently summarizing what different pupils say.

•Displaying pictures and other memory aids to support new vocabulary and grammar structures.

•Teaching new words and phrases in a meaningful way by linking with a topic they are familiar with.

•Giving children lots of opportunities to speak,

But:

•Do not put pressure on children to speak if they are not ready.

•Remember silent children are still likely to be listening and learning.

AUTHOR’S CHAIR

THE DOUGHNUT/ THE WAGON WHEEL

THE WAGON WHEEL

ROLE PLAY ANDREAL SITUATIONS

SITGES INTERVIEWS

ROLE PLAY ANDREAL SITUATIONS

PARC GÜELL INTERVIEWS

Sunday, 9 May 2010An interview with Rachael Mosaic made from pictures of the school

            Pau, Sira, Àlex, Ariadna and Júlia interviewed Rachael Todt.

Rachael is our conversation assistant. She helps children and teachers with their vocabulary, speaking skills and pronuntiation. She also has brought some knowledge about American culture traditions and customs. We are all very grateful for her contributions and help (Andersen School. Vic)

AUDACITY VOKI

DIGITAL VOICE

RECORDER

SPEAKING AIDS

POST IT NOTES SMALL OBJECTS TO CONTROL TURN-TAKING

CONVERSATION CUBES

http://paradiseforeducators.com/ C/Mallorca, 321http://www.learningresources.com/ On line shop

USING PORTFOLIOS,COLLECTING REAL MATERIALS,

USING REALIA...

TO SPEAK!

LEARNING TO SPEAK AND SPEAKING TO LEARN