02 How to improve Spanish students’ oral skills

How to improve Spanish How to improve Spanish students’ oral skillsstudents’ oral skills

Yolanda R. CamposYolanda R. Campos

Matthias WernerMatthias Werner

E.O.I. de GranadaE.O.I. de Granada

Yolanda R. Campos and Matthias Werner, Yolanda R. Campos and Matthias Werner, How to improve Spanish students’ oral skillsHow to improve Spanish students’ oral skills

ADULTS, CHILDREN AND…BABIES!ADULTS, CHILDREN AND…BABIES!

- Billion neurons ready to Billion neurons ready to get connectedget connected- 3-month old:3-month old:

- Recognises animal facesRecognises animal faces- Recognises speech sounds of different languagesRecognises speech sounds of different languages

- Children’s reality: simple, no abstract Children’s reality: simple, no abstract thoughts. Different parts of the brain are thoughts. Different parts of the brain are activated. Question of survival.activated. Question of survival.

- Adults: step by step!Adults: step by step!- MOTIVATION/NEED is the key MOTIVATION/NEED is the key


PHONETICSPHONETICS

- Why are English phonemes so hard to - Why are English phonemes so hard to pronounce and learn?...pronounce and learn?...


- hit, hoot, het (up), hurt, hat, heat, hut, heart, - hit, hoot, het (up), hurt, hat, heat, hut, heart, hot, hate, heighthot, hate, height

H + 11 different vowel sounds + t !!!H + 11 different vowel sounds + t !!!

- If I change the stress in written, I say return!- If I change the stress in written, I say return!

- How often do we use the schwa?...How often do we use the schwa?...

40% of English sounds!40% of English sounds!


PHONETIC AEROBICSPHONETIC AEROBICS /æ/ imagine a piece of elastic opening /æ/ imagine a piece of elastic opening

your mouth from both sidesyour mouth from both sides /ʌ/ imagine a piece of elastic opening your /ʌ/ imagine a piece of elastic opening your

mouth pulling from the forehead & chinmouth pulling from the forehead & chin Do aerobics with arms to the sides & up Do aerobics with arms to the sides & up

trying to represent their mouth position trying to represent their mouth position with our arms.with our arms.

/ɒ/ with two fingers and a thumb in your /ɒ/ with two fingers and a thumb in your mouthmouth


START DOING THIS WITH YOUNG STUDENTS! (TPR = total physical response)


/i:/ /I//i:/ /I/

JEANE

GreenCheese and peas

Three

JIM

PinkFishSix


GUESSING SOUNDSGUESSING SOUNDSIn pairs or groups: one says the word, the others guess In pairs or groups: one says the word, the others guess

giving the coordinates.giving the coordinates.

AA B CB C 1 angry hungry Hungary1 angry hungry Hungary 2 bed bad bead2 bed bad bead 3 aunt ant and3 aunt ant and 4 cat cot caught / court4 cat cot caught / court 5 ship sheep cheap5 ship sheep cheap

Variety:Variety: students mimic the word (with their mouth, without students mimic the word (with their mouth, without actually saying it)actually saying it)


SWAPPING CARDSSWAPPING CARDS- Give each student a card with a phonetic Give each student a card with a phonetic

symbol. They have to stand up, teach their symbol. They have to stand up, teach their symbol to a classmate (they both have to symbol to a classmate (they both have to say it) and swap cards.say it) and swap cards.

HANGMANHANGMAN

……writing the words in their phonetic writing the words in their phonetic transcription, using only sounds!transcription, using only sounds!


SNAP!SNAP! Make cards with any words you’d like them to revise. Make cards with any words you’d like them to revise.

They put their cards onto a pile and only play with the They put their cards onto a pile and only play with the top card: if it has the same vowel sound as the previous top card: if it has the same vowel sound as the previous one, they must be the first saying: “Snap!” and the other one, they must be the first saying: “Snap!” and the other student gets all the cards. The first player with no cards student gets all the cards. The first player with no cards wins. wins.

bay, beard, bun, shirt, shut, girl, here, boy, gull, bead, bud,

tea, air, buy, bee, hurts, burn, toy, cake, thigh…


PHONETIC STORY TIMEPHONETIC STORY TIME Each student has a card with a phoneme. I read them a story and Each student has a card with a phoneme. I read them a story and

they have to stand and show their card whenever they hear their they have to stand and show their card whenever they hear their phonemes.phonemes.

STRESS – CHANTSSTRESS – CHANTS

- Students in two groupsStudents in two groups- One says a series of nouns: One says a series of nouns:

- owl / pig / duck / hen (In my cousin’s farm…)owl / pig / duck / hen (In my cousin’s farm…)- The other: a / anThe other: a / an- ……and then: there’sand then: there’s

It’s very easy to see how the stress falls on the nouns.It’s very easy to see how the stress falls on the nouns.


INTONATIONINTONATION Write a word or sentence on the Write a word or sentence on the board (i.e. “No”) and tell the students to board (i.e. “No”) and tell the students to say it differently according to different say it differently according to different feelings.feelings.

This type of activity helps our students This type of activity helps our students feel more confident when they have to feel more confident when they have to produce different sounds in a foreign produce different sounds in a foreign language and improves their intonation.language and improves their intonation.


In pairs, read the following dialogues:In pairs, read the following dialogues:

Dialogue number 1Dialogue number 1

A) She’s hereA) She’s hereB) Already?B) Already?A) Yes. What do you want me to do?A) Yes. What do you want me to do?B) Tell her to come in.B) Tell her to come in.


““I think I know you…”I think I know you…”

- Students: in pairsStudents: in pairs- They guess personal information They guess personal information

about their partnerabout their partner- They check if they got it rightThey check if they got it right


HALF CROSSWORDSHALF CROSSWORDS

Students: in pairs. Each has half of a Students: in pairs. Each has half of a crossword and they must ask crossword and they must ask questions to their partner to find out questions to their partner to find out their missing words. their missing words.

TIME PRESSURETIME PRESSURE: tell them the first three : tell them the first three pairs finishing their crosswords are pairs finishing their crosswords are the winners.the winners.


COLOURED CARDSCOLOURED CARDS

You can use them as a good ice-breaker to You can use them as a good ice-breaker to begin your lessonsbegin your lessons

All kinds of questions can be askedAll kinds of questions can be asked It makes It makes allall the students talk, they tell you the students talk, they tell you

about their personal experiences, problems, about their personal experiences, problems, opinions, feelings.opinions, feelings.

It encourages social bonding in the classroomIt encourages social bonding in the classroom


How was going back to work last How was going back to work last week?week?


What are your plans for next What are your plans for next Thursday? (holiday)Thursday? (holiday)


How do you feel about your work-How do you feel about your work-life balance?life balance?


What do you think about bilingual What do you think about bilingual schools?schools?


Guessing activities : the weather forecastGuessing activities : the weather forecast






THE KEY-WORD DIALOGUETHE KEY-WORD DIALOGUE

- Give the students the key words to build Give the students the key words to build up a dialogue and ask them to complete it.up a dialogue and ask them to complete it.

- Write their different suggestions on the Write their different suggestions on the board, correct them, comment on them.board, correct them, comment on them.

- It triggers the students’ creativity and will It triggers the students’ creativity and will to communicate.to communicate.

- Good activity for a test too.Good activity for a test too.


- Order?Order?- Salad or vegetables?Salad or vegetables?- Vegetables?Vegetables?- Peas and…Peas and…- SaladSalad- Drink?Drink?- Beer?Beer?- Soft drinksSoft drinks- ColaCola- Ice?Ice?- NoNo


DICTATED DIALOGUESDICTATED DIALOGUES

- Divide students in two groups (A and B). Dictate Divide students in two groups (A and B). Dictate a dialogue (in the wrong order) saying which line a dialogue (in the wrong order) saying which line is A or B. Students only write down their lines.is A or B. Students only write down their lines.

- In pairs, they decide the right order of the In pairs, they decide the right order of the sentences in the dialogue WITHOUT READING sentences in the dialogue WITHOUT READING THEIR PARTNER’S LINESTHEIR PARTNER’S LINES

- Students practise their spelling, pay more Students practise their spelling, pay more attention to the dialogue and they have to listen attention to the dialogue and they have to listen carefully to their partner (as they would in a real carefully to their partner (as they would in a real situation) because they don’t know what (s)he is situation) because they don’t know what (s)he is going to say. going to say.


ACTION TAGSACTION TAGS


COMICSCOMICS1)1) Younger students: erase some pictures Younger students: erase some pictures

and let them draw themand let them draw them2)2) Other students: Other students: - Erase part of the conversationsErase part of the conversations- Tell your students to complete them (in Tell your students to complete them (in

pairs). Encourage them to use their pairs). Encourage them to use their imagination and be creative.imagination and be creative.

- They act the comic out They act the comic out 3) Intermediate and advanced: let them act it 3) Intermediate and advanced: let them act it

out without any previous preparationout without any previous preparation


WORDS WITH A STORYWORDS WITH A STORY

- Show cards with a story behind them and the key word for that card. Show cards with a story behind them and the key word for that card. Student’s aren’t allowed to take any notes! Student’s aren’t allowed to take any notes!

- Repeat the names and new vocabulary (9 words)Repeat the names and new vocabulary (9 words)- Then write the words on the board. They’ll be interested in learning Then write the words on the board. They’ll be interested in learning

the right spelling.the right spelling.- Tell them to read them loud twice.Tell them to read them loud twice.- Erase part of 2 words and tell them to read them all out again.Erase part of 2 words and tell them to read them all out again.- Erase till there’s only the first letters of each word (and read them Erase till there’s only the first letters of each word (and read them

out).out).- Only then are the students allowed to write the new vocabulary on Only then are the students allowed to write the new vocabulary on

their notebooks. their notebooks. - Give each student a piece of paper with the definition of one of the Give each student a piece of paper with the definition of one of the

words. They stand up and swap papers asking, for instance, “I enjoy words. They stand up and swap papers asking, for instance, “I enjoy being with other people. That means that I am…?” and the other being with other people. That means that I am…?” and the other student answers, they swap papers and ask other students. If student answers, they swap papers and ask other students. If needed, you can create “take a rest” cards.needed, you can create “take a rest” cards.









USING GRIDSUSING GRIDS

Individually: they draw 2 grids, numbering each Individually: they draw 2 grids, numbering each squaresquare

In pairs: they write 1 new word for each square and leave In pairs: they write 1 new word for each square and leave the other grid blank. One asks “what word do you have in the other grid blank. One asks “what word do you have in #4?” and the other student gives a definition. The first #4?” and the other student gives a definition. The first student writes student writes secretlysecretly what (s)he thinks that number is. what (s)he thinks that number is. ONLY AT THE END OF THE ACTIVITY do both students ONLY AT THE END OF THE ACTIVITY do both students check their answers.check their answers.

11 22 33

44 55 66

77 88 99

11 22 33

44 55 66

77 88 99


Students: in teams. Draw a grid on the Students: in teams. Draw a grid on the board, numbering each square.board, numbering each square.

Field: “Normal and extreme adjectives”Field: “Normal and extreme adjectives” Write the normal adjectives in each square Write the normal adjectives in each square

and the first letter of the corresponding and the first letter of the corresponding extreme adjectives. Students raise their extreme adjectives. Students raise their hands to give a number and say the hands to give a number and say the normal&extreme adjective.normal&extreme adjective.

Endless uses of this activity:Endless uses of this activity: With phrasal verbs, opposites, irregular With phrasal verbs, opposites, irregular

verbs, phonetic transcriptions, stress verbs, phonetic transcriptions, stress patterns…patterns…



Students choose a letter of the alphabet Students choose a letter of the alphabet (till we fill in a whole grid). Then they have (till we fill in a whole grid). Then they have to name a specific field (say, “jobs”) and to name a specific field (say, “jobs”) and complete the grill with words starting with complete the grill with words starting with each letter:each letter:


Draw a big grip and number the squares. Draw a big grip and number the squares. Write 2 words (of a specific semantic field) Write 2 words (of a specific semantic field) in each squarein each square (e.g. (e.g. spoon, glassspoon, glass in one in one square; square; skirt, T-shirtskirt, T-shirt in another). Students in another). Students are in teams. Choose a number and give are in teams. Choose a number and give the students 3 minutes to write as many the students 3 minutes to write as many words as they can. If they come up with words as they can. If they come up with words the other teams don’t include, they words the other teams don’t include, they get an extra pointget an extra point


USING THE BOARDUSING THE BOARD

Good revision of vocabulary / grammarGood revision of vocabulary / grammar Write 3 sentences with missing words:Write 3 sentences with missing words:- Many _______(1) were ______(2) _______(3) ______(4) police Many _______(1) were ______(2) _______(3) ______(4) police

________(5) the ________(6) match.________(5) the ________(6) match.

- English ________(7) been _______(8) ______(9) this _________(10) English ________(7) been _______(8) ______(9) this _________(10) _______(11) 1928._______(11) 1928.

- _______(12) __________ (13) not ___________(14) consumed in _______(12) __________ (13) not ___________(14) consumed in _____(15) classroom._____(15) classroom.

Number the blanks. Students need to guess the words (but there Number the blanks. Students need to guess the words (but there could be more than one possibility). If they guess the exact word could be more than one possibility). If they guess the exact word (according to their teacher’s notes), they score the number of points (according to their teacher’s notes), they score the number of points of the space. If it’s correct but not the right word, nothing will of the space. If it’s correct but not the right word, nothing will happen.happen.


Key: Key: Many fans were arrested by the police after the Many fans were arrested by the police after the

football match. / English has been taught in this football match. / English has been taught in this college since 1928. / Food should not be college since 1928. / Food should not be consumed in this classroom.consumed in this classroom.

Weaker students learn from stronger students, if Weaker students learn from stronger students, if a strong student gives a possible answer (but a strong student gives a possible answer (but not the correct one) it can help weaker students not the correct one) it can help weaker students to guess the right one.to guess the right one.

Motivation increases with time.Motivation increases with time. Variety of this game: with spelling, for lower Variety of this game: with spelling, for lower

levels. A flash card with a picture of an apple levels. A flash card with a picture of an apple and “a_(1)p_(2)_(3)_(4)”and “a_(1)p_(2)_(3)_(4)”


DRILLING ACTIVITYDRILLING ACTIVITY Each student gets 3 different cards of, say, names of shops:Each student gets 3 different cards of, say, names of shops:- BookshopBookshop- Pet shopPet shop- Butcher’sButcher’s- Chemist’sChemist’s- Florist’sFlorist’s- SupermarketSupermarket

Tell them a story: “I had an accident and I’ve had to spend 8 days in Tell them a story: “I had an accident and I’ve had to spend 8 days in hospital. Now I can finally go back home but I need some things…”hospital. Now I can finally go back home but I need some things…”

Then tell them a shorter story about each thing you need: “It’s my Then tell them a shorter story about each thing you need: “It’s my best friend’s birthday and I need to buy a card for him…” Students best friend’s birthday and I need to buy a card for him…” Students may not understand the whole sentence but they are waiting for the may not understand the whole sentence but they are waiting for the key word (it’s good for them to listen to some of this “real language” key word (it’s good for them to listen to some of this “real language” even if they don’t understand all of it).even if they don’t understand all of it).


HOT SEATSHOT SEATS Students: in groups.Students: in groups. One sits on a hot seat: (s)he can’t see the One sits on a hot seat: (s)he can’t see the

whiteboard. The teacher writes a word or a whiteboard. The teacher writes a word or a sentence on the board. The students who sentence on the board. The students who can read it try to explain it to the one in the can read it try to explain it to the one in the hot seat. The group that gets more correct hot seat. The group that gets more correct answers wins.answers wins.


May I help you?May I help you?


This summer we’ve had a This summer we’ve had a great time in Mallorca.great time in Mallorca.


English people love fish & English people love fish & chipschips..


QUESTIONNAIRE: QUESTIONNAIRE: Children and parentsChildren and parents Give points from 1-5 to the following statements (1: Yes, Give points from 1-5 to the following statements (1: Yes,

definitely; 2: Yes, perhaps; 3: Well, that depends; 4: No, definitely; 2: Yes, perhaps; 3: Well, that depends; 4: No, not really; 5: No, definitely not) Then discuss your not really; 5: No, definitely not) Then discuss your answers in groups and remember to give reasons for answers in groups and remember to give reasons for your opinion:your opinion:

- Children should obey their parents without questionChildren should obey their parents without question- It is an advantage to be an only childIt is an advantage to be an only child- Girls and boys should be brought up in the same way – Girls and boys should be brought up in the same way –

without definite roleswithout definite roles- Most men would prefer to have a son as their first childMost men would prefer to have a son as their first child- Education was better 15 years agoEducation was better 15 years ago- It is a child’s duty to look after his or her parents when It is a child’s duty to look after his or her parents when

they are oldthey are old


USEFUL WEBSITESUSEFUL WEBSITES

www.teachingenglish.org.uk


www.bbc.co.uk/worldservice/learningenglish


www.eslpartyland.com


www.eslhq.com


www.teachitworld.com


http://www.teachitprimary.co.uk/


www.puzzlemaker.com


www.freeprintablesforteachers.com


www.bogglesworldesl.com


www.onestopenglish.com


www.eslgames.com


http://www.esl-galaxy.com/


www.breakingnewsenglish.com


www.slf.rub.de


www.cgpbooks.co.uk



Comments, suggestions, questions…Comments, suggestions, questions…

[email protected]@eoidegranada.org

[email protected]@eoidegranada.org