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Teaching language skills
The use of language is taken from four skills:
writing, reading, speaking and listening.
However, teachers tend to explain these skills
separately which is wrong. In real life we use
two, three or the four skills, we never use just
one. That’s why teachers should look for
different ways to implement the four skills in
their activities or tasks.
Speaking and preparation
stimulus
● Texts as preparation stimulus
● Language skills and language
construction
Top down and Bottom up
Types of skills
Language issue
● Pre-teaching vocabulary
● Extensive vs Intensive tasks
● Authenticity
● Comprehension tasks
● Appropriate challenge
Learning the Spoken Language:
Discourse and discourse events
Meaning First
Why teachers need to check that
meaning is accessible
Meaning in speaking and listening
Conversation and extended talk
Development of conversational skills in childhood
Developing children’s discourse repertoires:
● Narratives
● Description
Effective support for children’s foreign language
discourse skills
Support through task structure
Support at discourse level
Learning to Speak in English
• Children expectations: similar mother tongue
• The initial stages: colours, numbers, simple greetings, etc.
• Formulaic language: routines
Dealing with Difficulty
Students can:
• Improvise
• Discard
• Foreignize
• Paraphrase
Teachers can:
• Supply key language
• Plan activities in advance
Structuring Discourse
Discourse is chaotic--> discourse should be understood
• To take turns
• To use discourse markers
• To use formulaic phrases
• To know sociocultural rules
• Interacting with an audience
Activities to teach to speak
Features:
• Activity type: controlled or free
• Fun: games, songs, rhymes, etc.
• Interaction patterns: teacher <->pupil, pupil/pupil
• Response: one word, one sentence, dialogues
• Confidence building: ability
• Accuracy/Fluency: different activities
• Amount of talking time: work in pairs or in groups
Comprehension Based Activities
• Conversation with games
• Speaking slowly
• Coupling language
• Dramatic intonation
• Short sentences
• Repeated routines
• Combining language
and movements
• TPR songs and Games
• Gestures approach
Total Physical Response Approach
Guided activities
Dialogues and Role plays
● Pupils speak in the first and second person
● Pupils learn to ask as well as answer
● They learn to use short complete bits of
language and to respond appropriately
● They don’t just use words, but also tone of
voice, stress, intonations, facial expression
Free activities Storytelling
● They focus attention on the message/content and not on
the language
● They are one step nearer real life and they let us know that
we can communicate in the foreign language
● They will really show that pupils can or cannot use the
language
● They concentrate on meaning more than on correctness.
Fluency is more important that accuracy at this stage.
● The atmosphere should be informal and non competitive
● Teacher control is minimal.
Teaching Emergent SLS
• Creating a friendly environment
• Encouraging peer bounding
• Creating a teacher/student bond
• Silent Period
Oral Work
Limitations
• To express emotions
• Little opportunities to speak in English
Correction
• In controlled activities
• In free activities