ORAL WORK
1.Carlos Valiente2.Exon Cabeza 3.Armando Villa 4.Ernesto Serge
SpeakingGeneral comments
• Limitations: It`s complex.
• Mother tongue: Children make fun of language.
• Their unspoken Assumptions: Lack of actual language.
• We don’t know what children want to say: Children will use their native language (communication)
• Finding the balance: Controlled & Guided activities (natural talk)
• Correction: It should be done straightforward, (imitation).
• For free oral activities the emphasis for the pupil should be on content, so correction should not be done while the activity is going on.
Presenting new language orally
• Presentation ------- Oral production.• Through the pupils: (actions and
sounds)
• Using a mascot (puppets): It’s successful, familiar and
(good for questions).
Examples: (A model) Teddy….
Drawings: They’re social, psychological, encourages creativity, and imagination,
Silhouettes: Overhead projector, can be attached to a piece of wire.
• Masks• They should be easy (paper)• Mime, act situations, use realia such as clothes,
telephones, etc.
Puppets:
Controlled practice • As well as presentations, controlled
practice is good for the pupils to learn and review vocabulary. Two examples of this are activities like:
• Telling the time• What’s she doing?
Guided Practice• This type of activities follows on
directly from controlled practice and will often be done ether in pairs or in small groups.
• What’s the time? : Same activity as in the controlled one, but more extended.
• Chain work: use flashcards to make sentences with the pictures seen on them.
Dialogues and Role Play Work
• Working with dialogues is a useful way to bridge the gap between guided practice and freer activities controlled dialogues can easly develope into freer work when the pupils are ready for it.
• Using objects: • Examples
• Role play: Another way of presenting dialogues is through role play. In this type of activities, pupils are pretending to be someone else.
• Examples: Student A is a custumer that needs something from a store. Student B is the clerck of the store. Make a conversation.
Free ActivitiesCHARACTERISTICS Focus on message/content. Genuine communication. Show that learners can/can’t use English. Focus on meaning. Fluency over accuracy. (Mistakes corrected afterwards.) Minimal teacher control (Check students have enough
language to do task.) Informal and non-competitive atmosphere. (Everyone
wins!) Game element often present.Wide range of free activities card games, mini-talks,
personal or school news.
Pair WorkACTIVITIES: Mostly based on the information gap principle.
Classroom arrangement Half of the class turns their backs to teacher. He/she
gives info to those facing him/her. Then, they pass it on to the other students.
1. Older children One student receives map A and the other gets map B.
St A explains to st B where the places
are, or St. B asks where they are.
Restricted free exercise Vocabulary
and language structures are limited.
Learners should know where to start.
Pair Work2. Younger Children A more communicative activity. Teacher gives all
students a
a picture to color. Two groups As color the girl, and Bs color the boy. Teacher walks
around interacting with sts. Then, teacher
puts As and Bs facing and asking each
other how they have colored their part of
the picture: “What color is his shirt/her
blouse?” Teacher makes sure As and Bs
don’t see each other’s pictures. Pictures
should be identical in the end!! Learners decide what colors to use!!
Pair Work2. Find the differences
Group WorkEXAMPLES: These are easy to organize, fun, and
focused on oral work. Teacher plays a non-dominant
role. Just a facilitator or organizer.
1. Teacher takes a picture story, copies it, cuts
it up and gives one picture to each member of
the group. Then, each student describes to the
others what is in his/her picture without
showing it to the others. Finally, the group decides on
the correct order of the pictures.
Group Work 2. Story-telling (More imaginative, suitable for the 8/10-
year-olds)
Everyone in the group has two objects or pictures, to be woven into a story.
Teacher starts off the story: “I went
to the beach with my family last week”.
The story continues with a student
according to the objects/pictures they
have. For example: (car: “We went in my new car.”// weather
“The weather was awful.”). As the story goes on with a different
student, it gets funnier and more ridiculous, and students have
to help each other to make it to the end.
Whole Class Activities
(Matching Activity)
NAME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
Marta Pérez
Take an English class.
Go to work.
Questionnaire
Ask your partners questions about what they do each day of the week. Use the following questionnaire if the answer is no, ask then, when they do those activities.
1. Do you go shopping on Mondays?2. Do you do the laundry on
Saturdays?3. Do you take an English class on
Sundays?4. Do you clean the house on
Wednesday?5. Do you do the ironing on
Tuesdays?6. Do you eat out on Fridays?7. Do you get up late on Thursdays?
8. Do you make a lot of phone calls on Mondays?
9. Do you exercise on Fridays?10. Do you have lunch at home on
Saturdays?11. Do you make your own breakfast
on Sundays?12. Do you watch TV on Wednesday?13. Do you have breakfast at home on
Tuesdays?14. Do you read the newspaper on
Thursdays?Example: A)Do you play videogames on Mondays? B) No, I don`t. A) When do you play video games? B) I play videogames on Sundays.
THANKS!
Micro-Teaching Class
Objectives: Sts. will be able to express some animal movements in English. (8-10 years old)
• Warm-up: (TPR) Ask the children to stand in a circle…they will do what do teacher does in a fun way. Example: jump, swim, climb, or I’m jumping, swimming, etc. (5 min)
• Presentation: Present the language through flashcards.
• Practice: Choose one child to select an animal, eg. A fish.• Ask him/her…What can your animal do?, eg. Swim.• Write on the board…”I’m a fish and I can swim”• Ask the child to read this sentences aloud. This child then
selects someone else to choose another animal.
• The next child chooses an animal and says, “He is a fish and he can swim. I am a monkey and I can climb.”
• This can continue for as long as the children can remember the animals learned in class.
• Homework: Students have to write about 3 different animal movements.