T7

Question 1

Most important theories about oral teaching organisation

Answer 1

• Krashen (1981) natural order acquisition
• Thronbury (2002) inputs before outputs
• Harmer (2007) drills at the beginning, communicative task in higher stages: motivate students to use language with a real purpose.

Question 2

Process to follow in an English lesson in order to work on LISTENING

Answer 2

1. Interest
2. Present basic vocabulary and make predictions
3. First listening to take general idea. Extensive listening
4. Second listening to grasp specific information. Selective and intensive listening.
5. Third listening to check answers. Oral activities based on listening.

Question 3

Process to follow in an English lesson in order to work on SPEAKING

Answer 3

1. Oral input
2. Provide a model to follow.
3. Repeat it in a control way.
4. Simulate the model in a freer way.
5. Feedback by other mates and the teacher.

Question 4

3 methodological guidelines to work on oral language

Answer 4

1. Acquisition of language similar to 1st language.
2. Not only drilling
3. Spontaneity and phonetics aspects make it difficult, attend students affective filters

Question 5

Oral language simplicity

Answer 5

• Repetitive vocabulary
• Idioms
• Simple grammar, sentences and connectors
• Self corrections and repairs

Question 6

Oral activities to work on linguistic subcompetence

Answer 6

Vocabulary games

Syntactic games

Phonetic games.

Question 7

Oral activities to work on sociolinguistic subcompetence

Answer 7

Riddles

Poems

Roleplays

Question 8

Oral activities to work on pragmatic subcompetence

Answer 8

Exposition

Discourse

Question 9

Methodological guidelines to teach listening

Answer 9

Contextual support (to help understanding and increase self confidence)

Authentic recordings (variety of accents)

Real life situations (use language with a purpose)

Relevance (spend time listening the language at the beginning)

Input +1 (just one step beyond our students competence)

Songs, games, stories… (To lower affective filter and motivate)

Question 10

Pre listening activities usefulness

Answer 10

Activate previous knowledge about the topic

Introduce the appropriate context

Question 11

While listening activities usefulness

Answer 11

They get global information

Silence: avoid interferences

Question 12

Post listening activities usefulness

Answer 12

Activities that require a full understanding

Extrapolate info to other contexts

Question 13

Methodological guidelines to work on speaking

Answer 13

TOOLS: to produce oral language easily

SILENT: Respect silent periods and not force

ROUTINES: Use routines

FLUENCY: Try not to stop them too much.

ACTIVE LISTENING: Listen carefully to everyone.

EXAMPLE: Provide them with a good model to follow

APPROPRIATE: language to their level

PEL: Promote self assessment

Question 14

Speaking acquisition process. INTRODUCTION STAGE

Answer 14

• Communicative situations
• Activate previous knowledge
• Introduce vocabulary
• Teacher = controller

Question 15

Speaking acquisition process. CONTROLLED PRACTICE STAGE

Answer 15

Use a memorised structure to communicate something mechanically by drills.

Question 16

Speaking acquisition process. SEMI-CONTROLLED PRACTICE STAGE

Answer 16

• No much control
• Give st. Contextualised situations and resources
• Teacher=guide

Question 17

Speaking acquisition process. FREE PRODUCTION STAGE

Answer 17

• CC develop communicative competence by themselves
• Confortable: make them feel comfortable
• Mistakes are part of the process
• Groupings

Question 18

Oral language innovations

Answer 18

Learning stations

Cooperative learning

Role-plays

Question 19

Introduction 7

Answer 19

• “The limits of my language…”
• Relevance of listening and speaking
• RD- 7KC- LC (related to the development of the 4 linguistic skills)
• C. Bona (2015) communicative meth - communicative citizens
• Prospective