Developing+Orall+Skills

Taking into account the CEFR as well as Vigotsky’s constuctivism theories and Gardner’s multiple intelligences theory, we will __deal__ with language acquisition. We will focus on the way “instruction” will help teacher developing children/students’ oral skills. To develop linguistic and communication we should define and correctly choose our teaching techniques, resources, routines, design mediators for our planning lessons. [] []
 * __ DEVELOPING ORALL SKILLS. __**


 * __ Teach through songs and movement. __**

Referring to Gardner's theory ones can explain that musical and kinaesthetic intelligences are the first to develop. Therefore it is very useful to work through songs, dances, gestures and illustrators. ** Example. ** Due to imagine how we try to develop oral skills through instructions I add the Language targeted of the practice “Teddy Bear” and “Two little dicky birds” **Non-verbal language of the Leading activity:** ** “Teddy bear”. **  ** Touch the ground **
 * ** Teddy Bear, Teddy Bear **

** Teddy Bear, Teddy Bear ** ** Turn around **

** Teddy Bear, Teddy Bear ** ** Walk down the Street **

** Teddy Bear, Teddy Bear ** ** Stamp your feet **



** For listen the song click the image: **

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1. The teacher moves their hands to unite the children get the children together. The teacher uses eye contact in order to make every child take part in the activity. At the same time teacher will use an ear gesture (hand- ear- listen) moreover with the other hand he/she will make the gesture 1, 2, 3 (Start). 2. The teacher plays the song. 3. We start to march and encourage the children with a hand gesture, prop. Clicking the fingers we show the rhythm (move them to the carpet area). 4. The teacher illustrates and sings only the action verbs of the song(touch the ground, turn around…) (-ing verbs and the words under, on, behind, in front are also very use in this kind of exercises. Because there are the first thinks ones learn in a language) 3. During the song teacher use eye contact, illustrators, affect displayers, phonetic, prosody ( rhythm, stress pattern, and intonation of speech ), paralanguage … 4. “Well done” thumbs up. / “Bad done” thumbs down. We try to show our appreciation with gestures. 5. Repeat again what we did before, but this time we are not going to be in the middle, and guide the song. Slowly, we are going to take a more passive role, only playing the track, observing, correcting and encourage. This means unlinking ourselves progressively. **Non-verbal language of the Leading activity:** ** “Two little dicky birds” ** ** Two little dicky birds sitting on a wall, **

** One named Peter, one named Paul. **

** Fly away Peter, fly away Paul, **

** Come back Peter, come back Paul! **  ** More resources clicking the image up: ** media type="file" key="Two little dicky birds.wmv" width="363" height="363" align="center"

** Jorge Velarde and Maria Sánchez performing. ** ||

1. The teacher moves their hands to unite kids and kids get together. The teacher uses eye contact in order to make every child take part in the activity. At the same time, the teacher will use an ear gesture (hand- ear- listen) moreover with the other hand he/she will make the gesture 1, 2, 3 (Start). 2. The teacher uses his/her fingers and hands due to hold the birds or board to mark rhythm and characterise each bird. 3. Uses his/her hands due to introduce children Peter the bird and mark rhythm patterns. 4. The teacher uses his/her hands in order to introduce children Paul the birdie and mark rhythm. 5. Uses the illustrator (Peter the bird) to represent it going away and once more to mark rhythm. 7. Uses the illustrator (Paul the birdie) to represent it going away and once more to mark rhythm patters. 8. The teacher: uses his/her hands to represent Peter the bird from coming back and mark rhythm patterns. 9. The teacher: uses his/her hands to represent Paul the birdie from flying back and mark rhythm. 10. “Well done” thumbs up. / “Bad done” thumbs down. We try to show our approval with gestures. 11. Repeat again what we did before, but this time the teacher is not going to be in the middle, and guide the song. Slowly the teacher is going to take a more passive role, only playing the track, observing, correcting and encourage, progressively distancing the teacher from the actions of the group.
 * Some more videos: **

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**__ Useful information for the teacher: __** ** Learning Language ** //“ It has often been noticed that, whereas just about everyone learns a first language with great ease, very few people manage to learn a second language so well that they can pass for a native ////. Moreover, while there is very little variation in final competence in L1, people vary widely in the extent to which they acquire an L2. One of the first questions that we should ask, then, is whether there is any relationship between the acquisition of an L1 and the acquisition of an L2? ”// // Chomsky // 1. Children are exposed to very little correctly formed language. When people speak, they constantly interrupt themselves, change their minds, make slips of the tongue and so on. Yet children manage to learn their language all the same. This claim is usually referred to as the Argument from Poverty of the Stimulus. 2. Children do not simply copy the language that they hear around them. They deduce rules from it, which they can then use to produce sentences that they have never heard before. They do not learn a repertoire of phrases and sayings, as the behaviourists believe, but a grammar that generates infinity of new sentences. Children are born, then, with the Universal Grammar wired into their brains. This grammar offers a certain limited number of possibilities, which he or she then matches with what is happening around him. He knows intuitively that there are some words that behave like verbs, and others like nouns, and that there is a limited set of possibilities as to their ordering within the phrase. This set of language learning tools, provided at birth, is referred to by Chomsky as the Language Acquisition Device. Chomsky, then, sees the child as essentially autonomous in the creation of language. She is programmed to learn, and will learn so long as minimal social and economic conditions are realised. // Brunner. // He holds that while there very well may be, as Chomsky suggests, a Language Acquisition Device, or LAD, there must also be a Language Acquisition Support System, or LASS. He is referring to the family and entourage of the child. Children interact with adults through constant ritual situations (bath, eating, getting dress, games) this situations are opportunities to acquire mother tongue. In Bruner's version, the program is indeed in place, but the social conditions become more important. The child is still an active participant, is still essentially creative in her approach to language acquisition, but the role of the parents and other caretakers is also seen as primordial.