Group 1

Session 1
Understanding Oral Language
I.What is oral language?
II.What is oral language
development?
III.
What are the five key elements of
oral language?
IV.A Suggested Model of an Effective
Oral Language Instruction
V.Conclusion/Challenge
I.Oral Language is a system through which
we use spoken words to express
knowledge, ideas and feelings.What is
oral language development?

II.Oral Language Development is a process

of building, strengthening, expanding and
enhancing the child’s speaking and
listening skills.
III. The Five Key Elements of Oral
Language (Moats, 2010)
A. PHONOLOGICAL AWARENESS SKILLS
An umbrella term that includes the ability to
distinguish and manipulate sounds in a language in
different developmental levels, words, syllables,
onset-rime (instrasyllable) and phonemes.

B. MORPHOLOGICAL AWARENESS SKILLS

It involves an understanding the meaning
of word forms, structures and parts.
 
C. SEMANTICS deals with understanding the
meaning of words, phrases and sentences of
a language.
Meaning can be in the lexical or word level. The
denotative level is the literal direct, explicit or
dictionary meaning. The connotative meaning is not
literal bur a secondary meaning suggested or implied.
It has some emotional element attached to it.
Compare: I have a lovable dog.
You are a dog.
Meaning can also be in the compositional
or phrasal level which can give a literal or
figurative meaning..
Compare: Mary hit a pail with her foot.
Mary kicked the bucket.
Mary died.
1. The captain considered Wiley poor.
2. The captain considered poor Wiley.
3. Wiley considered the poor captain.
4. The poor captain considered Wiley.
5. Poor Wiley considered the captain.
6. Captain Wiley considered the poor.
7. The poor considered captain Wiley.
8. The poor captain Wiley considered
9. The captain considered Wiley poor?
10. The poor captain Wiley considered…
11. The poor, Captain Wiley considered…
(Were grateful)
Pragmatics refers to understanding the
social rules of communications. One’s
speech or manner of speaking is greatly
influenced by the social environment or
context we are in. Here norms and
conventions are considered in
interacting with others.
IV. A Suggested Model of An Effective Oral
Language Instruction (Eisenhart, 1990)
 Promote
A. Auditory Memory
Auditory memory involved the ability to
assimilate information presented orally, to
process that information, store it, and recall
what has been heard. Essentially it involves
the following tasks:
1. Attending 4. Storing
2. Listening 5. Recalling
3. Processing
 Activities to develop auditory memory:
1.Repeat and use information.
2.Repeat and use information.
3. Sequence memorized songs
4. Recall stories and personal
experiences
5. Recall verbal messages and phone
numbers.
6.Plays memory games e. g. Simon says
 7.Recall news events.
8. Hide and object and give a series of
directions to find it.
9. Make a descriptive passage of experiences
10. Read a sentence or sentences twice.
On second reading leave out some
words/phrases and ask the children to
recall the missing word/s or phrase/s.
11. Read a story and ask detail questions
about it.
 B. Develop listening and speaking skills
I. listening Two types of listening activities.
I.I. Discriminative Listening - The most basic of
listening activities in which the learner should
be able to discriminate or distinguish
similarities or differences in utterance in the
sentence, phrasal or phoneme, if one cannot
hear the differences thou he/she cannot make
sense of the meaning expressed by such
differences..
 1.2. Listening comprehension The four
perspective of listening comprehension
(Murcia,2001)
1. Listening and repeating e.g Basic Dialogue
2. Listening and answering
comprehension question.
Children listen to an oral text along a continuum
from sentence length to a short story. Teacher
ask questions answerable by given facts in the
sentence or story.
3. Task listening
Children listen and do something with
the information received by carrying
out real tasks
4. Interactive Listening
This follows a real-life and take speaking
and listening of two or more
participants interacting with each other.
So here we see turn-taking, topic
shifting, interrupting arguing,
disagreeing, questioning, challenging
adding information all commonly
observed in a natural conversation.
 2. Speaking
2.1 The context of developing speaking skills
for second language speaker of English. The
need to bridge the gap between teaching a
new grammar structure and in using them in
natural communication.
2.2 A pattern for development
• Presenting the new grammar structure.
•Using pattern practice or structure drill.
• Free communication.
2.3. The Three Elements of Pattern Practice
A Model sentence by the teacher
A Cue – a kind of shorthand instruction that
tells the students how to modify the model.
A Response is the students attempt to
follow the cue/instruction
Examples:
Model: I go to school everyday
Cue: yesterday
Response: I went to school yesterday.
2.4. Types of Pattern
Drill
There are basically four types of
pattern drill:
a) Substitution drill
b) Transformation drill
c) Response drill
d) Translation
1. The substitution drill
Any drill in which one word or phrase in a sentence is
replaced by another. The students replace an item in the
sentence with a similar item suggested by the teacher. The
drill starts with the class listening to the teacher and
imitating her C intonation, stress, rhythm and correct
production of the sequences of words in the model
sentence. When the students can produce the pattern
correctly and easily, the teacher provides a substitution for
some elements in the sentence. The pupils repeat the
model sentence substituting the teacher’s cue. The cue
maybe supplied orally, by pictures, by actions, etc.
1.1 Simple Substitution (Adverbial expressions)
I’m going home. (back, away, later, tomorrow)
I shall buy a dress.
(a book, a dress, a pencil, an apple)
1.2 Correlative Substitution
The cue requires a change in another part.
-I want a banana, (apple, book, eraser)
- I play everyday ( He, She, Are, Many, They)
- Where does Mary live? (Jose, your cousin, the boys, the children,
your friend)
- I looked for the book but I could not find it. (pen, twins, letters,
teacher, father)
 2.
Transformation
Drill
In this type of drill, one of four things
takes place
2.1. change in a word order.
2.2. Original sentence elements are
expanded.
2.3. Original sentence elements are
reduced.
2.4. Two sentences are integrated into
one.
 Examples:
2.1. Transposition or conversion

Changing statements to questions

The girl is ready. Is the girl ready?
The girls are ready.
The others are here.
The car has come.
The teacher can go.
 Examples:
Changing positions of modifiers

- This morning he was here.

- He was here this morning.
- Occasionally he comes here.
- Yesterday I saw him.
- Tomorrow, he’ll leave.
 2.2 Expansion
A word,phrase or clause is added to the model
sentence.
-The napkins are on the table.
(yellow,two,pretty)
-He ran,
(fast,towards the door,a while ago)
 2.3 Reduction
A word,phrase or clause is added to the model A word,phrase
or clause is replaced by a word.
-The monkey is up in the tree. (There)
-He was in this room a minute ago. (Here)
-She was in the vicinity a while ago. (Around)
sentence.
-The napkins are on the table.
(yellow,two,pretty)
-He ran,
(fast,towards the door,a while ago)
2.4 Integration
Two separate utterances are integrated into one.
-Rachel is pretty
She’s intelligent, too.

-Joshua is handsome.
He is short
I got up late
I was tired
I didn’t go to the party.It rained
 Response Drills
Comprehension Check- Up after Listening
to story (The forest King)
• Did the big lion live in the mountain?
No, he did’nt
• Where did he live?
In the forest
• What did the lion catch everyday?
Animals
• Did the lion eat the animals that he caught?
Yes, he did
 Free Communication
After the pattern drills, the teacher should provide
natural communication situations
Where they can use the grammatical structures
they learned. Some suggested activities.
1. What did you see? 6. Guessing the write picture
2. Asking the explorers? 7.How did you make that?
3. Guess what I saw? 8.Acting out
4. Comparing 9. Making a story
5. Analyzing a picture 10. Where do you live?
C. Teach a Variety of Spoken Text
1. Oral reports
2. Stories Anecdotes
3. Partner and small groups
4. Conversations
5. Giving instructions and procedures
Create a Language Learning Environment
Two elements to focus on
1. The physical environment
• Table display board
• Dress up boxes
• Collection of puppets
• Library
• Listening Corner
• Log telephones
• Display of songs, poems, charts that they learn.
Classroom Culture

• Encourage children to use the

language of instruction during
classtime.
• Teach pupils to share classroom
responsibilities.
• Seize moments when something
unusual in school happens or if a
child brings an object of interest.
• Encourage peer to peer
interaction.
• Commend attempts to
communicate.
• Create opportunities for
discussion.
 
  
E. Teach and extend vocabulary and conceptual knowledge
(to be discuss by another speaker)
 

V. CONCLUSION/ CHALLENGE