Working On Your English - Talking People

Working With Your English - Oral Practice
By Your Teacher Academic Year 06-07 Our aim as language students is to become independent life-long learners
who can take advantage of a variety of resources, including learning
techniques, language awareness, cultural awareness and ICTs. We cannot do
this without fitting our use of English in our daily lives, in the very
many ways we can! In our first term, I tried to encourage this approach of developing a
strong personal relationship to the language you are studying, so that you
have more reasons to use it than just pass a test or get a certificate.
Learning a language is a life-long process. A test or a certificate won't
prevent you from forgetting all your English! However, if you use your
English every day (reading, listening, writing, speaking, + learning about
English-speaking cultures, + learning to learn and not forgetting the
techniques which help you learn...), you'll always be able to use it,
you'll keep learning! Just consider my case! ;) I also tried to show you a wide variety of possibilities to help you learn,
to ease your path as a student. Now you should intensify their practice at
home. Let us gather them in these notes. You can expand them or consolidate
their understanding asking in class or paying attention to the study or
procedural tips in your textbooks. Oral Practice . Listen and repeat for fluency and correction, also while memorizing
chunks of language for automatizing production. (Read before or after,
but not during!) Do this with selected useful phrases and sentences
(language in contexts you can find in your life) taken from your audio
exercises in any of the methods you have every used, and from any audio
and audiovisual material (monologues and dialogues) you may have (news,
conversations, narrations, explanations...), or wish to get from TV,
radio, the Internet, stores... . Listen and repeat for language awareness, focusing in...
o Phonetics: improve your pronunciation of endings, of consonant
clusters (at the beginning or ending of words), of vowels
(including unstressed vowels). Work also in noticing how words
sound when they are linked in a phrase or sentence (did you...?,
what do you want to...?, would you...?), and remember it! This also
connects with sentence stress (unstressed words are uttered more
quickly, with less force, so they are not as clearly pronounced as
stressed words), with the fact that we tend to stress the most
important words in the sentence. And this connects with developing
your ability to understand people when they speak!
o Vocabulary: notice meaning in context. Compare similar words,
consider if you can use synonyms in that context or if you can't.
Consider collocation (set combinations of words, the likelihood of
two words keeping each other company, as linguist Firth put it).
Examples of collocation: people are tall, trees and ceilings are
high; we get sick, but we fall ill; you do the housework (and your
homework, yes) but you make your bed. However, sometimes any
synonym will do: a large house, a big house. In English, we don't
say: a big smoker, but a heavy smoker.
o Grammar: as you Listen & Repeat, you can review grammar. How can
you do this? By checking things are used as we have learned they
are used! Don't only think in terms of traditional grammar, that
doesn't help you much to be good at using the language (unless,
perhaps, if you are writing). Consider the fact that everybody can
learn languages without studying them! (native speakers of any
language, people living in a foreign country). Think also in terms
of functional grammar, which means, of grammar in use. How can you
do this? Focus in communicative aims: what is the language function
the speaker wants to perform? What is the aim of the language
people are using? Here are three examples:
When you are listening and repeating Would you like to go for a
walk?, identify the language function you are using: Inviting
(someone to do something), "Would you like...?" structure. Then
review the different language structures and language items we
have in English to invite: Come to my party! (informal
invitation, using the imperative), Do you want to come along?
(informal invitation, using the "Do you want...?" structure).
Should I call mum now?: review the use of "should" for the
language function of "giving or asking for advice". This will
help you to consolidate the idea that translating from Spanish
literally is not going to help you achieve your communicative
aim! "¿Llamo a mama ya?" is a presente de indicativo in Spanish,
but if we translate literally "Do I call mum now?" we don't get
the English equivalent! Actually, "now" is rarely compatible
with the present simple and is generally accompanied by the
present continuous. But there is more: "Am I calling mum now?"
is not a sentence asking for advice. It is a sentence focusing
in your wish to check that somebody is paying attention to what
you are doing!!! :o
What did you say? is a past simple in English because the action
of saying is finished, complete! (as your grammar knowledge
tells you). But if you use literal translation you would say:
What have you said?, which is not common in English!
Why use functional grammar and functional translation? To avoid
literal translation, to get to know in depth the English language.
The English language is not the Spanish language.
. Reading Aloud
First Listen, or Listen & Repeat.
Then read aloud yourself, imitating intonation, rhythm, pronunciation...
If you use poems, you can actually learn them by heart after repeating a
few times, like what happens with songs or slogans! . Monologues
Oral texts / Language Functions: describing people, objects, places;
narrating events, experiences; explaining procedures, topics; giving
opinions on topics; summarizing different kinds of texts; analysing (Y5)
topics...
o Listening. Listen to monologues. And/Or learn monologues in your
audio material!
o Speaking. And/Or brainstorm on a topic. Speak in a spontaneous
manner and without timing yourself, speak till you are done! Then
select and organize your ideas. Do your outline. Speak for 2-4
minutes, timing yourself. Record yourself and find where you need
to improve. Don't use your criticism to destroy your self-esteem,
but to improve! Also, be aware of what you are good at. Final tip:
you can use any text to practice a monologue. Examples: If you look
at a picture/photo, talk about it for a few minutes. If you listen
to a piece of news, imagine you want to tell about it to a friend
and do so! If you read an article, summarize it! . Dialogues
These are great to practice Language Function awareness, at least with
the most common or relevant sentences! Don't write your dialogues down,
unless you want to practice Writing. Dialogues should be spoken by you,
pronounced! Use the dialogues in any audios you may have to play one role
first and then the other. When you restart the audio you'll be able to
check if you managed with your part or if you need to improve its
production. Imagine situations, tasks you may encounter in life! This
will help you to select dialogues, topics for dialogues.
Ideas: interviews (formal, informal, in which situation...),
conversations (small talk; to establish different kinds of relationships;
analysis or deep conversations on topics, etc.), transactional dialogues
connected to different areas of life, e.g. travelling, daily life, work,
studying, health (dialogues to get goods and services: at a restaurant,
at a hotel, at university/school, at the station/airport, in a shop, at a
supermarket, in a mall/shopping centre, at the doctor's/dentist's...)
List the dialogues you practice (where, doing what?). Remember to
practice the format of dialogues required at your Speaking Test: you will
always have a task, like talking about your different views on a topic,
or having different ideas for something and then trying to agree on some
course of action. . Listening Comprehension Exercises - Don't depend only on your ear! Use
all your resources!
o Using text and context. Use the textual format and context info to reduce
the margin of interpretation: Identify the type of text
(dialogue/monologue + radio interview, TV news item, informal
conversation...) and the context (people involved, situation,
event/topic). Use anything which is OBVIOUS to help you reduce the scope
for interpretation, e.g. intonation showing feelings (boredom involves
what they say is difficult to understand but also irrelevant; excitement
and anger involve speaking quickly but also the clear pronunciation of
certain relevant ideas, which will help you identify the problem, esp. if
you use your knowledge of the world, of human relationships/situations)
o Use comprehension questions to keep to the rhythm - before the first
listening, underline the word(s) in the next question which when heard,
will help you move on to that next question! One of the problems in
listening exercises is you get lost, so this helps you prevent that.
o Use comprehension questions to prepare your mind for the listening - skim
questions and ans