ORAL COMPREHENSION

Y
ORAL EXPRESSION
 ORAL COMPREHENSION
Y
ORAL EXPRESSION
Oral comprehension and oral expression have a lower
relevance in the classrooms.

On the other hand, comprehension and written expression have

greater relevance, weight, and importance in the classrooms.

One of the key factors of this difference is the fact that

we take for granted that children enter primary school
knowing how to speak and knowing how to express oneself orally and
understand the messages that are conveyed to them.
Orality is given to us naturally in the mother tongue. The
learning to read and write is not natural, which is why it is given more
relevance in the classroom.

In the classroom:

We must help students broaden their expressive range,

ESPECIALLY IN FORMAL SITUATIONS THAN IN COLLOQUIAL ONES
What is in these situations where they are less competent.

IN THE CLASSROOM, ORAL EXPRESSION IS CONFUSED WITH SPEAKING, this entails

that there is no work done in the classroom, but there are more causes. The main ones can be

to encompass the skepticism of the faculty:

Habit: As students, we were not accustomed to working on oral expression in the classroom and in

Many times, unconsciously, we hardly change these inertias unless

that a moment of reflection takes place.

Materials: For written expression, there are many activities (although very similar
finding activities to work on oral skills is much more complicated.

Normally, oral activities are used to fill gaps.

that speaking does not require effort from the students, therefore it is not worked on
oral expression. We know little about how to evaluate these types of activities.

Difficulties in controlling the practice: When students are given the

The opportunity to talk tends to get out of control in the classroom... Therefore, you are

activities are more difficult to carry out. This difficulty sometimes

it is also due to the fact that the activity is not completely regulated, but rather

we let the kids talk and that's it.

TYPOLOGY

We can classify oral situations according to different aspects.

Singular (one sender): political speech, master lecture...

Dual (two interlocutors): phone call, conversation between friends,

interview...

Plurals (three or more interlocutors): class debate, conversation among friends,

neighborhood meeting… On the other hand, if we analyze in a more technical way, we can
classify into:

Self-managed oral communication: One voice, one sender who manages the text
(exhibition, conference, talk, speech...). We don't expect the sender
memorize the speech, but it is prepared, not spontaneous. There is a
greater concern for linguistic correctness, greater closeness to expression
writing. Work the art of oratory, (the ability to convince someone through
from a speech
Multimanaged oral communication: Several voices, several interlocutors
who manage the text, exchanging the roles of sender and
receptor. The concern is focused on the exchanges of roles,
turns of speech.

We do not always have the prominence of the enunciative modality.

Well, in a debate, discussion, or dialogue we have questions and exclamations,
therefore the used modalities are broader. The concern
the linguistic correction is lower because there is a greater relevance
in spontaneity, therefore the type of language used is closer
to the royal.

The art of conversation predominates.

When is it worked on
oral expression in the classroom, it
make more use of situations
pluriprocessed or the
self-managed?
When work begins, one gets to work.
of the self-managed.

In recent years, the use of it is necessary.

plurimanaged with the presence of seniors
communication methods. Also in the
the life of our students is more
presents the multi-managed, so that the
they are going to need more.
 DIDACTICS OF ORAL EXPRESSION
When we want to bring oral expression into the classroom, we must have
take into account the following aspects:
• Change of attitudes towards oral expression: We have to
to get ourselves to think and try to get the students to think that we need to change
certain attitudes regarding the work of oral expression.
• Medium and long-term progress: Those progresses will be long-term.
deadline.
• Correction and fluency: Which of the two is more important in
oral expression? If we interrupt the child's fluency to correct mistakes.
we are significantly slowing down your improvement in that language. Fluency is
work, just like it is done with correction.
Order: One of the excuses for not practicing oral skills as much is the
disorder in the classroom.

Planning: It must be planned, as happens with the others...

time, the interaction that occurs, the materials we will use and
design an assessment according to the activity.
 TYPology OF EXERCISES
Examples of types of exercises that we can use to work on oral expression.
The classification that encompasses this typology responds to various aspects:
Technique: They follow a specific methodology.

1. DRAMA: It revolves around the adoption of another personality. There is no text.

fixed, there is spontaneous oral expression. The student must express orally like
would react to a given situation.

2. STAGING: There is no room for spontaneity. It would be a

theatrical representation. We start from a predefined text.

3. ROLE-PLAYING GAMES: There is no fixed text, there is spontaneous oral expression.

the student must adopt the assigned personality, take on another personality. It involves
una situación comunicativa concreta.

4. SIMULATIONS: There is no fixed text, there is spontaneous oral expression. The student
must adopt the assigned personality, take on another personality. It is more
open, students assume that they have to integrate into a situation that is not of
classroom. It can accommodate many other subjects and disciplines.
5. DIRECTED DIALOGUES: They are guideline exercises for dialogue in the
that two students practice certain functions in a controlled manner
linguistic skills, previously studied. They are useful for exercising
complex grammatical structures.

6. LINGUISTIC GAMES: It hides a greater variety of exercises.

For example: -
Enigmas: They are surprising stories of which only one is explained.
part, and the student must guess by asking questions, the teacher
You can only answer yes or no.
Psychological games: They contain some type of psychological reflection
that promote expression and controversy among students.

7. TRABAJO EN EQUIPO:Se trata de juegos o actividades que deben

to be carried out in groups to promote interaction in the classroom. The
The objectives of these activities are the practice of various skills.
social and the consolidation of workgroups.
8. HUMANISTIC TECHNIQUES: They aim to provide a broader dimension
human to the class. For this, teaching techniques emphasize
in the expression of personality and in intercomprehension
communicative. Type of response: Depending on the type of response.
9. REPETITION: Quite mechanical exercises and response
closed. They are used for the student to consolidate a grammatical item.
that does not dominate or presents difficulties.
Specific communications: Based on the type of communication.
10. FILL IN THE BLANKS: They create in the student the
the need for information that can only be obtained
collaborating with a colleague.
11. GIVE INSTRUCTIONS: They are elaborated, they are formulated and they
They execute instructions to perform any type of activities. The
evaluation of the exercise is based on the execution of the
instructions.
12. SOLUTION OF PROBLEMS: They pose situations
imaginary, usually very far from reality, with a
controversial topic that generates discussion and debate in the class.
They are motivating and open activities that promote fluency
expressive.
13. WHIRLPOOL OF IDEAS: They present an open response or
divergent and particularly focus on personal contribution and
imaginative of the apprentice. They emerge as an alternative to the
traditional closed-response exercises.
Material resources: Based on the resources used.
14. STORIES AND TALES: Includes all types of narrative material
oral. Through stories and tales, it is intended that the students
perform different activities orally: Modify a story,
broaden it, vary it. It is not limited to the scope of literature or
popular tradition, you can work on stories coming from
other fields.
15. SOUNDS: It provides us with another significant flow of stimuli for
the expression. By sound we mean any perception
auditory that is basically non-verbal.
16. IMAGES: All possible visual material is used
(photographs, drawings, comics, artistic reproductions...). The
image culture offers us many products to take away
class and do exercises with them.
17. TEST, QUESTIONNAIRES, ETC.: They are activities of
search and analysis of the information. The first part would be
of information search and in the second one, it is exposed
the results of the work done. They are interesting resources and
assets that usually 'hook' the student.
18. OBJECTS: For these games, we use objects of any kind.
type. For example, an object can be personified or brought to life and
start to imagine who it could be and how it might have been
arrived at the classroom. We must not forget traditional games
that use objects.
19. EXHIBITION: Most practiced expression exercises in the
class. Therefore, the following aspects must be taken into account:

Leave time for the speakers to prepare their intervention.

to prevent a written text from being read or to be followed to the letter.

Give the class some reason to listen. It is important that the

the work of the colleague should be concrete and observable.

- Distribute the space appropriately.

- It is important for the speaker to position themselves in front of the class,
foot, that you gesture in fear and direct your gaze towards the
audience.
Evaluate the intervention from a communicative point of view and
linguistic.
20. IMPROVISATION: It is an exhibition or an intervention little or nothing
ready. The person speaking does not know what they are going to say, they are going to
saying on the fly. Therefore, you need to look for words to fill a
a gap or a silence, and then build a more or less coherent meaning.
21. TALKING ON THE PHONE: This type of communication has quite a bit
Specificity: It has routines and some implicit 'rules' of use. It is advisable
to conduct some telephone wire practices in the classroom. A basic characteristic
the sender and receiver can only establish oral contact, that is, they do not
They can neither see nor touch.

22. READ ALOUD: It is a very common practice in classes.

language. There are various types of reading aloud:
Dramatic reading: To interpret a writing that everyone has. It is put
emphasis on intonation, pauses, volume, rhythm,...
Communicative reading: Read a writing that the audience does not have and that must
understand orally. Emphasizes the meaning of the text and in the
communication.
Evaluative reading: It consists of reading a written work that the teacher or others
students have and in focusing on the correction and on the fluency with which it has been
done.
23. VIDEO AND AUDIO: The possibility of being able to 'see' or
"Listening to oneself" from a distance is essential for being able to correct oneself and improve.

the expression.
24. DEBATES AND DISCUSSIONS: They are organized conversations
about a controversial topic and with a clearly
Argumentative. They must be planned meticulously.
EVALUATION
Linguistic correction: Pronunciation, vocabulary, morphosyntax.
Expressive clarity: Articulation, rhythm, repetitions, corrections.
Expressive force/extralinguistic aspects: Maintenance of
attention, intonation, expressiveness, gesticulation.
- Contenido: Adecuación al contexto, coherencia y cohesión.
Correction-fluency.
 METHODOLOGICAL STRATEGY OF THE LEVELS OF COMPREHENSION
Barrett's taxonomy
The level of literal understanding.
Some questions that can be asked are the following:
What...? 6. With whom...?
2. Who is...? 7. For what..?
3. Where...? 8. When...?
4. Who are...? 9. What is...?
5. What is it like..? 10. What is it called...?

The level of inferential comprehension:

Some questions that can be asked are the following:
What would happen before...? 9. What does it refer to when…?
What does it mean...? 10. What is the reason...?
3. Why...? 11. What relationship will there be..?

4. How could you...? 12. What conclusions...?

5. What other title...? What do you think ...?
6. What is...?
7. What differences...?
8. What similarities...?
The level of critical understanding
Some questions that can be asked are the
following:

Do you think it is...? 7. How should

to be...?
What do you think...? What do you think...?
3. ¿Cómo crees que…? 9. What do you think...?

4. How would you rate...? 10. How

Would you rate...?
5. What would you have done...? 11. What do you think about ...?

6. How does it seem to you...?

USAER MAHATMA GANDHI