02.+ORAL+LANGUAGE+IN+CHILDREN

 **PHONETICS & PHONOLOGY** Suprasegmentals:
 * DEVELOPING ORAL SKILLS **

- Rhythm.- it is a good figure to start with because it give us the opportunity to cut the oral text in minimal significant parts, called chunks.

- Intonation.- its good for social exchange, to make questions, show security or insecurity, to show that you want to continue speaking (intonation rising) or we do not want to continue speaking (falling intonation), to show surprise, or excitement or annoyment, etc - Pitch.- it is useful to characterize different characters. Segmentals: phonetics sounds. Among segmental, consonants are the most important ones. Reading good for children it is important to use mediators, rhythm, intonation and pitch correctly and expect from them something related to this, rather than using phonology correctly. Our tongue has tip, blade and back. We have upper teeth and lower teeth. In phonetics, one of the first rhythms we can work with children with is binary rhythm (stress and non stress pattern) In phonology, we cannot expect children from Primary Education an analysis but we can expect from them that they experiment with the rhythm. They will not be able to write accents but they will to experiment with phonology. **STRATEGIES ** <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">We should provide our children with strategies. An strategy – opposite from a technique- is unconscious. An example of strategy would be chunking (cutting in minimal meaningful units the oral chain). <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">Another strategy that we want to develop in our students regarding oral skills and helped by our illustrators and rhythm would be identifying the stress in a word. **<span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">PLANING WORK SESIONS ** <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">The first thing we, as teachers, should do is identify or choose the task our students are going to perform. This is why we say that we program from the end backwards because we start with the final task and go planning towards the beginning. <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">Secondly, we should think about what do we expect from our children when performing this task. We divide these expectations in three levels (what we expect from all our students, from most of them, and from some of them) <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">Once we know the task the students will perform and our expectations on them, we do a discourse analysis of our text. **<span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">SOCIAL RULES ** <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">Our students should also know social rules in the interaction. There is no interaction without social rules (eye contact, movements to show turn taking, etc.) **<span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">STEPHEN KRASHEN THEORY OF SECOND LANGUAGE ACQUISITION ** <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">Krashen's theory of second language acquisition consists of five main hypotheses: The acquisition-learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis. <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">AFFECTIVE FILTER. <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">Our students will perform better if we get to pass this affective barrier. The Affective Filter Hypothesis. Finally, the Affective Filter Hypothesis proposes that a mental block caused by affective or emotional factors can prevent input from reaching the student’s language acquisition device. The affective filter hypothesis says that affective variables like self-confidence and anxiety play a role in language acquisition. When the filter is up – that is, when negative emotional factors are in play – language acquisition suffers. When the filter is down, it benefits. <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">THE IMPUT HYPOTHESIS. <span style="font-family: 'Tw Cen MT',sans-serif; font-size: 11pt;">The input hypothesis suggests that people acquire language in only one way: by understanding messages, or by receiving ‘comprehensible input’. According to the input hypothesis, learner’s progress by receiving second language input that is one step beyond their current stage of linguistic competence. Acquisition for learners with language knowledge “i” can only take place if they are exposed to comprehensible input at a slightly higher level, which Krashen describes as level “i + 1”. media type="youtube" key="EFNWdqtqw44" height="199" width="268" || MORE JOLLY PHONICS ALPHABET SONGS media type="youtube" key="xGpsVmWLRFA" height="225" width="302" || JOLLY PHONICS- DOUBLE SOUNDS media type="youtube" key="yjKq8s8154s" height="199" width="268" || AND VIDEOS IN Starfall
 * JOLLY PHONIC RESOURCES. SOUNDING WRITTEN WORDS:VOWELS
 * JOLLY PHONICS SUGGESTED GAMES

|| RHYTHMIC GAMES media type="youtube" key="Eh_fRQRAgo0" height="225" width="302" || USING RHYMES AND STORIES IN YOUR LESSONS || THE VERY HUNGRY CARTERPILLAR media type="youtube" key="48kywlA0gqw" height="225" width="302" || TELLING STORIES BROWN BEAR, BROWN BEAR .. media type="youtube" key="pdHCYgO9zh8" height="225" width="302" || THE STORY OF THE LITTLE MOLE media type="youtube" key="e1EMZGFHu_Y" height="185" width="250" || media type="youtube" key="hb-nTnriTP8" height="107" width="288" || DEAR ZOO media type="youtube" key="Kzl9IyeMWto" height="211" width="284" || GOLDILOCKS AND THE THREE BEARS media type="youtube" key="2JE1IHxFBpI" height="210" width="283" || media type="youtube" key="R-9ciO5rhi4" height="211" width="284" || THERE WAS AN OLD LADY WHO... media type="youtube" key="altckbVlceM" height="237" width="318" || POLAR BEAR, POLAR BEAR WHAT DO YOU HEAR? media type="youtube" key="ctQjLfMKinU" height="219" width="294" || media type="youtube" key="__i2lT1GKcY" height="107" width="288" DR. FOSTER WENT TO GLOUCESTER
 * **VIDEO LIBRARY- PRACTICE** ||  ||   ||
 * TELLING STORIES
 * WE ARE GOING ON A BEAR HUNT
 * THE ENORMOUS TURNIP
 * Working with rhymes: HUMPTY DUMPTY

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THE QUEEN OF HEARTS media type="youtube" key="AKQx8yI1EE4" height="107" width="288" || ONE TWO .. media type="youtube" key="Clr8KA3_bho" height="107" width="288" HICKORY DICKORY DOC..

media type="youtube" key="N0mLt9wplSA" height="107" width="288" || INCY WINCY SPIDER media type="youtube" key="-qZpLp38wbY" height="107" width="288" SEESAW MARGERY D

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