STRAGIES FOR ORAL PRODUCTION

There are many activities we could use in order to develop the oral production, but we need o find the one
that better suit to the group profile we are teaching in different moments because as We have observed
only with the pass of the time We can identify how participative or how every group work, and this is the
moment we decide which activity we can use.
Three tasks I can use in class
Conversation: The teacher asks students a number of questions in the target language, which the students
have to understand to be able to answer correctly. In the class observed, the teacher asked individual
students questions about themselves. The questions contained a particular grammar structure. Later, the
students were able to ask each other their own questions using the same grammatical structure.

Dialogues: A conversation is taken and conducted only in the target language. Students are asked
questions and answer in full sentences so that they practice new words

Role-play: Students take turns to talk about certain experience just using the structure teacher have
modeled and they only change the verbs but with the same grammatical structure, besides that some other
activities we could use like: dramatization, games, solving problems, dialogues, proverbs, tongue-twisters,
etc, just in order to develop the oral skill amoung students, and this way students would become more
competent.
Centered in the interactions amoung educative agents and the analysis of the oral and written productions
and an orientation that help us to put the two activities together, with the main objective of research the
context like a new system from different disciplinary field (Bronkart, 2004), in other words we have to
integrate the different skills during our activities with the main purpose that students develop the different
skills and become more competent.

Finally we need to ask ourselves how we could correct all the interventions students have when developing
the oral skill, and I would say that we need to let students develop the fluency first, and just focus en the
most important mistakes, and is a good idea to make a list about the different errors but we also need to
check the fluency and the body language and not only en grammar, besides that we have to take in
account that every student is different but every correction must be have done at the moment student
finishes the activity.
Students often think that the ability to speak a language is the product of language learning, but speaking
is also a crucial part of the language learning process. Effective instructors teach students speaking
strategies using minimal responses, recognizing scripts, and using language to talk about language that
they can use to help themselves expand their knowledge of the language and their confidence in using it.
These instructors help students learn to speak so that the students can use speaking to learn.
REFERENCES
Bronckart, J. P. (2004). Actividad verbal, textos y discursos. Espaa. Fundacin Infancia y Aprendizaje.
http://englishlearning-module.blogspot.mx/2012/06/strategies-for-developing-speaking.html