Speaking activities for primary students

Activities for Children to Express Themselves Orally

Alexander, Jessica D.; Nygaard, Lynne C. (2008). «Reading voices and hearing text: Talker-specific auditory imagery in reading». Journal of experimental psychology: Human perception and performance, v. 34, n. 2, pp. 446-459. https://doi.org/10.1037/0096-1523.34.2.446

Álvarez, Susana; Cuéllar, Carmen; López, Belén; Adrada, Cristina; Anguiano, Rocío; Bueno, Antonio; Comas, Isabel; Gómez, Susana (2011). «Teachers’ attitudes towards the integration of ICT in teaching practice: a study of a group at the University of Valladolid». Edutec. Electronic journal of educational technology, v. 35, a160. https://doi.org/10.21556/edutec.2011.35.416

Arana, Sophie; Marquand, André; Hultén, Annika; Hagoort, Peter; Schoffelen, Jan-Mathijs (2020). «Sensory modality-independent activation of the brain network for language». Journal of neuroscience, v. 40, n. 14, pp. 2914-2924. https://doi.org/10.1523/JNEUROSCI.2271-19.2020.

Beuchat, Cecilia (1990). «Listening: the starting point». Lectura y vida. Revista latinoamericana de lectura, v. 3, pp. 20-25. http://www.lecturayvida.fahce.unlp.edu.ar/numeros/a10n3/10_03_Beuchat.pdf

Verbal expression activities for children

Early Childhood Education is an educational stage with its own identity. This order establishes the objectives, goals, general principles and curriculum referring to the whole stage, although the treatment to be given to these elements that have different characteristics throughout the stage will be oriented to favor individualized attention.

The curriculum aims to achieve a comprehensive and harmonious development of the person in the different levels: physical, motor, emotional, affective, social and cognitive, and to provide the learning that contributes to and makes this development possible, which will undoubtedly facilitate the first steps in the acquisition of the basic competencies that are expected to be achieved at the end of compulsory education.

The curriculum is structured in three differentiated areas, describing for each of them the objectives and evaluation criteria for the whole stage and the contents for each of the two cycles; nevertheless, a good part of the contents of one area acquire meaning from the perspective of the other two, with which they are closely related.

Oral expression project

This is one of the activities that is most difficult for the students, on the one hand because they are not very motivated and on the other because the activities we propose are always practically the same. It is true that it is difficult to find activities at their level to make them express themselves in writing, but with the Internet we can offer them activities that are more connected to reality and that motivate them more.

The first tool to take into account is e-mail, which allows us a global and immediate communication, which can make students recover or acquire the pleasure of writing, since they will find in the network all kinds of possibilities to express themselves in writing, whether it is epistolary writing, getting in touch with young people of their age, which they can locate without difficulty through the network, either through writing projects, related to some academic activity planned by the teacher, or through participation in discussion forums, sending their opinions on specific topics of interest to young people, for others to read, on the corresponding web pages or through the chat, which we will see in the following point (written comprehension).

Exercises in oral and written expression for young people

Proxemics represents «the study of man’s perception and use of space» (Hall et al., 1968, p.83); it involves analyzing proxemic uses based on physical distances, body orientation and movement, the spatial orientation of the person, or the person’s mobile positions. Therefore, proxemics deals with the study of space expressed as territoriality; of the distance between people; of the occupation of space; of displacements, and of the consequences and meanings of all this as aspects linked to non-verbal communication.

In relation to territoriality, human beings maintain primary mechanisms (Almeida and Ortiz, 2016) seeking spaces where they feel less threatened or more comfortable. Murcia and Ruiz (2010) refer to the organization of objects and people in the classroom space, so that the teacher, in an open classroom, can distribute «disturbing» objects (a camera) around the room to provoke a balanced occupation of spaces by the students.

Speaking activities for primary students
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