Shazia Saleem Roll No.

D - 13003 Module -4

Oral Language Exercises

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Montessori perceived the miracle of language development as a ‘treasure prepared in the unconscious’,
which is then handed over to conscious and the child with this new power, talks and talks without
cessation. Words are the labels for our experiencing. A child who has varied experiences and is then
given the words for those experiences will develop a well-rounded means of expression. Just as a rich
vocabulary is dependent on experiences, transition to reading and writing is dependent on a strong
vocabulary. Soon the child will be able to express thoughts and understand and interpret the thoughts of
others.

Components of oral language

Oral language is the system through which we use spoken words to express knowledge, ideas and
feelings. Oral language is made up of at least 5 key components: phonological skills, pragmatics, syntax,
morphological skills and vocabulary (also referred to as semantics). All of these components are
important to learn for proper communication.

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To teach the child correct oral language, Montessori divided the learning experience into two groups:
The Enrichment of Vocabulary and Language Training.

Most of the children already have command over spoken language at the time of entering a Montessori
school. At about 3 years of age the child can consciously begin to explore language. Previously he has
been constructing language skills unconsciously, but now is time to consolidate all the previous and
upcoming language knowledge consciously. This is perfect time for the child to equip himself with the
necessary language tools. Following oral motor exercises are also important as preparation for speaking.

Oral Motor Exercises --- Preparation for speaking

Let the child use a mirror for doing the following exercises

 Facial exercises
1. Puff up cheeks. Hold air for 5 seconds, then blow out.
2. Suck in cheeks and then relax
3. Puff up cheeks with air, move air from one side to other side without letting air out.
4. Raise your eyebrows, wrinkle forehead.
5. Close eyes tightly and winkle with one and then the other eye.

 Jaw exercises
1. Open mouth widely and close tightly.
2. Drop jaw down as far as possible. Don’t move head backward.
3. Move jaw from side to side and forward to backward.
4. Utter these sounds with movement of jaws; Whee! Why! Whao! Wah!

 Lip exercises
1. Say “OO” pushing lips as far forward as possible.
2. Say “ee” pushing lips as backward as possible.
3. Tuck lips in as if blotting lips.
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4. Alternate pout/smile.
5. Pucker and then move lips side to side. Wide open mouth and then pucker with it.

 Tongue exercises
1. Point tongue.
2. Bring tongue in and take it out with speed.
3. Fold both sides of tongue.
4. Try to touch nose with tongue. Hold at the farthest point.
5. Lower tongue towards the chin. Hold at the farthest point.
6. Make a circle with tongue around outside of mouth. Reverse direction.
7. Make a circle with tongue around inside of lips. Reverse direction.
8. Slide tongue from side to side between cheeks and lower teeth. Repeat along upper teeth.
9. Take a tooth pick and write alphabets on tongue

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Exercises for Oral Language

Begin with broad classifications, such as animals and then move on to sub-classifications such as dogs.
Follow the basic Montessori rule “Simple to Complex”. Use 3 period lesson while presenting new words
formally. Devise various types of activities like:

Around the classroom

Introduce the child with objects of classroom and the environment like floor, walls, chair, table, shelf,
sink, rug, fan, lights etc.

Show and Tell

Students bring an item (e.g toy) from home that they want to talk about and there is a precious question
and answers session that ensures the importance of information sharing.

Talk to the animals

Model how to talk to the animals. This activity will let the child learn that not only words but also our
tone of voice is important while communicating. Once they have received “How to feed animal” lesson,
they will talk to their friends.

Peace Table – expressing feelings

By sitting on the peace table, the child expresses how they feel by using words; happy, angry, sad,
nervous, worried, surprised, hurt etc. guiding children through a process to resolve conflicts help them
find the words they need.

Snack Table --- Social Time

Snack time is also a wonderful to enhance language skills. Snack time presents an opportunity for
children to discuss what is happening in their lives. As teacher we can join the children at the snack table
and guide the conversation, introducing new vocabulary. Talk about the food; ‘This cheese tastes
delicious. Cheese is high in protein. It is important for us to eat protein’. Or talk about weekend activities;
‘I went on hiking, many of trees were covered in lichen’.

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At the shop
Make a shop in the class and tell the children about the objects and how to purchase any object.

Story Time
Children will ask you to read stories over and over again. By this we are witnessing their love for words.

Orientation game
This group activity explores what is known as child’s immediate environment. Ask the child to choose
one set of exercises of practical life. Give name to each piece of material. Later give its function and give
a typical action connecting to its use. Give all the details of parts of the object. Ask child to select any
object and then collect similar objects and make a class of environment like kitchen, bathroom, park etc.
Orientate the child to the environment.

Demonstrate Activities
Requiring the child to demonstrate doing something for you.

Question Games
Asking questions about the items child has in lunch or dress. If the child had an egg teacher may ask;

Where do eggs come from?

How many parts are there in an egg?

In how many ways an egg can be prepared?

What other animals lay eggs?

And so on.

News Period
It is the spontaneous response to an event. Ask a child having a news to share his ideas with others. Give
an opportunity to each child to share only a small piece of information at a moment.

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Grammar Games
Invite a small group of children and give a theme, children are familiar with e.g. father bakes a cake and
mother eats a dessert.

Ask question about the VERB (What is it that father does? / What is it that mother does?)

Ask question around the SUBJECT (Who is it that bakes the cake? / Who is it that eats dessert?)

Ask question around OBJECT (What is it that father bakes? / What is it that mother eats?)

Let the child experience different parts of the sentence. Use the grammar symbols to teach the concepts.

Nature walk
Children love nature walks. Talk about your senses. What did you smell while on the walk? What did
you hear? Encourage children to bring the things they found at home or on trip. Talk about birds how
they gather sticks, leaves and mud to make their nests. Remind them not to disturb nature.

Time to say Goodbye

We might gather at circle and talk about our day. Tell the children whatever we choose we communicate
through words. Sing a goodbye song.

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References
http://teaching.monster.com/benefits/articles/9454-strategies-for-building-oral-language-skills?page=3

http://www.infomontessori.com/language/oral-language-enrichment-of-vocabulary.htm

http://www.meridianathome.com/MAH/upload/Oral-Motor-Exercises.pdf

https://www.montessoricommons.cc/oral-language/

https://www.montessoriservices.com/sensorial