Topic 3 Flashcards
1.The development of linguistic skills
we need to be sensitive enough to be able to tell the difference between students who are bored and students who are in silent but involved.They can be involved without making an oral contribution.
we learnt our mother tongue without effort, simply by listening it.We have to expose them to as much comprehensive input as possible.We cannot just listen anything, we need to understand some, we need to be interested and involved.
It’s better to use authentic material and real communication situation.
To achieve communicative competence they need to use the 4 language skills and in this order: L, S, R and W.
2.Oral comprehension
Hearing is naturally and involuntary while listening is deliberated effort to comprehend sound.
Teachers become one of the language sources at class, but students needs other voices to be heard: recorders and videos.
Early stages uses songs, rhymes, games…
the meaning purpose in listening has been studied by Harmer. Students must be either interested in what they’re going to listen to or they must find it useful.
we must consider our pupils psychological characteristics and level of English. The Krashen theory called the input hypothesis attempted to explain how the learner improves and progresses following a natural order when he or she receives 2L input that is one step beyond his/her current stage of linguistic competence
we must build up their confidence, it’s ok not to understand everything, we’ve to tell them what we expected them to do
♦️strategies for listening:
Predicting: is one of the main functions of the leading stage, we must encourage them to predict what they think might come next in a spoken message
extracting specific information: and getting a general picture
inferring opinions and attitudes: stress intonation, body language…
Deducing meaning from context
Recognizing discourse patterns and markers: first, but, and, or…
♦️Listening activities and stage classification:
Pre listening: will create expectation and will give them a purpose. Ex. Brainstorming, predicting what’s coming…
while listening: task break the ice and help our students to establish some basic facts. Ex. true or false, multiple choice questions, putting pictures in order…
post listening: followup work. Ex. summarizing, role play, jigsaw puzzles…
3.Oral expression
Silent period: starts to acquire a language but can’t express ideas yet.
in early stages we can expect short and simple utterances from our pupils.The using of stories is very important, classroom routines, singing a par of a song, saying a missing word…
♦️It will consist of conversational routines and polite expressions:
simple greetings
social English
classroom language
♦️speaking activities and stage classification
This stages are rounded up with some warming up/ introduction activities and a final task
warm up: informal chant aimed and building up and maintaining training rapport with our pupils: writing the date or weather on the blackboard, a song, short game…
Presentation: present the meaning and form of the new language in a way that our students understand it’s relevance and usefulness.Vocabulary flashcards, ppt…
Practice: guide oral practice and then we lead them more independent: karaoke, drills, chain games…
Production: freer way and more creative, we can check how much they have learned. Dialogues, role play, debates, interviews…
- Written comprehension
At the early stages, should remain at word level, playing games with typical letter combinations and to practice word recognition: labelling pictures
They don’t understand all the vocabulary and structures in the text, it’s our job to teach them how to use the context to understand the words they don’t know
♦️Krashen identify the four main sub skills of reading:
Scanning: reading to extract specific information. True or false
skimming: Reading for general understanding. Match the paragraphs with the pictures
extensive reading: enjoyment of discovering and learning from the text. The reading corner, school library…
intensive reading: Spratt. Opposite of the las one.
Examining and studying the language, reading for detail. Putting the events in chronological order.
♦️Reading activities and stages of classification
Pre reading: increase the reader’s knowledge of what they’re about to read to help them to understand. Look some pictures, tell what you know about the topic…
While reading: can be collaborative
running reading, use website or jigsaw reading.
post reading: telling someone about what we have read is a natural reaction. Discussion, debate, reviews…
5.Written expression
When children start writing, the main purpose is to familiarise them with the form words by means of reading activities which go further than the mere mechanical written production
♦️Written skills: Mathews:
graphical skills
grammatical
stylistic
rethorical
organisational
♦️written activities
controlled practice: vocabulary of the unit, dictionary…
directed/guided practice: fill in the gap
free practice/ production: write a recipie
6.Communicative Competence
Chomsky says that able speakers have a subconscious knowledge of the grammar rules of their language which allows them to make meaningful sentences in language
Hymes: need to have more than grammatical competence to communicate effectively, so Chomsky missed out the rules of use: know when and where to use this sentences and with whom.
Canale and Swain: the ability to communicate require 4 sub competences
Grammatical
Sociolinguistic
Discourse
Strategic
Royal Decree 157/2022 of 1st of March->INTRODUCTION: FL area must encourage empathy and develop curiosity about other social and cultural realities .
Curricular purpose: to teach how to establish interpersonal relationship with speakers of the FL
LOMLOE article 17.f, Acquire basic communicative Competence in at least one FL to enable pupils to express and understand simple messages and get by in everyday situations
TPR: Good way to develop comm.comp
Methodology based on communication
Ass more than linguistic production
Errors are part of learning
4 skills + culture
Be aware of silent period
