Tema-1 “ LANGUAGE AS COMMUNICATION: ORAL AND WRITTEN ...

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SAPIR (1921) said that “language is a purely human non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols”. HALL (1964) defined language as “the institution whereby humans communicate and interact whith each other by means of habitually used oral-auditory arbitrary symbols”. As we can see in these two definitions it is diffi cult to make a precise and comprehensive statement about formal adn functional universal properties of language so some linguists have trien to indentify the various properties that are thought to be its essential defining characteristics. The most widely acknowledged comparative approach has been the one proposed by Charles HOCKETT. His set of 13 design features of communication using spoken language were as follows: - Auditory-vocal channel: sound is used between mouth and ear. - Broadcast transmission and directional reception: a signal can be heard by any auditory system within earshot, and the source can be located using the ears’ direction-finding ability. - Rapid fading: auditory signals are transitory. - Interchangeability: speakers of a language can reproduce any linguistic message they can understand. - Total feedback: speakers hear and can reflect upon everything that they say. - Specitalization: the sound waves of speech have no other function than to signal meaning. - Semanticity: the elemens of the signal convey meaning through their stable association with realworld situations. - Arbitrariness: there is no dependence of the element of the signal on the nature of the reality to which it refers. - Discreteness: speech uses a small set of sound elements tha clearly contrast whith each other.
- Displacement: it is possible to talk about events remote in space or time from the situation of the speaker. - Productivity: ther is an infinite capacity to express and understand meaning, by using old setence elements to produce new sentences. - Traditional transmissión: language is transmitted from one generation to the next primarily by a process of teaching and learning. - Duality of pottering: the sound of language have no intrinsic meaning, but combine in diferents ways to form elements, such as words, than do convey meaning. After having studied thje main properties of language (what is language?) we will now see its function (whats language for?). 1.2. Language Functions. The most usual answer to the question “why do we use language?” is “to communicate our ideas” and this ability to communicate or communicative competence is studied in the next part. But it would be wrong to think of communicating our ideas as the only way in which we use language (referential, ideational or propositional function). Several other functions may be indentified where the communication of ideas is a marginal or irrelevant consideration. One of the commonest uses of languages, the expressive or emotional one, is a means of getting rid of our nervous energy when we are under stress. We do not try to communicate ideas because we can use language in this way whether we are alone or not. Swear words and obscenities are problably the most usual signals to be used in this way, especially when we are angry. But there are also many emotive utterances of positive kind, such as expressions of fear, affection, astonishment...
Page 1 and 2: Tema-1 “ LANGUAGE AS COMMUNICATIO
Page 3 and 4: As we can see with these two defini
Page 5 and 6: which language is used. Several oth
Page 7 and 8: ules of his language which allows h
Page 9 and 10: On the other hand, Canale defined D
Page 11 and 12: In a syllabic system each grapheme
Page 13 and 14: From this definition we can conclud
Page 15 and 16: The first of these areas, Language,
Page 17 and 18: BIBLIOGRAPHY The bibliography used
Page 19: 0. INTRODUCTION. Traditional foreig
Page 23 and 24: 2.- The interpersonal function is t
Page 25 and 26: CANALE (1980) defined discourse com
Page 27 and 28: Myths and legends of the supernatur
Page 29 and 30: - It developes naturally in childre
Page 31 and 32: 5.- Finally we can say that written
Page 33 and 34: or medium are more variable and les
Page 35 and 36: these are referred to as noise or e
Page 37 and 38: As we can infer from the examples t
Page 39 and 40: - Halliday, M. A. K. Spoken and wri
Page 41 and 42: From a psychological point of view,
Page 43 and 44: INTONATION is the falling and risin
Page 45 and 46: process through which we acquire ri
Page 47 and 48: Since classical times, there have b
Page 49 and 50: - there is more lexical density in
Page 51 and 52: For this characteristic structure,
Page 53 and 54: At the turn of the century, the Eng
Page 55 and 56: cataphora) and the external aspects
Page 57 and 58: the relationship between the schema
Page 59 and 60: Learners can understand much more t
Page 61 and 62: It is very suitable for our primary
Page 63 and 64: Canale and Swain developed the idea
Page 65 and 66: All material used in teaching sound
Page 67 and 68: The reason for this neglect was tha
Page 69 and 70: origin and so on of speaker and hea
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The cultural specificness of these
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different-size chairs beside it.Thi
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TOPIC 3 DEVELOPMENT OF THE FOUR BAS
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Within this communicative competenc
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2. SKIMMING or to identify the prin
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7. make up our mind about what proc
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-Materials: instructions for games.
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) Elicit the new language. c) Focus
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taste for reading. There are publis
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-SPECIFIC UNDERSTANDING are subsequ
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give us material to produce texts (
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He said that competence by itself i
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4. BIBLIOGRAPHY The royal decree 1
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Sociocultural expressions are shown
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PART TWO: PRACTICAL DEVELOPMENT 1.
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Hence, communication should begin i
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cultures of modern Europe. He point
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2.4. The importance of having mater
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strips, proverbs and pictures; a ta
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PART TWO: PRACTICAL DEVELOPMENT 1.
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6.1. Brain-storming: The students (
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geographical, historical and cultur
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From 1650 to 1850 there is a change
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Its capital is Washington. The firs
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3.1.- HOW CAN WE TEACH ENGLICH CIVI
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3) Children must therefore learn
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THE TWO-WORD STAGE Around the time
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THEORIES OF CHILD LANGUAGE ACQUISIS
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Thus, a third theory suggests that
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comprehension competencies can be d
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THE MONITOR HYPOTHESIS The monitor
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THE AFFECTIVE FILTER HYPOTHESIS It
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ule) need to be fulfilled before th
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Interlingual and developmental erro
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Tema-6 The unit under consideration
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The most interesting field of study
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create a program based on the areas
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Vigotsky establishes three main sta
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As we have explained, a basic diffe
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However, just from the second half
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THE MAIN LINGUISTIC SCIENCES. Phone
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It is a modern science which consid
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for Behaviourism is not the meaning
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Instrumental motivation, dealing wi
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SIMILARITIES AND DIFFERENCES BETWEE
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In some cases children can acquire
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III.- LISTENING 2 1.- Definition of
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IV.- SPEAKING 7 - Following instruc
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I.- INTRODUCTION In this topic, we
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1.- Definition of the process Let u
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Secondly, we must help the SS to de
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Prediction exercises encourage the
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Many games depend for their success
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Activities must provide opportuniti
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Pairwork activities provide SS with
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elicit or pre-teach the language SS
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TOPIC 7. FOREIGN LANGUAGE SPEECH. T
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The first stage in the listening sk
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6. Recognising discourse patterns a
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might use “teacher talk” when p
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Before reading, children must know
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Story construction (small pieces of
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In class we have to exploit the ill
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a) Type one skills, are those opera
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In the last part of the unit, I am
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e) Correcting mistakes in written s
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system are acquired; the consolidat
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Reaching this point, the student is
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At first, the short of games propos
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As examples we can include reading
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The creativity since when we write
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Later, the students can write lette
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3. Rhythm in the Canarian Dialect/
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Stress concerns the relative promin
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Ex: ‘phoneme pho’nemic f. Words
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Some writers have developed theorie
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this focus accent goes on the last
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It is common in everyday usage: Ex:
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1.4.3.- Articulación. 2.- MODELOS
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1.2.- ¿Qué inglés? ¿Acentos? Lo
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Las cuerdas vocales son dos bandas
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Podemos distinguir en la lengua tre
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español. Si la imitación no es su
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Inglés/inglés: eat, eat (igual) f
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cada fonema tiene una representaci
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Obsérvese el fonema [i] en mountai
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Ortografía: ar (+ consonante) car,
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(w)a walk, wall o+f, th, s often, c
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adquirirse directamente por imitaci
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Ortografía: a along e sentence o L
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- /ai/. El diptongo [ai] de child s
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ier fierce -/e /. El diptongo de c
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- /d/. La d de do se articula con l
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vocal; y el morfema del plural o de
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calidad que requiere el sonido. Se
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confundirlo con la g fricativa espa
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primera sílaba acentuada de la ora
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d) preguntas confirmativas cuando n
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Para corregir errores de pronunciac
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2. INTRODUCTION The most noticeable
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Ex: ‘kingly ‘kingliness un’ki
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‘Jane ‘’and her ‘mother are
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It often occurs in the nucleus of a
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5.EL PROCESO DE EVALUACIÓN Y LA TO
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¿QUÉ ES EL BLISSIMBOLISMO? Sistem
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Configuración de la mano Localizac
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EVALUACIÓN DE LOS MÉTODOS LENGUAJ
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ANEXO TEMA 10 APLICACIÓN DIDÁCTIC
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Con estas actividades, todos los ni
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If the first part of a compound wor
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- A group of words which are common
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- We may also ask the students to g
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Number prefixes Tri-: trident Conve
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For instance, Spanish students must
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1. CONVERSION It is a process in wh
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*At Primary School we know the voca
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G. Guessing the meaning from contex
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2.1. Meaning. 2.2. Word formation.
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The first thing to realise about vo
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Ÿ Offering things: Do you want...?
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Harmer J. The Practice of English L
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- Can / could I see you tonight? Wh
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4. ACTIVITIES USED IN TEACHING AND
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contexts. This will facilitate both
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Conversion of secondary word-class.
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It denotes he subtraction of one or
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d) We can present vocabulary by mea
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together all the English lexemes fo
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done. Would you like another helpin
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d) The use of mime, action and gest
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Apart from learning a language, if
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Statements can be isolated: a) Some
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5) Lexical irregular verbs: from 3
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We must make the difference between
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language will be to communicate wit
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1. Los límites del área de estudi
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Ejemplo 1: ORACIÓN SINTAGMA NOMINA
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- This/that/the. - Imperativos (sit
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- Telefonear a alguien. - Alquilar
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- Generalizar. - Cuantificar. - Gra
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A car I buy a car A comb I buy a co
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I write to my friends very often -
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- I'm sure my brother isn't studyin
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c) Trabajo por parejas: You are tal
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de la enseñanza de la lenguas. Per
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NOTA FINAL Y BALANCE a) El imperio
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4. Vive hora tras hora en un contex
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punto, al ser una metodología acti
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Pero de nuevo, sobre la novedad de
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Este método aporta una novedad sin
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1. El alumno es sordo a los sonidos
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El método situacional es en buena
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La estructura Haría usted el favor
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3. BIBLIOGRAPHY. 0. INTRODUCTION. 2
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Central. The American linguist Edwa
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1.2. Approach Approach refers to th
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methods may focus On communication
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concern for variation among learner
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development does not always proceed
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speaker's knowledge, and he replace
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Sociocultural competence refers to
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- a communicative purpose - content
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Exchanging letters is a type of act
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2.3. Procedure. Because of the wide
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According to this it is clear that
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Therefore, if both sentence structu
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2. Types of storybooks. There is a
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PART ONE: TABLE OF CONTENTS 1. INTR
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2.4. British Authors and Texts Beow
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civil war is intriguing and full of
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Mary Wollstonecraft (1759-97) is a
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interesting, especially the part th
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Though it did have a few high spots
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example of the impact of American v
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involve children. And Toni Morrison
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- vocabulary: words related to lite
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The pupil of this age always desire
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We should not forget famous authors
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LIMERICKS Limercks are funny five -
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abandonar -abandone junto con-next
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0. INTRODUCTION This unit will deal
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Robison Crusoe, by Daniel Defoe and
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specially because of repetitions. A
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3. Encourage participation 4. Motiv
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LA LITERATURA INFANTIL EN LENGUA IN
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- Harmony is achieved by, when choo
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Kenneth Grahame understood children
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Sir Philip Sydney. He was born in 1
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“As there was no money, Ginger an
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General curriculum. Most stories ca
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Advantages: the children are probab
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- Clement Moore: “Night before Ch
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In the pedagogy of second language
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and non oral aspects (gestures) of
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First listening, first contacts. In
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d) Reconstruction of a song. The te
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1. It is easier to sing a language
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e) Write in Order: write in the cor
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2.2.1. - Juego de trotamundos. 2.2.
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El material. El lenguaje. Las cla
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animales, plantas, objetos, mobilia
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Algunos de los juegos que vamos a p
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elacionados con la comida. El que r
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Organización: Los alumnos, de form
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2.2. - Juegos de estructuras gramat
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Material: Ninguno. Agrupación: Tre
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Alternativa (sin dibujo): Para comp
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Organización: Los alumnos se divid
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Material: Una fotocopia de un plano
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The talking blackboard: In pairs. A
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The students learn sharing and join
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2. THE FOREIGN LANGUAGE AREA IN THE
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There are nine general objectives,
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B. WRITTEN COMMUNICATION USES AND F
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5.- To participate in simulated com
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1.- Regarding the school identity s
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The degree in which the abilities e
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To see this relation more clear, th
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Specific comprehension - Of informa
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- Total Physical Response ( TPR) ac
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(simulations, games, and role-plays
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Use verbal and non verbal strategie
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Now, we are going to deal with the
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BIBLIOGRAPHY. - Ley Orgánica 1/199
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+But language is not only an instru
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+The process of acquisition of a fo
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+The teaching of the English langua
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*Characteristics of the communicati
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-Tendency to use imaginatively and
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*Awareness of the specific elements
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*Spare time: games, songs, sports,
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1.3. EVALUATION CRITERIA 1. To reco
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6.To extract the general meaning an
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- The signs of identity. - The obje
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+The Educative Project will be a gu
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- To evaluale the transference of t
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+Regarding the latter, that is, the
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and a human/social experience. In t
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- We will also evaluate the curricu
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"In the context of the process of c
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- The signs of identity. - The obje
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first stage (lnfantil) and another
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- - - - Coherence Of the learning.
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stage, and' in the elaboration of t
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. Activities of extension: They let
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The will also evaluate the curricul
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of every cycle in order to determin
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efore, in order to see the changes
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. Pedagogic actions taken in the ca
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1. Pedagogic actions for the studen
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24 de Marzo de 1992). LT9 571
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-Awareness of the importance of ora
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-Awareness of the specific elements
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* Daily-life aspects: Timetables, h
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- - 2.3 Appraisal of the sociolingu
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2.3 Evaluation criteria. 1.To recog
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2.1.3.1.2. procedures: - To recogni
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k)Names of the letters in a foreign
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-Awareness and appraisal of the imp
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- - Curiosity and respect for the m
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2.3 Evaluation criteria. 1.To recog
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599
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3.To extract specific information.
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9.To recognize, sorne sociocultural
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-Awareness of the importance of ora
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-Awareness of the specific elements
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* Daily-life aspects: Timetables, h
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- - Appraisal of the sociolinguisti
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3.To extract specific information.
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8.To produce short written texts. T
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7. BIBLIOGRAFÍA ..................
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por el profesorado de un centro y f
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el amplio repertorio de actividades
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habitaciones de la casa. Cuando se
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3. CRITERIOS PARA LA SECUENCIACIÓN
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Este objetivo está relacionado con
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Son objetos de enseñanza útiles y
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LA SELECCIÓN La selección de los
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cual, el aprendizaje de la lengua e
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Las actividades o tareas a realizar
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como: el lenguaje del profesor u ot
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mismo tiempo que se consigue memori
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volver atrás y volver a trabajarlo
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Bloque de Aspectos Socioculturales:
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13. - LOOK AND DO: Place the furnit
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Se trata de un juego de adivinació
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Is he in the piano? No. Is he under
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Se recomienda que los alumnos compl
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VARIOS (1992). Orientaciones para l
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Then, taking into account these bas
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2.1.- CRITERIA TO ESTABLISH THE SEQ
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3. The arrangement of objectives an
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‘To understand simple and oral wr
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- The level of correction The level
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Specific comprehension ´s your nam
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Obviously, as we haven’t got our
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2.2.- DIDACTIC UNITS: Now we are go
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Once we have explained the main cri
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(Se trata del tema 22 del temario e
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second language *Supplement the lea
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-looking for meaning from the conte
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complete the activities *Flexible g
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6.2.- Integrated Skills Our activit
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ASPECTS OF CLASS MANAGEMENT: PUPIL
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II. Divide the students into pairs
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Monitor the students’ performance
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On the other hand, w should plan re
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The learning and assessment activit
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* Lockstep - Advantages -Disadvanta
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OPOSICIONES A LA ESPECIALIDAD DE "I
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1. PRODUCING ENGLISH LESSON CURRICU
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ook evaluation form which is based
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pupils? YES / NO Comment: 3. Activi
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in the language classroom. 2 . They
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TEMA 23 - OPOSICIONES DE EDUCACIÓN
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4. A reference for checking and rev
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Once we know our pupils’ characte
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we can use this projector to show a
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Behaviour study: it focuses on non-
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Disadvantages: - ephemerality - dif
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All new Primary English coursebooks
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All these previous aspects make the
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With small children the exploitatio
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in order to ensure your students´
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TEMA 25 EL PROCESO DE ENSEÑANZA Y
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- learners as authors - pace 727
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Pace. Preparation work is longer in
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- analytical learners: they prefer
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himself as teaching, but our pupils
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2. Esta semana he aprendido ... 3.
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serves as a summary of all that has
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At the initial data-collecting stag
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6. Do you find these activities use
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3. BIBLIOGRAPHY. Brewster, J.; Elli
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experiencias previas con otras leng
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Despedirse Preguntar por informaci
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CRITERIOS DE EVALUACIÓN OBJETIVOS
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utilizarán todos los recursos que
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morning, I’m ..." Now, ask the ch
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Students will be able to write over
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Time 10’ Level * Material Activit
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Language Time 2’ Level * Commun
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Language Out you go Time 10’ Lev
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