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

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ai Spain ay day ey they ea break - /ou/. La o no tiene dos variantes principales, una conservadora y otra más moderna usada por las generaciones más jóvenes. La primera realización, [ u] parte de una [ ] realizada en un punto en la región entre semiabierta y semicerrada y algo centralizada, y se desliza hacia [u], a la vez que el abocinamiento de los labios se acentúa. La segunda variante [au], parte de una posición central, por debajo de la semicerrada de [ ] y se desliza hacia [u] con los labios en posición natural, que se abocinan ligeramente hacia la última parte del sonido. Ortografía: o old ou shoulder ow know oa road
- /ai/. El diptongo [ai] de child se articula partiendo de una [a] abierta situada más cerca de la posición anterior que de la posición posterior, y se desliza hacia [i] sin alcanzarla. Los labios pasan de una posición natural, al iniciarse el sonido, a una posición relajada al terminarlo. Ortografía: i wife y why ie cries ei height - /au/. El diptongo [au] de house se articula partiendo de un punto por delante de la región posterior y ligeramente por encima de la abierta y se desliza, si alcanzarla, hacia [u]. Los labios pasan de una posición natural a un ligero abocinamiento. Ortografía: ou blouse ow brown
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Tema-1 “ LANGUAGE AS COMMUNICATIO
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As we can see with these two defini
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which language is used. Several oth
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ules of his language which allows h
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On the other hand, Canale defined D
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In a syllabic system each grapheme
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From this definition we can conclud
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The first of these areas, Language,
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BIBLIOGRAPHY The bibliography used
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0. INTRODUCTION. Traditional foreig
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- Displacement: it is possible to t
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2.- The interpersonal function is t
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CANALE (1980) defined discourse com
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Myths and legends of the supernatur
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- It developes naturally in childre
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5.- Finally we can say that written
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or medium are more variable and les
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these are referred to as noise or e
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As we can infer from the examples t
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- Halliday, M. A. K. Spoken and wri
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From a psychological point of view,
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INTONATION is the falling and risin
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process through which we acquire ri
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Since classical times, there have b
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- there is more lexical density in
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For this characteristic structure,
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At the turn of the century, the Eng
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cataphora) and the external aspects
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the relationship between the schema
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Learners can understand much more t
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It is very suitable for our primary
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Canale and Swain developed the idea
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All material used in teaching sound
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The reason for this neglect was tha
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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
Page 199 and 200: In the last part of the unit, I am
Page 201 and 202: e) Correcting mistakes in written s
Page 203 and 204: system are acquired; the consolidat
Page 205 and 206: Reaching this point, the student is
Page 207 and 208: At first, the short of games propos
Page 209 and 210: As examples we can include reading
Page 211 and 212: The creativity since when we write
Page 213 and 214: Later, the students can write lette
Page 215 and 216: 3. Rhythm in the Canarian Dialect/
Page 217 and 218: Stress concerns the relative promin
Page 219 and 220: Ex: ‘phoneme pho’nemic f. Words
Page 221 and 222: Some writers have developed theorie
Page 223 and 224: this focus accent goes on the last
Page 225 and 226: It is common in everyday usage: Ex:
Page 227 and 228: 1.4.3.- Articulación. 2.- MODELOS
Page 229 and 230: 1.2.- ¿Qué inglés? ¿Acentos? Lo
Page 231 and 232: Las cuerdas vocales son dos bandas
Page 233 and 234: Podemos distinguir en la lengua tre
Page 235 and 236: español. Si la imitación no es su
Page 237 and 238: Inglés/inglés: eat, eat (igual) f
Page 239 and 240: cada fonema tiene una representaci
Page 241 and 242: Obsérvese el fonema [i] en mountai
Page 243 and 244: Ortografía: ar (+ consonante) car,
Page 245 and 246: (w)a walk, wall o+f, th, s often, c
Page 247 and 248: adquirirse directamente por imitaci
Page 249: Ortografía: a along e sentence o L
Page 253 and 254: ier fierce -/e /. El diptongo de c
Page 255 and 256: - /d/. La d de do se articula con l
Page 257 and 258: vocal; y el morfema del plural o de
Page 259 and 260: calidad que requiere el sonido. Se
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Page 263 and 264: primera sílaba acentuada de la ora
Page 265 and 266: d) preguntas confirmativas cuando n
Page 267 and 268: Para corregir errores de pronunciac
Page 269 and 270: 2. INTRODUCTION The most noticeable
Page 271 and 272: Ex: ‘kingly ‘kingliness un’ki
Page 273 and 274: ‘Jane ‘’and her ‘mother are
Page 275 and 276: It often occurs in the nucleus of a
Page 277 and 278: 5.EL PROCESO DE EVALUACIÓN Y LA TO
Page 279 and 280: ¿QUÉ ES EL BLISSIMBOLISMO? Sistem
Page 281 and 282: Configuración de la mano Localizac
Page 283 and 284: EVALUACIÓN DE LOS MÉTODOS LENGUAJ
Page 285 and 286: ANEXO TEMA 10 APLICACIÓN DIDÁCTIC
Page 287 and 288: Con estas actividades, todos los ni
Page 289 and 290: If the first part of a compound wor
Page 291 and 292: - A group of words which are common
Page 293 and 294: - We may also ask the students to g
Page 295 and 296: Number prefixes Tri-: trident Conve
Page 297 and 298: For instance, Spanish students must
Page 299 and 300: 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
Page 505 and 506:
To see this relation more clear, th
Page 507 and 508:
Specific comprehension - Of informa
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- Total Physical Response ( TPR) ac
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(simulations, games, and role-plays
Page 513 and 514:
Use verbal and non verbal strategie
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Now, we are going to deal with the
Page 517 and 518:
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
Page 549 and 550:
"In the context of the process of c
Page 551 and 552:
- The signs of identity. - The obje
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first stage (lnfantil) and another
Page 555 and 556:
- - - - Coherence Of the learning.
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stage, and' in the elaboration of t
Page 559 and 560:
. 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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Page 587 and 588:
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
Page 607 and 608:
-Awareness of the specific elements
Page 609 and 610:
* 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
Page 657 and 658:
2.1.- CRITERIA TO ESTABLISH THE SEQ
Page 659 and 660:
3. The arrangement of objectives an
Page 661 and 662:
‘To understand simple and oral wr
Page 663 and 664:
- The level of correction The level
Page 665 and 666:
Specific comprehension ´s your nam
Page 667 and 668:
Obviously, as we haven’t got our
Page 669 and 670:
2.2.- DIDACTIC UNITS: Now we are go
Page 671 and 672:
Once we have explained the main cri
Page 673 and 674:
(Se trata del tema 22 del temario e
Page 675 and 676:
second language *Supplement the lea
Page 677 and 678:
-looking for meaning from the conte
Page 679 and 680:
complete the activities *Flexible g
Page 681 and 682:
6.2.- Integrated Skills Our activit
Page 683 and 684:
ASPECTS OF CLASS MANAGEMENT: PUPIL
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II. Divide the students into pairs
Page 687 and 688:
Monitor the students’ performance
Page 689 and 690:
On the other hand, w should plan re
Page 691 and 692:
The learning and assessment activit
Page 693 and 694:
* Lockstep - Advantages -Disadvanta
Page 695 and 696:
OPOSICIONES A LA ESPECIALIDAD DE "I
Page 697 and 698:
1. PRODUCING ENGLISH LESSON CURRICU
Page 699 and 700:
ook evaluation form which is based
Page 701 and 702:
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
Page 709 and 710:
Once we know our pupils’ characte
Page 711 and 712:
we can use this projector to show a
Page 713 and 714:
Behaviour study: it focuses on non-
Page 715 and 716:
Disadvantages: - ephemerality - dif
Page 717 and 718:
All new Primary English coursebooks
Page 719 and 720:
All these previous aspects make the
Page 721 and 722:
With small children the exploitatio
Page 723 and 724:
in order to ensure your students´
Page 725 and 726:
TEMA 25 EL PROCESO DE ENSEÑANZA Y
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- learners as authors - pace 727
Page 729 and 730:
Pace. Preparation work is longer in
Page 731 and 732:
- analytical learners: they prefer
Page 733 and 734:
himself as teaching, but our pupils
Page 735 and 736:
2. Esta semana he aprendido ... 3.
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serves as a summary of all that has
Page 739 and 740:
At the initial data-collecting stag
Page 741 and 742:
6. Do you find these activities use
Page 743 and 744:
3. BIBLIOGRAPHY. Brewster, J.; Elli
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experiencias previas con otras leng
Page 747 and 748:
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
Page 759 and 760:
Language Time 2’ Level * Commun
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Language Out you go Time 10’ Lev
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