- Page 1 and 2: Tema-1 “ LANGUAGE AS COMMUNICATIO
- Page 3: As we can see with these two defini
- 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 and 20: 0. INTRODUCTION. Traditional foreig
- Page 21 and 22: - Displacement: it is possible to t
- 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
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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
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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
- Page 459 and 460:
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
- 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
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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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6.To extract the general meaning an
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2.3 Evaluation criteria. 1.To recog
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6.To extract the general meaning an
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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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6.To extract the general meaning an
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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
- Page 643 and 644:
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