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

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Destrezas: Comprensión y expresión orales. Nivel: Intermedio. Material: Cartas con dibujos, o papel con el nombre de objetos fáciles de describir. Agrupación: Dos grandes grupos. Organización: Se divide la clase en dos equipos, y el profesor designa el mismo número de cartas para cada uno. El tiempo de participación de cada equipo es de dos minutos. Un alumno del equipo A sale a "escena". El profesor le da una carta del montón que le corresponde y el alumno tiene que describir el objeto para que sus compañeros lo adivinen. Tiene que haber una pausa entre frase y frase para que los compañeros tengan tiempo de pensarlo. Si un grupo se "atasca" en un objeto, puede dejarlo y pasar a otro. Entonces el que describe entrega la carta al profesor y otro compañero sale a intentar describir un objeto nuevo. Gana el equipo que en los dos minutos haya conseguido adivinar más objetos. 2.2.6. - La ruta de Ana. Objetivos: Práctica de las instrucciones y la descripción de lugares. Destreza: Comprensión oral. Nivel: Intermedio y avanzado. Material: Un dibujo o plano. Agrupación: Individual o en parejas. Organización: El profesor entrega un dibujo a cada alumno o pareja, representando un plano con una ruta que va a coger Ana. Luego lee un texto y explica el vocabulario desconocido, hasta estar seguro de que los alumnos lo han entendido. Los alumnos han de marcar en el dibujo el camino seguido por Ana y hacer una cruz en los sitios donde se detiene. 482
Alternativa (sin dibujo): Para complicar el juego, en niveles avanzados, el profesor lee un texto descriptivo de un lugar, y los alumnos tienen que imaginarlo y dibujarlo. Luego se comparan los dibujos y se discuten las diferencias hasta conseguir e que parezca más correcto a todos. 2.3. - Juegos de creatividad. Son más abiertos que los del apartado anterior. Los llamamos así porque el alumno puede crear un lenguaje más imaginativo, más amplio. Son eminentemente comunicativos, por lo que el profesor deberá vigilar un uso "adecuado" de la lengua sin insistir demasiado en la perfección de la forma. 2.3.1. - La historia tonta. Objetivo: Práctica del pasado. Destrezas: Comprensión y expresión escritas. Nivel: Elemental, intermedio y avanzado. Material: Hojas de papel. Agrupación: Grupos de ocho alumnos. Organización: El profesor explica que la finalidad del juego es encontrar las consecuencias de una serie de acciones. Se divide la clase en grupos de ocho alumnos. Cada grupo empieza a escribir una historia respondiendo a las siguientes preguntas: - Who? : el nombre de un hombre o de una mujer célebres. - Where?: se desarrolla la acción. - When? : fecha, época, estación del año. - What are they wearing? 483
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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
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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
Page 431 and 432: 0. INTRODUCTION This unit will deal
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Page 435 and 436: specially because of repetitions. A
Page 437 and 438: 3. Encourage participation 4. Motiv
Page 439 and 440: LA LITERATURA INFANTIL EN LENGUA IN
Page 441 and 442: - Harmony is achieved by, when choo
Page 443 and 444: Kenneth Grahame understood children
Page 445 and 446: Sir Philip Sydney. He was born in 1
Page 447 and 448: “As there was no money, Ginger an
Page 449 and 450: General curriculum. Most stories ca
Page 451 and 452: Advantages: the children are probab
Page 453 and 454: - Clement Moore: “Night before Ch
Page 455 and 456: In the pedagogy of second language
Page 457 and 458: and non oral aspects (gestures) of
Page 459 and 460: First listening, first contacts. In
Page 461 and 462: d) Reconstruction of a song. The te
Page 463 and 464: 1. It is easier to sing a language
Page 465 and 466: e) Write in Order: write in the cor
Page 467 and 468: 2.2.1. - Juego de trotamundos. 2.2.
Page 469 and 470: El material. El lenguaje. Las cla
Page 471 and 472: animales, plantas, objetos, mobilia
Page 473 and 474: Algunos de los juegos que vamos a p
Page 475 and 476: elacionados con la comida. El que r
Page 477 and 478: Organización: Los alumnos, de form
Page 479 and 480: 2.2. - Juegos de estructuras gramat
Page 481: Material: Ninguno. Agrupación: Tre
Page 485 and 486: Organización: Los alumnos se divid
Page 487 and 488: Material: Una fotocopia de un plano
Page 489 and 490: The talking blackboard: In pairs. A
Page 491 and 492: The students learn sharing and join
Page 493 and 494: 2. THE FOREIGN LANGUAGE AREA IN THE
Page 495 and 496: There are nine general objectives,
Page 497 and 498: B. WRITTEN COMMUNICATION USES AND F
Page 499 and 500: 5.- To participate in simulated com
Page 501 and 502: 1.- Regarding the school identity s
Page 503 and 504: 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
Page 509 and 510: - Total Physical Response ( TPR) ac
Page 511 and 512: (simulations, games, and role-plays
Page 513 and 514: Use verbal and non verbal strategie
Page 515 and 516: Now, we are going to deal with the
Page 517 and 518: BIBLIOGRAPHY. - Ley Orgánica 1/199
Page 519 and 520: +But language is not only an instru
Page 521 and 522: +The process of acquisition of a fo
Page 523 and 524: +The teaching of the English langua
Page 525 and 526: *Characteristics of the communicati
Page 527 and 528: -Tendency to use imaginatively and
Page 529 and 530: *Awareness of the specific elements
Page 531 and 532: *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
Page 711 and 712:
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
Page 717 and 718:
All new Primary English coursebooks
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All these previous aspects make the
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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
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Pace. Preparation work is longer in
Page 731 and 732:
- 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
Page 743 and 744:
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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