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

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Education nation-wide, sees communicative competence as comprising five subcompetences: 1) Grammar Competence. The ability to put into practice the system of grammar rules by which a language operates. 2) Sociolinguistic Competence. The ability to produce appropriate utterances in different sociolinguistic contexts depending on contextual factors such as status of participants, purpose of the interaction.... 3) Sociocultural Competence. This is understood to be the knowledge of the social and cultural context in which the language is used. 4) Discourse Competence. The ability to produce unified written or spoken discourse that shows coherence and cohesion in different types of texts. 5) Strategic Competence. The ability to use verbal and non-verbal strategies to compensate for breakdowns in communication, or to improve the effectiveness of communication, as for example, the use of paraphrase, tone of voices or gestures.
On the other hand, Canale defined Discourse Competence as the aspect of communicative competence which describes the ability to produce unified written or spoken discourse that shows coherence and cohesion and which conforms to the norms of different genres. * Up to this point we have studied the concept of language as means of communication, amongst other functions. Now, let us move onto another important aspect of this unit, which deals with the main differences between writing and speech. Before summarising the main differences between spoken and written language we will outline their main features independantly. On the one hand we have spoken language, which is the most obvious aspect of language. Speech is not essential to the definition of an infinitely productive communication system, such as is constituted by language. But, in fact, speech is the universal material of language. Man has almost certainly been a speaking animal. The earliest known systems of writing go back perhaps some 5000 years. This means that for many hundreds of thousands of years human languages have been transmitted and developed entirely as a spoken means of communication. The description and classification of speech sounds is the main aim of phonetics. Sounds may be identified with reference to their production, their transmission and their reception. These three activities occur at the physiological level, which implies the action
Page 1 and 2: Tema-1 “ LANGUAGE AS COMMUNICATIO
Page 3 and 4: As we can see with these two defini
Page 5 and 6: which language is used. Several oth
Page 7: ules of his language which allows h
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
Page 55 and 56: cataphora) and the external aspects
Page 57 and 58: 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
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First listening, first contacts. In
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d) Reconstruction of a song. The te
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1. It is easier to sing a language
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e) Write in Order: write in the cor
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2.2.1. - Juego de trotamundos. 2.2.
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El material. El lenguaje. Las cla
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animales, plantas, objetos, mobilia
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Algunos de los juegos que vamos a p
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elacionados con la comida. El que r
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Organización: Los alumnos, de form
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2.2. - Juegos de estructuras gramat
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Material: Ninguno. Agrupación: Tre
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Alternativa (sin dibujo): Para comp
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Organización: Los alumnos se divid
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Material: Una fotocopia de un plano
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The talking blackboard: In pairs. A
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The students learn sharing and join
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2. THE FOREIGN LANGUAGE AREA IN THE
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There are nine general objectives,
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B. WRITTEN COMMUNICATION USES AND F
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5.- To participate in simulated com
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1.- Regarding the school identity s
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The degree in which the abilities e
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To see this relation more clear, th
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Specific comprehension - Of informa
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- Total Physical Response ( TPR) ac
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(simulations, games, and role-plays
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Use verbal and non verbal strategie
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Now, we are going to deal with the
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BIBLIOGRAPHY. - Ley Orgánica 1/199
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+But language is not only an instru
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+The process of acquisition of a fo
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+The teaching of the English langua
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*Characteristics of the communicati
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-Tendency to use imaginatively and
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*Awareness of the specific elements
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*Spare time: games, songs, sports,
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1.3. EVALUATION CRITERIA 1. To reco
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6.To extract the general meaning an
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- The signs of identity. - The obje
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+The Educative Project will be a gu
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- To evaluale the transference of t
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+Regarding the latter, that is, the
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and a human/social experience. In t
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- We will also evaluate the curricu
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"In the context of the process of c
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- The signs of identity. - The obje
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first stage (lnfantil) and another
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- - - - Coherence Of the learning.
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stage, and' in the elaboration of t
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. Activities of extension: They let
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The will also evaluate the curricul
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of every cycle in order to determin
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efore, in order to see the changes
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. Pedagogic actions taken in the ca
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1. Pedagogic actions for the studen
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24 de Marzo de 1992). LT9 571
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-Awareness of the importance of ora
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-Awareness of the specific elements
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* Daily-life aspects: Timetables, h
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- - 2.3 Appraisal of the sociolingu
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2.3 Evaluation criteria. 1.To recog
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2.1.3.1.2. procedures: - To recogni
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k)Names of the letters in a foreign
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-Awareness and appraisal of the imp
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- - Curiosity and respect for the m
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2.3 Evaluation criteria. 1.To recog
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599
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3.To extract specific information.
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9.To recognize, sorne sociocultural
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-Awareness of the importance of ora
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-Awareness of the specific elements
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* Daily-life aspects: Timetables, h
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- - Appraisal of the sociolinguisti
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3.To extract specific information.
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8.To produce short written texts. T
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7. BIBLIOGRAFÍA ..................
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por el profesorado de un centro y f
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el amplio repertorio de actividades
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habitaciones de la casa. Cuando se
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3. CRITERIOS PARA LA SECUENCIACIÓN
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Este objetivo está relacionado con
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Son objetos de enseñanza útiles y
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LA SELECCIÓN La selección de los
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cual, el aprendizaje de la lengua e
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Las actividades o tareas a realizar
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como: el lenguaje del profesor u ot
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mismo tiempo que se consigue memori
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volver atrás y volver a trabajarlo
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Bloque de Aspectos Socioculturales:
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13. - LOOK AND DO: Place the furnit
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Se trata de un juego de adivinació
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Is he in the piano? No. Is he under
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Se recomienda que los alumnos compl
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VARIOS (1992). Orientaciones para l
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Then, taking into account these bas
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2.1.- CRITERIA TO ESTABLISH THE SEQ
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3. The arrangement of objectives an
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‘To understand simple and oral wr
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- The level of correction The level
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Specific comprehension ´s your nam
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Obviously, as we haven’t got our
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2.2.- DIDACTIC UNITS: Now we are go
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Once we have explained the main cri
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(Se trata del tema 22 del temario e
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second language *Supplement the lea
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-looking for meaning from the conte
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complete the activities *Flexible g
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6.2.- Integrated Skills Our activit
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ASPECTS OF CLASS MANAGEMENT: PUPIL
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II. Divide the students into pairs
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Monitor the students’ performance
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On the other hand, w should plan re
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The learning and assessment activit
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* Lockstep - Advantages -Disadvanta
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OPOSICIONES A LA ESPECIALIDAD DE "I
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1. PRODUCING ENGLISH LESSON CURRICU
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ook evaluation form which is based
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pupils? YES / NO Comment: 3. Activi
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in the language classroom. 2 . They
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TEMA 23 - OPOSICIONES DE EDUCACIÓN
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4. A reference for checking and rev
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Once we know our pupils’ characte
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we can use this projector to show a
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Behaviour study: it focuses on non-
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Disadvantages: - ephemerality - dif
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All new Primary English coursebooks
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All these previous aspects make the
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With small children the exploitatio
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in order to ensure your students´
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TEMA 25 EL PROCESO DE ENSEÑANZA Y
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- learners as authors - pace 727
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Pace. Preparation work is longer in
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- analytical learners: they prefer
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himself as teaching, but our pupils
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2. Esta semana he aprendido ... 3.
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serves as a summary of all that has
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At the initial data-collecting stag
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6. Do you find these activities use
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3. BIBLIOGRAPHY. Brewster, J.; Elli
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experiencias previas con otras leng
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Despedirse Preguntar por informaci
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CRITERIOS DE EVALUACIÓN OBJETIVOS
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utilizarán todos los recursos que
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morning, I’m ..." Now, ask the ch
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Students will be able to write over
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Time 10’ Level * Material Activit
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Language Time 2’ Level * Commun
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Language Out you go Time 10’ Lev
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