TOPIC 8

TOPIC 8

1. INTRODUCTION

   • Lingua franca (media, TV, sciences..)
   • f) RD 126 in relation to daily situations
   • skills oral and written
     • blocks 198/2014
       • Writen blocks 3 and 4
     • + Canale and swain

2. WRITTEN FOREIGN LANGUAGE

   • Reading
     • receptive + definition + schemata
   • Writing
     • Productive + schemata
   • Difficult to teach (opacity)
     • Skills imposed
     • not oral interaction
     • no purpose
   • literate in L1 the easier in L2

3. APPROXIMATION, MATURIN AND IMPROVEMENT OF THE READING AND WRITING PROCESS

   • learning to read
     • reading approaches
       • Jolly phonics
       • word recognition
       • personal approach
       • context support method
     • reasons for reading
       • extensive
       • intensive
     • Learner centred and task steps
       • pre, while, post
         • activities
     • teaching proces
       • word level, sentence, text level
         • activities
     • Prograssive, meaning-based, varied materials + D126
   • Learning to write
     • subskills
       • graphic, grammar, stylist, rhetoric, organisational
     • principles
       • text (unit)
       • realistic tasks
       • variety
       • explicit teaching of process
     • reading improves writing
     • implies (byrne)
       • plan, find right words, link them, monitor, adapat to situation

4. READING COMPREHENSION: TECHNIQUES FOR A GENERAL AND SPECIFIC COMPREHENSION TEXTS

   • factors that conditions it
     • attitudes
     • time
     • vocab knowledge
     • fluency
     • type of text
     • opportunities for talk and written response
     • effectibe instruction
     • understanding and implementing strategies
   • instruction strategies
     • explanation, modelling, demonstration, guided practice and free practice
   • from teacher responsability to students one (fisher and Frey (2008)
   • techniques for effective comprehension
     • Monitoring
     • visulisation
     • structure
     • schemata
     • summarising, retelling
     • generate questions
     • answering questions
     • others
       • sensitising, improving speed, skimming/scanning

5. WRITTEN EXPRESSION: FROM INTERPRETATION TO PRODUCTION OF TEXTS

   • progression when teaching to write
     • 1. fine motor skills and letter recognition
     • 2. Word level
     • 3. sentence level
       • Activities
     • 4. text level
       • from guided to freer
   • Harmer- communicative actvs with purpose an motivating
   • Serravallo (2017)
     • inquiry questions to improve writing
       • 1. guide inquiry questions to establish a goal
         • e.g: what can i improve in?
       • 2. establish a goal
       • 3. teach strategies
       • 4. corrective feedback
         • compliment, direction, redirection, question, question starter
       • 5. Reminder of goal and strategies
   • writing text process
     • 1. prewriting
       • Brainstormng and organisation of ideas
     • 2. Drafting
       • Rough copy of writing
     • 3. Revising
       • Improve
     • 4. Editing
       • proofreading
     • 5. Publishing
       • final clean copy

6. CONCLUSION

   • Ling skills
     • integrated
     • comm comp
       • student centred and comm approach
         • TBL, PBL, Flippd, Gamigication CLIL
       • purposeful and authentic exposure
     • Written difficult for
       • motivation
       • social interaction
       • teacher role
         • meaningful, useful social interaction opportunities (organiser, prompter, motivator, resource)