21733108
Description
Mind Map by Ixchel Crespo Hernández , updated more than 1 year ago
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Created by Ixchel Crespo Hernández
about 4 years ago
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|
SKILLS
- Listening
- Is a receptive skill as it
involves responding to
language rather than
producing it. It involves
making sense of the
meaningful sounds of
language. We do this by
making use of CONTEXT,
lanhuahe and our
knowledge of the world.
- As we don't listen
everything in the same
way, there are several
subskills, depending of
Listening for gist/global
understanding specific,
detail or infer. Other ways
are: -Listening intensively
-Listening extensively
- It also contains utterances,
different text types (songs,
instructions, stories, etc.),
interaction patterns, among
others
- 1.- Introductory activities: An
introduction to the topic of
the text and activities
ficusing on key vocabulary in
the text: Pre-teaching
vocabulary, encourage
learners. 2.- Main activities: A
series of activities developing
different listening subskills
and moving from general to
more detailed listening. 3.-
Post-tasks activities:
activities which ask learners
to talk about the topic of the
text relates to their own lives
or give their opinions on
parts of the text
- 1.- Introductory activities: An
introduction to the topic of
the text and activities
ficusing on key vocabulary in
the text: Pre-teaching
vocabulary, encourage
learners. 2.- Main activities: A
series of activities developing
different listening subskills
and moving from general to
more detailed listening. 3.-
Post-tasks activities:
activities which ask learners
to talk about the topic of the
text relates to their own lives
or give their opinions on
parts of the text
- It also contains utterances,
different text types (songs,
instructions, stories, etc.),
interaction patterns, among
others
- As we don't listen
everything in the same
way, there are several
subskills, depending of
Listening for gist/global
understanding specific,
detail or infer. Other ways
are: -Listening intensively
-Listening extensively
- Is a receptive skill as it
involves responding to
language rather than
producing it. It involves
making sense of the
meaningful sounds of
language. We do this by
making use of CONTEXT,
lanhuahe and our
knowledge of the world.
- Reading
- It is a receptive skill, this means it
involves responding to a text;
Involves making sense of written
text, to this we need to
understand the language on the
text at a word level, sentence
level or whole-text level. We also
need to connect the message of
the text to our knowledge of the
world.
- -Reading for specific
information (scanning).
-Reading for detail. -Deducing
meaning from context.
-Undestanding text structure.
-Skimming. -Inferring.
-Predecting
- They help us read in different ways
according to our purpose for
reading, when we read not
necesarily need to read everything
in a text. How we read depends on
what and why we are reading.
- 1.- Pre-teaching vocabulary;
encourage estudents to
predict text structure. 2.-
Include lead-in activities:
brainstorms. 3.- Give
opportunities for extensive
reading, grade readers buil
their confidence and
consolidate the language.
- 1.- Introductory activities:
focusing on the topicof the
text. 2.- Main activities: Series
of comprehension activities
developing different reading
subskills focusing initially on
general, then more detailed
comprehension. 3.- Post-tasks
activities: activities asking
learners to talk about how the
topic of the text relates to
their opinions on something in
the text. These activities
require learners to use some
of the language they have met
in the text
- 1.- Introductory activities:
focusing on the topicof the
text. 2.- Main activities: Series
of comprehension activities
developing different reading
subskills focusing initially on
general, then more detailed
comprehension. 3.- Post-tasks
activities: activities asking
learners to talk about how the
topic of the text relates to
their opinions on something in
the text. These activities
require learners to use some
of the language they have met
in the text
- 1.- Pre-teaching vocabulary;
encourage estudents to
predict text structure. 2.-
Include lead-in activities:
brainstorms. 3.- Give
opportunities for extensive
reading, grade readers buil
their confidence and
consolidate the language.
- They help us read in different ways
according to our purpose for
reading, when we read not
necesarily need to read everything
in a text. How we read depends on
what and why we are reading.
- -Reading for specific
information (scanning).
-Reading for detail. -Deducing
meaning from context.
-Undestanding text structure.
-Skimming. -Inferring.
-Predecting
- It is a receptive skill, this means it
involves responding to a text;
Involves making sense of written
text, to this we need to
understand the language on the
text at a word level, sentence
level or whole-text level. We also
need to connect the message of
the text to our knowledge of the
world.
- Speaking
- This is a productive skill, that
means that unlike listening
and reading involve producing
language rather than receiving
it. Speaking involves using
speech to communicate
meanings to other people.
- Speaking involves a lot more than just using
grammar and vocabulary accurately in
speech. When we speak we constantly have
in mind the person we are speaking to and
our wish to communicate our meaning
successfully to them. We use: Body
language (gestures aye contact, facial
expressions) Interaction, turn-tacking.
Features (intonation, word and sentence
stress, accurate individual sounds, linking
and contractions). Fluency. Accuracy.
Appropriacy. Formality or Informallity, Text
type, Structure and the complex of the
activity.
- Controlled practice activities: drills,
repetition, learnt by heart,
motivate learners; fluency
activities; information-gap
activities; explain solutions; This is
a process...
- Lead-in: An introduction to the
topic of the leson plus activities
including a focus on the new
anguage. 2.- Practice activities:
or tasks in which learners have
opportunities to use the new
language - these activities may
move from controlled to freer
activities or a teacher may
choose to do them in the
opposite order, depending on
the class and learning context.
- Integrated skill lessons
- Integrated skill lessons
- Lead-in: An introduction to the
topic of the leson plus activities
including a focus on the new
anguage. 2.- Practice activities:
or tasks in which learners have
opportunities to use the new
language - these activities may
move from controlled to freer
activities or a teacher may
choose to do them in the
opposite order, depending on
the class and learning context.
- Controlled practice activities: drills,
repetition, learnt by heart,
motivate learners; fluency
activities; information-gap
activities; explain solutions; This is
a process...
- Speaking involves a lot more than just using
grammar and vocabulary accurately in
speech. When we speak we constantly have
in mind the person we are speaking to and
our wish to communicate our meaning
successfully to them. We use: Body
language (gestures aye contact, facial
expressions) Interaction, turn-tacking.
Features (intonation, word and sentence
stress, accurate individual sounds, linking
and contractions). Fluency. Accuracy.
Appropriacy. Formality or Informallity, Text
type, Structure and the complex of the
activity.
- This is a productive skill, that
means that unlike listening
and reading involve producing
language rather than receiving
it. Speaking involves using
speech to communicate
meanings to other people.
- Writing
- This is a productive skill, that means that
unlike listening and reading involve
producing language rather than receiving it.
Writing involves to communicate message by
making signs on a page, to write we need to
have something to communicate, and
usually someone to communicate it to. We
also need to be able to form letters and
words, to join thesetogether to make
sentences or a series of sentences that link
togther and to communicate our message in
such a way as to get our message across.
- Some of their sunskills are related to
accuracy, using the correct forms of
language, the others relate to
communicating our ideas. So accuracy
has spelling correctly, forming letters
joining letters together, writing legiblly,
punctiating, using corect layouts,
choosing the right vocabulary, using
grammar, joining sentences and using
paragraphs. Also inlcude appropiate
functions, to express our meaning,
narrating, complaining, requesting,
thanking, summarising, and concluding.
- Some important things also are Cohesion,
logical organization, topic sentences and
cohesive devices.
- First, Teacher may encourage students
to think about why they are writing and
who are they writing to , this helps them
to focus on whta they want to say and
how to say it (content, register and
style. Then help learners practice
accuracy in iwriting, labelling, copying,
sentence completion, gap-filling, sentence
transformation exercises, dividing text
into paragraphs, putting punctuation or
to correct it. Many activities exist to
help learners practice communication
through writing (invitation, articles or
emails). This wants that the students
use some models, teachers support
and guide learners in their writings.
- The process is: guide and support learners,
plan the work, draft, edit, re-drafting and
proofreading, to evaluate the ideas,
organization and the accuracy of the
language
- The process is: guide and support learners,
plan the work, draft, edit, re-drafting and
proofreading, to evaluate the ideas,
organization and the accuracy of the
language
- First, Teacher may encourage students
to think about why they are writing and
who are they writing to , this helps them
to focus on whta they want to say and
how to say it (content, register and
style. Then help learners practice
accuracy in iwriting, labelling, copying,
sentence completion, gap-filling, sentence
transformation exercises, dividing text
into paragraphs, putting punctuation or
to correct it. Many activities exist to
help learners practice communication
through writing (invitation, articles or
emails). This wants that the students
use some models, teachers support
and guide learners in their writings.
- Some important things also are Cohesion,
logical organization, topic sentences and
cohesive devices.
- Some of their sunskills are related to
accuracy, using the correct forms of
language, the others relate to
communicating our ideas. So accuracy
has spelling correctly, forming letters
joining letters together, writing legiblly,
punctiating, using corect layouts,
choosing the right vocabulary, using
grammar, joining sentences and using
paragraphs. Also inlcude appropiate
functions, to express our meaning,
narrating, complaining, requesting,
thanking, summarising, and concluding.
- This is a productive skill, that means that
unlike listening and reading involve
producing language rather than receiving it.
Writing involves to communicate message by
making signs on a page, to write we need to
have something to communicate, and
usually someone to communicate it to. We
also need to be able to form letters and
words, to join thesetogether to make
sentences or a series of sentences that link
togther and to communicate our message in
such a way as to get our message across.
- Definition
- Subskills
- Lesson pattern
- Lesson pattern
- Subskills
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