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Resumen TEMA 3
Resumen TEMA 3
As far the extensive practice of oral comprehension is concerned, the student alone
discovers the meaning of the oral language. For that reason there is less control from the
teachers’ side. In this sense, students will not only develop the ‘communicative
competence’, but also their ‘sense of initiative and entrepreneurship’ defined in the Order
ECD 65/2015 of 21st January, which describes the relation among Competences, contents
and evaluation criteria for P.E.
Once the activities have been chosen, it is the moment to develop the listening
skill. Wer are going to divide the process in three parts in relation to listening:
Pre-listening stage
These activities give a useful review of the content and procedures in the activity
should be used. The teacher should:
While-listening stage
In this stage we will listen to the text for the fist time, and we can suggest easy
activity to be done, for example, identifying among four pictures which is more closely
related to the story. The main aim of this first listening is to understand the text better,
and familiarise themselves with the intonation and global meaning.
In the second listening we can present more specific tasks. Thus, we can work both on
global listening, such as get the meaning from the context; and also selective listening,
differentiating between key words and secondary words.
Post-listening stage
Finally, post-listening exercises lead the learner to the social interaction phase,
suggesting topics for further expansion or recommending group activities for learners.
Therefore, due to this interaction it is possible the development of the ‘social and civic
competence’, specified in the Order ECD 65/2015 21st January.
Speaking is the one of the four skills which is different. The other three can be done
alone, but people do not usually speak alone. That is a good reason to practise in pairs
or groups. At this point we must emphasize that in the Order 17th March, 2015, it is
stated that:
‘It will be very important to work as teams, teams composed of different number
of members, where students are the protagonist of their knowledge’.
The first one is the presentation stage in which assimilation of the language used and
language elements take place. According to methodological guidelines of the Order
17th March, 2015, the ideal resource is the dialogue. The teacher must control as well
the amount as the quality of input.
The next stage is usually called controlled practice. In this case, pupils use the
material presented in the previous stage. Basic structures are questions formulated by
the teacher or the pupils themselves. Moreover, the teacher functions as a corrector.
Directed and free production make up the creative stage. During directed
production the teacher decides on the context, situation to be practised. First, it is done
with the teacher; secondly in free production, groups of students choose alone the
language to use.
Examples of speaking activities: jazz chants, role-plays, dramatizations…
In consequence, these techniques help teachers to reach the main aims of teaching
reading comprehension:
Theorists like Lebauer, Barnett or Pearson have distinguished between intensive and
extensive reading. Intensive reading means a detailed analysis of the text whereas
extensive reading refers to an overall comprehension of the text.
In addition, these theorists divided the practice of reading activities into pre, while
and post reading stages.
Written production skill need special techniques to be taught due to their specific
characteristics. One of these could be that the interlocutor is not present when we
write, thus we use a kind of monologue which is characterised by a lack of reaction
on the receiver’s side. This lack of feedback impedes us to change our discourse
immediately if we notice that the interlocutor does not understand.
In the same way as we distinguish controlled, guided and directed and free practice
in oral language, we should discriminate them in written language. These stages help
teacher in the teaching-learning process of the block of contents 4 ‘Production of written
texts’ established both in the Royal Decree 126/2014 of 28th February and in the Order
17th March. 2015.
- Controlled practice stage: scrambled sentences, written text which only represents
what one interlocutor says, written text to be written again substituting some
words…
- Guided stage: letter or email referring to familiar contexts (Royal Decree
126/2014, 28th February)
- Free production stage: it is convenient to use preparatory exercises such as: read
an article in a magazine or talk orally about an interesting topic for our pupils.