DIDACTICS

Traditional Skills

Eckerdt Paula - Vena Milagros - Zampedri Sol

DIDÁCTICA LE.

1.Listening

LISTENING

STAGES: 1. Pre-listening 2. While-listening 3. Post-listening

TO HIGHTLIGHT: - You should play the track 2 or 3 times, setting a different task each time. - Monitor the class.

1.1. Pre-listening

The pre-listening stage help Sts to prepare for what they're going to hear, giving them a greater chance of success in any given task. TWO TYPES: 1- The first stage involves activating schemata in order to help Sts predict the content of the listening passage.2- The second stage involves giving a Sts a reason for listening. SOME PRE-LISTENING TASKKS COULD BE: - Visuals: what theme is it?, What do you think happened?; Make up a story; time to draw.- Note taking: Who's who, true or false- Sing along: graphic organizers, controversial opinions, let me read ir first, mime ir, what do I need to do, teacher. TTYP1-ETWO TYPES:

PRE-LISTENING

1.2. While-listening

This stage is where Sts listen and do a task. Common listening tasks are: - Listening for gist: to get the main idea. - Listening for detail: to get the specific information. - Listening inferences: extra (implicit) information. TTYP1-ETWO TYPES:

WHILE-LISTENING

1.3. Post-Listening

In this stage Sts go beyond the listening text and use it to develop language practice. - Mine the transcript - Set a speaking task - Detect problems - Personalise the listening text TTYP1-ETWO TYPES:

POST-LISTENING

SPEAKING

All the activities that imply the idea of speaking have a purpose to motivate lower-level learners to speak in pairs or small groups. Activities like these involve "thinking time" so they can prepare what they're going to say. They have the possibility to ask the teacher or use a dictionary for missing vocabulary.

ACTIVITIES relatively short and with minimal materials preparation time for the teacher. Some of them are:

• Definitions lists
• What were you doing?
• Adjectives
• Information gap activity: order the story.
• Write the dialogue
• What's the question?

3. Writing

WRITING

• Pre-writing: it helps to review and build students' knowledge of relevant vocabulary and grammar points. Some activities are associograms, prompts, interviews, responding to texts.
• During-writing: once Sts feel ready to write, they need clear instructions to complete some steps in the process, such as writing drafts, revising, self-editing, and expanding.
• Post-writing: Sts share their written texts with the audience. Some basic components of post-writing activities are: re-read your story and make sure sentences make sense; add phrases to make the story flow perfectly (cohesion markers, pronouns, conjuntions); eliminate unnecessary details; review for spelling, vocabulary, grammar (checklist); edit your paper (peer-editing, post-teacher editing); finally, share with the audience.

4. Reading

READING

A feature of real reading is that while we may read alone, we communicate what we read to others constantly; talking about what we've read is a rich source of classroom possibilities.

Classroom reading isn't the same as real reading as it helps Sts to develop the skills needed to read more effectively in a variety of ways.

4.1. Pre-reading

PRE-READING TASKS

It aims to raise the readers' schematic knowledge as this knowledge will help them to understand the text. Approaches can be:

• Tell your partner what you know about the topic.
• Do a quiz in pairs to find out what you know about the topic.
• Look at some pictures related to the topic.
• Skimming the first paragraph for gist and then predicting.

4.2. While-reading

WHILE-READING TASKS

It can be done individually or collaborativelly. Approaches includes:

• Running and reading (encourage Sts to read as quickly as possible in a race).
• Creating a class text bank by encouraging Sts to bring in interesting texts.
• Exploiting graded readers (implies reading for pleasure).

4.3. Post-reading

POST-READING TASKS

There are a few in connection to "while-reading" as recommending readers to the class, but other ideas are:

• Discussions about the text.
• Summarising texts.
• Reviewing texts.
• Using a 'follow-up' speaking task related to the topic.
• Looking at the language of the text.

Thank you!

Sol, Paula and Mili.