Tema 3.DESARROLLO DE LAS DESTREZAS LINGÜÍSTICAS: COMP COMPRE RESI SIÓN ÓN Y EX EXPR PRES ESIÓ IÓN N ORAL ORAL,, COMP COMPRE RESI SIÓN ÓN Y EX EXPR PRES ESIÓ IÓN N ESCRITA.LA COMPETENCIA COMUNICATIVA EN INGLÉS. INTRODUCTION 1. THE SPOKEN WORD 1.1. Listening: the developent o! p"pils# $%ilit& to "nde'st$nd $nd 'espond to spo(en l$ng"$ge 1.1.1. Listening s(ills 1.1.). Pl$nning *onside'$tions 1.1.+. Listening $*tivities
1.). Spe$(ing: the developent o! p"pils# $%ilit& to *o"ni*$te in spee*h 1.).1. O'$l lesson st$ges $nd $*tivities
). WRITTEN WORD ).1. Re$ding: the developent o! p"pils# $%ilit& to 'e$d, "nde'st$nd $nd 'espond to -'itten l$ng"$ge ).1.1. %$si* odel !o' the te$*hing o! the 'e*eptive s(ills ).1.). Re$ding $*tivities
).). W'iting: the developent o! p"pils# $%ilit& to *o"ni*$te in -'iting ).).1. W'iting $*tivities ).).). W'iting s(ills
+. INTE/RTIN/ THE SKILLS +.1. Re$son !o' integ'$ting the s(ills +.). Integ'$tion $dv$nt$ges 0. COUNICTI2E COPETENCE 3. 4I4LIO/RPH5 INTRODUCTION In order to use a language efectively we need to have a number o diferent abilities. We can identiy our major skills: listening, speaking, reading and writing. These major skills may be classied in two main ways: in relation to the medium and in relation to the activity o the speaker. !peaking and listening are related to language e"pressed through the aural medium and reading and writing are related to language e"pressed through the visual medium. I we make use o the activity o the speaker speaking and writing are active or productive skills while listening and reading are passive or receptive skills. It is very important to integrate these skills in our lessons so we will see when and how to do it. We also are going to study how enable our young pupils to learn them or efective communication and nally we are going to see a study o communicative competence in our educational system.
1.THE SPOKEN WORD 1.1. Listen Listening ing:: the the develo develope pent nt o! p"pils p"pils## $%ilit $%ilit& & to "nde's "nde'st$n t$nd d $nd 'espond to spo(en l$ng"$ge #istening is a hard work or our pupils so it is very important to bear in mind that the activities must must be purpos purposeu eull and inter interest esting ing to them. them. We must must also also consid consider er our pupils pupils$$ psycho psycholog logica icall characteristics.
1.1.1.
Listening s( s(ills
The our major skills can be subdivided into microskills. The The most important listening skills are: are: %& predicting '& e"tracting specic inormation (& getting the general picture )& inerring opinion and attitude *& +educing meaning rom the conte"t & recogni-ing discourse patterns ur job is to train our pupils in a number o microskills they will need or the understanding o listening te"ts. This microskills can be divided in two types ollowing /armer 0%12(&: 3Type % skills, 0general understanding& which see the te"t as a whole 3Type '0specic understanding& are used or detailed comprehension o the te"t.
1.1. 1.1.) ).
Pl$nning ing *onsid side'$tions
4eore listening we have to consider a number o steps to take: %& 5hoose the listening '& 5heck that activities are suitable (& 6djust the level o di7culty o the activities i you need )& 5onsider the time and the space available *& Think about visual aids & +ecide the material needed 8& 9now the procedure you will adopt or the listening 2& ractise reading i you are going to read it aloud
1.1.+. Listening $*tivities #istening activities ollow three stages: 3re3listening 3While3listening 3ost3listening ;<3#I!T<=I=> 65TI?ITIap3lling e"ercise , involving grammatical structures or vocabulary rom the passage they are going to hear. !tudents will check the answers rom the te"t. W/I#<3#I!T<=I=> 65TI?ITI
0$t*hing o! 'e*ognising in!o'$tion in $ te,t 3!tudents can listen to a description and try to draw the picture that the speaker is describing. 3!tudents listen to a story or instruction which reer to a number o pictures and they have to put them in the correct order or recognise the process described according to the passage. +. W'itten "estions 3We can make Buestions about the passage which should be read and understood by students in the pre3listening stage. 06n average o * should be considered the ma"imum& 2. 3ollo4ing inst'"*tions 3#isten and do e"ercises in which students must obey instructions. They can be great un, or instance: tracing a route on a map according to spoken instructions, draw a picture rom a description students hear. ther activities may be: 3#abelling 3multiple choice Buestions 3TrueCalse 3spotting mistakes 3gap lling 0D& !T3#I!T<=I=> 65TI?ITI
30D& The aim o this stage should be the reEection on the language passage.
1.).
Spe$(ing: the developent o! p"pils# $%ilit& to *o"ni*$te in spee*h
ne o the main aims o rimary
1.).1. O'$l lesson st$ges $nd $*tivities 6n oral lesson which aims to teach new items is oten divided into three stages, commonly known as the presentation satage, the practice stage and the production stage. This may be rounded up with some warming3up, introductory activities and with a nal review. The warm3up take the orm o an inormal chat aimed at building up and maintaining rapport with our pupils. It could include writing the date on the blackboard, taking the register... it may also include several Buestions to consolidate the lessons aim. The p'esent$tion st$ge main aim is to present the meaning and orm o the new language in such a waythat pupils will realise the revelance and usseulnesso the new language items. In order to do so we must try to provide a clear, motivating, natural and relevant conte"t or the item. ur main role is inormant and we must bear in mind what inormation to give, when and how. 6ter new language has been presented in a meangul conte"t, and some imitation and repetition been carried out, our pupils must be given ample opportunity to practise these items or themselves, they need: 15 P'$*ti*e: they must be allowed to used the newly acBuired items. There is no substitute or this, so in large classes, group or pair work will be essential to enable every single pupil to practise. )5 O'$l p'$*ti*e: as ar as possible they should not be reering to a written te"t. +5 /"ided o'$l p'$*ti*e: we must encourage our pupils that they have something to say. 25 0e$ng!"l o'$l p'$*ti*e: drills must not always be mechanical. 65 E,tensive o'$l p'$*ti*e: the more, te better These points can be achived trough diferent activities: 3reading aloud 3mechanical drills 3guessing drills 3open3ended responses 3inormation gaps procedures 6 typical p'$*ti*e st$ge might thereore ollow this pattern: 3one or two brie drills to allow practice with the orm o language. 3one or two controlled communicative activities to consolidate the meaning. 6t the p'od"*tion s$t$ge our pupils use the language in a reer, more creative ways and check how much they have learned. We will generally not interere with our pupils$ production so it is important that they should have clear instructions or purposeul tasks. The most common activities include: 3games 3role plays 3discourse chain 3discussions 0...& 3inormation and opinion gaps The aim o all this is to develop our pupils$ ability to speak in
).WRITTEN WORD ).1. Re$ding: the developent o! p"pils# $%ilit& to 'e$d- "nde'st$nd $nd 'espond to 4'itten l$ng"$ge There are diferent purposes or reading, we could classiy them in the ollowing categories: %& Re$ding !o' $*tion: it means to enable us to perorm an activity better: public signs, product labels and intructions, bills, guides, menus... '& Re$ding !o' in!o'$tion: through the act o reading we acBuired culture: newspapers, maga-ines, non3ction books, te"t books... (& Re$ding !o' ente't$ient: reading in this case give us pleasure or rela"ation: comics, ction books, poetry and drama, ms subtitles... ur curriculum does not place too many reading demands on our pupils: everything they might read must be related to their needs and interests. #ittle by little, we must present our pupils with longer te"ts based on words they orally know. ;eading strategies are similar to listening strategies as they both are receptive skills. =ow we are going to see a basic model or the teaching o the receptive skills.
).1.1. 7 %$si* odel !o' the te$*hing o! the 'e*eptive s(ills +iferent activities can be used to develop these skills. They are commonly divided into three categories 06lburBuerBue, %11F&:
3pre3reading 3while3reading 3post3reading The rst stage will have the main purpose o generating the interest to read the chosen te"t, the second will be the proper reading and the third will have the aim o putting some inormation provided by the te"t into the wider conte"t o students$ knowledge.
).1.). Re$ding $*tivities The most common activities that we may use with our pupils are: 3playing games 0bingo, dominoes, spot the diference& 3arrange jumble sentences or paragraphs 3matching pictures to speech bubbles 3seBuencing 3skimming or gist: suggesting a title, matching titles and te"ts... 3scanning or especic inormation: underlying, team work...
).). W'iting: the developent o! p"pils# $%ilit& to *o"ni*$te in 4'iting ).).1. W'iting $*tivities In the early stage o learning
).).). W'iting s(ills 6 summary o writing skills should have ve headings 0Aathews, %11%&: 3graphic skills 3stylistic skills 3organisational skills 3grammatical skills 3rethorical skills 15 /'$phi* s(ills: include writing graphemes, spelling, punctual and capitali-ation and ormat. )5 St&listi* s(ills: reer to our pupils$ ability to e"press precise meaning in a variety o styles or registers. +5 O'g$nis$tion$l s(ills: involve the seBuencing o ideas as well as the ability to reject irrelevant inormation and summari-e relevant points. 25 /'$$ti*$l s(ills: reer to our pupils$ ability to use successully a variety o sentence patterns and constructions. 65 Retho'i*$l s(ills: reer to pupilsGability to use cohesion devices in order to link parts o the te"t into logically related sentences. 6ll these skills may be reached at by means o the activities metiones beore. !kills are not isolated entities, in act they are interconnected and should normally treated as such in the classroom. That is the topic we estudy ne"t: the integration o skills.
+. INTE/R7TIN/ THE SKILLS Integration o skills can be dened as the process by means o which a series o activities o tasks use any combination o the our linguistic skills.
+.1. Re$son !o' integ'$ting the s(ills 5arol ;ead 0%11%& nds two main reasons or integrating skills: 3to practice and e"tend the pupils$ use o a particular language item. 3to develop the pupils$ ability in two or more skills within a constant conte"t. Though many combinations o the our skills are theoretically possible some acts must be highlighted: 3listening will normally precede speaking and reading writing. 3writing is normally nal in the seBuence.
+.). Integ'$tion $dv$nt$ges There are a number o important advantages in skill integration: 15*ontin"it&: It leads to continuity because activities are not perormed in isolation but rather in a closely related way.
)5inp"t %e!o'e o"tp"t: one activity$s input will provide with the language and, hopeully, motivation or ne"t activity output. +5'e$lis: 6 realistic, communicative ramework cannot be based in isolated skill work. 25$pp'op'i$teness: #anguage which is used in diferent opportunities and modes is normally more appropriate. 65v$'iet&: 6ctivities involving the our skills are more varied and thus oster motivation. 85'e*&*ling: Integration clearly allows or recycling and revision o language. 95*onden*e: it gives condence to the pupil because he can compensate his weaknesses in one skill with his strengths in other. !umming it up we can say that skill integration will naturally lead to the acBuisition o communicative competence.
2.CO00UNIC7TIE CO0PETENCE 5homsky dened language as Ha set o sentences, each nite in length and constructed out o a nite set o elements. /owever, /ymes thought that 5homsky had missed out some very important inormation: the rules o use. /ymes distinguished our aspects o this competence: 3!ystematic potential 36ppropriacy 3ccurrence 3@easibility %& S&ste$ti* potenti$l: means that a native speaker possesses a system than has potential or creating a lot o language. 7pp'op'i$*&: means that the native speaker knows what language is appropriate in a given '& situation. 6ll the ollowing have been considered important elements o appropiacy: %&articipants &Topic %%&5ode '&!ocial relationships 8&urpose %'&Interaction norms (&!etting 2&9ey %(&Interpretation norms )&!cene 1&>enre *&@orm %F&5hannel (& O**"''en*e: means that the native speaker knows how oten something is said in the language and act accordingly. )& 3e$si%ilit&: means that the native speaker knows whether something is possible in the language. These our categories have been adapted or teaching purposes. Thus, the act %FFC%11%, o %) June 04< '* June&, which establishes the teaching reBuirements or rimary
