Developing Strategies for the Macroskills

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Developing Strategies for the Macroskills

  1. 1. Developing Strategies for the Macroskills Prof. Estela N. Braun, Práctica Educativa II, 2009. Facultad de Ciencias Humanas Universidad Nacional de La Pampa
  2. 2. The four MACROSKILLS <ul><li>RECEPTIVE: Listening and Reading. </li></ul><ul><li>PRODUCTIVE: Speaking and Writing. </li></ul><ul><li>Learning a language is much more than learning about GRAMMAR, LEXIS and PRONUNCIATION. (Declarative knowledge:LEARN WHAT) </li></ul>
  3. 3. Acquiring skills <ul><li>Learning languages means acquiring a set of skills: students need meaningful, interactive practice in the 4 macroskills. </li></ul><ul><li>It is something we learn to do, like riding a bike. (Procedural knowledge: learn how). </li></ul><ul><li>INPUT INTAKE OUTPUT </li></ul><ul><li>Students need to know HOW TO LEARN:learning strategies. </li></ul>
  4. 4. Integrated skills <ul><li>ADVANTAGES OF INTEGRATING SKILLS: </li></ul><ul><li>It is closer to the real world. </li></ul><ul><li>A lesson that integrates skills has more VARIETY. </li></ul><ul><li>TOPICS are fully explored: language is connected ,practised and recycled. </li></ul><ul><li>Try to choose reading and listening texts which are generative . </li></ul>
  5. 5. PLANNING LESSONS <ul><li>Skills practice can be integrated with the introduction, practice and revision of language items: structures, vocabulary,pronunciation. </li></ul><ul><li>Try to BALANCE the use of skills during the different stages of the lesson. </li></ul>
  6. 6. LISTENING <ul><li>The teacher is an invaluable source of INPUT. </li></ul><ul><li>Encourage students to talk and listen to each other (interaction) </li></ul><ul><li>Use CDs, DVDs, movies, interviews, real stories told by the teacher, books with tapes. </li></ul>
  7. 7. HOW CAN YOU CHOOSE A SUITABLE LISTENING TEXT? <ul><li>What is the main aim of the lesson? </li></ul><ul><li>Will the students find the topic and text interesting? </li></ul><ul><li>Is the text at the right level? </li></ul><ul><li>Is it generative? </li></ul><ul><li>How much of the text do the students have to understand in order to achieve the aim? </li></ul><ul><li>How much support do we have to provide? </li></ul>
  8. 8. LISTENING WITH YLE(Scott and Ytreberg) <ul><li>It is the skill that children acquire first (silent period, Krashen 1985). </li></ul><ul><li>We must give them as much visual back up as possible: facial expression, body movement, mime, pictures). </li></ul><ul><li>Listening texts disappear, so we need to repeat , re-tell again and again (example) </li></ul><ul><li>Children have to listen several times, remember short attention span. </li></ul><ul><li>STIRRIGN LISTENING ACTIVITIES. Students will have to move (TPR, Asher), create noise. </li></ul><ul><li>SETTLING LISTENING ACTIVITIES: Students will hve to concentrate and create a peaceful atmosphere. </li></ul>
  9. 9. LISTENING ACTIVITIES <ul><li>Instructions. </li></ul><ul><li>Moving about. </li></ul><ul><li>Put up your hand. </li></ul><ul><li>Mime stories. </li></ul><ul><li>Drawing. </li></ul><ul><li>Identifying exercises. </li></ul><ul><li>Listen to the mistakes. </li></ul><ul><li>Putting things in order. </li></ul><ul><li>Questionnaires. </li></ul><ul><li>Listen and colour. </li></ul><ul><li>Rhymes. </li></ul><ul><li>Songs. </li></ul><ul><li>Telling stories. </li></ul><ul><li>Creating stories. </li></ul><ul><li>Reading stories. </li></ul>

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