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The document outlines various third year English learning competencies for students. It covers listening skills like determining a speaker's position on an issue from explicit and implicit signals. It also covers speaking skills such as giving a persuasive talk and using signals to emphasize points. Reading skills involve gathering data from various sources and classifying the information. Writing skills include completing forms and creating notices and meeting documents. Literature skills involve understanding genres, noting relationships in texts, tracing character development, and explaining the use of devices like foreshadowing and figurative language.
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Presentación2.ppt input and interaction
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Prepare a power point presentation of 15 slides with the most important information you can find on the internet about the classroom interactions.
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Presentación2.ppt input and interaction
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition.
Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
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Classroom Interaction
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Classroom interaction
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Interaction hypothesis
The interaction hypothesis proposes that comprehensible input and negotiation for meaning during face-to-face interaction contributes to second language acquisition. There are two forms of the hypothesis: one that emphasizes comprehensible input and another that suggests interactions provide negative evidence and focus learner attention. While interaction may aid language learning, it is not absolutely necessary, and its role is complex as interactions are not always positive.
Classroom interaction
The document discusses classroom interaction and its importance in modern education systems. It defines classroom interaction as a practice that enhances speaking and listening skills among learners. Traditional teaching methods focused only on lectures, but current education demands more student interaction. The document outlines different types of classroom interaction activities and the teacher's role in facilitating them. It also discusses the benefits of classroom interaction for language learning and the importance of feedback.
Input, noticing & intake
Input refers to all the language a learner is exposed to, while intake is the language that is internalized. For input to become intake, learners must notice and pay attention to the language. Teachers can help by speaking slower, using simpler vocabulary and grammar, and frequent questions. Noticing requires awareness of language features, while attention involves mental effort to understand. Intake allows learners to identify mismatches with their existing knowledge and potentially revise their understanding.
The role of interaction in classroom management
The role of interaction in classroom management, slide prepared for PhD course "classroom interaction in foreign language classes"
Input, interaction, and second language acquisition
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
sla
The document summarizes several theories of second language acquisition:
1) Behaviourism theory views language learning as habit formation through positive reinforcement and sees first language interference as inhibiting second language acquisition.
2) Cognitive theory sees language acquisition as knowledge acquisition through observing social interactions.
3) Creative construction theory proposes that language is acquired implicitly through comprehensible input and learned explicitly, and that affective factors like anxiety and motivation can impact acquisition.
4) Interactionist view sees modified input and interaction between native and non-native speakers as crucial to making input comprehensible and promoting acquisition.
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Analysing interaction in the second language classroom. Van Lier, 1984
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Input, interaction, and second language acquisition
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The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
Deped k-12 Curriculum Guide
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar domains and standards are described for the second quarter with a focus on projective listening strategies, figurative language, gathering information from various sources, and writing informative texts.
Deped k-12 curriculum Guide in English
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar information is provided for the second quarter, focusing on developing skills like projective listening, use of figurative language, gathering information from various sources, and employing different writing styles. The overall aim is for students to demonstrate communicative competence and appreciation of literature through understanding works from Afro-Asian cultures.
ALIGNMENT.docx
The document outlines the program standards and content for an English 10 course. It details the units covered each quarter which focus on understanding how literature and other texts can express and resolve various types of conflicts. Key standards include demonstrating communicative competence through understanding different text types and appreciating world literature. Learners are expected to analyze texts, compose persuasive and argumentative essays, deliver speeches on various topics, and complete a research project.
ELEMENTS OF TEXTS for Advanced Subsidiary Students Cambridge University .pptx
Useful pptx for AS English Language and Literature students
English-Secondary.docx
The document contains the budget of work for English classes in the Philippines from Grade 7 to Grade 10. It outlines the grade level standards and competencies to be covered each quarter and week. For Grade 7, the focus is on understanding Philippine literature and other text types to appreciate Philippine culture. Grade 8 covers Afro-Asian literature to understand Philippine and other cultures. Grade 9 examines British-American literature including Philippine literature. Grade 10 analyzes world literature including Philippine literature. The document provides a detailed plan of the topics, skills and assessments to be addressed each week across the four quarters for each grade level.
A guide for conducting a textual analysis.pptx
Research in arts and humanities heavily relies on textual analysis. Researchers in these domains regard media and cultural resources as texts to be analysed, such as music videos, social media material, and billboard advertising. The primary objective of a textual analysis is to gain a deeper understanding of the underlying messages, themes, and contexts within the text. Students specialising in arts and humanities and social sciences are often requested to conduct textual analysis as a part of their coursework or dissertation. While a qualitative approach is used in literature, a more quantitative method is employed in arts.
S21 syllabus online1a
This visual summarizes how discourse analysis examines the space where rhetoric becomes discourse. It analyzes how a group of writers communicates their work within a given historical and cultural context. The group influences both the writers and their writing. How does the context shape what they produce and how they interact? This course will focus on different writing styles within popular music criticism. Students will research a topic and build a portfolio demonstrating understanding of genre and rhetoric across different audiences. Assignments will include annotations, analyses, reviews, and a final portfolio tying the work together.
S21 syllabus online
This visual summarizes how discourse analysis examines the space where rhetoric becomes discourse. It analyzes how a group of writers communicates their work within a given historical and cultural context. The group influences both the writers and their writing. How does the context shape what they produce and how they interact? This course will use music writing to explore different writing styles and genres. Students will research a topic to build a portfolio analyzing interactions of rhetoric, genre, and discourse communities. They will learn key composition skills to communicate effectively in different contexts.
grade 8 curriculum guide to english
grade 8 curriculum guide to english
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Similar to Lora's slide2 (20)
ELEMENTS OF TEXTS for Advanced Subsidiary Students Cambridge University .pptx
ELEMENTS OF TEXTS for Advanced Subsidiary Students Cambridge University .pptx
Lora's slide2
- 1. THIRD YEAR ENGLISH LEARNING COMPETENCIES FIRST GRADING
- 2. L I S T E N I N G
- 4. Use attentive listening with informative texts and analytical and critical listening with argumentative texts
- 5. Single out reasons cited in argumentative texts and assess the worth of ideas presented based on a set of criteria
- 6. Determine whether arguments and conclusions are logical or illogical
- 7. Determine the stand of a speaker on a given issue
- 9. Pick out discrepancies and inconcistencies in supporting ideas
- 10. Determine the effectiveness of closing statements in arguments
- 11. Determine the information map suited to informative classificatory texts (tree diagrams),informative process texts (flow charts) and contrastive argumentative texts
- 13. Identify the speaker's stand on an issue by noting explicit and implicit signals
- 14. Compare the stand and attitudes of newscasters and panel discussants
- 15. S P E A K I N G
- 17. Use pausing and a slow rate of speech to signal important points in one's talk
- 18. Use explicit signals (e.g. “This is important...”) to underscore or highlight a point in one's talk
- 19. R E A D I N G
- 21. Use general references in the library to gather data
- 22. Classify data from general sources of information
- 24. W R I T I N G
- 26. Accomplish business promotion forms
- 27. Prepare notices,agenda and minutes of meetings
- 28. Call attention to school events and drives
- 29. L I T E R A T U R E
- 31. Note the form and functions of different types and subtypes of literary texts
- 32. Point out relationships of time,place,cause-effect,general concepts,examples,analogy,etc. used by the writer to underscore the theme of the selection
- 34. Trace the development of character and conflict in narratives and dramas,and discuss the devices used to achieve unity of effect
- 35. Differentiate comedy from tragedy,and formal from informal essays
- 36. Determine the objective of the author and the means employed to attain them
- 38. Single out the devices employed in fiction and non-fiction works (foreshadowing,flashbacks,figurative languange,etc.) used by the author for intellectual,emotional and aesthetic purposes
- 39. Interpret and explain figurative language used to achieve certain effects and assess it in the light of its contributions to the overall theme of the selection