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TOPIC 8: WRITTEN LANGUAGE. APPROXIMATION, MATURATION AND IMPROVING OF THE…

- - - - Speech is immediate, dynamic, transitory and interactive.
      - Writing is static and permanent, and there is no interaction between the addresser and the addressee.
      - In English, there´s a great difference between the oral and the written forms, which usually causes students to have problems when writing.
  - - - Speaking
        
        Reading
        
        Writing
- - - - Choosing the right language
      - Thinking and having ideas
    - - Learning to write: Pupils are involved mostly in tightly guided copying.
      - Writing to learn: there may be less tightly controlled writing activities, moving to much freer or even creative writing.
    - - From the age around seven, children reach teh consolidation stage where writing is still personal
      - By the age of nine, children are more aware of the notion of audience. They develop much greater awareness of the fact that the success of writing depends on its communicative effectiveness
      - The preparatory stage: the child acquires the basic mechanisms of handwriting and spelling
      - The differentiation stage shows evidence of writing structures becoming more distinct.
  - - - If learners know that they are listening to or reading something to get a general picture, they will listen in a slightly different way than if they are expected to listen to read in detail for specific parts of a message.
      - A learning-centred approach to reading uses activities in a three stage model: pre-reading, while-reading and post-reading.
      - When children are listening to spoken messages they are trying to understand and interpret information in a similar way to when they are trying to understand and interpret written messages.
    - - Analysis activities: pupils hunt for specific information to organize in some way
      - Reading awareness activities: reading is used for a variety of purposes. Make syre you try and have a wide range of text types around the classroom which are described or labelled in English.
      - Reconstruction activities: the text has been modified by the teacher in some way so that the pupils can match parts of sentences or "speech bubbles" to characters, fill in the gaps in sentences or texts, sequence parts of a sentence or text, predict the next parts of a sentence...
  - - - With auditory style, it is better for learners to sound the word out as they can recognize the relationship between sounds and letters or groups of letters.
      - Kinaesthetic style spellin is a graphic-motor skill and the writer lets the hand remember the kind of movements and shapes made when producing words.
      - Visual style: learners respond to the shapes of words and the patterns of letter strings.
      - Linguistis style: some children might draw on as they grew older and develop skills in seeing relationships between words based on grammar meaning and so on.
  - - - Once the pupils are more confident they will be able to cope without so much visual support. When designing flashcards, words with similar sounds can be written in the same colour.
      - Pupils enjoy listening to simple dialogues and stories which are well illustrated and have an interesting story line: Big Books
      - Simple games help learners to become familiar with typical leter combination to form words
      - The teacher should suppor pupils´ association of letters, words and pictures through songs, visual aids, games and so on.
  - - - Gap-filling using visual or words
      - Such activities provide practice in handwriting, spelling, identifying lexical sets, learning or reinforcing meaning and integrating writing with other skills.
      - Matching sentence halves and copying
      - Putting words in the correct order
- - - - Authentic texts are designed for native speakers
      - Non-authentic materials are materials that have been adapted
  - - - Intensive reading: looking for specific information.
        
        Looking for specific information (scanning)
        
        Reading comprehension questions
        
        Associating meanings
        
        Listening and reading at the same time
        
        Recognizing key words
      - Word-recognition stage: at this stage pupils will need to rely on visual information to provide a context for understanding the written words.
        
        Labelling pictures
        
        Games: dominoes, snap, bingo...
        
        Associating the visual form with the word
        
        Spelling and word recognition activities
      - Extensive reading: Getting the general idea of the text. The student has to cope with longer passages. His reading competence should be higher. Our aim should be to train the students to read fluently in English for their own enjoyment.
        
        Completing sentences
        
        Guessing unknown words
        
        Giving and opinion
        
        Gap filling exercises
        
        Matching titles
        
        Deducing the meaning of unknown words
        
        Suggesting a title
        
        Geting the gist of the text
    - - The order in which the information is presented
      - Answer general questions
      - Use previous knowledge about the layout
      - Predict possible information
      - Identify the topic of the text
    - - Summarizing
      - Discussing the topic
      - Translating the text
      - Making a crossword based on key words
      - looking words up in the dictionary
      - Drawing a picture related to the text
      - Answering comprehension questions
      - Writing a similar text
      - Preparing a role-play
- - - - Controlled practice: they are bridging activities towards free production. The teacher may intervene slightly to help guide and to point out inaccuracy: parallel writing, dictations, reading comprehension, consolidating grammar, sentence linking activities and translating.
      - Copying: it helps students reinforce spelling or sentence structure and it helps them to retain words: crosswords, word-square, bingo or hangman. Copying should never be a boring activity
      - Free production: In Primary education, it should still be guided. The activities we can use are: Communicative activities (information gap activities), Summarizing, filling in forms, writing for fun, guided compositions, free composition (it is the more complex writing activity), project work (there are two stages, the process of carrying out the project and the final product)
  - - - Mistakes are slips of some kind: the student has temporarily forgotten something because he/she is tired or careless.
      - Students make errors when they do something which they are not yet capable of doing. Errors must be seen as positive evidence of the learning process.
    - - Correcting mistakes selectively: only those mistakes in certain areas
      - Correcting all mistakes
      - Indicating mistakes so that the students correct them
    - - Set written exercises
      - Explain the mistakes