UNIT 1 - TEACHING RECEPTIVE AND PRODUCTIVE SKILLS




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TEACHING LISTENING

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LISTENING is a receptive skill whose main function is supporting the understanding of spoken input. The spoken discourse is instantaneous, fast, and unplanned, it might contain several coordinated clauses and need a background knowledge between transmitter and receiver. Therefore, there is a need of proper listening skills to understand it. There are three cognitive strategies that play a role in listening: Comprehension processes , to process linguistic and non-linguistic input. Memory processes , to keep the input in the working memory in order to complete the work and also store in the long-term memory to use it in the future. Retrieval processes , to access the long-term memory, bring the previously acquired knowledge to the working memory and produce output. These cognitive strategies work thanks to two processes:  1) BOTTOM-UP PROCESSING . It happens when we already have a large vocabulary and grammatical system understanding and we use it to recognise what we hear. In thi...
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TEACHING WRITING

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WRITING is a productive skill that allows humans to transmit messages through the written word, thus remaining in time and space. The written discourse differs from the spoken discourse: writing is not simply putting the oral text in paper, it has its specific features, structures and styles. The closest form of spoken discourse to the written discourse is the talk as performance, since it generally requires from a previously written script. The talk as interaction and transaction, on the contrary, feature a series of characteristics (pauses, doubt, immediacy,…) that are not part of writing. Students of Primary might face a series of difficulties when they begin their writing process: Lack of metalinguistic elements : at first, students don’t know the different structures of texts and base their discourse on the spoken language.  Time-space problems : since writing also needs from hand-eye coordination and motor skills, it’s difficult to adjust to the space given at first and do it...
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STRATEGIES FOR DIFFERENTIATED LEARNING

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Some ideas to organise activities taking into account differentiated learning: 1. KUDo’S KUDo’S are a useful way of breaking down learning objectives into what the teacher wants the students to Know, Understand and Do by the end of a unit. How does it support differentiation?  ➡️ curriculum objectives can sometimes be very broad and open to interpretation. By considering them in terms of the three KUD outcomes, an objective can be simplified and made more explicit . This makes it easier to plan and decide on differentiated activities and also facilitates the assessment process. KNOW : facts, definitions, dates and other key information to be memorised. UNDERSTAND : concepts, principles or general “big ideas” learned by the students. DO : skills and processes and how children independently apply their KNOWLEDGE and UNDERSTANDING in follow up activities or in other contexts outside the lesson . Often written as verbs .   2. BLOOM’S TAXONOMY Bloom’s taxonomy is a mod...
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