UNIT 2 - TEACHING GRAMMAR, VOCABULARY AND PRONUNCIATION

1) Teaching GRAMMAR

2) Teaching VOCABULARY

3) Teaching PRONUNCIATION

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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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MIXED-ABILITY AND DIFFERENTIATED LEARNING

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The term “mixed-ability classroom” refers to a group of students Who  are different in terms of levels of … Attention Interest Motivation Learning styles Types of intelligences  Physiological needs  Psychological needs  Speed Maturity - not every 8 year old is the same World knowledge Knowledge of and about English  Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:  CONTENT  - what the student needs to learn or how the student will get access to the information. PROCESS  - activities in which the student engages in order to make sense of or master the content. PRODUCTS  - culminating projects that ask students to rehearse, apply and extend what they have learnt in a unit. LEARNING ENVIRONMENT  - the way the classroom works and feels. HOW CAN MIXED-ABILITY BE TACKLED? PROCESS Using tiered activities through which all learners work with the same important und...
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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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