Learning activity 2.3. Teaching Practicum
1 like172 views
The document discusses developing communicative competence in students. It defines communicative competence as the ability to convey and interpret messages within contexts according to Hymes, and as being relative based on participant cooperation according to Savignon. It then provides examples of classroom activities to develop students' grammatical competence through guided writing practice, discourse competence through reciprocal storytelling of recipes, sociolinguistic competence through sharing personal stories, strategic competence through roleplays using provided keywords, and nonverbal communication through acting out movie titles without speaking. The overall goal is to engage students in practical speaking activities that apply linguistic skills in meaningful ways.
Learning activity 2.3. Teaching Practicum
- 1. Learning Activity 2.3. Subject: How to develop the Communicative Competence with your students? Student: Fabián Tello Teacher: MSC. Dolores Ortega
- 2. ENGLISH TEACHING PRACTICIUM FABIÁN TELLO 7/7/2017 2 Defining Hymes (1972) it enables us to convey and interpret messages within specific contexts. Savignon (1983) it is relative, not absolute, and depends on the cooperation of the all participants involved.
- 3. ENGLISHTEACHING PRACTICIUM - FABIÁNTELLO 7/7/2017 3
- 4. ENGLISHTEACHING PRACTICIUM - FABIÁNTELLO 7/7/2017 4 Development of Grammatical Competence In my class, I ask students to write sentences according topic "Modifiers" they revise and edit their writing, I can provide grammar instruction that guides students in their attempts to identify and correct problems in sentence structure and usage of modifiers. This grammar instruction into the revising and editing process helps students make immediate applications, thus allowing them to see the relevance of grammar to their own writing.
- 5. ENGLISHTEACHING PRACTICIUM - FABIÁNTELLO 7/7/2017 5 Discourse Competence It is the ability we have to connect sentences in stretches of discourse and to form a meaningful utterances.
- 6. ENGLISHTEACHING PRACTICIUM - FABIÁNTELLO 7/7/2017 6 Development of Discourse Competence An easy and fun way to develop speeches in class is something very useful like "swap recipes", students should work in groups can be of four, and tell each other a simple recipe. For example, how to make a hotdog. I first talk about the kind of language people use when giving instructions like this. First cook the sausage, then chop them, and so on. It can there are drawbacks to this activity like that the recipes might include ingredients or cooking methods that the students don't know how to express in English, but teacher will help with more vocabulary to develop this activity.
- 7. ENGLISH TEACHING PRACTICIUM - FABIÁN TELLO 7/7/2017 7
- 8. ENGLISHTEACHING PRACTICIUM - FABIÁNTELLO 7/7/2017 8 Development of Sociolinguistic Competence This is a activity very important to do it in all classroom because we can know like students have many forms of thinking, perspective, intonation, accent and dialect to express themselves. I have done a story-telling, but in this case stories are provided by the students. They will tell their own stories, where they were born? where are their parents from? How many siblings are? and so on. Students need time to think of a good story from their life, therefore teacher will begin telling the class an interesting story from your own life.
- 9. ENGLISHTEACHING PRACTICIUM - FABIÁNTELLO 7/7/2017 9 Strategic Competence
- 10. ENGLISHTEACHING PRACTICIUM - FABIÁNTELLO 7/7/2017 10 Development of Strategic Competence Short roleplays typically need some sort of guidance to avoid them shame. In this case, the strategic guidance is a set of keywords written on the blackboard. The students are free to use these words in any way they can think of. Each student in the group has a different set of keywords, which forces all the students to participate in the conversation. Since their partner's keywords are visible, the activity is quite cooperative: ideally, students guide the conversation so that their partner has an opportunity to use their keywords.
- 11. ENGLISHTEACHING PRACTICIUM - FABIÁNTELLO 7/7/2017 11 Nonverbal Communication It convey with body language, gestures, eye contact, physical distance, and other nonverbal messages. Teachers need to send positive signals that reinforce learning and avoid negative signals Introduction I will start by asking the students, Do you can tell if a person is happy or sad or angry or worried with their expressions and movements?. With the students' responses, I will argue that body language communicates feelings and attitude which helps people form judgments, assumptions and decisions.
- 12. ENGLISHTEACHING PRACTICIUM - FABIÁNTELLO 7/7/2017 12 Development • I will call two students. • One student should think of a movie name and whisper it to the another student. • This student who listened to the name of the movie has to act out words without speaking for that all classroom recognizes or guess the movie. • After, it is the turn of next student to listen to the name of a new movie. • The cycle finish when someone doesn’t can act and the classroom don’t can recognize or guess movie’s name. • Then, I will tell them the name. Many activities or exercises you can desig to help people understand the meaning and importance of non-verbal communication.
- 13. ENGLISH TEACHING PRACTICIUM FABIÁN TELLO 7/7/2017 13