Writing is one of the four language skills it is a productive skill. That means it involves producing language instead of receiving it, very simple we can say that writing involves communicating a message by making signs on a page. To write we need to have something to communicate, and usually someone to communicate it to. We also need to be able to form letters and words, to join these together and to communicate our message in such a way as to get our message across.
here is a quiz to review the writing subskills.
Reading is one of the four language skills: reading, writing, listening and speaking. it is a receptive skill like listening.
Here is a quiz about reading subskills.
Every time we speak or write, we do so for a reason. Some examples of functions are:
apologising greeting clarifying inviting advising agreeing disagreeing refusing thanking interrupting expressing obligation expressing preferences
1. ANY PAIR OF WORDS COMMONLY FOUND TOGETHER OR NEAR ONE TO ANOTHER
3. THE LANGUAGE WE USE TO EXPRESS A FUNCTION
5. WHEN PEOPLE CHOOSE TO USE THE LEVEL OF FORMALITY THAT SUITS A SITUATION
7. LANGUAGE THAT REPRESENT THE SITUATION IN WHICH IT IS USED
1. LANGUAGE NORMALLY USED IN INFORMAL CONVERSATION
2. A REASON WHY WE COMMUNICATE
4. ARRANGEMENT OF WORDS INTO PATTERNS WHICH HAVE MEANING
6. THE SITUATION IN WHICH LANGUAGE IS USED O PRESENTED
Phonology is the study of the sound features used in a language to communicate meaning. In English these features include phonemes, word stress, sentence stress and intonation.
A phoneme is the smallest unit of sound that can make a difference to meaning in a language.
The phonemes of a language are represented in writing by phonemic symbols:
Here is a fun game where we can name The Beatles’ songs in the International Phonetic alphabet.
And here is a quiz about phonology.
Lexis refers to individual words or sets of words, that is, units of vocabulary which have a specific meaning.
With this quiz we will learn their names.
Grammar refers to how we combine, organise and change parts of words, words and groups of words to make meaning. We use grammar unconsciously when we speak, listen, read or write. We also use it, particularly as teachers, to describe language, We do this by referring to its forms and its uses.
FIND THE PARTS OF SPEECH
O S L B K P P O N Y P G T C R
J E Y N Y S R D O R T I O J E
N G A J R G E Q D X D N P S N
Z O Y H K V P V R L J I I P I
Q X U G F D O U I U Q S B R M
V B L N F U S M N T N H O D R
E H O V S H I C A U C T J U E
R R Z N A Z T X O D C E H U T
B J E F T I I N N R X L J P E
S J J T O P O T G B H B M D D
K K T N R R N A D V E R B S A
D Q S E P I S R K Q Q U N M D
S N O I T A M A L C X E Q C Q
D N A D W T I M G O A G V P A
D S K N F E H K F E I E K J V
THIS IS A CHART OF MY LEARNING STYLES
According to Pashler et. al.: The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them.
Here is the chart that shows my learning preferences:
Yo can do your own test at this url: Birmingham Grid for Learning
I think it is important to you know well your learning preferences as you can take advantage of the skills you can use to acquire knowledge.
Although there is no scientific evidence that an individual student learns best if he is taught in an appropriate method matching his learning style, there may be a real difference in the way we receive and process the information.
There are to many theories on learning styles since they became popular in the 1970`s. these theories propose that teachers assess their learners learning preferences and adapt their methodology to best fit each individual student`s learning style.
Susan Greenfield sais that this practice is nonsense from a neuroscientific point of view: ” Humans have evolved to build a picture of the world through our senses working in unison, exploiting the immense interconnectivity that exist in the brain”.
I think that despite the fact that we have no evidence that these theories are accurate the teacher must ever be able of providing his students with a wide variety of activities in order to enrich the learning process. As the same David A. Kolb Professor of Organizational Behavior in the Weather school of Management and the creator of the Learning Style Inventory model said agreeing partly to Pashler: “The paper correctly mentions the practical and ethical problems of sorting people into groups and labeling them. Tracking in education has a bad history.”
As Marilee Sprenger says in Differentiation trough Learning styles and Memory:
- Teachers can be learners, and learners teachers. We are all both.
- Everyone can learn under the right circumstances.
- Learning is fun!, Make it appealing.
So, I think that providing a rich variety of fun and appealing activities would be better to get learners’ attention and to engage them for they to learn and retain the information in a significant way.