Estrategias y ejemplo de un plan de clase en el discurso oral y escrito en el enfoque comunicativo bajo el pensamiento critico y liberado

1. UNIVERSIDAD NACIONAL EXPERIMENTAL
“FRANCISCO DE MIRANDA”
ÁREA DE CIENCIAS DE LA EDUCACIÓN
DEPARTAMENTO DE IDIOMAS
APPLIED LINGUISTICS
The oral and written discourse of English as a foreign language
within the Critical Chinking Movement Approach.
M.Sc. MARCO TULIO SOTO LEON

2. Spoken and Written Discourse
Spoken
It typically relies on paralinguistic and nonverbal channels. No one speaks
without showing one's attitude toward the message and the speech activity.
Written
It relies on lexicalization for the establishment of cohesion by choosing words
with just the right connotation and using complex syntactic constructions.
Produce &
Exchange
Discourse can be transmitted through oral means (a conversation, a conference
or a job interview) or by written means (a letter, a book or a newspaper article).
Coherence
A text is said to be coherent if for a certain hearer or reader when he is able to fit
its different elements into a single overall mental representation.
Culture
Difference
Students can become more critically aware of the social structure and ideologies
of a culture or community that produces the discourse.

3. Communicative Functions
Spoken Discourse Written Discourse
The message is captured by the ears. The message is captured by the eye.
There is interaction between the transmitter and receiver. No feedback from the receiver of the message.
Commonly, the message content refers to general topics. Commonly , the content of the message refers to specific topics.
It is momentary, lasts only the instant it is issued. It is durable, it remains in a format (book, magazine, etc..)
It is spontaneous and immediate and can not be deleted. It can be corrected as often as necessary.
The language is informal. The language is formal.
Presence of nonverbal resources: intensity of voice, rhythm,
tone.
Presence of verbal resources: typography, headings and
subheadings, punctuation, paragraph organization.
Use of short, simple sentences. Use of longer and more complex sentences.
It carries brands dialects (geographical, social). It neutralizes dialectal marks.
Delivery emotional information from the issuer. Delivery reference information from the issuer.

4. Modes of organization
DESCRIPTION
Text is organized from
propositions or
statements that list
qualities, properties,
characteristics of
object or phenomenon.
NARRATIVE
Present some facts in a
temporal and casual
sequence. The narrative
can be presented in
different genres of
discourse.
ARGUMENTATIVE
The reasons and
arguments that make
up the text are
designed to provide a
system of values or an
opinion.
EXPLANATION
The explanation is to
raise awareness, do
understand and clarify
a particular issue. Its
purpose is to modify a
state of knowledge.

5. Approaches and Methods Overview - Nunan 1989
Methods Underlying
Approach:
Humanistic
Relevant
Concepts
Role of
Teacher
Role of
Learners
Class Stages or
Sequence
Main Activities
and Materials
Cooperative
Learning
Authors:
Paulsen,
Deborah B.
Kaufman, Hugh
Fuller.
View of L2:
Social,
Affective,
Cognitive
Constructivism
It focuses on
opportunities to
encourage both
individual
flexibility and
affinity to a
learning
community.
He mediates
to foster some
benefits from
the freedom
of individual
learning and
other benefits
from social
collaborative
learning
Learners must
work together
in order to
succeed and
personal
success only
springs from
group success
It meet five
criteria: positive
interdependence,
individual
accountability,
face-to-face
interaction,
appropriate use of
collaborative
skills, and regular
self-assessment of
team functioning.
Tools may include
Virtual Classrooms
(i.e. geographically
distributed
classrooms linked by
audio-visual network
connections), chat,
discussion threads,
application sharing.
Critical
Thinking
Movement
Authors:
Fisher &
Scriven:
Edward M.
Glaser,ul, Dr.
Richard; Elder,
Dr. Linda,
View of L2:
Communicative,
Affective ,
Social
Constructivism
It involves
determining the
meaning and
significance of
what is observed
or expressed, or,
concerning a
given inference
or argument,
determining
whether there is
adequate
justification to
accept the
conclusion as
true.
Teachers
foster critical
thinking
fosters
reflectiveness
in students by
asking
questions that
stimulate
thinking
essential to
the
construction
of knowledge.
All students
must do their
own thinking,
their own
construction of
knowledge.
Learners
construct in
their minds the
basic ideas,
principles, and
theories that
are inherent in
content.
Internalization,
application
It is an active
process. Classroom
instruction,
homework, term
papers, and exams,
therefore, should
emphasize active
intellectual
participation by the
student. The
intellectual skills of
critical (thinking
analysis,
synthesis, reflection)
must be learned by
actually performing
them.

6. Cognitive
Strategies
Oxford´s Strategy Classification System
Practicing
Repeating
Practicing with sounds and writing systems
Recognizing and using formulas and patterns
Recombining
Practicing naturalistically
Receiving and
sending messages
Getting the idea quickly
Using recourses for receiving and sending messages
Analyzing and
reasoning
Reasoning deductively
Analyzing expressions
Analyzing contractively (across languages)
Translating
Transferring
Creating structure
for input and
output
Taking notes
Summarizing
Highlighting

7. Oxford´s Strategy Classification System
Social
Strategies
Asking
questions
Asking for clarification or verification
Asking for correction
Cooperating
with others
Cooperating with others
Cooperating with proficient participants
Empathizing
with others
Developing cultural understanding
Becoming aware of other’s thoughts and feelings

8. Oxford´s Strategy Classification System
Affective
Strategies
Lowering
your
anxiety
Using progressive relaxation, deep breathing, meditation
Using music
Using laughter
Encouraging
yourself
Making positive statements
Taking risks wisely
Rewarding yourself
Taking your
emotional
temperature
Listening to your body
Using checklist
Writing a language learning diary
Discussing your feelings with someone else

9. Importance of ICT in the University
They are procedures that include various techniques, operations, specific activities
that pursue a specific purpose such as learning and academic problems solution.
These allow and enable students to develop their own knowledge. They are tools
learned in social-cultural contexts of interaction with someone who knows more.
Learning Strategies -
L2 - ICT
Suarez & Cebrián
Transmission of knowledge is one of the fundamental pillars of academic institutions,
then the technological apparatus significantly contribute to the development of
learning and, therefore, the importance of ICT cooperation with university academic
progress.
This transmission in terms of learning strategies empower learners with this
technological platform and foreign languages and the social-cultural context implied.
Importance of ICT in the university, among which it is worth noting the
following:
-Expand access to education.
-Improve the quality of learning.
-Improve the relationship between costs and effectiveness of teaching.
-Allow adaptation to a working world where technologies are used.
Learning Strategies
Oxford, Suarez &
Cebrián
Suarez & Cebrián

10. Language Learning by means of ICT
Learning supported by ICT in virtual
environments is gaining popularity.
ICT provides dynamic media presentations
and online self-assessment tools.
Educational settings supported by ICT is
fruitful in knowledge construction.
This technological approach on L2 is
defined as CALL
Computer Assisted Language Learning: it is used as an
aid to presentation, reinforcement and assessment, of
material (combination of text, images, sound and ideas).

11. LESSON OUTLINE
Level: Intermediate. Time: 90 minutes.
Topic: A lost Society.
Aim: To develop students' ability to identify what type of text it is
(Description) and to take information from it and construct their own
opinions about it.
Communicative function: To discuss one´s opinions and arguments about
a topic (Critical Thinking & Cooperative Learning).
Material and resource:
a) Strips of paper for ice break activity,
b) board and marker and
c) photocopied material.

12. LESSON OUTLINE
PREINSTRUCTIONAL STAGE
Enunciation of the objectives of the lesson and subject to be studied.
Ice break activity. I will have students work in groups of 3 or 4. Several strips of
paper are given to the students in order to put the parts into the correct order to
form a whole text. (Groups competition).
I will do some quick feedback to make sure they have the correct order and ask
them how they know the order.
Then, I will hand out the photocopies containing the activities.

15. LESSON OUTLINE
COINSTRUCTIONAL STAGE
Task 1. Deducing meaning of words.
I will have students read the whole text again and share their ideas about this
ethnical society, even if any body has ever been to that place.
I will ask students to write in the worksheet the words in bold in the text that
match the definitions.
Correction of task 1 (Students and teacher).
Task 2. Deducing syllable stress.
I will have students read out the vocabulary words and ask students to decide
how many syllables each word has and which syllable is stressed.
Correction of task 2 (Students and teacher).

18. LESSON OUTLINE
Task 3. Order of Description.
 I will ask students to skim the reading and put the facts under the correct
heading in the table.
Correction of task 3 (Students and teacher).
POSTINSTRUCTIONAL STAGE
Task 4. Stimulating Thinking / Written and Oral Production.
In this activity I will stress that there is no correct / incorrect answer. They
should complete the sentences according to their own opinion.
After the groups of students have completed the sentences they should
compare and discuss with the whole class.

21. CONCLUSION
People use the language for communicating through coherent and
cohesive stretches of language. As people can communicate through the
spoken and written means, there are spoken and written discourses that
reveal a social, affective, psychological communicative event.
Discourses may develop different features. In other words, they normally
use more than a couple of words and sentences; they produce longer
stretches of language arranged into a single overall mental representation.
These chunks of language are connected in a logical way transmitting a
specific message. This process is called discourse, and its linguistic
product is called text whose analysis comes from humanistic principles
within the liberating thought headed by our nations .

22. BIBLIOGRAPHICAL REFERENCES
Calsamiglia, Helena y Amparo Tusón. (2002) . Las Cosas del Decir. Manual de
Análisis del Discurso. Barcelona, Ariel. Available at:
http://www.postgradolinguistica.ucv.cl/dev/documentos/49,751,las%20cosas%20de
l%20decir%201.pdf. Consulted on March 4th 2013.
Delmastro, A. L. 2007. Consideraciones para el desarrollo de la lectura en lengua
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Hallberg, David. 2010. Socioculture and Cognitivist Perspectives on Language and
Communication Barriers in Learning. (comp.), International Journal of Human and
Social Sciences P. 533-542.

23. BIBLIOGRAPHICAL REFERENCES
Suarez, Enrique y Manuel Cebrián. 2008 “Estrategias para desarrollar las actividades
académicas con el empleo de las Tecnologías de Información y Comunicación” Revista
Synergies . No. 4 P. 171-189. Universidad del Zulia.
Oxford, Rebecca. 1990. Oxford’s strategy classification system. (comp.), Brown H.D.
2000 Principles of language learning and teaching. P. 132-133. New York Longman Inc.
Tannen, Deborah. 1983. Oral and Literate Strategies in Spoken and Written Discourse.
(comp.), Literacy for life: The demand for reading and writing. P: 79-96. The modern
language Association. New York. Available at:
http://www9.georgetown.edu/faculty/tannend/pdfs/Oral_and_literate_strategies_in_sp
oken_and_written_narratives.pdf. Consulted on March 7th 2013.