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APROXIMACIN,
MADURACIN Y PERFECCIONAMIENTO DEL PROCESO
LECTOESCRITOR.
LA COMPRENSIN
LECTORA :
TCNICAS DE COMPRENSIN GLOBAL Y ESPECFICA DE
TEXTOS.
LA
EXPRESIN
ESCRITA
:
DE
LA
INTERPRETACIN A LA PRODUCCIN DE TEXTOS.
Introduction
The written foreign language: aproximation, maturation, and
improvement
The reading comprehension
The written expression
Conclusion
difficulty, they may be more long extended and, in some occasions, without
pictures.
When finishing these readings, a simple comment will help
understand and place the text. Well elaborate in class a summary, we can
divide the text in parts with subtitles, the students can answer questions and
they can explain their personal opinions about the central idea.
On the other hand, we can use complementary readings. The
additional text will consist on a reading already chosen by the student,
although we can provide him with comics, series of cartoons, magazines,
etc.
The traditional tales and the easy poems are a good source of reading
materials.
Now that the possibilities of the students reading-writing are better, it
is advisable the use of the dictionary, the preparation of their own
vocabulary and the elaboration of his own notebook where he can register
in alphabetical order.
In relation to reading comprehension we have to bear in mind that
the reading capacity of the students from Primary Education, starts to
acquire a more systematic characteristic. Its convenient the student gets
used to extensive and intensive reading.
For the intensive reading, the student will work with short texts, from
which he will understand basically all the words (labels, advertisements,
letters from friends, etc.).
In the extensive reading, the student will make the effort to
understand the messages although he may not known the meaning of some
words. In this case, he can ask for the teachers help, other classmates,
basic bilingual dictionaries and other communication strategies (inference
by the context, similarity with the mother tongue...).
On the other hand, the institutional or public writings that are found
in daily life: commercial letters, biographies, posters, songs, puzzles,
crosswords, games, compositions, etc.
The preparatory techniques are related to the development of reading
comprehension. We may emphasize the inference technique of the meaning
of a word in the context, or the ones guessing the meaning of unknown
words and the meanings implicit in the text, and the techniques of
predicting the content of a text from the knowledge of one of its parts.
In the first place, the students are provided with a text where there
are a key word missing. We ask them to pay attention to the context
surrounding this word (vocabulary, structures, idioms, etc.) to infer the
meaning. In pairs or small group, the students try to guess which word it is.
Other technique is the linguistic reflection, which help the student
to perceive specific aspects from the text.
Later, the students can write letters to the students from another class
or formal letter to travel agencies. The next activity is based on
braimstorming and helps the student to remember and learn the
vocabulary necessary to develop a subject.
The students are asked to say the words they can think about a topic
and later they will write a composition using the vocabulary noted down.
After the preparatory techniques, we suggest techniques to help
students to develop their written expression, so the task they carry out will
be attractive and easy. These will vary from the very controlled to the free
writing. In most of the activities the student is encouraged to write his own
communicative text with his experiences, interests, feelings, etc to a
possible reader.
We can work out activities following a model where we can present
an illustrative drawing as orientation and stimulus, transferring information
activities as elaboration of questionaires, activities from a situation and