LIVELLI DI ANALISI DEL LINGUAGGIO LIVELLO DI ANALISIUNITA’ MINIMA LIVELLO DI ANALISI FONETICAFONI (SUONI) LIVELLO DI ANALISI FONOLOGICAFONEMI LIVELLO DI.

Presentazione sul tema: "LIVELLI DI ANALISI DEL LINGUAGGIO LIVELLO DI ANALISIUNITA’ MINIMA LIVELLO DI ANALISI FONETICAFONI (SUONI) LIVELLO DI ANALISI FONOLOGICAFONEMI LIVELLO DI."— Transcript della presentazione:

1 LIVELLI DI ANALISI DEL LINGUAGGIO LIVELLO DI ANALISIUNITA’ MINIMA LIVELLO DI ANALISI FONETICAFONI (SUONI) LIVELLO DI ANALISI FONOLOGICAFONEMI LIVELLO DI ANALISI MORFOFONOLOGICASILLABE LIVELLO DI ANALISI MORFOLOGICAMORFEMI LIVELLO DI ANALISI MORFOSINTATTICAPAROLE LIVELLO DI ANALISI SINTATTICASINTAGMI (FRASI) LIVELLO DI ANALISI SEMANTICO-LESSICALETRATTI SEMANTICI LIVELLO DI ANALISI SEMANTICO-FRASALESIGNIFICATI LESSICALI LIVELLO DI ANALISI PRAGMATICAINTENZIONI COMUNICATIVE LIVELLO DI ANALISI TESTUALE/DISCORSIVAPROPOSIZIONI (TESTI) ORGANIZZAZIONE GERARCHICA DEI LIVELLI DI ANALISI: I VARI LIVELLI SONO ORGANIZZATI IN ORDINE GERARCHICO E CIASCUN LIVELLO E’ COSTITUITO DAGLI ELEMENTI DEL LIVELLO INFERIORE E COSTITUISCE A SUA VOLTA LA BASE PER IL LIVELLO SUPERIORE.

2 Traditional view of language Everybody knows that language is made up of two parts: grammar & vocabulary Also known as syntax & lexis Language = grammar + lexis in context Today we are going to look at a tripartite division of language which follows the linguistic traditions of the 20th century – Grammar (=structure) – Vocabulary (=words and phrases) – Pragmatics (=communicative intention)

3 What is grammar? We think of grammar as the rules of a language Grammar is really nothing more than structure – There are 2 elements of language structure 1. morphology 2. syntax

4 Grammar and language When you learn your mother tongue (L1), you start with vocabulary (single words and chunks) – The grammar emerges slowly when necessary – Caretakers do not usually correct children’s grammar mistakes – only their vocabulary When you learn a foreign language as an adult, you learn grammar and vocabulary together – Do you feel that the grammar is ? Why?

5 An overview of vocabulary 1)Phonemes 2)Words 3)Collocations: words which go together tomake a specific meaning Ex: pay + attention (= prestare attenzione) 1)Phrases

6 LISTEN AND MAKE LISTEN AND MAKE LISTEN AND DO A more creative process Ex: 1)Make models out of modeling clay, plasticine, play-dough, paper or card 2)Make posters to go on wall 3)Make thing for special occasions

7 SPECIAL OCCASIONS 1)Celebrations and festivals: (a)In your country: Christmas, Valentine’s Day, Mother’s Day, Father’s Day, Easter (b)In other countries: Chinese New Year, End of Ramadan (c)In English-speaking countries: St. Patrick’s Day, Thanksgiving Day, Halloween 2) Personal events: birthdays, coming back to school after a holiday

8 MAKING CARDS An Easter Card P. 39 – 3E A pig birthday card: The three little pigs (P. 28)

9 EXAMPLES OF ACTIVITIES 1)Listen and color (P. 32) 2)Listen and draw (P.35) How to prepare them: (P.32) 1)Prepare the topic 2)Collect the things you need (Ex. Colors, crayons, markers, colored pencils, felt tipped pens)

10 1) LISTEN AND COLOR EX.: P. 33 – 3A THE CIRCUS

11 WHAT TO DO Give instructions (what color to use and what to color) Repeat what you say Rephrase things Praise children’s efforts Comment positively on each child’s work

12 2) LISTEN AND DRAW Aim: get children to listen to some instructions in English. Describe a very simple picture of a familiar scene, with objects children know. The children listen and draw while they hear you describe. Go round and comment on their work

13 LANGUAGE FOCUS Listen and draw: P. 36 – 3B (phrases describing positions) Ex. 1 a DRAWING GAMES To work together Ex. Draw the monster (P. 36/37 – 3C)