LIVELLI DI ANALISI DEL LINGUAGGIO LIVELLO DI ANALISI

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LIVELLI DI ANALISI DEL LINGUAGGIO • • • LIVELLO DI ANALISI FONETICA LIVELLO DI

LIVELLI DI ANALISI DEL LINGUAGGIO • • • LIVELLO DI ANALISI FONETICA LIVELLO DI ANALISI FONOLOGICA LIVELLO DI ANALISI MORFOLOGICA LIVELLO DI ANALISI MORFOSINTATTICA LIVELLO DI ANALISI SEMANTICO-LESSICALE LIVELLO DI ANALISI SEMANTICO-FRASALE LIVELLO DI ANALISI PRAGMATICA LIVELLO DI ANALISI TESTUALE/DISCORSIVA UNITA’ MINIMA FONI (SUONI) FONEMI SILLABE MORFEMI PAROLE SINTAGMI (FRASI) TRATTI SEMANTICI SIGNIFICATI LESSICALI INTENZIONI COMUNICATIVE PROPOSIZIONI (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.

Traditional view of language • Everybody knows that language is made up of two

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 20 th century – Grammar (=structure) – Vocabulary (=words and phrases) – Pragmatics (=communicative intention)

What is grammar? • We think of grammar as the rules of a language

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

Grammar and language • When you learn your mother tongue (L 1), you start

Grammar and language • When you learn your mother tongue (L 1), 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?

An overview of vocabulary 1) Phonemes 2) Words 3) Collocations: words which go together

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

LISTEN AND MAKE • LISTEN AND MAKE LISTEN AND DO • A more creative

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

SPECIAL OCCASIONS 1) Celebrations and festivals: (a) In your country: Christmas, Valentine’s Day, Mother’s

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

MAKING CARDS • An Easter Card P. 39 – 3 E • A pig

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

EXAMPLES OF ACTIVITIES 1) Listen and color (P. 32) 2) Listen and draw (P.

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)

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

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

WHAT TO DO • Give instructions (what color to use and what to color)

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

2) LISTEN AND DRAW • Aim: get children to listen to some instructions in

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

LANGUAGE FOCUS • Listen and draw: P. 36 – 3 B (phrases describing positions)

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