UNIVESIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

LESSON PLANNING AND OBSERVATION

NATIONAL CURRICULUM GUIDELINE

VOCABULARY

NAME: TANGUIL CHILES JUAN MIGUEL

LINGUA FRANCA /ˈLɪŋgwə/ /ˈfræŋkə/

• A language that is used for communication or share ideas and point of view among different groups of origin, each speaking a different language.

EXAMPLE: We use a lingua franca when we want to interact with a foreign person.

FUNCTIONS /ˈfʌŋkʃənz /

• It refers to the purposes in which we use language to communicate. We use language for a variety of formal and informal purposes.

EXAMPLE: It appears when we have to compare and contrast something.

INDEPENDENT USERS OF ENGLISH/ɪndɪˈpɛndənt/ /ˈjuzərz/ /əv/ /ˈɪŋglɪʃ/

• People who already master English language and use it in almost nature way.

EXAMPLE: When teacher makes a debate in the classroom and all the students must manage it in a fluent way.

COMMUNICATE EFFECTIVELY

• A process on which people can express their feelings or thoughts in a abstract way.

EXAMPLE: In a lecture.

REAL TIME

• The time which is used for the teacher and students to interact and use the target language in the classroom.

EXAMPLE: The hours that students receive English lesson in a high school.

LIGHTBOWN & SPADA

• Is a method that define what are the students’ skills needed at a specific level.

EXAMPLE: It is taken through diagnostic quizzes.

COMPONENTS

• Is intended to be included as a part of a finished, packaged, and labeled item and are activated through the development of the four language skills (listening, speaking, reading, and writing)

EXAMPLE: linguistic, sociolinguistic, and pragmatic

COMMUNICATIVE LANGUAGE COMPETENCE/kəmˈjunəkətɪv/ /ˈlæŋgwəʤ/ /ˈkɑmpətɪns/

• It is feasible, appropriate, or done in a particular speech community.

EXAMPLE: A group of people in a city

LINGUISTIC COMPETENCE/lɪŋˈgwɪstɪk/ /ˈkɑmpətɪns/ 

• It Includes lexical, phonological, syntactical knowledge and skills and other dimensions of language as a system.

EXAMPLE:Vocabulary, pronunciation, and grammar.

SOCIOLINGUISTIC COMPETENCE/səʊsiəʊlɪŋˈɡwɪstɪk/ /ˈkɑmpətɪns/ 

• It refers to the sociocultural conditions of language use and the ability to interpret the social meaning of the choice of linguistic varieties.

EXAMPLE Rules of politeness, norms governing relations between generations, sexes, classes, and social groups.

PRAGMATIC COMPETENCE/prægˈmætɪk//ˈkɑmpətɪns/ 

• Concerned with the correct use of linguistic resources in a contextually appropriate fashion.

EXAPLE: I am so sorry.

EXPONENTS/ɪkˈspoʊnənts/

• Language items needed for functions or speech acts such as identifying, describing, inviting, offering, etc.

EXAMPLE: Would you like a piece of cake?

NEUTRAL REGISTER/ˈnutrəl//ˈrɛʤɪstər/

• It refers to language that is neither too formal nor too informal and is more generally applicable in a variety of situations.

EXAMPLE: Can you help me with this, please?

INFORMATIONAL TEXTS/ɪnfərˈmeɪʃənəl/ /tɛksts/

• It means to convey information about something rather than to tell or advance a narrative. They are characterized by the following features: their primary purpose is to convey factual information about the natural and social world, they typically address whole classes of things in a timeless way and they come in many different formats.

EXAMPLE: Newspaper.

TRANSACTIONAL TEXTS/trænˈzækʃənəl/ /tɛksts/

• Texts that are using for communication of ideas and information among people.

EXAMPLE: When a person shares some ideas with his or her friend through messages or something like that.

EXPOSITORY TEXTS/ɪkˈspɑː.zə.tɔːr.i/ /tɛksts/

• Are the ones which that have a specific function that is inform, describe or explain something.

EXAMPLE: The biography of a famous person like Thomas Edison.

PERSONAL DOMAIN /ˈpɜrsənəl/ /doʊˈmeɪn/

• It comprises family relations and individual social practices.

EXAMPLE: the creation of a personal website. So you have no more excuses not to have one.

EDUCATIONAL DOMAIN/ˌɛʤjuˈkeɪʃənəl/  /doʊˈmeɪn/

• is concerned with the learning context where the aim is to acquire specific knowledge or skills.

EXAMPLE: Students should know a long list of verbs (regular and irregular) with the respective conjugations.

PUBLIC DOMAIN/ˈpʌblɪk/ /doʊˈmeɪn/

• It refers to everything connected with ordinary social interaction.

EXAPLE: Cultural and leisure activities of public nature

PERSONAL BACKGROUND/ˈpɜrsənəl/ /ˈbækˌgraʊnd/ 

• It Includes personal identification; house, home, and environment; daily life; free time and entertainment; and relations with other people (Trim, 2009).

EXAMPLE: A simple conversation among two old friends.

EDUCATIONAL BACKGROUND/ˌɛʤjuˈkeɪʃənəl/ /ˈbækˌgraʊnd/ 

• It refers issues related to school and instruction.

EXAMPLE: Classroom equipment

SOCIAL BACKGROUND/ˈsoʊʃəl/ /ˈbækˌgraʊnd/

• It Includes public entertainment, travel, health and body care, shopping, food and drink, and services

EXAMPLES: When a person goes to the restaurant and order something to eat.

BACKTRACKING/ˈbækˌtrækɪŋ/ 

• Returning to a previous point or subject, as in a discussion or lecture.

EXAMPLE: Is a discussion of a important problem.

REPAIR/rɪˈpɛr/ 

• A term for ways in which errors, unintended forms, or misunderstandings are corrected by speakers or others during conversation.

EXAMPLE: When we pronounce in wrong way any word our teacher or friends correct our mistake.

DISPLAY QUESTION/dɪˈspleɪ/ /ˈkwɛʃən/

• Is a question which is not a real question but which serves to elicit language practice.

EXAMPLE: Is this a car? Yes, it’s a car.

REFERENTIAL QUESTIONS/ref.əˈren.ʃəl/ /ˈkwɛsʧənz/ 

• Is a question which asks for information which is not known to the teacher.

EXAMPLE: What is your nikename?

PROCEDURAL TEXTS/prəˈsiːdʒʊrəl/ /tɛksts/

• A genre of writing that explains the instructions or directions to complete a task with text types that include recipes and ‘how to’ instructions.

EXAMPLE: A composition that describes the basic steps for completing a task in a specific field.

 NARRATIVE TEXTS/ˈnærətɪv/ /tɛksts/

• Is a genre of writing that entertains or tells a story with text types that include personal narratives.

EXAMPLE: Stories that our grandparents told us when we were children.

VOCATIONAL DOMAIN/voʊˈkeɪʃənəl/ /doʊˈmeɪn/

• Also called “occupational domain”, it embraces everything concerned with people’s activities and relations in the exercise of their occupations.

EXAMPLE: The different kind of professions that each person has.

REALISTIC FICTION/riəˈlɪstɪk/ /ˈfɪkʃən/

• Stories based on characters, settings, problems, events, and solutions that could happen in real life.

EXAMPLE: Some movies that could happen in the real life.

PERSUASIVE TEXTS/pərˈsweɪsɪv/ /tɛksts/

• Is a genre of writing that attempts to convince readers to embrace a particular point of view.

EXAMPLE: Brand of chips is the crispiest, crunchiest and most delicious brand of chips you will ever taste. Buy a bag today. 

CIRCUMLOCUTIONS/sɜːkəmləˈkjuː.ʃən/

• Is an indirect way of expressing something.

EXAMPLE: As a politician, the senator had no problem using circumlocution to make his responses sound honest.

SALIENT POLITENESS CONVENTIONS/ˈseɪliənt/ /pəˈlaɪtnəs/ /kənˈvɛnʃənz/

• Particularly those affecting everyday life, living conditions, interpersonal relations, and major values and attitudes.

EXAMPLE: Please refer to the corresponding Curriculum Specifications document.

PERSUASIVE ESSAYS/pərˈsweɪsɪv/ /ˈɛˌseɪz/

• It tries to convince others to agree with our facts, share our values, accept our argument or conclusions and adopt our way of thinking.

EXAMPLE: When we write an essay to convince a specific group of people.

DEAD ENDS/dɛd/ /ɛndz/ 

• Is a situation in which no progress can be made or no advancement is possible.

EXAMPLE: Reached an impasse on the negotiations