Listening, speaking, reading and wrtiting (II)

READING

Reading is one of the four basic skills needed to gain competence in mastering a language. It is a written receptive skill. To achieve full comprehension, it is necessary interaction between  the information given and the reader's expectations. 

1. Reasons for reading and text selection

The ability to read effectively is fundamental for survival in our western society. Whenever we read, we have a specific purpose in mind. Sometimes, we read simply to get the gist of th text or to locate a concrete piece of information.

Reasons for reading	Text selection
·         To get information or search for information	·         Travel brochures ·         Train timetable ·         Bus schedule ·         Public signs ·         Weather forecast ·         Menus ·         Internet: web sites.
·         To satisfy to curiosity about a topic	·         Magazine articles ·         Newspaper editorials ·         Advertisements ·         Internet
·         To follow instructions	·         To know how to use a game ·         Recipes ·         Maps
·         To keep in touch	·         Postcards ·         Letters ·         Notes ·         Messages ·         Invitations ·         Emails
·         To find out when and where	·         Announcements ·         Programmes

Text shoul be adapted to the learner's cognitive development. Texts should cover a wide variety of topic in order to reflect the diversity of interests present in the classroom. Text should enhance motivation and promote self-esteem. They should reflect situations where the learner can activate his/her schemata and enrich the interpretation and should introduce some of the most important cultural references of the target language. The selecte text should be the result of a needs analysis.

Types of knowledge	Text selection
Sytantic knowledge	-          Position or articles -          Position of auxiliary verbs -          Position of adjectives and adverbs.
Morphological knowledge	-          Word formation (affixation compounding) -          Cohesive devices
General knowledge	-          Background knowledge
Sociocultural knowledge	-          Cultural references
Topic knowledge	-          Previous ideas related to the content
Genre knowledge	-          Science fantasy novel -          Tale -          Poems.

The Organic Law for the Improvement of Quality of Education. The curriculum of primary education

The methodology should be communicative, active, participative and collaborative.

•        LOMCE-LOE

LOMCE is not a law itself, but a modification of the previous one, so the basic document is the LOE, so it introduces new aspects and some others have been removed.

LOMCE do change what LOE states.

The curriculum is Ceuta doesn’t introduce objectives, but for instance in Andalucía does introduce them.

•       OBJECTIVES

a.      To reduce variations in requirements and demands within education systems throughout the country.

b.      To lower the drop-out rates in compulsory educational levels (pupils under the age of 16).

c.       To improve levels of achievements in Compulsory Secondary Education.

d.      To establish a clear system of profess indicators according to education objectives.

e.      To increase the autonomy of schools.

f.        To generalize and spread the use of ICT within education.

g.      To improve foreign languages learning.

h.      To promote and update vocation training studies. 

•        KEY COMPETENCES

The nomenclature and definition of Key competences in the LOMCE is based on a European Commission document on 21^st century competences. There are seven competences defined by the LOMCE. These focus on preparing children for the future, developing skills and attitudes that will help them to enjoy a good quality of life and to successfully interact with others in the contexts they are likely to encounter in their daily lives.

1.      Linguistic competence

2.      Mathematical competence and basic competences in science and technology

3.      Digital competence

4.      Learning to learn

5.      Social and civic competences

6.      Initiative and entrepreneurship

7.      Cultural awareness and expression

•          SUBJECTS

     Within the LOMCE subjects are classified in three ways:

1.          Obligatory core subjects

a.      These are the same for pupils throughout the country, so they should take up at least 50% of the school timetable.

                                                              i.      Natural Sciences

                                                            ii.      Social Sciences

                                                          iii.      Spanish Language and literature

                                                           iv.      Mathematics

                                                             v.      First Foreign Language

2.          Obligatory specific subjects:

a.      Physical education and (religion or social and civic values).

b.      At least one of the following.

                                                              i.      Artistic Education

                                                            ii.      Second Foreign Language

                                                          iii.      Religion

                                                           iv.      Social and Civic values

      Elective subjects dependent on the Autonomous Community or School: these subjects are designed by each of the Autonomous Community.

•          ASSESSMENTS

   3^rd Primary, this is a diagnostic evaluation to detect difficulties and implement improvement measures. Each Autonomous Community carries these out and there are no academic repercussions.

    6^th Primary, this is an external exam, the same for all students across the country. The Government will develop and design the evaluation criteria and characteristics for these tests. Competences are measured: what the students knows and what the student knows how to do. The result will be informative and orientative for Secondary Education.

• ICT

The LOMCE emphasizes the importance of digital literacy and the appropriate use of technology to assist learning and build children’s confidence with technology and a to allow teachers to create a tailored digital solution to suit their pupils’ needs and their teaching context.

• FOREIGN LANGUAGES

Command of a second language, or even a third foreign language is a priority in Education as a consequence of the process of globalization. Nevertheless, there are still shortcomings in our educational system.

The promotion of plurilingualism is an objective that cannot be given up in the construction of a European Project.

The law definitely supports plurilingualism, so that students can express themselves fluently at least in one foreign language. 

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