Concepto De Numero En 3 De Preescolar

Teaching Listening
Listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening, and students may receive as much as 90% of their in-school information through listening to instructors and to one another. Often, however, language learners do not recognize the level of effort that goes into developinglistening ability.
Far from passively receiving and recording aural input, listeners actively involve themselves in the interpretation of what they hear, bringing their own background knowledge and linguistic knowledge to bear on the information contained in the aural text. Not all listening is the same; casual greetings, for example, require a different sort of listening capability than do academiclectures. Language learning requires intentional listening that employs strategies for identifying sounds and making meaning from them.
Listening involves a sender (a person, radio, television), a message, and a receiver (the listener). Listeners often must process messages as they come, even if they are still processing what they have just heard, without backtracking or looking ahead. Inaddition, listeners must cope with the sender's choice of vocabulary, structure, and rate of delivery. The complexity of the listening process is magnified in second language contexts, where the receiver also has incomplete control of the language.
Given the importance of listening in language learning and teaching, it is essential for language teachers to help their students become effectivelisteners. In the communicative approach to language teaching, this means modeling listening strategies and providing listening practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom.

Teaching Speaking
Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as theability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of knowledge:
* Mechanics (pronunciation, grammar, andvocabulary): Using the right words in the right order with the correct pronunciation
* Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
* Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relativeroles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability toproduce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.

Teaching Reading
Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosenfrom literary texts that represent "higher" forms of culture.
This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of...