1 / 28

The Three Modes of Communication

The Three Modes of Communication. The Three Modes:. Modes of Communication recognized by New Jersey and national standards:. Interpretive. Interpersonal. Presentational. Interpretive. “ one way ” reading or listening

adamdaniel
Download Presentation

The Three Modes of Communication

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Three Modes of Communication

  2. The Three Modes: Modes of Communication recognized by New Jersey and national standards: • Interpretive • Interpersonal • Presentational

  3. Interpretive • “one way” reading or listening • Interpretation of authentic language sources, e.g. texts, movies, radio, conversation, speeches, etc. • Multiple ways of comprehension • Implies ability to read and listen for literal and inferential meaning

  4. Interpersonal • “two way” interactive communication • listening – speaking • listening-writing • reading -speaking • reading - writing

  5. Listening-speaking • Games • Songs, Rhymes and Finger Plays • Props and concrete materials • Dialogues • Role play

  6. La escuela

  7. Santa Marta -Colombia

  8. Carlos Vives

  9. Carol = Carola > Carolita > Carito • “Miss” = profesora de inglés • Habla inglés, español, francés, etc. • Ojos bonitos • ¡Qué bonito!

  10. Carito (Carlos Vives 1998) • Y recuerdo en mi memoriaaquellos tiempos de Caritoella era una miss de ________ Boston Nueva York Seattle que daba clase en la escuelale gustaba el __________ español francés inglés y aunque lo hablaba __________ mucho poquito nada tenía esos ojos bonitosque hablaban muy bien por ella

  11. Carito me habla en ____________ español inglés francés qué bonita se le ve Carito me habla en ______________ español inglés francés que me dice yo _____________ sí sé no sé

  12. ¿Qué hablas? • Estudiante A: ¿Qué hablas? • Estudiante B: inglés, francés, chino, alemán, japonés, corano, etc.

  13. Encuesta en la clase (Survey)

  14. Reading/listening-speaking-writing • Preview the context/topic by activating background knowledge and contextual clues • Use visuals to present the main ideas/context • Help students to anticipate/comprehend new vocabulary by conducting a Total Physical Response (TPR) activity to acquire new words • Help students to establish a purpose for listening/reading/viewing • Use skimming (get the gist) and scanning (seek specific information)

  15. La tierra y el agua

  16. Tierra • Agua salada (océanos) • Agua dulce (ríos) • Tres cuartas partes = ¾ • Casquetes polares = Polo Sur y Polo Norte

  17. El agua es un recurso natural escaso. El agua cubre aproximadamente las tres cuartas partes de la superficie terrestre, pero el problema es que sólo el 3% es agua dulce y, además, la mayor parte es agua helada en los casquetes polares. El agua dulce disponible para ser utilizada por los seres humanos representa sólo el 0.6% del agua existente en el planeta.

  18. Possible Activities: • matching visuals, following a map or diagram, drawing a sketch to show comprehension • graphic fill-ins: completing a form, diagram, or other graphic material while exploring the text • matching main ideas to parts of the text • selecting main ideas from a list of possibilities • checking off specific ideas found in a text from a list of possibilities • matching titles to sections of the text

  19. % de agua en el planeta tierra

  20. ¿Cuánta agua usas? • Estudiante A: ¿Cuánta agua usan en tu casa /hogar (household)? Para bañarse = 0-5 galones / ? litros 6-10 galones/ ? litros + de 10 galones/ ? litros Para lavar la ropa = 0-5 galones/ ? litros 6-10 galones/ ? litros + de 10 galones/ ? litros Estudiante B: Para bañarnos/ bañarme usamos/uso_________ Para lavar la ropa usamos/uso______________

  21. Encuesta • Para bañarse_______hogares usan • ________ galones

  22. Presentational • “one to many” communication • Giving presentations, audio broadcasts, writing for publication, etc • Focus on clear transmission of message

  23. Using the Modes in Assessment I. Interpretive CommunicationStudents listen to or read an authentic text (e.g., newspaper article, radio broadcast, etc.) and answer information as well as interpretive questions to assess comprehension. Teacher provides students with feedback on comprehension/understanding. III. Presentational CommunicationStudents engage in presentational communication by sharing their research/ideas/opinions. Sample presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, essays, websites, etc. II. Interpersonal Communication After receiving feedback regarding the Interpretive Phase, students are engaged in realistic interpersonal oral communication about a particular topic for a specific purpose. This phase could be either audio- or videotaped.

  24. Create an activity that reinforces interpersonal communication (the ability to describe) using this image.

  25. Create an interpersonal activity based on this text

  26. Create an interpersonal activity using this picture

More Related