FORMAT AND PRESENTATION

FORMAT AND PRESENTATION

1. FORMAT AND OTHER PARTS OF THE CURRICULUM DESIGN PROCESS

   • GUIDELINES FOR DECIDING ON A FORMAT
     • Take account of
       • Environments, needs of the learners, principles of teaching and learning.
         • More successful learning is likely to happen if...
           • Teachers and Learners are aware of
             • Best presentation of activities
             • Kind of learning involvement
             • Signs of successful involvement
             • Useful goals.
     • Points of focus
       • Needs
         • Lacks
           • The Learners should be able to successfully complete the activities
         • wants
           • The activities should take account of what the learners expect to do in a language learning course
         • necessities
           • Activities should be useful to the learners in the future use of language. Know how to ( how to negotiate)
       • Environment
         • situation
           • Easy to carry book,Not expensive, Amount of material in lesson suitable for class length, Suit physical features of classroom.
         • Learners
           • content attractive to learners skills to do the activities Take account of sharing the same language Suitable activities for range of levels activities suiting the size of the class fit learning styles
         • teachers
           • should be able to manage group work able to manage different kinds of activities
       • Principles
         • 1)Motivation 2) Four strands 3) Comprehensible input 4) Fluency 5) Output 6) Deliverate learning 7)Time on task 8)Depth of processing 9)Integrative motivation 10)learning style
           • 1.Motivation
             • Interested and excited about learning the language (Value this learning)
           • 2.Four strands
             • Roughly even balance
               • Meaning - focused input
                 • Learning from listening and speaking, Large quantity of input, Extensive reading program, Reading books in a controled vocabulary, Repeated listening, Interacting with others, Control the speed of the input, Time on task, if reading goal invest time on reading - if Listening goal Invest time on listening.
               • Language - Focus learning
                 • focus on
                   • Efficient way of quickly learning language
                     • Two major effects
                       • Deliberate conscious knowledge of language items
                         • Conscious knowledge
                       • Subconscious implicit knowledge
                         • Contribute
                           • Normal use of language
                   • language features
                     • Pronunciation, spelling word parts, vocabulary, collocations grammatical constructions, discourse features
                       • Involves
                         • activities
                           • Intensive reading, pronunciation practice, guided writing, spelling practice, blank filling activities, sentence completion, sentence combining activities, getting feedback on written work, correction during speaking activities, learning vocabulary from word cards, memorizing collocations, dictation and the explicit study of discourse features
                             • Busy work
                               • Check what busy work is not making an effective contribution to useful learning
                           • COMPREHENSION QUESTIONS
                             • Common activity
                               • fits into
                                 • meaning focused output strand
                                   • understanding messages
                             • focused on reading
                               • involves
                                 • learners answering comprehension questions of
                                   • pronominal questions true / false questions multiple choice questions
                                     • to help
                             • Vocabulary learning is no t the main goal
                               • But can
                                 • Design questions
                                   • to help
                                     • Vocabulary learning
                                       • if
                                         • the question itself includes target vocabulary which is used in a creative and not copy text way
                             • Encourages productive learning of words
                               • if the target vocabulary is used in the answers to pronominal questions
                             • Provide feedback
                               • Involves deep level of mental processing
               • Meaning - Focus output
                 • Learning from speaking and writing Involve learners in conversation, Social focus, Conveying important information, Interactional and transactional language, Focus on message, Not too demanding and plenty of opportunity in such activity.
                   • Learning by input alone is not sufficient
                     • Well balanced course spends time on meaning focused Speaking and writing.
                       • If goal writing, focus on writing.
                         • Activities such as write letters to other students. keeping a diary, writing essays, assignments, writing brief notes to get things done, writing stories and poems, writing descriptions, writing instructions, persuasive writing
                       • If goal is speaking focus on speaking.
                         • Activities such as information gap activities, short stories, conversation while doing a task, problem solution, discussions, role -plays.
               • Fluency development
                 • Involves
                   • Use of what is already known, become fluent with features learned before
                     • Conditions
                       • Easy familiar material, focus on communicating messages, Some pressure to perform at a faster speed, plenty of opportunities for fluency practice.
                       • There needs to be fluency practice in the 4 Skills
                         • listening speaking reading and writing
                           • Listening to stories, interactive activities, listening to lectures on familiar material
                           • Repeated speaking, deliver the same talk several times to different listeners, speaking on familiar topics
                           • Speed reading course control, vocabulary practice 2 or 3 times a week, read the same readings Several times easy graded readers
                           • Writing about previous knowledge, 10 minute writing daily or 3 times a week, write under timed conditions, teacher does not mark errors in writing but comments on the content. record the number of words per minute written
                 • Does not involve
                   • The learning of new language features
           • 3.Comprehensible input
             • Substantial quantities of interesting comprehensible receptive activity in both listening and reading
           • 5.Output
             • learners should be pushed to produce language in both speaking and writing over a range of discourse types
           • 4.Fluency
             • Should provide activities aimed at increasing the fluency with which learners can use the language they already know both receptively and productively
           • 6.Deliberate learning
             • Language focused learning on the sound system spelling vocabulary grammar and discourse areas
           • 7.Time on task
             • As much time as possible should be spent using and focusing on the second language
           • 8.Depth of processing
             • The learners should process the items to be learned deeply and as thoughtfully as possible
           • 10.learning style
             • There should be opportunity for Learners to work with a learning material in ways that most suit their individual learning style
           • 9.Integrative motivation
             • A course should be presented so that the teachers have the most favorable attitudes to the language to users of the language to the teacher´s skill in teaching the language, and to their chance of success in learning the language
   • FOLLOWING A SET FORMAT
     • Consider
       • Enviroment factors
         • Teacher skills
         • Role in the lesson
         • Size
         • TIme constraints
           • Length of time available for each lesson
         • Country where the lesson is taught
     • Divides into three main sections
       • Listening input
         • Usually with meaning focus
       • Meaning- focused output,
         • Mainly speaking
           • Often involving
             • Pair and group work
             • Game-like activity
       • Language- focused learning
         • Taking up points from the listening
     • No set order of activities , no strict limitations
     • Principles at work
       • Comprehensible input as a basis for later activities
       • Language focused learning will contribute to the production of output
       • Has to produce language with a focused on the message
       • Repetition material should be recycled in a lesson
       • Short activities, attractive presentation, using pictures, degree of unpredictability regarding the types of exercises.
       • Learners need to know why they're doing a particular activity
     • BLOCKS AND TREADS
       • Two ways of planning lessons
         • BLOCK
           • Typical block formats
             • Includes
               • lesson looked at earlier in this chapter GUIDELINES FOR DECIDING ON A FORMAT
           • ANOTHER BLOCK FORMAT
             • involves
               • Experience- providing stage
               • Guided - practice stage
               • Fluency development stage
               • little planning
                 • because
                   • Parts are predictable
                   • Later parts build on the previous parts of the lesson
         • THREADS
           • are
             • activities
               • that run through a series of lessons
               • Can be used again and again
                 • Minimal planning, small changes
                   • example
                     • Set up an interview thread that appears in a large number of lessons
                       • the class interviews a different learner from the class
                         • The types of questions remain the same and all the changes is that a different Lerner is interviewed each time
           • Variety of threads
             • has Columns
               • 1. Gives the general learning goal.
               • 2. Name of the activity
               • 3. Describes how the activity changes each time
               • 4. Describes the preparation
               • 5. How the activity is carried out, individually, in pairs or groups, or with the whole class.
     • TECHNIQUES AND ACTIVITIES
       • Divided into four major types,
         • Experience activities
         • Shared activities
         • Guided activities
         • Independent activities
     • TASK AND PRESENTATION
       • Seen as curriculum
         • Designing lessons in set of lessons
           • Summary of the steps
             • 1.Decide on the main teaching techniques and activities.
             • 2.Plan the format of the lessons.
             • 3.Check the format against principles.
             • 4. Write the lessons.
       • Previous chapters
         • Considered task as
           • Units of progression in a syllabuss
             • Arguments presented advocates
               • say
                 • One is different from the other
                   • Selection of content
                   • Presentation of material
             • Can be presented in two ways
               • Task supported syllabus
                 • Likely final stage in
                   • Present-practice- produce unit of work
                     • May focus on language structure that has been presented
                       • Most important principle
                         • Consider
                           • format and presentation
                             • the provision of
                               • Balance of learning opportunities
                                 • Useful limited range of
                                   • Teaching Activities
                                   • learning activities
                                   • Activities
                                     • Having a wide variaty of activities is not as important
                                       • as
                                         • Having a proper balance of activities for learning
                                     • Can be
                                       • Experienced task help
                                         • Close learners previous experience
                                       • Shared task help
                                         • Learn from each other
                                       • Guided task
                                         • The teacher has already done part of the work for the learner in the desin
                                           • Simply complete the sentence - make substitution
                                       • Independent
                                         • The learners work with no asistance or preparation
                                 • Spend equal time on each of four strands
               • Task based syllabus
                 • The task likely to be the unit
                   • Consisting on three phases
                     • Language focus
                     • The task cycle
                     • Pre-task
                     • Considerable variation variety
                     • No need to focus on specific language structure

2. Purpose to

   • Choose the teaching
   • Choose the learning techniques
   • Design lesson plans

3. Format and Presentation Nation & Macalister 2010 Chapter 6