Mapa mental

FORMAT AND PRESENTATION

León Aranzazu Espanhol

Conteúdo do mapa

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
Purpose to
- Choose the teaching
- Choose the learning techniques
- Design lesson plans
Format and Presentation Nation & Macalister 2010 Chapter 6

Informações

Descrição: Mapa Mental sobre FORMAT AND PRESENTATION, criado por León Aranzazu em 08-09-2017.
Criado por: León Aranzazu
Visualizações: 5
Avaliação

FORMAT AND PRESENTATION

Conteúdo do mapa

Informações

Fale Conosco

O que você acha do novo visual?