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English course planning

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Which elements an English course has to include

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English course planning

  1. 1. SYLLABUS DESIGN FOR XXI CENTURY STUDENTS TEACHING EFL - MONTSE IRUN Montse Irun mirun@dal.udl.cat
  2. 2. PLANNING  Planning is taking decisions in the team to achieve some objectives, carrying them out, assessing them and taking new decisions to reinforce what worked and to improve what did not work. TEACHING EFL - MÀSTER SECUNDÀRIA
  3. 3. TEACHING EFL - MÀSTER SECUNDÀRIA
  4. 4. 1. CONTEXT: School / learners / subject characteristics 2. KEY COMPETENCES 3. ENGLISH COMPETENCES 4. CONTENTS 5. METHODOLOGY 5. DIVERSITY 6. ASSESSMENT CRITERIA AND PROCEDURES 7. LEARNING UNITS TEACHING EFL - MÀSTER SECUNDÀRIA Decret 143/2015 (ESO) Theoretical justification which states the educational intentions and their aims ENGLISH SYLLABUS
  5. 5. INTRODUCTION TEACHING EFL - MÀSTER SECUNDÀRIA
  6. 6. INTRODUCTION  Contextualization: describe the type of school, learners, etc.  Level: choose the level and explain  Rationale: Explain why it is important to learn English at that level. Follow the ideas from the introduction to the laws.  Organization of the document
  7. 7. INTRODUCTION: KEY IDEAS  Language European Common Framework  Reasons for learning: Interaction with others. Personal development (cognitive skills development)  Communicative competence  Interculturality and plurilingualism  School Linguistic Project
  8. 8. COMPETENCES TEACHING EFL - MÀSTER SECUNDÀRIA
  9. 9. CONTRIBUTION TO KEY COMPETENCES  Name Key competences.  Explain how they are dealt with TEACHING EFL - MÀSTER SECUNDÀRIA
  10. 10. ENGLISH COMPETENCES Dimensió comunicació oral Dimensió comprensió lectora Dimensió expressió escrita Dimensió literària 1 2 3 4 5 6 7 8 9 10 11 TEACHING EFL - MÀSTER SECUNDÀRIA
  11. 11. LITERATURE DIMENSION (EXAMPLE)  The aim of this competence is to make students aware of the importance that reading literature has if we want to broaden our cultural background.To this aim this syllabus includes the reading an adapted reader on one of the classic novelists in the English literature in the second term and the design and exhibition of a comic in the third term.
  12. 12. CONTENTS TEACHING EFL - MÀSTER SECUNDÀRIA
  13. 13. CONTENTS  Contents are a set of knowledge: facts, abilities, strategies, attitudes, etc. around which the activities are organized. Learners learn by working on the contents.  They are stated with a noun TEACHING EFL - MÀSTER SECUNDÀRIA
  14. 14. ENGLISH DIMENSIONS  Attitudinal and plurilingual dimension  Oral Communication  Reading comprehension  Written Expression  Literature dimension
  15. 15. METHODOLOGY TEACHING EFL - MÀSTER SECUNDÀRIA
  16. 16. METHODOLOGY  Criteria and decisions that organize the teaching-learning process.  Methodology: socioconstructivism  Aspects to include:  Dealing with diversity  Groupings  ICT TEACHING EFL - MÀSTER SECUNDÀRIA
  17. 17. GENERAL PRINCIPLES  Start from the learners’ developmental level: cognitive competence level. Previous knowledge  Build on meaningful / experiential learning: positive attitude to learn meaningfully, apply knowledge  Enable learners to learn autonomously: learn to learn, planning and compensation strategies TEACHING EFL - MÀSTER SECUNDÀRIA
  18. 18. GENERAL PRINCIPLES  Modify the schemata that learners have: break the balance  Enhance learners’ interaction: zone of proximal development, cooperative learning, peer teaching, problem solving activities  Global approach: from the learners’ interest TEACHING EFL - MÀSTER SECUNDÀRIA
  19. 19. GROUPINGS  Lockstep: debates, coming to a solution  Small group / pair work: cooperative work, training in problem solving activities, sharing opinions, learners can adapt timing, individual needs. Difficult to assess individual work, not advisable for activities with a high level of concentration. Good for communicative language teaching.  Individual work: teachers can get to know learners very well, systematize learning, no social abilities TEACHING EFL - MÀSTER SECUNDÀRIA
  20. 20. RESOURCES  Means to attain the objectives  Types:  Models: flashcards, visuals, etc.  Audiovisual: videos, films, DVDs  Computers: online resources  Printed: students’ book and teacher’s guide, resource books for teachers, curricular materials, worksheets, magazines TEACHING EFL - MÀSTER SECUNDÀRIA
  21. 21. RESOURCES  Criteria:  Practicalities: availability  Didactic: objectives, contents, activities, methodology  Psychological: motivating, meaningful learning, interaction TEACHING EFL - MÀSTER SECUNDÀRIA
  22. 22. DIVERSITY STRATEGIES  Variation  Interest  Students collaboration: co- operative learning, group work  Sharing responsibilities  Individualization: self access  Personalization: here and now, type of learner TEACHING EFL - MÀSTER SECUNDÀRIA
  23. 23. STRATEGIES FOR ACTIVITIES THAT DEAL WITH DIVERSITY  Compulsory plus optional  Open ended activities  One text, many levels  Enabling the attainment of objectives at several cognitive levels.  Extra work for earlier finishers and remedial work. TEACHING EFL - MÀSTER SECUNDÀRIA
  24. 24. ASSESSMENT TEACHING EFL - MÀSTER SECUNDÀRIA
  25. 25. ASSESSMENT CRITERIA AND INSTRUMENTS  Stated with an infinitive  Mention the ones dealt with and explain when.  List instruments  Self and co assessment  Resitting TEACHING EFL - MÀSTER SECUNDÀRIA
  26. 26. LEARNING UNITS TEACHING EFL - MÀSTER SECUNDÀRIA
  27. 27. TEACHING EFL - MÀSTER SECUNDÀRIA
  28. 28. TEACHING EFL - MÀSTER SECUNDÀRIA

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