Teachers and learners negotiation of a school syllabus for EFL
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(2) -. Understand the importance of learning a second language, along with the importance of knowing what it may express of a culture; by having a role play conversation addressing information they already collected. Compare, evaluate and analyze different situations we as humans may face in our lives, someone’s death, disappointment, happiness for a new job, family member, departure, etc. This will be done within different discussion sessions that may take place in the classroom, with the assist of the teacher and others that may be there to help.. III. Format and Procedures: This course has a two-day schedule per week, each of them of two hours. Since the lesson plan, to the behavioral rules and the evaluation test were discussed and agree with the students, as they are an important part of the class, during the first two sessions of the year the students and the teacher gather to know and understand the topics for the year, the goals to achieve and to create the activities that may be use to do it. It is important for students to give everything they have in participation and respect, as they know, they will help to create the classes, so it is also their work and ideas the ones that will be implemented in the classes. There will be lectures during the year, all of them selected by the students and the teacher, discussion group meetings to improve their speaking skills along with their ability to provide proposals and ideas with a clear argument; there will be also, role plays, presentations, games, karaoke activities, all of them previously check and approve with the students and teacher. IV. General and specific objectives: - To generate language competences in relation to the academic and working requirements the contemporary world ask. - To create a culture understanding and respect by learning new languages, in this case English. - To understand and use the structures that define the communication process in a second language. - To get the students to observe, manipulate, and comprehend the codes within a second language as a connection to develop and enhance their communicative skills in the mother language. - To comprehend the importance of communicating in a proper way with the people surrounding them. - To raise the awareness of the ethical, social, economic and environmental implications that communication has, specially using a language as worldwide known as English.. 2.
(3) V. My Assumptions My assumptions with this syllabus are that it will explode all students’ potential, not only because of the topics assigned on it, but because students were the ones that help to set up the development of the topics. They will create and stablish the activities, along with the reading that they themselves will search for, all base on their likes. I also expect students’ full participation and motivation as they will prepare and handle the activities. VI. Course Requirements: This course’s requirements are based on the topics already taught in the previous year (tenth grade), along with the correct use of verb to be, pronouns, a considerable knowledge of verbs, along with their conjugation. They also need to understand singular and plural differences and correct use of the adjectives, meaning they know the structure of a based sentence. 1. Class attendance and participation policy: Class attendance and participation are necessary and almost obligatory, this is not just because it is a class, but because they are the ones that are going to handle most of the class. Attendance and participation will be part of the final grade of each period. 2. Course readings: (a) Required text: The reading propose by the teacher are: Edgar Allan Poe’s poems, Jules Verne, Sir Conan Doyle’s collection of Sherlock Holmes and William Shakespeare’s work. Students may also propose readings which will be verify with the teacher.. V. Grading Procedures: The grading procedure will be divided depending on the amount of activities students and teacher agree on, with a minimum of 6 activities. 1. First percentage option: (a) (40%) activities across the period (b) (30%) participation and attendance (c) (30%) final project Keep in mind, as you decide the weighting for the different assignments and tasks you give students it will have a major impact on their effort distribution. For example, if you have many homework assignments and/or quizzes, but not any one of them will count significantly toward the final grade, students may invest less time and commitment to doing them. If a certain percentage of the students’ grades are based on class participation, what criteria will be used to make that assessment: quantity or quality? If quality, what determines quality?. 3.
(4) VII. Academic Integrity For this course students are expected to have a good integrity based on respect, responsibility, collaboration, and participation on the activities, class, and different activities that may happened through the year. They are encouraged to study together and to discuss information and concepts covered in lecture and the sections with their partners. They will receive "consulting" help as they needed. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e-mail, an e-mail attachment file, or a hard copy. As well as plagiarism is forbidden; if it comes to happen in any activity, any student involved will automatically receive a zero for the assignment. Penalty for violation of this Code can also be extended to include failure of the course and disciplinary consequences. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. All the mention before is and will be discuss the first week of class, to avoid any problem in the future and it is not under consideration or negotiation as the students need to know and develop a moral behavior, which will be a requirement to work as a good citizen and future worker. IX. Inclusivity Statement We understand that our students and learning languages represent a rich variety of backgrounds and perspectives. The English department is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all members to: Share their unique experiences, values and beliefs Be open to the views of others Honor the uniqueness of their partners Appreciate the opportunity that we have to learn from the different cultures represented with the languages Value each other’s opinions and communicate in a respectful manner Use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the school community.. 4.
(5) X. Tentative Course (May change to accommodate guest presenters & student needs) Each activity is developed to be used for different classes, the number of classes will be according to the activities students and teacher already develop together. The readings will be done through the semester to make a final presentation by the end of the semester. Topics/Major Concepts August 22 week Zero and First conditional. Readings In this case, no reading will be applied.. August 29 week Second and third Conditional. In this case, no reading will be applied.. September 5 week Mixed conditional. In this case, no reading will be applied.. September 12 week Mixed conditional. In this case, no reading will be applied.. Assignment/activity Students will create a journalism activity, where they will collect information about a topic and presented as a news presentation. A competence among students will be done. They will be divided in three groups and will need to identify the conditional use on each case and complete the sentences.. In this session, the teacher will do a presentation of the different cases of mixed conditionals along with different and short activities (worksheets annex) to start practicing them. For this week, students are divided in groups and each one will create and activity were each case of the mixed conditional will be applied. The activity is up to them, each one with a 20 minutes-top time. 5. Goals Competences To identify the structure Students talk about general and usage of the zero truths and are capable of give and first conditional. information with truthful resources. To understand how the second conditional, represent impossible things happening in the future. The students understand the use of the third conditional and has a good participation in the activity. The students recognize the different cases of the mixed conditional.. They are able to talk about the desires they had or how they will like their lives to go.. The students are able to create activities according to the mixed conditionals.. They understand the difference between real and unreal situations to create stories and history tales.. They use in a perfect and good way the unreal situations to create stories about fictional characters..
(6) September 19 week Modal verbs. October 24 week Passive voice in the different tenses. November 7 week Final presentations and quiz.. One of the reading provide by the teacher will be use, Jules Verne “journey to the center of the earth”. Students will identify the modal verbs use in a TV series, where besides identifying them, they need to explain the case in which each modal verb was used. Students will divide themselves in three groups where they will play charades and guess the sentences with a draw, the students in the front will draw something and their partners will guess the sentences and write in passive and active voice, the same with the charade. Students will have two final projects, the first one is the final quiz, where the topics done through the semester. The second one is the presentation of the reading chosen, it can be either the one given by the teacher or one the student already selected with the review of the teacher.. 6. To comprehend the use of each modal verb.. They will be able to use the modal verbs to talk to their partners about the future and the concerns they may have. Using advices, orders, etc.. To recognize the difference between passive and active voice.. Students will express their daily life experiences with the use of passive voice sentences.. Students will remark the To manage the importance of the subject in a presentation of different sentence by the use of active of ideas through passive passive voice. voice. To use the different topics worked up until now to develop the quiz and the presentation.. Students are capable of solving different activities based on the topics given. They can give a good review of a text of any kind, with the correct use of the tenses and extrapolate important information..
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