Writing & Reading Skills in English

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Writing & Reading

Skills in English

Unit

1.2:

Syllabus Design

Learning

Learning on on 21st Century21st Century Best Practices

Best Practices

Prof. Marian

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Schools & Methods

Best Practices:

AutonomyAutonomy AutodidactAutodidact AutonomousAutonomous

BlendedBlended--LearningLearning

InteractionInteraction

TeacherTeacher--studentstudent

StudentStudent--tasktask

TeacherTeacher--tasktask

StudentStudent--studentstudent

Reflection:Reflection:

“I learn when..“I learn when..

MultimodalityMultimodality

Visual Written ICT

StudentsStudents’ responsibility’ responsibility

Teacher ≠ Owner of Teacher ≠ Owner of

Knowledge

Learning is not Teacher’s Learning is not Teacher’s

task task AttitudesAttitudes MotivationMotivation

Cooperation/ collaborationCooperation/ collaboration

StressStress--reductionreduction

ViolenceViolence

Needs:Needs:

All All Stakeholders’Stakeholders’

Attention to DiversityAttention to Diversity

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Reading Skills

Evolution

Characteristics:

Main Input of L2: vocabulary & syntaxMain Input of L2: vocabulary & syntax

Model of L2 practiceModel of L2 practice

AsynchronicAsynchronic CommunicationCommunication

Essential for Academic PurposesEssential for Academic Purposes

Vehicle of knowledgeVehicle of knowledge

Essential for Digital LiteracyEssential for Digital Literacy

LiteratureLiterature--boundbound

Normally students acquire a higher level of Normally students acquire a higher level of competence than at Listening

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Writing Skills

Evolution

Characteristics:

Production in L2: easiestProduction in L2: easiest

AsynchronicAsynchronic communication: allows revisioncommunication: allows revision

Essential for Academic PurposesEssential for Academic Purposes

Vehicle of knowledgeVehicle of knowledge

Careful with cultural differences with respect to Careful with cultural differences with respect to genre

genre

Normally students acquire a higher level of Normally students acquire a higher level of competence than at Speaking

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Unit 1: Syllabus Design

Learning/ Teaching Context

Actors and Elements (

stakeholders

)

studentsstudents

teachersteachers

school authoritiesschool authorities

local/ regional/national governmentslocal/ regional/national governments

parentsparents employersemployers

Resources

Texts Texts only texts??only texts??

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The Focus:

Language: Which? Language: Which? Has it got to be the focus?Has it got to be the focus?

What do we write? What do we read?What do we write? What do we read?

Why?Why?

LevelsLevels

Entry/ Exit criteriaEntry/ Exit criteria

CompetenceCompetence

Gradation of contentGradation of content

Learning

Language

Competence

Teaching

Syllabus Design

Skills:Skills:

Main focus?Main focus?

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Syllabus Design

Language

-

centered

Syllabus

AdjustAdjust toto specificspecific

situation

StudentsStudents do do notnot

participate participate SystematicSystematic StaticStatic

Skill

-

centered

Syllabus

WhichWhich SkillsSkills??

MasteringMastering a a SkillSkill??

MindMind & & SkillsSkills

LearningLearning??????

Learning

-

centered

Syllabus

NegotiationNegotiation::

Students

Students D. D. CommunityCommunity

BasedBased onon LearnLearn. . ContextContext

BasedBased onon LearnLearn. . ProcessProcess

Feedback Feedback andand AssessmentçAssessmentç

Competence

-

centered

Syllabus

LevelsLevels

ExitExit CriteriaCriteria

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Skill

-

centered

Syllabus

Identificar la Situación Meta

Analizar las destrezas y las estrategias necesarias

para la Situación Meta.

Escribir el Sílabo

Seleccionar materiales que tengan como obj. las

destrezas y estrategias definidas en el sílabo Paradigmas de la lingüística. Paradigmas del aprendizaje Establecer los procedimientos de evaluación adecuados Identificar la Situación Meta

Analizar las destrezas y las estrategias necesarias

para la Situación Meta.

Escribir el Sílabo

Seleccionar materiales que tengan como obj. las

destrezas y estrategias definidas en el sílabo Paradigmas de la lingüística. Paradigmas del aprendizaje Establecer los procedimientos de evaluación adecuados (Hutchinson y Waters 1987: 71)

(9)

Learning

-

centered

Syllabus

Identificar a los discentes

Paradigmas del aprendizaje Análisis de Las variables pedagógicas Análisis de La Situación Meta Paradigmas de la Lingüística Identificar actitudes, motivaciones, potencial de los alumnos

Identificar necesidades, carencias, y limitaciones de la situación educativa.

Identificar las destrezas, los conocimientos, los géneros discursivos, los campos semánticos

necesarios para la Situación Meta

Evaluación

Escribir el sílabo, diseñar los materiales que exploten el potencial de los alumnos

y del contexto educativo y que permitan adquirir el conocimiento necesario para

la Situación Meta.

Aplicación Evaluación Identificar a los discentes

Paradigmas del aprendizaje Análisis de Las variables pedagógicas Análisis de La Situación Meta Paradigmas de la Lingüística Identificar actitudes, motivaciones, potencial de los alumnos

Identificar necesidades, carencias, y limitaciones de la situación educativa.

Identificar las destrezas, los conocimientos, los géneros discursivos, los campos semánticos

necesarios para la Situación Meta

Evaluación

Escribir el sílabo, diseñar los materiales que exploten el potencial de los alumnos

y del contexto educativo y que permitan adquirir el conocimiento necesario para

la Situación Meta.

Aplicación Evaluación T. Hutchinson y A. Waters (1987:74)

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European Classification

Basic UserBasic User

A1: Can copy familiar words & phrases/ Can spell personal A1: Can copy familiar words & phrases/ Can spell personal

details.

A2: Can copy familiar sentences. Can write with reasonable A2: Can copy familiar sentences. Can write with reasonable

accuracy short words from his/her oral vocabulary.

Independent UserIndependent User

B1: continuous writing that is intelligible. Spelling, layout, aB1: continuous writing that is intelligible. Spelling, layout, and nd

punctuation are accurate enough to be followed most of the

time.

B2:continuous writing that is intelligible and follows conventioB2:continuous writing that is intelligible and follows conventions. ns.

Spelling and punctuation may show influence of L1.

Proficient User

C1: Spelling is accurate with occasional slips of pen. C1: Spelling is accurate with occasional slips of pen.

Layout, paragraphing and punctuation are consistent.

C2: Writing is orthographically free of error.C2: Writing is orthographically free of error.

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Summary of Process

Need’s Analysis

LinguisticLinguistic

Learning NeedsLearning Needs

Context NeedsContext Needs

Selection

RestrictionsRestrictions ThreatsThreats

Gradation

OrderOrder StepsSteps MaterialsMaterials

Design:

Grammatical/ StructuralGrammatical/ Structural

NotionalNotional--functionalfunctional SkillsSkills SituationalSituational ThemedThemed

Focus on process/ Object.Focus on process/ Object.

Assessment

Students’ Students’

performance, effort, competence

Learning processLearning process

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