Unit 4 Planning: Objectives

Planning: Aims and objectives:

Why are aims or objectives important? Because they show us “the finish” point in the race. They answer the question: What do I want my students to learn in this class/unit/term? What will their attitudes be by the end of this term? What will they be able to do/say/communicate?

That is the reason why we express them in terms of infinitive verbs: e.g. to infer the meaning of new lexical items.

On the other hand, activities are expressed as nouns and expectancies of achievement, expectativas de logro, in the future tense.
e.g. By the end of this class, students will be able to spell words in English.
i. Listening and repeating the alphabet.
ii. Listening and writing the letters in isolation.
iii. Playing spelling games.
Students will recognize letters of the alphabet.
Students will spell words in English with appropriate pronunciation.

At present, we express objectives using infinitives of verbs.

e.g. "At the end of the class, students will be able to describe places using the structures and lexical items correctly."

Here is a list of possible objectives that you might consider as examples when you prepare your lesson plans:

Objetivos referidos a contenidos actitudinales

1- Participar activamente en propuestas y tareas comunes.
2- Participar activamente en las tareas de clase (o tareas extra-clase) propuestas.
3- Actuar con responsabilidad en los trabajos participativos.
4- Trabajar solidaria y cooperativamente en los trabajos propuestos.
5- Respetar las diferencias individuales.
6- Compartir con los miembros del grupo juegos y/o trabajos conjuntos.
7- Practicar el Código de Convivencia en situaciones de trabajo y/o juego.
8- Compartir su trabajo sometiéndolo a la consideración crítica de sus compañeros.

Objetivos relacionados con contenidos procedimentales

1- Usar el diccionario adecuadamente para explorar palabras /familias de palabras desconocidas.
2- Asociar términos transparentes.
3- Inferir el significado de términos y/o frases a partir del contexto/paratexto.
4- Elaborar cuadros / mapas conceptuales / esquemas a partir de un texto dado (oral o escrito).
5- Identificar datos específicos en un texto dado.
6- Extraer información global de un texto dado.
7- Clasificar palabras por ámbito semántico.
8- Relacionar distintos códigos en inglés y en español.
9- Dramatizar situaciones en base a consignas dadas.
10- Interpretar gráficos de datos.


Objetivos relacionados con contenidos conceptuales

1- Identificar las formas de solicitar y brindar información sobre ubicación de lugares y personas.
2- Identificar la forma de atraer la atención de alguien en forma verbal.
3- Identificar las formas de agradecer/ expresar buenos deseos/ despedirse/ prestar acuerdo.
4- Solicitar información sobre ubicación de lugares y personas.
5- Brindar información sobre ubicación de lugares y personas.
6- Atraer la atención de alguien en forma verbal.
7- Agradecer / expresar buenos deseos/ despedirse/ prestar acuerdo/ en forma verbal.
8- Responder en forma verbal a las distintas situaciones comunicativas que se presentan en la clase.
9- Utilizar adecuadamente los contenidos lingüísticos que se presentaron en la clase.
10- Relacionar otras áreas de estudio con la lengua extranjera inglés.
11- Identificar los elementos de la descripción de lugares.
12- Describir países, lugares, ciudades en forma escrita usando las estructuras gramaticales y lexicales con adecuada corrección /en forma adecuada.
13- Decodificar comprensivamente un texto narrativo/ descriptivo/ poético/etc.
14- Codificar coherentemente un texto descriptivo adecuadamente.

Activities, on the other hand, are expressed using nouns.

Ejemplos de actividades

1- Escucha atenta y comprensiva de un texto.
2- Detección de palabras y/o frases en un texto oral/escrito.
3- Hipotetización sobre el contenido de un texto a través de la observación de los elementos paratextuales.
4- Repetición de frases y palabras usando una pronunciación adecuada.
5- Producción de diálogos cortos para la comunicación en situaciones dadas.
6- Intervención en ejercicios de lectura dramatizada.
7- Producción de frases cortas usando los elementos lingüísticos y para lingüísticos adecuadamente.
8- Verbalización de situaciones comunicativas en inglés.
9- Uso de las frases/ elementos lexicales / estructuras verbales para verbalizar situaciones comunicativas dadas.
10- Realizar comentarios sobre situaciones comunicativas dadas/trabajadas.
11- Identificación de números del 10-100 en inglés.
12- Completación de formularios de ingreso al país en inglés.
13- Producción de diálogos en situaciones dadas.
14- Realización de entrevistas a personajes famosos/ a los miembros de su familia/ a los integrantes de la comunidad educativa escolar.
15- Escucha y elección de posibilidades.
16- Escucha y repetición de la información correcta.
17- Selección de múltiples posibilidades.
18- Completación de gráficos y esquemas.
19- Interpretación de roles dados en base a consignas dadas por el docente.
20- Resolución de problemas comunicativos.
21- Respuesta a preguntas de interpretación/ de comprensión basadas en un texto dado.
22- Elaboración de preguntas en base a respuestas dadas.
23- Resolución de un crucigrama.
24- Elección del título de un texto dado.
25- Elaboración de una tira cómica en base a un tema/texto narrativo / dado.
26- Elaboración de un poster publicitario en base a un tema dado.
27- Ilustración de un texto narrativo/ poético/ descriptivo/ dado.


Hoping you find this material useful, best regards, ma.ma.

The 10 worst things teachers can do

Top 10 Worst Things a Teacher Can Do

By Melissa Kelly, About.com Guide
See More About:teaching strategiesrubricsclassroom rulesnew teachers

Here is a list of items that you should avoid as a new or veteran teacher. I have only included serious items in my list and have left off such obvious offenses as having affairs with students. However, any of these can create problems for you as a teacher and if you combine two or more than just expect to really have a hard time gaining student respect and finding your profession enjoyable.

1. Avoid smiling and being friendly with your students.
While you should start each year with a tough stance and the idea that it is easier to let up than to get harder, this does not mean that you shouldn’t have students believe that you aren’t happy to be there.

2. Becoming friends with students while they are in class.
You should be friendly but not become friends. Friendship implies give and take. This can put you in a tough situation with all the students in the class. Teaching is not a popularity contest and you are not just one of the guys or girls. Always remember that.


3. Stop your lessons and confront students for minor infractions in class
When you confront students over minor infractions in class, there is no possible way to create a win-win situation. The offending student will have no way out and this can lead to even greater problems. It is much better to pull them aside and talk to them one-on-one.


4. Humiliate students to try and get them to behave.
Humiliation is a terrible technique to use as a teacher. Students will either be so cowed that they will never feel confident in your classroom, so hurt that they will not trust you ever again, or so upset that they can turn to disruptive methods of retaliation.


5. Yell.
Once you've yelled you've lost the battle. This doesn't mean you won't have to raise your voice every once in awhile but teachers who yell all the time are often those with the worst classes.


6. Give your control over to the students.
Any decisions that are made in class should be made by you for good reasons. Just because students are trying to get out of a quiz or test does not mean that you should allow that to happen unless there is a good and viable reason. You can easily become a doormat if you give in to all demands.


7. Treat students differently based on personal likes and dislikes.
Face it. You are human and there will be kids you will like more than others. However, you must try your hardest never to let this show in class. Call on all students equally. Do not lessen punishments for students you really like.


8. Create rules that are essentially unfair.
Sometimes the rules themselves can put you in bad situations. For example, if a teacher has a rule that allows for no work to be turned in after the bell rings then this could set up a difficult situation. What if a student has a valid excuse? What makes a valid excuse? These are situations it would be best to just avoid.


9. Gossip and complain about other teachers.
There will be days when you hear things from students about other teachers that you just think are terrible. However, you should be noncommittal to the students and take your concerns to the teacher themselves or to administration. What you say to your students is not private and will be shared.


10. Be inconsistent with grading and/or accepting late work.
Make sure that you have consistent rules on this. Do not allow students to turn in late work for full points at any time because this takes away the incentive to turn in work on time. Further, use rubrics when you are grading assignments that require subjectivity. This helps protect you and explain the reason for the students' grades.


Best Reagards, ma.ma.

Using powerful images for speaking

Looking at these beautiful powerful images about our bicentennial celebrations I thought that they could be used to promote speaking in class.

Some suggested ideas:

1-Look at the photos and answer questions like:
a-What can you see here?
b-Can you see an old lady'
c-How many children can you see?
d-What are they waering?
e-What colour are they wearing?
f-How many flags can you see?
g-Are they wearing hats/caps/boots/uniforms?
h-Can you see a soldier/teacher/boy/girl in this picture here?

2-Pair work:
Make two copies of one of the photos and erase (paste a blank piece of paper on some of the items/people in the picture. Both students (A & B) have different versions of the same picture. In turns, They will have to tell each other what is missing in each so as to form the full picture.

3-Making questions: Divide the class into groups of 4 or 5. Then, ask students to think of questions for the rest of the class to answer. Give them some time to prepare them and present them to you on a piece of paper.
After you checked them, each group will take turns to ask one question at a time and the rest will answer. If the answer is correct, the group will score a point.

4-Oral group narratives: Students will produce a narrative by adding one sentence to what has been said before.
Example:
Teacher: "Last 25 May was a bright sunny day and everybody in Argentina..."
Student A: "Last 25 May was a bright sunny day and everybody in Argentina celebrated our bicentennial as a nation. People went to out into the street carrying light blue and white flags."
Student B: "Last 25 May was a bright sunny day and everybody in Argentina celebrated our bicentennial as a nation. People went to out into the street carrying light blue and white flags. My mother woke me up very early and we walked to the Square where the celebrations took place."
Student C:"Last 25 May was a bright sunny day and everybody in Argentina celebrated our bicentennial as a nation. People went to out into the street carrying light blue and white flags. My mother woke me up very early and we walked to the Square where the celebrations took place. We sang out anthemn very loudly."
Student D:
:"Last 25 May was a bright sunny day and everybody in Argentina celebrated our bicentennial as a nation. People went to out into the street carrying light blue and white flags. My mother woke me up very early and we walked to the Square where the celebrations took place. We sang out anthemn very loudly. Then, we saw the parade."
This goes on until all students have said their contribution to the whole.
Later, they can remember the whole story together and write it on the B/B. (blackboard)

These are only some ideas. Can you think of some more?

Good luck, all the best, ma.ma.

Scaffolding Instruction Strategies

Scaffolding Instruction Strategies
Techniques to Scaffold Learning in the Elementary ClassroomBy Beth Lewis, About.com Guide

Here is an interesting article giving practical techniques for scaffolding learning.

These specialized teaching strategies are geared to support learning when students are first introduced to a new subject. Scaffolding gives students a context, motivation, or foundation from which to understand the new information that will be introduced during the coming lesson.
Scaffolding techniques should be considered fundamental to good, solid teaching for all students, not just those with learning disabilities or second language learners. In order for learning to progress, scaffolds should be gradually removed as instruction continues, so that students will eventually be able to demonstrate comprehension independently.

Scaffolding instruction includes a wide variety of strategies, including:

•activating prior knowledge
•offering a motivational context to pique student interest or curiosity in the subject at hand
•breaking a complex task into easier, more "doable" steps to facilitate student achievement
•showing students an example of the desired outcome before they complete the task
•modeling the thought process for students through "think aloud" talk
•offering hints or partial solutions to problems
•using verbal cues to prompt student answers
•teaching students chants or mnemonic devices to ease memorization of key facts or procedures
•facilitating student engagement and participation
•displaying a historical timeline to offer a context for learning
•using graphic organizers to offer a visual framework for assimilating new information
•teaching key vocabulary terms before reading
•guiding the students in making predictions for what they expect will occur in a story, experiment, or other course of action
•asking questions while reading to encourage deeper investigation of concepts
•suggesting possible strategies for the students to use during independent practice
•modeling an activity for the students before they are asked to complete the same or similar activity
•asking students to contribute their own experiences that relate to the subject at hand

International Phonetics Alphabet

Dear students,

I hereby want to remind you to download the IPA which you can download from UCL site

It's easy and free!

This is one of your home assigments for this week!

Good luck!

Best, ma.ma.

PPP and Alternatives to PPP

Humanism and Social Interactionism in Educational Psychology

Humanism and Social Interactionism in Educational Psychology

We will study now some Approaches to Educational Psychology:

Kaplan (1990) in Williams and Burden (1997:6) defines Educational Psychology as “the application of Psychology to education by focussing on the development, evaluation and application of theories and principles of learning and instruction that can enhance lifelong learning”.

Educational Psychology passed through different fashions and these were reflected on the practice of teachers according to the impact that they had. Analyses and understanding of these theories will lead to an awareness of their contributions to language teaching.


Humanistic Approaches:


“Humanistic education starts with the idea that students are different, and it strives to help students more like themselves and less like each other” (Hammachek, 1977:149 in Williams and Burden, 1997:36)

They highlight the importance of the learner’s inner world. In the centre of all human development, they put the individual’s thoughts, feelings and emotions. As Williams and Burden (1977: 30) maintain these areas are “often unjustly neglected and yet they are vitally important”.

We can identify three main figures in this approach:
• Erik Erikson
• Abraham Maslow
• Carl Rogers

Erik Erikson:

*1963: Childhood and Society: “human psychological development depends on the way in which individuals pass through predetermined maturation stages.” (Williams and Burden, 10997:31)

EPIGENETIC PRINCIPLE
8 STAGES FROM BIRTH TO OLD AGE: each with a particular crisis



STAGES /CHALLENGES PARENTS’/TEACHERS’ ATTITUDES

1-Early infancy: Basic Trust in the world as a predictable, caring place.
A caring atmosphere
2-Age 2/3: Establishing Autonomy: foundations of feelings as opposed to doubt and shame
Appropriate actions by caregivers can foster a basic attitude of ‘I can do it’.


3- Age 4: Sense of Initiative
Parental Encouragement.
Punishment for exploratory activity can generate feelings of guilt, which will inhibit future initiative.

4: Early school years: Industry
Basic educational skills and learning competence are developed.
A sense of inferiority can result if these learning experiences
are beset with failure.
Emphasis must be put upon co-operative learning.
Teachers should foster a spirit of co-operation rather than competition.

5-Adolescence: Search for Identity.
An important function of teachers at secondary level is to foster a sense of personal identity by encouraging learners to make decisions for themselves and helping them to express their individuality in constructive ways.

6-Young Adult: Intimacy: to establish intimate relationships.
How well this is accomplished will depend on how well each of the previous life challenges have been met.
7- Middle Age:
The challenge here is to maintain a sense of generavity: to continue to see oneself as a person capable of generating new interests and insights.
This is intimately related to how creative instincts have been encouraged to flourish during early years and later school careers. Therefore, this is a strong theoretical justification for the use of music, art, drama and games, all familiar techniques with language teachers.

8- Old Age: it revolves around the conflict between integrity and despair.
Old people should be able to look back on a life of self-fulfilment and personal accomplishment, and look forward to the inevitability of death without fear.

(Adapted from A life-span View of Psychological Stages in Williams & Burden, 1997)



Abraham Maslow:
For some Psychologists human behaviour has a close relationship to the satisfaction of basic needs. Abraham Maslow (1968, 1970) suggested a hierarchy of needs which is generally presented in a pyramidal form.










Being Needs

Self-actualisation
Aesthetic Needs
Cognitive Needs
----------------------------------------------------------------
Deficiency
Needs

Need for self-esteem
Need for interpersonal closeness
Need for safety and security
Basic Psychological Needs


Fig. 5. Source: Williams & Burden, 1997:34

Some difficulties at school may be connected to the degree of fulfilment of learners’ needs.
Teachers have responsibility in “establishing a secure environment where learners feel that they belong and where they can build up self-respect by receiving respect from others” (Williams & Burden, 1997:35).

Carl Rogers:

Rogers (1969) identified key elements if the humanistic approach to education.
Human beings: have a natural potential for learning.
Significant/Meaningful learning = what is learnt is perceived to be of personal relevance.
Experiential Learning =involves active participation
Openness to experience =prepares learners to adapt themselves with the difficulties of the world around them.
An atmosphere of positive regard = vital for best learning
Teachers: see learners as clients with specific needs to be met.

“Learning which is self initiated and which involves feelings as well as cognition is most likely to be lasting and pervasive” (Williams and Burden, 1997:35)

Learning experiences which do not have an impact on the learners’ human condition will have “limited educational value.” (Williams and Burden, 1997: 36)

Implications of the Humanistic Approach on ELT:

Personalization of educational experiences.
Differentiation: teachers should be able to identify individual learner’s needs.

“A learning experience of personal consequence occurs when the learner assumes the responsibility of evaluating the degree to which he or she is personally moving toward knowledge instead of looking to an external source of evaluation” (Williams and Burden, 1997: 36)
A number of methodologies have come up taking a humanistic approach:
Silent Way
Suggestopedia
Community Language Learning

These methodologies have the following aspects in common:

They are based more on Psychology than on Linguistics.
They all consider affective aspects of learning and language as important.
They treat the learner as a whole person, with whole-involvement in the learning process.
They all see the importance of a learning environment that minimises anxiety and enhances personal security.

Williams and Burden (1997:38) summarise the messages that Humanistic Approaches have for language teachers as follows:
Create a sense of belonging;
Make the subject relevant to the learner;
Involve the whole person;
Encourage a knowledge of self;
Develop personal identity;
Encourage self-esteem;
Involve the feelings and emotions;
Minimise criticism;
Encourage creativity;
Develop a knowledge of the process of learning;
Encourage self-initiation;
Allow for choice;
Encourage self-evaluation.

These messages can fit very well in a Communicative Class and can provide a powerful background at the moment of designing tasks and making up yearly plans.

Social Interactionism:

It is associated to two well-known psychologists:
• Lev Vygotsky
• Reuven Feuerstein
As Williams and Burden (1997: 39) explain,
“(F)or social interactionists, children are born into a social world, and learning occurs through interaction with other people. [. . . ] Thus we can begin to see in social interactionism a much-needed theoretical underpinning to a communicative approach to language teaching, where it is maintained that we learn a language through using the language to interact meaningfully with other people.”

Lev Vygotsky: (Russian) Thought and Language (1962)
Mind and Society (1978)
Here are some key issues from his theory:
• Importance of language in interacting with people, not only speech but signs and symbols. (Williams and Burden, 1997:40)
• Language is the means through which culture is transmitted, thinking develops and learning occurs.
• “Mediation”: this is a central concept. Significant people in the learner’s life=“mediators”
• “Zone of Proximal development”: this is the layer of skill or knowledge just beyond that with which the learner is able to cope. When he works with another person (teacher or peer) who is more competent he can move to the next layer.


Reuven Feuerstein: (Israeli)

Assessing children’s full potential = to provide them with the skills and strategies to overcome their learning difficulties, and to become effective learners. (Williams and Burden, 1997:41)

• Dynamic Assessment: assessment is part of learning and it is the result of interaction between assessor and learner.
• Role of the mediator. (Teacher or peers)
• Emphasis on the social context in which learning takes place.
• Advantages of collaborative work.

A Social constructivist model:

Social constructivism: Four key sets of factors interact as part of a dynamic ongoing process: teachers, learners, tasks and contexts, as can be seen in Fig.6 below.
Teachers select tasks which reflect their beliefs about teaching and learning. The task is, therefore, the interface between teachers and learners. (Williams and Burden, 1997:42-45)






APPENDIX UNIT I:

Compiled Bibliography for Unit 1:

• Armendariz, A. (Ed.) (2000) Propuestas para el aula. Material para el docente. Ministerio de Educación. Argentina. (Chapters 4 & 5pp.14-19)
• Brown, H. (2001) Teaching by principles: An interactive approach to language pedagogy. 2ndEd. New York, Addison Wesley Longman. Chapter 2 (pp. 13-38) & Chapter 3 (pp.39-53)
• Harmer, J. (2001) The practice of English language teaching. 3rd Ed. Harlow, Longman Pearson Education. Chapter 4 (pp. 56-67)
• Harmer, J. (2007) The practice of English language teaching. 4th Ed. Harlow, Longman Pearson Education. Chapter 4 (pp. 62-80)
• Scrivener,J. (2005) Learning teaching. A guidebook for English language teachers. 2nd Ed. Oxford, Macmillan Ed. Chapter 1 (pp. 11-26)
• Williams, M. and Burden, R. (1997) Psychology for Language Teachers. A social constructivist approach. Cambridge. CUP. (Chapter 2)

Approach, Method and Technique

UNIT 1

Approach, Method and Technique:

“An approach is an integrated set of theoretical and practical beliefs, embodying both syllabus and method. More than either, it involves principles which in the case of language teaching reflect the nature of language itself and the nature of learning.” (Lewis, 1993: 2)

An approach derives from a concept of what language; it is a concept of how language learning is produced, what the roles of the teacher, the learners, the materials and tasks are. Generally speaking, this is an umbrella term under which all the other concepts fit. A method, on the other hand, must be consistent within an approach, since it determines how the whole process is to be carried out. The approach answers the question why; the method, how ;and the syllabus, what.

“An approach provides principles to decide what kind of content and what sorts of procedures are appropriate.” (Lewis, 1993:2) But these decisions should not be arbitrary; approaches are based on Linguistic and Philosophical principles which provide the nature of language, Psychological principles which have to do with the nature of learning and on Socio-political educational principles which have to do with the purpose of education.

As we said before a method is consistent within an approach and implies an orderly plan of the steps that have to be follow in the language class. Today, most course books are designed within an approach and include a method that teachers can follow. However, teachers can vary the method according to different situations, contents, learning-teaching contexts or learning purposes/objectives.

Finally, techniques are instrumental and practical ways in which something can be done. For example, there are different techniques to teach vocabulary, or to present a dialogue or to evaluate students.

In Spanish most of the times we use the word método as a synonym of “approach”, the difference between the two concepts being very subtle. In the case of the Communicative Approach (C.A), this is well-named because it is wider than a method or a syllabus. In Spanish, we speak of “Enfoque Comunicativo”. It is important to reflect on Lewis’ (1994:2) criticism:
“Many of the insights of CA remain accurate, and highly relevant. Unfortunately, they also remain un-implemented, as textbooks made changes of content and sequence__essentially matters of syllabus__ and then presented the books as embodying “the communicative approach”. This was considerably less than the truth. Although some changes of methodology resulted, many major methodological implications were not implemented. Most important of all, educational systems, and teacher training did not embrace many of the wider factors.”

Compare these two models:

The change of paradigm in recent years implied the shift between the transmission model and the transactional one.

TRANSMISSION MODEL

Emphasis is on direct teaching which is controlled first, by the programme and second, by the teacher.
Learning is viewed as a matter of building from simple to complex or larger skills.
Learning is seen as habit formation; thus, verbalizing or writing in correct responses or giving correct responses are viewed as crucial.
Since correctness is valued, risk-taking is discouraged and/or penalized.
Ability to reproduce or verbalize a predetermined correct response is taken as evidence of learning.

TRANSACTIONAL MODEL

Emphasis is on learning which is facilitated but not directly controlled by the teacher.
Smaller parts of a task are seen as more readily learnt within the context of a meaningful whole.
FROM WHOLE TO PARTS.
Learning is viewed as a result of complex cognitive processes that can be facilitated by teachers and enhanced by peer interaction.
Risk-taking and hence “errors” are seen as absolutely essential for learning.
Ability to apply knowledge and to think in novel ways is seen as crucial.

Adapted from Gallo, M. (1994) Teacher Education and the New Curriculum. (FAAPI Conference)

Auld lang syne

This is a song to remember old friends and to greet new ones:



Auld lang syne


Auld Lang Syne es una canción patrimonial escocesa cuya letra consiste en un poema escrito en 1788[1] por Robert Burns, uno de los poetas escoceses más populares. Se suele utilizar en momentos solemnes, como aquéllos en que alguien se despide, se inicia o acaba un viaje largo en el tiempo, un funeral, etc. Se la ha relacionado especialmente con la celebración del Año Nuevo[2] .

“Auld lang syne”, en escocés, literalmente significa “hace mucho tiempo”; aunque se traduce más adecuadamente como “por los viejos tiempos”. Se canta con la melodía popular tradicional escocesa.

Auld Lang Syne Should auld acquaintance be forgot
And never brought to mind?
Should auld acquaintance be forgot
And days of auld lang syne?
Refrain
For auld lang syne, my dear
For auld lang syne
We'll take a cup of kindness yet
For auld lang syne

Rain rain go away

"Rain, rain go away.
Come again another day.
Now the children want to play!"

Tip fot teaching: When you practice this with your students, do it very slowly first as in slow motion, then each time you repeat all together, do it faster and faster each time.
You can clap along!

Raindrops keep falling on my head

Last Friday was raining and we wanted to sing: "Raindrops keep falling on my head". Let's practics for next the rainy day.



Lyrics:

Raindrops keep fallin' on my head
And just like the guy whose feet are too big for his bed
Nothin' seems to fit
Those raindrops are fallin' on my head, they keep fallin'

So I just did me some talkin' to the sun
And I said I didn't like the way he got things done
Sleepin' on the job
Those raindrops are fallin' on my head, they keep fallin'

But there's one thing I know
The blues they send to meet me won't defeat me
It won't be long till happiness steps up to greet me

Raindrops keep fallin' on my head
But that doesn't mean my eyes will soon be turnin' red
Cryin's not for me
'Cause I'm never gonna stop the rain by complainin'
Because I'm free
Nothin's worryin' me

[trumpet]

It won't be long till happiness steps up to greet me

Raindrops keep fallin' on my head
But that doesn't mean my eyes will soon be turnin' red
Cryin's not for me
'Cause I'm never gonna stop the rain by complainin'
Because I'm free
Nothin's worryin' me

Unit 1: Language Learning and Language Teaching:

“A teacher can only teach what he is _ He teaches himself”
Brumfit, 1980 cited in Vez (2001)
§ Food for thought and reflection

Good teaching is not just a question of intuition, experience or innate gifts, it is knowledge. Knowledge about theories and how to make choices according to that knowledge.

Theory or Practice?

If language learning is to be a truly professional enterprise it must deal with the various aspects involved in a scholarly and scientific manner and establish a sound theoretical framework
Stern (1983: 35) cited in Vez (Op. Cit.)





§ Following Vez (2001), a theoretical framework should include:
· A clear identification of the scientific fields
· An effective model of interaction -theory/practice

§ Task 3: According to your knowledge of these sciences so far, what is their contribution to the field?
· Psychology? ………………………………..
· Psycholinguistics? …………………………..
· Sociolinguistics? ……………………………

Vez (2001) supplies his own model in which negotiation plays a central and very relevant part.


…las didácticas especiales deben desarrollarse como disciplinas autónomas en la zona límite entre la didáctica general y las distintas ciencias.
Klafki (1986: 37) cited in Vez (2001:39)

Basic science --------------- Applied science

Theoretical knowledge ---------------- Practical knowledge

This intersection is not always produced in the same way

Science/Art
Theory/practice

The nature of knowledge in this field involves PEOPLE AND CURRICULUM
(Vez, 2001:37-40)



Traditional teaching
o Chalk and talk
o
Transmission Model ( Jug and mug)

o Blank slate
o Teacher keeps control
o The most active person
o Lectures and explanations
Scrivener, J. (2005)

Teaching does not equal learning


Teachers
Respect
Empathy
Authenticity

Three Kinds of Teachers
The explainer
The involver
The enabler
Scrivener, J (2005)

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The roles of a teacher
Facilitator: democratic rather than autocratic
fosters learner autonomy
Controller
Prompter
Participant
Resource
Tutor
Organizer
Harmer; J.(2007)

References
Vez, J. (2001) Formación en didáctica de lenguas extranjeras. Rosario; Homosapiens Ediciones.
Scrivener, J (2005) Learning Teaching. 2nd Ed. Great Britain; Macmillan
Harmer, J. (2007) The Practice of English Language Teaching. 4th Ed. England; Pearson Longman Ltd.

Introduction

This subject area intends to introduce you to the reflection of the various aspects of teaching as a profession and to make you aware of the decisions a teacher has to make in the course of a school year or a career. These decisions need to be firmly grounded on theoretical knowledge in order to be effective and successful.
It has been stated in the syllabus that the analysis of its contents will give you the necessary background you will need to make decisions at the moment of planning your course of action in your praxis, as a trainee, first and later, as a graduate teacher.
As we go along, you will realize how complex the task of a teacher is but at the same time, you will discover how fascinating a profession this is. As your experience grows, so will your awareness of the responsibility that is in our hands. It is my hope that this subject will give you the tools you need in order to tackle the problematic situations you will have to solve in the course of your careers as teachers; though well I know, that this will just be the beginning of a life-time learning experience as you keep on reflecting on your practice as time goes by.
So, let’s begin our work together. “It’s show time”!!! I hope you enjoy this experience and make the most of it.

All the best, all my love.


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SYLLABUS 2010

Instituto Superior “Antonio Ruiz de Montoya” I.S.405

CARRERA: PROFESORADO EN INGLÉS para EGB 3 y Polimodal.
PLAN: Resolución SPEPM Nº 329/01
PERIODO LECTIVO: 2010-2011
ESPACIO CURRICULAR: (Anual) Didáctica Especial para EGB 3 y Polimodal
INSTANCIA: TERCERA
HORAS RELOJ SEMANALES: DOS (2)
PROFESORA: Lic. María Martha Espíndola


1-OBJETIVOS DIDACTICOS: Que el alumno sea capaz de:

· Identificar, analizar e interpretar los diferentes puntos de vista desde los cuales se procede al estudio de los siguientes tópicos: recursos, procedimientos y métodos que contribuyen al diseño, monitoreo y evaluación de los procesos de enseñanza-aprendizaje del inglés como lengua extranjera.
· Analizar y manejar adecuadamente métodos, técnicas y estrategias de la enseñanza de la lengua extranjera, en EGB3 y Polimodal.
· Adaptar con éxito las técnicas y métodos según los grupos de estudiantes, conforme a un análisis de necesidades y de acuerdo a los objetivos que se estipulan.
· Reflexionar acerca de las prácticas pedagógicas a la luz de los contenidos abordados a fin de lograr una mayor comprensión de los procesos que se ponen en juego en la construcción del conocimiento de las lenguas en general y en especial del inglés como lengua extranjera.
· Valorizar la relación educando-educador, con la premisa de que la lengua significa comunicación y promoción de vínculos significativos.
· Proponer y desarrollar un trabajo de investigación educativa que le permita analizar, explicar y sugerir cambios a fin de mejorar las prácticas pedagógicas.
· Demostrar honestidad intelectual y deseo de superarse en su vida como estudiante y futuro profesional.
· Actuar con responsabilidad en el cumplimiento de las actividades propuestas.

2-CONTENIDOS CURRICULARES
2.1.CONTENIDOS CONCEPTUALES:
UNIT I:
Language learning and language teaching.
What are teachers for? Three kinds of teacher. Transmission model and transactional model. The roles of a teacher.
Paradigms in language learning and teaching. Approaches to language teaching: approach, method, procedure and technique. Principles and differences. PPP and Alternatives to PPP. Communicative Language Teaching. Humanistic approaches. Task-based approach. Content-based approach. An Informed Approach: bargains, postmethod and context-sensitivity.

UNIT II
Describing learners. Young children, adolescents and adult learners. Learner variables. Aptitude and intelligence. Multiple Intelligences at school. Good learner strategies. Learning styles and individual variations.
Different learning contexts.

UNIT III:
The four skills. Integrating the four skills.
Linguistic skills and communicative abilities. Techniques and activities.
Teaching language construction. Teaching grammar. Teaching vocabulary. Teaching pronunciation.

UNIT IV:
Planning: formal and informal. A unit of work. Lesson planning. Classroom interaction.

UNIT V:
Evaluation and assessment. Testing. Error analysis. Self and peer evaluation. Continuous assessment. Summative assessment. Assessing procedures and attitudes.
Text-books and authentic material.

UNIT VI:
Resources and technology. Multimedia. Interdisciplinary and cooperative projects. Workshop techniques. Towards building learner autonomy.
Story-telling. Drama techniques in language learning. The use of music.
Classroom options, skills and techniques: gestures, board drawing, giving instructions, eliciting, fingers, time-lines, fillers, games.

2.2.CONTENIDOS PROCEDIMENTALES:

Uso correcto de la bibliografía.
Detección de la estructura jerárquica de la información.
Organización y elaboración de síntesis.
Lectura comprensiva.
Elaboración de cuadros sinópticos y mapas conceptuales (mind maps).
Reflexión acerca de la propia manera de aprender, en un tiempo y espacio determinados.
Reflexión acerca de la práctica pedagógica observada y de la propia.
Exploración y apropiación de técnicas, habilidades y estrategias cognitivas.
Comparación de enfoques teóricos y prácticos ponderando las razones ofrecidas a favor de cada una de ellas.
Uso adecuado del material de referencia bibliográfica.
Elaboración de gráficos y mapas conceptuales.
Selección de lecturas con fundamentación de sus preferencias.
Propuesta y desarrollo de trabajos de investigación educativa surgidos de su propia práctica pedagógica.

2.3.CONTENIDOS ACTITUDINALES:

Expresión de una actitud responsable frente a los conocimientos reconociendo la importancia del estudio de los fenómenos y procesos que afectan la enseñanza y el aprendizaje en general y en especial el de una lengua extranjera.
Presentación en tiempo y forma de los trabajos prácticos obligatorios.
Participación activa en clase. Cumplimiento de la ejercitación diaria.
Valoración y respeto por el proceso de enseñanza-aprendizaje de las lenguas y las culturas en general y en especial de la propia y de las lenguas extranjeras.
Respeto por las opiniones, aptitudes y diferencias individuales.
Actualización constante como premisa para su proceso de profesionalización.
Actitud crítica con respecto a la bibliografía propuesta.
Honestidad intelectual puesta de manifiesto en especial en la realización de sus trabajos prácticos y en sus trabajos de investigación.
Desarrollo de estrategias que apunten hacia su autonomía como estudiante.


3-PRESUPUESTO DEL TIEMPO:
PRIMER CUATRIMESTRE:
Contenidos Conceptuales: unidades 1, 2 y 3.
SEGUNDO CUATRIMESTRE:
Contenidos Conceptuales: unidades 4, 5 y 6.
Los contenidos procedimentales y actitudinales serán desarrollados a lo largo de los dos cuatrimestres.
4-ACTIVIDADES DE ENSEÑANZA-APRENDIZAJE :

El desarrollo del presente programa se llevará a cabo mediante:
a. Clases expositivas por parte del profesor.
b. Lectura comprensiva y crítica de textos.
c. Confección de cuadros sinópticos.
d. Confección de mapas conceptuales.
e. Análisis de vocabulario específico.
f. Observación activa de videos.
g. Exposición temática.
h. Diálogo formativo y debate constante con argumentación.
i. Técnicas de aula-taller.
j. Reflexión sobre la práctica pedagógica observada y la propia, a la luz de los contenidos desarrollados.
g. participación activa en foros de discusión en una plataforma virtual creada al efecto.

4-TRABAJOS PRACTICOS OBLIGATORIOS:
Los trabajos prácticos serán:
v Trabajos grupales e individuales elaborados a partir de la lectura y análisis del material provisto por el profesor o producto de su investigación personal a partir de la/s guía/s dada/s.
v Resolución de tareas en las que deberán trabajar cuestiones prácticas o teóricas desde la lectura o análisis realizados.
v Elaboración de un proyecto de trabajo de investigación educativa/investigación acción que surja de la práctica pedagógica propia o la de terceros observados. Será entregado antes de que terminen las clases.

5-BIBLIOGRAFIA:

OBRAS DE CONSULTA OBLIGATORIA:

Armendariz, A. (Ed.) (2000) Propuestas para el aula. Material para el docente. Ministerio de Educación. Argentina.
Brown; D. (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd Edition. New York. Addison Wesley Longman.
Dudeney, G. y N.Hockly (2007) How to Teach English with Technology. Harlow; Pearson Longman.
Espindola, M. (2008) Didáctica Especial. Apuntes de Cátedra. Material de Publicación Interna del ISARM.
Espindola, M. and L. Prytz Nilsson (2002) Entailments of the New Paradigm in Language Learning and Teaching en Towards the Knowledge Society: Making EFL Education Relevant. Conference Proceedings. Santa Fe, FAAPI 2005. Córdoba; Comunicarte Editorial.
Harmer, J. (2007) The Practice of English Language Teaching. 4th Edition Harlow; Pearson Longman.
Hearn, I. y A. Garcés Rodríguez (Eds.) (2003) Didáctica del Inglés para Primaria. Madrid. Pearson Education.
Scrivener, J.(2005) Learning Teaching. A Guidebook for English Language Teachers. 2nd Ed. Oxford. Macmillan Publishers.
Vez, J.M. (2001) Formación en Didáctica de las Lenguas Extranjeras. Buenos Aires. Homo Spiens Ediciones.

OBRAS DE CONSULTA FACULTATIVA:
Anderson, J., C. Clapham, and D. Wall (1995) Language Test Construction and Evaluation. Cambridge. CUP.
Armendariz, A. (Ed) (2002) Adquisición de la lengua. CD. Ciclo de Licenciatura en Inglés. UNL-UNaM-
Brumfit, Moon and Tongue (Eds.) (1996) Teaching English to Children. England. Longman.
Byrne, D.(1987) Techniques for Classroom Interaction. England. Longman.
Doff, A. (1988) Teach English. A training Course for Teachers. Cambridge. CUP.
Ellis, R. (1995) Second Language Acquisition. Oxford. OUP.
Ellis, R. (1997) SLA Research and Language Teaching. Oxford. OUP.
Fisher, R.(1995) Teaching Children to Learn. London. Stanley Thornes Publishing.
Head, K. & P. Taylor (1997) Readings in Teacher Development. Oxford. Heinemann.
Hutchinson, T. and A. Waters (1989) English for Specific Purposes. A learning-centred approach. Cambridge. CUP.
Lewis, M. (1993) The Lexical Approach.The State of ELT and a Way Forward. England. Teacher Training Publications.
Lewis, M. (1997) Implementing the Lexical Approach. Putting Theory into Practice. England. Teacher Training Publications.
Littlewood, W.(1981) Communicative Language Teaching.Oxford. OUP.
Richards and Rogers (1986) Approaches and Methods in Language Teaching. Cambridge. C. U.P.
Richards, J. and C. Lockhart(1994) Reflective Teaching in Second Language Classrooms. Cambridge. CUP.
Scott, W. and L. Ytreberg (1990) Teaching English to Children. UK. Longman.
Wajnryb, R. (1992) Classroom Observation Tasks. Cambridge. CUP.
Widdowson,H. (1978)Teaching Language as Communication. Oxford. O.U.P.
Williams, M. and R. Burden (1997) Psychology for Language Teachers. A social constructivist approach. Cambridge. CUP.
Wright, A. (1983) Visual Materials for the Language Teacher. England. Longman.

6-EVALUACION:
Evaluación Inicial través de diálogo con los alumnos.
Evaluación Formativa: exposiciones orales durante el desarrollo de los temas, presentación y aprobación del 80% de los TP.
Evaluación Sumativa:
El examen escrito final consistirá en el informe de una investigación realizada con las características de investigación educativa (investigación-acción). El mismo tendrá las siguientes características:
Los estudiantes observarán clases e identificarán un problema de investigación. Aplicarán instrumentos de recolección de datos. Harán un análisis de los resultados y propondrán un curso de acción para la resolución del problema planteado al inicio.
El informe tendrá una extensión de alrededor de 2500 palabras aproximadamente, escrito en hoja A4, Times New Roman o Arial 12 con interlineado 1,5 o doble. Se presentará con una portada con los datos y fecha de presentación. El informe constará de una introducción, marco teórico, método, sujetos, instrumento de recolección de datos, análisis e interpretación de los datos y conclusión.
Se pondrá especial atención a la adecuada redacción y ortografía, así como el uso correcto de las citas cuando se incluyen referencias. Se cuidará incluir el nombre del autor (Autor, año: pp.) cada vez que no se usen palabras e ideas propias y luego se confeccionará una lista de referencias donde se incluirán todos los autores citados y las fuentes.
La entrega del trabajo se ajustará a la siguiente normativa vigente:
Normativa para la entrega de TP obligatorios y/o monografías para acceder a examen final oral:
a. Los trabajos prácticos y/o monografías deberán ser entregados al titular de cátedra, en el espacio institucional correspondiente, 15 (quince) días hábiles antes de la fecha de examen para su corrección final, como último plazo.

b. Los trabajos prácticos obligatorios y/o monografías deberán ser entregados en el espacio institucional en que el alumno desarrolla su actividad académica, a saber el I.S.A.R.M., 4to piso, Profesorado en Inglés.

c. Los trabajos prácticos obligatorios y/o monografías deberán, una vez aprobados por el titular de cátedra y devueltos al alumno, ser entregados por el alumno al vocal de mesa de examen con una antelación mínima de 5 (cinco) días hábiles.

Al realizar la entrega del TP obligatorio y/o monografía el alumno deberá consignar en la planilla elaborada a tal efecto, la fecha y hora de entrega, el título del trabajo y el espacio curricular, el nombre de quien realiza la entrega y el nombre de quien la recepciona. En ambos casos junto al nombre se estamparán las firmas.

El titular de cátedra deberá realizar un seguimiento del proceso de realización del TP obligatorio y/o monografía. Aquellos trabajos que no hayan sido evaluados en ese proceso por el titular de cátedra al menos una vez, no serán recepcionados para su corrección final, 15 (quince) días hábiles antes de la fecha de examen.

La entrega de trabajos obligatorios y/o monografías debe ser personal.

La devolución de trabajos obligatorios y/o monografías será personal, del titular de cátedra al alumno autor del mismo. La entrega se hará en el espacio institucional correspondiente 7(siete) días hábiles antes de la fecha de examen final.

h. No se aceptarán reclamos de ningún tipo de no cumplirse el reglamento.
Examen final oral:
Para iniciar el examen oral el alumno analizará su trabajo y lo relacionará con otros aspectos del presente programa de examen.
El alumno tendrá derecho a exponer durante cinco minutos sobre el eje /unidad elegido y la mesa podrá permitirle que continúe con el tema o interrogar sobre otros temas de la misma unidad o eje.
Finalizada esta primera fase del examen, se interrogará sobre otros temas del programa.
Cuando en cualquier momento del examen el alumno declare no conocer el tema que le corresponde exponer, la prueba quedará de hecho terminada.

Welcome!

Hello, dear students!

This short message is to welcome you onboard.

It is my aim to publish material here in order to help your processes of reflexion and understanding of the main issues in language learning and teaching.

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All the best, ma.ma.