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Copy of Currículo, programação do curso e planejamento de aula.
Transcript of Copy of Currículo, programação do curso e planejamento de aula.
Currículo, programação do curso e planejamento de aula.
What procedures can be used to determine the content of a language program?
What are learner's needs? How can they be determined?
What contextual factors need to be considered in planning a language program?
What's the nature of aims and objectives in teaching and how can these be developed?
What factors are involved in planning the syllabus and the units of organizing the units of a course?
What issues are involved in adapting and designing instructional materials?
How can one measure the effectiveness of a language program?
The origins of Syllabus design;
Curriculum in language development began in the 1960's. It includes the processes that are used to determine the needs of a group of leaners, to develop aims or objectives for a program to address those needs, to determine an appropiate syllabus, course structure, teaching method, and materials to carry out an evaluation of the language program that results from these processes.
The processes of selection and gradation:
What should be selected from the total corpus of the language and incorporated in textbooks and teaching materials.
Mackey (1965, p.161) comments: "Selection is an inherent characteristic of all methods. Since it's impossible to teach the whole of a language all methods in some way or other, wether intentionally or not,select the part of it they intend to teach."
CHOICE- SELECTION - PURPOSE OF DEVELOPMENT- TECNIQUES AND PROCEDURES.
Vocabulary Selection and Grammar Selection.
Educated native speakers =17. 000 words
How many and which words should be taught in EFL context?
" A language is so complex that selection from it is always one f the first and most difficult problems of anyone who wishes to teach it systematically. (...) To find the minimum number of words that could operate together in constructions capable of entering into the greatest varitey of contexts has therefore been the chief aim of those trying to simplify English for the learner. Various criteria have been employed in choosing the words, but the dominant activity throughout the perido among all those concerned with systematic teaching of English has been vocabulary selection." (JEFFERY, 1953, v)
Words from the Time Magazine
List of the frequency of words
Types of uses
Criteria for vocabulary selection:
TEACHABILITY: Depending on the method, concrete words are taught at first-hand because they can be shown/illustrated.
SIMILARITY: Similar words in the mother tongue.
AVAILABILITY: Some words may not be frequent, but are 'avaliable' in the sense they come quickly to mind. E.g: Classroom - board, desk, teacher, pen, pencil etc.
COVERAGE: Words that cover or include the meaning of other words. E.g: seat includes bench, stool and chair.
DEFINING POWER: Useful in defining other words:
container for bucket, jar and carton.
Worries about the set of syllabuses and the order.
Simplicity and centrality:
The train arrived. (S+V)
She is a journalist. (S+V+ Complement)
The children are in the bedroom. (S+V+Adv)
We ate the fruit. (S+V+Object)
I put the book in the bag. (S+V+Object+ Adv).
Frequency and learnability: According to Dulay and Burt, 1973):
1-Nouns.2- Verbs 3- adjectives 4- Verb be- possessive nouns, personal pronouns, adverbs of time, request, simple present, future, WH questions, present continuos, directions, possevie adjectives, comparatives, offers, simple future, simple past, infinitives and gerunds and conditionals.
Grammar selection and Gradation
The lay-out for the lesson plan.
A Book 1 for a group of teenagers.
Which syllabus? How many lessons in a semester?
Vocabulary? Grammar? How long will the lessons take?
1. What are your biggest concerns with lesson planning?
2. What does it mean to ‘plan’ a lesson? What’s involved?
a thinking skill – imagining the lesson before it happens predicting, anticipating, sequencing, organizing and simplifying being prepared makes you classroom ready planning increases your options - provides with informed choices; we have an idea of what we hope our students will achieve which
guides our decisions about how to bring it about
3. What are some reasons for preparing a written lesson plan?
Evidence of the ‘thinking’, the ‘imagining’ – the end result
A plan gives structure and shape to your plan
Organize the staging and timing (procedures)
Enables you to formulate a teaching objective; gives a means of
stating the learning objectives to your students.
Students will feel that you’re a well prepared teacher.
Helps you prepare appropriate techniques, materials and procedures.
Helps you anticipate students’ problems and make assumptions
Serves as a reminder to refer to during the lesson to keep you on
track, especially if you expand or go on a tangent.
Provides a written record for future lessons, supervisors, and substitute teachers.
*Purpose: does your plan have a purpose(meaning why do the students need to learn this) learning and teaching objectives, short and long-term goals?
*Interest and motivation for the students? (This is related to relevancy and usefulness of the language or skill.)
*Enjoyment: is there a variety of activities?
*Practicality in the classroom arrangement, materials and timing and staging.
Do you think it is importan to present an agenda to your group of students? Why? How would you present it?
Working on Bridge TFL Lesson Plan Form Sample
Conclusions/ Issues on WB to be discussed.
Alice in Wonderland
What's in an aim? Task aim / Teacher's aim/ Lesson's aim
Pitfalls of writing aims
Practice writing aims
Writing activity aims
What are the usual steps you use in your lesson plan?
Which ones do you think should be in the plan?