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Teaching Learning cycle

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Karen Rodriguez Hermosilla

on 4 April 2016

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Transcript of Teaching Learning cycle

Genre-based pedagogy:
Teaching Learning cycle

Teaching learning cycle
How to teach texts in an EFL teaching context?
Why at the German school?
Teaching text-types in 3 steps.
Using what it is available to introduce a new methodology.
Why it is successful...
Bilingual context
It gives a closer look at the genres working in the society.
There is a clear purpose.
You build knowledge together.
Teachers and students working cooperatively towards one goal.
The writer is a social being
Teachers building field for students (giving needed vocab, etc.)
How each step works with real activities
Useful methodology that helps the teacher to work with genres using different stages
Totally adaptable
Longer than usual but teachers can be sure that sts will have a closer look to the text type
Theoretical Background
Systemic Functional Linguistics and the Sydney school.
Working with genres in the classroom and genre-based pedagogy.
The teaching learning cycle.
Methodology used in native like context.
Genre is a staged, purposeful, social activity that we engage in as speakers of a language" (as cited in Boccia et al., 2013, p. 17)
A genre has a social purpose:
Eg. A newscast reports on events in the world
A nursery tale can entertain and initiate into cultural values.
A genre is fulfilled in stages:
Eg. A narrative :
Orientation-Complication-Evaluation- Resolution
Teaching learning Cycle
Teaching learning cycle
A widely accepted instructional approach to writing.
Teachers first model texts, then discuss text features, then assist sts to explore the genre's social purposes. As sts feel comfortable, they are given an increasing amount of independence and encouraged to negotiate text structure and content.
"The first two stages can be seen as preparatory" in relation to building knowledge on the subject matter and the text itself.
The other two stages are the production ones
Building up subject matter
Before deconstructing a text we need to identify:
What the field is
What part of it we will be exploring
what the students already know about it.
What experiences activities will be part of the exploration.
How we will organise and record information from the activities.
Context of culture
What is the social purpose of this genre? Who uses it? Why?
Context of situation
What is the register, i.e., field, tenor, mode
What are the functions of the stages?
What are some of the language features?
How do we know what the text is about?
What is the relationship between the writer and the reader?
Joint construction
How do we prepare for the joint construction of the new text?
By building up field information through research.
Use guideline questions to scaffold activities including:
observations, interviewing, film& video viewing, reading notetaking
Teacher guides the students in jointly constructing a new text in the same genre.
Independent construction of text
Individual writing of text in the same genre in draft.
Consultation with teachers and peers about writing
Editing, reworking of writing. Critical evaluation of success
Consultation with teacher and peers may occur during or after a draft. It may also include aspects of editing, etc.
Build Knowledge
Activate knowledge
Building up
and structures
The idea is to help sts organise the part of experience we are discussing.
Construct and organise key aspects of the teacher's role.
Discuss in explicit terms how the text is organised into stages or phases in order to fulfill its global purpose.
Discuss about key contextual features of the text that affect the language used, tenor (relationship between reader and writer) and mode (written, oral)
Familiarise sts with language choices availableto make the meanings they need at each stage.
Practice whatever language item sts are becoming familiar with and need to feel comfortable with.

Integrate and edit their contributions so they are well adjusted in terms of genre and its tenor, mode and subject matter.
Write a text that results from the collaboration of the whole class.
Assess if sts are ready to go on to independent writing based on their control over the genre and the linguistic resources they will need to write on their own.
The teacher should be a consultant at this stage, specially since all tools were previously given
Sts can write about a similar field, in order to avoid replication of the ones in joint construction.
If necessary they can start over with the cycle and build the field again so as to write in the independent construction.
Building up/ negotiating the field
Movie world: Talking about movies in general terms.
Let's talk about movie types: movie genres (matching, definitions, etc)
What's in a movie?: related vocab
Now, let's describe them: first pproach to evaluation.
Movie carousel: To talk as much as possible about certain films and ask for vocab they think they might need
Cinema in the class: watch a film and complete.

Deconstruction/ modeling the text
Parts and wholes: sts are given different parts they need to match
Puzzle and labels: Put in order the sections.
Incomplete movie reviews: identifying missing parts
Titles that catch: Giving titles to the reviews.
Film data:
Make it brief: help in writing a summary
Stating or suggesting opinion: showing examples on how to give opinions
Your opinion consolidated: how?
I recommend: state difference between a real text and one presented in textbooks
Mining the text for details: examine the text closely
Joint construction
Collective memory!
How to make a movie quilt
Each student can be in charge of a section:
movie data, summary, selective analysis, final recommendation.
Independent construction
Planning a tasksheet.
Function: commenting on certain aspects of a movie, offering our assessment of it and typically making a recommendation.
Working with texts in
the EFL classroom,
Boccia et al. 2013

The production approach
The process approach (70's and 80's)

only the brightest will benefit from it.

The context approach (late 80's and 90's)
Teaching writing approaches
Building up subject matter
Joint construction
Independent construction
Movie data
Movie summary
Selective evaluation of elements in the movie
Final evaluation
Full transcript