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MEN-Pearson Presentation

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Jorge mejia

on 4 February 2013

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Transcript of MEN-Pearson Presentation

Ministerio de Educación –Longman English Interactive Online / Actualización en Metodología Sogamoso – May 8th
Session 3 SESSION OBJECTIVES? TO UNDERSTAND AND REFLECT ON HOW TO DEVELOP COMMUNICATIVE COMPETENCE

TO DISCUSS ABOUT THE ADVANTAGES AND CHALLENGES OF USING THE CEFR PORTFOLIO AS A TEACHING AND ASSESSMENT TOOL AGENDA Review of previous sessions topics
Reflecting on how to have our students "think" of how they learn (Homework)
Developing Communicative Competence
Communicative teaching activities
CEFR portfolio
Consolidation REVIEW OF SESSIONS 1-2 GOAL DIRECTED LEARNING IMPLEMENTING THE STANDARDS DEVELOPING COMMUNICATIVE COMPETENCE COMMUNICATION LANGUAGE TEACHING The goal of CLT is to increase communicative competence, which means being able to understand and interpret messages, understand the social contexts in which language is being used, apply the rules of grammar, and employ strategies to keep communication from breaking down (Savignon, 1997).

With CLT, instructional emphasis shifted from grammar translation, memorization of dialogues, and drills and practice of structural patterns to using language in real-life contexts for meaningful purposes (Savignon, 2001).

Grammar practice with drills can be appropriate at certain times, but CLT demands authentic use of language, which means people interacting with other people. (Moss, 2009) Principles in CLT Plan lessons that are logically sequenced and that provide proper scaffolding (the instructional support that enables learners to make a leap in knowledge or skill) so that learners can be successful in their interactions (Florez & Burt, 2001). Plan FUN activities according to your students needs, interests and skills Release control and step out of the role of class leader. Teachers let learners take the initiative for interactions, experiment freely, and take risks with the language. Facilitate learner-to-learner interactions by monitoring and providing assistance when students request it or when students are unable to repair communication breakdowns on their own Initiate and sustain interaction Understand that interaction does not necessarily mean that student participation is always verbal. Sometimes students learn by listening to others interact Implement group and pair work effectively Teach learners strategies to negotiate meaning (e.g., ask for clarification, paraphrase, and use circumlocution). Create positive relationships by showing interest in students, encouraging learners to voice their ideas and feelings, valuing what learners think and say, having a sense of humor, providing feedback on progress, and praising good work. (Brown (2001) CHALLENGES?

New for students, they might not be used to.

Classroom set up

Class size

Task management skills from the teacher

Knowing your students Examples of Activities Information Gap:
Two people share information to complete a task. In one-way information gap activities, one person has all the information. In two-way gap activities, both learners have information to share to complete the activity. Jigsaws:
Highly interactive activities that require learners to pool their information to complete a task. For example, in a jigsaw reading activity, learners work together in small groups to unscramble a text. The interaction among learners often includes questions, explanations, and requests for clarification. Conversation grid activities:
Provide learners with an opportunity to practice gathering and giving the same information over and over again, thus helping to build automaticity. They also provide learners with a chance to negotiate meaning. For example, to review asking and answering personal identification questions to gather information and complete a chart. Ordering and sorting:
Include classification, ranking, and sequencing (Willis, 1996). For example, in a discussion about talking to children about drugs and alcohol, parents are given cards with statements such as, “beer is not alcohol,” or “the legal drinking age is 21.” Learners work in pairs or small groups and must put the cards in either the “True,” “False.” or “I’m not sure” pile. To complete the task, learners have to discuss their choices, provide explanations for them, and achieve consensus (Siteki, 2004). Problem-solving:
Learners work in small groups and discuss issues that are relevant to their lives, such as finding ways to use English outside the class, or how to plan a budget for a family of five. Problem-solving groups work well when each member of the group has a specific role and the tasks are clearly set out for them. Learners use language to communicate for real reasons: to explain their ideas, make suggestions, and, finally, reach a consensus. Let’s plan a communicative task!

Tell your group about one activity that -you think- is an effective communicative activity. Explain why. You can either discuss about an activity presented today or another one you know.

In the group, select one activity and plan it to be performed with the whole session members. EUROPEAN LANGUAGE PORTFOLIO (ELP) Tool to promote plurilingualism and pluriculturalism

It promotes learner autonomy. It is the property of the learner.

Values the full range of the learner’s language and intercultural competence and experience regardless of whether acquired within or outside formal education.

Has both a pedagogic function to guide and support the learner in the process of Language learning and a reporting function to record proficiency in languages.

Is based on the Common European Framework of Reference with explicit reference to the common levels of competence.

Encourages learner self-assessment (which is usually combined with teacher assessment) We are "sinking"!
What are you "singing" about? LEARNER Thanks!!! Jorge A. Mejía L.
M.Ed. in Educational Leadership.
Virginia Commonwealth University
Universidad de La Salle
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