Techniques and principles in language teaching

Revision of the different methods

Work in pairs or groups of three. Choose one of the methods presented in the book by Larsen Freeman.
Read the chapter carefully. Prepare an oral report including the following:
1. Introduction or contextualization.
2. Explanation of 4 principles supported by examples taken from the corresponding chapter.
3. List and description of the techniques.
4. Two questions for your classmates (to check if they are paying attention ;)
5. After class, prepare a concept map. I suggest to download this software:http://cmap.ihmc.us/
6. Upload the concept map in your blog. Try to organize Methodology II in a different page.

English for Specific Purposes, Methodology II

Some scholars will simply describe ESP as the teaching of English for any purpose that could be specified. Others, however, were more precise, describing it as the teaching of English for academic studies or the teaching of English for vocational or occupational purposes.
In terms of absolute characteristics, ESP consists of English language teaching which is (i) designed to meet specified needs of the learner, (ii) related in content (i.e. in its themes and topics) to particular disciplines, occupations and activities, (ii) centered on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse, and (iv) in contrast with General English. In terms of variable characteristics, ESP may be, but is not necessarily, (i) restricted as to the language skills to be learned (e.g. reading only), and (ii) not taught according to any pre-ordained methodology.
Adapted from:

http://faculty.ksu.edu.sa/alhumaidi/Publications/English%20for%20Specific%20Purposes%20Review%20of%20Literature.pdf

Methodology II (Day)

ESP could be English in contexts such as: academic settings, bussiness, exam preparation, private tutoring. The first step is to apply a needs analysis (interview, survey, test, among others). After that, you tabulate and draw conclusions to design your syllabus. This work has to include the following:

-Results of the needs analysis.

-Rationale.

-General objectives (in the required skills).

-Specific objectives and activities per session (10 sessions, 3 hrs. each).

-Assessment.

-Sample material for ONE session.

I hope you enjoy this project. It is an opportunity to learn and put your ideas in practice.

Teaching Speaking

Some other examples of speaking activities:
oral presentations
Oral news reports
Radio/tv commercials
Radio/tv show
Interview
Singing a song
Telling a tale/story
Contest
Debate
Drama (mini play)
Poem declamation
AND MOOORE :)

http://www.univirtual.it/corsi/2002_2003/bertin/download/M03.pdf
http://www.icpna.edu.pe/documentos/HOW%20TO%20TEACH%20SPEAKING%20IN%20AN%20EFL%20CLASS%20II%20-%20Carolina%20Terry.pdf

http://www.nclrc.org/essentials/speaking/goalsspeak.htm

Methodology II, teaching high school

It is very importang to become familiar with the offcial documents from mineduc. These guidelines will help you to apply effective teaching procedures. There is always a possibility to change, improve or discuss other ways to plan, teach and assess the learners progress.
Follow these preliminary steps:
1. Choose a level (1,2,3,4 medio). Download the corresponding programme.
2. Select one of the suggested units in the programme or consider the suggestions for the design of units.
3. Study the objectives and procedures presented in the document.
4. Print Bloom's taxonomy.
4. Create three activities to develop reading, writing, listening and speaking skills (12 in total). Receptive skills must include pre-while-post approach.
5. Follow the same format presented in the high school programme. Include the necessary material for each activity.
Deadlines
20 of May reading
27 of May listening
3 of june writing
10 of June speaking
If you are absent without medical certificate, minimal mark will be awarded.
You can use any type of resources (coursebooks, digital lesson plans, videos, songs, websites) but sources must be acknowledged at all times.

Syllabus template

SYLLABUS TEMPLATE

[Course number and title]

[Term]

Instructor: [Names] [Office, e-mail, phone]

Office Hours: [Scheduled + by appointment? Virtual Office Hours?]

Location in the Curriculum:

Course Description:

Course Objectives: These should be written as learning outcomes or competency based objectives.

By the end of this course, students will:

List as specifically as possible the learning outcomes the course is intended to produce. Think about the kinds of evidence you will need to assess the students’ learning as the objectives should drive the assessment and grading schema. Kinds of evidence can be manifest in what students say, do, think and/or feel. A well stated objective has two components: substance (content/subject matter) and form: what action must the student perform with regards to the substance (compare and contrast, evaluate, analyze, apply, etc.). It may be helpful to use verbs that correspond with Benjamin Bloom’s taxonomy

Course Format:

Course Requirements: (Including class attendance, participation, class norms, assignments, and grading procedures) Faculty must specify the weight that each student assignment will contribute to the final course grade and include this information in the course syllabus.

Required Texts:

Supplemental Readings:

Required Readings (Specify if readings are on e-reserve or posted on Moodle)

Course Schedule by Session and list of readings for each:

Date/Session number	Objectives/Skills	Activities/materials

http://www.nwlink.com/~donclark/hrd/bloom.html

Syllabus Design, Methodology II

Counting the pages and activities proposed in a textbook or printing some pages with grammar and vocabulary is not a real syllabus. It implies considering the needs of the students, the context of the school, the skills to be developed and the materials available. This is a public document so it needs to be clear enough to be understood by any person. It is a general overview and a clear list of the skills, contents, materials and procedures to be followed by the teacher.

Check this site to get further information in your syllabus design.

http://www.englishraven.com/ttools_syllabus.html