BLOCK 1: Basic aspects in lesson design
-In
textbooks, the real use of language is subject of grammatical and lexical
knowledge and the result is a not much natural language.
-In
textbooks, it is intended to present a simplified version of the language to
facilitate student access to the target language. Yet, the transmission of this
type of language make that our SS cannot understand the language of a real
text.
-The
majority of textbooks do not promote real communication between SS.
-It is supposed
that materials designed for the FL or CLIL classroom will be materials which encourage
children to interact, negotiating meaning and content in order to make them
learn a content or language in the most natural way that it is possible, communicating
as in the real life.
-How to use
the L2 to explain concepts.
-How to
make the teacher language comprehensible but natural at the same time.
-How to
design materials to transmit content with real L2 language to our pupils.
ASSIGNEMENT FOR LESSON 2:
ASSIGNEMENT FOR LESSON 2:
Learning outcomes:
Exercise 1:
To classify between living and non living things.
Exercise 2:
To describe key concepts.
To guess concepts which a partner is
explaining.
Teaching aims:
Exercise 1:
To enable learners distinguish between living things and non living things.
Exercise 2:
To make learners refresh studied contents.
Communication:
Exercise 1:
Vocabulary about the classification of living and non living things in the
world
Non communicative functions
Non structures
They work along the content obligatory.
Non communicative functions
Non structures
They work along the content obligatory.
Exercise 2:
Key vocabulary of each unit
Children
use communicative functions like describing, explaining, deducing… and
different language structures, as they try to explain a word that a picture
represents using their on resources, communicating freely, so the structures
will be varied.
The content obligatory here are the vocabulary words which belong to each topic, yet, content compatible language is used to do this activity.
The content obligatory here are the vocabulary words which belong to each topic, yet, content compatible language is used to do this activity.
Cognitive skills:
Exercise 1:
Identifying and dividing between living things and non living things.
Exercise 2:
Remembering, defining, reasoning and creative thinking to describe, explain and
guess the key vocabulary involved.
About your KWL chart, I have to say that some of your claims may be disputed. EFL textbooks for Primary will definately have to use simplified materials, yet that does not necessarily mean that they do not help prepare students for communication in the real world.
ResponderEliminarI am not sure I understand what you mean in the first part of your fist statement, but current EFL textbooks try to incorporate samples of language that are instances of natural language use, in keeping with CLT principles.
Finally, your claim that most books do not promote real communication is also a bit too strong. The KWL chart does not require in depth discussion of these claims, but you need to be careful not to make statements which are so strong that are difficult to sustain.
Please remember to publish your KWL charts and your assignments as separate entries, Ana.
ResponderEliminarI assume this is your ASSIGNMENT for Block 1 (not lesson 2).
ResponderEliminarPlease note that exercise 1 does not require students to classify items into living and no living things, as a list of items is not provided. IN this exercise SS are required to say/list the main characteristics of living and non-living things. IN addition, they have to say/write/list the different types of living things. Classifying would involve SS in using those same types (and the concept that makes them different) to sort a list of items. To do this, they would need to recognise in those items certain characteristics, according to which they are classified.
Exercise 2 is aimed at developing study skills, i.e., learning to record and revise vocabulary autonomously. In terms of thinking skills SS just need to understand certain instructions and also need to demonstrate understanding of a concept by drawing it or describing it.
Do you think you could try again doing your analysis with some other activities?
Yes,I know that I have to modify my entries and my assignment, I did it at the start of the course and it was pending in a change.
ResponderEliminarI will do it as soon as I can.
Thank you Enrique.