Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

Questions 35 39

on

  • 477 views

 

Statistics

Views

Total Views
477
Views on SlideShare
468
Embed Views
9

Actions

Likes
0
Downloads
3
Comments
0

5 Embeds 9

http://vivisalguero.blogspot.com 3
http://vivisalguero.blogspot.kr 2
http://vivisalguero.blogspot.com.ar 2
http://vivisalguero.blogspot.se 1
http://vivisalguero.blogspot.mx 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Questions 35 39 Questions 35 39 Presentation Transcript

  • MATERIALS DEVELOPMENT IN ELT Questions 35 - 39 By Prof. Viviana Salguero www.vivisalguero.blogspot.com Educational material created by Prof. Viviana Salguero for CONARE- MEP-UCR Materials Development in ELT Course. Costa Rica 2010
  • Questions 35 to 40 35. Present “Principle of language teaching No. 1. 36. Present “Principle of language teaching No. 2. 37. List high-level skills. 38. Comment on ways to “positively affect students’ self-esteem” (de Andres 1999) 39. What do you understand by “cognitive academic language proficiency? (Cumming 2000). 40. Relate principles 1 and 2 to your own teaching and Language Resource Book currently being created. Educational material created by Prof. Viviana Salguero for CONARE- 16/11/2010 MEP-UCR Materials Development in ELT Course. Costa Rica 2010
  • 35. Present “Principle of language teaching No. 1. The Principle of Language teaching No. 1 says that: Content and methodology should be consistent with the objectives of the course, for instance: 1- English should be real 2- Materials need to be written in a way that teachers can make use of them as a resource and not have to follow them as a script. Educational material created by Prof. Viviana Salguero for CONARE- MEP-UCR Materials Development in ELT Course. Costa Rica 2010
  • 36. Present “Principle of language teaching No. 2. Teaching should be designed to help learners to achieve language development and not just language acquisition 1- Activities should involve and encourage the use of imagination, inner speech, predicting, interpreting 2-Activities should not be restricted to the language forms and functions 3-Materials should help the teacher asses the learners and give constructive feedback Educational material created by Prof. Viviana Salguero for CONARE- MEP-UCR Materials Development in ELT Course. Costa Rica 2010
  • 37. List high-level skills. - Imagining - Using inner speech - Making connections - Predicting - Interpreting - Evaluating - Appliying Educational material created by Prof. Viviana Salguero for CONARE- MEP-UCR Materials Development in ELT Course. Costa Rica 2010
  • 38. Comment on ways to “positively affect students’ self-esteem” (de Andres 1999) - Encourage students to speak beyond the use of basic competences. - Help learners to develop the ability to use language fluently, accurately and appropriately in numerous genres and in multiple purposes. - Prepare learners for the reality of language use. Educational material created by Prof. Viviana Salguero for CONARE- MEP-UCR Materials Development in ELT Course. Costa Rica 2010
  • 39. What do you understand by “cognitive academic language proficiency? (Cumming 2000). CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school Academic language acquisition isn't just the understanding of content area vocabulary. It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. Academic language tasks are context reduced. Information is read from a textbook or presented by the teacher. As a student gets older the context of academic tasks becomes more and more reduced. Educational material created by Prof. Viviana Salguero for CONARE- MEP-UCR Materials Development in ELT Course. Costa Rica 2010
  • Bibliography Comisión Técnica – Académica CONARE-MEP. Antología para el Curso: Desarrollo de Materiales Didácticos para la Enseñanza del Inglés I y II Ciclos. Setiembre 2010. Haynes, Judie. Explaining BICS and CALP. Everythingesl.net. http://www.everythingesl.net/inservices/bics_calp.php. November 16th, 2010 Educational material created by Prof. Viviana Salguero for CONARE- MEP-UCR Materials Development in ELT Course. Costa Rica 2010