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Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers
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Theme-based syllabus design: Introducing lesson plans, activities and tasks about British food for (Greek) EFL senior high school teachers

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Από την ομιλία μου στο Μουσικό Σχολείο Λάρισας για το Σύλλογο Καθηγητών Αγγλικής Λάρισας (20/10/2012)

Από την ομιλία μου στο Μουσικό Σχολείο Λάρισας για το Σύλλογο Καθηγητών Αγγλικής Λάρισας (20/10/2012)

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  • 1. Theme-based syllabus design ‘Lesson plans, activities, tasks and tips in a senior state school 10Ο ΛΥΚΕΙΟ ΛΑΡΙΣΑΣ OCTOBER 2012Vasiliki Papaioannou, EFL teacher EdD, MA, BA, QTS
  • 2. What my students thinkabout my English Languageclass…
  • 3. What I think of my English language class?
  • 4. Although books are not taken for granted, there has to be some discipline!
  • 5. What you can actually teach insenior high school in Greece isdescribed here:http://www.pischools.gr/lessons/e(ΦΕΚ 1868, 11/10/1999) (i.e. Promoting allstudents’ skills, enriching their knowledge invocabulary, improving their communication skillsand learning horizons, exchanging information,improving social skills)
  • 6. Syllabus Design…why?:• Advantages (1):• You plan according to your equipment, materials and resources• It’s personalized: You take into account students’ level, age, personal needs, attitude, willingness to learn and special talents e.g. drawing, listening to music etc. as you should (ΦΕΚ 1868, 11/10/1999)• You have the option to use as much English as you want• You can involve students in designing via planning
  • 7. Advantages (2):• Interaction and English language production can take place in the classroom as students discuss with their peers or take feedback• You take into account knowledge that is already acquired and you activate previous schemata (learning focus)• Learning is better accomplished through design (μάθηση μέσω σχεδιασμού)
  • 8. Disadvantages:• It is easy to get lost without a coursebook• Colleagues and outsiders may accuse you that you are not doing anything important because you don’t have a book• Students might forget their contribution for the next lesson (you can’t always count on students – you always need to have a back up plan)• Internet might not be working on that day or pc access might not be available for the activities planned
  • 9. Theme-based syllabusdesign (or Content-basedinstruction) in EFLcontext): You plan you lessons in way that a seriesof activities and tasks are related to aparticular theme e.g. British food,traveling around the world, the OlympicGames etc.
  • 10. Advantages (1):• You approach a theme via a combination of activities, tasks, exercises and related subthemes (e.g. healthy diet via British food)• Although the theme is the same you might set a different objective in every lesson and (maybe) promote a different skill• You can design 5-8 thematic units per year and in combination with 2 projects, you have effectively covered the school year curriculum• One theme lasts from 2 weeks to 2 months.• After so many theme-based activities you are pretty sure your students understand the topic very well (and know relevant vocabulary)• You can do a project after each theme-based unit and give students the chance to be creative and improvise
  • 11. Advantages (2):• It works well for intermediate level (B1 and above)• Every theme you tackle, you can involve a cultural element into it (e.g. Food – British food – International food- Chinese, Indian, Mexican food, Chinese, Indian and Mexican cutlure etc.)• You can get plenty of ideas about your theme on the internet• Authentic material can be used in real classroom situation• It takes into account learner differences even within the same grade level or the same class (mixed ability classes)• English language learning becomes more meaningful because vocabulary items are related to the same theme• You can include various points into a variety of themes
  • 12. Disadvantages (1)• It is time consuming (for relevant materials to be found, to be appropriately combined, to suit your learners’ needs and level and to promote as many skills as possible)• It can get boring tackling one topic for two months (especially for 2nd and 3rd graders who are taught English twice a week)• Students might not know how to revise at the exams (or at the end of the year)
  • 13. Disadvantages (2)• It will not automatically make learners become more interested in learning English, unless teachers are able to use interesting activities and suitable (authentic) materials• Others may use or circulate your materials without your permission• You might be accused that you should not be doing this since there are so many EFL books and not all teachers want to design their syllabuses• You have to give (and repeat many times) clear instructions for your activities in order for students to understand.
  • 14. British Food: Theme-based(senior high school) series of lessons
  • 15. Lesson Aims:• Ss to use adverbs of frequency• Ss to get to know the vocabulary (lexis) around food (ways of cooking, tasting, describing food and drink)• Ss to get to know famous British dishes as well as their own local favorite ones• Ss to be able to read the menu in a British restaurant or pub and place an order• Students to understand the importance of working in a series of (the same) theme-based lesson plan and be involved in it• Ss to be able to answer and create wh-questions related to reading a menu• Ss to familiarise themselves with authentic material use in the classroom• Ss to be able to create a menu with their local or British favorite dishes.• Ss to collaborate with each other in order to produce a written piece of work (menu)• Ss to promote all skills (reading, listening, writing, speaking)• Ss to know as many things as possible about healthy diet and balanced eating
  • 16. Some examples:
  • 17. Flaky pastry
  • 18. Match the clues (a-j) with 2 words (1-20):
  • 19. Students having fun!
  • 20. Read some reviews written about avariety of restaurants in London. Writedown any new vocabulary or phraseswhich can be used to describerestaurants.Now put students in pairs/small groups todecide which restaurant they prefer and whybased on the previous restaurant reviews.Maybe they can write a paragraph as well.Ask a different group to report back theiranswers to each question, to see whetherothers have similar opinions.Hold a vote to see which restaurant thestudents would most like to visit.
  • 21. The following extract comes from a menu from a local British pub. Answer the questions (A):• Which starters do not contain vegetables? …………………………………………………………………………………..• Which starters do not contain meat? …………………………………………………………………………………….• Which is the most expensive salad? …………………………………………………………………………………….• Which dish (from the salads, noodles & pastas category) is the most fattening one? …………………………………………………………………………………….• Which main dishes are available in an afternoon deal (Monday – Friday, 2-5 p.m)? ………………………………………………………………………………………… …………………………………………………………………………………..
  • 22. Answer the questions about the menu (B):Which dish(es) is/are also available as a vegetarianoption?…………………………………………………………………………………………………………………………………………………………………………………………………………Which starter contains fish?……………………………………………………………………………………………………….Which pasta dish is vegetarian?………………………………………………………………………………………………………Which dish(es) is/are offered in 2 meals for£8.49…………………………………………………………………………………………………………………………………………………………………………………………………….Which dish(es) is/are served with tartare sauce?……………………………………………………………………………………………………..Which dishes contain chicken?……………………………………………………………………………………………………..
  • 23. Aim: Ss should be able to create theirown menu based on authentic Britishmenus• Instructions: 3 types of menus are given to your group to help you work on your own menu.• Create your own menu in the class (in groups) – whole menu or just pick a category (e.g. starter, main dish etc.). Use color, pictures, correct language, information and vocabulary you are already familiar with. Try to make your menu as appealing as possible if you want the class to vote for it! You will present your menu in front of the class next time!
  • 24. -Try to explain in English the following expressionsrelated to food- Can you think of a Greek proverb of a similar meaning?• 1. He’s really in the soup: (to be in an unpleasant situation)• 2. I’m really cheesed off: (annoyed or disappointed with something or someone)• 3. You can’t have your cake and eat it al:l (και την πίτα ολόκληρη και στο σκύλο χορτάτο!)• 4. Τhat’s money for jam: (money you get for doing something very easy)• 5. He’s full of beans: (talking nonsense)
  • 25. BIBLIOGRAPHY• Μάθηση μέσω σχεδιασμού:• http://neamathisi.com/learning-by-design/• Καλές πρακτικές στην Ελλάδα:• http://neamathisi.com /learning-by-design/practices/• Chi Cheung Ruby Yang, ‘Theme-based Teaching in an English Course for Primary ESL Students in Hong Kong’, Electronic Journal of Foreign Language Teaching  2009, Vol. 6, No. 2, pp. 161–176

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