MATERIALS
DEVELOPMENT IN ELT
Questions 35 - 39
By Prof. Viviana Salguero
www.vivisalguero.blogspot.com
Educationalmaterial...
Questions 35 to 40
35. Present “Principleof language teaching No. 1.
36. Present “Principleof languageteaching No. 2.
37. ...
35.Present “Principleof language teaching No. 1.
The Principle of Language teaching No. 1 says that: Content
and methodolo...
36.Present “Principleof language teaching No. 2.
Teaching should be designed to help learners to achieve
languagedevelopme...
37. List high-level skills.
- Imagining
- Usinginner speech
- Making connections
- Predicting
- Interpreting
- Evaluating
...
38. Comment on ways to “positively affect students’
self-esteem” (de Andres 1999)
- Encourage students to speak beyond the...
39. What do you understand by “cognitive academic
language proficiency? (Cumming 2000).
CALP refers to formal academic lea...
Bibliography
Comisión Técnica – Académica CONARE-MEP.
Antología para el Curso: Desarrollo de Materiales
Didácticos para la...
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Questions 35 39

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Questions 35 39

  1. 1. MATERIALS DEVELOPMENT IN ELT Questions 35 - 39 By Prof. Viviana Salguero www.vivisalguero.blogspot.com Educationalmaterial createdby Prof. Viviana Salguero for CONARE- MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010
  2. 2. Questions 35 to 40 35. Present “Principleof language teaching No. 1. 36. Present “Principleof languageteaching No. 2. 37. Listhigh-level skills. 38. Comment on ways to “positivelyaffect 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 ResourceBook currently being created. 16/11/2010 Educationalmaterial createdby Prof. Viviana Salguero for CONARE- MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010
  3. 3. 35.Present “Principleof 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- Englishshould 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 themas a script. Educationalmaterial createdby Prof. Viviana Salguero for CONARE- MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010
  4. 4. 36.Present “Principleof language teaching No. 2. Teaching should be designed to help learners to achieve languagedevelopment and not just language acquisition 1- Activities should involve and encourage the use of imagination,innerspeech, predicting,interpreting 2-Activities should not be restricted to the language forms andfunctions 3-Materials should help the teacher asses the learners and giveconstructive feedback Educationalmaterial createdby Prof. Viviana Salguero for CONARE- MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010
  5. 5. 37. List high-level skills. - Imagining - Usinginner speech - Making connections - Predicting - Interpreting - Evaluating - Appliying Educationalmaterial createdby Prof. Viviana Salguero for CONARE- MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010
  6. 6. 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 andin multiple purposes. - Preparelearners for therealityof language use. Educationalmaterial createdby Prof. Viviana Salguero for CONARE- MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010
  7. 7. 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. Educationalmaterial createdby Prof. Viviana Salguero for CONARE- MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010
  8. 8. Bibliography Comisión Técnica – Académica CONARE-MEP. Antología para el Curso: Desarrollo de Materiales Didácticos para la Enseñanza del Inglés I y II Ciclos. Setiembre2010. Haynes, Judie. Explaining BICS and CALP. Everythingesl.net. http://www.everythingesl.net/inservices/bics_calp.php. November16th, 2010 Educationalmaterial createdby Prof. Viviana Salguero for CONARE- MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010

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