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Final Presentation

  1. 1. English course English text book
  2. 2. Platform: Communicative approach <ul><li>students receive some tasks to accomplish using language, instead of studying the language . </li></ul><ul><li>The syllabus is based primarily on functional development (asking permission, asking directions, etc.), and skills, not structural development (past tense, conditionals, etc.). </li></ul><ul><li>There is also less emphasis on error correction as fluency and communication become more important than accuracy. Beale (2002) considers code switching as an important tool in order to avoid interference in communication. </li></ul>
  3. 3. <ul><li>Authentic and meaningful language input becomes more important. </li></ul><ul><li>The class becomes more student-centred because the objective of the class is to cover the needs of the learner . </li></ul><ul><li>Objective of the class is to cover the needs of the learner, as students accomplish their tasks with other students . </li></ul><ul><li>Teacher is going to be a facilitator of the communication process. </li></ul>
  4. 4. Theory of learning : constructivism <ul><li>Brooks (2001) defines constructivism “as a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Besides, she argues that each of us generates our own &quot;rules&quot; and &quot;mental models,&quot; which we use to make sense of our experiences. </li></ul>Zion’ English course Unit 1
  5. 5. <ul><li>Meaningful tasks, Brooks (2001) states that learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. </li></ul><ul><li>Teachers tailor their teaching strategies for students’ responses and encourage students to analyze, interpret, and predict information. </li></ul><ul><li>Teachers also rely heavily on open-ended questions and promote extensive dialogue among students, and taking this into account; communicative purposes can be developed through this theory. (Brooks, 2001) </li></ul>
  6. 6. Theory of language <ul><li>Using conversational interaction as the main means of developing communicative competence has been called an indirect approach (cited by Beale. Celce-Murcia, Dornyei and Thurrell 1997: 141). </li></ul><ul><li>It relies on the learners' own abilities to interactively negotiate meaning with each other. </li></ul>
  7. 7. <ul><li>The target language is acquired through interactive communicative use that encourages the negotiation of meaning. </li></ul><ul><li>Genuinely meaningful language use is emphasized, along with unpredictability, risk-taking, and choice-making by the learner. </li></ul><ul><li>The formal properties of language are never treated in isolation from use; language forms are always addressed within a communicative context. </li></ul>
  8. 8. Philosophy of teaching : progressivism <ul><li>In progressivism language is based on the interests of the learner, creating meaningful development. </li></ul><ul><li>The content of the syllabus is focused on realistic communicative nature selected like communicative approach. </li></ul><ul><li>The process of learning works with a similar study; in communicative approach is necessary to create meaningful activities in order to develop meaningful learning, it means that it is based on the needs of the students. </li></ul>
  9. 9. <ul><li>Aim </li></ul><ul><li>Students will have the capability to communicate with foreign people in order to share and know Christian experiences around the world </li></ul><ul><li>Objectives </li></ul><ul><li>To develop communicative skills in order to use the language as a tool. </li></ul><ul><li>To notice the importance of learning a language to know other cultures </li></ul><ul><li>To notice the power of learning a language </li></ul><ul><li>To see the language as a tool, not as a subject </li></ul><ul><li>To get in contact with foreign people </li></ul>
  10. 10. Lesson 1: How to solve it?   <ul><li>Present some situations or contexts through a brief dialogue to students’ experiences and interests. </li></ul><ul><li>Discussion to establish the vocabulary and expressions to be used to accomplish the activity. </li></ul><ul><li>Questions and answers based on the dialogue topic and situation: Inverted, wh- questions, yes/no and open-ended questions. </li></ul><ul><li>Study of the basic communicative expressions in the dialogue or one of the structures that exemplify the function, using pictures, real objects, or dramatization to clarify the meaning.     </li></ul><ul><li>Students read and fill the survey in order to know what would they do? </li></ul>
  11. 11. <ul><li>Students comment what they write in the survey, by using the questions in the box </li></ul><ul><li>Homework and extension activities. Create new situations around the same topic </li></ul><ul><li>Provide opportunities to apply the language learned in other situations for the same or a related purpose. </li></ul>
  12. 12. Lesson 2: Photography <ul><li>Read and share experiences in photography </li></ul><ul><li>Take some pictures in students’ contexts, for instance in classrooms, breaks, lunch </li></ul><ul><li>Create a power point presentation with their pictures. In order to present in the computer’s room, instead of printing the pictures. If you cannot find a camera, students can cut some pictures from newspapers and magazines. </li></ul>
  13. 13. <ul><li>They make list of verbs that are going to be useful to explain the photography . </li></ul><ul><li>Represent what was happening in each picture with a sketch. Students have to infer what it is happening in each photography. Explain what actually happened in each picture. </li></ul>

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