The document discusses the Australian Curriculum and Assessment Reporting Authority's (ACARA) development of the Australian Curriculum: Languages. It provides an overview of the languages included in the curriculum, which are Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish, Vietnamese and Aboriginal/Torres Strait Islander languages. It describes the second language learner, background language learner, and first language learner pathways. It outlines the curriculum's design including strands, substrands and content descriptors. An example achievement standard for Foundation to Year 2 is also provided.
This document discusses vocabulary teaching and learning in the foreign language classroom. It defines key lexical and semantic concepts like lexicon, semantic field, and lexical field. It also categorizes different types of word relationships such as synonyms, antonyms, and polysemy. Additionally, it provides examples of necessary vocabulary for socializing, asking questions, and expressing attitudes. Finally, it outlines didactic guidelines and methodology for effectively introducing, practicing, and producing new vocabulary in the classroom.
This document provides the annual teaching plan for English language instruction at the UNIDAD EDUCATIVA FISCAL “riobamba” school in Riobamba, Ecuador for the 2013-2014 school year. The plan targets 1st year BGU students and outlines objectives, contents, and methodologies for developing students' communicative competence and language skills in English over the course of the school year. Objectives are organized by linguistic, sociolinguistic, and pragmatic components as well as the skills of listening, reading, speaking, and writing. Contents are divided into terms covering various functions and language structures. Methodologies are described for developing skills through strategies such as modeling, drilling, and the writing process. Resources listed
Students progress through levels of spelling ability from 0.5 to level 4.75. The document outlines progression points and indicators of progress for each level. It provides examples of work demonstrating spelling skills developing towards or meeting each standard. For each level it describes how students spell words, use letter-sound relationships, and strategies for attempting unfamiliar words.
The document discusses planning for teaching English as a foreign language. It describes how to structure didactic units with objectives, contents, methodologies and evaluations. Key aspects of planning include sequencing skills and topics appropriately for students' levels, using a task-based methodology, and focusing on communication and developing students' basic competences. Teachers should maximize instructional time, create a positive learning environment, use a variety of materials, and employ continuous evaluation throughout the learning process. Well-planned didactic units help guide students' learning and development of English language skills.
The document discusses discourse analysis and discourse-based language teaching. It defines discourse as stretches of language that are meaningful, unified, and purposive. It emphasizes teaching communicative competence through developing students' linguistic, sociolinguistic, discourse, and strategic competence. It discusses applying a discourse perspective to listening, reading, speaking, and grammar instruction using authentic materials to make formal learning as natural as possible.
This document discusses verbal and non-verbal communication in a foreign classroom. It defines communication and verbal communication, which uses sounds or symbols to exchange messages either spoken or written. Non-verbal communication conveys messages without words through gestures, facial expressions, eye contact, tone of voice. The document also discusses communicative language teaching which uses authentic contexts, task-based approaches where students build competence to complete tasks, and extralinguistic strategies like improvisation when knowledge is limited.
This document outlines an annual teaching plan for an English language class at a school in Riobamba, Ecuador. The plan covers the 2013-2014 school year and targets 3rd year students. It includes general information about the class as well as objectives for communicative competence and language skills. The plan also lists the contents to be covered each term, including grammar, vocabulary, functions and activities. Finally, it outlines the methodological strategies and resources to be used for listening, reading, speaking and writing instruction.
This document discusses vocabulary teaching and learning in the foreign language classroom. It defines key lexical and semantic concepts like lexicon, semantic field, and lexical field. It also categorizes different types of word relationships such as synonyms, antonyms, and polysemy. Additionally, it provides examples of necessary vocabulary for socializing, asking questions, and expressing attitudes. Finally, it outlines didactic guidelines and methodology for effectively introducing, practicing, and producing new vocabulary in the classroom.
This document provides the annual teaching plan for English language instruction at the UNIDAD EDUCATIVA FISCAL “riobamba” school in Riobamba, Ecuador for the 2013-2014 school year. The plan targets 1st year BGU students and outlines objectives, contents, and methodologies for developing students' communicative competence and language skills in English over the course of the school year. Objectives are organized by linguistic, sociolinguistic, and pragmatic components as well as the skills of listening, reading, speaking, and writing. Contents are divided into terms covering various functions and language structures. Methodologies are described for developing skills through strategies such as modeling, drilling, and the writing process. Resources listed
Students progress through levels of spelling ability from 0.5 to level 4.75. The document outlines progression points and indicators of progress for each level. It provides examples of work demonstrating spelling skills developing towards or meeting each standard. For each level it describes how students spell words, use letter-sound relationships, and strategies for attempting unfamiliar words.
The document discusses planning for teaching English as a foreign language. It describes how to structure didactic units with objectives, contents, methodologies and evaluations. Key aspects of planning include sequencing skills and topics appropriately for students' levels, using a task-based methodology, and focusing on communication and developing students' basic competences. Teachers should maximize instructional time, create a positive learning environment, use a variety of materials, and employ continuous evaluation throughout the learning process. Well-planned didactic units help guide students' learning and development of English language skills.
The document discusses discourse analysis and discourse-based language teaching. It defines discourse as stretches of language that are meaningful, unified, and purposive. It emphasizes teaching communicative competence through developing students' linguistic, sociolinguistic, discourse, and strategic competence. It discusses applying a discourse perspective to listening, reading, speaking, and grammar instruction using authentic materials to make formal learning as natural as possible.
This document discusses verbal and non-verbal communication in a foreign classroom. It defines communication and verbal communication, which uses sounds or symbols to exchange messages either spoken or written. Non-verbal communication conveys messages without words through gestures, facial expressions, eye contact, tone of voice. The document also discusses communicative language teaching which uses authentic contexts, task-based approaches where students build competence to complete tasks, and extralinguistic strategies like improvisation when knowledge is limited.
This document outlines an annual teaching plan for an English language class at a school in Riobamba, Ecuador. The plan covers the 2013-2014 school year and targets 3rd year students. It includes general information about the class as well as objectives for communicative competence and language skills. The plan also lists the contents to be covered each term, including grammar, vocabulary, functions and activities. Finally, it outlines the methodological strategies and resources to be used for listening, reading, speaking and writing instruction.
This document is an annual teaching plan for an English language class at a school in Riobamba, Ecuador. It outlines the objectives, contents, methodologies and resources for the 10th year English class for the 2013-2014 school year. The objectives include developing students' communicative competence and language skills in listening, reading, speaking and writing. The plan details the contents to be covered each term, including grammar, vocabulary, functions and topics. It describes methodologies for developing the four language skills and strategies for assessment including diagnostic, formative and summative evaluations.
The document discusses spelling development and instruction. It outlines 5 developmental stages of spelling that children progress through from ages 2-14. These stages involve developing understandings of phonics, sight words, morphemes, and etymology. Effective instruction should match students' developmental levels and utilize strategies like word sorts and games. Spelling is best taught indirectly through reading and writing rather than isolated weekly tests. A multi-faceted approach is needed to account for individual student needs.
Teaching vocabulary to advanced studentsingridbelloa
The document discusses effective vocabulary teaching methods for advanced language learners. It emphasizes teaching vocabulary in context through authentic materials rather than isolated word lists. Students should learn collocations and deal with meaning through guided discovery and dictionary use to develop independence. Group work and meaningful tasks that apply vocabulary in realistic scenarios help retain learning in long-term memory. The lexical approach focuses on multi-word chunks to develop fluency beyond grammatical competence.
This document outlines the annual teaching plan for English language instruction at the UNIDAD EDUCATIVA FISCAL “Riobamba” school in Riobamba, Ecuador for the 2013-2014 school year. It details the objectives, contents, methodologies, resources, and evaluation strategies for teaching English to second year BGU (Bachillerato General Unificado) students. The plan aims to develop students' communicative competence, language skills, and knowledge of grammar and vocabulary over the course of the school year using a variety of teaching methods including listening activities, reading texts, speaking drills and exercises, and writing assignments. Student progress will be assessed through diagnostic, formative, and summative evaluations.
This document outlines the annual teaching plan for English language instruction at the UNIDAD EDUCATIVA FISCAL “Riobamba” school in Riobamba, Ecuador for the 2013-2014 school year. The plan details the objectives, content, methodologies, resources and evaluation for teaching 8th year EGB students. The objectives are to develop students' communicative competence and language skills in listening, reading, speaking and writing. The content is organized into 6 month terms covering common introductions, family, interests and other topics. A variety of methodologies are outlined for each skill including activities, texts and strategies. Resources include textbooks, audio/visual materials and technology. Student evaluation will be both formative and sum
The document discusses approaches to teaching reading, including whole language and phonics approaches. It argues that an integrated approach combining elements of both may be most effective. As an example, it outlines a lesson plan that incorporates phonemic awareness, phonics, fluency, vocabulary and comprehension activities to benefit students of varying levels.
Grammar Translation - Developed in the 18th-19th centuries, the teacher presents, explains, and commands in the students' native language. Students memorize vocabulary, conjugate verbs, and translate texts. While easy and develops grammar structures, it lacks oral skills, context, and theory.
Communicative Language Teaching - Created against audiolingual and grammar translation methods. The teacher facilitates communication and students interact in the target language as much as possible. It aims to develop communicative competence through meaningful learning. However, long classes and perceptions of activities could be too abstract.
English k to 12 curriculum guide grades 1 to 3, 7 to 10Whiteboard Marker
This document provides the K to 12 curriculum guide for English in the Philippines. It outlines the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension from Grades 1 to 3 and Grades 7 to 10. The guide focuses on developing learners' understanding and use of English in both oral and written communication. It emphasizes acquiring vocabulary, comprehending texts listened to, and correctly applying grammatical rules.
This document discusses language as communication and the factors that define a communicative situation. It covers spoken and written language, noting that spoken language is more spontaneous while written language allows more time for planning. The document also discusses the elements of communication, including the sender, receiver, message, context and feedback. It analyzes the functions of language and the role of context and nonverbal communication in interactions.
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document focuses on developing learners' English language skills including oral communication, reading, writing, and listening comprehension through attaining specific competencies by grade level.
This document outlines an annual teaching plan for an English language class at a school in Riobamba, Ecuador. The plan covers the 2013-2014 school year for 9th grade students. It includes general information about the class as well as objectives for communicative competence and language skills. The plan also lists the contents to be covered each term including language functions, grammar, and vocabulary. It describes methodological strategies for listening, reading, speaking, and writing activities. Finally, it lists the resources that will be used and describes how student progress will be evaluated through diagnostic, formative, and summative assessments.
This document discusses different approaches to teaching grammar, including the deductive approach, inductive approach, and functional-notional approach. The deductive approach presents grammar rules first followed by examples, while the inductive approach uses examples to help students discover rules. The functional-notional approach teaches grammar in situational contexts. Overall, the document examines strategies for incorporating grammar instruction and different learning styles.
This document outlines a phonemic awareness and spelling workshop for Sacred Heart school. It discusses the need for the workshop based on NAPLAN results, teacher observations, and concerns from upper primary teachers. It provides background on the importance of oral language, phonics, and phonemic awareness for spelling. It then describes the Sound Waves program that will be used, focusing on individual sounds and letter options each week, and how students will be supported in small groups.
1. Letter name alphabet spelling and within-word pattern spelling align with Years 1-2 of the Australian Curriculum, focusing on phonics, short vowels, blends, digraphs.
2. Syllables and affixes spelling relates to Years 3-4, with concepts of long vowels, inflectional endings, syllabication, and homophones.
3. Derivational relations spelling corresponds to Years 5-7, exploring word origins, roots, affixes, and morphological relationships between spelling and meaning.
The document provides the K to 12 competencies in English for grades 1 to 3. It outlines the content standards and competencies for oral language, phonological awareness, phonics and word recognition, grammar, vocabulary development, book and print knowledge, listening comprehension, reading comprehension, fluency, spelling, and writing/composition. The competencies describe the skills students should demonstrate at each grade level in areas such as listening, speaking, reading, phonics, spelling, grammar, and writing. The document was issued by the Department of Education on January 31, 2012 to outline the English curriculum for primary grades.
1. The document summarizes an English language arts methods course, including discussions on grammar instruction approaches like Andrews' LEA model and Weaver's minimal approach.
2. It also covers topics like semantic environments, what constitutes "good English," and examples of status-marking errors.
3. Recommendations are made for focusing grammar instruction on the needs of students and using techniques like incidental lessons, inductive lessons, writing conferences, and mini-lessons.
The document describes different types of language syllabi:
- Grammar syllabus focuses on grammatical structures but may neglect other skills.
- Notional-functional syllabus emphasizes communicative functions and meanings.
- Situational syllabus selects real life contexts rather than grammar.
- Skill-based syllabus develops specific skills through listening, writing, and other activities.
- Task-based syllabus assigns meaningful tasks for communicative language use.
- Content-based syllabus uses subject matter content to teach language concurrently.
The importance of teaching language in the classroomdiegofvl1
The document discusses the importance of teaching culture when teaching foreign languages. It notes that language and culture are intertwined and that culture is not just about historical elements but also values and thought patterns. In the past, foreign language teaching did not focus enough on culture, but approaches then started incorporating more cultural elements in the 1960s-1970s to make language learning easier. By the 1970s, methods shifted from a grammatical to a more communicative approach that focused on natural cultural exchange. Teachers must teach cultural aspects of a language as an interpersonal process so students become accustomed to different values from the target language culture. Showing students ways to interact and experience different cultures in the classroom allows them to learn culture over time through practice
This document provides an overview of the Conversational English II course. The course aims to develop students' oral communication skills in English through activities like role-plays, debates, and presentations. Students will learn theories of oral communication and analyze speech acts. They will also learn how to design and assess speaking lessons for primary students. The course will be assessed through exams, oral performances, and self-evaluations. Students are expected to actively participate in all activities and develop their English speaking proficiency to a B2/B2+ level.
The document discusses different approaches to teaching spelling to middle school students. It explores whether spelling is best learned implicitly through writing or through explicit instruction. Several key terms related to spelling development are defined. Effective strategies discussed include word study, word sorts, using technology, and assessing students' spelling skills and development. The debate around whether spelling is caught or taught is also summarized.
The document provides an overview of the Australian Curriculum: Languages, including its architecture, development process, and content structure. It discusses the curriculum's focus on communication, language and culture, and intercultural understanding. Key points include its strands of Communicating and Understanding, development timeline, and ongoing consultation process to refine language-specific curricula.
The document discusses the objectives, features, and components of the English curriculum for Grade 5 in the Philippines. It aims to develop students' communicative competence, understanding of language concepts, and appreciation for English. The curriculum is learner-centered, integrative, and focuses on developing 21st century skills. It teaches language domains like reading, writing, and vocabulary through spiralling content across grade levels based on learning standards defining what students should know and be able to do.
This document is an annual teaching plan for an English language class at a school in Riobamba, Ecuador. It outlines the objectives, contents, methodologies and resources for the 10th year English class for the 2013-2014 school year. The objectives include developing students' communicative competence and language skills in listening, reading, speaking and writing. The plan details the contents to be covered each term, including grammar, vocabulary, functions and topics. It describes methodologies for developing the four language skills and strategies for assessment including diagnostic, formative and summative evaluations.
The document discusses spelling development and instruction. It outlines 5 developmental stages of spelling that children progress through from ages 2-14. These stages involve developing understandings of phonics, sight words, morphemes, and etymology. Effective instruction should match students' developmental levels and utilize strategies like word sorts and games. Spelling is best taught indirectly through reading and writing rather than isolated weekly tests. A multi-faceted approach is needed to account for individual student needs.
Teaching vocabulary to advanced studentsingridbelloa
The document discusses effective vocabulary teaching methods for advanced language learners. It emphasizes teaching vocabulary in context through authentic materials rather than isolated word lists. Students should learn collocations and deal with meaning through guided discovery and dictionary use to develop independence. Group work and meaningful tasks that apply vocabulary in realistic scenarios help retain learning in long-term memory. The lexical approach focuses on multi-word chunks to develop fluency beyond grammatical competence.
This document outlines the annual teaching plan for English language instruction at the UNIDAD EDUCATIVA FISCAL “Riobamba” school in Riobamba, Ecuador for the 2013-2014 school year. It details the objectives, contents, methodologies, resources, and evaluation strategies for teaching English to second year BGU (Bachillerato General Unificado) students. The plan aims to develop students' communicative competence, language skills, and knowledge of grammar and vocabulary over the course of the school year using a variety of teaching methods including listening activities, reading texts, speaking drills and exercises, and writing assignments. Student progress will be assessed through diagnostic, formative, and summative evaluations.
This document outlines the annual teaching plan for English language instruction at the UNIDAD EDUCATIVA FISCAL “Riobamba” school in Riobamba, Ecuador for the 2013-2014 school year. The plan details the objectives, content, methodologies, resources and evaluation for teaching 8th year EGB students. The objectives are to develop students' communicative competence and language skills in listening, reading, speaking and writing. The content is organized into 6 month terms covering common introductions, family, interests and other topics. A variety of methodologies are outlined for each skill including activities, texts and strategies. Resources include textbooks, audio/visual materials and technology. Student evaluation will be both formative and sum
The document discusses approaches to teaching reading, including whole language and phonics approaches. It argues that an integrated approach combining elements of both may be most effective. As an example, it outlines a lesson plan that incorporates phonemic awareness, phonics, fluency, vocabulary and comprehension activities to benefit students of varying levels.
Grammar Translation - Developed in the 18th-19th centuries, the teacher presents, explains, and commands in the students' native language. Students memorize vocabulary, conjugate verbs, and translate texts. While easy and develops grammar structures, it lacks oral skills, context, and theory.
Communicative Language Teaching - Created against audiolingual and grammar translation methods. The teacher facilitates communication and students interact in the target language as much as possible. It aims to develop communicative competence through meaningful learning. However, long classes and perceptions of activities could be too abstract.
English k to 12 curriculum guide grades 1 to 3, 7 to 10Whiteboard Marker
This document provides the K to 12 curriculum guide for English in the Philippines. It outlines the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension from Grades 1 to 3 and Grades 7 to 10. The guide focuses on developing learners' understanding and use of English in both oral and written communication. It emphasizes acquiring vocabulary, comprehending texts listened to, and correctly applying grammatical rules.
This document discusses language as communication and the factors that define a communicative situation. It covers spoken and written language, noting that spoken language is more spontaneous while written language allows more time for planning. The document also discusses the elements of communication, including the sender, receiver, message, context and feedback. It analyzes the functions of language and the role of context and nonverbal communication in interactions.
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document focuses on developing learners' English language skills including oral communication, reading, writing, and listening comprehension through attaining specific competencies by grade level.
This document outlines an annual teaching plan for an English language class at a school in Riobamba, Ecuador. The plan covers the 2013-2014 school year for 9th grade students. It includes general information about the class as well as objectives for communicative competence and language skills. The plan also lists the contents to be covered each term including language functions, grammar, and vocabulary. It describes methodological strategies for listening, reading, speaking, and writing activities. Finally, it lists the resources that will be used and describes how student progress will be evaluated through diagnostic, formative, and summative assessments.
This document discusses different approaches to teaching grammar, including the deductive approach, inductive approach, and functional-notional approach. The deductive approach presents grammar rules first followed by examples, while the inductive approach uses examples to help students discover rules. The functional-notional approach teaches grammar in situational contexts. Overall, the document examines strategies for incorporating grammar instruction and different learning styles.
This document outlines a phonemic awareness and spelling workshop for Sacred Heart school. It discusses the need for the workshop based on NAPLAN results, teacher observations, and concerns from upper primary teachers. It provides background on the importance of oral language, phonics, and phonemic awareness for spelling. It then describes the Sound Waves program that will be used, focusing on individual sounds and letter options each week, and how students will be supported in small groups.
1. Letter name alphabet spelling and within-word pattern spelling align with Years 1-2 of the Australian Curriculum, focusing on phonics, short vowels, blends, digraphs.
2. Syllables and affixes spelling relates to Years 3-4, with concepts of long vowels, inflectional endings, syllabication, and homophones.
3. Derivational relations spelling corresponds to Years 5-7, exploring word origins, roots, affixes, and morphological relationships between spelling and meaning.
The document provides the K to 12 competencies in English for grades 1 to 3. It outlines the content standards and competencies for oral language, phonological awareness, phonics and word recognition, grammar, vocabulary development, book and print knowledge, listening comprehension, reading comprehension, fluency, spelling, and writing/composition. The competencies describe the skills students should demonstrate at each grade level in areas such as listening, speaking, reading, phonics, spelling, grammar, and writing. The document was issued by the Department of Education on January 31, 2012 to outline the English curriculum for primary grades.
1. The document summarizes an English language arts methods course, including discussions on grammar instruction approaches like Andrews' LEA model and Weaver's minimal approach.
2. It also covers topics like semantic environments, what constitutes "good English," and examples of status-marking errors.
3. Recommendations are made for focusing grammar instruction on the needs of students and using techniques like incidental lessons, inductive lessons, writing conferences, and mini-lessons.
The document describes different types of language syllabi:
- Grammar syllabus focuses on grammatical structures but may neglect other skills.
- Notional-functional syllabus emphasizes communicative functions and meanings.
- Situational syllabus selects real life contexts rather than grammar.
- Skill-based syllabus develops specific skills through listening, writing, and other activities.
- Task-based syllabus assigns meaningful tasks for communicative language use.
- Content-based syllabus uses subject matter content to teach language concurrently.
The importance of teaching language in the classroomdiegofvl1
The document discusses the importance of teaching culture when teaching foreign languages. It notes that language and culture are intertwined and that culture is not just about historical elements but also values and thought patterns. In the past, foreign language teaching did not focus enough on culture, but approaches then started incorporating more cultural elements in the 1960s-1970s to make language learning easier. By the 1970s, methods shifted from a grammatical to a more communicative approach that focused on natural cultural exchange. Teachers must teach cultural aspects of a language as an interpersonal process so students become accustomed to different values from the target language culture. Showing students ways to interact and experience different cultures in the classroom allows them to learn culture over time through practice
This document provides an overview of the Conversational English II course. The course aims to develop students' oral communication skills in English through activities like role-plays, debates, and presentations. Students will learn theories of oral communication and analyze speech acts. They will also learn how to design and assess speaking lessons for primary students. The course will be assessed through exams, oral performances, and self-evaluations. Students are expected to actively participate in all activities and develop their English speaking proficiency to a B2/B2+ level.
The document discusses different approaches to teaching spelling to middle school students. It explores whether spelling is best learned implicitly through writing or through explicit instruction. Several key terms related to spelling development are defined. Effective strategies discussed include word study, word sorts, using technology, and assessing students' spelling skills and development. The debate around whether spelling is caught or taught is also summarized.
The document provides an overview of the Australian Curriculum: Languages, including its architecture, development process, and content structure. It discusses the curriculum's focus on communication, language and culture, and intercultural understanding. Key points include its strands of Communicating and Understanding, development timeline, and ongoing consultation process to refine language-specific curricula.
The document discusses the objectives, features, and components of the English curriculum for Grade 5 in the Philippines. It aims to develop students' communicative competence, understanding of language concepts, and appreciation for English. The curriculum is learner-centered, integrative, and focuses on developing 21st century skills. It teaches language domains like reading, writing, and vocabulary through spiralling content across grade levels based on learning standards defining what students should know and be able to do.
The document discusses competence, process, and assessment standards for English language teaching in Indonesia with a focus on developing literacy. It outlines the ultimate goal of English education as enabling students to communicate ideas accurately, fluently, and appropriately in spoken and written English. Standards are provided for listening, speaking, reading and writing competencies at different education levels. The document emphasizes organizing instruction around the negotiation of meaning and using techniques that promote language use and communication over direct grammar instruction. Assessment should evaluate students' ability to create and understand spoken and written texts in various genres.
This document discusses various approaches to integrating language skills and teaching language skills. It discusses content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching as models for integrating skills. It then provides details on teaching listening, speaking, reading, writing, grammar, vocabulary and conversation. For each skill, it discusses relevant research, types of classroom performance, principles for designing techniques, and examples of techniques.
This document provides an overview of the topics and activities to be covered in Class Session #3 of the LCRT 5810 workshop. It includes instructions for reconnecting with classmates, a discussion of observing how language varies based on social context, and an agenda for the day's session. The session will cover linguistics tools for analyzing language like phonology, morphology, syntax, semantics, and pragmatics. It will also discuss examining language in the classroom, collecting language samples from learners, and analyzing oral language. The document provides details on upcoming assignments and guidance for supporting classmates.
This document provides an overview of the Pronunciation II course at the Universidad Tecnológica de Pereira. The course focuses on suprasegmental features of English pronunciation including rhythm, intonation, stress, and connected speech. Students will learn strategies for teaching pronunciation and analyze the effectiveness of collaborative learning groups. Evaluation includes exams, presentations, and reflections. Technological resources will support pronunciation practice and development of teaching skills.
This document discusses key concepts in applied linguistics related to the English language. It covers communicative competence and its components - grammatical, discourse, pragmatic, and strategic competence. It also discusses sociocultural factors that influence language use like culture, stereotypes, attitudes, and cross-cultural influences on learner language. Finally, it examines stages of learner language development and sources of errors in learner language.
This document outlines the goals and content of an English language course for students at the B2 level. The course aims to improve students' formal communication skills in English and develop autonomous learning strategies. Key course elements include developing oral and written proficiency, expanding vocabulary, and understanding grammar and pronunciation. Topics of study include daily life, health, the environment, education, work, leisure activities, and social issues. The methodology emphasizes an integrated approach and social interaction. Students will be evaluated based on classwork, tests, and portfolio assignments.
This document discusses Communicative Language Teaching (CLT) and its theoretical foundations. CLT views language as a social tool for communication rather than focusing solely on grammatical rules. It emphasizes using language functionally in meaningful contexts. Key aspects of CLT include focusing on communicative competence over grammatical accuracy, using group activities that require negotiation of meaning, and defining the teacher's role as a facilitator rather than only source of knowledge. The theory was influenced by the work of Hymes, Halliday, and Widdowson among others.
This document provides an overview of the topics and activities to be covered in Class Session #3 of the workshop LCRT 5810: Workshop in Language Development & Acquisition. The session will focus on using linguistic tools to observe and analyze language in the classroom. Activities include reconnecting with classmates, examining how one's own language varies in different contexts, and collecting and transcribing oral language samples from a case study learner. The document outlines the linguistic areas to be covered, such as phonology, morphology, syntax and pragmatics, and how they can be applied to analyze language samples. Requirements for upcoming assignments on analyzing oral language and collecting additional language samples are also provided.
This document provides information on an English conversation course offered at Universidad Tecnologica de Pereira. The course aims to develop students' conversational competence and metacognitive skills in English. It will focus on spoken interaction, social situations requiring conversation skills, and teaching speaking methodologies. Students will practice conversations through activities and presentations. Evaluation will consist of formative, summative, and self-assessment, including exams, in-class work, and reflection on learning. The course aims to prepare autonomous, respectful, and active English language teachers.
The document outlines the curriculum for the English program at the University of Puerto Rico at Humacao. It describes the vision, mission, and goals of developing students' English communication skills through various approaches and activities. The curriculum emphasizes different linguistic components at elementary and secondary levels, requiring English courses each grade with additional electives available. It aims to help students comprehend, express ideas, read and write in English while considering their native language.
This document discusses ideas and options in English for Specific Purposes (ESP). It covers three main areas: language, learning conditions, and methodologies.
For language, it discusses language systems including grammar, vocabulary and text organization. It also discusses language uses such as speech acts, genres, social interaction, and discipline-specific meanings. It provides examples of how ESP combines descriptions of language, such as using genre-based descriptions with a focus on grammar.
For learning conditions, it discusses acculturation and the social factors that influence second language acquisition. It also discusses input and interaction, and how negotiation of meaning and attention to language helps learning. It provides an example of research on teaching discussion skills.
For
This document discusses Communicative Language Teaching (CLT) and its theoretical foundations. CLT views language as communication and focuses on developing learners' communicative competence over grammatical competence. It emerged in response to traditional approaches that emphasized accuracy and grammar drilling. CLT incorporates activities that require meaningful interaction, such as role plays and group projects, and positions the teacher as a facilitator.
The document discusses various perspectives on language learning resources and approaches. It covers John Amos Comenius's opposition to memorization-focused teaching and support for matching instruction to student development. It also summarizes communicative language teaching's focus on using language communicatively rather than just for accuracy, and the shift toward viewing competence as appropriate language use in context rather than just linguistic mastery. Finally, it discusses debates around the role of materials in the classroom and whether they can help teachers or reduce their role.
This document provides an overview of applied linguistics and how knowledge of linguistics can help teachers support English learners. It defines applied linguistics as investigating and addressing language-related problems in both first and second language acquisition. The document outlines key aspects of linguistics including phonology, morphology, syntax, semantics, and pragmatics. It explains that while teachers do not need the same depth of knowledge as applied linguistics experts, they should understand language acquisition theories and how knowledge of linguistics can help them teach English, support communication skills, evaluate students appropriately considering their backgrounds, and socialize students into the school culture.
Applied linguistics session 1_ 10_10_2021 Overview of Applied linguistics.pdfDr.Badriya Al Mamari
This document provides an overview of applied linguistics. It defines applied linguistics as looking at how linguistics can help understand real-life problems in areas such as education, psychology, and sociology. Some key areas of applied linguistics mentioned include language acquisition, corpus studies, sociolinguistics, language education, clinical linguistics, language testing, workplace communication, language planning, and forensic linguistics. The document also discusses the scope and need for applied linguistics and provides examples of how linguistics can be applied to education, law, and analyzing information and effects.
The document discusses various methods for teaching English as a second or foreign language. It defines key terms like second language, foreign language, and discusses England's position in India. It also covers different teaching methods like grammar translation, direct method, and communicative language teaching (CLT). CLT focuses on meaningful communication over grammatical rules and aims to develop students' communicative competence. The document provides examples of classroom activities and procedures used in a CLT approach, including information gap exercises, role plays, and accuracy vs fluency practice.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. ACARA and what it will mean for
Languages educators
Sherryl Saunders
Secretary, AFMLTA
Professional Learning Officer, MLTAQ
as at 20 August 2014
2. Overview
• Presentation can sit within a much more
substantial workshop
• Snapshot of
http://www.australiancurriculum.edu.au/
3. Languages of the curriculum
• Arabic, Chinese, French, German, Indonesian,
Italian, Japanese, Korean, Modern Greek,
Spanish and Vietnamese
• A Framework for Aboriginal Languages and
Torres Strait Islander Languages
(consideration being given to additional curriculum in Auslan,
Classical languages, Hindi and Turkish – recall Federal Budget)
4. Languages of the curriculum
• Second language learner pathway
– Chinese, French, German, Indonesian, Italian,
Japanese, Korean, Modern Greek, Spanish
• Background language learner pathway
– Arabic, Chinese and Vietnamese
• First language learner pathway
– Chinese
5. Languages of the curriculum - Pathways
• Second language learner pathway
– F – 10 Sequence (divided into bands F-2 , Years 3-4, Years 5-6, Year
7-8, Years 9-10) – written for time on task of 350 hours for F-6
– Year 7- 10 Sequence (divided into bands Year 7-8, Years 9-10) –
written for time on task of 160 hours + 160 hours for 7-10
• Background language learner pathway
– F – 10 Sequence (divided into bands F-2 , Years 3-4, Years 5-6, Year
7-8, Years 9-10) – written for time on task of 350 hours for F-6
– Year 7- 10 Sequence (divided into bands Year 7-8, Years 9-10) –
written for time on task of 160 hours + 160 hours for 7-10
• First language learner pathway
– Year 7- 10 Sequence (divided into bands Year 7-8, Years 9-10) –
written for time on task of 160 hours + 160 hours
Note this pathway assumes at least primary education has occurred
in the first language.
6. Languages curriculum design -
Strands
• Encompass three interrelated aims at a
design level so that students will learn to
– Communicate in the language
– Understand language, culture and their relationship
– Understanding self as a communicator
Communicating
Understanding
7. Languages curriculum design -
Substrands
• Communicating seeks to capture the nature of language
learning described through various purposes or dimensions
– Socialising & taking action
– Obtaining and using information
– Responding to and expressing imaginative experience
– Translating
– Reflecting on intercultural language use
• Understanding underpins language learning that focuses on
systems and variability of language use
– Systems of language
– Language variation and change
– The role of language and culture
8. Languages curriculum design -
Substrands
Strand Sub-strand Description
Communicating
(Using language for
communicative
purposes in
interpreting, creating
and exchanging
meaning)
1.1 Socialising and taking action Interacting orally and in writing to exchange
ideas, opinions
1.2 Obtaining and using
information
Obtaining, processing, interpreting
1.3 Responding to and expressing
imaginative experience
Engaging with imaginative experience – creating
a range of texts
1.4 Translating Moving between languages
1.5 Reflecting on intercultural
language use
Considering how interaction shapes
communication and identity
Understanding
(Analysing and
understanding
language and culture
as resources for
interpreting and
shaping meaning in
intercultural
exchange)
2.1 Systems of language Understanding systems that have written,
sound, grammatical conventions
2.2 Language variation and
change
Language variability (register, style); change
over time and place
2.3 The role of language and
culture
Analysing and understanding language and
culture in meaning
(ACARA, 2013)
9. Languages curriculum design –
Content descriptors
Sub Strand F-Yr2 Yr3-Yr4 Yr5-6 Yr7-8 Yr9-10
Socialising
(Interacting orally
and in writing to
exchange, ideas,
opinions,
experiences,
thoughts and
feelings; and
participating in
shared activities
through planning,
negotiating,
deciding, arranging
and taking action)
Interact with
each other and
the teacher
using simple
language and
gestures for
exchanges such
as greetings and
farewells,
thanks and
introductions,
and for talking
about self and
family.
Use simple
language in
routine
exchanges such
as asking each
other how they
are, offering
wishes and
providing
personal
information
Interact using
descriptive and
expressive
language to
share ideas,
relate
experiences and
express feelings
such as concern
or sympathy
Participate in
an increasing
range of
spoken and
written
interactions,
for example,
exchanging
views or
experiences,
apologising or
excusing,
inviting or
congratulating
Use formal
and
information
registers to
discuss young
people’s
interests,
behaviours
and values
across cultural
contexts
(ACARA, Draft F-10 Australian Curriculum:
Languages: French, 2014)
10. Languages curriculum design –
Content descriptors
Sub Strand Content Descriptor
Socialising and taking action
(Interacting orally and in
writing to exchange, ideas,
opinions, experiences,
thoughts and feelings; and
participating in shared
activities through planning,
negotiating, deciding,
arranging and taking action)
1. Interact with each other and the teacher using simple language and
gestures for exchanges such as greetings and farewells, thanks and
introductions, and for talking about self and family. [Key concepts: self,
family, home, friendship; Key processes: interacting, greeting, thanking,
describing]
2. Recognise and respond to routine classroom interactions such as
opening and closing of lessons, transition activities, giving and following
directions. [Key concepts: roles, routines, rules, interactions; Key
processes: listening, observing, cooperating, responding]
3. Use simple repetitive language in songs, rhymes, games and
transactions such as choosing partners, items or activities. [Key concepts:
play, performance, action learning, exchange; Key processes:
participating, performing, taking turns, requesting]
(ACARA, Draft F-10 Australian Curriculum:
Languages: French, 2014)
11. Languages curriculum design –
Content descriptors
Sub Strand Content Descriptor
Obtaining and using
information
(Obtaining, processing,
interpreting and conveying
information through a range of
oral, written and multimodal texts)
1. Identify key points of information in simple texts. [Key concepts: text,
meaning, context; Key processes: decoding, guessing, making meaning]
2. Use simple statements, gestures and support materials to convey
factual information about self, family, friends and possessions. [Key
concepts: self, family, school; Key processes: naming, labelling, showing,
describing]
Responding to and expressing
imaginative experience
(Engaging with imaginative
experience by participating in,
responding to and creating a range
of texts, such as stories, songs,
drama and music)
1. Engage with a range of imaginative texts through action, dance,
drawing and other forms of expression. [Key concepts: imagination,
response, character, expression; Key processes: responding, acting,
dancing, expressing]]
2. Play with sound patterns, rhyming words and non-verbal forms of
expression to interpret French stories, songs or nursery rhymes. [Key
concepts: rhythm, expression, pronunciation; Key processes: chanting,
miming, drawing, dancing]
(ACARA, Draft F-10 Australian Curriculum:
Languages: French, 2014)
12. Languages curriculum design –
Content descriptors
Sub Strand Content Descriptor
Translating
(Moving between languages and
cultures orally and in writing,
evaluating and explaining how
meaning works)
1. Translate simple French words, phrases and gestures for family and
friends, noticing which are similar or different to English or other known
languages. [Key concepts: language, vocabulary, meaning; Key processes:
demonstrating, explaining, comparing,]
2. Create simple print or digital texts which use both French and English,
such as labels, word banks, wall charts or ID cards. [Key concepts:
vocabulary, translation, meaning; Key processes: naming, comparing,
copying]
Reflecting on intercultural
language use
(Reflecting on intercultural
language use and how language
and culture shape identity)
1. Notice how using French feels and sounds different to using own
language(s) and involves behaviours as well as words. [Key concepts:
language, culture, difference; Key processes: noticing, considering,
comparing]
2. Recognise and reproduce the sounds and rhythms of spoken French,
noticing how they are produced and how they are represented in words
and symbols. [Key concepts: pitch, stress, intonation, letters,
pronunciation; Key processes: listening, distinguishing, reading,
recognising]
(ACARA, Draft F-10 Australian Curriculum:
Languages: French, 2014)
13. Languages curriculum design –
Achievement Standard
Foundation to Year 2 Achievement Standard
By the end of Year 2, students use French to interact with teachers and each other
through action-related talk and play. They respond to directions and instructions
verbally and non-verbally and choose between options when asked questions such as
Tu veux le rouge ou le bleu? They exchange greetings such as Bonjour! Comment ça va?
Très bien, merci and respond to question cues with single words or set phrases: Qu’est-ce
que c’est? Un éléphant. Tu veux un croissant? Non, merci. They participate in games,
songs, chants and shared reading of simple texts. They experiment with French
pronunciation, approximating vowel sounds and consonant combinations with some
accuracy. They identify key words in spoken texts, such as names of people, places or
objects. They use numbers up to 20, simple forms of address and vocabulary related to
themselves, their class and home environment. They rely on scaffolded examples and
formulaic language to convey factual information at word and simple sentence level,
such as making statements about the weather or date. They write simple texts such as
lists, labels, captions and descriptions. They use some pronouns, prepositions and
simple present tense forms of regular verbs.
14. Languages curriculum design –
Achievement Standard
Foundation to Year 2 Achievement Standard
Students recognise that French sounds different to English but that it
uses the same alphabet when written. They recognise that some words
are written the same in both languages but pronounced differently. They
know that French is the language used in France and also in many other
regions of the world. They are beginning to understand that language is
used differently in different situations and between different people.
They are developing awareness of cultural differences and similarities
and of their own and each other’s languages and cultures.
15. Current availability
http://www.australiancurriculum.edu.au/
•Go to ‘F-10 Curriculum’ (top toolbar)
•Select ‘Languages’ (note it is possible to refer
to a particular year levels)
•Select ‘Subjects’ (current availability is
Chinese, French, Indonesian and Italian)
•Select individual language
•Select pathway
16. Other useful information
Ongoing development for other languages
http://acaraeduau.com/2014/07/21/afmlta-welcomes-the-
release-of-the-australian-curriculum-languages/
http://afmlta.asn.au/2014/07/12/australian-curriculum-
languages-update-from-acara/
Intercultural perspectives in Australian
Curriculum:Languages
http://www.lls.edu.au/teacherspace/#!/professionalle
arning/34
Editor's Notes
Overview
This is a short presentation that can sit within a much more substantial presentation and workshop. We will spend most time looking through the active Australian Curriculum website.
Languages of the curriculum
The languages are identified. Further the AFMLTA generic curriculum document is being planned, but will require funding to enable.
Languages of the curriculum
Obviously the ideal would be to develop each pathway for each language. But that would be an incredibly expensive exercise. Therefore the decision was made quite early in the process, that only one pathway for each language would be developed. The pathway that is developed would be reflective of the dominant cohort of school students in Australian schools. The exception to this decision is Chinese which has the curriculum pathway developed for 2nd language learner, background language learner and 1st language learner.
Languages of the curriculum
So, when we look in more detail at the sequence of content descriptors and achievement standards, the sequences will play and important part of the working of the curriculum.
Languages curriculum design – Strands
As you would be aware, The Shape Paper proposed 3 strands, but consultation and feedback led to the actual curriculum documents being developed with two strands – Communicating / Understanding.
ACARA has used the construct of writing curriculum that details ‘content descriptions’ and ‘achievement standards’
Language curriculum design – Substrands
ACARA has used the construct of writing curriculum that details ‘content descriptions’ and ‘achievement standards’. The content descriptions are articulated in through each strand and drilling down to a sub-strand level.
There are five sub-strands in the communicating strand and three sub-strands in the understanding strand.
Language curriculum design – Substrands
A pictorial representation of the relationship between the strands and substrands. Please note that ‘translating’ is about the engagement and movement between language and cultural contexts. It is more than a traditional understanding of providing the linguistic equivalent from one language directly into another.
This paradigm is the same for all languages and for all pathways.
Language curriculum design – Substrands
Now, lets consider the sequencing.
Language curriculum design – Substrands
Let’s actually look at some specific examples. This slide and the next two slide show the fuller description of the Communicating Strand, by sub-strand and then with the content descriptors. All of these content descriptors are from the F-2 sequence. Socialising and taking action have 3 content descriptors. All of the other sub-strands have 2 content descriptors.
Language curriculum design – Substrands
Language curriculum design – Substrands
Language curriculum design – Achievement Standard
The Achievement Standard is written for the band related to the content descriptors. In Phase 1 curriculum areas (English and Mathematics for example), the content descriptors are by year level, in Languages it is by the band of schooling (F-2; 3-4’ 5-6; 7-8 and 9-10).
Language curriculum design – Achievement Standard
Timelines and Actions
Will need to be updated with each presentation. This is current for 20 August 2014.
Timelines and Actions
Will need to be updated with each presentation. This is current for 20 August 2014.