The document outlines a 3 phase plan for developing an English language syllabus. Phase 1 involves describing the school and students. Phase 2 consists of analyzing student needs, developing a plan with objectives, and considering differentiated instruction. Phase 3 includes reading the syllabus framework, working on thematic units, and creating an annual plan addressing topics, tasks, texts, and transitions between units.

2.  Phase 1
 •Description of the group
 •Background information of the highschool and neighbourhood
 Phase 2
 •Analysis of the diagnostic
 •Develop an action plan
 •Set objectives for the course
 •Consider differentiated instruction
 Phase 3
 •Read theoretical framework of syllabus
 •Work on the thematic units
 •Sketch the annual plan (considering the TOPICS related to each
THEME, create THREADS among topics, find TEXTS to work with
those topics, design and plan TASKS for students, look for smooth
TRANSITIONS

3.  THEME (General topic which involves several subtopics)
 TOPIC (A particular issue you want to talk about)
 TASKS (An activity where students solve a problem)
 TEXT (where you take the information to solve the task, a
book, recording, etc)
 THREADS (the link you find within the themes and among
them)
 TRANSITIONS (how you move from one topic to the other,
from one task to the other) It helps maintain unity and
motivation

6.  Follow the criteria in each syllabus, use
rubrics for oral and written productions
 •Consider and cater for
diversity(differentiated instruction)
 •Use multiple measurements and not
only the formal test
 •Consider the changes in format of the
formal test

11. Listening:
 Expose students to more listening
activities so they get used to listening in
English
 Vary the layout of activities. There must
be a need for listening.
 Avoid writing at beginning levels for
example with Multiple Choice activities.

12.  Find attractive texts with a minimum of 80%
of the vocabulary known by the students
 Find a purpose for Reading
 Vary the activities and the purposes for
Reading
 Be creative with the activities you present,
try to think of authentic situations for
Reading and answering. For example, when
talking about a famous person, it can be an
interview instead of just “answer the
following questions”.

13.  Expose the students to pre-writing activities
and to the process writing cycle in class.
We need to devote class time to writing.
 Help sts. Develop strategies for scaffolding.
Use pictures, use prior texts, information, the
computers, and all the available elements
to aid them in the writing process.
 Set the criteria for assessment. You can
also create rubrics with the students so they
are aware of what you are going to be
assessing and how.

18.  Tests ,must be contextualized!
 Test what has been taught, how it has
been taught. This is the basic concept of
content validity.
 Only assess Ss on what you have covered
in class.
 Use formats that students are familiar with
and have practiced beforehand.
 Choose formats that are authentic,
purposeful and mirror real life contexts.

19.  Share the written tests you have
prepared
 Comment on them
 Are they consistent with Inspección’s
guidelines?
 How could you improve them? Share
ideas.

20.  Contextualization
 Transition of activities
 ENGAGE students (interests- real life)
 Pace/timing
 Openings/ Closures
 Lesson planning: stages, scripts, possible
problems and solutions
 Sts’ production
 Give sts time to practise before producing
 +1

21.  The communicative approach is based
on the idea that learning language
successfully comes through having to
communicate real meaning. When
learners are involved in real
communication, their natural strategies
for language acquisition will be used,
and this will allow them to learn to use
the language.

22.  Communicative language teaching can
be understood as a set of principles
about the goals of language teaching,
how learners learn a language, the
kinds of classroom activities that best
facilitate learning, and the roles of
teachers
and learners in the classroom.

23.  Since the primary aim of the approach is
to prepare learners for meaningful
communication, errors are tolerated. The
range of exercise types and activities
compatible with a communicative
approach is unlimited.

24.  Is the teaching of grammar
contradictory to communicative
language teaching?
 Discuss with your classmates

25.  The communicative approach focuses
on the use of language in everyday
situations, or the functional aspects of
language, and less on the formal
structures. However, critics believe that
there needs to be some sort of "bridge"
between the two in order for effective
language learning.

27.  Chorus repetition?
 Drills?
 Memory practice?
 Dictation?
 Etc.?
Are these “old-fashioned”?
What do you think?
Discuss with your classmates

28.  Dictogloss
1) Work with vocabulary
2) Read a passage at normal speed.
Students take notes
3) Students reconstruct the text
4) Response to the text

29.  Read the text
 Close the book. What do you
remember?
 T writes on the board what the sts
remember
 Class discusses items on the board

30.  What about practising structures with
your digital camera?

31.  What structures can they practise?
- Problem solving (A classmate wants to see
your answers during a test)
- Find someone who… (likes electronics, is
plays a musical instrument, is good at
sports…)
- Trivia
- Who is telling the truth?
- Role plays
- Find the difference
- Study a picture

32.  Gamification is the use of game thinking
and game mechanics to engage users
in solving problems.

33.  http://www.youtube.com/watch?featur
e=player_embedded&v=iynzHWwJXaA#
t=20
 http://www.youtube.com/watch?featur
e=player_embedded&v=zSiHjMU-MUo
 http://www.youtube.com/watch?featur
e=player_embedded&v=2lXh2n0aPyw