Tuesday, 6 September 2011
EXISTENTIAL STUDENTS- Gayle Kimball's questions
Gayle’s Questions
1. If you could ask a question to the wisest person in the world,
what would you ask her or him about life?
2. What bothers you in your daily life? What practice best helps you stay calm?
3. If there was one thing you could change about adults, what
would it be?
4. What would you like to change about yourself?
5. What do you like to do for fun?
6. When have you felt most loved by someone else?
7. Why do you think you’re here on earth; what’s your purpose? How are you influenced by global media (TV, Internet, advertisements, etc?)
8. On a scale of 1 to 100, how highly would you grade your
school? Why?
9. What work would you like to do when you're an adult?
10. If you were the leader of your country, what changes would you make?
11. Imagine you get to write on a T-shirt going on a trip around the world. What do you want your T-mail to say to people?
What questions are missing that you’d like to answer? Your email. . . . . . .
What first name would you like used in the book to quote you?
How old are you?
Girl or boy?
What city and country do you live in?
Gracias! Merci! Danke! Arrigato! Chi chi!
Practical Aspects of IM- According to Caroline Borer-my notes
Multiple Intelligences
- Naturalistic
- Musical
Nursery Rhymes
RAP- Random Acts of Poetry
Review Songs- 1st semester of Spanish love song
- Logical
Counting game-
Card games
Riddles
Dice game
Computer and video games
- Existential
Would you rather? Guessing hypothesizing games
Devil / Angel What would you do if?
- Bodily
I have- Have you?
Stand up
High five
Manzana Mágica
- Verbal
News Broadcast
Mad libs
Taboo
- Intrapersonal
Surveys
Flat Stanley
How does it feel?
- Visual
Art critique
Teach
Monster dictation
- Interpersonal
Saturday, 3 September 2011
ASSIGNMENT FOR MARIANA PAULA AND FITO
The posts dated 3rd September are specially for the 4th grade syllabus- - but could be useful for the students in 2nd and 3rd as well!
Assignment:
4th graders only
Choose a green item from the syllabus and prepare a lesson plan with the corresponding rationale to illustrate that point for 6th grade primary school-
Assignment:
4th graders only
Choose a green item from the syllabus and prepare a lesson plan with the corresponding rationale to illustrate that point for 6th grade primary school-
MACRO AND MICRO SKILLS- Munby
Munby
in 1978 recognizes the following reading micros
kills
Recognising the script of a language
deducing the meaning and use of unfamiliar lexical items
understanding explicitly stated information
understanding information when not explicitly stated
understanding conceptual meaning
understanding the communicative value of sentences
understanding relations within the sentence
understanding relations between parts of text through lexical cohesion devices
understanding cohesion between parts of a text through grammatical cohesion devices
interpreting text by going outside it
recognising indicators in discourse
identifying the main point or important information in discourse
distinguishing the main idea from supporting details
extracting salient details to summarise
extracting relevant points from a text selectively
using basic reference skills
skimming
scanning to locate specifically required information
transcoding information to diagrammatic display
in 1978 recognizes the following reading micros
kills
Recognising the script of a language
deducing the meaning and use of unfamiliar lexical items
understanding explicitly stated information
understanding information when not explicitly stated
understanding conceptual meaning
understanding the communicative value of sentences
understanding relations within the sentence
understanding relations between parts of text through lexical cohesion devices
understanding cohesion between parts of a text through grammatical cohesion devices
interpreting text by going outside it
recognising indicators in discourse
identifying the main point or important information in discourse
distinguishing the main idea from supporting details
extracting salient details to summarise
extracting relevant points from a text selectively
using basic reference skills
skimming
scanning to locate specifically required information
transcoding information to diagrammatic display
NEEDS ANALYSIS
Munby's model consists of two stages: Communication Needs Processor (CNP) and the interpretation of the profile of needs derived from the CNP in terms of micro-skills and micro-functions. The CNP is set out under eight variables that 'affect communication needs by organising them as parameters in a dynamic relationship to each other' (p32). The CNP operates by looking at its 'inputs' - the foreign language participant - and information concerning the participant's identity and language. Then it requires information on the eight variables: purposive domain, setting, interaction, instrumentality, dialect, target level, communicative event, and communicative key. In the second stage of the model, the user must take the activities with their communicative keys and decide which of three alternative ways of processing them is appropriate. The alternatives are:
**specification of syllabus content by focusing on micro-skills
**specification by focusing on micro-functions
**specification by focusing on linguistic forms
Obviously, Munby explores thoroughly every aspect relating to learner's needs. His work is probably the most detailed and complex as well as informative. He thinks of the unthinkable and proves to be very thoughtful in the work. This analysis of Munby's approach focuses on the aspects of communication he emphasises and the assumptions regarding the roles of language, the learner, the syllabus, the teacher that lie behind his design. He emphasises all equal on:
- Purpose;
- Medium/mode/channel of communication;
- Sociolinguistic aspects;
- Linguistics;
- Pragmatics.
This indicates that he is taking into account language and culture and communication purpose, but pays no attention to implementation (activities, resources, and classroom dynamics). He also seems to assure a very teacher-directed method, in which students' inputs about purpose are superficial and only required at the beginning of the course. It is clear that his emphasis on text and his categorisation rely on his intuition.
(Written by Phan Le Ha) http://www.asian-efl-journal.com/pta_october_07_plh.php
**specification of syllabus content by focusing on micro-skills
**specification by focusing on micro-functions
**specification by focusing on linguistic forms
Obviously, Munby explores thoroughly every aspect relating to learner's needs. His work is probably the most detailed and complex as well as informative. He thinks of the unthinkable and proves to be very thoughtful in the work. This analysis of Munby's approach focuses on the aspects of communication he emphasises and the assumptions regarding the roles of language, the learner, the syllabus, the teacher that lie behind his design. He emphasises all equal on:
- Purpose;
- Medium/mode/channel of communication;
- Sociolinguistic aspects;
- Linguistics;
- Pragmatics.
This indicates that he is taking into account language and culture and communication purpose, but pays no attention to implementation (activities, resources, and classroom dynamics). He also seems to assure a very teacher-directed method, in which students' inputs about purpose are superficial and only required at the beginning of the course. It is clear that his emphasis on text and his categorisation rely on his intuition.
(Written by Phan Le Ha) http://www.asian-efl-journal.com/pta_october_07_plh.php
CLIL
http://www.clilcompendium.com/
CLIL: Content and Language Integrated Learning
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994)
This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000)
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994)
This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000)
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