5 methodology

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5 methodology

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5 methodology

  1. 1. MethodologyMethodology Jesús Ángel GonzálezJesús Ángel González LópezLópez
  2. 2. 22 Curricular origin:Curricular origin: ““Currículo de los Niveles Básico e Intermedio enCurrículo de los Niveles Básico e Intermedio en Cantabria“Cantabria“ http://www.educantabria.es/portal/c/portal/layout?phttp://www.educantabria.es/portal/c/portal/layout?p
  3. 3. 33 New curricula: Methodological Framework.New curricula: Methodological Framework. Action-oriented language model. Methodological principles:Action-oriented language model. Methodological principles: 1.1. Use of tasks, activities and contents thatUse of tasks, activities and contents that reproduce real-life situationsreproduce real-life situations (communicative and(communicative and integrating tasks that approach the reality of naturalintegrating tasks that approach the reality of natural acquisition of language)acquisition of language) 2.2. Integration of tasks, skills and contentsIntegration of tasks, skills and contents (communicative tasks which combine several skills(communicative tasks which combine several skills with notional, functional, thematic, linguistic andwith notional, functional, thematic, linguistic and sociocultural contents. Formal knowledge as a meanssociocultural contents. Formal knowledge as a means to an end: communication)to an end: communication) 3.3. Texts and didactic materials as close as possibleTexts and didactic materials as close as possible to the student’s direct experienceto the student’s direct experience (the text as basic(the text as basic unit of communication, texts as basic unit ofunit of communication, texts as basic unit of communication, texts as real and authentic ascommunication, texts as real and authentic as possible, with difficulty adapted to the level)possible, with difficulty adapted to the level) 4.4. Use of target language in the classroomUse of target language in the classroom (wider(wider exposition, real-life situations).exposition, real-life situations).
  4. 4. 44 Action-oriented language model. Methodological principles:Action-oriented language model. Methodological principles: 5.5. Use of new technologiesUse of new technologies (Internet, sources of(Internet, sources of information, authentic materials, real-life situations)information, authentic materials, real-life situations) 6.6. Student as central to the teaching and learningStudent as central to the teaching and learning processprocess (there is no teaching if there is no learning,(there is no teaching if there is no learning, make the most of students’ backgrounds andmake the most of students’ backgrounds and “baggage”, focus on students’ diversity and personal“baggage”, focus on students’ diversity and personal characteristics)characteristics) 7.7. Teacher as learning facilitatorTeacher as learning facilitator (clear definition of(clear definition of learning goals, fostering interaction andlearning goals, fostering interaction and communication, cooperative learning, pair work andcommunication, cooperative learning, pair work and group work)group work) 8.8. Promoting student’s autonomy and learningPromoting student’s autonomy and learning strategiesstrategies (life-long learning, learning inside and(life-long learning, learning inside and outside the classroom, students’ active commitment,outside the classroom, students’ active commitment, use of self-access learning centres, libraries, theuse of self-access learning centres, libraries, the internet, learning-to-learn strategies)internet, learning-to-learn strategies)
  5. 5. 55 Action-oriented language model. Methodological principles:Action-oriented language model. Methodological principles: 9.9. Development of communication andDevelopment of communication and comprehension strategiescomprehension strategies (planning, execution,(planning, execution, control and repairing, global comprehension, emotioncontrol and repairing, global comprehension, emotion control, reformulation, “roundabout expressions”)control, reformulation, “roundabout expressions”) 10.10. ““Positive” Error TreatmentPositive” Error Treatment (errors as inevitable, part(errors as inevitable, part of the interlingua between L1 and L2 and not aof the interlingua between L1 and L2 and not a symptom of failure, information for the teacher, other-symptom of failure, information for the teacher, other- initiated and self-completed?, whole-class correction?)initiated and self-completed?, whole-class correction?) 11.11. Promoting positive attitudes towards the L2, itsPromoting positive attitudes towards the L2, its culture and learning itselfculture and learning itself (linguistic and cultural(linguistic and cultural difference as positive)difference as positive)
  6. 6. 66 An example of Task-Based LearningAn example of Task-Based Learning LEARNING GOALS (B1)LEARNING GOALS (B1) Listening Comprehension: UnderstandingListening Comprehension: Understanding the main idea of TV programs dealingthe main idea of TV programs dealing with topics of personal interest, whenwith topics of personal interest, when the delivery is relatively slow andthe delivery is relatively slow and clear.clear. Reading comprehension: UnderstandingReading comprehension: Understanding texts written in daily-use language.texts written in daily-use language. Writing: filling in questionnaires about well-Writing: filling in questionnaires about well- known topics.known topics. Oral Interaction: Spontaneous participationOral Interaction: Spontaneous participation in a conversation about topicsin a conversation about topics relevant in daily life (family).relevant in daily life (family). Writing: Writing simple connected texts onWriting: Writing simple connected texts on topics which are familiar or oftopics which are familiar or of personal interest.personal interest. ACTIVITIESACTIVITIES Listening comprehension activity based on aListening comprehension activity based on a “Supernanny” program (Channel 4)“Supernanny” program (Channel 4) Vocabulary exercise about family membersVocabulary exercise about family members and about personality adjectivesand about personality adjectives Reading an article about:Reading an article about: - Differences between brothers and sistersDifferences between brothers and sisters according to birth orderaccording to birth order - Traditional families vs. ContemporaryTraditional families vs. Contemporary families (single-parent families, lessfamilies (single-parent families, less extended, homosexual marriages)extended, homosexual marriages) Filling in a questionnaire about the topicsFilling in a questionnaire about the topics introduced in the audiovisual and writtenintroduced in the audiovisual and written texts.texts. Conversation in pairs/groups, and, later,Conversation in pairs/groups, and, later, whole class, about the introduced topics.whole class, about the introduced topics. Revision of commonest errors .Revision of commonest errors . Composition about one of the topics dealtComposition about one of the topics dealt with in the class/participation in thewith in the class/participation in the Supernanny-Channel 4 Forum.Supernanny-Channel 4 Forum.
  7. 7. 66 An example of Task-Based LearningAn example of Task-Based Learning LEARNING GOALS (B1)LEARNING GOALS (B1) Listening Comprehension: UnderstandingListening Comprehension: Understanding the main idea of TV programs dealingthe main idea of TV programs dealing with topics of personal interest, whenwith topics of personal interest, when the delivery is relatively slow andthe delivery is relatively slow and clear.clear. Reading comprehension: UnderstandingReading comprehension: Understanding texts written in daily-use language.texts written in daily-use language. Writing: filling in questionnaires about well-Writing: filling in questionnaires about well- known topics.known topics. Oral Interaction: Spontaneous participationOral Interaction: Spontaneous participation in a conversation about topicsin a conversation about topics relevant in daily life (family).relevant in daily life (family). Writing: Writing simple connected texts onWriting: Writing simple connected texts on topics which are familiar or oftopics which are familiar or of personal interest.personal interest. ACTIVITIESACTIVITIES Listening comprehension activity based on aListening comprehension activity based on a “Supernanny” program (Channel 4)“Supernanny” program (Channel 4) Vocabulary exercise about family membersVocabulary exercise about family members and about personality adjectivesand about personality adjectives Reading an article about:Reading an article about: - Differences between brothers and sistersDifferences between brothers and sisters according to birth orderaccording to birth order - Traditional families vs. ContemporaryTraditional families vs. Contemporary families (single-parent families, lessfamilies (single-parent families, less extended, homosexual marriages)extended, homosexual marriages) Filling in a questionnaire about the topicsFilling in a questionnaire about the topics introduced in the audiovisual and writtenintroduced in the audiovisual and written texts.texts. Conversation in pairs/groups, and, later,Conversation in pairs/groups, and, later, whole class, about the introduced topics.whole class, about the introduced topics. Revision of commonest errors .Revision of commonest errors . Composition about one of the topics dealtComposition about one of the topics dealt with in the class/participation in thewith in the class/participation in the Supernanny-Channel 4 Forum.Supernanny-Channel 4 Forum.

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