02 project work
TRANSCRIPT
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Purposes of the session:
To establish the relation between TBL, PW and
social practices of the language.
To define what a language (ELT) project is.
To identify the elements of a project.
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Redefining social practices of thelanguage
Ways of interacting: With texts (reading, correcting)
With others:
about the text (discussions, groupcorrection)
through the text (letters, telephone)
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Redefining social practices of thelanguage
Imply the interpretation and production of texts: Listening and reading
Speaking and writing
Demand oral and written texts: Conversation, presentation, conference,
speech, debate
Letter, e-mail, text message
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Meet a communicative goal: Novel review: persuade
Thematic presentation: inform, convince,clarify
Instructions: direct/carry out a process
Commentary: give an opinion, inform, convince
Redefining social practices of thelanguage
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Are rooted in particular cultural situations.
Are determined by the sociocultural context within
which they are performed.
Redefining social practices of thelanguage
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SOCIETY
Social practices
of the language(real life purposes).
Social practices of the language as theobject of study in the ELT classroom
SCHOOL
Social practices
of the language(as the object
of study).
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TBL and PW
Alternatives to preserve the sense of social practices
of the language in school.
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Establish links between the school and society.
Favour meaningful learning (students make senseof learning).
Foster collaborative work (individualcontributions, based on individual talents andcreativity).
Motivate students desire to learn (learningbecomes purposeful).
Why working with projects?
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Help to develop students responsibility for
learning.
Provide students with problem solving strategies.
Lend themselves to working in a variety ofteaching situations.
Draw together mixed ability students.
Why working with projects?
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Language projects are a series of activities aimedat solving a problem or at creating an endproduct.
Reflect a real life situation.
Not to be taught, but to be made. Studentcentred and driven by the need to create
an endproduct.
The end-product is used for social purposes.
Characteristics of a language projects
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Characteristics of a language projects
The end-product brings opportunities for students
to develop their confidence and independence andto work together in a real-world environment bycollaborating on a task which they have definedfor themselves and which has not been externally
imposed. Serve two kinds of purposes:
Social
Pedagogical
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Examples of language projects
Creating an anthology of poems.
Editing a school newspaper/magazine. Organising a debate about an interesting topic.
Writing and performing a theatre play.
Preparing a diffusion campaign.
Making a book of tales.
Making a staff portrait gallery.
Creating a brochure for new students.
Creating a wall display or fact sheet about a city.
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Projects have three main stages:
1. The planning stage.
2. The implementation stage.
3. The creation of the end-product.
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Planning a project
Need to consider: Students age, level, interests.
Aims: End-product
(Social Practices) Language
Procedure: Teachers and students activities. Interaction. In class and homework.
Resources.
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Step 1Agree on a theme for the project
Step 2Determine the final outcome
Step 3Structure the project
Step 5
Gather information
Step 7Compile and analyse information
Step 9Present final product
Step 10Evaluate the project
Step 4Prepare ss for the
language demand ofStep 5
Step 6Prepare ss for the
language demands ofStep 7
Step 8Prepare ss for thelanguage demands of
Step 9
DevelopingaProjectina
Lan
guageC
lassroom
(after Stoller in
Richards, 2002:107)
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Conditions needed for project work
Re-conceptualising learning.
Avoiding traditional practices.
Trusting on the students learning.
Allowing students participation.
Modifying means of assessment.
Fostering the use of diverse materials within the
classroom.
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Difficulties of project work
Prioritising the social over the pedagogical aims
(and viceversa).
Lack of adequate planning.
Pressure of school authorities (rigidity of rules).
Planning.
Evaluation.
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What is not a language project?
A school project.
Individual interests.
A topic/theme.
A written dialogue.
A collage.
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Bibliography
Ellis, R. (2003) Task-based Lnaguage Learning and Teaching. Oxford:Oxford University Press.
Fried-Booth, D. (2002) Project Work. Oxford: Oxford University Press.
Galaburri, M. (2005) La enseanza del lenguaje escrito. Buenos Aires:Novedades Educativas.
Hernndez, F. and M. Ventura (2002) La organizacin del currculum porproyectos de trabajo. Barcelona: Gra.
Kaufman, A.M. y M.E. Rodrguez (2003) La escuela y los textos. Mxico:SEP/Santillana.
Lerner, D. (2001) Leer y escribir en la escuela. Mxico: SEP/FCE. Richards, J and W. Renandya (eds.) (2002) Methodology in Language
Teaching. Cambridge: Cambridge University Press.
Secretara de Educacin Pblica (2005) Programas de estudio para laenseanza del espaol en la educacin secundaria. Mxico: SEP.
Torres, J. (2000) Globalizacin e interdisciplinariedad: el currculumintegrado. Madrid: 2000.
L l
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Distribution of contents
Lesson plan
Project plan
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Projects 2nd grade, Unit 1
Visiting our zoo. New animals in the zoo. End product: brochure, poster, article
Zoo brochure. End product: brochure promoting a zoo
The zoo. End product: brochure Designing a campaign to protect animals in danger of extinction. End product:
campaign (advertisement, brochure, article, poster)
Designing a campaign to protect local animals in danger of extinction. Endproduct: campaign (may have different products)
Teachers and staff gallery. End product: photo gallery and id cards + invitations
Students pets. End product: album
Visiting a farm. End product: oral description of animals, short paragraph aboutanimals, video
Animals in our region. End product: information campaign (brochure, charts,posters).
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Thinking questions How to agree on the topic? What is negotiated?
What is the end product used for?
Who is the audience? How will it get to them?
Social vs/& pedagogical purposes?
To what extent are projects implementable?
Is the chosen text carrier (brochure, poster, etc.) a natural text
carrier for the content (descriptions, warnings, advice, etc.)?
How is the project different from other teaching activities? What processes are involved? What do they imply?
Researching
Writing
Preparing a speech
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Some considerations for PW
A project is a workplan
A project involves a primary focus on meaning
A project involves real-world processes of language use
A project can involve any/all of the four language skills
A project engages cognitive processes
A project has a clearly defined communicative outcome
(After Ellis, 2003)
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Designing a project - Summary Aims:
Solve a problemthrough/with language
Create an end-product
Purpose: Social
What is it going to do? For whom?
How will the end-product reach its intendedaudience? Pedagogical (unit purpose, PE) + new contents and
skills Product:
Real life products used for real life purposes
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TIME TO
FINISH
PROJECTS:4.45 PM