materiales curriculares eso

Universidad Nacional de La PampaUniversidad Nacional de La PampaFacultad de Cs. HumanasFacultad de Cs. HumanasDepartamento de Lenguas Departamento de Lenguas

ExtranjerasExtranjeras

Prof. Estela N. Braun, Adjunto Regular Práctica Educativa II, ELT Didactics (2013)

EN RELACION CON LA COMPRENSION ORAL.

EN RELACION CON LA LECTURA.

EN RELACION CON LA PRODUCCION ORAL.

EN RELACION CON LA PRODUCCION ESCRITA.

EN RELACION CON LA LENGUA QUE SE APRENDE.

EN RELACION CON LA REFLEXION INTERCULTURAL. http://www.lapampa.edu.ar/MaterialesCurriculares/

Documentos/CicloOrientado/MCE_DC2013_Lengua_Extranjera_Ingles_4vPreliminar.p

Prof. Estela N. Braun Adjunto Regular Práctica Educativa II,ELT Didactics

(2013)

EL DESARROLLO DE LA COMPETENCIA COMUNICATIVA INTERCULTURAL

Formación para la ciudadanía global.


(2013)

Combining the aims and objectives of Foreign Language Teaching with those for

Education for Citizenship.


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1.Debate the purposes of Foreign Language

Teaching at high school.

2.Develop the notion of Criticality.

3.Discuss the notion of Education for Citizenship.

4.Combine both to create the notion of

Intercultural Citizenship.


(2013)

Developing only communicative skills is compared by Byram (2011) with training for business.

Educators should encourage their learners to be ‘critical’ in their thinking and in their response to what they are taught.

Foreign language educators will encourage their learners to take action in the world as a consequence of their learning in the classroom.


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Byram (1997) It was defined as ‘an ability to evaluate,

critically and on the basis of explicit criteria, perspectives, practices and products in one's own and other cultures and countries’.


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Citizenship education has 3 related purposes:

Social and moral responsibility:learning self-confidence and socially and morally responsible behaviour

Community involvement:becoming involved in the life of neighbourhood and communities, including learning through community involvement and service to the community.

Political literacy:learning about the institutions, problems and practices of our democracy (….) how to make themselves effective in the life of the nation - a concept wider than political knowledge alone.


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Students learn to take responsibility for their actions, respect and value diversity and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world. (Commonwealth of Australia 2008: 2)


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Byram’s proposal is that we should combine the purposes

and methods of foreign-language education with those of citizenship education (Byram, 2008).

Foreign language education is internationally orientated and critical. (World) Citizenship Education has the positive notion of ‘action in the world’ as one of its fundamental purposes and outcomes.

‘Intercultural citizenship education’ would mean therefore that learners would be encouraged to act together with others in the world and that those others would be in other countries and other languages. The purpose would be to address a common problem in the world.

‘Intercultural citizenship’ differs from ‘education for world citizenship’ in its greater emphasis on the significance of foreign language competence and criticality.


(2013)

Examples of TBL project carried out in 2012,after Olympic Games, with students aged 12,13.(A2 level of English)

http://www.youtube.com/watch?v=IgPRI6-8Efw


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TBL PROJECT BASED ON THE TRIBUTE TO “Imagine” by John Lennon during the Olympic Games closing ceremony.

Objectives: To make students reflect about the possibility of

building a better world.(Education for citizenship/ Value of Peace in the World)

To stimulate cooperative learning, by working in groups.

To produce foreign language through a meaningful task.

To integrate the use of TIC in their linguistic oitput. To share their productions with an audience.


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Watch the video and listen to the song. Listening comprehension exercises

based on the song. Reflection upon the meaning of

“Imagine”. Is a better world possible? In groups, produce a ppt showing what

actions should be taken to build a better world.

Edit their production with the help of their teacher and then share it with all the class.


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Think about a song from an Argentinian composer or band that reflects the same issues. Translate a few words/phrases from Spanish into English.

(*) Photocopies of exercises from the song. (Source)

Share ppt with students’ productions.


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CLIL: Content and Language Integrated Learning.

TBL: Task-based Learning.

SBI: Strategy based instruction.

ICT integrated to Project Based Work.


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http://www.powerupthegame.org/downloads/pdfs/lesson5.pdf

http://www.powerupthegame.org/teachers.html

PRACTICAL Nª 1: MODULE 6.

CLIL PROJECT: REFLECT UPON THE USES OF SOLAR ENERGY.

What do the heliostats do? How do you call this energy? What are the advantages/disadvantages of using solar energy? Find a definition for solar cells. What 3 steps does the solar oven follow?What colour are the

pots? Why? What is the importance of this kind of energy for some African

countries?


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Write an e-mail to a pen-pal(ePALSteam)

http://www.epals.com/projects/info.aspx?

divid=teamearth_home

How do ordinary families in other countries help the

environment? Tell us about yours. For example:

Do you try to save water and electricity? How?

What electrical equipment have you got at home?

How do you and your family usually travel?


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Do you recycle rubbish? Is there a project in your town?

What do you think the most important environmental issues will be over the next ten or twenty years?

TASK: Write the e-mail answering your penfriends’s questions and providing examples.Share it with friends from other parts of the world. http://www.epals.com/


(2013)

materiales curriculares eso

Education

elt didactics

world citizenship education

foreign language education

notion of education

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world citizenshipin

sustainable world

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