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T.21: SYLLABUS DESIGN OF THE FOREIGN LANGUAGE AREA: UNITS. CRITERIA FOR…

- - - - It gives teachers the opportunity to think about obj. act. mat, timing, grouping...
      - Teacher more confident - SS more relaxed and open to learning: Affective filter hypothesis of Krashen T. of 2nd L A. :silhouette:
      - Lesson plans can be used again
  - - - VARIETY of Act with diff Mat.
      - FLEXIBILITY: Tech & Meth.
    - - 1.Introduction
      - 2. Objectives
        
        F) Acquire competence of 1FL
        
        A) / B/ D/ I/ J/ L/
        
        However, all obj. be treated in some manner (CLIL)
      - 3. Key Comp.
        
        Comes from: Recommendation of European Parliament of Dec. 18th 2006/962/EC :newspaper:
        
        Imp. for us: Linguistic competence: ability to express and interpret concepts, thoughts, feelings, facts and opinions both oral & written to interact.
        
        Other 6 competences:
      - 4. Contents
        
        :newspaper:LOMCE divides contents in 4 blocks
        
        B1. Understanding of oral text
        
        B2. Production of oral texts: expre. & intera.
        
        B3. Understanding of written texts
        
        B4. Production of written texts:exp & inter.
        
        However, :newspaper:CEFR (based on :silhouette:Wilkins work with :newspaper:Council Europe & :newspaper:Threshold Level for Eng. by :silhouette:Van Ek) establishes these 4 blocks:
        
        RECEPTION in speech or in writting
        
        PRODUCTION in speech or in writting
        
        INTERACTION
        
        MEDIATION
        
        Because of this: VG has created :rolled_up_newspaper:"Linking Document (Document pont) which is included in the "Mestre a casa" platform.
      - 5. Didactic Units
      - 6. Methodology
      - 7. Assessment and Evaluation
      - 8. Attention to diversity measures
      - 9. Transvesal Elements stated on RD 126/2014
      - 10. Teaching practice evaluation
- - - - Comm. Approach - Hymes Comm. Comp.
      - 4 Skills interrelated way in real comm.
      - Contents S-C App.
      - From general and simple to particular and complex - J.B :silhouette: Spiral curriculum. David Ausubel. :silhouette: Meaningful Learning (Piaget :silhouette:) Relate knowledge. To do so: Comprehensible input S.Krash. :silhouette:
  - - - Alternative which provides a wide exposure to language: TBL
      - Structure: Pre-task (input) task, planning, report, analysis and practice
- - - - Coop. Learning
      - CLIL
      - T-BLT
- - - - Assessment criteria: what SS need to accomplish
      - Learning Standards: what SS should know
  - - - Self-Monitoring, thr att. ind.
      - Audio and video Recording
      - Students feedback
      - Teacher's feedback