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THE OVERIEW OF CURRICULUM, Student: Coraima Valdiviezo NRC: 7548 - Coggle…
THE OVERIEW OF CURRICULUM
CHAPTER 1: The Overview of Curriculum and the Approaches and Methods in Language Teaching related to approach, procedure, and desinig
Historical precedents
1.- The emergence of methods
changes have occurred throughout history
Theories of the
nature of language
language learning
systematic set of teaching practices
powerful but controversial
language theory and language learning
recent innovations
task-based teaching
content and language integrated learning CLIL
2.- the influence of Latin
latin was the dominant language
in education, commerce, religion and the western world
in XVI considered
language of oral and written communication
in XVII classical study of Latin
foreign language study model
grammar analysis and theory
In XIX century, education consisted
grammar chapters or lessons
5.- The Grammar translation Method
the goal of learning foreign languages
read your literature
intellectual development
learn a language
vocabulary selection
based on reading texts
dictionary study and memorization
precision
students reach
high translation standards
reading and writing
main focus
lend little or none attention when
speaking or listening
grammar
is taught through
presentation
study grammar rules
practice with translation
the sentence
basic unit
teaching
language practice
3.- Languaje teaching innovation in the nineteenth century
rejection method
grammar translation
communication between europeans
increased opportunities
books for private study
increase public education
development of new teaching approaches
ideas of historical interest
T. Prendergast (1806-1846)
use of concept signs
memorize routines when speaking
structural study
F. Gouin (1831-1896)
observation-based teaching approach
allusions to introduce oral language
sentences related to actions
new didactic elements in a context
use of gestures and actions
situational language teaching
French C. Marcel (1793-1896)
focuses its learning on children
reading before other skills
4.- The Reform Movement
in 1836
International Phonetic Association founded
phonetic alphabet design
any sound of any language translate accurately
objectives
3.- four skills: speaking, reading, writing and listening
4.- simple and complex materials
1.-spoken languages
2.-phonetic training
impose limits
primary form of language
He speaks
6.- The Direct Method
arises in
germany and france
Principles and procedures
oral communication skills
inductive grammar new pellets orally
everyday phrases and vocabulary
concrete and abstract vocabulary
instruction in class only in english
verbal and listening comprehension
oral language teaching
don't translate
nor label the act of asking questions
use sentences
do not use the book for lesson
follow the plan
keep the rythm
don't talk too loud
correcting mistakes
don't talk slow
7.- The Methods Era
the method consists
teaching procedures
particular methods
follow precisely
more learning levels
other teaching alternatives
language learning levels
Hunter and Smith
the notion of methods
audiolingual method
and situational method
replaced by
communicative approach
natural approach
total prosthetic response
8.-conclusion
This chapter discussed:
emphasis on Latin
direct method development
emergence of methods
translation method
grammatical translation method
CHAPTER 2: The Overview of Curriculum and the Approaches and Methods
2.1. Approach and Method
it means
to principles and theories
how is it represented
how is memory organized
how to learn languages
the approach is harmonized
there is a hierarchical arrangement
implementation technique
2.2. Approach
refers to philosophy
reflects the method
psycholinguistic aspects
linguistic aspects
Theory of languaje
lexical items
Teacher Roles
classroom methodological
good enviroment
learner roles
free form
build authonomy
Activities
awareness activities
memory enhancing
Materials
touchtone series
Theory of learning
lexical chunks
cognitive model
language reflects
Representationalism
learning abstrac tknowledge
mind as a computer
structural model
phonological units
phonemes
grammatical units
phases
sentences
clauses
grammatical operations
adding
shifting
joining
lexical items
function words
functional model
linked to the concept
communicative competence
communicative purposes
interactional model
interactional approaches
authentic messages
task based language teaching
CLIL
2.3. Design
what the objectives of a method are
the roles of learners
how language content is selected and organized within the method, that is, the syllabus model the method incorporates.
the roles of teachers
the types of learning tasks and teaching activities the method advocates
the role of instructional materials
Objectives
Some methods set out to teach general communication skill and give greater priority to the ability to express oneself meaningfull and to make oneself understood that to grammatical accuracy or perfect pronunciation.
Syllabus
pedagogical task
needs analysing
information text
persuasive texts
task - based
activities
real communication
communicative competence
group activities
integrate language and culture
increase motivation
Material
text
internet
newspapers
creative material
teacher roles
suitable texts
assess students progress
invest mental energy
task-based activity
monitor
need analyst
assessor
Learner roles
develop skills
opportunities of learn
autonomous
collaborative
"learning by doing"
2.4. Procedure
Epistemological framework of curriculum
General terms
Approach
nature language
design
teaching
procedure
forms
Overview of curriculum
Pedagogical and didactic aspects
The Standards movement
communicate information
communicate for social
task performance
work schedules
social language
Safety
situation leanguage
presentation
controlled practiced
checking
further practice
free practice
communicative lenguaje
communication activities
fluency based activities
pre - communicative activities
accuracy based activities
text based lessons or units
building the context
modelinig and descontructing the text
join construction of text
independent construction of the text
links to related texts
Factors responsible for the rise an fall methods
paradigm shifts
sopport networks
practicality
teachers language proficiency
used as the basis for published materials and tests
compatibility whit local traditions
a cheecklist for the adoption of an approach or method
Student: Coraima Valdiviezo
NRC: 7548