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T.22: variables to be taken into account in the organization of he foreign…

- - - - main :goal_net: of Organic Law 3/2020, 29th december
  - - - Closed-pairs:whole class divided into pairs and are working at the same time
      - Open-closed pairs: closed pairs are split to create new ones during an activity.
      - Open-pairs: 2 Ss who are not side by side perform a task.
      - cooperative pairs small groups where the students must help each other to complete the task.
    - - Aspects to bear in mind
        
        Forming groups 5-6 Ss in each group & no more than 5-6 groups. Teacher makes groups on the basis of mixed ability.
        
        Student roles in the group: assigning roles :arrow_up: interdependence, interaction & group processing which are among the 5 key elements of working in groups Johnson (2006) :silhouette:
        
        Role of the teacher: select the activities carefully, present the activity clearly, monitor students' performance and provide feedback.
      - :check: Adv. increases opportunities to use lg. & to cooperate. More dynamic than pair work coz there're more possib. to react with & against. It allows for more complex tasks :arrow_forward: HOTS, Bloom :green_cross: dis. similar to pair work
- - - - Different ways of organizing the classroom
        
        1. Traditional seating arrangment
        
        2. Circle: :male-teacher::skin-tone-2: might be out which favours comm. or inside.
        
        3. Horshe-shoe: semicircle and teacher in the middle.
        
        4. Boarding meetings desks are placed together and Ss sit around.
        
        5. Streams: Ss are sit in 2 parallel rows facing the board or each other.
        
        6. Learning stations: class divided in groups. Each group carries out different act. & Ss. can change positions.
  - - - :red_flag: engage, study, activate sequence :arrow_forward: engage: :male-teacher::skin-tone-2: tries to arise curiosity. Study: Ss are asked to focus on on lg and how it is constructed. Activate act. designed to get the ss using th lg. as freely and comm. as they can.
      - :red_flag: Task-based learning :arrow_forward: pre-task: teacher presents what will be expected from the students. Task: Ss perform the task, typically in small groups. Review: Ss get some feedback & review their product.
      - :red_flag: PPP: 1st stage the presentation of an aspect of lg that Ss are familiar with. 2nd: Ss are given an activity that gives them plenty of opportunities to practice the new aspect of lg. Final stage: Ss use the lg in context.
    - - Establish classroom routines
      - Try not to finish in the middle of an activity
      - To give praise & encouragment about what the Ss have achieved during the class.
      - Plan lessons having in mind extra activities & the attention to the diversity
      - Different groups go at different speed, so it is difficult to plan universal lessons.
- - - - Grammar competence: ability to put into practice the linguistic units according to the rules of use established in th linguistic system.
      - Sociolinguistic competence: ability to adequate the utterances to the specific context in accordance with the accepted usage.
      - Discourse competence:* ability to use different types of discourse, using cohesion and coherence according to the communicative situation and the speakers involve in it.*
      - Strategic competence: ability to define or make adjustments in the course of the communicative situation.
    - - Functional communication activities: comparing pictures, noticing similarities & diff; following instructions,etc
      - Social interaction activities: role-play, debates, simulation..
    - - Oral Comm. activities: reaching a cionsensus, comm. gap games, simulations & role plays, etc.
      - Written comm. activities: relaying instructions, exchanging letters, written games, writing reports & advertisements...
  - - - Initial evaluation: to analyze students point of departure
      - Summative evaluation: to test students level of attainment.
      - Formative evaluation: to draw conclusions for the effectiveness of our method & the suitability of activities for students.