Bc phase one_session3

Session 3: Factors for practical, competency-based English

activities

British Council 2014

Creating practical activities for competence-based lessons

Creating practical activities for competence-based lessons

Learning outcomes

By the end of Session 1, Formadores will be better able to:• Understand, explain and exemplify the main categories of the NEPBE syllabus contents and situations in which they may be applied • Recall the major learning outcomes for each NEPBE Cycle• Identify the components of a Unit Plan, following the NEPBE curricular foundations

Review of Principles underpinning the NEPBE

Work in groups.1. What is a competence?

2. What kinds of competences are included in the NEPBE?

Show your ideas on the whiteboard.

Review: The Cycles of NEPBE

Cycle 1300 hrs3rd

A1

Cycle 2 200 hrs

3rd & 4th

A1

Cycle 2 200 hrs

3rd & 4th

A2

Cycle 3 200 hrs

5th & 6th

B1

Cycle 4 360 hrs

1st,2nd,3rd

B1

Cycle 4 360 hrs

1st,2nd,3rd

Pre-school Elementary School Secondary School

1. Concrete experience

2. Reflective observation

4. Active Experimentation

3. Abstract conceptualization

apprehension

transformation

comprehension

Kolb, 1984 in Kohonen 1992:16

ACTIVATE

NEPBE METHODOLOGY FRAMEWORK FOR TEACHING

ACTIVATE

Previous knowledge and language

recycling to help users better understand the following steps

EXPERIENCE

ConcreteExperience

Experiencing language:Text presentationtext work to check and/or reinforce overall comprehension

THINK

ReflectiveObservation

Discovering language challenge:isolating language feature – use, grammar, spelling, vocabulary, phonology – and reflecting upon it with the aid of hints+AbstractConceptualisationHypotheses construction

CREATE

Active Experimentation

Using language:Written or oral production through guided to free activities

Review: Competences Cycle 1

1. Acknowledge the existence of other cultures and languages

2. Acquire motivation and a positive attitude towards the English language.

3. Begin developing basic communication skills, especially the receptive ones.

4. Reflect on how the writing system works.

5. Get acquainted with different types of texts.

6. Start exploring children’s literature.

7. Use some linguistic and non-linguistic resources to give information about themselves and their surroundings.

Review: Competences Cycle 2

1. Express simple opinions and requests in familiar contexts.

2. Recognize basic instructions, information, and advertisements.

3. Identify basic aspects of pronunciation and vocabulary used in everyday life contexts.

4. Use expressions to refer to personal aspects and needs.

5. Respond to spoken and written language in different linguistic and non-linguistic ways.

6. Use different strategies to solve everyday problems, as well as to look for information about concrete topics.

7. Identify similarities and differences between their own cultural expressions and those of the English language.

8. Establish basic social contact by means of their linguistic repertoire.

Review: Competences Cycle 3

1. Understand and produce everyday or routine information and its general meaning.

2. Begin or participate in some conversations or transactions using 11. verbal and nonverbal strategies.

3. Recognize similarities and differences in the form and social use between their mother tongue and English.

4. Use strategies to present information, understand academic texts, and solve simple problems.

Review: Competences Cycle 3

5. Express opinions and provide short descriptions.

6. Produce comprehensible messages, adapting their linguistic forms and pronunciation.

7. Use strategies to recognize form and understand content in a variety of simple literary texts.

8. Interact with oral and written texts for specific purposes, and use them as a basis for further interaction.

9. Socialize by means of common expressions.

Review: Competences Cycle 4

1. Identify the main idea and some details from a variety of short oral and written texts, using their knowledge of the world.

2. Understand and use information from different textual sources.

3. Identify the main idea and some details from a variety of short oral and written texts, using their knowledge of the world.

4. Produce short, conventional texts that respond to personal, creative, social and academic, purposes.

5. Adapt their language to unexpected communicative needs.

6. Recognize and respect differences between their own culture and the cultures of English-speaking countries.

Review: Competences Cycle 4

7. Express some judgments and opinions about issues that are interesting to them or resemble their everyday reality.

8. Use appropriate registers in a variety of communicative situations

9. Master linguistic resources to understand the relationship between the parts of a statement or text.

10. Edit their own or their classmates’ writings.

11. Use grammar, spelling, and punctuation conventions.

12. Participate in formal communicative situations.

13. Keep communication flowing, identify breakdowns and use strategic resources to repair it when necessary.

Experiential learning at different levels

1. Concrete experience

2. Reflective observation

4. Active Experimentation

3. Abstract conceptualization

apprehension

transformation

comprehension

Kolb, 1984 in Kohonen 1992:16

ACTIVATE

Cycle 1

Kindergarten children

Kindergarten children learn with their whole bodies, their minds, and their hearts. They learn best when:

Activities are play-based, involving exploration and inquiry, with hands-on activities that engage all their senses Activities are developmentally and culturally appropriate Environments provide for their social-emotional, intellectual, aesthetic, artistic, and physical development, and growth in social responsibility The adults in their world — teachers, families, school and community members — work together to support them.

Cycle 1: Example On a walk in the playground, the children notice birds building a nest in a nearby tree. This observation begins a conversation about where animals live. The class then engages in a project on investigating neighbourhood animals and their habitats. Project activities might include:

Sorting and classifying pictures of neighbourhood animals Reading stories and singing songs about the animals Exploring traditional stories about local animals Taking walks or field trips to observe animals with an emphasis on their habitats Conducting library research on animals in the wild Having students create, and share with their peers, a representation of the animal of their choice Working with the students to create a habitat display.

NEPBE METHODOLOGY FRAMEWORK FOR TEACHING

ACTIVATEPrevious knowledge and language

Show pictures of PETS

Elicit names

Model “ I have two cats. How about you?”

Elicit which pets children have

EXPERIENCE

Experiencing language

Project an email from a friend which includes photos and talks about a special pet and has several examples of “have” and “has”.

Comprehension check questions (to include “have” and “has”)

THINK

ReflectiveObservation

Ask why sometimes we use “have” and sometimes “has”

Hypotheses constructionElicit ideas

AbstractConceptualisation

Help children to see the rule

CREATE

Active Experimentation

Children draw their pets, or the pets they would like to have and write short phrases or sentences about it.

Children mingle and share information about their pets.Plan a pet show!

15 Tips for working with Primary school children

Start working with oral skills:

1. Use songs to practise and learn vocabulary and grammar patterns.

2. Use Storytelling.

3. Use pictures, gestures and body to explain meanings.

4. Use English as much as you can, especially at the lowest levels.

5. Introduce L1 only in difficult learning activities, for example, when

children have to think about grammar or about the way language

works.

15 Tips for working with primary school children

After having introduced oral skills, start with written skills

Write and draw lists of vocabulary

6. Check previous knowledge before introducing new contents. 7. Integrate vocabulary into the related grammar patterns.

8. Use English to communicate –even if it is a simple and

very basic idea.

9. Take advantage of the festivals during the school year

10. Ask your students to do projects: specific final tasks in which students use all their language knowledge to achieve a goal -although it is a little goal.

15 Tips for working with primary school children… continued

11. Ask your students to pay attention to the Art part of their final assignment/project/task.

12. Engage your students in doing their own Language Portfolio -electronic or not.

13. Use ICT to support your constructivist methodology

14. Work on children's attitude towards language learning and other important concepts: autonomous language learner, lifelong language learning, self-assessment.

15. Be a blogger. Create a blog for your subject. Look at this example:

http://teachingenglishtoprimarychildren.blogspot.com/2008/11/teaching-english-as-foreign-language-to.htmlhttp://learnenglishkids.britishcouncil.org Get more ideas!

Cycle 4: Example

Rogers (1957) outlined 3 attitudinal qualities that a teacher, or in his words, a facilitator, should have to assist the learning process.

empathy (seeing things from the students' viewpoint) authenticity (being yourself) acceptance (of students' ideas and opinions).

These factors will strengthen trust with learners of any age, and especially, perhaps, with adolescents.

ACTIVATEPrevious knowledge and language

T shows pictures of when he/she was younger

Elicit general questions

Model “ I used to have short hair.” “I used to wear jeans.”

EXPERIENCE

Experiencing language

Project a video of a friend of T, talking about things they used to do when they were younger.

Comprehension check questions (to include “used to” and “didn’t use to”)

THINK

ReflectiveObservation

Ask what is the difference between “I wore jeans to the party on Saturday.” and “I used to wear jeans all the time.”

Hypotheses constructionElicit ideasAbstractConceptualisationHelp students to revise and construct rules

CREATE

Active Experimentation

Sts work in small groups and show photos o f when they were younger, and talk about the things they used to do.

In their journals, they reflect on what they used to do in primary school and what they do now and how life is better.

Creating practical activities for competence-based lessons

Homework project

Find teachers who are responsible for the same age-group as yourself. (Cycles 1, 2, 3 or 4)

Get into small groups of three or four.

Design a simple class outline, following the model given.

Hand your work in to your trainer tomorrow. Thank you!