Percorsi Abilitanti PAS Didattica della Lingua Inglese

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Percorsi Abilitanti PAS Didattica della Lingua

Inglese

A.A. 2013/14

Università degli Studi di Cagliari

M. Antonietta Marongiu

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1) Identify your target class-group (starting level, aimed level, prerequisites);

2) set a time-frame (quadrimestri);

3) adjust the organizational framework (modular);

4) Identify the methodological framework;

5) choose the special topics around which to develop each module;

6) select testing strategies & evaluation criteria.

GROUP ACTIVITY : Shaping a syllabus

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3 SETTING A SYLLABUS

SILLABUS SHAPING

UNIT 1 UNIT 2 UNIT 3 MODULE 1

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A) the topic to develop/explore in each unit;

B) the input of the lessons;

C) background knowledge needed for topic/input;

D) the material to provide the input (a reading text? a video? a tape? pictures?);

E) types of activities (to introduce/to check on

comprehension/to explore/to bust/to expand/to test);

F) functions / notions / vocabulary sets / language features

G) the skills' balance within the units;

H) testing and evaluation.

MODULE DEVELOPMENT - take decisions on :

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M OD U LE N . X

5 Module Title specialization (macro-)TOPIC Units Titles (4) 1st U. (micro)topic

2nd U. (micro)topic 3rd U. (micro)topic Time-frame

background competence (classgroup spec.)

Pre-requisites

Teach. material

Objectives

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steps:

1) setting teaching goals 2) setting learning goals 3) choosing activities

4) setting a time-frame 5) choosing material

UNIT DEVELOPMENT -

plan each lesson

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6) providing practice activities for the input provided

7) establishing the steps of each activity

8) making the activities yourself and having results ready

9) thinking in advance of difficulties 10) preparing teaching tools well in advance

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9 UNIT DEVELOPMENT

Grade of reference: 2^nd year Itc From Module 1 LIFESTYLE

Lesson 1: “Sports in Britain”

Lesson 2: “Sports in the USA”

Lesson 3: “Unusual Sports”

UNIT TITLE: SPORTS

Time: 4 hours (3 one-hour lessons + 1 hour assessment);

Background

knowledge: ss are able to talk about the sports they like or can play.

Pre-requisites: familiarity with the topics; vocabulary on sports and activities; present continuous; simple present; simple past; use of “like”; use of “would like”.

Objectives: expand vocabulary on sport; provide cultural contexts to different types of sports; provide comparisons between sports in different countries; provide opinions about

unusual sports.

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10 Lesson 1

Sports in Britain Lesson 2

Sports in the USA Lesson 3

Unusual sports Aims

Expand sport vocabulary

set. Contextualize sports in Britain

Expand sport vocabulary set.

Contextualize sports in the USA

Expand vocabulary related to sport.

Contextualize extreme sports

Vocabulary

British sports, sports

equipment American sports,

sports equipment Vocabulary related to unusual sports

Notions Functions /

Talking about likes and dislikes

describing some sports

Talking about American sports

describing some sports

Talking about

extreme sports and expressing opinions

Language

features

Comparatives, Superlatives,

passive forms Superlatives ; passive forms

Comparatives,

Superlatives, Passive forms

Aids and

material

Realia, pictures, blackboard, Internet, textbook

Pictures downloaded from the net; textbook;

blackboard

Pictures from the Internet, textbooks;

blackboard

Abilities

^Speaking_Reading ^ReadingListening Speaking

Reading Listening Speaking

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11 WHICH METHODOLOGY????????

- involve students in problem-

solving activities -  in the input- providing phase -  In the practice phase

- involve students interests (life, family, school subjects, interests)

- produce individual/ group

products requiring clever use of knowledge/skills learned

-  In the practice phase

-  In the performance phase

- stimulate / encourage further

individual / group investigation -  In the practice phase It must be oriented to:

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HOW ARE LANGUAGES LEARNED?????

THERE IS AN HYPOTHESIS ABOUT LANGUAGE LEARNING BEHIND A

LANGUAGE TEACHING APPROACH

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EXTERNAL FACTORS INTERNAL FACTORS Type of input Conscious knowledge of

L1

Social context Communication strategies in L1

Attitudes Motivation to L2 learning

WHAT INFLUENCES / DETERMINS L2 ACQUISITION?

R. Ellis, 1998, 2008

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Language learning cannot take place without some input.

The social milieu in which learning takes place (opportunities of exposure to the L2 and the attitudes learners develop toward it) influences

language learning.

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Do learners acquire grammatical structures of an L2 in a definite order ^?

There is a definite accuracy order irrespective of the learners’

mother tongues, of their age, and of their acquisition environment

(natural vs. institutional learning)

R. Ellis, 1998, 2008

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ACCURACY ORDER IN ENGLISH LEARNING Progressive –ing

Auxiliary be Plural –s

Articles

Irregular past tense Regular past tense 3 ^rd person –s

Based on the repetition of the accuracy order, there must be a

natural order of acquisition that all

learners follow.

R. Ellis

, 1998, 2008

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THE ACQUISITION OF A PARTICULAR GRAMMATICAL STRUCTURE MUST BE SEEN AS A PROCESS INVOLVING

TRANSITIONAL CONSTRUCTIONS.

Description Example

1 Learners fail to mark the verb for past time

‘eat’

2 Learners begin to produce irregular past tense

forms

‘ate’

3 Learners overgeneralize the regular past tense form

‘eated’

4 Sometimes learners produce hybrid forms

‘ated’

5 Learners produce correct irregular past tense forms

‘ate’

Stages in the acquisition of the past tense of ‘eat’

R. Ellis, 1998, 2008

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The use of a correct structural form does not necessarily mean that that

this form has been ‘acquired’.

Acquisition follows a U-shaped course of development

R. Ellis, 1998, 2008

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Initially learners may display a high level of accuracy only to apparently regress later before finally once again performing in accordance with

target-language norms.

This happens because learners reorganize their existing knowledge in order to

accommodate new knowledge.

This kind of reorganization is called restructuring

R. Ellis, 1998, 2008

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As learners restructure their grammatical

system, they may appear to regress whereas in fact they are advancing.

When learners begin to use past tense

markers they do not do so on all verbs at the same time.

Easier: If the verb refers to events (e.g. ‘arrive’)

More difficult: To mark verbs that refer to activities (e.g. ‘sleep’) Most difficult: To mark verbs that refer to states (e.g. ‘want’)

MARKING VERBS FOR PAST TENSE

R. Ellis, 1998, 2008

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The stages of development of the learners’ system are not sharply defined.

Learners oscillate between stages.

Learners behavior is not random.

R. Ellis, 1998, 2008

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IMPLICATIONS

L2 acquisition is systematic, and, to a large extent, universal,

reflecting ways in which internal cognitive mechanisms control

acquisition, irrespective of the

personal background of learners or the setting in which they learn.

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R. Ellis, 1998, 2008

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22 IMPLICATIONS FOR L2 TEACHING THE ORDERS AND SEQUENCES OF

ACQUISITION SHOULD BE TAKEN INTO CONSIDERATION IN L2 TEACHING ?

CAN ORDERS AND SEQUENCES OF

ACQUISITION BE ALTERED THROUGH FORMAL INSTRUCTION ?

R. Ellis, 1998, 2008

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23 VARIABILITY IN LANGUAGE LEARNER

Yesterday the thief steal the suitcase

Yesterday the thief stealing the suitcase

OR

Yesterday the thief steal the suitcase

Yesterday the thief stole the suitcase

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24 The learner language is systematic

Variability is systematic

Variability patterns chance depending on:

-  the linguistic context:

-  the situational context

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25 adverb of frequency + activity verb trigger - the use of the base form of the verb:

“George usually play football every day”

- the use of a progressive marker in a sentence referring to past time:

“George playing football all the time”

Variability patterns depending on the

linguistic context:

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26 Variability patterns depending on the situational context

Learners use more irregular verbs in informal than in formal conversations

Learners use more correct verb tense forms when can plan their production

Variability patterns depending on

the psycholinguistic context

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Percorsi Abilitanti PAS Didattica della Lingua Inglese