Practice Activities – FP015 CCD
PRACTICE ACTIVITIES: CURRICULUM AND COURSE DESIGN GENERAL INFORMATION:
The subject practice practice activitie activities s consist consist of doing doing i!ivi!"a##$ four i!ivi!"a##$ four short exercises. The submitted document must fulfil the following conditions:
-
Length ngth:: %&' (a)es (with (without out inclu includin ding g cover cover,, activi activitie ties’ s’ statem statement ents, s, index index or appendices –if there are an!. "ont tpe: Aria# *r Ti+es Ne, R*+a. R*+a. "ont si#e: 11. $pacing: 1-5. 1-5. %lignment: %lignment: ."sti/ie!. ."sti/ie!.
&esides, the activities have to be presented in this 'ord document: eep the )uestions and provide an answer below them. *n order to mae the correction process easier, please, do not write the answers in bold, as it helps distinguishing between )uestions and answers. %lso, the document must still fulfil the rules of presentation and format, and follow the rubric for citations and bibliographical references as detailed in the $tud +uide. The final activiti has to be submitted following the procedure specified in the S"2ect Eva#"ati*3 !*c"+et. !*c"+et. $ending it to the teacher’s email is not permitted. *n addition to this, it is ver important to read the assess+et assess+et criteria, criteria, which can be found in the S"2ect Eva#"ati*3 document.
1
Practice Activities – FP015 CCD
Full name:Jessica Lammers Group:2016-10 a!e:0"#01#201$
Practice Activities
Tas4 1De/ie te /*##*,i) ,*r!s s* te !i//ereces et,ee te+ are c#ear: a6 C"rric"#"+ a! s$##a"s The curriculum is an umbrella term incorporating all the decisions about objectives, content, methods and evaluation of a teaching program, often with an associated educational philosoph and often this follows national policies on education and learning. The $llabus is a detailed plan or guide to achieve the objectives and cover the content decided upon in the curriculum. The sllabus is essentiall the programme design decisions.
6 A((r*ac a! +et*! %n approach is a group of assumptions or beliefs regarding the nature of language learning while a method is a plan for an organi#ed presentation of language materials and is based on a given approach.
Tas4 % Uit % ar)"es tat +*st c"rric"#a are eiter 4*,#e!)e&cetere! *r (ers*& cetere!- Fi! te **4 $*" #ear E)#is ,it7 *r a **4 $*" #i4e "si) i $*"r c#ass a! ar)"e ,eter it is a 4*,#e!)e&cetere! c"rric"#"+ *r (ers*& cetere! c"rric"#"+- I##"strate $*"r ar)"+et ,it ca(t"res /r*+ te **4- D* *t /*r)et t* ic#"!e te /"## re/erece7 as ,e##- school doesnt have a specific boo that we use with our students. 'e do have some boos that have been sent to us b editors. +enerall * do not choose to use these boos because * find them limiting. -ost students have a low level of /nglish when the arrive in the preapprenticeship program (age 01! and the materials in the boo are beond the level of half the class. * have to review the basics and tr to get the others up to speed, while maintaining the stronger students level. The boos also
2
Practice Activities – FP015 CCD
seem to be made for classes that meet more often than mine do. 'ith two hours ever two wees, it is difficult to wor coherentl with the boo. The onl boo on the maret for apprentices and preapprentices is 2T*3 T435 from "oucher. *t is oriented towards the accomplishment of tass (2projects5! found at the end of each chapter. There is little to no explicit grammar explanation in the boos. "or low leve students who find language learning confusing, this is not reassuring. The boo is a mix of a nowledge and a person centered curriculum. The initial activities have onl one correct answer and re)uires students respond in the 2correct5 wa. 4nl the 2project5 allows for some freedom of expression. There are not repetitive exercises either, which would signal a behaviorist undertone. The final exam re)uired of the students is the oral presentation of an authentic text at %6 level that has been previousl prepared for in class during their two ears of training. These documents are provided b the teacher. The are graded on their abilit to present themselves, the text including the tpe of text, where it is from, the theme and the main ideas. 'hile the rubric for evaluation seems to be ver person centered, it is a tool being used in a ver traditional, nowledge centered school sstem.
Tas4 ' Are s*+e ver teses +*re teaca#e ta *ter ite+s8 List /ive !i//eret ver tese i E)#is i *r!er */ teacai#it$3 acc*r!i) t* $*"r criteria- Give te+ a sc*re /r*+ 1 9ver$ eas$ t* teac6 t* 5 9ver$ !i//ic"#t t* teac6 a! 2"sti/$ te sc*re- *" +i)t ,at t* c*si!er te st"!ets; L17 (revi*"s e<(erieces7 *r activities $*" ave trie! 9eiter as a teacer *r as a st"!et6 tat ,*r4e! ,e##"or this activit * have selected the following verb tenses in /nglish: 3resent simple, future simple, present perfect, past continuous, and the future perfect continuous. To ran these tenses b their 2teachabilit,5 it is necessar to first define the criteria that will be used to sort and ran the verb tenses. 7oes a similar tense exist in the students native language(for m purposes, $panish or "rench speaers!8 *s it a simple tense or a compound tense8 %re there a lot of irregular forms in that tense8 9an the verb tense easil be explained using a diagram or some other visual aid8
Similar tense? Simple tense? Irregular
diagram
forms Past
Yes
No
3
Few
Yes
Practice Activities – FP015 CCD
continuous Present
Yes
Yes
Yes
Yes
Present
(Yes ES / No
No
Yes
No
perfect
FR)
Future simple
Yes
No
No
Yes
Future perfect
(Yes ES / No
No
Few
No
simple
continuous
FR)
To teach these tenses to "rench students, the most teachable tenses would be the "uture simple and the present simple(0!, as the have e)uivalent conjugations in L0 and are relativel eas to show visuall. *n addition, the future simple tense is regular, with the addition of 2will5 before the root form of the verb in )uestion. The past continuous also shouldnt be a stretch for students from a "rench speaing bacground as the have a past continuous tense used ver similarl to the /nglish one. *t is a compound tense, so there is more to remember in transforming the verb to the right form(6!. "inall, "rench doesnt have an e)uivalent to the /nglish present perfect, which the translate into the simple past or the present depending on the circumstances. The do have a future perfect (le futur antrieur! but not in a continuous form, which is something the struggle with in the present continuous, present perfect continuous and future continuous as well. $o both the present perfect and the future perfect continuous would be the most difficult to teach (1! of the verb tenses proposed. The are compound tenses, have irregular verb forms t o integrate, are not similar to the L0 structures, and would be difficult to represent visuall.
Tas4 = =- Te /*##*,i) is a a!vert /*r a t,*&,ee4 i++ersi* c*"rse tat c*+ies E)#is a! s(*rts: tt(:>>,,,-i(cec*"rses>sc**#&#a)"a)e& (r*2ects>te&(r*2ects>e)#iss(*rts> C*si!eri) a c*"rse #i4e tis7 e<(#ai ,at (ec"#iarities ,*"#! te s$##a"s !esi) ee! t* c*si!er i ter+s */ setti) )*a#s7 c**si)>!esi)i) +ateria#s7 teaci) +et*!*#*)$ a! eva#"ati*-
4
Practice Activities – FP015 CCD
The language taught would need to be related t o the activities the students will engage in during their sta as well as more collo)uial language the can use in their host families and with other oung people. There would have to be a strong emphasis on communication both in the classroom and in the group sports activities. % conversational, communicative stle is probabl most appropriate. The sllabus also would depend on the level of the students: are the all of a similar level8 'ill the be in class together8 ;ow old are the students8
'hat are their other
interests8 ;ow long will the sta8 %ll these factors pla into the choosing of materials 5
Practice Activities – FP015 CCD
and the methodolog and evaluation used with the students in the program. The students could, for example have an entr and exit test to measure their communicative sills, which would show growth over the course. $tudents might be ased to accomplish linguistic tass within the scope of the phsical activities the are participating in to be able to 2win5 or complete an activit.
6
