New Curricula Gymnasium-English School year 2011 -2012 Welcome to the 2 nd Seminar

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New Curricula Gymnasium-English

School year 2011-2012

Welcome to the 2nd Seminar

http://neaanalytikaxenonglosson.wikispaces.com/

Δρ. Σαλώμη Παπαδήμα ΣοφοκλέουςBA, GradCertEd, DipEd, PostGradDipCALL, MEd, MLit, Dprof

Επίκουρη Καθηγήτρια, Διευθύντρια Κέντρου Γλωσσών Τεχνολογικό Πανεπιστήμιο ΚύπρουTηλ. + 357 25 00 25 88 Κινητό: 97 77 26 89 Φαξ + 357 25 00 26 34

Ηλεκτρονικό Ταχυδρομείο [email protected] Ιστοσελίδα http://www.cut.ac.cy/languagecentre/

Αντιπρόσωπος του EuroCALL στην Κύπρο http://www.cut.ac.cy/eurocall/

"Those who know nothing of foreign languages, know nothing of their own." - Johann Wolfgang Von Goethe

http://neaanalytikaxenonglosson.wikispaces.com/

mailto:[email protected]









http://www.cut.ac.cy/languagecentre/












http://www.cut.ac.cy/eurocall/












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New Curricula Gymnasium-EnglishSchool year 2011-2012

Subject district Meeting 1 Meeting 2 Meeting 3 Meeting 4 Venue

LarnacaAmmochostos

18/11/2011 13/12/2011 22/01/2012 18/05/2012 Λύκειο Αγ. Γεωργίου

English LemesosPafos

09/11/2011 09/12/2011 14/02/2012 08/05/2012 Π.Ι. Λεμεσού

Lefkosia 01/11/2011 23/11/2011 10/02/2012 02/05/2012 Π.Ι. Λευκωσίας

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What is in the hat today?

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What do we need?

What are the tools we are required to use?

New Curricula general guidelines

/ frameworkNew Languages

Curricula guidelines / framework

Common European

Framework of Reference (CEFR) for Languages

English Prescribed

teaching materials

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Seminar aims:

Familiarise Use to design-plan Teach

Submit thematic units / lesson plans and teaching materials Evaluate




Common European


English Prescribed

teaching materials

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AIM: enrich; find different activities for different learning styles; make it more experiential, interactive, real-life like, with specific communicative,

contextualised authentic-like expected outcomes.

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Seminar aims

Compare current practices with new elements in general, in languages, in English

IMPROVE and ADD

NOT

REPLACE

TEACHING AND LEARNING AIMS:

EXPECTED COMMUNICATIVE OUTCOMES BASED ON SYSTEMATIC AND ORGANISED PLANNING

NOT

MERE COVERAGE OF TEXTBOOK CONTENTS

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4 seminars

3ο Go…Practising Teacher

Implement / try out your new thematic unit with your students.

2ο Set…Establishing the basics:

1. Texts types

2. Frameworks or Prescribed material?

From where we are to where we want to be…

1. Text types

2. Getting to know the prescribed materials

3. Compare with New Curricula Framework

4. Develop Course Outline

5. Thematic Unit Planning

1ο On your marks…Establishing the basics:

1. New Curriculum Framework: overall philosophy

2. New Language Curriculum Framework

3. CEFR

4ο Hurray…Practising teachers

1. Show and tell

2. Micro teaching

3. Self / peer Evaluation

4. Seminar evaluation

Teacher trainer

1. Summing up

Seminar 2

Seminar 1

Seminar 4


Seminar 3

3ο Go…Getting ready…

1. The use of New Technologies: Show and tell

2. Teaching and Learning ideas: Think Tank & Share

3. Experiential, Interactive, Cooperative Learning – any ideas?

4. Thematic Unit Development

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Development of a thematic unit based on: New Curriculum / Frameworks for Public Schools in the Republic of Cyprus

New Curriculum / Frameworks for Languages

Prescribed set of materials

Checklist

See pages 3-4

http://neaanalytikaxenonglosson.wikispaces.com/%CE%A3%CF%85%CE%BD%CE%BF%CF%80%CF%84%CE%B9%CE%BA%CE%AC

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New Language Curricula

What was it up until now?

Study of the new Language Curriculum

Language Curriculum – General aim2.1 2.2

What can we establish?

New Curricula:1. Same Philosophy in all subjects2. Same framework in all languages (CEFR levels)3. Curriculum Frameworks and not only textbooks4. Control– checklist5. Teacher training6. Teaching material evaluation, replacement and

enrichment 7. Use of New Technologies – digital literacy8. Continuous updating


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New Language Curriculum and CEFRΑ1 level (CEFR), σελ. 11-13Α’-Β’ Gymnasium, Α2 level (CEFR), σελ. 4-7C’ Gymnasium– Α’ Lyceum, σελ. 7-10

Compare topics in levels Α 1, Α2 και Β1

Conclusions


Compare with CEFR levels in CEFR document

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Now, let us develop a theme in a different way, based on some specific text types, related to the specific

communicative situation.

First let us see what text types are.Then we will see the example on the topic of

Family trip to Greece

Thematic development based on certain text types


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What are text types?

Study the next two slides.

1. The ones in the first slide are used in speakingThey are also used for listening comprehension

2. The ones in the second slide are used in writingThey are also used for reading comprehension

All communication is made through the use of some oral or written text type.


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Spoken text types

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Written text types

Writing

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Thematic unit development,

based on text types

New Curricula Gymnasium-

EnglishSchool year 2011-

2012

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2. Find the main text types which are related to this topic, both oral and written.

Develop a thematic unit

having text types as your starting

point.


Topic:Travelling to London

Discourse forms

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2. Here is an example of a topic development based on main text types which are related to this topic, both oral and written.


Topic:Travelling to London

Discourse forms

2. Compare

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English Course Outline2011-2012

1. Study the sample course outlines. 2. Prepare the English Course Outline for the school year 2011-2012. Work on it in groups for a while

This can be done in two ways:(a) record what you are doing and this will constitute your outline(b) Plan your outline before you start teaching, at the beginning of

the school year

At this time of the year, you can do both:(a) Write your course outline based on what you have done from

September to what you will do until Christmas(b) Pre-plan for next semester, week by week until the end of the

school year

– to be submitted next time in printed form AND to be emailed to me.


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Up Beat

Study the contents pages of the three Up Beat textbooks.

1. Study the topics.2. Compare them with the topics in the New Language Curriculum

Framework

3. Find the main topics in each textbook.4. Find the main topics in all three textbooks.

5. Study the language areas


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Study the Thematic Unit Development example on the topic of:

Technology

Up Beat, Elementary,

1. Lesson 10A

2. Lesson 10B

3. Compare


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Let’s have a break…

Before engaging in thematic unit development…

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Which should be your starting point?

Prescribed sets of materials

OR

Expected communicative, contextualised outcomes?

To develop your thematic unit…

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Which should be your starting point?

Prescribed sets of materials

OR

Expected communicative, contextualised outcomes?

To develop your thematic unit…

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To develop your thematic unit you will need the following:


/ framework New Languages Curricula

guidelines / framework

Common European


English Prescribed

teaching materials

Other printed and digital material.

Work in groups of four.

The checklist can be your guide.

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To develop your thematic unit you will need the following:


/ framework New Languages Curricula

guidelines / framework

Common European


English Prescribed

teaching materials

Other printed and digital material.

Work in groups of four.

The checklist can be your guide.

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Aim

1. Enrich; 2. find different activities for different learning styles; 3. make it:

more experiential, interactive,

real-life like, with specific communicative,



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THEMATIC UNIT DEVELOPMENT (4 lessons)

Follow this process:1. Think of your topic.

2. Think of the appropriate text types which would facilitate real-like contextualised communication in that topic

3. Look at the book

1. Decide on the expected contextualised communicative outcomes of each of the 4 lessons.

2. Combine your topic and text types you have found with what the book has on the topic

3. Combine and plan your lessons and thematic unit4. Compare with checklist


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Part Β: ENGLISH- ………………………………………….

11. Expected outcomes

……………………………………………………………………………………………………………………………………………………………………………………………………

What would the student be able to do by the end of the unit?

Authentic communication

Not exercises towards authentic

communication ONLY

Not vocabulary, grammar and

expressions ONLY

To be able to participate in communication, playing specific roles as audience, interlocutor, reader or writer of oral or written speech of authentic type, in an authentic-like communicative situation


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Part Β: ENGLISH- ………………………………………….

11. Expected communicative outcomes

……………………………………………………………………………………………………………………………………………………………………………………………………

Να λαμβάνει μέρος σε μια συνδιάλεξη, τηλεφωνική συνδιάλεξη, κουβέντα, διάλογο, να κάνει μια ομιλία ή διάλεξη, να τραγουδά,

να εκφωνεί δελτίο ειδήσεων/καιρού, να παρουσιάζει μια διαφήμιση, να κάνει μια

ανακοίνωση, να λέει ένα ανέκδοτο, να δίνει οδηγίες, να λέει μια συνταγή, να λαμβάνει μέρος σε θεατρική παράσταση ή παίζει σε κινηματογραφικό έργο, να λαμβάνει μέρος σε τηλεοπτικές εκπομπές ή παιγνίδια, να

κάνει παρουσιάσεις,

Να διαβάζει και να καταλαβαίνει άρθρα εφημερίδων και περιοδικών, διαφημίσεις, ανακοινώσεις, ανέκδοτα, οδηγίες, συνταγές, στίχους, ποιήματα, ιστορίες, διηγήματα, μυθιστορήματα, ημερολόγια, επιστολές, ευχετήριες κάρτες, ηλεκτρονικά μηνύματα (emails, text messages, κλπ), συνθήματα, αφίσες, γελοιογραφίες, παραμύθια, βιογραφίες, αυτοβιογραφίες, αναφορές, δοκίμια, να συμπληρώνει αιτήσεις, σενάρια,

Να ακούει και να καταλαβαίνει συνδιάλεξη, κουβέντα, διάλογο, ομιλία, τραγούδι, δελτίο ειδήσεων/καιρού, διαφήμιση, ανακοίνωση, τηλεφωνική συνδιάλεξη, διάλεξη, ανέκδοτο, οδηγίες, συνταγή, τηλεοπτικές εκπομπές και παιγνίδια, να παρακολουθεί θέατρο ή κινηματογραφικό έργο,

Να γράφει σημειώσεις, σημειώματα, οδηγίες, άρθρα εφημερίδων και περιοδικών, διαφημίσεις, ανακοινώσεις, ανέκδοτα, συνταγές, στίχους, ποιήματα, ιστορίες, διηγήματα, μυθιστορήματα, ημερολόγια, επιστολές, ευχετήριες κάρτες, ηλεκτρονικά μηνύματα (emails, text messages, κλπ), συνθήματα, αφίσες, γελοιογραφίες, παραμύθια, βιογραφίες, αυτοβιογραφίες, αναφορές, δοκίμια, να συμπληρώνει αιτήσεις, σενάρια,


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Part Β: ENGLISH- ………………………………………….

11. Expected outcomes

……………………………………………………………………………………………………………………………………………………………………………………………………

Think of the text types that are appropriate for the

communicative situations of your thematic units

Thematic unit:

Thematic unit:Thematic

unit:

Thematic Unit:


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Anything we use in our daily life

Think of your

topics in relation to this table.

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Use of New Technologies – at least…

TEACHER

1.Internet Search- Online activities for the topic

2.Word processor for handouts

3.Power Point Presentation

4.Email

5.Websites

6.YouTube


STUDENTS

1.Internet Search

2.Online activities

3.Word processor for work

4.Power Point Presentation

5.Email

6.Websites

7.YouTube

The checklist can be your

guide.

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For the next seminar, please bring the following:

1.Your Up Beat set of Materials2.Your lesson plan format

3.The materials you will need to continue your lesson plan development4.A USB

Γεια σας

再见

До свидания

Au revoir

Good bye

Auf Wiedersehen

Adiós

Arrivederci

さようなら

http://www.canstockphoto.com/an-excited-young-woman-greeting-you-4098843.html

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Δρ. Σαλώμη Παπαδήμα ΣοφοκλέουςBA, GradCertEd, DipEd, PostGradDipCALL, MEd, MLit, Dprof

Επίκουρη Καθηγήτρια, Διευθύντρια Κέντρου ΓλωσσώνΤεχνολογικό Πανεπιστήμιο Κύπρου

Tηλ. + 357 25 00 25 88 Κινητό: 97 77 26 89 Φαξ + 357 25 00 26 34 Ηλεκτρονικό Ταχυδρομείο [email protected]

Ιστοσελίδα http://www.cut.ac.cy/languagecentre/ Αντιπρόσωπος του EuroCALL στην Κύπρο http://www.cut.ac.cy/eurocall/

Thanks for the cooperation

Good luck with the New Curricula
































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New Curricula Gymnasium-EnglishSchool year 2011-2012 Seminar expected outcomes:

Familiarise Design-plan Teach





Common European


English Prescribed

teaching materials

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New Curricula Gymnasium-EnglishSchool year 2011-2012 Seminar expected outcomes:

Familiarise Design-plan Enrich Teach


AIM: enrich; find different activities for different learning styles; make it more experiential, interactive, real-life like, with specific communicative,


New Curricula Gymnasium-English School year 2011 -2012 Welcome to the 2 nd Seminar

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