ESTRATEGIAS PARA EL MANEJO DE CLASE Y LA CREACIÓN DE AMBIENTES DE APRENDIZAJE MCDISL UNIDAD I.

Presentación del tema: "ESTRATEGIAS PARA EL MANEJO DE CLASE Y LA CREACIÓN DE AMBIENTES DE APRENDIZAJE MCDISL UNIDAD I."— Transcripción de la presentación:

1 ESTRATEGIAS PARA EL MANEJO DE CLASE Y LA CREACIÓN DE AMBIENTES DE APRENDIZAJE MCDISL UNIDAD I

2 STARTING LINE What do you understand as CLASSROOM MANAGEMENT? What implicates to create a LEARNING ENVIRONMENT?

3 Language functions Student’s and teacher’s role Material’s role Classroom arrangement Interaction patterns

4 UNIDAD I. LENGUAJE Y CONCEPTOS CLAVE PARA EL MANEJO DE CLASE Temas: 1.1 Uso apropiado del lenguaje y las funciones de clase 1.2 Roles del profesor y los estudiantes 1.3 Roles de los materiales didácticos 1.4 Organización del trabajo en el aula 1.5 Procedimientos para generar la interactividad y la interacción

5 1.1 USO APROPIADO DEL LENGUAJE Y LAS FUNCIONES DE CLASE Contextualization is the meaningful use of language for real communicative purposes. It helps students understand how language users construct language in a given context. Language learning in context in the classroom can be expressed in such ways as: Working with real or simulated situations. Paying attention to the physical setting of exchange. Knowing the purpose of the exchange. Using language that accounts for the roles of the participants. Using socially acceptable norms of interaction. Paying attention to medium, tone, genre, and register.

6 Teachers can contextualize language instruction by organizing the content of the language curriculum according to themes or topics. These themes or topics work best when they are threaded throughout the course of study.

7 Language is constructed through a blend of purpose, situation, and social needs. Classroom learning experiences that incorporate these dimensions are more likely to lead to better learning outcomes. A contextualized approach to instruction also supports the use of integrated skills, and pair and group work. It can foster a deeper level of use of the language, especially when the themes and topics are high-interest and motivate students.

8 HOW TEACHER’S AND SYLLABUS LANGUAGE SHOULD BE? Basic level Concrete concepts and objects Key vocabulary and language construction Intermediate level Role play, complex games and physical activities Sharing information, writing, reading, folling instructios Advanced level PBL, TBL Simulation, imagination cases and explanations

9 COMPLETE THE CHART EXAMPLES OF:PREESCHOOLELEMENTARYJR. HIGHUNIVERSITY LANGUAGE FUNCTIONS TEACHER’S LENGUAGE

10 1.2 ROLES DEL PROFESOR Y LOS ESTUDIANTES 1.3 ROLES DE LOS MATERIALES DIDÁCTICOS

11 1.4 ORGANIZACIÓN DEL TRABAJO EN EL AULA 1.5 PROCEDIMIENTOS PARA GENERAR LA INTERACTIVIDAD Y LA INTERACCIÓN Watch the following videos Analyze in each of them how the class is organized by the teacher and, what procedures or prompting are used to generate interaction (T – ss, and ss- ss)

12 SUMMARY

13 REFERENCES The role of materials in the language classroom: finding the balance, by Jane Crawford, “Methodology in language teaching” Jack C. Richards and Willy A. Renandya (eds) SEP Classroom management, by Marilyn Lewis, “Methodology in language teaching” Jack C. Richards and Willy A. Renandya (eds) SEP Workshop “Shaping the way we teach” by English Programs for teachers office, USA Embassy Videos from RELAY/GSE school Language functions and forms at http://www.ode.state.or.us/teachlearn/real/standards/ http://www.ode.state.or.us/teachlearn/real/standards/