Objectives
What is a learning objective?
It is a statement of what the learner will know, understand, or be able to do as a result of engaging in a learning activity.
True or false: We should envision where students might struggle.
True!!!
True or false:
A syllabus can be prospective, in which case no syllabus will emerge until after the course of instruction. In this case, the syllabus functions only as a record of what was done, imposing no controlling constraint on the classroom negotiation of content.
False! That's the retrospective syllabus.
True or false!
Innanist approach: Emphasis imitation and practice as a key factor for language acquisition.
False! That's the environmentalist approach
Give an example of Authenticity as the language of “native speakers” (NSs to NSs).
You decide if the points are earned or not!
What is a process objective?
Describe activities designed to develop the skills needed to carry out the product objectives. Enhances skills, methods, and strategies. They describe the experiences that the learner will undergo in the classroom.
Our goals need to be...
clear, concise and achievable.
What is the difference between a notion and a function of the language?
Notions are concepts that language can describe. General notions: Numbers, time, place and colour. Specific notions: man, woman, afternoon.
Functions are things you can do with language, example, identifying, denying, promising.
What is Universal Grammar? To what theory does it relate?
This was a theory of innate principles and rules of inferences that enable the child to learn any grammar defined as “the black box responsible for language acquisition” (principles and rules shared by all human languages). It's from innanist (1960) approach.
True or false:
Digital platforms offer less ways for learners to engage with real-world language and communication, making online language use a rich source of authentic material for language learning.
Is this objective well written? Correct it if needed.
Students will correctly label the organs of the digestive system.
The condition is missing, (time and place where the task will occur).
"By the end of this lesson students will correctly label the organs of the digestive system."
What is the first step of Brun's (2010) lesson planning?
1. Establish the lesson’s purpose
What is the difference between a Synthetic Syllabus and an Analytic one?
A synthetic syllabus focuses on teaching specific language elements, like grammar or functions, in a linear sequence. Simpler, more frequent, and communicatively essential items are introduced first, followed by more complex and less essential ones. Analytic syllabi emphasize using language for communicative activities rather than dividing it into components. Learners focus on language use and structure as needed during these activities, guided by their evolving interlanguage, learning style, aptitude, and motivation for achieving accuracy beyond the task's immediate demands.
True or false:
The interactionist approach refers to external and internal simulis. Based on experiences. The learner constructs their knowledge of the language in meaningful contexts.
True!
True or false:
An authentic curriculum is relevant, coherent and connected to the students real world experiences, offering knowledge and skills that can adapt to unplanned situations. Argues for an holistic approach that integrates texts, tasks, the learners and assessment. All the elements should be selected in a way that provides meaningful interaction.
True!
What does S.M.A.R.T. stand for in objectives?
Specific, Measurable, Action-oriented, Reasonable, Time bound
What do we have to have in mind when we are deciding how students will share and reflect on their work?
Plan to Debrief the Academic, Who will share and for how long?
Plan to Debrief the Social, sharing how we worked together
What is a Lexical syllabi?
It is a synthetic syllabus where word and collocations are the units of analysis. Meaningful exposure as a starting point.
Does our proposed framework contain the five components: discourse, linguistic, pragmatic, intercultural and strategic?
Yes, because all components can’t be developed in isolation. An increase in one component interacts with the other components to produce an increase in the whole construct of communicative competence.
What is the difference between Genuineness and Authenticity?
Genuineness: a characteristic of the passage itself and it’s an absolute quality.
Authenticity: Is a characteristic of the relationship between the passage and the reader and has to do with appropriate response.
Is this objective well written? Correct it if necessary.
"To have a good understanding of syntax"
It lacks an action verb, it should be specific and measurable. It also lacks audience and condition.
Put them in order:
Decide How Students Will Share and Reflect on Their Work, One Last Review, Create a plan for introducing the lesson, Establish the lesson’s purpose, Make decisions regarding how you will facilitate the lesson
1. Establish the lesson’s purposes
2. Create a plan for introducing the lesson
3. Make decisions regarding how you will facilitate the lesson
4. Decide How Students Will Share and Reflect on Their Work
5. One Last Review
What is a Multi-strand syllabi?
Involves all of the skills. It is divided into different strands, functions, notions and standards; grammar and vocabulary, situations and topics, and an added component which provides opportunities for reflection, further learning and cultural aspects.
Name the at least 2 of the 4 components of the Communicative competence approach and explain them briefly.
Grammatical competence: Knowledge of the vocabulary, pronunciation and spelling rules, sentences structures.
Sociolinguistic competence: The pragmatics. Knowledge of the sociocultural rules used in a particular context.
Strategic competence: Knowledge of how to employ strategies to avoid breakdown in communication.
Discourse competence: Knowledge of achieving coherence and cohesion in a spoken/written text.
How is Authenticity relevant as the task choices we perform?
Authenticity of the task rather than text, and the extent to which they mirror the (projected) real-world needs of students. Task-based language teaching often proposes a needs-based syllabus, where the course content is shaped by the kinds of tasks learners are likely to perform in the target domain. In this context, tasks such as ordering from a menu in a restaurant role-play or taking notes from a university lecture might be considered more authentic than substitution drills or controlled grammar exercises.