Curriculum design

Issue E.P. E.S.B. E.S.S.

Students role

Teachers role

He is the centre, participates The centre. St has to and has to produce the Competent and independent cooperate with the teacher. language (speaking). user of English Negotiates themes and tasks Interaction with other and also meanings. Works in students and teachers, be pairs and groups. St has to be creative autonomous, critical, active, confident. Let students discover by Let students reflect about must be flexible and themselves. Teach through when use English. Give adaptable to suit any new concepts not grammar. students problem-solving situation. is a facilitator, helps Alternative language to situations. Coordinator and to do. the function is to guide understand: simple sentences middleman between both in the learning and to propose. and easy questions to check cultures. sometimes is an observer. understanding, plus mimics promotes personal (body language). Enabling relationships. Offers communication a natural context. Use of the functions. the students Reinforce the linguistic about learning diversity. Help sts to adopt a critical view and reflect about cultural diversity Develop communicative competence Achieve communication and Learn English in context Not only communicative but cultural aspects of language cognitives and reflectives, to interact in society. language and Ensure autonomy English

Aim/Purposes

Objectives

Curriculum design
Contents Selected on purpose, on the WHY, on what really matters to them. Concentrate on themselves (identity) Must include grammar, lexical and phonological aspects and the four language skills (listening, writing, speaking and talking), and communication strategies. Flexible, related to the area of education (humanity, art). meaningful material. Must include the four macroskills

Tasks

Activities towards Project-work and communication. Interpretation solving situations. by listening and reading. Output by speaking and writing (creativity). Language in activity, related to their environment.

Difference in grades

problem- Activities: Difficulty increase gradually to generate confidence in sts. Lexical point of view Tasks: group of activities oriented to a final objective Projects: St must do 1 integrated project in 1, 2 in 2 and 3 in 3 4th - 5th - 6th Use of language 1st _ 2nd - 3rd: Use of language More general in 4 and is more complex, a step is more complex, a step specific in 6. beyond, the same topic but beyond, the same topic but with different point of view, with different point of view, depth on the way they are depth on the way they are treated. treated. Communicative Approach Task-based AICLE as a complement of Communicative Task-Based Approach CLIL content and language integrated learning. part of subjects or the whole of them are taught through a foreign lge, with dual focused aim, the learning of the content and

Approach

Curriculum design
the learning of the develop a positive "can attitude. Adapted to the reality if province emphasizing on problem resolution. Materials Books, newsletters, videos, CD s and internet materials. Texts must be related with social themes. Evaluation in process Meaningful learning During the process with final tasks and projects. lge. do" the the

Evaluation Learning