module 5 planning of the english language teaching-learning process

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UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career 1. Amonestación a los progenitores o a las personas encargadas del cuidado del niño, niña o adolescente; y a quienes los empleen o se beneficien directamente con su trabajo; 2. Multa de cincuenta a trescientos dólares, si los infractores son los progenitores o responsables del cuidado del niño, niña o adolescente; 3. Multa de doscientos a mil dólares, si se trata del empleador o cualquier persona que se beneficie directa o indirectamente del trabajo del niño, niña o adolescente; y, 4. Clausura del establecimiento donde se realiza el trabajo, en caso de reincidencia. PLANNING The action or process of making plan for something THE THREE ELEMENTS OF PLANNING Long term plans called key stage plans (Macro-Planning) There are different ways of describing long-term plans. For the purpose of these materials, a long-term plan is the planned programmed of work for a subject across the school, covering one or more key stages. Long-term planning for a subject happens in the context of a school's overall curriculum plan (the long-term planned program of work in all subjects covering every year group in a school). Schools develop their own individual curriculum plans to reflect their context and characteristics, as well as their values, aims and priorities. A long-term plan shows how units of work in a subject are sequenced and distributed across years and key stages. Schools make decisions about the order and timing of units in a subject, focusing on curriculum continuity and progression in pupils' learning. These decisions might change from year to year to take into account new initiatives or other changes. Many schools also identify opportunities to highlight important links with work in other subjects in their longterm plans. Medium term plans (unit, topics or enquiries) (Meso-Planning) There are different ways of describing medium-term plans. For the purpose of these materials, a medium-term plan is a planned sequence of work for a subject (or for more than one subject) for a period of weeks, such as a half term or term, or for a number of lessons. Medium-term planning focuses on organizing coherent units of work. Mediumterm plans identify learning objectives and outcomes and indicate the activities that will enable these to be achieved. They usually show a sequence of [Escribir texto] Página 44
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career activities that will promote progression and some information about the amount of time needed to cover the objectives (whether in blocked periods or regular lessons over a period of weeks). Short term plan, also called lesson-or weekly plans (Micro-Planning) There are different ways of describing short-term plans. For the purpose of these materials, a short-term plan is a set of activities for a week, a day, or a lesson. Short-term planning is based on the needs of individual schools and teachers. Teachers often use short-term plans to think through the structure and content of a lesson and to note information such as key questions, resources, differentiation and assessment opportunities, especially where this is not already included in the medium-term plan. Many teachers use lesson plans selectively, for particular activities or subjects, rather than for every lesson. Experienced teachers often work direct from a medium-term plan and make notes as and when needed to support their teaching. LESSON PLANNING AND USE OR RESOURCES FOR LANGUAGE TEACHING Planning and preparing a lesson or sequence of lessons Identifying and selecting aims How do we identify and select aims? Aims are what we want learners to learn or be able to do at the end of a lesson, a sequence (i.e. a series) of lessons or a whole course. Aims may focus, for example, on a function or a grammatical structure, on the vocabulary of a particular topic or on developing a language skill. Aims, especially for younger learners, may not always focus on particular areas of language. The aim of a lesson may also be listening to a story for pleasure or encouraging a positive attitude towards the foreign language. To identify and select the most appropriate aims, we need to ask ourselves two questions: [Escribir texto] Página 45
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module 5 planning of the english language teaching-learning process

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