UNIT 1 - TEACHING RECEPTIVE AND PRODUCTIVE SKILLS




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MIXED-ABILITY AND DIFFERENTIATED LEARNING

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The term “mixed-ability classroom” refers to a group of students Who  are different in terms of levels of … Attention Interest Motivation Learning styles Types of intelligences  Physiological needs  Psychological needs  Speed Maturity - not every 8 year old is the same World knowledge Knowledge of and about English  Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:  CONTENT  - what the student needs to learn or how the student will get access to the information. PROCESS  - activities in which the student engages in order to make sense of or master the content. PRODUCTS  - culminating projects that ask students to rehearse, apply and extend what they have learnt in a unit. LEARNING ENVIRONMENT  - the way the classroom works and feels. HOW CAN MIXED-ABILITY BE TACKLED? PROCESS Using tiered activities through which all learners work with the same important und...
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SYLLABUS DESIGN, TEACHING UNITS AND LESSON PLANS

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1. THE SYLLABUS   A syllabus is… A basic contract between the teacher and students, laying out the responsibilities and expectations on both sides.  A map that shows the general contours of the course, important milestones and the landmarks that will let students know they are on the right road . A good syllabus gives the student a general idea of how the course will go and how much work it will take .   A learning-centered syllabus focuses on the needs of the students and their learning process, including specific information that facilitates their academic success .   Creating a syllabus is… 1.1. Issues to consider when designing a syllabus/lesson plan School Approach & Methodology: EFL, CLIL, Bilingual Immersion, etc.  Type of assessment and evaluation Resources, equipment, access to technology and LIMITATIONS  Learner exposure to L2 Textbooks Learner needs, strengths and weaknesses  Balance of skills vs. grammar and vocabulary...
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WHAT ARE THE INTEGRATED SKILLS?

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The language skills are LISTENING, SPEAKING, READING and WRITING. These four skills can be divided into two groups: - “RECEPTIVE” OR “PASSIVE” SKILLS: reading and listening, for the students are receiving the input. However, there is controversy regarding naming them “passive” since there needs to be an active reading or listening in order to fully understand the information. Humans are not passive subjects in the processes of acquiring information because they are not simply receiving it, they also process it.  - “PRODUCTIVE” OR “ACTIVE” SKILLS: writing and speaking, as the students create products through their imagination and creativity. Traditionally speaking, receptive skills support productive skills: the students first receive an input that helps them understand vocabulary or structures and this “inspires” them in their production. Usually, receptive skills are used so as to teach the new contents, and productive skills as a form of assessment to check if the contents have b...
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