Second Term

Second Term Exam

Didactics I

STUDENTS: Julieta Mahia y Florencia Miras

The Pre plan

3. Language Type: We will teach a variety of vocabulary4. Subject and Content: The content that we bring to class has to fit with the audience (the students)

1. Activities: It is a general description of what is going to happen during the class2. Language Skills: The choice of language skills to be practised and studied will be taken by the syllabus

Use of classroom management skills

Content teaching

Teaching a mixed-ability class

Use of activities with different responses

Motivation

Catering for different learning styles

Learning a foreign language: A foreign language is a language that is not widely spoken or used by the people of a community, society or nation.

Children's characteristics (Piaget's stages)

1. Concrete Operations Stage

2. Logical Thought

3. Reversibility

The planning principles

VS

Variety

Flexibility

Disruptive Behavior

Fast Finishers

Integration of ICT in the classroom

• SAMR MODEL

Teacher's role

• The teacher as an assessor

Student's Grouping

• Lockstep

Methods and Approaches

• Grammar-Translation Method

Student's grouping

• Pair Work

The Teacher's role

• The teacher as an organizer

Methods and Approaches

• Direct Method

Motivation

The Teacher's role

• The teacher as a prompter

Balance of activities and resources

The Teacher's role

• The teacher as resource

Student's Grouping

• Individual Study

Methods and Approaches

• Total Physical Response

Motivation

The Teacher's role

• The teacher as a prompter

The use of the mother tongue

If the students speak in their own language than in English during an oral communicative activity, that’s because they probably are ashamed to talk because they are not familiar with that language.

Catering for different types of learners

Learners have different learning styles and preferences. That's why other types of learners will then be at a disadvantage because they do not learn well in some ways.

Linguistic Competences

Teaching Grammar

Teaching Pronunciation

Teaching Vocabulary

Teaching Language Skills: Writing

Teaching Language Skills: Speaking

ASSESSMENT CRITERIA

• Formative Assessment.
• The final product will be a type of progress and achievement test.
• As an assessment instrument, we’ll be using the implementation of estimation procedures.

Thanks!