Γλωσσικές δεξιότητες στην αγγλική γλώσσα: διδασκαλία και αξιολόγηση

Παρουσίαση με θέμα: "Γλωσσικές δεξιότητες στην αγγλική γλώσσα: διδασκαλία και αξιολόγηση"— Μεταγράφημα παρουσίασης:

1 Γλωσσικές δεξιότητες στην αγγλική γλώσσα: διδασκαλία και αξιολόγηση
Γλωσσικές δεξιότητες στην αγγλική γλώσσα: διδασκαλία και αξιολόγηση Δέσποινα Παπαγγελή Σχολική Σύμβουλος

2 Linguistic Skills Listening Speaking Reading Writing Mediation

3 LISTENING Successful listening skills are acquired overtime and with lots of practice. When Ss are blocking, convince them that not understanding is OK. They have to listen to English as often as possible, but for short periods of time (use of the gradual approach). Teach listening: we need to teach not only English but also how it is used.

4 Listening Skills Bottom up listening skills
direct decoding language into meaningful units Top down listening skills refers to how our knowkedge of social convention helps us understand meaning.

5 Ηχητικά αποσπάσματα βιβλίων Αγγλικής Γυμνασίου
. Επιλέγοντας ένα από τα βιβλία ακολουθείτε τη διαδρομή (από το αριστερό μενού) Επιλογές Μαθήματος > Αρχεία Μαθήματος > Ηχητικά Αποσπάσματα για να κατεβάσετε το αρχείο και να το αποσυμπιέσετε σε κάποιο σημείο στον Η/Υ σας.

6 SPEAKING Study phrases, not individual words
Do not study grammar rules Listen first Slow, deep learning is best Use point-of-view mini stories Use real English conversations & materials Use listen and answer stories

7 and Start Using English!
Stop Studying English and Start Using English!

8 READING Vocabulary Surveying, Scanning, Skimming
Guessing and Predicting from Context

9 READING Skimming - used to understand the "gist" or main idea
Scanning - used to find a particular piece of information Extensive reading - used for pleasure and general understanding Intensive reading - accurate reading for detailed understanding

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11 WRITING Choose writing objective
Find a writing exercise that helps to focus on the specific objective If possible, tie the subject matter to student needs Provide feedback through correction activities that call on students to correct their own mistakes Have students revise work

12 How to write a letter of inquiry

13 MEDIATION “In both the receptive and productive modes, the written and/or oral activities of mediation make communication possible between persons who are unable, for whatever reason to communicate with each other directly. Mediating language activites –(re)processing of an existing text– occupy an important place in the normal linguistic functioning of our societies”

14 Methodology

15 Methodology Διαφοροποιημένη διδασκαλία Ομαδοσυνεργατική προσέγγιση
Μεθοδολογικές καινοτομίες που συμβάλλουν στην ποιότητα της διδασκαλίας Διαφοροποιημένη διδασκαλία Ομαδοσυνεργατική προσέγγιση Διαθεματικότητα Βιωματική μάθηση Ενθάρρυνση της δημιουργικότητας των μαθητών, ψυχολογική ενίσχυση του μαθητή και δημιουργία θετικού κλίματος Χρήση ψηφιακής τεχνολογίας Ερευνητικές εργασίες (projects)

16 Planning lessons As teachers, we should have in mind:
Who are the students? How long is the lesson? What do students/teachers want to do?) How the students/teachers are going to do it? What methodology will be used? What can we teach with? What is going to be used for these activities? What are our freedoms and constraints? What is the type of our class? Unpredictability of working with people

17 A lesson plan In Pre-planning a teacher considers: some factors about the Ss, the syllabus, planning elements. A lesson plan is o probable sequence of a lesson, a proposal for an action, rather than a lesson to be followed slavishly. Elements of a lesson plan: Class description aims of the lesson Activities Procedure Time

18 Motivation A kind of internal drive which pushes someone to do things in order to achieve something Need for exploration, activity, stimulation, new knowledge Kinds of motivation Extrinsic motivation Intrinsic motivation

19 Assessment Aim: tο inform the Ss, their parents and the school about the progress made towards a learning target. Kinds of assessment: continuous, final Testing

20 Η ολοκληρωμένη αξιολόγηση απαιτεί συνδυασμό παραδοσιακών και εναλλακτικών μορφών
Παραδοσιακές γραπτές δοκιμασίες Παρατήρηση από τον εκπαιδευτικό Αυτο-αξιολόγηση, ετερο-αξιολόγηση Τήρηση φακέλου Συνθετικές δημιουργικές εργασίες (2001:228)

21 Self- ASSESSMENT Self-assessment is an evaluation of oneself or one’s actions, attitudes, or performance Teachers should encourage students to make self-assessments and record their own progress

22 European Language Portfolio

23 Some thoughts on Success and Failure
A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty Sir Winston Churchill

24 Bibliography Learning and Teaching in an EFL Context, Teaching Listening and Speaking, Ε.Α.Π., Πάτρα 2004, τόμος Α΄ Learning and Teaching in an EFL Context, Teaching Reading and Writing, Ε.Α.Π., Πάτρα 2004, τόμος B΄