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PLANNING
My actual planning does not work with
this class because of two reasons: the first is that this is a new class
composed by two previous classes one of which has five absolute beginners
students and one has got five false beginners in itself; the second is
that I am supposed to use two textbooks at different stages and graduate
materials and activities according to the books, too.
So I have to:
1- choose a suitable kind of approach to the syllabus in order to obtain
a substantially uniform answer to my teaching acts (topics-structures-
tasks);
2- integrate the two books and update them;
3- design a specific planning to reach in both sub-groups a relevant level
in the learning processes.
The further step is to observe how things go for a while and in the same
time change the teaching practice managing to improve the situation of
this class and trying to achieve in the best way all my aims, i.e. let
the children acquire a good amount of language and, above all, a good
level of:
-listening skills that must be linked to
-speaking a positive attitude toward the
-reading FL, therefore toward the foreign
-writing culture.
From Estaire and Zanon 1994:21
These are the objectives, both linguistic and cultural, chosen on the
basis of the three above enunciated reasons:
1 Classroom English
2 English festivals
3 Counting
4 Asking for and writing the date
5 Asking for and giving information using yes/no and Wh
questions
6 Describing location using prepositions
7 Asking about and expressing likes and dislikes
1 CLASSROOM ENGLISH
This is the macro-aim I am going to develop during my action research.
It will last one month, more or less. The Classroom English unit could
be divided into four under-units:
-a- greetings and introducing oneself;
-b- giving instructions using the imperative;
-c- classroom objects;
-d- colours;
and could be linked, in a potential implementing action steps stage of
the research, to the aim : -e- asking and writing the date.
This could be also an "open unit", in fact all the activities
and linguistic objectives are aimed to develop the language skills within
the class. This is to link among them the linguistic objectives giving
them a context in the classroom: the classroom is the topic on which we
will work and all the functions chosen are useful in the classroom talk
and class organization and life.
The under-units aims, furthermore, provide linguistic and functional materials
to add and are directed to increase linguistic awareness and learning
attitude in the students involved.
From Byrne1987:106
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