FORMACIÓN DE

E S P E C I A L I S TA S D E
TERCER CICLO Y
EDUCACIÓN MEDIA
DE INGLÉS
MODULE 5:
A P P R O A C H E S T O T H E T E A C H I N G O F C O N V E R S AT I O N
AGENDA

Morning
8:00-8:15 Greeting and objectives
8:15-9:15 Activity 1: Planning
9:15-10:00 Activity 2: Ethos
10:00-10:30 BREAK
10:30-12:00 Activity 3: Theories
Afternoon
1:00-2:25 Activity 4: Oral exam
2:25-2:40 Activity 5: Closing
2:40-4:00 Activity 6: Written exam
WHAT ARE WE DOING TODAY?
• Identify and discuss useful information of
process-oriented syllabuses.
• Evaluate and analyze different ways of
dealing with misconduct at school.
• Design scaffolded conversation tasks within
the direct approach framework, following
the pattern provided by Richards.
• Demonstrate competence in the use of
vocabulary, grammar and content of units 4
and 5 through a written and oral test.
PLANNING:
PROCESS-
ORIENTED
SYLLABUSES
O B J E C T I V E : TO I D E N T I F Y A N D
D I S C U S S U S E F U L I N F O R M AT I O N O F
PROCESS-ORIENTED SYLLABUSES.
 WALKING
GALLERY
• Post your big sheets of paper with your
changes to the seventh grade syllabus
• Every group will walk to see each
syllabus proposal and make a comment
on a post-it about the different
templates.
• At the end of the walking gallery
activity, you may share your comments
with the rest of the class and
summarize the most relevant
components of your syllabuses.
FIND THE INFORMATION!

• Open your dossier on page 16.

• Get in 2 groups.
• Each group will take turns to answer the
questions in the following PPT.
• If the answer is correct, your group is awarded a
point.
• If not, the other group gets the opportunity to
answer.
• The winner gets a prize.
 FIND THE
INFORMATION!
1. What is the concern shared by both task- based and procedural
syllabuses? (paragraph 3, line 1,PAGE16)
2. What are the 2 main reasons why "task" has been justified on
several grounds? (PAGE 18)
3. Mention 2 examples of criteria for good tasks (PAGE 19).
4. What is the key factor in determining the ordering of items in a
syllabus? (paragraph 1, line 1, PAGE 21)
5. What else will be needed to provide, besides specific outcomes and
links between classroom processes and real world communicative
goals? (paragraph 3, line 4, PAGE 21)
6. What does Mohan's knowledge framework consist of? (item 1,
PAGE 22)
7. What is the goal of the natural approach? (item 1, PAGE 23)
8. Which 2 skills are developed in the natural approach? (paragraph 1
line 2, PAGE 24)
LET’S REFLECT…

Can some of this

information be useful in your
planning or syllabus? Would
you try to use it in your
classrooms?
CLOSING

• Get ingroups of five

• Get a series of small pieces of paper with
the names of different types of syllabuses
so you can classify them into Product
Oriented or Process Oriented.
• Check your answers and volunteer to
provide a brief summary of each syllabus
to the rest of the class.
NOW WE CAN
Identify and discuss
useful information
of process-oriented
syllabuses.
ET H O S : S E PA R AT E
THE ACTION FROM
THE DOER
E V A L U AT E A N D A N A LY Z E D I F F E R E N T
W AY S O F D E A L I N G W I T H
M I S C O N D U C T AT S C H O O L .
INTRODUCTION

Discuss these questions:

• What is the best way to deal
with trouble students?
• Which one do you think is best:
approach them the hard way or
keep giving them warnings?
• When you were their age, how
did your teachers deal with you?
Did it work?
DEVELOPMENT

• Get a photocopy of the ethos

worksheet.
• Read the text.
• Make groups of 5 and discuss what the
best way to deal with hard students is.
• Each group will assign a spokesperson
to present their points of view in one
minute maximum.
CONCLUSION
Remember that every student is
different, therefore, treatment should
be addressed accordingly.
Never forget that we were kids
once.
We don’t know what our students
go through at home and THAT might
be the reason of their misbehavior.
• Read guidelines to be analyzed at
school.
• Ask participants to complete the
self-assessment and attitudes form
at the end of the activity.
“Have patience, the grass will be
milk soon enough.”
Chinese proverb.
NOW WE CAN
Evaluate and
analyze different
ways of dealing with
misconduct at
school.
RECESS
THEORIES:
DIRECT
APPROACH
D E S I G N S C A F F O L D E D C O N V E R S AT I O N
TA S K S W I T H I N T H E D I R E C T A P P R O A C H
F R A M E W O R K , F O L L O W I N G T H E PAT T E R N
P R OV I D E D B Y R I C H A R D S ( 1 9 8 5 ) .
INTRODUCTION

• Exchange reflections from your conversation demo in

session 4 with people from other groups.
• Each group gets an item with the same color.
• Mingle so you can share your reflections with at least
two people from different groups (look at their item
color to make sure they are from different groups).
• Pay attention to the summary of Direct Approaches
on the next slide.
DIRECT APPROACHES
• “A direct approach to teaching conversation is one that focuses explicitly on the
processes and strategies involved in casual conversation,” such as turn taking, repair,
conversational routines, fluency and pronunciation.
• The design of a program following the direct approach needs to have certain specific
goals (see list on pages 42-43).
• Goals can be organized in a way that they can later be adapted and be made more
specific to the level and kind of interaction being taught. (See Nunan´s objectives grid,
page 43)
• Goals are essential for the development of a conversation focused program as they
are the basis for the design and selection of classroom activities and materials.
• Activities are generally divided into pre-communicative and communicative. The
former can be structural or quasi-communicative activities. The latter can be functional-
communicative or social-interactional.
DEVELOPMENT
• Get into five groups. Each group will
focus on one of the steps from the design
presented on pages 45-46.
• Using the information in your assigned
step as a basis, create a new task related
to ordering food at a restaurant.
• Listen to the following native speakers´
conversation if your group is working on
steps 4 or 5.
CLOSING

• What has been your experience with

this format?
• Have you followed it or seen it in
textbooks before?
• Do you find it effective for guiding
students to perform a given
communicative task?
NOW WE CAN
Design scaffolded
conversation tasks
within the direct
approach
framework,
following the
pattern provided by
Richards (1985).
ENJOY
YOUR
MEAL!
ORAL
ASSESSMENT
B Y T H E E N D O F T H E S E S S I O N , PA R T I C I PA N T S
W I L L B E A B L E T O D E M O N S T R AT E M A S T E R Y O F
T H E C O N V E R S AT I O N S T R AT E G I E S A S W E L L A S
V O C A B U L A R Y A N D T H E G R A M M AT I C A L
STRUCTURES FROM UNITS 4 AND 5 THROUGH
AN ORAL EXCHANGE.
ORAL ASSESSMENT

• Participants will be called out in

groups according to the topic
assigned. Each group will have 10
minutes (3 minutes per participant)
to answer facilitator questions and
present the ideas on their topic.
SESSION
CLOSING
WHAT DID WE LEARN TODAY?
• Identify and discuss useful information of
process-oriented syllabuses.
• Evaluate and analyze different ways of
dealing with misconduct at school.
• Design scaffolded conversation tasks within
the direct approach framework, following
the pattern provided by Richards.
• Demonstrate competence in the use of
vocabulary, grammar and content of units 4
and 5 through a written and oral test.
HOMEWORK
REMINDERS
• TEACHING PRACTICUM:
• Prepare your final portfolio for session 8
July 21st

• ETHOS:
• Optional Forum
WRITTEN
ASSESSMENT
D E M O N S T R AT E M A S T E RY O F T H E
C O N T E N T S C OV E R E D O N U N I T S 4 - 5
THROUGH A WRITTEN EXAM.
WRITTEN ASSESSMENT

• Get a copy of the test.

• Go over directions and ask any question you might have about the
instructions.
• You will have (60) minutes to complete your test
• When you finish, you may leave!