Teacher's role
The teacher's roles is to guide student through the activities.
The teacher promotes an environment for self-reflection and works on activities that allow students to explore new knowledge through their interests. Therefore, one of the most important aspects of the teaching and learning process is, for the teacher, to give a hand to students into creating their own experiences.
The class is not a lecture, on the contrary, it enhaces self-learning through group workgiving a students a major role in their language acquisition.
In this module, technology is always necessary. Thus, teachers have to make sure that every student has access to internet, a computer, a cellphone, or a tablet. That is way booking the school's computer lab may be the best option. Though, a student can bring their own if possible. The teacher needs to help students to explore the activities through technology, guiding, and giving advise to them in their learning process.
Student's role
The student is constantly speaking English and participating, in an orderly manner, in the class. The student is the one performing all the activities. The student, along with his/her peers, work together into achieving tasks related to linguistic competences, as well as skills and values.
The units
The units are based on the competence approach for language learning considering not only the knowledge that can be learned but also values and skills that can be developed while studying English. The student is seen as a whole integrating competences such as learning to know, learning to be, and learning to do. Therefore, all the contents in the units are equally important.
In the buttons below, teachers can access to the different units and sessions. Each session especifies the learning strategy that has been planned to mediate the lesson.
Each unit has a grammar topic or vocabulary to be studied and work on in the tasks.
The activities
In each unit, the activities are written according to what the student is able to do.
The activities always start from students previous knowledge considering the zone of proximal development. Every students' opinion is important, therefore teachers must create a safe environment from which students feel comfortable to express themselves in the foreign language.
In the units, the activities contain links within this website to access to the materials.
For completing each activity, students must individually use computers, cellphones, or tablets.
The teacher's roles is to guide student through the activities.
The teacher promotes an environment for self-reflection and works on activities that allow students to explore new knowledge through their interests. Therefore, one of the most important aspects of the teaching and learning process is, for the teacher, to give a hand to students into creating their own experiences.
The class is not a lecture, on the contrary, it enhaces self-learning through group workgiving a students a major role in their language acquisition.
In this module, technology is always necessary. Thus, teachers have to make sure that every student has access to internet, a computer, a cellphone, or a tablet. That is way booking the school's computer lab may be the best option. Though, a student can bring their own if possible. The teacher needs to help students to explore the activities through technology, guiding, and giving advise to them in their learning process.
Student's role
The student is constantly speaking English and participating, in an orderly manner, in the class. The student is the one performing all the activities. The student, along with his/her peers, work together into achieving tasks related to linguistic competences, as well as skills and values.
The units
The units are based on the competence approach for language learning considering not only the knowledge that can be learned but also values and skills that can be developed while studying English. The student is seen as a whole integrating competences such as learning to know, learning to be, and learning to do. Therefore, all the contents in the units are equally important.
In the buttons below, teachers can access to the different units and sessions. Each session especifies the learning strategy that has been planned to mediate the lesson.
Each unit has a grammar topic or vocabulary to be studied and work on in the tasks.
The activities
In each unit, the activities are written according to what the student is able to do.
The activities always start from students previous knowledge considering the zone of proximal development. Every students' opinion is important, therefore teachers must create a safe environment from which students feel comfortable to express themselves in the foreign language.
In the units, the activities contain links within this website to access to the materials.
For completing each activity, students must individually use computers, cellphones, or tablets.
Teachers can download the file for each unit explaining objectives, competences, activities, and evaluation by clicking in the buttons below.
Unit 1
Unit 2
Unit 3
Unit 4
In this website, the menu displaces "vocabulary", "grammar", and "apps and more". All of these options have information that can be used as reference for studying or practicing.
Vocabulary
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It includes the ones studied in the units, as well as other vocabulary that may be necessary.
Teachers can use those if they need to check for meaning or if they wish to use them in the presentation of the topics. There are two practices that are not included in the units. They are extra. |
Grammar
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It contains the topics from the units. Teachers can use those if they need to study the topic or to use them in the presentation for the class.
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Apps and more
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This section has all the apps or tools that may be used in the activities. Each of them include the way to download the app or tool according to the system and a tutorial on how to use it.
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For extra reference:
The learning startegies used in this module are according to the proposed by:
Tobón, S., Pimienta, J. y García, J. (2010). Secuencias didácticas: aprendizaje y evaluación de competencias. México: Pearson Educación.
The units were programmed following the design proposed by:
Ambròs, A. (2009). La programación de unidades didácticas por competencias. Aula de Innovación Educativa, 180, 26-35.
Díaz-Barriga, A. (2013). Guía para la elaboración de una secuencia didáctica.
The learning startegies used in this module are according to the proposed by:
Tobón, S., Pimienta, J. y García, J. (2010). Secuencias didácticas: aprendizaje y evaluación de competencias. México: Pearson Educación.
The units were programmed following the design proposed by:
Ambròs, A. (2009). La programación de unidades didácticas por competencias. Aula de Innovación Educativa, 180, 26-35.
Díaz-Barriga, A. (2013). Guía para la elaboración de una secuencia didáctica.