1. Luis Emilio Flores Leiva. Programa Pedagoga para Profesionales Universidad Alberto Hurtado June 19th 2013 1

2. Acknowledgement Fernando Murillo. Advisor. 2 3. We are transformative intellectuals Giroux. 3 4. My background Translator. EFL Instructor. Language assistant in WI and MN in USA. EFL teacher (in process)at a private school. 4 5. 5 6. 6 7. The class 10th graders 17 students 10 boys and 7 girls. case of Attention Deficit Hyperactivity Disorder (ADHD) ages range from 15 to 16 Have taken the solemn test (prueba solemne) twice. 7 8. Diagnostic test Oral Presentations from the previous unit. A questionaire. 8 9. From the questionaire # Question Most repeated answer 2nd most repeated answer 4 Skill you have most developed Listening Reading 5 Skill you need to develop Writing Speaking 6 The most difficult about English learning Grammar Fluency 7 Type of evaluation you prefer Make videos with role plays Oral Presentations 9 10. Research problems Need of developing a culturally competent speaker in L2. Need for diverse output practice opportunities encouraging the effective use grammatical and discursive structures and the contextualized use of lexical elements. Learners making effective use of technological tools to communicate information enhancing their own learning. 10 11. Research questions 1. What individual activities can promote and develop writing skills and give evidence of higher levels of understanding like critical, creative and analytic thinking but without neglecting grammatical and discursive structures and a contextualized use of lexical elements of the unit? 11 12. Research questions 2. How can a group work produce output that builds a bridge between giving evidence of the learners contextualized use of lexical elements of the unit featuring grammatical discursive structures and contributing to reach communicative competence? 12 13. Research questions 3. How does the use of ICT by learners, help them in the developing of skills and communicative competences in L2? 13 14. Theoretical Framework Constructivism Cognitivism Approaches Communicative Language Teaching (CLT) Content-based integration (CBI) Task -based language Teaching (TBLT) Cooperative Language Learning (CLL) 14 15. Pedagogical literature (References) Breen, Michael P. and Littlejohn, Andrew (Ed) (2000) Classroom Decision-making negotiation and process syllabuses in practice. Cambridge Language Teaching Library. Byrne, Donn. (Ed) English teaching Extracts (1969) (p.45-47) Longmans, London. Chile. Ministerio de Educacin. (2011a): Programa de Estudio para Segundo Ao Medio, Unidad de Currculum y Evaluacin: Ingls. 15 16. Pedagogical literature (References) Chile. Ministerio de Educacin. (2011b): Bases curriculares 2012: Idioma extranjero ingls. DeKeyser, Robert M. (Ed) (2007): Practice in a Second Language, Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge. New York, NY. Cambridge University press. 16 17. Pedagogical literature (References) Echeverria Castillo, Roberto Eduardo, (2009) "The Role of Pragmatics in Second Language Teaching" AYMAT Individual Thesis/SMAT IPP Collection. Paper 479. Hymes, D. (1974) Foundations in Sociolinguistics: An Ethnographic Approach. The University of Pennsylvania Press, Inc. Cinnaminson, NJ. 17 18. Pedagogical literature (References) Ur, Penny (1996) A Course in Language Teaching: Practice and theory, Cambridge University Press. Vygotsky, L. (1962) Thought and Language. Cambridge, MA: Havard University Press. Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. 18 19. The unit 19 20. Why this unit? The class has a genuine interest for current events and specifically, environmental issues. Teachers as formative intellectuals (Giroux). The unit gave space for showing well-thought opinions. MINEDUC in the Bases curriculares 2012: the topics covered in a unit must be meaningful and interesting for the students. 20 21. Unit objectives At the end of the unit students will be able to: Use in context vocabulary related to environment and green issues in general. Write texts in L2 showing higher levels of understanding like critical, creative and analytic thinking. Display a pragmatic use of the language in both oral and written forms. Use effectively grammatical and discursive structures. Use ICT in L2 to enhance their own learning. 21 22. Unit contents vocabulary related to the environment the use of get with the passive collocations with get and take, key expressions for interviews, future continuous with two purposes: future plans and as introductions for polite requests and offers, sub-skills of reading like: telling the difference between facts and opinions sub-skills such as: organization, linking review, purpose: so that, in order to, etc. pronunciation features shifting word stress. 22 23. How was the unit implemented? Brainstorming deductive and inductive methods. personalized grammar Group work involving students in meaningful projects. Reading comprehension Making guesses before reading or watching. Listening and watching authetic materials. 23 24. Strategies Fill in the blank Match words and definitions Use cues to make questions Read a text and answer questions role plays and info gap unscramble sentences, etc 24 25. Use of ICT great pedagocial tool videos with authentic material related to the unit topic. Search for information on the internet Visit ESL web pages 25 26. Assessments Monitoring every exercise, and checking pronunciation. Checking answers on the board when needed. Helping with the group / pair work. a short for / against essay in English. (rubric) a video in the format of an interview applying the lexical and grammar structure of the unit. (rubric) MINEDUC in Programa de estudio Segundo ao medio (2011, p.15) evaluar de distintas maneras a los alumnos y dar tareas con mltiples opciones 26 27. Grades Assessment Average Highest Lowest Essay 6,1 6,7 4,6 Video 6,5 7,0 6,0 27 28. What did I find? About the assignments: The essay: Strengths developed writing skills Increased their use of contextualized lexical. critical, creative and analytic products. grammatical and discursive structures. Included in their portfolio. Weaknesses a common problem in the essays: Lack of supporting arguments fororagainst the topic . 28 29. What did I find? The interview: Strengths collaborative work (CLL) Quality, creative and well-produced products. Evidence of communicative competences in L2. contextualized use of lexical elements of the unit featuring grammatical discursive structures. Weaknesses Lower-achievers stayed in their comfort zone. 29 30. Unit improvements A students self-evaluation Using drama in the classroom A Newspaper. 30 31. Why did I do all this? 31 32. Because 32 33. and 33 34. Thank you for your attention 34