02 Project Work

7/28/2019 02 Project Work

1/26


2/26

Purposes of the session:

To establish the relation between TBL, PW and

social practices of the language.

To define what a language (ELT) project is.

To identify the elements of a project.


3/26

Redefining social practices of thelanguage

Ways of interacting: With texts (reading, correcting)

With others:

about the text (discussions, groupcorrection)

through the text (letters, telephone)


4/26


Imply the interpretation and production of texts: Listening and reading

Speaking and writing

Demand oral and written texts: Conversation, presentation, conference,

speech, debate

Letter, e-mail, text message


5/26

Meet a communicative goal: Novel review: persuade

Thematic presentation: inform, convince,clarify

Instructions: direct/carry out a process

Commentary: give an opinion, inform, convince



6/26

Are rooted in particular cultural situations.

Are determined by the sociocultural context within

which they are performed.



7/26

SOCIETY

Social practices

of the language(real life purposes).

Social practices of the language as theobject of study in the ELT classroom

SCHOOL

Social practices

of the language(as the object

of study).


8/26

TBL and PW

Alternatives to preserve the sense of social practices

of the language in school.


9/26

Establish links between the school and society.

Favour meaningful learning (students make senseof learning).

Foster collaborative work (individualcontributions, based on individual talents andcreativity).

Motivate students desire to learn (learningbecomes purposeful).

Why working with projects?


10/26

Help to develop students responsibility for

learning.

Provide students with problem solving strategies.

Lend themselves to working in a variety ofteaching situations.

Draw together mixed ability students.

Why working with projects?


11/26

Language projects are a series of activities aimedat solving a problem or at creating an endproduct.

Reflect a real life situation.

Not to be taught, but to be made. Studentcentred and driven by the need to create

an endproduct.

The end-product is used for social purposes.

Characteristics of a language projects


12/26

Characteristics of a language projects

The end-product brings opportunities for students

to develop their confidence and independence andto work together in a real-world environment bycollaborating on a task which they have definedfor themselves and which has not been externally

imposed. Serve two kinds of purposes:

Social

Pedagogical


13/26

Examples of language projects

Creating an anthology of poems.

Editing a school newspaper/magazine. Organising a debate about an interesting topic.

Writing and performing a theatre play.

Preparing a diffusion campaign.

Making a book of tales.

Making a staff portrait gallery.

Creating a brochure for new students.

Creating a wall display or fact sheet about a city.


14/26

Projects have three main stages:

1. The planning stage.

2. The implementation stage.

3. The creation of the end-product.


15/26

Planning a project

Need to consider: Students age, level, interests.

Aims: End-product

(Social Practices) Language

Procedure: Teachers and students activities. Interaction. In class and homework.

Resources.


16/26

Step 1Agree on a theme for the project

Step 2Determine the final outcome

Step 3Structure the project

Step 5

Gather information

Step 7Compile and analyse information

Step 9Present final product

Step 10Evaluate the project

Step 4Prepare ss for the

language demand ofStep 5

Step 6Prepare ss for the

language demands ofStep 7

Step 8Prepare ss for thelanguage demands of

Step 9

DevelopingaProjectina

Lan

guageC

lassroom

(after Stoller in

Richards, 2002:107)


17/26

Conditions needed for project work

Re-conceptualising learning.

Avoiding traditional practices.

Trusting on the students learning.

Allowing students participation.

Modifying means of assessment.

Fostering the use of diverse materials within the

classroom.


18/26

Difficulties of project work

Prioritising the social over the pedagogical aims

(and viceversa).

Lack of adequate planning.

Pressure of school authorities (rigidity of rules).

Planning.

Evaluation.


19/26

What is not a language project?

A school project.

Individual interests.

A topic/theme.

A written dialogue.

A collage.


20/26

Bibliography

Ellis, R. (2003) Task-based Lnaguage Learning and Teaching. Oxford:Oxford University Press.

Fried-Booth, D. (2002) Project Work. Oxford: Oxford University Press.

Galaburri, M. (2005) La enseanza del lenguaje escrito. Buenos Aires:Novedades Educativas.

Hernndez, F. and M. Ventura (2002) La organizacin del currculum porproyectos de trabajo. Barcelona: Gra.

Kaufman, A.M. y M.E. Rodrguez (2003) La escuela y los textos. Mxico:SEP/Santillana.

Lerner, D. (2001) Leer y escribir en la escuela. Mxico: SEP/FCE. Richards, J and W. Renandya (eds.) (2002) Methodology in Language

Teaching. Cambridge: Cambridge University Press.

Secretara de Educacin Pblica (2005) Programas de estudio para laenseanza del espaol en la educacin secundaria. Mxico: SEP.

Torres, J. (2000) Globalizacin e interdisciplinariedad: el currculumintegrado. Madrid: 2000.

L l


21/26

Distribution of contents

Lesson plan

Project plan


22/26

Projects 2nd grade, Unit 1

Visiting our zoo. New animals in the zoo. End product: brochure, poster, article

Zoo brochure. End product: brochure promoting a zoo

The zoo. End product: brochure Designing a campaign to protect animals in danger of extinction. End product:

campaign (advertisement, brochure, article, poster)

Designing a campaign to protect local animals in danger of extinction. Endproduct: campaign (may have different products)

Teachers and staff gallery. End product: photo gallery and id cards + invitations

Students pets. End product: album

Visiting a farm. End product: oral description of animals, short paragraph aboutanimals, video

Animals in our region. End product: information campaign (brochure, charts,posters).


23/26

Thinking questions How to agree on the topic? What is negotiated?

What is the end product used for?

Who is the audience? How will it get to them?

Social vs/& pedagogical purposes?

To what extent are projects implementable?

Is the chosen text carrier (brochure, poster, etc.) a natural text

carrier for the content (descriptions, warnings, advice, etc.)?

How is the project different from other teaching activities? What processes are involved? What do they imply?

Researching

Writing

Preparing a speech


24/26

Some considerations for PW

A project is a workplan

A project involves a primary focus on meaning

A project involves real-world processes of language use

A project can involve any/all of the four language skills

A project engages cognitive processes

A project has a clearly defined communicative outcome

(After Ellis, 2003)


25/26

Designing a project - Summary Aims:

Solve a problemthrough/with language

Create an end-product

Purpose: Social

What is it going to do? For whom?

How will the end-product reach its intendedaudience? Pedagogical (unit purpose, PE) + new contents and

skills Product:

Real life products used for real life purposes


26/26

TIME TO

FINISH

PROJECTS:4.45 PM

Documents

02 Project Work