Title: Story Plays Level 1 - Communicative Functions
Title: Story Plays Level 1 - Communicative Functions
Homework #1 Should it be done?
Yes, by doing it, It will be to find more clarity in what i want my students to achieve in their first level.
•Who would read/use my material?
Me, my wife, student’s parents and any potential teachers who want are looking to create communicative programs for their young learners.
•Why? What would they gain from it?
It would be a roadmap for what is being taught in the courses.
It would be a simple reference guide (idea generator) used for bridging the gaps that courses might have.
•What are they currently using or reading instead?
Currently teachers (and myself) are following outlines found in the front or back of course books.
•Why do I think my material (or idea) is good?
Why because it is a good starting point for defining what the language task, activity, situation, etc will solve.
Homework #2 Can it be done? •What will the final product look like—text? images? size? format? length?
I would break it down into different categories: personal, interpersonal, directive, referential, and imaginative. Next, I would populate each categories with functions that align to the teacher’s approaches, classroom’s functionality, course materials and how it could be taught. I might use some simple pictures or graphics.
•How much have I already written? How much is left to do?
I am almost finished. I just need to finalize/filter some of the language structures I want to include.
•How much of the thinking/planning have I already done? How much is left to do?
Most of the thinking and planning is done. But it i want the format to be adaptable and flexible to make it perennial.
•When do I plan to write?
Every morning starting next week
Homework #1 Should it be done?
Yes, by doing it, It will be to find more clarity in what i want my students to achieve in their first level.
•Who would read/use my material?
Me, my wife, student’s parents and any potential teachers who want are looking to create communicative programs for their young learners.
•Why? What would they gain from it?
It would be a roadmap for what is being taught in the courses.
It would be a simple reference guide (idea generator) used for bridging the gaps that courses might have.
•What are they currently using or reading instead?
Currently teachers (and myself) are following outlines found in the front or back of course books.
•Why do I think my material (or idea) is good?
Why because it is a good starting point for defining what the language task, activity, situation, etc will solve.
Homework #2 Can it be done? •What will the final product look like—text? images? size? format? length?
I would break it down into different categories: personal, interpersonal, directive, referential, and imaginative. Next, I would populate each categories with functions that align to the teacher’s approaches, classroom’s functionality, course materials and how it could be taught. I might use some simple pictures or graphics.
•How much have I already written? How much is left to do?
I am almost finished. I just need to finalize/filter some of the language structures I want to include.
•How much of the thinking/planning have I already done? How much is left to do?
Most of the thinking and planning is done. But it i want the format to be adaptable and flexible to make it perennial.
•When do I plan to write?
Every morning starting next week
It's great that you've almost fnished writing. I'll be watching you like a hawk, since we're doing similar projects!
ReplyDeleteThis is such a good idea! I hope the writing is going well.
ReplyDelete"Almost finished" is a great place to be!
ReplyDelete