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Model of Didactic Sequence For The Adequate Development of Communicative Competence

1 MODEL OF DIDACTIC SEQUENCE FOR THE ADEQUATE DEVELOPMENT OF COMMUNICATIVE COMPETENCE DIDACTIC SEQUENCE 1 What is the functional objective? What is the objective of learning? (What should the students know how to do on finishing the sequence) Phase 1. Phase of awareness towards the common characteristics of stories Pair work: Listen to the following text in Retorroman (a language you don’t know) and answer the following questions: • What sort of text is it? • What elements have helped you to rec

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129 views

Model of Didactic Sequence For The Adequate Development of Communicative Competence

1 MODEL OF DIDACTIC SEQUENCE FOR THE ADEQUATE DEVELOPMENT OF COMMUNICATIVE COMPETENCE DIDACTIC SEQUENCE 1 What is the functional objective? What is the objective of learning? (What should the students know how to do on finishing the sequence) Phase 1. Phase of awareness towards the common characteristics of stories Pair work: Listen to the following text in Retorroman (a language you don’t know) and answer the following questions: • What sort of text is it? • What elements have helped you to rec

Uploaded by

soniadedios
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as DOC, PDF, TXT or read online on Scribd
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MODEL OF DIDACTIC SEQUENCE FOR THE ADEQUATE


DEVELOPMENT OF COMMUNICATIVE COMPETENCE

DIDACTIC SEQUENCE 1
What is the functional objective?

What is the objective of learning? (What should the students


know how to do on finishing the sequence)

Phase 1. Phase of awareness towards the common


characteristics of stories
Pair work: Listen to the following text in Retorroman (a language you
don’t know) and answer the following questions:
• What sort of text is it?
• What elements have helped you to recognise this text?

Phase 2 Analytical work on the language in small groups


maximum for students from different cultures

• What are the most characteristic expressions in stories in your


language? The teacher now hands out a story in another
language (or in two at a time for example English or German)
and gives the following instructions:
• Now search for expressions in this story, which are most similar
to the ones you wrote down earlier corresponding to your
language.
• Once the list of expressions made notice the verb tense. Is there
anything which stands out?
• Let’s see if you are able to identify the connectors and to see
what correspondence they have in Castilian or Catalan. (Draw a
box with three columns.

Phase 3 Systemization of analytical work in a small groups


Joint work in the class-group

The teacher takes in the contributions of the whole class and


systemises them: This is the time to go into the pertinent grammar
explanations!

1
This sequence has been elaborated by O. Esteve and Lydia Vilaseca from an original
idea by Z. Carandell.
2
Phase 4 Creative production
Small-group work

• Now form groups of four and write a variation of the stories so that
they are “multi-cultural”.
• Choose a narrator to read your version to the other groups.
• First, think about verbal resources, the structures and the lexicon that
we have been picking up which can most help you to formulate what
you want to say, for this the following box can help:
What do we want to say? What linguistic resources do we
have within our reach in different
languages to express it?

Phase 5. Collective correction phase


Work in small groups
Once all the stories have been read the groups exchange the written
version for correction and evaluation using common criteria which they will
have elaborated before with the teacher.
Afterwards they should return them to the original groups for the errors to
be corrected. Finally the teacher will do the final correction.

Phase 6. Co-evaluation.

Amongst all the students the most “multi-cultural” story will be selected for
the school magazine. For this we elaborate beforehand some common
criteria.

WHICH EXACTLY IS THE PEDAGOGIC SCAFFOLDING THAT HELPS THE


STUDENTS TO CONSOLIDATE THE OBJECTIVE OF THE SEQUENCE?

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