1. ¨Educating for a new Citizenship¨
Transforming the English Classroom through Action-Oriented Teaching and Learning
¨Educating for a new Citizenship¨

2. Activity
A specific work that allows the learners to interact with the language,
independently or collectively,
receiving teacher´s special attention and feedback.

3. Tasks
“A task is defined as any purposeful action considered by an individual as necessary in order to achieve a given result in the context of a problem to be solved, an obligation to fulfill, or an objective to be achieved” (CEFR, p.10).
Tasks are set in a context that learners face in everyday life within domains and scenarios, as members of society, who have tasks to accomplish.

4. The Role of Tasks
Tasks are set in a context that learners face in everyday life within domains, scenarios and themes, as members of society, who have tasks to accomplish to demonstrate what they “can do” in English and know about English language.
Structures
Vocabulary
Functions
Psychosocial and
Sociocultural aspects

5. Grammar
Grammar is developed by combining both inductive and deductive instruction within meaningful context.

6. Know-how Inductive Deductive
From generalization (rule) to (presented by T) to specific examples
T centered
Little attention to meaning
T explains rule and Ls practice (use).
Appropriate when teaching a particular difficult concept
From specific to generalization (rule is inferred)
Learner centered
Attention to meaning
T presents many examples and Ls notice how the concept works (discover).
More beneficial

7. Phonology: 3-stage R.A.P. process
Recognition A
Articulation P
Production (practice, practice)
Note: clearly and accurately: tones, pace, volume, stress…

8. What do students need to be able to do to learn pronunciation?
Recognize the sound, word stress, sentence stress, intonation, rhythm or notes, often in comparison to something else.
Isolated
Repetitive
Embedded
Articulate the sound, stress, notes or rhythm
What does it take to make the sound? (which “tools” are used to make the sound? Teeth, lips, tongue, air, no air, vibration, no vibration etc.)
Which syllables are stressed? What happens to the non-stressed syllables?
Which notes are involved?
How can I figure out the rhythm?
Produce the sound, stress, notes or rhythm
Slowly just the isolated sound, stress, notes or rhythm.
Repeatedly, slowly gaining speed.
Embedded in a longer utterance