1. UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN Facultad de Filosofía y Letras Colegio de Ciencias del Lenguaje Mtro. Oscar Eduardo Sandoval Villa Diplomado en Didáctica del Idioma Inglés Módulo: Enseñanza de Contenidos en Inglés

2. Content Teaching 1st 1st Favorite Animal 2nd 2nd Favorite Animal

3. Definition Content Teaching: It refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus. (Richards and Rodgers, 2001) It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught. (Krahnke,1987)

4. Approach of Content Based Instruction: Central Principles: 1. People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself. 2. Content-Based Instruction better reflects learners´needs for learning a second language.

5. Models Language across the Curriculum Language across the Curriculum Immersion Education Immersion Education –Development of a high level of proficiency –Development of a positive attitude –Development of Foreign Language Skills –Development of designated skills and knowledge in the content areas of the curriculum

6. Immigrant On-Arrival Programs Immigrant On-Arrival Programs Programs for Students with Limited English Proficiency (SLEP) Programs for Students with Limited English Proficiency (SLEP) Language for Specific Purposes (LSP) Language for Specific Purposes (LSP) –LSP has focused on English for Science and Technology (EST) –Subfields ESP, EOP and EAP (Rodgers, 2001)

7. Content-Based Teacher Essential Skills: 1. Varying the format of classroom instruction 2. Using group work and team-building techniques 3. Defining the background knowledge and Language Skills required for student success. 4. Helping students develop coping strategies 5. Using process approaches to writing 6. Using appropriate error correction techniques 7. Developing and maintaining high levels of student esteem. (Rodgers, 2001)

8. Guidelines for Teaching Content Provide hands-on and cooperative experiences. Provide hands-on and cooperative experiences. Start by linking the lesson topic to student´s prior knowledge. Start by linking the lesson topic to student´s prior knowledge. Teach and have student learning styles: use visual, auditory, and kinesthetic means. Teach and have student learning styles: use visual, auditory, and kinesthetic means. Follow a general overview of the lesson or unit with new information in chunks; include active practice. Follow a general overview of the lesson or unit with new information in chunks; include active practice. Show students how to ask and answer higher-level questions about content. Show students how to ask and answer higher-level questions about content. Monitor student´s comprehension on an on-going basis. Monitor student´s comprehension on an on-going basis. Teach students how to “know when they don´t know”- and what action to take. Teach students how to “know when they don´t know”- and what action to take. Show students how to use graphic organizers to identify prior knowledge, prepare study guides, and restructure prior knowledge. Show students how to use graphic organizers to identify prior knowledge, prepare study guides, and restructure prior knowledge. Provide books, articles, and other resources on content topics; teach students how to use them. Provide books, articles, and other resources on content topics; teach students how to use them. Provide explicit instruction in learning strategies for understanding, remembering, and using content. Provide explicit instruction in learning strategies for understanding, remembering, and using content.

9. Developmental Characteristics of Children Ages 5-10 AgePhysicalCognitiveSocial 5-6 large and small large and small motor skills still motor skills still developing developing very active very active short attention span short attention span Fatigue easily Fatigue easily need concrete objects need concrete objects as base for experience as base for experience still learning bulk of still learning bulk of language language limited by “centration” limited by “centration” can classify along one can classify along one dimension dimension think in terms of think in terms of associating words with associating words with meanings meanings egocentric egocentric uninhibited uninhibited friendly friendly need structure need structure need praise need praise see self as see self as physical traits physical traits interact with interact with peers more as peers more as friends friends enjoy fantasy enjoy fantasy play play

10. AgePhysicalCognitiveSocial 7-8 refining large and refining large and small motor skills small motor skills longer attention longer attention span span on task longer on task longer greater ability to greater ability to reason reason interest in how/why interest in how/why relationships relationships reading and writing reading and writing language may be language may be ahead of concepts ahead of concepts can construct a series can construct a series (small to big) (small to big) can classify can classify hierarchically hierarchically still need concrete still need concrete experiences experiences more separate more separate sense of self sense of self more reflective more reflective go by rules go by rules stronger stronger friendships friendships

11. AgePhysicalCognitiveSocial 9-10 skills well developed skills well developed reading and writing reading and writing well established well established can classify along more can classify along more than one dimension than one dimension can think logically can think logically can “conserve” can “conserve” analyze work critically analyze work critically still need concrete still need concrete experiences experiences increased increased autonomy autonomy sensitive to sensitive to differences differences friendships are friendships are important and important and peer-oriented peer-oriented (same sex) (same sex) judgemental judgemental

12. Observation Sheet Subject _____________________ Students Age ____________ Grade __________________ Main Techniques used by the professor ________________________ ________________________________________________________ Students Features _________________________________________ ________________________________________________________ Physical Emotional Cognitive Physical Emotional Cognitive ________________________________________________

13. Learning Strategies for Social Studies Metacognitive Strategies: Selective Attention Selective Attention Self – monitoring Self – monitoring Self – assessment Self – assessment Organizational Planning Organizational Planning

14. Cognitive Strategies Resourcing Resourcing Elaborating Prior Knowledge Elaborating Prior Knowledge Making Inferences Making Inferences Summarizing Summarizing Using Imagery Using Imagery

15. Social / Affective Strategies Questioning for Clarification Questioning for Clarification Cooperating Cooperating Self - talk Self - talk

16. Learning Strategies for Science Metacognitive Strategies Advance Organization Advance Organization Selective Attention Selective Attention Organizational Planning Organizational Planning Self - assessment Self - assessment

17. Cognitive Strategies Elaborating Prior Knowledge Elaborating Prior Knowledge Resourcing Resourcing Making Inferences Making Inferences Using Images Using Images

18. Social / Affective Strategies Questioning for Clarification Questioning for Clarification Cooperating Cooperating Self - Talk Self - Talk

19. Lesson Plan Lesson Plan LESSON PLAN FORMAT: INTEGRATED INSTRUCTION THEME: LESSON TOPIC: OBJECTIVES Language Skills Speaking / Listening: Reading / Writing: Structures: Content Skills: Thinking/Study Skills: Key Vocabulary: LITERATURE:MATERIALS:-----------------------------------------------------------------MOTIVATION:PRESENTATION: PRACTICE / APPLICATION: REVIEW / EVALUATION: EXTENSION: