ESPI Report
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Transcript of ESPI Report
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have developed literacy skills in their L1
have maximum exposure to the target
language and opportunities for using it
are motivated and are willing to invest the
effort and persistence needed for foreign
language learning
develop a positive self-image in the target l
language
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build on their prior language and world
knowledge
have the opportunities to learn by doing
use language as a means for gaining
information in other areas
are conscious of how they learn and how
they can constantly develop better ways
of learning
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are aware of the leaning objectives
use learning strategies effectively
take responsibility for their own language
learning
analyze and reflect on their learning
interact, share information, exchange ideas
and opinions and work together
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have the opportunity to choose texts and
tasks according to individual preferences
are encourage to experiment with their
growing control of the language and are not
afraid to making errors
feel challenged within the range of their
possible performance
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feel that they are making progress
can see the usefulness of what they are learning
have the opportunities to develop independent
reading habits
have opportunities to use the target language
outside the classroom
are motivated to continue finding out about
people, cultures, music, and literature related
to the target language
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create a language-rich environment, one that provides
pupils with ample opportunities to encounter a
variety of verbal and visual stimuli and use the
language in different contexts and registers
encourage the development of a positive self- imageby providing success-oriented tasks and positive feedback
create a supportive environment, one that allows
pupils to take risks, to make errors and experiment
with the language
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activate and build on pupils' background
knowledge
take pupils' level of cognitive and linguisticdevelopment into account
are aware of and sensitive to pupils' diversityand cater to it
encourage pupil autonomy
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help pupils become aware of usingappropriate learning strategies
allow pupils to find out what they knowor do not know by themselves
create problem-solving contexts
provide feedback that is on-going and
formative
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provide opportunities for peer interaction
incorporate task-based activities
allow pupils to make choices
encourage pupils to use English outside
the classroomstimulate pupils to broaden their
horizons through the use of English
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Teaching materials
are any resources
(traditional, electronic or digital)used for language learning
and teaching purposes,
includingcoursebooks,
newspapers,
recordings and videos.The following principles
underlie the selection of
materials.
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Material selected:
are appropriate to pupils'
interests, experiences and
knowledge
provide opportunities formeaningful communication
enrich pupils' general knowledge
expand pupils' world knowledgeby exposing them to relevant and
current events
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Material selected:are compatible with pupils'
level of proficiency
serve as resources for projects
stimulate pupils to seek further
information
are presented in a variety of
text types and media and are
used for different purposesprovide opportunities for
contextual language use
sand practice
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The Content of Materials:
is unbiased, unprejudiced,inoffensive and non-stereotypical
caters to the variety of
backgrounds religious, cultural and
ethnic
stimulates pupils interest inextensive reading, in the pleasure of
literature and in out-of-the-class
usefulness of English
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are transparent to the pupils in terms of goalsand process
focus on both the on-going process and the on-
going product
link to pupils prior experience
include opportunities foe peer interaction, such
as pair and group workgenerate a variety of outcomes
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encourage divergent thinkingencourage multiple modes ofexpression
encourage problem-solving and critical
thinking skills, such as analyzing, comparing,generalizing, predicting and hypothesizing at
all levels of language learning development
provide pupils with opportunities forreflection, self-evaluation and peer assessment
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encourage pupils to use English as means forgaining for gaining information in other
subject areas
broaden pupils horizons and motivate them to
continue finding out about people, cultures,
music and literature connected through English
give real-world opportunities to apply or adapt
new knowledge
combine focus on form with meaningful
content
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Assessment
- is viewed as an integral part ofteaching-learning process. In involves
collecting evidence of learning over a
period of time, using a variety ofassessment methods. The goals of the
assessment are to provide feedback on
both the on-going process and the end-product in achieving standards.
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Assessment
Formative (on-going) and Summative(end-product) assessments are carried
out using both traditional tests and
alternative methods of assessment.Both have their respective advantages,
they are used as complementary
components in the assessment process.
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