Formato de Consejo de Curso y Orientación
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Gabriela Mistral
2. Curso: 6to básico
3. Profesor jefe: Cynthia Cid
4. Profesor en Práctica: Sandra Vidal
5. Fecha:20.10.09
6. Hora: 14:45 - 16:15
II. Desarrollo del consejo de curso
El conseo de curso se realizó en la clase de inglés, como he explicado anteriormente, mi profesora guía es también la profesora jefa, por lo que algunas de las clases de inglés se han transformado en consejo de curso.
1. Tema de Orientación
El consejo de curso trató mas que nada la organización de la semana aniversario, a cargo del presidente y la secretaria del curso. Ambos niños tomaron la palabra en frente del curso para definir los participantes en las actividades que se venían, por lo tanto el tema de orientación fue dejado un poco de lado, aunque es importante destacar que a través de este tipo de actividades que promueve el colegio se observa una unión del curso para lograr un mismo fin, se promueve además la participación de los niños representado a su curso.
2. OFT cubierto
Aunque no hubo mucha intervención de la profesora para tratar los OFT, puedo decir que de todas maneras algunos OFT son cubiertos. En este caso fueron los siguientes:
-desarrollar la capacidad de resolver problemas, la creatividad y las capacidades de autoaprendizaje;
-promover una adecuada autoestima, la confianza en sí mismo y un sentido positivo ante la vida.
Esto debido al trabajo en equipo que se requería para desarrollar de la mejor forma las actividades de aniversario.
3. Tabla del Consejo de Curso:
La tabla de consejo de curso sólo contaba con la enumeración de las actividades de aniversario.
- Aniversario Colegio
miércoles, 28 de octubre de 2009
miércoles, 14 de octubre de 2009
Reflective writing Nº1:
The Observation Stage
I. Introduction
• What do you think the cartoon provided below is illustrating? Why? Answer briefly.
The couple pretends to watch on TV what is happening on the world, but they have not realized that outside of their own house something is happening. Many times we do not observe in detail what is happening on our own environment, we do not leave much time to do that. We just look at the world ignoring some really important things that happen.
II. Reflective writing
• Taking into account the information you collected during the observation stage,
1. Reflect on the importance of the initial observation period in final practicum.
The initial period is one of the most important I think because is in that period that you have the opportunity t know a little bit about the students, the teacher, the school, how do they work, what kind of things you can and you can’t do with them. We have to be in charge of the class for two months, so through the observation period we can take into account about the reality of the school, the way that we have to act in these months.
2. Refer to the observed issues in assigned school, and explain if these issues caused a change on the expectations you had about this particular period.
According to my observation in the school, the most important issues were the use of the English class as a counseling class or used to solve some of the student’s problems, but this issue does not change my expectations because the English teacher is the head teacher, so it is understandable that the classes must be postpone due to problems that sometimes the students have.
3. How did you feel? Provide one example you consider most relevant to support your answer.
As I explained before, what happened in the English class didn’t change my expectations, I could understand the issue. For example, in one class the children had to organize some competitions for September 18th, and all the English class they were doing that.
I. Introduction
• What do you think the cartoon provided below is illustrating? Why? Answer briefly.
The couple pretends to watch on TV what is happening on the world, but they have not realized that outside of their own house something is happening. Many times we do not observe in detail what is happening on our own environment, we do not leave much time to do that. We just look at the world ignoring some really important things that happen.
II. Reflective writing
• Taking into account the information you collected during the observation stage,
1. Reflect on the importance of the initial observation period in final practicum.
The initial period is one of the most important I think because is in that period that you have the opportunity t know a little bit about the students, the teacher, the school, how do they work, what kind of things you can and you can’t do with them. We have to be in charge of the class for two months, so through the observation period we can take into account about the reality of the school, the way that we have to act in these months.
2. Refer to the observed issues in assigned school, and explain if these issues caused a change on the expectations you had about this particular period.
According to my observation in the school, the most important issues were the use of the English class as a counseling class or used to solve some of the student’s problems, but this issue does not change my expectations because the English teacher is the head teacher, so it is understandable that the classes must be postpone due to problems that sometimes the students have.
3. How did you feel? Provide one example you consider most relevant to support your answer.
As I explained before, what happened in the English class didn’t change my expectations, I could understand the issue. For example, in one class the children had to organize some competitions for September 18th, and all the English class they were doing that.
martes, 13 de octubre de 2009
Reunión de Padres y Apoderados
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Colegio Gabriela Mistral
2. Curso: 6to básico
3. Profesor jefe: Cynthia Cid Asenjo
4. Profesor en Práctica: Sandra Vidal Vidal
5. Fecha: 6. Octubre. 2009
6. Hora (inicio y término): 7:00 – 8:15
7. Tabla de la reunión: II.
Instrucciones:
1. Complete la información que encontrará a continuación.
2. Escriba sucintamente los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.
Los temas tratados en la tabla fueron:
1. Rendimiento de los alumnos.
2. Candidatura de los reyes por aniversario del establecimiento.
3. Actividades de los padres y apoderados en la semana aniversario.
4. Paseos culturales de los alumnos.
El tema que llamó mi atención fue el rendimiento de los alumnos, ya que el semestre anterior sobre 20 alumnos tenían un promedio sobre 6.0 y a la fecha sólo 12 alumnos tenían este promedio, las calificaciones han ido descendiendo bruscamente, situación que preocupaba bastante a la profesora.
Otro punto que consideré importante de destacar es la participación que tienen los apoderados dentro del aniversario del establecimiento, sin duda es un aspecto positivo que los colegio consideren a los padres para este tipo de celebraciones, ya que es una forma de incluirlos en el desarrollo de los estudiantes.
3. Comente sus impresiones de la reunión. Puede referirse a:
•Aquellos temas que estaban en Tabla y no fueron tratados.
Todos los temas que fueron propuestos en la tabla fueron tratados.
•Conducción de la reunión por parte del profesor jefe
La profesora jefa se encargó de informar a los padres y apoderados del aspecto académico de los niños, ya que se ha notado una baja notable de los promedios hasta ahora. También se encargó de informar a los padres de los niños que ganaron un laptop otorgado por el gobierno gracias a su rendimiento. Ella también anotó cada una de la fechas de importancia de aquí a diciembre que son relevante para los apoderados, ya sean de actividades, postulaciones a becas, término de semestre, matrículas, promedios, etc. La conducción de la profesora es bastante buena, aunque ella me informó que la reunión sería un poco distinta debido a que los apoderados necesitaban tiempo para organizarse antes del aniversario del colegio.
•Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a).
La mayor parte de la reunión fue conducida por los apoderados, ya que ellos tienen una importante participación en la semana aniversario del establecimiento, ellos también crean alianzas, participan en competencias deportivas, crean bailes, etc., por lo tanto la dirección de la reunión por parte de ellos es casi la hora completa. Ellos realizaron una rifa para el apoyo de la candidatura de los reyes. La tesorera trató el asunto de los dineros que se necesitan para los paseos culturales, uno de ellos que se realizará el día 29 de octubre al Safari en Rancagua y el otro a la Granja Educativa. En esta parte de la reunión se observó bastante interés de todos los apoderados, no sólo la directiva que lo dirigía.
•Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
La reunión se desarrolló con bastante calma, la participación de los apoderados es bastante, sobre todo porque ellos son responsables de una alianza y deben participar en variadas actividades, además los apoderados se muestran entusiastas a la hora de inscribirse en los concursos y juegos programados. El tiempo se maneja bastante bien, se da inicio a la reunión justo a la hora pactada (7:00) y finaliza cuando el timbre del establecimiento es tocado a las 8:15. No ocurre ninguna situación inesperada, sólo son tratados los temas de la tabla.
•Tratamiento de los OFT del nivel en la reunión.
Los OFT son tratados dentro de la reunión al momento en que la profesora se hace cargo de la ésta. El aspecto que más se trató fue el de crecimiento y autoafirmación personal, ya que se toca el tema de auto aprendizaje, la estimulación a aprender, a motivar a los niños a aprovechar su tiempo libre, tarea que encarga la profesora a los padres para que los niños lo pongan en práctica en el hogar.
1. Nombre del Establecimiento Educacional: Colegio Gabriela Mistral
2. Curso: 6to básico
3. Profesor jefe: Cynthia Cid Asenjo
4. Profesor en Práctica: Sandra Vidal Vidal
5. Fecha: 6. Octubre. 2009
6. Hora (inicio y término): 7:00 – 8:15
7. Tabla de la reunión: II.
Instrucciones:
1. Complete la información que encontrará a continuación.
2. Escriba sucintamente los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.
Los temas tratados en la tabla fueron:
1. Rendimiento de los alumnos.
2. Candidatura de los reyes por aniversario del establecimiento.
3. Actividades de los padres y apoderados en la semana aniversario.
4. Paseos culturales de los alumnos.
El tema que llamó mi atención fue el rendimiento de los alumnos, ya que el semestre anterior sobre 20 alumnos tenían un promedio sobre 6.0 y a la fecha sólo 12 alumnos tenían este promedio, las calificaciones han ido descendiendo bruscamente, situación que preocupaba bastante a la profesora.
Otro punto que consideré importante de destacar es la participación que tienen los apoderados dentro del aniversario del establecimiento, sin duda es un aspecto positivo que los colegio consideren a los padres para este tipo de celebraciones, ya que es una forma de incluirlos en el desarrollo de los estudiantes.
3. Comente sus impresiones de la reunión. Puede referirse a:
•Aquellos temas que estaban en Tabla y no fueron tratados.
Todos los temas que fueron propuestos en la tabla fueron tratados.
•Conducción de la reunión por parte del profesor jefe
La profesora jefa se encargó de informar a los padres y apoderados del aspecto académico de los niños, ya que se ha notado una baja notable de los promedios hasta ahora. También se encargó de informar a los padres de los niños que ganaron un laptop otorgado por el gobierno gracias a su rendimiento. Ella también anotó cada una de la fechas de importancia de aquí a diciembre que son relevante para los apoderados, ya sean de actividades, postulaciones a becas, término de semestre, matrículas, promedios, etc. La conducción de la profesora es bastante buena, aunque ella me informó que la reunión sería un poco distinta debido a que los apoderados necesitaban tiempo para organizarse antes del aniversario del colegio.
•Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a).
La mayor parte de la reunión fue conducida por los apoderados, ya que ellos tienen una importante participación en la semana aniversario del establecimiento, ellos también crean alianzas, participan en competencias deportivas, crean bailes, etc., por lo tanto la dirección de la reunión por parte de ellos es casi la hora completa. Ellos realizaron una rifa para el apoyo de la candidatura de los reyes. La tesorera trató el asunto de los dineros que se necesitan para los paseos culturales, uno de ellos que se realizará el día 29 de octubre al Safari en Rancagua y el otro a la Granja Educativa. En esta parte de la reunión se observó bastante interés de todos los apoderados, no sólo la directiva que lo dirigía.
•Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
La reunión se desarrolló con bastante calma, la participación de los apoderados es bastante, sobre todo porque ellos son responsables de una alianza y deben participar en variadas actividades, además los apoderados se muestran entusiastas a la hora de inscribirse en los concursos y juegos programados. El tiempo se maneja bastante bien, se da inicio a la reunión justo a la hora pactada (7:00) y finaliza cuando el timbre del establecimiento es tocado a las 8:15. No ocurre ninguna situación inesperada, sólo son tratados los temas de la tabla.
•Tratamiento de los OFT del nivel en la reunión.
Los OFT son tratados dentro de la reunión al momento en que la profesora se hace cargo de la ésta. El aspecto que más se trató fue el de crecimiento y autoafirmación personal, ya que se toca el tema de auto aprendizaje, la estimulación a aprender, a motivar a los niños a aprovechar su tiempo libre, tarea que encarga la profesora a los padres para que los niños lo pongan en práctica en el hogar.
miércoles, 30 de septiembre de 2009
TEAM TEACHING STAGE
Name of student: Sandra Vidal
Name of School: Colegio Gabriela Mistral
Date: September 22th
Task Nº1: Collaboration activities
For the following questions describe as accurately as you can how you have collaborated in school assigned:
1. What kind of activity did you perform the first time you were asked for help? How long did it take?
I was asked for check the advance of the students in their classes’ tasks. It was during all the period of the class while they were working on the exercises of the book.
2. What were the students doing before you started helping out?
They were listening to the explanations of the teacher and the instructions of the exercises.
3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.
The students reacted very well; they didn’t have any problem when I was checking their exercises and correcting them. I feel that the students are really engage; most of them understand the instruction and follow the teacher without problems. The atmosphere inside of the classroom is very comfortable.
4. What other assignments were asked you to do? How often?
I was not asked to do another thing, just help the students with their tasks.
5. Were you asked to prepare any kind of special audio visual material learning material for the students? Were they used? How effective were they?
No, I was not asked to do that.
Task 2: Lesson Planning
Answer the following questions and explain how you planned the learning activities for your students. Be as precise as you can.
1. How did you get the information for planning the lessons for your students?
I got the information for planning the lessons from my guide teacher, she lent me the book that the students use and also she lent me the teacher book, and some Oxford planning. And I downloaded the government program from the MINEDUC website.
2. Did your guide teacher give you any suggestions for planning?
She is always helping me when I have some doubts, and also she gave me the example of the unit plan that the school use because I have to give a copy of it to the school.
3. How long did it take to you to prepare learning material for your first lesson?
It took me like 4 hours because it was a little bit difficult for me to create a video. I had to look for some good pictures and video on internet and then create a big one for the students
Name of student: Sandra Vidal
Name of School: Colegio Gabriela Mistral
Date: September 22th
Task Nº1: Collaboration activities
For the following questions describe as accurately as you can how you have collaborated in school assigned:
1. What kind of activity did you perform the first time you were asked for help? How long did it take?
I was asked for check the advance of the students in their classes’ tasks. It was during all the period of the class while they were working on the exercises of the book.
2. What were the students doing before you started helping out?
They were listening to the explanations of the teacher and the instructions of the exercises.
3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.
The students reacted very well; they didn’t have any problem when I was checking their exercises and correcting them. I feel that the students are really engage; most of them understand the instruction and follow the teacher without problems. The atmosphere inside of the classroom is very comfortable.
4. What other assignments were asked you to do? How often?
I was not asked to do another thing, just help the students with their tasks.
5. Were you asked to prepare any kind of special audio visual material learning material for the students? Were they used? How effective were they?
No, I was not asked to do that.
Task 2: Lesson Planning
Answer the following questions and explain how you planned the learning activities for your students. Be as precise as you can.
1. How did you get the information for planning the lessons for your students?
I got the information for planning the lessons from my guide teacher, she lent me the book that the students use and also she lent me the teacher book, and some Oxford planning. And I downloaded the government program from the MINEDUC website.
2. Did your guide teacher give you any suggestions for planning?
She is always helping me when I have some doubts, and also she gave me the example of the unit plan that the school use because I have to give a copy of it to the school.
3. How long did it take to you to prepare learning material for your first lesson?
It took me like 4 hours because it was a little bit difficult for me to create a video. I had to look for some good pictures and video on internet and then create a big one for the students
martes, 29 de septiembre de 2009
Observation Stage
Task 1: The School and Learning Environment
Name of student: Sandra Vidal
Name of School: Colegio Gabriela Mistral
Number of students: 42
Date: September 8th Class: 6th grade
1. The school:
The school is located in Santa Lucía 544 in San Antonio. The school is semi-public; it is composed by a holder, an administrator, a director, technical teachers, teachers and students. There are 480 students from 1st grade in primary school until 4th grade in high school. The most important values that are established in this school are: solidarity, responsibility, creativity. All the members of the school must feel responsible for the right operation and the accomplishment of the values.
2.The classroom:
The room’s atmosphere is very good; I feel that the students are very motivated because I could see that they are paying attention in every part of the class, they are disposed to answer to all the questions that the teacher does. The distributions of the seats are in three rows, in the first row there is a pair of seats, in the middle there are three seats, and finally two more seats. The classroom is not too big; they have a shelf in which they save some English dictionaries and also material for other subjects. They also have kinds of lockers in the back of the room in which the students leave their books. The classroom has windows on each side, so there is good ventilation and also lighting, but sometimes it is necessary to turn on the lights. The room has a big whiteboard, and two bulletin boards. In terms of equipment they only have a radio, but if the teachers need something else, like a projector or computer, they can ask for it in the library.
3.The activities and resources
3.1 The students use a special book for English classes, so all the activities are based on the book. They are constantly participating in every activity, for example the have to read the dialogues, guess some information, what I really like is that most of the students want to participate, when the teacher asks something they all want to answer and participate. After the explanation of the teacher the students have to work, first of all, they answer in the student book, they share answers at loud or writing them on the whiteboard, and finally, they answer similar exercises on the activity book, the students in the class have the most important role.
3.2 As I wrote before, the students use a book called Flashlights, that is divided into two, the first part is the student book and the other part is the activity book, so the students can reinforce the new knowledge. I haven’t seen the use of other resources in the classroom, just they use a book.
Task 2: Student´s learning
1.I feel that the students are motivated; I always see that they want to participate, they want to be part of the class, and they are active inside of the room. That is why they are taking part in their own learning, they are doing things, they are not just observing, at least most of the students have this disposition to work. Definitely they are not expecting the teacher to do the work for them, I was looking at some of them while they were working, and they try to do the activities even if there is something a little bit difficult, and they are also disposed to receive some help if it is needed.
2.The students most of the time answer the questions voluntarily, but in some cases, when there is a student that haven’t participated in the class the teacher call her/his name.
The particular way that the teacher encouraged their students is through the activities that they have to answer in the book, some classes she calls 8 or 10 students and they must have answered all the activities in the book, and she gives them a tenth that can be used in a test. The teacher says that it is a saving and they can improve their grades in the test if they did all the things that the teacher asked to do. I haven’t seen another strategy.
3.
a) Observations clear & well informed: MEDIUM
b) Demonstrates understanding of social and educational factors: LOW
c) Objective & factual information:LOW
d) Evidence of active search of information: LOW
e)Use of English expression clear: HIGH
Task 1: The School and Learning Environment
Name of student: Sandra Vidal
Name of School: Colegio Gabriela Mistral
Number of students: 42
Date: September 8th Class: 6th grade
1. The school:
The school is located in Santa Lucía 544 in San Antonio. The school is semi-public; it is composed by a holder, an administrator, a director, technical teachers, teachers and students. There are 480 students from 1st grade in primary school until 4th grade in high school. The most important values that are established in this school are: solidarity, responsibility, creativity. All the members of the school must feel responsible for the right operation and the accomplishment of the values.
2.The classroom:
The room’s atmosphere is very good; I feel that the students are very motivated because I could see that they are paying attention in every part of the class, they are disposed to answer to all the questions that the teacher does. The distributions of the seats are in three rows, in the first row there is a pair of seats, in the middle there are three seats, and finally two more seats. The classroom is not too big; they have a shelf in which they save some English dictionaries and also material for other subjects. They also have kinds of lockers in the back of the room in which the students leave their books. The classroom has windows on each side, so there is good ventilation and also lighting, but sometimes it is necessary to turn on the lights. The room has a big whiteboard, and two bulletin boards. In terms of equipment they only have a radio, but if the teachers need something else, like a projector or computer, they can ask for it in the library.
3.The activities and resources
3.1 The students use a special book for English classes, so all the activities are based on the book. They are constantly participating in every activity, for example the have to read the dialogues, guess some information, what I really like is that most of the students want to participate, when the teacher asks something they all want to answer and participate. After the explanation of the teacher the students have to work, first of all, they answer in the student book, they share answers at loud or writing them on the whiteboard, and finally, they answer similar exercises on the activity book, the students in the class have the most important role.
3.2 As I wrote before, the students use a book called Flashlights, that is divided into two, the first part is the student book and the other part is the activity book, so the students can reinforce the new knowledge. I haven’t seen the use of other resources in the classroom, just they use a book.
Task 2: Student´s learning
1.I feel that the students are motivated; I always see that they want to participate, they want to be part of the class, and they are active inside of the room. That is why they are taking part in their own learning, they are doing things, they are not just observing, at least most of the students have this disposition to work. Definitely they are not expecting the teacher to do the work for them, I was looking at some of them while they were working, and they try to do the activities even if there is something a little bit difficult, and they are also disposed to receive some help if it is needed.
2.The students most of the time answer the questions voluntarily, but in some cases, when there is a student that haven’t participated in the class the teacher call her/his name.
The particular way that the teacher encouraged their students is through the activities that they have to answer in the book, some classes she calls 8 or 10 students and they must have answered all the activities in the book, and she gives them a tenth that can be used in a test. The teacher says that it is a saving and they can improve their grades in the test if they did all the things that the teacher asked to do. I haven’t seen another strategy.
3.
a) Observations clear & well informed: MEDIUM
b) Demonstrates understanding of social and educational factors: LOW
c) Objective & factual information:LOW
d) Evidence of active search of information: LOW
e)Use of English expression clear: HIGH
viernes, 5 de diciembre de 2008
My Podcast
Video Podcast for EFL students
This video podcast will be for my first students when I start doing classes. The grade of the students will be 5th. In Chile, this is the first grade that students have English classes. There are 30 students in the classroom; their first language is Spanish. I still do not know their interests because this will be my second class with them. First of all, they need to be introduce with the language, so the content is very easy for them.
The idea for this first chapter of the series of podcast is to introduce my students with a little bit of English. Nowadays in Chile many English words are used, for that reason I think that could be interesting for them to take into account that they already know some words, they are not an empty box. I think that the students could feel a little more motivated knowing that they have some knowledge.
The language objectives for these series are to listen to some basic words in English, to write little paragraph that contains some word in the foreing language, and also to be able to produce some of these words. The language objectives for this chapter are: the students have to listen carefully the information that is given in the podcast, and also, they have to write a dialogue in pairs that uses similar words as the words that were given.
About the content objectives, these series of podcast will give the students their first words in English, so they will be able to identify and differentiate our own words with words that we have copied from other parts of the world. For this chapter, as I wrote before, the students will distinguish the words that we use in our daily life.
I know that the children will be able to understand all the things in the video podcast because it is more visual, and all the explanations are showed by pictures. Also, the topic is easy to understand, and the example that is showed is in Spanish using the words in English that the students have to notice.
The objective, as I wrote before, is that the students can feel more comfortable in classes; I think is a little bit difficult for them to start an English class without knowing anything about it. If I can introduce my classes like this, I am sure that they would feel able to speak something in English, specially because many words that we use are related to technology, and children are very interested in this kind of topic, they love playing computer games or playstation.
The strategies in this video are, to use not only English, but also their own language, connect some words with pictures, consider some words that can be interesting for them, like technology.
I hope you enjoy it!
miércoles, 26 de noviembre de 2008
Reflection 6
If only she knew
In the school where I was doing my practicum, I think there were very good teachers; with the teacher that I was in her class, does an excellent work with all the students from different parts of the world. While I was in the school, I was trying to observe what the teacher can improve, and I realize that this teacher doesn't relate the content that the students are learning with real situations.
According to what we have been studying, children need to learn lessons that have meaning for now. The idea is that the students not only could learn about history or just grammar, the idea is that the students can feel that they are learning for a real purpose; the school has to help them to use their knolewdge now.
I was looking for some pages that can support my answer, and I found an interesting document that talks about it.
To summarise some important things that the document says, and can explain the purposes that a task in class need to have, here is a little list:
• Coherence and unity for learners (from topic, activity and /or outcome)
• Meaning and purpose for learners
• Clear language goals
• A beginning and end
• Active involvement on the part of learners
The complete article is in this link:
http://www.um.es/glosasdidacticas/doc-es/18megias.pdf
ESL students have the need of learning language that can be useful, they need to communicate their ideas with friends, in the street, to buy something, etc. If the students feel that they are learning for real life in the school, they are going to feel motivation to assist.
According to what we have been studying, children need to learn lessons that have meaning for now. The idea is that the students not only could learn about history or just grammar, the idea is that the students can feel that they are learning for a real purpose; the school has to help them to use their knolewdge now.
I was looking for some pages that can support my answer, and I found an interesting document that talks about it.
To summarise some important things that the document says, and can explain the purposes that a task in class need to have, here is a little list:
• Coherence and unity for learners (from topic, activity and /or outcome)
• Meaning and purpose for learners
• Clear language goals
• A beginning and end
• Active involvement on the part of learners
The complete article is in this link:
http://www.um.es/glosasdidacticas/doc-es/18megias.pdf
ESL students have the need of learning language that can be useful, they need to communicate their ideas with friends, in the street, to buy something, etc. If the students feel that they are learning for real life in the school, they are going to feel motivation to assist.
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