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Here are the linguistic objectives which I'm going to vary as English should be the lingua franca.
Is it correct to mention the objectives using the gerund??? They didn’t consider the pupils’ point of view. What do you think?



1) Linguistic objectives :
- helping the pupils overcome their inhibitions ( I wouldn’t include this point. What do you think??)
- providing students with the necessary linguistic structures of English (to be added) to operate in a European scientific work/study environment
- providing students with the lexical and skills syllabus of the terms used to describe aquatic biodiversity.
- enabling students to explain, interpret, exchange and finally compare the results of their experiments in both written and oral English
- upgrading the students’ reading skills as they will have to interpret and analyze data derived from different types of sources, such as webpages, books, scholarly journals, and large databases.
2) Personal/social objectives:
- developing required personal skills while working actively both individually and in groups: the planning, organization and
evaluation of the activities, thus increasing their job opportunities in a globalized world.
- cooperating with their partners on topics of the project and of mutual interest, become aware of and open to Europe's
cultural, social, and economic diversity in order to strengthen the feeling of fellowship and unity
- understanding the importance of being aware of and informed about local biodiversity issues in terms of sustainability and
learning how to monitor and protect endangered aquatic species, as well as their habitats.

  • English - ,

    I have to leave, but I'll return to these soon.

  • English - ,

    1) Linguistic objectives:
    - helping the pupils overcome their inhibitions ( I wouldn’t include this point. What do you think??) If you include this, it'd need to be phrased differently. Did you read any of Krashen's writings? This is what he calls "lowering the filter." That is, as humans who will not deliberately embarrass ourselves, we will use a "filter" when we're learning a new language or are even in intermediate stages -- that is, we protect our egos by not allowing ourselves to say anything that we don't already know to be correct. So, yes, it's important to give English-learners a safe atmosphere in which to speak up or write, and eventually overcome that self-filter.
    http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html in Chapter 2, pages 21 - 24

    These (below) sound like objectives for the teachers, not for the students. They are things the teachers will do. Is this what you intend?


    - providing students with the necessary linguistic structures of English to operate in English in a European scientific work/study environment

    - providing students with the lexical and skills syllabus of the terms used to describe aquatic biodiversity

    - teaching students the vocabulary and providing the situations in which to explain, interpret, exchange, and finally compare the results of their experiments in both written and oral English

    - providing lessons to upgrade the students’ reading skills needed to interpret and analyze data derived from different sources, such as webpages, books, scholarly journals, and large databases

    And these are objectives for the students to achieve?
    2) Personal/social objectives:
    - developing required personal skills while working actively both individually and in groups: the planning, organization and evaluation of the activities, thus increasing their job opportunities in a globalized world

    - cooperating with their partners on topics of the project and of mutual interest

    - becoming aware of and open to Europe's cultural, social, and economic diversity in order to strengthen the feeling of fellowship and unity

    - understanding the importance of being aware of and informed about local biodiversity issues in terms of sustainability

    - learning how to monitor and protect endangered aquatic species, as well as their habitats

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