Didáctica de Nivel Superior 2do Cuat 2023

Part 1: Introduction Look at the sample chart in the PPT provided (slide 17) and draw up a table showing: what type of texts/documents your  prospective students typically read, write  about, listen to and/or talk about, what they  do with each type (purpose + task) and  which skills and strategies are likely to be  most used with each. Next, r eview the questions on the PPT (slides 4-7) and complete the Padlet board provided. Reconsider your chart, if necessary. Part 2: Task Design Based on your notes above and the  examples  provided,  pick one of your units , and design ONE suitable task for your prospective students integrating at least two skills . Choose appropriate texts and use the into/through and beyond framework presented in class.   Next, pick another unit  and  design TWO different tasks  for your prospective ESP learners. One task must be aimed at  presenting and practising relevant voca...

  Part 1 A ) Go over chapter 8 in the  link  provided and determine what criteria you should use to organize your ESP syllabus.   B) Think of possible units, topics and/or situations. Next, refine your course aims and objectives and complete the  contents grid  provided. Use the following  example  as a guide. Part 2  Reflect upon your own ESP course. Review the  PPT  provided and the  article  by  Polona Vičič . What materials would you include? Why? Pick one unit and describe the materials you would use. Account for your answers. Please, submit your posts no later than October 30 by midday. Thanks!

Part 1 Describe your target students and your target situation . Next, choose and design a s uitable needs analysis instrument. Feel free to use the example provided as a guide. When you respond to the post, insert the link to your G-doc or Google form. Make sure it is public so that I can edit it, if necessary. Part 2 Go over the sample assignment. Next, summarize the results of your needs analysis. Based on these findings, identify and write the course aims and objectives. Use the  tips  provided as a guide. You may also want to check out the  learning objectives builder page . Your posts are due on Monday, October 23, by midday. Thanks!

  Part 1 Read more about areas of ESP research in the second part of the  book by Paltridge  and answer the questions below based on your preferred research area. If the area you have picked is not included in the book by Paltridge, look for appropriate sources online.  a) What are some of the specific language features of your preferred area of research? (e.g. complex noun phrases in academic written or spoken texts)   b) What genres or types of text are common? (e.g. academic lectures, nursing care plans, sales’ letters)  c) What are some examples of spoken and/or written data from actual workplace settings?  d) Based on your findings, can you predict any major problems your prospective students may encounter?  Part 2 Complete the chart provided based on your preferred area of research. Use the following chart as an example. Deadline: Monday, October 9 (midday)

  Part 1 Read about the  origins and defining features of ESP  and answer the questions below. a) How can ESP be defined? b) What are the three absolute characteristics of ESP? Why are they important? C) What are some of the main factors in the origins of ESP? Explain. Part 2 Review the  principles of Andragogy  and the areas of ESP research mentioned in the  summary  provided. Next, answer the questions that follow. A) How can the principles of Andragogy be applied to the design of an ESP course? B) Pick an area of ESP. What kind of course would you like to design and why? Explain . The deadline to submit your responses is  September 25th  by midday. Thanks!

  Parte 1 Revisen las características del nivel Superior en la Argentina. Lean la información en el  link  y exploren el siguiente  PPT Parte 2 Reflexionen sobre los nuevos paradigmas en la Educación Superior y respondan las siguientes preguntas a) ¿Cuál debe ser el nuevo rol del profesor de nivel Superior en el contexto actual? b) ¿Qué estrategias didácticas son más apropiadas dadas las características del alumno adulto y profesional en el Nivel Superior? c) ¿Cuál sería un ejemplo de estrategia innovadora y creativa en el Nivel Superior? Parte 3 Piensen en las características de una buena estrategia didáctica para alumnos adultos/profesionales/universitarios y consideren el ejemplo debajo. Paso 1: ¿Qué enseñamos y qué esperamos del alumno? - Las rutinas - Se espera que el alumno pueda expresar sus ideas con coherencia y siguiendo una cronología Paso 2: ¿Cómo lo enseñamos? - A partir de un texto que describe la rutina de un manager, luego los alumnos hablan de sus pr...