C1+in+Education


 * __ C1 IN EDUCATION.C1 in Education (Carmen Alario- Universidad de Valladolid) __**

Center on European Language Policy, Common European Framework of Reference. Common Reference levels (C1) and European Language Portfolio we will try to improve our knowledge of English Language up to C1.


 * C1 ** Effective Operational Proficiency or advanced. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

[|Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)]


 * __ 0. Short introduction __**** . **


 * 1. Verbal and Non-verbal Codes **** . **

Analyze Classroom Communication was the focus of the first theme.

- We are teachers and want to know the way our words, silence, movements and noises are interpreted. - With the teacher mediation provide ourselves with tools to analyze classroom discourse, as well as patterns to understand what's going on. - We wrote down an essay about specific usage of verbal and non-verbal language in the classroom. - End up with a Descriptive Oral Text supported on a research about classroom communication. - Sociolinguistics and discourse building.

By the end of Theme 1 we tried to analyze a classroom discourse. Including all the information we can observe, using suitable terms.


 * 2. Oral Language, Paralanguage and Phonic work **** . **

Paralanguage and Phonics was the focus of the second theme.

- Controlling the classroom, setting groups, explaining, guiding your students, telling stories, dramatizing as well as setting rules and guide classroom interaction is one of the most important roles of teachers. We tried to be able to take control of our Communication Strategies. - Phonetics and Phonology are two sciences which might help us to understand a bit more "Paralinguistic features" to use them better. - We analyzed the complete classroom discourse - Argumentative text.

By the end of Theme 2 we tried to identify and apply the most important paralinguistic features in an oral text, select a story, transcribe it using the phonic code


 * 3. Children's Language. Children's grammar usage and language acquisition. Assessment design and note taking. **

The way teacher talks and leads interaction provides students the opportunity to acquire language: routines and classroom interaction help us to understand Primary Teaching Techniques.

- We studied the most usual language used for controlling the classroom in order to develop interest and follow a narration. - We learned how children`s comments reveal their knowledge. - Observation, note taking, description, and narration are some of the most important text used in this part. - Task: Narrative text in a Learning Report

By the end of this theme we were able to design a story. We were able to use a given narration to change its format, and read dramatise it in from of our partners.


 * __ 4. Teacher Reflection. __**

One of the most important ways of learning your most suitable strategies is listening and reading others experiences and suggestions. In this final part we worked with the language used for reflection.

- Observation, Reflection and Analysis would be the based for this final part. - Reflect about your achievements. - Argumentative Text.