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	<title>miguel bengoa elt &#187; syllabus</title>
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	<link>http://miguelbengoa.com/elt</link>
	<description>Some half baked ideas and others, carbonized...</description>
	<pubDate>Tue, 28 Oct 2008 12:49:40 +0000</pubDate>
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		<copyright>&#xA9; </copyright>
		<managingEditor>mabengoa@miguelbengoa.com ()</managingEditor>
		<webMaster>mabengoa@miguelbengoa.com()</webMaster>
		<category></category>
		<itunes:keywords></itunes:keywords>
		<itunes:subtitle></itunes:subtitle>
		<itunes:summary>a part of my english language teaching world...</itunes:summary>
		<itunes:author></itunes:author>
		<itunes:category text="Society &amp; Culture"/>
		<itunes:owner>
			<itunes:name></itunes:name>
			<itunes:email>mabengoa@miguelbengoa.com</itunes:email>
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		<itunes:block>No</itunes:block>
		<itunes:explicit>no</itunes:explicit>
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			<title>miguel bengoa elt</title>
			<link>http://miguelbengoa.com/elt</link>
			<width>144</width>
			<height>144</height>
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		<item>
		<title>Oral communication tasks</title>
		<link>http://miguelbengoa.com/elt/2008/03/07/oral-communication-tasks/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/07/oral-communication-tasks/#comments</comments>
		<pubDate>Fri, 07 Mar 2008 09:19:51 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[listening]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[reading]]></category>

		<category><![CDATA[task]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/07/oral-communication-tasks/</guid>
		<description><![CDATA[Here is a suggested taxonomy for oral communication task types, not in any order of importance.

Providing 				extended answers to oral questions.
Asking 				and answering questions about diagrams or other visual 				representations of information.
Asking 				for information to solve problems or complete a job-related task.
Making 				requests and observing conventions of politeness.
Sustaining 				short conversations using informal register[s].
Managing the various [...]]]></description>
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		</item>
		<item>
		<title>False beginners</title>
		<link>http://miguelbengoa.com/elt/2008/03/06/false-beginners/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/06/false-beginners/#comments</comments>
		<pubDate>Thu, 06 Mar 2008 11:15:01 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[levels]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/06/false-beginners/</guid>
		<description><![CDATA[This is my definition of a false beginner.
&#8216;False beginners are those learners in any ELT program who have consistently failed to master sufficient language skills at each level of instruction: they are operating at an inadequate level of performance at whatever level of instruction they have reached.&#8217;
Although no formal definition of the false beginner has, [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/06/false-beginners/feed/</wfw:commentRss>
		</item>
		<item>
		<title>What is meant by automaticity and automatization?</title>
		<link>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/#comments</comments>
		<pubDate>Fri, 29 Feb 2008 11:14:49 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[bibliography]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[listening]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[testing]]></category>

		<category><![CDATA[automatization]]></category>

		<category><![CDATA[performance]]></category>

		<category><![CDATA[practice]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/</guid>
		<description><![CDATA[automatic

largely or wholly involuntary, 				especially as with a reflex
acting or done spontaneously or 				unconsciously

automatize

to make automatic [noun 				derivations: automatization the process of making 				automatic; automaticity the state or condition of being 				automatic]

In some literature, the word automization is used rather 			than automatization.
For our purposes as teachers, automatization is the process of making language processing and [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Syllabus and curriculum</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/syllabus-and-curriculum/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/syllabus-and-curriculum/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 06:17:39 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/syllabus-and-curriculum/</guid>
		<description><![CDATA[Having published several posts on individual skills, I felt that they needed better organisation and something to &#8220;hang onto&#8221; as it were. To that end, here are some short thoughts on syllabus and curriculum.
Some assumptions

 	 	

Experienced teachers (by definition) are familiar 	with the planning, setting up and running courses.
The academic director of a school [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/syllabus-and-curriculum/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Writing sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:27:51 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[writing]]></category>

		<category><![CDATA[cohesive devices]]></category>

		<category><![CDATA[discourse]]></category>

		<category><![CDATA[sentence level]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/</guid>
		<description><![CDATA[1. Manipulating the script of the language: handwriting, spelling and punctuation.
2.	Expressing grammatical [syntactic and morphological] relationships at the sentence level.
3.	Expressing relationships between parts of a written text through cohesive devices [especially through grammatical devices such as noun-pronoun reference].
4.	Using markers in written discourse, in particular:

introducing an idea
developing an idea
transition to another idea
concluding an idea
emphasising a point [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Reading sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:23:41 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[reading]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/</guid>
		<description><![CDATA[
 	 	
1. Basic reference and information-finding skills [e.g. title, using contents page, index. footnotes, bibliography, chapter headings and sub-headings, chapter summaries]
2.	Deducing meaning and use of unfamiliar lexical items through understanding word formation and contextual clues
3.	Understanding grammatical [syntactic and morphological] relationships at the sentence level
4.	Understanding relationships between parts of text through cohesive devices [especially grammatical [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Speaking activity outcomes - a rough guide</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/speaking-activity-outcomes-a-rough-guide/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/speaking-activity-outcomes-a-rough-guide/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:14:17 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/speaking-activity-outcomes-a-rough-guide/</guid>
		<description><![CDATA[
Developing 	ability to describe objects and processes
Responding 	to various forms of questions and sustained questioning in 	appropriate contexts
Interacting 	in real world speaking activities
Performing 	one way and two-way information tasks
Raising 	awareness of conversational structure [opening, turn-taking, 	sustaining a turn, negotiating meaning, nominating a topic, 	repairing a mistake, linking ideas, adjusting the message by 	rephrasing, or using [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/speaking-activity-outcomes-a-rough-guide/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Teaching speaking: fluency or accuracy?</title>
		<link>http://miguelbengoa.com/elt/2008/02/16/teaching-speaking-fluency-or-accuracy/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/16/teaching-speaking-fluency-or-accuracy/#comments</comments>
		<pubDate>Sat, 16 Feb 2008 11:37:14 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/16/teaching-speaking-fluency-or-accuracy/</guid>
		<description><![CDATA[In this post the classroom ideas are marked with a:
Whatever type of approach you intend to use for a particular activity in the classroom, making the differentiation between fluency and accuracy is a very important one.
However, here are some things to think about. From Brumfit…

Just because we are talking about 	fluency, it does not mean [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/16/teaching-speaking-fluency-or-accuracy/feed/</wfw:commentRss>
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