"Languages are an essential means through which we communicate and learn. They provide individual...

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"Languages are an essential means through which we communicate and learn. They provide individuals with the resources to develop into citizens who can be actively involved in the exchange of ideas and the evolution of values in a democratic and pluralistic society such as ours. Learning different languages is not only personally enriching, it also makes a contribution to the enrichment of our culture and of society as a whole."       QEP - Subject Areas by Mind Map: "Languages are an essential means through which we communicate and learn. They provide individuals with the resources to develop into citizens who can be actively involved in the exchange of ideas and the evolution of values in a democratic and pluralistic society such as ours. Learning different languages is not only personally enriching, it also makes a contribution to the enrichment of our culture and of society as a whole."       QEP - Subject Areas

1. Q.E.P. Curriculum

1.1. Broad Areas of Learning

1.1.1. "To develop a world view"

1.2. Cross-curricular competencies

1.2.1. Reaching  acroos disciplines

1.3. Subject-specific competencies

1.3.1. C3 - Writes and Produces Texts

1.3.1.1. Uses a personalized writing process

1.3.1.2. Uses a personalized production process

1.3.1.3. Builds a personal inventory of writing and production resources

1.3.2. C2 - Reinvests Understanding Of Texts

1.3.2.1. Constructs meaning of text

1.3.2.2. Represents understanding of text

1.3.2.3. Listens to, reads, and/or views texts

1.3.3. C1 - Interacts Orally In English

1.3.3.1. Initiates, reacts to, maintains, and ends oral interaction

1.3.3.2. Expands a personal language repertoire

1.3.3.3. Constructs the meaning of the message

1.4. Response Process (MELS)

1.4.1. Measures for output

1.5. Related content

1.6. ESL core/ EESL

1.6.1. Sec Cycle 1

1.6.1.1. Year 1

1.6.1.1.1. 12-13

1.6.1.2. Year 2

1.6.1.2.1. 13-14

1.6.2. Sec Cycle 2

1.6.2.1. Year 1

1.6.2.1.1. 14-15

1.6.2.2. Year 2

1.6.2.2.1. 15-16

1.6.2.3. Year 3

1.6.2.3.1. 16-17

1.7. Learning Evaluation Situation

1.7.1. L.E.S.

1.8. Evaluation Situation

1.8.1. Evaluating what has been learned

2. Roles

2.1. Teacher talk

2.1.1. Intonation

2.1.2. Timing

2.1.3. Emphasis

2.2. Instructions

2.2.1. How to...

2.2.1.1. PERFECTING THIS SKILL IS KEY!

2.3. Handouts and materials

2.3.1. approved

2.3.2. authentic

2.3.3. from scratch

2.3.4. non-approved

2.4. Timing

2.4.1. sense of urgency

2.4.2. goals are clear

2.4.3. smooth transitions

2.4.4. materials are ready

2.4.5. instructions are visual

2.4.6. check understanding

2.4.7. choose most effective type of teaching

2.4.8. choose most effective type of teaching

2.5. Gestures and body language

2.5.1. non-verbal ways of communicating...

2.6. Voice - Tone - Loudness

2.7. Planning and regulating for learning

2.7.1. Planning

2.7.2. Regulating through self-assessment

2.8. Using available resources

2.8.1. Texts

2.8.2. Objects

2.8.3. People

2.9. Regulating teaching and learning

2.10. Mentor

2.10.1. How to...

2.11. Model

2.11.1. Linguistic model

2.11.2. Social model

2.12. Coordinator

2.12.1. Managing all roles and pedagogical tasks

3. Q.E.P. Documents

3.1. Quebec Education Program

3.1.1. Public Schools

3.1.1.1. Full adhesion

3.1.2. Private Schools

3.1.2.1. Partial adhesion

3.1.3. Non-MELS

3.1.3.1. N/A

3.2. Progression of Learning

3.2.1. Construction

3.2.1.1. Students constructs knowledge

3.2.2. Application

3.2.2.1. Students apply knowledge

3.2.3. Re-Investment

3.2.3.1. Students re-use gained knowledge in different contexts

3.3. Scales of Competencies

3.3.1. Achieve the highest level per competency by end of Secondary education

3.4. Report Card

3.4.1. EXAMPLE

3.4.2. For Parents

3.4.2.1. child adademic achievements

3.4.3. For Students

3.4.3.1. measuring performance versus expected outcome

3.4.4. For Teachers

3.4.4.1. communicates results of collaborative learning

3.5. Professional Competencies

3.5.1. Most Important Ones...

3.5.1.1. C1

3.5.1.1.1. to inherit and criticize

3.5.1.2. C3

3.5.1.2.1. to develop

3.5.1.3. C4

3.5.1.3.1. to pilot

3.5.1.4. C5

3.5.1.4.1. to evaluate

3.5.1.5. C12

3.5.1.5.1. to behave professionally

4. Planning for Learning

4.1. Learning Purpose

4.2. Prior knowledge

4.2.1. Preparing for learning

4.2.2. during task

4.2.3. reflection

4.3. Opener / Warmer / Icebreaker

4.4. Closer / Change of pace /Reseating

4.5. Input and Output

4.5.1. skills

4.5.1.1. input

4.5.1.1.1. listening

4.5.1.1.2. reading

4.5.1.2. output

4.5.1.2.1. speaking

4.5.1.2.2. writing

4.5.2. lesson

4.5.2.1. teacher

4.5.2.1.1. input

4.5.2.2. student

4.5.2.2.1. output

4.6. Integrated skills

4.6.1. macroskills are used interdependently

4.7. Authentic vs pedagogical task

4.8. Differentiation

4.8.1. High ability

4.8.1.1. ex.: super achievers

4.8.2. Low ability

4.8.2.1. ex.: marginal pass

4.8.3. Different ability

4.8.3.1. ex. hearing impairment

4.8.3.2. ex.: autism

4.8.3.3. ex.: ADHD

4.9. Routines

4.10. Classroom management

4.11. 3 stages

4.11.1. Preparing

4.11.1.1. routines

4.11.1.2. hook

4.11.1.3. opener

4.11.2. Carrying out

4.11.2.1. authentic

4.11.2.2. pedagogical

4.11.2.3. purposeful

4.11.2.4. washback

4.11.3. Integrating

4.11.3.1. routines

4.11.3.2. closer

4.11.3.3. homework

4.11.3.4. acquired knowledge in new context

4.12. Related content

4.12.1. culture

4.12.1.1. ex.: World Monuments

4.12.2. language repertoire

4.12.2.1. ex.: Question Words

4.12.3. strategies

4.12.3.1. ex.: self evaluation

4.12.4. processes

4.12.4.1. ex.: written opinion letter

4.12.5. texts

4.12.5.1. ex.: Tourism websites

4.13. pronunciation

4.14. grammar ,

4.15. language processes

4.16. learning strategies

4.17. Evaluation

4.18. Vocabulary

4.19. Assessment

4.19.1. effective strategy use

4.19.2. effective competency development

4.19.3. possible venues for instruction

4.19.4. students' affective domain

4.19.5. pedagogical tools

4.19.6. classreoom management

5. Pedagogical approaches

5.1. Case-based

5.1.1. ex.: A student wants to prepare to leave the family home. - Create a plan of action with appropriate checklists of necessary preparations

5.2. Inquiry-based

5.2.1. ex.: What are different renewable energies used in Canada.  - Search the Internet for information.

5.3. Project-based

5.3.1. ex.: How would you clean the Gulf after the disaster. - Create a proposal to submit to the government using factual research

5.4. Resource-based

5.4.1. ex.: What is the most important influences on spending in families. - Create a list of proposed budget for itemization.

5.5. Game-based

5.5.1. ex.: What sports do teens prefer? - Fill this crossword puzzle using the sports vocabulary.

6. Evaluation

6.1. Reporting

6.1.1. Developing an effective Evaluation Report

6.1.1.1. the WHAT

6.1.1.2. the HOW

6.1.1.3. The WHY it matters

6.2. Of learning

6.2.1. Evaluation framework

6.3. For learning

6.3.1. Formative Assessments

6.4. Profesional judgement

6.4.1. Value Assigned to the Profesional Judgement of Teachers

6.5. Summative

6.5.1. end of cycle outcomes

6.5.2. grade reporting

6.5.3. ministerial examiniations

6.6. Evidence

6.6.1. collection

6.6.1.1. through assessments

6.6.2. analysis

6.6.2.1. progress and final

6.6.3. reporting

6.6.3.1. individual task grade

6.6.3.2. summative report card

6.6.4. adjustment

6.6.4.1. to move forward/continue progression

6.7. Provincial evaluations

6.8. Alignment

7. Classroom Management

7.1. Routines

7.1.1. lesson

7.1.2. tasks

7.1.3. evaluation

7.2. Discipline/Bumps

7.2.1. prevention

7.2.2. reaction

7.2.3. beyond discipline

7.3. Grouping

7.3.1. Workstations

7.3.2. Group work

7.3.3. Pair work

7.3.4. Individual work

7.4. Seating

7.5. Collaborative environment

7.6. Motivation

7.6.1. extrinsic

7.6.1.1. from outside the learner

7.6.1.1.1. ex.: getting praised by parents

7.6.2. intrinsic

7.6.2.1. from inside the learner

7.6.2.1.1. ex.: satisfying curiosity

8. Assessment

8.1. For learning

8.1.1. Needs analysis

8.1.2. Improvement of teaching

8.1.3. Adapting to students

8.2. As learning

8.2.1. Learner centered

8.2.2. Use of strategies

8.2.3. Model evaluation methods

8.3. Assessment criteria

8.3.1. Clear

8.3.2. Concise

8.3.3. Content driven

8.4. Learning outcomes

8.4.1. Framework of Evaluation of Learning

8.5. Formative vs summative

8.5.1. Formative

8.5.1.1. Low-stakes

8.5.1.2. for learning

8.5.2. Summative

8.5.2.1. high-stakes

8.5.2.2. for grading

8.6. Regulation of learning

8.6.1. use of strategies

8.7. Holistic rubric

8.7.1. Formative

8.7.2. Peer-assessment

8.7.3. Self-assessment

8.8. Analytical rubric

8.8.1. Summative

8.8.2. Ministerial examinations

8.8.3. Writing

8.8.4. Speaking

8.9. Feedback

8.9.1. Formative

8.9.1.1. Grades

8.9.1.2. Comments

8.9.1.3. Notes

8.9.2. Corrective

8.9.3. Summative

8.9.3.1. Report card

8.9.3.2. Ministerial examinations

8.10. Alignment

8.10.1. learning purpose with assessment obejectives

9. Learning preferences

9.1. Visual

9.1.1. heavily influenced by IMAGES

9.1.1.1. ex.: Video Report

9.2. Aural

9.2.1. heavily influenced by SOUNDS

9.2.1.1. ex.: Radio Interview

9.3. Verbal

9.3.1. heavily influenced by SPEAKING

9.3.1.1. ex.: presentations

9.4. Physical

9.4.1. heavily influenced by MOVEMENT

9.4.1.1. ex.: Work stations

9.5. Logical

9.5.1. heavily influenced by REFLECTION

9.5.1.1. ex.: puzzle solving

9.6. Social

9.6.1. heavily influenced by INTERACTION

9.6.1.1. ex.: Role-Play

9.7. Solitary

9.7.1. heavily influenced by INDIVIDUAL

9.7.1.1. ex.: Essay

10. Affective Domain

10.1. Receiving

10.1.1. getting feedback

10.2. Responding

10.2.1. contributes with comments

10.3. Valuing

10.3.1. sharing own opinions while valuing others'

10.4. Organizing

10.4.1. accepts different viewpoints and creates new ones

10.5. Internalizing

10.5.1. collaborates with others

11. Domains of language

11.1. Pragmatics

11.1.1. language in use in context

11.2. Semantics

11.2.1. meaning of the words

11.3. Form

11.3.1. Syntax

11.3.1.1. arrangement of words

11.3.2. Morphology

11.3.2.1. the correct spelling of words

11.3.3. Phonology

11.3.3.1. the correct pronunciation of words

12. Succesfull Acquisition

12.1. Prior knowledge

12.1.1. pre-task

12.1.2. while task

12.1.3. pist task

12.1.4. concept remodelling

12.2. Meaningful

12.2.1. authentic tasks

12.3. Purposeful

12.3.1. learner centered

12.4. Adolescent

12.4.1. inwardly focused

12.5. Scaffolding

12.5.1. reduced over time

13. Learning Strategies

13.1. Self-regulation

13.2. Self-evaluation

13.2.1. Student

13.2.2. Teacher

13.2.2.1. through questionnaire

13.2.2.2. through journaling

13.2.2.3. through portfolio

14. Language Strategies

14.1. Communicative

14.1.1. verbal

14.1.2. non-verbal

14.1.3. visual

14.2. Linguistic

14.2.1. output

14.2.1.1. Spoeaking

14.2.1.2. Writing

14.3. Non linguistic

14.3.1. output

14.3.1.1. Pictures

14.3.1.2. Process

14.3.1.3. Graphs

15. Meaning vs Form

16. Monologue vs Dialogue

17. Accuracy vs Fluency

17.1. Accuracy

17.1.1. focus on form

17.2. Fluency

17.2.1. focus on meaning

18. Authentic task vs Pedagogical task

19. Output

19.1. Productive

19.1.1. Speaking

19.1.2. Writing

19.2. Response Processes

20. Productive Skill

20.1. Speaking

20.1.1. ex.: Tell me about your hobbies

20.2. Writing

20.2.1. ex.: Write about your favorite vacation

21. Authentic text vs Pedagogical text

21.1. Authentic

21.2. Pedagogical

22. Response process (MELS)

22.1. through Oral Interaction

22.2. through the Understanding of Texts

22.3. through the Writing of Texts

23. Bottom-up processing

23.1. "perception starts at the sensory input, [...] perception can be described as data-driven

24. Top-down processing

24.1. "pattern recognition through the use of contextual information"

25. Input

25.1. prompt

25.2. hook

25.3. problem to solve

26. Receptive Skill

26.1. Listening

26.2. Reading

27. Macroskill: Reading

27.1. Strategies

27.1.1. Predict

27.1.2. Visualize

27.1.3. Question

27.1.4. Connect

27.1.5. Identify

27.1.6. Infer

27.1.7. Evaluate

27.2. For general information

27.2.1. Skimming

27.3. For specific information

27.3.1. Scanning

28. Macroskill: Writing

28.1. Process approach

28.1.1. How student organize their writing

28.2. Product approach

28.2.1. what students write about

28.3. Taught/Learned

28.3.1. what is learned versus what is taught, not the same thing...

28.4. Low-stakes writing

28.4.1. practice through tasks that are not for grades

28.5. Distance in Space and Time

28.5.1. thinking about who reads the writing

29. Macroskill: Speaking

29.1. Reciprocal Communication

29.1.1. C1 Target - Interact Orally

29.2. Interactional vs Transactional

29.2.1. Interactional

29.2.1.1. ex.: have a conversation with your partner about...

29.2.2. Transactional

29.2.2.1. ex.: Find out what your partner likes about school and compare their answer with yours.

29.3. Acquired

29.3.1. "The only way to develop it, is to use it."

30. Macroskill: Listening

30.1. Authentic tasks vs Pedagogical task*

30.1.1. Authentic

30.1.2. Pedagogical

30.1.3. non-pedagogical

30.1.3.1. consequence

30.1.3.1.1. STAY AWAY!

30.1.3.2. reward

30.1.3.2.1. ONLY IN VERY RARE OCCASIONS!

30.2. Monologue vs Dialogue*

30.2.1. Monologue

30.2.2. Dialogue

30.2.3. Group discussion

30.3. Meaning vs Form*

30.3.1. Meaning

30.3.2. Form

30.3.3. Texts

31. Grammar

31.1. Meaning vs form

31.1.1. Meaning

31.1.1.1. ex.: "He is there, yesterday."

31.1.2. Form

31.1.2.1. ex.: "He WAS there yesterday."

31.2. Inductive vs deductive

31.2.1. Inductive

31.2.1.1. from specific to general

31.2.2. Deductive

31.2.2.1. from general to specific

31.3. Authentic vs pedagogical task

31.3.1. Authentic

31.3.1.1. ex.: Use the past to describe your last trip

31.3.2. Pedagogical

31.3.2.1. ex.: Correct the following text, put the verbs in the past.

31.4. Drilling

31.4.1. repetitive grammar exercises

31.4.1.1. NOT MY FAVORITE...

31.5. Corrective feedback

31.5.1. explicit

31.5.1.1. ex.:"It's tough, not tuff"

31.5.2. recast

31.5.2.1. ex.: "The steak was TOUGH"

31.5.3. elicitation

31.5.3.1. ex.: "What is another word for hard?"

31.5.4. metalinguistic

31.5.4.1. ex.: "I am looking for an adjective, the opposite of easy"

31.5.5. clarification

31.5.5.1. ex.: "Sorry, what was that word again?"

31.5.6. repetition

31.5.6.1. ex.: "The steak was...TUFF?"

31.5.7. modelling

31.5.7.1. ex.: "The steak was TOUGH." - "The steak was tough."

31.6. Accuracy

31.6.1. the correct form

32. Pronunciation

32.1. Word stress

32.1.1. weak

32.1.1.1. individual word

32.1.1.1.1. ex. 'a' car

32.1.1.1.2. ex.: 'the' pot

32.1.1.2. within the word

32.1.1.2.1. ex.: pa'rody'

32.1.1.2.2. ex.:'pur'port

32.1.2. strong

32.1.2.1. individual word

32.1.2.2. within the word

32.1.2.2.1. ex.:'flow'er

32.1.2.2.2. ex.: car'toon'

32.1.3. emphasis

32.1.3.1. proscribed

32.1.3.1.1. ex.: 'i'cicle, not i'ci'cle

32.1.3.2. content

32.1.3.2.1. ex.: I 'ATE' my car

32.1.3.3. effect

32.1.3.3.1. ex.: That is 'FAN'-tastic!

32.2. Sentence stress

32.2.1. Content

32.2.1.1. ex.: you 'ATE' my 'SOUL'

32.2.2. Structure

32.2.2.1. EXAMPLE

32.2.3. Timing

32.3. Content words

32.3.1. stress

32.3.2. meaning

32.3.3. vocabulary

32.4. Structure words

32.4.1. pronouns

32.4.2. articles

32.4.3. determiners

32.5. Intonation

32.5.1. Speech

32.5.2. Diction

32.5.3. Elocution

32.5.4. Delivery

32.5.5. Articulation

32.5.6. Timing

32.5.6.1. Presentations

32.5.6.2. Discussions

32.5.6.3. Speeches

32.5.6.4. Debates

32.5.6.5. Informal

32.6. Phonemes

32.7. Monothong

32.8. Dipthong

33. Vocabulary

33.1. Lexis

33.1.1. all the words in a language

33.1.1.1. ex.: vocabulary pertaining to food

33.2. Active

33.2.1. words you understand and use

33.2.2. noticing and testing

33.3. Passive

33.3.1. words you understand but don't use

33.3.2. words aborbed through content

33.4. Collocations

33.4.1. grouping of words that usually go together

33.4.1.1. ex.: pick up

33.5. Cognates

33.5.1. common etymological origin

33.5.1.1. ex.: respond

33.6. False cognates

33.6.1. seem to have common origin, but do not

33.6.1.1. ex.: adverstisment

34. Circles of Influence In ESL

35. shared sub-skills

36. shared sub-skills

37. shared sub-skills

38. The learner

38.1. Language, the learner, and the school

38.2. Educational psychology: focus on the learner

38.3. Learning and the learner

38.4. Phonetic imitation, accent, and the learner

38.5. Best practices for the learner-centered classroom

39. The system

40. The skills

40.1. Micro

40.2. Macro

41. model