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TOWARDS A DIDACTIC SEQUENCE DESIGN FOR GOOD

DEVELOPMENT IN COMMUNICATIVE COMPETENCE

QUESTION GUIDELINE
FIRST QUESTION: What is the difference between an activity and a
didactic sequence?
a) Does the sequence have a clear final communicative objective
together with a typology and textual register?
b) Do the first tasks bring out previous knowledge? Do these first
tasks create an experimental approach on the part of the student,
that’s to say it “obliges” him to investigate language?:
Investigating language can be:
a. Search for linguistic information
b. Deduce rules about linguistics (at any linguistic level: textual,
morfo-syntactic…etc?
c. Invite the student to hypothesize on the meaning of a word or
the use of a structure, etc.
d. Invite the analysis of fragments of text to identify a specific
one.
e. Invite one to contrast linguistic or socio-cultural aspects of the
two languages.
f. Etc
C) Related to the previous point: Do the investigation activities help
to consolidate the final communicative objective or are they mere
reflection phases without a clear achievement of the
communicative objective?
d) Does each phase contemplate clear group dynamics (individual
work, in pairs, in small groups etc?
e) Does each task or activity have a logical connection with the
previous or posterior one? In what measure do the activities offer
the necessary structures to be building the necessary linguistic
resources to consolidate the final objective? (which will always be a
production)
f) Is a revision phase of the end product envisaged?

g) Can the sequence be connected with other such sequences?

What is the cohesive element in order to elaborate sequence
families?
h) What curriculum content is worked on in this sequence? And in
such like ones?
i) What competence elements are worked on?
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