Dossier Primaria Curso 2015-2016

8/17/2019 Dossier Primaria Curso 2015-2016

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Departamento de Innovación y Formación Didáctica

DIDACTICS OF THE

ENGLISH LANGUAGEIN PRIMARYEDUCATION

~DOSSIER~2015/2016

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COMPETENCIAS Y OBJETIVOS

OBJETIVOS FORMATIVOS

!

Adquirir los conocimientos a nivel lingüístico en la L2 necesarios, que lepermitan desarrollar su función docente con eficacia, autonomía y creatividad.

! Desarrollar la competencia lingüística y literaria en la lengua extranjera de suespecialidad para ser capaz de consultar diversas fuentes de información,

actualizar los conocimientos y emplear la lectura en la lengua extranjera comofuente de placer.

! Usar con soltura la lengua extranjera, oralmente y por escrito, en el ámbitoprivado, público, educativo y ocupacional. Para ello, se necesitará desarrollarla competencia comunicativa de manera que se puedan recibir y dar las clases

en la lengua extranjera y usarla como medio de instrucción.! Ser capaz de planificar, programar e impartir un currículo de lengua extranjera

abierto y flexible, de manera que satisfaga las necesidades de los futurosmaestros/as y las exigencias de los diseños curriculares de la ComunidadAutónoma, de España y del Marco de Referencia Europeo.

! Saber usar cierta variedad de materiales y de fuentes de informaciónincluyendo las nuevas tecnologías y saber aplicarlas a la enseñanza y el

aprendizaje de la lengua extranjera en varios contextos y niveles educativos.! Estudiar la naturaleza del proceso de enseñanza y aprendizaje de la Lengua

Extranjera.! Conocer las características de la e/a del inglés en Primaria según la Legislación

Educativa vigente.! Conocer diferentes técnicas de enseñanza de L2 adecuadas a la Educación

Primaria.

! Elaborar propuestas didácticas para la enseñanza del inglés en E. Primaria.! Introducir a los alumnos en la lectura de literatura científica en lengua inglesa.

! Construir una base de material junto con su desarrollo didáctico para su

posterior uso docente de la materia.! Utilizar técnicas de expresión corporal y de dramatización como recursos

comunicativos en la L2.

! Diseñar actividades dirigidas a lograr una comunicación oral suficiente en lanueva lengua “por parte de todos los estudiantes, estableciendo planesindividuales para aquellos estudiantes que lo requieran”.

! Desarrollar una competencia actitudinal (de motivaciones, valores, creencias y

factores de personalidad) que propicie un buen ejercicio y desarrolloprofesional. Esta competencia ha de manifestarse a través del gusto por la

lengua extranjera y su enseñanza, la disposición para investigar en el aula deidiomas, el interés por la profesión, la dedicación y el esfuerzo.! Fomentar la cooperación de trabajo en equipo y relación interpersonal.


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CONTENIDOS TEÓRICOS Y PRÁCTICOS

1. USO DE LA LENGUA EXTRANJERA: actividades y estrategias deexpresión oral y escrita, e interacción oral y escrita de la lengua

inglesa en el nivel B2 según el Marco Europeo Común de Referenciapara las lenguas

1.1. El discurso en el aula: “classroom language”1.2. Campos semánticos necesarios para el desempeño de la función docente.1.3. Componentes lingüísticos básicos en Ed. Primaria: léxico, fonética,morfosintaxis.1.4. Programas Europeos, becas e intercambios con estudiantes anglófonos,para el aprendizaje y perfeccionamiento de la lengua extranjera para alumnosy profesores. (Anexo)

2. PROCEDIMIENTOS EN LA ENSEÑANZA DE LENGUAS EXTRANJERASEN EDUCACIÓN PRIMARIA.

2.1. Características de los niños en Educación Primaria relevantes para laenseñanza de la Lengua Extranjera (Inglés). Desarrollo Cognitivo.

2.2. Adquisición temprana de la L2. Ventajas a través de un enfoquemultidisciplinar.

2.3. Métodos de la enseñanza de la Lengua Extranjera.(Inglés)2.4. Sistema Educativo Español.2.5. Propuesta de currículo de Lengua Inglesa: planificación.2.6.

Principios de intervención educativa2.7.

Lectura y escritura en la L2.2.8.

La programación en la etapa de Educación Primaria.2.9.

Evaluación, adaptación, selección y diseño del material curricular.2.10.

Factores ambientales facilitadores del aprendizaje. Organización delespacio y el tiempo, estrategias para el manejo del grupo-clase.

2.11.

Actividades prácticas para la comprensión oral de la lengua inglesa.2.12. Actividades prácticas para la expresión oral de la lengua inglesa.2.13. Actividades prácticas para la comprensión escrita de la lengua inglesa.2.14. Actividades prácticas para la expresión escrita de la lengua inglesa.

3. JUEGOS, RIMAS Y CANCIONES EN LA ENSEÑANZA DE LENGUASEXTRANJERAS EN LA EDUCACIÓN PRIMARIA.

3.1. Rimas y canciones: su función en el aula de lengua extranjera.3.2. Tipología de rimas y canciones para Ed. Primaria.3.3. Criterios para su selección.3.4. Trabajar el cuento en Educación Primaria: explotación oral y producción de

cuentos.3.5. Metodología de explotación, destrezas didácticas.

3.6. Características y funciones del juego.


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3.7. El juego como recurso didáctico.3.8. Actividades prácticas.

4. LA EVALUACIÓN EN LA ENSEÑANZA DE LENGUAS EXTRANJERAS ENLA EDUCACIÓN PRIMARIA

4.1. La evaluación: evaluación y control de la L2 para Educación Primaria.4.2. Propósitos y momentos de la evaluación.4.3. El papel de la evaluación de la L2, dentro de una organización sistémica4.4. La evaluación de los aprendizajes y de los procesos de enseñanza y/o

aprendizaje.4.5. Instrumentos y técnicas de evaluación de la L2 en Educación Primaria.4.6. La evaluación en el marco Europeo.4.7. Actividades prácticas

5. INNOVACIÓN E INVESTIGACIÓN EN LA L2.

5.1. El profesor como investigador.5.2. El proceso de investigación: técnicas de investigación en la enseñanza de

la L2.5.3. Textos sobre investigación en la enseñanza de Lengua Inglesa.5.4. Innovaciones recientes en la enseñanza de la EFL.5.5. ¿Cómo innovar en la enseñanza de L2?

ORIENTACIÓN METODOLÓGICA

Toda la teoría explicada y estudiada en clase se llevará a la práctica de formaindividual y en grupos de trabajo que investigarán y profundizarán en los temasexplicados, y se propondrán actividades prácticas concretas que reflejen laasimilación de los conceptos teóricos, siendo algunos de ellos presentados enclase.La presentación de los trabajos en clase deberá realizarse en inglés e incluirá laelaboración de los materiales necesarios para la presentación de los mismos.

EVALUACIÓN

La evaluación será continua y global, tendrá carácter orientador y formativo, porlo tanto deberá analizar los procesos de aprendizaje individual y colectivo.La calificación, que es la representación última del proceso de evaluación, deberáser reflejo del aprendizaje individual, entendido no sólo como la adquisición deconocimientos, sino también con la capacidad de resolver situaciones nuevas queexigen desarrollar capacidades de comprensión y razonamiento nuevas a su vez.

La información para evidenciar el aprendizaje será recogida, principalmente,mediante:


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• Seguimiento periódico del progreso de los estudiantes, tanto en el aula como entutorías individuales y en grupo.• Evaluación de los trabajos encomendados.• Valoración de la participación individual y en grupo, tanto en el aula como en lastareas que se realicen fuera de ella.

• Pruebas orales y escritas.La evaluación de los contenidos y habilidades adquiridos y desarrollados por los

alumnos y alumnas se realizará de forma continuada a lo largo del curso,valorándose:

" La participación activa de los alumno/as tanto en las clases impartidas por elprofesor/a como en las actividades desarrolladas en clase durante el curso.

" Los trabajos presentados en clase así como su presentación oral." La participación de los alumnos y alumnas en las presentaciones orales de sus

compañeros.

"

Los alumnos/as realizarán, asimismo un examen teórico- práctico que recogerálos aspectos fundamentales del programa.

La evaluación de la asignatura se llevará a cabo teniendo en cuenta lossiguientes criterios:

Nota individual:• Examen Final 30 %• Unidad Didáctica 20 %• Exposición oral UD 20%

Nota en grupo:• Programación Anual 10%• Cuento (Materiales) 10%• Exposición oral cuento 10 %

Para aprobar la asignatura los alumnos/as tendrán que tener al menos un 4en cada una de las partes (teoría y práctica) para hacer media entre ellas. Las

notas de las partes que sean superadas serán guardadas hasta la convocatoria de julio, mientras que se tendrá que recuperar aquellas partes no superadas.

Los nuevos planes de estudio requieren del sistema de evaluación continua. Portanto, dado que el alumno debe adquirir parte de las competencias comoconsecuencia del desarrollo de la actividad docente planificada, en aquellassituaciones en que haya una prueba final su aportación a la calificación noexcederá el 50% de la nota final.

La fecha límite de entrega de las Programaciones Anuales y de las UnidadesDidácticas será:

! Unidad Didáctica: 4 de mayo 2016.

! Programación Anual: 20 de mayo 2016.


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TUTORÍAS

Las horas de tutoría se dedicarán a orientar y supervisar (no corregir) lostrabajos y actividades realizados por los alumnos/as, así como a resolver las

dudas y problemas que puedan surgir a lo largo del proceso. Con el fin de evitarcolas y esperas innecesarias en los pasillos de la facultad, se ruega concertar citaprevia vía campus virtual o petición al profesor directa.

BIBLIOGRAFÍA

- Adventures in literature: new pathways in reading. KAY, Judith; GELSHENEN, Rosemary

- All about the USA 3: a cultural reader . BROUKAL, Milada; MURPHY, Peter Harlow : Pearson

Longman, 2007.

- Brave new digital classroom: technology and foreign language learning . BLAKE, Robert J.

Washington : Georgetown University Press, 2008.

- Bringing creative teaching into the young learner classroom: ideas and activities to personalize for

your young learners. CAMERON, Lynne; MCKAY, Penny. Oxford : Oxford University Press, 2010.

-Call dimensions: options and issues in computer assisted language learning. LEVY, Mike;

STOCKWELL, Glenn. New York : Routledge, 2006.

-Content-based instruction in primary and secondary school settings. KAUFMAN, Dorit; CRANDALL,

Joann. Alexandria, VA : TESOL, 2005.

-Cooperative learning and second language teaching . DaSILVA IDDINGS, A.C; McCAFFERTY, S.G.;

JACOBS, G.M. Cambridge : Cambridge University Press., 2006.

-Essential linguistics: what you need to know to teach reading, ESL, spelling, phonics, and grammar.

FREEMAN, David E.; FREEMAN, Yvonne S. Portsmouth, NH : Heinemann. 2004.

-Games for language learning . WRIGHT, A.; BETTERIDGE, D.; BUCKBY, M. Cambridge :

Cambridge University, 2009.

-Group dynamics in the language classroom. DÖRNYEI, Z. ; MURPHEY, T. Cambridge : Cambridge

University Press, 2004.

- How languages are learned . LIGHTBOWN,P. ; SPADA, N. Oxford, UK : Oxford University Press,

2013.

- How to teach listening . WILSON, J.J. U.K. : Pearson Longman, 2008.

- Language assessment: principles and classroom practices. BROWN, H.D.; ABEYWICKRAMA, P.

Harlow : Pearson Education, 2010.

- Lessons from good language learners. GRIFFITHS, Carol. Cambridge : Cambridge University Press,2012.


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- Longman dictionary of language teaching and applied linguistics. RICHARDS, Jack C.; SCHMIDT,

Richard W. London : Pearson Education, 2010.

- Multiple intelligences and language learning: a guidebook of theory, activities, inventories, and

resources. CHRISTISON, Mary A. Burlingame, CA : Alta Book , 2005.

- Principles of language learning and teaching. BROWN, Douglas H. White Plains,NY : Pearson

Education, 2007.

- Reading in a second language: moving from theory to practice. GRABE, W. New York : Cambridge

University, 2008.

- Task-based language teaching: A reader. BRANDEN, Kris van den; BYGATE, M.; NORRIS, John M.

Amsterdam : John Benjamins Publishing, 2009.

-Teaching and researching speaking . HUGHES, Rebecca. New York : Pearson Education, 2003.

- Teaching grammar creatively. GERNGROSS, G.; PUCHTA, Herbert; THORNBURY, Scott

Cambridge : Cambridge University Press, 2007.

-Teaching pronunciation: A course book and reference guide. CELCE-MURCIA, Marianne...[et al.

New York : Cambridge University, 2010.

-The grammar book: an ESL/EFL teacher`s course. CELCE-MURCIA, M.; LARSEN-FREEMAN,D.;

WILLIAMS, H. Boston : Heinle, 1999.

-The world a global village: intercultural competence in English foreign language teaching.

KAPPEL, Jenny; LOTCHMAN, Katja. Bruselas : ASP-VUB Press., 2009.

-Tips for teaching CALL. CHAPELLE, Carol A.; JAMIESON, Joan. Harlow : Pearson ESL, 2008.

-Using authentic video in the language classroom. SHERMAN, Jane. Cambridge : Cambridge

University Press, 2003.

-Vocabulary in language teaching . SCHMITT, N. New York : Cambridge University, 2000.


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THEORY AND PRACTICE

1. USE OF THE FOREIGN LANGUAGE: activities and strategies of oral and

written expression and oral and written interaction of the Englishlanguage at the B2 level according to the Common European Framework

Reference for languages.

1.1.

The discourse in the classroom: classroom language.

1.2. The semantic fields necessary for the fulfilling of the teaching function.

1.3. Basic linguistic components in Primary Education: lexis, phonetics,

morphosyntax.

1.4.

European Programs, scholarships and exchanges with English-speakingstudents for the learning and improvement of the foreign language for

students and teachers.

2. PROCEDURES IN THE TEACHING OF FOREIGN LANGUAGES IN PRIMARY

EDUCATION.

2.1. Relevant characteristics of nursery children for the teaching of the foreign

language (English): cognitive development.

2.2. Early acquisition of the L2: Advantages through a multidisciplinary approach.

2.3. Methods in the teaching of the foreign language (English)

2.4. The Spanish Educative System.

2.5. Curriculum proposal for the English language: planning.

2.6. Principles of educative intervention.

2.7. Initiation to pre-reading and pre-writing in L2.

2.8. The didactic programme in Primary Education.

2.9. Evaluation, adaptation, selection, and design of curricular material.

2.10. Environmental factors which ease the learning process: Organization of

space & time, and strategies for the management of the group-class.

2.11. Practical activities for the oral comprehension of the English language.

2.12. Practical activities for the oral expression of the English language.

2.13. Practical activities for the written comprehension of the English language.

2.14. Practical activities for the written expression of the English language.


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3. GAMES, RHYMES, AND SONGS IN THE TEACHING OF FOREIGN

LANGUAGES IN PRIMARY EDUCATION.

3.1. Rhymes and songs: their function in the foreign language classroom.

3.2. Typology of rhymes and songs for Primary Education.3.3. Criteria for their selection.

3.4. Working with stories in Primary Education: Oral exploitation and story

production.

3.5. Exploitation methodology, didactic skills.

3.6. Characteristics and functions of games.

3.7. The game as a didactic resource.

3.8. Practical activities.

4. THE EVALUATION IN THE TEACHING OF FOREIGN LANGUAGES IN

PRIMARY EDUCATION.

4.1. The evaluation: evaluation and control of L2 in Primary Education.

4.2. Purpose and momentum of the evaluation.

4.3. The role of the evaluation in L2 in a systemic organization.

4.4. The evaluation of learning, and of the process of teaching/learning.

4.5. Instruments and techniques of evaluation in L2 in Primary Education.

4.6. The evaluation in the European Framework.

4.7. Practical activities.

5. INNOVATION AND INVESTIGATION IN L2.

5.1. The teacher’s role as an investigator.

5.2. The process of investigation: techniques of investigation in the teaching of L2.

5.3. Texts on investigation in the teaching of the English language.

5.4. Recent innovations in the teaching of the EFL.

5.5. How to innovate in the teaching of the L2.


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1. USE OF THE FOREIGN LANGUAGE: activities and

strategies of oral and written expression and oral and

written interaction of the English language at the B2level according to the Common European Framework

Reference for languages.

1.1 The discourse in the classroom: classroom language.

(Power Point)

! Language as Communication

Language is conceived as a dynamic phenomenon, not simply as a system of

forms structures and words, but basically as a system of communicative acts and

situations. Consequently, learning a foreign language implies not only the

manipulation of linguistic structures and the knowledge of vocabulary and

phonetic features, it involves learning how to communicate in the language

effectively, correctly and appropriately. The new plurilingual European context

demands this communicative approach

! Communicative Competence

The communicative approach in language teaching starts from a theory of

language as COMMUNICATION. The goal of language teaching is to develop what

Hymes referred to as “Communicative Competence”.

Hymes’ theory of communicative competence was a definition of what a speaker

needs to know in order to be communicatively component in a speech community.

Hymes’ theory has been adapted for teaching purposes. Royal Decree

1513/2006 which establishes the teaching requirements for Primary Education

nationwide sees communicative competence as comprising 5 subcompetences:

- Grammar Competence, or the ability to use units as rules of the language

system.


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- Discourse Competence, or the ability to use different types of discourse

and organizing them based on the communicative situation and on the

interlocutors.

- Sociolinguistic Competence, or the ability to adapt statements to a

particular context, observing the usage of a given linguistic community.

- Strategic Competence, or the ability of speakers to use verbal and non-

verbal communication strategies to compensate for breakdowns in

communication or to improve the effectiveness of communication.

- Sociocultural Competence, or being familiar with social and cultural

context in which a given language is used.

!The role of the L1

The mother language is not considered as an obstacle to learning the foreign

language that causes interference but a useful resource at the learner’s disposal

that aids learning: The L1 is a resource of knowledge which learners will use both

consciously and subconsciously to help them sift the L2 data in the input and to

perform as best as they can in the L2. (Ellis 1986:40)

˚ Class language

The FL primary classroom is a communicative context which is not taken full

advantage of. This is unfortunate, since:

- it is possible to use L2 for all the transactions

- the classroom situation is a concrete, genuine situation in itself

- the English used in the classroom is directly transferable to other real-world

situations

- the English used by the teacher in the FL classroom is a source of real input

for children

As we have seen, it is possible to use English in the classroom for a variety of

purposes: presenting language, checking understanding, clarifying doubts, giving

instructions, modelling, setting up activities, provide extensive language input,

giving feedback, asking for information and providing examples of L2 use.

˚ Non-verbal communication in the class

In the FL classroom, gesture, facial expression and mime can be used:


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- to help to clarify the linguistic input (this is particularly important when

teaching beginners or near-beginners)

- to reinforce the meaning of instructions and provide information on activities

through a different channel to the auditory- to reduce verbal explanations

- to attract the students’ attention

˚ Giving instructions

Some guidelines on effective instruction giving:

- become aware of your instruction-giving strategies

- prepare instructions

- attract the students’ attention

- use simple, easy-to-understand language

- involve the senses

- demonstrate and give examples

- get feedback for the students

˚ Giving feedback

Giving feedback to our pupils has many purposes:

- giving praise and encouragement

- correcting production

-

supporting assessment

- having discussions about group progression

giving individual tutorials

1.2

The semantic fields necessary for the fulfilling of theteaching function.


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Classroom Language: The beginning of the lesson

1. Good morning

• Good morning, everybody.• Good afternoon, everybody.• Hello, everyone.• Hello there, James.

2. How are you?

• How are you today?• How are you getting on?• How's life?• How are things with you?• Are you feeling better today,

Bill?

3. Introductions

• My name is Mr/Mrs/Ms Kim.I'm your new English teacher.

• I'll be teaching you Englishthis year.

• I've got five lessons with youeach week.

4. Time to begin • Let's begin our lesson now.• Is everybody ready to start?• I hope you are all ready for

your English lesson.• I think we can start now.• Now we can get down to work.

5. Waiting to start

• I'm waiting for you to be quiet. • We won't start until everyone is

quiet. • Stop talking and be quiet. • Settle down now so we can

start.

6. Put your things away

• Close your books.• Put your books away.• Pack your things away.

7. Register

• Who is absent today?

• Who isn't here today?• What's the matter with Jim

today?• What's wrong with Jim today?• Why were you absent last

Friday, “”?

8. Late • Where have you been?• We started ten minutes ago.

What have you been doing?• Did you miss your bus?• Did you oversleep?• Don't let it happen again.


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Classroom Language: Simple instructions

Here are some common instructions which the class can easily understand:

• Come in.

• Go out. • Stand up. • Sit down. • Come to the front of the class.

• Stand by your desks.

• Put your hands up. • Put your hands down. • Hold your books/pens up. • Show me your pencil.

A number of instructions can be used at the beginning of a session:

• Pay attention, everybody.• You need pencils/rulers.• We'll learn how to ...• Are you ready?• Open your books at page...• Turn to page ...• Look at activity five.

• Listen to this tape. • Repeat after me. • Again, please. • Everybody ... • You have five minutes to do this. • Who's next? • Like this, not like that.

A number of instructions can be used at the end of a session:

• It's time to finish. • Have you finished? • Let's stop now. •

Stop now. • Let's check the answers.

• Any questions? • Collect your work please. • Pack up your books. •

Are your desks tidy?• Don't forget to bring your ... tomorrow.

Instructions can also be sequenced:

• First • Next • After that

• Then • Finally

Comprehension language:

• Are you ready? • Are you with me? • Are you OK? • OK so far? • Do you get it? • Do you understand? • Do you follow me?

• What did you say? • One more time, please. • Say it again, please. • I don't understand.• I don't get it. • Like this? • Is this OK?


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Classroom Language: The end of the lesson

1. Time to stop • It's almost time to stop.• I'm afraid it's time to finish now.• We'll have to stop here.• There's the bell. It's time to stop.• That's all for today. You can go

now.

2. Not time to stop

• The bell hasn't gone yet.• There are still two minutes to go.• We still have a couple of minutes left.• The lesson doesn't finish till five past.• Your watch must be fast.• We seem to have finished early.• We have an extra five minutes.• Sit quietly until the bell goes.

3. Wait a minute

• Hang on a moment.• Just hold on a moment.• Stay where you are for a moment.• Just a moment, please.• One more thing before you go.• Back to your places.

5. Homework • This is your homework for tonight.• Do exercise 10 on page 23 for your

homework.• Prepare the next chapter for Monday.• There is no homework today.• Remember your homework.• Take a worksheet as you leave.

6. Goodbye

• Goodbye, everyone.• See you again next Wednesday.• See you tomorrow afternoon.• See you in room 7 after the break.• Have a good holiday.• Enjoy your vacation.

7. Leaving the room • Get into a queue. • Form a queue and wait for the bell.• Everybody outside!• All of you get outside now!• Hurry up and get out!• Try not to make any noise as you leave.• Be quiet as you leave. Other classes

are still working. • It's tidy up time

• Line up

4. Next time

• We'll do the rest of this chapter next time.• We'll finish this exercise next lesson.• We've run out of time, so we'll continue next lesson.• We'll continue this chapter next Monday.


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Classroom Language: The language of spontaneous situations

If we use English in spontaneous situations:

• We relate the target language to the learner's immediate environment.• We take advantage of spontaneous situations to use the target language.• We exploit contexts which are not directly linked to the syllabus (language in use).

Here are some common situations in which spontaneous English can be used:

• Happy birthday!• Many returns (of the day).

• “” has his/her 12th birthday today.• “” is eleven today. Let's sing "Happy

Birthday".

• I hope you all have a good Christmas.• Happy New Year!

• All the best for the New Year.• Happy Easter.

• Best of luck.• Good luck.• I hope you pass.• Congratulations!• Well done!

• Hard lines!• Never mind.• Better luck next time.

• Who's not here today?• Who isn't here?

• What's wrong with ... today?

• Do you feel better today?• Are you better now?

• Have you been ill?• What was the matter?

• I'm sorry (about that).• Sorry, that was my fault.• I'm terribly sorry.

• Excuse me for a moment.• I'll be back in a moment.• Carry on with the exercise while I'm away.• I've got to go next door for a moment.

•

Excuse me.• Could I get past please?• You're blocking the way.• I can't get past you.• Get out of the way, please.

•

I'm afraid I can't speak any louder.• I seem to be losing my voice.• I have a sore throat.• I have a headache.• I'm feeling under the weather.• Do you mind if I sit down?


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Classroom Language: The language of classroommanagementHere are some common situations in which spontaneous English can be

used: • Make groups of four.• Move your desks into groups of four people.• Turn your desks around.• Make a horseshoe shape with your desks.• Make a circle with your desks.• Make a line of desks facing each other.• Make groups of four desks facing each other.• Sit back to back.

• Work together with yourfriend.

• Find a partner.• Work in

pairs/threes/fours/fives.• Work in groups of

two/three/four.• I want you to form groups.• Form groups of three.• Here are some tasks for you to

work on in groups of four.

• There are too many in thisgroup.

• Can you join the other group?• Only three people in each

group.• I asked for four people to a

group.

• Everybody work individually.• Work by yourselves.• Work independently.

• Ask your neighbour for help.• Work on the task together.

• Ask other people in the group.• Ask others in the class.• Interview someone else.

• Ask everyone in the class.• Stand up and find another

partner.

• Have you finished?• Do the next activity.• Move on to the next activity.


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Classroom Language: Language of classroom

managementHere are some phrases that can be used for classroom management: Organization

Giving instructions

• Open your books at page 52.• Come out and write it on the board.• Listen to the tape, please.• Get into groups of four.•

Finish off this song at home.• Let's sing a song.• Everybody, please.• All together now.• The whole class, please.• I want you all to join in.• Could you try the next one?• I would like you to write this down.• Would you mind switching the lights on?• It might be an idea to leave this till next time.• Who would like to read?• Which topic will your group report on?• Do you want to answer question 3?

Sequencing

• First of all, today, ...• Right. Now we will go on to the next

exercise.• Have you finished?•

For the last thing today, let's ...• Whose turn is it to read?• Which question are you on?• Next one, please.• Who hasn't answered yet?• Let me explain what I want you to do next.• The idea of this exercise is for you to ...• You have ten minutes to do this.• Your time is up.• Finish this by twenty to eleven.• Can you all see the board?• Have you found the place?• Are you all ready?

Supervision

• Look this way.• Stop talking.• Listen to what ... is saying.• Leave that alone now.• Be careful.

Interrogation

Asking questions

• Where's Bill?• Is Bill in the kitchen?• Tell me where Bill is.• What was the house like?• What do you think?• How can you tell?

Responding to questions

• Yes, that's right,• Fine.• Almost. Try again.• What about this word?


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Explanation

Metalanguage

•

What's the Spanish for "doll"?• Explain it in your own words.• It's spelt with a capital "J".• Can anybody correct this sentence?• Fill in the missing words.• Mark the right alternative.

Reference

•

After they left the USA, the Beatles ...• The church was started in the last century.• This is a picture of a typically English castle.• In the background you can see ...• While we're on the subject, ...• As I said earlier, ...• Let me sum up.

Interaction

Affective attitudes

• That's interesting!• That really is very kind of you.• Don't worry about it.• I was a bit disappointed with your efforts.

Social ritual

• Good morning.• Cheerio now.• God bless!• Have a nice weekend.• Thanks for your help.• Happy birthday!• Merry Christmas!


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Classroom Language: The language of errorcorrection

Here are some phrases that can be used when giving feedback to students:

• Very good. • That's very good. • Well done. • Very fine. • That's nice. • I like that. • Marvellous!

• You did a great job. • Magnificent! • Terrific! • Wow! • Jolly good! • Great stuff! • Fantastic!

• Right! • Yes! • Fine. • Quite right • That's right. • That's it.• That's correct. • That's quite right. • Yes, you've got it. • You've got the idea.

• It depends. • It might be, I suppose. • In a way, perhaps. • Sort of, yes.

• That's more like it.• That's much better.• That's a lot better.

• You've improved a lot.

• Not really.• Unfortunately not.• I'm afraid that's not quite right.• You can't say that, I'm afraid.• You can't use that word here.• Good try, but not quite right.• Have another try. • Not quite right. Try again.

• Not exactly.

• You were almost right. • That's almost it. • You're halfway there. • You've almost got it. • You're on the right lines. • There's no need to rush. • There's no hurry. • We have plenty of time

• Go on. Have a try.

• Have a go. • Have a guess.

• There's nothing wrong with your answer.• What you said was perfectly all right.• You didn't make a single mistake.• That's exactly the point.• That's just what I was looking for.

• Don't worry about your pronunciation. • Don't worry about your spelling. • Don't worry, it'll improve. • Maybe this will help you. • Do you want a clue (hint)?

• You have good pronunciation.

• Your pronunciation is very good. • You are communicating well. • You speak very fluently. • You have made a lot of progress.

• You still have some trouble with pronunciation.

• You need more practice with these words. • You'll have to spend some time practising this.• You're getting better at it all the time. • You've improved no end.


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1.3 Basic linguistic components in Primary

Education: lexis, phonetics, morphosyntax. .

(Didactic Unit)

2. PROCEDURES IN THE TEACHING OF

FOREIGN LANGUAGES IN PRIMARY

EDUCATION.

2.1. Relevant characteristics of nursery children for

the teaching of the foreign language (English):

cognitive development.

Piaget Stages

Four Stages

• Sensorimotor: (birth to 2 years)

• Preoperational: (2 to 7 years)

• Concrete operational: (7 to 11 years)

• Formal Operational: (11 to 16 years)

Underlying Assumptions

• Each stage lays the foundation for the next.

• Everyone goes through the same stages in same order.

• Each stage is qualitatively different. Meaning it is a change in

nature (different things), not just quantity (more things).

• The child is an active learner. Basically they have to do it on

their own, they can’t be told.


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Sensorimotor Stage (birth to 2 years)

A child comes into the world knowing almost nothing, but they

have the potential that comes in the form of:

• brain make up

• reflexes such as sucking or visual orientation

• innate tendencies to adapt to environment

Infants use these potentials to explore and gain an understanding

about themselves and the environment.

They have a lack of object permanence, which means they have

little or no ability to conceive things as existing outside their

immediate vicinity. For example, when you place a barrier, such as a

piece of wood in front of an object an infant will believe that the

object is nonexistent.

Preoperational Stage (2 to 7 years)

Preoperational intelligence means the young child is capable of

mental representations, but does not have a system for organising

this thinking (intuitive rather than logical thought).

The child is egocentric – which is they have problems

distinguishing from their own perceptions and perceptions of others.

A classic example is, a preoperational child will cover their

eyes so they can’t see someone and think that that person can’t see

them either.

The child also has ridged thinking, which involves the following.

• Centration – a child will become completely fixed on one point,

not allowing them to see the wider picture. For example,


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focusing only on the height of the container rather than both

the height and width when determining what has the biggest

volume.

•

State – can only concentrate on what something looks like atthat time.

• Appearance – focuses on how something appears rather than

reality.

• Lack of Reversibility – can’t reverse the steps they have taken.

Don’t realise that one set of steps can be cancelled by another

set of steps.

• Lack of Conservation – realising that something can have the

same properties even if it appears differently.

Concrete Operations (7 to 11 years)

Intelligence is now both symbolic and logical.

Acquires ‘operations’ = a set of general rules and strategies.

The most critical part of operations is realising ‘reversibility’ = both

physical and mental processes can be reversed and cancelled out by

others.

The tasks of concrete operations are:

• Seriation – putting items (such as toys) in height order.

• Classification – the difference between two similar items such

as daisies and roses.

• Conservation – realising something can have the same

properties, even if it appears differently.

It is important to realise that operations and conservations don’t

develop at the same time. They develop gradually and are not an ‘all


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or nothing’ phenomenon. For example, the first to develop is

number conservation followed by mass conservation, area

conservation, liquid conservation and finally solid volume

conservation.

Thinking is not abstract. It is limited to concrete phenomena and the

child’s own past experiences.

Formal operations (11 to 16 years)

Child is capable of formulating hypotheses and then testing them

against reality.

Thinking is abstract, which is a child/adolescent can formulate all the

possible outcomes before beginning the problem. They are also

capable of deductive reasoning.

! Cognitive factors

Students have different learning styles. To receive the

information they may prefer a visual, auditory or kinaesthetic

style. To organize the information they may be field-independent,

analytical or synthetic, reflective or impulsive, etc. To elaborate

the information they may be communicative, conformist, critical

thinkers, memorizing learners, etc.

All learners use different strategies when learning, some

are direct (cognitive, memory), others indirect (metacognitive,

affective and social). All of them contribute to language learning

success.

! Affective factors

Motivation is a complex factor which includes severalphases and components. Intrinsic motivation is associated with


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better and long-term learning and extrinsic motivation with short-

term learning for children.

Anxiety seems to be an inherent factor in language

learning. Children start to manifest anxiety when languagelearning becomes more formally instructed and demands

communicative interactions without scaffolding. Anxiety is

prevented when teachers provide a safe atmosphere and deal

with errors in a constructive way.

! Personality factors

Self-esteem and self-efficacy are self-perceptions. It is

during the school years that both factors are mostly rooted. Thelearning difference between children with high or low levels of

self-esteem and self-efficacy is enormous.

Personality factors constitute another differentiating

factor. However, since language learning includes a wide range of

skills and capacities, there seems to be no single factor that may

be regarded as the ideal one. Obviously, when dealing with oral

communication, some factors like extroversion, risk-taking and

empathy can help learners to develop speaking faster.

! Multiple Intelligences

Although we have inherited the tradition of considering

some students more intelligent than others, the theory of

multiple intelligences claims that every single person is intelligent

in a different way, and at least gifted for three different

intelligences. For instance, intra and interpersonal intelligences

may be as linguistic intelligence to develop the skills when

learning a language.

Dealing with individual characteristics in the classroom

means showing respect for every single student, no matter their

se, personality, etc. Learning a language is not only a cognitive

process, such as becoming skilled at communication and

grammar, but also an emotional experience


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! The Good Language Learner

Good learners are accurate guessers and think critically.

They are not afraid of making guesses about unknown words.

They have strong desire to communicate, or to learn fromcommunication. They are often uninhibited. They think about

correct grammar and sentence structure when they speak. They

seek out practice. They monitor their own speech and the speech

of others. They think about the meaning of the sentences they

say and they hear.


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2.2. Early acquisition of the L2. Advantages through

a multidisciplinary approach.

MethodologyThe best method to teach English nowadays is the

Communicative Language Teaching Approach, due to the fact that

its main aim is to develop communicative competence in English and

it is an eclectic method.

Before selecting a methodology it is important to analyze

many aspects such as the students’ motivation, their previous

knowledge, their mental abilities and progress and so on.

There are also other factors of teaching such as number of

students, the materials, the teaching techniques, etc.

Therefore the general methodology associated with primary

teaching is ACTIVE PARTICIPATION by the students (learning by

doing), FREQUENT RECYCLING, a great use of VISUAL AIDS,

OBJECTS, MODELS, PUPPETS, SONGS AND GAMES, they must

contribute to the general aim of our area: to reach communicative

competence and it is also an important criterion for the selection of

materials.

This way, learning activities must present and practice English

in a systematic and comprehensive way so that new language items

can be assimilated by the pupils. The things our pupils do in class

should be interesting and enjoyable, but they should also becarefully examined in terms of their language teaching and learning

potential and how they relate to what has previously been learnt and

what is to be learnt.


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2.3. Methods in the teaching of the foreign language

(English).

! The Grammar Translation Method.This method derives from the traditional approach for the

teaching of Latin and Greek. It involves two components:

- Explicit study of grammatical rules and vocabulary

- Use of translation

The principal characteristics of the grammar-translation method

were:

1.- the study of the LITERATURE of the second language2.- the student’s NATIVE LANGUAGE was the medium of instruction

3.- READING and WRITING were the major focuses, little or no

systematic attention was paid to speaking or listening

4.- VOCABULARY selection was based on the reading texts used, and

words were taught through bilingual WORDS LISTS

5.- the SENTENCE was the basic unit of teaching and language

practice

6.- ACCURACY was emphasized. Students were expected to attain

high standards in translation

7.- grammar was taught DEDUCTIVELY, that is, by presentation

and study of grammar rules, which were then practiced through

translation exercises

The grammar-translation method was widely used in European

academic institutions from the 1840’s to the 1940’s and in a

modified way it continues to be used in some parts of the world

today.

In the mid and late 19th century opposition to the grammar-

translation method arose. In Germany, England, France and other

parts of Europe new approaches to language teaching were

developed by individual language teaching specialists, each with a

specific method for reforming the teaching of modern languages.


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The ideas put forward by the members of the Reform

Movement led to what have been called Natural Methods and the

Direct Method.

! The Natural or Direct Method.

This method developed as a reaction to grammar-translation,

mainly in France. Its name comes from what was considered to be

the natural way to learn a language: exposure to the language used

in everyday communicative interactions.

As its model was first language acquisition, grammar was not

taught and translation was irrelevant.Rather than using analytical procedures that focus on the

explanation of grammar in classroom teaching, teachers must

encourage direct and spontaneous use of the foreign language in the

classroom. Learners would then be able to introduce rules of

grammar.

The teacher replaced the textbook in the early stages of

learning and speaking started with systematic attention to

pronunciation.

These natural language learning principles provided the

foundation for what came to be known as the Direct Method, which

is the most widely known of the natural methods.

The main characteristics were:

1.- Classroom instruction was conducted exclusively in the target

language

2.- Grammar was taught INDUCTIVELY

3.- New teaching points were introduced orally

4.- Vocabulary was taught through demonstration objects and

pictures

5.- Correct pronunciation and grammar were emphasized

6.- Only everyday vocabulary and sentences were taught


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7.- Oral communication skills were built up in a carefully graded

progression organized around question and answer exchanges

between teachers and students.

But, on the other hand, this method has some drawbacks:- This method requires teachers with a high level of proficiency

in the foreign language, nearly native speakers

- Sometimes a lot of time is wasted when the teacher wants to

explain a word in English instead of using the mother tongue

Thus, although the Direct Method enjoyed popularity in Europe

not everyone had embraced it enthusiastically. The British had

recognized its limitations. Subsequent developments led toAudiolingualism in the United States and the Oral Approach in

Britain.

! The Audiolingual Method.

The combination of STRUCTURAL LINGUISTIC theory, aural-oral

procedures and BEHAVIORIST psychology led to the Audiolingual

Method.

The learning principles of Audiolingualism are the following:

1.- Foreign language learning is basically a process of

MECHANICAL HABIT FORMATION: structural patterns in dialogues

about everyday situations are imitated and drilled, until the

learner’s responses become automatic.

2.- Language skills are learned more effectively if the items to belearned in the target language are presented in SPOKEN FORM

before they are seen in written form. The language skills are

taught in the order of listening, speaking, reading and writing.

3.- Language is acquired by analogy not by analysis. Drills can

enable learners to form correct analogies.


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The use of drills and pattern practice is a distinctive feature of the

Audiolingual Method. Various kinds of drills are used (repetition,

substitution, transformation...)

Memorizing was one of its main techniques along with the use ofstructural drills.

It was widely used during the 1950’s and 1960’s. Nowadays it is

less popular because of its reliance on drills which students found

boring as they wished for a wide range of linguistic experience.

Chomsky rejected the structuralism approach to language

description as well as the behaviorist theory of language learning.

Suddenly the whole Audiolingual paradigm was called intoquestion: pattern, practice, drilling, memorization. This created a

crisis in American language teaching circles

New methods have been developed independently of current

linguistic and second language acquisition theory (e.g. TPR). There

are approaches that are derived from contemporary theories of

language and second language acquisition Natural Approach,

Communicative Language Teaching).

! Other approaches

Total Physical Response

TPR is a language teaching method built around the

coordination of speech and action; it attempts to teach language

through physical activity. It was developed by James Asher and it

consists of obeying commands given by the teacher that involve

physical response. Commands become more complex as the class

progresses.

The use of TPR ensures the active participation of students and

helps the teacher to know when utterances are understood, as well

as provide contexts to help students understand the language they

hear.


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This method advocates that second language learning process

is the same as the first language learning process: comprehension

precedes production.

The Silent WayIt was developed by Gattegno in 1972 and takes its name

from the fact that the teacher doesn’t say anything but points to

individual letters, which, in combination, indicate to the student how

a word might be pronounced. A relation between color-phoneme is

established and then the vocabulary is set up (charts containing

vocabulary and color-coded guides to pronunciation are made

available to enable the teacher to guide the student’s learning whilesaying as little as possible).

! Communicative Language Teaching.

The origins of this method are found in the reactions against the

Audiolingual and situational methods dating from the late 1960’s.

The major distinctive features of the Communicative Approach

are:

- Language learning is learning to communicate. Communicative

competence is the desired goal. In this method the essential

issue is the transmission of information in which the

pronunciation isn’t necessarily perfect, that’s to say, the

content of the message is more relevant than the way it has

been expressed.- In this method the students are considered the central point of

the teaching-learning process and the teacher is the organizer

of the same. This method is centered on real communication

situations connected to students’ experiences. For example:

likes/dislikes, free time, sports and so on.


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Therefore, the communicative approach in language teaching

starts from a theory of language as communication. We can

highlight three types of principles:

-

The communication principle: “activities that involve realcommunication promote learning”

- The task principle: ”activities in which language is used for

carrying out meaningful tasks promote learning”

- The meaningfulness principle: “language that is meaningful to

the learner supports the learning process”

The range of exercise types and activities compatible with a

communicative approach is unlimited, provided that such exercisesenable learners to attain the communicative objectives of the

curriculum, engage learners in communication and require the use

of such communicative process as information sharing, negotiation

of meaning and interaction.

The Communicative Approach has attracted universal interest and

has heavily influenced the practice of modern language teaching.

CLIL.

What is CLIL?

CLIL stands for Content and Language Integrated Learning. It

refers to teaching subjects such as science, history and geography

to students through a foreign language. This can be by the English

teacher using cross-curricular content or the subject teacher using

English as the language of instruction. Both methods result in the

simultaneous learning of content and English. The term CLIL was

coined by David Marsh, University of Jyväskylä, Finland (1994):

"CLIL refers to situations where subjects, or parts of subjects,

are taught through a foreign language with dual-focused


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aims, namely the learning of content and the simultaneous

learning of a foreign language."

However, CLIL teaching has been practised for many years,

from the Babylonian era to the early sixties when bi-lingual

education was introduced in many schools around the world.There

are many ways of describing the characteristics attributed to

CLIL. Below is a list of acronyms which describe CLIL methodology.

• Bilingual Integration of Languages and Disciplines (BILD)

• Content and Language Integrated Learning (CLIL)

• Content and Language Integration in Primary CLIP

• Content-based Instruction (CBI)

Why is CLIL used in the classroom?

1. It increases the use of a second language without

increasing the amount of time spent in the classroom.

The European Commission has defined CLIL as :“Content and

Language Integrated Learning (CLIL), in which pupils learn a subject

through the medium of a foreign language...” “It [CLIL] provides

exposure to the language without requiring extra time in the

curriculum”.

This promotes an approach with a twin set of objectives. One

of these objectives is clearly educational (to learn subject content

and a foreign language) and the other is administrative- no extra

time is needed. This is important because in the European Council

Resolution in 1995 it was stated that,

“…all EU citizens, by the time they leave compulsory schooling,

should be able to speak two languages other than the mother

tongue”.


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This is done through the use in CLIL. Instead of studying

Geography in the majority language, do it in a foreign language. As

long as it works, the pupils learn the same subject concepts and

skills, but increase contact time with the foreign language – crucialconsideration in the improvement of attainment levels.

2. CLIL has a dual focus and this affects the methodology

used in the classroom.

“CLIL refers to situations where subjects, or parts of subjects,

are taught through a foreign language with dual-focused aims,

namely the learning of content, and the simultaneous learning of aforeign language".

(Marsh, D. 2002. Content and Language Integrated Learning:

The European Dimension – Actions, Trends and Foresight

Potential).

Through CLIL-type practice, one learns [subject] content while

at the same time learning a foreign language. David Graddol wrote

that CLIL is: “…an approach to bilingual education in which both curriculum

content (such as science or geography) and English are taught

together. It differs from simple English-medium education in that

the learner is not necessarily expected to have the English

proficiency required to cope with the subject before beginning

study”.

(Graddol D. English Next, British Council Publications, 2006)

3. CLIL motivates students in a way an ordinary language

class might not.

Finally, another quote that extends the scope of CLIL still

further:

“CLIL is about using languages to learn… It is about installing

a ‘hunger to learn’ in the student. It gives opportunity for him/her to


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think about and develop how s/he communicates in general, even in

the first language”.

(Marsh, Marsland & Stenberg, 2001)

CLIL views language as a ‘vehicle’, not simply as an entity initself. This is a central component of the CLIL package.

How does CLIL motivate more than other conventional

approaches? Some possibilities:

• it provides reasons for learning and improving the foreign

language level, because the understanding of the subject

content is compulsory

• it focuses on and assesses the subject content, so the learner

is not being assessed on his/her mastery of the Past Simple

(for example) but rather his/her ability to use it in the

appropriate places

• it gives students a feeling of real achievement. They are

coping with, and talking and writing about, complex material

in the foreign language.

• they are not being asked to discuss ‘vox-pop’ content as in

standard language learning textbooks (Pop Stars, Global

Warming, My Favourite Auntie) – where the content is used as

a slave to illustrate a certain language structure – but because

the content is important in itself. In CLIL there is a chance

that they are being asked their opinions because the

expression of opinions (for example) is a key competence in

the syllabus content.


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2.4. The Spanish Educative System.

(ANNEXE)

*LEY ORGÁNICA 2/2006, de 3 de mayo, de Educación, modificada

parcialmente por:

*LEY ORGÁNICA 8/2013, de 3 de diciembre, para la mejora de

la calidad educativa. (PLANES PLURILINGÜES)

2.5. Curriculum proposal for the English language:

planning.

(ANNEXE)

*REAL DECRETO 126/2014, de 28 de febrero, por el que se

establece el currículo básico de la EP.

*DECRETO 108/2014, de 4 de julio, del Consell, por el que se

establece el currículo de la Educación Primaria en la Comunitat

Valenciana.

*Resolución de 12 de junio de 2015, de las direcciones generales

de Centros y Personal Docente, y de Innovación, Ordenación y

Política Lingüística, por la que se dictan instrucciones para la

organización y funcionamiento en las escuelas de Educación Infantil de

segundo ciclo y colegios de Educación Primaria durante el curso 2015-

2016.

*Resolución de 10 de septiembre de 2015, de las direcciones

generales de Centros y Personal Docente, y de Política

Educativa, por la que se modifica parcialmente la Resolución de 12 de

junio de 2015, de las direcciones generales de Centros y Personal


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Docente, y de Innovación, Ordenación y Política Lingüística, por la que

se dictan instrucciones para la organización y el funcionamiento de las

escuelas de Educación Infantil de segundo ciclo y colegios de Educación

Primaria durante el curso 2015-2016.

*Decreto 127/2012, del 3 de agosto, del Consell, por el que se

regula el plurinlingüísmo.

* Orden 19/2011, de 5 de abril, de la Consellería de Educación,

por la que se establece la Red de Centros Docentes Plurilingües en la

CV.

2.6. Principles of educative intervention.

(Year Program – Methodology)

2.7. Reading and Writing in L2.

When students start learning a new language, listening is the

main source and reading the second one.

Reading is also the language skill which is easier to keep up.

Books open up other worlds to young children, so we should

make reading an enjoyable activity because it is a very important

part of the language learning experience.

There are a number of different ways to approach the

literacy in a foreign language. All these approaches are a way to

read and write, and are not an end in themselves. Probably you

use some of them at some stage in the reading acquisition

process:


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1. Look and say: based on words and phrases, a good example

could be the flash cards. It is usual to start by teaching

everyday words which are familiar to the children. say the

word and point it at the same time, the children repeat theword, this happens several times with each word. (5 min. in

each lesson to introduce 4 words), based on the recognition of

a range of words and phrases before reading a text.

2. Whole sentence reading: recognition of whole phrases and

sentences which have meaning in themselves (i.e. Talk about

a story before the student reading). This stage should be

encouraged as soon as possible.

3. Language experience approach: based on the child speech.

The teacher writes a sentence for the child to read which is

based on what the child has said (i.e. this is me, my sister is

nine, she is at school). As we see the students more confident

we will go into it in more detail below.

4. Phonics:

This approach is based on letters and sounds.

Synthetic Phonics is a method that teaches the children:

• the 42 letter sounds in the English language• how to blend them to read words• how to segment the sounds in words• how to cope with the first few irregular keywords:

TRICKY WORDS

At this point the children can attempt to read books(DECODABLE books) for themselves.


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The order of the sounds introduction depends on the frequency.The first sounds to appear are the most frequently used in theEnglish language:

1. s a t i p n

2. c k e h r m d3. g o u l f b4. ai j oa ie ee or5. z w ng v oo oo6. y x ch sh th th7. qu ou oi ue er ar

A multisensory method is used to introduce the children tothe letter sounds. There is a storyline, action and ‘Sound Sheet’ foreach sound. By doing an action associated with the sound, e.g., rub

tummy and say “mmmmm” for the /m/ sound, the childrenremember it more easily.

In order to blend and segment efficiently it is important toknow the letter sounds fluently. Every day flash cards of the soundsthat have been taught should be held up for the children to call outthe sounds, as they do the actions.

What comes next?

Depending on the level, everyday work on each skill is needed:

1. Frequent practice using the flash cards of the letter sounds:– including the alternative spellings, e.g., ‘er’, ‘ir’, ‘ur’,– practice reading regular words that use the alternativespellings

2. Develop the ability to write fluently and neatly:– correct formation of capital as well as lower-case letters

– Dictation of words and sentences.

3. Develop reading fluency and comprehension:– reading individually– group and silent reading– develop a wider vocabulary and understanding of the meaningof words

4. Develop writing skills:– draw pictures on the board and ask the children to write asentence about them


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– writing simple stories that have been told to them by theteacher– write the first sentence of a story on the board for thechildren to copy and continue– creating and writing their own simple storiesM

writing news independently– writing up science and topic work

5. Continue teaching the tricky words for reading and spelling


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2.8. The didactic programme in Primary Education.

YEAR PROGRAM

Index0.- Introduction

1.- English Area Curriculum for X grade.1.1- Learning Outcomes1.2- Blocks of contents1.3- Assessment Criteria

2.- Educative Project of the Centre2.1- Context and Languages Program.2.2- Class characteristics.

3.- The Student Portfolio3.1- My Language Biography3.2- My Dossier3.3- My Language Passport

4.- Competences5.- Cross-Curricular Aspects 6.- Methodology and groupings

6.1- Methodology 6.2- Groupings

6.3- Special Educative Needs

7.- Materials

8.- Didactic Units of the Year Program8.1.- Timing of the Didactic Units8.2.- Development of the Units

9.- Evaluation

10.- Bibliography

11.-Annexe


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2.9. Evaluation, adaptation, selection, and design of

curricular material.

(Class Presentations)

2.10. Environmental factors which ease the learning

process. Organization of space and time,

strategies for the management of the group-class,

in the first years.

! The importance of contextualization and discourse

Traditionally, FL elements were frequently presented in

isolation, with little or no social context, in separate sentences which

did not form a complete discourse. Present day curricular activities

tend to present the language contextualized, in more realistic and

natural situations. So the paradigm of structuralism is abandoned in

favour of the pragmatic and discourse paradigm which focuses on

language use as the result of acts of communication. A special

emphasis is placed on speech acts, linking devices, text structure,

social contexts and communicative situations.

!

The learner centred curriculumThe students are considered the centre of the teaching and

learning process. Consequently, the communicative situations

proposed must satisfy their needs and interests and should be

related to their personal experiences. Thus, connections are

established between what is taught and the linguistic and

sociolinguistic knowledge that the students already possess. This


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interconnection is believed to favour the integration of the new

elements in the student’s cognitive network and produce meaningful

learning.

! Constructivism, autonomous learning and thinking

critically

The previous goals also assume that students build up their

own competence quite autonomously and independently, not

necessarily following the stages and steps established by the FL

syllabus. In this long process, it is vital to promote learning

strategies that help the students to learn how to learn, learn

autonomously, control and become responsible for their own

learning.

! Cooperative learning

Great emphasis is placed on pair work and group work in order

to encourage collaborative working habits and promote socialization

in the classroom. The student is not only supposed to learn from the

teacher or by him/herself, but also from the contribution of the

other students.

˚ Sequencing language work

From the methodological point of view we can divide work in

the classroom into 3 major stages. Each stage of the

teaching/learning process has its own peculiarities, bearing in mind

that even if we begin a lesson with a controlled technique we must


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abandon drilling as soon as possible and get our pupils to produce

language for communication.

The PRESENTATION stage is often a non-communicative

activity. We can work with drills and other types of controlled

techniques. We insist on accuracy, correcting our pupils whenever

needed. At this stage we try our pupils to see how the structure

works and get them to store it in their short term memory.

PRACTICE activities fall between the two extremes. In this

stage the materials normally are selected by the teacher as we are

trying to get them to transfer the information they have from short

to long term memory.

The PRODUCTION stage enables our pupils to arrive at a

certain degree of autonomy as they will choose from their linguistic

and non-linguistic repertoire freely.

The division into stages has obviously a pedagogical function,

but it doesn’t try to suggest that skills should also be separated.

! Group

˚ Groupings

When we design activities, one of the most important issues to

consider is the type of pupil groupings we are going to use. If we

only use one type of grouping (normally the whole class) we are

wasting valuable opportunities for our pupils to get maximum

practice and for the teaching/learning process to be therefore more

efficient.


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We now consider the merits and uses of various pupil

groupings. Harmer distinguishes between: lockstep, pair work,

group work and individual study.

Lockstep

Lockstep is the class grouping where all the pupils are working

with the teacher. In traditional teaching environments lockstep was

the normal situation.

This grouping has certain advantages. First, we can say that

the whole class are or should be concentrating and hearing what is

being said. Our pupils are getting a good model as they are listening

to us or to the tape recorder and we can move the class at a fast

pace.

On the other hand, we can also find some drawbacks. First,

pupils working in lockstep don’t practice very much. Another

problem is the lack of heterogeneity of lockstep. Lockstep many

times goes at the wrong speed. Some pupils will find it very quick

while others will be bored. A final problem we face is the lack of

effectiveness as far as communicative work is concerned. Our pupils

won’t be able to use language in real life situations if the only

practice they get is in lockstep, teacher-controlled interactions.

Lockstep doesn’t foster autonomous learning.

But these disadvantages cannot make us forget that lockstep

has its place in the foreign language classroom. As we can get the

whole class’ attention we must use it when feedback is taking place


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or before doing some pair or group work so that all our pupils can

listen to the instructions.


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Pair work

Pupils can be put in pairs for a great variety of work. It has

obvious advantages:

- It increases the amount of pupil practice

- Pair work allows our pupils to use language and it also

encourages pupils co-operation

During pair work we normally act as assessors, prompters and

resources, leaving our pupils to work on their own. We thus foster

learning autonomy.

Certain problems may occur, however. On the one hand, we are

worried about the use of Spanish in the activities. This won’t be a

problem if they are motivated to use English and we tell our pupils

what the reason for the activity is. Our main concern is not accuracy;

communicative efficiency is also vitally important and pair work

encourages such efficiency.

Noise problems may also arise when pair work is used with our

pupils. It is important to familiarize them with pair work at the

beginning of the course by giving them very short, simple tasks to

perform. This can be done by means of pair work drills or asking and

answering questions using language that has just been presented.

We also have to decide how to group our pupils in pairs. We

must decide whether to put strong pupils with weak pupils or

whether to vary the combination of the pairs from class to class.


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There is no conclusive evidence about the ideal combination for pairs

so we can make our decision based on every particular class.

To sum it up we can say that pair work is a way of increasing

pupil participation and language use.

Group/team work

Group work seems to be an extremely attractive idea for a

number of reasons. We can mention first, the increase in the

amount of pupils talking time. It also gives pupils opportunities to

use language to communicate with each other and to co-operate.

On the other hand group work is more DYNAMIC than pair

work: our pupils are faced with more people to react with or against

in a group. There is also a greater chance that at least one number

of the group will be able to solve a problem, when it arises. Because

of this, working in groups is usually more relaxing than pair work.

Moreover, tasks can be more complex, and therefore, more exciting

and motivating than pair work tasks.

The same worries that apply to pair work, that is, the use of

Spanish and noise apply equally to group work. Motivation, clearly

defined goals and previous adjustments to this type of grouping are

the solutions to these problems.

One of the biggest problems is the selection of group members.

One possibility is to group weak and strong pupils mixed together.

However sometimes it may be interesting to make groups of strong


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pupils and groups of weak pupils and give them different task to

perform.

As far as the size is concerned, the biggest size we can have is

half class. This type of grouping is called a team. Teams are not

very frequently used because the amount of pupil participation

obviously falls. However, we can use them in competitive activities

where it is convenient to split the class in two groups.

It is also convenient to have an odd number in groups when

decision activities are being made. In general groups with no more

than 6 pupils, with or without and odd number of members are used.

Moreover, it is a good idea to form FLEXIBLE GROUPS. Our

pupils start in set groups and as the activity progresses the original

group splits up and regroups. We can also begin with individual or

pair work. Gradually these groupings are joined together till we form

a group, a team or even a whole class grouping.

However if we use flexible groups it is advisable to have FIXED

groups for the whole year. Our children will identify more easily with

the group

Individual study

Individual study is a good idea because our pupils can relax

from outside pressure and because they can rely on themselves.

Learning needs both cognitive and social interaction to take place.

Our pupils need some time on their own to fully internalize what

they are learning. Ideally if the conditions of our classroom and the


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materials we use permit, there would be stages at which our pupils

could have a choice of different individual activities. Various reading

and writing activities are particularly appropriate for this. When

planning our classes we must take this factor into consideration.

˚ Misbehaviour

An area of classroom management which has an important

effect on the classroom atmosphere and the amount of learning

which takes place concerns discipline and classroom control. The

most effective environment for learning is found in a classroom

where the teacher is firm but kind and encouraging.

In fact, our behavior is perhaps the single most important

factor in a classroom. There are some things that we should

probably not do if we want to avoid problems:

- Do not go to class unprepared

- Do not be inconsistent

- We should not make idle threats which we cannot or would not

carry out

- Do not rise our voice

- Do not give boring classes

- Do not be unfair, a sense of failure engenders negative

feelings and low self esteem.


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! Context

˚ Teacher’s role

As we have seen our methodology is going to be

communicative and we will find ourselves playing many roles.

Harmer distinguishes six main roles:

- CONTROLLER: we play the role of controller when we are

totally in charge of the class. We control what our pupils do,

when they speak and what language they use. This role is

clearly visible at the presentation stage, being wholly

inappropriate during the production stage.

- ASSESSOR: one of the main roles we must play is that of

assessing the pupils’ work. We can distinguish between

correcting (during the presentation stage we normally correct

our pupils’ errors and mistakes) and organizing feedback that

is a major part of assessing our pupils’ performance so that

they can see the extent of their success or failure.

- ORGANISER: the success of many activities depends on good

organization and on the pupils knowing exactly what they are

going to do. Once the activity has begun we will not intervene

unless it is to use gentle correction or, as we will see now, to

prompt.

- PROMPTER: we sometimes need to encourage our pupils to

participate or we may need to make suggestions about how


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our pupils may proceed in an activity where there is a silence

or our pupils are confused.

- PARTICIPANT: Especially in simulations it may be interesting

for us to participate with our pupils in the activity. If we don’t

tend to dominate we are giving our pupils an opportunity to

practice English with someone who speaks it better than they

do.

- RESOURCE: in communicative activities we should be a kind of

resource centre. We should be ready when our pupils need

help. This help should only be given when a previous effort

has been made by our pupils.

˚ Physical setting

Careful planning of our classroom is very important as it helps

to create an ORGANISED AND SECURE ATMOSPHERE. In an ideal

situation, we would be able to organize the classroom in the way we

think is most effective for children’s learning. Here are some points

to consider:

- A plan made to scale is especially useful if we have a large

class in a small area.

- We have to think carefully about whether we want the children

to sit in rows or groups. Primary schools often have tables

arranged in groups to seat 4-6 children, which makes pair and

group work easier.


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- If we decide to have a “teaching base” we have to make sure

we have a clear view of the whole room.

- A story corner for young children is also a good idea. A book

corner where children can select stories or simply information

books to read is also useful. The books could be color-coded

according to difficulty so that the children can select books for

themselves or with our guidance.

- We may also like to include a quiet corner for listening to

cassettes of stories or pre-recorded listening activities.

- It is also suitable to include some areas to display children’s

work. Children should be encouraged to display their work.

Displays make the classroom brighter and more colorful,

encourage a purposeful working atmosphere and usually lead

to higher motivation and standards since the children’s work is

made public and they see what they have already achieved.


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2.11. Practical activities for the oral comprehension

of the English language.

(Power Point)

2.12. Practical activities for the oral expression of

the English language.

(Power Point)

2.13. Practical activities for the writtencomprehension of the English language.

(Power Point)

2.14. Practical activities for the written expression

of the English language.(Power Point)


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3. GAMES, RHYMES, AND SONGS IN THETEACHING OF FOREIGN LANGUAGES INPRIMARY EDUCATION.

3.1. Rhymes and songs: their function in the foreign

language classroom.

(Didactic Unit)

3.2. Typology of rhymes and songs for Primary

Education.

(Annexe)

USEFUL AND INTERESTING RESOURCES ( ANNEX)

3.3. Criteria for their selection.

(Didactic Unit)

3.4. Working with stories in Primary Education: oral

exploitation and story production.

(Didactic Unit)3.5. Exploitation methodology, didactic skills.

(Didactic Unit)

3.6. Characteristics and functions of games.

(Didactic Unit)

3.7. The game as a didactic resource.

(Didactic Unit)3.8. Practical activities.

(Didactic Unit)


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4. THE EVALUATION IN THE TEACHING OF

FOREIGN LANGUAGES IN PRIMARY

EDUCATION.

4.1. The evaluation: evaluation and control of L2 in

Primary Education.

The way to evaluate in Primary Education, we can say that the

basic principle is the Direct or Systematic Observation, using

different activities and in a continuous way.

As far as the evaluation activities are concerned we will say

that they should be designed according to the activities and tasks

done during the development of the unit. In fact, any activity that

we have done in these units is useful to evaluate their improvement.

In this sense, evaluation activities could be a selection of some

activities of the unit or some variations of them.

Furthermore, specific activities for evaluation could be

designed when it is necessary to obtain specific information that

cannot be achieved with the rest of activities.

In any case it should be formative evaluation in the sense

that it is used as a reflection of the teaching and learning process.

One of our tasks as teachers, is to evaluate the achievements

of students as well as the Educative process and their own teaching

practice, that’s to say, evaluating our pupils’ learning is a regular

feature of classroom practice.


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We will define the way which the three classical evaluation

stages ( Initial, Formative and Summative) will be implemented.

Continuous assessment is now the most widespread method

of assessment in our schools. Continuous assessment doesn’t only

show our pupils’ level of attainment but also enables us to draw

conclusions about the effectiveness and efficiency of our methods

and the suitability of contents for our pupils. This evaluation is done

through the Direct Observation in the class.

4.2. P

Dossier Primaria Curso 2015-2016

Documents

Transcript of Dossier Primaria Curso 2015-2016