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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