The plan1 suggested, by our methodology teacher, could be easily adapted to

one of my courses in EPB 129(ex Normal 3).It is a 3rd form with an important
amount of English hours during a week. Besides, they have been in contact with
the language since kindergarten level. The institution has a special PEI giving a
great importance to languages. They even have a special project with the
British Council.
They are almost 40 students who are always eager and ready to work!!! They
really enjoy their classes demanding and suggesting more work to be done at
all times. They follow a series of books by Longman (English Adventure series)
from first to 3rd form.
The plan, regarding content would suit them, though at times certain the
language practices, tasks or linguistic exponents would have to be varied, since
there should be a balance between the demands and the challenge.
Also, I would include more recycling in the plan or sequence, i.e. the use of a
certain pattern in different contexts through different language practices and
tasks so that students are able to identify the communicative purposes, grasp
contents progressively and give sense for the communication with others.
There would also be a big emphasis on oral development, over written work.
The class constitutes the only context in which most students have the
opportunity to “speak” English systematically with others.
Bearing in mind what Cameron suggests regarding tasks I would concentrate
on:
-Activities which locate realness in outcome.
-Activities focused on the content, rather on the form. (Activities, in which the
learners’ goals and task outcomes are not explicitly language-focused)
-Activities which are congruent with children’s lives.
-Activities which have coherence and unity for learners (from topic, activity
and/or outcome)
-Activities which have meaning and purpose for learners.
-Activities which a “clear” language goal.
-Activities which have a beginning and an end; (either short or lasting for
lessons).
-Activities which involve the learners actively.
1
The plan is attached at the end of the analysis

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As it can be seen, it seems appropriate that tasks can be defines as classroom
activities. However, “NOT ALL THE ACTIVITIES” that take place in a classroom
will qualify as “TASKS”; an activity can be any kind of event that children
participate in, but a task includes further features.

I would also bear in mind these five essential principles since I am teaching
young learners:

-Using all their senses and getting fully involved; by observing and copying,
doing things, watching and listening.

-Having opportunities to be exposed to the second language in meaningful

contexts.

-Being highly motivated.

-Exploring, experimenting, making mistakes, and feeling a great sense of

confidence (which should be generated by the teacher)

-Involving parents in their learning, so that children are far more interested in
the English class.
As curriculum design reads,(and the PCI as well as PEI in my school
emphasizes) there are important reasons for including “more” literature in our
teaching sequences in primary school. I would definitely include more literature(
the traveling book, the reading corner, etc)
In this respect, Irma Goshn (2002) advocates for the use of authentic literature
in the English class for the following four reasons:
• “First, authentic literature provides a motivating, meaningful context for
language learning, since children are naturally drawn to stories.
• Second, literature can contribute to language learning. It presents natural
language, language at its finest, and thus foster vocabulary development in
context. As Collie and Slater (1987) have pointed out, it stimulates oral
language and involves the child with the text; it also provides an excellent
medium for a top-down approach to language teaching.
• Third, literature can promote academic literacy and thinking skills, and prepare
children of the English-medium instruction.

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• Fourth, literature can function as a change agent: good literature deals with
some aspects of the human condition, and can thus contribute to the emotional
development of the child, and foster positive interpersonal and intercultural
attitudes.”
The use of literature in the English class has been associated to the way in
which language can be scaffolded in class while reading literature. Yet, there is
evidence that shows that literature in the English class helps the development
of children’s critical thinking as well as linguistic development in the foreign
language. In this respect, Barboni and Porto (2008) make a clear point.
Taken into account the age of the group,I would also introduce imagination,
creative thinking and enjoyment in the class not only through literature but also
through language play and games. Playing games constitutes an important part
of children’s lives and it is a well acknowledged fact that playing is a genuine
activity for children. This is the main reason why games constitute an
environment for authentic language use since the language of games becomes
a means to an end: playing.
As Read (2007) points out:
“Children have a natural tendency to express themselves and find out about
their world through play and this can provide positive foundations for learning a
foreign language too. Through games and directed play (as opposed to free
play), children can be given ideal opportunities to recognize and respond to
language non-verbally. They can also produce chunks of language, in contexts
which require enjoyable repetition and which draw them into using English in a
natural and spontaneous way. With very young children, the use of games and
directed play provides a familiar context for encountering new language, and
acts as a bridge between home and school in much the same way as
storytelling and learning rhymes, songs and chants.
Games and directed play allow for holistic learning and the integrated physical,
social, emotional and cognitive development of young children. As well as
developing language skills, games and directed play help to develop young
children's social skills, such as showing willingness to cooperate and take turns,
listening to others and learning to follow and respect the rules of a game. In
games which involve actions or movement, they also help to develop physical
coordination and psychomotor skills, while other games develop skills such as

3
children's visual-spatial awareness, creative thinking or numeracy. In addition to
this, games and directed play allow for divergent responses and also have an
important role in developing young children's concentration and memory skills,
as well as their ability to associate language and meaning with actions,
pictures, objects and sounds.”
To conclude, I would also take into account “Learning to learn”, which the
design also puts forward as well as many theorists such as Tedesco. In my
view, It is at this point that this plan fails to succeed. Learning to learn has
become fundamental in our classrooms today. We know that our students will
have to learn for life and in consequence, they will need to develop a set of
strategies that will help them become autonomous and monitor their own
learning processes. This is the reason why reflection moments in classroom
interaction are vital for our students learning. As Pinter (2006) points out:
“'Learning to learn' is one of the most important objectives for all learning/
teaching contexts for all ages. In our fast moving world, it is simply impossible
for learners to acquire all the knowledge and skills they need while they are at
school. It is the school's responsibility to teach learners how to learn, i.e. to
equip them with strategies that they can use outside school. This process
needs to start as early as possible, preferably at the beginning of schooling.
Various aspects of 'learning' to learn' can be introduced into the day-to-day
practice of any language classroom without changing many of the usual
classroom practices.”
(Throughout the plan I have also made some suggestions)

Conte Sub- Prácticas Exponentes Tareas Tiemp

xto tópicos del lingüísticos o
lenguaje
“Mi El sistema Expresar Hello/Goodby Cantar “Hello Primer
mund solar. saludos. e song”/”Goodbye Trimes
oy Mi país, mi Brindar y Good night song” tre
yo” barrio, mi pedir What’s your Crear un títere
escuela. información name? I am… y actuar un diálogo
Yo (Mi personal How are you con otros títeres y
nombre, (el nombre, today? I am con Poch (un

4
mi edad, la edad). fine/OK extraterrestre)
mis Expresar Are you OK? Escuchar “Poch
gustos, gustos. Yes/No arrives” (Big Book
mis Describir el Comidas: from Snip Snap)
pertenenci clima. sandwiches, Elaborar glosarios a
as). Identificar chocolate partir de la lectura de
el sistema cake, apple, cuentos
solar, los cocoa Completar ejercicios
planetas, el Star, door, de reconocimiento y
sol, bed, frog, de producción de
Argentina, clown, vocabulario
Quilmes, elephant, Elaborar diálogos
Of course square, cortos
La triangle, Cantar “See the
Plata,inste circle, tree, starlight!”
ad!) la paintbrush, Escuchar “Snow
escuela y desk, White and the seven
el grado. computer, dwarfs” (Versión
Identificar calculator, adaptada de Disney)
personas y chair, bin, (Big Book)
personajes bag, Transferir
de los good/bad, información de un
cuentos. forest, queen, lenguaje a otro (de
Enumerar mirror, dwarf texto a imagen, de
objetos/per The weather imagen a texto)
sonas y (What’s the Cantar “The weather
describir el weather like? song”, “Five fat
color de It is sausages”, “Ten little
objetos o sunny/cloudy/ indians”, “Happy
de la etc) Birthday”, Rhyme:
vestimenta Colours “One potato…”
de Numbers Utilizar dibujos y
personas. What’s your máscaras para
favourite actuar las canciones

5
colour/number Escuchar y leer
? It is…/I “Tim’s magic
like… paintbrush” de Kate
How old are Mellis-Heinemann
you? I am… ELT
Objetos Dialogar con un
escolares extraterrestre
What is it? It enseñándole cómo
is a … se llaman los objetos
Three red escolares
pencils/Four Describir los
blue pens/etc contenidos de una
This is… mochila
What number Identificar dónde
is Saturn? It is estamos en el
(number) sistema solar,
six/Six. nuestro país, nuestro
barrio y nuestra
escuela utilizando un
poster
Escuchar y leer
“Planet Rap” de Hot
Pancakes 3
Identificar los
planetas, la luna, el
sol, etc
Completar una tabla
(Planet, Number,
Characteristics)
Producción Final:
(Individual)
Completar una
postal con datos
personales y

6
 describiendo nuestro
contexto (Ej: This is
the Earth. It is a
planet. This is
Argentina, etc) para
enviársela a Poch (el
extraterrestre de la
1º lectura) como
bienvenida a nuestro
planeta.
(Todo el curso)
Elaborar un poster
con fotos donde nos
situamos dentro del
sistema solar (This is
the solar system/ the
Sun/ the
Earth/Argentina/Quil
mes/EPB /4to A)

“Anim Animales Dar y Look, listen , Leer y escuchar “The Segun

ales” de granja recibir run, sit apple dragon”de do
Animales instruccion down,stand Carol Skinner Trimes
mitológico es up, put…, (Longman)(obra de tre
s (dragon) Identificar give…, come, teatro)
Animales animales open, close Actuar diálogos en
doméstico Describir La ropa los que se entrena al
s animales The sweater dragón para vivir
Animales en forma is blue/The con los humanos o
del bosque simple(tam shirt is pink para que sepa
año, Frutas:apples, comportarse en la

7
color,habita bananas, escuela(Instruccione
t) lemons s)
Clasificar Water, bread, Transferir
animales queen, forest, información de un
de acuerdo music, help, lenguaje a otro
a su habitat sky,king, nut, Pintar la ropa de un
Identificar y castle personaje y dictarle
describir Instrumentos al compañero para
instrument musicales que haga lo mismo
os Animales de Describir al dragón
musicales granja, del cuento(It’s big.It’s
(Is this domésticos y green. It lives in the
relevant to mitológicos forest.It’s good)
the topic? (dragon) Buscar información
Maybe the It’s sobre otros animales
story deals big/small/gree que viven en el
with them n/grey bosque y elaborar
and so it It lives in (the descripciones cortas
is)ropa y forest)/(a Elaborar un glosario
frutas. house) con los nuevos
Expresar Ilike…/I don’t animales del bosque
preferencia like… Dialogar con
s (likes and máscaras de los
dislikes) personajes de la
historia y expresar
preferencias con
respecto a la ropa,
comida y animales
según la historia
Escuchar y
comprender “My
favourite
things”.Anticipar y
unir personajes con

8
textos escuchados
Elaborar un texto
corto dando
información personal
y expresando
preferencias (I am..I
am 9. I like jeans and
trainers. I don’t like
skirts…)
Leer y escuchar
“Chicken Licken” de
Ladybird
Cambiar la historia
utilizando un poster
con animales de
granja y domésticos
(Deben inventar un
nombre que rime con
la pronunciación del
nombre de cada
animal.Ej: Cat Pat)
Elaborar un glosario
con los animales de
granja y domésticos
Cantar “Old Mac
Donald” y actuarla
Jugar “Dígalo con
mímica” para
adivinar animales
Adivinar qué animal
es a partir de una
descripción corta
Completar ejercicios
de reconocimiento y

9
 producción de
vocabulario
Elaborar diálogos
cortos
Completar tablas
Producción Final:
(Individual) Escribir
una carta a Poch(el
extraterrestre del 1º
trimestre) contándole
sobre 3 animales
que le gusten y
describiéndolos en
forma corta
(Todo el curso)En
grupos con
máscaras actuar
“The apple dragon” o
“Chicken Licken”
usando sus propias
palabras

“Famil La familia Describir la Town, Leer y escuchar

ias Distintos familia holiday, car, “Pam and Rick” de Tercer
y tipos de propia y country, stop, Günter Gross y Trimes
casas” casas otras come here, Herbert Puchta tre
El campo familias(Ej: fish, ghost, (Longman)
y la ciudad familias unhappy, Completar ejercicios
famosas) hungry, de reconocimiento y
Identificar chimney, silly, producción de
distintos wolf, pig, first, vocabulario
tipos de second, third Elaborar diálogos
casas Partes de la cortos
Expresar casa Transferir

10
ubicación Muebles información de un
de objetos, La familia lenguaje a otro
muebles y This is my Elaborar un glosario
personas sister/mother/ a partir de la lectura
Describir etc del cuento con las
una casa Where is…? partes de la casa y
It is…/He los muebles
is…/She Jugar al “memory
is…/In the game” con escenas
kitchen de la historia para
It is adivinar dónde están
in/on/under/ne los personajes y los
xt to… objetos/muebles
Materials: Jugar a la búsqueda
straw, sticks, del tesoro siguiendo
bricks pistas en un poster
It is made de una casa/en el
of… aula
This is a Expresar dónde
tepee/a hut/a están escondidos los
castle/a tree animalitos de la
house. It is historia
big/small.It is reconociendo partes
made of… de los mismos en un
poster de una casa
Armar un árbol
genealógico con la
familia de “Pam y
Rick”
Elaborar una
descripción corta de
la familia como si
fueran Pam o Rick
(This is my

11
sister/brother. This is
…)
Elaborar un dibujo
de su familia y una
descripción corta
Describir familias
famosas (Ej:Los
Simpsons)
Leer y escuchar “The
Three Little Pigs “ de
Hot Pancakes
Completar una tabla
con número de
chanchito, material
con que está hecha
la casa, resultado:
good/bad
Contar la historia
personificando los
chanchitos (Hello!I
am Pig number 1.
This is my house . It
is small. It is made of
straw.)
Leer lectura sobre
distintos tipos de
casas y describirlas
Producción Final:
(Individual)Realizar
la “casa ideal”con
una caja de zapatos
y elaborar un texto
corto describiéndola
(En grupos) Elaborar

12
las pistas para una
nueva búsqueda del
tesoro en base a un
poster de una casa.
Dárselo a otro grupo
para que lo resuelva.

13