MUESTRA SESGADA

SUPUESTOS PRACTICOS
INGLES
2014-2015
Primera edicin, 2014
Autora: Cristina Rodrguez
ISBN: En curso
Depsito Legal: En curso
Printed in Spain/Impreso en Espaa.
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Autor: Cristina Rodrguez Daz
1
HOW TO DEVELOP A CASE STUDY?
The first thing we have to do is to select the questions we are going to
develop. There would be 2 different questions and we have to choose 1 of them
and answer.
Taking into account that we should have 1 hour and a half to develop the
questions, we can not loose many time selecting it, so we would take five
minutes to read them slowly and we would choose that questions whose
answer we have clearly structured in our brain.
To answer to the question we will follow the following layout:
1- Introduction.
We would make a brief introduction in which we would explain why we
have chosen that question.
2- Legislation.
We will explain the current legal framework, mentioning the Common
European Framework of Reference for Languages.
3- Context/type of students. Kind of school, personal and /or material
resources, socio-cultural context, number of students, special needs,
coeducation, behavioural issues, demographics, etc.
4- WHAT are they asking about?
- Specific content: Definition, student development, author, classification,
etc.
- FL content: Listening, Speaking, Writing and/or Reading.
- Didactic content: Evaluation, Methodology, etc.
5- What do we need to do with the WHAT? Lesson, activity, sequence,
progression, unit, strategies, etc.
6- Conclusion
I am going to develop one question as example.
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Its about an intercultural primary school situated in the
outlying area of the town, with a high number of immigrant
pupils. You must develop a topic (addressed to pupils of the
third cycle, of Primary Education). This topic will have an
introductory character. In this classroom, with 20 pupils, 6 of
them are Romanian, 5 of hem are Ecuadorian and the rest of
them are Spanish. Which methodology would you use? Reason
your answer.
For designing this unit, I have had in mind the curricular concretion levels. Planning
depends on the concepts every teacher has about teaching and more specifically
about the curriculum.
This unit is congruent with the current educative laws, the Organic Law of
Education 2/2006 of 3
rd
of May, which is the current educative law in Spain, where we
can find the General Objectives for Primary Education and for the Foreign Language
Area among other important aspects; the autonomous law which specifies some
aspects and the Common European Framework of Reference for Languages (2001),
which describes in a comprehensive way the competences necessary for
communication, the related knowledge and skills and the situations and domains of
communication.
The following unit is addressed at Primary Education and more specifically at 3
rd
cycle, 5th grade. The students are going to make an imaginary trip to London along
the course by approaching the English culture in their English Language subject at
school. They are going to be accompanied by a character which is called Mr. Case,
which is a suitcase, as they are going to travel they need to bring their suitcases, so
Mr. case is going to introduce every item as the same time that guides them along the
course.
This lesson planning treats everything related to what they are going to need:
vocabulary, structures, historical and cultural information. Communication is the final
aim, so communicative activities will play an important part of this planning, using the
communicative language teaching.
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During the course, the students are going to become familiar with the typical
cultural items of England and of London. They are going to role-play the situations in
order to be competent and successful in London. In the same way, they are going to
learn about the typical meals, festivities, shopping, leisure, and important places of
London.
The L.O.E. states that pedagogic methods will be adapted to the characteristics
of the students, will favour the capacity to learn on their own and work as a team
promoting creativity and dynamism, and will integrate resources of information and
communication technologies in learning. According to these, the methodological
principles of my lesson planning are the following:
Teaching methodology in Primary Education should generally aim for students
development, integrating their experiences and learning.
Teaching must be personalized and adapted to the various learning rhythms of
each student.
The teacher is responsible for the approach to be used, which in turn are to
respect a series of methodological principles of a general nature proposed by the
Autonomous Community.
Recreational activities constitute an especially suitable resource at this level.
Contents should be organized with a global focus.
The teaching process will be based on the students constructive activity,
ensuring that what is learnt will be of actual use and will encourage students to learn
on their own.
The Specific Methodology of this lesson planning for 5th grade students is based
on the principle of methodological flexibility. Many different methods are used in this
planning in order to develop the four linguistic skills. The Communicative Approach is
the most important of these methods, since we need to be communicatively
competent to achieve the main goal of this planning, a trip to London.
With reference to the different approaches, I will try to foster at all times the
development of the communicative competence in my students. Thus, I propose
active exercises in which they have to interact with their partners in order to get some
personal information, while they are using the language in a natural way from the very
beginning. Following the Communicative Language Teaching approach.
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One of the most important methodological criteria refers to error treatment. In
the process of the acquisition of the new linguistic system, I consider errors as
something natural, which is an evidence of the progressive control of that system. My
attitude toward this fact will be positive, and I will not consider the errors made by the
students in the first steps of learning as a symbol of failure.
The students will be the centre of the teaching-learning process, acting actively
in the different activities I will propose. The teacher will be seen as a kind of guide,
who gives an initial input, then proposes activities, and so on.
The principles behind the Communicative Approach underline the importance of
using authentic or realistic materials, providing opportunities to use the language for
actual communication.
Games have an important place in this planning, as they are very useful
because they are motivating and have and element of fun. They also provide good
opportunities for practicing the language.
The first lesson of every unit consists on the introduction of a context in
which we are going to be involved in our trip. The new vocabulary and structures will
be introduced orally. In the second lesson, there will be introduced more new
vocabulary and communicative structures will be introduced in a contextualised way,
supported by pictures, flashcards, worksheets and so on. It is the moment to practise
the language contents deeply. The third lesson will focus more on the practise as well
as the production. And finally, the fourth lesson will be important because of the
assessment of the unit with a final task.
The students will make a Portfolio, in which they will reflect their knowledge in
English and will use as a European Passport of English, by which they should know
which is their level of English.
The topic I have chosen is animals, as they are going to go to the zoo.
The objectives for this topic are:
o To understand oral and written texts about animals.
o To describe animals and their habitats correctly and coherently using visual
support and/or non verbal strategies.
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o To use the prepositions correctly.
o Classify animals in semantic fields.
o To be aware of the importance of protecting both wild and domestic animals
o To cooperate with and respect the other classmates
o To show politeness attitudes
The Unit communicative functions are:
o Interacting with the group in the class.
o Creating a display in groups and present it to the rest of the class.
o Describing animals
o Describing animals habits
o Comparing animals.
The contents for this topic are:
- Key language structures:
o Action verbs: tame, eat, drink, bite, fly, run, swim, jump, compete.
o Express abilities: It can/cant______.
o Wh- questions: Where does the monkey live? What can it do?...
- Key vocabulary:
o Wild animals: monkey, elephant, tiger, lion, butterflies, rabbit.
o Domestic animals: dog, cat, cow, sheep, hen, pig. Habitats: farm,
jungle, sea, forest...
o Qualifying adjectives: funny, big, small, strong, long, beautiful, lovely,
modern..
The model for planning I have selected to base my lesson planning is the ESA
planning model, by Jeremy Harmer which basically structured the learning/teaching
process into six sections in each unit. There are the following ones:
1. Starting with the setting classroom routines; in which students repeat the
opening chant, after that, they put the calendar in the correct order (the day of
the week, the number, the month, the year the season and the weather of the
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day), and finally they dress up Mr. Case, which is the character that guides the
students along the course activities. This puppet represents a suitcase and is
handed on the wall, so the students dress up it according to the season and the
weather of the day.
2. Then, checking previous knowledge, in which students practise their
previous knowledge. The first activity is called WHAT DO YOU KNOW ABOUT
ANIMALS? Teacher survey the students The main aim of the activity is
reviewing the previous knowledge. The linguistic skills involved are listening
and speaking. The interaction is individual and whole class. The resources
needed are pictures of animals.
3. Following with the engage stage; in which the students make activities that
arouse their interest and engage their emotions.
The first is called ANIMALS I KNOW. Students classify animals in wild and
domestic.. The aim of this activity is classifying. The four linguistic skills are
involved. The interaction is individual and group work, and the resource we
need are the animals cards and the Students Book.
The following activity is called ZOO ANIMALS. Teacher explains the animals
they could see there. The main aim is giving information. The skills related are
listening, and speaking. And the group interaction is individual and whole class.
The resource needed is the blackboard.
4. Since here all the activities corresponded to the engage stage, now, we are
going to pass to the practice/communication stage, in which the students are
going to be involved in activities focused on language.
The first activity is called IS THIS LEG FROM A DOG? Teacher sticks
flashcards with animals and gives the students cards with parts of the body.
Students stick them. The main aims of the activity are interacting with the group
and practising vocabulary. The linguistic skills involved are listening, speaking
and reading. The group interaction will consist on individual work, group work
and whole class work. The resources needed are the animals flashcards, the
body parts cards and the Students Book.
The following activity is called MMMDELICIOUS! Teacher gives pictures
with animals food and students have to match. The main aim is giving some
basic information. The skills involved are listening and speaking. The
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interaction is individual and whole class work; and the resources needed are
animals and food cards.
The next activity is called THE LION SLEEPS TONIGH. Students sing a
song. The main aim of the activity is practising the new vocabulary. The skills
related are listening, speaking and reading. The interaction is individual and
whole class work. The needed resources are the Students Book and the
Animals song.
The last activity of this stage is called WHERE DOES THE LION LIVE?.
Teacher presents different habitats cards, then, gives cards with habitats and
animals, students match. The main aims of the activity are interacting with the
group, practising new vocabulary and structures. The four linguistic skills are
involved in this activity. The interaction is individual, group and whole class
work. The resources needed are the Students Book, the animals cards and
the habitat cards.
5. Since here the practice/communication stage. Now we are going to pass to the
Activate Stage, in which the students are going to be involved in activities that
are designed to get students to use the language as communicatively as they
can. During this stage, students do not focus on language construction or
practise particular language patterns, but use their full language knowledge in
the selected situation or task.
The first activity of this stage is called WHICH ANIMAL IS IT? Drawing parts
separately students guess which animal is. The main aim of this activity is
drawing items creatively. Its a writing activity. Its an individual and whole class
activity. The resource needed is the blackboard.
The next activity is called YOU ARE A CAT! Each student says a sentence
and mime, the others have to guess. The main aim is interacting with the group.
The linguistic skills related are listening, speaking and reading; and the group
interaction consists on individual, group and whole class work.
The following activity is called WE GO TOGETHER! Each student has a
card with an animal, a part of the body, habitat or food. By asking questions
they have to make groups. The main aims are practising the language and
reinforcing vocabulary. The linguistic skills related are reading and writing. It is
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an individual activity, and the resources needed are cards: animals body,
habitat and food.
Another activity of this stage is called ANIMALS CARE WORKERS. Its a
reading activity about animals. The main aims of this activity are reading
comprehension and interacting with the group. The four linguistic skills are
involved in this activity. The interaction is individual, pair work and whole class.
The resource needed is the Students Book.
The last activity of this stage is called MY FAVOURITE ANIMAL. Students
present their favourite animals, describing. The main aim is giving information.
The four linguistic skills are involved. The interaction is individual and whole
class, and the resource needed is the Students Book.
6. To finish the unit students do a final task; in which they practise all their
knowledge with a purpose. At the same time that the assessment takes place,
assessment of the student with the Final Task, assessment of the teacher and
assessment of the planning. Students will also assess themselves with the I
know how worksheet. The final task of this unit is called WE ARE GOING
TO THE ZOO: Students go to the zoo and complete a chart with basic data
about the animals they see. The main aims are giving and asking for
information; describing animals habits; practising and reinforcing knowledge;
assessment. The resources we need are the Students Book and the Zoo
brochure.
This last sheet as well as the Final Task activities and some others worksheets,
are collected on the students Portfolio, which is a box that each student has and
serves as a linguistic passport. The purpose of the Portfolio is the student to be able to
know his or her own level of English around Europe. So if a student comes or goes to
another European country, his or her teacher would be able to know their English
level.
For the evaluation and assessment of this unit I will do first an initial evaluation in
order to determine the students starting level. Progress evaluation to know how the
process is being developed. The teacher will take notes day by day about the process
of learning and the activities of the students. Finally, there will be a final evaluation,
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the students will complete a self-assessment worksheet for the Portfolio in order to
evaluate themselves and be aware of their learning process. The teacher will also
complete a self-assessment worksheet to evaluate the teaching process.
For the assessment of this Unit, the criteria I consider are that children will be
able to use English to:
o Describe animals correctly and coherently.
o Understand and follow instructions on a map.
o Use the prepositions correctly to say where things are.
o Be aware of the importance of taking good care of wild and domestic
animals.
o Ask and answer questions about animals correctly and coherently.
To conclude I want to say that in this Didactic Unit I have demonstrated that
it is based on updated Spanish legislation, all levels of educational planning have
been contemplated and included in objectives, contents and evaluation criteria. After
creating this document I can state I have shown my professional ability as a teacher to
adapt the curriculum to my pupils needs, making it interesting and motivating via the
personalization of materials
For the designing of this unit I have taken into consideration the following
bibliography:
Halliwell, S. (1992) Teaching English in the Primary Classroom. Longman
Cristal, D. (1987) The Cambridge Encyclopedia of Language. Cambridge.
Harmer, J (1983) The Practice of English Language Teaching. Longman.
Brewster, Ellis, Girard (1992) The Primary English Teachers Guide.
Penguin.