EDUCALIA .Ingles Primaria Tema 20 y 21.pdf

Temario de oposiciones

INGLÉS Pura Mª García Pérez

Temario de oposiciones de

INGLÉS PRIMARIA Pura Mª García Pérez

Última edición 2016 Autora: Pura Mª García Pérez Maquetación: Educàlia Editorial Edita: Educàlia Editorial Imprime: ULZAMA DIGITAL S.A. ISBN: 978-84-92655-55-7 Printed in Spain/Impreso en España. Todos los derechos reservados. No está permitida la reimpresión de ninguna parte de este libro, ni de imágenes ni de texto, ni tampoco su reproducción, ni utilización, en cualquier forma o por cualquier medio, bien sea electrónico, mecánico o de otro modo, tanto conocida como los que puedan inventarse, incluyendo el fotocopiado o grabación, ni está permitido almacenarlo en un sistema de información y recuperación, sin el permiso anticipado y por escrito del editor. Alguna de las imágenes que incluye este libro son reproducciones que se han realizado acogiéndose al derecho de cita que aparece en el artículo 32 de la Ley 22/18987, del 11 de noviembre, de la Propiedad intelectual. Educàlia Editorial agradece a todas las instituciones, tanto públicas como privadas, citadas en estas páginas, su colaboración y pide disculpas por la posible omisión involuntaria de algunas de ellas.

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MUESTRA TEMARIOS

THEME 20 Foreign language subject in the ofcial educacional curriculum. Criteria to be reected in the school educational project and in the school curricular

project. 0. Introduction. 1. Educational organisation in Spain. 2. Foreign languages. General implications and criteria to be considered in primary education. 3. Foreign languages. The common european framework and main considerations to be reected in the educational and curricular pro jects and in lesson planning. 4. Theme overview. 5. Bibliography. Ver anexos CD

0. INTRODUCTION When considering teaching foreign languages, ndings on good practice show clearly that a large and invaluable amount of activity is taking place in respect of: • Creating the conditions for good practice at transnational, national, local and individual levels. • Preparing students and teachers for good practice in teacher education. • Supporting and exemplifying good practice through the creation of a languagesfriendly environment at school and through a range of teaching techniques and materials. • Disseminating ideas on good practice and language teaching to a wider audience. These include ideas for raising the prole of early languages learning in the public, political and educa tional mind. From the widely varying evidence, it is clear that good practice does not by itself constitute one conceptual methodology, but is better viewed as a repertoire of measures on which teachers can draw as appropriate.

The European Commission, in the Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006 (2003), has expressed its intent to extend, consolidate and develop the early learning of one or more foreign or additional languages in each of the EU member states.

Accordingly to the Council of Europe general orientations, the European Common Framework of reference for the teaching and learning of languages and the current Educational Laws in our country, some important changes have been set into the ofcial National Curriculum for Primary Education in Spain. These changes and the main guidelines for improving the communicative learning of foreign languages at compulsory educational levels will be widely described through this theme and linked to the curriculum contents and the curriculum documents which should be elaborated when designing the Primary school program.

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1. EDUCATIONAL ORGANISATION IN SPAIN 1.1. THE SPANISH EDUCATIONAL SYSTEM Compulsory primary education in Spain lasts six years - catering for children aged six to 12 years.

Prior to the primary phase, pre-compulsory infant education is regarded as an integral part of the education system, although it remains optional for children. The 2002 Organic Act on the Quality of Education formalized pre-school education into the above two cycles . The rst cycle (for children up to three years of age) is concerned with the education and welfare of children. The purpose of the second cycle (infant education for three- to six-year-olds) is to care for the

physical, intellectual, emotional, social and moral development of children, In Most places the infant school is part of the primary school which allows a smooth transition to primary education at the age of six. There are four educational phases in the education system: • • • •

Phase 1: Pre-compulsory, infant (early years) education, to six years of age. Phase 2: Compulsory primary education, aged six to 12 years. Phase 3: Compulsory lower secondary education for 12-to 16-year-olds. Phase 4: Upper secondary education, post-16.

In terms of education, the Constitution identies a series of areas over which the State has exclusive competence and others for which the Autonomous Communities may assume responsibility. An Autonomous Community assumes ‘full powers’ over education when it takes over all the regulatory and executive

responsibilities not included within the State’s exclusive area of competence. Spain has recently completed this process of decentralisation; by December 1999, all 17 Autonomous Communities had assumed full powers over education, under the coordination of the, then, Ministry of Education and Culture (MEC) at national level. The Autonomous Communities, amongst others: • Oversee the implementation of the national standards dened at MECD level. • Exercise all regulatory and executive powers involved in administering the education system in • • • • •

their respective regions, which have been devolved to them. Establish, authorise and operate public and private educational establishments and administer their personnel, construction, equipment, renovation and reform. Further develop - at regional level - the national guidelines for curricula. Conduct research. Process and grant subsidies to private education establishments. Administer scholarships and study grants.

Curriculum There are three levels of control of the curriculum, as follows: a. The ofcial curriculum (or basic curricular design, Royal Decree 126/2014 of February 28 th for the National Ofcial curriculum for Primary Education), determined both at the national and the Autonomous Community level. The ofcial curriculum sets out objectives in terms of skills, methodogical

principles, and content and assessment criteria. b. Curricular plans dene the actual curriculum which is delivered in school. They must state the educational aims for each of the different stages and levels, the content to be taught in each of them, as

well as the methodological and assessment criteria. c. Class programmes, in which the individual teacher adapts the school’s curricular plan to meet the needs of the children in his/her class. Every teacher has some discretion for setting concrete standards for his/her class.

Curriculum content The statutory minimum core curriculum requirements specify that the following ‘ areas of knowledge’ must be studied at compulsory primary level (children aged six to 12 years):


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• • • • • • • •

Spanish Language and Literature (and the co-ofcial language and literature of the Autonomous Community -Valencian Language and Literature.) Mathematics. Natural Science. Social Science. Foreign languages. (At least one) Social and civic values or Religion. Physical Education.

Artistic Education (Plastic arts, Music, Dance, and Drama). 1.2. FOREIGN LANGUAGES AND SPANISH PRIMARY EDUCATION

Under current reform proposals, the study of a foreign language will become compulsory nationwide from age six and it can be added a second foreign language in the third cycle whenever the Autonomous Communities authorized it. In addition to foreign languages, special emphasis is also being placed on the command of ICTs and cultural aspects both especially related to foreign languages area of

learning. The current educational law proposes a foreign languages teaching approach based on the orientations settled by the Council of Europe and the Modern Language Division in the Common European Frame work of reference for learning, teaching and Evaluation of the Languages (2001) The main objective of teaching foreign languages in Primary Education in Spain is to facilitate the acquisition of students’ communicative competence, an specic competence which includes not only talkative and expressive skills that are useful to communicate in a foreign language but rather they are also of

vital importance for any other social activity and for the students’ learning general process. This implies considering approaches based on communication and focused on the acquisition and development of communicative competence and the several sub-competences which are involved in it: grammatical

competence, discursive competence, sociolinguistic competence, strategic competence and sociocultural competence. By means of developing their communicative competence, language learners are able to communicate and to interact. The area of learning of foreign languages contributes to the learners’ global intellectual and social development, to their development as persons and citizens members of a plurilingual and multicultural society.

The basic principle derived of this position is the need to learn a language by using it in communicative contexts which should be as much realistic as possible and meaningful for the learners. These communicative contexts should facilitate communicative language acts that imply the needing to communicate something to others and to interact with them as a mean of socializing with a real purpose.

The learning contents are grouped into sections related with four learning contexts: • Section 1: Oral comprehension: listening. • Section 2: Oral expression and interaction: speaking. • Section 3: Written comprehension: reading. • Section 4: Written expression and interaction: writing.

ASSESSMENT Generally, all children are continually assessed during compulsory primary education , by school-based classroom assessment, and the individual institution, whether it is state or private sector, is responsible for assessment, and for awarding any relevant certication.

The minimum core curriculum includes basic guidelines for assessment, which is regarded as an integral part of the curriculum.

Assessment is expected to be: • Global: covering the entire range of abilities set out in the general objectives for primary educa tion and in the assessment criteria for the various ‘areas of knowledge’. • Continuous: class teachers constantly gather information about the learning process of children.


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• Formative: designed to regulate and guide the education process by providing a continual ow of information that enables improvements to be made both in the educational process and its results.

Assessment at this level should also serve to determine any special needs attention required by children. The identication of any difculties through assessment could result in the introduction of Individual Curricular Adaptations (ACIs) for some.

2. FOREIGN LANGUAGES. GENERAL IMPLICATIONS AND CRITERIA TO BE CONSIDERED IN PRIMARY EDUCATION 2.1. A LANGUAGE IS USED IN SITUATIONS The National Curriculum for the Teaching of English in Spain (Royal Decree 126/2014 of February 28 th) refers to the fact that learners need English both for educational, vocational and recreational purposes. Spanish teachers/learners of English need therefore to be made aware of the importance of context for language use and be prepared to adapt English to any given situation. In situations of foreign language use, there is often communication between people from different cultures. The curriculum stresses the need for learners to develop an awareness of the `cultural context’ of the foreign language, and to get new insight not only into the foreign culture, but also into their own cultural background. Successful communication, it is said, depends not only on linguistic competence, but also on the ability to communicate `across cultural differences’. According to the National Curriculum, the main goal for the teaching of English is to develop the stu dents’ ability to use English, and to stimulate them to interact with people from `English speaking and

other cultures’.

The focus in the curriculum on the cultural dimension of the teaching of English corresponds with an increased awareness internationally of the link between language and culture. Research on the role of context for language use has led to the understanding that language and culture are in fact two sides of the same coin, and that teaching one without the other is no longer a feasible option. Focus has been put on the need for foreign language students to become aware of the cultural frames of reference that always constitute the backdrop for language use , both in one’s native and in the foreign language.

2.2. THE PRIMARY SCHOOL Foreign language learning begins with the main aim of developing ‘language awareness’, a general

consciousness of linguistic phenomena (relationship with the native language or other languages present in the classroom environment). The focus here is on partial objectives concerned above all with an individual’s general competences – (discovery or recognition by the school of the plurality of languages and cultures, preparation for moving away from ethnocentrism, relativisation but also conrmation of

the learner’s own linguistic and cultural identity; attention paid to body language and gestures, sound aspects, music and rhythm, experience of the physical and aesthetic dimensions of certain elements of another language) – and their relationship with communicative competence, but without there being a structured and explicit attempt to develop this specic competence. The rst foreign language starts with the emphasis on basic oral communication and a clearly prede -

termined linguistic content (with the aim of establishing the beginnings of a basic linguistic component, primarily phonetic and syntactic aspects, while promoting elementary oral interaction in class). 2.3. ASSESSMENT Assessment is described in this section in the sense of the assessment of the prociency of the language user. Evaluation is a term which is again broader than assessment. All assessment is a form of evaluation, but in a language programme a number of things are evaluated other than learner prociency. These

may include the effectiveness of particular methods or materials, the kind and quality of discourse actually produced in the programme, learner/teacher satisfaction, teaching effectiveness, etc.


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• Achievement assessment is the assessment of the achievement of specic objectives – assessment

• •

of what has been taught. It therefore relates to the week’s/term’s work, the course book, the syllabus. Achievement assessment is oriented to the course. It represents an internal perspective. Profciency assessment on the other hand is assessment of what someone can do/knows in relation to the application of the subject in the real world. It represents an external perspective. Continuous assessment is assessment by the teacher and possibly by the learner of class performances, pieces of work and projects throughout the course. The nal grade thus reects the whole

course/year/semester. •

•

Fixed point assessment is when grades are awarded and decisions made on the basis of an exami-

nation or other assessment which takes place on a particular day, usually the end of the course or before the beginning of a course. What has happened beforehand is irrelevant; it is what the person can do now that is decisive. Formative assessment is an ongoing process of gathering information on the extent of learning, on strengths and weaknesses, which the teacher can feed back into their course planning and the actual feedback they give learners. Formative assessment is often used in a very broad sense so as to include non-quantiable information from questionnaires and consultations.

• Summative assessment sums up attainment at the end of the course with a grade. It is not necessarily prociency assessment. Indeed a lot of summative assessment is norm referenced, xed-point,

achievement assessment.

3. FOREIGN LANGUAGES. THE COMMON EUROPEAN FRAMEWORK AND MAIN CONSID ERATIONS TO BE REFLECTED IN THE EDUCATIONAL AND CURRICULAR PROJECTS AND IN

LESSON PLANNING

3.1. THE COMMON EUROPEAN FRAMEWORK The Common European Framework , which has been elaborated by the Modern Languages Division of the Council of Europe (2001), provides a common basis for the elaboration of language syllabuses, cur-

riculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers

the cultural context in which language is set. The Framework also denes the levels of prociency which

allow learners’ progress to be measured at each stage of learning and on a life-long basis. The Common European Framework is intended to overcome the barriers to communication among professionals working in the eld of modern languages arising from the different educational systems in Europe. It provides the means for educational administrators, course designers, teachers, teacher trainers, examining bodies, etc., to reect on their current practice, with a view to situating and co-ordinating

their efforts and to ensuring that they meet the real needs of the learners for whom the y are responsible. By providing a common basis for the explicit description of objectives, content and methods , the Framework will enhance the transparency of courses, syllabuses and qualications, thus promoting international co-operation in the eld of modern languages. The provision of objective criteria for describing language prociency will facilitate the mutual recognition of qualications gained in different learning

contexts, and accordingly will aid European mobility.

3.2. PLURILINGUALISM In recent years, the concept of plurilingualism has grown in importance in the Council of Europe’s approach to language learning. Plurilingualism differs from multilingualism, which is the knowledge of a number of languages, or the co-existence of different languages in a given society. The plurilingual approach emphasises the fact that as an individual person’s experience of language in its cultural contexts expands, from the language of the home to that of society at large and then to

the languages of other peoples (whether learnt at school or college, or by direct experience), he or she does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contrib-

utes and in which languages interrelate and interact. In different situations, a person can call exibly


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upon different parts of this competence to achieve effective communication with a particular interlocutor. For instance, partners may switch from one language or dialect to another, exploiting the ability of each to express themselves in one language and to understand the other; or a person may call upon the knowledge of a number of languages to make sense of a text, written or even spoken, in a previously ‘unknown’ language, recognising words from a common international store in a new guise. From this perspective, the aim of language education is profoundly modied. It is no longer seen as sim-

ply to achieve ‘mastery’ of one or two, or even three languages, each taken in isolation, with the ‘ideal native speaker’ as the ultimate model. Instead, the aim is to develop a linguistic repertory, in which all linguistic abilities have a place . This implies, of course, that the languages offered in educational institutions should be diversied and students given the opportunity to develop a plurilingual competence.

Furthermore, once it is recognised that language learning is a lifelong task, the development of a young person’s motivation, skill and condence in facing new language experience out of school comes to be

of central importance. The responsibilities of educational authorities, qualifying examining bodies and teachers cannot simply be conned to the attainment of a given level of prociency in a particular language at a particular moment in time, important though that undoubtedly is. 3.3. AN ACTION-ORIENTED APPROACH

A comprehensive, transparent and coherent frame of reference for language learning, teaching and assessment must relate to a very general view of language use and learning. The approach proposed by the CEFRL, generally speaking, is an actionoriented one in so far as it views users and learners of a language primarily as ‘social agents’, i.e. members of society who have tasks (not exclusively languagerelated) to accomplish in a given set of circumstances, in a specic environment and within a particular eld of action. While acts of speech occur within language activities , these activities form part of a wider social context, which alone is able to give them their full meaning. We speak of ‘tasks’ in so far as the actions are performed by one or more individuals strategically using their own specic competences to achieve a given result. The actionbased approach therefore also takes into account the cognitive, emotional and volitional resources and the full range of abilities specic to and applied by the individual

as a social agent. Accordingly, any form of language use and learning could be described as follows: • Competences are the sum of knowledge, skills and characteristics that allow a person to perform actions. • General competences are those not specic to language, but which are called upon for actions

of all kinds, including language activities. • Communicative language competences are those which empower a person to act using speci-

cally linguistic means. - Context refers to the constellation of events and situational factors (physical and others), both internal and external to a person, in which acts of communication are embedded. • Language activities involve the exercise of one’s communicative language competence in a specic domain in processing (receptively and/or productively) one or more texts in order to carry

out a task. - Language processes refer to the chain of events, neurological and physiological, involved in the production and reception of speech and writing. • Text is any sequence or discourse (spoken and/or written) related to a specic domain and which

in the course of carrying out a task becomes the occasion of a language activity, whether as a support or as a goal, as product or process. • Domain refers to the broad sectors of social life in which social agents operate. A higher order categorisation has been adopted here limiting these to major categories relevant to language learning/teaching and use: the educational, occupational, public and personal domains. • A strategy is any organised, purposeful and regulated line of action chosen by an individual to carry out a task which he or she sets for himself or herself or with which he or she is confronted. • A task is dened as any purposeful action considered by an individual as necessary in order to achieve a given result in the context of a problem to be solved, an obligation to fulll or an objective to be achieved. This denition would cover a wide range of actions such as moving a ward-

robe, writing a book, obtaining certain conditions in the negotiation of a contract, playing a game of cards, ordering a meal in a restaurant, translating a foreign language text or preparing a class newspaper through group work. Prohibida la reproducción total o parcial sin permiso escrito del editor

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3.4. COMMUNICATIVE LANGUAGE PROCESSES Act as a speaker, writer, listener or reader; the learner must be able to carry out a sequence of skilled

actions.

3.5. ERRORS AND MISTAKES

Errors are due to an ‘interlanguage’, a simplied or distorted representation of the target competence. When the learner makes errors, his performance truly accords with his competence, which has developed characteristics different from those of L2/FL norms. Mistakes, on the other hand, occur in performance when a user/learner (as might be the case with a native speaker) does not bring his competences properly into action. Different attitudes may be taken to learner errors , according to the European Common Framework: a) Errors and mistakes are evidence of failure to learn; b) Errors and mistakes are evidence of inefcient teaching;

c) Errors and mistakes are evidence of the learner’s willingness to communicate despite risks; d) Errors are an inevitable, transient product of the learner’s developing interlanguage. e) Mistakes are inevitable in all language use, including that of native speakers. The action to be taken with regard to learner mistakes and errors may be: a) All errors and mistakes should be immediately corrected by the teacher; b) Immediate peer-correction should be systematically encouraged to eradicate errors; c) All errors should be noted and corrected at a time when doing so does not interfere with communication (e.g. by separating the development of accuracy from the development of uency);

d) Errors should not be simply corrected, but also analysed and explained at an appropriate time; e) Mistakes which are mere slips should be passed over, but systematic errors should be eradicated; f) Errors should be corrected only when they interfere with communication; g) Errors should be accepted as ‘transitional interlanguage’ and ignored. 3.6. SPECIAL EDUCATION NEEDS (SEN) In the eld of foreign languages a major emphasis within the acquisition of communicative competence

is educational provision for all which leads towards each citizen having some competence in at least two Community languages. Access to educational opportunities in foreign languages is part of the social dimension of European integration, and a means for the individual to benet from occupational and

personal opportunities. In addition, access to foreign language learning at school is directly linked to the promotion of lifelong learning and European citizenship. Individuals are protected from any discrimina tory practice on grounds including disability and genetic features, which would exclude them from such access Charter of the Fundamental Rights of the European Union 2001, Article 21. Thus, we may assume that all young people in the European Union , whatever their disability, whether educated in mainstream or segregated schools/streams, have equal rights to foreign languages education according to provision of opportunity and resources in their respective environments. Ensuring full access to foreign language learning is fundamentally an issue of responding to diversity. Scientic knowl-

edge on cognition and learning, and insight into individual learning styles, has advanced considerably in recent years. In addition, the teaching profession has focused on designing methodologies so that language learning suits a range of diverse ‘language learning styles’. The foundation of good foreign language teaching practice rests on responding to the diverse language learning styles of the individual. This applies to all learners regardless of age, ability or disability. Recent good practice in SEN has led to the development of Individual Educational Plans (IEP). The IEP has been given special prominence during the shift towards inclusion of SEN pupils into mainstream education. The IEP allows those responsible for the individual, and the individual him/herself, to design an adapted educational plan specic to the person’s abilities and disabilities. Quality foreign language teaching practice for pupils with SEN requires methodologies which are equally good for non-SEN pupils alongside specic interventions according to the prole of attitudes, aptitudes, and needs in the individual’s IEP. Across the board, these methods require enhanced multi-sensory input and adaptive support. Prohibida la reproducción total o parcial sin permiso escrito del editor

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The aim of teaching foreign languages to pupils with special needs goes beyond preparing him/her to have a specic level of communicative competence in order to use a target language in professional

and personal life. SEN pupils can and do achieve high levels of foreign language competence, but there are those who do not. However, these lower level achievers are able to achieve other benets,

relating to personal and educational development, alongside possible modest linguistic achievements. To encourage a pupil to bypass foreign language learning because of low foreign language communicative performance expectations is to deny him/her access to these benets which link directly to

European citizenship.

Pupils with special needs are only one part of the diversity jigsaw to which the foreign language learning systems will need to further adapt leading to benets for all.

4. THEME OVERVIEW In Spain, after the proposals derived from the latest educational reform and from the Council of Europe educational orientations, some changes have been made into the primary curriculum to im plement the importance of beginning to learn foreign languages at early ages, ofcially in the rst cycle of primary

education, although in infant education they have the rst contact with the foreign language.

If children are to pick up English in a “natural way”, their early classroom experience should be essentially in English and language should ideally be “acquired” in a similar way to the bilingual child with the teacher taking a similar role to the bilingual parent. This means learning the foreign language through the learning process itself in a communicative way. At primary stage, according to the National Curriculum, children are learning: • to communicate / to learn • • • • •

to live with others in harmony / to interact condently

to know about the world and life to respond to stimuli / to control their responses to use their different forms of intelligence creatively to play and to work together in harmony

The KEY to primary FL learning is: • Knowledge: of language and linguistic culture – songs, rhymes, games, routines, social skills, etc – of how children acquire language and of the general curriculum in all areas; • E xperience and Enthusiasm: of early-learning in general; your own, your colleagues’ and your pupils’; • Young Learner Friendly Environment: both physical – classroom and equipment – and affective – a teacher who brings condence, affection, security, interest and enjoyment to learning and who

respects each child’s learning process and rhythm. Finally, we can list the items which characterize a good elementary school in foreign language teaching: • The foreign language is used (almost) exclusively. • Classroom activities involve meaningful and purposeful language use. • The environment is child-centred and instructional experiences are developmentally appropriate. • The content of the elementary school curriculum is integrated with language learning. • The target culture is an integral part of instruction and is coordinated with the social studies program.


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5. BIBLIOGRAPHY PROMOTING LANGUAGE LEARNING AND LINGUISTIC DIVERSITY. Commission of the European communities (at EURYDICE Network) CURRICULAR CHANGE: A GLOBAL PERSPECTIVE. Referencias legislativas:

THE ORGANIC ACT OF EDUCATION (Ley Orgánica 2/2006 de 3 de Mayo de 2006, de Educación LOE) THE ORGANIC ACT ON QUALITY OF EDUCATION (8/2013 of 9th of December) The Royal Decree 126/2014 of February 28th, which stablish the curriculum in Primary Education Webgrafía:

http://ec.europa.eu/education/policies/lang/doc/com596_es.pdf http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp http://www.eurydice.org http://ibe.unesco.org/publications/prospects02_05.htm


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THEME 21 Programming in the foreign language area: planning units. Criteria for sequencing and scheduling contents and objectives, selecting the methodologhy to be used in learning and evaluation activies. 0. Introduction. 1. Models for planning e teaching. 2. Planning e lessons.

3. Guidelines for planning lessons. 4. Categories which form the organization of the plan. 5. Curriculum and lesson planning. 6. Evaluation, assessment, testing and primary e students.

7. Theme overview. 8. Bibliography. Anexos (opcionales: ver cd)

0. INTRODUCTION Move a child into a foreign language environment surrounded by adults and other children using the same foreign language and that child will quickly ‘pick up’ the foreign language. Comprehension will come rst but production will soon follow, starting with one word responses and utterances. The child’s comprehension will develop and her production will become more complex until, after just a few years, she will use the foreign language in much the same way as native-speaker children of her age group. If children (and, to a lesser degree, adults) can acquire a foreign language without the need for formal instruction, why do we need to give lessons? The child described in the rst paragraph will have massive exposure to the foreign language - ten hours

each day or more! The child also has a very strong ‘survival motivation’ to acquire the new language. Only through that language can she eat, drink, make friends and play games. In our normal schools, we cannot reproduce those conditions. If we can’t reproduce the conditions of ‘natural acquisition’, we are forced to adopt a system of ‘graded exposure’ to the foreign language , and

a similar graded presentation and explanation of the systems of the new language. In fact, we have to develop a language learning syllabus. The language learning syllabus is made from a series of language learning events (lessons) which, traditionally, are equal in duration, take place at xed times and locations and follow a regular weekly

pattern. Through this theme, we will describe the main steps for planning EFL lessons and some important considerations that teachers should take into account when planning their language lessons. Finally, we will explain the main characteristics of assessment, evaluation and testing all three concepts related specially to young EFL learners.


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1. MODELS FOR PLANNING EFL TEACHING 1.1. COMMUNICATIVE LANGUAGE TEACHING Communicative language classrooms, according to Wesche and Skehan (2002), are characterized by the following traits: • Activities based on interaction between learners to solve problems • Use of authentic texts linked to real world concepts, with an emphasis on multimedia modes of presentation • Feature learner-centred approaches to teaching that consider individual backgrounds, needs, and goals • Allow student input into instructional decisions Within these classrooms, the emphasis is placed on creating opportunities for communication. Interaction, real-world concepts, and individualized instruction all promote additional opportunities for communication that may not exist in a standard classroom setting.

Wesche and Skehan also provide some explanation as to the avenues in which teachers can approach these aims. To summarize: • Design lessons to emphasize group or pair work • Regularly review learning goals and objectives with students • Increase opportunities for students to learn and use language in context with the learning process • Link communicative tasks with curricular goals as the central organizing theme of lesson and unit planning • Include content from other disciplines whenever possible, “as a vehicle for language development”. 1.2. PLANNING MODELS FOR USE IN EFL CLASSROOMS

In this section, we will focus on four lesson planning models for use in second/ foreign language classrooms: Presentation-Practice-Production ( PPP); Task-Based Language Teaching (TBLT); Harmer’s EngageStudy-Activate (ESA); Bilash’s Second/Foreign Language Instructional Model ( B-SLIM). Each of these models has their benets and drawbacks, yet all have utility and application in the second/ foreign

language classroom. 1.2.1. Presentation, Practice, Production (PPP) • The most commonly used method of lesson planning in second/ foreign language teaching. • Based on the Grammar Translation method.

• PPP does not accommodate for Krashen’s Natural Order Hypothesis (1982). Students are ‘given’ concepts for mastery as opposed to acquiring them naturally in a predetermined order • At the same time, PPP retains functionality for instructional situations that require an explicit focus

on form.

a. Presentation • Introduce the language and form(s) to be studied • Explain concepts, provide denitions

b. Practice • The students practice using the language and/or form(s) introduced by the teacher • De-contextualized drilling, rote repetition • Accuracy emphasized over uency

c. Production • After students demonstrate successful use of language and/or form(s) in practice phase, the students are given an opportunity to use what they have learned in a less controlled setting 1.2.2 Task-based language teaching (tblt) • Based on the assumptions of Communicative Language Teaching (CLT), theories that suggest lan-

guage use promotes development Prohibida la reproducción total o parcial sin permiso escrito del editor

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• SLA Research suggests interlanguage development is a natural process; the use of tasks that pro-

mote language use encourages this process • Activities Vs. Tasks: - In Tasks, meaning is considered the primary aim - A relationship exists between the task, and a comparable, real-world context - Tasks contain an information gap that must be resolved - Learners learn to construct their own meanings • The TBLT Framework (Willis 1996): - Pre-Task Phase - Task Cycle Phase - Pre-task - Planning - Report - Language Focus Phase - Language Practice - Language Analysis 1.2.3. Jeremy harmer’s engage-study-activate (esa) Stages (ESA) • Engage

- Arouse student interest by involving their emotions • Study

- The main focus in this stage is the construction of language - Can be explicit or implicit • Activate

- Activities or exercises used with the aim of getting the students using the target language as freely and communicatively as possible • During the Engage phase, the teacher tries to arouse the students’ interest and engage their emo-

tions. This might be through a game, the use of a picture, audio recording or video sequence, a dramatic story, an amusing anecdote, etc. The aim is to arouse the students’ interest, curiosity and attention. The PPP model seems to suggest that students come to lessons ready motivated to listen and engage with the teacher’s presentation. • The Study phase activities are those which focus on language (or information) and how it is con structed. The focus of study could vary from the pronunciation of one particular sound to the techniques an author uses to create excitement in a longer reading text; from an examination of a verb tense to the study of a transcript of an informal conversation to study spoken style. There are many different styles of study, from group examination of a text to discover topic-related vocabulary to the teacher giving an explanation of a grammatical pattern. Harmer says, ‘Successful language learning in a classroom depends on a judicious blend of subconscious language acquisition (through listening and reading, for example) and the kind of Study activities we have looked at here. • This element describes the exercises and activities which are designed to get students to use the language as communicatively as they can. During Activate, students do not focus on language construction or practise particular language patterns, but use their full language knowledge in the selected situation or task.

1.2.4. Bilash’s second language instructional model (bslim) a. Planning and Preparation • Plan activities • Prepare and adapt materials • Plan for all learner styles and ability levels • Break learning into manageable pieces


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b. Comprehensible Input • Build on what learners know • Presents new information in accordance with “Miller’s Magic Number” (7 +/- 2 ‘chunks’) • Use multiple senses, multiple modalities • This stage requires teaching and modelling to be effective c. Intake “Getting It” • Repetition, practice, review • Structure activities for success • Balance uency and accuracy • Involve 3-5 activities that become progressively more difcult and demanding as the learner progresses through this phase d. Output “Using It” • Focus on uency, not accuracy • Meaningful • Criterion-based and timed • Personal and relevant to individual • Develops spontaneity and automaticity e. Assessment & Evaluation • Formative (throughout) • Summative (at the conclusion) • Provide personalized feedback

2. PLANNING EFL LESSONS According to C. Robertson, planning is one of those essential skills of the competent teacher . Every lesson and class is different. The content depends on what the teacher wants to achieve in the lesson. However it is possible to make some generalisations. Students who are interested in, involved in and enjoy what they are studying tend to make better progress and learn faster. When thinking about an English lesson it is useful therefore to keep the following three elements in mind - Engage - Study - Activate • Engage. This means getting the students interested in the class. Engaging students is important for the

learning process. • Study. Every lesson usually needs to have some kind of language focus. The study element of a lesson could be a focus on any aspect of the language, such as grammar or vocabulary and pronunciation. A study stage could also cover revision and extension of previously taught material. • Activate. Telling students about the language is not really enough to help them learn it. For students to develop their use of English they need to have a chance to produce it. In an activate stage the students are given tasks which require them to use not only the language they are studying that day, but also other language that they have learnt. 2.1. WHAT IS A LESSON PLAN? A lesson plan is a framework for a lesson . If you imagine a lesson is like a journey, then the lesson plan is the map. It shows you where you start, where you nish and the route to take to get there.

Essentially the lesson plan sets out what the teacher hopes to achieve over the course of the lesson and how he or she hopes to achieve it. Usually they are in written form but they don’t have to be. New or inexperienced teachers may want to or be required to produce very detailed plans - showing clearly what is happening at any particular time in the lesson. However in a realistic teaching environment it is perhaps impractical to consider this detail in planning on a daily basis. As teachers gain experience and condence planning is just as important but teachers develop

the

ability to plan more quickly and very experienced teachers may be able to go into class with just a short list of notes or even with the plan in their heads. Whatever the level of experience, it is important that all teachers take time to think through their lessons before they enter the classroom.


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2.2. WHY IS PLANNING IMPORTANT?

One of the most important reasons to plan is that the teacher needs to identify his or her aims for the les son. Teachers need to know what it is they want their students to be able to do at the end of the lesson that they couldn’t do before. Here are some more reasons because planning is important: • gives the teacher the opportunity to predict possible problems and therefore consider solutions • makes sure that lesson is balanced and appropriate for class • gives teacher condence • planning is generally good practice and a sign of professionalism 2.3. DO WE NEED TO PLAN IF WE HAVE A COURSE BOOK? Many teachers will nd themselves having to use a course book. There are advantages and disadvan -

tages to having a course book - but although they do provide a ready made structure for teaching material, it is very unlikely the material was written for the teachers’ particular students. Each class is different and teachers need to be able to adapt material from whatever source so that is suitable for their students. A course book can certainly help planning, but it cannot replace the teacher’s own ideas for what he or she wants to achieve in a class. 2.4. WHAT ARE THE PRINCIPLES OF PLANNING? • Aims - considering realistic goals for the lesson, not too easy but not too difcult. You may nd the

following checklist useful: - What do the students know already? - What do the students need to know? - What did you do with the students in the previous class? - How well do the class work together? - How motivated are the students? • Variety - an important way of getting and keeping the students engaged and interested. • Flexibility - expect the unexpected! Things don’t always go to plan in most lessons. Experienced teachers have the ability to cope when things go wrong. It’s useful when planning to build in some extra and alternative tasks and exercises. Also teachers need to be aware of what is happening in the classroom. Students may raise an interesting point and discussions could provide unexpected opportunities for language work and practice. In these cases it can be appropriate to branch away from the plan. Effective lesson planning is the basis of effective teaching. A plan is a guide for the teacher as to where to go and how to get there. However - don’t let the plan dominate - be exible in your planning so that when the opportunities arise you can go with the ow.

3. GUIDELINES FOR PLANNING LESSONS Here are some pointers which help teachers to plan their EFL lessons: a. Identify the potential pitfalls. Since you know your students, and you know what they have covered in your class, you are best situated to identify problems they are likely to encounter. b. Prepare the students for the main task. Once you have a x on the potential problems, try to think of ways you can help the students surmount them while performing class activities. There are essentially two ways for you to do that: you can focus on the problems in a concentrated fashion by, for example, having the students do a contextualized exercise, or you can structure the whole sequence of activities in such a way as to require systematic repetition and review. c. Put the students on task. After you have decided how to prepare the students for the lesson that awaits them, design activities that require them to do something even while you present new material. For example, you might want to distribute a list of ve statements about the topic (which may also contain key vocabulary, by the way), then you go over these sentences with the students before you introduce the new material. Tell them to decide, while they are listening to your presentation, whether each statement is true or false. In that way, you are providing a focused listening exercise while asking students to absorb new material critically.


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d. Be concrete. As we have indicated, make use of realia, diagrams, illustrations, lab equipment, and the like in presenting new material. In general, students are more likely to absorb new concepts inductively from an example or a demonstration than from a series of abstract propositions. e. Do listening/speaking before reading/writing. Build in time for the students to talk as well as listen, and give them an opportunity to talk about what they have learned before you ask them to read about it. f. Integrate work on the language. As suggested above, insinuating language activities is largely a matter of anticipating the students’ problems and devising activities that require repeated attention to problem areas. With enough examples and encouragement, most students simply fall into this pattern without having to pay much attention, if any, to the formal properties of the structure. g. Maximize student-student interaction. Students need to spend as much time as possible practicing the language -and, incidentally, getting the lesson’s key concepts straight and comfortably encoded in the appropriate language. Therefore, take advantage of the presence of other students to create opportunities for them to talk to each other . Show them how much condence you have in them as learners by letting them eld each other’s questions.

h. Pay attention to form and function. i. Use a variety of stimuli. Consider, for example, how you can get key concepts across by taking a demonstration approach (i.e., by demonstrating what you want students to learn in an experiment or small group activity). Bring objects into the classroom that can be used for that purpose and put them to use. j. Set time aside for summary and review. Needless to say, it is always useful to tie off what is covered in a lesson, and to do that in every class as a matter of routine. Sometimes, simple discussion is enough; sometimes, a more structured activity is needed. In any case, it is important for the students to come up with the information with minimal prompting.

4. CATEGORIES WHICH FORM THE ORGANIZATION OF THE PLAN To begin to organize the plan, ask yourself three basic questions:

• Where are your students going? • How are they going to get there? • How will you know when they’ve arrived?

Then begin to think about each of the following c a te g o r i e s which form the organization of the plan. While planning, use the questions below to guide you during each stage.

GOALS Goals determine purpose, aim, and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals adhering to National or Autonomic curriculum standards. • What are the broader objectives, aims, or goals of the unit plan/

curriculum? What are your goals for this unit? What do you expect students to be able to do by the end of this unit? OBJECTIVES

This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well dened time period.


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• What will students be able to do during this lesson? Under what conditions will

students’ performance be accomplished? What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged? How will students demonstrate that they have learned and understood the objectives of the lesson?

PREREQUISITES Prerequisites can be useful when considering the readiness state of your students. Prerequisites allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives. • What must students already be able to do before this lesson? What concepts

have to be mastered in advance to accomplish the lesson objectives?

MATERIALS This section has two functions: it helps other teachers quickly determine a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources they will need to have ready . A complete list of materials, including full citations of textbooks or story books used, worksheets, and any other special considerations are most useful. What materials will be needed? • What textbooks or story books are needed? What needs to be prepared in

advance?

LESSON DESCRIPTION This section provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers. It also provides a general overview of the lesson in terms of topic focus, activities, and purpose. ASSESSMENT/EVALUATION This section focuses on ensuring that your students have arrived at their intended destination. You will

need to gather some evidence that they did. This usually is done by gathering students’ work and assessing this work using some kind of grading rubric that is based on lesson objectives. You could also replicate some of the activities practiced as part of the lesson, without providing the same le vel of guidance as during the lesson. You could always quiz students on various concepts and problems as well. • How will you evaluate the objectives that were identied? Have students

practiced what you are asking them to do for evaluation?

5. CURRICULUM AND LESSON PLANNING Tanner (1975) dened Curriculum as ‘the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and wilful growth in personal social competence.


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6. EVALUATION, ASSESSMENT, TESTING AND PRIMARY EFL STUDENTS As S. Ioannou-Georgiou and P. Pavlou explain, the terms evaluation, assessment and testing are often confused and used interchangeably. They do not, however, mean the same thing. Testing is just one part of assessment. Assessment and evaluation are more general, more global processes which are deeply described by Ionnou-Georgiou and Pavlou in their book Assessing Young Learners:

EVALUATION. Evaluation is the process of gathering information in order to determine the extent to which a language programme meets its goals. Relevant information can be teachers’ and parents’ opinions, textbook quality, exam results, and children’s attitude. Some of the tools of the evaluation process are tests, questionnaires, textbook analysis, and observation. ASSESSMENT. This is a general term which includes all methods used to gather information about children’s knowledge, ability, understanding, attitudes, and motivation. Assessment can be carried out through a number of instruments (for example, tests, self-assessment), and can be formal or informal. TESTING. Testing is one of the procedures that can be used to assess a child’s performance. A test has a certain objective, for example, to see to what extend a child understands a written text. The tests then checks whether the child has achieved this objective. Testing uses tasks or exercises and assigns marks or grades based on quantiable results.

6.1. TEACHING AND ASSESSMENT

Teachers are accountable for children’s progress rst to the children themselves, also the parents, the head teacher, the school authorities, and others. Consequently, teachers need evidence of the children’s progress. Resorting to traditional tests, although they are widely accepted and generally considered objective, is not the ideal solution for children.

Children are different from other groups of learners. Traditional tests can have negative effects on their self-esteem, motivation, and overall attitudes towards learning and the target language. According to Ionnou-Georgiou and Pavlou, the recognition that children have special needs has led to the development of effective teaching methodologies that take into account children’s creativity and their love of play, songs, rhymes, activity and role-play. These methodologies also recognize children’s limitations in terms of their short attention span, their cognitive development, and their specic areas of

interest. As these methodologies have been introduced into classroom teaching, classrooms have become more learner-centred and child-friendly. Assessment, on the other hand, although an integral part of teaching that should reect and complement the methodologies used in class, has not developed in the same way. This problem has long been recognized but only recently addressed. 6.2. WHY ASSESS YOUNG CHILDREN?

As suggested by Ionnou-Georgiou and Pavlou, assessment may at rst sound threatening and not suited to a child’s nature, but it is a necessary part of teaching and learning. Assessment can serve the following purposes: Prohibida la reproducción total o parcial sin permiso escrito del editor

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-To monitor and aid children’s progress. A teacher needs to be constantly aware of what children know, what difculties they are experiencing, and how best to help them. On the basis of assessment

outcomes you are able to give individualized help to each child. -To provide children with evidence of their progress and enhance motivation . Assessment results give children tangible evidence of their progress. Learning a language is a long process. Achieving shortterm goals (for example, knowing the colours, being able to tell the time) can boost children’s motivation and encourage them to persist in their efforts. Assessment can also help children to focus on areas that need more work before they can achieve a short-term goal. Becoming aware of the progress expected of them within a given time-frame can motivate children, as they see themselves getting closer to their goal. This makes them try harder to achieve their goal. -To provide information for parents, colleagues, and school authorities. Many other people, besides the children and the teacher, need to be kept informed on the child’s progress. Parents, for example, need to know whether their children’s efforts and the school’s/teacher’s language programme are yielding satisfactory results. 6.3. WHAT DO WE ASSESS?

Ionnou-Georgiou and Pavlou describe the following skills and attitudes which should be assessed: • Skills development. Although language often involves the use of all four skills in an integrated way, in assessment we may want to consider each skill separately, so that we can examine the children’s progress and/or detect problems in that particular skill. • Listening is an active skill that includes the use of many sub-skills such as predicting content, inferring meaning from content, listening for gist, and listening for detailed information. Children are able to use the basic sub-skills in their own language. Some of these sub-skills, such as inferring meaning and predicting content, should also be practised in the FL classroom. T • Speaking also consists of a number of elements such as pronunciation, intonation, and turn-taking. But the overall aim of speaking is to achieve oral communication , i.e. to be able to convey messages. • Reading involves various sub-skills similar to the ones in listening: reading for detail ( intensive reading), reading for gist (skimming), reading for specic information (scanning), predicting content, and inferring meaning from content and context. • Writing is considered the most difcult language skill, since it includes so many other elements such as handwriting, spelling, syntax, grammar, paragraphing, ideas, etc. For this age group the most important writing skills are mastering the Roman alphabet, copying, handwriting, spelling and basic sentence formation. • Integrated skills. Assessing skills separately may be justied for assessment purposes but often it does not reect real-life and rarely used in isolation. For this reason, they should also be assessed integra-

tively.

7. THEME OVERVIEW Lesson Planning

Objectives

Activities

Materials

Timing

Lesson Plan


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While planning a lesson, a teacher should think about each of the following categories: 1. Goals: Think about (1) broad objectives of the course, (2) goals of the particular lesson, (3) what students should be able to achieve after the lesson. 2. Objectives within the lesson: Dene what your students will do to acquire further knowledge and skills and how they will be able to demonstrate that they have learned. 3. Prerequisites 4. Materials: What will be needed, e.g. what is available (make a list/bibliography) and what will have to be prepared. 5. Lesson Description: Describe the general focus of the lesson and include thoughts to share with other teachers. May include learning level. 6. Lesson Procedure 7. Assessment / Evaluation: Dene how you will assess student’s learning. Also evaluate if students engaged in suggested practice.

8. BIBLIOGRAPHY HARMER, JEREMY. (1998). “ How to teach English”. Longman. LARSEN-FREEMAN, DIANE. (1986). “ Techniques and principles in language teaching”. Oxford University Press. RICHARDS, JACK C. & RODGERS, THEODORE S. (2001). “ Approaches and methods in language teaching”. Cambridge University Press. WESCHE, M.B. & SKEHAN, PETER. (2002). “ Communicative, task-based, and content-based language instruction”. In R.B Kaplan (Ed.), The Oxford Handbook of Applied Linguistics. Oxford University Press. WILLIS, J. (1996). “ A framework for task-based learning”. Addison Wesley Longman. IONNOU-GEORGIOU, S.; PAVLOU, P. (2005). “ Assessing Young Learners”. Oxford University Press Referencias legislativas:

THE ORGANIC ACT ON QUALITY OF EDUCATION (8/2013 of 9th of December) The Royal Decree 126/2014 of February 28th, which stablish the curriculum in Primary Education Order ECD / 65/2015 of 21 January, the relations between the competences, content and evaluation criteria of primary education, compulsory secondary education and high school are described. Webgrafía:

http://www.teacherplanet.com/guidelines.php http://www.crlt.umich.edu/gsis/p2_5


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EDUCALIA .Ingles Primaria Tema 20 y 21.pdf

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