MASTER´S DEGREE PROJECT IN ENGLISH LANGUAGE...

MASTER´S DEGREE PROJECT IN ENGLISH LANGUAGE TEACHING


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TABLE OF CONTENTS

1. TITLE PAGE

2. INDEX

3. INTRODUCTION 3

4. THEORETICAL FOUNDATION OF THE MASTER´S DEGREE PROJECT 3

4.1 THEORETICAL BASIS: Psychological, sociological, pedagogical and epistemological sources of the teaching proposal 5

4.2 Justification with the school curriculum 7

5. YEAR PLANNING

5.1 INTRODUCTION 9

5.2 OBJECTIVES 12

5.3 COMPETENCES 16

5.4 CONTENTS, IDENTIFYING MINIMUM CONTENTS 20

5.5 RELATION BETWEEEN competences,objectives and contents 20

5.6 DISTRIBUTION AND TIMING OF CONTENTS IN UNITS 23

5.7 PEDAGOGICAL METHODOLOGY 26

5.8 EVALUATION AND ASSESSMENT PROCEDURES, ASSESSMENT CRITERIA AND REINFORCEMENT 30

5.9 MEASURES TO PAY ATTENTION TO DIVERSITY AND STUDENTS WITH SPECIAL EDUCATIONAL NEEDS 32

5.10 EDUCATION VALUES 33

5.11 TEACHING MATERIALS AND RESOURCES 35

5.12 COMPLEMENTARY AND EXTRACURRICULAR ACTIVITIES 36

5.13 EDUCATIONAL INNOVATION PROJECT 43

5.14 UNITS OF WORK 57

6. MASTER´S DEGREE PROJECT DEVELOPMENT 59

7. PERSONAL CONSIDERATIONS AND CONCLUSIONS 60

8. REFERENCES AND LEARNING MATERIALS 63

9. ANNEXES 89


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INTRODUCTION: The importance of teaching English

English is one of the most widely spoken languages in the world, is the language of the

science world and the main language used for International communication.

According to S. Berns (1984:21), “Language is interaction; it is interpersonal activity

and has a clear relationship with society. In this light, language study has to look at the

use (function) of language in context, both its linguistic context (what is uttered before

and after a given piece of discourse) and its social, or situational context(who is

speaking, what their social roles are, why they have come together to speak)”.

Learning to communicate in English is a way of establishing links with others,

approaching and making sense of other cultures.

According to D. Atkinson (1999:625) “Except for language learning and teaching, there

is perhaps no more important concept in the field of teaching than culture”.

Spain is deeply involved in the construction of the European Union, where the ability to

speak to other Community languages is a key factor to promote free movement of

people and enhance cultural, scientific and economic cooperation among its members.

The significant improvement of mass media and the fast development of information

and communication technologies have fostered an increase of international relations,

particularly in English. The geographical location of Spain and its economic

development in different sectors makes it essential to train our students to live in an

increasingly international, multicultural and multilingual world.

The aim of foreign language teaching in ESO is to enable the students to develop the

discoursive competences that may take place in multiples domains: the personal

domain, including common family and social practices; the education domain related to

everyday situations and actions in the school; the academic domain related to the

subject contents; the public domain, which includes everything related to common

social interactions; and the mass media domain.

The CEFR stated that: “the different stages of communicative competence in a specific

language, taking into account the ability of the student to carry out various

communication tasks which require performing actions with a specific communication

aim in a specific domain”.


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The general purpose of the master´s degree project is to draw up the year planning in

which is included the most relevant aspects that have been studied in the different

master work programs as much in the common parts (psychology, sociology and

pedagogy) as in the specific part which is directly related to the attended subject.

So, the general aim of this essay is based on the practice application of the theoretical

knowledge which has been acquired during the master period. In order to explain the

parts that the work has been organized, it is necessary to explain that has been made

in the order that it has been said in the work guide. It has been developed the nine

points, integrating the most important concepts of both modules, specially highlighting

those what have been used in the practice period, following the recommended

structure.

4. THEORETICAL FOUNDATION OF THE MASTER´S DEGREE PROJECT

To establish the theoretical basis it has taken into account the current legislation, taking

as point of reference national and regional legislation and insisting on the importance of

the school education project. It is important to adapt the legislation to the educational

reality, stage, grade and summarizing to the student community. Each school

education project must always adapt the special circumstances in accordance with the

provisions and provided under the current legislation.

4.1 THEORETICAL BASIS: Psychological, sociological, pedagogical and

epistemological sources of the teaching proposal.

During the theoretical part of the master, we have learnt the curricular sources from

different points of view; psychological, sociological, epistemological and pedagogical

parting from ideas of different authors that I will develop next in what it´s referred to

main aspects. Taking into account Piaget´s theories on cognitive development, we

should bear in mind the following aspects when we plan our year planning and design

tasks for our students: cognitive levels, the importance of sequencing our instruction,

the relevance of testing to find out the results of our teaching, the need to encourage

social interaction to facilitate learning and the fact that adolescents´ thought processes

are not same as adults´. According to Erickson´s theory, “Individuals proceed through

eight stages of development which begin at birth and conclude at death. This theory

demonstrates the importance of the teacher´s role in helping students establish their

identity upon reaching adolescence”.


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As Erickson´s Psychological theory states that: “Human beings develop according to a

preset plan, the epigenetic principle that consists of two main elements: Personality

develops according to a predetermined pattern that is maturationally set and society is

structured to encourage challenges that arise during these times.”

According to Kohlberg´s theory, “adolescents should be provided with hypothetical

dilemmas where they can expose their feelings and openly discuss their viewpoints in

choosing between conflictual situations. Through their discussions, adolescents

become more aware of their power to make choices and decisions about their lives.

The teacher´s role in this case will be to act as a facilitator in encouraging, the students

have to learn to voice and accept others´ opinions”

From another point of view, socio-cultural physicology, Lev Vygotsky posited two types

of psychological functioning: “natural: consisting of biological growth, both physical and

cognitive development and cultural: consisting of learning to use psychological and

cultural tools, including signs, symbols and language”.

According to Gardner´s theory “all human beings have several different kinds of

intelligence”. Before mentioning some of these kinds of intelligence I would like to

comment that in the theorical part of the master, it has been insisted on the importance

of valuing the multiple intelligences to understand our students in a better way and so,

help them to progress in their learning process.

Gardner based his theories on the following kinds of intelligence: Linguistic intelligence,

logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-

kinesthetic intelligence, interpersonal intelligence and intrapersonal intelligence.

Some authors have been mentioned as Piaget, Vygotsky, Erickson, Kholberg, Gardner,

among others. All of them have studied the different aspects that have influence on

cognitive and motor skill development. The practice of all of these theories has been

applied to teach and develop the student learning conducts, to reach the best possible

results.

From the epistemological point of view according to Schommer (1990) personal

epistemology may be described as a system of five dimensions, conceptualised as

beliefs about:

1) The organisation of knowledge: from simple and compartmentalised to complex and

highly integrated.


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2) The certainty of knowledge: from the certain and absolute to the tentative and

constantly evolving.

3) The source of knowledge: from handed down by omniscient authority to derived by

reason.

4) The control of knowledge acquisition: from the ability to learn is innate and fixed at

birth to ability to learn is acquired through experience.

5) The speed of knowledge acquisition: from learning is quick or not-at-all to learning is

acquired gradually.

Firstly, I have mentioned that we have found four sides of curricular sources: social,

psychological, epistemological and pedagogical. Last one will be mentioned in the 5.7

point of the didactic program such as it is said in the recommended schema of the

program guide.

4.2 JUSTIFICATION WITH THE SCHOOL CURRICULUM

There are so many legal documents in the educational field, but I consider that it is

compulsory to emphasized the education right, for that reason, I have chosen as

starting point the Spanish Constitution, to serve as introduction to the most relevant

aspects of the national and regional legislation, as well as the fulfillment of this

legislative matter in the educational project.

The Spanish education system is governed by article number 27 of the Spanish

Constitution(CE 1978), which has been developed by consecutive education acts

which regulate fundamental aspects of the education System, as well as its integration

with the other systems in the Spanish legal framework. This article establishes the right

to education.

The LOE, Organic Act 2/2006 of 3rd May establishes that: “The cooperation and

collaboration for the educational administrations alongside the local corporation in the

planning and implementation of the educational policies (article 1)”.

And more specifically, the official curriculum minimum content, which the central

government establishes for the whole of Spain: Royal Decree 1631/ 2006 of 29th

December currently regulates the Curriculum Minimum Content for ESO and

Bachillerato.


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Next, it has to be mentioned the curriculum definition that appears in LOE, in its

Chapter III, article 6, subparagraph 1 of LOE defines the CURRICULUM as: “The set of

objectives, basic competences, contents, methodological approaches and assessment

criteria for each subject regulated by this law”.

The aim of the Curriculum Minimum Content, set in RD 1631/ 2006 of 29th December is

to ensure a common basic education for all students within the Spanish Education

System and to guarantee the validity of the certificates issued by the Autonomous

Regions. As regulate in the above legislation and based on it, each Autonomous

Region then draws up its own official curriculum.

Consequently, this didactic program design has taken into account the official

curriculum for the Autonomous Region of Castilla- La Mancha: Decree 69/2007 of 29th

May of DOCM (Castilla-La Mancha). This law covers the issues on schools’ autonomy

and it specifically states that the Educational establishment (school) has autonomy to

draw up, approve and implement its particular education project and, every year,

should draw up a didactic program.

To concrete all that it has been referred before, it has to be highlighted that title V,

chapter II, Articles 120-125 of LOE covers the issues on school´s autonomy. It

specifically states that the educational establishment (school) has autonomy to draw

up, approve and implement its particular Education project.

Law is continually perfected and complemented to adapt itself to educative centers

reality. The school education project should include the specification of the official

curriculum set by the education authorities and the cross-curricular coverage of

education in values and other teaching aspects.

The education project will take into account the school´s environment: the socio-

economic and cultural aspects of the area and add actions plans to respect with

efficacy the attention to diversified communities including students with special

education needs, like gifted students, students with some physical disability, etc. In my

practice center, I have met students with special needs, who need specific

requirements inside the class to be able to attend the lessons and be educated in a

normal way. In the following part I will explain the main characteristics of the center

where I have been teaching.


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The I.E.S. Rey Pastor high school is located in the center of the town of Albacete. The

foreign population has been increasing in the past few years and their children attend

in the school. In the current course we find students from Argentina, India and China,

among other countries. Most of them have been living in the town for few years and

especially the families from Argentina and China come from an educated background.

One of the objectives of this secondary school, reflected in the school education

project, is to promote full integration of foreign students.

During my practice period I have been teaching to the diversity group, ESO and

Bachillerato. In the year planning, I will focus on the first course of ESO, that it is the

course in which I have spent more hours. In the first course of ESO most of the

students are aged 12. Physically the students are very active and in constantly wiggling

and moving. The students are feeling somewhat un-balanced and unsure of

themselves. Intellectually, some of them will still be at the concrete operational level

while most of them will be at the first stages of the formal operational level, following

Piaget´s theory of cognitive development, one of the many authors that we have deeply

studied in the theoretical part of the master. Those are some aspects we should take

into account when we deal with students of ESO. Now it is detailed some of the

relevant aspects that all of them share: “They are very enthusiastic about their likes

and feel passionate about their dislikes. They have a strong need to conform to their

peers and they will also need to develop the ability to work in groups and cooperate

with others, and they will be encouraged to start developing some autonomous

learning. The students are highly motivated, although some of them feel shy when

using the spoken language. Pair work and group work should contribute to give them

confidence and will be used as much as possible” .In the practice, I have checked that

all the most important aspects I have commented and, based on the Piaget´s

theoretical conceptual basis, are a constant in the behavior of most students of ESO.

5. YEAR PLANNING

5.1 INTRODUCTION

The European Council, within the Common Reference Framework for the learning,

teaching and assessment of foreign languages, has established some guidelines both

for the learning of foreign languages and for assessing the competences a speaker has

on that language.


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The Common European framework stated that: “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 Organic Act of Quality in Education (LOCE, 10/ 2002 23th December), establishes

in its article number 68: “the pedagogic autonomy of teachers and its performance as

Didactic programs”. Since in the prior article we mentioned the year planning, I would

like to add that it will specify the general objectives for a specific year within that stage;

it will set the organization and timing of the contents for the specific year, the

methodology to use with those specific students and the assessment criteria. Below,

some of the aspects that have been taken into account in order to ensure as far as

possible, the avoidance of learning problems:

1) Drawing up a school educational project which takes into account the actual

situation of that specific school , its location, the different groups involved in the

education project, the organization, the students involved, how those with special

education will be integrated into the project and the main objectives for that year in that

particular school.

2) Planning of objectives and contents around interest areas, making reference to

assessment criteria which are well-known and within the reach of the students rather

than a list of items to teach.

3) Clear connection between objectives and contents and activities designed to

achieve those objectives, defining as clearly as possible the assessment criteria.

4) Planning the units of works and therefore the lessons within those units in such a

way as to include different strategies which make provisions for diversity in the

classroom.

5) Organizing contents around long term tasks and projects which provide the blocks of

content with meaning.

6) Regular follow-up of students with special needs, providing them with help and

support throughout the teaching session and making them aware of their progress

even if it is limited progress.

7) Using teaching materials which are as close to their interests as possible, making

use of audiovisual aids, DVDs, CDs, computers, newspapers and magazines, etc.


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8) Developing approaches which allow students to control their own learning process:

giving them self-assessment questionnaires (My progress check) at the end of each

teaching unit.

9) Encouraging student participation in decisions related to their teaching process.

10) Providing flexible grouping among various groups or within the same group.

The year planning is an effective way for sequencing the objectives, contents and the

evaluation of the teaching- learning process. In the introduction, I´ve emphasized the

importance of the English language in the current society, and that is why we have to

show and encourage to our young students, that in a near future they will need to

master this language to progress in a more effectively in their career. As teachers, we

have to encourage them to improve their English language skills. This makes more

likely to get a good and well paid job.

Some of these essential elements that I have taking into account to design the didactic

program are the following: Legal documents, relevant aspects regarding the school and

the students attending to the school in general and the students in particular group and

class, objectives, contents, assessment criteria, methodology, resources and materials,

reinforcement are planning to attend to the diversity, timing and distribution of the units

of work, etc.

5.2. OBJECTIVES

It is necessary to mention the legislative General Objectives for ESO: (Decree 69/2007

of Castilla-La Mancha)

a) To be responsible to assume their duties and to know and exercise their

rights by respecting people, being tolerant, cooperative and supportive for

people and groups as well as using dialogue as a mean of consolidating

human rights as common values of a plural and multicultural society and to

be prepared to be an active citizen of the democratic society.

b) To develop and to consolidate discipline, study and individual and group

working patterns as a necessary condition to efficiently perform learning

tasks and as a way of personal development.

c) To value and to respect the gender difference and equal rights and

opportunities for both sexes. To reject those stereotypes which mean

discrimination between men and women.


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d) To enhance affection in all areas of personality and in their relationships

with others as well as to reject violence, any type of prejudices or sexist

behavior and to peacefully resolve conflicts.

e) To develop basic skills in the use of information sources in order to, with

critical sense, acquire new knowledge. To acquire basic training in new

technologies, especially in information and communication technologies.

f) To conceive scientific knowledge as a compendium of knowledge structured

in different disciplines and to know and apply methods to identify problems

in different fields of knowledge and experience.

g) To develop enterprising spirit, self-confidence, critical sense, personal

initiative and the capacity to learn to learn, to plan, to make decisions and to

assume responsibilities.

h) To understand and express correctly, in oral and writing, Spanish complex

texts and messages and to begin reading and studying literature as well as

developing a taste and habit in reading.

i) To understand and express themselves appropriately in one or more foreign

languages in communicative situations and to develop interest and respect

attitudes towards language diversity.

j) To know, value and respect the basic aspects of own culture and history

and others’ as well as artistic and cultural heritage.

k) To know and accept how their body, and others’ bodies, works, to respect

the differences, to consolidate healthcare habits and to incorporate physical

education and sport exercising to promote personal and social development

as well as to know and value the sexuality dimension with its diversity. To

critically value social habits related to personal health and quality of life and

responsible and sustainable consumption.

l) To know and assume the principles of sustainable development and their

consequences for the entire society; to critically value the use of

environment and to acquire care habits towards living beings and the

environment by contributing to their conservation and improvement.

m) To appreciate artistic creations and to understand the language of the

different artistic expressions by using different expression and

representation means.

n) To acquire basic training for professional insertion and to apply the

knowledge acquired as an orientation for the future insertion in the labor and

academic market.


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The Decree 69/2007 of Castilla-La Mancha for ESO, in accordance with the LOE and

the Royal Decree 1631/2006, establishes objectives of foreign language teaching in

ESO, taking into consideration the ones which are closely connected to the design of

our innovation project.

1. To listen and to understand general and specific information from oral texts in

different communicative situation, by adopting a respectful and cooperative attitude.

2. To orally express and interact properly in frequent communicative situations in a

comprehensible way with a certain level of autonomy, being able to express opinions

about topics of their interest.

3. To read and understand different texts from a suitable level according to the

student´s capacities and interests in order to look for general and specific information.

4. To write simple texts with different purposes about different topics by using suitable

mechanisms of cohesion and coherence.

5. To know and use in a reflexive way, with autonomy and correction, linguistic norms

of use, phonetic, lexical, structural and functional elements in real communicative

contexts.

6. To use the language as an efficient instrument to learn, to look for information and to

present projects in the different subjects, paying special attention to the use of

information and communication technologies as well as multimedia resources.

7. To develop autonomy in the learning process and in self-evaluation; to think about

own learning processes and to transfer to the foreign language the knowledge and

communication strategies acquired in other languages.

8. To value the foreign language and languages in general, as a means of

communication and understanding among people with different origins, languages and

cultures, thus avoiding any kind of discrimination and linguistic or cultural stereotypes.

9. To read in the foreign language original books of their interest and develop reading

habits as a source of pleasure and personal enrichment.

Once I have studied in the master´s program as national as regional laws, it can be

concluded that they are similar about exposed content (national and regional objectives

of foreign language teaching in ESO), and the main difference is the redaction way.


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So, it is relevant the uniformity and coherence of the legislative material about specific

objectives of the subject.

5.3 COMPETENCES

Before developing the competence concept, I would like to comment its origin.

Although, the LOCE mentioned the competences, without defining them or establishing

which competences were relevant. The competences appear in the Spanish education

system with the LOE. In fact, competences are mentioned in the 6th article in which

curricular is defined as: “series of objectives, key competences, contents, methodology

and evaluation criteria.” A key competency is the ability to integrate knowledge, skills

and attitudes in a practical way to solve problems and react appropriately in a variety of

contexts and situations. It is the integration and application of theoretical and practical

knowledge in settings outside the academic context.

So, we must affirm that the inclusion of basic competences in the official curriculum

pursue several aims:

a) To integrate different types of learning, both formal, through the different subjects

and non-formal.

b) To allow the students to combine what they have learnt and use it when required in

different contexts and situations.

c) To guide the teaching practice, through the identification of contents and

assessment criteria.

The basic competences included in the legislation: Linguistic communication,

mathematics, knowledge of and interaction with the physical world, dealing with

information and digital competence, social and citizenship competence, cultural and

artistic competence, learning to learn, autonomous learning, and emotional

competence, which is specific of Castilla-La Mancha Region.

CEFR, European Council, 2001 establish the following Key Competences:

1.-Communicative Competence: “It is the competence to use language as the tool for

both oral and written communication, for the representation, interpretation and

understanding of reality, the building up and communication of knowledge and the self-

regulation of thoughts, feelings and behavior”.


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Learning a foreign language improves communicative competence in general, since it

develops the skill of both oral and written expression, using conventions and language

appropriate for each situation, interpreting the different kinds of discourse in various

contexts and functions.

2.-Mathematics: This competence involves the ability to understand, use and relate to

numbers, their basic operations the symbols and the form of expression in

mathematical reasoning, to produce and interpret different types of information as well

as to broaden the knowledge of quantitative aspects and spatial reality, and to

understand and resolve problems and situations related to everyday life, scientific

knowledge and the labour and social world.

3.-Knowledge of and interaction with the physical world: It is supposed that the

application of the scientific-technical idea to interpret the information received and to

predict and take decisions with initiative and autonomy in a world in which advances

that are produced in the scientific and technical world are very fast and have a

conclusive influence in our life’s, society and the natural world. It also implies the

difference and value of the scientific knowledge in contrast with other forms of

knowledge, and the use of values and ethic judgments associated with science and the

technological development.

4.-Digital and information processing competence: It is the ability to search for, obtain

process and communicate information, and transform it into knowledge. Different skills

are involved, from access to and selection of the information, to its use and

transmission through different media, and the use of ITC as an essential element of

communication. Acquisition of this competence involves the use of technological

resources to resolve problems efficiently, keeping a critical and reflective attitude when

evaluating the available information.

5.-Social and civic competence: This competence enables the student to form a part of

the society where they live in, understand how it functions and play a part, as a

democratic citizen, in an ever more diverse society. It involves the individual patterns of

behaviour which facilitate peaceful coexistence, relationships with others, cooperation,

commitment, and the resolution of conflicts. The acquisition of this competence

involves being capable of putting oneself in the place of others, accepting differences,

being tolerant and respecting the values, beliefs, cultures and personal and collective

history of those around one.


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It implies an understanding of the social situation we live in, and the ability to respond

to conflicts with ethical values, exercising with solidarity and responsibility the rights

and obligations we have as citizens.

6.-Cultural and artistic competence: It implies knowledge, appreciation, understanding

and critical evaluation of different cultural and artistic manifestations, both for the sake

of enjoyment and as a source of personal enrichment, and considering them as part of

the heritage of different cultures. It involves an appreciation of art and other

manifestations of culture, keeping an open-minded attitude towards different types of

Art, preserving the common cultural heritage and encouraging one´s own creative

capacity.

7.-Learning to learn competence: It involves beginning to learn and being capable of

continuing to learn autonomously, looking for and finding answers in a rational manner.

This means accepting a variety of possible answers to the same problem, and being

motivated to use different methodologies to find them. It implies being able to organize

one´s own learning, and an efficient use of intellectual resources and techniques.

“The UNESCO International Commission on Education maintains that the concept of

lifelong learning is the key that opens the door to the new millennium.”

“The Organisation of Economic Co-operation and Development (OECD) lays particular

stress on the benefits of lifelong learning in the occupational sphere, claiming that it

improves productivity and earning”.

8.-Autonomy and personal initiative competence: This involves making choices

following one´s own criteria, carrying out the initiatives necessary to develop one´s

choice, and taking responsibility for one´s decisions both in social and personal

domains and in the workplace. The acquisition of this competence implies creativity,

innovation, responsibility and a critical approach in the development of individual or

group projects.

9.-Emotional competence (Castilla-La Mancha): This competence is acquired when a

student can tackle any action, taking on the challenges it might involve in a responsible

way, by establishing positive social relationships with the surrounding and getting to

know oneself. Its acquisition entails development and empowerment of student´s self

esteem, confidence and their own possibilities.


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During the theorical part of the master we have been told about Salovey and Mayer

authors who widely developed the emotional intelligence concept that is related to

people who have developed skills related to Emotional Intelligence understand and

express their own emotions, recognize emotion in others and regulate affect.

Although, I have just talked about the key competences settled in the CEFR European

Council 2001, now, I will toughly develop the Communicative competence, the one

directly connected with English as a Foreign Language.

COMMUNICATIVE LANGUAGE COMPETENCE can be considered as comprising

several components: Linguistic, sociolinguistic and pragmatic. According to CEFR

Council of Europe, 2001, the communicative competence comprises five sub-

competences:

1) Linguistic competence: knowledge of formal elements to formulate meaningful

messages. Lexical competence, Grammatical Competence (morphology and syntax, is

the ability to put into practice the rules that govern the language system), Semantic

competence, Phonological competence, Orthographic competence, ortoephic

competence (pronunciation). Learning a foreign language directly contributes to

acquiring linguistic competence.

Moreover, the contribution of the foreign language towards the development of this

competence is essential in oral discourse since acquiring the skills of listening,

speaking and conversation is particularly relevant. Learning a foreign language

improves communicative competence in general, since it develops the skill of both oral

and written expression, using conventions and language appropriate for each situation,

interpreting the different kinds of discourse in various contexts and functions.

2) Sociolinguistic competence: Skills required to deal with the social dimension of

language use. Learning a foreign language will also contribute to developing the

learning to learn competence since it enhances language abilities in general, providing

new possibilities and resources to understand and express oneself; it is also a good

means to develop social and citizenship competence, since it encourages respect for

other ways of thinking and to develop team work through interactions.

Sociolinguistic competence is the ability to adapt the language used to a particular

context, taking into account what is accepted in a given situation by native speakers.


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3) Pragmatic: Learner´s knowledge of the principles according which messages are:

4) Discourse competence (Organized and structured), is the ability to use different

types of discourse according to the communicative situation and the speakers involved.

5) Functional competence (Used to “perform” communicative functions).

The process of English language acquisition is conceived as a creative one in which

the student, based on his/ her knowledge of the language, can formulate hypothesis in

order to work out the rules governing the language. The mistakes made by the

students are not seen as a kind of failure but as evidence of the progression of the

learning process. The basic language skills (listening, speaking, reading and writing)

have been integrated and form part of communicative activities. The aim is that

students become capable of producing oral and written messages in English with at

least the basic level of fluency and correction necessary for effective communication.

To conclude this part, I would like to mention that the introduction of the Key

competences implies changes in teaching methods: Essential learning(from knowledge

to being competent), Constructive learning (understanding and applying), Reproductive

learning(repetition), Research and use of technological resources, Student autonomy,

Group work, Transfer of learning, coordination between departments, integration of

formal and informal learning, among others.

5.4 CONTENTS, IDENTIFYING MINIMUM CONTENTS

The contents for the first course of ESO are the following RD 1631/ 2006 and Decree

69/2007 of 29th May of DOCM (Castilla -La Mancha), the contents have been grouped

into three categories: Language skills, knowledge of the language in use and social

and cultural dimension. Specifically for the 1st year, the contents for the language skills

in the four blocks are the following:

BLOCK 1: Listening, speaking and conversing (The same for RD. 1631/ 2006 & Decree

of Castilla- La Mancha). At this stage, oral communication is particularly important. This

is why the first block focuses on developing communicative oral competence, exposing

the students to a wide range of speakers so that they can appreciate the variety and

nuances in the language. To end, it is important to use both traditional audiovisual

resources and information and communication technology resources. In this part the

students have to be able:


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- To listen and understand short oral messages relating to classroom activities:

instructions, questions, comments and dialogues.

- To guess the general content of what is being listened to with the aid of both verbal

and non-verbal elements.

- To extract specific information from oral texts on predictable, everyday issues such as

numbers, prices, timetables, names or places, presented through different support

means.

- To use basic strategies to understand oral messages: use of both verbal and non-

verbal contexts, and of the previous knowledge one has of the specific situation.

- To produce short oral messages with a logical structure and appropriate

pronunciation.

- To take part in short simple conversations in the classroom and in simulations related

to personal experiences or interests.

- To give appropriate responses to the information requested by the teacher or the

classmates in classroom activities.

- To develop strategies to overcome interruptions in the communication process,

making use of verbal and non-verbal elements to express oneself orally in pair and

group work activities, asking for repetition or clarification, among other strategies.

BLOCK 2: Reading and writing (The same for RD 1.631/2006 and Decree 69/2007

dated of 29th May of DOCM (Castilla-La Mancha). The “reading and writing” block

includes procedures to develop discursive written competence. Written texts serve both

as models for textual composition and as practice and learning of language forms. For

the 1st of CSE the following contents have been specified:

- To understand basic instructions to carry out required activities appropriately.

- To understand general and specific information(discarding that which is not relevant)

in simple authentic and specially adapted texts, presented on paper and digitally, on

various topics appropriate to the students´ age and related to the contents of other

subjects in the curriculum.

- To read with a certain degree of autonomy texts adapted to their age, interests and

level of competence.


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- To use basic strategies for reading comprehension: identification of the topic in a text

with the help of both textual and non-textual elements, using previous knowledge on it,

inferring meaning from context, and from the comparison between similar words or

phrases in the languages the student is familiar with.

- To identify some of the features and conventions typical of the written language and

differences between written and oral language.

- To develop guided written expression, such as completing or modifying simple

sentences or paragraphs.

- To draft up short texts with basic cohesive elements, with different communicative

purposes, following models and using the most basic strategies of written expression.

(Planning, drawing up, and revising).

- To use basic spelling and punctuation rules, acknowledging their importance in basic

communication.

- To give an incentive to present written text on paper and electronically with a

minimum standard of tidiness.

BLOCK 3: Knowledge of the language in use, should promote the inference of linguistic

rules governing the language, so that the students can see which elements in the

foreign language are similar to those in the language(s) they are competent in an which

strategies could be uses to make progress in the target language. Regarding the

Knowledge of the language, these are the contents included in RD 1631/2006:

Linguistic Knowledge:

1) To identify basic morphological elements common in language: noun, verb,

adjective, adverb, preposition, etc.

2) To identify and use common expression, simple stock phrases and lexis relating to

specific everyday contexts and contents from other subjects in the curriculum.

3) To use basic structures and functions relating to the most predictable everyday

situations.

4) To identify and reproduce basic rhythm, intonation and stress patterns in words and

sentences.


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Reflection on the learning process:

1) To implement basic strategies to organize, acquire, remember and use the lexis

covered.

2) To use Progressive learning resources such as dictionaries, encyclopedias, libraries

and Information and Communication Technologies.

3) To guide reflection upon the use and meaning of grammar forms appropriate for

different communicative intentions.

4) To initiate into self-assessment and self-correction strategies in both written and oral

communication.

5) To accept mistakes as an integral part of the learning process and positive attitude

to overcome them.

6) To organize individual work as a strategy to make progress in the learning process.

7) To interest to take advantage of the learning situations created both inside and

outside the classroom.

8) To participate active in group-work and activities.

9) To show confidence and initiative to express oneself in public and in writing.

BLOCK 4: SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS,

which contribute to provide the students with an insight into customs, social relations,

features and peculiarities of the countries where the language is spoken; that is into

ways of life different from their own. This insight will foster attitudes of tolerance and

acceptance, will enhance interest in learning about other social and cultural forms and

will promote intercultural communication, since languages also contain features and

traits of the cultures they serve as the means of expression.

SOCIO-CULTURAL aspects and INTERCULTURAL awareness:

- To acknowledge and value the foreign language as a communication tool in the

classroom and with people from other culture.

- To identify customs and everyday life features characteristics of the countries and

cultures where the foreign language is spoken.


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- To use the appropriate formulaic expressions for social interchanges.

- To knowledge of some historical and geographical events from the countries where

the foreign language is spoken, extracting information on it from various resources,

among them, the Internet and other information and communication technologies.

- To show interest and initiative to carry out communicative exchanges with speakers

or learners of the foreign language through conventional or electronic means.

- To value the personal wealth derived from having contact with people.

5.5 RELATION BETWEEN COMPETENCES, OBJECTIVES AND CONTENTS

General Objectives

Objectives of FLT

CEFR, Key Competences

Contents

H, I 1, 2, 3, 4, 5, 6, 7, 8, 9

1. Communicative competence

Blocks: 1,2, 3, 4

E 6, 7 4. Digital and information processing competence

Blocks: 2, 3

A,B,C,D 1, 2, 3, 4, 7, 8 5. Social and civic competence

Blocks:1, 3, 4

J,M 8 6. Cultural and Artistic Competence

Block: 4

B,E,G 5, 6, 7 7.Learning to learn competence

Blocks: 1, 2, 4.

G,N 1, 2, 5, 7, 8 8. Autonomy and personal initiative competence

Blocks: 1, 2, 3, 4.

A, B, C, D, G, N

2, 4, 7, 8 9.Emotional competence

Blocks: 3, 4


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5.6. UNITS OF WORK - TIMING:

The number of contact weeks is 34 and the number of hours is 106. There are 9 units

in total, each including a number of sessions, which may vary in number. In general,

each unit has 10 teaching sessions, while other may include 12, 13 or 15. In any case,

the timing is flexible, as it will depend on how long certain key activities take.

PLANNING : 1st TERM SEPTEMBER OCTOBER NOVEMBER DECEMBER WEEK 1 Unit 1 3 hours

IN THE UK

Unit 2 3 hours

Having fun

Unit 3 Taste Of Britain 3 hours

WEEK 2 Unit 1 3 hours

IN THE UK

Unit 3 3 hours

Taste of Britain

Unit 3 Taste Of Britain 3 hours


IN THE UK.

Unit 2 3 hours

Having fun

Unit 3 3 hours

Taste of Britain


IN THE UK.

Unit 2 4 hours

Having fun

Unit 3- 3 hours

Taste of Britain

PLANNING : 2nd TERM JANUARY FEBRUARY MARZ

WEEK 1 Unit 4 Getting

around 3 hours.

Unit5 Today´s

sport- 3 hours

Unit 6 Our world- 3 hours


around 4 hours.

Unit5 Today´s sport

4 hours



around 3 hours

Unit5 Today´s sport

3 hours


WEEK 4 Unit5 Today´s sport

3 hours.

Unit 6 Our world

3 hours

PLANNING : 3rd TERM APRIL MAY JUNI WEEK 1 Unit 7: 3hours

I love music!

Unit 8: 3hours

Famous people

Unit 9 Summer holidays

3 hours.

WEEK 2 Unit 7: 3hours

I love music!

Unit 8: 4hours

Famous people


3 hours.


I love music!

Unit 8: 3hours

Famous people


3 hours.


Famous people

Unit 9: 3hours

Summer holidays


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Taking into account the general objectives of ESO, the following objectives for this 1st

year have been established in the 9 units:

1) To know about and exercise their rights and obligations, particularly showing mutual

respect and tolerance. This will be done mostly through pair and group work, role plays

and discussions carried out throughout the year. The following units focus on this

objective: Unit 1: In the UK; Unit 2: Having fun; Unit 6: Our world.

The objectives number 2, 3, 4 and 5 will be developed as better as possible, during all

the classes and in all the programmed activities in the course.

2) To develop and consolidate the right attitude towards discipline, study, individual and

group work. Specific rules will be set at the beginning of the course, negotiated with the

students.

3) To value and respect sex differences and equal rights and opportunities for both

sexes. This will be pervasive throughout the class development and through some

specific texts, mostly in pair and group work.

4) To reinforce and promote affective skills at a personal and social level, the concept

of group-work and value other´s ways of thinking. To achieve this, is essential: group

work and the participation of the whole class.

5) To develop basic skills in order to use different sources of information so as to

acquire new knowledge with a critical eye. This will be initiated in the first course of

compulsory secondary education, and carried on and improved on throughout the

following years.

6) To understand scientific knowledge as an integrated discipline which includes

different subjects, and be aware of and apply the appropriate methods in order to

identify problems. More specifically, this will be covered on Unit 2: Having fun, Unit 3:

Taste of Britain; Unit 4: Getting around; Unit 5: Today’s sports; Unit 7: I love music! ;

Unit 8: Famous people; Unit: 9: Summer holidays.

The following objectives, number 7 and 8, are common and they will be studied during

the scholar period.


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7) To develop an entrepreneurial spirit and self-confidence, a critical attitude, personal

initiative and the ability to learn to learn, plan, make decisions and assume

responsibilities. To achieve this, students will have to give short presentations of the

work done either individually or in group work.

8) To understand and express oneself appropriately in one or more foreign languages.

Focusing on the contents, skills and competence development for this year.

9) To learn the basics aspects of History and culture and respect one´s cultural and

artistic heritage. Learn about different cultures and societies, with the aim of valuing

them critically and at the same time showing respect not only towards one´s own

culture but also others’. This will be done through texts, songs, cartoons and listening

activities. More specifically, the following units focus on this objective: Unit 1: In the UK;

Unit 2: Having fun; Unit 3: Taste of Britain; Unit 4: Getting around; Unit 6: Our world;

Unit 8: Famous people; Unit 9: Summer holidays.

10) To know about the functioning of one´s own and other people bodies, showing

respect for the differences. This topic will be covered in this units: Unit 1: In the UK;

Unit: 2: Having fun; Unit 5: Today’s sports, Unit 8: Famous people.

The teaching sessions will not always follow the same procedure, but rather will

depend on the objectives and contents designed for that specific session. Some of the

sessions will follow the traditional procedure of:

- Warm-up (Introduction to the English class and the focus of the lesson) +

Presentation of the lexis/ structures+ controlled practice(through repetition drills, or

guided and controlled activities, in pair or individual work) + free production(through

activities where students will have to use the lexis and structures learnt, in pairs,

groups or sometimes individually).

The activities designed will try to make students use logic in their arguments and apply

this logic to specific tasks. They will involve decision-making, categorization of the

information given, comparison of one´s beliefs with those of others, descriptions, and

various types of interactions with their classmates. Pair work will be frequently used

and also individual work monitored by the teacher. There will also be some group work,

especially in the production stage of the unit or when carrying out a particular task.


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It is important to highlight the oral production as a special competence, which needs to

be studied several hours per week to improve it and reinforce the communicative

competence. It has been included in the annexes the nine unit´s schemas, taking into

account the main competences and contents.

5.7- PEDAGOGICAL METHODOLOGY

The pedagogic methodology takes part of the curricula resources. Although in the point

2.3 of the program I mentioned the social and epistemological curricula resources, I

finished stating that in this epigraph I would complete the information, talking about the

pedagogic perspective. First of all I would like to remark that student-centred pedagogy

requires that we understand our students and to If we do it so, we will get some

information about who our students are and what behaviour patterns they have. The

main role of the English language teacher is to help the students to express

themselves better, so that they can gain that self-confidence which is essential when

putting together thoughts in another language. There are two dimensions of language

learning and teaching: The Horizontal and the Vertical dimension. Once more, I will

refer to CEFR, European Council, 2001, concretely I will mention the CEFR´S action-

oriented approach to the description of language use supports what might be described

of language learning and teaching. Relative to any level of proficiency it enables us to

considerer how the capacities of the language learner, the different aspects of

language activity, and the conditions and constraints imposed by context combine to

shape communication. And the “Vertical” dimension: PROFICIENCY LEVELES. The

CEFR divides learners into three broad divisions which can be divided into six levels:

A) BASIC SPEAKER:

1- A1 BREAKTROUGH ( Beginner)

2- A2 WAYSTAGE( Elementary Level)

B) INDEPENDENT SPEAKER:

1- B1 THRESHOLD( Pre-intermediate)

2- B2 AVANTAGE( Intermediate)

C) PROFICIENT SPEAKER:

1- C1 EFFECTIVE OPERATIONAL PROFICIENCY ( Upper Intermediate)

2- C2 MASTERY( Advanced)

It is the enumeration, which has been established by the CEFR, Council of Europe

2001. Due to this enumeration, we have an objective perspective about the levels

acquired by the students. The CEFR describes what a student is supposed to be able

to do in reading, listening, speaking and writing at each level.


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The pedagogic practice is a topic which has been studied by many experts in the

educative field. H. D. Brown (Brown 2007:15) states that: “Methodology is a plan for

teaching language. It is based on theories of how language is learned and how it

should be taught. It also describes the roles of learners and teachers in the classroom,

what is learned in what order, and what materials and classroom activities are

involved”. Approach is considered to be the theoretical positions and attitudes about

the nature of language and language learning, and the enforceability of both to

pedagogical settings. Method, in turn, is defined as a generalized set of classroom

specifications for achieving linguistic aims. A fundamental characteristic in teaching

languages is the variety of approaches and methods available. We can choose

methods or materials according to the students’ needs or even according to the

conditions of the educational situation in a specific school.

The first one is called “Grammar translation method” and it is the most traditional one.

Long lists of vocabulary and explanation of grammar rules are provided by the teacher.

It is not required that the teacher has special teaching skills because the important

thing is the knowledge of grammar. Learners are used to memorize grammar rules and

vocabulary. The class is focused on translation of texts and learners do not learn to

speak or use language to communicate.

Richards and Rodgers(1986:4) stated that: “It is hard to decide which is more

surprising - the fact that this method has survived right up until today (alongside a host

of more modern and more "enlightened" methods), or the fact that what was essentially

a method developed for the study of "dead" languages involving little or no spoken

communication or listening comprehension is still used for the study of languages that

are very much alive and require competence not only in terms of reading, writing and

structure, but also speaking, listening and interactive communication.”

The “Direct method”: The direct method of teaching was developed as a response to

the Grammar-translation method. The weakness in the direct method is its assumption

that a second language can be learnt in exactly the same way as a first, when in fact

the conditions under which a second language is learnt are very different. The “Audio-

lingual method”: The teacher organizes drills, presents grammar patterns and corrects

errors and students learn language by memorizing patterns. In this method, the class

focuses on substitution exercises, pronunciation exercises and pattern drills.

This method was one of the first to have its roots "firmly grounded in linguistic and

psychological theory" (Brown 1994:57), which apparently added to its credibility and

probably had some influence in the popularity it enjoyed over a long period of time.


26

The “Silent way” is an approach designed to allow students to become independent,

autonomous and responsible learners. It is part of a more general pedagogical

approach to teaching and learning created by Caleb Gattegno. This method guides

students to develop their own conceptual models of all the aspects of the language.

This method fosters cooperative learning between individuals. It embodies a new

approach to education in general, a respect for the individual and an awareness of the

individual’s extraordinary cognitive powers. The self-esteem of the students will be

increased and this will enhance learning.

J. Asher introduced the idea of teaching languages using “Total physical response”.

His first paper on TPR, showed how language can be taught using commands: the

teacher gives the command, models the movement, and the student performs the

action. Students are not asked to speak, only to try to understand and obey the

command. The teacher says: “Stand up”, and the students also stand up. Gradually

the commands get more complicated.

Focusing on the methods, they are equally effective; all of them depend on the learning

process that is being used in that moment in the educational center. I have mentioned

some of the most common methods: Grammar translation method, direct method, total

phisycal response method, audio-lingual method, etc… Currently, those methods are

used depending on the contents. During my practice period giving lessons, we

combined those methods and all of them work correctly.

5.8- EVALUATION AND ASSESSMENT IN ESO

Upon again, before deepening the main topic, I will mention the legislation of reference.

We can state that in the Article 10 of RD 1.631/2006 states that assessment of the

learning process in ESO should be continuous and focused on the different subjects.

Teachers should assess their students bearing in mind the different elements in the

official curriculum.

The assessment criteria for a specific subject should be the main reference to assess

both the acquisition of basic competences and the achievement of the objectives.

When a student has not achieved the objectives, measures should be adopted as

taken to reinforce the learning process.


27

These measures should be adopted as soon as deficiencies are identified and should

be geared towards ensuring that the student achieves the minimum objectives to

continue with his or her learning process. Both the students´ learning acquisition and

the learning process itself should be assessed.

In this point, we have to remark that in the theorical part of the master, it was

highlighted the importance of the Program for International student assessment PISA,

is an internationally standardized assessment that was jointly developed by

participating countries and administered to 15-year-olds in schools. PISA assesses

how far students near the end of compulsory education have acquired some of the

knowledge and skills that are essential for full participation in society. PISA measures

the basics competences, it´s to say, the student´s capacity of practicing what she/he

has learnt. Despite of the slightly improvements of the results compared to the last

report, made in 2006, Spain is under the European average. It seems to be that the

factor which weighs down the results in both cases is the High percentage of repeating

students per year (36%) whose performance is in general deficient. If this circumstance

had disappeared, “Spain would be beyond OCDE average, as the Education State

Secretary has explained”.

ASSESSMENT IN LANGUAGE TEACHING:

Assessment plays such an important part in language that it is reflected in the

curriculum design, set by the various Education Authorities in the corresponding Royal

Decrees and Decrees and Orders both at the national and regional level. To follow, I

will talk about the different kinds of evaluation methods at the current state legislation:

1) Initial Assessment: at the beginning of the academic year to determine the student´s

language proficiency, their background, needs, etc. Bearing in mind the Official

Curriculum teacher sets objectives, plans units and selects tasks, topics and materials,

incorporating here the results from the initial assessment. Examples: Observe

students during: Class discussion, reading/writing activities, pair work, group work, etc.

2) Formative Assessment: teacher collects ongoing assessment information through a

variety of methods, in different contexts and over a period of time(student´s

performance in activities, pronunciation, writing, etc, though direct observation, formal

assessment, assessment of specific tasks; for a month, after the unit has been

completed, etc.


28

This formative assessment will provide feedback to the students, and will help the

teacher to reflect on the appropriateness of the content, the effectiveness of the

methodology and the student´s performance. Examples: Observe and assess students:

Presenting something to the rest of the class, performing a designated role or task in a

group, during reading or writing activities, formal tests, student´s file/ portfolio, etc.

3) Summative assessment: the assessment information collected through a variety of

methods over a certain period of time will help the teacher to make overall judgments

of the students: for example, decide on the level of language development, on the

progress made, etc. Examples: analysis of questionnaires, self–assessment forms.

Besides the evaluation criteria that have been described before, which are essential to

get correct students evaluations, we can distinguish, among others, the following types

of assessment which appear in (chapter 9 of a Common European Framework):

A) Proficiency assessment: It is the assessment of what someone can do in relation to

the application of the subject in the real world. It represents an external perspective. In

the practice classes I have worked with real texts about the current environment where

the students live, in order to motivate them to learn this language through the practice

application: in order to compete in today´s labor market.

B) Direct assessment: It is assessing what the student is actually doing. It is important

to correct them directly and immediately so those mistakes can be corrected as soon

as possible. From my personal experience, it has had a positive effect to teach the

students that making mistakes is a natural process in the educative field.

C) Indirect assessment: It uses a test, usually on paper, which often assesses enabling

skills. Reading can, for example, only be assessed indirectly by requiring learners to

demonstrate evidence of understanding by finishing sentences, answering questions,

etc. This procedure, concretely the reading skill, I applied it in one of my class, where

we were working with the programmed book of the lecture plan.

D) Objective assessment: It is assessment in which subjectivity is removed. What is

normally meant by this is a test in which the items have only one right answer. At the

beginning of my classes, I prepared a level test for all the students to know their level

and depending on the results to reinforce their weakness in the following classes


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ASSESSMENT CRITERIA for the 1st Year of ESO:

In the first course of ESO, It is necessary that students are able:

1) To understand the most relevant overall and specific information from simple oral

texts produced face to face or through audiovisual based on everyday topics. The

criterion will be used to assess the student´s capability to understand the basic

meaning of dialogues produced face to face and through audiovisual means, even if

not everything is understood perfectly. The purpose is to assess whether the student is

able to identify the meaning of instructions, comments, questions and answers, brief

dialogues, descriptions and brief narrative.

2) To communicate orally by taking part in very brief oral exchanges(conversations and

role-plays) relating to well known topics or issues previously worked on, by using

appropriate strategies to make communication flow possible and with an outcome

which are both comprehensible and appropriate to the communicative intention. This

criterion is used to assess the capability of students to communicate, taking part in real

and role-played conversation exchanges on familiar topics. The oral exchanges will

mainly consist of about their experiences on familiar topics and in predictable

situations, using linguistic resources and strategies to ensure that the communication

process actually takes place. The student´s outcomes may have some lexical, morpho-

syntactic or pronunciation flaws as long as they do not prevent communication.

3) To identify the main idea and extract specific information from written texts

appropriate to their age, with the aid of both textual and non-textual element on various

topics and others related to some of the subjects in the curriculum. This criterion is

used to assess the capability of the students to understand a variety of texts:

instructions, letters, descriptions, brief narratives, messages, questionnaires, etc by

putting into practice basic reading strategies such as inferring meaning from context or

visual prompts, or by comparing the languages the student knows. This criterion is also

used to assess the student´s ability to read a variety of texts, both on paper and

digitally, of a certain length, in order to learn about something or simply for pleasure,

making use of a dictionary if necessary.

4) To draft short, simple texts making use of different means and using the appropriate

structures, functions and lexis, as well as some basic cohesive rules.


30

This criterion is used to assess the capability to draft. The texts should contain

common words, simple sentences and basic links. The texts should also be assessed

for clarity and tidiness.

5) To use one´s knowledge of the formal aspects of the foreign language code

(morphology, syntax and phonology), in various communication contexts, as a mean of

self-learning and correction of one´s own productions and to better understand those

made by others. This criterion is used to assess the capability of students to apply their

linguistic knowledge to the production of sounds, rhythm, intonation and language

organization in various activities, and to reflect upon the need for formal accuracy for a

better understanding of both their own and other’s productions.

6) To identify, use and give examples of some of the strategies used in their learning

progress. This criterion aims to assess whether the student is using basic strategies

that facilitate learning, such as the ability to assess their own progress, to reflect on

one´s particular way of learning faster and better, to accept errors as part of the

learning process, to use various tools to store, memorize and review lexis; correct use

of dictionaries to identify the exact meaning of a word in context; use of bibliographic,

computer-assisted or digital means to extract information, expand on or review the

different features which have been worked on in the classroom, etc.

7) To use information and communication technologies, always highly supervised, to

look for information, produce messages following some given patterns to establish

personal relations, showing interest to use them. This criterion will help to assess the

capability of students to use information and communication technologies as a tool of

communication and learning, in common class activities and to establish personal

relationships. The communication exchanges will deal with familiar topics which have

been previously worked on and follow certain patterns. The students´ attitude should

also be assessed here.

8) To identify some of the cultural or geographical elements which characterize

English-speaking countries and show interest in learning about them. This criterion

assesses the knowledge the students have of the socio-cultural and geographical

context of the English-speaking countries and the level of interest in and appreciation

of other people´s culture, values, and customs shown by the students.


31

In the annexes (pages 87, 88 and 89) I will include a graphic with the percentages, in

which it can be checked that the oral production is highly marked, because I consider is

one of the most important skills for the progress of the students in this subject. The

percentages are the following: 30% speaking and attitude, 20% reading and listening,

20% writing and 30% the exam. Besides evaluating the kills in the graphics appears

portfolio as strategy to assess writing skills in English. In my own opinion, it is

interesting to include a portfolio as a strategy of alternative evaluation that lets us

compile the information that shows the awareness and achievements of our students. It

is to say, it shows how they think, they ask, they analyze, they synthesize, they create

or produce and the way they interact (intellectually, emotionally and socially) among

others, so it let us identify the learning process of concepts, procedures, and attitudes

of the students.

5.9. REINFORCEMENT AND ATTENTION TO DIVERSITY

Reinforcement and attention to diversity are widely considered issues in the educative

legislation. To continue the legislative references about these aspects are the following:

Royal Decree 1631/2006 of 29 December 2006 on minimum requirements for

secondary education establishes that: “compulsory secondary must be organized

according to the principles of common provision and attention to student diversity”.

The article 12 of RD, states that: “Compulsory secondary education is organized

around the principles of common education and catering for student´s diversity”. The

measures to pay attention to diversity should be geared to addressing the specific

education needs of the students and to the achievement of the objectives. Under no

circumstances should these measures involve any kind of discrimination which

prevents the students from achieving the minimum objectives or getting the appropriate

qualifications. It is the responsibility of the Education Authorities to regulate the

different measures to cater for diversity.

Among these measures should be included: flexible groupings, support for mainstream

groups, division of groups, reinforcement measures, curricular diversification and other

customized programs. The plan to pay attention to diversity establishes that measures

should be taken to attend to the different needs of the students and that those

measures should be included in the school´s annual year planning, with the following

features:


32

The measures are transitional and reviewable, they will be suggested by the tutor with

the cooperation of the rest of the teaching staff, they will be coordinated by the Director

of studies with the help of the counseling team, they will be the least restrictive

possible, and they will encourage the student´s participation within the class group. To

pay attention to diversity, the didactic program should also include special activities for

those students who in spite of going up the following level had not reached the

promotional standards for the previous one and activities for those students who must

remain in the same level for two consecutive years.

The Spanish Constitution (CE 1978), in its title I basic rights and duties (Article 49),

provides that: “the public authorities shall implement a policy of prevention, treatment,

rehabilitation and integration of those who are physically, sensorially or mentally

handicapped, who shall be given the special Attention which they require and be

afforded special protection for the enjoyment of the rights which this title grants to all

citizens”. According to Vidal (1996) adapting the curriculum implies “the progressive

specification of the minimum curriculum content to turn it into an education tool which

will allow us to achieve the general objectives in education for all the different

individuals”.

5.10. EDUCATIONAL VALUES

Educational values are essential in order to reach a peaceful, democratic and

supportive coexistence, through the knowledge of real situations that require initiatives

of solidarity. In the article 1 c of the first chapter entitled “Principles and aims of

education”, the LOE states that:“ The transference and practise of values that favour

personal freedom, responsibility, civic democracy, solidarity, tolerance, equality,

respect and justice, as well as getting over any sort of discrimination.” In the article 2

entitled aims, the law states that:“Education for peace, regard for human rights,

communal living, social cohesion, cooperation and solidarity between peoples as well

as the acquisition of values that favour the respect for living creatures and the

environment, particularly the value of green spaces and sustainable development.”

Although we have already stated basics competences before, I am going to remark the

aspects related to educational values directly. In the own definition, these values are

contemplated as follow: “The key or basic competence is defined as the capacity to

respond to complex demands and carry out diverse duties successfully.


33

It involves a combination of practical skills, knowledge, motivations, ethic values,

attitudes, emotions and other social components that work jointly in order to achieve an

effective action”.

The key competences are those which sustain personal realization, social inclusion,

active citizenship and employment.

Social and citizen competence is directly connected to educational values: “this

competence allows a societal coexistence, understands the social reality of the world

we live in and makes use of democratic citizenship. It incorporates forms of individual

behaviour that enable people to live in an increasingly plural society, to mix with other

people, as well as to cooperate, commit and take on conflicts. To fully acquire this

competence entails to put ourselves in someone else’s place, accepting the

differences, being tolerant and respecting the values, beliefs, cultures and personal

and group history of other people”.

Let´s study how the education is structured about values referring to the subject:

Citizenship and Human Rights Education, which is taught in compulsory secondary

education and has the following objectives:

- To develop self-esteem, affectivity and self-autonomy in the relationship with other

people, and an attitude that opposes violence, stereotypes and prejudices.

- To develop emotional, communicative and social skills in order to perform

autonomously in daily life and to participate in group relationships, showing generous

and constructive attitudes.

- To acknowledge diversity as enrichment for a harmonious coexistence, and to show

respect towards the customs and ways of living of peoples and towns that are different

to ours.

- To know, value and learn to live with the main rights and obligations that are derived

from the Universal Declaration of the Human Rights, from the Convention of the Rights

of Children and from the Spanish Constitution.


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5.11. TEACHING MATERIALS AND RESOURCES:

Teaching materials and resources are anything which can be used to facilitate the

learning of a language and so they could be divided into “human” and “material

resources”. Human resources include the teacher and the students.

The teacher´s role: Within the context of a multilingual, multicultural Europe the English

teacher´s responsibility is:

A) To make sure that students achieve an ability to communicate which goes beyond

simple linguistic capacity.

B) To raise the awareness of students as to the diversity of languages and cultures.

C) To provide a key for them to discover other cultures and to convey the values or

their own culture.

D) To demonstrate the necessity to see their opinions and value system as relative in

order to go beyond superficial views and stereotypes.

E) To educate European citizens in the spirit of understanding and respect for diversity

and tolerance in order to combat prejudice and xenophobia

F) Apart from the transmission of skills and knowledge the teacher fulfils the roles of

role model, guide, mediator, and facilitator of meaning.

This coincides both with what the Common European Framework says and what the

Spanish Education Authorities state both at national and regional level.

Material resources, school facilities and didactic materials:

Techniques of visualization: (Blackboard and white board) that can be used in a static

and an interactive way. Print resources including course-books, activity or workbooks

and dictionaries published for language educational purposes.

Books, magazines, newspapers and other real texts. Flashcards with words, phrases,

sentences and particular target language culture-specific data (like dates, names of

important people, places, events, etc), charts, tables of grammatical rules, posters with

various pictures and maps can provide a visual impact for language learning and

linguistic performance at the same time.


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Audio resources: Radio, CD-players, DVDs, and cassette-recorders have used as

authentic resources for language learning since the development of the Direct Method

and Audio-Lingual Method. The advantage of video technology is that one can also

record student´s performance. Recordings can be used for feedback, self-evaluation

purposes and in project work as well. The best practice of applying traditional audio-

visual means to promote language learning is using video-tapes and / or DVDs. Audio-

recording materials for the teaching of a specific subject areas in schools in the target

language country do not pay much attention to structuring and grading the language

but they can also be used in language classes, though one has to adjust the

accompanying worksheets to the standards and needs of students.

ALTHIA Room: Information and communication technologies play now an essential role

in Compulsory secondary education since this is one of the basic competences in the

general objectives. Under the current legislation, this competence consists on being

able to search, obtain, process and communicate information to transform it into

knowledge. Information and communication technologies can be used in the teaching

of English:

- Computer-operated information and communication technologies offer unlimited

opportunities for self-directed learning.

- The principles of learner autonomy have to be followed when creating a fruitful

learning environment based on ICTs.

- The most frequently occurring forms of ICT-based language learning activity use

multimedia, electronic dictionaries and web-pages.

TEXTBOOKS 2010/ 2011:

The student’s book that I will mention next, are used during the course 2010/2011 in

I.E.S. Rey Pastor high school:

Passport 1 – Burlington Books: student’s book, workbook, word games, student’s

activity multiroom, teacher’s manual, welcome to Britain DVD, class audio CD, teacher’s

all-in-one pack.

Reading books (lecture plan) of the academic year are the following: “the Secret of the

Stones”. Vicens Vives Ed. and “Robin Hood“. Vicens Vives Ed.


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5. 12. COMPLEMENTARY AND EXTRACURRICULAR ACTIVITIES:

Complementary and extracurricular activities are fundamental activities to reach a high

motivation in the students. The school provides a wider range of extra-curricular

activities for the students. The activities have to be included before starting the didactic

program of the course and they could be cultural visits, museum, theatre plays, and

artistic exhibitions, sportive activities as football, baskets, or tennis. There are a lot of

activities that can be programmed: musical activities, handcraft and painting works,

comics, chess games between others.

Cross-curricular topics: Cross-curricular topics like sex equality, values, and civic

education will be dealt with through some of the contents covered, but above all, they

will be an integral part of the class approach: pair work and group work should foster

cooperative work and respect for the other members in the group. The communicative

approach will be used to develop and encourage communication, while the structural

and notional-functional approach will help to reinforce certain structures, notions and

functions, repetition drills to clarify certain forms or structures and to practice sounds,

intonation and stress, a task-based approach to carry out certain tasks and give every

student a sense of achievement and various techniques to develop autonomous

learning and intercultural awareness. Expanding on what the Education Authorities

state, and because the students are around 12, they still have to further develop some

of their general competences together with their language competences. Following I

would like to mark some of the “cross curricular issues”: education for sex equality,

civics and moral education, peace education, health education, environmental

education, sexual education, consumer education and traffic safety education. These

kinds of activities, besides promoting communication, give them chances to learn in

different environments and situations. Steffe (2000-209) States that it is very important

to extend learning opportunities of the students of secondary levels away from the

classes.

5.13. EDUCATIONAL INNOVATION PROJECT:

The educative innovation project is based on Party game competition as an

educational tool for learning English”.


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ANALYSIS: this educational project is addressed to I.E.S Rey Pastor School, located

in the city centre of Albacete.

In general the students belong to upper-middle class although we find a low

percentage of students with family problems and immigration.

We will take into account these specific considerations for the elaboration of the project

since this group has to make an extra effort as to achieve the expected goals. Besides,

we should create bearable strategies and techniques for those students. Regarding the

students, we find some weaknesses related to lack of motivation, interaction among the

students and oral skills. These are some of the reasons which justify why we want to

introduce this project in the reality of the school. Specifically, this project aims to

improve the above mentioned problems that nowadays seem to be so common in our

classrooms. The use of games within language classroom environment is an effective

way of motivating students and promoting a meaningful learning. According to Angela

McFarlane and Anne Sparrowhawk (McFarlane, A. and Sparrowhawk, A. 2011:2-9)

games help the teacher to create context in which the language is useful and

meaningful for students. This helps to make the game more amusing and motivating

and, at the same time, challenging because students employ meaningful and useful

language in real contexts.

PREVIOUS RESEARCH:

According to the previous two authors mentioned above, learning and knowledge arise

as a result of tasks stimulated by the content of the games and skills and developed as

a result of playing the game. At the same time, games give practice in all language

skills, above all the ones related to communication. There are some advantages of the

use of games in classroom contexts that Andrew Wrignt, David Betteridge and Michael

Buckby have redefined in his Games for Language Learning that are very interesting

for this project: a) Games are an area welcome break from the usual routine of the

language classroom.

b) They are motivating and challenging.

c) They encourage students to interact and communicate, and therefore to cooperate.

d) They create a meaningful context for language use.


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JUSTIFICATION: bearing in mind the success of this kind of educational technique, we

propose the application of a language game in the classroom which is going to be

called: “Julio Rey Pastor-Party”. We considerer that this game will motivate the

students from the very beginning because it is something very innovate for them and it

may create a friendly and social atmosphere, very different from the one normally

found. At the time, this game will create a sense of cooperation among the students.

We will take into account the attention to diversity when dividing students into groups

as well as when dealing with the different tasks. Together with this, we will try to design

the activities considering the different multiple intelligences. The different sections

created for this game, which will be explained later in detail, develop the different

learning styles of students, bearing in mind if they are visual learners, kinesthetic,

spatial, interpersonal or linguistic learners, for instance.

SPECIFIC OBJECTIVES:

1- To increase motivation and the participation among the students.

2- To encourage cooperative work.

3- To use English to communicate in class.

4- To improve reading aloud and writing.

GENERAL OBJECTIVES:

The Decree 69/ 2007 of Castilla- La Mancha for ESO, in accordance with the LOE and

the Royal Decree 1631/ 2006, establishes the following objectives of foreign language

teaching in ESO, taking into consideration the ones which are closely connected to the

design of our innovation project. These are developed through the four different

specific objectives that we have already specified.

- To listen and understand general and specific information from oral texts in different

communicative situations, by adopting a respectful and cooperative attitude.

- To express orally and interact properly in frequent communicative situation in an

understandable way and with a certain level of autonomy.

- To read and understand different texts from a suitable level according to the students´

capacities and interests in order to look for general and specific information.


39

- To write simple texts with different purposes about different topics by using suitable

mechanisms of cohesion and coherence.

- To know and use in a reflexive way, with autonomy and correction, linguistic norms of

use, phonetic, lexical, structural and functional elements in real communicative

contexts.

- To use the language as an efficient instrument to learn, to look for information and to

present projects in the different subjects, paying special attention to the use of

information and communication technologies as well as multimedia resources.

- To develop autonomy in the learning process and in self-evaluation; to think about

own learning processes and to transfer to the foreign language the knowledge and

communication strategies acquired in other languages.

- To value the foreign language and languages in general, as a means of

communication and understanding among people with different origins, languages and

cultures, thus avoiding any kind of discrimination and linguistic or cultural stereotypes.

ACTIVITIES:

This game will consist of making a board with different kinds of activities, always

related to the culture of English speaking countries and their own every day learning in

the classroom. Needless to say, creativity will be developed through the process of this

project. The different categories are the following:

1) Right or wrong: grammar points to decide which of the answers is correct.

“My parents has lived in Wales for two years”

2) Culture Quiz: questions concerning music, geography, sports, history, films…

Which is the capital of Scotland?

3) Clues: a list of clues about things, events, places, famous characters…

It´s a building/ it are located in London / it is very big…

4) Drama: based on interpreting every day actions with gestures and sounds.

Reading the newspaper/ book/ having a shower/ Writing an email…


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5) Pictionary: students have the opportunity to revise vocabulary by drawing a picture

of the corresponding term. Fridge/ Roller coaster/ Sharpener/ Blackboard…

6) Wild cards: this category tries to make the game more amusing. It gives students

either extra points or just the opposite. Some of the cards may give the group the

opportunity to decide which category they want to play next.

Congratulations! You can choose the category you prefer! / You lose your turn!

This innovation project will be developed in two lessons. On the other hand, we will try

to work on this game in the last hours of the timetable or on Fridays, because it is the

time where students tend to be tired. Therefore, it is a good opportunity for them to

relax and look at the activity with pleasure. The first lessons will be devoted to search

information for the elaboration of the cards. Consequently, students will have to go to

the Althia rooms in order to find on the internet the information required. We, as

teachers will have to follow students´ own process to supervise not only the level of

difficulty of the questions created but also to make sure they do not make serious

grammar mistakes and that they do pronounce properly.

After finishing the creation of the game, in which they will have to create at least

twenty questions for each category, students will play the game during the last lesson.

In order not to know the answers beforehand, the three different schools will exchange

their games. If possible, teachers will organize a final competition with the winners of

each school. In this respect, we will enhance collaboration between the different

students, a way to get to know each other. The role of the teacher will be the following:

a) To promote social interaction.

b) To guide the students in an effective way.

c) To supervise the correct development of oral skills.

d) To make the activity innovate so as to enhance motivation.

e) To encourage participation and collaboration among the different members

of the groups.

f) To check student´s work not only in writing but also in speaking.


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On the other hand, the role of the students will be the one that follows:

g) To elaborate the whole game in accordance with the guidelines provided by

the teacher.

h) To practice and improve oral and writing skills.

i) To use ICTs properly according to the required needs of the activities.

RESOURCES:

It is obvious that students are the main participants in this project, although we should

never forget that teachers themselves should help students in order to get the

objectives above mentioned. The collaboration of the school, especially from the

Foreign Language Department, will be essential for the development of this project.

Apart from human resources, we will need the following materials: white cards,

scissors, glue, computers, the internet, printer, LCD projector, books, textbook, etc.

DATA COLLECTION:

At the end of this project, students will have to questionnaire called Likert Scale, where

they will have to specify their level of agreement to different statements about their own

personal opinions and experience through the whole process.

Depending on the results that we obtain at the end of this project, we will reformulate it

in order to improve the possible weaknesses as well as to make use of it in a future

occasion.

ASSESSMENT: assessment will be both ongoing and final assessment. Ongoing

assessment will be accomplished by systematic observation of the students: checking

their participation in the groups, the cards they write, their effort, etc. At the end of the

project, having observed their progress, the teacher will fill in the following form for

each student, which is based on the specific objectives of the project:

THE STUDENT:

-Has participated actively in the activity (objective 1)……V / X

-Has worked cooperatively (objective 2)…….V/ X

-Can ready fluently in English (objectives 3 and 4)….. V/ X

-Shows a right pronunciation (objectives 3 and 4)……. V/ X

-Uses colloquial expressions automatically, such as “well done”; “ try again” or “ good try” (objectives 3 and 4)

……V/ X

-Can write properly the questions (objective 4)…… V/ X


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After completing all the forms, we will calculate the percentage of students who have

succeeded in the form. Then, we will create a diagram or graph with the results and will

interpret them commenting whether the objectives have been fulfilled or not and to

what extent. Final assessment will also be accomplished by a self-assessment

questionnaire which will be handed in at the same time as the Likert Scale. In the self-

assessment part of the sheet, they will have to state their implication and participation

in the project. In the other part of the sheet, they will have to assess the project itself.

We will also make comments based on the results of both tools in order to make the

modifications required for future projects. In connection with the stated below, we have

created these materials, which we will supply the students at the end of the whole

project:

◌ You do NOT have to write your name, just feel free to answer the following questions

concerning the innovation project we have been working on during the last lessons

PROJECT ASSESSMENT

( EVALUACION DEL PROYECTO)

¿Te ha gustado la actividad?

¿Qué es lo que más te ha gustado?

¿Y lo que menos te ha gustado?

¿Te gustaría repetir esta actividad en otra ocasión?

Self-assessment

(Autoevaluacion)

1 NADA

DE

ACUERDO

2 3 4 5 MUY DE

ACUERDO

Considero que he colaborado con el

grupo

Me he aburrido

He mejorado las destrezas del

inglés

Las preguntas han sido difíciles de

hacer y contestar

CONCLUSION: In this section, we will state the main conclusions obtained after

finishing the Project. This will be done by focusing on the analysis obtained by our

data. Positive and negative aspects of the project will be explained and detailed.

Hopefully, we will obtain a good result from this project, but as it is also possible,

difficulties along the whole process will appear because of lack of motivation or even

because of students who need special attention and require help to make them feel

interested in the project.


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Final consideration as to whether the project has fulfilled the objectives or not will also

be included in this section. There is no doubt that this project is not going to be

successful at a hundred per cent, but our aim is to get students involved in it, learning

through playing. This is the reason why we have created something that breaks

completely from the usual routine: a game which can remind them of the “Party” game

that they usually play with their own friends or family. This time, they are the creators

and the participants of their own game, a fact that should make them feel proud of their

work. At the same time, they can share it with people from other high schools and with

close friends, if they want to have an amusing time. Although improvements´ measures

are going to be needed at the end of the process, if students put a lot of effort and out

of a good time, both teachers and students should feel very proud of the results.

MY EXPERIENCE:

Referring to this project, I have had the great chance of developing it during two

sessions consecutively. In the first lesson, it was explained to the students, the rules,

contents, methodology, and materials that the different groups had to prepare in class.

Upon the methodology was explained, the students started to prepare the material the

game and the cards of the different categories. The groups dedicated the first lesson to

prepare the questions with the teaching material of the subject. The target was

encouraging the students to play in order to learn English in a funny and simple way.

The student participation was awesome what gave incentives to work in group and they

managed correctly.

In the second lesson, with the cards ready, it was used the original Party board, and

the groups competed between them. The lesson was so funny and the students

enjoyed a lot developing the creativity and the imagination. All of the students got a

pencil case with some scholar material as reward. This present was given by the Blood

Donors Association. The students have been the main characters of this project. They

developed new communicative skills and improved their speaking English level with

and experience that took them out from the everyday rush. We didn´t have enough

time to make a questioner to the students, but the enthusiasm of all of them is a clear

evidence about the effectiveness of using didactic games in class. To sum up playing

in class can help to develop and increase the creativity and team work. We are, as

teachers, responsible for encouraging them to share, compete… to get more and more

language skills, to grow up in the labor field.


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5. 14. UNIT OF WORK: UNIT 2: HAVING FUN

In the epigraph number 6: "Units timing" I have pointed out the units timing and

distribution, stating the hours that will be teach per week in the 9 units planned for the

year. I have also explained the relationship between objectives and competences that

will be developed in each of them (see pages 22 to 26). It has been included in the

annexes the explanatory table of the unit number 2: "Having fun", which will be taught

over 10 sessions of 55 minutes each one.

UNITS DESCRIPTION:

IN THE FIRST SESSION, as I indicated in methodological procedures to be followed

and which are discussed in the point 6 of the project, the class will begin with a warm

up activity. I will show to the students the pictures of the activity with the help of a

projector. On the board, they will see the pictures that show the different activities and

the students will answer if they feel fun or boring this activity. The aim of this kind of

activities is to promote oral production, very important in a language class. The

speaking activity will be as dynamic as possible and will involve the whole class.

Once finished the warm up, and once students have had a first active contact with the

language, we will proceed to the next activity proposed. This activity consists in a text

that will include reading, written exercises and finally a speaking activity.

I believe that combine the skills in a dynamic way, motivate them continually and make

them not get bored so easily with exercises. For the development of this activity we will

use the textbook, with its texts and exercises. This is the first lesson of the Unit 2 and it

is really important to review the grammatical aspects of the unit before, the first one.

Besides, it is important to repeat the knowledge acquired, it will help them to

consolidate and progress in an efficient way. In the last section of class, listening is

proposed to review the vocabulary of the unit 1 and the new vocabulary in the first

class of unit 2. For the development of the activity we will use to listening to a CD.

Again, SECOND SESSION will begin with the warm-up activity and in this occasion we

will use the textbook with the displayed graphics detailing the percentages of what

young British students consider boring or fun. Once the charts have been commented,

I will ask them if they are agree or not with these results. The purpose of this, it is to

encourage the students to participate in class to express their points of views and to

share their opinions with the rest of the group.


45

In this second lesson I will present the grammar of the unit, with the help of the

textbook, so while I explain the concepts they will see the exercises and examples in

their books. Once the grammar has been explained and all the doubts have been

solved, we make some exercises that will implement new knowledge. The exercises

are carried out individually, as they appear in text books, and will be corrected on the

board with the active participation of the whole group. To end up the class today, I will

connect my personal computer on the internet and I will show students information

about different websites. I will suggest them to visit these websites in their free time.

Before starting this activity it must be reminded that, once unit 2 has been finished,

they will have a full class to work in groups and perform a simple exercise. They will

work in groups, visiting the various websites that I will recommend, and they will

prepare a list with the most interesting places or activities they may find in a visit to

England. Next, we will practice with a listening in with they will repeat the new

vocabulary from the class. With the help of the CD, students will deliver the new

vocabulary.

In the THIRD SESSION, the warm up will be concentrated in the hobbies, in things that

our students like to do in their free time. With the help of a projector I will show them

different photographs about amusing and entertaining hobbies. And again this would

be the perfect occasion to incentive them to take part in the proposed speaking: what´s

your hobby? In the proposed exercises that appear in the textbook, we will review the

grammatical concepts that have been learnt in previous lessons. The objective of this it

is to consolidate the knowledge with the technical expertise of the review, which I think

is very important don´t forget what they have learnt.

Once finished exercises and corrected them in class we will reach the next planned

content: the new grammatical concepts are possessive adjectives, with the help of the

board and some student volunteers, who will write their answers to the rest of the

groups. In today's class, students will see a video that talks about the Eden Project. In

addition to hear and see the pictures, they can read the text that appears in their

textbook and complete the proposed activities, which once have been made. They will

be corrected in class, taking into account that one of the proposed activities is a

question which has been made to the students, to give incentive them to discuss it in

English. Again we finish the lesson with a listening activity in which appears the new

vocabulary, and lets the students the opportunity of improve their vocabulary repeating

new words.


46

In the FOURTH SESSION, we will start with the warm up again reviewing all the

acquired knowledge, learnt in the previous lesson. One open question, which will be

written in the blackboard: What´s the Eden Project?

And some pictures that I will put them with the spotlight, will help them to discuss about

what they have liked about this project the most. Once finished the speaking activity in

which the whole class has participated, pair work is proposed. They will practice a

dialogue that appears in the book and they will train few times with their partner,

interchanging few words with others and creatively inventing a new dialogue. It aims to

promote collaborative work independently and to create dialogue.

Once finished the exercise by pairs, we will propose them a writing exercise of the text

book, in which they have to complete the sentences with possessive adjectives that

have learnt in that lesson. I will end the session with a listening in which the

vocabulary, from previous lessons and from new ones, appears and they will repeat

several times.

In the FIFTH SESSION, we will begin reviewing concepts that have been learnt in

previous lessons. With the help of projector, I'll show pictures at the same time as I'm

asking questions like: Do you like chess? Images will be a great help to students to

answer quickly if they like this activity or not. The following activity proposed in the

textbook, is an exercise that must be read, to discover twelve mistakes and correct

them. It consists in reviewing the capital letters, which were studied in unit 1 of the

textbook.

In today's class, it is suggested to them to make some written exercises, which appear

in the textbook. The first one is done with the text above and the following ones (2 and

3) are much more creative exercises, because students have to try writing a few

paragraphs about their family. Today, in addition to review and test what they have

learnt, I will teach demonstrative pronouns, and in order to teach them, I will use some

patterns and examples that we will see on the board with the help of the projector. We

will end the class with a listening and repeat.

In the SIXTH SESSION, the warm up activity begins simulating a day in London, in an

imaginary context. To do this, we will show pictures from the Web, in which are some

very interesting places and activities to do during the day proposed. It is an active and

participative way to tell them some of their ideas. After speaking in groups, I will

propose an exercise in pairs. It has the aim of keeping practice about the learnt

structures in a dialogue. The dialogue appears in the textbook, which proposes an

exercise that tells how to change few words in bold. They can prepare another

completely different and practice dialogue with their classmate.


47

This activity is simple, very fun and encourages teamwork. In today's session, the end

of the class will focus on reviewing the TIME (hours) that they have learnt in unit 1, and

it is a fun way to do it in class. Images with big clocks indicating different times are

projected into the whiteboard, and the students will answer the time. I will reserve ten

minutes to show them a website in which there are some ideas for planning a day in

London. It is the second meeting using the tool of Internet this unit, the workgroups will

write down ideas for the final work which will take place in the 8th meeting. We will end

the class with a listen & repeat activity, to review and to learn new vocabulary.

In the SEVENTH SESSION, the warm up activity suggests them to seek ideas for a

rainy Saturday, to talk about what they would do on a day like this, and what they

would propose in order to not get bored. After speaking, I will teach, using the new

textbook grammar, the interrogative pronouns that we will complete with largely written

exercises proposed. Once all the exercises have been made, we will hear and read a

text. Both the audio material (CD) and written material are part of the textbook. Again, I

will show them a new website and after it has been consulted, in pairs they will make a

list of 25 most hobbies they enjoy. We will end the activity with a Listening.

In the EIGHTH SESSION, I will propose the group activity, which consists on

consulting a few pages, and making a list of 15 sites more interesting in England, in

order to they recommend them to their friends. It is a collaborative work which

promotes teamwork and shares ideas. I believe this type of activity, using directly new

technologies, which in a controlled manner, helps them gather information of England

and possibilities for fun in their free time or on holidays. It is very interesting to develop

different skills

The NINTH SESSION is devoted to a complementary activity, which is a scheduled

visit to the cutlery Museum of Albacete. Tab class details the contents of the scheduled

activity.

The TENTH SESSION is denominated "My progress check". This form of self-

assessment helps them to know if they have progressed in their learning, and show

them their weaknesses that may have at the end of the unit. Self-evaluation is directly

made with autonomy and it is considered important to check their knowledge on a

regular basis throughout the course. Self-evaluation should be a constant learning

process. All contents of the units will take place during the class, because homework

decreases the level of motivation of the students.

It has been included in the annexes the unit schema.


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UNIT 2 HAVING FUN Timing: 55 minutes- 1st Class

WARM UP ACTIVITY: SPEAKING FUN OR BORING? 10 minutes Go to cinema, visit friends, watch TV, DVD, Video, play sports, visit museums. What do you think? Do you think they are fun or boring? READING, WRITING & SPEAKING: ENJOYING LONDON

ENJOYING LONDON ST. JAMES´S PARK: Central London is a favourite afterschool place for teenagers. There´s so much to see. St. James’s Park is beautiful. It´s a great place to sit and watch the birds, ducks and squirrels. St. James’s Park is next to the Mall. What´s is the Mall? It´s a long road. Buckingham Palace is at one end. Trafalgar Square is at the other end. TRAFALGAR SQUARE: In Trafalgar Square there are fountains, some statues of lions and a very tall statue called Nelson´s column. Tired of the square? Go to the National Gallery. It´s a good place to visit. It´s warm, it´s free and it´s got some interesting pictures too! And don´t forget about shopping! There are wonderful shops on Oxford Street. READING: 10 minutes. WRITING: 15 minutes ANSWER THE QUESTIONS.

1. When do teenagers go to Central London? 2. Where is St. James´s Park? 3. Where is Buckingham Palace? 4. Is it cold in the National Gallery? 5. What street is good for shopping?

FAMOUS STREETS. Oxford Street is London´s most famous street. Can you match these famous streets to the correct city?

1. Stroget a. Paris 2. Passeig de Grácia b. Madrid 3. Champs-Elysées c. Copenhagen 4. Gran Vía d. Barcelona

SPEAKING : 5 minutes What can visitors see at each of the places below? GRAMMAR: 10 minutes Let´s Review grammar UNIT 1: To be, have got and word order.

LISTENING: 5 minutes. Materials: CD Vocabulary: place- teenager- bird- duck- squirrel- road- square- fountain- statues- lion- picture- shopping- Street- desk-national-palace- gallery-shooping-teenagers-warm-wonderful-visitors-enjoy-boring-fun-famous.


49

UNIT 2 HAVING FUN Timing: 55 minutes - 2nd Class WARM UP ACTIVITY- SPEAKING: 10 minutes In a survey of 100 British Teenagers, the results are: FUN DAY BORING DAY

COMPARE YOUR IDEAS WITH BRITISH TEENAGERS. DO YOU AGREE? GRAMMAR: A, an, some, the, S. Nouns / P. Nouns. Spelling Rules. 10 minutes.

WRITING EXERCISES: 15 minutes

3. CHANGE THE VERB IF NECESSARY:

- Jane has got a cat - The orange are in the bag

- A man is in the library - The dress are red

- The baby have got a ball - The mouse is big

INFORMATION ON LINE RESOURCES. 15 minutes Materials: Teacher´s computer http://www.londonforfun.com/Top-10-London-attractions.html

LISTENING: 5 minutes. Materials: CD. Listen and Repeat. Pay attention to the pronunciation of some. Vocabulary: Mouse, city, library, ball, umbrella, sport, dog, box, pizza, supermarket, orange, etc.

41% GO TO CINEMA

39% VISIT FRIENDS

35% PLAY SPORTS

72 % WATCH VIDEO/ DVD/TV

28% READ A BOOK

Singular Nouns A book

An apple

The park

Plural nouns

Some books

Some apples

The parks

Spelling rules

Book Books

Box Boxes

Baby Babies

COMPLETE THE SENTENCES WITH A, AN OR SOME:

1. Lisa has got …… dog 2. There is …… apple in the bag 3. I have got….. Aunt and ….. cousin in

France 4. ….. statues are very tall 5. The Mall is ….. long road

6. ….. Children are in the shop

2. FIND A MISTAKE IN EACH GROUP BELOW: A SOME AN

Umbrella People School Child Street Apple Bus Houses Orange

4. Write the words in the plural: Mouse, city, restaurant, park, shop, day, week, sport, book, man, box, dress, baby, ball, dog, bag, umbrella, house, pizza, square, teacher, desk, cat, library, word, supermarket.


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UNIT 2 HAVING FUN Timing: 55 minutes- 3rd Lesson

Warm up Activity: SPEAKING 10 minutes WHAT´S YOUR HOBBY?

WRITING EXERCISE: 15 MINUTES

COMPLETE THE SENTENCES WITH A, AN, OR THE. WRITE THE WORDS IN THE PLURAL: - I can see….. statue in Trafalgar Square.

……. is tall. - Banana, dog, ball, lady, bus, orange,

bench, bird. - I´ve got…… umbrella. ……. is red. WHICH ACTIVITIES DO YOU LIKE? - There is …. Restaurant near my house. …… restaurant hast got great pizza.

Which activities are usually outdoor? Which are usually indoor activities? Which are both?

GRAMMAR: 10 minutes. Possesive Adjectives

LISTENING &READING & SPEAKING:Eden Project. 15 minutes.

It´s another typical weekend in England, cold and rainy. Many people are at home in front of the TV, but the Sheldon family aren´t at home. They are at the Eden Projec in St. Austell. The Eden Project is a large environmental centre. There are three areas at the Eden Project. Each area is different, so you can choose your favourite weather. One is hot and dry, the typical weather of the desert. Another, the rainforest area, is hot and wet. The third one, the Mediterranean area, is warm and dry. There are thousands of plants and it is interesting to learn about the environment of each area.

ACTIVITIES: TRUE OF FALSE? 1. The Eden Project is in Africa/ 2. There are thousands of animals at the Eden Project./3. It is hot and wet in the desear area/ 4. The tree areas have got the same weather, etc. What adjectives describe the weather in each area?

LISTENING: 5 minutes Eden project: Choose the correct answers. Materials: CD.


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UNIT 2 HAVING FUN Timing: 55 minutes- 4th Lesson

WARM UP ACTIVITY: SPEAKING: 10 minutes What is the Eden Project?

SPEAKING: Practice the dialogue. PAIRWORK

Cathy: Hello Brian. Why are you at the Centre today? Brian: Hi, I´m here for my art class. Cathy: Art class? Is art your hobby? Brian: Yes, I love it. What´s your hobby, Cathy? Cathy: My hobby´s tennis. I´m in the tennis class. Brian: When is the tennis class? Cathy: It´s today at 4 o´clock.

Look at the timetable. What day is it in the dialogue?

TIMETABLE

Time 4.00/5.30 5.30/7.00

Monday Computers Aerobic

Tuesday Photography Cooking

Wednesday Tennis Art

Thursday Chess Swimming

Friday Hiking Skateboarding

PRACTICE THE DIALOGUE. 15 Minutes. Then change the words in colour to make a new dialogue. Use the timetable to help you. WRITING: 10 Minutes. Tania´s postcard is wet from rain. What are the missing possessive adjectives? Dear Barbara, Hi, I´m at the Eden Project with …. Family. We all love it, it´s… favourite place.

… Camera is broken and Dad left his in the car, but…. my brothers have got…. cameras and are taking photos. You can see the photos next week and I can tell you about the Eden Project. I hope… weekend is fun, too!

Your friend, Tania.

LISTENING: 10 minutes. Materials: CD.

LISTEN AND REPEAT. VOCABULARY: Sunny, warm, stormy, snowy, windy, sunny, photography, hot, horse-riding, dry, cold, cloudy, etc.


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UNIT 2 HAVING FUN Timing: 55 minutes- 5th Lesson Warm up: SPEAKING: 10 Minutes. Free- time activities. DO YOU LIKE Hiking, Chess, Photograph, etc?

READING TEXT: 5 Minutes Find twelve mistakes in the use of capital letters. Correct the mistakes in your notebook.

My sister´s name is lucy. her birthday is on 14th may. she´s sixteen years old. she is british and lives in liverpol, england. she speaks english. my sister´s hobbies are watching films and disco dancing.

1. WRITING: 10 minutes

Copy and complete the chart about Lucy: 1. Write about your family: copy and

complete the chart about someone in your family.

2. Choose one member of your family. Write about him or her. Use the model or the Reading text to help you.

GRAMMAR: Demonstrative Pronouns 10 minutes.

Look at the picture. Then complete the sentences with this, that, these ore these.

Complete the text. Use this, that, these or those.

1. John, ….. is Mike. 2. …….stars are in the sky. 3…..pencils are in the box.

4. ……is the story. 5…...exercise is easy. 6. ……lessons are very difficult.

LISTENING: 10 minutes. Materials: CD.

Listen and repeat: Possessive adjectives: my-your-his-her-its-our-your-their. Saxon Genitive: John´s, Tania´s, the dog´s, etc.

Name Lucy Birthday Age Nationality City/ country Language hobbies

... is my poster

… is a tree

SPEAKING: 10 Minutes. Work in Pairs.

Which activities does your partner like?

Ask you about at least five activities.


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UNIT 2 HAVING FUN Timing: 55 minutes- 6th Lesson WARM UP: SPEAKING: 10 minutes. You are in London for the day. Read the timetable and the information about places. Which do you think are fun? Which are boring?

READING AND WRITING: 15 minutes FUN IN LONDON 9.30 Buckingham Palace 11.30 Changing of the Guard 2.00 Madame Tussauds 6.00 Dinner at the Rainforest Café.

Madame Tussauds Wax Museum open 9.30-5.30 weekdays 9.00-4.30 weekends

Rainforest Café Open: 11.30 -8.00 Friday and Saturday 12.00- 10.00 rest of week

Buckingham Palace Open: Palace 9.30-4.30 Queen´s gallery: 10.00-5.30

PRACTICE A DIALOGUE. PAIR WORK.

Then change the words in colour to make a new dialogue about the places.

Is the Buckingham palace open today? Yes it is.

When is it open? It´s open from 9.30 to 4.30

SPEAKING- TELLING THE TIME- WHOLE CLASS ACTIVITY: 10 minutes

INFORMATION ABOUT ONLINE RESOURCES 15 minutes

www.visitlondon.com . Materials: Teacher´s computer.

LISTENING : 5 minutes : four o´clock, half past nine, quarter past seven, quarter to eleven, ten past six, twenty to five, etc.


54

UNIT 2 HAVING FUN Timing: 55 minutes- 7th Lesson WARM UP- SPEAKING- 10 minutes

It´s Saturday and it is a rainy day. You need something fun to do. Got any ideas! GRAMMAR 10 Minutes. Interrogative Pronouns Who-When-Where-What-Why WRITING: 10 Minutes

1. COMPLETE the sentences with a correct interrogative pronoun. ….sports do you do? …. do you want it so much? ….kind of music do you like? …. do you live? …. is the teacher? …. do you want to study?

2. RIGHT OR WRONG?

What nationality are you? What sports do you do? Why are you learning English? Where do you live? Who is the highest ranking official in the United States?

3. Put the words in the RIGHT ORDER to form a question: -the is teacher Who? -do you What up have time get to? -colour what your is hair? -is your mother like what? -sports what you do do?

LISTENING & READING TEXT- 10 Minutes Review Possessive Adjectives.

Hi Daniel,

My name is John. This is my friend Jason. He's 12. His sister is nine. Their pet is a budgie. His name is Dickens. Jason and I go to the same school. There are 450 boys and girls in our school. Jason's form teacher is Mrs. Peterson. She has got a pet, too. Her pet is a tortoise. Our form teacher is Mr. Smith. I like his lessons. He has two dogs. The dogs love to play in his garden. Now I have a question for you. What's your pet?

Yours, John.

INFORMATION ABOUT ON LINE RESOURCES- 15 minutes

Materials: teacher´s computer

http://nicehobbies.org/list-hobbies-students Write a List of 25 hobbies.

LISTENING: 5 minutes. Review vocabulary (Lessons 1-7)


55

UNIT 2 HAVING FUN Timing: 55 minutes- 8th Lesson ALTHIA ROOM

Before starting Unit 2, I will comment to the students that once acquired knowledge which has been developed in the different sessions before, in this unit they will discuss the common theme of leisure, and they will have the opportunity to work in groups and discover, with a controlled practice, some of the funniest sites in England. It is an approach to teach the use of new technologies and that it becomes a normal routine within their curriculum. The new technologies will help them to find the information quickly, they need to plan their free time, information about their hobbies, trips to England, Weekend trips, etc.

In the eighth lesson I shall give them the links indicated below, in order to access the websites under our supervision.

http://www.enjoyengland.com/

http://www.timeout.com/london/

http://www.cycle-route.com/routes/England-Cycle-Routes-2.html

www.visitlondon.com

http://www.britainexpress.com/Where_to_go_in_Britain/tour/

http://www.londonforfun.com/Top-10-London-attractions.html

During 40 minutes they will have time to gather information on recommended web sites. After this time, the groups will propose the list of the 15 most interesting places in England that they would recommend to their friends. On the one hand this type of session aims to approach to the new technologies every week during the practice, and on the other hand it promotes teamwork, that once consulted all the information they will be able to agree and make a list together. I also believe that it can be a stimuli before starting each unit before. We will end each unit with this extra activity in which they will have the opportunity of using real information they will use in workgroups in Althia room.


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UNIT 2 HAVING FUN Timing: 55 minutes- 9th Lesson

COMPLEMENTARY ACTIVITY: CULTURAL VISIT TO THE CUTLERY MUSEUM

The complementary activities have to be included before starting the didactic program

of the course and they could be cultural visits, museum, theatre plays, and artistic

exhibitions, sportive activities as football, baskets, or tennis. In this unit I have chosen

a cultural activity. I think that students learn more effectively when they already know

something about a content area and when concepts in that area mean something to

them and to their particular background or culture. The activity is a great opportunity to

develop their art and culture Knowledge. One of the objectives is to familiarise the

students with the basic concepts: cutlery, cutting industry, pocket

knives, swords, exhibitions, daggers, letter opener, bayonets, scissors, custom knife

makers, knife collecting, etc. All students are able to connect new learning to their

prior knowledge and experience and the visit provides students with an effective

learning experience. The activity is a good opportunity to know the value of the cutlery

in our city.

Before the visit, I will explain to them the basic information about the museum:

The Municipal Knife Making Museum, open since 2004, has become a reference point

for tourists in the city of Albacete. The cutlery museum has two different areas: the first

offers an historical collection with unique and historic pieces from the knife making

industry and another offers the best pieces produced by the industry in Albacete in the

last century and the most important is that the municipal knife museum provides us an

English guide during all the visit. English Guide may be helpful to the students in the

learning process.


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UNIT 2 HAVING FUN Timing: 55 minutes - 10th Lesson

MY PROGRESS CHECK: 35 minutes 1. Match the activities to the correct pictures

CHESS-SKATEBOARDING-SWIMMING-TENNIS-FOOTBALL-PHOTOGRAPHY-COOKING-HIKING-SHOPPING-COMPUTERS

1. 2. 3 . 4. 5

6. 7. 8. 9. 10.

3. CHOOSE THE CORRECT ANSWER

a) I´ve got a new schoolbag. My/ Our Schoolbag is purple. b) They have got a/ an house

c) My friends and I have got a/ some books

d) David has got a dog. A/ The dog is cute.

e) Sue has got a new bicycle. This/ These is her bicycle.

4. CHOOSE THE CORRECT ANSWER - What/ Where is your name - I´ve got/ has got two sisters

- She has got a/ an orange - This is/ are my cousin.

- The bicycles is/ are new - Who is the man´s/ mans´car

- A/ some men are in the park - Why/ who is your friend?

- Jim and Tom is/ are brothers - He has got a dog. A/The dog…

5. MATCH THE FOLLOWING WORDS TO THE CORRECT CATEGORIES:

ACTIVITIES- WEATHER-FAMILY-PLACES Words: brother-square-street-warm-sister-cold-hiking-father-play sport-hiking-park-shopping-gallery-cousin-rainy-sunny-tennis-art-mother-skateboarding-photography. 6. ORAL PRODUCTION: 20 Minutes. What do you do in your free time? - It is important to highlight the oral production as a special competence, which

needs to be studied several hours per week to improve it and reinforce the communicative competence.

2. WRITE THE WORDS IN THE PLURAL 1- CHILD 2- STATUE 2- SANDWICH 4- CITY

5- MONKEY 6- HOBBY


58

6. TFM EVOLUTION There are many references I have made in the year planning about the connection

between acquired knowledge and practice application in classes. In each one of the

subjects I have got valuable knowledge to my personal development. It has been

included in the annexes the activities charts in which are detailed the diary practice

classes. In the practical part of the master I have had the opportunity to apply some of

the knowledge acquired in the different subjects studied. Noted that the most relevant

authors have helped me understand the behavior of young students. Some concepts

such as the ZPD, the zone of proximal development of Vygotsky helped me to

understand how important it is to adapt the level of students, not above or below,

seeking the right balance so that they understand what we are teaching. In psychology

we have learned to appreciate all types of intelligence, to know its many variants, to

have a mind more open, more responsive, our philosophy of education has to adapt to

new times, in which students are the main protagonists. It was one of those subjects

that has helped me understand the student profile, as determined by their age.

In sociology, we have handled statistical data on the PISA report, the data has been

contrasted to the reality of education. The data that seemed to be exaggerated in our

classes, it is translated to reality in the strictest way. Most of work remains that there

are much aspects to change and we must help young students to progress more

efficiently, in order to decrease Spanish dropout rates. This fact is a disadvantage

compared to other countries. Let me stress that in this subject I got A+ and I have

elaborated different jobs based on the PISA reports.

In pedagogy, the subject was divided into two BLOCKS: the history of education and

pedagogy. In the history of education, I had the great opportunity to know the laws that

were directly related to the educational system and to learn the history of education. In

this part, I presented five researches in which I developed various historical and current

issues, getting A+. In the second block: pedagogy, we were asked to develop a

portfolio that contained the information of all sessions of the subject, a collaborative

and individual work, which I got A + too.

It was very interesting the practice part of all the subjects, which has helped us to

develop our knowledge and to get us closer and closer to the educational reality.


59

In the specific part of the master, the subjects are taught in English and therefore it is a

great opportunity to attend some lectures to broad the knowledge in order to reach the

ultimate goal of the master: the didactic program

In the subject of educational research and innovation, I had the opportunity to present

an innovation project, which I implemented in my school. It was a very motivating

experience, realizing that something you've created, can work, and besides, noticing

that the motivation of students depends mostly on being self motivated. In the subject,

we have learnt how to prepare a project, and the meaning of our disposal on the

internet resources to help us to create a teaching schedule. It has been a subject that

helped us to move a lot and it has given us a thorough project practical knowledge

both: innovation and the implementation of a teaching schedule.

In the subject basis and foundations of English I, we have learnt the most important

teaching methods, and practiced with them, working in groups, in pairs, in the ALTHIA

classroom. We have seen in the educational reality that all methods are equally valid to

teach, depending on the context, contents, and objectives. In this course we had the

opportunity to attend some lectures on the English education system, highlighting

interesting differences in the Spanish educational system. In the subject curriculum II,

we have learnt different types of educational programming and guidelines to prepare a

unit of work. It has been a great help to see a developed didactic program for

concluding that a teaching schedule is very subjective, very personal, each teacher

prepared according to own criteria, always based on current legislation. In the course

curriculum, we are taught to handle legislative force in the education system. In

addition to preparing a teaching schedule that has served as a base to prepare our

final work.

The development of educational programming in this subject has been a great help, as

our teacher corrected the errors, suggesting areas for improvement in the final work.

As for my self-evaluation has been a great experience, has given me valuable

knowledge to start my career as a teacher in the middle of practice. Finally it is

important to state that, as my high school tutor and as tutor at the university have been

very helpful to present this work. Both of them have guided me in carrying out this

work. The development of the master was, in my opinion, excellent. I would like to add

that it would be interesting to consider that the implementation of educational

programming could be done in class as a new part of the subject that would help to

study the opposition, and to help the students to manage the teaching schedule.


60

This could be a motivating course for future students of the Masters. During my

practice period, in all of sessions I have had the opportunity to add an extra activity in

the program. In this activity I have used English texts, videos on line, reports, and

some English advertising material with the collaboration of the local council, the

chamber of commerce, the cutlery museum, among others. All of this material, which

reflects the reality of their city, has been well accepted between the students, because

they realized that it is very important to know another language to attract the tourism to

Albacete and generate richness to this city. These extra activities have been used for

getting a direct contact with English language through the broad material we have

used. All of these activities have been mentioned in The Annexes, of the Practice

Memory.

7. PERSONAL CONSIDERATIONS AND CONCLUSIONS.

I would like to highlight the importance of the encouragement in all of the sessions that

are given. Without any motivation, the learning skills are lower and lower. As teachers,

we must show them the importance to learn the English language to compete for a

good job. The new technologies are very useful, because the continued use of this

communication tools is compulsory to teach in a dynamic way. We have to be in a

continue process of updating the knowledge, the learning skills to get a deeper

connection with our students. Nowadays, the educational reality is what counts and we

are the educational key to help them to progress in their lives. They need us, and we

have to know them better and better to support them as much as possible. The

motivation is the most important factor and we are the engine of it. This engine has to

be more and more potent every day, because our formation is continued, at the same

as theirs.

8. REFERENCES AND LEARNING MATERIALS

LEGISLATION: Decree 69/2007of 29th May (Castilla-La Mancha)

Royal Decree 1.631/ 2006 of 29th December

Organic Act 2/2006 of 3rd May (LOE)

Organic Act of Quality in Education 10/2002 of 23rd December (LOCE)

The Spanish Constitution of 1978


61

ATKINSON, D. (1999). Tesol and culture. Tesol quarterly, vol. 33, no. 4, pp.625-649.

BERNS, M. S. (1984). Functional approaches to language and language teaching.

Another look.

BROWN, H. D. (1994). Principles of Language Learning and Teaching (3rd edn.) New Jersey: Prentice Hall.

CAMILLERI A. (1996). Awareness for Autonomy: An Introduction to Learner Autonomy. Graz: European Centre for Modern Languages.

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: Learning, Teaching, Assessment (CEF), Council of Europe. Strasbourg, 2002.

GARCÍA VIDAL, J. (1996). Guía para realizar adaptaciones curriculares. Madrid,

España, EOS.

GARDNER, H. (1983). Frames of mind: The theory of multiple intelligences. New York:

Basic Books.

GONZÁLEZ, G. P. (2009) Suggestions for a Syllabus Design, compulsory Secondary

Education. Mad ED.

HUERTA-MACIAS, A( 1995). Alternative Assessment. Responses to commonly asked

questions. TESOL Journal.

MARKS, L., DARBY, S.(2007).” Burlington Passport”. Danos Books Ltd.

PLUCKER, J. A. (2003). Human intelligence: Historical influences, current

controversies, teaching resources. Pearson Ed.

REYNOLDS, R. E. & SINATRA, G. M. (2005). The cognitive revolution in scientific

psychology: Epistemological roots and impact on reading research. In J. M. Royer

(Ed). The Cognitive Revolution (pp. 13-39). Greenwich, CT: IAP.

RICHARDS, JACK C. AND THEODORE S. RODGERS. (1986). Approaches and

methods in language teaching: A description and analysis. Cambridge: Cambridge

University Press. 167pp

SCHOMMER, MARLENE.(1990). Effects of beliefs about the nature of knowledge on

comprehension. Journal of Educational Psychology, Vol 82(3), Sep 1990, 498-504.

WEBSITES: COUNCIL OF EUROPE, European Language Portfolio, COE:

[revised in www.coe.int/t/dg4/portfolio/documents/framework_en.pdf 5thMarch 2011]


62

El MUNDO.ES, Gráficos Interactivos, informe PISA por Comunidades Autónomas,

http://www.elmundo.es/elmundo/2010/graficos/dic/informe_pisa_cc_aa.html, [revised in

6th February 2011]

MCFARLANE, A. & SPARROWHAWK, A. Report on the Educational use of games,

[revised in www.teem.org/uk/publications/teem_gamesined _full.pdf, 17th January

2011]

OXFORD UNIVERSITY PRESS, OUPEPROMOS, [revised in www.oupepromos.es 7th

April 2011]

PISA. OECD. [revised in www.pisa.oecd.org 22nd February 2011]

PROJECT TRIBUCAN, EDUCATIONAL PROJECT [revised in

http://www.tribucan.es/pdfs/proyecto.educativo.eng.pdf 24th April 2011]

STEFFE, LESLIE, P & THOMPSON, PATRICK. (2000). Interaction or intersubjectivity?

A reply to lerman. Journal for Research in Mathematics Education, 31(2), pp. 191-209.

[revised in http://www.jstor.org.libproxy.boisestate.edu/stable/749751. 4th January ,

2011]

UNESCO [revised in http://unesdoc.unesco.org/images/0019/001915/191521e.pdf

7th March 2011]

WRIGHT, A. BETTERIDGE, D. AND BUCKBY, M. Games for Language Learning ( 2nd

Ed.) Cambridge University Press, 1984. [revised in www.teflgames.com/why.html, 17th

January 2011]

STEFFE, LESLIE, P & THOMPSON, PATRICK. (2000). Interaction or intersubjectivity?

A reply to lerman. Journal for Research in Mathematics Education, 31(2), pp. 191-209.

[revised in http://www.jstor.org.libproxy.boisestate.edu/stable/749751. 28th January ,

2011]

9. ANNEXES: it has been included in the annexes the unit´s schemas (1 to 9),

evaluation graphics that show different epigraphs studied in the didactic program and

the activities charts in which are detailed the diary practice classes.


63

UNIT 1: IN THE UK!

SESSIONS: 12 OF 55 MINUTES TIMING: FIRST TERM

LEARNING OBJECTIVES - To learn about the countries and nationalities the different students are from and to locate them

on a world map. - To understand and express oneself appropriately ( both orally and in writing) using the lexis and

structures practiced in the lesson ( greetings and introductions, asking where people are from and what language they speak)

- To give and ask for personal information. - To develop oral production, classroom language. - To promote self- assessment (my progress check) at the end of the unit of the contents they

already knew, the new things learnt. COMPETENCES 1) Communicative Competence (classroom language: interactions, discussions): learning a foreign language improves communicative competence in general, since it develops the skill of both oral and written expression. Greetings and introductions, giving and asking for personal information. Sentence stress. 5) Social and civic competence: the competence enables the student to form part of the society where they live in, understand how it functions and play a part, as a democratic citizen, in an ever more diverse society. 6) Cultural and artistic competence: it involves an appreciation of art and other manifestations of culture, keeping an open-minded attitude towards different types of Art, preserving the common cultural heritage and encouraging one´s own creative capacity. 7) Learning to learn competence: It involves beginning to learn and being capable of continuing to learn autonomously, looking for and finding answers in a rational manner. 8) Autonomy and personal initiative competence: the acquisition of this competence implies creativity, innovation, responsibility and a critical approach in the development of individual or group projects. CONTENTS LANGUAGE SKILLS: block I: listening, speaking and conversing and block II: reading and writing. In first course of ESO, oral communication is particularly important. All my units will be focused on developing communicative oral competence, exposing the students to real communicative situations, audiovisual resources and communication technology. Some of the language skills in the first block are the following:

- To listen and understand short oral messages relating to the countries and nationalities( tour of neighbourhood)

- To taking part in short simple conversations in the classroom. - To extract specific information from oral texts, everyday issues such as names or places,

presented through different support means, etc. The second block: reading and writing includes procedures to develop written competence. For the first course of ESO, some of the following contents have been specified:

- To understand general and specific information in simple authentic and specially adapted texts( first-person narrative)

- To use basic strategies for reading comprehension. - To draft up short texts following models and using the most basic strategies of written expression.

Regarding the Knowledge of the language in use, the third block, these are some of the contents included in RD. 1631/2006: a) Linguistic Knowledge: language functions and grammar: introducing oneself, greeting somebody you know, asking and saying where people are from, asking and saying where countries are. Possessives. Personal Pronouns. Verb to be, to have. Questions and answers: How are you? Where are you from? Present simple of to “speak”. Connectors. b) Vocabulary: languages and nationalities, the neighbourhood and the family. c) Phonetics: pronunciation of consonant sound / h/. Comparison with and distinction from the Spanish sound for j and g. The alphabet. Intonation practice of greetings and introductions. Block IV: socio cultural aspects and intercultural awareness. For this course, one of the contents is:

- To identify customs and everyday life features characteristic of the countries and cultures where the foreign language is spoken.

ACTIVITIES: repetition drills, asking and answering questions orally, copying and writing sentences, listening activities, etc. Interactions: teacher-whole class, teacher-individual students, pair-work, group-work and individual work. MATERIALS: map of the world, teacher´s computer, CDs, on line resources, black-board, work-sheets, student´s book and lecture( reading plan) ASSESSMENT:

- To check the achievement of the objectives and competences established.


64

UNIT 2: HAVING FUN


LEARNING OBJECTIVES In this lesson the main objectives are to enable students:

- To learn about free time activities. - To understand and express oneself appropriately ( both orally and in writing) using the lexis and

structures practiced in the first lesson ( greetings and introductions, asking where people are from and what language they speak)

- To develop oral production. - To ask for and give information about their families, cities, hobbies and places. - To exchange personal information. - To promote self- assessment (my progress check) at the end of the unit of the contents they

already knew, the new things learnt. COMPETENCES 1) Communicative Competence (classroom language: interactions, discussions): learning a foreign language improves communicative competence in general, since it develops the skill of both oral and written expression. Greetings and introductions, giving and asking for personal information. Sentence stress. 5) Social and civic competence: the competence enables the student to form part of the society where they live in, understand how it functions and play a part, as a democratic citizen, in an ever more diverse society. 6) Cultural and artistic competence: it involves an appreciation of art and other manifestations of culture, keeping an open-minded attitude towards different types of Art, preserving the common cultural heritage and encouraging one´s own creative capacity. 7.-Learning to learn competence: It involves beginning to learn and being capable of continuing to learn autonomously, looking for and finding answers in a rational manner. 8) Autonomy and personal initiative competence: the acquisition of this competence implies creativity, innovation, responsibility and a critical approach in the development of individual or group projects. CONTENTS LANGUAGE SKILLS: Block I: listening, speaking and conversing and Block II: reading and writing Some of the language skills in the first block are the following:

- To listen and understand short oral messages relating to free time activities. Joining a community centre.

- To taking part in short simple conversations in the classroom. - To extract specific information from oral texts, everyday issues such as names or places,

presented through different support means. Travel articles, websites. - To talking about their interests and exchanging personal information.

The second block: reading and writing includes procedures to develop written competence. For the first course of ESO, some of the following contents have been specified:

- To understand general and specific information in simple authentic and specially adapted texts. - To use basic strategies for reading comprehension. - To draft up short texts following models and using the most basic strategies of written expression. - To write about their families. - To use timetables.

Regarding the Knowledge of the language in use, the third block, these are some of the contents included in RD. 1631/2006: a) Linguistic knowledge: language functions and grammar: singular/ plural nouns. A, an, some, the. Demonstrative pronouns, possessive adjectives. b) Vocabulary: free time activities and weather c) Phonetics: pronunciation of /s/, /h/, /iz/. Pronunciation of teen and ty. Pronunciation and stress in words. Rhythm and intonation in sentences. Block IV: socio cultural aspects and intercultural awareness. For this course, one of the contents is:

- To acknowledge and to value the foreign language as a communication tool in the classroom. ACTIVITIES: repetition drills, asking and answering questions orally, copying and writing sentences, listening activities, on line activities. INTERACTIONS: teacher-whole class, teacher-individual students, pair-work, group-work and individual work. MATERIALS: teacher´s computer, pictures, CDs, black-board, work-sheets, student´s book. ASSESSMENT:



65

UNIT 3: TASTE OF BRITAIN


LEARNING OBJECTIVES The main objectives are to enable students:

- To learn the basic aspects of British history and culture. - To develop oral production. - To express likes and dislikes. - To order food. - To talk about a picture. - To learn about different cultures and societies, with the aim of valuing them critically and at the

same time showing respect. - To develop the ability to learn to learn. - To promote self- assessment (my progress check) at the end of the unit of the contents they

already knew, the new things learnt. COMPETENCES 1) Communicative Competence (classroom language: interactions, discussions): learning a foreign language improves communicative competence in general, since it develops the skill of both oral and written expression. Greetings and introductions, giving and asking for personal information. Sentence stress. 6) Cultural and artistic competence: it involves an appreciation of art and other manifestations of culture, keeping an open-minded attitude towards different types of Art, preserving the common cultural heritage and encouraging one´s own creative capacity. 7) Learning to learn competence: It involves beginning to learn and being capable of continuing to learn autonomously, looking for and finding answers in a rational manner. 8) Autonomy and personal initiative competence: the acquisition of this competence implies creativity, innovation, responsibility and a critical approach in the development of individual or group projects.

CONTENTS LANGUAGE SKILLS: Block I: listening, speaking and conversing and Block II: reading and writing Some of the language skills in the first block are the following:

- To use the appropriate formulaic expressions for expressing likes and dislikes, ordering food or talking about a picture.

- To listen and understand short oral messages relating to the topic. - To taking part in short simple conversations in the classroom. - To extract specific information from oral texts relating to meal planning. - To ordering on line.


- To write a restaurant review. - To understand general and specific information in simple authentic and specially adapted texts. - To use basic strategies for reading comprehension. - To read a magazine article.

Regarding the Knowledge of the language in use, the third block, these are some of the contents included in RD. 1631/2006: a) Linguistic Knowledge: language functions and grammar: there is/ there are. Any. Countable/ Uncountable nouns. How much/how many.

b) Vocabulary: Food. Prepositions of place.

c) Phonetics: pronunciation of h and v sounds. Pronunciation of letter “A”: cake, stamp, wall, party, arrive. Different pronunciation of “can”. Weak forms: can/some. Stress in words and sentences. Block IV: socio cultural aspects and intercultural awareness. For this course, one of the following contents is: - To show interest and initiative to carry out communication exchanges with English speakers. ACTIVITIES: repetition drills, asking and answering questions orally, copying and writing sentences, listening activities, on line activities. INTERACTIONS: teacher-whole class, teacher-individual students, pair-work, group-work and individual work. MATERIALS: teacher´s computer, CDs, black-board, work-sheets, articles, magazines, student´s book. ASSESSMENT:



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UNIT 4 GETTING AROUND

SESSIONS: 13 OF 55 MINUTES TIMING: SECOND TERM


- To learn the basic aspects of giving and asking for directions - To develop oral production to exchange information - To develop receptive and productive communication strategies. - To describe places, and how to get there. - To develop the ability to learn to learn. - To promote self- assessment (my progress check) at the end of the unit of the contents they

already knew, the new things learnt. COMPETENCES 1) Communicative Competence (classroom language: interactions, discussions): learning a foreign language improves communicative competence in general, since it develops the skill of both oral and written expression. Greetings and introductions, giving and asking for personal information. Sentence stress. 5) Social and civic competence: the competence enables the student to form part of the society where they live in, understand how it functions and play a part, as a democratic citizen, in an ever more diverse society. 6) Cultural and artistic competence: it involves an appreciation of art and other manifestations of culture, keeping an open-minded attitude towards different types of Art, preserving the common cultural heritage and encouraging one´s own creative capacity. 7) Learning to learn competence: It involves beginning to learn and being capable of continuing to learn autonomously, looking for and finding answers in a rational manner. 8) Autonomy and personal initiative competence: the acquisition of this competence implies creativity, innovation, responsibility and a critical approach in the development of individual or group projects. CONTENTS LANGUAGE SKILLS: Block I: listening, speaking and conversing and Block II: reading and writing Some of the language skills in the first block are the following:

- To give and ask for directions (pair work) - To exchange information( buying a ticket)


- To read a travel brochure and travel adverts. - To listen directions/ map reading - To describe places.

Regarding the Knowledge of the language in use, the third block, these are some of the contents included in RD. 1631/2006: a) Linguistic Knowledge: language functions and grammar: present simple with frequency adverbs: usually, always, often. Like/love/dislike/hate + nouns. Connectors. Expressions to refer to time, day and dates. Imperative. b) Vocabulary: transport, adjectives. c) Phonetics: endings in simple present. Weak forms: do/does. Stress in words. Sentences. Rhythm and intonation in sentences. Block IV: socio cultural aspects and intercultural awareness. For this course, one of the contents is:

- To value the personal wealth derived from having contact with people from other cultures. ACTIVITIES: repetition drills, asking and answering questions orally, copying and writing sentences, listening activities, on line activities. INTERACTIONS: teacher-whole class, teacher-individual students, pair-work, group-work and individual work. MATERIALS: teacher´s computer, on line resources, CDs, black-board, work-sheets, student´s book, lecture (reading plan). ASSESSMENT:



67

UNIT 5: TODAY´S SPORTS



- To talk about sports. - To compare routines and current actions. - To develop receptive and productive communication strategies. - To develop the ability to learn to learn. - To promote self- assessment (my progress check) at the end of the unit of the contents they

already knew, the new things learnt.

COMPETENCES 1) Communicative Competence (classroom language: interactions, discussions): learning a foreign language improves communicative competence in general, since it develops the skill of both oral and written expression. Greetings and introductions, giving and asking for personal information. Sentence stress. 5) Social and civic competence: the competence enables the student to form part of the society where they live in, understand how it functions and play a part, as a democratic citizen, in an ever more diverse society. 6) Cultural and artistic competence: it involves an appreciation of art and other manifestations of culture, keeping an open-minded attitude towards different types of Art, preserving the common cultural heritage and encouraging one´s own creative capacity. 7) Learning to learn competence: It involves beginning to learn and being capable of continuing to learn autonomously, looking for and finding answers in a rational manner. 8) Autonomy and personal initiative competence: the acquisition of this competence implies creativity, innovation, responsibility and a critical approach in the development of individual or group projects. CONTENTS LANGUAGE SKILLS: Block I: listening, speaking and conversing and Block II: reading and writing Some of the language skills in the first block are the following:

- To listening to the radio program (CD about Bob Woods, a basketball player). - To speaking routines. - To practice dialogues( pair work)


- To read a quiz and a magazine article. - To link words - To listen a radio interview - To write about a famous person.

Regarding the Knowledge of the language in use, the third block, these are some of the contents included in RD. 1631/2006: a) Linguistic Knowledge: language functions and grammar: Present continuous. Present simple/ present continuous. b) Vocabulary: sports, action verbs, parts of the body. c) Phonetics: pronunciation of key words used in the units 1, 2, 3, 4 and 5. Stress in words and sentences. Block IV: socio cultural aspects and intercultural awareness. For this course, one of the contents is:

- To foster attitudes of tolerance and acceptance. ACTIVITIES: repetition drills, asking and answering questions orally, copying and writing sentences, listening activities, on line activities. INTERACTIONS: teacher-whole class, teacher-individual students, pair-work, group-work and individual work. MATERIALS: teacher´s computer, magazine article, CDs, black-board, work-sheets, student´s book, etc. ASSESSMENT:



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UNIT 6: OUR WORLD



- To talk about abilities. - To express obligation and prohibition. - To make and respond to suggestions. - To get weather information. - To develop receptive and productive communication strategies. - To develop the ability to learn to learn. - To promote self- assessment (my progress check) at the end of the unit of the contents they



- To listening magazine articles. - To asking and giving information about world environments. - To getting weather information.


- To read the advert. “ Centre of Alternative Technology” - To read the internet article. Are there earthships only in the USA? - To write with correctly punctuation

Regarding the Knowledge of the language in use, the third block, these are some of the contents included in RD. 1631/2006: a) Linguistic Knowledge: language functions and grammar: can. Must/ mustn´t. Adverbs of manner and degree. Possessive pronouns. b) Vocabulary: nature, the house. c) Phonetics: Pronunciation. The ending in must/mustn´t. Stress in words and sentences. Pronunciation of “can”. Block IV: socio cultural aspects and intercultural awareness. For this course, one of the contents is:

- To provide the students with an insight into customs, social relations, features and peculiarities of the countries where the language is spoken.

ACTIVITIES: repetition drills, asking and answering questions orally, copying and writing sentences, listening activities, on line activities. INTERACTIONS: teacher-whole class, teacher-individual students, pair-work, group-work and individual work. MATERIALS: teacher´s computer, on line resources, article, CDs, black-board, work-sheets, student´s book, etc. ASSESSMENT:



69

UNIT 7: I LOVE MUSIC

SESSIONS: 10 OF 55 MINUTES TIMING: THIRD TERM


- To know the music history. - To ask questions and answers with some regular and irregular verbs. - To talk about past events. - To develop receptive and productive communication strategies. - To develop the ability to learn to learn. - To promote self- assessment (my progress check) at the end of the unit of the contents they

already knew, the new things learnt. COMPETENCES 1) Communicative Competence (classroom language: interactions, discussions): learning a foreign language improves communicative competence in general, since it develops the skill of both oral and written expression. Greetings and introductions, giving and asking for personal information. Sentence stress. 5) Social and civic competence: the competence enables the student to form part of the society where they live in, understand how it functions and play a part, as a democratic citizen, in an ever more diverse society. 6) Cultural and artistic competence: it involves an appreciation of art and other manifestations of culture, keeping an open-minded attitude towards different types of Art, preserving the common cultural heritage and encouraging one´s own creative capacity. 7) Learning to learn competence: It involves beginning to learn and being capable of continuing to learn autonomously, looking for and finding answers in a rational manner. 8) Autonomy and personal initiative competence: the acquisition of this competence implies creativity, innovation, responsibility and a critical approach in the development of individual or group projects. CONTENTS LANGUAGE SKILLS: Block I: listening, speaking and conversing and Block II: reading and writing Some of the language skills in the first block are the following:

- To describing an event - To asking and giving information about groups( pair work activity)


- To read a teen magazine article - To write about a popular group - To write capital letters 2. - To be aware of word order.

Regarding the Knowledge of the language in use, the third block, these are some of the contents included in RD. 1631/2006: a) Linguistic Knowledge: language functions and grammar: past to be. There was/ There were. b) Vocabulary: Professions, musical instruments. c) Phonetics: Pronunciation weak forms: was/were. Stress in words and in sentences. Block IV: socio cultural aspects and intercultural awareness. For this course, one of the contents is:

- To promote interest in learning about other social and cultural forms. ACTIVITIES: repetition drills, asking and answering questions orally, copying and writing sentences, listening activities, on line activities. INTERACTIONS: teacher-whole class, teacher-individual students, pair-work, group-work and individual work. MATERIALS: teen magazine, teacher´s computer, on line resources, article, CDs, black-board, work-sheets, student´s book, etc. ASSESSMENT:

- To check the achievement of the objectives and competences established


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UNIT 8: FAMOUS PEOPLE



- To talk about the past. - To give biographical information - To give instructions, make descriptions and give information about famous people. - To develop receptive and productive communication strategies. - To develop the ability to learn to learn. - To promote self- assessment (my progress check) at the end of the unit of the contents they


COMPETENCES 1) Communicative Competence (classroom language: interactions, discussions): learning a foreign language improves communicative competence in general, since it develops the skill of both oral and written expression. Greetings and introductions, giving and asking for personal information. Sentence stress. 6) Cultural and artistic competence: it involves an appreciation of art and other manifestations of culture, keeping an open-minded attitude towards different types of Art, preserving the common cultural heritage and encouraging one´s own creative capacity. 7) Learning to learn competence: It involves beginning to learn and being capable of continuing to learn autonomously, looking for and finding answers in a rational manner. 8) Autonomy and personal initiative competence: the acquisition of this competence implies creativity, innovation, responsibility and a critical approach in the development of individual or group projects.

CONTENTS LANGUAGE SKILLS: Block I: listening, speaking and conversing and Block II: reading and writing Some of the language skills in the first block are the following:

- To listen an historical timeline - To listen an email - To getting information about the solar system.


- To read an email - To read literature articles. - To write about the past - To write connectors of sequence. - To read large numbers.

Regarding the Knowledge of the language in use, the third block, these are some of the contents included in RD. 1631/2006: a) Linguistic Knowledge: language functions and grammar: Past Simple. b) Vocabulary: Adjectives, feelings. c) Phonetics: Pronunciation verb endings: /d/, /t/, /id/. Block IV: socio cultural aspects and intercultural awareness. For this course, one of the contents is:

- To promote intercultural communication. ACTIVITIES: repetition drills, asking and answering questions orally, copying and writing sentences, listening activities, on line activities. INTERACTIONS: teacher-whole class, teacher-individual students, pair-work, group-work and individual work. MATERIALS: teacher´s computer, on line resources, article, CDs, black-board, work-sheets, student´s book, etc. ASSESSMENT:



71

UNIT 9: SUMMER HOLIDAYS



- To talk about future plans and intentions. - To take part in short simple conversations in the classroom. - To develop receptive and productive communication strategies. - To develop the ability to learn to learn. - To promote self- assessment (my progress check) at the end of the unit of the contents they



- To listen - To listen an email - To getting information about the solar system.


- To read an article. Making plans. - To write about the future plans. - To write connectors of sequence. - To read large numbers.

Regarding the Knowledge of the language in use, the third block, these are some of the contents included in RD. 1631/2006: a) Linguistic Knowledge: language functions and grammar: be going to. Present continuous with future meaning. b) Vocabulary: clothes, geography c) Phonetics: Stress in words and sentences. Block IV: socio cultural aspects and intercultural awareness. For this course, one of the contents is:

- To promote social interchanges. ACTIVITIES: repetition drills, asking and answering questions orally, copying and writing sentences, listening activities, on line activities. INTERACTIONS: teacher-whole class, teacher-individual students, pair-work, group-work and individual work. MATERIALS: teacher´s computer, on line resources, article, CDs, black-board, work-sheets, student´s book, etc. ASSESSMENT: To check the achievement of the objectives and competences established.


72

ACTIVITY Nr. 1 ACTIVITY DESCRIPTION: OBSERVATION AND GUIDANCE PHASE DATE AND TIME: School Calendar I.E.S Rey Pastor (from 1st to 29th April)

MONDAY THUESDAY WEDNESDAY THURSDAY FRIDAY

8.30-9.10 -------------- -------------- --------------- --------------- Department 9.10-10.05 Attention to

families Attention to families

3º C CSE 3ºA CSE -------------

10.05-11.00 3º C CSE 3º A CSE 1º B BAC. Staff reunion Department B R E A K

11.30-12.25 --------------- 1º B CSE Department 1º E BAC. Tutorials 12.25-13.20 1º E BAC 3º C CSE 1º B CSE Department 3º E Divers.

13.20-14.15 1º B CSE 3º E Divers. 3º A CSE 1º B CSE 1º E BAC.

ACTIVITY DESCRIPTION: During the observation and guidance phase, I had the opportunity to attend all classes

and meet students from different levels, from the first course of ESO to the first course

of Bachillerato under the supervision of my Teacher Mr. Enrique Azaña Defez. In the

first course of ESO, the methodology using during this observation phase has been to

start the class by reviewing the knowledge acquired in the previous class, interacting

with them and asking them basic questions. The use of basic structures relating to the

most predictable everyday situations, the identification and use of common

expressions, simple stock phrases and lexis relating to specific everyday contexts. The

implementation of basic strategies to organise, acquire, remember and use the lexis

covered. Guided reflection upon the use and meaning of grammar forms appropriate for

different communicative intentions: irregular verbs, the use of structures to ask for and

give directions: Can you tell me where the cinema is? The organisation of whole class

work as a strategy to review directions (turn left, go straight on...) and to make progress

in the learning process. The use of the board is constant and the students themselves

made drawings on the blackboard, to show confidence and initiative to express oneself

in public and in writing. Active participation in group-work and activities (sports & action

verbs, Parts of the body, etc). A great deal of time has been devoted to phonetics

through audio and video materials. Progressive use of learning resources such as

dictionaries, libraries and Information and Communication Technologies. Throughout

these weeks we used the maximum resources for classes to be as complete as

possible. As for homework, students have been asked to write different sentences with

the structures learned during these weeks.


73

ACTIVITY Nr. 1 The interest to take advantage of the learning situations created both inside and outside

the classroom. In the group of third of ESO, the methodology has been to start the

class by reviewing the knowledge acquired in the previous class, interacting with them

and asking them basic questions. It is is an effective way of reinforcement and use of

structures and functions connected to various communication situations. Using

common expressions, stock phrases and lexis relating to topics of general and personal

interest, everyday issues.

The contents taught during these weeks have been present perfect simple, comparison

of adjectives, an active translation, students reading aloud, working with texts in

response to different issues. During these weeks we have reviewed uses of the present

perfect simple and time expressions: since, for, already, ago, ever, and to learn the

contrast between the present perfect simple and past simple. Besides, they have asked

to read a chapter of the book of the reading program (The Bermuda Triangle). As for

homework, students have been asked to write a short essay with the structures learned

during these weeks. The skills have been covered in all units, in various degrees

depending on the topic and activities designed. Participation in the speaking classes in

Bachillerato is very active. The teacher tries to introduce topics that draw their attention

and encourage them to talk/speak. The innovation of this type of classes and

methodology is very interesting for the development of communication.

The pronunciation is immediately corrected, and effective guidance on the topic makes

the classes interesting. Acceptance of mistakes as an integral part of the learning

process and positive attitude to overcome them. In this group which is the most

advanced level, speaking activities are very relaxed where you can enjoy the language

and the students like this interaction space. In the group there are twelve students, so

the activity is very controlled.

In the diversity group, the methodology has been to start the class by reviewing the

knowledge acquired in the previous class, interacting with them and also asking about

everyday issues. In terms of contents these weeks, they have reviewed the

prepositions of time with the help of a computer program that showed them clocks with

different times. The exercise has been very effective to review of prepositions properly

assimilated and time slots.

The use of the computer and LCD projector make the class dynamic. During these

weeks the students have reviewed activities and structures based on present simple.


74

ACTIVITY Nr. 1

COMPETENCES:

The four skills have been practised in all units, with specific teaching classes focused

more on one than on other, but always trying to keep a balance within the unit and

making sure that all aspects have been covered. In all groups: ESO, Bachillerato,

Diversity, apart from the transmission of skills and knowledge the teacher fulfils the

roles of: role model, guide, mediator, facilitator of learning.

TEACHING PROCESS COMPETENCES: I have experienced in observing the students.

OBSERVATIONS:

To cater for diversity, we should also include special activities for those students who in

spite of going up to the following level had not reached the promotional standards for

the previous one and activities for those students who must remain in the same level for

two consecutive years.

TEACHER SELF- ASSESSMENT:

The fundamental question that we have to ask today is what the students need to learn

to be able to use the language for their purposes.

Nevertheless, this does not mean offering a teaching program which simply meets the

demands of students; it means offering a variety of activities so that each student can

find something which suits them.

I cannot learn in the place of a student. I work to make the students work, explain to

make them understand, and teach to facilitate their learning.

The diversity of materials and resources provided by the English Department has

helped me to design tasks and activities to be included in the year planning.


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ACTIVITY Nr. 2 ACTIVITY DESCRIPTION: STAFF MEETING – TEACHING MATERIALS DATE AND TIME: DIAGNOSTIC TEST I.E.S. Rey Pastor 25th February 1-Nota del año pasado y profesor

2-¿Qué nivel crees que tienes bajo, medio, alto?

3-¿A qué aspiras en ésta asignatura?

4-¿Cómo abordas el estudio del inglés? Con mucho entusiasmo, de una forma neutra, con poco entusiasmo, con ningún entusiasmo( es aburrido)

5-De las 4 destrezas que practicas en ésta asignatura, hablar, leer, escribir, escuchar, ¿cuál de ellas haces más a gusto y cuál te parece más útil?

6-¿Tienes costumbre de trabajar en grupos o en parejas? Indica que ventajas e inconvenientes tiene.

7-¿Tienes intención de seguir estudiando el bachillerato?

8-¿Piensas en ir a la Universidad?

9-Dime si vas a la Escuela OficiaI de idiomas, curso que haces u otros estudios de inglés que hayas hecho o estés haciendo en la actualidad.

10-Haz las sugerencias que creas oportunas sobre el funcionamiento de ésta clase, si es que tienes alguna.

ACTIVITY DESCRIPTION:

This questionnaire is directed to the students of the 4th course of CSE (in Spanish

Language) to avoid comprehension errors.

OBSERVATIONS: The diagnostic TEST provides closer information about the concept of motivation, one

of the most important components of learning in any educational environment.


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ACTIVITY Nr. 3

ACTIVITY DESCRIPTION: STAFF MEETING – TEACHING MATERIALS- PSYCHOLOGICAL DEPARTMENT. DATE AND TIME: DELPHOS PROGRAM I.E.S Rey Pastor 23rd and 24th, February 2011. ACTIVITY DESCRIPTION: Delphos Papás program refers to the use of innovative computers systems for

communication, interaction, and exchanging of educational information. The diagnostic

assessment has been realized in February, during the days 23rd and 24th. Delphos

Papas is an innovative initiative of the Ministry of Education and Science of JCCM

(Castilla-La Mancha).

The system will be available for all 24 hours a day, 7 days a week. Computer-operated

information and communication technologies offer unlimited opportunities in the

educational system. The results of the diagnostic assessment have been

communicated to the parents using the Delphos Program.

OBSERVATIONS: This program represents an effective channel of communication between the school

and families.

I.E.S Rey Pastor high school provides to the students a service of psychological

attention to help them in the following areas: Problems of adjusting to school life, stress

and anxiety, sadness, depression, difficulties with exams, problems of social relations,

problems of performance and concentration and some other problems like health risks

of anorexia, alcohol or drugs problems, etc.

Expulsion should be the last step taken after several attempts to deal with a student

who has discipline problems.

The School Department has funded special classes to provide attention to problematic

students.


77

ACTIVITY Nr. 4

ACTIVITY DESCRIPTION: : PRACTICE PHASE: “ALBACETE´S FAIR” DATE AND TIME: February 21st to 29th April 2011 ACTIVITY DESCRIPTION:

I designed different extra activities directed to 1st course of ESO. Extra activities provide

a setting to become involved and to interact with other classmates, thus leading to

increased learning and enhanced development. The activity has involved students get

closer to cultural information of our city (Albacete) with very basic texts that might be of

interest. Students become involved in the activities not only for entertainment, social,

and enjoyment purposes, but most important, to gain and improve skills. In this first

class, I talked about ALBIT, the Mascot what has represented over the last three years

to the city of Albacete, and will be represented the fair until September. Students

reviewed in the class the grammar structures of simple present. My objective is the

participation of the whole class.

COMPETENCES: At the end of the class, students will be able to:

- Look information using search-engines( internet resources) and textbooks ( competences number 4 and 8)

- Extract information from written texts ( competence number 6 y 7)

- Develop reading comprehension and written expression( competence number 1)

- Have confidence in dealing with real texts( competence number 3)

- Learn about the culture of our city( competence number 3)

- Further develop civic values and team-working skills by cooperating and working together to translate the texts ( competence number 5)


78

ACTIVITY Nr. 4 TEACHING PROCESS COMPETENCES:

1.-Linguistic communication competence

3 -Knowledge of and interaction with the physical world

4-Digital and information processing competence

5-Social and civic competence

6-Cultural and artistic competence

7-Learning to learn competence

OBSERVATIONS:

At the end of the class all the students received a surprise, the mascot Albit.

The “Third Century” company participated in my extra activities and collaborated with a

present (Albit´s figures) for the students.

The material resources used in the class are the following: Internet on line resources, a

text (Albacete´s fair), a comprehension exercise and 2 DVD´S provided by the council

of Albacete.

This activity has been put into practice in the diversity group too. In this group, I found

students with special educational needs and I designed the activities with specific

learning objectives and reinforcement measures. In this group I found students at

different levels of knowledge and competence development. The selection of materials

has followed a criterion of degree of difficulty, both in content and language. In this

group it is difficult to know what the students will need English for, the objective is to

provide them with enough general knowledge of basic language functions, basic

structures and lexis and develop their language and culture awareness. I used a

controlled practice through repetition drills and guided- controlled activities.

The material resources used in this class are the same as in the first course of ESO.

TEACHER SELF-ASSESSMENT:

Through participation, students frequently interact with peers who have similar

interests, providing social integration into the school environment. Pay attention to

diversity is a key element, taking among others the multiple intelligences approach, to

attend to the different learning styles and with different levels of complexity within the

class.


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ACTIVITY Nr. 5 ACTIVITY DESCRIPTION: PRACTICE PHASE “ BE CREATIVE” DATE AND TIME: February 21st to 29th April 2011 ACTIVITY DESCRIPTION:

In this class students exchanged communication by other classmates (personal letters).

The activity is a great exercise for students to use to produce writing ideas. The

proposal is that the students write in English, thus they´ll have a somewhat similar level

in their communication skills in the foreign language and they´ll become aware of the

problems of expressing oneself in a foreign language.

This type of creative writing exercises (personal letters) are an effective way to keep the

students interested in writing. This activity has been realized in the course of first of

ESO and the diversity group.

COMPETENCES

At the end of the class, students will be able to:

- Have confidence in dealing with real texts ( competence number 3)

- Look for information using search-engines( internet resources) and textbooks (

competences number 4 and 8)

- Write a simple guided-personal letter ( competence number 1)

- Get confidence in giving very brief presentations in English( competence

number 1)

- Extract information from written texts( competence number 7)

TEACHING PROCESS COMPETENCES 1.-Linguistic communication competence

3 -Knowledge of and interaction with the physical world

4-Digital and information processing competence

5-Social and civic competence

7-Learning to learn competence 9- Emotional Competence


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ACTIVITY Nr. 5

OBSERVATIONS:

The material resources used to realize the creative writing exercise are:

The III Century Cards provided by the council of Albacete and online resources.

A video provided by the council of Albacete allowed me to explain the history and

development of our city, our cutlery artisans, our traditions, etc. The cutlery museum

has participated in the activities with a DVD of the knife making art, with real texts of the

museum, and presents for all the students (cutlery pins).


The main competence developed in my classes is the communicative language

competence, and in particular the three competences related:

-Linguistic competence: lexical, phonological, orthographical and syntactical, as the

students will be carrying out activities which involve learning new words, and their

pronunciation and spelling, copying things from a text, and analysing whether certain

words belong to the noun, adjective or verb class, etc.

-Pragmatic competence: particularly when they are carrying out the survey, they will

have to produce speech acts, negotiate meaning, respect the rules of turn-taking, etc.

-Socio-linguistic competence, mainly through exposure to an authentic text relating to

our city of Albacete.

Other competence developed in all my activities is the Digital and information

processing competence. My objective is that students acquire the ability to search for,

obtain process and communicate information, and transform it into knowledge


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ACTIVITY Nr. 6 ACTIVITY DESCRIPTION: TUTORIAL CLASS DATE AND TIME: February 21st to 29th April 2011 ACTIVITY DESCRIPTION: TUTORIAL CLASSES

COMPETENCES: 1, 3, 4, 5, 7, 8 and 9.

TEACHING PROCESS COMPETENCES 1-Linguistic communication 3-Knowledge of and interaction with the physical world 4-Digital and information processing competence 5-Social and civic competence 7-Learning to learn competence 8-Autonomy and personal initiative competence 9-Emotional competence OBSERVATIONS:

An important element is group-work. Some of the tasks involving group-work will be

carried out in mixed-ability groups to foster cooperation among the different students.

- Organising contents around long term tasks which provide the blocks of content

whit meaning.

- Alternating individual, pair and group work, where the more able students work

with the less able.

- Using teaching materials which are as close to their interests as possible,

making use of audiovisual aids, computers, magazines, etc.

- Regular follow-up of those students with problems, providing them with help.

- Encouraging student participation.

- Providing flexible grouping among various groups or within the same group.

All these points are transitional and reviewable. I have had the opportunity to attend

tutorial classes of the first course of ESO and the diversity group. It is very important to

include different strategies which make provisions for diversity in this classroom.


Tutorial classes represent an effective way of communication between the classmates


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ACTIVITY Nr.7 ACTIVITY DESCRIPTION: EXAM 2nd EVALUATION DATE AND TIME: February 21st to 29th April 2011 ACTIVITY DESCRIPTION: EXAM

COMPETENCES:

1, 3, 4, 5, 7, 8 and 9.

TEACHING PROCESS COMPETENCES: 1-Linguistic communication 3-Knowledge of and interaction with the physical world 4-Digital and information processing competence 5-Social and civic competence 7-Learning to learn competence 8-Autonomy and personal initiative competence 9-Emotional competence

OBSERVATIONS:

The exam contained seven questions:

1) Put this verbs into the most suitable form

2) To have/ to be/etc.

3) Translate into English

4) Fill in the blanks using ( have, can, etc)

5) Answer these questions

6) Finish these sentences

7) Translate into Spanish

TEACHER SELF- ASSESSMENT

Under the supervision of my teacher, I collaborated with the whole-school Second

evaluation process.


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ACTIVITY Nr. 8

ACTIVITY DESCRIPTION : TEST DATE AND TIME: February 21st to 29th April 2011 ACTIVITY DESCRIPTION: TEST. I designed an extra exercise (Test) to review simple present and present continuous structures. COMPETENCES:

1, 3, 4, 5, 6, 7, 8 and 9.

TEACHING PROCESS COMPETENCES: 1-Linguistic communication 3-Knowledge of and interaction with the physical world 4-Digital and information processing competence 5-Social and civic competence 6-Cultural and artistic competence 7-Learning to learn competence 8-Autonomy and personal initiative competence 9-Emotional competence OBSERVATIONS:

The Material resources used in this class are the following:

- TEST: 10 practice exercises( present simple/ present continuous)

- Reading Activity- Student´s lecture book

The identification of basic morphological elements, identification and use of common

expressions, use of basic structures and functions relating to the most predictable

everyday situations. The test will provide us information of the level of the students.

The reading activity is used in conjunction with active learning teaching strategies. I

think the student book is an effective way to achieve instructional goals.


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ACTIVITY Nr.8

I consider it is absolutely essential to:

- Select appropriate examples or illustrations

- Repeat points when necessary

- Be aware of our students - notice their feedback

This skill (Reading) will be practiced in combination with the others, particularly writing

and, to a lesser extent, speaking and listening.

The students will have to read different types of texts to extract both general and

specific information. Besides, and as part of the general objectives of ESO to improve

literacy, the students will have to read a book per term, according to their level and they

will have to fill in some data based on the book.

TEACHER SELF- ASSESSMENT

Under the supervision of my teacher, I collaborated with the whole-school Second

evaluation process and the students are given a reading activity which requires the use

of Student´s lecture book “The Secret of the Stones”.


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ACTIVITY Nr. 9 ACTIVITY DESCRIPTION: EVALUATION MEETINGS DATE AND TIME: February 21st to 29th April 2011 ACTIVITY DESCRIPTION: EVALUATION MEETINGS The evaluation documents contain the following information: Alphabetical listing of students of 1st of CSE

1) Alcantud Martínez, Natalia…

22) Torrente Mañas, María. 22 students

Alphabetical listing of students of 1st of CSE

1) Castillejos Leal, María Pilar….

25) Zárate Jiménez, Ana. 25 students

Syllabus Qualifications- 2nd EVALUATION -Biology and Geology -Fisic And Quimic -Social Sciences, History and Geography, -Physical Education -Visual and Plastic Education -Spanish Language and Literature -English language -Mathematics -Music -Technology -French( Second Language) -Catholic Religion.

COMPETENCES:

1, 2, 3, 4, 5, 6, 7, 8 and 9.

TEACHING PROCESS COMPETENCES 1-Linguistic communication 2- Mathematical Competence 3-Knowledge of and interaction with the physical world 4-Digital and information processing competence 5-Social and civic competence 6-Cultural and artistic competence 7-Learning to learn competence 8-Autonomy and personal initiative competence 9-Emotional competence OBSERVATIONS:

The evaluation meetings allowed all teachers of these groups (B and C) to monitor

progress of their students and this enables teachers to ensure best possible provision

for students within their class to achieve their potential through Quality Teaching. This

means differentiated work, targeted support from the Teacher within the class, use of

appropriate resources, use of the most appropriate teaching strategies based on how

the students learns best.


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ACTIVITY Nr. 10 ACTIVITY DESCRIPTION: “ DISCOVERING THE CITY” DATE AND TIME: February 21st to 29th April 2011 ACTIVITY DESCRIPTION: I designed two different extra activities directed to these groups of students.

The objectives of the lesson is to enable students to:

- Have confidence in dealing with real texts.

- Use their deductive skills to deduce the meaning of some words based on their

knowledge of grammar and word formation.

- Use their reasoning skills to answer some of the questions.

The material resources used in this activity are the following:

- 2 DVD´S provided by APRECU AND CEEI, Albacete.

- Writing real texts( international congress and knife show and Albacete takes off”

At the end of this class, students will be able to:

- Have confidence in dealing with real texts ( competence number 3)

- Look for information using search-engines( internet resources) and textbooks (

competences number 4 and 8)

- Extract information from written texts( competence number 7)

COMPETENCES:

1, 3, 4, 5, 6, 7 and 8.

TEACHING PROCESS COMPETENCES: 1-Linguistic competence 3-Knowledge of and interaction with the physical world 4-Digital and information processing competence 5-Social and civic competence 6-Cultural and artistic competence 7-Learning to learn competence 8-Autonomy and personal initiative competence 9-Emotional competence OBSERVATIONS: The activities have been realized in the course of first of CSE and in

the diversity group, in four classes.

TEACHER SELF-ASSESSMENT: The main competence developed in these activities

is the communicative language competence, others: 3, 4, 5, 6, 7 and 8.


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EVALUATION CRITERIA- GRAPHIC

All the students must achieve the objectives specified at the stage. In general, all students must achieve a minimum level of communication both orally and in writing. Assessment will be an ongoing process: the level of achievement for the specific objectives in each unit and lesson will be assessed according to their performance in the activities and tasks planned by direct observation, by assessing the student´s written activities and by test carried out at the end of each unit and of the end of each term.

The minimum objectives all students must achieve in order to get a pass will be the following:

- To be able to recognize familiar words and very basic phrases concerning the student, his/her family and immediate concrete surrounding when these words and phrases are spoken slowly and clearly.

- To be able to understand the main point in short, clear messages and announcements.

- To be able to read very short, simple texts: find specific information in simple material such as advertisements, menus and timetables; understand simple personal letters.

- To be able to write short, simple notes and messages relating to matters in the areas dealt with.

- To be able to write very simple personal letters, for example giving information about oneself, or thanking someone for something.

- To be able to interact orally in a very simple way, asking and answering questions in areas of immediate need or on very familiar topics.


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- To be able to use very simple phrases and sentences to describe where on lives and people one knows.

- To be able to use ICT according to classroom practice.

UNITS ASESSMENT CRITERIA:

ASSESSMENT

- Speaking activities at the beginning of the lesson( warm-up)

- Oral production during lessons

- Oral and written production at end of unit to assess which objectives have been achieved and what must be reinforced both individually and as a group.

- Written test at the beginning of the unit to check student´s mastery of structure and lexis from all the previous units.

- Informal assessment on contents and efforts made within class with particular emphasis on understanding use of questions and answers and on skills word.

The assessment will take into account the following criteria:

- Students´ ability to extract general and specific information.

- Students´ performance in role-plays assigned.

- Students´ production of oral, written and activities assigned.

- Students´ appreciation of the enriching effect of the topic presented in the unit.

- Students´ understanding of oral and written texts used in the unit.


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ASSESSMENT TYPE METHOD AND PURPOSE EXAMPLES

INFORMAL OBSERVATION

Teacher interacts with and observes students during the classroom activities to gain in general, anecdotal o incidental impressions of the student´s work and their approach to learning.

Observe students during:

- Class discussion

- Speaking, reading and writing activities

- Pair work

- Group work

- Role-plays

PLANNED OBSERVATION

Teacher observes students in activities which have been planned to assess specific aspects of student´s work.

Observe and assess students:

- During speaking, reading or writing activities.

- Performing a designed role or task in a group.

- Formal tests

SELF AND PEER ASSESSMENT

Teacher analyses student´s self and peer assessments, basically to gain understanding of the student´s preferred learning styles, areas of conclusion, perceptions of their peers, etc.

Analysis of:

- Questionnaires.

- Self-assessment forms ( my progress check)

- Student comments

MASTER´S DEGREE PROJECT IN ENGLISH LANGUAGE...

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