Post on 30-May-2018
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
1/13
The plan1 suggested, by our methodology teacher, could be easily adapted to
one of my courses in EPB 129(ex Normal 3).It is a 3rd form with an important
amount of English hours during a week. Besides, they have been in contact with
the language since kindergarten level. The institution has a special PEI giving a
great importance to languages. They even have a special project with the
British Council.
They are almost 40 students who are always eager and ready to work!!! They
really enjoy their classes demanding and suggesting more work to be done at
all times. They follow a series of books by Longman (English Adventure series)
from first to 3rd form.
The plan, regarding content would suit them, though at times certain the
language practices, tasks or linguistic exponents would have to be varied, since
there should be a balance between the demands and the challenge.
Also, I would include more recycling in the plan or sequence, i.e. the use of a
certain pattern in different contexts through different language practices and
tasks so that students are able to identify the communicative purposes, grasp
contents progressively and give sense for the communication with others.
There would also be a big emphasis on oral development, over written work.
The class constitutes the only context in which most students have the
opportunity to speak English systematically with others.
Bearing in mind what Cameron suggests regarding tasks I would concentrate
on:
-Activities which locate realness in outcome.
-Activities focused on the content, rather on the form. (Activities, in which the
learners goals and task outcomes are not explicitly language-focused)
-Activities which are congruent with childrens lives.
-Activities which have coherence and unity for learners (from topic, activity
and/or outcome)
-Activities which have meaning and purpose for learners.
-Activities which a clear language goal.
-Activities which have a beginning and an end; (either short or lasting for
lessons).
-Activities which involve the learners actively.1 The plan is attached at the end of the analysis
1
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
2/13
As it can be seen, it seems appropriate that tasks can be defines as classroom
activities. However, NOT ALL THE ACTIVITIES that take place in a classroom
will qualify as TASKS; an activity can be any kind of event that children
participate in, but a task includes further features.
I would also bear in mind these five essential principles since I am teaching
young learners:
-Using all their senses and getting fully involved; by observing and copying,
doing things, watching and listening.
-Having opportunities to be exposed to the second language in meaningful
contexts.
-Being highly motivated.
-Exploring, experimenting, making mistakes, and feeling a great sense of
confidence (which should be generated by the teacher)
-Involving parents in their learning, so that children are far more interested in
the English class.
As curriculum design reads,(and the PCI as well as PEI in my school
emphasizes) there are important reasons for including more literature in our
teaching sequences in primary school. I would definitely include more literature(
the traveling book, the reading corner, etc)
In this respect, Irma Goshn (2002) advocates for the use of authentic literature
in the English class for the following four reasons:
First, authentic literature provides a motivating, meaningful context for
language learning, since children are naturally drawn to stories.
Second, literature can contribute to language learning. It presents natural
language, language at its finest, and thus foster vocabulary development in
context. As Collie and Slater (1987) have pointed out, it stimulates oral
language and involves the child with the text; it also provides an excellent
medium for a top-down approach to language teaching.
Third, literature can promote academic literacy and thinking skills, and prepare
children of the English-medium instruction.
2
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
3/13
Fourth, literature can function as a change agent: good literature deals with
some aspects of the human condition, and can thus contribute to the emotional
development of the child, and foster positive interpersonal and intercultural
attitudes.
The use of literature in the English class has been associated to the way in
which language can be scaffolded in class while reading literature. Yet, there is
evidence that shows that literature in the English class helps the development
of childrens critical thinking as well as linguistic development in the foreign
language. In this respect, Barboni and Porto (2008) make a clear point.
Taken into account the age of the group,I would also introduce imagination,
creative thinking and enjoyment in the class not only through literature but also
through language play and games. Playing games constitutes an important part
of childrens lives and it is a well acknowledged fact that playing is a genuine
activity for children. This is the main reason why games constitute an
environment for authentic language use since the language of games becomes
a means to an end: playing.
As Read (2007) points out:
Children have a natural tendency to express themselves and find out about
their world through play and this can provide positive foundations for learning a
foreign language too. Through games and directed play (as opposed to free
play), children can be given ideal opportunities to recognize and respond to
language non-verbally. They can also produce chunks of language, in contexts
which require enjoyable repetition and which draw them into using English in a
natural and spontaneous way. With very young children, the use of games and
directed play provides a familiar context for encountering new language, and
acts as a bridge between home and school in much the same way as
storytelling and learning rhymes, songs and chants.
Games and directed play allow for holistic learning and the integrated physical,
social, emotional and cognitive development of young children. As well as
developing language skills, games and directed play help to develop young
children's social skills, such as showing willingness to cooperate and take turns,
listening to others and learning to follow and respect the rules of a game. In
games which involve actions or movement, they also help to develop physicalcoordination and psychomotor skills, while other games develop skills such as
3
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
4/13
children's visual-spatial awareness, creative thinking or numeracy. In addition to
this, games and directed play allow for divergent responses and also have an
important role in developing young children's concentration and memory skills,
as well as their ability to associate language and meaning with actions,
pictures, objects and sounds.
To conclude, I would also take into account Learning to learn, which the
design also puts forward as well as many theorists such as Tedesco. In my
view, It is at this point that this plan fails to succeed. Learning to learn has
become fundamental in our classrooms today. We know that our students will
have to learn for life and in consequence, they will need to develop a set of
strategies that will help them become autonomous and monitor their own
learning processes. This is the reason why reflection moments in classroom
interaction are vital for our students learning. As Pinter (2006) points out:
'Learning to learn' is one of the most important objectives for all learning/
teaching contexts for all ages. In our fast moving world, it is simply impossible
for learners to acquire all the knowledge and skills they need while they are at
school. It is the school's responsibility to teach learners how to learn, i.e. to
equip them with strategies that they can use outside school. This process
needs to start as early as possible, preferably at the beginning of schooling.
Various aspects of 'learning' to learn' can be introduced into the day-to-day
practice of any language classroom without changing many of the usual
classroom practices.
(Throughout the plan I have also made some suggestions)
Conte
xto
Sub-
tpicos
Prcticas
dellenguaje
Exponentes
lingsticos
Tareas Tiemp
o
Mi
mund
o y
yo
El sistema
solar.
Mi pas, mi
barrio, mi
escuela.
Yo (Mi
nombre,
Expresar
saludos.
Brindar y
pedir
informacin
personal
(el nombre,
Hello/Goodby
e
Good night
Whats your
name? I am
How are you
today? I am
Cantar Hello
song/Goodbye
song
Crear un ttere
y actuar un dilogo
con otros tteres y
con Poch (un
Primer
Trimes
tre
4
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
5/13
mi edad,
mis
gustos,
mis
pertenenci
as).
la edad).
Expresar
gustos.
Describir el
clima.
Identificar
el sistema
solar, los
planetas, el
sol,
Argentina,
Quilmes,
Of course
La
Plata,inste
ad!) la
escuela y
el grado.
Identificar
personas y
personajes
de los
cuentos.
Enumerar
objetos/per
sonas y
describir el
color de
objetos o
de la
vestimenta
de
personas.
fine/OK
Are you OK?
Yes/No
Comidas:
sandwiches,
chocolate
cake, apple,
cocoa
Star, door,
bed, frog,
clown,
elephant,
square,
triangle,
circle, tree,
paintbrush,
desk,
computer,
calculator,
chair, bin,
bag,
good/bad,
forest, queen,
mirror, dwarf
The weather
(Whats the
weather like?
It is
sunny/cloudy/
etc)
Colours
Numbers
Whats your
favourite
extraterrestre)
Escuchar Poch
arrives (Big Book
from Snip Snap)
Elaborar glosarios a
partir de la lectura de
cuentos
Completar ejercicios
de reconocimiento y
de produccin de
vocabulario
Elaborar dilogos
cortos
Cantar See the
starlight!
Escuchar Snow
White and the seven
dwarfs (Versin
adaptada de Disney)
(Big Book)
Transferir
informacin de un
lenguaje a otro (de
texto a imagen, de
imagen a texto)
Cantar The weather
song, Five fat
sausages, Ten little
indians, Happy
Birthday, Rhyme:
One potato
Utilizar dibujos y
mscaras para
actuar las canciones
5
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
6/13
colour/number
? It is/I
like
How old are
you? I am
Objetos
escolares
What is it? It
is a
Three red
pencils/Four
blue pens/etc
This is
What number
is Saturn? It is
(number)
six/Six.
Escuchar y leer
Tims magic
paintbrush de Kate
Mellis-Heinemann
ELT
Dialogar con un
extraterrestre
ensendole cmo
se llaman los objetos
escolares
Describir los
contenidos de una
mochila
Identificar dnde
estamos en el
sistema solar,
nuestro pas, nuestro
barrio y nuestra
escuela utilizando un
poster
Escuchar y leer
Planet Rap de Hot
Pancakes 3
Identificar los
planetas, la luna, el
sol, etc
Completar una tabla
(Planet, Number,
Characteristics)
Produccin Final:
(Individual)
Completar una
postal con datos
personales y
6
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
7/13
describiendo nuestro
contexto (Ej: This is
the Earth. It is a
planet. This is
Argentina, etc) para
envirsela a Poch (el
extraterrestre de la
1 lectura) como
bienvenida a nuestro
planeta.
(Todo el curso)
Elaborar un poster
con fotos donde nos
situamos dentro del
sistema solar (This is
the solar system/ the
Sun/ the
Earth/Argentina/Quil
mes/EPB /4to A)
Anim
ales
Animales
de granja
Animalesmitolgico
s (dragon)
Animales
domstico
s
Animales
del bosque
Dar y
recibir
instrucciones
Identificar
animales
Describir
animales
en forma
simple(tam
ao,
Look, listen ,
run, sit
down,standup, put,
give, come,
open, close
La ropa
The sweater
is blue/The
shirt is pink
Frutas:apples,
Leer y escuchar The
apple dragonde
Carol Skinner(Longman)(obra de
teatro)
Actuar dilogos en
los que se entrena al
dragn para vivir
con los humanos o
para que sepa
comportarse en la
Segun
do
Trimestre
7
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
8/13
color,habita
t)
Clasificar
animales
de acuerdo
a su habitat
Identificar y
describir
instrument
os
musicales
(Is this
relevant to
the topic?
Maybe the
story deals
with them
and so it
is)ropa y
frutas.
Expresar
preferencia
s (likes and
dislikes)
bananas,
lemons
Water, bread,
queen, forest,
music, help,
sky,king, nut,
castle
Instrumentos
musicales
Animales de
granja,
domsticos y
mitolgicos
(dragon)
Its
big/small/gree
n/grey
It lives in (the
forest)/(a
house)
Ilike/I dont
like
escuela(Instruccione
s)
Transferir
informacin de un
lenguaje a otro
Pintar la ropa de un
personaje y dictarle
al compaero para
que haga lo mismo
Describir al dragn
del cuento(Its big.Its
green. It lives in the
forest.Its good)
Buscar informacin
sobre otros animales
que viven en el
bosque y elaborar
descripciones cortas
Elaborar un glosario
con los nuevos
animales del bosque
Dialogar con
mscaras de los
personajes de la
historia y expresar
preferencias con
respecto a la ropa,
comida y animales
segn la historia
Escuchar y
comprender My
favourite
things.Anticipar y
unir personajes con
8
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
9/13
textos escuchados
Elaborar un texto
corto dando
informacin personal
y expresando
preferencias (I am..I
am 9. I like jeans and
trainers. I dont like
skirts)
Leer y escuchar
Chicken Licken de
Ladybird
Cambiar la historia
utilizando un poster
con animales de
granja y domsticos
(Deben inventar un
nombre que rime con
la pronunciacin del
nombre de cada
animal.Ej: Cat Pat)
Elaborar un glosario
con los animales de
granja y domsticos
Cantar Old Mac
Donald y actuarla
Jugar Dgalo con
mmica para
adivinar animales
Adivinar qu animal
es a partir de una
descripcin corta
Completar ejercicios
de reconocimiento y
9
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
10/13
produccin de
vocabulario
Elaborar dilogos
cortos
Completar tablas
Produccin Final:
(Individual) Escribir
una carta a Poch(el
extraterrestre del 1
trimestre) contndole
sobre 3 animales
que le gusten y
describindolos en
forma corta
(Todo el curso)En
grupos con
mscaras actuar
The apple dragon o
Chicken Licken
usando sus propias
palabras
Famil
ias
y
casas
La familia
Distintos
tipos de
casasEl campo
y la ciudad
Describir la
familia
propia y
otrasfamilias(Ej:
familias
famosas)
Identificar
distintos
tipos de
casas
Expresar
Town,
holiday, car,
country, stop,
come here,fish, ghost,
unhappy,
hungry,
chimney, silly,
wolf, pig, first,
second, third
Partes de la
casa
Leer y escuchar
Pam and Rick de
Gnter Gross y
Herbert Puchta(Longman)
Completar ejercicios
de reconocimiento y
produccin de
vocabulario
Elaborar dilogos
cortos
Transferir
Tercer
Trimes
tre
10
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
11/13
ubicacin
de objetos,
muebles y
personas
Describir
una casa
Muebles
La familia
This is my
sister/mother/
etc
Where is?
It is/He
is/She
is/In the
kitchen
It is
in/on/under/ne
xt to
Materials:
straw, sticks,
bricks
It is made
of
This is a
tepee/a hut/a
castle/a tree
house. It is
big/small.It is
made of
informacin de un
lenguaje a otro
Elaborar un glosario
a partir de la lectura
del cuento con las
partes de la casa y
los muebles
Jugar al memory
game con escenas
de la historia para
adivinar dnde estn
los personajes y los
objetos/muebles
Jugar a la bsqueda
del tesoro siguiendo
pistas en un poster
de una casa/en el
aula
Expresar dnde
estn escondidos los
animalitos de la
historia
reconociendo partes
de los mismos en un
poster de una casa
Armar un rbol
genealgico con la
familia de Pam y
Rick
Elaborar una
descripcin corta de
la familia como si
fueran Pam o Rick
(This is my
11
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
12/13
sister/brother. This is
)
Elaborar un dibujo
de su familia y una
descripcin corta
Describir familias
famosas (Ej:Los
Simpsons)
Leer y escuchar The
Three Little Pigs de
Hot Pancakes
Completar una tabla
con nmero de
chanchito, material
con que est hecha
la casa, resultado:
good/bad
Contar la historia
personificando los
chanchitos (Hello!I
am Pig number 1.
This is my house . It
is small. It is made of
straw.)
Leer lectura sobre
distintos tipos de
casas y describirlas
Produccin Final:
(Individual)Realizar
la casa idealcon
una caja de zapatos
y elaborar un texto
corto describindola
(En grupos) Elaborar
12
8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily
13/13
las pistas para una
nueva bsqueda del
tesoro en base a un
poster de una casa.
Drselo a otro grupo
para que lo resuelva.
13