The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily

8/14/2019 The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily

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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

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As it can be seen, it seems appropriate that tasks can be defines as classroom

activities. However, NOT ALL THE ACTIVITIES that take place in a classroom

will qualify as TASKS; an activity can be any kind of event that children

participate in, but a task includes further features.

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

young learners:

-Using all their senses and getting fully involved; by observing and copying,

doing things, watching and listening.

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

contexts.

-Being highly motivated.

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

confidence (which should be generated by the teacher)

-Involving parents in their learning, so that children are far more interested in

the English class.

As curriculum design reads,(and the PCI as well as PEI in my school

emphasizes) there are important reasons for including more literature in our

teaching sequences in primary school. I would definitely include more literature(

the traveling book, the reading corner, etc)

In this respect, Irma Goshn (2002) advocates for the use of authentic literature

in the English class for the following four reasons:

First, authentic literature provides a motivating, meaningful context for

language learning, since children are naturally drawn to stories.

Second, literature can contribute to language learning. It presents natural

language, language at its finest, and thus foster vocabulary development in

context. As Collie and Slater (1987) have pointed out, it stimulates oral

language and involves the child with the text; it also provides an excellent

medium for a top-down approach to language teaching.

Third, literature can promote academic literacy and thinking skills, and prepare

children of the English-medium instruction.

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Fourth, literature can function as a change agent: good literature deals with

some aspects of the human condition, and can thus contribute to the emotional

development of the child, and foster positive interpersonal and intercultural

attitudes.

The use of literature in the English class has been associated to the way in

which language can be scaffolded in class while reading literature. Yet, there is

evidence that shows that literature in the English class helps the development

of 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

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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

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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

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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

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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

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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

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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)


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


de reconocimiento y

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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)


de reconocimiento y

produccin de

vocabulario

Elaborar dilogos

cortos

Transferir

Tercer

Trimes

tre

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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


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

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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

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las pistas para una

nueva bsqueda del

tesoro en base a un

poster de una casa.

Drselo a otro grupo

para que lo resuelva.

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The Plan1 Suggested, By Our Methodology Teacher, Could Be Easily

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