- House, S. (1997). An Introduction to teaching English to children. London: Richomond Publishing.
- Moon, J. (2002). Children as language learners
- Moon, J. (2002). Why planning?
- McLaren, N. y Madrid, D. (2004): “The Foreign Language Curriculum.”
- Brumfit, Moon & Tongue (Eds.) (1991) Teaching English to children from Practice to Principle-Collins
- Funk, Hal D;Funk, Gary D. Guidelines for Developing Listening Skills
- The Reading Teacher; May 1989; 42, 9; Arts & Humanities Full Text
- pg. 660
- House, S. (1997). Teaching the skills
- House, S. (1997). Correction techniques
- House, S. (1997). Evaluation skills
- House, S. (1997). Lesson planning
- House, S. (1993). Classroom management
- Scott Ytreberg. (1991) Listening
- Scott Ytreberg. (1991) Oral work
- Scott Ytreberg. (1991) Writing
- Scott Ytreberg. (1991) Classroom management atmosphere
- Barrios, M.E. (2002) Multiple intelligences in Foreign Language.
miércoles, 30 de mayo de 2012
Bibliografía
martes, 29 de mayo de 2012
lunes, 28 de mayo de 2012
Content and Language Integrated Learning
What is Content and Languages Integrated Learning (CLIL)?
Situations where subjects, or parts of subjects, are taught through a foreign language.
Situations where subjects, or parts of subjects, are taught through a foreign language.
Desing and curriculum planning in Primary
HOW CAN TEACHERS PLAN?
Classroom Management
Classroom Management:
Strategies:
- Establish routines
- Doing pactical jobs in the classroom
- Avoid organized competition
- Used a good arranging of desk
- Classroom language
- Speak english all time
Discipline:
- Noise: prompt them speak in English
- movement
- Flexibility: Depends of mood of children
- Consistency
- Fairness: Do not label children
- Positive reinforcement.
Advantage:
- Students benefict from the strategies that are being transmitas by their peers
- Students reinforce their learning by explaning the language to their peers
- Cooperation and independence
- The teacher can spend more time with students who need
Attention to diversity: the inclusive classrooms.
BLOOM'S TAXONOMY
I leave an example of an activity should be addressed as the taxonomy of bloom in the classroom
http://cremc.ponce.inter.edu/carpetamagica/actamigofiel.htm
Example of activity:
The activities that promote development in the multiple intelligences include:
- Draw pictures
- Allow the movement of students in class
- Work in pairs, in small groups
- Use the learning reflesion
- Put videos, audio, music
- Have different time schedules and classroom management
- Work on emotions
- Relate the experiences and feelings through the natural environment
Therefore any activity undertaken in the classroom, as a simple reading of a text already implies some intelligence, and if we rely on others it will raise various forms of activities to develop intelligence.
I leave an example of an activity
http://miradasistemica.bligoo.com/content/view/134651/Ejercicios-de-Inteligencias-Multiples-en-el-Aula-Segunda-entrega.html
The following link from the slide 16 to 46, a series of characteristics of each intelligence and some resources that can help us when planifcar an activity with multiple intelligences. (It is written in Spanish).
http://www.slideshare.net/guest065e81/inteligencia-y-su-desarrollo?src=embed
I leave an example of an activity should be addressed as the taxonomy of bloom in the classroom
http://cremc.ponce.inter.edu/carpetamagica/actamigofiel.htm
Example of activity:
- Remember: See and repeat. Lion
Dog
- Create: Make up a story about animals, you can draw pictures, then you have to read it to all classmates. Whit this activity we use some multiple intelligences how: Linguistic, naturalist and visual spatial.
MULTIPLES INTELLIGENCES
The activities that promote development in the multiple intelligences include:
- Draw pictures
- Allow the movement of students in class
- Work in pairs, in small groups
- Use the learning reflesion
- Put videos, audio, music
- Have different time schedules and classroom management
- Work on emotions
- Relate the experiences and feelings through the natural environment
Therefore any activity undertaken in the classroom, as a simple reading of a text already implies some intelligence, and if we rely on others it will raise various forms of activities to develop intelligence.
I leave an example of an activity
http://miradasistemica.bligoo.com/content/view/134651/Ejercicios-de-Inteligencias-Multiples-en-el-Aula-Segunda-entrega.html
The following link from the slide 16 to 46, a series of characteristics of each intelligence and some resources that can help us when planifcar an activity with multiple intelligences. (It is written in Spanish).
http://www.slideshare.net/guest065e81/inteligencia-y-su-desarrollo?src=embed
Teaching, learning and evaluating skills and competences in MFL Primary
There are 4 skills: Listening, reading, writting and speaking
It's important to know how children learn each one of this skills.
Speaking and Listening are oral skills and we can watch how help this to children in the next map:
HOW CAN TEACHERS WORK WITH SKILLS?
For a good learning of the children, the activities have to be fun and the children have to be participative and active.
The game is a good tool to make them participate.
LISTENING & SPEAKING
-CLASSROOM LANGUAGE
We must use the English in class to organize, start, and finish the classs, to give instructions or answer our pupils
-TPR
We can play games like listen and do (TPR), listen and indetify something, listen and play a rol, listen and answer.
-SONGS
Songs are a good tool to make children spend a good time and learn.
Children can listen a song and represent this by gestures, or they can draw the history of the song and even they can sing and dance with the song.
MOTIVATION
For a children is easier to speak about something if they're really interested in. They can look for information about something that they like and tell the class them emotions.
READING
The instructions can be a good way to make children read because they're reading for another work that they think is more important.
We can use cards with letters to play with childrens too.
Teachers can use stories and children can read this and underline the words that they don´t understand
WRITTING
It's important not to make children write something that they can´t speak.
Write short sentences about something they like, or wirte the start of a history and each child continue this with ideas can be ways to practise writting.
EVALUATING THE SKILLS
ASSESSMENTS
The assessment have to be something to improve in the future and to know what and how we have learn or teach. It's something for teachers and pupils.
It's good to listen the opinions of the children for improve our class in the future.
-A diary is a good way to know ho and what we have learn.
-Porfolio: We can use the European Langage Porfolio, you can find more information in this link:
teaching approaches for young learners
The natural approach:
This approach aims to develop basic personal oral and written communication skills. Its basic premises (Krashen & Terrell 1983) are:
- The general goal is communication skills.
- Comprehension precedes production.
- Production emerges without forcing it, after a silent period.
- Learning activities must promote subconscious acquisition rather than conscious learning.
Communicative approach:
This approach aims to develop basic personal oral and written communication skills
- This is determined with the emphasis on content, meaning and
interest.
- Focus is on communication.
- Incorrect utterances are seen as deviations from the norms of
standard grammar.
- Aims to the Spoken interactions (listening and speaking).
- Is student-centred.
viernes, 13 de abril de 2012
Considerations for Teaching Young Learners
Nowadays, the traditional educative system is not enough to satisfy the necessities of children, so teacher have to find a new one for them.
A child is an active machine of continuous and unconscious learning so we have to do this process fun and exciting. Children learn better and faster if they learn by games, exploration and if they are the most important in the construction of them knowledge.
We can identify a number of different conditions which are associated with this ideal learning situation:
Fundaments of teaching and learning a foreign language in primary education.
• Time
Children will have plenty of time for learning English and it can be spread over several years.
• Exposure
They are exposed to English all around them, both in and outside of school.
• A real need for English
They have a need to use English in order to survive on a daily basis.
• Variety of input
They are exposed to a wide variety of uses of English, eg spoken and written, English for thinking, for interacting, for getting things done, for imagining.
• Meaningful input
They will receive plenty of meaningful language input through experience of English not as a subject to be learned, but as a means of communication, where the focus is on the meaning not the form of the language.
We need to create a favorable environment in the classroom for develop the abilities of children. If the children are motivated they will want to learn. When they are enjoying themselves, they are usually absorbed by the activity and want to continue with it. They are not always aware that they are learning language.
Current approaches in teaching a foreign language in primary education.
The foreign language curriculum
Attention is paid to the process of instruction:
- Learning of contents
- Development of skills and strategies
- Levels of motivation, etc.
In general, these syllabuses share some common characteristics (Madrid and McLaren
1995:15):
- They aim to develop efficient learning strategies.
- They are concerned with the individual learning style.
- Students negotiate curricular activities with teachers.
- Special attention is given to affective factors: the student's feelings, emotions and values.
- Students are often involved in the learning process: in the way learning takes place and in its evaluation (metacognition).
Procedural syllabuses
These syllabuses consist of a set of tasks and activities to be carried out in class and/or at home. These tasks require the use of meaningful language with different purposes according to the tasks proposed, but not primarily for the learning of certain linguistic forms. The accomplishment of the activities involves three kinds of tasks (Prabhu 1987: 46-47):
a) Information gap activity: transference of unknown information from one student to another.
b) Reasoning-gap activity: through processes of interference, deduction, practical reasoning, etc.
c) Opinion-gap activity: personal feelings or attitudes towards given situations.
Task-based syllabus
A task is an activity or action which is carried out with meaningful language (not with the intention of using the language for its own sake).
Some of the benefits suggested by Candlin (1987) and implied in task-based syllabuses are (Nunan 1988: 45-46):
- Tasks promote attention to meaning.
- They encourage attention to relevant data.
- They develop different procedures and modes of participation and involve learner contributions.
- They promote risk-taking.
- They encourage knowledge, skills, participation.
- They involve the use of language for the purpose of solving the task and promote learner training for problem-solving.
- They promote sharing of information and allow for different solutions.
- They encourage the learner's consciousness of the learning process and reflection (metacognition).
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