- 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.
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