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Didctica de la Llengua Anglesa

Ariadna Folch (M3)

Emilio Garca Bulln

Didctica de la Llengua Anglesa


Ariadna Folch (M3)

Portfolio Contents

1. Table of contents

2. Coursework Tasks (improved version)

Task 1: My ideal classroom


Task 2: Classroom Language
Task 3: Oral Communication
Task 4: Lesson Plan Outline (schema)
Task 5: Story
Task 6: Focus on form through communication.

3. Coursework Readings (Improved version)

Reading 1: Young Children learning languages (Dunn)


Reading 2: Classroom Atmosphere (Lisbeth & Scott)
Reading 3: Beginning Oral Communication (Dunn)
Reading 5: Emergent Literacy ( Patricia M.Cunningham)

4. Microteaching Follow up: Things to improve and self or group

assessment

5. Resources: list of interesting books, web pages

6. Course Wrap Up: What I have learned in this course and how it will help me

7. Appendix

Task 1: My ideal classroom

As a future teacher, during these years at the university, I have acquired an idea
about how would be my ideal classroom in the recent future. These are the
main points I take into account when it comes to structure the classroom from
different aspects of the educational system.

First of all, I would like a classroom with ten year old children. Why? Well,
children of this age provides the innocence of the early ages but you can also
interact with them, make them understand things and also values and the
essentials of life, such as the sense of shearing, empathy, etc. Moreover, the
classroom should have only 16 pupils, so that as I future teacher I could provide
feedback to each of them and focus on the different learning processes.

Another aspect to take into account is the materials and the layout of the
classroom. I would try to decorate the walls with their own work sheets and
paintings, in order to create an appropriate atmosphere where children could
feel secure and self-confident, so that they can develop a good rhythm of work.
According to this idea, it would be good to label each part of the class with its
name in English. Its also important that all the pupils could see the blackboard
properly, with a correct natural illuminations from the windows.

Finally, I would like to have the classroom with pupils seating in 4 groups of
tables, each group formed by 4 children, so that they can work in group easily.
Despite of this, they should change their place once for two weeks, in order to

interact with all the members of the class.

Blackboard
Teachers desk
W
I
N
D
O
W
S

Area for playing,


Reading, act, etc.

Clothes rack

Recycle

- New Expressions

Label: put the name of an object on itself in order to identify it.


Layout: appearance, disposition.
Stir: active the motivation of children.
Self-esteem: feeling good with the way someone is.
Setting: arranged, planned.
Meaningless: luck of meaning.
Outcome: issue, result, consequence.

Task 2: Classroom Language

In order to promote language and useful expressions in the classroom, teacher


should take into account many resources, materials and methodologies which
can help to enhance this aspect of the language, so that pupils may feel more
comfortable and motivated to participate and talk.
According to this fact, I have chosen a classroom of the first primary course.
The reason why I have chosen it is because in this part of the learning process
is essential to learn expressions which can provide skills to pupils so that they
can start to communicate. That would be the first step of their communicative
process, otherwise it would be much more difficult to interact with the world
surrounding them (music, family, classroom, films, etc.)
To start dealing with this aspect, the teacher must think about the correct
activities. According to this idea, it would be suitable to start the course teaching
language structures that may help pupils to get familiar with the new language
and to know each other as well. For instance, one way to deal with it would be
to seat the students together and start asking for their names, and then make a
chain in which they have to ask each other. To support this activity, the teacher
may put a song working on this aspect in order to support the idea and help
children to acquire the new knowledge.
Once done this first step, the teacher has to be aware will be many things that
children wont be able to understand, so they will need to ask for the
information. According to this idea, its obvious that teacher should teach the
structure: sorry, can you repeat please? or, what does _____ mean?. That
would be a great idea to stir, because if they dont solve they doubts they may

feel unmotivated.
To work these aspects, an advisable activity may be to work in pairs. We split
the class into pairs and children have to ask for personal information to his or
her partner and write it down. Then, we put the information into a box and then
the teacher read it aloud and pupils have to guess who the pupil the teacher is
talking about is.
Finally, another activity we could put into practise may be to work with role play.
In this activity, children are divided into groups of four and they have to imagine
a situation, for instance the restaurant or the supermarket. They have to learn
the correct expressions to use according to their characters and put them into
practise.

List of new expressions and words used

Formalities and socializing: Good morning, Hello, Goodbye, How are


you?, Thank you, youre welcome, please.
Requests: Can I go to the toilet? Can you repeat please? Can you give
me ____ colour please? Can you open the door?
Instructions: Stand up, Put your hands up, Be quite, Shut up, Its time to
go home, Its lunch time, Go to the playground, paint the pictures, match
the information, Fill the gaps, Listen and repeat.
Specific Vocabulary (based on their interests): animals (cat, dog,
frog, tigre, horse,etc.) food, (fruits, vegetables, etc)
Praise: very good, well done, congratulations, very well, awesome,
great, etc.

(List of the reading 3)


Starting an activity: say it with me, do this like me, copy me, follow
me, Have you got a pencil?, Open your books at page five, Read it to
me, Color the picture, Start here, etc.
Sustaining an activity: Listen again, Say it again, Try it again, What
are you doing?, What colour is this?, Read the next page, etc.
Language for socializing: Hello, Hello everyone, How are you?, Im
fine thanks, Good morning, Good afternoon, Goodbye, Sorry, Excuse
me, etc.
Language for agreement/disagreement: Yes, thats right, No, try
again.
Language for praise: Good, well done, good work, very good, thats
beautiful, etc.

Task 3: Oral Communication

Oral communication is on of the most important aspecto of any language we


want to learn. From this point of view, we have to take into account this
importance in our teaching.

As teachers, we begin with oral communication because we want our children


to express themselves, express their needs and willings in order to achieve a
better Earning. That is why we need to communicate at the begining. Moreover,
we can not forget that if we go abroad OR when we are in an English native
context, we want to understand and we want people to understand us, and that
is a fact that need oral communication.

On the other hand, written communication requires previos oral skins, so that is
the reason why we stard with oral communication, in order to provide a better
teaching and larning as well.

According to the activities we could do at the begining, it would be a good idea


to make students elaborate a list with 10 things in english that they hear along
one day, in order to motivate them and make them see the role of the English
language in our society. Moreover, it is also a good idea to establish rutines in
order to develop communicative skins, such as asking how are day, how is the
weather, etc.

Task 4: Lesson Plan Outline (schema)


Stage
Plan

Ativities
Routine:
date, day of
the week,
weather

Warm up

Prior
knowledge

Aims of the
lesson

Do

Classroom

arrengement
Grammar,
vocabulary,
speaking,
listening.

Skills

Relate with
previous
knowledge
done in
class.

Difficulties and

Material and

estrategies

time

Things to im

Feedb

ack

Routine: fun
activity

Summarize
the activity

Assessment

Set
homework

Task 5: Story

The Story of Goldilocks and the Three Bears


Once upon a time, there was a little girl named Goldilocks. She went for a walk
in the forest. Pretty soon, she came upon a house. She knocked and, when no
one answered, she walked right in.

At the table in the kitchen, there were three bowls of porridge. Goldilocks was
hungry. She tasted the porridge from the first bowl.
"This porridge is too hot!" she exclaimed.
So, she tasted the porridge from the second bowl.
"This porridge is too cold," she said
So, she tasted the last bowl of porridge.
"Ahhh, this porridge is just right," she said happily and she ate it all up.
After she'd eaten the three bears' breakfasts she decided she was feeling a little
tired. So, she walked into the living room where she saw three chairs.
Goldilocks sat in the first chair to rest her feet.
"This chair is too big!" she exclaimed.
So she sat in the second chair.
"This chair is too big, too!" she whined.
So she tried the last and smallest chair.
"Ahhh, this chair is just right," she sighed. But just as she settled down into the
chair to rest, it broke into pieces!
Goldilocks was very tired by this time, so she went upstairs to the bedroom.
She lay down in the first bed, but it was too hard. Then she lay in the second
bed, but it was too soft. Then she lay down in the third bed and it was just right.

Goldilocks fell asleep.

As she was sleeping, the three bears came home.


"Someone's been eating my porridge," growled the Papa bear.
"Someone's been eating my porridge," said the Mama bear.
"Someone's been eating my porridge and they ate it all up!" cried the Baby bear.
"Someone's been sitting in my chair," growled the Papa bear.
"Someone's been sitting in my chair," said the Mama bear.
"Someone's been sitting in my chair and they've broken it all to pieces," cried
the Baby bear.

They decided to look around some more and when they got upstairs to the
bedroom, Papa bear growled, "Someone's been sleeping in my bed,"
"Someone's been sleeping in my bed, too" said the Mama bear
"Someone's been sleeping in my bed and she's still there!" exclaimed Baby
bear.

Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!"
And she jumped up and ran out of the room. Goldilocks ran down the stairs,
opened the door, and ran away into the forest. And she never returned to the
home of the three bears.
THE END

Look for a story that you could use with children, write your own one or
adapt one.

1. Analyse the story and


a) List possible interesting topics that you could use with children.
b) List interesting vocabulary you could use with children.
c) List interesting language you could use with children.
d) List interesting discourse functions you could use with children.
2. Choose one of the previous items and write some suggestions to be done in
the classroom. (like a brainstorming)

1. A) Topics: sharing objects, respect, animal life, emotions.


2. B) Vocabulary: furniture, parts of the house
C) Language: verb tenses (past simple, present, present perfect, etc.)
D)Discourse functions: parts of the text, plot, characters, write a story,
etc.
2. Suggestions: discourse functions.
- Split the class into three groups and make them work on the three parts of the
story and then make them explain to the other what it is about.
- Invent other endings
- Make children do some flashcards writing and drawing the story
- Write a song all together
- Memorize parts of the story
- Roll playing

Task 6: Focus on form through communication.

For many years the language system (pronunciation, vocabulary and grammar)
has been the key in teaching English and they have been taught as separate
slots from skills; where the importance was to concentrate in forms. Nowadays,
however, language system is taught integrated in the four different skills and the
focus on form is taught having in mind the communicative aim. Why? Do you
agree? Use examples to justify your opinion.

Teaching a language may not be as easy as it claims to be at the beginning.


This is because a language is much more than sounds or words. We have to
take into account the pronunciation, vocabulary and grammar. As it has been
said, educational system used to teach these aspects separately.

However, is it nowadays different, or is it not? Many people may answer


different things, but we personally believe that things have not changed yet in
most of the Primary Schools surrounding us.

From this point of view, and from our personal experience, we can assure that
English teachers are used to teach these aspects separately, highlighting above
of all the grammatics and leave behind the pronunciation aspects. Is that the
good way to keep on following?

From our personal point of view, the way of teaching English nowadays should
be teaching the four skills all together, in order to achieve a meaningful learning
of the language. However, it is not easy, because we are not used to teach in
this way.

What strategies are convenient? We personally believe that is a good idea to


work using flashcards. With this visual material, we can deal with vocabulary
and pronunciation, even grammar if we let children elaborate their own
flashcards. Nevertheless, it is necessary our help and guidance during the hole
process, before we make children work by their own once they have integrated
the new skills and knowledge.

Another way to integrate these four skills when it comes to teach is work with
role play. Using this methodology we help the interaction between children so
that they are able to communicate using what they have learnt. For instance, we
can make a representation of a situation in the restaurant, in the supermarket,
etc, in order to work a specific vocabulary. According to this methodology, they
are able to put in practice specific words that they have just learnt, so they
provide meaning in their learning.

All in all, we agree that we are still working to reach an appropriate teaching in
English language, but little by little we are starting to see the results and the
changes that have been made for the better. As future teachers, we expect to
contribute to this process as meaningfully as we could.

Cristina Crdenas, Marina Conchillo, Emilio Garca, Olga Hernando, Aida Rallo.

Reading 1: Young Children learning languages (Dunn)

Learning English, as we all know, has become part of the essentials of


knowledge and social skills that every child is supposed to acquire nowadays to
possess a stable future. However, it is not so easy to achieve. Many factors are
conditioning the learning process and the way teachers teach the language in
countries where English is not spoken as L1.

What difficulties do we have when it comes to teach English? The answer might
be: too much. However, it is time to face this situation. Experts around the world
have uttered their varied points of view. The main idea that they all agree is
teachers ought to motivate students using their expectations as learners.

Children around the world have mainly one thing in common: their desire to
know new things and show it to their family to be recognized as good pupils.
We, as teachers, should benefit from this natural situation and try to motivate
the students. Taking everything into account, we can make them see that
English is surrounding us in our daily life, in things that they may enjoy such as
music or videogames for instance.

However, it is not enough with this awareness of motivating. It is also necessary


to take into account the different areas of knowledge that exist in the mind of a
child. Emotional development, cognitive development, physical development,
etc, in order to make activities that include these different aspects, so that we
make easier the acquisition of the L2.

According to the implications in my ideal classroom, it would be necessary to

have a good atmosphere in which children could feel free to express


themselves in a natural way using the English language. Moreover, it would be
useful to have special areas supporting the learning process, for instance,
reading corners or posters.

Reading 2: Classroom Atmosphere (Lisbeth & Scott)

To make children feel secure in the class is part of the essentials that a
teacher has to have in mind in order to create a suitable atmosphere, so that
they can work properly as an individual but also in pairs or even in groups if
necessary.
Why is important for the children to feel secure? The answer may seem
quite simple. However, it is not as easy as it seems. Firstly, a teacher can
not forget that security can let the pupils participate in class, lose their fear
to make mistakes and try to do their best. As a result, the teacher is helping
the learning process of children, increasing their motivation.
In order to achieve this situation of feeling secure, the teacher can use some
specific tools that may be extremely useful. For instance, it would be a great
idea to create a space (English corner) on the wall with paintings of pupils,
cards, posters, etc, so that we help to create an atmosphere where children
can feel secure watching at their creations.
Furthermore, there is an other important aspect that a teacher has to take
into account. It is pair and group work. In order to work this aspect, it is
recommendable for children to work and interact with each other in order
that they can develop social skills like the sense of sharing, organization,
empathy, etc. However, it is not an easy process. The teacher should start
by create work pairs before work in groups. Nevertheless, a fact that the
teacher should be aware of is that we never let the children create the pairs
or groups by themselves, because they may gather into specific
characteristics such as intelligence, imagination, etc. Taking everything into
account, the ideal group may be the one with different kind of pupils in order
that they could help en benefit from each other.

Last but not least, its important to mention that class language helps the
acquisition of the L2. How does it work? The teacher should teach children
clear meaningful structures in order to promote the language acquisition.
For instance, children may not know how to express themselves clearly but
they know exactly how to say that they dont understand something, in order
to do improve they learning and do not make mistakes that can limit their
acquisition of skills and knowledge.

Reading 3: Beginning Oral Communication (Dunn)


To start with, every activity has several phases or steps that we, as teachers,

have to follow in order to create and appropriate communicative atmosphere.


First of all, the teacher should start the activity reviewing previous activities
done in class, and also showing examples and related material. Concerning the
communicative aspect, we can find expressions such as: say it with me, do this
like me, follow me, etc.
Furthermore, we have to sustain the activity. It means that during this process
the teacher has to take care of the learning process of each student and help
when necessary focusing on the needs of our students, because each one of
them is different and have his individual difficulties. In this case, we can find
expressions such as the following: listen again, say it again, whats this?, try it
again, etc.
Finally, the last part is ending the activity. How does teacher do it? Well, the
best way to do it is showing the results to the pupils, showing what they have
achieved and make them comment on the process. Doing this teachers
pretend that pupils learn to be fluent and structures their ideas about what they
want to communicate and what skills they have in order to produce this
communication.
I personally believe that this way to structure the activity is suitable to promote
the communication from to points of view: firstly, children get used to listen to
the teacher before doing the task, and, obviously, they learn how to
communicate to solve their problems or ask for new things or ideas.
According to the input, it can be said that a teacher can and should modify it in
order to favour the learning process of children. It means that we supposed that
the content we teach is beyond the pupils level, however, the teacher must start
using simple structures that children may acquire easily if they have been seen

before in L1. Once acquired these structures, the teacher are able to amplify it
and students are able to acquire them meaningfully.
Too manage this input, we have several techniques: simplification, translation,
repetition, transfer and consolidation. From my point of view, the best way to
modify the input is the consolidation. Using this technique the teacher make
sure students learn the contents through a specific game or activity that hey
love, in order to repeat it and giving opportunities where students can get
familiar with the new content.
Finally, teachers should take care about the pronunciation of students. Although
pupils have an extremely facility to pick up the sounds, it is normal that they
make mistakes. The teacher should notice these difficulties on the learning
process of the pronunciation and focus on them. For instance, it would be a
good idea the work with a song which focus on the difficulties that pupils have
when it comes to pronounce some specific sounds (vowels, consonants, etc.)

Reading 5: Emergent Literacy ( Patricia M.Cunningham)

As a future English teacher, I agree with the idea of building reading


comprehension on oral language in the classroom. Why? Because children now
the importance of the oral communication, however they tend to forget the
writing. According to this idea, we can make them see that without a reading
comprehension we are not able to talk about a specific topic, such as the parts
of the body, the food, etc. That means that they are able to do it but not with a
deep comprehension about the specific aspects we want to foster, so that is
when teacher has the power to amplify their skills taking into account their prior
knowledge.

Once our children are aware of that importance, we can teach a good discourse
from both aspects: oral and writing, so that they can develop a good level in
literacy.

4. Microteaching Follow up: Things to improve and self or group


assessment

In this part of the portfolio we are going to focus on the microteaching follow up
(Supermarket-fruits). According to this idea, we not only want to comment those
points we found easy to achieve, but also the weak ones which are due to foster
as a group.

From the very first moment that we knew we had to prepare a microteaching,
we wanted to be as highly original as we could be. From our point of view, a
teacher ought to be creative, imaginative and motivating. According to this idea,
the more attractive is the activity the more meaningful will be the learning
process of our pupils. Taking all this into account, we planned to do something
different, something that catches childrens attention from the beginning of the
lesson.

How put all this in practice? It was not as easy as it seemed at the beginning.
After we planned some activities we realized that they were just fine, nothing
special as we wanted. We changed everything but the topic, which was the
supermarket and fruits. Luckily, it was a topic that let us few margin of error,
given the fact that it also let us to be creative and take benefit from the colours,
shapes, and even senses. Once we had the activities, we put them into practice
in the classroom, with imaginary children.

Focusing on the strong points, we should highlight that the activities were
appropriate to the age of our imaginary pupils. Moreover, we tried to motivate
them through motivating and creative activities presented in a funny way, using

music or even role play. We also pretended to work the cross-curricular in order
to be more significant and enhance the quality of our teaching.

Talking about the development of the activities (teaching) we want to highlight


that it was very visual for the crowd and we try to find a good way to make
groups and change them using a specific track related to the topic, always in a
funny attitude.

However, we also had some weak points that should be taken into account in
order to improve our teaching as future English Primary teachers. From this
point of view, it would be a good idea to change have you understood? by is it
clear? or Have I explained myself. Using this technique we want children not
to feel uncomfortable or guilty for not understand some specific aspect.
Furthermore, we can not forget that shyness dont have a space when it comes
to teach a language, given the fact that we have to be expressive, funny and
motivating.

Finally, taken all the aspects that we have just explained, we have to say that
we are quite proud with the result because we not only have fostered aspects
that we already knew, but also we have learned new and positive aspects of
teaching a language which we are sure they might help us in the near future as
teachers.

5. Resources: list of interesting books, web pages

Young Children learning languages (Dunn)


Classroom Atmosphere (Lisbeth & Scott)
Beginning Oral Communication (Dunn)
Emergent Literacy ( Patricia M.Cunningham)
From Sounds to Words (Brewster & Gail)
La didctica de la lengua inglesa. Fundamentos lingsticos y metodolgicos
(Mara Concepcin Prez Martn, Juan Bestard Monroig)

www.wordreference.com

6. Course Wrap Up: What I have learned in this course and how it will help me

During this course I have acquired a wide point of view of what is to be


an English Primary teachers and which are the tools that we need to achieve
the goal of teaching and learning.

According to this Idea, I have learned the meaning of being an English teacher.
Not only we should have the tools to give a good teaching, but also we have to
understand the factors that influence our classroom. Motivation, visual teaching,
strategies, learning styles these are some of the facts that we ought to take
into account and never forget.

Thanks to this subject, now I am able to describe my ideal classroom and how I
would organize it to provide an appropriate space to develop activities, such as
role playing. We can not forget that there are many kinds of activities and we
have to be aware which activity is the more appropriated one for each moment
in the learning process of our pupils.

I would also like to utter that the activity I enjoyed the most during this course
has been the micro-teaching. From my personal point of view, I found highly
interesting the fact that it provided us the chance to create our own teaching
through the concepts that we already had acquired in order to put them in
practise. Moreover, I strongly believe that the feedback of our classmates were
very motivating and meaningful for us.

All in all, I am glad with the development of the course and the things I have
learned because I know they will serve me well when it will come to teach and

even now with my particular classes.

7. Appendix