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Context & student’s profile

It’s an English class of a non bilingual school. There are 24 students in 6th grade of Primary Education. In this case, according to the CEFR the average level is a B1.

Objective

1. Explain their own ideas about future using 1st conditional.

2. Identify conditional sentences in a text.

Method & Methodology

The grammar content is developed through inductive approach to make rules more meaningful and memorable. Also, students must develop autonomy as well as learn to work in collaborative situations.

Activity plan

To work on the acquisitions of the 1st conditional students will read a brief text that focuses on this grammar aspect. The language teacher explains the rules of the conditional sentences, its appropriate use, meaning and pronunciation. Then, learners need to identify the conditional sentences by underlining them in pairs, they will compare their results with another pair.

Once this previous activity has been checked, in group of four students they will play a short game:

1. Each student takes a piece of paper and writes an example of the “If” clause in the first conditional.

2. In a different piece of paper each student writes an example of the “will” clause in the first conditional.

3. The group read aloud all the sentences and makes sure they follow the rules previously explained.

4. The pieces of paper are mixed together in two different groups (one for the if clause and other for the will clause) an each student takes one of them random.

5. They have 40 seconds to draw as accurate as they can the sentence randomly chosen.

6. All of them give their drawing to their partner on the left and he/she will have another 40 seconds to guess what sentence it is referring to.

They will win 1 point if they make a grammatically correct sentence and 2 extra points if it is exactly what the partner was referring to. Students with lower marks will be helped by the ones with higher ones to correct their mistakes and solve their doubts.

Resources

1. Printed text

2. Paper

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Context & student’s profile

It’s an English class of a non bilingual school. There are 24 students in 6th grade of Primary Education. In this case, according to the CEFR the average level is a B1.

Objectives

The main objective is to put in practice the four skills integrated in one activity.

Activity plan

Once the teacher has worked with the students the main characteristics of the animal classification, he/she shows the group a video made with false information about animal classification.
Students will have to work in groups of three listening to the mistakes named in the video. Then, each group have to write in a post-it a comment explaining why it’s wrong and stick it on the blackboard. Finally, all of them will have to read the comments of their classmates and  discuss speaking which comment deserves a “like” for being true and accurate.

Resources

1. Video

2. Post-it

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COMBINING BOTTOM-UP AND TOP-DOWN PROCESSING

Context & student’s profile

It’s an English class of a non bilingual school. There are 24 students in 6th grade of Primary Education. In this case, according to the CEFR the average level is a B1.

Objectives

The main objective of the activity is to improve student’s listening skills.

Activity plan

First of all, the session starts with a pre-listening activity. Students use flash cards of vocabulary with key words that appear in the song “I want to break free” of Queen.

Then, while listening students have to listen and complete the words in the app LingoClip.

Post listening students have to check how did that do in the activity and discuss if they sum up accurately the song meaning.

The task demands on students the cognitive strategies of USING AND RETRIEVAL PROCESS, since learner will access memory to produce an output.
The activity will end with a class-group discussion: What other words could sum up the meaning of the song?

Resources

1. Flash cards

2. Device to use LingoClip (Computers, tablets…)

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Learn English in a fun way with the music video and the lyrics of the song “I Want To Break Free” by Queen.

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Context & student’s profile

It’s an English class of a non bilingual school. There are 24 students in 5th grade of Primary Education. In this case, according to the CEFR the average level is a A2.

Objectives

The main aim is to speak about routines and improvise speaking.
Moreover, students will talk about the different parts of the day and hours.

Function of speaking

The activity puts in practice talk as a transaction, since there is exchange of information and performance (when speaking in public). It focuses on what is said or done, descriptions, asking questions and clarifying understanding.

Activity plan

The activity is based on TBL method. The context will be that every student in the class-group will live in the same village, each of them will have a different job.

Pre-task: flash cards with a job and some keywords related to the profession.
Task: Individually, every student should create a timetable of his or her daily routine as a worker. Next, they will share their work with their classmates, who is going to provide them feedback.

Resources

1. Flash cards “jobs“

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Context and student’s profile

It’s an English class of a non bilingual school. There are 24 students in 3rd grade of Primary Education. In this case, according to the CEFR the average level is an A1.

Objectives

1. Acknowledge different emotions

2. Identify how others feel in different situations

3. Represent the different emotions

4. Express their feelings in different contexts

Method & approach

In this case, it is a student-centered task. Students have to use context to work out the meaning.

Activity plan

In this case the teacher asks how the students feel today. The teacher has to guide the answers to adjectives, such as: sad, happy, bored… the answers said in L1 will be translated and written in English on the blackboard.

Then, they will induct the meaning of each emotion from pictures shown and try to guess what it is. It will be reviewed meaningfully in further activities.

Next, students will read a short personal story to exemplify the meaning of each feeling.

With pictures they will have to match them with some descriptions of a concrete situation.

One of the last activities is mimics. The class has to guess which emotion is being represented by their classmates.

All the new words learnt will be written in their notebooks and for the following days the teacher will ask how they are feeling and they should note down in their notebook.

Resources

1. Flash cards

2. Blackboard

3. Pictures

4. Notebooks

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Wee Willie Winkie, He Is A Jolly Good Fellow + More Rhyme Videos For Preschoolers By Crayons

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TEACHING STUDENTS TO READ. Wee Willie Winkie

Context & student’s profile

The activity is planned for a non bilingual school in the English subject. In this case, there are 24 students in the 3rd grade of primary education. According to the CEFR level, the average class level is A1.

It is important to remark that most of them have the same level, but this activity is appropriate for the ones that have a higher or a lower level than the rest because they can help each other and provide feedback among them.

Objectives

1. Develop reading skills

2. Connect sounds with letters

3. Acquire new vocabulary

4. Comprehend short texts without knowing the meaning of all words

5. Identify unknown words in a text

Activity plan

Class organisation: The class will be organized in groups of four. All the groups will have the same nursery rhyme and work cooperating with each other to complete the task. At the end of the class, the groups will share the answers out loud and compare with each other to create an accurate and complete response.

Activity: The task is focused around a nursery rhyme appropriate for students. To start, students will do a brainstorm using L1. The teacher asks who “El hombre del saco” is for them, in Spain. Then, students will be asked if they think he could exist in other places, such as London (in order to introduce “Willie Winkie”).

Students now work in small groups, each of them have the nursery printed. Then, they have to:

1. Underline the words they don't understand

2. Circle adjectives and try to define them: weary, wakeful, dusty

3. Use some flashcards that shows a people doing some actions related to the verbs that appeared on the nursery rhyme.

4. Learners will look into the text to find the verbs they think the flashcard is referring to and then add on it the verb that appears on the text.

Example of verbs that appears: tapping, crying, purring, rattling, rumbling, tumbling

Finally, learners will read out different paragraphs and then, they will have to answer questions about it.
As an activity for those students stronger on the language that finishes the activity earlier than expected, they will have a riddle proposed to them where they will have to analyze it and solve it the same way they’ve done the nursery rhyme.

Strategies used

- Whole language approach to achieve the whole meaning of the nursery rhyme.

- Learn and teach about phonetics because of the reading out loud activity.

- Skimming the text and underline the words that they can’t understand.

- Word wall related to the vocabulary in the texts related with the nursery rhyme. This list of words can be printed on the wall so that students have it at first sight and close by.

- To solve the riddle and understand the nursery rhyme, it's important to use the context to find the meaning for example to relate to the “Hombre del saco“.

Resources

1. Nursery rhyme Wee Willie Winkie

2. Device to play YouTube video

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Crayons Nursery Rhymes - Cartoons Videos for Kids

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Wee Willie Winkie, He Is A Jolly Good Fellow + More Rhyme Videos For Preschoolers By Crayons

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Context & student’s profile

It’s an English class of a non bilingual school. There are 24 students in 4th grade of Primary Education. In this case, according to the CEFR the average level is an A1.

Objectives

1. Improve their writing skills

2. Learn the structure of an informal letter

3. Create a personal letter

Method

To write an informal letter students go from controlled activity to free activity so at the end they are able to write a letter on their own.

Activity plan

CONTROLLED ACTIVITY. MATCHING

First, we explain the structure of letters by projecting a letter with the different parts. Then we will write on the board the different parts of the letter and they will have to match them with a letter already written. This way they will associate each part and get a clear structure of how to write a letter.

GUIDED WRITING ACTIVITY. FILL-IN EXERCISE

After doing the first part of the activity, children would have to fill the gaps of a letter in order to understand the structure and to know what steps they have to follow when writing a letter.

FREE WRITING ACTIVITY. CREATE A LETTER

To conclude, students will written individually a personal letter that the teacher and the group will give feedback to.

Resources

1. Notebook

2. Digital board

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My name is Andrea Cano, student of fourth grade in Teaching English for Primary Education major. For the last months the subject of English Language Teaching II has been a chance to widen the knowledge about methods, methodologies and approaches.

Each unit of this course has been worked through different tasks, in this case, organised in columns. The disposition of the units tries to facilitate its understanding, it starts with the tasks developed followed by a specific reflexion added as a comment by myself. Then, in a yellow post there are some global considerations about the units.

Scrolling right-left in the Padlet you find:

UNIT 1. Teaching receptive & reproductive skills

UNIT 2. Teaching grammar, vocabulary & pronunciation

UNIT 3. Cooperative and collaborative learning

UNIT 4. Motivation

UNIT 5. Mixed-ability & differentiated learning

UNIT 6. Blended learning & flipped classroom

UNIT 7. Project & experiential learning

UNIT 8. Assessment and evaluation

UNIT 9. The didactic unit

Scrolling up-down in each column you find:

Tasks

Personal reflexion as a comment posted by Andrea

Global considerations about the unit

Every task is sorted following the same scheme to not miss any relevant point: Context & student’s profile;  Objectives; Method & methodology; Activity plan; Resources. Most of them refers to the COUNCIL OF EUROPE (2002). Common European Framework of Reference for Languages: Learning, Teaching, Assessment as CEFR to level the students’ skills in English.

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English Sounds - R [ɹ] Consonant - How to make the R [ɹ] Consonant

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Context & student’s profile

The activity created is planned for a non–bilingual school. This lesson is orientated to work vocabulary related with Christmas on the English subject. The activity is prepared for 24 students of 3rd grade, according to CEFR they have A1 level.

Objectives

1. Identify key words related to Christmas season

2. Acquire correct pronunciation of  ‘r’ and ‘s’ sound

3. Read a tongue twister properly

Approach & method

The activity proposed goes from easy pronunciation words to more complex ones. Students have to listen and repeat the words to practice pronunciation and learn new vocabulary. Articular methods for description and visualization of the point/place of articulation.

Activity plan

The topic is related to Christmas, so it is focused on pronunciation and also learn new vocabulary.

1. Brainstorm of words our students already know about the Christmas season related with ‘r’ and ‘s’ sounds.

2. Practice by listen and repeat the new words

3. Crossword to know more words about this topic*

4. Watch a YouTube video to help with pronunciation

5. Practice a tongue twister in small groups

6. Competition on the fastest and accurate start reader of the tongue twister

*Words about christmas for listen and repeat: Christmas, Santa, Winter, Tree, Presents, snowman, gingerbread man, Rudolph, ornament, lights, advent calendar, wreath, reindeer, sleigh, letter (Words from the crossword).

Resources

1. Tongue twister

2. Cross word printed

3. Youtube video

4. Vocabulary worksheet

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English Sounds - R [ɹ] Consonant - How to make the R [ɹ] Consonant

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Context & student’s profile

The activity created is planned for a bilingual school, in this case, for the music subject. The class this activity is prepared for is 4th grade, with ages between 9 and 10 years old. According to CEFR levels, the students have an A2 level.

Objectives

1. Explain the main characteristics of the traditional music in Spain, Portugal, Italy and Germany.

2. Differentiate folk instruments.

3. Identify the most representative song of each music type.

4. Construct a general idea about European Folk music.

Method & strategy

Th activity is based on cooperative-collaborative learning environments. More specifically it is the case of a jigsaw activity, in which there are 5 groups of 4 members representing different countries.

Activity plan

The content is about Traditional Music and, more specifically, the main music characteristics of European Countries (Spain, Italy, Portugal and Germany). The type of music will be a variation of classical music and the music they listen to on the radio so that they can associate both and learn content to use outside the classroom.

The project is based on a question: Which are the main characteristics of European Traditional Music?

1. First, the home groups share with each other the countries they represent and talk about the main characteristics that they have to investigate.

2. Later, they will gather in the expert groups and share the previous ideas they have about the country and look for specific information.

3. Then they go back to their home group and each expert explain the information about their country.

4. Finally, they share the ideas with the whole class.

Students evaluation will be carried out by the teacher’s observation during the activity development. Also the final product will be evaluated with a rubric elaborated by the students own opinion on what they should know about traditional music.

Resources

1. ICT resources (computers, tablets,…)

2. Notebook

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TASK 10. Asses an activity and make a proposal 

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TASK 10. Asses an activity and make a proposal 

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The teacher gives a list of words for the students to translate. Then the students write sentences in their own language using the translations.

Why is it motivating or not?

We consider that it isn’t a motivational activity because it involves translation, so that they don’t understand the word, they just say it in Spanish. Writing a meaningful sentence is useful but we think this activity makes students passive learners and they don’t learn, they just translate words without understanding.

Context

Our proposal is appropriate for 4th level of Primary Education as it involves not only manual work of cutting and sticking, but also the need of vocabulary to describe the words.

Proposed activity

Students should work in pairs, one of them will have a card with an English word on one side and the L1 meaning on the other side. The student with the card has to describe the word to the other student using as a support the L1 meaning. The other student, using the description given, has to draw on a piece of paper what he thinks the word is.

At the end of the activity, pairs will match the cards and the picture by sticking them, so at the end, the whole class will have cards which show an English word on one side and the picture of it on the other side.

Main keys of the new activity

Definition rather than translation, the first one involve more cognitive skills

Connecting words with pictures helps comprehension

Resources

1. Cards that show a word on one side and the L1 translation of it on the other side.

2. Piece of papers that have the same size as the cards in order to stick these papers to the cards.

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Context & student’s profile

The activity created is planned for English subject in a non-bilingual school. The class this activity is prepared for is 4th grade, with ages between 9 and 10 years old. According to CEFR levels, students have an A2 level.

Objectives

1. Get to know their classmates

2. Learn about countries, villages cities and its traditions

3. Look for information about a specific place

4. Describe a place using adjectives

Content

This session revolves around getting to know the rest of their classmates’s favourite place. It can be a village, country or city, so that all of them can participate despite where they have been.

It can be considered an interdisciplinar activity because of the relationship with the subject of Geography.

Activity plan

Fist, students start with a brainstorm about what are the most important characteristics to get to know a place (traditions, food, people, monuments…).

They, fill the worksheet with a place they choose and look for information if necessary and show it to the rest of the class. Then it will be shown in a mural.

Finally, the whole class will play the game ‘Heads up’. One volunteer will go to the front hearing anything, the teacher and students will choose a place. Then the volunteer will guess the place by asking yes/no questions and using the vocabulary learned.

Evaluation

A rubric will be used to measure their involvement, acquired knowledge and participation. Also, the writing part will be evaluated and the mistakes made by the student’s. All these errors will be registered and classified on a table depending on the error’s type in order to avoid fossilization.

Resources

1. Empty wall

2. Worksheets

3. Rubrics

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TASK 12. Mixed-ability and differentiated learning task 

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TASK 12. Mixed-ability and differentiated learning task 

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Context & student’s profile

It’s a bilingual school. There are 24 students of 4th grade in the science subject. According to the CEFR, students have an average A2 level.

Objectives

1. Identify the main function of the circulatory system

2. Recognise the parts and organs involved in the circulatory system

3. Explain what the heart is and why it has a prior role in the circulatory system

4. Relate the content with their own body and learn how to measure their pulse

Method & methodology

In this case, there are learners with different needs and levels; different motivation, working preferences, working speed. Students with higher level can help students with lower level. Also there are special psychological needs, such as dyslexia, so the materials will be adapted.

Because of what has been mentioned above, doing a collaborative and also guided task is the best option to work with this group.

Activity plan

To work on the Circulatory system the class will be distributed in two groups; one for students who need content reinforcement and another for students who have a firm understanding.

(The different activities planed to carry out the task are detailed in the next publication, which was a different activity focused on planning Core, Modified and Extended tasks)

Resources

1. Montessori human torso

2. Diagrams of the circulatory system

3. Posters about the circulatory system

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Core task learning is the most basic level of learning, where students focus on mastering the fundamentals of a given subject. Extended task learning is a more complicated level of learning, where students are required to use their core knowledge in a more complex way. Modified task learning is a more personalized approach to learning, where students can modify the task to best meet their individual needs and learning styles.

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Context & student’s profile

It’s a bilingual school, there are 24 students in the science subject of 4th grade of Primary Education. According to the CEFR the students’ level is an A2.

Objectives

1. Understand the main elements of the water cycle

2. Represent the water cycle accurately

3. Connect the water cycle with the states of matter

4. Identify the evaporation as a non visible part of the process

5. Consider groundwater as an important part of the water cycle

Method & methodology

The methodology used it’s CLIL and the session is going to be developed through Blended Learning method.

Activity plan

1. BEFORE CLASS: Teacher and students will work from home with the online resource Kahoot to know the previous ideas that students have about the water cycle (30 minutes aprox.)

To think about the content and prepare the previous ideas, the teacher will ask students to think about if the water cycle would work if it didn't rain and share the ideas in the next class.

1. DURING CLASS: Students will analyse in group the results and answers of the Kahoot previously done. The idea is to see if the group have correct or wrong previous ideas. Then, the teacher will explain the water cycle and all of the processes and components it has (40 minutes aprox.)

For the second part of the class, students will start working on a water cycle based on the explanation of the teacher and the information they gathered in the session. If they hadn’t completed it, they will finish it at home.

1. AFTER CLASS: students will work individually on a sketch about the water cycle they have studied during the session. It has to be finished at home to continue with the next activity (30 min aprox.)

For the next lesson students have to present IN CLASS their sketches and then self-assess with the diagram that the teacher presented to the class.

Resources

1. Kahoot https://create.kahoot.it/details/24308375-bfc7-40f2-955a-0d1b89876ca4

2. Water cycle diagram

3. Paper, pencil, colours…

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Click on the pdf to read the Project proposed to work the History of students’ neighbourhood.

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Integrating the four language skills in the classroom is essential to foster communication among students. Traditionally, receptive skills such as reading and listening are used to support productive skills such as speaking and writing. At the end of the lesson, productive skills are used to evaluate if the aim has been achieved.

To foster communication in class, teachers should follow the 5Cs curriculum (Content, communication, cognition, culture & competence) and integrate the four skills in their lesson plans. This way, they can ensure that all skills are practiced in one class, leading to better communication and more meaningful learning experiences.

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There are various approaches to teaching grammar, vocabulary, and pronunciation. The different approaches to teaching vocabulary are useful in the class, such as using demonstrations and showing pictures, teaching words in context, and using songs and rhymes.

It is important to work on English pronunciation for Spanish speakers, some ideas for activities may be playing games and tongue twisters, and teaching pronunciation. Finally, a good EFL teacher must consider the needs, objectives, goals, materials, and methodology for teaching pronunciation.

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The jigsaw format is a type of cooperative learning strategy which requires that each student in a group of four to six learners is assigned one part of a larger task or project. Each student is responsible for researching and learning their particular section, and presenting it to the group. Once the members of the group have completed their individual tasks, they come together and share their understanding of the topic.

Peer-correction is another important part of cooperative and collaborative learning. This can be done in a variety of ways, such as having students help each other with grammar, pronunciation, and writing.

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There are two main kinds of motivation: intrinsic and extrinsic. Intrinsic motivation relies on internal, personal factors such as needs, interests, and curiosity, while extrinsic motivation relies on external, environmental factors such as rewards, social pressure, and punishment. To effectively motivate students, teachers should utilize various approaches such as behavioral, humanistic, and cognitive approaches. Additionally, teachers should plan tasks that are challenging yet achievable and use different teaching styles to cater to different learning styles.

It is also important to take into consideration that feedback should be clear, constructive and pinpoint the learner’s strengths and weaknesses. All these strategies should be employed in an environment that is stimulating and provides a curriculum that is relevant.

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Differentiated instruction is a teaching method that aims to provide students with different levels of support and challenge in order to meet their individual needs. Differentiation consists of four classroom elements: content, process, products and learning environment.

Mixed-ability can be tackled by employing different strategies such as tiered activities, interest centers, personal agendas, flexible grouping, and providing appropriate resources. Tiered assignments are differentiated instruction strategies that can be structured according to challenge level, complexity, outcome, process, product or resources. To make tiered assignments invisible to students, teachers should be neutral when grouping students, use numbers or colors for group names, and make each tiered assignment equally engaging.

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Blended learning is a teaching methodology that combines online and in-person learning experiences. It is used to enhance the traditional classroom experience, by supplementing or replacing in-class lessons with online components. Strategies and tools used in blended learning include communication between teacher and students, goal-setting, full group lessons, small group lessons or tutorials,…

Flipped classroom is an educational approach that flips traditional teaching methods by delivering instruction online outside of the classroom and using class time for activities such as problem solving, discussion, and debates. This allows teachers to customize instruction to address the individual needs of the students.

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Project-Based Learning (PBL) is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge. It is based on the idea of learning by doing, with enquiry, questioning, critical thinking, and collaboration being key elements. It begins with an inquiry into a real-world problem, and involves activities such as interviews, web searches, and inviting guest speakers to class.

Experiential learning is also an important part of PBL, with elements of reflection, analytical skills, and decision-making being important components.

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ASSESSMENT AND EVALUATION (Didactic Unit) 

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ASSESSMENT AND EVALUATION (Didactic Unit) 

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To assess the learning process of the students the teacher should use a variety of resources in order to provide students the most accurate evaluation despite their individual differences.

Evaluation tools:

1. Rubric

2. Checklist

3. Portfolio

Assessment for students

The assessment for students will be formative, students will be evaluated in different tasks and all the process is taken into account in order to improve their learning. Also it will be process-oriented to know how learning is going and diagnostic to be able to identify areas for improvement.

In addition, to be able to develop a formative and qualitative  assessment we are going to design an observation portfolio/notebook and rubrics for particular activities.

Self-Assessment

To encourage autonomy students will use self-assessment, avoiding the translations and fostering the explanations, by this way students could reflect on their learning leads and gain increasing control over their learning and language processes. By the same token for peer activities we will practice peer-assessment, using a “Peer Self Evaluation Checklist”.

Individual assessment

Moreover for the individual assessment we will develop an European Language Portfolio, which includes three sections: the language biography, the language passport and the dossier. This portfolio will be used to continuously evaluate each unit, and in this way be able to see the progress that each student is having in their process of teaching and learning the language.

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Assessment and evaluation are two processes that are used to measure student learning. Assessment is the process of gathering information about student learning, while evaluation is the process of analyzing, reflecting upon, and summarizing assessment information. Assessment and evaluation involve both a decision-making process and an observation process.

When assessing and evaluating student learning, teachers need to consider who will be assessed, what will be the focus of assessment, and what assessment strategies will be used. Additionally, teachers should consider how the information will be recorded and what patterns emerge from the evidence collected. Self-evaluation is also important, as it empowers students to gain control over their learning. Lastly, teachers should be sure to report the information in a consistent and coherent way.

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A syllabus is a basic contract between the teacher and students, laying out the responsibilites and expectations on both sides. It serves as a road map that shows the general contours of the course and important milestones. A learning-centered syllabus focuses on the needs of the students and their learning process, including specific information that facilitates their academic success.

This unit provides principles, initial steps, and considerations to guide syllabus design and lesson planning. These include analyzing the teaching context and constraints, understanding the learner's needs, selecting activities and topics, and balancing skills, grammar and vocabulary. It also discusses the importance of independent skills training and homework.

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Essential knowledge for future teachers 

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Essential knowledge for future teachers 

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From my point of view, all the topics learned in the units are essential elements in teaching English as a second language to Spanish students. Teaching receptive and reproductive skills, grammar, vocabulary and pronunciation are the fundamentals of learning any language, so it is important to emphasize them. Grammar, vocabulary and pronunciation should be taught explicitly to ensure that students have a strong foundation of the language. Moreover, some methodologies such as cooperative and collaborative learning can help create an interactive and engaging classroom environment. Teachers must take into account that motivation is key to helping students stay engaged and progress in their studies. Mixed-ability and differentiated learning are necessary to ensure that all students receive the instruction they need to succeed. On the other hand, blended learning and flipped classrooms can provide a variety of instructional strategies and enable students to learn in different ways. PBL and experiential learning can help students apply what they have learned in real life contexts. Assessment and evaluation are essential to measure student progress and understanding, especially when planning a lesson plan. The didactic unit should be carefully planned, taking into account the different needs of the students, and incorporating all of the above topics in order to ensure the best possible outcome for each student.