trabajo fin de grado

Trabajo Fin de Grado

Seeking the best methodology in teaching a

foreign language: The Communicative

Approach

Autor/es

Paula Desmartines Clemente

Director/es

Oana Maria Carciu

Facultad de Ciencias Humanas y de la Educación. Campus de Huesca.

Año 202

INDEX

1. INTRODUCTION ......................................................................................... 1

1.1. Aims and objectives .............................................................................. 3

2. TEACHING A FOREIGN LANGUAGE: ENGLISH ...................................... 4

2.1. What is the best method? ..................................................................... 4

2.2. A variety of methods ............................................................................. 8

2.3. Communicative Language Teaching, method of methods? ............... 11

3. METHODOLOGY ...................................................................................... 14

4. ANALYSIS ................................................................................................. 16

5. CONCLUSION .......................................................................................... 22

BIBLIOGRAPHY ........................................................................................... 24

ANNEXES ..................................................................................................... 25

Annex 1. Unit Plan ........................................................................................ 25

ANNEX 2. ASSESSMENT ............................................................................ 36

Annex 3. Evaluation chart for speaking ......................................................... 48

Annex 4. Resources for activities .................................................................. 49

Annex 4.1. Fake food ................................................................................ 49

Annex 4.2. Food Plate ............................................................................... 50

Annex 4.3. Poster ...................................................................................... 51

Annex 4.5. At the supermarket (role play) ................................................. 55

Annex 4.6. Bingo ....................................................................................... 56

Annex 4.7. Food Pyramid .......................................................................... 56

Annex 4.8. My plate ................................................................................... 57

Annex 4.9. Bookmarks .............................................................................. 58

Annex 4.10. Games ................................................................................... 59

Título del TFG

Seeking the best methodology in teaching a foreign language: The

Communicative Approach

- Elaborado por Paula Desmartines Clemente

- Dirigido por Oana Maria Carciu

- Presentado para su defensa en la convocatoria de junio del año 2020

- Número de palabras (sin incluir anexos): 7780

Resumen

En la actualidad existen numerosas metodologías y enfoques en la

enseñanza de una lengua extranjera; encontrar cuál es la adecuada depende

de las necesidades que tengan los alumnos y la forma de trabajar del

profesor/a, entre otras. El enfoque comunicativo parece acercarse a la manera

más natural de adquirir una segunda lengua. A través de la búsqueda de

información sobre este enfoque se pretende descubrir si es el método más

eficaz para el aprendizaje de una lengua extranjera con el objetivo de

desarrollar una propuesta de unidad didáctica.

Palabras clave

Metodología de la lengua extranjera, inglés, enfoque comunicativo,

competencia comunicativa.

Abstract

Nowadays a great variety of methods and approaches can be used in the

teaching of a foreign language; finding the correct one depends on students’

necessities and teacher methodology. The communicative approach seems to

be the most natural method to learn a second language. Information about this

approach has been reviewed in order to develop a unit plan that integrates its

main principles in the teaching and learning processes for the English

classroom.

Key words

Foreign language methodology, English communicative approach,

communicative competence.

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1. INTRODUCTION

The main goal of inquiring into teaching methodologies is to “illustrate the

teaching practice and improve education, given that education is an essential

way to reach the maximum fulfilment” (Martín, 2009). At the same time, the most

important objective of every teaching method is the student improving his or her

learning process and knowledge (Martín, 2009), making a person of success.

Education is the base of society, the centre of life. If we want to have people of

success, they need to have a good education and provide a quality learning

methodology. Quality education implies having excellent teachers and using

exceptional methods. Referring to teachers who teach a foreign language, it is

even more significant to select the right methods and techniques.

In Maastricht (1992), a summit where European countries signed some

agreements related to economy, foreign policy, common security and education,

among others, was celebrated. The summit provided the opportunity to talk

about education at the European level, suggesting the necessity of reinforcing

countries at the linguistic level. After the Maastricht approach, a variety of

programmes were created to facilitate global mobility for learning in addition to

the learning of another language (ERASMUS, Comenius, and so on). An

important initiative, which goes hand in hand with the reform started in

Maastricht, is the Common European Reference for Languages (CEFR). This is

a document of reference that allows teachers to use a common language,

helping them to think about the language teaching objectives and methodology,

making easier the communication between them. This document has some

common principles for every language of Europe.

The above-mentioned agreements have brought to the fore the inclusion of

foreign languages in European countries, and Spain is one of them. Now,

teachers all over Europe have standard documents to use and achieve the goals

of foreign language education, namely, to implement a successful learning and

teaching strategy and to accomplish the goals for the learning teaching of a

foreign language stated in the CEFR (2001).

Seeking the best methodology in teaching a foreign language: The Communicative Approach

2

As a result, education has undergone a huge change to new models that

encourage the development of different skills and competences in children. They

are required to practice these skills through tasks and activities which fifty years

ago were inconceivable. Concerning the language skills practiced with these

activities, a guiding principle is the awareness that it is more important to

experience the language rather than learning about the language. The focus

must be put on the reading, speaking and writing skills rather than giving

importance to listening to and studying explanations about language. Another

need to take into account in the teaching and learning process is that of

designing classroom tasks that address learner’s own interests, lives, needs,

and so on (Willis and Willis, 2007, p. 140). As Stevens (1956) said: “life must be

brought to the classroom or the class must be taken to life” (p. 69). It means that

we have to adapt the activities in relation to students’ lives, put them in a context

they recognize, so it will be easier to learn and assimilate knowledge.

Apart from that, education has progressed, and it should be adapted to the

new knowledge society to include technologies. Nowadays a wide range of

resources is in reach of teachers making the teaching and learning process

easier. In addition, much has been said about the quality of methodologies and

what is the best strategy to provide an excellent second language practice.

Against the background of the aspects mentioned previously, teachers are

currently aware of the need to use diverse methods and identify that mix of

methods which helps them and students to obtain the greatest results. That is

always a challenging search because they have to adapt methodology, activities

and learning tools to the classroom, attempting to cover all the students’ needs

in the teaching and learning process.

The present project tries to identify diverse approaches which may enable the

teacher to choose the best methods for the teaching and learning of a foreign

language in agreement with their students’ needs and the skills and

competences that are required in today’s society.


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1.1. Aims and objectives

The general objectives of this project are:

o to identify a variety of methods to teach English;

o to evaluate the features of a high-quality method for teaching English;

o to determine if only one method should be used in the teaching and

learning process of English;

o to analyse the features of the communicative approach as a natural

method to learn a foreign language;

o to develop a proposal to teach English which illustrates how to

integrate various methods in the teaching and learning process.


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2. TEACHING A FOREIGN LANGUAGE: ENGLISH

Teaching a foreign language is always a challenge, not only for teachers, but

also for students. Nowadays new technologies are offering a huge variety of

resources within teachers’ grasp, so it is a great advantage to improve the

teaching-learning process. Apart from the resources, teachers must take into

account the methods they choose to teach and make the most of it. It is

important to emphasize the different methods and look for the most effective

one adapted to the classroom’ needs and the development of language skills

and competences. In the next section, I will try and evaluate the features of a

high-quality method and identify various methods to teach English. Finally, I will

analyse the main features of the Communicative Language Teaching (CLT)

approach.

2.1. What is the best method?

Teaching is part of the society; everyone has been taught by someone about

something. Every engineer, architect, doctor, lawyer and so on has had a

teacher who helped them to achieve their goals in their studies. Teachers are

always present in our lives and they are in charge of our knowledge and how we

learn, that is why they have to teach the best methods to learn, adapted to every

need.

In July 2019, the Better Learning Conference was celebrated in Cambridge,

UK. Thornbury, a speaker at this conference, talked about what he believes is a

“good teaching method” (personal communication, 2019). One of his first

statements was that the textbook is the guide and teachers cannot be creative

or go beyond the book; the textbook is the method. Nevertheless, I claim that

because we live in a global world, there is not only one method, teachers should

explore new limits and try to find the best way to increase the quality of their

teaching.

Is it positive that a teacher always limits himself to the book? Even knowing

that the book can be useful for some and not for everyone? If student needs are


5

taken into account, then the answer to these questions is no. We have to take

into account the relevance in the importance of making the classroom activities

relevant for learner’s own interests, lives, needs, etc. As Stevens (1956) said:

“life must be brought to the classroom or the class must be taken to life” (cited

in Thornbury, 2019). It means that we have to adapt the activities in relation to

students’ lives, put them in a context they recognize, so it will be easier to learn

and assimilate knowledge.

Richards and Rodgers (2014) suggested that “methods can be studied not as

prescriptions for how to teach but as a source of well-used practices, which

teachers can adapt or implement based on their own needs” (cited in Thornbury,

2019) – this is to say, there must be a structure in the syllabus which then the

teacher can change or adapt it. Each class has its own needs so the methods

must be adapted to students’ needs. It is important to bear in mind that what

could work for one class may not be suitable for another class. As previously

mentioned, a specific method can work for a group of students but fail in the

case of another group. That implies methodology, which is present when

deciding the methods to accomplish the language learners’ goals. As every

student has its own needs, the textbook, the methods and the activities should

be adapted to their needs and learning objectives so as not to limit the learning

to a textbook which is made for everyone. Nowadays teachers have the

opportunity to look for in a great variety of enormous resources, so they must

take advantage of that to improve and help in the process.

In his presentation, Thornbury also quoted a statement of Hans Heinrich

Sterns, a professor who wrote the Fundamental Concepts of Language

Teaching in 1983: “During the 60’s and 70´s several developments indicate a

shift in language pedagogy away from the single method concept as the main

approach to language teaching” (cited in Thornbury, 2019). This statement

suggests that not only one method is possible or correct. Teachers must adapt

different methods to the student’s needs, so students’ necessities are covered.

Sterns is not the only author to advance this claim. Brandl (2008) pointed out

that “it is also generally believed that there is no one single best method that

meets the goals and needs of all learners and programs. What has emerged


6

from this time is a variety of communicative language teaching (CLT)

methodologies” (pp. 1-2). As it will be afterwards mentioned, students’ needs

must be covered and not only one method is going to be the chosen. Teachers

must think about which method they should trust or which techniques they

should choose to make the experience of learning easy and successful. An

exceptional beginning is thinking which method teachers experienced when they

went to school, if it worked or not, which method do they like and was effective,

and so on. Teachers do not necessarily have to be afraid of using a variety of

methods if those are going to improve the learning process.

An important factor that influences the choice of a teaching method is the fear

of making mistakes when learning a language. In his presentation, Thornbury

quotes an excerpt on methodology from the textbook English this way:

Teacher’s Manual and Key (1965): “the student should never be called upon to

say anything that he has not already learned through imitation of his teacher” (p.

9). This excerpt reveals that in 1964 many shared a common belief about

teaching methods, namely, students were not expected to say anything that they

haven’t heard the teacher say first. That could mean they are making mistakes

and that is not the way of learning; but everyone knows that we learn from

mistakes. According to Thornbury, there is a method which mentions that

learning under pressure or stress is not positive, it is better to learn in a free

stress environment where no one is going to judge the learner; it is easier to

learn when the process is positive and the learner’s mind remembers the

situation as positive and satisfactory, it is going to be easier to bring up happy

or positive moments. When people are learning and they are not sure about their

understanding capacity, making mistakes is an obstacle. Having the capacity of

recognising mistakes, not only it helps to become aware of it, but also to

remember the mistake and not repeat it again.

Another important factor in teaching methodology is the role of the teacher. It

is claimed that when the teacher is in the classroom, he or she must be a guide

for the students. As French (1949) states, “students should feel that each lesson

is theirs, not the teachers. In an English class which is well run, the teacher is

only a guide” (cited in Thornbury, 2019). Students want to feel they are


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important, and the teacher is going to be there to help them; they want to try,

they are not afraid of making mistakes. Mistakes are part of the learning process

and it is focused on the student (significant learning). The teacher is a guide in

the process of learning, helping when the student requires it. The teacher also

encourages cooperation.

On the other hand, where someone sees the mistake as motivation, a second

sees repetition as the key to achieve the knowledge. According to Cooper et al.

(1955), “the key to language learning is drill, drill, drill” (cited in Thornbury, 2019)

but if we only repeat what our teacher is saying and we are not making mistakes,

we are not going to learn by our own and our learning will not be as satisfactory

as we would want. Some students see mistakes as a way of learning, they

recognise their own mistakes and learn from it, remembering it and trying to

avoid it again. However, students who see repetition as a learning method are

cheating themselves; they are only drilling and drilling but then they do not know

how to use grammar structures or the new word of vocabulary to have a

communicate in the real-world.

The curriculum is another factor that can have an impact on teaching

methods. A teacher needs to take into account the curriculum when planning for

teaching. Yet, pedagogy is more important than curriculum; it is important to

make decisions about how to teach rather than what content to teach. Even if

the curriculum is not good enough, if it is taught well, it will have more success

than having a great curriculum but teach it bad. The word “curriculum” and the

word “method” have the same meaning, so it is possible to use them

interchangeably in teaching practice (Thornbury, 2019).

A methodological revolution was produced in the 20th century and many

theories and methods appeared. In the next part, the most well-known teaching

methods are going to be described to see the differences and how methods

have changed in the last years.


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2.2. A variety of methods

Choosing the correct method is quite difficult, there is a diversity of factors

that the teacher needs to keep in mind such as the diversity of the individuals in

the classroom, the number of students, the social context, etc. This decision will

determine the result of the teaching and learning process. More importantly, the

success of the teaching and learning process will be based on that decision.

Contents, skills and techniques are gathered in the method and the method

is based on the approach the teacher has chosen. Nowadays teachers cannot

find the best method, not only one is the correct. Teachers must take the best

of each adapted to our class and level of learning. It is also necessary that

teachers take into account the competences of their students; the capacity of

each learner is different, and teachers must attend the strengths and

weaknesses of each one. Motivating the competences and strengths of the

students is going to facilitate the process, achieving a better quality of learning.

Teachers should focus on the needs of our students, knowing their world, their

interests and give them situations they can find in their future lives, problems

they can encounter in daily communication situations and the way of solving

those problems. Depending on the class size, the needs of the students, the

contents, etc., teachers should adapt the method to that. Teachers can use one,

two, three methods or as many methods as we consider necessary to support

successful learning.

Nowadays the learning of a second language is in every area of society: at

work, at school, and so on. Because of that, giving the priority it deserves it is

necessary to get successful results when teaching. In Spain, learners study

English since an early age, but traditional methodologies might not have the

intended effect. These days, different methodologies, which are more innovative

and practical, are the base of the teaching and learning process. The current

necessities have changed over the previous last years, so this process should be

more attractive and effective. Children like playing and having fun and learning

thought that is more beneficial. With the methodologies we are going to present

next, the student learns unconsciously. A more relaxed environment, without

pressure, in which learners participate and interact with the teacher and with the


9

rest of schoolmates, facilitates learning and inspires the process. In the teaching

process several methods can be used: the traditional method, the direct method,

the audio-lingual method, total physical response, the natural approach and the

communicative language teaching approach. Next, a brief description of each

one will be provided.

The grammar-translation method focuses on grammar and translation; the

language is a combination of rules to be studied and analysed. Students learn

by memorizing and avoiding mistakes; they learn by deduction (observation and

hypothesis). This method doesn’t focus on the oral skills or interaction and it is

not contextualised.

The direct method promotes the oral communication over the writing skill;

dialogues and oral interaction but in non-contextualised situations. Moreover,

hypothetical situations that students would never encounter in the real world are

used in the teaching and learning process. Correction is not part of this method

either.

The audio-lingual method is based on structuralism and behaviourist

psychology and focuses on the oral practice. Knowledge is acquired by

repetition and memorizing; teachers control the teaching and learning process.

One of the main objectives is for students to stop using their mother tongue or

translation considering that they can make mistakes. Because of that, they try

to learn by imitation and constant repetition. The activities are controlled by the

teacher (controlled activities) and its main characteristics (see ENCXG, 2010,

pp. 71-85) are:

o New material in dialogues

o It develops with mime and memorizing pattern

o Structures are shown with repetitive exercises

o There is no grammar explanation; it is learnt by induction

o Pronunciation is the most important part

o Mother tongue can’t be used

o Successful answers are immediately reinforced

o Students try to avoid mistakes


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The Total Physical Response method or TPR is a new methodology for the

learning of languages and it is as beneficial for the teacher as it is for students.

The most important characteristics are movement, imitation, game and gestures.

The purpose of this method is that students acquire interest in learning a second

language through a significant learning. In this way, students are conscious of

their own learning and they relate their previous knowledge with the new one.

Kids listen orders and they answer physically; those movements help to

remember (it is easier if we do things) and they understand the meaning of the

words before speaking. This method aims to create a stress-free environment

given that it is believed that students learn better in such an environment. It is

claimed that the movement activates emotions by creating positive feelings and

that helps our memory. This method is compared to the learning of the mother

tongue, by stimulus – response.

TPR activities are focused on students’ interests; this method enables the

teacher to develop innovative and fun activities for the students. Given that our

students are in a stage where games, interaction and socialization are

predominating, this methodology adapts to their characteristics and helps the

knowledge to be acquired easier, given that students feel they are learning in a

more dynamic and funnier way.

With TPR, students are participating in the learning process and they are an

active part in the acquisition of knowledge. This method is based on developing

the necessary skills to understand the language. It is also based on coordination

between language and action or movement. Kids usually have a better learning

in a non-stressed situation given that tension cause a negative acquisition of

knowledge. TPR is based on listening some orders from the teacher and

answering physically through gestures or movements. Students listen and

understand the words before saying it. Corporal movement helps to remember,

and it facilitates the understanding. It is similar when we learn our mother tongue:

firstly, we answer with gestures; secondly, we answer verbally.


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Another method is the natural approach. The main feature of this method is

that there are no grammar explanations. Students understand the meaning and

acquire the knowledge. Those who adopt this method assume that being

capable of communicating requires something more than the knowledge of

linguistic structures. If we do not know how to communicate, it doesn’t make

sense to learn about language. Language is a social vehicle; learners have to

adapt it to the correct situation or context; it has to be functional and cover

communicative needs. The language is a communication tool and we learn it by

using it.

To conclude, it seems that there are a lot of methods we can use to teach,

we do not necessarily need to use only one, we can take the method which best

adapts to our class. We can find methods focused on the nature of language;

the goals and objectives in teaching; the type of syllabus; the role of teachers,

learners and materials; the activities, techniques and procedures to use, etc.

Analysing those aspects, we can find a clear division between a method focused

on the grammar translation and one based on task based learning or natural

approach.

2.3. Communicative Language Teaching, method of methods?

Some methods were previously described. However, it is claimed that the

method which can be similar to the learning of the mother tongue is the

Communicative Language Teaching (CLT) approach. The main goal of this

method is communication. As Brandl (2008) pointed out, “CLT is based on a

theory that the primary function of a language is communication. Its primary goal

is for learners to develop communicative competence, or simply put,

communicative ability” (cited in Thornbury, 2019). In other words, the

communication is based on real situations, contextualised, something students

will probably find in the real world. That is why in the communicative approach

the main goal is communication. It is focused on the student and his or her

needs. Students interact with the rest of the class and the teacher.


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The English language teaching has as purpose to develop the capacity of

students to communicate in a natural way in different contexts; repeating and

repeating the same structure is not going to be effective when they have to put

into practice the language. Teachers have to keep adapting different methods,

theories, approaches and teaching-learning styles; but the base of that

framework should be the communicative approach, which can help students to

have complete language competence. Communication is the base of the social

world; language is a social vehicle and it is necessary to interact with society

and the global word.

Brandl (2008) suggests that “a task-based approach to learning implies the

notion of learning by doing” (p. 12). Everyone interacts in their lives, teachers

with kids, kids with their parents, friends, etc; people learn and make sense of

their world by participating. A person who practises a second language is going

to learn it in a significative way because of the interaction he or she is making,

only if they have a chance to use it. In CLT the main principle is taking the

knowledge into real world activities and situations (Thornbury, 2019). If we

practise the second language by simulating real situations, it is going to be

easier and more effective due to the similarity between communicating in both

languages. The objective of communicating is going to be the same, trying to be

understood.

“Learning by doing” is an important tenet in CLT. It suggests that the learner

needs to find a reason to use the language to communicate, trying to be

understood when put in a real situation; in this way, the learner must use a

different speech in different conditions to express himself. By practising activities

which simulate the real life of the student, the learner will, sooner or later,

achieve the language goal: communicating in an automatic way, without

considering grammar, making his or her speech understood.

The ideal way to learn a foreign language is the same we use to learn our

mother tongue. We are exposed to numerous situations, conditions and contexts

during our early life. Those aspects are stimulus which allow us to activate our

brain and react by using the language. It is difficult to reproduce those stimuli in

the classroom, that is the reason why the input has to be as realistic as possible,


13

providing the students real-world resources they need to approach a rich second

language.

The main objective of the CLT is communicating and taking the learning to

real situations, so students can approach their second language as if it were

their mother tongue, making the learning process instinctive; they are learning

but they do not know how, they are doing it unconsciously. Other well-known

authors related to task-based teaching and the communicative approach, Willis

and Willis (2007), suggested that there must be real world situations in the

classroom, where spontaneous interactions occur, and the learners experience

diverse real-world situations. Learners “experience an infinite variety of social

relationships and working roles” (Willis and Willis, 2007, p. 136). That is the best

method to learn, with no pressure, stress or concern about making mistakes.


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3. METHODOLOGY

This project has as main goal to develop a proposal to teach English which

illustrates how to integrate various methods in the teaching and learning

process. Communicative competence will be the main unifying thread of this

proposal, which is a scheme of work of five sessions of 45 minutes each. It has

been designed for the second grade of Primary Education; students who are

seven years old. The classroom is distributed in cooperative work, which will

facilitate some activities. Scholars belong to a state-subsidised school situated

in the medium-high level part of the city. The main topics for this proposal are

food and its context. The selection of this topics will be explained in the section

of analysis.

There are a few steps that where undertaken to decide about the

development of this project. The first step was to search and read about different

methodologies teachers use in their teaching process; I needed to know if there

was a specific method which was the best for the students to learn a second

language. After that, books, articles and videos were checked to look for

information and know more about the best method to learn a second language.

Then, I had to decide who was going to be the recipient of the project; it was

going to be implemented in the class of second grade of primary in a state-

subsidised school, the place where I was working and where I could put into

practice the activities and verify if the chosen method was better than the

traditional ones. Once I gathered the required information, I started to create the

activities based on the Communicative Language Teaching approach. This

method was selected due to its characteristics and the role of education in

today’s society in which we witness globalisation, progress in new technologies,

people travelling around the world and the creation of intercultural societies.

The activities have as main goal developing enough skills to enable students

communicate with people, a principle which lies at the core of the

Communicative Approach or Communicative Language Teaching (CLT). The

didactic proposal named “Dinner time!” is compound of five sessions of fifty

minutes each one. During the activities we are going to develop, students will


15

learn vocabulary related to food and how to interact in contexts related to food:

supermarket, making a shopping list and so on.

To develop the didactic proposal, the Aragonese Curriculum for English as a

Foreign Language was used; objectives and contents were reviewed to select

the most adequate and adapt them to the didactic proposal. Once skills,

competences and skills were selected, activities were created, following the CLT

method. The instruments of evaluation and criteria were designed in line with

the competences listed in the Aragonese Curriculum. The aim was to enable

students to communicate successfully achieving the intended learning

objectives aligned with the competences listed in the Aragonese curriculum and

using some communicative strategies.

Due to the current situation of COVID-19, the activities of the didactic

proposal could not be put into practice to corroborate if the CLT improves the

learning process and the students obtain the necessary skills to communicate.

However, an analysis of the activities and the general project were undertaken

to verify if the activities show the characteristics and goals of the chosen method.

This analysis is presented in the next section.


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4. ANALYSIS

Methodologies have evolved and goals in the teaching/learning process have

changed. Teachers are in charge of students’ learning with the aim that the

process be as satisfactory as possible. The approaches teachers are going to

choose must be adapted to their students’ needs and centred on the learners,

taking into account language needs and goals (Brandl, 2008, p.7). The tasks

need to be authentic and simulate real-life situations, involving learners in the

comprehension and interaction of the target language; they must focus on the

meaning rather than form (Maati, 2008, p.13).

A new methodological revolution has begun in this era and it has two main

principles at its core: “the concept of language in relation to its use and the new

role of the student as the protagonist of the teaching/learning process” (Maati,

2013, p.13). The use of a second language in the classroom is the most

important aspect, focusing on the communicative skills; students must study the

language in order to use it in real life because it is a tool which facilitates

communication in society.

Activities must be based on communication, giving importance to the

listening, reading, writing and last but not least, speaking skills. All the four areas

are important, but speaking, as mentioned before, is the way people

communicate, a social vehicle and a channel by which they can interact. The

reason why it is so essential is because speaking activities prepare the learners

to interact in the real world, to be ready “to exchange information and solve

problems” (Brandl, 2008, p. 7). Tasks in the classroom must involve real

vocabulary, “doing things that we do in spontaneous language use outside the

classroom: agreeing and disagreeing, interrupting, asking for repetition and

clarification” (Willis and Willis, 2007, p. 136). Students must experience

situations that they can live or go through in their own lives. According to Willis

and Willis (2007), “language use reflects the kind of language learners would

need in their real-world situation” (p. 137). Language is used to exchange


17

information so, in addition, some communicative strategies must be learned to

maintain the social contact in a determined context.

Communicative Language Teaching (CLT) can achieve the goals mentioned

in the last paragraph. One of the main characteristics of this approach is the

“focus on real-world contexts”, where students “have to use the language,

productively and receptively, in unrehearsed contexts outside the classroom”

(Brown, 2007, p. 46). In this way, students will get the necessary skills to

communicate in those contexts; the classroom is seen like a real-life test.

A second characteristic of CLT is “autonomy and strategic involvement”.

Students should be given the opportunity to be autonomous and find the best

strategies for their learning process. They can do this by testing their skills and

learning styles, looking for their strengths and weaknesses and modifying every

aspect they think they can improve. This is considered a checklist of essential

requirements for a quality process, according to Brown (2007, p. 47).

“Teacher roles” and “student roles” are an extremely important characteristic

in CLT. As education has changed compared to a few years ago, due to new

technologies, students’ needs and innovative methodologies, teachers and

students must adapt to these changes. Nowadays the teacher is a guide, a

helper; the student is the leading role, basing the learning process in his or her

own activity, interacting with the teacher and the rest of students (Brown, 2007,

p. 47). Teachers must motivate learners to reach an effective communication in

a second language. Apart from motivation, students should participate actively

in the classroom routines and tasks, cooperating with their classmates, using

the second language and integrating the four skills (Brown, 2007, p. 55).

Most of the times, when learners have to use a second language in the

classroom, anxiety and stress appear and the fear of making mistakes may

block the interaction. The objective of communication is being understood.

Therefore, students must focus on that and not master pronunciation or sound

“native”. In addition, they have to understand that learning a second language

is a process of trial and error, and that they should look for strategies which help


18

comprehend the meaning. It does not matter if the grammar structure is not

correct as long as they are being understood.

With this project, I adapt the CLT to the design of a didactic proposal. In this

proposal, several activities have been designed to reach the objectives of this

approach and enable the learning of a second language: English. After

searching for information about the different methods specific to English

language teaching, the CLT approach has been chosen due to its characteristics

which show that as a method it is similar to the one used in the process of the

acquisition of the mother tongue.

There are some communicative competences which take part in the process

of communicating and interacting. The communicative competence is a mix of

sub-competences; it is the capacity of a person to behave in an effective and

adequate way in a specific context in a community, respecting the grammar

rules. Sub-competences have emerged owing to the needs of society and

considering “the learners of a language as members of a society where they

have to confront some situations in a specific context and under particular

circumstances” (Maati, 2013). Because of that it is necessary to adapt the

contents and the methods in the language program to achieve all the goals to

succeed in the learning process. On account of all those aspects, the activities

of the didactic proposal were designed to accomplish the intended sub-

competences that lie at the core of the learning of a second language.

The didactic proposal is related to food, something familiar for the students

and something they are going to deal with in their lives. The first task students

must carry out, after they have remembered the food vocabulary, is to recognise

the name and the product; at the end of the class they should know what a

banana is, a potato, an apple and so on. To make the learning easier, the

teacher will bring some fake food to show the real products; that will help the

kids to assimilate the vocabulary, and also adds a sensory component to the

process of learning and teaching. Apart from that, they will be asking each other

about the product they have. The intended outcomes are that students interact

and improve their pronunciation. This type of activity, question-answer,

facilitates the fluency of the student who has to repeat an easy sentence. The


19

last part of session one, in which they have to complete their dinner dishes by

writing the name of the products, will help the learners to know how to write the

vocabulary and to relate the product and its name.

In session number two, the teacher is going to propose a real-life situation, in

which students are going to the supermarket to buy some products. As the

communicative approach emphasizes, activities based on real-life scenarios

improve the learning of a second language (Brandl, 2008); going to the

supermarket is something they are going to do in a near future, as well as

making a list and buying the products they need to eat. They need to recognise

the product by reading the name and seeing it. Once they have bought all the

necessary products, in the real world they will probably have to cook their meals

or follow a recipe; that is why they will think about a recipe to do with the products

they bought.

In the next session, number three, listening skills are going to stand out. They

are going to learn about the different food categories watching a video about the

sub-categories and the products that belong to those. It is positive they get to

know which product they can find in each category and organise the knowledge

through a mind map. Organising the different categories will help them to identify

the product and facilitate the task of buying in a supermarket, for example.

Another essential activity is the role-play; they are going to rehearse a real

situation: buying food in a supermarket. In every interaction the student is

communicating using his or her competences, abilities or strategies that help

him or her to be understood. Why are these communicative activities? Because

students are exchanging information, they are interacting and giving information

about something. In case some students finish the activity, a couple of games

are available for them to practice vocabulary and have some fun (Annex. 4.10.

Games) because it is important to attend the necessities of the classroom and

motivate them to keep learning, strengthening their competences and abilities.

In the fourth session a new skill is being worked on, that is, writing, which is

as important as the rest of skills. It is time for learners to put into practice the

food vocabulary. Writing is a way of communication, so they need to organize

ideas or plan before starting to write. Again, interaction is part of the activity and


20

as mentioned previously, it does not matter if pronunciation is not correct or the

grammar is unstructured; the key is communicating by making use of

communicative strategies to send the message that is being communicated. To

finish the session, students will play a food bingo, a game they will enjoy as

children and an activity which will help to pay attention to the pronunciation and

relate the name and the product. Therefore, this activity provides an opportunity

for repetition and recycling of content that has not been properly learned.

Last but not least session number five has an extremely significant purpose:

not only it will help to learn the food vocabulary, but also it will help to know a

little bit about nutrition and the importance of food products. Leading a healthy

life is key to people’s well-being; getting to know how it works it will improve their

daily lives. To end this didactic proposal, students will play a game in which they

can put into practice all the contents they have learned, a game in which they

have to recognise the category and the correct product.

Learning by doing, as Brandl (2008) mentioned, is an important tenet of CLT.

The learner must simulate a real situation to know how he or she is going to

interact or to solve a problem. The main goal is communicating, even if the

student has no fluency or does not use a correct grammar. However, the teacher

must be a guide and show the student some communicative strategies to enable

him to make himself understood in situations in which there is a lack of

vocabulary. Yet, as CLT principles say, it is more important to experience the

language rather than learning about the language. We need to focus on the

reading, speaking and writing skills rather than giving importance to listening to

and studying explanations about language (Thornbury, 2019). It is essential that

students learn to communicate making use of all the skills, especially speaking

because it is the first skill we learn at an early age, even before writing or

reading.

To conclude, learning a foreign language in a similar way to learning a mother

tongue is the best method to succeed in the process; the role of the teacher is

to make the learning interesting for the students and be a guide for them.

Normalising the error and creating a stress-free environment can result in a huge

motivation for the students, making them feel comfortable and not judged by the


21

teacher or the rest of their classmates. Communication is the base of the current

society, both in school and out of it, interacting with people and using the

necessary strategies to be understood is the essence of the human being. The

tasks in the classroom must be oriented to real world situations, activities that

help learners to solve a problem or to deal with different contexts and people;

these activities should provide the opportunity for a rehearsal of their real life

and this is what the current proposal has tried to achieve – to help students

rehearse and be prepared to communicate in English in the real world.


22

5. CONCLUSION

The main objective of this project was to identify the best method to teach a

foreign language successfully. First of all, after learning about the characteristics

of a variety of methods it is important to choose the one which better adapts to

our class; one method can be great for one class but not suitable for another

class. The identification of the features of the highest quality method is the next

step; these features are essential for a method which can help to accomplish

the intended learning objectives with efficacy and achieve the knowledge to start

communicating in a second language. A teacher must consider if only one

method is necessary or if a mix of methods is going to be more successful. This

last objective could not be achieved in this project; it will be necessary to

implement the unit plan in a real classroom, which could then be evaluated to

see if yields good results or if the method and techniques are adapted to the

necessities of each class.

As some authors have previously mentioned, the communicative approach is

the most natural method to learn a foreign language. It is related to the

communicative competence, the capacity of a person to behave in an effective

and adequate way in a specific context and society. We are social human beings

and we must respect some language rules in our society and these rules

integrate aspects such as grammar and linguistics, the social and historic

context, culture and so on. These aspects are part of the act of communicating,

namely, knowing when we have to talk, where, how, and so on. Learning the

strategies to communicate is important for the purpose of interacting in society

and making oneself understood.

As mentioned before, the objective of the communicative approach is

preparing the student for real communication, oral and written. Communication

is a process where two or more people are participating in a concrete situation;

so, language is a means to obtain a certain purpose. Students are the

protagonists of this method and the teacher works as a guide, analysing the

necessities, creating situations of communication and facilitating the learning.

To achieve the objectives of the teaching and learning process in the English


23

language classroom, numerous techniques can be used, but always based on

the interests of the classroom and adapted to student’s necessities. The most

important task is to find the best method to teach a foreign language and to

adapt the activities to students, guiding them and allowing them to be

autonomous and responsible for their learning process. The tasks must be

based in real life situations so students can recognise them once they are out of

school; they should know how to communicate in different contexts which are

familiar to them. In the Unit Plan developed in this project, the CLT approach

has been followed since it could be one of the best methods in the learning of a

foreign language, owing to the characteristics of the method and the role that

English plays in education in this era.

Due to the existence of various learning styles, finding the best method it is a

challenging task. Traditionally, the objective of teaching a foreign language was

to develop linguistic competence, teaching the formal part of a language

(grammar, structure and so on). Nevertheless, throughout the years it has been

demonstrated that not only should students learn the formal part, but also be

aware of the use they make of the language for communication purposes. For

that reason, the objective of the language teaching/learning process has

focused on the development of communicative competence, helping the student

to use the second language in his or her life out of school.

To improve this project in a future, it could be recommendable to design some

tests and activities to prove if the communicative approach is the best method

to learn a foreign language. The best way to know if something works is testing;

a sample of tests during a period of time could confirm this hypothesis. It could

be also possible to test a mix of different methods, selecting some of the main

characteristics of each one to enrich the process.


24

BIBLIOGRAPHY

Maati Beghadid, H. (2013). El enfoque comunicativo, una mejor guía para la

práctica docente. Actas del IV Taller “ELE e interculturalidad” del Instituto

Cervantes de Orán. Centro Virtual Cervantes, Argelia

Brandl, K. (2008). Communicative language teaching in action: Putting

principles to work. Principles of Communicative Language Teaching and task-

based instruction. University of Washington: Pearson Prentice Hall.

Brown, H. (2007). Teaching by principles: An interactive approach to

language pedagogy. New York: Pearson Longman.

Martín, M. (2009). Historia de la metodología de enseñanza de lenguas

extranjeras. Tejuelo Revista de la Didáctica de la Lengua y la Literatura 5, pp.

54-70.Encxg, P. (2010). Metodologías para la enseñanza. Revista Universidad

EAFIT, 46 (159), pp. 71-85.

Fernández, C. (2017). Didáctica de la lengua extranjera. Metodología para la

enseñanza de la lengua extranjera. Apuntes 3º de Magisterio de Educación

Primaria

LOMCE. Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la

calidad educativa.

Thornbury, S. (2019, August 4). What’s the latest method? Better Conference

Learning. Cambridge University Press, July 2019, Cambridge, UK. Recuperado

de https://www.youtube.com/watch?v=nue8AN9XsuY&t=2461s

William, D. (2011). Embedded formative assessment. Practical strategies and

tols for K-12 teachers. Solution tree

Willis, D. and Willis, J. (2007). Doing task-based teaching. Oxford University

press.

ANNEXES

ANNEX 1. UNIT PLAN

ACTIVITIES METHODOLOGY

Session Description Type of grouping Resources Time

1 I am hungry!

Pre-task: What do we usually have for dinner?

WG

Fake food

UNIT TITLE: DINNER TIME!

AREA/S: English UNIT NO.: 6 DATE: 2nd term GRADE: First year of Primary Education

COURSE: Second

NO. OF SESSIONS: 5

Types of grouping

SGà Small Group Pà Pairs WGà Whole Group. Ià Individual


26

To know the vocabulary kids still remember, we are going to take some

food (Annex 4.1. Fake food: chicken, apple, eggs, milk, etc.) and we are going

to show them one by one to see if they know the name of the food. The aim

is to identify previous knowledge related to vocabulary, which we can use as

a starting point to develop meaningful activities.

Previous knowledge:

- Food vocabulary: bread, rice, chicken, apple, orange juice, milk, eggs,

chips…

- Grammar:

o Like, don’t like

o This/that

- For breakfast, for lunch, for dinner

- What is your favourite food?

In this session, we will explain (in relation to the main topic) what they will

do, how they will do it and why they will do it. Besides, we will distribute the

students in pairs to develop cooperative work. The pairs will be assigned with

the criteria of having a student with a lower level of English with another who

Worksheet

Scissors

Glue

Colour pencils

5’


27

has a higher level. That criteria will help to improve the skills of both students:

on one hand, the student with a lower level can get the help of her or his

partner and it will not suppose a stressful situation. On the other hand, the

student with a higher level of English can strengthen the knowledge and learn

to be autonomous in his or her learning process.

Task: We stay in the centre of the classroom and put the food on a table.

The kids are sitting on the carpet in the middle of the classroom.

We take one piece of food and we ask: “What is this?” If someone knows

the answer, they have to raise their hand and say: “That is chicken”. If they do

not know the word, we say it so they can identify the vocabulary and its

pronunciation.

Once we have shown all the food vocabulary we are going to work on, we

make the students sit down in a circle and ask them in an aleatory way the

name of the food. We give them the fake food and they must say the name;

when they say it, he or she has to throw the food to a partner. We repeat the

game with the rest of the fake food.

15’


28

Post-task:

In the last part of the session they will work in pairs. They will be given a

worksheet (Annex 4.2. Food plate) where they have to complete their dinner

dishes. They must colour and paste the food given and write the name under

the sticker. The words will be written on the blackboard, so they know how to

write it.

P

30’

2 Let’s go to the market!

Pre-task: Today we are going to shopping. We are going to recreate a

supermarket where the kids are going to buy something to have for dinner.

We tell the pupils we are going to the supermarket to buy.

We divide the class in groups of four. We will use class roles as the criteria:

- Secretary: takes notes of the tasks

- Speaker: in charge of communicating

- Coordinator: checks everyone is doing the tasks

- Supervisor: supervises

SG

Fake food

Bags

Lists for the

shopping

Pencils

Posters

8’


29

After that, we give them a list of the food they need to buy for the dinner.

We give them a bag to put the food inside and once they have finished, they

will have to tell the rest of the class what they have bought.

Task: It is time for the students to begin with the shopping. We will look

around to supervise and to help in what they need. The food (Annex 4.1. Fake

food) will be placed around the classroom; there will be posters announcing

the groups of food: (fruit, dairy products, meat, fish, bakery, etc.)

Example of food list:

- Three oranges

- One chicken

- Two yoghurts

- Bread

- One brick of milk

- One tomato

20’


30

Post-task: They will have to show the rest of the class what they bought

for dinner; showing the food and name it. To make sure the rest of students

have listened their partners, they will have to invent a recipe with the

ingredients they bought.

At the end of the class we tell the students they have to ask their family

what their favourite food is:

- Mum, what is your favourite food? Do you like fish/tomato/rice…?

And the same with the rest of the family: father, sister, brother… but

changing the food. We copy the sentence on the blackboard so the students

can copy it.

15’

8’

3 Where does food come from?

Pre-task: We explain the activity and its different parts. Then we distribute

the students in groups of four and give them a poster (Annex 4.3. Poster):

animals, fruit, vegetable, grain and dairy product.

SG

Projector

Posters

Glue

7’


31

The groups will be formed by playing a game. We will hand out 6 main

flashcards (Annex 4.4. Flashcards, pig, chicken, cow, fruit, vegetables and

dairy products) and the rest of flashcards will be products derived from the

main flashcards (bacon, eggs, burger, ham, carrot, onion, apple, banana, milk,

cheese and so on). They will have to find their group by joining the correct

flashcards. For example: the fruit has to find the apple, banana, etc.

We play the video about food. Each group (cow, pig, fruit, dairy products

and so on) will have to take notes of their part on the video:

https://www.youtube.com/watch?v=PnSCciL_K3g

Task: Once the video has finished, we are going to do a mind map on the

blackboard. Kids are going to help us.

We divide food in:

- Animals:

o Cow: burger, steak

o Pig: bacon, ham

o Chicken: eggs

- Plants:

o Vegetables: broccoli, carrot, potato, onion…

SG

Scissors

Worksheet

20’


32

o Fruit: strawberry, apple, banana, orange…

o Dairy products: milk, cheese, yoghurt

o Grains: bread, rice, pasta

We play the video again but this time, every time each group listen to the

group of food they have in their poster, they raise the poster.

Post-task: We hand out a worksheet (Annex 4.5. At the supermarket role

play) where they have to role play a “supermarket situation”. One student has

to ask for products to buy and the other one has to give it. They must ask for

at least two products of each group: vegetables, fruit, dairy products, animals

and so on. Then, students change roles.

For students who finishes, a couple of games are available for them to play

(Annex 4.10. Games).

I

20’

4 What I eat in a day

Pre-task: It is writing time, so we are going to work individually. We explain

the activity: they have to write what they eat for breakfast, for lunch and for

dinner. Example:

SG

Pencil

Paper

Bingo

8’


33

“For breakfast I have milk, cereals and an apple; for lunch I have rice with

tomato, chicken and yoghurt; for dinner I have fish and broccoli”.

It is an activity where the teacher repeats the same grammar structure, so

the children acquire it through repetition.

Task: Students start the activity. We are going to act as a guide and help

them if they need it.

Post-task: Once they have finished, we get them in pairs. They are going

to ask to their partner: What do you eat in the morning (for breakfast)? And in

the midday (for lunch)? And at night (for dinner)?

Students have to answer what they have written in the sheet.

At the end of the class, we will play a bingo food (Annex 4.6. Bingo)

P

15’

15’

10’

5 Food, food, food


34

Pre-task: To consolidate the new vocabulary, we are going to learn some

information about the food pyramid and then we will play a food game. We

will explain the different activities.

Task: We are going to explain, very shortly, the main characteristics of the

food pyramid:

- Vegetables and fruit

- Cereals, grains, potato, rice…

- Dairy products

- Proteins

- Fats

We will project the pyramid (Annex 4.7. Food pyramid) on the white board.

After that, we ask for examples of each group to the kids; that will help them

when they play the game.

Post-task:

It is play time! To put into practice the last activity, we are going to play in

groups of 4 students. We hand out a worksheet where they can find a plate

WH

WH

Projector

Worksheet

Cards

Dice

8’

15’


35

divided into protein, fruit, grains, vegetables and dairy (Annex 4.8. Food plate).

One by one, they will come to the front of the class and they will throw the

dice (protein, fruit, grains, vegetables and dairy). They will have to choose

between different cards they can find on the table (if the dice says fruit, they

will have to take an apple, orange, banana; if it says vegetable, they will have

to take a carrot, potato…). Once they pick a card, they must place it in the

correct group on the plate. The winner will be the group which complete the

entire plate correctly and the award will be fruit bookmarks (Annex 4.9.

Bookmarks).

SG

25’

ANNEX 2. ASSESSMENT

In this stage, the general objectives for a foreign language: English are:

Escuchar

ObjIN.1. Comprender expresiones y vocabulario frecuente relativo a situaciones cercanas que conciernen a él mismo, a la

familia, a su entorno habitual, ...

Leer

ObjIN.2. Leer textos cortos y simples con pronunciación correcta, entonación y ritmo adecuado para ser comprendido.

ObjIN.3. Obtener información previsible en documentos corrientes como artículos publicitarios, folletos, menús y horarios.

ObjIN.4. Comprender cartas personales cortas y simples, en las que se relaten situaciones y acontecimientos conocidos y

habituales.

Hablar

ObjIN.5. Tomar parte de una conversación comunicando tareas simples y habituales.


37

ObjIN.6. Pedir y dar información simple sobre temas y actividades familiares.

Escribir

ObjIN.10. Escribir notas y mensajes sencillos y cortos: email, postal, invitación, felicitación, ...

Estructuras Sintácticas

ObjIN.13. Utilizar estructuras sintácticas sencillas de forma correcta en expresiones cortas, con el fin de comunicar

informaciones relacionadas a situaciones conocidas en su vida cotidiana.

ObjIN.14. Responder a preguntas de contenido sencillo y conocido.

ObjIN.15. Comprender el tema de una conversación sencilla para participar en ella por iniciativa propia y utilizando estructuras

en registro neutro o informal.

Aspecto Sociocultural

ObjIN.17. Valorar la importancia de las lenguas extranjeras como un medio de comunicación y entendimiento entre personas

de procedencia y cultura diversas.

ObjIN.18. Valorar la lengua extranjera como respuesta enriquecedora a la experiencia que supone enfrentarse a ámbitos de

lengua y cultura diferentes impulsando el desarrollo favorable de la personalidad del alumno.


38

ENGLISH 2nd GRADE

BLOCK 1: Comprehension of oral texts

CONTENTS

Estrategias de comprensión:

• Movilización de información previa sobre tipo de tarea y tema.

• Distinción de tipos de comprensión (palabras y frases cortas).

• Formulación de hipótesis sobre contenido y contexto (imaginación y predicción; inferencia a partir de imágenes y gestos)

• Inferencia de significados a partir de la comprensión de elementos significativos, lingüísticos y paralingüísticos (gestos, expresión facial,

contacto visual, imágenes).

Funciones comunicativas:

• Expresión del gusto (“Like/Don't like; “Do you like?”)

• Preguntas y respuestas en las que se habla sobre aspectos personales (nombre, edad, gustos)

Estructuras sintáctico-discursivas: “I don’t like cake”

Léxico oral de alta frecuencia (recepción) relativo a alimentación; comidas y bebidas


39

EVALUATION

CRITERIA KC EVALUATION STANDARDS INSTRUMENT ACTIVITIES

GRADING

CRITERIA

Crit.ING.1.1. CCL Est. ING.1.1.2. Reconoce, de manera guiada, palabras y frases cortas en transacciones habituales sencillas y breves (instrucciones,

peticiones, avisos) que le son trasmitidos de

manera lenta y clara, aunque sea necesario volver

a escuchar lo dicho, pedir confirmación o apoyo

gestual y se necesite ayuda para reconocer

estructuras sintácticas simples y un léxico de uso

muy frecuente.

Est. ING.1.1.3. Localiza palabras y frases cortas, cuando escucha una presentación sencilla sobre

temas cotidianos o familiares (p. ej. material

escolar, ropa…), y en entrevistas sencillas o

programas donde se habla de temas de su interés,

siempre y cuando cuente con imágenes,

ilustraciones o vídeos y a la vez se guíe al alumno

en el uso de alguna estrategia básica para hacer alguna aproximación al significado del texto,

donde el léxico y las estructuras sintácticas

usadas sean simples.

Evaluation chart for

speaking

(observation)

Video

Session 1:

- What do we usually eat?

- What is this?

Session 3:

- Where does food come from?

- Mind map

10%

10%


40

Crit.ING.1.3. CCL

Est. ING.1.3.2. Interpreta adecuadamente la

función comunicativa principal cuando escucha

una presentación sencilla sobre temas cotidianos

o familiares (por ej. Material escolar, ropa….), y en

entrevistas sencillas o programas donde se habla de temas de su interés, en las que se utilizan

fórmulas básicas de expresión de la capacidad, el

gusto, la preferencia o sentimientos, identificando

patrones sonoros, acentuales, rítmicos y de

entonación de uso frecuente relacionados con

dichas funciones comunicativas (p. ej. La

entonación de las preguntas en oraciones

interrogativas.)

INGLÉS 2ºnd GRADE

BLOCK 2: Production of oral texts

CONTENTS

Estrategias de producción:

Ejecución

• Expresar el mensaje con claridad ajustándose a los modelos.

• Apoyarse en y sacar el máximo partido de los conocimientos previos.

Funcionescomunicativas:

• Saludos y despedidas (“Hello”, “hi”, “Good Bye”, “Good Morning”, “Good afternoon”) y presentaciones (My name is… / I am / This is Tom),

agradecimientos (“thank you”)

• Preguntas, respuestas y gusto (“Do youlike?”).

Estructuras sintáctico-discursivas:

• Expresión del gusto (“To like” en afirmativo, negativo e interrogativo “Do you like?”)

Léxico oral de alta frecuencia (producción) relativo a números, familia, comidas, bebidas


42

EVALUATION


GRADING

CRITERIA

Crit.ING.2.1. CIEE

CCL

Est.ING.2.1.1. Hace presentaciones muy breves

y sencillas, previamente preparadas y

ensayadas, sobre sí mismo (hablando sobre su

ropa, el tiempo libre, la escuela, su casa) y

participa en cuentos muy breves y sencillos con

lenguaje simple y repetitivo y en transacciones

orales del aula y la escuela (p. ej. En juegos),

mostrando dominio básico de estructuras sintácticas sencillas y léxico muy utilizado

considerando normales las pausas y titubeos,

aunque se sigan cometiendo errores en tiempos

verbales o concordancia o se mezcle con la

lengua materna del alumno.

Evaluation chart for

speaking

(observation)

Session 1:

- What is this?

Session 2:

- Let’s go to the market

- What is your favourite food?

Session 4:

- What I eat in a day

- Interaction

5%

10%

20%

Crit.ING.2.4. CSC CCL CAA CIEE

Est.ING.2.4.1. Se desenvuelve en transacciones

cotidianas del aula y en otros contextos aplicables

a la realidad (p. ej.: pedir material escolar) articulando el mensaje con voz clara y

reproduciendo un número limitado de patrones

sonoros, acentuales y rítmicos de entonación


43

básicos, adaptándolos a la función comunicativa

principal del discurso.

Est.ING.2.4.2. Dramatiza conversaciones cara a

cara, para cumplir una determinada función

comunicativa, en las que se establece contacto social (saludar, despedirse, felicitar a alguien,

preguntar habilidades) y se intercambia

información personal básica (nombre, edad,

aficiones), en un registro neutro o informal, con

entonación básica, aunque se perciba una clara

influencia de la primera lengua.

INGLÉS 2nd GRADE

BLOCK 3: Comprehension of written texts.

CONTENTS

Estrategias de comprensión:

• Movilización de información previa sobre tipo de tarea y tema.

• Identificación del tipo textual, adaptando la comprensión al mismo.


• Presentaciones (“This is…”); instrucciones para realizar una tarea propia del contexto de clase (Copy, Write, Read, Point, Look, Circle,

Colour)

• Expresión del gusto (“Like/Don'tlike; “Do you like?”)

Léxico escrito de alta frecuencia (recepción) relativo a identificación personal, colores, números, comidas, bebidas

Patrones gráficos y convenciones ortográficas. Reconocimiento de los signos ortográficos básicos (Punto, coma, comillas, exclamación,

interrogación…).


45

EVALUATION


GRADING

CRITERIA

Crit.ING.3.1. CCL Est.ING.3.1.1. Reconoce palabras y frases escritas en

instrucciones muy simples, apoyándose en imágenes y en el profesor, siempre que los contextos le sean familiares para

descifrar las instrucciones en una tarea escolar, e identifica

palabras en material informativo breve y sencillo para captar

el sentido global en situaciones familiares como un cartel en

el centro escolar o una descripción física con las partes del

cuerpo etiquetadas.

Worksheet

Evaluation chart

for speaking

(observation)

Session 1:

- Worksheet

Session 2:

- List of food

Session 3:

- Making groups with

flashcards

Session 5:

- The food pyramid

5%

5%

5%

5%

INGLÉS 2nd GRADE

BLOCK 4: Production of written texts: Expression and interaction.

CONTENTS

Estrategias de producción:

Ejecución

• Expresar el mensaje con claridad ajustándose a los modelos y fórmulas de cada tipo de texto.


• Saludos y despedidas (“Good Afternoon”, “Dear…”, “To…from…)” y presentaciones (“This is …”)

• Realización de preguntas y respuestas en las que se habla sobre aspectos personales (nombre, edad, gustos)

• Expresión del gusto (“Like/Don'tlike; “Do youlike?”)

Léxico escrito de alta frecuencia (producción) relativo a alimentación, colores, números, comidas y bebidas.

Patrones gráficos y convenciones ortográficas: Aplicación de los signos ortográficos básicos (Exclamación, interrogación…).

EVALUATION


GRADING

CRITERIA


47

Crit.ING.4.1. CCL Est. ING.4.1.1. Completa una ficha con sus datos

personales, tiempo atmosférico, partes de un objetivo o

animal… seleccionándolos de un banco de palabras o

copiándolas a partir de un modelo, practicando léxico de alta

frecuencia y convenciones ortográficas muy elementales.

Writing

Session 2:

- Recipe

Session 4:

- Writing

10%

15%

Crit.ING.4.4. CCL Est. ING.4.4.1. Completa una ficha con sus datos personales (nombre, edad, dirección…) para cumplir una determinada

función comunicativa (p. ej. para apuntarse a una excursión).

ANNEX 3. EVALUATION CHART FOR SPEAKING

Speaking skills Excellent (10) Very good (8) Good (5) Poor (>5)

Vocabulary

Fluency

Pronunciation

Mistake correction

ANNEX 4. RESOURCES FOR ACTIVITIES

Annex 4.1. Fake food

1

1 Fake food toy set. Recuperado de https://toy-food.baby-toys.biz/catchstar-play-food.html

Annex 4.2. Food Plate

Colour the food for your dinner and write the name of the product. Then, cut-out

the pictures and paste them on your plate to have a healthy and balanced meal.

2

2 A healthy plate. Recuperado de https://studylib.net/doc/25227853/a-healthy-plate

Annex 4.3. Poster

ANIMALS

FRUITS VEGETABLE

SS

GRAIN DAIRY

PRODUCT

S

Annex 4.4. Flashcards


53


54

Annex 4.5. At the supermarket (role play)

You are in the supermarket and you have to ask for some products to buy.

Ask for two or more products of each group:

1. Vegetables

2. Fruit

3. Dairy products

4. Grains

5. Animal

Annex 4.6. Bingo

3

Annex 4.7. Food Pyramid

4

3 Fruit bingo. Recuperado de https://bogglesworldesl.com/fruitsbingo.html 4 Food pyramid. Recuperado de https://www.diabetes.ie/new-healthy-eating-guidelines-

food-pyramid/

Annex 4.8. My plate

5

5 Blank nutrition worksheet. Recuperado de

https://www.teacherspayteachers.com/Product/Blank-My-Plate-Resource-2419188

Annex 4.9. Bookmarks

6

6 Fruit bookmarks. Recuperado de

https://www.pinterest.es/search/pins/?q=fruit%20bookmarks&rs=typed&term_meta[]=fruit%7Ctyped&term_meta[]=bookmarks%7Ctyped

Annex 4.10. Games

7

7 Food spinner. Recuperado de https://esl-kids.com


60

8

8 Food slam!. Recuperado de https://esl-kids.com

trabajo fin de grado

Documents