ATTENDANCE, PARTICIPATION AND WORKBOOK ACTIVITIES



TASKS FOR SEMINARSThe TASKS FOR SEMINARS aim to give further oral and written practice in the competences which have been developed in the Handbook. These TASKS: Give practical applications of the information provided in the corresponding chapter of the Handbook, offering activities which require the student to give answers to questions on PRACTICAL aspects of the topic.Require the student to search and analyse activities included in textbooks designed for Primary Education. May suggest topics for classroom research, and provide guidelines, models, or questionnaires which can be applied either as they stand or with slight modificationsWill promote the use of visual media (photos, cuttings, etc.) and above all of the Internet in the design and use of activities and the search for relevant information providing material for discussion.The TASKS FOR SEMINARS will be evaluated regularly. Notice that the students may be asked some questions about the activities that they have completed at home and in seminars. This component will constitute 30 % of the final grade. SCHEDULE FOR OBLIGATORY SEMINARS, DISCUSSION AND PRESENTATION OF ACTIVITIESThe students will save their tasks in a pen drive that they will bring to class in order to show their activities if required to do so and explain how to implement them with pupils. To see the schedule for task presentation and discussion click here.TASKS FOR SEMINARS(You can complete these tasks individually or in pairs (exceptionally, in trios)Topic 1. LANGUAGE LEARNING AND ACQUISITION . THEORIES AND METHODS OF TEACHING AND LEARNING (Chapter 2)TASKS Use English textbooks or the Internet and find or write one activity that keeps a strong connection with each of the following teaching methods. Justify your selection:Grammar-translation methodAudiolingual methodCommunicative Language TeachingWhat linguistic components (grammar, vocabulary, phonetics, spelling) and skills (listening, speaking, reading, writing) do your activities focus on? What stage and year would you use them at?Topic 2. CLIL AND BILINGUAL EDUCATION (Chapter 2 and additional files in MATERIALS) TASKSPresent a summary of the Andalusian Plan of Pluirilingual and bilingual Education (see OR Use English textbooks or the Internet and find or write one CLIL activity related to each of the following curricular areas:Art EducationPhysical EducationKnowledge of the environment or Natural SciencesMathematicsSocial StudiesMusicExplain the contents (what you teach), objectives (aims, goals,) and methodology (how will you teach it) of each ic 3. INDIVIDUAL CHARACTERISTICS OF PRIMARY SCHOOL CHILDREN (Chapter 3)TASKS Find or write a teaching/learning activity for a child in an English class or textbook related to: a) musical/rhythmic intelligence b) bodily/kinaesthetic intelligencec) interpersonal intelligence. Why the activities you have selected are suitable to develop these three intelligences?How motivating are the following activities? How powerful are the teacher’s motivational techniques in the English classroom? Use the following questionnaire with a child, a group of children or a classmate and obtain data which allow you to answer the previous question. M13. MOTIVACI?N DE LAS TAREAS DE CLASE? Daniel Madrid? (1999): La investigación de los factores motivacionales en el aula de idiomas. Granada: Grupo Editorial Universitario (p. 98)Las siguientes actividades me gustan, me interesan y me motivan para el aprendizaje del inglés en el grado que indico a continuación:5 = mucho 4 = bastante 3 =término medio 3 = poco 1 = nada (.......) 1.Ejercicios por parejas con el/la compa?ero/a de clase. ?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(…....) 2.Actividades por equipos con los compa?eros de clase. ?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(.......) 3.Actividades que requieren salir a la calle y recoger datos. ?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(.......) 4.Consultar folletos, sacar información, recortar dibujos, usar periódicos y libros para elaborar murales y otros trabajos (projects)?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(…....) 5.Ver grabaciones en video adaptadas al nivel de los alumnos.?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(…....) 6.Oír grabaciones en casete: los diálogos del libro u otros textos.?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(…....) 7.Oír y cantar canciones en la lengua extranjera.?Por qué? ………………………………………………………………………………………………………………………………………………………………………………………………………………(.......) 8.Realizar juegos en clase para el aprendizaje de la lengua.?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(.......) 9.Ejercicios con medios visuales( posters, murales, fotos y recortes) y nuevas tecnologías (Internet, etc.).?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(.......) 10.Ejercicios orales e interactivos entre profesor y alumnos o siguiendo el libro de texto y basándose en los dibujos e ilustraciones.?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(…....) 11.Representar y dramatizar diálogos y situaciones. ?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(…....) 12.Ejercicios de comprensión oral: audición de grabaciones con la ayuda de dibujos pero sin leer los textos.?Por qué? ………………………………………………………………………………………………………………………………………………………………………………………… (…....) 13.Actividades de expresión oral con la lengua extranjera. ?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(.......) 14.Leer los diálogos y lecturas del libro de inglés. ?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(.......) 15.Actividades escritas ya sea en el "workbook" o en el cuaderno.?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(…....) 16.Ejercicios de pronunciación.?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(…....) 17.Actividades de vocabulario (palabras estudiadas y nuevas). ?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(.......) 18.Ejercicios de tipo gramatical. ?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………(…....) entarios, preguntas y reflexiones sobre la vida y costumbres de los hablantes de la lengua extranjera (cultura).?Por qué? …………………………………………………………………………………………………………………………………………………………………………………………So, which are the five most motivating techniques? And what are the implications of your results for the EFL classroom?Topic 4. THE FOREIGN LANGUAGE CURRICULUM (Chapter 4)TASKS Work in pairs:Use a textbook for Primary Education. Select one teaching unit and analyse 24 teaching and learning activities contained in the lesson (12 activities in the student’s book and 12 activities in the workbook). Notice that each activity must be analysed in relation to the 30 criteria on the left. Indicate only the competences that are explicitly developed in each activity by ticking (x= yes and (blank) = no) in the right squares. You can use the following table or develop a similar one. When you present your analysis with slides in class, show the activities that you have analysed on the left and the correspondent categories they are related to on the right.ANALYSIS OF TEACHING AND LEARNING ACTIVITIESEach activity must be analysed in relation to all the criteria given on the left column of the following table. Mark only the competences/elements that are explicitly developed in each activity by ticking in the right squares.TEACHING UNIT ANALYSISANALYSIS OF ACTIVITIES FROM THE STUDENT’S BOOK AND WORKBOOK1 2 3456789101112131415161718192021222324KNOWLEDGE OF LANGUAGE / LINGUISTIC COMPONENTSLinguistic aspects /competence:1. Grammar2. Vocabulary3. Phonetics4. SpellingSociolinguistic / pragmatic aspects/competence:5. Functions/Speech acts 6. Discourse Competence (working with texts)LISTENING, SPEAKING AND SPOKEN INTERACTION – ORAL COMMUNICATION 7. Listening8. Speaking & reciting9. Interaction: listen-speak10. Listening and reading11. Speaking and readingREADING AND WRITING -WRITTEN COMMUNICATION12. Reading (silent and aloud)13. Writing 14. Interaction: reading-writing PRIVATE 15*. EXISTENTIAL COMPETENCE.16*. LEARNING TO LEARN 17. (INTER)CULTURAL aspects18*. BASIC COMPETEN.CES CLIL & cross-curricular act.19*. ATTENTION TO DIVERSITY (for HA & LA)20*.VALUES INTERACTION AND GROUPING TECHNIQUES21. Teacher to whole class22. Teacher to Student23. Pair work/ St St24. Independent work25. Group workMATERIALS AND RESOURCES26. (Text)book27. Pictures28. Recordings29. ICT/internet30. Notebook/Workbook/sheets31*. Others: .............15* A = attitudes (ex.: openness, ..); M = motivations (ex.: intrinsic, instrumental, ..); V = values (ethical & moral, see 20); B = beliefs (ex.: ideological, religious, ..); CS = cognitive styles (ex.: visual, auditory, field dependent, field independent.); PF = personality factors (ex.: extroversion, ...)16* LA = language awareness; SK = study skills; HS = heuristic skills; RL = reflection on learning, metacognition18* M = mathematical comp.; NW = natural world; I = internet, new technologies; SK = social and civic skills; A&C = art and cultural, LL =see 16; AW = autonomous work (LC = linguistic competence; it is supposed to be developed in each activity); HE = health education, etc.19* HA = for high achievers, LA = for low achievers20* GE = gender equality, EP = education for peace, SI = social integration, S = solidarity, HE = (to value) health education, T = appreciating our traditions31* F = flashcards; R = real objects, realia, Which competences and aspects receive most attention? Which ones are neglected? Make a brief ic 5. ORAL COMMUNICATION AND INTERACTION (Chapter 5)TASKS Take a primary textbook or use the internet, and analyse the speaking activities presented in a TEACHING UNIT. How realistic do you think the activities are? Are they very controlled? Do they give students the chance to express their own views? Is listening and speaking integrated? Show the activities on the left and your comments/analysis on the right. Look for a website which shows the portfolio for Primary Education, for example: enter the European Language Portfolio and read the language passport, dossier and the biography sections. Select one activity related to oral communication from each type of portfolio and give an example. You can also use the links given in the list of materials (see: ) and select some ic 6. READING (Chapter 6)TASKS Select one reading text suitable for teaching English in each of the three cycles of Primary Education in Spain. State the criteria taken into account when selecting the texts. Include a sample text or reading activity for each cycle. Give reasons for your choice. What linguistic aspects could best be practised? What aspects would you exploit in relation to sociolinguistic, cultural and discourse competence? What kind of attitudes and values could you transmit?Select a graded READING book you consider appropriate for Primary Education and plan its exploitation in the classroom. You can choose to approach the text using any of the processes in reading in a foreign/second language. Select one task from the pre-reading, while-reading, and after-reading grids in section 8 and explain how to do them in class. Topic 7. WRITING IN A FOREIGN LANGUAGE (Chapter 7)TASKSFind or write three writing techniques from English textbooks of Primary Education. Can you see an increase in the level of difficulty, a progression in the techniques employed? Is a particular work method followed? Consult the Teacher's Guide to find out the methodological principles of writing followed by the Publishers. Look for one game that may be useful to develop the writing skill. Propose some changes to adapt your game to different situations.Research work. What type of spelling mistakes do children make? To complete this task, you can use the three texts provided at “Students Written production_Texts_6th Grade_Primary” in the Materials menu at or you can dictate a text to a student or a group of students, correct the exercise(s) and classify the mistakes according to the following taxonomy (see Madrid and Muros 1985, Madrid and Velázquez 2000, Pérez Ca?ado 2003):SPELLING ERRORSType of errorExample1. Omission of silent lettersfruit → frut2. Omission of final letters cats → cat3. Omission of double consonantssitting → siting4. Omission of syllablespoliceman → plisman5. Omission of wordsit’s a book → it’s book; on the table → on table6. Addition of lettersbag → bags7. Substitution of lettersbook → buk8. Substitution of homophone wordsit’s → is9. Transposition of lattersreceive → recieve10. Omission of apostrophesthat’s → thats11. Inadequate separation of wordsinteresting → interes ting12. Inadequate joining of words a book→ abook; let’s see → letsi13. No use of capital lettersMonday → monday14. Wrong use of graphic accentpencil → péncil15. Wrong use of full stops.?16. Wrong use of comma?17. Wrong use of semicolon 18. Omission of exclamation markHello! → Hello19. Wrong use of exclamation markHello! → ?Hello!20. Omission of question markAre you there? →Are you there21. Wrong position of question markAre you there? → ?Are you there? ………………Make a brief report about your results and the remedial work that you can introduce in class to improve the students’ spelling ic 8. DEVELOPING LINGUISTIC COMPETENCE (Chapter 8)TASKS Work in pairs1. Evaluate a teaching unit in a textbook for primary education considering the following LINGUISTIC activities/techniques: LINGUISTIC COMPETENCEACTIVITIES12345678910111213141516171819201. Grammar exercise/activity2. Vocabulary exercise/activity3. Phonetic activity4. Spelling activityWhich linguistic aspects receive more attention?2. Prepare or select one linguistic activities from a Primary textbook for each of the four linguistic components in the previous table, Indicate the following aspects: age-level, specific aims, key vocabulary, main skills and strategies you would develop, desks arrangements, procedures, and materials and explain why you have chosen them. 3. Look for one phonetic activity in Primary textbooks (or design it). Write some techniques and procedures to work with: a) auditory phonetics and b) articulatory phonetics. What spelling difficulties are reinforced?4. Listen to the recording provided in HYPERLINK "" ugr.es/local/dmadrid, section TEFL, MATERIALS. (Reading aloud-recording Grade 4-Primary Education and Reading aloud_recorded text_script_Grade 4_Primary Education), identify the pronunciation errors when reading aloud and classify them in these categories (errors with 1. vowels, 2. consonants, 3. diphthongs, 4. triphthongs, 5. stress, 6. rhythm and 7. intonation) . Which seem to be the most difficult phonetic aspects? Topic 9. DISCOURSE COMPETENCE IN THE EFL CLASSROOM (Chapter 11)TASKS1.Use a Primary textbook and analyse the type of texts presented in one unit (dialogues, narrations, descriptions, poems, etc.). How many different texts have you found? Give one example of each text and summarise its main characteristics. pile one nursery rhyme or poem that can be used in primary school. Develop a planning for its presentation in a specific level of Primary Education.3.Go through a Primary textbook and analyse the type of songs presented in two units of work and the methodology followed in their exploitation. Analyse the language and topic of each song in relation to a) the curricular design and b) the linguistic and emotional development of the students. Then, focus your attention on one song and give an outline with the didactic approach that you would follow to teach the:- Linguistic aspects: grammar, vocabulary,... - Pragmatic aspects, communicative functions- Sociocultural references- Stylistic features- Musical characteristicsTopic 10. MATERIALS AND RESOURCES FOR ELT (Chapter 12)TASKS Find or design a learning task which requires the use of the blackboard and other resources mentioned in chapter 12.Discuss your experiences as a learner. How do you feel about Audio Visual Technologies (AVT)? What is your personal opinion? Which AVT do you think is the most useful for the EFL classroom? Which one do/did you enjoy most? Which one is the most frequent in your classroom?Use a textbook and find or writer one activity that can be taught and reinforced by using the following resources:(Text)bookBlackboardPicturesRecordingsVideo clipsICT/internetNotebook/Workbook/sheetsRealiaShow each activity and explain the resource that can be used with it and how to do it in class.Use google images and insert a picture of all the resources that you know and that teachers and students can use in the English ic 11. EVALUATION (Chapter 13)TASKS 1.Test a classroom textbook. Use the checklist provided in section 11.4. What are the most relevant results? What didactic implications can you see?2. Look for a website which shows the portfolio for Primary Education, for example: HYPERLINK "" for information about the European Language Portfolio (ELP):- What is a European Language Portfolio (ELP)?- What are the three parts of a portfolio?- What are the aims and functions of an ELP?- What are the main principles of an ELP and what recommendations are made?When you have collected this information, write your own English language portfolio. Use other validated portfolios as models. 3. Look at the following basic statistic data about the sample test you have at HYPERLINK "" Test for Primary Education.pdf and answer the following questions:TEST SCORES- ENGLISH_6TH grade_ PRIMARY (Listening, Reading and Writing)(scale - 0 to 1 points)StudentsScores (0-1 points)(correspondent to 10 tasks based on Primary curricular objectives, see sample test in ugr.es/local/dmadrid, MATERIALS)123456789100,330,450,830,750,170,410,50,80,40,370,460,170,130010,50,400,9210,830,630,8310,310,710,790,810,380,50,40,6110,70,170,20,70,190,70,20,50,2000,60,70,3300,330,200,80,60,61110,370,50,410,60,70,40,660,70,60,250,170,40,330,60,70,30,330,45000000000,040,250000,610000,550,650,660,880,660,210,910,80,30,40,660,370,330,40,6700,50,50,9610,50,250,660,210,70,600,130,30000,20,170000,20,30,1700,50,20,500000,1000000000,30,40,50,250,1700,50,200,30,10,250,170,130,330,610,30,30,10,160,25000000000,40,45000,66010,400,30,30,40,3300,3300,6000,300,3000,40,6000000,2000000000,250,40,5000,600000,160,3000,170,400000,20,3000000000,120,20000,4000000,10000000000,200000,330000,330,350,500000000,30,30,170000,170000,540,4000000000,370,40,1700,310,1700,66000,040,20,170,250000000,040,20,33000,2000000,200,2500000000,20000100000,1000000000,040,150,500000000,50,50,500,50,200000,160,30,150000,6600000,250,66000,400000,160,200000,170003.1. Who are the three students with the lowest results?3.2. Who are the three students with the highest results?Descriptive statistics (scale 0 to 1 point)N = 43Tasks MeanStandard DeviationN? of students with “pass”(with 0,5 points or more)N%1 Listening-games0,270,271023,25%2 Listening-food and drinks0,370,23818,6%3 Dialogue-ordering a pizza0,280,311534,8%4 Reading comprensión-questions-pets0,110,2137%5 Reading comprehension-vocabulary0,190,25921%6 Completing a story-Jack & Jill0,190,24511,6%7 Realia-notices0,330,401637,2%8 E-mail message0,190,311023,25%9 Describing member of the family0,160,31921%10 Describing a pet0,130,25511,6%3.3. What are the three most difficult tasks? Why? 1 Listening-games2listening-food and drinks3dialogue-orderinga pizza4readingcomprehensionquestions-pets5readingcomprehension-vocabulary6completingstory-Jack & Jill7Realia(notices)8e-mailmessage9describingmemberof the family10Describinga petN43434343434343434343Mean,27,37,28,11,19,19,33,19,16,13Median,20,30,17,00,00,17,17,00,00,00Mode,00,20,00,00,00,00,00,00,00,00ReliabilityCronbach Alpha N of objectives0,92*10* 1 = maximum reliability3.4. Was the test reliable? Why?What’s your opinion about the test design and results? Would you modify anything when administering the test again? What are your final conclusions?Use an English textbook and select or write one activity that can be used to test the students’- Listening comprehension skill- Reading comprehension skill- Writing skill- Linguistic competence (grammar)- Vocabulary- Spelling skillTopic 12. CLASSROOM MANAGEMENT (Chapter 14)TASKS Work in pairs:Look for teaching and learning activities in textbooks or in the internet and select or design one activity which implies the following:The Teacher talking and teaching to the whole classThe Teacher talking to one StudentPair workIndependent workGroup workPictures and/or postersRecordingsAn activity to be done in a notebook/workbook/sheetExplain the main purpose of each activity and how to do it in class.Look for teaching and learning activities in textbooks or in the internet and select one activity that belongs to:The presentation stage (Vocabulary)The presentation stage (Language/Grammar)The presentation stage (Listening)The presentation stage (Speaking)The presentation stage (Reading)The presentation stage (Writing)The practice/production stage (Vocabulary)The practice/production stage (Language/Grammar)The practice/production stage (Listening)The practice/production stage (Speaking)The practice/production stage (Reading)The production/practice stage (Writing)Explain the main purpose of each activity and how to do it in class ................
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