Script Summary Cheklist

7/25/2019 Script Summary Cheklist

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SCRIPT

SUMMARY CHECKLIST

Students:

Rodrigo Lara Álvarez

Ana Perea Barranco

Isabel María Ruiz Cáceres(Group: 2 Afternoon)

Subject: Methods, resources andinvestigative techniques.

Teacher: Dr.Jesús Casado Rodrigo.

Department: Teaching Language andLiterature and Integrated Philologies.

School year: 15/16



Script. Summary Checklist – Methods, resources and investigative techniques.

SCRIPT. SUMMARY CHECKLIST

CHEKLIST GROUP

1- GENERAL AIMS AND COMMUNICATIVE COURSEBOOK.

In this section, firstly, we’ll talk about the aims.

The objective which consists in listening and comprehends oral messages of progressive

complex is achieved. On the contrary,…. the activities like producing texts, interacting in

real or simulation situations orally and developing basic strategies like speaking …. are

not achieved.

In addition to this …we can’t find any activities about the relation between words and

sounds, but we can see a lot of activities about listening and repeating in order to practice

the pronunciation, the rhythm, the reading, and the stress.

Like we have said, the texts have a lot of activities about listening but, we can not see in

the texts any introspective tasks. We can say that the book tries to achieve individual

work, with only two or three activities in pairs in each unit. We think that with this kind

of activities children are not aware of the importance of collaborative learning .

Regarding the student’s profile, this book is adapted to the student's interests such as

sports, animals, films… What’s more, The book images and texts are related with

intercultural since protagonists are frequently people of different cultures. From this point

of view , it appears different holiday like the Easter, Halloween…

Finally, we can find elements of genuine communication: unpredictability because we

can find open questions, opportunities to express real information because there’re

activities with which students can express real information such as sports, things that

they did, etc., feelings, opinions and opportunities for learners to structure their own

discourse as the book promotes opportunities to students to structure their discourse or

ideas with open questions such as “Ask a friend about his/her weekend”.

2. THE COURSEBOOK PACKAGE

The total package has a class book, activity book, teacher’s book, teacher´s didactic guide

and a CD. Relative to the different parts of the total course package, we think it is well

connected because the teacher book explains:

- The objectives,

- The competences

-The contents

We will be worked in each topic of student´s book.

Also, the teacher´s didactic guide proposes how to work with the different books and

resources.




The book has an index where different lessons are presented. The review about each two

lessons, Say it with me, United Nation Day, Earth Day, Gastonbury festival, irregular

verbs and flyers practice test. The index is very general. Although …The page numbers

of each lesson are shown, the contents of each lesson are not specified.

The organization of the course is totally cyclic because the methodology is the same in

all lessons. Therefore, the students work following the same pattern. We want to empha-

size that grammar and vocabulary are related to the corresponding lesson.

3- METHODOLOGY.

The principal approach to language learning presented by the coursebook is The Direct

Method because all the activities are about listening and speaking. To classify the book

we have also taken into that the grammar is taught in an inductive way, what means thatin our book there isn’t a specific place where grammar is explained. On the contrary, you

can find a lot of examples in the texts. The book tries that the learning be deducted when

thinking about the examples. We can see…The progression of oral communicative skills,

what is a specific feature of the Direct Method. We want to add that the new vocabulary

and sentences are usually taught by examples. All that leads us to classify the book with

The Direct Method.

The communicative competence is the most important one in our book because it’s

focused on listening-repeating activities. This is very good, but we miss some production

tasks.

The students are exposed all the time to comprehensible input, listening activities, stories,

dialogues, tongue twisters… Most of the activities in our book focus on listening and

repeat or read. We have studied each unit and we can find more or less the same structure

in each one: around seven listening activities, one singing activity, three reading

activities, two speaking activities and a writing activity. All that makes us think that they

are really exposed to comprehensible input.

The instructions for the activities are clear both to the teachers and learners because they

are short and easy to understand. The grammar and the vocabulary are very easy too.

4- LANGUAGE CONTENT

In most lessons, the content isn’t correctly produced because there are some activities

with no connection with the objectives of lesson. We also, think that there should be more

activities, more examples, and more learning situations in every lesson. The visual aid is

also very important throughout the book.




Secondly, according to the grading, sequencing and staging, we think that the difficulty

of the contents is the basis of the book's sequencing. Students start with easy matter, in

this case, present simple, and the difficulty is progressive. The same happens with the

vocabulary sections.

CHEKLIST INDIVIDUAL

1- GENERAL AIMS AND COMMUNICATIVE COURSEBOOK.

• It’s included only in the teachers book. In the student’s book doesn’t mention

any objectives.

• The instructions are very clear. Grammar and vocabulary are very easy and

intuitive. Sentences are short and very direct.

• What students are going to learn isn’t very clear because there isn’t a

previous explanation about it.

• The book has communicative activities about reading, listening, writing and

speaking.

2- METHODOLOGY

• Communicative competence is development, as I mention previously.

• The students are exposed to comprehensible input because the book requires

the children to listen, repeat, answer and read stories, songs, and puns, whilethey enjoy.

• The instructions are very clear to the teachers and learners.

For students the instructions are very clear because it’s very short,

concise and use a simple vocabulary and grammar

For the teacher instructions are very clear in different headings. The

teacher´s book include the same parts called “Objectives”, “Target

Language”, “Materials Required”, offering a very clear and visual

perspective for the teacher.

• Most of the activities are encouraged an inductive approach of learning.

The teacher provides examples and students will deduce the rule.

• Learners are encouraged to use the language creatively

The book contains some opened tasks.

Although most of the activities are too restricted, we found some

activities where students can use the language in a creative way. For

example: Talk about your favourite day of last week. There are two personalized activities in each unit.




• The attitude towards learner error doesn’t appear. The teacher can correct

the error how he/she want. Also, in the communicative style of a second

language learning mistakes can be accepted.

• The mother tongue isn’t used in the book because it is focus on learning the

second language.

• There isn’t cooperative activities, only activities in group or in pairs.

3- EVALUATION

• The teacher´s book doesn’t include any techniques for assessment.

• The student’s book includes special pages for revision, self-testing, self-

assessment and reference. At the end of the student’s book there’s “Get it

right” where the student can test their own knowledge. It's similar to a self -

assessment method. Also there’s some links with interactive activities of

different units.

4- LANGUAGE CONTENT: TOPIC

• Real topics are included in the coursebook. Some of them are: Natural World,

City Life and Peace Day.

• Real topics are suitable for the age group. The topics are close to interests and

feelings of students like sports, comics, cartoons or television.

4.1 LANGUAGE CONTENT: GRAMMAR ITEMS

Grammar covers the study of present simple, present continuous, present per-

fect, the “going to” future, imperatives and past simple, irregular verbs, short

questions and the comparative and superlative of adjectives.

The grammar covers the students’ needs for basic frequent structures in Eng-

lish.

New grammar items are practised in an inductive way like stories, comics or

dialogues.

4.2 LANGUAGE CONTENT: VOCABULARY

• There isn’t a vocabulary list. New vocabulary is always shown with nice texts

accompanied by explicit and useful images. Also, it’s close to interest and

feeling of the students.

• The new vocabulary is presented step by steps with no more than twenty

words in each of the units. In addition to this, there are new words called “target

language” in the teachers´ book so the teacher decides the complexity of the

vocabulary. It can also be used to attend the diversity of levels in the classroom.




4.3 LANGUAGE CONTENT: PHONOLOGY

• Each unit includes material for pronunciation work , like phoneme cards or

recordings.

•

It includes individual sounds, the sounds in intonation and in a word andintonation. The book doesn’t mention terminology about phonetic, phonetic

alphabet and stresses.

• It’s worked with listening activities, mainly centered on oral comprenhesion

rather than encouraging the pronunciation practise.

5- SOCIAL AND CULTURAL VALUES

• The book shares the English culture in a funny way, like eating habits, food,

music, festivities...

• The women have equal prominence to men.

• Social relationship are showed realistically

• The book doesn’t mention about different ethnic origin, occupation or

disability.

6- SKI LLS

6.1 LI STENI NG

• There are several kind of listening comprenhension tasks: narration of

stories or tales, list of object things, words in isolation recognition and some

dialogues.

• The recorder material is really good. It listens clear and loud and it’s realized

by native speakers.

• There isn’t any video material for listening.

6.2 SPEAKING

• Speaking is the worst-worked skill.

There are only a couple of activities in each unit

Badly organised (only five minutes per session)

Poorly placed (at the final section)

• The material to work speaking contains:

-

A guide to follow questions




- Dialogues in pairs. Students answer several questions and then carry out the

dialogue in pairs. It can be monotonous for the students because it always has

the same sequence.

6.3 READING

• This it is the best-worked skill. There are at least 4 reading activities in each

unit, one of them very extensive text and the others small text, so we can affirm

that this skill is fully develop.

• The reading passages are connected with students’ interests and levels.

Difficult increases in each unit.

• The grammar and vocabulary are presented by reading task. These new

word are in their context and sometimes there’re images to help to guess them.

• Text types are narrations, comics and reports.

6.4 WRITI NG

The material to work writing is monotonous.

It follows some strict rules and patterns to memorize.

Also, it doesn’t encourage the creativity.

The difficulty of the grammar and vocabulary is increase in each unit.

7- TEACHER’S BOOK

• The teachers need the book to solve doubts and guide the learning. It

includes: objectives, resources, activity’s answers and extra activities. Also, it

provides advices about how present the new vocabulary and grammar.

•

It’s very comprehensive and flexible. It gives a lot of extra activities andconsolidation task for the different levels and learning styles in the classroom.

• It includes a summary of each unit at the beginning of the book, where

appear Key Language, Key Vocabulary, Pronunciation, the Content of the

lessons are several Language, Writing and Learning Competences.

• The book treats to create really contexts and it has a lot of culture-specific

information.

• It doesn’t encourage to teachers to note down their own ideas in the book.

Documents

Script Summary Cheklist