Year programing 2011 5º de primaria

ANNUAL DIDACTIC PLANNING: 3rd Cycle Primary School

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INDEX 1. JUSTIFICATION AND CONTEXTUALISATION......................................................1

1.2. CONTEXTUALISATION…………………………………………………………………….. 4

1.2.1. ANALYSIS AND IDENTIFICATION OF SCHOOL. ………………………………………….. 4

1.2.2. HUMAN RESOURCES. ………………………………………………………………………… 5

1.2.3. PARENTS PARTICIPATION AND INSTITUTIONAL RELATIONS. ……………………….. 6

2. ANNULA PROGRAMMING CONTRIBUTION TO THE DEVELOPMENT OF BASICS COMPETENCES. ………………………………………………………………………….… 6

3. GENERAL OBJETIVES IN THE AREA OF FOREIGN LANGUAGE. ……………. 9

4. CONTENTS FOR THE 3rd CYCLE. …………………………………………………. 10

5. METHODOLOGY. ……………………………………………………………………… 17

5.1. ITC (INTEGRATE TREATMENT OF LANGUAGE)……………………………………… 18

5.2. ETC. ………………………………………………………………………………………….. 18

5.3. DIDACTIC SEQUENCE. …………………………………………………………………… 18

5.4. CLASSROOM ARRANGEMENT. ………………………………………………………….19

5.5. STUDENTS GROUPING. ………………………………………………………………… . 20

5.6. TIME ORGANISATION. ……………………………………………………………………. 21

5.7. THE ROLE OF THE LEARNER. ………………………………………………………….. 21

5.8. THE ROLE OF THE TEACHER. ………………………………………………………….. 22

5.9. MATERIALS AND DIDACTIC RESOURCES. ……………………………………………22

6. ASSESSMENT. …………………………………………………………………………23

6.1. INICIAL ASSESSMENT. …………………………………………………………………...24

6.2. FORMATIVE ASSESSMENT. ……………………………………………………………..24

6.2.1. META- EVALUATION. ……………………………………………………………………25

6.3. SUMMATIVE ASSESSMENT. …………………………………………………………….25

6.4. INSTRUMENTS OF EVALUATIONS. …………………………………………………… 25

6.5. EVALUATION CRITERIA. ………………………………………………………………….26

6.6. ASSESSMENT CONSEQUENCES. …………………………………………………..… 27

7. ATTENTION TO DIVERSITY. ………………………………………………………...28

7.1. ATTENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS. …… ……..29

7.2. DIVERSITY TREATAMENT. …………………………… …………………………….29

8. EDUCATION ON VALUES. ………………… ………………………………………..30

9. DIDACTIC UNITS. ………………… …………………………………………………..34

10. BIBLIOGRAPHY. …………… ………………………………………………………...35


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1. – JUSTIFICATION AND CONTEXTUALISATION.

This Syllabus is planned for whole School year (annual term) for the stage of Primary

Education, in the area as English as a Foreign Language. It is centred on students of 3rd

Cycle, and focused on 5th grade. It follows an inductive perspective since it is elaborated

from theatrical aspects by using the instruments and techniques that are explained as

follows. On the one hand, it is developed in accordance to the general objectives,

curriculum contents and evaluation criteria presented in the Foral Decree 24/2007.

This Syllabus is adapted to the special characteristics of a particular social and cultural

environment. In relation to this, it responds to the students’ educational necessities, which

include attention to diversity of which there is clear evidence in our schools nowadays.

Taking into account that not all students learn alike and neither at the same pace or some

have skills that others lock, this Syllabus includes reinforcement and widening activities

that will be appropriate at specific moments, depending on the needs that our students

show during their learning processes. It attends to the differences of learning styles: oral,

visual, movement. The use of a wide variety of activities and attractive materials will

capture and maintain children’s interest.

The Syllabus developed here considers of primary importance some principles that

guarantee a successful educational process. First: Constructivism. We bear in mind that

learning takes place when new knowledge is integrated into previous knowledge

schemes. Consequently, through the elements of this Syllabus we will facilitate the means

for our students to establish significant relations between the new knowledge and

previous experiences.

Secondly, the present Syllabus deals with aspects of reality that connects with students’

interests and needs, taking into account their own way of conceiving the world. Because

of this, our students will show a greater management of the new contents since they seem

more attractive and motivating.

Next, in the Stage of Primary Education, regarding the organisation of School contents, it

is essential to point out the principle of globalisation.


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Learning must be organised focusing our attention on the characteristics of the way

children think. And this idea should rule the approaching to knowledge from a scientific

perspective at the same time he/she learns through discovering and imitation. Along this

Syllabus the ideas presented above are aimed to favour integrated and global leaning

processes on our students. The procedure to achieve this is to include cross curricular

connections (interdisciplinary content) from the area of English to approach the other

areas of the curriculum. This will be carried throughout our didactic unit by means of tasks

and projects which also deal with other social requirement (Education in values) such as:

civic and moral education, health education, education for peace, attention to

environment, education for the equality of fenders, consumer education, new

technologies…

The main objective for this project is that our students acquire communicative competence

in English. Therefore, this Syllabus is based on the Communicative Approach: an

approach that requires the use of English as a vehicle of communication in the classroom.

In order to achieve the objective mentioned above some guidelines are followed by this

approach. For instance, the centre of our planning is the activities where objectives,

contents and evaluation are integrated.

In fact, the didactic units included our Syllabus are structured under a task based

approach in which a final task in each unit is what gives logic to the performance of the

entire unit.

It is also important to mention that the skills of comprehension and production, both oral

and written will be worked out in an integrated way. Moreover, these skills will be

developed in contexts that are presented with authentic activities and with the use of

authentic material so the situations and the intentions of communication are real. In

relation to the context where children are learning the language, errors occur as something

natural. In this case teachers have to deal with students’ errors as a process to

improvement and not a process of failure.

Motivation is an important aspect pointed out through this Syllabus. Motivation needs to be

arisen from an active participation of children who are guided to the reflection of their own

progress. Their contact whit the foreign language by means of activities will create

significant experiences.


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The justification of this Syllabus keeps relation with characteristics of the school social

context and the school identity in which it is developed. Therefore, it is important to provide

enough and meaningful information so as to contextualize our educational intervention.

Legal frame:

These are the Legislative sources I have taken into account when planning this annual

programming:

• The Organic Law of Education (L.O.E) 2 / 2006, 3rd May 2006.

• Real Decree 1513/2006 Minimum contents

• Official Curriculum, that is, Foral Decree 24/2007 of 19th March (which gives special

attention to CLIL: Content and Language Integrated Learning, Common European

Framework of Reference (CEFR) and The European Language Portfolio (ELP).

• Foral Order 93/2008, 13th June, from the Counsellor of Education by which the

attention to diversity in Infant and Primary Schools is regulated.

• Foral Order 216/2007, 18th December, from the Counsellor of Education, by which the

Evaluation and Promotion of students in Primary Education are regulated.

1.2. – CONTEXTUALISATION.

The school is located in a town with an approximate population of 4.600 inhabitants in the

south of our Foral Community. It is situated in an active farming and canning industry area.

Therefore, the social background of students is that of middle-class and high medium

economic level.

We have many foreign students too so we must adapt our teaching process to their

learning process. We have Moroccan, Chinese and South American students in the class.

1.2.1. - ANALYSIS AND IDENTIFICATION OF THE SCHOOL The School consists of a single building for the Primary Education and it stage is

connected with the Nursery units on the first floor. There are two models of language,

model G (subjects within Basque Language) and model A (Basque Language as a

subject in the curriculum).


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The spaces available are the following:

Gym with theatre and athletic facilities with restrooms.

Front playground and restrooms.

Back playground with sports area.

Computer room.

Library and audiovisual room.

Entrance and hall (used in different celebrations)

Restrooms Upstairs and downstairs.

Apart from this, there are different departments. They are useful to organise material

resources for teachers and students. The 3rd Cycle department is also used as

reinforcement to give further space and it is provided with a computer and a blackboard.

There are, however, concerns as to the excess of heat in the classroom: they are oriented

forcing south to gain better light and hest; in this perspective, the oil heaters in the corridor

usually provide too much heat.

1.2.2. - HUMAN RESOURCES. Regarding the staff, the teachers’ board is composed by those assigned:

- NURSERY EDUCATION

- FOREING LANGUAGE: ENGLISH

- BASQUE LANGUAGE

- PHYSICAL EDUCATION

- MUSICAL AND ARTISTIC EDUCATION

- PRIMARY EDUCATION

- ITYNERARANT TEACHER (SPECIAL EDUCATION, LISTENING AND LANGUAGE)

FREE DISPOSITION (ACADEMIC REINFORCEMENT)

- SOCIAL EDUCATION

Administrative and service staff: administration activities are carried out by a School

Monitor who also helps out with the Secretary functions.

The School counts with a janitor who depends on the Town Hall and occupies a school

especially adequate. Cleaning and security service are also competence of the Town Hall.


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1.2.3. - PARENTS PARTICIPATION AND INSTITUTIONAL RELATIONS.

There is an optimal Parents collaboration in the school project and they are represented in

the School Council (APYMA in Spain). They maintain a good relation with the School.

However, their worries should be increased in relation to their children learning process.

Parents are always welcome to observe or participate in their child’s educational process.

On the other hand, meeting with parents are frequently organised in order to inform them

about our teaching work and children educational respond.

It is important to mention the Town Hall participation together with the PA (Parents

Association) and Teachers’ Board. This is canalised not only through the School Council

but also by means of meetings programmed in the School Annual Plan.

The services that the school offers are:

Canteen services.

School transport.

Extracurricular activities: English, Computer skills, karate…

2. –CONTRIBUTION ANNUAL PROGRAMMING TO THE EVELOPMENT

OF BASIC COMPETENCES.

Competences are defined here as a combination of knowledge, skills and attitudes

appropriate to the class context. Many of the competences overlap and interlock: aspects

essential to one domain will support competence in another.

Competence in the fundamental basic skills of language, literacy, innumeracy and ICT is

an essential foundation for learning, and learning to learn supports all learning activities.

There are a number of themes that are applied throughout the framework: critical thinking,

creativity, initiative taking, problem solving, risk assessment, decision making, all of them

aim to develop constructive learning and are connected with each other.


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According Foral Decree 24/ 2007 Annex I, under the proposal by the European Union, the

basic competences must be reflected in our planning:

1. - Linguistic competence.

2. - Math competence.

3. - Knowledge of the physical environment.

4. - Treatment of digital information competence.

5. - Social and civic competence.

6. - Cultural and artistic competence.

7. - Learn to learn.

8. - Authonomy.

But in Navarra in "Plan to improve basic competences of students in Primary Education”

has established as priority items:

1. - Linguistic competence.

2. - Math competence.

3. - Knowledge of the physical environment.

4. - Treatment of digital information competence.

5. - Education in values.

PROPOSAL COMPETENCE IN

NAVARRA

COMPETENCE IN LOE AND FORAL

DECREE 24/ 2007

1. - Linguistic competence. 2. - Math competence. 3. - Knowledge of the physical environment. 4. -Treatment of digital information competence.

1. - Linguistic competence. 2. - Math competence. 3. -Knowledge of the physical environment. 4. -Treatment of digital information competence.

5.- Education in values

5. - Social and civic competence. 6. - Cultural and artistic competence.7. - Learn to learn. 8. - Authonomy.


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The design of the curriculum in this area, placing emphasis on the social use of language

in different communicative contexts, makes clear its direct contribution to the development

of all aspects that make up the linguistic communicative competence.

It should also be noted that the strategies for communicative competence are acquired

from a specific language, but do not relate solely to know how to use this language, but

the use of language in general.

Access to knowledge and knowledge construction through language is directly related to

basic skills of learning to learn, and the autonomy and personal initiative. The language,

as a communication tool, is a means of representing the world and is the basis of thought

and knowledge, to communicate with one self, analyse problems, develop plans and

initiate decision making processes. In short, it regulates and guides our own activity with

increasing autonomy.

The processing of information and digital literacy, is the area which contributes in that it

provides knowledge and skills for searching, sorting, processing of information and

communication, in particular, to understand information in its structure and text

organization, and for use in oral and written production.

Language contributes greatly to the development of social and civic competence,

understood as skills and abilities for coexistence, respect and understanding among

people, since its acquisition necessarily requires the use of language as a basis for

communication. Learning language is, above all, learning to communicate with others, to

understand what they convey, to make contact with different realities and take on their

own expression as a fundamental mode of openness to others.

Moreover, language education as a value satisfying all languages as equally capable of

performing the functions of communication and representation, discusses the ways by

which the language conveys and sanctions prejudices and stereotyped images of the

world, with a view contribute to the eradication of discriminatory use of language is,

increases to the development of this competence.

In addition to recognizing the language itself as a leading cultural, in the area of reading,

understanding and appreciation of literary works contribute to the development of cultural

and artistic competence.


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3. – GENERAL OBJETIVES IN THE AREA OF FOREING LANGUAGE.

According Foral Degree 24/2007, 19th March, the teaching of the English language at this

stage will have, as an objective, the development of the basic communicative competence

that involves/includes the following capacities:

1. - Listen and understand messages in a variety of interactions, in standard language

using the language transmitted by those texts in order to carry out specific and diverse

tasks related to experience.

2. - Express and interact orally in simple and day to day situations which contain familiar

content and development, using verbal and non-verbal procedures and adopting a

respectful and cooperative attitude: express likes, desires, opinions, feelings, or simple

information on the topic.

3. - Read a variety of texts comprehensively and adequately, extracting general and

specific information according to its purpose. Read as a value for acquiring of information.

4. - Write a variety of texts with different aims previously elaborated in class with the help

of models.

5. - Acquire the precise vocabulary in order to obtain proper expressions, by using the

dictionary, additional techniques, and the library as a basic resource.

6. - Identify phonetic aspects, rhythm, accentuation, and intonation, as well as linguistic

structures and lexical aspects of the foreign language and use them as elements for basic

communication.

7. - Understand and deal with the socio-cultural dimension.

8. - Learn to use, with progressive autonomy, every means available, including new

technologies to obtain information and to communicate in the foreign language.


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9. - Value language as a means of communication and understanding among people from

different backgrounds and diverse cultures.

10. - Manifest an attitude which is receptive, shows interest and self-confidence, in the

ability of learning and using the language.

11. - Use the knowledge and previous experience gained with other languages for a more

effective, rapid, and autonomous acquisition of the language.

12. - Acquire practical skills and abilities in order to learn, and transfer knowledge and

communication strategies to other languages. Use this language progressively as a

means of learning the contents in the areas.

4. - CONTENTS FOR THE 3rd CYCLE.

BLOCK 1. LISTENING AND COMPREHENDING, SPEAKING AND CONVERSING.

The comprehension, speaking and conversation, is knowledge included in the

phonological system, essential for articulate comprehension and oral expression.

Students learn to use the oral language through basic tasks: talking about themselves,

having others pay attention to and understand them, solving problems, giving and asking

for information that they need… both within the school context, as well as within the social

context. Given their possibilities, students must be able to give a description, an

explanation, relate information, give reasons, ideas, predict, ask for something, and

express an opinion. The texts that appear in bold type are what students should know how

to produce. The rest would be, above all, receptive.

• They begin to listening and comprehending of oral messages with gradual

complexity, such as instructions or explanations, directed oral interactions or

audiovisual and computer recordings, in order to obtain global and specific

information.

• They have an oral interaction in real or simulated situations, with progressive

autonomy, efficiency and complexity of expressions used.


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• The production of oral texts with gradual autonomy, efficiency and complexity

based on previously known models and linguistic structures and they begin to

showing interest in oral expression in individual and group activities.

• The development of basic strategies in order to aid in comprehension and oral

expression: the use of visual and non-verbal contexts and the previous knowledge

on the topic or situation, transferred from their own languages to this language.

• Show interest in expressing oneself orally, individually or in group activities (songs,

dramatizations, working as a team, etc.) with gradual autonomy.

• They are prepared to overcome the difficulties that usually emerge in

communication because of an imperfect mastery, using the communicative

strategies of their own languages.

Texts:

From the ones mentioned in the previous stage principally: poems, dialogues. Paying

special attention to:

1. Narrative texts (chronological order, progression of content): tales, news, accounts,

experiences.

2. Explanatory texts (contents of other subjects)

3. Listening and comprehending. Skills and strategies:

4. Pull out the general meaning and the relevant information for a task.

5. Grasp the specific information of oral texts in order to be carry out the in-class

activities, by understanding the ideas expressed characteristic of communicative

situations: number, type of addresser and addressee, moment and place of

communication), as well as the communicative purpose (informative, connotative,

humoristic…)

6. The application of the main strategies for comprehension: prediction, anticipation,

inference.


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They begin to have an oral expression and interaction. Skills and strategies:

1. Maintaining conversations, about every day, familiar topics or those frequently

reviewed in class.

2. Inventing dialogues under established guidelines

3. Expressing: certainty, possibility. Facts, opinions.

4. Agree, disagree. Allow, forbid, and give orders…

5. Express, in past/future tense.

6. Give reasons, explain.

7. Carry out simple descriptions (of persons, animals, objects and places). Short

presentations of knowledge.

8. Relate stories and events with visual and verbal supports, following the models,

previously done in class.

9. Interview classmates about their likes and hobbies with the help of guidelines.

BLOCK 2. READING AND WRITING.

The acquisition of the necessary reading skills, decoding of a text and functional reading,

are carried out in the first cycle if they are done in coordination with the previous stage. In

the following cycles, knowledge and skills that allow for progressive mastery of

comprehension of the written language (location of specific information, inferences,

interpretations, assessment of narratives and explanatory texts) are developed and

acquired. It is very important to encourage a love for reading as source of enjoyment and

learning.

The complexity of the written expression requires a close connection between the works

done in oral skills with their native language. This reinforces and internalizes learning.

Based on a description and sentence mastery, students are able to create short texts

(explanations, narrations) and acquire the basic procedures to gain coherence, cohesion,

adequacy and richness in their texts. The knowledge included in Block 4 is especially

necessary in order to reach the desired maturity for written expression, in the case that the

aims are for practical application. The texts that appear in bold are what the students

should know how to do. The rest would be, above all, receptive.


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• Reading and comprehension of different types of texts, adapted to the students´

linguistic competence, in order to use global and specific information, in the

development of a task or to enjoy reading.

• Gradual autonomy of reading strategies: use of visual contextual elements and

previous knowledge related to the topic or situation, transferred from their own

languages, identifying the most important information, finding the meaning of

unknown words and expressions, using dictionaries.

• Value reading. Read texts, suitable to their abilities and interests, for the joy of

reading.

• Reading and writing of typical texts related to daily situations within a social

context, mass media and texts for learning and finding out information.

• Composition of typical texts of different communicative situations, progressively

more extensive and richer in lexis and structures, in order to transmit and share

information, within a variety of communicative intentions.

• Use of basic strategies to write texts (select addressee, purpose, planning, write a

draft, revise the text and final revision) based on models.

• Use information and communication technologies in order to write texts and

prepare presentations, and transmit information.

• Show interest in caring for and presenting written texts, and value its role in

satisfying communicative needs.

• Value the second language as tool for communication and learning.

- Texts:

From the ones mentioned in the previous stage principally: poems, dialogues. Paying

special attention to:

1. Narrative texts (chronological order, progression of content): tales, news, accounts,

experiences, letters.

2. Explanatory texts (contents of other subjects)

3. Skills and strategies:

4. Read texts that are done in class, read out loud, with appropriate fluency,

pronunciation and intonation.

5. Read to learn (comprehensive learning)

6. Grasp the meaning of significant written texts, by identifying specific information,

with the help of dictionary.


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7. Use reading strategies transferred from their own languages, such as with the use

of contextual visual elements, ( interpret illustrations in order to form hypothesis

about the topic, verify or refute these hypothesis…) of the previous knowledge on

the topic or situation

8. To carry out complete and suitable summaries of the read texts.

9. Written expression. Strategies and skills:

10. Use the basic strategies for the writing of texts, based on structured models.

11. Plan the writing of a text: ideas, necessary vocabulary, required structures, and the

ordering of ideas. Choose the addressee, purpose. Write the draft. Use elements

which give cohesion to the text (linkers, verb tense, suitable basic punctuation, etc)

12. Review the text and revision of the final version.

13. Be concerned about the presentation and legibility

14. Understand and use the basic elements of narrative, descriptive, instructive and

explanatory texts.

15. Correct texts before final revision, ensuring coherence, appropriateness, whether it

can be improved with changes in expression or vocabulary (references),

orthography, basic signs of punctuation.

BLOCK 3. THE KNOWLEDGE OF THE LANGUAGE

Student language acquisition continues by promoting language use which builds into a

greater dominium over their possibilities, which enhances reflexive thought, through

progressive analysis, observation activities, and control over their output. This favours the

conceptualization and successful acquisition of linguistic knowledge and basic

terminology. From a perspective aimed at improving communicative competence, reflexive

attitudes towards grammatical considerations are justified within this age group.

They begin to have careful pronunciation, suitable rhythm, intonation and stress, both

within interactions and oral expression, as in the case of reciting, using dramatization or

reading out loud.

• Spelling, pronunciation and meaning, from written models of known oral

expressions, the establishment of safe analytical spelling-sound relationships, and

the understanding of certain relevant irregularities.

• Recognise and reproduce the stress of polysyllabic words.

• Differentiate the endings of past tenses ending in –ed /d/, /t/, /id/ (phoned; cooked;

landed).


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• Distinguish rhymes, similarities (homophones: our/hour), and contrasts of sounds in

initial, medium and final position.

• Identify the silent letters of frequently used words: know, knee, hour, lamb, palm,

comb…

• Understanding of the use and functions of certain basic forms and structures of the

foreign language, previously used by students.

Poetic language: repetitions, metaphors, rhyme, to address the reader.

Direct style

Maintain coherence of verb tenses (present, past and future) in oral and written

production.

1. Rewriting of statements expressing actions in different tenses.

2. Use complement pronouns.

3. Combine orations in order to form others. The discovery of basic linguistic

resources to ensure cohesion. Detect mistakes regarding coherence, cohesion and

appropriateness.

4. Use dictionaries in order to comprehend different meanings of unknown words

which appear in a text. Select, from the given definitions in the dictionary, the most

suitable meaning for the context.

5. Show interest in using the language correctly in a variety of situations, taking both

correction and progressive expansion and adequacy of expression into account.

BLOCK 4. SOCIOCULTURAL ASPECTS AND INTERCULTURAL CONSCIENCENESS

Texts done in class have a multitude of implicit socio-cultural elements which determine

the meaning of the text, as well as reflect on other ways of seeing, understanding and

appreciating life, societies and cultures. Students will become aware of the differences

and similarities, comprehend them, as well as respect and appreciate them. The ease with

which communication is facilitated today allows for more frequent and varied contact with

other language speakers. Through communication, certain cultural criteria are essential.

More and more, our society requires a higher regard for intercultural considerations and

multiculturalism.

• Value language as tool for communication and interacting with mates from other

countries, as a means of accessing new information, as a tool for understanding

cultures, as well as different and enriching ways of life.


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• Valuing their own culture through understanding and valuing other cultures.

• Knowledge of daily customs and social relationships of those countries where the

foreign language is spoken.

• Show a receptive positive attitude towards people who speak another language

and have a different culture.

• Show interest in establishing contact and communicating with foreign language

speakers through communication technologies.

• Learn about certain cultural elements of the communities of foreign language

speakers: geography, history, art…

BLOCK 5. REFLECTING ON THE LANGUAGE LEARNING

Students should be able to develop an effective personal style for learning and working,

which allows them to constantly improve their comprehension and expression strategies.

The aim is for students to be more conscious of how and when they learn more and work

more efficiently. Evidently, the reflection, discussion, exemplification, etc, of how to work

and learn have to be developed in close connection with the tasks and activities

mentioned in the other content blocks.

• Comparing and reflecting on the workings of the foreign language in relation to their

own languages.

• Use of skills and procedures, such as repetition, memorization, word association

and expressions related to gestures and visual elements, text observation, reading

models, and using the media, to acquire new lexis, forms and language structures.

• Learning awareness and gradual autonomy.

• Reflecting on their own learning, organizing their work, acceptance of errors as a

part of the learning process, self-correction and self-evaluation.

• Progressive utilization of consulting and attaining information, and the possibilities

which the new technologies offer.

• Have confidence in their self capacity to learn languages and value working

cooperatively.

• Value the language as learning tool, organize oneself and as a means of

transmitting knowledge.

• Use the Internet as an information source and begin using electronic mail.

• Make progress and internalize strategies for successful team-work.


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5. METHODOLOGY.

To achieve the goal which is proposed for English language learning at Primary level,

which is to gain Communicative Competence, we have decided to focus our methodology

mainly on the Communicative Approach, without leaving other techniques and methods

behind at certain moments of the learning-teaching process.

Therefore the methodology we are going to apply will be flexible, choosing any resource,

strategy or task that can be considered valuable for the learning-teaching process. These

strategies will be selected according to the objectives the teacher wants pupils to reach

and the interests and needs of the pupils.

The methodological principles we are going to follow are:

• Start from the knowledge the students have already acquired. At the beginning of

the course we will make an initial assessment. This knowledge will be applied to a

number of increasingly complicated situations but at the same time facilitated by

contextual support.

• Assure that meaningful learning is constructed. This will happen when the students

are motivated, new knowledge is connected to previous knowledge and when

language items studied can be related to the previous knowledge of the students.

Error will be considered an integral part of the learning-process, as it shows us that

the student is reorganising the new information with the one that she/he had before.

• The four skills (listening, speaking, reading and writing) will be integrated from the

beginning.

• Autonomous learning takes place when students learn to learn. Therefore it is

necessary for them to memorise meaningfully.

• Difficulty of the tasks. The tasks the students are asked to fulfil must neither be too

easy nor too difficult because then the pupils will not be able to apply their newly

acquired knowledge.

• Provide interaction. In order to acquire meaningful learning is convenient to provide

interaction between the student and the teacher and among the students

themselves.

• Communication strategies which compensate for language deficiencies should be

developed.


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5.1. – ITC (INTEGRATE TREATMENT OF LANGUAGE) Besides all the aspects mentioned up to now we must keep in mind that our approach

must be global. Coordination with other teachers is very important. And the teaching-

learning of all the languages from the curriculum will be coordinated and integrated to get

the most out of it. Many of the skills that we have in our own native language are

transferable to a foreign language. Therefore, we have decided the best approach is to

work the new concepts in the student’s mother tongue and when we work the same

concepts in the foreign language they can refer to the skills they have already learnt and

at the same time reinforce them.

5.2. - ETC (ENGLISH THROUGH CONTENTS) This programme is related with other areas of learning at primary education such as social

science and geography, including new technologies and multi media.

It is also vital to have a special coordination with the tutor regarding the running of the

class and the contents in other areas that are going to be taught in English. Those

contents can in some cases serve as a starting point for a subject, complement the

subject in others, and some other times strengthen a part of the studied content, in such a

way that they are never a repetition of activities.

5.3. - DIDACTIC SEQUENCE The criteria we will follow when sequencing activities will be the following:

• Students´ previous knowledge will be the starting point for the new contents.

• Procedural contents will be central points when organising the activities because

contents and attitudes can be learnt through the procedures development.

• Attitudinal contents have an important influence in the learning process.

• It would be good to treat abstract, conceptual contents in a contextualized way in order

to acquire them better. At the same time, we will go from easy to more complicated

contents.

• The four linguistic skills (reading, writing, listening, speaking) will be integrated in each

lesson.


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5.4. - CLASSROOM ARRANGEMENT We will organise our classroom with the aim to create an organised and motivating

atmosphere which will favour communication.

Desks will be organised in U-shape and the teacher will be at the front of the U. This kind

of organisation facilitates interaction among students and is a good way to present new

material. It is also very useful for group work and discussion.

The blackboard, one of the most used resources, will be located in front of the U. The

space inside the U can be used when we work on activities that require movement such

as games, dramatisations, role-plays etc.

In our classroom there will be an English corner where some of the material is kept

(DVDs, videos, CDs, games, etc) and a classroom library.

We will use one of the walls to display student’s wall charts, posters, pictures and other

materials that can be motivating for our pupils.

Students´ location will be organised according to the different situations that will arise

during the course such as the relationship among them, contents, learning pace, etc.

However, we will always try to sit weaker pupils near us or near those students with a

better English level. These students will help the others to achieve the objectives,

motivating them and creating a good atmosphere in the classroom.

Although this kind of organisation will be the main one, we will also organise space and

students in relation to the type of activity to be developed by our pupils. Among the

different kinds of organisation that we will use we can point out the following:

• Class in circle: the teacher as an equal in the group. Facilitates peer communication in

a whole class discussion activity. Provides an informal setting for feedback on an

activity or task.

• Class in rows: the teacher sits in front of the class and it is very useful for formal

testing.


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• Class in horseshoe-shape: desks are against the wall. Makes it easy to attract all the

children’s attention easily. Facilitates a wide range of communicative activities and

demonstration of new visual aids such as flashcards.

5.5. - STUDENTS GROUPINGS Students’ groupings will change depending on the type of activity we are going to carry

out.

• Lockstep: all the students are working with the teacher, working at the same activity,

rhythm and pace. Pupils work as one group and the teacher as controller and advisor.

This grouping can be used with a lot of activities.

• Pair work: students work in pairs with a great variety of chores including writing and

reading, for question and answer practice, information gap exercises, etc. Pair work is

a good idea because it increases the amount of student practice and it also

encourages students´ cooperation, which is an important factor for creating a good

atmosphere in the classroom and for the motivation it gives learning with others. We

act as an advisor, prompter or resource.

• Group work: The number of students in each group will not be more than five. This

grouping increases the amount of student talking time and gives opportunities to use

language to communicate with each other. It is more dynamic than pair work and there

is a greater possibility for discussion. This type of students grouping has the great

advantage of allowing for different groups of students to be doing different things in the

same classroom. It can be used for oral work, tasks where decisions have to be taken,

joint reading tasks, listening tasks, co-operative writing and many other things.

5.6. - TIME ORGANISATION Teaching-learning time organisation is an important factor that we have to take into

account when planning our lessons. Time will be organised in order to facilitate the

achievement of students´ autonomy and attention to diversity by means of individual work

and group work. Time organisation will not be forced, but feel natural.


21

We will establish some routines that may facilitate our teaching action. Routines offer

students stability and security and keeps them from being disorientated. We will usually

include them at the beginning of the lesson.

Flexibility is a very important factor when dealing with time. The clock to follow will be the

rhythm of the class and not the syllabus or lesson plans. However, we can’t forget that in

each session we have to let time to work each one of the four linguistic skills.

When programming time we will also think of the amount of time that will be spent on

students groupings, on activities of action or relaxation, on rigidly directed activities or on

other freer ones.

5.7. - THE ROLE OF THE LEARNER The main role of the learner in order to acquire communicative competence, the main

objective of this programme, will be that of active participant in his/her own learning

process. At the same time, it is very important to keep a positive attitude towards foreign

language, its learning and its culture. And finally, it is essential to communicate and

interact with each other.

5.8. - THE ROLE OF THE TEACHER The teacher’s role is to help students to develop their natural communicative competence

in English. To do this he/she has to create appropriate conditions for learning, through a

series of specific activities, and a relaxed atmosphere in which the student can actively

participate.

The teacher is a source of linguistic information, either directly, speaking the target

language, or indirectly through the selection of oral or written texts. In both cases,

subconscious acquisition of the language is being favoured. He/she also aids learning by

encouraging a positive attitude towards English and its culture.

Finally, the teacher has to organize all the group activities, so that the pupils can use most

of the resources available and satisfactory learning situations are created in the

classroom.


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5.9. - MATERIALS AND DIDACTIC RESOURCES The characteristics that we have taken into account when selecting materials are the

following:

• It must be adaptable to our curricular context that is, to objectives, contents,

methodology, etc.

• It must be adapted to the context of the school environment.

• It must be motivating, attractive, formative, imagination stimulating...

• It must be varied and authentic or simulated authentic.

The materials we are going to use are:

Printed materials:

• Books.

• Tales.

• Comics.

• Magazines.

• Flashcards.

• Street plans.

• Posters and wall charts.

Audiovisual resources:

• Films.

• Cassettes and CD-s.

• Blackboard.

• Photographs.

• CD player.

• Television and video.

• Computer

• CD-ROM-s.

Other materials:

• Pencils.

• Sheets.

• Chalks.

• Photocopies.


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• Notebooks.

Human resources:

• The teacher.

• Pupils themselves.

Possibility of an auxiliary of conversation

6. – ASSESSMENT.

We can’t forget that assessment is an essential part in the teaching-learning process. It is

a reflection of our practice and it also can be used as an instrument which guides us in our

task, detecting progress and learning difficulties, planning the educative intervention,

helping to find appropriate ways to deal with the specific needs of each student.

The aims of the evaluation are:

• To value if students develop their learning-process according to their abilities and the

objectives proposed.

• To find out difficulties in the learning process and analyse their causes, especially

those that arise in the school context.

• To take the correct decisions to improve the students´ learning process.

• To share with other teachers reflections about our teaching practice, our curricular

proposal, and to value its suitability to our students` needs.

• To inform students and their families about the learning situation and facilitate

orientations in order to help them in their improvement.

Assessment of the pupil’s learning processes will be continuous and comprehensive and it

will be done in three different moments:

6.1- INITIAL ASSESMENT We will make an evaluation at the beginning of each course, in order to know the

competences and necessities of each pupil and to be able to adapt the planning of the

course to the specific needs of the group we are going to work with.

We will also evaluate our pupils at the beginning of each programmed teaching unit to

adjust it to their level of knowledge.


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6.2-FORMATIVE ASSESMENT During the teaching-learning process we will make a formative assessment. This allows us

to modify, adapt and improve our processes. In order to make the formative assessment,

we will consider the general evaluation criteria for the whole group and the specific

condition of each pupil.

At the end of a programmed learning sequence and at the end of each evaluation period

we will value the process and the achieved objectives.

6.2.1Meta-evaluation We assume, as the team responsible of a common project, the necessity to evaluate our

own practice with the objective of understanding, transforming and improving our action.

Each teacher or group of teachers will analyze the results of the procedures used during

the programme. We will use the following techniques:

-Analyse the development of the activities of the learning process and students´

evaluation.

-Observation of students´ behaviour and opinions.

-Opinions obtained from questionnaires or interviews with families and students.

-Students´ assessment –self-assessment

It is very important our pupils to make their own evaluation, knowing how to assess their

own progress and also evaluate other elements such as materials, activities… This

evaluation should not take a complex form.

6.3- SUMMATIVE ASSESMENT

At the end of the course we will do an assessment in progress evaluation to identify the

level achieved.

6.4 – INSTRUMENTS OF EVALUATION When carrying out the assessment we will use mainly the following techniques, although

at specific moments we can use other ones:

- Systematic observation. We will use direct observation and other instruments such as,

control lists, teacher’s diary etc.


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- Analysis of productions. We will use notebooks, individual and group works among

others.

- Oral and written questionnaires.

- Self-assessment.

- Teacher’s evaluation of the units.

6.5 -EVALUATION CRITERIA

Evaluation criteria indicate the basic global objectives for each stage. Each of these

criteria assumes the acquisition of a series of skills and strategies needed in order to

reach objectives.

1. Understand the global sense and identify specific information in oral texts about

familiar topics for children.

This criterion evaluates whether children are capable of understanding the global sense of

an oral message with the help of linguistic and non-linguistic elements present in the

communicative situation. It also refers to the capacity of recognising and extracting

previously known words and expressions which form part of longer expressions, even if

they do not understand the text in its totality.

2. Take part in controlled oral interaction about familiar topics in predictable

communicative situations, with respect for the basic communication rules, such as

listen to and look at the person who is speaking.

This criterion evaluates the capacity of expressing immediate necessities, like asking for

permission, asking for every day objects, locating objects or persons, talking about the

weather or about likes or abilities. Children’s participation in everyday situations, such as

routines, habits and classroom language, and in simulations, performances, songs and

recitations will be positively valued. Children’s attitude when participating, as well as the

interest shown when their partners are participating, is evaluated.

The use of simple forms and structures from the foreign language, including aspects

related to sound, rhythm, accentuation and intonation when they take an active role by

listening, repeating and anticipating expressions in reading aloud activities, through the

guidance of models.


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3. Read and understand the global meaning, as well as certain pieces of specific

information in simple texts about familiar topics, with a specific purpose

This criterion evaluates if children are able to read different texts aloud which are within

their communicative competence, such as taking notes, classroom rules, letters, posters

or tales, with vocabulary and expressions previously known to students, in order to extract

global and specific information, with the help of fundamental written comprehension

strategies, like the use of elements from the linguistic and non-linguistic contexts and the

transfer of knowledge from the language or languages they know.

4. Write short sentences and texts with the help of models, with a specific purpose and

an established format; both in paper and through digital media.

This criterion evaluates children’s capacity to write diverse texts, such as notes,

instructions, rules, letters, posters, leaflets, comics or simple descriptions. The capacity of

using models in the production of texts with a degree of autonomy, the orthographic

correction acquired from the observation of models and the knowledge about the

relationships between sounds and graphemes will be evaluated.

6.5 - ASSESSMENT CONSEQUENCES Considering the information we will get making the assessment, we can find the necessity

to adjust the level of difficulty of the activities.

We will provide reinforcement activities to all the pupils that during the formative

evaluation haven’t acquired the objectives proposed. They have the right to have access

to alternatives that will help them to get over their difficulties.

Prior to any decision we will analyse why the student has difficulties. The causes of these

learning difficulties can be:

- Conflictive situation in the group class.

- An individual difficulty detected during the assessment.

- Lack of base to follow the learning process.


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- Inadequate programme or activities.

Our basic strategies will be:

- Special attention to these pupils during individual activities.

- Group work in order to work with those contents that haven’t been correctly acquired.

- Special group organization in which those pupils that have difficulties will join others

that is very efficient in English.

We will also provide extended activities to those pupils who achieve the proposed

objectives easily. These pupils have lost interest because they finish the activities in a

short time, they find them easy etc. In order to maintain them motivated we will prepare

special activities in which they will go on working with the contents proposed but more

deeply, with other applications etc.

7. - ATTENTION TO DIVERSITY.

The diversity of interests, abilities and motivations and, in short, educational needs are a

fact. Therefore, the fact of providing an educational response appropriate to this reality will

have to be an essential foundation principle.

The need of catering for diversity is regulated in terms of two different parameters. The

characteristics of the curriculum guarantees its own reformulation according to the

different contexts in which the curriculum is going to be developed; that is, the curriculum

must always be adapted to the specific educational needs.

More precisely, the educational response to the need of catering for diversity is

established in the School and the classroom. As Rue (1993) points out, the above

mentioned need must be sorted it out “in terms of each context and a three-fold scope: the

curricular, the methodological and the organisational one”.

General measures to cater for diversity taken in the School. Both the organisation of

the School and the development of the curriculum in the School are in charge of laying

down the necessary measures to take:


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The Organisation of the School: the organisational characteristics of a school that favour

the attention to diversity are the following: flexibility, functionality, participation and

communication.

The development of the School: different possible measures will be considered: curricular

measures (these include methodological aspects, objective suitability, contents and

evaluation); and organisational measures (flexibility).

7.1. ATEENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS.

In what follows, the groups of population that require specific educational attention:

Students with special educational needs.

Those students suffering from some physical, mental sensory disability or from personality

or behaviour disorders will have some special educational attention (mainly related to

evaluation, specific support) at any point in their schooling period. The main aim is to

avoid discrimination, promote educational standardization and achieve their integration.

Therefore, Education Authorities will provide these students with the necessary support

since they start attending classes or once the specific need has been detected.

Gifted students

Gifted students will be subjected to specific attention and they will have the possibility of

making the length of their schooling more flexible.

Therefore, the specific measures for gifted students are the learning intensification

programmes and the flexibility of the length of the different levels and stages in the

Educational System.

Students who join late the course

When a new student is incorporated to the Educational System, he/she will be placed at

the year which is best suited to his/her knowledge, ability and age.

Regarding language problems, we would carry out necessary adaptations of curricular

materials to improve their learning of the subject, as well as of the language. We would

also participate in the actions promoted by the Department of Orientation, by the staff

teachers or by the Pedagogic Co-ordination Committee.


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7.2- DIVERSITY TREATAMENT. This is one of the most important aspects to consider when doing the different planning

units. Diversity is a reality in any class, which requires a concrete pedagogical

performance, avoiding equalised or unified teacher acts.

Nowadays, attending to diversity means attending to our students’ needs, whatever they

are.

We could establish two different ways of attending to diversity in the English class.

- In general terms: reinforcement, orientation, flexible methodology…

- Specifically: MCAS (ACIS, in Spanish).

With reference to the Meaningful Curricular Adaptations, we could say that at this stage

of the learning process and due to the fact that the English language is taught through a

global method rather than an analytical one, it would be very difficult to find a student who

requires a MCA.

Thus, we will concentrate on how to treat diversity in class with some methodological

criteria related to it.

The activities used for dealing with diversity in this syllabus are: bingo, guessing game,

draw, guessing games. Besides, weaker students will be given worksheets that

correspond to 3rd of Primary, while the advantaged students will be given worksheets that

correspond to 5th of Primary.

8. - EDUCATION IN VALUES.

In the curriculum there is a general concept that is called cross-curricular themes. These

must appear constantly during educational practice and they are treated in different areas

and subjects. Their inclusion is an attempt to reduce some social shortcomings that spring

from traditional culture and try to change them using education.

Their inclusion in the programme means formalising an education in values and attitudes

that is constant throughout the teaching-learning process. We will not impose these values

in an authoritarian way but as a continuous set of attitudes.

I will treat at least one cross-curricular topic in each unit although there will be other units

that give us a good opportunity to work on more than one of them.


30

Cross curricular themes proposed by the Ministry of Education are:

1. - Environmental education.

2. - Education for peace.

3. - Consumer education.

4. - Traffic education.

5. - Education for equality of opportunity between sexes.

6. - Health education.

7. - Moral and civic education.

ENVIRONMENTAL EDUCATION Our students need to understand the relationships with the surroundings we are immersed

in and get to know environmental problems and solutions to improve our environment.

Personal solidarity and participation are necessary in environmental issues that are

degrading our planet at a worrying speed.

Some of the activities I will include in my programming will be:

Environment protection.

Domestic animal respect.

Defence of nature and animals.

Recycling any kind of material at school.

EDUCATION FOR PEACE: COEDUCATION We will create activities that stimulate and develop positive attitudes of respect and

comprehension of the English language and the socio-cultural aspects of the Anglo-Saxon

countries. We will also work with basic coexistence attitudes: solidarity, tolerance, respect

for diversity and capacity for dialogue and social participation.

Some activities I will include:

To know and respect society’s rules.

To avoid discrimination at school.

To avoid xenophobic attitudes.

To foster communication.

To help people in need.


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CONSUMER EDUCATION Consumerism is present in our society and has reached the point of buying products one

does not need in an almost automatic and unthinking way. It is necessary to give our

students instruments for analysis towards excessive consumerism of unnecessary

products.


To think before buying any kind of product.

To show a critical attitude against any kind of exaggerated shopping.

To think about receiving a lot of presents when many have nothing.

TRAFFIC EDUCATION I will help them with the knowledge and use of public roads, especially in large cities. My

school is a town school and so, it is important for the pupils to know the different traffic

signs they can find in other places.

I will include some activities that will help them:

To know the basic rules of road communication.

To respect any kind of road signs as a way to avoid accidents.

EDUCATION FOR EQUALITY OF OPPORTUNITY BETWEEN THE SEXES Education in sexuality is becoming familiar in relation with the biological aspects of

sexuality, but we also must inform, orient and educate their affective, emotional and social

aspects, understanding it as an activity for full communication between people.

In the first place I will make sure the materials I use in class are not sexist and try to avoid

any aspect considered discriminatory. I will not use any role specially indicated for girls or

boys.


Rejection of any kind of sex prejudice.

To accept people as they are.


32

To accept and respect our body.

To be always tolerant with people.

Dramatisations where changes of identity are involved.

HEALTH EDUCATION It is very important that our students know physical hygiene habits. Mental and social

habits must be created to develop self-esteem and improve life quality.

Some activities:

To avoid fast food.

To foster balanced food.

To show interest in good habits and behaviour.

To respect other people’s opinions.

MORAL AND CIVIC EDUCATION

This is the cross curricular theme around which the rest of the cross subjects are

articulated. The moral dimension makes ethical judgments according to solidarity,

democratic and participatory values.

I will consider the class group as a small community where everyone must be respected. I

will invite my students to learn to cooperate with others in group and pair activities in order

to develop a moral and civic behaviour as well as a shared responsibility which contributes

to a better functioning of the group and a better integration in society.

Some activities:

To foster politeness everywhere at school.

Dialogue, tolerance, humour and cooperation.

To cooperate with friends.

To respect society and family rules.

To value teamwork.


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9. - DIDACTIC UNITS.

There are 12 didactic units, four for each term. In the school year there are, roughly 34 to

35 weeks, about 170-175 days. Therefore, one didactic unit will be covered every two

weeks; this is to say within 8 to 10 sessions more or less of 50 minutes each.

Didactic Unit

number

Title

Number of

Sessions

Term

U.D. Nº 1 What I know 8 1st Term

U.D. Nº 2 My house 10 1st Term

U.D. Nº 3 My hobbies 10 1st Term

U.D. Nº 4 Winter

Wonderland

10 1st Term

U.D. Nº 5 Go shopping! 8 2nd Term

U.D. Nº 6 Animals 10 2nd Term

U.D. Nº 7 New York City 10 2nd Term

U.D. Nº8 At work 10 2nd Term

U.D. Nº9 Celebrations

around the world

8 3rd Term

U.D. Nº 10 The Lion King 10 3rd Term

U.D. Nº 11 Sports and

Games

10 3rd Term

U.D. Nº 12 English Cultural

Week

10

3rd Term


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10. - BIBLIOGRAPHY

• Álvarez, L y Soler, E. (1990): Necesidades educativas especiales y aprendizaje

escolar. Alianza, Psicología. Madrid.

• Ariza, Eileen N. W. (2006): Not for ESOL Teachers. What Every Classroom

Teacher Needs to Know about the Linguistically, Culturally, and Ethnically Diverse

Student, Pearson, Boston (MA).

• Bernardo Carrasco, J. (1991): Técnicas y recursos para el desarrollo de las clases.

Ediciones: Rialp, Madrid.

• Carmen Martín, K. et al. (1995): El currículo en el Centro Educativo, Longman.

• Coll, C. (1987): Psicología y currículo, Laia, Barcelona.

• Del Carmen, L.M; Antúnez, S.; y otros. (1993): Del proyecto Educativo a la

Programación de Aula. Editorial Graó. Barcelona.

• Escamilla, A. (2008): Competencias básicas: claves y propuestas para su

desarrollo en los centros. Graó, Barcelona.

• Harmer, J., (1991) The practice of English Teaching, Longman.

• Krashen, S.D. y Terrell, T.D. (1988): The Natural Approach. Language Acquisition

in the Classroom. Prentice Hall, Londres.

• McDonough, K., et al. (1993), Materials and Methods in ETL. Blackwell.

• Moreno, J.A, (1992), El diseño curricular del centro educativo, Pearson, Alambra.

• Read, Carol (2007). 500 Activities for the Primary classroom. Oxford: MacMillan.

• Vidal, J.; Manjón, D.G y Herrera, J.A (2005): Guía para elaborar programaciones y

unidades didácticas en educación infantil y primaria. EOS, Gabinete de Orientación

Psicológica. Madrid.

• Vigotsky, L.S (1979): El desarrollo de los procesos superiores. Critica, Barcelona.

• Williams, M; Burden, R.L. (1997): Psychology for language teachers: a social

constructivist approach. Cambridge University Press.


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