Wuolah-free-Metodologías Prácticas de La Lengua Inglesa

Metodologias Practicas De La Len...
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METODOLOGÍA PRÁCTICA
3º Grado en Maestro/a de Educación Primaria
Facultad de Educación de Toledo

Universidad de Castilla-La Mancha
Reservados todos los derechos.

No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
a64b0469ff35958ef4ab887a898bd50bdfbbe91a-6913226
Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
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UNIT 1: Laws and Curriculum
si lees esto me debes un besito

-
-
2020
↓ WMCOE
METODOLOGÍA PRÁCTICA
Banco de apuntes de la
→
THE CERF
Is a
way of describimos how welt
you speak
and underStand a
Foreign Language .
to test
any specific language
The CERF is not tied .
Is a European Saale and was designed by ,

the Council of Europe in 1990 ,
to
apply to any European language .
THE NEW COMPANION UOWME

In this more importara is given to mediation and intevaction as nell
as digital Discourse .
Al LEVEL
Pre Ad Level bebe the A1 Now to Anish

The
go.es is
compulsony
-
Primary Education with At Level .

Soweone who has this Level could :
Comprehensive , production ,
intevaction and mediation .
→
THE EUROPEAN LANGUAGE PORTFOLIO
Is a documento that contains diferente wovks related to the Foreign
Language Learning Pnocess .
It has twofnctions :
reporting and pedagógicaI . Is pedagógicaI
because is Used as a means of Making the Language Learning procesos
more transparent to leavnevs ,

helping them to develop their Capacity
for reflection and Self -
assesment and also it's Sirius them more
for their Learning

responsibility own .

UNIT 2: Approaches and Methods for Foreing Language
Teaching in P.E.
ACQUISITION
LEARNING
It means having It refers to the “natural” way of
a conscious knowledge about picking up a language by using it
grammar, and conscious rules about a in natural, communicative
language are developed. In this context, situations. This term is used to
formal teaching and correction of refer to an unconscious process by
errors are necessary for “learning” to which language is acquired
occur. We refer to conscious grammar similarly as children acquire their
rules only to make changes when first language, and probably
correcting. It is important to bear in second languages as well.
mind that learning, according to the
theory, cannot lead to acquisition
COMPETENCE The beginning is the learning of the mother-tongue (first PERFORMANCE

language acquisition). After that, one should learn the
performance consists of
§::
competence languages of one's neighbours (second language).
consists of the the comprehension and
mother tongue is considered to be the first language one production of language.
mental
representation of learns as a child whereas a second language is acquired Language acquisition
linguistic rules under the need of learning the language of another studies –both first and
which constitute country. second-are interested in
the speaker-hearer’s how competence is
internalized developed.
grammar
There are tuvo methods to workin class but Shoutdon't use it

you .
→
THE GRAMMAR TRANSLATION METHOD
-
: its Focus on the detailed stvdy of
rules followed by the applications of the leavned rules in

grammar ,
translation -
exeváse fivst into and then out of the Target Language .
Fichas en español para traducir al inglés .
THE DIRECT the

→
UETHOD :
emphasis is on the direct associations the student
make between objects and concepts and the correspondía g wovds in the
Target Language .
In this method is avoid to use the native language ,
they
language that
only can use the
target is emphasized at au Times The .
goals of this method tu the students are think and speak the Foreign
Language . Teaotev empby Objects and make qvestions Woking for answevs .
NINGON MÉTODO ES 100%

VÁLIDO

CURRENT APPROACHES AND METHODS
COMNICADIVE
LANGUAGE TEDCHING its focus on the finctional and communicative
:
to
potential of
languarge Language learning ,
is
learning communicate
.
bársicos
s
B
CONTENT TEACHING :
is a
logical developent of some of the core
principles
-BASED
of Communicative language
r
Teaching
e those that relate to the
.
-particulary
of
weaning
in
language learning .
Aprenaizage basado en el contenido
TASK
BASED it development communicative
TEACHING of
methooblogy and
-
: a
a
's
basado en
recent theories of second language acquisition are combined Aprendizaje tareas
.
FLIPPED
ELASSROOm you but if the lieds are young can let them
can use it too
you
't
:
to look for their contents and stidents desn have
owan some ewigh
't
resources at looe to use this platlanform lee
lo que
es en el Power
pewo
to importante es el
yes
but Baisicamente consiste en mandar a los
.
.
niños
que busquen y
vean úideos del temasi en cas o
y wego en clase al
dia signiente se have apuesta en comón de to visto en casa
.
ALTERNATIVE 2
CENTURY APPRACHLES AND METHODS ( raros
OH
son
)
THE NATURDL APPROACH is another form to recueate a natural environent
to bc
learn withut rles Is like the
baby morid
they learn withoot
's
.
the
rules and
tnoming world
by themselves Es el
paraguas para los
.
demas métocts Cleer
).
the
TPR is based on movement Cmental
ephysical
=
better
leavning
:
).
If
they move
during lessons
they going
to learn better It
'e
.
's
contents Good for little but
integirate with movements ones
you
.
only can use it
by speaking and
listening so it has limitations
.
SILENT
WAY the deacher is in silent and is the student who speak El nino
:
.
hablar comete erroves el profe sowo prede corregiv con sio no The deacher
y
.
provide instructions and then the students harve to make their owom
No
practico complejo initili estai mal
progress
es es e no enseñions why
.
.
,
•
Suggestpedia : its based on the idea of that Wall
have an affection filter .

If
your aflective filter is too high you
are not Sins to hearn the Language ; however if hater is how
your
you
are Sins to Leann Betta .
Si estás bien emocionalmente
aprendes wethod to this Ritter

.
si no v0 .
This
twy put Down
so stodents could leavn better Tu situación .

emocional te condiciona
para aprender una segunda lengua . This method use a

relaxing atmosptera ,
coaching ,
good ideas , puffs ,
esterillas ,
musica relajante .
relax , gentle Leader,
teatro no libro , ewwtions etc En un estado de relajación Self -

Confident
y
. , .
se entiende mejor la materia .
A lo buena
mejor se duermen →
Yes but .
•
hay que crear una
atmósfera pero no tan relajante durante la sesión Lal principio
al final toda la hora ) Emociones positivas

y maybe pero no asr .
buena atmósfera yes pero sin echarse la siesta

y , .
Lass odelemmááss páginas no .
Estos son métodos para usar de forma momentánea pero no
para todo el curso De cada uno podemos coger una cosa

}
.
hacer nuestro propio enfoque .
CLIL Content Language Integrated Learning .
The Leader and the You teach is focus on the Language and
way
the subject .
Además de aprender mate aprenden inglés .
La
lengua es vehículo de comunicación

y
de contenido ( ambos
integrados ) .
Objetivos de subject y language .
CBI Content Based Instruction
Se basa en enseñar contenidos sus objetivos son solo de

y
la subject
•
A → Promete Linguistic competente and sinwlates ? asome students cannot follow the lessons
8 Cognitive fleinbihty
s
A want to
• Teenagers that doesn t
'
adopt this
I
☐
N → Impact on how we think
T
A methocblogy
of contact with Language N
A s More Level Learning and
G
T
→ It
may become language lessons
os Inckase motivation and interestelar / in the
E
subject E
s
s

\
THE FOUR Cs :
In CLIL there are :
I
1. CONTENT : curricular subject
as
Language For
Learning : la lengua
,
es el vehiculo de comunicación
[ OMMUNICATION ' 1
2. use
Language
:
1
•
Language OF
Learning : los conceptos
debe (objetivos )
3 . [UCTURE : under Standing Ourselves
I
que ese alumno conocer
and other cultores

I
→
Language THROUGH
Learning :
that
4. COGNITION to produce ideas lengua

reasoning Creative : ,
me use .
la
,
thinhing and
eoalvating 1
del razonamiento
MEDITATION
tledration is One of the aspects that should be developed when
Learning and
using a
Language . It can be intralingüístico ( mediación con Same idioma) and intevlin -
süstic I using tuo Languages I in the medration / Translation . In Save mediations it's
reces to inwlve translation but not in au of them In media tion we

any . are
twins that someone underStand what we want to and to do that we transform

soy
our wovds
thinhing in how the other
pearson is Sins to understand Us in a
betta
way .
When you mediata you can summavize , pavaphvcrse ,

use simbolos .
etc .
. .
La mediación especializado lo hacemos ncestw dra otra

no es
algo .
en a
continuamente
The Focus is on the context or situation el qué y

el
para qué .
la mediación hace que los alumnos pasen de reproducir lrepetirl a

producir
mediation comunicativo
Inchíding in the Classroom explicity vaises
Strategies and actuantes other competentes . En 546º trataremos que

medien en situaciones predecibles ,
usando estrategias y conocimientos para
procesar transmitir información básica sencilla • facilitar la

y y
comunicación .

→
Tips FOR UEDIATION Activities
'
Create a contexto
No podemos confundirlo persuasión traducción

•
con o
•
El objetivo es
que el
mensaje llegue a la persona teniendo en cuenta
el tipo de receptor sus características

y
•
Conocer el contexto
que rodea al receptor es lo más importante
↳ saber si es una abuela de 85 años o un niño o un científico ,
etc .
En las actividades emocionales nos basamos en

explicar al otro cómo
nos sentimos por qué

y .
Tener en cuenta al otro pensar en cómo llegar a un término

y
THE POST -
METHOD ERA
There are partas of diferente metwds that can be Used in diferente situations .
Se trata de coger un
poco
de cada tw
que más nos guste ) y adaptarlo a
nuestro alumnado al contexto tratando de sea efectivo

y ,
que .
Hay dos cosas

que hay que
tener siempre en cuenta para dar una clase :
promete
Learning autonomy and maximiza

Learning Opportunities →
aprovechar al máximo el dime
de cada sesión . Tahe diferente methds that you like and wok with your group
→ we
have to adaptarnos al
grupo que tenemos .
Hay cosas comunes

y
otras
que hay que
identificar . Causes :
just One method doesn t
"
wovk .
The mosto important
Thimig is to
make a commvnicative class .
No podemos escapar de los métodos pero no podemos quedarnos sólo con
cada método nuestros alumnos

adaptarnos
y adaptar
uno .
necesitamos a .

UNIT 3: Developing literacy. Approaches to the teaching
of reading and writing
READING
•
Be sure that you have Teach to them ,
that they know how to
tear and pwnouncl the wovds .
•
You could introduce written wovds to let childrens experience pvinted
Materials .
for childrens to head

mosto important
thing
• The are STRATEGIES
S Found informativa S hooohh #va

k
general C
rey specific
into the text like what informa tion of the text
¡
.
A .
the text is about

N F-nd
µ sowetvins quickly
de
No
hay una mejor que otra . ambas son necesarias para su proceso
aprendizaje
to it
yo g a {
Skins Read the text and put a Little
É Jell me whats the text is about
que faunas
gaaw wuag of
dog?
,
, , name
What happered to Laura on the School ?
tecommended to
It's prepare planning monitoring
,
and
eualuating
activities Diseñar actividades activen estas partes
.
que
meta cognitivas del niño /a .
→ PLANNING :
is a pre -
reading activity .
Que vean el tipo de texto , el título .
las imágenes Actividades antes del texto activen su curiosidad

.
que
→
MONITORING while Hacerles mientras
: is a
reading activity preguntas
-
.
están leído / se cuentos Activities

leyendo sobre lo usa con .
befove tinish the

reading .
EVAWADiN f
is a activity Que a
in piensen un
post
-reading
.
hecho
alternativo
que digan que mais cosas
podvia haber el
.
protagionista Va mas allåi de la propia comprension del texto
.
.
writing
Writing is not
just be able to put letters togheter is be able to
.
transmit ideas by words Create stovies that
putting in a
paper make
.
want to for the third
sange and transomt what
they say This is
only
.
cycle of p ri
mary
.
COtext morphology and
syntaxlexis orthograph and
:
.
.
SUPRATEX
aim beyond word Level Il supratexto wenta
meaning
con
-
el contexto del ( despeclidlas etc tener crenta
winting y
es en al
.).
salucts
I
recentor tener en crenta to
diseñiar una actividona

We have to with both pants of the
count
writing
On the cotext we
practice at word and sentence level s
comprobar
si está biefrase
escrita la
Use MODELS good for them their first ( second

is in
writing but
-
they stould make their own
writings Usar o no modelos es opcional
.
.
pero no debemos dejar que se acostumbrer a usaw los modelos
.
PREWRItING help supertext specify the aim of the
writing and help with
,
:
the headline Ponerle
questions or aspects in
anyudas para que entienda
.
me
jor de que el
writing el contenid el receptor El
que cono por que
y
van
y
.
.
.
.
as
PostwritiNG reviening the text after
writing the final version Aparte de esto
:
.
for
podemos tuy to use this
writing somrething like as a content for a
which lanter (
speaking or as a
reading we could wor para algol
.
base
And yeslwo questions dc about linguistic and supralinguistic aspects
.
a
JnoowritinG : el contexto es importaate new ellos necesitan unan
pequeña
de hablar de
guien que sesuir pare saber
que escribir No olvides
...
.

ACTIVIDAD WDITING SOSAINO "
WRITE A RECEIPT
"
1. Mahe
qvestions in class about what they know about
Cooking and if they know so we teceipts .

Also we are
going
to ash them that total what receipt know and
vs
they why
2. Show them an example model of how to Write a receipt , but not
for it is Little kelp

Copy .
only a .
3. After know alt of this we are

ping to ash them to do the Winding
know
their Favorite
why they
of heceip and include it .
4. During the healization of the wvitins we are soing to be rear them
to kelp them with the obubts .
5. After wviting it we are

Sing to ask au of them to read
each ◦ un
wvitins After the reading
.
they are Sins to vote
hoohing for the best receipt The heceipt that

.
mins is
ping
to be made for Lunch in the text class
{
.
6. Divide the ingredientes into the class to know what have to
binng the next

day each One .
> Dice está bien but hot of pre and

que muy maybe a
Post Winding but it's okey .

UNIT 4: Developing oral skills. Discourse competence in
the Primary Education classroom
listening
listening can be a stressful

activity
for
beginning and interme
-
lavnes to
diate
language who are often unable process
,
information to of said
quickly enough make sense what is
.
This to different factors
problem could be due
including
teachers
cognition and affect
language have the
challenging
.
task of
helping leavners improve in a skill which involves
processes
that unobser vab

l Teachers advised to their
are are
encourage
.
learners to take an active vole in their own
listening
development
.
D FACTORS
D
LISTENING TECHNIQUES
prelisteninG Post listening

.
ofActivation Reflection
.
background knowledge
.
Integiration with
- and
other skills ( up
Hypothesis
follow
).
expectations
.

s
TEACHER TALU AND INTERACTION
listening shouldn be limited to

recordings The teacher
't
.
,
should talk about the instructions or intoductions to the
listening that he she to put should

They
is also
or
going on
.
teacher
accept children comments about the
listening The
.
's
could also talk about praise and social concentions such as
Greetings
.
s listeninG ActivitIEs
d Activities which
require nonverbal responses
.
X X
listen to
rhymes or Listen and colourl
action stovies draw tisten

and
or
songes
and mime the actions rather tick lircle on listen and
than
producing language point
2. Text based on repetition of strctores (

daills).
3. Containing connected speech Cnatural speech
).
L Introduction frequently texts
of tapes move
longer
:
.
.
unfamiliar speakers and different accents
.
5. Prompt metacognition and reflection
encourage explicit
:
of task
analysis
.
SPEAKinG
DIFFICULTIES AND SUPPORT
speahing implies thinking and acting at the same time what
's
make it so diffecuilt for kids
.
simple but purposeful and meaningifo pattern duilling
.
.
speahina Activities
spronunciación
1.
Unanalysed chunks Chigh controlled utterance children can
):
heard
remember phases from previously input and use
them without conscious analysis ( you tomorrow ( arev
How
see
?)
2. Mimicialogues ( illing so it important to
.d
chunks):
's
fun ustrozos
b taladrandol perforando
mahe them
.
snegociación
3.
Negotiation and semi interaction students have
;
-controlled
to understand that
they
they can
speak even when are
not sure about their contribution Speak with children in

.
thei
listening one about the importance of practice
.
Phrases which allow them to check what
they didn hear
't
you repeat
can make of
What did
sorry
or sense can
't
,
:
?I
you say Say as
ain
?
bs
?"
W
controles de (
sconfirmar
aclaración aclaranciones
U
.

LEARNING SITUATIONS
Is an effective tool to integrate all c viicular elements of the
different areas
through meaningful and relevant tasks and
activities to solve problems in a creative and cooperative way

.
reinforcing self
autonomy reflection and
responsability
.
-steem.
e
chdracteristics
students are
recognised as
agents of their own
leavning
.
be based the larner centres of interest
They should
.
on
's
.
Thay must be meaningful and motivating
.

must be contextualised
They
.
They should be transferable to real life situations
.
should take account the
They into DUA
naturey
It sloold be
interdisciplinary in
Precise objectives and
knowledge basic
different
Encourageoduction
pr types of groupingand oral
.
Digital resources
to evaluate learning befter

and
complexity
Task
experience
aspects to
related the interest
sustainability
promote
common
.
or democratic coexistence Didactic Unit US Learnings
.
.
BA
learnings sitiationn cliffers
from a didactic unit in it
's
based character
competancy -
ELEMENTS centrcal on a
chailenge or
probsemm ovientad forarals a
d Justification
.
and contextualisation final proctict
.
.
2. Curricular foundation os
leavning sitration 4 Bidactic wmit
.
s
leavuring sitration Itaskl project
( better
3.
Methodology nethodology
.
active
)
6 Propose that favour
scenarios different
types of
clustering
e.
5. Analogue and digital resources media and formats
.
6. Tash and activities
.
7. Evaluation instruments
.

UNIT 5: ICT in Foreign Language Teaching
INEORMATION AND COMUNICADIONS TECHNOLOGY compremeterl involucrar

î
IOC important bc allows children to exploser observe
engager
it
's
solve problems and make exciting discoveries from themselves It
.
stim ula tes collaboration and interaction and between
amongst peers
students teachers to
and ICo
encourages children engage confidently
.
in imaginative learning and makes
teaching aind
learhing move
effective and fun for involved

everyone
.
D ADUDNTAGES
Helps popils to develop new shills and become move creative
.
oft vatuable tool for
a
producing work
's
.
.
Improves pupils academic performance

o
Motivation and attention levels are increased s better
learining
student
responsability artonomy
.
Increase and sense of

.
s
'
o
New learning methooblogies Online edication clasroom
,
...
.
Inclease interest
o
Better colaborative work
o
Close dialigue between stidents and teachers s less formal
.
TIDS FOR THE CORRECT USE OF ITCs
esssential thant
It is
they are used as a means and not as
Students must understand tool

an end it is a
learning and not
.
time
game
so we also work on
responsability and
management
.
etwinning
It is that promotes collaboration between schools

programme
a
in
Europe by supporting projects that enhance
pupil learning
's
.
D
BENEFICTS
Gamification
It whole method participant
a or a
design process making use of the
's
's
emotions
understanding and
finding fon Is not
just inventing a
game
.
.
.
,
Bs
GAMIFICATION AND EDUCATION
Game aeste
based mechanics ,
thics or
game thinking s
engage students
.
motivate action and promote learning
.
s
TYPES OE GAMIEICATION
STRUCEERBL GINTENT
:
:
eemennt
Applications of
game so
Applicantion of game alements to
game
mrechanias and
game thinking
propel larners through contend with
alber comntent to rualue the

to
no sulferantion or
changes to thand
Aold
content onby the stroctice
content amove
gamre
-like.
.
awound the countent Ihe ehemennts of
stowy challenge
.
.
.
to sontent
anal mistemny
aiwsit
to engase
the leavver
.

UNIT 6: Evaluation Techniques
ASSESMENT
EVAWATION OR TESTING
.
?
.
process
of
documenting
knowledge shills attitudes and beliefs
ASSESMENT:
.
.
meausurable terms The goal assessment to make
usually in of is
.
improvement as opposed to
simply being judged In an education context
-
.
.
assessment is the process of describing collecting recording scoring and
-
,
interpreting information about
learning Valovacion Iapreciación
.
,
EUALUBEION of based and evidence
process making judments on criteria
:
.
to
TEstiNG it is used to examine someone
knowledge of
something
:
's
determine what
they know have learned the
or
Testing measures
.
level has been
of shill or
knowledge that reached
.
s
VALiDITY RELABILITY AND PRACTICALITY
.
smedis
Validity measues what is supposed to m e a s u re
.
ensayos
Reliability the repeated trials
,"
shows same result on
sfactible
practicality where testing is sustainable and feasible
s ObSERWAtiOn
Watching is not
always systematic Casual observation is led by inferencing
.
.
attention to and
What things are a
going to
pay
how are u
goiing
to
register observation
?
D INSTRUMENTS
The RubriC could be holistic and

analytic
.
- single scale with all criteria to be included in the evaluation
Hocistic:
considered together holistic the rater
With a rubric
assigns a
single
.
based student
score on an overall
judgment of the work The rather
.
matahes endire of student work to description
an
piece a
single

on the scale
.
an the for
analytic rbric resembles
grid with criteria
-
ANALYTIC:
a an
student product listed in the leftmost column and with levels of
performance listed across the top row often

using numbers and ror
descriptive tags The cells within the center of the rubric

may
be left
.
blank contain descriptions of what the specified critenian
or
may
look like for level of
performance with
each When scoving analytic
.
rubric of scored
each the criteria is
individually
.

Move instruments
:

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Wuolah-free-Metodologías Prácticas de La Lengua Inglesa

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Metodologias Practicas De La Len...

3º Grado en Maestro/a de Educación Primaria

Facultad de Educación de Toledo

Reservados todos los derechos.

si lees esto me debes un besito

Is a European Saale and was designed by ,

apply to any European language .

THE NEW COMPANION UOWME

Pre Ad Level bebe the A1 Now to Anish

Primary Education with At Level .

Language Learning Pnocess .

more transparent to leavnevs ,

for their Learning

si lees esto me debes un besito

COMPETENCE The beginning is the learning of the mother-tongue (first PERFORMANCE

There are tuvo methods to workin class but Shoutdon't use it

rules followed by the applications of the leavned rules in

Fichas en español para traducir al inglés .

THE DIRECT the

NINGON MÉTODO ES 100%

si lees esto me debes un besito

recent theories of second language acquisition are combined Aprendizaje tareas

dia signiente se have apuesta en comón de to visto en casa

have an affection filter .

aprendes wethod to this Ritter

so stodents could leavn better Tu situación .

para aprender una segunda lengua . This method use a

teatro no libro , ewwtions etc En un estado de relajación Self -

se entiende mejor la materia .

atmósfera pero no tan relajante durante la sesión Lal principio

al final toda la hora ) Emociones positivas

buena atmósfera yes pero sin echarse la siesta

Lass odelemmááss páginas no .

Estos son métodos para usar de forma momentánea pero no

para todo el curso De cada uno podemos coger una cosa

hacer nuestro propio enfoque .

CLIL Content Language Integrated Learning .

lengua es vehículo de comunicación

CBI Content Based Instruction

Se basa en enseñar contenidos sus objetivos son solo de

si lees esto me debes un besito

and other cultores

4. COGNITION to produce ideas lengua

reces to inwlve translation but not in au of them In media tion we

twins that someone underStand what we want to and to do that we transform

When you mediata you can summavize , pavaphvcrse ,

La mediación especializado lo hacemos ncestw dra otra

The Focus is on the context or situation el qué y

la mediación hace que los alumnos pasen de reproducir lrepetirl a

Strategies and actuantes other competentes . En 546º trataremos que

procesar transmitir información básica sencilla • facilitar la

si lees esto me debes un besito

No podemos confundirlo persuasión traducción

el tipo de receptor sus características

En las actividades emocionales nos basamos en

nos sentimos por qué

Tener en cuenta al otro pensar en cómo llegar a un término

nuestro alumnado al contexto tratando de sea efectivo

Hay dos cosas

Learning autonomy and maximiza

Hay cosas comunes

make a commvnicative class .

No podemos escapar de los métodos pero no podemos quedarnos sólo con