Anexos
Anexo 1
TRABAJO INSTITUCIONAL (directivos y docentes de inglés)
Situación
Juan Pérez es maestro de inglés en una escuela de Coronel Suarez. Es docente de 22 alumnos de 8/9 años en 4to año de la Educación Primaria. Ha elaborado una planificación anual utilizando la literatura como base para sus clases. Trabaja con recursos como storybooks, títeres, canciones, etc. y materiales didácticos diseñados por él mismo. Su plan anual consiste de 4 unidades para todo el año.
Tareas para reflexionar:
Analizar en equipo “Contenidos y actividades propuestas” en su plan anual y responder:
¿Por qué este plan es basado en tópicos (topic based)?
¿En qué pensó primero Juan cuando elaboró el plan? ¿En qué orden completó la grilla?
¿Qué tipo de actividades incluyó? ¿Hay variedad?
¿Es posible detectar técnicas de andamiaje implícitas en el plan? Si así fuera, señalar algunas
¿Qué “formatos” va a utilizar Juan para desarrollar la interlingua de los niños? Mencionar algunos
Leer “Propósitos” en el plan de Juan. ¿Por qué podemos decir que a través de su plan, Juan logrará estos objetivos cuando enseñe a sus alumnos? Buscar información en “contenidos y actividades propuestas” que muestre la presencia de esos propósitos en las situaciones de enseñanza que presentará a su clase.
Juan elaboró 10 “expectativas de logro” para sus alumnos. 9 de ellas han sido quitadas. ¿Podrían proveer como mínimo 7 que crean que Juan incluyó en su plan?
¿Por qué Juan solo propone evaluación en proceso en su propuesta? ¿Es esta “estrategia de evaluación” coherente con su plan? Justificar
Analizar el esquema de la unidad 3 del plan de Juan prestando atención a los subtemas. Finalmente, revisar los resúmenes de las clases.
¿Podran los alumnos alcanzar la tarea final sin dificultades?
Si estuviera en el lugar de Juan, incluiría alguna otra actividad en la secuencia de enseñanza?
Comparar la secuencia de actividades con lo que Juan ha escrito en su plan. ¿Agregaría alguna información a la grilla? ¿Hay más actividades que las que menciona en la grilla? ¿Algún aspecto que Juan no haya incluido?
Tarea para llevar a la práctica:
En equipo, tomar una unidad (o parte de ella) del plan anual de Juan, adaptarla de acuerdo al grupo de alumnos y sus necesidades. Llevarla a la práctica. Socializar el plan y las conclusiones en el próximo encuentro.
Anexo 2
ESCUELA Nº 37 CORONEL SUÁREZ
4º EP
Proyecto anual de inglés
Propósitos
Por medio de este proyecto, nos proponemos:
Generar un ambiente rico para el desarrollo de la interlengua de los niños desde una perspectiva discursiva.
Propiciar situaciones de creación e interpretación de textos orales y escritos en inglés.
Desarrollar actividades que permitan el desarrollo integral del niño por medio de la resolución de problemas.
Propiciar el desarrollo de la competencia intercultural que le permita al niño comprender el mundo en su diversidad.
Crear situaciones de clase que integren desde los temas los aprendizajes de otras áreas del currículum
Fomentar el placer por aprender lenguas por medio de dinámicas de clase y recursos didácticos motivadores para los niños.
Índice de avances:
Al finalizar el curso, el niño podrá:
Interactuar con otros en lengua oral en contextos informales sobre información personal (nombre, edad, gustos, familia)
Evaluación
La evaluación será de carácter informal y continua y estará basada en el desempeño día a día de los niños tanto en lengua oral como escrita. Se le dará mucha importancia a los proyectos finales de cada unidad por ser de carácter integrador.
Contenidos y actividades propuestas
Tema (Topic)
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Proyecto final
(Final Task)
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Tareas intermedias
(Tasks)
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Materiales a utiizar (Materials used)
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Usos de la lengua y expresiones
(language used)
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On Knowing You and Me
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This is my class book
(Los niños escribirán información personal sobre ellos –nombre, edad, color favorito, familia, mascota- y pegarán una foto. Con todas las contribuciones armaremos un libro de la clase que le entregaremos a la Sra directora para que quede en el archivo de la escuela como parte de la historia de la escuela).
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Juegos: con pelota, de movimiento, con cartillas y láminas.
Lectura interactiva
Storytelling: cuentacuentos
Problemas a resolver interactivos orales y escritas (con rimas, canciones, mini diálogos, cuentos, títeres, dramatizaciones, juegos)
Creación de textos orales en dramatizaciones improvisadas con o sin títeres
Creación de textos escritos siguiendo un modelo textual dado.
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Songs: Hello, How are you today?
Red and Orange…
Skipping rhymes: Tell me, Tell me
Nursery rhyme: Once I caught a fish alive.
Títeres
When we went to the park by Shirley Hughes
Fotos familiares
Laminas y objetos
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Expresiones sobre información personal:
Tipos textuales: narrativo, informativo,
What´s your name?
I´m …
How old are you?
What´s your favourite…?
This is my family. This is my mother…
I´ve got a dog.
Have you got…?
She is…
He is…
What´s this?
It´s a…
Areas lexicales:
Colores, familia, números, objetos de la vida diaria, mascotas.
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On Being Different
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A poetry concert (Los niños harán un café literario en la escuela para otros niños de otros grados y sus papás. En el café literario dirán los poemas aprendidos dramatizándolos y diciéndolos con interacción entre ellos y con el público).
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Idem al anterior
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Poema: My little Brother, Ilike, My hat de Mary Ann Hoberman.
Puppets of different races
Laminas y objetos
Nursery Rhyme: Ice-cream – One potato, Two potatoes.
Song:
Ten little Indian boys
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Descripciones de personas y gustos personales
Tipos textuales: narrativo, informativo,
I like /I don´t like your hat. I love/ I hate your hat.
Your / My
Do you like my hat?
I´ve got brown hair.
My hair is brown.
My eyes are brown.
Areas lexicales:
Partes del cuerpo, comida, adjetivos calificativos.
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On Growing and Changing
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A Book on Myself (Los niños harán un libro sobre ellos mostrando diferentes momentos de sus vidas con fotos y dibujo y contando lo que podían hacer en cada momento. Se lo darán a sus familias)
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Idem al anterior
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Story: A very Hungry Caterpillar by Eric Carle.
Story: Little Gorilla by Ruth Bornstein
Poem: I´ve grown out of by Tony Mitton.
Puppets
Láminas y objetos
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Descripciones de personas y animales y sus habilidades.
Tipos textuales: narrativo, informativo,
Descriptivo.
My shoes are brown.
My t-shirt is blue.
I can walk, I can write.
Gorillas can climb.
Babies can´t walk.
Gorillas like bananas.
Babies like milk.
Gorillas are big animals.
Babies are small.
They grow. They eat…
Areas lexicales: ropa, animales, comida, adjetivos indicando tamaño y forma.
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On Knowing our World
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A science museum (Los niños realizan maquetas de paisajes de nuestro planeta y del universo y le colocan descripciones. Con todas las maquetas y modelos, armamos un museo en la biblioteca del colegio para que lo visiten otros niños).
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Idem al anterior
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Poemas: Snow by Mary Ann Hoberman
Winter Clothes by Karla Kuskin
The people on Mars by Shel Sylverstein
Bright and Beautiful by Benjamin Zephaniahn
Canciones: Twinkle twinkle little star, It´s raining, it´s raining.
Pinturas de pintores reconocidos con distintos paisajes
Títeres
Láminas y objetos
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Descripciones de personas y lugares
Tipos textuales: narrativo, informativo,
Descriptivo.
There is a tree.
There are flowers.
What´s the weather like? It´s raining.
Areas lexicales: paisajes, estaciones, el clima, el universo.
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Unit 3: On Growing and Changing.
Animal
Changes
Human
Growth
 
The life of a butterfly
 
Visible
changes
How mammals grow
Changes in abilities
Summary of the teaching sequence
Class 1
T brings the story and starts reading it and exploiting the pictures. As we read the story T helps SS focus on the process of a life of a butterfly and asks questions to check comprehension. Ss already know vocabulary of food but T recycles is and presents two or three words ss don´t know. Then T tells the story again with picture cards of the food and he makes mistakes in the order. Ss correct the teacher. Then T sticks on bb parts of the story: On Monday he ate…, On Tuesday….; On Wednesday. Then T starts removing one by one and ss have to remember all the sentences. In the end ss have to produce what the caterpillar ate each day.
In their notebooks students draw the four moments of the life cycle of the butterfly (egg, caterpillar, cocoon and butterfly).
T plays a song as ss work.
Class 2
T brings the story again and T and ss read it together interactively. Whenever T makes a gesture, ss tell the story. T presents with cards names of different jungle animals: gorilla, hippo, snake, lion, monkey, giraffe, elephant. We play games with cards to help students remember the vocabulary.
Ss describe animal sizes and colours. We refer to what food animals like (bananas, meat, plants, etc). SS say what animals they like best.
We play an animal bingo. The bingo is stuck in their notebooks and ss keep it as a picture dictionary.
Class 3
T brings a puppet of a jungle animal. Puppet and children interact ( to recycle previous knowledge). Puppet says he´ll tell the children a story.
T reads the story Little gorilla a first time. T reads the story again but this time ss have to interact in the story. Whenever T says: “loved little gorilla” ss have to say it and act out with a loving gesture. T reads the story a third time and this time several students are characters so they have to act out in front of the class the story as the teacher reads. In their notebooks students have to draw the part of the story they liked best and write a sentence they remember from the story (T helps).
Class 4
T brings animal puppet again and puppet starts interacting with the teacher saying what gorillas and little gorillas can / can´t do (run, climb, jump, walk, fly). And then they refer to other animals. Puppet starts asking the children about themselves.
T brings pictures of different animals again and they play a guessing game. T describes what a specific animal can do and ss have to guess what animal it is. Then ss play the game in pairs. Then we play simon says with abilities: simon says gorillas can climb trees, simon says parrots can fly, etc.
In their notebooks SS choose one animal, draw it and write about what it can do. T writes an example on board.
Class 5
T brings puppets of different animals, ss choose their puppet and come to the front and interact (improvisation)
T brings a listening activity of a crazy zoo which jungle animals can do other than what is natural for them: Monkeys can play football, snakes can fly, etc. Ss have to tick a chart as they listen. In the chart they have on one side all the animals in the zoo, and on the other side all the abilities. As they listen they have to tick the correct box. T shows an example. After that ss have to transfer the information reporting it orally. T throws a soft ball to each student asking about the animals in the crazy zoo. Then they have to imagine one more animal in this crazy zoo, draw it and say what it can do.
Class ends with a song
Class 6
Teacher takes photos of himself picturing him when he was a child, an adolescent, and an adult. By showing the photos and using gesture, the teacher will convey the meaning of “grown” that ss already know from the story Little Gorilla.
T asks: How different am I in the photos? What changes are there? (to elicit: grow up. You can read here. In this photo you can´t walk, you are a baby, etc)
The teacher takes a small sweater, small shoes, etc (if possible from her/his childhood/adolescence) to show students that they do not fit any longer.
Teacher tries to put on these items of clothing (exaggerating, using gestures) and asks students:
Can I put on this sweater? (No)
Can I put on these shoes? (No)
Why not? (to elicit: they are too small / you have grown up)
T shows (little shoes, jumper, socks, trousers, shirt)
The teacher reads the poem aloud while students listen and teacher shows the clothes.
Grown Out Of
My trousers are tight.
They just won’t fit.
And my jumper?
I’ve grown out of it.
My shirt’s too short.
It just won’t do.
There are holes in my socks
where my toes peep through.
So it’s lucky I don’t
grow out of my skin.
‘Cos then there’d be nothing
to put me in.
Tony Mitton
Then T hands in the poem and ss read with the teacher. T explains last two stanzas in Spanish if necessary referring to snakes that grow out of their skins.
Students draw a picture based on the content of the poem and stick the poem in their notebooks. T asks ss to bring clothes and pictures from when they were little for the next class.
Class 7
T brings cards of clothes. T recycles the items taught in the previous class and includes some more. Contrast is made between singular and plural. T points out that anything with 2 legs is plural (trousers, shoes, socks). Ss play different games with the cards. T describes a student´s clothes and ss have to guess who the person is. Then T asks students to show the pictures they brought and the clothes when they were smaller. Ss show clothes and pictures and T elicits: I´m 3 years old in this picture. My t-shirt is too small for me now. T will ask: Can babies walk? Can you walk when you are 3 years old? Can you write when you are 3 years old? Can you read when you are 9? Can babies play football? Can you play football now?
T explains that ss are going to make a book showing different moments in their lives and what they can do now. T asks students to bring at least 5 photos of different moments in their lives that they can use in class. If they haven´t got photos they can draw the pictures. T asks ss to bring markers and colour pencils and start thinking about a book cover. They can use cardboard if they want.
Class 8 & 9
Project
T shows students an example with himself. T draws two squares on board as if it was two pages and then sticks a photo of himself as a baby and himself as a 6 year old boy. T writes with the help of students: “In this photo I´m 3 months old. I can´t walk. My clothes are very small.” “In this photo I´m 6 years old. I can´t read but I can walk, jump and play football.” Ss have a model on board. T hands out white paper for students to use as pages of a book. Ss start working following the model and T walks round the room giving assistance when necessary.
Anexo 3
En la secuencia didáctica tenemos en cuenta:
Definición de los objetivos
Selección de contenidos
Organización y secuenciación de los contenidos
Selección y secuenciación de las actividades y tareas
Selección y secuenciación de las actividades y tareas de evaluación
Organización y gestión del aula
Situation: The activities presented in Appendix 1 correspond to a teaching sequence presented by Julia, a teacher working in a 4º EP course in a school in Navarro. She has 25 children in the course. She has been teaching the kids for three months now. The kids love playing games in the class and are eager to play.
Analyse the activities and:
Put them in the order that you think Julia used them in class.
Jot down the content that you think Julia is teaching.
Number the type of games that she is using in the class. What is the purpose of each game? Do they all have a linguistic objective?
Is language used as discourse? Support your answer.
How is Julia using interaction (input and output)?
APPENDIX 1
Activity____: T brings a poster with different objects of different shapes, different colours and different materials. The class play “I spy…” all together for the teacher to scaffold the adjectives (round, triangular, square, rectangular) and the materials (metal, glass, wood and plastic) and then children play the game in pairs. (eg: “I spy something red, round and made of plastic” “a ball”)
Activity ____ : T places cards with different shapes on board (circle, square, rectangle, triangle) and asks them to repeat the words. Each shape has a different colour. T asks children to describe each shape “the circle is red”, “the square is blue”, etc. Then teacher adds more cards. They contain the same shapes with smaller sizes and they have different colours. Children play a game: one child comes and without looking at the shapes, T asks: “What colour is the small /big square/ circle/ rectangle/ triangle?” Children have to guess. They play different memory games using the cards.
Activity ___: T shows the children the book What is round? By Rebecca Kai Dotlich. T reads the book with the children helping them remember the words by exploiting the rhyme, asking them to read parts. They play the game in the last page.
Activity ___: Game: A feely bag. T brings a bag with lots of objects inside. Children put their hand in the bag and they have to take an object as the teacher says: “Take something round and big from the bag” “take something small and square from the bag”, etc.
Activity ___: Picture dictation. Children have different shapes of different sizes in a handout and they have to colour the shapes as the teacher says: “colour the small rectangle blue”
Activity ___: Guessing game: T has different cards with different objects. T shows all the cards to the whole class. Then one child comes to the front and T gives one card to the child. The other children have to guess the object by asking: “Is it round/ square/triangular/rectangular? - Is it (colour)? – Is it (big/small)?”
Anexo 4
Developing our annual project. Follow these directions:
The project should be developed around tasks
You are expected to use literature in your project.
You are expected to include instances of play in the classes (including games and play with language)
Draw content as given in the examples of Diseño Curricular.
Input and output strategies should be carefully devised to aid interlanguage development.
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