Professional Documents
Culture Documents
Brittany Gray
Curso 2013-2014
Aprendizaje y enseanza
Aspectos especficos de la especialidad de Lengua Extranjera
M s t e r
U n i v e r s i t a r i o
e n
F o r m a c i n
d e l
P r o f e s o r a d o
d e
E d u c a c i n
S e c u n d a r i a
O b l i g a t o r i a ,
B a c h i l l e r a t o ,
F o r m a c i n
P r o f e s i o n a l
y
E n s e a n z a
d e
I d i o m a s .
Brittany Gray
Methodology
This
section
includes
a
description
of
the
methodology,
strategies
and
techniques
that
will
be
implemented
in
my
course
syllabus
designed
for
2nd
of
ESO
in
Juan
Carlos
I
secondary
school
in
Murcia.
I
have
not
restricted
myself
to
a
single
a
methodological
approach,
rather
I
have
opted
for
a
multidisciplinary
stance
taking
into
account
the
principles
of
different
methodological
trends
such
as
the
communicative
approach,
task-based
learning
and
CLIL.
Communicative
Approach
This
approach
focuses
on
successful
and
efficient
communication
in
the
L2.
Learning
a
language
does
not
only
imply
acquiring
theoretical
knowledge
about
formal
aspects
of
the
linguistic
code
(grammar,
phonology
and
lexis),
therefore
a
focus
on
proficiency
and
creative
use
of
the
language
rather
than
structure
will
ease
the
learning
process.
Task-based
Learning
This
method
focuses
on
the
use
of
authentic
language
by
engaging
students
in
tasks,
that
is,
activities
they
are
likely
to
find
in
real
life.
In
addition,
in
these
activities
students
actually
do
something
with
the
language
rather
than
learning
something
about
the
language.
They
employ
the
same
processes,
as
they
would
do
in
their
L1
when
carrying
out
these
tasks.
Therefore,
there
is
a
focus
on
successful
language,
rather
than
accuracy
of
language
forms.
CLIL
Content
and
Language
Integrated
Learning
(CLIL)
is
a
dual
focused
language
approach
that
involves
the
teaching
of
non-linguistic
content
through
an
L2.
One
of
the
many
advantages
of
CLIL
is
that
students
are
able
to
develop
their
language
skills
with
maximum
exposure
to
L2,
while
simultaneously
expanding
their
understanding
and
knowledge
of
the
world.
Brittany Gray
Use
of
ICTs
We
live
in
an
age
where
we
have
access
to
all
sorts
of
ICTs
to
facilitate
the
learning
process
in
the
classroom.
I
intend
to
make
use
of
ICTs
on
a
daily
basis
by
using
audio-recordings,
videos,
Power
Points
and
the
Internet.
Students
tend
to
find
using
ICTs
in
the
classroom
to
be
more
engaging
and
motivating
than
being
limited
to
their
textbook
and
worksheets.
The
use
of
ITCs
gives
you
access
to
up-date
authentic
material
on
the
web
which
enhance
your
lessons.
Lesson
Plan
This
lesson
plan
has
been
designed
to
learn
vocabulary
related
to
Christmas,
to
learn
and
practice
the
present
simple
and
adverbs
of
frequency,
and
to
learn
about
Christmas
customs
around
the
world
applying
the
CLIL
approach.
In
order
for
students
to
get
as
much
oral
practice
as
possible,
I
have
included
various
communicative
activities
and
a
final
oral
presentation
on
a
country
of
their
choice.
Timing:
6
lessons
of
55
minutes
each
Lesson
1
1)
Warm-up
(10
min):
Ask
students
what
words
they
already
know
related
to
Christmas
and
winter
and
brainstorm
their
responses
on
the
board
2)
Activity
1
(30
min):
Put
students
into
groups
of
4-5
and
give
them
a
set
of
cards
with
vocabulary
words
written
on
them
related
to
Christmas.
Proceed
by
describing
words
at
random.
Students
in
groups
have
to
choose
the
word
card
that
corresponds
to
the
word
described.
Brittany Gray
Brittany Gray
Lesson
3
1)
Activity
1
(5
min):
Show
first
video
clip
about
Christmas
and
ask
children
if
they
celebrate
Christmas
in
the
same
way.
Ask
them
to
share
their
holiday
traditions.
http://www.youtube.com/watch?v=02eu9mxPDl8
2)
Activity
2
(25
min)
Show
the
two
other
videos
about
Christmas
around
the
world
and
ask
students
to
write
down
the
names
of
all
of
the
countries
they
hear.
Then
discuss
the
various
Christmas
traditions
together
as
a
class.
http://www.youtube.com/watch?v=WWUNQfjkwmg
http://www.youtube.com/watch?v=hDXsC2sSMtc
Skip
through
certain
parts
of
second
video
due
to
difficult
language,
stopping
occasionally
to
clarify
possibly
difficult
to
understand
parts
to
the
class.
3)
Activity
2
(25
min):
Introduce
Why
Christmas
website
to
the
class
and
ask
children
to
choose
one
country
that
they
will
focus
on
for
their
presentations,
which
will
be
done
in
groups
of
5.
Ask
them
to
begin
researching
their
country
Read
Christmas
in
Australia
and
answer
reading
comprehension
questions
(see
annex
3).
What
cannot
be
finished
in
class
have
students
finish
as
homework.
Emphasize
that
questions
must
be
answered
in
complete
sentences.
http://www.whychristmas.com/cultures/australia.shtml
Brittany Gray
Homework
Present
simple
review
(see
annex
4)
Lesson
4
Warm-up
(5
min):
Ask
students
what
they
have
learned
so
far
about
their
countries
of
choice,
reminding
them
that
they
need
to
be
researching
online
as
homework.
Activity
1
(15
min):
Show
Christmas
around
the
world
power
point
and
give
brief
tutorial
on
how
to
make
power
points
for
those
students
who
may
not
know
how.
Activity
2
(10
min):
Introduce
adverbs
of
frequency
and
then
elicit
sentences
in
the
present
simple
about
the
power
point
asking
students
to
describe
what
is
done
in
each
country
and
how
often.
e.g.
People
never
play
in
the
snow
in
Australia
at
Christmas
People
always
decorate
Christmas
trees
in
the
U.S.A
at
Christmas
Activity
3
(25
min):
Emphasize
and
explain
the
third
person
singular,
which
students
have
already
seen,
but
which
also
tends
to
be
the
most
confusing.
Hand
out
questionnaire
and
ask
students
to
mingle
in
the
classroom
asking
each
other
questions
about
what
they
do
at
Christmas.
Homework
Brittany Gray
Create
sentences
in
present
simple
(third
person
singular)
about
their
classmates.
Lesson
5
Activity
1
(10
min):
Correct
homework
as
a
class
Activity
2
(20
min):
Hanukkah
reading
http://www.activityvillage.co.uk/hanukkah
If
time
show
Hanukkah
video
Answer
comprehension
questions
in
class
and
emphasize
that
sentences
must
be
answered
in
complete
sentences
Activity
3
(25
min):
Give
students
free
time
the
rest
of
the
class
to
work
on
the
text
for
their
power
point
presentations,
this
will
be
done
in
the
computer
room
so
that
students
could
even
begin
working
on
their
power
points
in
class
with
help
from
the
teacher.
Students
will
also
have
to
write
3
comprehension
questions
for
their
class
to
answer
during
their
presentations.
Walk
around
the
class
correcting
and
helping
as
needed.
Lesson
6
Activity
1
(55
min):
Power
point
oral
presentations
Review
comprehension
questions
with
the
class
Brittany Gray
Christmas Cloze
Fill in the blanks with words from the box:
checks
nice
naughty
beard
North Pole
decorate
lap
baked
cards
presents
sleigh
holiday
coal
toys
sing
Boxing
elves
turkey
under
reindeer
merry
fills
Eve
workshop
lights
chimney
family
spirit
Christmas:
Christmas is a _________________ when people get together with
_________________. People give _______________ to each other or
send ____________________ wishing each other a _________________
Christmas. At Christmas, people ____________ carols to get into the
Christmas _______________. As well, people ______________ Christmas
trees and put up ________________ around the house. A common
Christmas dinner is ______________. There are also lots of
________________ goodies for the kids. Christmas begins on the day
before Christmas, or Christmas _________________ and continues until
_______________ Day, when many people go shopping for sales.
Santa Claus:
Santa Claus is an old man with a white _________________ that lives at
the __________________. Children sit on Santas _________________
and tell him what they want for Christmas. Santa _________________ his
list to see if the children have been _________________ or
_________________. If the children are bad Santa brings them
__________________. If the children are good Santa brings them
____________________. The toys are made in Santas
___________________ by _________________.
Brittany Gray
2005
www.bogglesworldesl.com
Lesson
2
Country/Nationality
What
I
think
they
do
What
I
think
they
dont
do
Chinese
people
Japanese
people
Italian
people
Dutch
people
American
people
Norwegian
people
French
people
English
people
German
people
Austrian
people
Irish
people
Peruvian
people
Lesson
3
Australia
reading
comprehension
questions
1) When
do
Australian
children
have
summer
holidays?
2) What
is
the
weather
like
at
Christmas
in
Australia?
3) What
do
Australians
do
on
Christmas
Eve?
4) What
do
Australians
usually
have
for
Christmas
dinner?
5) Do
Australians
sing
Christmas
carols?
What
are
they
like?
Brittany Gray
Homework
Present Simple
Error corrections decide whether the sentences are written correctly or not.
Sometime there are two possible
answers.
1.
2.
3.
4.
5.
6.
I hates Mondays.
7.
8.
9.
10
Brittany Gray
Sometimes
11
Brittany Gray
do
you
go
shopping
at
Christmas?
How
often
do
you
make
snowmen
at
Christmas?
How
often
do
you
travel
at
Christmas?
How
often
do
you
play
outside
at
Christmas?
How
often
do
you
ride
a
bike
at
Christmas?
How
often
do
you
dress
up
at
Christmas?
How
often
do
you
study
at
Christmas?
How
often
do
you
speak
English
at
Christmas?
How
often
do
you
drink
hot
chocolate
at
Christmas?
12
Brittany Gray
Lesson
5
Hanukkah
reading
comprehension
questions
1) How
long
does
Hanukkah
last?
2) How
many
candles
do
Jews
place
on
the
menorah?
3) What
do
people
exchange
during
Hanukkah?
4) What
do
people
light
at
Hanukkah?
5) What
toy
is
a
Hanukkah
symbol?
Bibliography
Legislation
at
National
level:
-
Organic
Law
for
the
Quality
of
Education
LOE
2/2006,
3rd
May.
(BOE
n.
th
106,
4
May
2006).
-
Royal
Decree
1631/2006,
29th
December
(BOE
5/01/2007)
Beaumont,
Digby,
and
Colin
Granger.
The
Heinemann
English
Grammar:
An
Intermediate
Reference
and
Practice
Book.
Oxford:
Heinemann,
1992.
Swan,
Michael.
Practical
English
Usage.
3rd
ed.
Oxford:
Oxford
University
Press,
2005.
Websites
http://bogglesworldesl.com/christmas_worksheets.htm
http://www.whychristmas.com/cultures/australia.shtml
http://www.activityvillage.co.uk/hanukkah
13