Magisterio – Inglés - Andalucía

CASO 21 You are teaching at a school situated in a very low class district on the outskirts of the town. Taking into account that most of your pupils’ parents cannot even pay for their books, how would you manage to produce the necessary materials for your students? Describe how you would handle working with special needs students confronted with the lack of materials.

INTRODUCTION: To begin with, it can be said that a school is a microsystem in which what is around is reflected. Therefore, the economic situation, expectations and values of the pupils influence on it. ANALYSIS OF THE SITUATION: As we can observe, in this practical case we are talking about a “Compensatory Education School” and hence, about students with special needs due to sociocultural factors. SOLUTION: A solution for what the case establishes could be the following ideas: 1) It is impossible that the teacher prepares all the material to be used in the class of their own, so that the students must collaborate with him/her. And, what can the pupils do? If we take into account that the pupils enjoy making arts and crafts, it would be a good idea that they make flashcards, posters, masks, puppets, etc. 2) The children could work in groups to save material since there is not many resources available. 3) The teacher should work jointly with the arts and crafts teacher and thus, the pupils will not waste time in the English class, preparing the material, and they will have it ready to be used before hand. 4) He may also bring real and authentic material such as clothes, toys, maps, and so on, to the class.
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the resources will have self-access and they will use them in a cooperative way as there is not idea of property about the material. They will be described as follows: 1) As our curriculum establishes a learner-centred approach. 2) The children will have an active role and thus. -2- . magazines and organize a class library that works through a “borrowing system”. games. newspapers.Andalucía 5) The students could make comics. this is one of the best ways to know about our pupils’ interest and characteristics. they will feel more motivated and involved in the classroom activities.Magisterio – Inglés . 3) The pupils choose material adapted to their knowledge and develop their autonomy. tapes for listening or even dispose of a computer. jokes. 5) The students find out the pleasure for reading (extensive reading). 6) Finally. they encourage their imagination and creativity. 6) The teacher should arrange “working corners” in which they can find worksheets with graded activities. stories. ADVANTAGES: I would like to conclude mentioning some advantages that we can come across in such situations. 7) Obviously. 4) They acquire collaborative and cooperative attitudes.

7) The pedagogical objectives of the material are clear. as we cannot get a good picture of the suitability of a book till we have been working through it for some time. 3) The coursebook focuses our pupil on their learning process. 6) The coursebook can be used at more than one level of difficulty.E. 4) The coursebook is readily available. or whether the lay-out design is attractive for them since they need visual backup for most presentations of new vocabulary.e. giving always more importance to receptive skill to productive ones as the introduction of our decree stress. 5) The coursebook accords with our pupils’ needs. According to Nunan. Apart from this. we must check that they are balanced.Andalucía CASO 22 Which criteria would you follow to choose a coursebook for the third cycle of P. and of course. 2) The coursebook foster independent learning. the availability of tapes and workbooks. we may assess the material before introduce it into the classroom. we must take into account factors such as if the price of the material is suitable for our pupils. Not only there should be a substantial amount of aural language input. we have to bear in mind whether it is presented in realistic contexts and is related to our pupils’ interests. However. In terms of the language. but also a wide variety of communicative activity. Together with this and as far as the activities are concerned. i. We will also analyse whether the topics included in the coursebook match up to our students’ personality. if the progression is adequate for the cognitive stage of development of our children. we can say that choosing a coursebook is extremely difficult.? As a way of introduction. any coursebook evaluation form should be based on the following criteria: 1) The coursebook makes clear the link between the classroom and the wider word. backgrounds and needs.Magisterio – Inglés . -3- .

Andalucía Finally. in order to take the maximum advantage out of it. Cambridge. 1988. – “The learner – Centred curriculum”. Bibliography: Nunan. it is very important that the textbook is clear for our children. we need to consider if the coursebook give enough guidance.P.Magisterio – Inglés . To sum up. and whether the material sets up clear explanation of how to be used. but for our pupils. -4- . C. not only for us. easy to follow and have well-defined objectives that the whole class can understand.U. D.

the pre-reading activities that I have designed consist in the followings: 1) A preliminary discussion: the students look at pictures of the environment. The first one show an environment without pollution and the second one an environment with pollution. this practical case is related to general objective number one for the foreign language curriculum for Andalusia. Describe two pre-reading activities. This aim. use strategies like guessing what the text is about. lay-out..Andalucía CASO PRÁCTICO Nº 8 At the end of the third cycle of P. It is important that the children bear in mind that they can know about the passage by looking at the title. he write on the blackboard the students’ solutions. etc. 2) Compare the pictures: The pupils compare two illustration. I could say that in the pre-reading activities the students prepare themselves for the task and familiarise themselves with the topic. the class is dealing with a text on environmental issues and recycling.E. Finally. They check the differences and give reasons why the second one is polluted. how can we protect the environment? or how can we make the school more environmentallyfriendly?. On the other hand. the teacher encourages the whole class to make a discussion suggesting ideas such as. -5- . concretely establishes that students should be able to understand written texts using the information both global (skimming) and specific (scanning) which these texts transmit with a specific purpose. make use of their own experience and knowledge. Then. discuss opinions and ideas. and so on. Later. On the one hand.Magisterio – Inglés . illustrations.

As a consequence.… We must try many activities in which the students feel really involved. He is more worried about memorizing without a logical sense than understanding what he is told. En un aula de 2º Ciclo de Educación Primaria intentamos llevar a cabo un ejercicio de roleplay basado en una escena de un día de compras. After having reached a conclusion. Another reason may be that the student has learned the answers mechanically in the same order that he listened to them and that his partner has not made the questions in that order. For this purpose. que ellos han visto en su libro y escuchado en una cassette. Diagnosticar la situación y aportar soluciones. in which they feel participant and protagonist of their own learning and find reasons to assume conscious and unconsciously the importance of a foreign language in their own lives. tras la pregunta del primero. questions and answers have nothing to do with one another and so they fail to get a good comprehension. their parents. nos encontramos con un 50% de alumnos motivados y otro 50% no motivado. their friends. Tras otro nuevo intento. for example. He has gone through something original like the tape. he/she will elaborate. Cuando dos alumnos comienzan su particular diálogo vemos que. A possible reason is the change in the way to pronounce the pupil has experimented. the arrival of a foreign person to the village. Determinar las posibles causas y soluciones. didactic units aimed. The solution could be that the teacher gets his place/role in the dialogue and perform slowly what he must have done and also make use of gestures and hands to to express the things or -6- . he/she will make use of the right means and methodology in order to get them more motivated. at topics that learners can find interesting and close to their lives such as life in school. animals.Andalucía En Segundo Ciclo de Educación Primaria de una escuela rural.Magisterio – Inglés . from the methodological point of view. the work they do in the fields. circumstances and problems existent in the group and to deal with them in the most efficient way. The teacher must first carry out a detailed research both collective and individual on the class to determine the causes. el segundo no ha entendido y contesta con otra frase que no tiene nada que ver con lo preguntado. through the teacher (whom he is accustomed to) and through his partner that speaks with the difficulties of a total beginner. The change in pronunciation and the fact of having been the focus of attention may have made him get blurred and blocked and thus we get a nervous and incorrect answer or response. sucede lo mismo.

Cómo afrontaría la evaluación de una clase de Inglés en tercer Ciclo de Primaria. this way the element of social interaction and friendship will be fostered.…) inside the context. too. the teacher should always have at hand extra-work for those pupils who finish very soon. and the objectives we must reach at the end. that is. the ones that can go further must be allowed to do it and those who go more slowly must be paid attention. Another possibility. In no circumstance can the teacher forget any student either fast or slow. for the slow ones. he/she will make curricular adaptations for that minority he thinks convenient or for special cases inside the class that need a concrete help. with slow and fast individuals. the teacher must know that each student develops his own learning process. -7- . Finally. In order to make an evaluation of a group like this. agreement. For example. first we must balance the situation without prejudicing any one. In any case. teniendo en cuenta que hay un número de alumnos que muestran lentitud y otros que son muy rápidos en la realización de actividades. either more intelligent or less. surprise. some faster and some slower and we have to respect each student as an individual inside a collectivity without forgetting the whole class. is to find an extra moment out of the class to do that work he couldn’t finish before. if he uses something visual like body language the student will understand better. This work may be a self-correction although revised by the teacher. The teacher will elaborate activities and tasks trying always that everybody gets to them and to the minimum needed in spite of all the difficulties he/she can find in this purpose.Magisterio – Inglés . if the teacher considers it important.Andalucía feelings (disagreement. A third possibility is that the fastest learners help those with difficulties and work together. which at the same time follows another working pace.

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