Magisterio Ingls - Andaluca

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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5) The students could make comics, stories, newspapers, jokes, magazines

and organize a class library that works through a borrowing system.

6) The teacher should arrange working corners in which they can find
worksheets with graded activities, games, tapes for listening or even
dispose of a computer.

7) Obviously, 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.

ADVANTAGES:

I would like to conclude mentioning some advantages that we can come

across in such situations. They will be described as follows:

1) As our curriculum establishes a learner-centred approach, this is one of

the best ways to know about our pupils interest and characteristics.
2) The children will have an active role and thus, they will feel more
motivated and involved in the classroom activities.
3) The pupils choose material adapted to their knowledge and develop their
autonomy.
4) They acquire collaborative and cooperative attitudes.
5) The students find out the pleasure for reading (extensive reading).
6) Finally, they encourage their imagination and creativity.

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CASO 22

Which criteria would you follow to choose a coursebook for the third
cycle of P.E.?

As a way of introduction, we can say that choosing a coursebook is

extremely difficult, as we cannot get a good picture of the suitability of a book till
we have been working through it for some time. However, we may assess the
material before introduce it into the classroom.

According to Nunan, 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.
2) The coursebook foster independent learning.
3) The coursebook focuses our pupil on their learning process.
4) The coursebook is readily available.
5) The coursebook accords with our pupils needs.
6) The coursebook can be used at more than one level of difficulty.
7) The pedagogical objectives of the material are clear.

Apart from this, we must take into account factors such as if the price of the
material is suitable for our pupils, the availability of tapes and workbooks, or
whether the lay-out design is attractive for them since they need visual backup
for most presentations of new vocabulary.

Together with this and as far as the activities are concerned, we must check
that they are balanced, i.e. Not only there should be a substantial amount of
aural language input, but also a wide variety of communicative activity, giving
always more importance to receptive skill to productive ones as the introduction
of our decree stress.

In terms of the language, we have to bear in mind whether it is presented in

realistic contexts and is related to our pupils interests, and of course, if the
progression is adequate for the cognitive stage of development of our children.

We will also analyse whether the topics included in the coursebook match
up to our students personality, backgrounds and needs.

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Finally, we need to consider if the coursebook give enough guidance, not

only for us, but for our pupils, and whether the material sets up clear
explanation of how to be used, in order to take the maximum advantage out of
it.

To sum up, it is very important that the textbook is clear for our children,
easy to follow and have well-defined objectives that the whole class can
understand.

Bibliography:
Nunan, D. The learner Centred curriculum. C.U.P. Cambridge, 1988.

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CASO PRCTICO N 8

At the end of the third cycle of P.E., the class is dealing with a text on
environmental issues and recycling. Describe two pre-reading activities.

On the one hand, this practical case is related to general objective number one
for the foreign language curriculum for Andalusia. This aim, 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.

On the other hand, I could say that in the pre-reading activities the students
prepare themselves for the task and familiarise themselves with the topic,
make use of their own experience and knowledge, use strategies like guessing
what the text is about, discuss opinions and ideas, etc.

It is important that the children bear in mind that they can know about the
passage by looking at the title, illustrations, lay-out, and so on.

Then, the pre-reading activities that I have designed consist in the followings:

1) A preliminary discussion: the students look at pictures of the

environment. Later, the teacher encourages the whole class to make a
discussion suggesting ideas such as, how can we protect the
environment? or how can we make the school more environmentally-
friendly?. Finally, he write on the blackboard the students solutions.
2) Compare the pictures: The pupils compare two illustration. The first one
show an environment without pollution and the second one an
environment with pollution. They check the differences and give reasons
why the second one is polluted.

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En Segundo Ciclo de Educacin Primaria de una escuela rural, nos

encontramos con un 50% de alumnos motivados y otro 50% no
motivado. Diagnosticar la situacin y aportar soluciones.

The teacher must first carry out a detailed research both collective and individual on the
class to determine the causes, circumstances and problems existent in the group and to
deal with them in the most efficient way.

After having reached a conclusion, he/she will make use of the right means and
methodology in order to get them more motivated. For this purpose, he/she will
elaborate, from the methodological point of view, didactic units aimed, for example, at
topics that learners can find interesting and close to their lives such as life in school,
their friends, the work they do in the fields, their parents, the arrival of a foreign person
to the village, animals,
We must try many activities in which the students feel really involved, 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.

En un aula de 2 Ciclo de Educacin Primaria intentamos llevar a cabo un ejercicio de role-

play basado en una escena de un da de compras, que ellos han visto en su libro y escuchado

en una cassette. Cuando dos alumnos comienzan su particular dilogo vemos que, tras la

pregunta del primero, el segundo no ha entendido y contesta con otra frase que no tiene

nada que ver con lo preguntado. Tras otro nuevo intento, sucede lo mismo. Determinar las

posibles causas y soluciones.

A possible reason is the change in the way to pronounce the pupil has experimented. He has
gone through something original like the tape, 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.
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. As a
consequence, questions and answers have nothing to do with one another and so they fail to
get a good comprehension. He is more worried about memorizing without a logical sense than
understanding what he is told.

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

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feelings (disagreement, agreement, surprise,) inside the context; if he uses something visual
like body language the student will understand better.

Cmo afrontara la evaluacin de una clase de Ingls en tercer Ciclo de

Primaria, teniendo en cuenta que hay un nmero de alumnos que muestran
lentitud y otros que son muy rpidos en la realizacin de actividades.
In any case, the teacher must know that each student develops his own learning process, some
faster and some slower and we have to respect each student as an individual inside a
collectivity without forgetting the whole class, which at the same time follows another working
pace, and the objectives we must reach at the end.

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.

In no circumstance can the teacher forget any student either fast or slow, either more intelligent
or less.

Finally, if the teacher considers it important, he/she will make curricular adaptations for that
minority he thinks convenient or for special cases inside the class that need a concrete help.

In order to make an evaluation of a group like this, with slow and fast individuals, first we must
balance the situation without prejudicing any one, that is, the ones that can go further must be
allowed to do it and those who go more slowly must be paid attention, too. For example, the
teacher should always have at hand extra-work for those pupils who finish very soon. This work
may be a self-correction although revised by the teacher. Another possibility, for the slow ones,
is to find an extra moment out of the class to do that work he couldnt finish before. A third
possibility is that the fastest learners help those with difficulties and work together, this way the
element of social interaction and friendship will be fostered.

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