Departamento de Innovacin y Formacin Didctica

DIDACTICS OF THE
ENGLISH LANGUAGE
IN PRIMARY
EDUCATION
~DOSSIER~
2015/2016

_______________

DIDCTICA DE LA LENGUA INGLESA

[GRADO EDUCACIN PRIMARIA]
Cdigo 17519
Crditos ECTS 6
Departamento:
INNOVACIN Y FORMACIN DIDACTICA
rea:
DIDCTICA DE LA LENGUA Y LA LITERATURA
Profesor coordinador de la asignatura:
MYRIAM CHERRO SAMPER

Profesores (2015-16)
Teora y Prcticas
Grupo

Profesor/a

Horario

MARA JOS ROMN

10h-12h

MARA JOS ROMN

8h-10h

JAVIER FERNDEZ MOLINA

12h-14h

M. SNCHEZ, J. FERNNDEZ, M.CHERRO

10h-12h

CARLOS NAVAS CASTILLO

12h-14h

MANUEL SNCHEZ QUERO

15h-17h

IGNACIO CIRAUQUI RIBES

19h-21h

JOS LUIS NAVARRO PIQUERAS

17h-19h

JOS LUIS NAVARRO PIQUERAS

19h-21h

COMPETENCIAS Y OBJETIVOS
OBJETIVOS FORMATIVOS

Adquirir los conocimientos a nivel lingstico en la L2 necesarios, que le

permitan desarrollar su funcin docente con eficacia, autonoma y creatividad.
Desarrollar la competencia lingstica y literaria en la lengua extranjera de su
especialidad para ser capaz de consultar diversas fuentes de informacin,
actualizar los conocimientos y emplear la lectura en la lengua extranjera como
fuente de placer.
Usar con soltura la lengua extranjera, oralmente y por escrito, en el mbito
privado, pblico, educativo y ocupacional. Para ello, se necesitar desarrollar
la competencia comunicativa de manera que se puedan recibir y dar las clases
en la lengua extranjera y usarla como medio de instruccin.
Ser capaz de planificar, programar e impartir un currculo de lengua extranjera
abierto y flexible, de manera que satisfaga las necesidades de los futuros
maestros/as y las exigencias de los diseos curriculares de la Comunidad
Autnoma, de Espaa y del Marco de Referencia Europeo.
Saber usar cierta variedad de materiales y de fuentes de informacin
incluyendo las nuevas tecnologas y saber aplicarlas a la enseanza y el
aprendizaje de la lengua extranjera en varios contextos y niveles educativos.
Estudiar la naturaleza del proceso de enseanza y aprendizaje de la Lengua
Extranjera.
Conocer las caractersticas de la e/a del ingls en Primaria segn la Legislacin
Educativa vigente.
Conocer diferentes tcnicas de enseanza de L2 adecuadas a la Educacin
Primaria.
Elaborar propuestas didcticas para la enseanza del ingls en E. Primaria.
Introducir a los alumnos en la lectura de literatura cientfica en lengua inglesa.
Construir una base de material junto con su desarrollo didctico para su
posterior uso docente de la materia.
Utilizar tcnicas de expresin corporal y de dramatizacin como recursos
comunicativos en la L2.
Disear actividades dirigidas a lograr una comunicacin oral suficiente en la
nueva lengua por parte de todos los estudiantes, estableciendo planes
individuales para aquellos estudiantes que lo requieran.
Desarrollar una competencia actitudinal (de motivaciones, valores, creencias y
factores de personalidad) que propicie un buen ejercicio y desarrollo
profesional. Esta competencia ha de manifestarse a travs del gusto por la
lengua extranjera y su enseanza, la disposicin para investigar en el aula de
idiomas, el inters por la profesin, la dedicacin y el esfuerzo.
Fomentar la cooperacin de trabajo en equipo y relacin interpersonal.

CONTENIDOS TERICOS Y PRCTICOS

1. USO DE LA LENGUA EXTRANJERA: actividades y estrategias de
expresin oral y escrita, e interaccin oral y escrita de la lengua
inglesa en el nivel B2 segn el Marco Europeo Comn de Referencia
para las lenguas
1.1. El discurso en el aula: classroom language
1.2. Campos semnticos necesarios para el desempeo de la funcin docente.
1.3. Componentes lingsticos bsicos en Ed. Primaria: lxico, fontica,
morfosintaxis.
1.4. Programas Europeos, becas e intercambios con estudiantes anglfonos,
para el aprendizaje y perfeccionamiento de la lengua extranjera para alumnos
y profesores. (Anexo)
2. PROCEDIMIENTOS EN LA ENSEANZA DE LENGUAS EXTRANJERAS
EN EDUCACIN PRIMARIA.
2.1. Caractersticas de los nios en Educacin Primaria relevantes para la
enseanza de la Lengua Extranjera (Ingls). Desarrollo Cognitivo.
2.2. Adquisicin temprana de la L2. Ventajas a travs de un enfoque
multidisciplinar.
2.3. Mtodos de la enseanza de la Lengua Extranjera.(Ingls)
2.4. Sistema Educativo Espaol.
2.5. Propuesta de currculo de Lengua Inglesa: planificacin.
2.6. Principios de intervencin educativa
2.7. Lectura y escritura en la L2.
2.8. La programacin en la etapa de Educacin Primaria.
2.9. Evaluacin, adaptacin, seleccin y diseo del material curricular.
2.10. Factores ambientales facilitadores del aprendizaje. Organizacin del
espacio y el tiempo, estrategias para el manejo del grupo-clase.
2.11. Actividades prcticas para la comprensin oral de la lengua inglesa.
2.12. Actividades prcticas para la expresin oral de la lengua inglesa.
2.13. Actividades prcticas para la comprensin escrita de la lengua inglesa.
2.14. Actividades prcticas para la expresin escrita de la lengua inglesa.
3. JUEGOS, RIMAS Y CANCIONES EN LA ENSEANZA DE LENGUAS
EXTRANJERAS EN LA EDUCACIN PRIMARIA.
3.1.
3.2.
3.3.
3.4.

Rimas y canciones: su funcin en el aula de lengua extranjera.

Tipologa de rimas y canciones para Ed. Primaria.
Criterios para su seleccin.
Trabajar el cuento en Educacin Primaria: explotacin oral y produccin de
cuentos.
3.5. Metodologa de explotacin, destrezas didcticas.
3.6. Caractersticas y funciones del juego.

3.7. El juego como recurso didctico.

3.8. Actividades prcticas.
4. LA EVALUACIN EN LA ENSEANZA DE LENGUAS EXTRANJERAS EN
LA EDUCACIN PRIMARIA
4.1.
4.2.
4.3.
4.4.

La evaluacin: evaluacin y control de la L2 para Educacin Primaria.

Propsitos y momentos de la evaluacin.
El papel de la evaluacin de la L2, dentro de una organizacin sistmica
La evaluacin de los aprendizajes y de los procesos de enseanza y/o
aprendizaje.
4.5. Instrumentos y tcnicas de evaluacin de la L2 en Educacin Primaria.
4.6. La evaluacin en el marco Europeo.
4.7. Actividades prcticas
5. INNOVACIN E INVESTIGACIN EN LA L2.
5.1. El profesor como investigador.
5.2. El proceso de investigacin: tcnicas de investigacin en la enseanza de
la L2.
5.3. Textos sobre investigacin en la enseanza de Lengua Inglesa.
5.4. Innovaciones recientes en la enseanza de la EFL.
5.5. Cmo innovar en la enseanza de L2?

ORIENTACIN METODOLGICA
Toda la teora explicada y estudiada en clase se llevar a la prctica de forma
individual y en grupos de trabajo que investigarn y profundizarn en los temas
explicados, y se propondrn actividades prcticas concretas que reflejen la
asimilacin de los conceptos tericos, siendo algunos de ellos presentados en
clase.
La presentacin de los trabajos en clase deber realizarse en ingls e incluir la
elaboracin de los materiales necesarios para la presentacin de los mismos.

EVALUACIN
La evaluacin ser continua y global, tendr carcter orientador y formativo, por
lo tanto deber analizar los procesos de aprendizaje individual y colectivo.
La calificacin, que es la representacin ltima del proceso de evaluacin, deber
ser reflejo del aprendizaje individual, entendido no slo como la adquisicin de
conocimientos, sino tambin con la capacidad de resolver situaciones nuevas que
exigen desarrollar capacidades de comprensin y razonamiento nuevas a su vez.
La informacin para evidenciar el aprendizaje ser recogida, principalmente,
mediante:

 Seguimiento peridico del progreso de los estudiantes, tanto en el aula como en

tutoras individuales y en grupo.
Evaluacin de los trabajos encomendados.
Valoracin de la participacin individual y en grupo, tanto en el aula como en las
tareas que se realicen fuera de ella.
Pruebas orales y escritas.
La evaluacin de los contenidos y habilidades adquiridos y desarrollados por los
alumnos y alumnas se realizar de forma continuada a lo largo del curso,
valorndose:
v La participacin activa de los alumno/as tanto en las clases impartidas por el
profesor/a como en las actividades desarrolladas en clase durante el curso.
v Los trabajos presentados en clase as como su presentacin oral.
v La participacin de los alumnos y alumnas en las presentaciones orales de sus
compaeros.
v Los alumnos/as realizarn, asimismo un examen terico- prctico que recoger
los aspectos fundamentales del programa.
La evaluacin de la asignatura se llevar a cabo teniendo en cuenta los
siguientes criterios:
Nota individual:

Examen Final
Unidad Didctica
Exposicin oral UD

30 %
20 %
20%

Programacin Anual
Cuento (Materiales)
Exposicin oral cuento

10%
10%
10 %

Nota en grupo:

Para aprobar la asignatura los alumnos/as tendrn que tener al menos un 4

en cada una de las partes (teora y prctica) para hacer media entre ellas. Las
notas de las partes que sean superadas sern guardadas hasta la convocatoria de
julio, mientras que se tendr que recuperar aquellas partes no superadas.
Los nuevos planes de estudio requieren del sistema de evaluacin continua. Por
tanto, dado que el alumno debe adquirir parte de las competencias como
consecuencia del desarrollo de la actividad docente planificada, en aquellas
situaciones en que haya una prueba final su aportacin a la calificacin no
exceder el 50% de la nota final.
La fecha lmite de entrega de las Programaciones Anuales y de las Unidades
Didcticas ser:

Unidad Didctica: 4 de mayo 2016.

Programacin Anual: 20 de mayo 2016.

TUTORAS
Las horas de tutora se dedicarn a orientar y supervisar (no corregir) los
trabajos y actividades realizados por los alumnos/as, as como a resolver las
dudas y problemas que puedan surgir a lo largo del proceso. Con el fin de evitar
colas y esperas innecesarias en los pasillos de la facultad, se ruega concertar cita
previa va campus virtual o peticin al profesor directa.

BIBLIOGRAFA
- Adventures in literature: new pathways in reading. KAY, Judith; GELSHENEN, Rosemary
- All about the USA 3: a cultural reader. BROUKAL, Milada; MURPHY, Peter Harlow : Pearson
Longman, 2007.
- Brave new digital classroom: technology and foreign language learning. BLAKE, Robert J.
Washington : Georgetown University Press, 2008.
-Bringing creative teaching into the young learner classroom: ideas and activities to personalize for
your young learners. CAMERON, Lynne; MCKAY, Penny. Oxford : Oxford University Press, 2010.
-Call dimensions: options and issues in computer assisted language learning. LEVY, Mike;
STOCKWELL, Glenn. New York : Routledge, 2006.
-Content-based instruction in primary and secondary school settings. KAUFMAN, Dorit; CRANDALL,
Joann. Alexandria, VA : TESOL, 2005.
-Cooperative learning and second language teaching. DaSILVA IDDINGS, A.C; McCAFFERTY, S.G.;
JACOBS, G.M. Cambridge : Cambridge University Press., 2006.
-Essential linguistics: what you need to know to teach reading, ESL, spelling, phonics, and grammar.
FREEMAN, David E.; FREEMAN, Yvonne S. Portsmouth, NH : Heinemann. 2004.
-Games for language learning. WRIGHT, A.; BETTERIDGE, D.; BUCKBY, M. Cambridge :
Cambridge University, 2009.
-Group dynamics in the language classroom. DRNYEI, Z. ; MURPHEY, T. Cambridge : Cambridge
University Press, 2004.
-How languages are learned. LIGHTBOWN,P. ; SPADA, N. Oxford, UK : Oxford University Press,
2013.
-How to teach listening. WILSON, J.J. U.K. : Pearson Longman, 2008.
-Language assessment: principles and classroom practices. BROWN, H.D.; ABEYWICKRAMA, P.
Harlow : Pearson Education, 2010.
-Lessons from good language learners. GRIFFITHS, Carol. Cambridge : Cambridge University Press,
2012.

- Longman dictionary of language teaching and applied linguistics. RICHARDS, Jack C.; SCHMIDT,
Richard W. London : Pearson Education, 2010.
- Multiple intelligences and language learning: a guidebook of theory, activities, inventories, and
resources. CHRISTISON, Mary A. Burlingame, CA : Alta Book , 2005.
- Principles of language learning and teaching. BROWN, Douglas H. White Plains,NY : Pearson
Education, 2007.
- Reading in a second language: moving from theory to practice. GRABE, W. New York : Cambridge
University, 2008.
- Task-based language teaching: A reader. BRANDEN, Kris van den; BYGATE, M.; NORRIS, John M.
Amsterdam : John Benjamins Publishing, 2009.
-Teaching and researching speaking. HUGHES, Rebecca. New York : Pearson Education, 2003.
- Teaching grammar creatively. GERNGROSS, G.; PUCHTA, Herbert; THORNBURY, Scott
Cambridge : Cambridge University Press, 2007.
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New York : Cambridge University, 2010.
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WILLIAMS, H. Boston : Heinle, 1999.
-The world a global village: intercultural competence in English foreign language teaching.
KAPPEL, Jenny; LOTCHMAN, Katja. Bruselas : ASP-VUB Press., 2009.
-Tips for teaching CALL. CHAPELLE, Carol A.; JAMIESON, Joan. Harlow : Pearson ESL, 2008.
-Using authentic video in the language classroom. SHERMAN, Jane. Cambridge : Cambridge
University Press, 2003.
-Vocabulary in language teaching. SCHMITT, N. New York : Cambridge University, 2000.

THEORY AND PRACTICE

1. USE OF THE FOREIGN LANGUAGE: activities and strategies of oral and
written expression and oral and written interaction of the English
language at the B2 level according to the Common European Framework
Reference for languages.
1.1. The discourse in the classroom: classroom language.
1.2. The semantic fields necessary for the fulfilling of the teaching function.
1.3. Basic linguistic components in Primary Education: lexis, phonetics,
morphosyntax.
1.4. European Programs, scholarships and exchanges with English-speaking
students for the learning and improvement of the foreign language for
students and teachers.
2. PROCEDURES IN THE TEACHING OF FOREIGN LANGUAGES IN PRIMARY
EDUCATION.
2.1. Relevant characteristics of nursery children for the teaching of the foreign
language (English): cognitive development.
2.2. Early acquisition of the L2: Advantages through a multidisciplinary approach.
2.3. Methods in the teaching of the foreign language (English)
2.4. The Spanish Educative System.
2.5. Curriculum proposal for the English language: planning.
2.6. Principles of educative intervention.
2.7. Initiation to pre-reading and pre-writing in L2.
2.8. The didactic programme in Primary Education.
2.9. Evaluation, adaptation, selection, and design of curricular material.
2.10. Environmental factors which ease the learning process: Organization of
space & time, and strategies for the management of the group-class.
2.11. Practical activities for the oral comprehension of the English language.
2.12. Practical activities for the oral expression of the English language.
2.13. Practical activities for the written comprehension of the English language.
2.14. Practical activities for the written expression of the English language.

3. GAMES, RHYMES, AND SONGS IN THE TEACHING OF FOREIGN

LANGUAGES IN PRIMARY EDUCATION.
3.1. Rhymes and songs: their function in the foreign language classroom.
3.2. Typology of rhymes and songs for Primary Education.
3.3. Criteria for their selection.
3.4. Working with stories in Primary Education: Oral exploitation and story
production.
3.5. Exploitation methodology, didactic skills.
3.6. Characteristics and functions of games.
3.7. The game as a didactic resource.
3.8. Practical activities.
4. THE EVALUATION IN THE TEACHING OF FOREIGN LANGUAGES IN
PRIMARY EDUCATION.
4.1. The evaluation: evaluation and control of L2 in Primary Education.
4.2. Purpose and momentum of the evaluation.
4.3. The role of the evaluation in L2 in a systemic organization.
4.4. The evaluation of learning, and of the process of teaching/learning.
4.5. Instruments and techniques of evaluation in L2 in Primary Education.
4.6. The evaluation in the European Framework.
4.7. Practical activities.
5. INNOVATION AND INVESTIGATION IN L2.
5.1. The teachers role as an investigator.
5.2. The process of investigation: techniques of investigation in the teaching of L2.
5.3. Texts on investigation in the teaching of the English language.
5.4. Recent innovations in the teaching of the EFL.
5.5. How to innovate in the teaching of the L2.

1. USE OF THE FOREIGN LANGUAGE: activities and

strategies of oral and written expression and oral and
written interaction of the English language at the B2
level according to the Common European Framework
Reference for languages.
1.1 The discourse in the classroom: classroom language.

(Power Point)
Language as Communication
Language is conceived as a dynamic phenomenon, not simply as a system of
forms structures and words, but basically as a system of communicative acts and
situations. Consequently, learning a foreign language implies not only the
manipulation of linguistic structures and the knowledge of vocabulary and
phonetic features, it involves learning how to communicate in the language
effectively, correctly and appropriately. The new plurilingual European context
demands this communicative approach
Communicative Competence
The communicative approach in language teaching starts from a theory of
language as COMMUNICATION. The goal of language teaching is to develop what
Hymes referred to as Communicative Competence.
Hymes theory of communicative competence was a definition of what a speaker
needs to know in order to be communicatively component in a speech community.
Hymes theory has been adapted for teaching purposes. Royal Decree
1513/2006 which establishes the teaching requirements for Primary Education
nationwide sees communicative competence as comprising 5 subcompetences:
-

Grammar Competence, or the ability to use units as rules of the language

system.

Discourse Competence, or the ability to use different types of discourse

and organizing them based on the communicative situation and on the
interlocutors.

Sociolinguistic Competence, or the ability to adapt statements to a

particular context, observing the usage of a given linguistic community.

Strategic Competence, or the ability of speakers to use verbal and nonverbal

communication

strategies

to

compensate

for

breakdowns

in

communication or to improve the effectiveness of communication.

-

Sociocultural Competence, or being familiar with social and cultural

context in which a given language is used.
The role of the L1
The mother language is not considered as an obstacle to learning the foreign

language that causes interference but a useful resource at the learners disposal
that aids learning: The L1 is a resource of knowledge which learners will use both
consciously and subconsciously to help them sift the L2 data in the input and to
perform as best as they can in the L2. (Ellis 1986:40)
Class language
The FL primary classroom is a communicative context which is not taken full
advantage of. This is unfortunate, since:
-

it is possible to use L2 for all the transactions

the classroom situation is a concrete, genuine situation in itself

the English used in the classroom is directly transferable to other real-world

situations

the English used by the teacher in the FL classroom is a source of real input
for children

As we have seen, it is possible to use English in the classroom for a variety of

purposes: presenting language, checking understanding, clarifying doubts, giving
instructions, modelling, setting up activities, provide extensive language input,
giving feedback, asking for information and providing examples of L2 use.
Non-verbal communication in the class
In the FL classroom, gesture, facial expression and mime can be used:

to help to clarify the linguistic input (this is particularly important when

teaching beginners or near-beginners)

to reinforce the meaning of instructions and provide information on activities

through a different channel to the auditory

to reduce verbal explanations

to attract the students attention

Giving instructions
Some guidelines on effective instruction giving:

become aware of your instruction-giving strategies

prepare instructions

attract the students attention

use simple, easy-to-understand language

involve the senses

demonstrate and give examples

get feedback for the students

Giving feedback
Giving feedback to our pupils has many purposes:

giving praise and encouragement

correcting production

supporting assessment

having discussions about group progression

giving individual tutorials

1.2 The semantic fields necessary for the fulfilling of the

teaching function.

Classroom Language: The beginning of the lesson

1. Good morning

Good morning, everybody.

Good afternoon, everybody.
Hello, everyone.
Hello there, James.

2. How are you?

How are you today?

How are you getting on?
How's life?
How are things with you?
Are you feeling better today,
Bill?

5. Waiting to start

6. Put your things away

My name is Mr/Mrs/Ms Kim.

I'm your new English teacher.
I'll be teaching you English
this year.
I've got five lessons with you
each week.

4. Time to begin

Let's begin our lesson now.

Is everybody ready to start?
I hope you are all ready for
your English lesson.
I think we can start now.
Now we can get down to work.

Close your books.

Put your books away.
Pack your things away.

7. Register

3. Introductions

I'm waiting for you to be quiet.

We won't start until everyone is
quiet.
Stop talking and be quiet.
Settle down now so we can
start.

Who is absent today?

Who isn't here today?
What's the matter with Jim
today?
What's wrong with Jim today?
Why were you absent last
Friday, ?

8. Late

Where have you been?

We started ten minutes ago.
What have you been doing?
Did you miss your bus?
Did you oversleep?
Don't let it happen again.

Classroom Language: Simple instructions

Here are some common instructions which the class can easily understand:

Come in.
Go out.
Stand up.
Sit down.
Come to the front of the class.

Stand by your desks.

Put your hands up.
Put your hands down.
Hold your books/pens up.
Show me your pencil.

A number of instructions can be used at the beginning of a session:

Pay attention, everybody.

You need pencils/rulers.
We'll learn how to ...
Are you ready?
Open your books at page...
Turn to page ...
Look at activity five.

Listen to this tape.

Repeat after me.
Again, please.
Everybody ...
You have five minutes to do this.
Who's next?
Like this, not like that.

A number of instructions can be used at the end of a session:

It's time to finish.

Have you finished?
Let's stop now.
Stop now.
Let's check the answers.

Any questions?
Collect your work please.
Pack up your books.
Are your desks tidy?
Don't forget to bring your ... tomorrow.

Then
Finally

Instructions can also be sequenced:

First
Next
After that

Comprehension language:

Are you ready?

Are you with me?
Are you OK?
OK so far?
Do you get it?
Do you understand?
Do you follow me?

What did you say?

One more time, please.
Say it again, please.
I don't understand.
I don't get it.
Like this?
Is this OK?

Classroom Language: The end of the lesson

1. Time to stop

It's almost time to stop.

I'm afraid it's time to finish now.
We'll have to stop here.
There's the bell. It's time to stop.
That's all for today. You can go
now.

2. Not time to stop

The bell hasn't gone yet.

There are still two minutes to go.
We still have a couple of minutes left.
The lesson doesn't finish till five past.
Your watch must be fast.
We seem to have finished early.
We have an extra five minutes.
Sit quietly until the bell goes.

5. Homework

6. Goodbye

Hang on a moment.
Just hold on a moment.
Stay where you are for a moment.
Just a moment, please.
One more thing before you go.
Back to your places.

Goodbye, everyone.
See you again next Wednesday.
See you tomorrow afternoon.
See you in room 7 after the break.
Have a good holiday.
Enjoy your vacation.

7. Leaving the room

3. Wait a minute

This is your homework for tonight.

Do exercise 10 on page 23 for your
homework.
Prepare the next chapter for Monday.
There is no homework today.
Remember your homework.
Take a worksheet as you leave.

Get into a queue.

Form a queue and wait for the bell.
Everybody outside!
All of you get outside now!
Hurry up and get out!
Try not to make any noise as you leave.
Be quiet as you leave. Other classes
are still working.
It's tidy up time
Line up

4. Next time

We'll do the rest of this chapter next time.

We'll finish this exercise next lesson.
We've run out of time, so we'll continue next lesson.
We'll continue this chapter next Monday.

Classroom Language: The language of spontaneous situations

If we use English in spontaneous situations:

We relate the target language to the learner's immediate environment.

We take advantage of spontaneous situations to use the target language.
We exploit contexts which are not directly linked to the syllabus (language in use).

Here are some common situations in which spontaneous English can be used:

Happy birthday!
Many returns (of the day).
has his/her 12th birthday today.
is eleven today. Let's sing "Happy
Birthday".

I hope you all have a good Christmas.

Happy New Year!
All the best for the New Year.
Happy Easter.

Best of luck.
Good luck.
I hope you pass.
Congratulations!
Well done!

Hard lines!
Never mind.
Better luck next time.

Who's not here today?

Who isn't here?
What's wrong with ... today?

Do you feel better today?

Are you better now?
Have you been ill?
What was the matter?

I'm sorry (about that).

Sorry, that was my fault.
I'm terribly sorry.

Excuse me for a moment.

I'll be back in a moment.
Carry on with the exercise while I'm away.
I've got to go next door for a moment.

Excuse me.
Could I get past please?
You're blocking the way.
I can't get past you.
Get out of the way, please.

I'm afraid I can't speak any louder.

I seem to be losing my voice.
I have a sore throat.
I have a headache.
I'm feeling under the weather.
Do you mind if I sit down?

Classroom Language: The language of classroom

management
Here are some common situations in which spontaneous English can be
used:

Make groups of four.

Move your desks into groups of four people.
Turn your desks around.
Make a horseshoe shape with your desks.
Make a circle with your desks.
Make a line of desks facing each other.
Make groups of four desks facing each other.
Sit back to back.
Work together with your
friend.
Find a partner.
Work in
pairs/threes/fours/fives.
Work in groups of
two/three/four.
I want you to form groups.
Form groups of three.
Here are some tasks for you to
work on in groups of four.
Everybody work individually.
Work by yourselves.
Work independently.
Ask your neighbour for help.
Work on the task together.

There are too many in this

group.
Can you join the other group?
Only three people in each
group.
I asked for four people to a
group.

Ask other people in the group.

Ask others in the class.
Interview someone else.
Ask everyone in the class.
Stand up and find another
partner.

Have you finished?

Do the next activity.
Move on to the next activity.

18

Classroom Language: Language of classroom

management
Here are some phrases that can be used for classroom management:
Organization
Giving instructions

Open your books at page 52.

Come out and write it on the board.
Listen to the tape, please.
Get into groups of four.
Finish off this song at home.
Let's sing a song.
Everybody, please.
All together now.
The whole class, please.
I want you all to join in.
Could you try the next one?
I would like you to write this down.
Would you mind switching the lights on?
It might be an idea to leave this till next time.
Who would like to read?
Which topic will your group report on?
Do you want to answer question 3?

Sequencing

First of all, today, ...

Right. Now we will go on to the next
exercise.
Have you finished?
For the last thing today, let's ...
Whose turn is it to read?
Which question are you on?
Next one, please.
Who hasn't answered yet?
Let me explain what I want you to do next.
The idea of this exercise is for you to ...
You have ten minutes to do this.
Your time is up.
Finish this by twenty to eleven.
Can you all see the board?
Have you found the place?
Are you all ready?

Supervision

Look this way.

Stop talking.
Listen to what ... is saying.
Leave that alone now.
Be careful.

Interrogation
Asking questions

Where's Bill?
Is Bill in the kitchen?
Tell me where Bill is.
What was the house like?
What do you think?
How can you tell?

Responding to questions

Yes, that's right,

Fine.
Almost. Try again.
What about this word?

19

Explanation
Metalanguage

Reference

What's the Spanish for "doll"?

Explain it in your own words.
It's spelt with a capital "J".
Can anybody correct this sentence?
Fill in the missing words.
Mark the right alternative.

After they left the USA, the Beatles ...

The church was started in the last century.
This is a picture of a typically English castle.
In the background you can see ...
While we're on the subject, ...
As I said earlier, ...
Let me sum up.

Interaction
Affective attitudes

That's interesting!
That really is very kind of you.
Don't worry about it.
I was a bit disappointed with your efforts.

Social ritual

Good morning.
Cheerio now.
God bless!
Have a nice weekend.
Thanks for your help.
Happy birthday!
Merry Christmas!

20

Classroom Language: The language of error

correction
Here are some phrases that can be used when giving feedback to students:

Very good.
That's very good.
Well done.
Very fine.
That's nice.
I like that.
Marvellous!

You did a great job.

Magnificent!
Terrific!
Wow!
Jolly good!
Great stuff!
Fantastic!

Right!
Yes!
Fine.
Quite right
That's right.
That's it.
That's correct.
That's quite right.
Yes, you've got it.
You've got the idea.

It depends.
It might be, I suppose.
In a way, perhaps.
Sort of, yes.

That's more like it.

That's much better.
That's a lot better.
You've improved a lot.

Not really.
Unfortunately not.
I'm afraid that's not quite right.
You can't say that, I'm afraid.
You can't use that word here.
Good try, but not quite right.
Have another try.
Not quite right. Try again.
Not exactly.

You were almost right.

That's almost it.
You're halfway there.
You've almost got it.
You're on the right lines.
There's no need to rush.
There's no hurry.
We have plenty of time
Go on. Have a try.
Have a go.
Have a guess.

There's nothing wrong with your answer.

What you said was perfectly all right.
You didn't make a single mistake.
That's exactly the point.
That's just what I was looking for.

Don't worry about your pronunciation.

Don't worry about your spelling.
Don't worry, it'll improve.
Maybe this will help you.
Do you want a clue (hint)?

You have good pronunciation.

Your pronunciation is very good.
You are communicating well.
You speak very fluently.
You have made a lot of progress.

You still have some trouble with pronunciation.

You need more practice with these words.
You'll have to spend some time practising this.
You're getting better at it all the time.
You've improved no end.

21

1.3 Basic

linguistic

components

in

Primary

Education: lexis, phonetics, morphosyntax. .

(Didactic Unit)

2.

PROCEDURES

FOREIGN

IN

THE

LANGUAGES

TEACHING
IN

OF

PRIMARY

EDUCATION.
2.1. Relevant characteristics of nursery children for
the teaching of the foreign language (English):
cognitive development.
Piaget Stages
Four Stages

Sensorimotor: (birth to 2 years)

Preoperational: (2 to 7 years)

Concrete operational: (7 to 11 years)

Formal Operational: (11 to 16 years)

Underlying Assumptions

Each stage lays the foundation for the next.

Everyone goes through the same stages in same order.

Each stage is qualitatively different. Meaning it is a change in

nature (different things), not just quantity (more things).

The child is an active learner. Basically they have to do it on

their own, they cant be told.

22

Sensorimotor Stage (birth to 2 years)

A child comes into the world knowing almost nothing, but they
have the potential that comes in the form of:

brain make up

reflexes such as sucking or visual orientation

innate tendencies to adapt to environment

Infants use these potentials to explore and gain an understanding

about themselves and the environment.
They have a lack of object permanence, which means they have
little or no ability to conceive things as existing outside their
immediate vicinity. For example, when you place a barrier, such as a
piece of wood in front of an object an infant will believe that the
object is nonexistent.
Preoperational Stage (2 to 7 years)
Preoperational intelligence means the young child is capable of
mental representations, but does not have a system for organising
this thinking (intuitive rather than logical thought).
The child is egocentric which is they have problems
distinguishing from their own perceptions and perceptions of others.
A classic example is, a preoperational child will cover their
eyes so they cant see someone and think that that person cant see
them either.
The child also has ridged thinking, which involves the following.

Centration a child will become completely fixed on one point,

not allowing them to see the wider picture. For example,

23

focusing only on the height of the container rather than both

the height and width when determining what has the biggest
volume.

State can only concentrate on what something looks like at

that time.

Appearance focuses on how something appears rather than

reality.

Lack of Reversibility cant reverse the steps they have taken.

Dont realise that one set of steps can be cancelled by another
set of steps.

Lack of Conservation realising that something can have the

same properties even if it appears differently.

Concrete Operations (7 to 11 years)

Intelligence is now both symbolic and logical.
Acquires operations = a set of general rules and strategies.
The most critical part of operations is realising reversibility = both
physical and mental processes can be reversed and cancelled out by
others.
The tasks of concrete operations are:

Seriation putting items (such as toys) in height order.

Classification the difference between two similar items such

as daisies and roses.

Conservation realising something can have the same

properties, even if it appears differently.

It is important to realise that operations and conservations dont

develop at the same time. They develop gradually and are not an all

24

or nothing phenomenon. For example, the first to develop is

number

conservation

conservation,

liquid

followed

by

conservation

mass
and

conservation,

finally

solid

area

volume

conservation.
Thinking is not abstract. It is limited to concrete phenomena and the
childs own past experiences.

Formal operations (11 to 16 years)

Child is capable of formulating hypotheses and then testing them
against reality.
Thinking is abstract, which is a child/adolescent can formulate all the
possible outcomes before beginning the problem. They are also
capable of deductive reasoning.

Cognitive factors
Students have different learning styles. To receive the
information they may prefer a visual, auditory or kinaesthetic
style. To organize the information they may be field-independent,
analytical or synthetic, reflective or impulsive, etc. To elaborate
the information they may be communicative, conformist, critical
thinkers, memorizing learners, etc.
All learners use different strategies when learning, some
are direct (cognitive, memory), others indirect (metacognitive,
affective and social). All of them contribute to language learning
success.
Affective factors
Motivation is a complex factor which includes several
phases and components. Intrinsic motivation is associated with
25

better and long-term learning and extrinsic motivation with shortterm learning for children.
Anxiety seems to be an inherent factor in language
learning. Children start to manifest anxiety when language
learning

becomes

communicative

more

formally

interactions

instructed

without

and

scaffolding.

demands

Anxiety

is

prevented when teachers provide a safe atmosphere and deal

with errors in a constructive way.
Personality factors
Self-esteem and self-efficacy are self-perceptions. It is
during the school years that both factors are mostly rooted. The
learning difference between children with high or low levels of
self-esteem and self-efficacy is enormous.
Personality

factors

constitute

another

differentiating

factor. However, since language learning includes a wide range of

skills and capacities, there seems to be no single factor that may
be regarded as the ideal one. Obviously, when dealing with oral
communication, some factors like extroversion, risk-taking and
empathy can help learners to develop speaking faster.
Multiple Intelligences
Although we have inherited the tradition of considering
some students more intelligent than others, the theory of
multiple intelligences claims that every single person is intelligent
in a different way, and at least gifted for three different
intelligences. For instance, intra and interpersonal intelligences
may be as linguistic intelligence to develop the skills when
learning a language.
Dealing with individual characteristics in the classroom
means showing respect for every single student, no matter their
se, personality, etc. Learning a language is not only a cognitive
process,

such

as

becoming

skilled

at

communication

and

grammar, but also an emotional experience

26

 The Good Language Learner

Good learners are accurate guessers and think critically.
They are not afraid of making guesses about unknown words.
They have strong desire to communicate, or to learn from
communication. They are often uninhibited. They think about
correct grammar and sentence structure when they speak. They
seek out practice. They monitor their own speech and the speech
of others. They think about the meaning of the sentences they
say and they hear.

27

2.2. Early acquisition of the L2. Advantages through

a multidisciplinary approach.
Methodology
The

best

method

to

teach

English

nowadays

is

the

Communicative Language Teaching Approach, due to the fact that

its main aim is to develop communicative competence in English and
it is an eclectic method.
Before selecting a methodology it is important to analyze
many aspects such as the students motivation, their previous
knowledge, their mental abilities and progress and so on.
There are also other factors of teaching such as number of
students, the materials, the teaching techniques, etc.
Therefore the general methodology associated with primary
teaching is ACTIVE PARTICIPATION by the students (learning by
doing), FREQUENT RECYCLING, a great use of VISUAL

AIDS,

OBJECTS, MODELS, PUPPETS, SONGS AND GAMES, they must

contribute to the general aim of our area: to reach communicative
competence and it is also an important criterion for the selection of
materials.
This way, learning activities must present and practice English
in a systematic and comprehensive way so that new language items
can be assimilated by the pupils. The things our pupils do in class
should be interesting and enjoyable, but they should also be
carefully examined in terms of their language teaching and learning
potential and how they relate to what has previously been learnt and
what is to be learnt.

28

2.3. Methods in the teaching of the foreign language

(English).
The Grammar Translation Method.
This method derives from the traditional approach for the
teaching of Latin and Greek. It involves two components:
-

Explicit study of grammatical rules and vocabulary

Use of translation

The principal characteristics of the grammar-translation method

were:
1.- the study of the LITERATURE of the second language
2.- the students NATIVE LANGUAGE was the medium of instruction
3.- READING and WRITING were the major focuses, little or no
systematic attention was paid to speaking or listening
4.- VOCABULARY selection was based on the reading texts used, and
words were taught through bilingual WORDS LISTS
5.- the SENTENCE was the basic unit of teaching and language
practice
6.- ACCURACY was emphasized. Students were expected to attain
high standards in translation
7.-

grammar was taught DEDUCTIVELY, that is, by presentation

and study of grammar rules, which were then practiced through

translation exercises
The grammar-translation method was widely used in European
academic institutions from the 1840s to the 1940s and in a
modified way it continues to be used in some parts of the world
today.
In the mid and late 19th century opposition to the grammartranslation method arose. In Germany, England, France and other
parts of Europe new approaches to language teaching were
developed by individual language teaching specialists, each with a
specific method for reforming the teaching of modern languages.
29

The ideas put forward by the members of the Reform

Movement led to what have been called Natural Methods and the
Direct Method.
The Natural or Direct Method.
This method developed as a reaction to grammar-translation,
mainly in France. Its name comes from what was considered to be
the natural way to learn a language: exposure to the language used
in everyday communicative interactions.
As its model was first language acquisition, grammar was not
taught and translation was irrelevant.
Rather than using analytical procedures that focus on the
explanation of grammar in classroom teaching, teachers must
encourage direct and spontaneous use of the foreign language in the
classroom. Learners would then be able to introduce rules of
grammar.
The teacher replaced the textbook in the early stages of
learning

and

speaking

started

with

systematic

attention

to

pronunciation.
These natural language learning principles provided the
foundation for what came to be known as the Direct Method, which
is the most widely known of the natural methods.
The main characteristics were:
1.- Classroom instruction was conducted exclusively in the target
language
2.- Grammar was taught INDUCTIVELY
3.- New teaching points were introduced orally
4.- Vocabulary was taught through demonstration objects and
pictures
5.- Correct pronunciation and grammar were emphasized
6.- Only everyday vocabulary and sentences were taught
30

7.- Oral communication skills were built up in a carefully graded

progression organized around question and answer exchanges
between teachers and students.
But, on the other hand, this method has some drawbacks:
This method requires teachers with a high level of proficiency

in the foreign language, nearly native speakers

Sometimes a lot of time is wasted when the teacher wants to

explain a word in English instead of using the mother tongue

Thus, although the Direct Method enjoyed popularity in Europe
not everyone had embraced it enthusiastically. The British had
recognized

its

limitations.

Subsequent

developments

led

to

Audiolingualism in the United States and the Oral Approach in

Britain.
The Audiolingual Method.
The combination of STRUCTURAL LINGUISTIC theory, aural-oral
procedures and BEHAVIORIST psychology led to the Audiolingual
Method.
The learning principles of Audiolingualism are the following:
1.-

Foreign

language

learning

is

basically

process

of

MECHANICAL HABIT FORMATION: structural patterns in dialogues

about everyday situations are imitated and drilled, until the
learners responses become automatic.
2.- Language skills are learned more effectively if the items to be
learned in the target language are presented in SPOKEN FORM
before they are seen in written form. The language skills are
taught in the order of listening, speaking, reading and writing.
3.- Language is acquired by analogy not by analysis. Drills can
enable learners to form correct analogies.

31

The use of drills and pattern practice is a distinctive feature of the

Audiolingual Method. Various kinds of drills are used (repetition,
substitution, transformation...)
Memorizing was one of its main techniques along with the use of
structural drills.
It was widely used during the 1950s and 1960s. Nowadays it is
less popular because of its reliance on drills which students found
boring as they wished for a wide range of linguistic experience.
Chomsky

rejected

the

structuralism

approach

to

language

description as well as the behaviorist theory of language learning.

Suddenly the whole Audiolingual paradigm was called into
question: pattern, practice, drilling, memorization. This created a
crisis in American language teaching circles
New methods have been developed independently of current
linguistic and second language acquisition theory (e.g. TPR). There
are approaches that are derived from contemporary theories of
language

and

second

language

acquisition

Natural

Approach,

Communicative Language Teaching).

Other approaches
Total Physical Response
TPR

is

language

teaching

method

built

around

the

coordination of speech and action; it attempts to teach language

through physical activity. It was developed by James Asher and it
consists of obeying commands given by the teacher that involve
physical response. Commands become more complex as the class
progresses.
The use of TPR ensures the active participation of students and
helps the teacher to know when utterances are understood, as well
as provide contexts to help students understand the language they
hear.

32

This method advocates that second language learning process

is the same as the first language learning process: comprehension
precedes production.
The Silent Way
It was developed by Gattegno in 1972 and takes its name
from the fact that the teacher doesnt say anything but points to
individual letters, which, in combination, indicate to the student how
a word might be pronounced. A relation between color-phoneme is
established and then the vocabulary is set up (charts containing
vocabulary and color-coded guides to pronunciation are made
available to enable the teacher to guide the students learning while
saying as little as possible).
Communicative Language Teaching.
The origins of this method are found in the reactions against the
Audiolingual and situational methods dating from the late 1960s.
The major distinctive features of the Communicative Approach
are:
-

Language learning is learning to communicate. Communicative

competence is the desired goal. In this method the essential
issue

is

the

transmission

of

information

in

which

the

pronunciation isnt necessarily perfect, thats to say, the

content of the message is more relevant than the way it has
been expressed.
-

In this method the students are considered the central point of

the teaching-learning process and the teacher is the organizer
of the same. This method is centered on real communication
situations connected to students experiences. For example:
likes/dislikes, free time, sports and so on.

33

Therefore, the communicative approach in language teaching

starts from a theory of language as communication. We can
highlight three types of principles:
-

The communication principle: activities that involve real

communication promote learning

The task principle: activities in which language is used for

carrying out meaningful tasks promote learning

The meaningfulness principle: language that is meaningful to

the learner supports the learning process

The range of exercise types and activities compatible with a

communicative approach is unlimited, provided that such exercises
enable learners to attain the communicative objectives of the
curriculum, engage learners in communication and require the use
of such communicative process as information sharing, negotiation
of meaning and interaction.
The Communicative Approach has attracted universal interest and
has heavily influenced the practice of modern language teaching.

CLIL.
What is CLIL?
CLIL stands for Content and Language Integrated Learning. It
refers to teaching subjects such as science, history and geography
to students through a foreign language. This can be by the English
teacher using cross-curricular content or the subject teacher using
English as the language of instruction. Both methods result in the
simultaneous learning of content and English. The term CLIL was
coined by David Marsh, University of Jyvskyl, Finland (1994):
"CLIL refers to situations where subjects, or parts of subjects,
are taught through a foreign language with dual-focused

34

aims, namely the learning of content and the simultaneous

learning of a foreign language."
However, CLIL teaching has been practised for many years,
from the

Babylonian

era to

the

early

sixties

when

bi-lingual

education was introduced in many schools around the world.There

are many ways of describing the characteristics attributed to
CLIL. Below is a list of acronyms which describe CLIL methodology.

Bilingual Integration of Languages and Disciplines (BILD)

Content and Language Integrated Learning (CLIL)

Content and Language Integration in Primary CLIP

Content-based Instruction (CBI)

Why is CLIL used in the classroom?

1. It increases the use of a second language without
increasing the amount of time spent in the classroom.
The European Commission has defined CLIL as :Content and
Language Integrated Learning (CLIL), in which pupils learn a subject
through the medium of a foreign language... It [CLIL] provides
exposure to the language without requiring extra time in the
curriculum.
This promotes an approach with a twin set of objectives. One
of these objectives is clearly educational (to learn subject content
and a foreign language) and the other is administrative- no extra
time is needed. This is important because in the European Council
Resolution in 1995 it was stated that,
all EU citizens, by the time they leave compulsory schooling,
should be able to speak two languages other than the mother
tongue.

35

This is done through the use in CLIL. Instead of studying

Geography in the majority language, do it in a foreign language. As
long as it works, the pupils learn the same subject concepts and
skills, but increase contact time with the foreign language crucial
consideration in the improvement of attainment levels.
2. CLIL has a dual focus and this affects the methodology
used in the classroom.
CLIL refers to situations where subjects, or parts of subjects,
are taught through a foreign language with dual-focused aims,
namely the learning of content, and the simultaneous learning of a
foreign language".
(Marsh, D. 2002. Content and Language Integrated Learning:
The European Dimension Actions, Trends and Foresight
Potential).
Through CLIL-type practice, one learns [subject] content while
at the same time learning a foreign language. David Graddol wrote
that CLIL is:
an approach to bilingual education in which both curriculum
content (such as science or geography) and English are taught
together. It differs from simple English-medium education in that
the learner is not necessarily expected to have the English
proficiency required to cope with the subject before beginning
study.
(Graddol D. English Next, British Council Publications, 2006)
3. CLIL motivates students in a way an ordinary language
class might not.
Finally, another quote that extends the scope of CLIL still
further:
CLIL is about using languages to learn It is about installing
a hunger to learn in the student. It gives opportunity for him/her to

36

think about and develop how s/he communicates in general, even in

the first language.
(Marsh, Marsland & Stenberg, 2001)
CLIL views language as a vehicle, not simply as an entity in
itself. This is a central component of the CLIL package.
How

does

CLIL

motivate

more

than

other

conventional

approaches? Some possibilities:

it provides reasons for learning and improving the foreign

language level, because the understanding of the subject
content is compulsory

it focuses on and assesses the subject content, so the learner

is not being assessed on his/her mastery of the Past Simple
(for example) but rather his/her ability to use it in the
appropriate places

it gives students a feeling of real achievement. They are

coping with, and talking and writing about, complex material
in the foreign language.

they are not being asked to discuss vox-pop content as in

standard language learning textbooks (Pop Stars, Global
Warming, My Favourite Auntie) where the content is used as
a slave to illustrate a certain language structure but because
the content is important in itself. In CLIL there is a chance
that

they

are

being

asked

their

opinions

because

the

expression of opinions (for example) is a key competence in

the syllabus content.

37

2.4. The Spanish Educative System.

(ANNEXE)
*LEY ORGNICA 2/2006, de 3 de mayo, de Educacin, modificada
parcialmente por:
*LEY ORGNICA 8/2013, de 3 de diciembre, para la mejora de
la calidad educativa. (PLANES PLURILINGES)

2.5. Curriculum proposal for the English language:

planning.
(ANNEXE)
*REAL DECRETO 126/2014, de 28 de febrero, por el que se
establece el currculo bsico de la EP.
*DECRETO 108/2014, de 4 de julio, del Consell, por el que se
establece el currculo de la Educacin Primaria en la Comunitat
Valenciana.
*Resolucin de 12 de junio de 2015, de las direcciones generales
de Centros y Personal Docente, y de Innovacin, Ordenacin y
Poltica Lingstica, por la que se dictan instrucciones para la
organizacin y funcionamiento en las escuelas de Educacin Infantil de
segundo ciclo y colegios de Educacin Primaria durante el curso 20152016.
*Resolucin de 10 de septiembre de 2015, de las direcciones
generales

de

Centros

Personal

Docente,

Educativa, por la que se modifica parcialmente la

de

Poltica

Resolucin de 12 de

junio de 2015, de las direcciones generales de Centros y Personal

38

Docente, y de Innovacin, Ordenacin y Poltica Lingstica, por la que

se dictan instrucciones para la organizacin y el funcionamiento de las
escuelas de Educacin Infantil de segundo ciclo y colegios de Educacin
Primaria durante el curso 2015-2016.
*Decreto 127/2012, del 3 de agosto, del Consell, por el que se
regula el plurinlingsmo.
* Orden 19/2011, de 5 de abril, de la Consellera de Educacin,
por la que se establece la Red de Centros Docentes Plurilinges en la
CV.

2.6. Principles of educative intervention.

(Year Program Methodology)

2.7. Reading and Writing in L2.

When students start learning a new language, listening is the
main source and reading the second one.
Reading is also the language skill which is easier to keep up.
Books open up other worlds to young children, so we should
make reading an enjoyable activity because it is a very important
part of the language learning experience.
There are a number of different ways to approach the
literacy in a foreign language. All these approaches are a way to
read and write, and are not an end in themselves. Probably you
use some of them at some stage in the reading acquisition
process:

39

1. Look and say: based on words and phrases, a good example

could be the flash cards. It is usual to start by teaching
everyday words which are familiar to the children. say the
word and point it at the same time, the children repeat the
word, this happens several times with each word. (5 min. in
each lesson to introduce 4 words), based on the recognition of
a range of words and phrases before reading a text.
2. Whole sentence reading: recognition of whole phrases and
sentences which have meaning in themselves (i.e. Talk about
a story before the student reading). This stage should be
encouraged as soon as possible.
3. Language experience approach: based on the child speech.
The teacher writes a sentence for the child to read which is
based on what the child has said (i.e. this is me, my sister is
nine, she is at school). As we see the students more confident
we will go into it in more detail below.

4. Phonics:
This approach is based on letters and sounds.
Synthetic Phonics is a method that teaches the children:

the 42 letter sounds in the English language

how to blend them to read words
how to segment the sounds in words
how to cope with the first few irregular keywords:
TRICKY WORDS

At this point the children can attempt to read books

(DECODABLE books) for themselves.

40

The order of the sounds introduction depends on the frequency.

The first sounds to appear are the most frequently used in the
English language:
1.
2.
3.
4.
5.
6.
7.

satipn
ckehrmd
goulfb
ai j oa ie ee or
z w ng v oo oo
y x ch sh th th
qu ou oi ue er ar

A multisensory method is used to introduce the children to

the letter sounds. There is a storyline, action and Sound Sheet for
each sound. By doing an action associated with the sound, e.g., rub
tummy and say mmmmm for the /m/ sound, the children
remember it more easily.
In order to blend and segment efficiently it is important to
know the letter sounds fluently. Every day flash cards of the sounds
that have been taught should be held up for the children to call out
the sounds, as they do the actions.
What comes next?
Depending on the level, everyday work on each skill is needed:
1. Frequent practice using the flash cards of the letter sounds:
including the alternative spellings, e.g., er, ir, ur,
practice reading regular words that use the alternative
spellings
2. Develop the ability to write fluently and neatly:
correct formation of capital as well as lower-case letters
Dictation of words and sentences.
3. Develop reading fluency and comprehension:
reading individually
group and silent reading
develop a wider vocabulary and understanding of the meaning
of words
4. Develop writing skills:
draw pictures on the board and ask the children to write a
sentence about them

41

 writing simple stories that have been told to them by the

teacher
write the first sentence of a story on the board for the
children to copy and continue
creating and writing their own simple stories
- writing news independently
writing up science and topic work
5. Continue teaching the tricky words for reading and spelling

42

2.8. The didactic programme in Primary Education.

YEAR PROGRAM
Index
0.- Introduction
1.- English Area Curriculum for X grade.
1.1- Learning Outcomes
1.2- Blocks of contents
1.3- Assessment Criteria
2.- Educative Project of the Centre
2.1- Context and Languages Program.
2.2- Class characteristics.
3.- The Student Portfolio
3.1- My Language Biography
3.2- My Dossier
3.3- My Language Passport
4.- Competences
5.- Cross-Curricular Aspects
6.- Methodology and groupings
6.1- Methodology
6.2- Groupings
6.3- Special Educative Needs
7.- Materials
8.- Didactic Units of the Year Program
8.1.- Timing of the Didactic Units
8.2.- Development of the Units
9.- Evaluation
10.- Bibliography
11.-Annexe

43

2.9. Evaluation, adaptation, selection, and design of

curricular material.
(Class Presentations)
2.10. Environmental factors which ease the learning
process.

Organization

of

space

and

time,

strategies for the management of the group-class,

in the first years.
The importance of contextualization and discourse
Traditionally,

FL

elements

were

frequently

presented

in

isolation, with little or no social context, in separate sentences which

did not form a complete discourse. Present day curricular activities
tend to present the language contextualized, in more realistic and
natural situations. So the paradigm of structuralism is abandoned in
favour of the pragmatic and discourse paradigm which focuses on
language use as the result of acts of communication. A special
emphasis is placed on speech acts, linking devices, text structure,
social contexts and communicative situations.
The learner centred curriculum
The students are considered the centre of the teaching and
learning

process.

Consequently,

the

communicative

situations

proposed must satisfy their needs and interests and should be

related

to

established

their

personal

between

what

experiences.
is

taught

Thus,
and

connections

the

linguistic

are
and

sociolinguistic knowledge that the students already possess. This

44

interconnection is believed to favour the integration of the new

elements in the students cognitive network and produce meaningful
learning.
Constructivism, autonomous learning and thinking
critically
The previous goals also assume that students build up their
own

competence

quite

autonomously

and

independently,

not

necessarily following the stages and steps established by the FL

syllabus. In this long process, it is vital to promote learning
strategies that help the students to learn how to learn, learn
autonomously, control and become responsible for their own
learning.
Cooperative learning
Great emphasis is placed on pair work and group work in order
to encourage collaborative working habits and promote socialization
in the classroom. The student is not only supposed to learn from the
teacher or by him/herself, but also from the contribution of the
other students.
Sequencing language work
From the methodological point of view we can divide work in
the

classroom

into

major

stages.

Each

stage

of

the

teaching/learning process has its own peculiarities, bearing in mind

that even if we begin a lesson with a controlled technique we must

45

abandon drilling as soon as possible and get our pupils to produce

language for communication.
The PRESENTATION stage is often a non-communicative
activity. We can work with drills and other types of controlled
techniques. We insist on accuracy, correcting our pupils whenever
needed. At this stage we try our pupils to see how the structure
works and get them to store it in their short term memory.
PRACTICE activities fall between the two extremes. In this
stage the materials normally are selected by the teacher as we are
trying to get them to transfer the information they have from short
to long term memory.
The PRODUCTION stage enables our pupils to arrive at a
certain degree of autonomy as they will choose from their linguistic
and non-linguistic repertoire freely.
The division into stages has obviously a pedagogical function,
but it doesnt try to suggest that skills should also be separated.
Group
Groupings
When we design activities, one of the most important issues to
consider is the type of pupil groupings we are going to use. If we
only use one type of grouping (normally the whole class) we are
wasting valuable opportunities for our pupils to get maximum
practice and for the teaching/learning process to be therefore more
efficient.

46

We now consider the merits and uses of various pupil

groupings. Harmer distinguishes between: lockstep, pair work,
group work and individual study.
Lockstep
Lockstep is the class grouping where all the pupils are working
with the teacher. In traditional teaching environments lockstep was
the normal situation.
This grouping has certain advantages. First, we can say that
the whole class are or should be concentrating and hearing what is
being said. Our pupils are getting a good model as they are listening
to us or to the tape recorder and we can move the class at a fast
pace.
On the other hand, we can also find some drawbacks. First,
pupils working in lockstep dont practice very much. Another
problem is the lack of heterogeneity of lockstep. Lockstep many
times goes at the wrong speed. Some pupils will find it very quick
while others will be bored. A final problem we face is the lack of
effectiveness as far as communicative work is concerned. Our pupils
wont be able to use language in real life situations if the only
practice they get is in lockstep, teacher-controlled interactions.
Lockstep doesnt foster autonomous learning.
But these disadvantages cannot make us forget that lockstep
has its place in the foreign language classroom. As we can get the
whole class attention we must use it when feedback is taking place

47

or before doing some pair or group work so that all our pupils can
listen to the instructions.

48

Pair work
Pupils can be put in pairs for a great variety of work. It has
obvious advantages:
-

It increases the amount of pupil practice

Pair work allows our pupils to use language and it also

encourages pupils co-operation

During pair work we normally act as assessors, prompters and

resources, leaving our pupils to work on their own. We thus foster
learning autonomy.
Certain problems may occur, however. On the one hand, we are
worried about the use of Spanish in the activities. This wont be a
problem if they are motivated to use English and we tell our pupils
what the reason for the activity is. Our main concern is not accuracy;
communicative efficiency is also vitally important and pair work
encourages such efficiency.
Noise problems may also arise when pair work is used with our
pupils. It is important to familiarize them with pair work at the
beginning of the course by giving them very short, simple tasks to
perform. This can be done by means of pair work drills or asking and
answering questions using language that has just been presented.
We also have to decide how to group our pupils in pairs. We
must decide whether to put strong pupils with weak pupils or
whether to vary the combination of the pairs from class to class.

49

There is no conclusive evidence about the ideal combination for pairs

so we can make our decision based on every particular class.
To sum it up we can say that pair work is a way of increasing
pupil participation and language use.
Group/team work
Group work seems to be an extremely attractive idea for a
number of reasons. We can mention first, the increase in the
amount of pupils talking time. It also gives pupils opportunities to
use language to communicate with each other and to co-operate.
On the other hand group work is more DYNAMIC than pair
work: our pupils are faced with more people to react with or against
in a group. There is also a greater chance that at least one number
of the group will be able to solve a problem, when it arises. Because
of this, working in groups is usually more relaxing than pair work.
Moreover, tasks can be more complex, and therefore, more exciting
and motivating than pair work tasks.
The same worries that apply to pair work, that is, the use of
Spanish and noise apply equally to group work. Motivation, clearly
defined goals and previous adjustments to this type of grouping are
the solutions to these problems.
One of the biggest problems is the selection of group members.
One possibility is to group weak and strong pupils mixed together.
However sometimes it may be interesting to make groups of strong

50

pupils and groups of weak pupils and give them different task to
perform.
As far as the size is concerned, the biggest size we can have is
half class. This type of grouping is called a team. Teams are not
very frequently used because the amount of pupil participation
obviously falls. However, we can use them in competitive activities
where it is convenient to split the class in two groups.
It is also convenient to have an odd number in groups when
decision activities are being made. In general groups with no more
than 6 pupils, with or without and odd number of members are used.
Moreover, it is a good idea to form FLEXIBLE GROUPS. Our
pupils start in set groups and as the activity progresses the original
group splits up and regroups. We can also begin with individual or
pair work. Gradually these groupings are joined together till we form
a group, a team or even a whole class grouping.
However if we use flexible groups it is advisable to have FIXED
groups for the whole year. Our children will identify more easily with
the group
Individual study
Individual study is a good idea because our pupils can relax
from outside pressure and because they can rely on themselves.
Learning needs both cognitive and social interaction to take place.
Our pupils need some time on their own to fully internalize what
they are learning. Ideally if the conditions of our classroom and the

51

materials we use permit, there would be stages at which our pupils

could have a choice of different individual activities. Various reading
and writing activities are particularly appropriate for this. When
planning our classes we must take this factor into consideration.

Misbehaviour
An area of classroom management which has an important
effect on the classroom atmosphere and the amount of learning
which takes place concerns discipline and classroom control. The
most effective environment for learning is found in a classroom
where the teacher is firm but kind and encouraging.
In fact, our behavior is perhaps the single most important
factor in a classroom. There are some things that we should
probably not do if we want to avoid problems:
-

Do not go to class unprepared

Do not be inconsistent

We should not make idle threats which we cannot or would not

carry out

Do not rise our voice

Do not give boring classes

Do not be unfair, a sense of failure engenders negative

feelings and low self esteem.

52

 Context
Teachers role
As

we

have

seen

our

methodology

is

going

to

be

communicative and we will find ourselves playing many roles.

Harmer distinguishes six main roles:
-

CONTROLLER: we play the role of controller when we are

totally in charge of the class. We control what our pupils do,
when they speak and what language they use. This role is
clearly

visible

at

the

presentation

stage,

being

wholly

inappropriate during the production stage.

-

ASSESSOR: one of the main roles we must play is that of

assessing the pupils work. We can distinguish between
correcting (during the presentation stage we normally correct
our pupils errors and mistakes) and organizing feedback that
is a major part of assessing our pupils performance so that
they can see the extent of their success or failure.

ORGANISER: the success of many activities depends on good

organization and on the pupils knowing exactly what they are
going to do. Once the activity has begun we will not intervene
unless it is to use gentle correction or, as we will see now, to
prompt.

PROMPTER: we sometimes need to encourage our pupils to

participate or we may need to make suggestions about how

53

our pupils may proceed in an activity where there is a silence

or our pupils are confused.
-

PARTICIPANT: Especially in simulations it may be interesting

for us to participate with our pupils in the activity. If we dont
tend to dominate we are giving our pupils an opportunity to
practice English with someone who speaks it better than they
do.

RESOURCE: in communicative activities we should be a kind of

resource centre. We should be ready when our pupils need
help. This help should only be given when a previous effort
has been made by our pupils.

Physical setting
Careful planning of our classroom is very important as it helps
to create an ORGANISED AND SECURE ATMOSPHERE. In an ideal
situation, we would be able to organize the classroom in the way we
think is most effective for childrens learning. Here are some points
to consider:
-

A plan made to scale is especially useful if we have a large

class in a small area.

We have to think carefully about whether we want the children

to sit in rows or groups. Primary schools often have tables
arranged in groups to seat 4-6 children, which makes pair and
group work easier.

54

If we decide to have a teaching base we have to make sure

we have a clear view of the whole room.

A story corner for young children is also a good idea. A book

corner where children can select stories or simply information
books to read is also useful. The books could be color-coded
according to difficulty so that the children can select books for
themselves or with our guidance.

We may also like to include a quiet corner for listening to

cassettes of stories or pre-recorded listening activities.

It is also suitable to include some areas to display childrens

work. Children should be encouraged to display their work.
Displays make the classroom brighter and more colorful,
encourage a purposeful working atmosphere and usually lead
to higher motivation and standards since the childrens work is
made public and they see what they have already achieved.

55

2.11. Practical activities for the oral comprehension

of the English language.

(Power Point)
2.12. Practical activities for the oral expression of
the English language.

(Power Point)
2.13.

Practical

activities

for

the

written

comprehension of the English language.

(Power Point)
2.14. Practical activities for the written expression
of the English language.

(Power Point)

56

3. GAMES, RHYMES, AND SONGS IN THE

TEACHING OF FOREIGN LANGUAGES IN
PRIMARY EDUCATION.
3.1. Rhymes and songs: their function in the foreign
language classroom.
(Didactic Unit)
3.2. Typology of rhymes and songs for Primary
Education.
(Annexe)
USEFUL AND INTERESTING RESOURCES ( ANNEX)
3.3. Criteria for their selection.
(Didactic Unit)
3.4. Working with stories in Primary Education: oral
exploitation and story production.
(Didactic Unit)
3.5. Exploitation methodology, didactic skills.
(Didactic Unit)
3.6. Characteristics and functions of games.
(Didactic Unit)
3.7. The game as a didactic resource.
(Didactic Unit)
3.8. Practical activities.
(Didactic Unit)

57

4. THE EVALUATION IN THE TEACHING OF

FOREIGN

LANGUAGES

IN

PRIMARY

EDUCATION.
4.1. The evaluation: evaluation and control of L2 in
Primary Education.
The way to evaluate in Primary Education, we can say that the
basic principle is the Direct or Systematic Observation, using
different activities and in a continuous way.
As far as the evaluation activities are concerned we will say
that they should be designed according to the activities and tasks
done during the development of the unit. In fact, any activity that
we have done in these units is useful to evaluate their improvement.
In this sense, evaluation activities could be a selection of some
activities of the unit or some variations of them.
Furthermore,

specific

activities

for

evaluation

could

be

designed when it is necessary to obtain specific information that

cannot be achieved with the rest of activities.
In any case it should be formative evaluation in the sense
that it is used as a reflection of the teaching and learning process.
One of our tasks as teachers, is to evaluate the achievements
of students as well as the Educative process and their own teaching
practice, thats to say, evaluating our pupils learning is a regular
feature of classroom practice.

58

We will define the way which the three classical evaluation

stages (Initial, Formative and Summative) will be implemented.
Continuous assessment is now the most widespread method
of assessment in our schools. Continuous assessment doesnt only
show our pupils level of attainment but also enables us to draw
conclusions about the effectiveness and efficiency of our methods
and the suitability of contents for our pupils. This evaluation is done
through the Direct Observation in the class.

4.2. Purpose and momentum of the evaluation.

In relation to when to evaluate, the following three types of
evaluation will be done along each course. As an

INITIAL

EVALUATION, at the beginning of the process, to know what our

pupils remember from previous courses, we will use our first
Didactic Unit, evaluating through games. Along the course we will do
FORMATIVE

EVALUATION, to observe the teaching-learning

process of each student and if necessary give them help to solve

their difficulties, doing remedial work and follow-up activities, and as
FINAL EVALUATION, at the end of the teaching-learning process,
to check whether the students have achieved the objectives we had
thought at the beginning of the process, we will use the last Didactic
Unit reviewing and checking their knowledge of the course.

59

4.3. The role of the evaluation in L2 in a systemic

organization.
(Year Program)
4.4. The evaluation of learning, and of the process of
teaching/learning.
(Year Program)
4.5. Instruments and techniques of evaluation in L2
in Primary Education.
(Year Program)
4.6. The evaluation in the European Framework.
(ANNEXE)
4.7. Practical activities.
(Year Program)

60

5. INNOVATION AND INVESTIGATION IN L2.

(Power Point)
5.1. The teachers role as an investigator.
The role of teachers has experienced big changes in the last
years. Nowadays, they are not only supposed to teach, but also to
help students learn how to learn (Marqus, 2000). Information is
now out there and everyone can access it. To be able to deal with
this revolution, to be up-to-date, teachers need to do a continuous
professional development. Research never ends. In the 21st Century,
some of the tasks that educators have to accomplish are:
-

Understand the different learning styles.

Design and organize classes (explore a

variety of materials and languages of
expression).

Set goals and accomplish them.

Motivate students and encourage

participation.

Develop a student-based learning.

Understand diversity and individual

Source:
http://virtualinquiry.com/inq
uiry/inquiry7.htm

needs.
-

Help students use different resources.

Encourage self-learning and self-evaluation.

Evaluate.

Encourage students positive attitudes (values, etc.) Be an

example for students: share teaching and learning experiences

Research inside and outside the classroom.

61

To learn more about this new role, we recommend you to read:

Los docentes: funciones, roles, competencias necesarias, formacin
by professor Pere Marqus at:
http://peremarques.pangea.org/docentes.htm

5.2. The process of investigation: techniques of

investigation in the teaching of L2.
First of all, it is important to bear in mind that it is a general
belief that learning to teach is a lifelong experience. Teachers are
therefore supposed to experience in the classroom to be able to
develop new didactic strategies and new ways of using materials and
resources. More and more, teachers are asked to develop a research
profile and to understand the relationship between the theory of L2
acqusition and the design of language materials and sessions. A
critical analysis of all the knowledge and data is a very important
process. Researchers in the teaching of L2 can use different
techniques, for example:
-

Classroom activities.

Journals.

Questionnaires.

Experimentation.

Case studies.

New technologies

5.3. Texts on investigation in the teaching of the

English language.

62

5.4. Recent innovations in the teaching of the EFL.

When we talk about innovate in the teaching of foreign
languages, we are not saying that we have to reject all the
resources which were used before the application of ICTs in
education.

We

need

to

use

both

the

previous

methodology

(blackboard and chalk or marker, books, pens, etc.), and also the
new technologies: computers, internet, digital blackboards, etc.
When students first get into a classroom and see that there
are computers, their reaction is: Are those computers for us? Are we
learning computing? Behind these questions there is expectation and
motivation. And, in the end, it is the students who demand using
these new elements in the classroom.
5.4.1. Using ICTs to Support English Learning and Teaching
Using a ICTs in the foreign language classroom is a resource that:
-

Motivates students

Compliments the teaching process

Stimulates discussions and writing

Helps share stories among students

We can use/make students use the new technologies in the

classroom in different ways:
-

By using commercially developed language programs or

activities on the web.

By assigning specific project works: make the students search

for information.

By encouraging students to communicate with other students

(facebook, etc.).

63

5.4.1.1. Benefits and Shortcomings of ICT

Like all the teaching resources we can use in the classroom,
the ICTs has both benefits and some disadvantages.
Among the benefits of using ICTs we can find:
-

Repetition of activities

Individual and collaborative work

Motivation

Learn from mistakes

Acquisition of IT skills

Interactivity

Multimedia

Authenticity

Fun

These are some of the drawbacks of using ICTs in the classroom:

-

IT skills are a prerequisite

Software familiarization

Economic barriers

Technical problems

Computer phobia

Language problems: most of them are only in English and this

can be a barrier for many EFL students.

Quality of language: sometimes, especially when talking about

internet resources, the language used is not always as
accurate as desired.

Content: the content is not appropriate for the level of our

students or does not apply totally to the contents we are

64

covering in our didactic unit, and sometimes, especially with

internet resources, we can find errors because the source of
the information is not a reputable institution.
5.4.1.2. Use of Internet in Schools: Changes
The use of internet in schools implies that both faculty
(teachers) and educative centers (the schools and classrooms) must
experience several changes. On one hand, teachers need to keep
updated and know the existence of these resources and their
possibilities, and must know how to select the most appropriate
ones for each situation. They also need continuous training in digital
didactics to know the possibilities of the new electronic devices and
services in the internet.
On the other hand, schools and classrooms need to be adapted by
installing digital blackboard in class, creating new spaces like
computer labs (for group work), or implementing a school intranet.
5.4.2. How to select ICT resources
5.4.2.1. Criteria to Select Software Packages
When we are analysing different software, we need to evaluate
carefully three aspects: the purpose, the design and the content of
the program.
-

Purpose:
o Students use critical thinking, reasoning and problemsolving skills.
o Provide feedback both to pupils and teachers.

Design:
o Layout, color and use of animation should be attractive.
o User-friendly and easy to use.

Content:

65

o Appropriate and relevant to students interest as well as

the curriculum.
o Activities need be appropriate for students level.
5.4.2.2. Criteria to Select Internet Resources
When we evaluate the different resources that we can find on the
internet, the criteria to select them are slightly different. This time
we need to analyze aspects like the content, the design, and the
navigation.
-

Content:
o Who wrote the pages? Are they experts?
o Whats the purpose of the pages?
o Where does the content come from?
o Why is the content useful for my purpose?

Design:
o Are there useful headings and sub-headings?
o Are the resources logically organized?
o Is multimedia appropriately used?
o Do the graphics impair the loading of the page?

Navigation:
o Do all the links work?
o Does it link back to the home page from other pages?

66

5.5. How to innovate in the teaching of the L2.

The Web 2.0
There is no complete definition of this term. It seems that Tim
OReilly was the first one who used it. Pere Marqus explains what
he understands by Web 2.0:
Con el trmino Web 2.0, subrayamos un cambio de paradigma sobre la
concepcin de Internet y sus funcionalidades, que ahora abandonan su
marcada unidireccionalidad y se orientan ms a facilitar la mxima
interaccin

entre

los

usuarios

el

desarrollo

de

redes

sociales

(tecnologas sociales) donde puedan expresarse y opinar, buscar y

recibir

informacin

de

inters,

colaborar

crear

conocimiento

(conocimiento social), compartir contenidos.

To discover more about the web 2.0, have a look at this video at:
http://www.youtube.com/watch?v=6gmP4nk0EOE

Useful Resources: Web 2.0

Here we can find some interesting applications of the Web 2.0:
-

Google Docs: A perfect tool to create and share documents.

Learn more here:
(http://www.youtube.com/watch?v=eRqUE6IHTEA)

Issuu: To upload and view digital material. You can create

your own library! (http://issuu.com)

Picasa: An image organizer and an image viewer.

(http://picasa.google.com/)

Facebook groups: To share files, pictures, create events,

chat (http://www.facebook.com)

Slideshare: To share presentations and documents.

(http://www.slideshare.net)

Blogger: Free web for creating blogs.

(https://www.blogger.com/start)
67

Youtube: A video sharing website.

(http://www.youtube.com)

Skype:

software

that

enables

different

types

of

conversations.
(http://www.skype.com)
-

JClic: Applications to create educational activities.

(http://clic.xtec.cat/es/index.htm)

Delicious: A social bookmarking for sharing and storing.

(http://delicious.com)

Other useful resources

-

CMapTools: A program to create concept maps.

http://cmap.ihmc.us/download/
http://www.eduteka.org/pdfdir/MapasConceptuales.pdf
http://cmap.ihmc.us/conceptmap.html

Digital Blackboard: An interesting resource for teachers, that

offers many more opportunities than the traditional blackboard.
http://dewey.uab.es/pmarques/pizarra.htm

Multimedia stories: A combination of text, clips, audio,

photographs so that stories become even more fun!
http://ordenadoresenelaula.blogspot.com/2009/02/como-

gestionar-un-proyecto-de-creacion.html
-

Multimedia ppt: Power point is another way of creating

interactive multimedia presentations. Ideal for those who
dont have a solid knowledge of computers.
http://www.artic.ua.es/sites/u38/sitio401/

Webquest: According to Bernie Dodge at San Diego State

University, it is "an inquiry-oriented activity in which some or
68

all of the information that learners interact with comes from

resources on the Internet."
http://www.teachersfirst.com/summer/webquest/questa.shtml (a tutorial to use a webquest in the classroom)
http://midgefrazel.net/lrnwebq.html
http://www.artic.ua.es/sites/u38/sitio401/
http://www.dgde.ua.es/wb/webquest/
-

Hot Potatoes: Another system to create educational activities.

http://hotpot.uvic.ca

ComicLife: A computer program that provides you with

different templates so that you can create your own comics,
picture albums, etc.
http://comiclife.com/

Some basic considerations about the intellectual property

When using already published materials (either printed or digital),
we should bear in mind that copyright protects the expression of
ideas, not the ideas themselves.
Copyright protection lasts 50 years, but it depends on the nature of
the work:
-

Literary, dramatic, musical or artistic works: from the year the

creator died.

Sound recording: from the time its made or released.

Performers performance: from the time it takes place.

Therefore, schools shouldnt lend software to students or teachers.

However, copyright law does not ban the lending of licensed
software if no direct or indirect economic advantage is involved.
Be careful! Placing any materials on ones web page without the
permission of the copyright owner is infringing copyright
69

ANNEX:
The Spanish Educative System. European.
Current Legislation for Primary Education:
* LEY ORGNICA 2/2006, de 3 de mayo, de Educacin.

http://planipolis.iiep.unesco.org/upload/Spain/Spain_LOE_eng.pdf
*LEY ORGNICA 8/2013, de 3 de diciembre, para la mejora de la calidad
educativa.
http://www.todofp.es/dctm/todofp/lomce/loe-texto-consolidadolomce.pdf?documentId=0901e72b817ddb9c

INTERESTING AND USEFUL

RHYMES AND SONGS

RESOURCES

FOR

NURSERY

http://www.smart-central.com/
http://www.zelo.com/family/nursery/
http://www.rhymes.org.uk/
http://www.mamalisa.com/house/
http://www.links2love.com/christmas_songs_10.htm

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