EDUCACIÓN INFANTIL INGLES APUNTES MAGISTERIO.pdf

Educación Infantil: Apuntes y Powers Points de la asignatura de Inglés de la Universidad Internacional Valenciana.

1. 23/10/23
INGLÉS PARA EL AULA Y SU DIDÁCTICA
20GEIN – 6 ECTS.
Prof. Marta Giménez Ortí ([email protected])
Grado en educación infantil
CONTEXTUALIZACIÓN UC1.

2. 23/10/23
•19/12/2023: Final collective tutorial (18:00 to 20:00h)
•02/02/2024: Final Exam (1stcall) (18:00)
** 05/06/2023: Final Exam (2ndcall)
SCHEDULE (HORARIO)
Attendance is notmandatory. All sessions will be recorded and will be available on campus
[Campus > Videoconferencias> Grabaciones]
Our sessions:
18:00 to 20:00h
Initial collective tutorial and introduction (17/10/2023)

3. 23/10/23
SESSIONS

4. 23/10/23
1.0. Unidad Competencial 1: The Teaching of
English in early years. Linguistic and pragmatic
components of the Foreign Language: English.
1.1. The Teaching of English in early years.
1.2. Theories in favour and against early learning and
SLA.
1.3. Factors influencing early learning of a Second
Language.
Today’s session:
01. Contextualizaciónuc1 (24/10/2023)
CONTEXTUALIZACIÓN UC1 (24/10/2023)

5. UC1
Teaching English
at an early age
ThelearningofEnglishatanearlyageisbecomingmoreandmore
commonplaceintheSpanisheducationalsystem(Rixon,1992;Kubanek-
German,1998;DriscollandFrost,1999).However,thiscontrastswiththe
situationinotherEuropeancountrieswheretheystarttheteachingofaforeign
languageinprimaryeducation.Actually,thereisnorealevidencethat
demonstratestheeffectofageonlearners’secondlanguageachievement,thatis,
whetherlearnerswhobeginlearningaschildrenareabletoreachhigherlevels
ofL2abilitythanthosewhostartlearninginadolescenceoradulthood.
Inthefirststudy,Burstall(1975)carriedoutapilotstudyinEnglandandWales
inwhichshecomparedtwogroupsofstudentswhohadhadfiveyearsof
languageinstruction.OneofthemhadbegunlearningFrenchattheageof8,
whilethesecondgrouphadstartedatthebeginningofsecondaryschool(11
yearsold).Herresultsshowedthatthelearnersthathadstartedlaterwere
consistentlysuperior.
CONTEXTUALIZACIÓN UC1 (24/10/2023)

6. UC1
Ontheotherhand,studiesoflearnersinnaturalisticlearningsituations
demonstratethatyoungerisbetterand,therefore,couldsupportthecritical
periodhypothesis.Thistheorystatesthatthereisapreciseperiodofyears
inwhichstudentscanlearnthelanguageinanaturalandeffortlessway
whileafterthatperiod,theyclaim,completesuccessinlearninga
languageisnotpossible.

7. UC1
QUESTIONS:
- TEACHINGENGLISHATANEARLYAGE.YES,
ORNO?GIVE5REASONSANDJUSTIFYYOUR
ANSWER.

8. UC1
QUESTIONS:
- LEARNINGALANGUAGEATANEARLYAGE
ALSODEVELOPSABSTRACTTHINKING,
MEMORYANDIMAGINATION.WHATARETHE
OTHERBENEFITSOFKIDSLEARNING
ENGLISHATAYOUNGAGE?

9. UC1
BENEFITS:
1.LearningEnglishfaster:Whenchildrenareyoung,theyhavean
exceptionalabilitytoretaininformation,andtheirbrainsaredesigned
toassimilatenewknowledgeautomatically.Additionally,their
thoughtprocessesaresimplerandlessabstract,makingiteasierfor
themtolearnEnglish.
2.Improvedlearningcapabilities:LearningEnglishatayoungage
reducespeerpressureandstress,allowingchildrentolearnmore
quickly.Engaginginactivitiesthatstrengthentheirlearningcapacity
andmemoryimprovestheircognitiveabilities,andahigherlevelof
consciousnessformedearlyinthelearningprocesshelpsthemlearn
morequicklyastheymature.
3.Expandedvocabulary:EarlyEnglishlearningexpandsachild’s
vocabulary,allowingthemtolearnnewconceptsandbuildontheir
knowledge.Learninghowtospeak,pronounce,andwriteEnglish
wordsfromthebeginningiscrucialtothisprocess.

10. UC1
BENEFITS:
4.Academicexcellence:ChildrenwholearnEnglishbecomemoreadept
atexpressiveness,whichisadvantageoustotheiracademicsuccess.Early
Englishlearningprovidesthemwiththelanguageskillstheyneedto
performbetteronacademictestsandexcelintheirstudies.
5. Futureopportunities:Englishisauniversallanguageusedinmany
industriesandlearningitatayoungageopensupopportunitiesfor
childrentoexploretheworldandexperienceothercultures.
6. Easylearning:LearningspokenEnglishatayoungageaccelerates
academicprogressandmakesiteasierforchildrentolearndifficult
concepts.
7. Improvedself-confidence:EarlyEnglishlearningimprovesachild’s
self-confidenceandself-esteem,encouragingthemtoaskquestionsand
overcometheirfearofspeakingandwritinginEnglish.

11. UC1
BENEFITS:
8.Improvedverbalfluency:EarlyexposuretoEnglishandregularpractice
speakingandlisteningtothelanguageenhancesverbalfluencyandmakes
iteasiertocommunicateineverydaylife.
9.Boostedbrainactivity:LearningEnglishatayoungagekeepsthebrain
activeandhealthy,improvingmemory,creativity,andcognitiveabilities.
Childrenactivelyexercisetheirbrainsandmemorywhilelearningnew
wordsandgrammarrules,whichstrengthenstheirmentalcapacity.
10.Nurtureschild’scuriosityandmotivation:MasteryofEnglishopensup
aworldofinformation,bothonlineandoffline,increasingchildren’s
motivationandinterestinresearch.Theycanexplorenewtopicsforhours,
expandingtheirhorizonsandcuriosity.

12. UC1
How to help children learning English as a second language?
TeachingEnglishtochildrenwhilethey’restilllearningtheirmother
tongueisachallengingyetrewardingexperience.Understandhow
childrenlearnlanguagethroughplay.
What is SLA?
Second Language Acquisition, or SLA, has two meanings. In a general
sense it is a term to describe learning a second language. More
specifically, it is the name of the theory of the process by which we
acquire - or pick up - a second language. This is mainly a subconscious
process which happens while we focus on communication. It can be
compared with second language learning, which describes how formal
language education helps us learn language through more conscious
processes.

13. UC1
Example:
A learner studying in an English-speaking country may have more success
due to the language they acquire in their part-time job than with the
language they learn in their class. In the classroom
Implications for the language classroom include the ideas that the teacher
can create contexts for communication which facilitate acquisition, that
there is a natural order of acquisition of language, that there are affective
filters which inhibit acquisition, especially for adults, and that
comprehensible input is very important. (British Council)

14. UC1
Theories in favor and against early learning and SLA:
1.
2.
3.
4.
5.

15. UC1
Factors influencing early learning of a Second
Language:
1.Motivation
2.Support at home
3.Prior Linguistic Knowledge. Cognitive abilities.
4.Learning Environment
5.Teaching Strategies
6.Comprehensive Input
7.Student Personality
8.Age
9.Comfort in their country of residence

16. UC1
Popular Methods Teaching ESL Through Time:
Example: Grammar Translation Method
Name, at least, three more:
1.
2.
3.

17. UC1
Popular Methods Teaching ESL Through
Time:
(Mextesol Journal).

18. 23/10/23
Any
questions?

19. 23/10/23
Thank you for your
attention!
See you next monday!

20. 23/10/23
1. https://www.novakidschool.com/blog/benefits-of-learning-english-at-an-early-age/
2. https://www.britishcouncil.org/voices-magazine/five-essential-tips-teaching-very-young-
children-english
3. Didactics in the English Classroom. Dr. Begoña Clavel.
4. Mextesol Journal.
References:
UC1.
UC1.

22. 30/10/23
INGLÉS PARA EL AULA Y SU DIDÁCTICA
20GEIN – 6 ECTS.
Prof. Marta Giménez Ortí ([email protected])
Grado en educación infantil
CONTEXTUALIZACIÓN UC2.

23. 30/10/23
•19/12/2023: Final collective tutorial (18:00 to 20:00h)
•02/02/2024: Final Exam (1stcall) (18:00)
** 05/06/2023: Final Exam (2ndcall)
SCHEDULE (HORARIO)
Attendance is notmandatory. All sessions will be recorded and will be available on campus
[Campus > Videoconferencias> Grabaciones]
Our sessions:
18:00 to 20:00h
UC2(31/10/2023)

24. 30/10/23
SESSIONS

25. 30/10/23
2.0 Unidad Competencial 2: Lesson programming for the
Teaching and Learning of English in early years.
2.1 Lesson Planning: Routines
2.2 Methodologies for Teaching English
2.2.1 CLIL
2.2.2 Communicative Language Teaching Method
2.2.3 Total Physical Response (TPR) method
2.3 Oral Comprehension and Production: Jolly Phonics
Today’s session:
01. Contextualizaciónuc2 (31/10/2023)
CONTEXTUALIZACIÓN UC1 (31/10/2023)

26. UC2
2.1. Lesson Planning:
Routines
Howwouldyouteachpreschoolchildrenthesecommondailyroutine
verbs:wakeup,getup,washyourface,eatyourbreakfast,andbrush
yourteeth?
1.Createafunstory
Youcouldcreateadailyroutinelessonplanusingafunstoryorasong.
Example:
‘Groundhogday.NorthAmericanfolkloresaysthatifit’ssunnywhenthe
firstgroundhogcomesoutofhisburrow,it’llbealateSpring.Ifit’scloudy,
Springwillbeearly.Groundhogssleepallwinter,liketheirEuropean
brothers,themarmots.SoourhibernatinggroundhogiscalledSleepy.The
firstthingwearegoingtodoiswakehimup.’
CONTEXTUALIZACIÓN UC2 (31/10/2023)

27. UC2
2.Wakeupsleepygame:
Kidspretendtosleepastheylieontheground.The
instructoryells,‘WakeUpSleepy!’Everychildleapsup
andracestowardsthewall.Inaschoolsetting,usehands
firmlyclaspedbehinddesks.Insteadofracingtothewall,
childrenleapupandextendtheirarms.Kidsgobackto
sleep,snoringloudlywhilelyingfacedownandnot
looking!Eventually,theteachermovesstealthilyand
touchesachildwhoyells,‘WakeUpSleepy!’Aftertrying
thisafewtimes,tryavariation.

28. UC2
3.Moredailyroutineverbs:eatbreakfast,washyourface,
brushyourteeth,andgooutside.
Playgamesofmimetobrieflyintroducetheseverbs.Replace
thebodilypartsinSimonSayswiththeseverbs.Usethephrase
‘WakeupSleepyand...’insteadof‘Simonsays.’‘Brushyour
teethandgetoutofbed,sleepy.’Everychildimitatesbrushing
theirteeth.‘Getup,sleepy,andwalkoutside.’Kidsapproachthe
wallorpretendtoemergefromamarmot’sburrow.‘Cleanyour
face.’Sorry!Since‘Wakeupsleepy’didnotcomebeforethe
directive,anychildwhoismimingwashingtheirfacemusttake
aturnsittingdown.Whenyourchildisthreeyearsold,youwill
needtoassistthembymodelingbehaviorforthemwhen
appropriateandrefrainingfrommodelingwheninappropriate.

29. UC2
4.Tellthestory:
Tellthestoryandthencarryoutpost-storyactivitieslikeusing
sockpuppetstoactoutthestory.Intheend,youwantyour
studentstoplayoutthenarrativeasyounarrateit.Also,youcan
createFlash-Cardsordrawingswithyourstudentsaboutthe
story.
Whatotherideasdoyouhaveforteachingroutinesinthe
Englishclassroom?

30. UC2
2.2 Methodologies for Teaching English
1.Turnlessonsintosongs.
Example:
I want to teach the parts of the body.
https://www.youtube.com/watch?v=R1Hrkqep8nU
CONTEXTUALIZACIÓN UC2 (31/10/2023)

31. UC2
2.2 Methodologies for Teaching English
2.Createvisualdiagramstoillustratenewvocabulary
Example:
I want to teach vocabulary related to Christmas.
https://www.youtube.com/watch?v=WYYJ7yaL9WU
CONTEXTUALIZACIÓN UC2 (31/10/2023)

32. UC2
2.2 Methodologies for Teaching English
3.Readabook.
Use gestures and facial expressions
CONTEXTUALIZACIÓN UC2 (31/10/2023)

33. UC2
2.2 Methodologies for Teaching English
4.Usepuzzlegamesandmultimedia(station
rotation).
CONTEXTUALIZACIÓN UC2 (31/10/2023)

34. UC2
2.2.1. CLIL
CLIL (aprendizajeintegradode contenidos):
CLILstandsforContentandLanguageIntegratedLearningandasthe
termsuggests,thisapproachisusedtoteachstudentsaboutanewsubject
inalanguageforeigntothem.ThroughCLIL,studentsnotonlylearna
secondlanguagebutalsolearnaboutatopictotallynewtothem,for
exampledrawingorclimatechange.
Classroom principles:
Languageisusedtolearnaswellastocommunicate
Itisthesubjectmatterwhichdeterminesthelanguageneededtolearn.
CONTEXTUALIZACIÓN UC2 (31/10/2023)

35. UC2
2.2.1. CLIL
CONTEXTUALIZACIÓN UC2 (31/10/2023)
English + Physics
English + Maths
English + Art
English + Music
(Project Based Learning)
•Doyouhaveanideaforaprojectthat
combinesEnglishwithanothersubject?What
wouldtheprojectlooklike?Explainitbriefly.

36. UC2
2.2.2 Communicative
Language Teaching
Method
Communicativelanguageteaching(CLT)isalsoreferredtoasthe
communicativeapproach,whichentailsteachinglanguagethrough
communication.Thisapproachtoteachinglanguageframes
communicationasbothagoalandamethodforEnglishlanguagelearners
(ELLs)whosefirstlanguageisnotEnglish.
Therearesomelearningandteachingtechniquesthatcanbeusedin
CommunicativeLanguageTeachingclass,forexample,roleplay,
informationgap,languageexchanges,simulation,discussion,game,pair
workandgroupwork.Allthesetechniquescanengagethelearnersin
communicationprocess.
CONTEXTUALIZACIÓN UC2 (31/10/2023)

37. UC2
2.2.3 Total Physical Response (TPR) method
TPRstandsforTotalPhysicalResponseandwascreatedbyDr.JamesJ
Asher.Itisbaseduponthewaythatchildrenlearntheirmothertongue.
Parentshave'language-bodyconversations'withtheirchildren,theparent
instructs,andthechildphysicallyrespondstothis.
TotalPhysicalResponse(TPR)isamethodofteachinglanguageor
vocabularyconceptsbyusingphysicalmovementtoreacttoverbalinput.
Theprocessmimicsthewaythatinfantslearntheirfirstlanguage,andit
reducesstudentinhibitionsandlowersstress.
CONTEXTUALIZACIÓN UC2 (31/10/2023)

38. UC2
2.2.3 Total Physical Response (TPR) method
CONTEXTUALIZACIÓN UC2 (31/10/2023)

39. UC2
2.3 Oral Comprehension
and Production: Jolly
Phonics
CONTEXTUALIZACIÓN UC2 (31/10/2023)
JollyPhonicsischildcenteredapproachtoteachingliteracy
throughsyntheticphonics.Withactionsforeachofthe42letter
sounds,themulti-sensorymethodisverymotivatingforchildren
andteachers.Thelettersoundsaresplitintosevengroups.

40. UC2
REFERENCES:
CONTEXTUALIZACIÓN UC2 (31/10/2023)
1.https://doi.org/10.1051/shsconf/20184200032
2.METHODS OF TEACHING ENGLISH TO PRESCHOOL AND
PRIMARY SCHOOL CHILDREN, Ozoda Maxkambayeva, Jizzakh
State Pedagogical University, Student. 2022.
3.Methodology Of Teaching English to Preschool Children,
Shaymardanova Sarvinoz Khurramovna, Lecturer at the Denau
Institute of Entrepreneurship and Pedagogy and Director of the 26th
PEI of Denau City. Abduvahobova Sevara Bakhtiyarovna Denau
Institute of Entrepreneurship and Pedagogy, student of social sciences
and humanities. 2021.

41. 30/10/23
Any
questions?

42. 30/10/23
Thank you for your
attention!
See you next TUESDAY!

44. 14/11/23
INGLÉS PARA EL AULA Y SU DIDÁCTICA
20GEIN – 6 ECTS.
Prof. Marta Giménez Ortí ([email protected])
Grado en educación infantil
CONTEXTUALIZACIÓN UC3.

45. 14/11/23
•19/12/2023: Final collective tutorial (18:00 to 20:00h)
•02/02/2024: Final Exam (1stcall) (18:00)
** 05/06/2023: Final Exam (2ndcall)
SCHEDULE (HORARIO)
Attendance is notmandatory. All sessions will be recorded and will be available on campus
[Campus > Videoconferencias> Grabaciones]
Our sessions:
18:00 to 20:00h
UC3 (14/11/2023)

46. 14/11/23
SESSIONS

47. 14/11/23
3.0. Unidad Competencial 3: Strategies, tools and
motivation for the learning of English.
3.1 The Use of Songs in the Early year’s classroom
3.2 Motivation. Instrumental and integrative
3.3 The Use of Drama and games in the early year’s
classroom
3.4 Storytelling
Today’s session:
01. Contextualizaciónuc3 (14/11/2023)
CONTEXTUALIZACIÓN UC3 (14/11/2023)

48. UC3
3.1 The Use of Songs in the Early year’s Classroom
1.Introducechildrentodifferentkindsofmusicfromavarietyof
culturesandtraditions.
Althoughwetalkaboutthemesadaptedtochildreninkindergarten,some
studiesindicatethattheuseofmusicinclassmakeschildrentendtobe
muchfreerintheirmusicaltastesandwanttocontinuediscoveringother
musicalstylesandtraditions.
2.Incorporateotherlanguagesintoclasssongs.
Childrencanlearnwordsorphrasesinaneasierwaythroughrepetitionthat
issuretolast.
‘Keep an open mind.Your students don’t like everything, and you don’t
have toeither!'
CONTEXTUALIZACIÓN UC3 (14/11/2023)

49. UC3
3.1 The Use of Songs in the Early year’s Classroom
3.Letstudentscreatemusicandmusicalinstruments.
Havingchildrenwritetheirownmusicorlyrics,orgeneratetheirown
rhythmsandsounds,helpsbuildastrongsenseofself.Itisadvisableto
allowtimeforchildrentosharetheirsongsandlearnwhatothershave
created.Asanactivity,childrencanexperimentwithcreatingtheirown
musicalinstrumentswithmaterialssuchasacardboardboxandrubber
bandsortappingonglassesofwaterandwatchingthepitchchangeasthe
glassisemptiedisnotonlyfun,butalsoaquicklessoninbasicphysics.
(CLIL)
4.Involvefamilies.
Partnerwithfamiliestotranslateasongintoanotherlanguageorask
familiestobringsongsintotheclassroom.Inviteparentsorstudentstohelp
teachtheclasstosingthesong.
CONTEXTUALIZACIÓN UC3 (14/11/2023)

50. UC3
3.1 The Use of Songs in the Early year’s Classroom
5.Compilearepertoireofuseful,multilingualsongsaroundcurriculum
andvocabulary.
Havingathematicrepertoireofsongsabouttopicslikecolours,partofthe
body,clothes…canhelpsupportlearning.Alsousingwallchartsto
rememberthevocabularyacquired.
-QUESTION:
What are three benefits of learning music in the classroom?
How would you use music in your classroom and why?
CONTEXTUALIZACIÓN UC3 (14/11/2023)

51. UC3
The study of SLA must
take into account different
variables:
CONTEXTUALIZACIÓN UC3 (14/11/2023)
Dr. Begoña Clavel. Didactics in the English Classroom.

52. UC3
3.2 Motivation.
Instrumental and
integrative
Itisimportantatthispointtotakeintoconsiderationaseriesof
psychologicaloraffectivefactorsthathaveaveryimportantroleinthe
processofteaching/learningaforeignlanguage,particularlyinthecaseof
veryyounglearners.Childreninpre-schoolandfirstcycleofprimary
educationgothroughagreatdealofphysicalandmentaltransformations
(Murado-Bouso,2010:13-14):
In your opinion, what is motivation?
CONTEXTUALIZACIÓN UC3 (14/11/2023)

53. UC3
1. Personality Factors.
Dr. Begoña Clavel. Didactics in the English Classroom.
Contextualizaciónuc3(14/11/2023)

54. UC3
2. Self-esteem.
Dr. Begoña Clavel. Didactics in the English Classroom.
Contextualizaciónuc3(14/11/2023)

55. UC3
3. Motivation.
Dr. Begoña Clavel. Didactics in the English Classroom.
Contextualizaciónuc3(14/11/2023)

56. UC3
3.1. Motivation.
Positive Outcomes
1. Give verbal praise for successful progress or accomplishment.
2. Give personal attention to students. Get to know their names.
3. Provide informative, helpful feedback when it is immediately
useful.
Negative Influences
1. Avoid the use of threats as a means of obtaining task
performance.
2. Avoid surveillance (as opposed to positive attention).
3. Avoid external performance evaluations whenever it is
possible to help the student evaluate his or her own work.

57. UC3
3.1. Motivation.
IT’S YOUR TURN! HOW WOULD YOU MOTIVATE
YOUR STUDENTS?
3 POSITIVE OUTCOMES.
Contextualizaciónuc3(14/11/2023)

58. UC3
3.3 The Use of Drama and
games in the early year’s
classroom
1.Theuseofdrama.
Dr. Begoña Clavel. Didactics in the English Classroom.
CONTEXTUALIZACIÓN UC3 (14/11/2023)
1.Mirror twins.
2.Teleporting.
3.What did you say?

59. UC3
3.3 Storytelling
1.Storytelling.Itistechniquethatallowsthestudentstolistentoastory
andthendoaprojectbasedonthesametopic.
2.Storytelling+crafts+outcome,learning.
CONTEXTUALIZACIÓN UC3 (14/11/2023)

60. UC3
3.3 Storytelling
CONTEXTUALIZACIÓN UC3 (14/11/2023)

61. UC2
REFERENCES:
CONTEXTUALIZACIÓN UC2 (31/10/2023)
1.Dr. Begoña Clavel. Didactics in the English Classroom.
2.https://www.gse.harvard.edu/ideas/usable-knowledge/21/07/5-
ways-better-use-music-early-childhood-classrooms

62. 14/11/23
Any
questions?

63. 14/11/23
Thank you for your
attention!
See you next TUESDAY!

65. 28/11/23
INGLÉS PARA EL AULA Y SU DIDÁCTICA
20GEIN – 6 ECTS.
Prof. Marta Giménez Ortí ([email protected])
Grado en educación infantil
CONTEXTUALIZACIÓN UC4.

66. 28/11/23
•19/12/2023: Final collective tutorial (18:00 to 20:00h)
•02/02/2024: Final Exam (1stcall) (18:00)
** 05/06/2023: Final Exam (2ndcall)
SCHEDULE (HORARIO)
Attendance is notmandatory. All sessions will be recorded and will be available on campus
[Campus > Videoconferencias> Grabaciones]
Our sessions:
18:00 to 20:00h
UC3 (14/11/2023)

67. 28/11/23
SESSIONS

68. 28/11/23
4.0 Unidad Competencial4: Material and
Resources and the use of ICT in the Early
Years to teach English.
4.1 The use of different material and resources in
the early years classroom to teach
English.
4.2 The use of projects in early years
Today’s session:
01. Contextualizaciónuc4 (27/11/2023)
CONTEXTUALIZACIÓN UC4 (27/11/2023)

69. UC4
4.0 The Use of ICT in the
Early Years to teach
English
What are the advantages of using new technologies to teach English?
CONTEXTUALIZACIÓN UC4 (27/11/2023)

70. UC4
4.0 The Use of ICT in the
Early Years to teach
English
What are the advantages of using new technologies to teach English?
CONTEXTUALIZACIÓN UC4 (27/11/2023)
Teaching English through new technologies will allow us to (Carretero-
Ramos, 2005: 2):
1.Focus the teaching process on the learner.
2.Promote affective factors.
3.Acknowledge the English language as the world language.
4.Facilitate on-line tutoring.
5.Introduce cultural diversity.
6.Promote the productive and receptive skills.
7.Highlight the resources found in the Communicative Approach.
8.Increase the possibilities of coping with different styles and language
levels in the classroom.
9.Encourage creativity

71. UC4
4.0 The Use of ICT in the
Early Years to teach
English
What are the advantages of using new technologies to teach English?
CONTEXTUALIZACIÓN UC4 (27/11/2023)
Enseñar inglés a través de las nuevas tecnologías nos permitirá (Carretero-
Ramos, 2005: 2):
1. Centrar el proceso de enseñanza en el alumno.
2. Potenciar los factores afectivos.
3. Reconocer la lengua inglesa como lengua mundial.
4. Facilitar la tutoría on-line.
5. Introducir la diversidad cultural.
6. Promover las habilidades productivas y receptivas.
7. Destacar los recursos del Enfoque Comunicativo.
8. Aumentar las posibilidades de afrontar diferentes estilos y niveles
lingüísticos en el aula.
9. Fomentar la creatividad.

72. UC4
4.1
The use of ICT must take
into account different
variables:
READING
CONTEXTUALIZACIÓN UC4 (27/11/2023)
Reading eBooks, Audio books, Literature Reviews,
Free Library, using Video Games, etc.

73. UC4
The use of ICT must take
into account different
variables:
WRITING
CONTEXTUALIZACIÓN UC4 (27/11/2023)
Publishing writing, Note-taking, Blogging,
Narrative Promotion, etc.

74. UC4
The use of ICT must take
into account different
variables:
LISTENING
CONTEXTUALIZACIÓN UC4 (27/11/2023)
Podcasts, music, online video-platforms, listening
practice (pronunciation, intonation, etc.)

75. UC4
The use of ICT must take
into account different
variables:
SPEAKING
CONTEXTUALIZACIÓN UC4 (27/11/2023)
Video-games, repetition, record themselves, e-
communication with students from other countries
(native speakers).

76. UC4
4.1 USEFUL LINKS
CONTEXTUALIZACIÓN UC4 (27/11/2023)

77. UC4
4.1 USEFUL LINKS
CONTEXTUALIZACIÓN UC4 (27/11/2023)Dr. Begoña Clavel. Didactics in the English Classroom.

78. UC4
4.2 The use of projects in
early years: the Project
Approach
CONTEXTUALIZACIÓN UC4 (27/11/2023)https://www.communityplaythings.co.uk/learning-library/articles/project-
approach#:~:text=It%20offers%20many%20chances%20to,disposition%20to%20strive%20for%20understanding.
The use of projects allow teachers provide real-life experiences to promote
in-depth understanding.
How can we structure a Project?
Phase 1: When starting a project, the teacher gets the students excited
about the subject by encouraging them to share personal experiences that
are related to the project. The teacher evaluates the kids’ vocabulary, their
unique interests, any misconceptions or gaps in their current knowledge,
and helps them come up with research questions as they portray their
current understanding of the subject—the river, vehicles, or dogs, for
example.

79. UC4
4.2 The use of projects in
early years: the Project
Approach
CONTEXTUALIZACIÓN UC4 (27/11/2023)https://www.communityplaythings.co.uk/learning-library/articles/project-
approach#:~:text=It%20offers%20many%20chances%20to,disposition%20to%20strive%20for%20understanding.
The use of projects allow teachers provide real-life experiences to promote
in-depth understanding.
How can we structure a Project?
Phase 2: Teachers allow the kids to go on field trips and speak with
professionals who are knowledgeable about the subject matter, such
waiters, farmers, or nurses. Kids also browse through books, websites,
videos, and other media. As kids gain more understanding of the subject,
they employ a variety of representational techniques to impart new
information to their peers and to show what they have discovered.

80. UC4
4.2 The use of projects in
early years: the Project
Approach
CONTEXTUALIZACIÓN UC4 (27/11/2023)https://www.communityplaythings.co.uk/learning-library/articles/project-
approach#:~:text=It%20offers%20many%20chances%20to,disposition%20to%20strive%20for%20understanding.
The use of projects allow teachers provide real-life experiences to promote
in-depth understanding.
How can we structure a Project?
Phase 3: Lastly, the teacher leads and assists the students in reviewing
their accomplishments. The kids distribute their work to other students,
parents, and community people who have assisted them with their
investigation. Teachers evaluate the lessons the students have learnt from
the project as part of this last stage of the work. Every child will have
acquired rudimentary knowledge on the subject.

81. UC4
4.2 The use of projects in
early years: the Project
Approach
CONTEXTUALIZACIÓN UC4 (27/11/2023)https://www.communityplaythings.co.uk/learning-library/articles/project-
approach#:~:text=It%20offers%20many%20chances%20to,disposition%20to%20strive%20for%20understanding.
1. Interests.
2. Investigation.
3. Acquired knowledge.

82. UC4
REFERENCES:
CONTEXTUALIZACIÓN UC4 (27/11/2023)
1.Dr. Begoña Clavel. Didactics in the English Classroom.
2.https://www.communityplaythings.co.uk/learning
library/articles/Projectapproach#:~:text=It%20offers%20many%
20chances%20to,disposition%20to%20strive%20for%20unders
tanding.

83. 28/11/23
Any
questions?

84. 28/11/23
Thank you for your
attention!
See you next TUESDAY!