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TEACHING PROGRAMME

3rd Primary

English Language

TEACHING PROGRAMME3rd Primary

English Language

Autor: Daniel MARTÍNEZ CREMADES

Civil Servant Exams

Primera edición, 2014

Autora: Daniel Martínez Cremades

Maquetación: Daniela Vasilache

Edita: Educàlia Editorial

Imprime: Escenarigràfic S.L.

ISBN: 978-84-92655-52-6

Printed in Spain/Impreso en España.

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ACKNOWLEDGEMENTS

I honestly would like to thank ____________ for her help in checking the right expression in

English of this text and, special thanks to __________ for giving me most of the brilliant ideas here

included and also reading every single word.

INDEX

1. Introduction.2. Context of our teaching programme 2.1. European Programmes .3. Characteristics of our students.4. Objectives.5. Contents.6. Methodology.7. Contents which cross the whole curriculum.8. Students with Special Educational Needs.9. Educational provision and resources.10. Evaluation.11. Timing.12. Conclusion.13. Bibliography, websites and laws.14. Development of our topics.

PROGRAMME PRESENTATION OUTLINE.

UNIT PRESENTATION OUTLINE.

APPENDIX.

1. INTRODUCTION

This teaching programme is based on a process of reflexion about the teaching-

learning process. Therefore, these thoughts lead us to think about objectives, contents,

methodology and, basically, about all the elements that are included in our work,

bearing in mind the educational reality in our country nowadays.

Before starting with our programme, we have to consider the 3 levels of curriculum

concretion and the legislation of our education structure. The Organic Law for

improvement of Quality in Education 8/2013 of 9th of December (LOMCE),the Royal

Decree 126/2014 of February 28th, which establish the curriculum in Primary Education

and the DECREE 89/2014, 24th July, from the council which establish the Primary

School Curriculum in the Madrid Community.

In addition, we have to mention two of the main theories about learning which

have been considered for this programme: Constructivism and the Sociocultural theory.

The Constructivism shows how to make a net of knowledge which is increasing in

quality, quantity and capacity in order to acquire stronger relations between all the

learnt elements, which results in a significant learning.

The Sociocultural Theory tries to show us that the contents are not learnt by

themselves but how the learning situations and the interaction between students are

extremely important.

2. CONTEXT OF OUR TEACHING PROGRAMME

VILLAGE

This programme is planned for a group of 3rd grade of Primary, in an ordinary

school in a village of around 8000 inhabitants.

In relation to the social-economical situation, food industry (jams, ready meals,

tinned food,...) is the most important source of employment in the area. The village has

got an industrial district which covers most of the job posts of this village and others

from the same region.

The tourism is also important for the village economy and some British and

German have settled here. The level of unemployment is really low and it makes the

place attractive to many families from other parts of Spain but also from South America

and North of Africa.

On the other hand, the socio-cultural situation is quite good as it has an important

artistic background that is preserved in a small museum and the village offers lots of

activities related to history and medieval music, especially in summer, even with a fair

of arts through some local associations.

The most spoken language is Spanish, but the migration has brought other

languages from abroad into the social and school life, especially English.

The number of members per family is around three or four, and the bigger

families are quite an exception. The vast majority of families live in blocks of flats but

the number of houses and villas is increasing, especially for new families. Also, both

adults in the families usually work and as a result there is a high number of requests

for the school dining service.

SCHOOL

Our school offers six groups or units for Primary and three for Nursery school. The

staff is constituted by fifteen teachers for Primary and Nursery, including the specialist

for the different subjects and Therapeutic Pedagogy (PT). The school receives the

visit of the Psychological Service weekly, which comes from the nearest main town.

This school offers a dining service in its dining hall as you can see in the following

school facilities:

• New building: Classrooms, library, office, PT classroom, arts and music

classroom, computer room, visiting room, lift and toilets.

• Old building: gym, store and caretaker office, toilets, kitchen and dining hall.

• Primary playground separated from Nursery school playground with a tiny

garden.

CLASSROOM

My class is formed by a group of 24 pupils, 14 are boys and 10 are girls. The

group is quite unified and homogeneous because they have been together from

nursery school. However, four immigrants have been coming: one of them came in

nursery school from Germany, who is absolutely integrated and his communicative

competence is solid. Another one came from Colombia two years ago and she is

becoming integrated in this group easily.

On the other hand there are two British students who came to our school last

year. They have medium-low communicative competence in Spanish as they speak

English at home, but they are also integrated in the group.

We also have to point the integration of a girl with a mobility deficiency, a cerebral

palsy, that only affects her movements but preserves her cognitive level. We could find

further details about these aspects on section number 8, about students with special

educational needs.

2.1. EUROPEAN PROGRAMMES

Our school has got an Etwinning with a school in South Yorkshire (England),

and our students’ exchange e-mails and pictures through ICT with their partners in

the British school. Whatsmore, Year 6 students travel to England for 10 days and the

English children come to Spain through a Comenius project, now included from 2007

in what is called in Spain PAP (Programas de Aprendizaje Permanente).

These projects may allow us to have different activities related to information

and communication technologies and have an extra motivation for our students due to

two factors: using some different items, such as computers and internet, and talking or

writing to English speaking penpals who can even grow to know each other personally

in a couple of years.

3. CHARACTERISTICS OF OUR STUDENTS

We should talk about 4 different levels of development in 3rd grade.

- Cognitive level. Concrete logic is being developed, there is an evolution of

their analysis capacity and there is a transition from abstract thinking to a formal logic.

- Movement level. There is an evolution of their fine movements and children

start to consolidate them.

- Social-affective level. Partners are really important and they tend to be with

same gender friends. Parents and teacher start to be criticized. There is a beginning of

a progress of their own moral development.

- Communicative level. Children are settling their communicative and linguistic

competence in their mother tongue.

4. OBJECTIVES

We should consider different levels of objectives. The most general objectives

are about the stage the students are in, which means capacities to be reached along

the Primary stage. From these objectives, we can specify them into the different

subjects.

In our objectives we should consider the Curriculum Competences described

on the Royal Decree 126/2014 of February 28th, as the skills that our students have to

acquire through the different subjects of the curriculum. In this sense, our students will

learn reading in language lessons but also in the rest of subjects.

These curriculum competences considered in the following objectives should

be focused on acquiring the highest level of development of the potential capacities of

each person and the possibility of generating new learning in the whole life time.

We can distribute the basic competences in three groups as it follows:

- Expression and communication: competence in linguistic

communication, mathematical competence, cultural and expression

competences and digital competence.

- Relation and Interaction: social and civic competences.

- Personal development: Learning to learn competence, personal

initiative and enterprising attitude.

From this point of view, the following objectives are trying to develop the

competences signed above in a proper way.

a) To know and appreciate the values and standards of living, learn to act according

to them, prepare for active citizenship respecting and defending human rights and

pluralism inherent in a democratic society.

b) To develop individual and team work, effort and responsibility in the study as well as

attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and

interest in learning and entrepreneur spirit.

c) To acquire skills for the prevention and peaceful resolution of conflicts, enabling

them to function independently in the family and household, and in social groups in

which they relate.

d) To know, understand and respect cultural and personal differences, equality of rights

and opportunities for all and non-discrimination of people with disabilities.

e) To know and use appropriately the Spanish language, value their communication

and develop reading habits as an essential tool.

f) To acquire, in at least one foreign language, basic communicative competence

that allows them to express and understand simple messages and function in daily

situations.

g) To develop basic Maths skills and initiative in problems solving that require elementary

operations of calculation, Geometric knowledge and estimation, as well as being able

to apply in everyday situations.

h) To understand the fundamentals of Natural Science, Social Science, Geography,

History and Culture.

i) To be started in the use of information and communication technology and develop a

critical mind to the messages they receive and produce.

j) To use representation and artistic expression and start construction of visual and

audiovisual suggestions.

k) To value the hygiene and health, know and respect the human body, and use the

physical education and sport to encourage personal and social development.

l) To know and appreciate the animals and plants and adopt forms of behavior that

enhance their care.

m) To develop emotional skills in all areas of personality and their relationships with

others, and a contrary attitude to violence and the prejudice of any kind and sexist

stereotypes.

n) To promote road safety education and respect for the rules to avoid accidents.

5. CONTENTS

Following the definition of learning object and the English language subject

objectives in Primary school, we can find different kind of contents, that used to be

organized in concepts, procedures and attitudes, but we would do an organization

through language skills as it follows.

These contents are divided in four blocks of contents:

Section 1: Oral comprehension: listening.

Section 2: Oral expression and interaction: speaking.

Section 3: Written comprehension: reading.

Section 4: Written expression and interaction: writing.

CONTENTS FOR 3rd GRADE.

1. ORAL COMPREHENSION: LISTENING

1.1. Understand key words, sentences and information of short spoken messages.

1.2. Understand information from multimedia recordings and led discussions on given

topics.

1.3. Comprehension of messages produced with different English’s accents.

2. ORAL EXPRESSIONAND INTERACTION: SPEAKING

2.1 Use words and short messages with a right pronunciation, stress, intonation and

rhythm.

2.2 Use the commonly-used vocabulary in the classroom.

2.3 Basic Vocabulary.

2.4 Use of basic and constructed sentences for the exchange of basic information.

2.5 Strategies to support oral expression (body language, the mother tongue transfers,

repetitions, etc.).

3. WRITTEN COMPREHENSION: READING

3.1. Correct and understand key vocabulary.

3.2. Knowledge of basic punctuation marks.

3.3. Read and understand simple messages and varied texts.

3.4. Read stories, comics and other books or texts.

3.5. Application of basic reading strategies: context, prior knowledge and identifying

basic information.

3.6. Reading texts.

3.7. Use of dictionaries and information and communication technologies as instruments

for learning.

4. WRITTEN EXPRESION AND INTERACTION: WRITING

4.1. Capitalization and other signs of punctuation.

4.2. Write short and common words on phonetic correction.

4.3. Write different types of simple texts.

4.4. Care in the preparation and presentation of the texts.

4.5. Review and self-correction of texts produced in a guided way

4.6. Use of dictionaries and information and communication technologies.

...............................

APOYO A LA DEFENSA DE LA PROGRAMACIÓN

La programación presentada incluye un esquema de los puntos que se deben

exponer de cara a un tribunal en la defensa de la programación y unidad didáctica.

El opositor, deberá elegir un número de unidad didáctica de tres posibles que el

tribunal el comunicará una hora antes de su defensa. En esa hora, el opositor puede

prepararse los últimos detalles de la presentación en lo que se ha conocido como

“encerrona”, ya que queda solo en un aula hasta la hora de enfrentarse al tribunal.

En ese periodo de tiempo, el opositor puede elaborar un esquema de su

presentación que podría ser muy similar a la propuesta hecha en la programación

(páginas 60-64)

Siguiendo estos apartados del esquema, el opositor puede desarrollar la

defensa de la programación general (unos 30 minutos) y la unidad didáctica (otros 30

minutos aproximadamente)

Según la páginas 60-62, podríamos decir que:

- Saludos y mencionar qué se va a presentar ( Una programación para 3ºEP

y la unidad didáctica número X sobre el tema Y)

- Mencionar las leyes en las que se basa (mirar el apartado 1 de la

programación)

- Seguiríamos mencionando un resumen de todos los puntos incluidos en la

programación, casi siguiendo el índice.

- Como apoyo, se han incluido frases entrecomilladas que pueden servir

como hilo conector entre diversas ideas o bien se trata de aspectos que NO

podemos olvidar mencionar en nuestra presentación.

Entre las páginas 62-64, se dan los puntos a describir de cara a la defensa de la

unidad didáctica:

- Es importante mencionar las palabras en negrita y todos los apartados

reflejados

- Dependiendo de la unidad didáctica daremos unos contenidos u otros. Las

propuestas de actividades están en el ANEXO-APPENDIX

- Muestra la actividad que estás explicando como apoyo visual a tus palabras

- La temporalización o TIMING es muy importante en tu programación

- El apartado de Extra Activities o ICTS nos vale de comodín para el tiempo.

Si nos hemos extendido demasiado, solo mencionaremos el hecho de usar

actividades CLIC, Hot Potatoes o Neo-Book, que son formatos de actividades

libres que se pueden encontrar en Internet.

- Si nos ha sobrado tiempo, podemos completarlo y dar un toque especial

mostrando una de estas actividades didácticas informáticas que pueden

ser descargadas de las direcciones web recogidas en las páginas 69-70,

recreándonos tanto como queramos para completar tiempo.

.....................................

PROGRAMME PRESENTATION OUTLINE

Good afternoon everyone. I am pleased to do the presentation of my programme

for 3rd grade of Primary School which will be followed by the presentation of the plan

and activities for unit number X.

Before we start with it, I would like to mention all the laws which this programme

is based on. So, the most general Law in our country is the Organic Law for improvement

of Quality in Education 8/2013 of 9th of December (LOMCE) and it has been concreted

through the following Decrees and Royal Decrees which represents the 3 levels of

concretion of the legislation. These Decrees are: Royal Decree 126/2014 of February

28th, which establish the curriculum in Primary Education and the DECREE 89/2014,

24th July, from the council which establish the Primary School Curriculum in the Madrid

Community.

Our school is in a small village of 8,000 inhabitants, with a large number of emigrants,

especially from South America and UK. This In relation to the social-economical

situation, food industry (jams, ready meals, tinned food,...) is the most important source

of employment in the area. Families have a good economical background anyway.

The school is a regular primary school with facilities for disabled people and a dining

hall. It offers nursery school and primary school too.

Our specific 3rd grade class has 24 pupils (14 boys and 10 girls). There

are 4 immigrants: a Colombian who is integrated and obviously speak the Spanish

language, a German with a solid competence in Spanish, and 2 British with a medium-

low communicative competence in Spanish although they’re integrated in the group.

There’s a student with a cerebral palsy that only affects to her mobility but she

preserves her cognitive level.

We are developing a European Programme through an e-twinning or contact

through email with a school in the North of England. In this sense we will work with an

adapt version of the European Language Portfolio as we will see a little bit ahead. Also,

the school is involved in a bilateral Comenius Project (included in PAP in Spain) with

another school in Barnsley (South Yorkshire).

Getting a little more specific about this programme, we should mention that

our objectives are based on the Curriculum Competences described on the Royal

Decree 126/2014 of February 28th and we have organized these competences in 3

groups:

- Expression and communication: competence in linguistic communication,

mathematical competence, cultural and expression competences and digital

competence.

- Relation and Interaction: social and civic competences.

- Personal development: Learning to learn competence, personal initiative

and enterprising attitude.

These objectives are planned in order to develop the basic competences on our pupils

through a proper work of the four communicative skills but also working on socio-

cultural aspects and the interaction between our students. So, our objectives work on

writing, reading, listening and speaking and also think about how the skills are done in

a social relationship with their partners.

Contents are divided in groups related to: listening, speaking (conversation), reading,

writing but also, following the previous objectives: lexical, socio-cultural aspects,

learning to learn and ICTs (Information and Communication Technologies).

We should look for a Methodology which allows the development of the four skills,

especially the oral activities that traditionally have been left apart as it might be hard with

large groups. So, bearing in mind the level of development and the level of knowledge,

we will try an active learning and work on the competence of learning to learn. Also,

we consider the group work as the best mean to reach socialization for our students.

So, we will follow a working routine like this:

o Teacher presentation and Warm up activities.

o 2 corners for 2 different skills per lessons

o 2 other skills on the next lesson.

o SHOW PICTURE OF CLASSROOM DISTRIBUTION FROM APPENDIX

o Children change the activity after half lesson (so everyone works both skills

per lesson)

o 3 lessons per week

There is a revision corner for those students who need a further help. The teacher will

be basically focused on the oral (speaking or listening group) but occasionally can

attend to the group which is doing writing or reading.

The Special Needs student, with mobility deficiency will be considered for:

a) Place the girl close to the door that must be wide enough for a wheel chair.

b) Leave her material in the proper shelf so that she is able to get it by herself.

c) The classroom should be near the lift to make her mobility easier.

Native pupils will encourage the others to work and they will help in your lessons

attending those with a lower competence.

In order to do an evaluation of our pupils and check that we have reached the

objectives that we planned at the beginning of the year, and as we showed before, we

will bear in mind different types and moments as follows:

o Starting the year with a Diagnosis Test, in order to acknowledge the actual

level of English language communicative skills of our students. It will give us

the guidelines for our next steps.

o Moments for self evaluation through any of their activities. It is not necessary

to have a formal exam to evaluate our pupils. We can do it in any moment

and even without mention it in order to see how our students work without

any pressure.

o Moments for summative evaluation through a formal exam.

o Moments for evaluation through ICTs or software such as CLIC activities,

that can be self-evaluated automatically.

These different ways of evaluation let the children learn to learn and improving their

own progress, and let the teacher be objective as much as possible from the highest

collection of data of their students.

In order to work on the contents and reach these objectives, we will do a time distribution

in a progressive complexity, which is known as Timing. Following the calendar and

considering the set bank holidays, we could decide this distribution:

o 1st term: 6 units

o 2nd term: 4 units

o 3rd term: 5 units

o (SHOW TIMING FROM APPENDIX)

As a Conclusion for this programme is that everything means a project that lead

ourselves to reach the effective communicative competence to a basic level of reading,

writing and also speaking and listening from a positive point of view over a different

culture.

UNIT PRESENTATION OUTLINE

Now, I would like to start with the presentation of a sample unit for topic number X,

which is called (name of the topic).

I will mention the different parts of the unit: objectives, basic competences attended,

contents, activities, timing, evaluation, and extra activities that can attend the diversity

in our class and develop ICT.

The objectives for this unit are: (mention 3 of them)

The basic competences that will be attended in this unit are: (mention the basic com-

petences signed in the programme)

The Contents are distributed in

o Basic grammar structure. In this case is (mention the grammar structure)

o Topic Vocabulary (food, animals,…mention the one for your unit)

o Phonetic aspect (mention the phonetic aspect from pronunciation)

o Classroom language, what it means, common sentences that are repeated

constantly in our class as a routine (stand up, close the windows, pass me…)

o Another contents such as (mention 2 or 3 from other contents)

Our activities are divided by skills as our methodology says. So, despite the activities

are interconnected and with a close relation, we will work them separately in order to

assure a balanced work on all the skills. So, we will work the same time on Speaking,

Writing, Listening or Reading, to develop a real whole communicative skill.

SHOW ACTIVITIES FOR TOPIC NUMBER X FROM YOUR APPENDIX

In this sheet for Speaking, the sample activities are: (mention the activities)

In this sheet for Writing, the sample activities are: (mention them)

In this sheet for Reading, the sample activities are: (mention them)

In the sheet for Listening, we would like to show a song which can work on lexi-

cal aspects and pronunciation but also in sociocultural aspects that are also worked on

other skills, but have its highest point through the work on “realia” or real stuff, like this

song. (show the song. Do not play the music as there’s no time)

Our class Timing is important as we are looking for an equal work on different

skills. So, the sessions are exploited like this:

• Presentation- Warm up: 5 minutes. This moment is useful for greetings

(good morning, how are you?) writing the date on the board, the weather,…

And introducing the duty for the day with a short explanation in English as

much as possible.

• Reading – Speaking: 20 minutes

• Speaking – Reading: 20 minutes (the groups change the activity. Those who

did reading, now they do speaking, for instance)

• Correcting activities: 5-10 minutes

• Closing routine: (it’s time to finish. Thank you for your attention. See you

on….Bye)

These activities will be done through 6 lessons like this:

• 1st lesson: Reading – Speaking

• 2nd lesson: Writing – Listening

• 3rd lesson: Reading – Speaking

• 4th lesson: Writing – Listening

• 5th lesson: Computer room: Clic activities or sending emails to their partners

in UK, as a part of the etwinning if the computer room is available. If not,

just revision in an ordinary class. Checking up the activities and correcting

mistakes.

• 6th lesson: Revision (if it’s not been done before) and Evaluation (through a

formal exam or just with extra exercises).

If they have sent emails to their English partners, there will be a common topic

for both students, the one in Spain and the one in UK, such as personal details, likes,

dislikes,…After asking through email, our student will have a reply that will be useful

for completing a part of the Language Portfolio that can me adapted to our students

as it may be seen on the APPENDIX (show page 79-80). Some similar pages can be

added as long as the students continue with this activity.

...........................

APPENDIX

1. Weekly timing sample (2014-2015) ...................................................... 60

2. Class distribution ………………… …..............….................................... 61

3. CLIC activities list ………….. …………………….....…………..…..…….. 62

4. My Language Passport ………………………………..…….….………...... 63

5. My Star page ………………………………………...……….………..…… 68

6. My English partners details ……………………………..….………………. 70

7. Samples of activities ……………………….....…………........…....………. 73

WRITING ………………………………………………………………… 74

READING ………………………………………………………………… 87

LISTENING ………………………………………………………………… 100

SPEAKING ………………………………………………………………… 113

MY ENGLISH PARTNER

The following pages are samples of activities to do related to a possible penpal

or an English partner in a E-twinning project that has been mentioned in our programme

(2.1. European Programmes).

We consider that our students write to a similar age student in UK now and then,

discussing about a common topic related to our programme.

On the first unit our students will get the personal details of their own partners

and they will have to complete the first page is shown below. This information is sent

to them from an email written by the English partner. Then, they have to reply to that

message giving similar information about them, also in English.

A next step is filling up some other sheets with our English friend’s information

that has to be written down in pages as the second one is shown below. Depending on

the topic, our students will write an email to ask for the needed information and they

will complete the page when they get the reply.

Topics 8,9 and 15 of our programme show how and when do this kind of activities,

but they may be included in any.

SAMPLES OF ACTIVITIES

The following sheets are samples of activities for the different language skills.

Please, notice that:

- Logos of Writing, Speaking, Listening and Speaking shown on the top left

hand side are taken from the European Language Portfolio (PEL in Spanish)

and they are not original.

- Pictures in Reading pages are taken from Surprise 3 and 4 Photocopy

Masters Book and Students Book by Sue Mohamed for Oxford University

Press. Also, some of the exercises that come with them are taken from this

method.

- Songs for the listening pages may be played legally in www.youtube.com

Herewith you might find samples for 13 different topics of the designed programme.

TOPIC 1

WRITING NAME: _____________________________

1. Let´s fill up your Language Passport.

2. Complete the details about your English Partner In the next lessons you will follow filling it.

TOPIC 3

WRITING NAME: _____________________________

1. Draw a monster on a paper plate, like this:

2. Now, write a description behind, as the example:

He/she is ...

He/she has got...

KEY: RIGHT OR WRONG?