Inglés para el aula y su didáctica: principios clave y actividades prácticas

Inglés para el aula y su didáctica

viu Universidad Internacional de Valencia April 2024-25 De: Planeta Formación y Universidades 28/10/24viu Universidad Internacional de Valencia Session 4 Didactics in the English classroom Sandra Moro Ramos sandra.moro@professor.universidadviu.com 28/10/24

Contenidos del curso

viu Universidad Internacional de Valencia Unidad Competencial 2: Lesson programming for the Teaching and Learning of English in early years

Programación de lecciones

1. Lesson Planning: Routines
2. Methodologies for Teaching English
   1. CLIL
   2. Communicative Language Teaching Method
   3. Total Physical Response (TPR) Method

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Metas específicas

viu Universidad Internacional de Valencia Specific goals . Understand the importance of lesson planning in the teaching of English in the early years. · Analyze daily routines to incorporate into lesson planning. . Explore different methodologies for teaching English. 28/10/24

Formación de profesores de inglés preescolar

viu Universidad Internacional de Valencia OUSER MANUAL According to Madrid (2005), there are three basic concepts related to teacher training in the case of pre-school and primary teachers:

Conceptos clave en la formación docente

• Teacher training Teaching/learning of specific competences
• Teacher education Training in order to reflect on the teaching/learning process
• Teacher development Autodidactic processes and personal development

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Áreas de formación para profesores de inglés

viu Universidad Internacional de Valencia OUSER MANUAL In the case of English teachers, the two large areas included are:

Teoría y práctica en la enseñanza del inglés

• Theory Knowledge base stemming from the field of linguistics and theories on language learning/acquisition
• Practice Language teaching methodology Teaching practice

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Influencias teóricas en la enseñanza de idiomas

viu Universidad Internacional de Valencia The different theoretical influences in language teaching can be summarized as follows:

Resumen de influencias teóricas

• Linguistics OUSER MANUAL About language
• Applied Linguistics About learning
• About teaching Methodology about language teaching
• Type of instruction Approaches to language teaching

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Lingüística vs. Lingüística Aplicada

viu Universidad Internacional de Valencia Linguistics VS APPLIED Linguistics 28/10/24

Áreas de conocimiento para profesores de inglés

viu Universidad Internacional de Valencia Phonology What areas do you think English language teachers should be familiar with? Methodologies 28/10/24

Áreas de conocimiento según Richards (1998)

viu Universidad Internacional de Valencia There is no general consensus about what the basic knowledge that teachers should have is, but Richards (1998) establishes six areas that all English language teachers should be familiar with:

Seis áreas clave para profesores de inglés

• OUSER MANUAL Theories of teaching
• Practical knowledge
• Development of teaching competences and skills
• Knowledge of the school context
• Content knowledge of the different subjects included in the specialty (Phonology, Syntax, Morpohology, etc.)
• Psychopedagogic and didactic knowledge

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Niveles en la metodología de enseñanza de inglés

viu Universidad Internacional de Valencia OUSER MANUAL O

Nivel 2: Intermedio

• Methodology
• Organization
• Contents and Objectives
• Planning and Administration
• Strategies
• Primary Resources
• Secondary Outcome evaluation
• Adults

Nivel 1: Base

• Educational Linguistics
• Theory and Research
• Learning Context
• Language
• History of the teaching of languages
• Linguistics
• Sociolinguistics
• Psycho- linguistics
• Educational Theory

Nivel 3: Práctica

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Habilidades docentes

viu Universidad Internacional de Valencia According to you, what skills should a teacher have? 28/10/24

Habilidades del profesor según Richards (1998)

viu Universidad Internacional de Valencia OUSER MANUAL O . Select learning activities. · Prepare students for new learning. · Present learning activities. · Ask questions. . Check students' understanding. . Provide opportunities for practice of new items. · Monitor students' learning. · Give feedback on student learning". 28/10/24

Habilidades del profesor de inglés

viu Universidad Internacional de Valencia What skills do you think an English teacher should have? 28/10/24

Habilidades adicionales para profesores de inglés

viu Universidad Internacional de Valencia OUSER MANUAL O Language teachers should also (Richards, 1998): · Prepare communicative interaction activities (e.g., group work, games, role plays, simulations). · Organize and facilitate communicative interaction. . Create proper balance between fluency and accuracy. · Be aware of learners' errors. · Treat errors appropriately. 28/10/24

2.1. Planificación de lecciones: Rutinas

viu Universidad Internacional de Valencia 2.1. Lesson Planning: Routines In pre-school teachers should use repetitive techniques to promote autonomy. Therefore, lessons should always have the same structure. Eg .: Assembly Work Games 28/10/24

Rutinas con movimiento

viu Universidad Internacional de Valencia ROUTINES LET'S PLES Rhymes with movement Work Games - 28/10/24

Rutinas de repaso

viu Universidad Internacional de Valencia Routines Rhymes with movement Review Work Games 28/10/24

Rutinas con mindfulness

viu Universidad Internacional de Valencia Routines Rhymes with movement Review Work Games Mindfulness/Stretching 28/10/24

Horario de rutinas diarias

viu Universidad Internacional de Valencia 12 1 10 2 9 3 8 4 7 5 6 Homework Play Time Bath Time Dinner Time Bed Time Penalty if Not in bed 28/10/24

Ejemplo de sesión de clase

viu Universidad Internacional de Valencia Example of session . Greeting: Hello song (with puppet) · Drilling: What's the weather like today? (song) . Review: Disappearing flashcards to remember the concepts from the previous session/s. 5 minutes . Work: Introduction of new content or activities to work on content 10 minutes . Game: Play a game to end the session. 7 minutes . Good bye song: End of the session, time to tidy up. 3 minutes P TẮCTICE 5 minutes 28/10/24

Consideraciones para la enseñanza preescolar

viu Universidad Internacional de Valencia Considerations . Assembly: In pre-school teaching the assembly is very important as it students to express themselves. It's normally done by the tutor. . From easy to complex: Facilitate acquisition. Allow ALL students to acquire the contents. Remember that the pace in preschool varies greatly depending on each child's level of maturity. . Development of children from 3 to 5: The most significant advancement for children at this stage is language development, accompanied by a great deal of sensorimotor activity. · Attention span: Children under 5 have a short attention span, which means you activities might be switched every 5 minutes or so. 28/10/24

Consideraciones adicionales para la enseñanza

viu Universidad Internacional de Valencia Considerations · Repetition: Repetition is key. Children are more likely to remember something if they do it three times. . Magic: They will believe anything you say. · Music and singing are highly effective, especially if they are accompanied by movement. . Focus on what they CAN DO and make use of their abilities. . Crafts and projects are really helpful, but remember their abilities (use of scissors, fine motor skills and timing). 28/10/24

Consideraciones sobre el aprendizaje infantil

viu Universidad Internacional de Valencia Considerations . Children at this stage understand more than they are able to produce verbally. . Games: Play is the basis of almost all learning in early childhood. "Children learn as they play; most importantly, in play, children learn how to learn" by Fred Donaldson. . Routines: They promote autonomy. Children know what to do and what you expect from them. It also helps some students, as autistic children. . Role plays with puppets: Children enjoy them, and it's a very effective way to teach ways to answer a question or how to reply to greetings. . Stories: Children enjoy hearing stories. 28/10/24

Consideraciones para los profesores

viu Universidad Internacional de Valencia Considerations It is important that teachers: · Actively facilitate social, emotional, physical, linguistic, and cognitive development of all students. . Build positive and meaningful relationships between teacher and student, student and student, and teacher and family. · Design programs to include children with special needs as well as those who have diverse cultural, ethnic, linguistic, and socioeconomic backgrounds. · Know teaching approaches that enhance each student's learning and development. . Create a curriculum, instruct, and assess taking into consideration engaging, yet playful programs for young students. 28/10/24

Cómo enseñar a jóvenes aprendices

viu Universidad Internacional de Valencia HOW TO TEACH YOUNG LEARNERS LIKE A PRO 25 TOP SECRETS EVERY TEACHER OF YOUNG LEARNERS SHOULD KNOW THEY WILL AMAZE YOU AND SURPRISE YOU, BUT DON'T THINK THAT JUST BECAUSE YOU'LL BE TEACHING COLORS AND ANIMALS, IT'LL BE A BREEZE KIDS WILL ALWAYS KEEP YOU ON YOUR TOES. YOU'LL MOST LIKELY FEEL EXHAUSTED AFTER EVERY CLASS BUT OH, SO HAPPY! TEACHING CHILDREN CAN BE IMMENSELY REWARDING, BUT SOMETIMES IT'S JUST NOT THAT EASY Teaching Kids English: 10 Things to Consider TEACHING CHILDREN CAN BE IMMENSELY REWARDING, ANYONE WHO HAS TAUGHT CHILDREN CAN TELL YOU THAT. But it's not fun and games all the time, and sometimes it's just not that easy. English teachers who wish to teach children must be aware of the chal leoges and difficulties they may en- counter, and prepare accordingly. Here are the top 10 things to consider if you're serious about teaching kids English:

1. ¿Estás realmente preparado?

1 ARE YOU REALLY UP FOR IT? If you want to teach kids English be- cause you think it's easy, then this is not the job for you. Teaching children demands a great deal of creativity and energy. Kids will always keep you on your toes! They will amaze you and surprise you, but don't think that just because you'll be teaching colors and animals, it'll be a breeze. You'll most likely feel exhausted after every class, but oh, so happy!

2. La preparación es clave

4 2 A LITTLE PREPARATION GOES ALONG WAY Never make the mistake of showing up for class with little or no ideas, and thinking that you'll figure it out as you go along. Preparation is essential, mostly because you'll need to gather lots of teaching materials. Seasoned teachers may be able to improvise an entire lesson with only a whiteboard and some markers, but why risk hav- ing a class that turns out to be a hell- ish nightmare? You can plan an entire week of lessons or a full month, but make sure you have a lesson plan for every class.

3. Atender a las inteligencias múltiples

5 3 TRY TOCATER TO MULTIPLE INTELLIGENCES Young ESL students have strengths and weaknesses and the best way to take advantage of their strengths and help them learn effectively is to cater to their learning styles or multiples in- telligences, namely Visual - Spatial, Logical - Mathematical, Bodily - Kin- esthetic, Musical - Rhythmic, Intra- Personal, Inter-Personal, Naturalist, and Spiritual. How can we accomplish this? Let's see some examples: . For musical - rhythmic intelli- gence learners, teach an ESL element with a song, like Rock Around the Clock for telling time. . For bodily - kinesthetic intelli- gence learners, teach body parts with a game of Simon Says, or sing Head, Shoulders, Knees, and Toes. · For visual - spatial intelligence learners, use maps, charts, and all types of visual aids. Teach them the different types of stores and locations they may find around town with a big map-like board game, and have them "vis- it" the different locations by throw- ing the dice.

4. Evitar el aburrimiento

DON'T LET THEM GET BORED If children are bored they won't pay attention, and they won't learn. You don't have to clown around all the time, either, - they're in class to learn, not to be entertained by you. Your job is to make learning engaging and fun. Here are some ways to do this: . Once they've been sitting and fo- cused on a task for a while, get them out of their seats for a more active game. They should never remain seated for the duration of the class, unless they're teens. . Use realia, or real life objects in class. No matter how colorful or big, students sometimes get tired of learning everything through flashcards.

5. Variedad en las actividades

MIX IT UP ESL classes may include sing- ing, dancing, and jumping, as well as writing, reading, or listening. The best 11 28/10/24