Prctica Educativa II

Practical N4

Baldom - Simn

PRACTICE II, DIDACTICS OF ELT AND PRACTICUM AT PRIMARY SCHOOL

LEVEL.
PRACTICAL 4: Revision and integration of the main concepts learnt in this unit. Task to
be solved as recursos Tareas in our Moodle page.
PART 1: Motivation.
Provide a definition of Motivation citing authors. (Douglas Brown, Jeremy Harmer,

Zoltan Dornyei).
What do we understand by extrinsic, intrinsic, instrumental, integrative

motivation?
Read about the Motivation Angel metaphor by Harmer (2008:99). Explain the

role that affect, achievement, attitude, activities and agency play in learning.
Motivation, as an internal drive, is essential to succeed since it leads us to take action
and make the necessary effort in order to achieve the goal that we strongly want to reach.
Otherwise, we would fail. Since each person is always differently motivated and acts
accordingly, but in the context of a shared community, motivation can be global, situational
or task-oriented. As regards L2 attainment, it is considered as a key element and a first step
to make the difference.
There exist several different kind of motivation: Extrinsic motivation deals with
stimulus coming from outside which can be an external reward, for instance; intrinsic
motivation comes from underneath and provides delight on doing effort in order to
accomplish what we want; instrumental motivation refers to the material a language
learner uses to aquire it; whereas integrative motivation concerns the learners integrated
themselves within the culture of that language.
According to the Motivation angel metaphor proposed by Harmer, we can establish
that:
Affect is important for learning since it involves students feelings and the
relationship they can establish with the teacher; if the teacher cares, helps, listens their
points of views and attempts and respects them it is likely they will keep interested as well
as motivated.

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A sense of achievement is also substantial because when students succeed they feel
motivated and so, they keep on learning. It depends on the teacher to create tasks which are
sufficiently challenging and are neither too easy not too difficult.
The teachers confidential attitude towards their knowledge, preparation and their
job is essential because of the students need to feel they have in front a person who is
willing to teach them and keep them involved.
The activities the teacher prepares have to be linked to the group of students. He/she
should pay attention to what they, as individuals, enjoy and prefer doing and what they do
not, as well. If the teacher brings interactive tasks to the class he/she is bound to keep
students engaged.
It is necessary that students have a certain degree of agency in the sense they
participate actively or taking decisions regarding their own learning process so that they
feel responsible for it and empowered.
Sources:
(Jeremy Harmer, 2001 The Practice of English Language Teaching)
(Douglas Brown)
(Zoltan Dornyei, 2007 The Use of Motivational Strategies in Language Instruction: The
Case of EFL Teaching in Taiwan)

SUGGESTIONS FROM EXPERTS IN MOTIVATION: (Spratt, Pulverness and

Williams, 2005, Cambridge , the TKT course).
1. Set a personal example with your own behavior (be motivated as a teacher
yourself).
2. Create a relaxed atmosphere in the classroom (i.e. try to prevent anxiety in yourself
or the learners).
3. Present tasks in an interesting way which makes the tasks seems achievable to the
learners.
4. Develop a good relationship with the learners.
5. Increase the learners self-confidence about language learning (I.e. help learners feel
they can be good at learning the language).
6. Make the language classes interesting.

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7. Promote learner autonomy.

8. Personalize the learning process (i.e. make the course feel relevant to the learners
lives) .
9. Increase the learners awareness of their goals.
10. Familiarize learners with the target language culture.
ACTIVITY: Match the following classroom activities to the suggestions above).

(8) Giving learners a story about skateboarding because you know many of them
like skateboarding.

(10) Encouraging learners to meet some first language speakers of English.

(3) Giving learners a test which is quite easy for most of them.

(7, 8) Asking learners which of four tapes they would like to listen to in the next
lesson.

(10) Giving learners reading texts about working in an English-speaking country.

(1,6) Teaching with enthusiasm and interest.

(3) Presenting the language to learners in small bits which they are able to learn
easily.

(4,5) Talking to a learner after class about the problems in their last homework, and
how they can make better progress.

(5,9) Encouraging and praising learners , even weak ones.

(2,8,9) Making sure your lessons are varied and well-paced.

(6,8) Your learners love doing crosswords and you often include them in your
lessons.

Prctica Educativa II

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Baldom - Simn

PART 2: Understanding the CEFR reference.

http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
231-243 pages to focus on.
1.

Read and analyze the illustrative scales of descriptors: Which levels could be
reached at primary school/ secondary school levels? Read also the ALTE can do
descriptors:

ALTE CAN DO STATEMENTS, pages 251 until 256

According to the references, at primary school level students should reach up to
third grade level A1. In this stage they should be capable of understanding short, simple
texts, written instructions, descriptions, reports, notices and messages inferring familiar
names, words and basic phrases from everyday language. They are also expected to write
short simple notes to friends, postcards, letters, requests and messages as well as
descriptions of the place they live in. They can follow slow and carefully articulated
speech, take and pass on simple messages of a routine kind and understand basic
instructions, questions and assignments on class times, dates and room numbers. Up to
sixth grade students should reach level A2, they should understand short, straightforward
texts related to jobs taken from everyday language as well as short personal and standard
routine letters, simple instructions and signs and notices in public spaces and they can find
and identify specific information, as well. They can also write short, basic narrations, letters
and descriptions of peoples appearance, places, possessions, likes and dislikes, plans and
habits of their own experiences. They can manage simple, routine exchanges, identify the
topic of discussion, understanding the essential information and the main point, and meet
concrete needs in everyday life, expressing their opinions, likes and dislikes and stating
simple requirements.
Whereas at secondary school level, B1 should be reached at the first stage, in which
they have to be able to understand straightforward texts, descriptions in personal letters,
factual articles, instructions and routine information related to their field of interest,

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recognizing significant points and the general line of argument. They can write very brief
reports concerning routine factual information, personal letters, accurate notes on familiar
matters, descriptions of experiences, of unpredictable occurrences, of dreams, of enquiries,
of the plot of a book and they can tell a story, as well. Last but not least, they can offer
advice to clients within own job area and opinions on abstract cultural matters, understand
instructions and assignments, guess the meaning on unknown words from the context,
follow clear speech, a lecture and films with factual information, in which language is clear
and identify general messages as well as specific details. In the second stage of secondary
school, students should reach level B2, being able to scan texts for relevant information, to
understand specialized articles outside their field, with their broad reading vocabulary but
sing the dictionary to confirm terminology, to identify the content and relevance of news
items, articles and reports, understanding detailed information and grasping the main point.
They can also take notes during a speech, deal with all routine requests, evaluate different
ideas and solutions, synthesize information and arguments, construct a chain of reasoned
argument and speculate about hypothetical situations, as well. Correspondingly, they can
keep up a conversation on a fairly wide range of topics, give a talk or a clear presentation
on a familiar topic, even with noise in the background, follow extended speech and
complex lines of argument if the topic is reasonably familiar, understand announcements,
messages, radio documentaries, TV news, current affairs programmes and a lecture in
standard language at normal speed with use of complex ideas.
2. Compare

and

contrast

them

with

YLE

Cambridge

expected

outcomes: http://www.cambridgeenglish.org/images/153612-yle-handbook-forteachers.pdf
About their favourite holiday. / words that the teacher gives them.
Starters could be compared to students at level A1, owing to the fact that they
understand simple sentences, basic instructions and expressions and can pass and respond
simple messages and expressions in simple language, just as A1 students can do. They can
also read basic simple instructions, write sentences like messages or requests to their
families and copy words like dates and places from a notice board or a book.

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Movers and flyers resemble students between levels A2 and B1. They can express
opinions, agreeing and disagreeing, talk about likes and dislikes in simple language.
Movers ask questions concerning school activities and understand instructions while
students at level A2 can also state simple requirements within own job area, just as flyers,
besides responding invitations, suggestions and apologies and talking about a problem or an
experience in simple terms. They can understand simple information, write short simple
sentences and notes and complete forms. Movers can just understand simple stories, signs
and notices and continue a story already started or with given words, while flyers and
students at level A2 can write them, in addition to descriptions and letters or postcards
related to personal information (for example, their holidays), though brief and simple.

3. Using the textbooks that you brought to class state:

Title: New Parade 2
Author: Mario Herrera and Theresa Zanatta
Year of edition: 2000

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Unit 1

SPEAKING

PAGE

CEF
This is my class

CEF

Prctica Educativa II

LEARNING AND EXAM SKILLS

CAN ask simple questions of a factual

nature (Hello! How are you?) and
understand answers expressed in
simple language. (Im fine, thank you!)

CAN understand basic instructions

(Stand up when you sing your colour
word) or take part in a basic factual
conversation on a predictable topic
(Whats your favourite colour?)

Colours

Numbers

A1

CAN understand basic instructions on

assignments to be carried out (Listen.
Say and act out One, Two, Im Tying
my shoe)
CAN copy verbs from a Word Bank
(Finish the sentences for each picture)
WRITING

CAN complete basic forms (Count and

write)

A1

Verbs

Numbers

CEF
Unit 2

On the Playground

CAN ask simple questions of a factual

nature (What do you do on the
playground?) and understand answers
expressed in simple language. (Sliding
down the slide, jumping the rope...)
SPEAKING

CAN understand basic instructions on

assignments to be carried out (Play a
game: hopscotch. Count by tens to
one houndred)
CAN understand basic instructions
(Play a Playground bingo)

CAN complete basic forms (Count and

write)
WRITING

CAN copy vocabulary from a Word

Bank (Who is hiding?)
CAN copy prepositions from a Word
Bank (Look at the picture and
complete. Wheres the boy?)

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CEF

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PAGE

Prctica Educativa II

A1

19

LEARNING AND EXAM SKILLS

Verbs related to games and free time

Numbers till 100

Vocabulary related to the topic

20

14

15
21

A1

Numbers

Vocabulary related to parks and

playgrounds
Prepositions

CEF
Unit 3

This is our house

CAN ask simple questions of a factual

nature (Where is father?) and
understand answers expressed in
simple language. (Father is in the
kitchen)

SPEAKING

CAN understand basic instructions

(Make a mobile. Show and tell about
your family)

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CEF

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PAGE

Prctica Educativa II

LEARNING AND EXAM SKILLS

A1

Vocabulary: The house. The family.

A1

Vocabulary: Furniture. Prepositions

29

30

CAN understand basic instructions on

assignments to be carried out or take
part in a basic factual conversation on
a predictable topic (Cut out the
pictures on page 97. Glue them in the
house. Talk about the house)

CAN complete basic forms (Whats

wrong in this picture? Complete.)

WRITING

CAN copy phrases from a Word Bank

(Answer these questions about your
house)
CAN copy phrases from a Word Bank
(Answer these questions about the
picture)

25

26

There is/isnt there are/arent

31

There is/isnt there are/arent. Prepositions

CEF
Unit 4

My Community

CAN ask simple questions of a factual

nature (Asking for directions and
places) and understand answers
expressed in simple language.
(Answering directions and places)

SPEAKING

CAN understand basic instructions on

assignments to be carried out. (Make
your own building following the
instructions)
CAN ask simple questions of a factual
nature and understand answers
expressed in simple language (Make
and answer riddles)

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CEF

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Prctica Educativa II

A1

33

LEARNING AND EXAM SKILLS

Prepositions. Buildings.
Giving instructions

35

36

41

CAN understand basic instructions on

assignments to be carried out or take
part in a basic factual conversation on
a predictable topic (Find the buildings)
CAN complete basic forms (Complete
with the missing buildings)
WRITING

CAN copy vocabulary from a Word

Bank (Morris is looking for the
buildings. Find them and complete the
spaces)

34

41

A1

Buildings. Prepositions

CEF
Unit 5

Workers

CAN ask simple questions of a factual

nature (What do you want to be?) and
understand answers expressed in
simple language. (I want to be a
doctor)
SPEAKING

CAN understand basic instructions on

assignments to be carried out or take
part in a basic factual conversation on
a predictable topic (Tell about the
workers at work)

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CEF

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Prctica Educativa II

LEARNING AND EXAM SKILLS

A1

Jobs

A1

Family. Days of the week

45

49

CAN understand basic instructions on

assignments to be carried out. (Make
puppets and have a puppets show)
CAN complete basic forms (When does
your family works?)

44

WRITING

CAN copy vocabulary from a Word

Bank (Where does each worker work?)

45

Jobs. Buildings

CEF
Unit 6

My Day

CAN understand basic instructions on

assignments to be carried out. (Act out
the song about your day)

SPEAKING

CAN ask simple questions of a factual

nature and understand answers
expressed in simple language. (Tell
what you do in the morning)
CAN understand basic instructions on
assignments to be carried out or take
part in a basic factual conversation on
a predictable topic (Play a time game:
At what time do you...?)

WRITING

CAN complete basic forms (Draw the

hands on the clocks)

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Prctica Educativa II

A1

LEARNING AND EXAM SKILLS

Routines. Present Simple

52

Time
59

55

A1

Time

CEF
Unit 7

SPEAKING

Food

Baldom - Simn

CAN ask simple questions of a factual

nature and understand answers
expressed in simple language. (Role
play: at the restaurant)

63

CAN understand basic instructions on

assignments to be carried out or take
part in a basic factual conversation on
a predictable topic (Use the pictures at
the top of page 105. Choose your five
favourite foods. Show and tell)

64

CEF

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PAGE

Prctica Educativa II

A1

LEARNING AND EXAM SKILLS

Vocabulary: Food

Likes and dislikes

69

CAN understand basic instructions on

assignments to be carried out. (Make a
menu and ask your partners about
likes and dislikes)
CAN complete basic forms (Do you
like...? Complete with Yes,I do or No, I
dont)
WRITING

CAN copy vocabulary from a Word

Bank (Complete with some or any and
the name of the food)
CAN write a simple draft. (A menu)

65

65

A1

Likes and dislikes

Countable and uncountable nouns

Vocabulary: Food

69

CEF
Unit 7

SPEAKING

Food

Baldom - Simn

CAN ask simple questions of a factual

nature and understand answers
expressed in simple language. (Role
play: at the restaurant)

63

CAN understand basic instructions on

assignments to be carried out or take
part in a basic factual conversation on
a predictable topic (Use the pictures at
the top of page 105. Choose your five
favourite foods. Show and tell)

64

CEF

Practical N4

PAGE

Prctica Educativa II

A1

LEARNING AND EXAM SKILLS

Vocabulary: Food

Likes and dislikes

69

CAN understand basic instructions on

assignments to be carried out. (Make a
menu and ask your partners about
likes and dislikes)
CAN complete basic forms (Do you
like...? Complete with Yes,I do or No, I
dont)
WRITING

CAN copy vocabulary from a Word

Bank (Complete with some or any and
the name of the food)
CAN write a simple draft. (A menu)

65

65

A1

Likes and dislikes

Countable and uncountable nouns

Vocabulary: Food

69

CEF
Unit 8

SPEAKING

At the zoo

Baldom - Simn

CAN ask simple questions of a factual

nature and understand answers
expressed in simple language. (Look
at the picture. Talk about the animals)

72

CAN understand basic instructions on

assignments to be carried out or take
part in a basic factual conversation on
a predictable topic (Think and say: Can
the animals...?)

75

CEF

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PAGE

Prctica Educativa II

A1

LEARNING AND EXAM SKILLS

Vocabulary: Animals

Can Cant

79

CAN understand basic instructions on

assignments to be carried out. (Be a
zookeeper. Write signs. Tell about the
animals)
CAN complete basic forms (Can
animals...? Write Yes or No)
WRITING

CAN copy structures from a Word Bank

(Answer with Yes, It does or No, It
doesnt)
CAN write a simple draft. (Write signs)

76

A1

Can Cant
Vocabulary: Animals

76

79

CEF
Unit 9

SPEAKING

WRITING

Celebrations

Baldom - Simn

CAN ask simple questions of a factual

nature and understand answers
expressed in simple language. (When
is your birthday? When is Christmas?)

82

CAN ask simple questions of a factual

nature and understand answers
expressed in simple language (What
do you always do on your birthday?)

83

CAN understand basic instructions on

assignments to be carried out. (Ask
about celebrating. What do you and
your classmates want to do?)

89

CAN complete basic forms (My

favourite celebration is...)

86

CAN copy structures from a Word Bank

(Complete with always and never)
CAN write a simple draft. (Make a list
with the things you want to do)

76

89

CEF

Practical N4

PAGE

Prctica Educativa II

A1

LEARNING AND EXAM SKILLS

Vocabulary: Celebrations

Adverbs of frequency

A1

Likes and dislikes

Adverbs of frequency