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AUTORES
CRISTINA RODRGUEZ DAZ
MARA ASUERO VZQUEZ
Segunda edicin, 2016
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INDEX
1. SHORT QUESTIONS 5
3.2. Which criteria would you follow in order to choose an English textbook
for the 4th grade of Primary Education? How would you complement that
textbook with other additional material, including authentic material? 40
3.3. You are teaching a group of children in the 3rd grade of Primary Education,
but there is a child who never takes part in the activities provided. What
would you do with this student? Justify your answer. 43
6. Can you explain the theory of the multiple intelligences? How can it be applied
to the english lesson? 49
7. Give an example of a childrens song and how you would teach it. 52
10. Explain how you can involve parents in your english lessons. 58
12. How would you decorate the english classroom to maximize learning? 62
13. How would you help your studetns to develop study techniques? 64
16. How would you teach english to a child with aspergers syndrome? 70
18. If you were the only teacher of a unitary school, how would you organise space
and time when teaching english? 74
19. Organise a session to promote reading in english with students of 5th grade
of primary education. Suggest topics, objectives, activities, resources and
methodologies you will use to achieve that aim. 76
23. How would you include entrepeneruship in primary education and in the english
classroom? 84
1. SHORT QUESTIONS
Taking into account that we have few time to develop the questions, we cannot lose time
selecting them, so we should take ve minutes to read the questions slowly and we should
choose that questions whose answer we have clearly structured in our brain.
Introduction.
Conclusion.
Legislation.
3. Digital competence.
The contribution of the English area to the development of the basic competences is that
the study of a foreign language helps to the development of the communication and linguistic
competence in a direct way as it does the rst or mother tongue.
The foreign language learning gets an extra value if it includes a reection over itself, so that
every student identies how he or she learns the best. Thats why in the plans I have designed we
can nd in the self assessment that is a specic space of reection on each ones learning and
in this way this area contributes to the learning to learn competence.
This reection favours the sense of initiative and autonomy competences since it prepares the
students to improve individually in the knowledge and usage of a language.
The aforesaid competences are nowadays related to the digital competence. Information
technologies and communication offer the possibility to communicate in real time with
whoever around the world and a quick access to a great amount of data increasing day by
day. The knowledge of a foreign language brings the opportunity to access to that universe of
information and communication.
the development of the social and civic competences. Learning a Foreign Language implies
knowing the different speaking communities of that language. That learning must be treated in
the class in order to get an interest for discovering other cultures and get on with other English
speaking or learners favouring the respect and integration.
The English area contributes to the development of the Cultural awareness and expression
competence through the introduction of texts and literary models adapted to the proper level.
For the theoretical development of this case study I have taken into account the following
legal documents:
The Organic Law for improvement of Quality in Education 8/2013 of 9th of December.
The Royal Decree 126/2014 of February 28th, which establish the curriculum in Primary
Education.
Order ECD/65/2015 of 21 January, the relations between the competences, content and
evaluation criteria of primary education, compulsory secondary education and high
school are described.
The foreign language should be taught in a natural and proper way according to the pupils
maturation process. It is important the linguistic immersion in it since the beginning of its study, as
most of the opportunities for learning occur only in the school environment. This makes necessary
to include contents that incorporate non-academic contexts.
Gardner says that these differences "challenge an educational system that assumes that
everyone can learn the same materials in the same way and that a uniform, universal measure