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Contenido

INTROD ........................................................................................................................ 1
WHAT y POR QUÉ MOLA ............................................................................................ 1
WHEN/TIMING ............................................................................................................. 2
HOW ............................................................................................................................. 2
COMPETENCIAS & OBJETIVOS DE ETAPA............................................................... 3
WHO............................................................................................................................. 3
DYSLEXIC ................................................................................................................ 3
EVALUATION ............................................................................................................... 4

YEAR 4
B2.2. Participa en conversaciones cara a cara o por medios técnicos (teléfono, Skype)
en las que se interesa por el estado de alguien, pide disculpas y expresa sentimientos.
DYSLEXIC
REGION OF MURCIA
TASK:
eTwinning: FESTIVAL IN MURCIA:
HELLO! HOW ARE YOU? I’M HAPPY BCS TODAY IS SAN ISIDRO. IT IS A PARTY
IN MY TOWN. MY MUM COOKS GAZPACHOS. I LIKE GAZPACHOS. I’M WEARING
A TRADITIONAL COSTUME.

INTROD
Once having analysed the statement of this present case study it can be said
that the main aim of this practical exercise is to develop a task/session/unit which deals
with the assessment in Year 4 of standard B.2.2 “The student participates in face to
face conversations or using ICTs (telephone, Skype) where he or she asks for
someone welfare, apologises or expresses feelings”. This standard appears in
Appendix I in the section related to First Foreign Language of Decree 198/2014, of 5th
September that sets the curriculum in the Region of Murcia. Block 2, production of oral
texts, expression and interaction, which focuses on the speaking skill. Therefore, we
will design the oral task the student will have to carry out and give a layout of the
activities that will precede and those which could follow the task proposed.

WHAT y POR QUÉ MOLA


In order to assess this learning standard many tasks could be proposed, such as
performing a role play where students make a phone call to a friend who is ill or
speaking face to face in order to know their partners’ feelings. However, we have
selected an activity where the students will speak to an e-Twinning student to explain
him or her the most important festival that is taking place at the moment in the
student’s town, San Isidro in Yecla. This activity has been chosen because our
students will feel motivated when using the language for real purposes, at the same
time the activity stems from the idea of a didactic unit where the student will speak
about festivals in Spain and in Murcia in contrast to festivals in the English speaking
countries.

WHEN/TIMING
This activity will be carried out in the classroom in May as it is the date of the
festival and at the same time, at this point the contents studied along the year enable
the students to perform the task properly.
In the unit this task will follow a well-defined structure in which oral input comes
always first, being the former followed by production or output activities/sessions. In
this way we follow the natural order that Halliday (1986) established in “Spoken and
Written Language”. Thus, in previous sessions oral activities related to the description
of basic things in a festival had been carried out (i.e. traditional food, costume, parade,
etc.). We have also included the expression of feelings such as “I’m happy”, “I´m
excited”, “I feel happy”, etc. The task we proposed could be followed by activities where
the written input is included both in the receptive and productive way. It could be
interesting that the final task will include a comic where the festival is described with a
collage of pictures taken from the Internet or from real pictures taken by the students.

HOW
This activity complies with the methodology proposed by LOE amended by LOMCE as Commented [J1]: citar completo
it is based on task learning, integrated learning, competencies acquisition and favours
cooperative work as the previous activities are to be done in mixed ability groups where
each student will have a different role. As Johnson, D. W., & Johnson, R. T. (1999)
claims this structure will promote cooperation and, at the same time, we are
developing our student sense of initiative and entrepreneurship. Then individually the
students will incorporate the information they want to transmit in the conversation.
Errors are a sign of the development of the interlanguage, term coined by Selinker,
and we will try to focus on communication rather than on grammar correctness.
METHODOLOGY DECREE 198 ANNEX I INTROD TO THE FL. METHODOLOGICAL
GUIDANCE:
It is essential to point out that the ideal way of performing this activity will be having
each student in a computer connected to a student in an eTwinning school in the UK or
in Ireland. However, taking into account that this situation will not be possible we have
considered that it could be implemented in a different way. That is, we could connect
both classes using the smart board and both teachers will coordinate the participation
of each student in the class. In order to motivate students and avoid a repetition of the
same information we will include some items related to the festival as real costumes to
be described, a recipe of gazpachos, the jota as the traditional music of the fiesta, etc.
In this way we can incorporate vocabulary from previous units and increase the
students’ expectations and motivation.
COMPETENCIAS & OBJETIVOS DE ETAPA Commented [J2]: AÑADIR

We must highlight that this activity contributes to the development of some of the
different competences described in the Order ECD 65/2015. It focuses on the Digital
competence as Skype will be the ICT used for this task. On the other hand, Cultural
competence will be also fostered as students are in contact with people from other
countries and learn their traditions and festivals.
We also contribute to the achievement of some stage objectives. We promote
individual and cooperative work as objective “b” established. We also make our student
learn about different cultures as it is stated in objective “d”.

WHO
Our proposal will take into consideration the features that students have at this
level. According to Piaget, the students are at the Concrete Operational Stage and
therefore the task should be explained thoroughly. Therefore, our activity will have a
clear communicative purpose and the grammar will be learned in an inductive way.

DYSLEXIC
Taking into account that we have a dyslexic student in the classroom we need
to adapt the task proposed to the student’s needs and characteristics. According to
“Guíde for school success for dyslexic students” (2015) published by the Regional
Ministry of Education and Universities in Murcia there are several strategies to
implement whenever we have a student of this type. This guide includes specific
strategies for the teaching of English.
La Asociación Internacional de Dislexia (2002) la define como una “dificultad
específica de aprendizaje, de origen neurobiológico, que se caracteriza por dificultades
en el reconocimiento preciso y fluido de las palabras y por problemas de ortografía y
decodificación. Esas dificultades resultan de un déficit en el componente fonológico”.
According to Resolution of 15th June, 2015, dyslexic students are considered students
with specific educational support needs not related to special educational needs,
therefore and with the psycopedagogical team approval we will design an Individual
Working Plan (IWP henceforth). This document will include the standards that the
student is able to afford this year and those from previous years that will enable him or
her to succeed. Apart from this, it is relevant to mention that we can change the
assessment tools by switching written tests into oral exams. We can also adapt the
achievement indicators and changing the order in which the standards are to be
evaluated.
The task proposed in order to evaluate standard B2.2 implies oral production, therefore
dyslexic students will not find difficulties at this point in the unit as written production
will appear later. In the written activities that will follow the task (the comic) the student
will need compensatory and dispensatory method in order to lower the difficulty of the
task and to increase the pupil’s motivation. This will imply that the task performed by
this student will be adapted in the following way. On the one hand, the student will be
given a model of the comic in the previous session so as to read it in advance. Thus,
the level of anxiety of the written task will be reduced and the outcome will be more
successful. The comic that the dyslexic student will have to write can be adapted in
different ways according to the student’s needs. It can include a list with the necessary
vocabulary related to pictures. We can also make the student write only the key words
in order to complete paragraphs that in case it is necessary, can include pictures of the
different aspects (food, clothes, etc.). This activity could be completed using a paper
sheet or the student can use the computer so that the student has the opportunity to be
corrected by the orthographic corrector available in the word processor. As the student
may need more time the length of the letter may vary or he or she will have extra time.

EVALUATION
NORMAL VS DISLEXICO RUBRICA ORDEN EVAL MANUAL EVAL
According to Order of the 20th November 2014 that regulates the organisation
and evaluation in the Primary Education stage standards in order to determine
the performance of each student in each of the learning standards, the teacher
must establish indicators of achievement, understanding that there will be
different levels or degrees of acquisition of the same standard by the different
students
For students who present specific learning difficulties and whose curricular
proposal is the ordinary, in addition to the adequacy of the evaluation
instruments, teachers can define the indicators of achievement of the scale or
range used based on the needs of the student, so that without modifying the
standard with respect to the rest of the students, the degree of achievement can
be adjusted.
So these will be the achievement indicators for the standard assessed:
Whenever the student participates in face to face conversation or using ICTs
(telephone, Skype) and asks for someone welfare, apologises or expresses
feelings…
4 out of 4:
...and the communication is effective. Errors, if present, are related to less common
words and structures, or occur as slips.”
3 out of 4:
...and the communication is effective but the meaning is not always fully
conveyed.
2 out of 4:
...and the communication is not always effective but still the message can be
understood by the addressee. Occasional errors may be present but do not impede
communication
1 out of 4:
...and the communication is not achieved and errors impede communication.
0 out of 4
...will be only obtained if the student does not communicate at all.
As the achievement indicators can be adapted to the student with an Individual
Working Plan (according to Resolution of the 15h of June 2015 of the Regional
Ministry of Education and Universities) we could make a proposal for the
student according to his or her features, but in this case the student will be
assessed using the same indicators as this oral activity does not need to be
adapted to dyslexic students.
This proposal is intended to be adapted to the students and the learning
teaching situation where it is implemented and therefore the flexibility of the teacher
will be necessary as the activity is being carried out. Thus, a continuous revision and
evaluation of the situation will be crucial for the activity to be successful.
BIBLIOGRAFÍA Y LEYES
Jerónimo Bernal (oposicionesjeronimo@gmail.com)