Grado en Estudios Ingleses. Didactic unit: English around the world FACULTAD DE HUMANIDADES Y CIENCIAS DE LAS EDUCACIÓN. Trabajo Fin de Grado - PDF

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FACULTAD DE HUMANIDADES Y CIENCIAS DE LAS EDUCACIÓN Grado en Estudios Ingleses UNIVERSIDAD DE JAÉN Facultad de Humanidades y Ciencias de la Educación Trabajo Fin de Grado Didactic unit: English around

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FACULTAD DE HUMANIDADES Y CIENCIAS DE LAS EDUCACIÓN Grado en Estudios Ingleses UNIVERSIDAD DE JAÉN Facultad de Humanidades y Ciencias de la Educación Trabajo Fin de Grado Didactic unit: English around the world Alumno: Virginia Barea Consuegra Tutor: Dpto: Prof. D. Eroulla Demetriou Filología Inglesa Septiembre, 2014 Contents 0. Abstract Resumen Introduction Objectives Cultural aspects and intercultural attitude Language aspects of English Oral communication Written communication Capacity of working individually and in groups Competences Communicative competence Artistic and cultural competence Autonomous competence Social competence 5 4. Evaluation Didactic Unit: English Around the World Lesson Lesson Lesson Lesson 4: Africa and Asia Lesson 5: America Lesson 6: Australia and New Zealand Conclusion References... 44 0. Abstract This Degree Dissertation consists of a didactic unit which is divided into six lessons of approximately 55 -minutes. It is designed for students of an intermediate level, which corresponds to the fourth level of Educación Secundaria Obligatoria in Spain. The main objectives of this didactic unit are the transmission of cultural aspects of Englishspeaking countries as well as the provision with linguistic resources for students to continue with their development of different competences in the English language. These competences would help to use this language as a vehicle for communication. The activities are designed to foster and develop the communicative competence, the artistic and cultural competence, the social competence and the autonomous competence. The realization of homework, tasks and participation in class each day are obligatory elements that will be evaluated accordingly by the teacher. Key words: objectives, competences, culture, multicultural, stereotype, identity, categorization. 0. Resumen Este Trabajo Final de Grado consiste en una programación de una unidad didáctica que está divida en seis clases de una duración aproximada de 55 minutos. Está diseñada para alumnos de un nivel intermedio, que corresponde con el nivel de un curso de 4º de Educación Secundaria Obligatoria. Los objetivos principales de ésta unidad didáctica son transmitir aspectos culturales de los países de habla inglesa y ampliar la visión que los alumnos tienen de las culturas angloparlantes. Además proveen al alumnado de recursos para que continúen desarrollando distintas competencias en la lengua inglesa que ayuden a usar la lengua como vehículo de comunicación. Las actividades están diseñadas para desarrollar la competencia comunicativa, la competencia artística y cultural, la competencia social y la competencia autónoma. El trabajo diario, deberes y participación lo más activa posible son elementos obligatorios que serán evaluados como estime oportuno el profesor. Palabras clave: objetivos, competencias, cultura, multicultural, estereotipo, identidad, categorización. 1 1. Introduction Studying a language does not imply only considering its linguistics aspects. A language is used for the transmission of thoughts, feelings, and experiences in different ways such as the writing of a poem, singing a song, discussing something with someone... These actions can contribute to a valuable cultural exchange which helps to understand the new language studied. I had the chance to get to know deeply the English language and its cultural aspects during my English Degree, especially through the subjects of Variedades del inglés en el mundo contemporáneo and Cultura de los países de habla inglesa. They provided me a wider vision of the position, richness and importance that the English language has in the world nowadays as well as its history and development over the years. Providing English students with the opportunity to know a little about Englishspeaking countries while also learning linguistic aspects of the language is the aim that I have followed in this dissertation and the one that I would have loved to receive when I was in secondary school. That is one of the reasons that inspired me to choose this topic. The other one is more practical. The design of a didactic unit is a good way to come into contact with the teacher s perspective in class in secondary education. Also it can be an opportunity to apply the knowledge that I acquired during my degree to secondary education which implies a large extent of selecting and adapting the content to the level of the students. Having said this, I also believe that preparing a didactic unit reflects the fact that most students who finish a degree in English Studies in Spain will usually choose teaching as their future profession. The subject Materiales y recursos para la enseñanza del inglés has also inspired me due to its practical nature. The design of the didactic unit is created around four main sections: objectives, competences, evaluation and lesson plan. There are selected five specific objectives and four competences that are achieved by the realization of the activities which are described in detail in the lesson plan section. The evaluation is focused on the activities that are carried out in class in order to keep track of the students progress and improvements. 2 2. Objectives 2.1. Cultural aspects and multicultural attitude As regards cultural aspects and a positive attitude to multiculturalism my aim is to encourage students to: understand the concept of culture and its different dimensions to appreciate the diverse and complex cultures of the world focusing on the cultures of English speaking countries; understand the role of stereotypes in societies nowadays and how they work; maintain an open attitude towards countries different from one s own ; do some research about an English-speaking country Language aspects of English As regards the linguistic aspects of this didactic unit, my aim is for students to: learn the vocabulary related to adjectives to describe physical appearance and personality and use it in the activity of the description of a musician; learn the vocabulary related to agree and disagree and use it in spoken conversation; use the grammar rules of adjective word order to employ English language accurately; differentiate main stress and secondary stress of adjectives by using the phonetic symbols of a dictionary in case students need help Oral communication As for oral communication skills I would like students to learn how to: ask for opinions in a conversation as well as express an opinion about one topic presented in class by using expressions related to agreement and disagreement; use all aspects of their knowledge of the language in order to apply them in spoken conversations in class which will include group activities or taking part in discussions. 3 2.4. Written communication As regards skills of written communication the activities aim to help the students understand the general idea of the written texts about presented in class; elaborate a coherent written text Capacity of working individually and in groups According to these objectives the appropriate level selected to develop this didactic unit is an intermediate level. It corresponds to a B1 level conforming to the Common European Framework of Reference for languages. Students with this level are expected to interact in a situation where the language studied is spoken without much difficulty, to use the language with certain autonomy so that students can express an opinion and a brief reason for that opinion, feeling or any idea. Moreover, they can understand familiar conversations related to school, work and holidays. It would be ideal if the class is a bilingual one. 4 3. Competences 3.1. Communicative competence All lessons have activities that have an oral or written communicative aim. Grammar and vocabulary activities strengthen the foundation of the students language knowledge for both oral and written purposes. Pronunciation activities have a communicative aim too because they are intended to provide useful information in order to use language properly and with sufficient resources in a conversation. Reading comprehension activities provide the students with the opportunity to extract a message from a written text Artistic and cultural competence This type of competence is aimed at being developed by carrying out activities where there are cultural aspects of an English-speaking country transmitted Autonomous competence This implies the realization of homework: writing activities, and vocabulary exercises, active participation in group tasks such as an oral presentation or role plays and individual written work Social competence This is aimed at being acquired by the students using the English language to interact with people in class. It includes any exchange of speakers viewpoints when they are asked to work in groups and come to an agreement together or by using the intervention from the rest of the class to present a personal opinion about a topic. The actual language contents, competences and objectives in this didactic unit are illustrated in the following table: 5 Lessons Language Contents Competences Objectives Activities Lesson 1 Activity 1 Definition of the Communicative Understand the concept of term multicultural Social culture Artistic and Cultural Activity 2 Different aspects of culture Communicative Social Artistic and Cultural Understand the concept of culture Activity 3 Categorization of the different aspects of culture. Communicative Autonomous Artistic and Cultural Understand the concept of culture Understand the general idea of a written text three levels of culture Individual work Activity 4 Reflexion about the concept of culture Autonomous Artistic Cultural and Understand the concept of culture Individual work Lesson 2 Activity 1 Homework correction Vocabulary: adjectives to describe personality Communicative Social Pair work Learn vocabulary related to adjectives to describe personality Activity 2 Identifying stereotypes Vocabulary: expressions agreement of and disagreement Lesson 3 Activity 1 World map with English-speaking countries Activity 2 Presentation about one Englishspeaking country. Jamaica is one example and used as a model for students Activity 3 Reflexion about the English-speaking countries presented in activity 2 Communicative Cultural Social Cultural Social Communicative Autonomous Communicative Social Cultural Communicative Social Cultural Autonomous Understand the role of stereotypes in society Group work Ask and express an opinion Provide a global view of English Speaking countries Do some research Work in groups Encourage an open attitude towards different cultures Express a personal opinion Individual work 6 Lesson 4 Activity 1 Homework correction Grammar: adjectives order word Communicative Autonomous Social Learn grammar rules of adjective word order Individual work Activity 2 Activity 3 Activity 4 Homework explanation Vocabulary: adjectives used to describe physical appearance Vocabulary: adjectives used to describe physical appearance Grammar: how to paraphrase instead of using adjectives to describe someone Vocabulary: adjectives to describe physical appearance and personality Writing: description of a musician Lesson 5 Activity 1 Vocabulary: goal, teammates, accomplishment, determination Expression: do/give your best Communicative Social Communicative Social Communicative Social Communicative Linguistic Cultural Communicative Autonomous Learn adjectives used to describe physical appearance Practise vocabulary related to adjectives that describe physical appearance Open attitude Express an opinion and feelings about the music presented in class Group work Learn and practise how to paraphrase to describe someone Practise the vocabulary given about adjectives to describe physical appearance and personality Elaborate a coherent written text Understand the general idea of the video The football effect by watching it using subtitles. Individual work Activity 2 Activity 3 Activity 4 Lesson 6 Grammar: adjectives used as nouns such as nationalities: The English, the Turks; and other specific groups of people: the poor, the unemployed, etc. Grammar: adjectives used as nouns Pronunciation: check word stress by using a dictionary Social Communicative Social Communicative Social Communicative Be familiar with the rules about how to use adjectives as nouns Practise the grammar rules related to adjectives used as nouns Differentiate between main stress and secondary stress 7 Activity 1 Brainstorm about Australia and New Zealand Cultural Social Cultural aspects and intercultural attitude Activity 2 Vocabulary: bucket list, bait, cage diving, go figure expression Cultural Autonomous Social Communicative Understand the general idea of the text The Best Underwater Tourism Experience in the World! Individual work Activity 3 Activity 4 Question formation practice: How many people are there? How much does it cost? What does it include? Which days are available? Is there a special price? Do you have accommodation? Idiomatic expressions: Be over the moon; Drive someone crazy; Face the music; Birds of a feather flock together; Get on someone s nerves; Be as hard as nails; Put all your eggs in one basket; Pull someone s leg Communicative Social Autonomous Cultural Communicative Social Autonomous Cultural Oral communication Group work Group work Cultural aspects of the English language 8 4. Evaluation The evaluation of the contents of the didactic unit is based on the activities that are carried out in class and the homework activities. The table below contains the competences that the activities develop and how they would they be evaluated. LESSON ACTIVITIES EVALUATION What is evaluated? How is the activity evaluated? Lesson 1 Activity 1 Participation in class Ask for volunteers or directly to students. Participation at least once per student Activity 2 Participation in class Ask for volunteers to answer questions. Participation at least once per student Activity 3 Activity 4 Lesson 2 Activity 1: Homework correction Capacity to work individually Capacity to use the information given to organize the words in a three-level table Capacity to work individually Answering the questions using the information given Knowledge of the meaning of all the adjectives in order to match each one with their correct definition Activity 2 Capacity of working individually and in groups Contribute with ideas in class 9 The table should be completed by each student Ask for volunteers to share their answers. Correct answers should be coherent and based on what has been explained in class Collection and marking of the answers In pairs students exchange their answers and correct each other s work. Students should guide their corrections according to these notes: From 19 to 26 correct sentences = satisfactory From 27 to 31 correct sentences =good From 32 to 34 correct sentences = excellent Correct answers are provided by the teacher Asking each member of the group to answer in a coherent way one of the questions to make sure they have reflected upon what has been explained about stereotypes Lesson 3 Activity 1 Capacity to work individually Ask for volunteers and situate at least three countries Activity 2 Presentation about one English-speaking country Capacity to work in groups Appropriate content: language, geography, food and climate (2 points) Oral expression (1 point) Pronunciation (1point) 2 points = satisfactory 3 points = good 4 points = excellent Activity 3 Capacity to work individually Ask for volunteers. Each student has to express his/her opinion Lesson 4 Activity 1: Homework correction Capacity to work individually Use the information to put the adjectives in the correct word order Activity 2 Participation in class (brainstorm of adjectives to describe someone physically) Activity 3 Capacity to work individually Elaboration of a written text that describes four portraits of Activity 4 Lesson 5 musicians Capacity to work in groups Answer the questions In pairs, students correct each other s work taking into account that: 6 correct answers = satisfactory 7-8 correct answers = good 9 correct answers = excellent The teacher asks for volunteers to correct the activity or the answers can be given by the teacher and students use answers to correct the activity Ask for volunteers. Each student should give at least two adjectives Ask for volunteers to read their texts. The text should be coherent and contain adjectives to describe physical appearance Ask each group about one of the questions. In their answers students should paraphrase Activity 1: Homework collection Capacity of working individually Elaboration of a written text The written text should be: Structured in three parts (2 points) Adjectives to describe physically and personally someone (1 points) Adjectives used in the right word order (1point) The content should be coherent (2 points) 3 points = satisfactory 10 4-5 = good 6 points = excellent Activity 2 Capacity to work individually Ask for volunteers and answer the questions 1-4 correct questions = satisfactory 5-6 correct answers = good 7 correct answers = excellent Activity 3 Grammar explanation n/a Activity 4 Capacity of working Practise the pronunciation of the individually and in groups sentences in pairs Lesson 6 Activity 1 Participation in class Ask for volunteers. Each student should contribute at least with one idea Activity 2 Activity 3 Read and answer the questions individually Simulation of a situation Capacity of working in groups Activity 4 Idiomatic expressions knowledge Capacity to work in groups There are five questions. Students should answer at least three questions. The answers are collected and marked by the teacher Coherent agreement between customer and employee (make a reservation) Use the information given Match at least 4 idioms with their correct equivalents in English 11 5. Didactic Unit: English Around the World 5.1 Lesson 1 Understanding the Depth and Breadth of Multiculturalism . Activity 1 Duration: 5 minutes Brainstorm: write on the blackboard the term multicultural and see what words students think of for the teacher to write on the blackboard. The teacher can help students by explaining the meaning of the prefix multi (many, different, varied). Then try to define with them the meaning of the word cultural. Activity 2 Duration: 5 minutes Explanation: For a deeper understanding of the term multiculturalism the teacher asks students to identify different dimensions of culture (they can start by their own culture). The teacher can ask: What aspects characterize a culture?; He/She can use some examples such as a bride wearing white at her wedding, eating paella, the Spanish language, literature, flamenco or the examples already written on the blackboard. Once the more superficial aspects are pointed out like food and music, more specific and personal terms such as faith, religion, values, family structure, can be introduced. Activity 3 Duration: 20 minutes Explanation: The students will be given a sheet of paper that contains the following text and table. They will be given a few minutes to read it individually and then they will be asked to categorize the list of words that is already written on the blackboard into the table. 12 Categorizing list items using Nizta Hidalgo s three levels of culture : A. The Concrete: This is the most noticeable and tangible level of culture, and includes the most surface-level dimensions such as clothes, music, food, games, and so on. These aspects of culture are often those which provide the focus for multicultural festivals or celebrations. B. The Behavioural: This level of culture clarifies how we define our social roles, the language we speak, and our approaches to nonverbal communication. The Behavioral level reflects- our values. Aspects to be listed in this category include language, gender roles, family structure, political affiliation
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