Didactic guide

TONGUE TWISTER

Me and my world
Educational level
Second cycle of Primary Education
Stage aims
Teaching Foreign Language in Elementary aims to help students develop the following capabilities:
1. Listening and understanding messages in varied oral interactions, using the information transmitted for performing various specific tasks related to their experience.
2. Expressing themselves and interacting orally in simple and routine situations and having a content-based development, using verbal and non-verbal procedures and adopting a respectful and cooperative attitude.
3. Writing different texts with various purposes on topics previously discussed in the classroom and with the help of models.
4. Reading comprehensively several texts related to their experiences and interests, drawing on general and specific information learned via other means.
5. Learning to use with progressive autonomy all the means at their disposal, including new technologies for information, to communicate in a foreign language.
6. Valuing the foreign language, and languages ​​in general as a means of communication and understanding between people of diverse origins and cultures and as a learning tool for different content.
7. Expressing a receptive and confident attitude in one’s ability to learn and use a foreign language.
8. Using knowledge and prior experience with other languages ​​for a quicker, more effective and autonomous acquisition of a new foreign language.
9. Identifying phonetic aspects, rhythm, stress and intonation, as well as linguistic structures and lexical aspects of the foreign language and use them as basic elements of communication.
 Didactic sequence aims
Block 1. Listening, speaking and conversing
 – Understanding simple oral messages to perform classroom tasks.
– Listening to and understanding simple messages coming from different computer-based audiovisual media.
– Interacting orally in real or simulated situations through verbal and non-verbal responses provided by communication routines.
– Producing oral texts learned previously through active participation in routines, performances, songs, recitations, dramatisations.
– Developing basic strategies to support comprehension and oral expression: using visual context and non-verbal and previous knowledge about the topic or situation transferred from the other languages.
– Evaluation of the language as a means to communicate.
 Block 2. Reading and writing
 – Reading simple words and phrases, previously learned in either role-plays or free oral interactions.
– Initiation in reading strategies: using visual and verbal context and knowledge.
– Writing words and phrases, previously learned in oral interactions and subsequent reading, to transmit and share information or playful intent.
– Developing an interest in the careful presentation of written texts.
Block 3. Knowledge of language
– Introduction to some phonetic aspects, rhythm, stress and intonation of the foreign language used for comprehension and oral production.
– Identification and use of previously used vocabulary and basic structures belonging to the foreign language.
– Global association of spelling, pronunciation and meaning from written models representing known oral expressions.
– Familiarity with the use of basic strategies of the production of texts from a model: selecting the recipient, purpose and content.
– Interest in using a foreign language in various situations.
– Use of skills and procedures such as repetition, memorisation, word association and expression with visual elements and gestures and model observation, to acquire lexicon and basic language structures.
– Progressive use of graphic consultation and information media and the possibilities offered by information and communication technology.
– Confidence in one’s ability to learn a foreign language and cultivating an enjoyment of  cooperative work.
Block 4. Socio-cultural aspects and intercultural awareness
– Recognition and basic learning forms of social relationship in a foreign language.
– Receptivity towards people who speak another language and have a different attitude to the culture.

Competences

Session
1
TAO
2
MDR
3
OF
4
WDW
5
IHG
6
FT
7
FT
1. Linguistics
      X
      X
      X
      X
 X
X
X
2. Mathematics
3. Knowledge and interaction with the physical world
    X
    X
    X
      X
X
X
4. Information treatment and digital competence
   X
   X
 X
X
X
X
5. Social and civic
  X
  X
X
6. Cultural and artistic
  X
 X
X
7. Learning to learn
    X
    X
  X
 X
X
X
X
8. Autonomy and personal initiative
    X
     X
  X
X
X
X
X

Evaluation criteria

1. Interest in learning:  to show interest when participating in oral interactions, respecting the basic rules of exchange, such as listening or asking for permission. The involvement in everyday situations such as routines, classroom language, activities, games, songs and recitations will also be taken into account.
 2.  Ability to recognise the vocabulary covered in class: to identify the vocabulary related to the familiar topics and interests. This criterion refers to the ability to recognise and extract known words and phrases that have appeared in the unit. It also means the ability to read and grasp the overall meaning and some specific information on the familiar topics.
3. Specific purpose: to write a short description with an established format, both in paper and digital. This approach attempts to value the ability to use the model to produce a text with some degree of autonomy. The spelling learned from both model observation and the knowledge of the relationship between sound and spelling will also be assessed.
4. Autonomy: to use some strategies relating to learning how to learn. Observing models, using body language, establishing partnerships, using visual and bilingual dictionaries, retrieving or searching for and collecting information on familiar topics in different media.
5. Use of ICT: to use this blog as a backing tool in order to collect and organise information, using it to enlarge, contrast and verify the class contents.
6. Cross-learning: to identify aspects of daily life where the foreign language is included, and compare these with their own experiences. This approach is evaluated by the ability to observe and identify similarities and differences in aspects of daily life in countries where people speak the foreign language, with regard to family, hobbies and leisure time.

Inclusive education

From my point of view, ICT in inclusive education provides better or new learning opportunities, building pedagogical innovations and facilitating the communication process. The use of the blog as a tool in class encourages student autonomy, being able to adapt to the needs and demands of each student in a personalised manner. It also promotes the communication between these students and the other colleagues and teachers, allowing an easy and fast channel of communication.
My project is based on the Universal Learning Design and the following principles:
– Equal use: The design is easy to use and suitable for everyone regardless of their abilities and skills.
– Flexibility: The design is able to adapt to a wide range of individual preferences and abilities.
– Simplicity: The design is easy to understand regardless of experience, knowledge, skills or concentration level of the student.

Benefits of the blog in inclusive education:

– It saves the students time in acquiring  skills and abilities.
– It favours the diagnosis of the students.
– It supports a model of multi-sensory communication and training.
– It fosters a personalised training.
– It avoids marginalisation, facilitating the integration of students with learning difficulties.