Films and series as a source in Primary Education

FACULTAD DE EDUCACIÓN DE PALENCIA UNIVERSIDAD DE VALLADOLID FILMS AND SERIES AS A SOURCE IN PRIMARY EDUCATION PELÍCULAS Y SERIES COMO RECURSO EN EDUCACIÓN PRIMARIA TRABAJO FIN DE GRADO EN EDUCACIÓN PRIMARIA, MENCIÓN LENGUA EXTRANJERA: INGLÉS AUTOR: Joaquín Vilas Mosteiro Palencia, 24 de Junio del 2022 ABSTRACT: Nowadays, the reality of Spanish pupils is influenced by the large number of audio-visual incentives to which they are exposed from very early ages. From all age ranges, pupils are keen on using digital tools for all kinds of activities, from listening to music or playing games, to watch films or series. In the following document, the focus will be on this later use of technology, that is the use of movies and series as a pedagogical and didactic element in our classroom. This project aims to promote strategies for the application of technological resources in the classroom, which serve to complement and reinforce pupils´ learning, in this case, a group of 2nd Grade of Primary Education in Palencia, Spain. In addition, an analysis will be carried out on the pupils´ previous routines with respect to their screentime. All this, with the subsequent objective of creating the habit of watching movies and series in the foreign language English, in the pupils' homes. Key words: bilingualism, movies, series, dubbing, audio-visual. RESUMEN: La realidad del alumnado en España hoy en día está influida por la gran cantidad de estímulos audiovisuales a los que se ve expuesto desde edades muy tempranas. Los estudiantes de cualquier rango de edad están acostumbrados a usar herramientas digitales para todo tipo de actividades, desde escuchar música o jugar a videojuegos, hasta ver películas y series. En el siguiente documento, el foco estará puesto en este uso posterior de la tecnología, es decir, el uso de películas y series como elemento pedagógico y didáctico en nuestra aula. Este estudio tiene el fin de promover estrategias para la aplicación de recursos tecnológicos en el aula, los cuales sirven para complementar y reforzar el aprendizaje del alumnado, en este caso un grupo de 2.º de Educación Primaria en Palencia, España. Además, se realizará un análisis sobre las rutinas previas del alumno con respecto al tiempo de ocio que dedican delante de las pantallas. Todo esto, con el objetivo posterior de crear el hábito del visionado de películas y series en la lengua extranjera inglés en los hogares del alumnado. Palabras clave: bilingüismo, películas, serie, doblaje, audiovisual. Index 1. INTRODUCTION ........................................................................................................ 1 2. OBJECTIVES ............................................................................................................... 2 3. JUSTIFICATION ......................................................................................................... 3 4. THEORETICAL FOUNDATION ............................................................................... 7 4.1 COMMUNICATIVE APPROACH ....................................................................... 8 4.2 VIGOTSKY´S COGNITIVE DEVELOPMENT THEORY ................................ 10 5. METHODOLOGY ..................................................................................................... 12 5.1 INITIAL PHASE .................................................................................................. 12 5.2 IMPLEMENTATION PHASE ............................................................................. 12 5.3 CONCLUSIONS PHASE .................................................................................... 13 6. PROJECT DESIGN .................................................................................................... 14 6.1 CLASSROOM CONTEXT .................................................................................. 14 6.2 INITIAL PHASE .................................................................................................. 15 6.3 IMPLEMENTATION PHASE ............................................................................. 16 6.4 QUESTIONS PER LESSON ............................................................................... 17 7. RESULTS ................................................................................................................... 21 8. CONCLUSIONS: ....................................................................................................... 27 9. REFERENCES: .......................................................................................................... 29 10. ANNEX .................................................................................................................... 31 1 1. INTRODUCTION In this document it is reflected the process and conclusions from a proposal made by a 4th year Primary Education degree student across his internship period in a 2nd Grade class in a school in Palencia, that it is located Spain. This proposal consists of approaching a foreign language, English in this case, through movies and series presented to the pupils in different moment of their timetable. Finally take advantage of this including specific multimedia contents in a developed unit in Science subject, which will also include contents from other subjects such as Arts or English. Moreover, across this document it is described the different reasons of this proposal, based on nowadays situation in relation with pupils´ habits with multimedia contents, analysing different approaches and how the law and different authors have a perspective about the purpose of applying films and series in the classroom as a useful source. Furthermore, the project has a final part in which a didactic unit is proposed. This didactic unit includes a routine based on this proposal, using multimedia sources not only working with curriculum contents, but also developing new habits in pupils from which they can improve their skills at the time of learning a foreign language. Results of this project are presented through graphics obtained from a survey filled out the pupils who were part of it. They share their opinions and experiences before and after the beginning of the project, analysed and used in order to create a better proposal which might be implemented in the future with different groups in another context or even with a foreign language different from English. The final objective, apart from using these audio-visual contents as a new source to develop their competences and skills, it will be help developing in the pupils the curiosity and the initiative to start watching films and series at home in their original language, learning about the benefits of this new habit. 2 2. OBJECTIVES The main objective of these proposal is adding new sources to the school´s Bilingual Program, including new routines on different moments across the timetable so pupils create a habit, which might be included as a routine not only at school, but also at home. The objectives that are intended to be achieved with this project are: • Change pupils’ perspective about learning, suggesting different ways of learning a language through different experiences. • Promote pupils obtain a new habit at home which help to work different skills learning a foreign language. • Use movies and series as a source on schooltime in order to reinforce contents. • Being aware of the importance of learning foreign languages in our global context. The objectives of this project are also influenced by school´s objectives which can be found in its P.E.C. (Proyecto Educativo de Centro), specifically in Bilingual Program section. This is the list of those objectives in which this project is based on: • Diversify and give pupils the opportunity to develop multilingual competence. • Introduction to the sound, rhythmic and intonation aspects of English. • Gradually use what is learnt in the classroom in daily life. • Get pupils to learn content in a flexible and fun context. • Know and value English culture as part of European community culture. • Promote interest in knowing other ways of expressing and communicating. 3 3. JUSTIFICATION Nowadays, watching films and series is one of the most important elements from people´s free time, specially in early ages in which parents use screens as a source in order to take care of their children. This project has the aim of take advantage of this situation to use these multimedia contents as a source at schools in order to develop pupil´s skills in foreign languages. Different sources, such as researches or laws, have been analysed with the objective of developing a successful project which create beneficial habits in pupils. One of these researches deals with the different methods which students from a University in Indonesia has when it comes to learn English. The experiment was made on the top 20% academic achievers in English Department of Universitas Negeri Makassar. (Atmowardoyo, Weda, & Sakkir, 2021) The selected subjects include 40 second year pupils, but due to COVID 19 pandemic, observation could not be conducted. Instead of observation, they collected the data using open-ended questionnaires in Google form shared in WhatsApp group of the selected subjects. The data collection was conducted from March until June 2020. The data obtained from the questionnaires were analysed by coding. Coding technique was used to identify the information technology media used by the research respondents. Figure 1: Strategies in Improving Listening 4 From Figure 1 It can be observed than more than a half of these pupils learn English watching movies or listening to English songs and that only a few of them improve their listening skills using some of the strategies commonly used on textbooks, such as listening to conversations or visiting educational channels. This graphic does not show the most demonstrated strategies at the time of learning a foreign language, nevertheless, it can be observed that in a country like Indonesia, the Millennial generation has founded their own ways of learning English through movies. This project will try to implement watching movies and series in their original languages, as most of the series that kids watch nowadays have been produced by north Americans companies, the language which they are going to learn mostly is English, but it does not mean that in special occasion they can watch some contents in other language like French or those which are spoken in some regions of Spain such as Galizian or Catalan. Different official documents deal with strategies at the time of teaching English at schools and some of them will be analysed searching for information about applying movies and series at school. Common European Framework of Reference for Languages: Learning, Teaching, Assessment: One of the sections of this document describe ¨Language use and the language user/learner¨ with some of the receptive active strategies including: aural reception, visual reception and the one which includes series and films which is the audio-visual reception. In audio-visual reception the user simultaneously receives an auditory and a visual input. Such activities include: • Following a text as it is read aloud. • Watching TV, video, or a film with subtitles. • Using new technologies (multi-media, CD ROM, etc.). According to the Common European Framework of References for languages (2001) these are the different skills which must be obtained according to the levels: 5 WATCHING TV AND FILMS C2 As C1 C1 Can follow films employing a considerable degree of slang and idiomatic usage B2 Can understand most TV news and current affairs programmes. Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect. B1 Can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures, and news reports when the delivery is relatively slow and clear Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language. Can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. A2 Can identify the main point of TV news items reporting events, accidents etc. where the visual supports the commentary. Can follow changes of topic of factual TV news items, and form an idea of the main content A1 No descriptor available Boletín Oficial de Castilla y León (BOCyL): DECRETO 26/2016, de 21 de julio, por el que se establece el currículo y se regula la implantación, evaluación y desarrollo de la Educación Primaria en la Comunidad de Castilla y León. This document includes all the contents which have to be taught across the different grades in Primary Education, from here will be obtained the different topics worked with films and series. Despite the grade in which this project is implemented is 2nd Grade, the objectives in relation to listening and using multimedia sources are common for all the grades and are the following: • Use of basic strategies to support comprehension (active listening, non-verbal language, illustrations, digital supports...). • Mobilization and use of prior information on the type of task and topic. • Identification of the textual type, adapting the comprehension to it. 6 • Distinction of types of comprehension (general sense, essential information, main points). One of the most important elements from Spanish curriculum, which was used in order to develop this document, are the key competences. Spanish Educational Law establishes a competency-based learning approach. These competences are the following: • Competence in Linguistic Communication: Orally interactions between two or more individuals have two main points, listening and speaking, both are developed across the project, listening by watching the multimedia contents and speaking by answering the questions proposed by the teacher. • Competence in Mathematics, Science and Technology: Technology is an important element of this project, which pupils must work with in order to continue their habit watching multimedia contents at home. • Digital Competence: This project based on audio-visual sources has as a key point on pupils´ development of this competence, taking advantage of technology and their interest to develop skills is a foreign language. • Learning to Learn Competence: Teaching to the pupils new ways in which they can improve their skills in a foreign language on their own at the same time they are enjoying it. • Social and Civic Competences: Different values might be taught using films and series as a source. • Sense of Initiative and Entrepreneurship Competence: Pupils are thought about the benefits of watching multimedia content in its original version, but they are the ones who must do their own research in order to choose what type of contents are more interesting for them. • Cultural Awareness and Expression Competence: Movies and series are cultural elements which can be used as a source for teaching pupils about different cultures and perspectives of the world. 13 • Cartoon or life action • Amount of speaking in the episode/movie • Modern or old • Subtitles • Familiarity of the pupils with contents • Relation with curriculum contents After initial phase process, more information about pupils will be obtained, not only about the compensation level of what they are watching, but also about their interest and maturation level facing movies and series. The most important part of the implementation will be the use of this approach to contents in other languages in order to implement some in a Science unit about matter and materials. The presence of movies and series in Science unit consist on a routine at the end of each class in which pupils will watch a series related with the unit of the topic and they will be asked by the teacher about what they are watching in specific moments. Moreover, they will be asked about what they have learned across the lesson, both type of questions rewarded with different methods in order to create that first interest on be focus on what is happening in the episode. 5.3 CONCLUSIONS PHASE Some conclusions from the project might be obtained across the implementation of it, observing pupils´ reactions and interest of this new source for them. Nevertheless, final conclusions will be obtained from the results of a survey which will be filled out by pupils who were part of the process. This survey will not only obtain data about pupils´ interest on the topic after the proposal, but also information about the sources that their families have at home in terms of multimedia platforms and their previous perspective. From the success or not of this proposal it will be interesting to do a comparison with other countries in which most of the people consume all the audio-visual contents in a foreign language due to the facts that they don´t use to dub from the original version 14 6. PROJECT DESIGN The main objective of the project was to implement watching movies and series in original version as a routine in some lessons, with the final objective of creating this habit in the pupils so they might continue it at home. But before implementing it in a didactic unit, some information and other kind of approaches were compilated. 6.1 CLASSROOM CONTEXT This proposal has been developed in a 2nd Year classroom that was made by 25 pupils who were 7-8 years old, without appreciable cultural differences, except by two girls who have born in Spain, but their family’s origins are from South American countries, but it is not considered as an important fact for the classroom development. One of the most important facts about the group is that is a generation which has spent their first school years influenced by Covid-19, which means that they are not used to teamwork strategies. Fortunately, the circumstances among the internship have given the opportunity to develop the didactic unit using teamwork as a main source. Most of the group books are provided by ¨SM¨ with the exception of English and Science books, which are provided by Macmillan and Oxford respectively. For most of the subjects, the textbook is an important resource which helps as a common thread, but in the Science Unit developed it was only used in order to see which are the contents which has to be taught. It could be observed that some of the pupils have different learning rhythms, some of them above what is expected for kids on their age and others with lower academic level. Specifically, two pupils are being tested in high capacities, one of them with an outgoing personality which sometimes might be counterproductive for the teacher and for the relation with classmates and the other pupil completely different, smart, knowing interesting information about to many subjects but with more social problems. On the other hand, there were those pupils who required the intervention of teachers specialised in their problems, some hours per week the AL (Audición y Lenguaje) teachers takes 3 kids so she can work with them in a most personalised way. 15 Generally speaking, classroom environment is positive and pupils are willing to do new things being part of the proposal. Nevertheless it does not mean that pupils do not have problems in terms of relation with classmates, these conflicts increase in the break time, but they don’t usually infer in classes development. In relation with the topic, it could be observed that a few pupils usually watch movies and series in English at home. Those kids have this habit since young ages promoted by their parents. 6.2 INITIAL PHASE Before using movies and series in their original version across a didactic unit, it will be useful to get the pupils used to it by some previous experience in which they might reject the language in the first contact. Teachers´ role on this time will be to observe which multimedia contents will be efficient on the first weeks, knowing pupils´ interests and how to access to those sources, some of them free by platforms like YouTube and others paying substations to live streaming platforms like Disney + or Netflix. After observing during the first two weeks, it was decided to introduce series which they watch on their free time. The reason was that those who had watched those episodes might know the dialogs and they may not have problems following the series. Moreover, pupils are used to watch cartoons and sometimes just with the visual impact they are comfortable, and at the same time they are listening in English, improving their listening skills. As it was predicted, some of the pupils didn´t have problems with this new dynamic, some of them because they were used to do the same at home. Nevertheless, it was not a surprise that a considerable number of pupils was not comfortable watching series in English, asking constantly to the teacher if they could change the language to Spanish. Although, the reaction from the majority of the class was not what was expected, and it was tried with some series which may be new for them and could catch their attention. Finally, some good reception was obtained with the series Mr. Bean, which everybody can find free in YouTube. In spite of not being a series in which dialogs are present constantly, it was useful attracting those pupils who were not comfortable with the initial proposal. 16 Initially, some random episodes were picked, and it was limited to listen to the short dialogs and try to understand together what they were saying, especially because most of the times it was necessary to understand the jokes in the episodes. As time went by, the new strategy was to play episodes which have a relation with the contents which pupils were learning by the book, so they can consolidate their knowledge through a funny activity. One example may be when pupils were learning different parts of the city like the park, swimming pool, ice rink… and it was played one episode in which Mr. Bean goes to a funfair. Pupils laughed at it, and they learnt new vocabulary like rollercoaster or candyfloss. These contributions were included across the units about illness and healthy habits and in the unit about places in the city, in English subject. The following chart represent all the different movies and series which were played across the Practicum II period in which one routine which pupils already had, which was watching films and series as a reward if they finish some activities before the time the teacher expected, all of them in English with or without subtitles and with or without relation with the contents: (Annex 1) 6.3 IMPLEMENTATION PHASE This unit is planned for the 2.º Year of Primary Education, between April 29th and May 20th. It involves contents from Natural Science, Arts and Literacy and has creating a pirate boat as its final task. The unit is focused on the Science Unit: Mater and Materials and has the pirate topic as a way for attracting pupils’ attention. (Annex 4) Most of the lesson consist of experimenting with different materials, testing their properties by groups. These lessons include routines, having their own outfits, their own silence routines and with the addition of the teacher playing a role as a pirate who doesn’t know how to speak in Spanish, only English. Nevertheless, the routine which concerns to this project is on the last 15 minutes of each 60min lesson. It consists of watching a series in relation with both topics, pirates and materials, the name of the series is ¨Jake and the neverland pirates¨. After investigating about the big catalogue of series that can found for kids nowadays it was picked this for different reasons like: 17 ▪ Connexion with both topics (materials and pirates). ▪ Observations about those pupils from 2nd grade, who are more comfortable with cartoons than live action series. ▪ Good duration of the episodes (10 minutes). ▪ Interaction with the audience. ▪ Marked moments in which we can stop the episode to ask some questions These specific moments which are mentioned are part of all the episodes in which after solving some ¨pirate problems¨ the character obtain a number of golden doubloons. Depending on this amount pupils are asked some questions which might be about what they have watched in the episodes or about what they have learnt in the lesson. The pupils who answer is picked randomly using the app ¨Class Dojo¨ which is also used as award for those who answer correctly. On this point of the school year, pupils feel motivated with the points they obtain in Class Dojo, because at the end of the week, they receive different kind of awards depending on the number of points they have compilated. Reward cards (Annex 2) 6.4 QUESTIONS PER LESSON As it was explained, the routine at the end of each lesson of this didactic unit consist of 15 minutes watching episodes from the series ¨Jack and the neverland pirates¨ which has an episode duration of 10 minutes approx., and those extra 5 minutes consist of the time for asking and answering questions about what they are watching in the episode and other about what pupils have learnt on that lesson as part of the assessment. The group in which this project is based is on 2nd Grade in Primary Education and they require a specific kind of vocabulary and structures at the time of formulate the questions according to their age, their English level and what is required in the curriculum. Following, there is a list of models and examples according to the 8 different lessons which shape the unit: • Lesson 1 Topic of the lesson: Create pirate outfits with materials. Main activity/activities: Introduce the unit, the topic, some clues about the final task and create the groups in which they will discuss the firsts ideas. 18 Pupils will also elaborate their pirate outfit as part of a routine for all the session in this unit. Model questions: ▪ What material is _____________ made of? ▪ What is the name of_______________? Example questions: ▪ What material is this pirate map made of? ▪ What is the name of this character? ▪ What is your pirate object? • Lesson 2 Topic of the lesson: Materials properties (flexible, transparent, soft, magnetic…). Main activity/activities: Pupils will complete a sheet in which by groups they have to colour the properties that they can see in the different material which they will manipulate. Model questions: ▪ Is _______ attracted to the magnet? ▪ Is ________ flexible or rigid? Example questions: ▪ Is the spoon attracted to the magnet? ▪ Is the paper flexible or rigid? ▪ Can you move your arms like the pirate? • Lesson 3 Topic of the lesson: Properties of the materials in relation with water (float, sink, waterproof…). Main activity/activities: Pupils will complete a sheet in which by groups they have to colour the properties that they can see in the different material which they will manipulate. Model questions: ▪ Which of these materials is waterproof? ▪ _______ sinks or floats? 19 Example questions: ▪ Plastic bottle sinks or floats? ▪ Is wood waterproof? ▪ Say the pirate password from the series • Lesson 4 Topic of the lesson: Heterogeneous and homogeneous mixtures. Main activity/activities: Pupils will complete a sheet in which by groups they have to write the different mixtures in a sheet at the time they are doing a gymkhana across school´s playground. Model questions: ▪ _____ + ______ is a homogenous or heterogeneous mixture? ▪ In ________ mixtures can we see one or more substances? Example questions: ▪ Oil + water is a homogenous or heterogeneous mixture? ▪ In homogeneous mixtures can we see one or more substances? ▪ Can you see any mixture in the episode? • Lesson 5 Topic of the lesson: States of matter. Main activity/activities: Using an app, pupils will experiment with water, heating, and codling it. Pupils will be divided in two big groups, and they will compete doing a pirate quiz about the contents worked in this lesson. Model questions: ▪ In which state of the matter is_________? ▪ If we ______ water, we obtain…? Example questions: ▪ In which state of the matter is ice? ▪ If we freeze water, we obtain…? ▪ Stand up and row like the pirates • Lesson 6 20 Topic of the lesson: Mass and volume. Main activity/activities: Pupils will complete a sheet in which by groups they will use “< or >¨ comparing two objects and manipulating them using a weighing scale. Model questions: ▪ ______ has more or less mass than_______? ▪ ______ has more or less volume than______? Example questions: ▪ This plastic bottle has more or less mass than this pencil? ▪ This glass jar has more or less volume than this cardboard box? ▪ Name 3 materials you can see in the series • Lesson 7 Topic of the lesson: Create materials pirate boat. Main activity/activities: Groups will have time to create sails and part of the boat. All of them must include drawings and words in relation with vocabulary and contents of the unit and pirates. When the groups finish their parts, they will be asked to go outside and craft the boat. Model questions: ▪ Why is ______ made of_______? ▪ Are ______ made of _____? Example questions: ▪ Why is the boat made of wood? ▪ Are glasses made of wood? ▪ What is the name of the parrot? • Lesson 8 Topic of the lesson: See in the pirate boat floats Main activity/activities: Pupils will do a quiz as a recap. When the pupils correctly answer the answers, they well leave the classroom in order to add plastic bottles to the pirate boat so it can float. The hole class will go to a small pond next to the school so they can check if the pirate boat floats. Model questions: 21 ▪ Is our boat made of_______? ▪ Did our boat _____? Example questions: ▪ Is our boat made of cardboard? ▪ Did our boat sink? ▪ Do you like our boat? 7. RESULTS Now, results are analysed and there are different ways of obtaining results from this proposal, which should be understanded in its context and having the conviction that the objective is to promote the habit of watching movies and series at home in their original version and that it is hard to create this type of habits in all the families. Obviously, this proposal does not pretend to increase pupils´ amount of screentime, which will be observed by graphics, that it is high on these ages. One of the results that can be observed is the marks in the didactic unit which have included a routine watching series in English, but it might be tricky because there are lots of factors that might influence in the higher marks, such as the different dynamic of the unit or the type of test which was developed. Nevertheless, it should be mentioned that the media grade of the class increased from an average of 8 above 10 to 8,95 above 10 in Science subject. Another criteria that should be mentioned is pupils´ motivation, which is not easy to analyse with data, but it was observed by different teachers across the implementation of the project. Some of the pupils were motivated since the beginning of the proposal, other were obtaining more interest depending on different factors, like the kind of contents or the existence of a positive reinforcement if they were paying attention to the multimedia contents. Finally, a survey was the method chosen in order to obtain more objective data about the implementation results. The subjects from this survey are 24 pupils who have experimented the process, they are 7–8-year-old pupils and some aspects should be thou ght before formulating questions, for example the type of language, the amount of 22 possible answers or the duration of the survey, which might feel boring for some of them it is too long. The main objective of the survey was to analyse pupils´ habits in terms of watching films and series in their original language before and after the intervention, but also obtaining information about the amount of time they spend on screentime or the type of platforms they use to watch these multimedia contents at home. In order to obtain more detailed data, survey was written in Spanish, mother tongue from all of the pupils because on these ages pupils do not have the English level required to answer this type of questions. This was the survey: (Annex 3) From the survey some interesting data were obtained, beginning with observing the amount of pupils who were familiar with watching films or series in English at home: Figure 2: Watching movies/series in English at home before intervention As it can be observed, less than half of the pupils (46%) were used to watch films and series in English at home, some of them in specific moments and a significant percentage (21%) usually do it always or almost always, which might mean that it is a routine that their parents have implemented previously at home. It will be interesting to observe how these percentages change after the intervention during a few months (from February to May). But before observing the results after the intervention, it will be also interesting to analyse how pupils answer to the amount of screentime they have: 13; 54% 2; 8% 4; 17% 4; 17% 1; 4% Watching movies/series in english before intervention Never Rarely Sometimes Almost always Always 29 9. REFERENCES: Arango, V. D., & Bermúdez, D. M. (2018). LOS RECURSOS Y EL ESTUDIANTE: LOS MEDIOS AUDIOVISUALES EN EL APRENDIZAJE DEL INGLÉS. Obtenido de https://repository.upb.edu.co/bitstream/handle/20.500.11912/4348/Los%20recur sos%20y%20el%20estudiante.pdf?sequence=1&isAllowed=y Ariza, M. C. (July de 2004). Translation Journal. Obtenido de https://translationjournal.net/journal/29movies.htm#:~:text=In%20France%2C% 20Germany%2C%20Italy%20and,Norway%2C%20Portugal%2C%20and%20S weden Atmowardoyo, Weda, & Sakkir. (2021). Learning Strategies in English Skills used by Good Language Learners in Millennial Era: A Positive Case Study in Universitas Negeri Makassar. ELT Worldwide: Journal of English Language Teaching, págs. 30-31. Banani, D. S. (s.f.). The need of listening comprehension in the teacher. Obtenido de https://www.iasj.net/iasj/download/0a55db180e862177 Common European Framework of Reference for Languages: Learning, Teaching, 2001 Assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge, 2001 D.Fisher, & N.Frey. (April de 2011). Using videos and film in the classroom: Engaging the adolescent mind. International Reading Association, págs. 1-10. Obtenido de http://celi.olemiss.edu/wp content/uploads/sites/7/2014/01/Video_and_Film_FINAL.pdf Decreto por el que se establece el currículo y se regula la implantación, evaluación y desarrollo de la Educación Primaria en la Comunidad de Castilla y León (Decreto 26/2016, de 21 de julio). Boletín Oficial de Castilla y León, n.º 142, 2016, 25 de Julio. Retrieved 9th February 2022, from https://www.educa.jcyl.es/es/resumenbocyl/decreto- 26-2016-21-julio-establece-curriculo-regula-implant Devlin, K. (13 de July de 2015). Pew Research Center. Obtenido de https://www.pewresearch.org/fact-tank/2015/07/13/learning-a-foreign-language- a-must-in-europe-not-so-in-america/ 30 Hanley, J., & Herron, C. A. (1992). Hanley, J., & Herron, C., A. (1992). Using video to introduce children to a foreign culture. Foreign Language Annals, 25, 419-426. ACTFL. Pezdek, K., Lehrer, A., & Simon, S. (1984). The Relationship between Reading and Cognitive Processing of Television and Radio. Wiley. Pilco, T. (2014). Los recursos audiovisuales y el aprendizaje del idioma inglés en los estudiantes del centro de idiomas San Marcos. San Juan de Lurigancho, Perú. Saehu, A. (December de 2016). AN OVERVIEW OF TEACHING LISTENING IN ISLAMIC. Jurnal Pendidikan Islam, págs. 451-456. Vaäzkz, D. O. (6 de October de 2012). Slideshare. Obtenido de https://es.slideshare.net/danilavsky/vygotsky-and-language- development#:~:text=%EF%82%98%20Language%20is%20a%20social,growth %20between%20thought%20and%20language Vandergrift, L. (2004). 1. LISTENING TO LEARN OR LEARNING TO LISTEN? Annual Review of Applied Linguistics, 24, 3-25. doi:10.1017/S0267190504000017 Zukang, J. (1999). The Study of Second Language Acquisition. Beijing: Foreign Language Teaching and Research Press. 31 10. ANNEX Annex 1 Name of the series/film Platform Topic relation Synopsis Cover and link Miraculous: Tales of Ladybug & Cat Noir Netflix Disney + Movistar + Animals and feelings Follow the adventures of Marinette, a 14-year-old girl with superpowers, and Adrien, a young model who is the son of fashion king Gabriel Agreste. Mr. Bean Amazon Prime Youtube Multiple topics An English comedy with the actor Rowan Atkinson as the main character. Billy Elliot Movistar + Sports and values The life of Billy, the son of a miner in the North of England, changes the day he discovers the fascination of ballet and his excellent skills to excel in it. He decides to change his boxing classes for dance sessions. 32 Sonic Boom Netflix Hobbies and activities The adventures of Sonic the Hedgehog and his friends against the evil Dr. Eggman. Geri´s Game Disney+ Youtube Chess An old man plays a chess match, but he does not have an opponent Jake and the neverland pirates Disney + Pirates and materials Jake and his friends, Izzy and Cubby, lead a group of pirates on adventures in Never Land. 33 Annex 2: 34 Annex 3: 35 Annex 4: About the unit/ Where this unit fits Introduction: This unit is planned for the 2.º Year of Primary Education, between April 29th and May 20th. It will involve contents from Natural Science, Arts and Literacy and will have create a pirate boat as its final task. To plan this Unit, I have focused on different documents, such us: • ORDEN EDU/519/2014, de 17 de junio, por lo que se establece el currículo y se regula la implantación, evaluación y desarrollo de la educación primaria en la Comunidad de Castilla y León. • Common European Framework of Reference for Languages. Context: Our school is located in the centre area of the city of Palencia. It´s a bilingual school and in it´s bilingual program it includes 5 hours of classes in English per week across different subjects like Science, English and Arts and Crafts in 2nd grade. The expectations in relation to the English level are high, on the other hand, the expectation about the teamwork which is proposed in this unit aren´t that high. The reason is that these group is not used to work with teamwork since the beginning of covid pandemic. That´s the reason why we will focus on some concepts such as the team roles or silence management. 36 Specifically, this unit will be developed in a class from 2.º Primary Year in which kids are 7-8 years old. This class has 25 pupils, and it is part of a double line, which means that there is other group of 2.º Year working parallel. Justification: The Unit plan consist of 9 main sessions across four weeks. Most of the time we will be using Science timetable for this unit, but if it is necessary, we will take some time from Arts and English subjects. One of the most important parts of the unit will be to improve their teamwork, highlighting the four roles in each group and having them in a visible part of the classroom so they can check them. These are the roles: ● Organiser: He/she should perform the following functions: • To control the time to make the activities. • To check that everything is clean and tidy in order to work. • To supervise that the entire group works equally. ● Secretary: He/she should perform the following functions: • To collect the material of the group. • To write what needs to be written about group work and activities. • To record on the record sheet. 37 ● Coordinator: He/she should perform the following functions: • To organize the team's work. • To create a good climate to work. • To mediate in conflicts that may come up. • To get that the group works without exceeding the noise level. ● Speaker: He/she should perform the following functions: • To find the information necessary to carry out the activities. • To ask the teacher the questions that the group has. • To communicate the team decisions and their answers. Contents: Natural Science: • Distinguish between different types of materials. • Discuss and analyse what things are made of. • Understand the concept that materials have distinct properties. 38 • Identify the difference between mass and volume. • Explore the differences between homogeneous and heterogeneous mixtures. Identify the differences between heterogeneous and homogeneous materials • Distinguish between different states of water. • Understand that materials change. • Discuss specific uses for different materials. • Identify properties of different materials. Competences: • Learn to learn: Pupils learn new methods for acquiring knowledge and information through experiments • Sociolinguistic competence: Pupils´ communicate in their teams and in the big group • Basic competence in Science and Technology: Pupils will learn steps from the scientific method applying them • Social and civic competence: Pupils must be respectful with each other, not only in the classroom, also when they leave it, being in the playground or walking on the street. 45 a pirate quiz about the contents worked in this lesson. The lesson will finish watching a tv series which has relation with pirates and contents from the unit. Watching the series, pupils will be asked questions about what they are watching and about what they have learned in the lesson. If the answer correctly, they receive a chocolate coin. 6 • Identify the difference between mass and volume. • Carry out a hands-on experiment. • Be part of the teamwork • Manipulate different materials so they can see their properties • Respect their team roles • Participate answering questions Teacher will explain the differences between mass and volume with some examples. Afterward, pupils will complete a sheet in which by groups they will use “< or >¨ comparing two objects and manipulating them using a weighing scale. Sheets will be observed in order to see if any of the groups has had any problem with the concepts of mass and volume. Watching the series, pupils will be asked questions about what they are watching and about what they have learned in the lesson. If the answer correctly, they receive a chocolate coin. 46 The lesson will finish watching a tv series which has relation with pirates and contents from the unit. 7 • Discuss specific uses for different materials. • Recap contents from the unit • Drawing As part of the recap for this unit exam, pupils will spend Arts class creating by groups the final task (a pirate boat). Groups will have time to create sails and part of the boat. All of them must include drawings and words in relation with vocabulary and contents of the unit and pirates. When the groups finish their parts, they will be asked to go outside and craft the boat. Observation to see if pupils have understood the properties of materials, choosing those which will craft the pirate boat. Watching the series, pupils will be asked questions about what they are watching and about what they have learned in the lesson. If the answer correctly, they receive a chocolate coin. 47 The lesson will finish watching a tv series which has relation with pirates and contents from the unit. 8 • Recap contents from the unit • Recap contents from the unit • Work by teams • Apply their knowledge Pupils will do a quiz as a recap. When the s pupils answer correctly, they will leave the classroom in order to add plastic bottles to the pirate boat so it can float. The hole class will go to a small pond next to the school so they can check if the pirate boat floats. The lesson will finish watching a tv series which has relation with pirates and contents from the unit. Observation to see if pupils have understood the properties of materials, choosing those which will craft the pirate boat. Watching the series, pupils will be asked questions about what they are watching and about what they have learned in the lesson. If the answer correctly, they receive a chocolate coin. 48 9 • Test Pupils’ knowledge will be evaluated using the app Plickers answering multiple choice questions about this Science Unit. 15 questions, all of them with the same value.