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MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 0 CHAPTER 3: APPENDIXES 1ST APPENDIX: DIDACTIC UNIT: SUBJECT: DESIGNING, ORGANIZING AND DEVELOPING ACTIVITIES TO TEACH ENGLISH. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 1 DIFFEREnt CULTURES DIDACTIC UNIT DESIGNING, ORGANIZING AND DEVELOPING ACTIVITIES TO TEACH THE ENGLISH LANGUAGE MÁSTER UNIVERSITARIO EN PROFESRADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA AUTORA: ADRIANA POTRONY CIUDAD CURSO 2011-2012 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 2 INDEX CONTEXTUALIZATION ………………………………………………………………………………………………………3 AIMS .......................................................................................................................................... 4 CONTENTS ............................................................................................................................... 4 METHODOLOGY ..................................................................................................................... 5 RESOURCES ............................................................................................................................. 5 ASSESSMENT CRITERIA ....................................................................................................... 6 EVALUATION CRITERIA ....................................................................................................... 6 ASSESSMENT TOOLS ............................................................................................................. 7 OBSERVATION RUBRIC FOR THE DAILY NOTE BOOK ......................................... 7 OBSERVATION RUBRIC FOR THE TRAVEL BROCHURE ....................................... 7 OBSERVATION RUBRIC FOR THE WRITINGS IN THE EXAM ............................... 8 LESSON PLANS ..................................................................................................................... 10 LESSON 1: ..................................................................................................................... 10 LESSON 2: ..................................................................................................................... 11 LESSON 3: ..................................................................................................................... 13 LESSON 4: ..................................................................................................................... 14 LESSON 5: ..................................................................................................................... 16 LESSON 6: ..................................................................................................................... 17 LESSON 7: ..................................................................................................................... 18 LESSON 8: ..................................................................................................................... 19 MATERIALS ........................................................................................................................... 20 SELF-ASSESSMENT ............................................................................................................. 42 CONCLUSIONS TO THE LEARNING UNIT ...................................................................... 42 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 3 CONTEXTUALIZATION CHARACTERISTICS OF THE INSTITUTIONAL CENTRE The institutional centre is a high School that is situated in an urban neighborhood in Zaragoza CHARACTERISTICS OF THE CLASS: Is group of 25 students from the third year of ESO in which there are some students with lower level of the language. SOCIO-CULTURAL CONTEXT In this high school the predominant social class is the middle class. CONTEXTUALIZATION WITHIN THE OFFICIAL ORDER: law of the 3rd of May 2008, by the “Consejera de Educación, Cultura y Deporte” by which the curriculum of the teaching of languages in the intermediate level is approved for the community of Aragon JUSTIFICATION This didactic unit is going to deal with the topic of the different cultures that exist around the world with the purpose of making the students be aware with some of the main differences that there exist between the different cultures and also with the fact that they have to respect all the cultures because any cultures is better or more important that the others, they are just different. Didactic unit: DIFFERENT CULTURES In this didactic unit I am going to deal mainly the linguistic competence because we are going to deal with the learning of new vocabulary referring to the topic of different and new cultures. Another competence that I am going to work in this didactic unit is the learning to learn competence because the students are going to asks to prepare several things at home before coming to class (for example some compositions) and they will have to keep this homework in a notebook. Other competence that I will work with this didactic unit is the one of autonomy and personal initiative because the students have to be able to solve the problems they can find in the process of teaching and learning by their own and the last competence that I will work with this learning unit is the one of the treatment of the information and new technologies because we will realize a interactive quiz at the end of the didactic unit. Throughout the entire didactic unit we will work the moral values because, in my opinion, we should teach our students to be respectful with other cultures. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 4 AIMS The student at the end of this learning unit will be able to:  Understand and use correctly and in different written and spoken context the different forms of the verbal tense present perfect with the particles for, since and how long…?  Memorize and make a correct use of the forms of the modal verbs should, shouldn’t and must.  Give advices in written and spoken form using the structure you should…, you should not or you must…  Read and understand simple oral texts dealing with the topic of different cultures.  Understand and use correctly the vocabulary referring to different types of houses and how to describe them.  Know and respect the different aspects of different cultures. CONTENTS  GRAMMAR CONTENTS - Present perfect for unfinished past with for, since and how long…? - Should, shouldn’t or must  Vocabulary contents - Describing your own home. - Things you should or you shouldn’t do when travelling to a foreign country.  Written expression - Write a little travel brochure in which you have to give advice to the rest of the people of what you should or shouldn’t do when traveling abroad. - Write little text in which they describe their own house. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 5  Aural expression and comprehension - Role play in which each one of the members of the couple plays the role of a person a different country (Spanish and British) and they have to establish a conversation giving advices to each other of what you should or shouldn’t do when you are going to travel to other country. - Understanding of an aural text of a conversation of an Italian girl asking for advice to a British friend in order to know how to behave in a dinner with her British boyfriend’s family. METHODOLOGY The methodology that I have decided to use is going to focus from a communicative of expositive approach because, from my point of view, I think that this approach is the most effective when teaching your students although sometimes, and if it is required by the lesson or by the group, I will be willing to use any other ways of transferring the information to my students. As far as the groupings in the class are concerned, the one I am going to use the more is the one of the homogenous grouping because with this king of groupings the students can help each other although this kind of grouping is not going to be the only one that I am going to use in my classes. RESOURCES - Text books - Photocopieshandout - School material for the realization of the travel brochures - Computer room - a computer with a DVD/CD player to play the listening MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 6 ASSESSMENT CRITERIA  The student shows understanding, through aural and written expression, of the form and the uses of the present perfect tense with the particles for, since and how long…?.  The student shows understanding, through aural and written expression, the form and the uses of the modal verbs should (shouldn’t) and must.  The student is able to understand simple and short written and aural texts that deal with the topic of what is typical in other cultures.  The student is able to write simple and short texts dealing with what you should or you shouldn’t do when you travel to other country within a travel brochure.  The student understands and uses the vocabulary referring to describing your house or describing a place in the right way. EVALUATION CRITERIA - 30% Written exam at the end of this didactic unit that will deal with the grammar, the vocabulary, understanding of a short written text dealing with different topics and the writing of two different compositions. - 20 % Daily notebook in which the students take notes of what is written on the blackboard (grammar and vocabulary), do their homework and make the little compositions that I will be asking them to write. Cleanliness and clear handwriting will be taken into account. - 20% Elaboration of a travel brochure of a foreign country in which you have to write the most important information about the country, pictures of the most important places to visit in the country you have chosen and some advices for the people that are going to the country for the first time using the forms should or shouldn’t, the present perfect tense and the vocabulary that we have learnt in this. Originality will be taken into account. - 20% Listening with questions. - 10% Attitude and participation in class. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 7 ASSESSMENT TOOLS OBSERVATION RUBRIC FOR THE DAILY NOTE BOOK yes no Is it complete? Does it have all the activities? (1p) Cleanliness (0,5p) Clear handwriting ( 0,25p) Well organized (0,25p) OBSERVATION RUBRIC FOR THE TRAVEL BROCHURE Excellent Very good Good Fair Poor 1.Information included The information it includes is very relevant and important for the tourists. The information included is more or less important and relevant. The information included is somehow important or relevant. The information could be important when travelling to any country not only to the one you have chosen. The information included is not important or relevant at all. 2. Pictures There are pictures of all the most important places to visit in the country and mentioned in this brochure. There are pictures of most of the things to visit here in this country and mentioned in your travel brochure. There are pictures of at least the half of them most important things to visit in this country. You brochure at least includes at least pictures of five of the most important things to visit in this country. There aren’t pictures of any of the things to visit in this country 3. Advices using forms of the The advices written in your brochure are very useful The advices written in your brochure are more or You advices given in this brochure are somehow good The advices written in this brochure are good and useful The advices included are not useful at all. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 8 modal verbs should/shouldn’t or must for the tourist. less useful for the tourists. and useful for tourists. but could be improved. 4. Present prefect You use present perfect in all the advices written in this brochure. You use present prefect in most of the advices written in your brochure. At least half of the advices included here are written using the present perfect. At least you use present perfect in five of the advices written in your travel brochure. You don’t use present perfect in any of the advices included in your travel brochure. 5. Vocabulary required You have included all the new words in your brochure. You include more or less all the new words in this brochure. Half of the new words learnt in this unit are included in your brochure. At least ten of the new words are included in your travel brochure. You haven’t used any of the new words in your brochure. 6. Originality Your brochure is very original. You have created everything in your own. Although you have taken information from many places and sources your travel brochure is original. You have copies the ideas and the structure from other sources and you have joined them to create you brochure. Your brochure is somehow original although it could be improved. Your brochure is not original at all. You have copied it all from the internet. OBSERVATION RUBRIC FOR THE WRITINGS IN THE EXAM Excellent Very good Good Fair Poor 1.Information included (topic adjusted) The ideas included in your writing are very good and adjust to the topic. Easy to follow. The ideas in your writing are very good although not all of them adjust to the topic. Your ideas are clear but none of them adjust to the topic of the writing. You could have taken into account other things. Your ideas are not clear. Your ideas are not clear and they don’t adjust to the topic of the writing at all. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 15 Teacher actions and classroom management Tell them what they have to do and write their ideas on the blackboard Tell them what they have to do and solve any doubt they may have while reading the sentences and listening to the conversation. Tell them what they have to do and give them some time for them to check if the answers that they have given to the previous exercise are right or not. Expected learning outcomes The SS are supposed to know many differences between these two cultures The SS are supposed to know some of the answers if they have already been in Scotland or England before. The SS already know the forms and the use of the modal verbs should or shouldn’t. Materials and resources Text book Text book Text book Timing 20’ 15’ 15’ Assessment and feedback The T will correct their pronunciation while they are talking and telling the differences. Once they have said if each one of the answers is true or false the teacher will play the listening while they are reading the script so that they can check their answers. Once they have the answers of the previous exercise the T will say the number of the lines in which they can find a form of the modal verb should or shouldn’t. Evaluation of the teaching and learning process: the lesson plan will work if all the students understand the oral text and know how to do the activities related to it. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 16 LESSON 5: The learning goal of this lesson is to practice the modal verbs should/shouldn’t or must. 1 2 3 4 Activities Complete the rule. Complete the sentences using should + a verb Write about the people in the pictures using a pronoun + shouldn’t + so... Choose the correct form of the modal verb must to complete the following sentences. How are they going to be carried out Individually Individually Individually individually Teacher actions and classroom management Tell what to do and solve any doubt they may have. Explain them what they have to do and sort out any doubt they can have. Tell what they have to do and sort any doubt they may have Tell them to read the sentence and the different options and solve any difficulty they may have. Expected learning outcomes The SS are supposed to perfectly know how to complete the rule. The SS should know how to complete the sentences because of their previous knowledge. The SS are supposed to know how to write the sentences because of their previous knowledge. The students should know how to complete the sentences because of their previous and background knowledge. Materials and resources Photocopy provided by me (annex 5 activity a) Handout provided by me (annex 5 activity b) Photocopy provided by me(annex 5 activity c) Handout provided by me (annex 5 activity d) MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 17 Timing 8’ 10’ 5’ 17’ Assessment and feedback Once they have completed the rule I will asks one of them to write the rule on the blackboard and I will ask the rest of the class if they agree with the rule. Once they have completed the sentences they will have to read one sentence each. Once they have written the sentences they will have to read the sentences whenever I say their names. Once they have completed the sentences I will give them the correct answers and they will have to check if they are right or not. Evaluation of the process of teaching and learning: the lesson plan that I have prepared will work if all the students know how to use the modal verbs should/ shouldn’t or must in different forms and contexts. Homework: prepare some sentences at home giving advices of what you should or you shouldn’t do in your live in general. They will have to read them aloud in front of the rest of the people in the class. LESSON 6: The learning goal of this activity is to carry out a project by using the ICT (new technologies). 1 Activities Create a travel brochure How is it going to be carried out In groups Teacher actions and classroom management T organizes the groups and tells then the instructions to create this travel brochure MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 18 Expected learning outcomes The SS are supposed to know what a travel brochure is, its main parts and the vocabulary they have to use to create it. Materials and resources Books, and new technologies (computers...), handout with the instructions they have it follow. Timing 50’ in class but they will have a whole week to give it to me. Assessment and feedback The SS will swap the travel brochures (peer assessment) and then I will correct them and give a mark that will count on the final mark of the subject. Evaluation of the process of teaching and learning: This lesson plan will work if the students do the brochures in the right way, following my instructions. Homework: look for information about the country you have chosen on the net in order to write your travel brochure. LESSON 7: Learning goal: practice the speaking skill and the spoken interaction 1 2 Activities Prepare a dialogue with whoever is sat next to you. Prepare a debate with the people in you group to support one of the two ways of eating. How are they going to be carried out In pairs In groups Teacher actions and classroom management T organizes the class in pairs and gives each one of the members of the pair a role. T divides the SS in two big groups and them chooses one of the members to be the president of each team and guide the debate. Expected learning outcomes The SS are supposed to know how to use the structure of the modal verbs should/shouldn’t or must The SS are supposed to know many arguments in order to defend the way of eating in this country and how to take turns. Materials and resources The photocopies in annex 7 (activity a) Blackboard (to write some clues to organize the debate) MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 19 Timing 20’ 30’ Assessment and feedback T will correct each one of the exams and given them a mark. T guides the debate and corrects the mistake at the moment while they are talking. LESSON 8: Exam 1 Activities Final exam How are they going to be carried out Individually Teacher actions and classroom management Control the exam Expected learning outcomes The SS are supposed to know how to answer the questions in the exam. Materials and resources Exam paper Timing 50’ Assessment and feedback T will correct each one of the exams and given them a mark. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 20 MATERIALS Annex 1 vocabulary Lesson 1: homes and buildings ACTIVITY A: PUT THE NAMES IN THE CORRECT PICTURE Detached house – semi-detached house – flat – terraced house MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 21 ACTIVITY B: INT HIS PICTURE WIRTE THE FOLLOWING WORDS IN THEIR RIGHT PLACE Front garden – front door – roof – garage – drive – window ATTENTION TO DIVERSITY: In these first two activities I will the people who have a lower level of English by giving them the beginning and the end of each word. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 22 ACTIVITY C: WRITE DOWN FOUR MORE POSITIVE THINGS AND FOUR MORE NEGATIVE THINGS THAT YOU COULD SAY ABOUT YOUR HOUSE OR FLAT OR THE ROOMS IN A HOUSE OR FLAT. Positive things Negative things Example: the rooms are very light Example: the rooms are very dark ACTIVITY D: ANSWER THE FOLLOWING QUESTIONS ON YOUR OWN AND THEN DISCUSS THE ANSWERS WITH YOUR PARTNER. 1. - Do you live in a house or in a flat? 2. - If you live in a flat, what floor is it on? 3. - If you live in a house, do you have a garden? 4. - Does the house/flat belong to you (or your family), or do you rent it? 5. - Do you have your own garage or personal parking space? 6. - Would you describe your house/flat as dark or light? 7. - Is it noisy or quiet? 8. - Do you have central heating? ATTENTION TO DIVERSITY: For the students with lower level of the language I will give some clues and some help in order to answer some of the questions. Ex: 2. - it is on the second, fourth (ordinal numbers) And I would revise the structure of short answers with them. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 23 ANNEX 2: READING LESSON 2: HOME SWEET HOME TEXT A: Luke LUKE: I live in an opal mining town called Coober Pedy, in Australia. It’s in a desert, about 850km north of Adelaide, the nearest city. I lived in Adelaide for seven years before I moved to Coober Pedy, but I prefer living here. The strange thing about this town is that 80% of the people live underground. This is because it’s usually over 50 degrees in the summer and below freezing in winter. But the best thing about these underground houses is that it’s always about 25 degrees, so we don’t need air conditioning or central heating. My family and I have lived in this house for five years. It’s just like a normal house-but without any windows! MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 24 TEXT B: Bridget BIRDGET: I live on a houseboat on the river Seine with my husband, Alain, and our daughter, Isabel. I met Alain eight years ago when I was on holiday here in Paris- I’m from Ireland originally, you see. We’ve been married for six years and I’ve lived here since our wedding day. The boat has got everything we want – a kitchen, a big living room, two bedrooms, a bathroom, central heating and a small garden. Alain has lived on this boar since 1995 – he never wants to live anywhere else and neither do I. The best thing about our home is that it moves. We can leave tomorrow and go anywhere we want. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 31 Example: when you play tennis, you should watch the ball 1. - It’s late and you are tired. ______________________ to bed. 2. - _______________________ plenty of fruit and vegetables. 3. - If you have time, __________________ the science museum. It’s very interesting. 4. - When you are driving, ______________________ a seat belt. 5. - It’s too far to walk from here to the station ______________________ a taxi. Attention to diversity: for the students with lower level of the language I will give them the definition of each of the verbs. ACTIVITY C: WRITE ABOUT THE PEOPLE IN THE PICTURES. USE A PRONOUN + SHOULDN’T + SO. 1.____________________________ 2._____________________________ THEY WATCH TV TOO MUCH HE EATS TOO MUCH MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 32 3. ___________________________ 4________________________________ ACTIVITY D: CHOOSE THE CORRECT FORM OF THE MODAL VERB MUST TO COMPLETE THE FOLLOWING SENTENCES. 1 You ______ to drive. The journey by bus takes too long. must learn must be mustn't lose 2 We're very busy. You will have to wait. You ______ patient. must hurry must help must be 3 It's important to talk to Caroline. You ______ to her. must speak mustn't go mustn't tell 4 This is a secret. You ______ anyone. must meet must wash mustn't tell 5 You are very ill. You need to rest. You ______ from the house for the next five days. must learn must be mustn't move HE WORKS TOO HARD HE DRIVES TOO FAST MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 33 ANNEX 6: ICT LESSON 6: ICT AND WRITTEN EXPRESION ACTIVITY A: IN GROUPS OF THREE LOOK INFORMATION ON THE INTERNET ABOUT A COUNTRY YOU CHOSE AND MAKE A SHORT TRAVEL BROCHURE INCLUDING WHAT YOU SHOULD OR YOU SHOULDN’T DO IF YOU TRAVEL TO THIS COUNTRY. Here you have some instructions for you to follow when realizing your brochure. In this part of the work we will focus on providing students with a set of simple guidelines taking into account that they may know how to develop a travel brochure about the most significant things you must visit in the country they have chosen For processing and subsequent implementation students may consult information in other tourist guides they find in a tourist office or at home with some travel advices and they may have to do with your family or classmates. 1. - Although you may consult other brochures to provide some help creativity and originality will be taken into account. 2. - Must include photographs of historic buildings and thinks you can visit that want to promote foreign people coming to come to see the country. Pictures can be downloaded from the internet. 3. - Collect data; get the features and the most important data (typical food, weather, greetings etc). 4. - After collecting all data put pictures in your tourist brochure and organize all information and photos in order to make a clear and organized brochure. 5. - In the first side of the brochure you will have to include the name of the country, a picture of something that refers to the country you have chosen and the name or names of whoever made the leaflet 6. - At the end of the booklet will include some assessment tools in order to know if the travel brochure has been useful. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 34 ANNEX 7: SPEAKING AND SPOKEN INTERACTION LESSON 7: “GIVING ADVICES” ROLE PLAY AND DEBATE ACTIVITY A: MAKE A ROLE PLAY WITH WHOEVER IS SITTING NEXT TO YOU. CHARACTER A CHARACTER B YOU ARE A SPANISH CITIZEN AND YOU MET A BRITISH PERSON THAT WANTS TO COME TO SPAIN TO DO SOME SIGHTSEING. GIVE ADVIDES TO THIS BRITSH TOURIST USING SHOULD/SHOULDN’T OR MUST YOU ARE A BRITISH CITIZEN AND YOU MET A SPANISH PERSON THAT WANTS TO COME TO BRITAIN TO DO SOME SIGHTSEING. GIVE ADVIDES TO THIS BRITSH TOURIST USING SHOULD/SHOULDN’T OR MUST CHARACTER A CHARACTER B MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 35 ACTIVITY B: DEBATE: DEBATE ABOUT THE MAIN DIFFERENCES BETWEEN THE FOOD AND THE MEAL TIMES IN THE MEDITERRANEAN CULTURE AND THE BRITISH CULTURE. Students were given some clues and they had been given some minutes to join in their group in order to discuss the topic. Mediterranean diet British diet - healthy diet -lunch around 14:00 - dinner at 21: 00 or 21:30 - complete dinner - not good to ear on the streets - not-healthy diet (hamburgers, pizzas...) - lunch at around 12:00 or 12:30 - dinner at around 17:30 or 18:00 - a sandwich for dinner - they eat on the streets Once they have talked and discussed their ideas I choose one person to be the speaking person for each group and they will start the debate monitored by me. The feedback was given to the students while they are speaking. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 36 ANNEX 8: FINAL EXAM LESSON 8: ASSESSMENT OF THE LEARNING PROCESS WRITTEN COMPREHENSION ---/16 FIRST TEXT: ---/10 Culture shock! If you plan to go abroad this year, travel writer Neil Palmer would like to give you some advice on things you should and shouldn’t do around the world. Body language Travelers enjoy meeting new people, but sometimes you can be rude without saying anything. In Russia, for example, you shouldn’t shake hands in a doorway, and in Thailand you must never touch people’s heads or point your feet at anyone. When the Japanese meet new people they like giving business cards – but you need to read the card carefully, not just putting it in your pocket. And never blow your nose in public in Japan – people think that’s disgusting. Eating out In restaurants in China you should always try to leave some food on your plate, but it’s OK to start smoking before other people finish eating, which is very rude in England. If you’re in India, don’t forget to eat with your right hand – the left hand is “dirty”. Also don’t leave empty bottles on the dinner table in Russia – That’s bad luck. In the home If you’re travelling in Asia, someone might invite you to visit them at home. If so, don’t forget to take off your shoes. And if you visit and Arab family’s home remember that it’s polite to drink three cups of coffee. Also try not to admire anything valuable because your Arab host will feel he should give it to you as a present. With so much to think about, it’s not surprising many people prefer going on holiday in their own countries – or you might decide to stay at home! MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 37 Activity 1: answer true, false or doesn’t say According to the text: True False Doesn’t say 1. You shouldn’t shake hands In a doorway in Russia. 2. In Thailand you should open a present when you get it. 3. If a Japanese person gives you a business card, you should put it in your pocket immediately. 4. You shouldn’t give your Turkish host red flowers. 5. In China you shouldn’t leave any food on your plate 6. You should give presents in China with one hand 7. If you admire something in an Arab person’s home, they feel they should give it to you. 8. It is OK to blow your nose in public in Japan. 9. In Thailand it’s OK to point your feet at someone 10. In most Asian countries you must take off your shoes when you enter someone’s home. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 38 SECOND TEXT: ---/6 PARTS OF THE HOUSE I live in a big (1) _______ next to another family. In the outside there is a (2) ________ where we park our car and a path for it called (3) _______. The house is divided in two floors. Each one of the floors has several (4) _________. At the front of my house there is a (5) __________ where my mom plants flowers and trees and a (6) _________ to enter inside. Activity 2: put these words in the right in the text above Drive – front door –garage – front garden – semi-detached house – windows MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 39 ORAL COMPREHENSION ---/19 Text only for the teacher. It will not be given to students Hello. My name's Craig. I live in Valencia, Spain with my lovely lady, Angeles, and we live in a flat. Erm… our flat has four rooms, no garden, but we have a balcony and a lovely view of the sea. There are only the two of us living in the flat, and we have some lovely furniture, a wooden desk and a computer. We don't have a television. There's a big bed, and a small bed in the spare room. I like it because there's a breeze from the sea, and it's also very cheap. Activity 1: say if these sentences are true or false True False 1. Craig lives in a house 2. There are four rooms 3. There is a balcony. 4.It isn't possible to see the sea 5. There are three beds. 6. It is expensive to live there. Activity 2: answer the questions 1. Who lives with Craig? 2. What can they see from the balcony? 3. What furniture do they have? 4. Where's the small bed? 5. Why does Craig like living there? MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 40 Activity 3: complete the text with the words that you hear in the listening Hello. My name's Craig. I live in Valencia, Spain with my lady, Angeles, and we live in a . Erm… our flat has four rooms, no , but we have a balcony and a lovely view of the sea. There are only the two of us living in the flat, and we have some lovely , a desk and a computer. We don't have a television. There's a big bed, and a small bed in the room. I like it because there's a from the sea, and it's also very . WRITTEN EXPRESSION ---/14 TOPIC 1: (50 to 80 words) “TELL YOUR OWN EXPERIENCE WITH OTHER CULTURES. DO YOU THINK IT IS IMPORTANT TO TAKE OTHER CULTURES INTO ACCOUNT? WHY? WHY NOT?” (USE PRESENT PERFECT AND SHOULD OR SHOULDN’T) ______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 47  Help learners to feel at ease Most language learners benefit from feeling at ease, but they lose opportunities for language learning when they feel anxious, uncomfortable or tense. Taking this into account, it can be said that materials can help learners to feel at ease in several ways: - Students feel more comfortable with material with lots of white space. - Learners are more at ease with texts and illustrations that they can relate to their own culture because they feel closer to this kind of materials. - Students are more relaxed with materials which try to help them to learn than they are with materials which are always testing them. Feeling at ease can also be achieved through:  A “voice” which is relaxed and supportive. (This is most important one).  Content and activities which encourage the personal participation of the learners.  Materials which relate the world of the book to the world of the learner.  The absence of activities which could threaten self-esteem and cause humiliation.  Help learners to develop confidence Depending on the author this process of developing confidence can be reached in different ways: According to some authors, through a process of simplification. Some teachers try to help the learners to feel successful by asking them to use simple language to accomplish easy tasks. However, at the end these teachers become aware that what they are doing bears little resemblance to actual language use, that learners are not really using their brains and that their apparent success is an illusion. According to Tomlinson, through activities which try to “push” learners slightly beyond their existing proficiency by engaging them in tasks which are stimulating, which are problematic but which are achievable too. “Relaxed and self-confident learners learn faster” (Dulay, Burt and Krashen, 1982) MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 48  Require and facilitate learner self-investment According to Rutherford and Sharwood-Smith (1988), the role of the classroom and of teaching materials is to aid the learner to make efficient use of the resources in order to facilitate self-discovery. Besides, learners usually profit most if they invest interest, effort and attention in the learning activity. Materials can help them to achieve this by providing them with choices of focus and activity, by giving them topic control and by engaging them in learner-centred discovery activities. Tomlinson mentions that there are several ways of doing this: - Getting learners interested in a written or spoken text, getting them to respond to it globally and affectively and then helping them to analyze a particular linguistic feature of it in order to make discoveries for themselves. - Involving the learners in mini-projects and giving them responsibility for making decisions at about which texts to use and how to use them.  Expose the learners to language in authentic use In the first place, it can be said that exposure to authentic use of the target language is necessary but not sufficient for the acquisition of that language. In any case, materials at all levels should provide frequent exposure to authentic input which should be rich in features which are characteristic of authentic discourse on the target language, and which should be varied in style, mode, medium and purpose. The materials should also stimulate learner interaction with the input rather than just passive reception of it. This does not necessarily mean that the learners should always produce language in response to the input; but it does mean that they should always do something mentally or physically in response to it. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 49 In order article written also by Tomlinson we can read that: “it has been argued that explicit teaching of language through contrived examples and texts helps the learners by focusing their processing energies on the target feature, and this is what most course books typically do”. However, we can also read that many researchers argue that this over-protects learners and does not prepare them for the reality of language use outside the classroom. Day (2003) attacks what he calls the cult of authenticity, saying there is no empirical evidence that authenticity facilitates language acquisition, and citing evidence that learners find authentic texts more difficult that simplified or elaborated texts. In the same article but some lines below we can read that Prodromou (1992) and Trabelsi (2010) stated two important ideas which should be taken into account: what might be authentic for one location (or for one learner) might not be authentic for another; and it is not the text or the task which is authentic but the learner’s interaction with it. For Tomlinson, an authentic text is one which is produced in order to communicate rather than to teach, and an authentic task is one which involves the learners in communication in order to achieve an outcome, rather than practice the language. He also considers that every text that learners encounters should be authentic and that most tasks should be authentic too – otherwise the learners are not been prepared for the reality of language use.  Provide the learners with opportunities to use the target language to achieve communicative purposes Learners should be given opportunities to use language for communication rather than just to practice in situations controlled by the teacher and the materials. Using language for communication involves attempts to achieve a purpose in a situation in which the content, strategies and expression of the interaction are determined by the learners. Ideally teaching materials should provide opportunities for such interaction in a variety of discourse modes ranging from planned to unplanned. Interaction can be achieved through: - Information or opinion gap activities which require learners to communicate with each other and/or the teacher in order to close the gap. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 50 - Post-listening and post-reading activities which require the learners to use information from the text to achieve a communicative purpose. - Creative writing and creative speaking activities such as writing a story or improvising a drama. - Formal instruction given in the target language either on the language itself or on another subject.  Take into account that the positive effects of instruction are usually delayed Acquisition results from the gradual and dynamic process of internal generalization rather than from instant adjustments to the learner’s internal grammar. Students might be able to rehearse the features, to retrieve it from short-term memory or to produce it when prompted by the teacher or the materials, but this does not mean that learning has taken place. Furthermore, in order to facilitate the gradual process of acquisition it is important for materials to recycle instruction and to provide frequent and ample exposure to the instructed features in communicative use. It is equally important that the learners are not forced into premature production of the instructed features and that tests of proficiency are not conducted immediately after instruction.  Take into account that learners differ in learning styles Different learners have different learning styles and this means that activities should be variable and should cater for all learning styles. Styles of learning which need to be catered for in language learning materials include: - Visual - Auditory - Kinaesthetic - Studial - Experiential - Analytic - Global - Dependent - Independent MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 51 Tomlinson adds that a learner’s preference for a particular learning style is variable and depends on what is being learned, where it is being learned, who is being learned with and what is being learned for.  Take into account that learners differ in affective attitudes One implication of these different affective attitudes is “to diversify language instruction as much as possible based upon the variety of cognitive styles” (Larshen-Freeman and Long, 1991) and the variety of affective attitudes likely to be found among a typical class of learners. Ways of doing this include: - Providing choices of different types of text and different types of activities. - Providing optional extras for the more positive and motivated learners. - Providing variety. - Including units in which the value of learning English is a topic for discussion. - Including activities which involve the learners in discussing their attitudes and feelings about the course and the materials. - Researching and catering for the diverse interest of the identified target learners. - Being aware of the cultural sensitivities of the target learners. - Giving general and specific advice in the teacher’s book on how to respond to negative learners.  Maximise learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities A series of activities which require very little cognitive processing usually leads to shallow and ephemeral learning unless linked to other activities which stimulates mental and affective processing. However, a varied series of activities making analytic, creative, and MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 52 evaluative and rehearsal demands on processing capacities can lead to deeper and more durable learning. It is very important that the content of the materials is not trivial or banal and that it stimulates thought and feelings in the learners. It is also important that the activities are not too simple and that they cannot be too easily achieved without the learners making use of their previous experience and their brains. Moreover, the maximization of the brain’s learning potential is a fundamental principle of Lozanov’s Suggestopedia, which engages the learners in a variety of left and right brain activities in the same lesson.  Not rely too much on controlled practice It seems to be very little research which indicates that controlled practice activities are valuable, for instance, Bialystok (1988) says that automaticity is achieved through practice but provides no evidence to support her claim. In addition, it can be said that “controlled practice appears to have little long effect on the accuracy with which new structures are performed” (Ellis, 1990: 192) and “has little effect on accuracy” (Ellis and Rathbone, 1987). However, controlled grammar practice activities are common in many course books and are considered to be useful by many teachers and by many learners.  Provide opportunities for outcome feedback If the language that the learner produces is evaluated in relation to the purpose for which it is used, that language can become a powerful and informative source of information about language use. Thus, a learner who fails to achieve a particular communicative purpose is more likely to gain from negative feedback on the effectiveness of their use of language than a learner whose language is corrected without reference to any non-linguistic outcome. Taking this into account, it is important that language production activities have intended outcomes other than just practising language. Use of new technologies in language-learning materials As Tomlinson says in other section of this article devoted to “the roles of new technologies in language-learning materials” in recent years there have been radical MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 53 developments in the use of new technologies to deliver language-learning materials. In general these technologies have been welcomed because they have a great amount of advantages: Facilitating reading, writing, brainstorming and research. Organizational, pedagogical and learner advantages. Localized adaptation of materials, free source of a variety of authentic texts and opportunities for spoken interaction between learners. Collaborative problem solving activities inside and outside the classroom. Nevertheless, a number of authors have pointed out the dangers of excessive reliance on electronic delivery of materials: Whether Computer Assisted Language Learning (CALL) materials facilitate learning depends on how the technology is implemented (Reinders & White, 2010: 68). Change is so rapid that the resources are bound to be ephemeral and there is a danger of “total capitulation to technology” (Maley, 2011: 392). The multi-tasking, rapidly switching, superficial processing of information might…impair more reflective modes of thinking (Wolf, 2008: 392). According to himself (Tomlinson), new technologies can provide teachers and learners with opportunities of flexibility and choice, and they open up a window on the real world to learners in their classrooms and their homes. However, he is wary of the misuse of new technologies. The future of materials development What Tomlinson thinks that will happen in the future is that materials will increasingly be delivered electronically through computers and smartphones, and that more and more MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 54 institutions and countries will decide that the only way to develop locally appropriate materials is to do it themselves. He concludes the article by saying that he knows that teachers will continue to develop positively as a result of their involvement in materials development, whether as course participants, members of project teams or adapters of materials in their classrooms. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 55 Purpose The purpose of this research project is to know to what extent our students want to learn a second language, which types of materials they use with this aim, and if they agree with the materials/ methodology that the teacher uses in class. As a hypothesis before starting this research we thought that maybe the older students would use more materials because they are more willing to learn the L2 than students in the compulsory secondary education Methods Participants: This research has been carried out in three different educative centres: 1. State assisted school Maria Auxiliadora (Zaragoza) → Second year ESO and the diversification group of the fourth year of ESO. 2. Public high school Ramón y Cajal (Huesca) → First year of Bachillerato of social sciences. 3. Official School of Languages number 2 (Zaragoza) → First Intermediate level. Why have we chosen these groups of students? In the case of the public high school Ramón y Cajal (Huesca), the questionnaires were given to this group of students because they are in a post-secondary level and it is not compulsory education. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 56 In the case of the Official School of Languages number 2 (Zaragoza), this class was chosen because is the one in which Adriana made her teaching practice. In the case of the state assisted school Mª Auxiliadora (Zaragoza), the class of diversification of the fourth year of ESO was selected because is the one in which Sandra made her teaching practice. However, in the class of the second year of ESO, the questionnaire was not completed by the whole class, but by eleven students who where the first ones in ending an English exam they were doing. Materials: In order to carry out our research, we have use a questionnaire which has been divided in the following six sections: 1. Materials used by the English teacher in class. 2. Other resources used outside the classroom (reading) 3. Other materials/resources used outside the classroom (listening) 4. Mass media (radio and television) and cinema. 5. Oral skills (speaking). 6. Real immersion in an English speaking context/ extracurricular activities. Why is this questionnaire valid for use in the study? (Justification) We have decided to separate the two first questions of the first section of the questionnaire because we think they have to be mentioned apart because they have a specific justification. MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 63 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Yes No Don’t know/didn’t answer PowerPoint presentations 4 6 2 Audio recordings 12 0 0 Textbooks/ readings 12 0 0 Videos 8 2 2 Others 6 3 3 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 64 Level: diversification of the fourth year of ESO Yes No Don’t know/didn’t answer PowerPoint presentations 1 9 1 Audio recordings 11 0 0 Textbooks/ readings 11 0 0 Videos 11 0 0 Others 5 1 5 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 65 If other, which ones? EOI Fernando Lázaro Carreter (Zaragoza) Photocopies 5 Speaking 4 Games 4 Dictionary 1 Yes 1 I don’t know 1 No answer 6 Ramón y Cajal high school (Huesca) Music 1 Online magazines 1 Ipod 1 Internet webs 1 Films 1 No 1 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 66 No answer 20 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Films 1 Games 2 Photocopies 2 No answer 2 Level: diversification of the fourth year of ESO Films 3 Pronunciation exercises 2 Songs 1 Films Games Photocopies No answer MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 67 Photocopies 1 No answer 6 QUESTION 2: A) Which other materials would you add? And why? EOI Fernando Lázaro Carreter (Zaragoza) Films 3 e-mail, MP3, What’s app 1 Nothing 1 reading books 1 phonetics 1 listening 2 videos 2 songs 1 No answers 7 Films Pronunciation exercises Songs Photocopies No answer MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 68 Ramón y Cajal high school (Huesca) Movies 7 Songs 3 Games 1 Computers 1 Speaking activities 4 Ipod 2 nothing 1 I don’t know 3 No answers 7 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 69 Games 4 Computers 2 Nothing 3 PowerPoint presentations 1 More videos 1 No answer 1 Level: diversification of the fourth year of ESO Nothing 5 PowerPoint presentations 3 Work group and murals 1 Pronunciation exercises and reading 1 More videos 1 No answer 1 Games Computers Nothing PowerPoint presentations More videos No answer MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 70 B) Which ones would you remove? And why? EOI Fernando Lázaro Carreter (Zaragoza) Handouts 1 The video about Scottish words 1 Nothing 5 No one 3 No answer 7 Ramón y Cajal high school (Huesca) Nothing PowerPoint presentations Group work and murals Pronunciation exercises and reading More videos No answer MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 71 Texts books 1 PowerPoint presentations 2 Nothing 5 I don’t know 2 No answer 16 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Nothing 6 Books 5 PowerPoint 1 Level: diversification of the fourth year of ESO Nothing Books PowerPoint MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 72 Nothing 9 Audio recordings 1 No answer 1 C) Which ones would you change? And why EOI Fernando Lázaro Carreter (Zaragoza) I think the class is very good and full of contains 1 More listening 11 Shorter games 2 No one 1 Nothing 1 No answer 1 Ramón y Cajal high school (Huesca) Texts books 2 Nothing Audio recordings No answer MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 79 Everyday Two or three times a week Once a week Once a month Yes, I do 5 1 0 3 1 No I don’t 12 0 0 0 0 Ramón y Cajal high school (Huesca) Everyday Two or three times a week Once a week Once a month Yes, I do 7 0 3 1 3 No I don’t 19 0 0 0 0 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Everyday Two or three Once a week Once a MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 80 times a week month Yes, I do 1 0 0 0 1 No I don’t 11 0 0 0 0 Level: diversification of the fourth year of ESO Everyday Two or three times a week Once a week Once a month Yes, I do 1 0 0 1 0 No I don’t 10 0 0 0 0 SECTION 3 QUESTION 6: Do you listen to English music? If so, how often? Do you know any English/ American group or English / American singer? EOI Fernando Lázaro Carreter (Zaragoza) Yes / no yes: 17 no: 0 How often? Every weekend: 1 Many times a day: 1 Every day: 12 Yes, once a month No, I don't Yes, once a week No, I don't MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 81 Once a week: 2 Two times a month: 1 Known artist Freddy Mercury Rihanna Tom Jones Lady Gaga Rolling Stones Katy Perry Phil Collins Beyonce Coldplay Sting Madonna Adele Bruce Springsting Ramón y Cajal high school (Huesca) Yes / no yes: 25 no: 1 How often? I don’t know: 1 Sometimes: 1 Every day: 14 Always: 1 A lot of times: 3 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 82 Almost everyday: 3 Every week: 1 Once a week: 1 Known artist Green day Coldplay Black eyed peas U2 Rihanna Eminem Adele Sting David Guetta Michael Jackson Flo-rida Bob Marley Slipknot sun 41 Ozzy Osbourne Beatles Lady Gaga Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Yes / no yes: 10 no: 2 How often? Many times a week: 1 Every day: 3 Always: 4 Not always: 1 No answer: 1 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 83 Known artist Bruno Mars 50 cent Lady Gaga Beyoncé Rihanna The Lemon Tree Tysa Lil Wayne Busta Rhymes Wiz Khalifa Nicki Minaj Tupac Level: diversification of the fourth year of ESO Yes / no yes: 11 no: 0 How often? At the weekend: 1 Almost the whole week: 1 Every day: 6 Usually: 3 Known artist Adele Rihanna Katy Perry Beyoncé Black Eyed Peas Usher Britney Spears Yes No Many times a week Every day Always Not always No answer MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 84 Maroon 5 AC/DC Wiz Khalifa Eminem Lady Gaga David Guetta Twisted sister The Beatles SECTION 4 QUESTION 7: Do you usually watch television in English? If so, how often and what sort of programmes? EOI Fernando Lázaro Carreter (Zaragoza) Yes / no Yes: 13 no: 3 At the weekend Almost the whole week Every day Usually MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 85 How often Every day: 3 Once a week: 4 Three times a week: 2 Once a month: 1 Three times a year: 1 Sometimes: 1 Hardly ever: 1 What types of programmes Cartoons: 1 Films: 9 Documentaries: 1 Soap opera: 1 TV series: 7 Sports: 1 Vaughan: 1 Realities: 2 News: 3 no answer 1 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 86 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 87 Ramón y Cajal high school (Huesca) Yes / no Yes: 20 no: 6 How often When I want to see a chapter a Gossip girl: 1 Everyday: 5 Sometimes: 3 Once or twice a week: 8 Usually: 2 Hardly ever: 1 What types of programmes Series: 9 Sports: 6 Movies: 3 Documentaries: 4 MTV: 3 Ultimate survival: 2 Shows: 1 Comedy: 2 Cartoons: 2 no answer 0 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 88 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Yes / no yes: 2 no: 12 How often Hardly ever: 1 No answer: 1 What types of programmes Comic programmes or comedy: 2 Series: 1 No answer: 1 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 95 QUESTION 9: Do you usually listen to the radio in English? If so, how often, which radio channels and what kind of programmes? EOI Fernando Lázaro Carreter (Zaragoza) How often Which radio channel What kind of programmes YES: 7 Every day: 1 One a week: 2 Twice a week: 2 Once or twice a week: 1 Once a month: 1 Vaughan radio: 6 BBC radio: 1 The news: 1 Musical programmes: 1 Others: 1 No answer: 4 NO: 9 NO ANSWER: 1 Yes No At home At school Comedy Thriller Romantic films Adventures Other MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 96 Ramón y Cajal high school (Huesca) How often Which radio channel What kind of programmes YES: 2 Two times a week: 1 Three times a month: 1 BBC radio: 1 Don’t know the name: 1 News: 2 NO: 24 NO ANSWER: 0 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 97 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO How often Which radio channel What kind of programmes YES: 2 Usually: 1 Sometimes: 1 Los 40 in English: 1 Musical programmes: 2 NO: 10 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 98 Level: diversification of the fourth year of ESO How often Which radio channel What kind of programmes YES: 1 Sometimes: 1 Maxima fm: 1 Others: 1 NO: 9 NO ANSWER: 1 SECTION 5 QUESTION 10: Do you usually speak with English native people outside the classroom? If so, how often, where, with whom and why? Do you understand them properly? Do they understand you properly? Yes No Usually Sometimes Yes No No answer MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 99 EOI Fernando Lázaro Carreter (Zaragoza) YES: 10 How often Where With whom why 1.Once a weak: 1 2.Once or twice a week: 2 3.Every month: 1 4.On holidays: 2 5.Two times a year: 1 6.Hardly ever: 1 7.When I am abroad: 1 8.In summer time: 1 1.By phone:1 2.In a pub: 1 3.By facebook: 1 4.In Spain: 1 5.It depends on the country: 1 6.At work: 1 7.In my job and in my free time: 1 8.Canterbury and London: 1 9.On the beach: 1 1. different people: 1 2. with an English teacher: 1 3. Friends from other countries: 1 4. my friend’s classmate: 1 5. friends: 2 Common people (receptionist of the hotel etc.): 1 6. foreign people: 1 7. my conversation teacher and my English friend: 1 1. work: 1 2. to improve my English: 1 3. because I wanted to say hello: 1 4. to have a chat: 1 5. because I needed to communicate: 1 6. To be polite: 1 7. Because it’s funny: 1 8. because the other people were Danish: 1 NO: 6 NO ANSWER: 1 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 100 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 101 Ramón y Cajal high school (Huesca) YES: 13 How often Where With whom why 1.three times a week: 1 2.a year ago: 1 3. once a week:2 4. Every week: 1 5. Twice a week: 3 6.I don’t know: 1 7. usually: 1 8. very few time: 1 9. Three times a week. 1 10. once a month: 1 1.English academy: 4 2. Huesca and Holland: 1 3. by facebook: 1 4. Skype: 1 5. in my house: 2 6. In class: 1 7. in the street or in a bar, park: 1 8. with the computer: 2 1. the teacher: 4 2.A friend:2 3. with an English friend: 1 4. my mother: 1 5. Dutch friend: 1 6. with my cousin and his friend: 1 7.tourists or natives: 1 8. English teacher: 1 9. European friends: 1 10. friends and teacher: 1 1. no reasons: 3 2.Holland interchange: 3 3.she lives in the USA: 1 4.my cousin lives in London: 1 5.they don’t speak Spanish: 1 6.he is my teacher: 1 7. because I think it can be interesting: 1 8. to practice the pronunciation: 1 9. I need a lot of years ago: 1 NO: 13 NO ANSWER: 1 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 102 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 103 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO YES: 4 How often Where With whom Why 1. Two hours a week: 1 2. On Fridays: 1 3. Sometimes: 1 4. Usually: 1 1. In the academy: 2 2. At home or at school: 1 3. In the computer: 1 1. My teacher: 2 2. My parents or my friends: 1 3. The people who play the game online: 1 1. Because I like it: 2 2. No answer: 2 NO: 8 Level: diversification of the fourth year of ESO YES: 3 How often Where With whom Why 1. Two times: 1 2. One time: 1 3. Once a week: 1 1. In the street: 2 2. At home: 1 1. Two English people: 1 2. One person: 1 3. Her sister: 1 1. Someone asked her for an address: 1 2. A lost person asked her: 1 Yes No Two hours a week On Fridays Sometimes Usually MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 104 3. She likes English language and she wants to know more and to learn: 1 NO: 8 Do you understand them properly? EOI Fernando Lázaro Carreter ( Zaragoza ) YES 3 MORE OR LESS 2 NOT ALWAYS 2 NOT WELL 1 NO, I DON’T 1 Yes No Two times One time Once a week In the street At home Two English people One person Her sister MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 111 Ramón y Cajal high school (Huesca) WHY WHEN AND WHERE WITH WHOM WAS IT USEFUL? YES: 8 1.travel : 1 2. I did an exchange: 3 3. I Want to practice English: 1 4. Divorced parents: 1 5. I went to study English: 1 6. holidays: 1 1. north America many years ago: 1 2.in an exchange to Holland: 3 3. The last summer in England: 1 4. every summer to the US: 1 5. In Paddington: 1 6. in summer: 1 1.family : 1 2. with my partners: 2 3. with a family: 1 4. My mother: 1 5. with one friend: 1 6. With my class: 1 7. my parents: 1 YES NO No answer 7 0 1 NO AND WOULD LIKE TO GO: 17 NO AND WOULDN’T LIKE TO GO: 0 NO ANSWERS: 1 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 112 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 113 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO WHY WHEN AND WHERE WITH WHOM WAS IT USEFUL? YES: 2 1. Holidays: 2 When: 1. In summer: 2 Where: 1. Switzerland: 1 2. Düsseldorf (Germany): 1 1. Family: 2 YES: 1 NO: 0 No answer: 1 NO: 10 Would you like to go? Yes: 5 No: 0 No answer: 5 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 114 Level: diversification of the fourth year of ESO WHY WHEN AND WHERE WITH WHOM WAS IT USEFUL? YES: 2 1. Because of a travel: 2 1. London: 1 2. Jersey: 1 When: no answer 1. Family: 2 YES: 0 NO: 0 No answer: 2 NO: 9 QUESTION 12: List other kind of language immersion in an English speaking context that you have experienced (summer camps, summer courses, etc.). EOI Fernando Lázaro Carreter Trinity colleague and theater 1 Summer courses 1 Work and experience as a volunteer with people from different places of Europe 1 Yes No Switzerland Düsseldorf Yes No answer Yes No answer Yes No London Jersey MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 115 No answer 14 Ramón y Cajal high school (Huesca) In my rock band, the lyrics are in English, and we created them 1 Academy 2 Nothing 4 No answer 11 I never go to summer camps in English 3 Summer courses 2 Playing live games with English person. Five years ago, I went to a summer camp 1 Three weeks in Paddington one month in Canterbury one week in London and two days in Gibraltar 1 England and one week in Holland with the school 1 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 116 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO None 3 English academy 1 In summer 1 No answer 7 Level: diversification of the fourth year of ESO None English academy In summer No answer MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 117 None 5 No answer 6 QUESTION 13: Do you attend any extracurricular activities such as a language school, private lessons or official school of languages? EOI Fernando Lázaro Carreter (Zaragoza) YES: 8 HOW OFTEN WHY Once a week: 3 Twice a week: 3 When I was a child: 1 No answer: 1 Because I like to learn English: 2 To improve my level of English: 5 Speaking club: 1 NO: 6 NO ANSWER: 3 None No answer MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 118 Ramón y Cajal high school (Huesca) YES: 6 HOW OFTEN WHY Once a week: 2 The last year: 1 Sometimes: 3 Because I like to learn English: 5 When I have competitions: 1 NO: 10 NO ANSWER: 10 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 119 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO YES: 5 HOW OFTEN WHY Twice a week: 3 Sometimes: 1 Always: 1 Because I need it: 2 Because I like it: 1 Because my mother forces me: 1 NO: 9 NO ANSWER: 1 Yes No No answer Twice a week Sometimes Always MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 120 Level: diversification of the fourth year of ESO YES: 2 HOW OFTEN WHY Twice a week: 1 Sometimes: 1 To study: 1 To improve her English language, because it is very important for everything: 1 NO: 9 I need it I like it My mother forces me MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 127 MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 128 QUESTIONNAIRE: Personal data: City: ___________________ Gender: M F Educative centre: __________________ Age: ________________ Year (course): ________________ Section 1: Materials used by the English teacher in class Question 1: Which materials does the English teacher use in class in order to help you acquire the L2? Yes No Doesn’t know, didn’t answer Power point presentations Audio recordings Textbooks/ readings Videos Others If others, which ones? ____________________ Question 2: A) Which other materials would you add? And why? B) Which ones would you remove? And why? MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 129 C) Which ones would you change? And why? Question 3: If you use any extra material apart from the ones that the teacher uses in class, do you use it for pleasure (just because you want to improve my knowledge of the second language) or in order to fulfil a task that you have been ask to do? a) For pleasure b) To fulfil a task Section 2: Other resources used outside the classroom (Reading) Question 4: Have you ever read a book (novel, comics…) in English apart from your text book? If so, how many? 1 5 or more 10 or more 15 or more Yes, I have No, I haven’t Question 5: Do you usually read newspapers or magazines in English? If so, how often? Everyday Two or three times a week Once a week Once a month Yes, I do No, I don’t MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 130 Section 3: Other materials/resources used outside the classroom (listening) Question 6: Do you listen to English music? If so, how often? Do you know any English/American group or English / American singer? Yes or no How often? Known artist Section 4: Mass media (radio and television) and cinema Question 7: Do you usually watch television in English? If so, how often and what sort of programmes? a) Yes b) No How often: _______________ What types of programmes? ___________, __________ and ____________ Question 8: Do you often watch films in English? If so, where and what genre? MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 131 a) Yes b) No a) At home b) At the cinema a) Comedy b) Horror c) Thriller d) Romantic films e) Adventures f) Science-fiction g) Musicals h) Others Question 9: Do you usually listen to the radio in English? If so, how often, which radio channels and what kind of programmes? a) Yes b) No How often: _______________ Which radio channels: ____________________ a) The news b) Sports c) Musical programmes d) Others Section 5: Oral skills (Speaking) Question 10: Do you usually speak with English native people outside the classroom? If so, how often, where, with whom and why? Do you understand them properly? Do they understand you properly? Yes or no How often? Where? With whom? Why? MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 132 Do you understand them properly? ___________________ Do they understand you properly? __________________ Section 6: Real immersion in an English speaking context/ Extracurricular activities Question 11: Have you ever been in any English speaking country? If so, why, when, where and with whom, was it useful to improve your English knowledge? If not, would you like to go? Yes or no (if not, would you like to go?) Why? When and where? With whom? Was it useful? Yes / no and why Question 12: List other kinds of language immersion in an English speaking context that you have experienced (summer camps, summer courses, etc.). ___________________________________________ ___________________________________________ ___________________________________________ __________________________________________ MÁSTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS Curso 2011-2012 133 Question 13: Do you attend any extracurricular activities such as a language school, private lessons or Official School of Languages? a) Yes b) No How often? _______________ Why? _____________________________________