Topics:

9. Culture in the EFL Classroom.

10. Materials and resources for ELT. The use of new technologies in the EFL class
11. Evaluation and testing.
12. The FL teacher and class management. Preparation, presentation, and exploitation of
work. Task correction, grouping strategies, controlling discipline.

1. INTRODUCTION
2. LESSON PLAN
2.1. Are learning situations the new teaching units?
2.2. Task- based Approach
2.3. Project- based Approach
3. TEACHING UNITS
3.1. Contextualization
3.2. Identification
3.3. Curricular concretion
3.4. Didactic Sequence
3.4.1. Activities.
3.4.2. The use of songs in education.
3.4.3 Games
3.4.4. Drama techniques
3.4.5. Videos
3.4. 6. Grouping
3.4.7. Timing
3.5. Attention to diversity
3.6. Evaluation
4. WORKING CULTURAL ASPECTS IN THE EFLC.
5. WORKING GEOGRAPHICAL ASPECTS IN THE EFLC.
6. WORKING HISTORICAL ASPECTS IN THE EFLC.
7. CURRICULAR MATERIALS

4. BIBLIOGRAPHY

1. INTRODUCTION

Teaching Units must be designed based on our students’ needs and characteristics so they can
have a meaningful lifelong learning. Taking as references the key competences set in the
Primary Education curriculum, and the foreign language specific competences for each cycle,
as well as the basic knowledge, and assessment criteria we will start by setting the objectives,
selecting the contents and methodology, designing activities, and the evaluation tools to
provide our pupils with high quality input to make sure effective and significant learning
occurs.

Slava López Rodríguez 1

 In this essay we are going to describe how Teaching Units must be accurately designed and
implemented to guarantee the success of the teaching learning process.

2. THE LESSON PLAN

The scheme of work in Primary Education is an instrument for planning, developing, and
evaluating every subject in the curriculum. It will consider pupils’ characteristics and needs and
will be updated, modified after each evaluation process. Learning situations will integrate
curricular elements from different areas in a meaningful way involving creativity, cooperation,
autonomy, critical reflection, problem solution.

Traditionally, lesson planning can be sequenced as follows:

• Warm-up- to motivate pupils

• Presentation where contents are introduced in meaningful and contextualized situations.
• Practice where pupils use the contents presented in different contexts. This practice can
be controlled (reproduction) and guided where they are given some information gap so
they can work.
• Production: pupils use the language in new communicative contexts creating and fixing
knew knowledge.
• Revision: consolidate the language

Warm up L1 Familiarization with the contents

L2 Vocabulary and phonetic presentation

Presentation Practice through pair work, drama techniques, games, etc.
L3 Grammar presentation
Practice through pair work, drama techniques, games. etc
L4 Vocabulary, phonetics, and grammar practice
Practice Song
L5 Vocabulary, phonetics, and grammar practice
Video
L6
Production Oral and written production. Through games, worksheets,
L7
etc

Revision L8 Correction of main mistakes detected

Tailored exercises according to each student’s needs.

Table 1. This is a proposal based on a traditional schema of work.

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We are considering 8 sessions, but it will all depend on your decision as the teacher of the class
considering the characteristics of the pupils, the objectives, and the basic knowledge.

https://digibug.ugr.es/bitstream/handle/10481/35429/English%20Syllabus%20Digibug.pdf;jses
sionid=F084ED35B3971F86F6D13798C3C2ED75?sequence=1
https://colegioalfonsoxii.com/data/documents/6ep_ing.pdf
https://uvadoc.uva.es/bitstream/handle/10324/47843/TFG-L2845.pdf?sequence=1
https://www.youtube.com/watch?v=wV7dpZJijz8
https://www.twinkl.es/teaching-wiki/las-situaciones-de-aprendizaje

2.1. Are learning situations the new teaching units?

If we read the definition of a learning situation, we cannot help but be reminded of what we know
as a teaching unit. But are both concepts equivalent?

The concept of teaching unit has a long tradition in our history. For example, the Ministry of
Education and Culture (1992) defined it as a "unit of programming and teaching action configured
by a set of activities that are developed in a determined time for the achievement of some didactic
objectives". But with the advent of competencies, it became necessary to modify this conception,
introducing the integrating character of knowledge and skills as well as its contextualized
conception.

Learning situations and teaching units have many things in common, but they are not the same.
First, both are organizational units and allow teachers to plan, structure and guide their work in
the classroom, taking into account both the curriculum and the context and characteristics of their
students. This is the main feature they share.

However, the main difference lies in their approach and the way they are structured. While
teaching units are mainly articulated around a specific content, learning situations are structured
around a product, challenge, or task that students are expected to build to develop a series of
specific competencies and, from there, the whole curricular framework is organized.

Furthermore, although it is true that both concepts include active methodologies and competency-
based work by students, learning situations are especially designed for this type of approach.

https://www.juntadeandalucia.es/sites/default/files/2022-
08/04082022_20220623_instruccion_organizacion_educacion_primaria_2022_2023.pdf

2.2. Task based Approach.

To cope with the learner centered approach some teachers adopt the task-based approach. In
the TBKA the lesson is based around the completion of a final task and the language studied is
determined by what happens as the students complete it.

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it is a model that organizes learning around challenging questions or problems involving
students in design, problem solving, and decision making; giving students the opportunity to
work relatively autonomously and culminating in realistic products and presentations.

Lesson planning following the task-based methodology.

a) Pre-task: the teacher introduces the topic and gives the students clear instructions on
what they will have to do.
b) Task: the students complete a task in pairs or groups using the language resources they
have as the teacher monitors and offers encouragement.
c) Planning: students prepare a short oral or written report to tell the class what
happened during their task. They practice what they are going to say in their groups.
Meanwhile the teacher is available for the students to ask for advice to clear up any
language questions they may have.
d) Report: students report back to the class orally or read the written report.
e) Analysis: the teacher highlights relevant parts of their work to be analyzed with
them.
f) Post task or practice: the teacher selects language areas to practice based upon the
needs of the students and what emerged from the task and report phases.

Types of Tasks
• Posters
• Charts
• Dramatizations
• Oral presentations
• Creating and or reciting poems
• Picture books
• Adds
• Recipes
• Videos

All the units planned have the same structure, so students get used to a routine.

Familiarization with the contents

Pre task L1
Task Presentation
Vocabulary and phonetic presentation
L2 Practice through pair work, drama techniques,
games, etc.
Task Grammar presentation
L3 Practice through pair work, drama techniques,
games, etc.
L4 Vocabulary, phonetics, and grammar practice

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 Song
Vocabulary, phonetics, and grammar practice
L5
Video
Oral and written practice
Planning L6
Task orientation
Unit 1: School. - Back to School! - Classroom rules-
Poster
Unit 2: Family. I love my family! - Love message-
Postcard
Unit 3: Food. Healthy food recipes-
Book
Unit 4: Routines
Unit 5: Clothes
Unit 6: Celebrations
Unit 7: Sports
Report L7
Unit 8: Animals
Unit 9: The city/town
Unit 10: Professions
Unit 11: Means of transport
Unit 12: The garden
Unit 13: Friends
Unit 14: Superpowers
Unit 14: Monsters
Unit 15: Free time/hobbies
Unit 16: Vacations
ICT
Analysis L8 Revision
Portfolio

https://eslspeaking.org/task-based-language-learning/
https://www.instagram.com/p/Ca5TW-QOizx/
https://www.fluentu.com/blog/educator/task-based-language-teaching-activities/
https://eslspeaking.org/task-based-language-learning/
https://www.youtube.com/watch?v=59XMhMO0FMU

2.3. Project based Approach.

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Project-based learning makes a complex task the focus of a whole term academic year or for a
certain amount of time along the course.

Elements of the PBM

• A central topic from which all activities derive
• Access to means of investigation
• Plenty opportunities of sharing ideas
• A final product

https://www.instagram.com/p/CbGMXwIJUk3/
https://www.instagram.com/p/CbLV3uON4Nq/
https://www.instagram.com/p/CbdXKXWr_QB/
https://www.unir.net/educacion/revista/el-aprendizaje-por-proyectos-una-apuesta-de-
futuro-con-muchos-anos-de-recorrido/

3. TEACHING UNITS

Before starting to work with the TU we have to contextualize the school and the class. It is very
important as it is the starting point to design your lessons as

3.1. Contextualization

Contextualize your school

• Location of the school
• Description of the school (material and human resources)
• Cultural, economic, and social context
• School plans and programs

Contextualize your class

• Cognitive development stage of your class
• Describe your students: learning styles, multiple intelligences, individual
characteristics, etc. (diversity).
• Describe family context (general)

https://www.simplypsychology.org/piaget.html?campaignid=70161000000RNtB&vid=2120483
https://www.forbes.com/health/mind/piagets-stages-of-cognitive-development/

The Teaching Unit is an articulated and complete work unit in which the objectives and contents,
the teaching and learning activities and evaluation, the material resources and the organization of
space and time must be specified, as well as all those decisions aimed at offering a more adequate
attention to the diversity of the students. That is why Teaching Units must consider the
characteristics of pupils, age, prior knowledge, sociocultural backgrounds, the school time
organization etc. They must be varied and flexible.

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 Now we will present a proposal of a Learning Situation Outline.

IDENTIFICATION
Title: Date:
Course: Sessions:
JUSTIFICATION

FINAL PRODUCT

CURRICULAR COCRETION
SPECIFIC COMPETENCES KEY COMP EVALUATION CRITERIA BASIC KNOWLEDGE

Transversal contents:
Interdisciplinarity:
Grammar:
Vocabulary:
Communicative functions:
Phonetical aspects:
Methodological criteria:
Didactic objectives:
DIDACTIC SEQUENCE
Activity Time Skills Grouping Aids Graded

ATTENTION TO DIVERSITY
General measures
Specific measures
EVALUATION
Evaluation Criteria Observation tools Rubrics
P F G VG E

ASSESSMENT OF DIVERSITY MEASURES

LEVEL OF COMPETENCE PERFORMANCE

P F G VG E
Comp 1:
Comp 2:
TEACHING PRACTICE EVALUATION PROCEDURES
Indicator Tool

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 3.2. Identification
In this first part we will introduce some general organizational aspects to guide our work. This is
just a guide you can omit and add as many aspects as you consider relevant.

IDENTIFICATION
Title: Date:
Course: Sessions:
JUSTIFICATION

FINAL PRODUCT

• Title- Find attractive and illustrative words to call pupils´ attention.

• Course-level- year or grade.
• Planning- date- it is important you have a general view of your planning and organizing the
components of the teaching learning process on the right time.
• Session- number of sessions of the unit- it is important to make a realistic division of the
sessions along the course.
• Justification-explain the importance of this unit.
• Final Product- explain the final task.

3.3. Curricular concretion

Within Curricular concretion we will describe the key competences, specific competences,
evaluation criteria and basic knowledge.

CURRICULAR COCRETION
SPECIFIC COMPETENCES KEY COMP EVALUATION CRITERIA BASIC KNOWLEDGE

Primary education curriculum key competences

KEY COMPETENCES
Linguistic communication competence: introducing a wide variety of communicative
situations to learn the FL will contribute to the development of this competence.

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 Multiilingual competence: Connecting the EFL subject with 2FL and Spanish language
will help to establish connections among the different languages enhancing
plurilingualism.

Mathematical competence and competences in Science and Technology: in the EFL

class we work with numbers, the time and we use calculations in some games and
songs, talk about weather etc.

Digital competence: language teaching and learning integrates the most updated
digital resources that will contribute to develop their digital skills when using different
software in our lessons.

Personal, social and learn to learn competence: current methodologies are based
mainly in social interaction as a way to learn FL. Our planning includes socio cultural
and strategic competences; as FLT includes among other theories those of multiple
intelligences, this will help students to reflect on their strong points to learn. At the
same time, they will use a portfolio that will help them to track their own learning,
progress and weak points.

Citizenship competence: in the EFL classroom we enhance values and positive reactions
to civism.

Entrepreneurship competence: the nature of communicative FL teaching requires

pupils to make decisions and take roles so at the same time they’re learning the FL they
will develop their sense of initiative. SIE

Cultural awareness and expressions competence: the FL area will greatly contribute to
this competence as it is on the basis of FL teaching to know the culture of those
countries where the target language is spoken at the same time it reinforces knowing
our own culture. Also, the use of literary works, songs etc. will enhance our pupil’s
cultural awareness.

Foreign language specific competences

1. Understand the general and specific meaning, predictable information in short, simple texts,
expressed clearly and in the standard language, making use of different strategies and
resorting, when necessary, to the use of different types of support, to develop the linguistic
repertoire and to respond to everyday communicative needs.
2. Produce simple texts in a comprehensible and structured way, using strategies such as
planning or compensation, to express short messages related to immediate needs and to
respond to everyday communicative purposes.

Slava López Rodríguez 9

 3. Interact with other people using everyday expressions, resorting to cooperation strategies,
and using analogue and digital resources, to respond to immediate needs of their interest in
communicative exchanges respectful of the rules of courtesy.
4. Mediate in predictable situations, using strategies and skills to process and convey basic and
simple information, to facilitate communication.
5. Recognise and use personal linguistic repertoires between different languages, reflecting on
how they work and identifying one’s own strategies and knowledge, to improve the response
to specific communicative needs in familiar situations.
6. Appreciate and respect linguistic, cultural, and artistic diversity based on the foreign language,
identifying, and valuing the differences and similarities between languages and cultures, to
learn to manage intercultural situations.

1st cycle

7. Specific competences Related Key Evaluation criteria per Basic knowledge per cycle
competences competence and cycle

8. 1-Understand the general CCL2, CCL3, 1.1 Recognize and interpret A. Communication.
and specific meaning, CP1, CP2, words and common - Self-confidence in the
predictable information in STEM1, CD1, expressions in short, simple use of the foreign
short, simple texts, language.
CPSAA5, oral, written, and multimodal
expressed clearly and in the - Initiation in elementary
standard language, making CCEC2. texts on frequent, everyday strategies for the
use of different strategies topics of personal relevance comprehension and
and resorting, when and close to their own production of short,
necessary, to the use of experience, expressed in a simple, and
different types of support, comprehensible, clear, simple, contextualized oral,
to develop the linguistic and direct way, and in written, and multimodal
repertoire and to respond texts.
standard language.
to everyday - Elementary
communicative needs. 1.2 Select and apply, in a communicative
functions appropriate to
guided way, elementary
the domain and context:
strategies in everyday greeting, saying
communicative situations of goodbye, introducing
relevance to the student to oneself and others;
grasp the global idea and identifying
identify specific elements. characteristics of
people, objects, and
places; answering
specific questions on
everyday matters;
expressing time,
quantity, and space.

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 - Elementary contextual
models in the
comprehension and
production of short and
simple oral, written, and
multimodal texts, such
as greetings, notes, lists
or notices.
- Elementary linguistic
units and meanings
associated with these
structures such as
expression of entity and
its properties, quantity
and number,
affirmation,
exclamation, negation,
interrogation.
- Elementary vocabulary
and vocabulary of
interest to students
relating to basic
interpersonal
relationships, housing,
places, and immediate
surroundings.
- Initiation into
elementary sound and
accent patterns.
- Initiation into
elementary spelling
conventions.
- Elementary
conversational
conventions and
strategies, in
synchronous or
asynchronous format,
for initiating,
maintaining, and
terminating
communication, taking,
and giving the floor,

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 asking and answering
questions, etc.
- Elementary analogue
and digital tools for oral,
written, and multimodal
comprehension and
production.

B. Multilingualism.
- Elementary strategies
and techniques for
detecting
communicative
deficiencies and
limitations arising from
the level of competence
in the foreign language
and in the other
languages of one's own
linguistic repertoire.
- Initiation into
elementary strategies
for identifying and using
linguistic units (lexis,
morphosyntax, sound
patterns, etc.) based on
comparison of the
languages and varieties
which make up one's
own linguistic
repertoire.
C. Interculturality.
- The foreign language as
a means of
communication and
relations with people
from other countries.
- Elementary and most
significant socio-cultural
and sociolinguistic
aspects of customs and
everyday life in
countries where the

Slava López Rodríguez 12

 foreign language is
spoken.
- Initiation in basic
strategies of common
use to understand and
appreciate linguistic,
cultural, and artistic
diversity, based on eco-
social and democratic
values.
- Initiation in basic
strategies for detecting
discriminatory uses of
verbal and non-verbal
language.

9. 2-Produce simple texts in a CCL1, CP1, 2.1 Orally express short,

comprehensible and CP2, STEM1, simple sentences with basic
structured way, using CD2, information about everyday
strategies such as planning
CPSAA5, CE1, matters of relevance to the
or compensation, to
express short messages CCEC4. student, using verbal and
related to immediate needs nonverbal resources in a
and to respond to everyday guided manner, using
communicative purposes. previously presented models
and structures, and paying
attention to rhythm, stress,
and intonation.

2.2 Write words, familiar

expressions, and sentences
from models and for a specific
purpose, using analog and
digital tools, using elementary
lexis and structures on
everyday matters and of
personal relevance to the
student.2.3 Select and apply,
in a guided manner, basic
strategies to produce short,
simple messages appropriate

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 to communicative intentions
using, with assistance,
resources.

10. Interact with other 3.1 Participate, in a controlled

people using everyday manner, in elementary
expressions, resorting to interactive situations on
cooperation strategies, and
everyday topics, prepared in
using analogue and digital
resources, to respond to advance, using a variety of
immediate needs of their media, relying on resources
interest in communicative such as repetition, slow pace,
exchanges respectful of the and nonverbal language, and
rules of courtesy. showing empathy.

3.2 Select and use, in a

controlled manner and in close
environments, basic strategies
for greeting, saying goodbye,
and introducing oneself;
expressing simple and brief
messages; and asking and
answering basic questions for
communication.

11. Mediate in Interpret and explain, in a

predictable situations, controlled way, basic
using strategies and skills to information of concepts,
process and convey basic
communications and short
and simple information, to
facilitate communication. and simple texts in situations
12. in which diversity is taken into
account, showing empathy
and interest for the
interlocutors and for the
problems of understanding in
their immediate environment,

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 relying on different resources
and supports.

13. Recognise and use 5.1 Compare and contrast

personal linguistic obvious similarities and
repertoires between differences between different
different languages,
languages, reflecting, in a
reflecting on how they
work and identifying one’s guided way, on elementary
own strategies and aspects of their functioning.
knowledge, to improve the
response to specific 5.2 Identify and apply, in a
communicative needs in guided manner, knowledge
familiar situations. and strategies to improve their
14. ability to communicate and
learn the foreign language,
with the support of other
participants and analog and
digital supports.

5.3 Identify and explain, in a

guided manner, elementary
progress and difficulties in the
process of learning a foreign
language.

15. Appreciate and 6.1 Show interest in

respect linguistic, cultural, intercultural communication,
and artistic diversity based identifying and analyzing, in a
on the foreign language,
guided way, the most common
identifying, and valuing the
discriminations, prejudices
differences and similarities
between languages and and stereotypes, in everyday
cultures, to learn to and common situations.
manage intercultural
situations. 6.2 Recognize and appreciate
the linguistic and cultural
diversity related to the foreign
language, showing interest in
knowing its elementary
cultural and linguistic
elements.

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 Basic Knowledge
1. The “communication block” covers the knowledge that needs to be mobilized for the
development of communicative activities of comprehension, production, interaction, and
mediation, including those related to the guided search for information.
2. The “multilingualism block” integrates the knowledge related to the ability to reflect on
the functioning of languages to contribute to the learning of the foreign language and to
the improvement of the languages which make up the linguistic repertoire of the pupils.
3. The “interculturality block” groups together knowledge about the cultures conveyed
through the foreign language and its appreciation as an opportunity for enrichment and
the development of attitudes of interest in knowing and understanding other languages,
linguistic varieties, and cultures.

Transversal contents:
Interdisciplinarity:
Grammar:
Vocabulary:
Communicative functions:
Phonetical aspects:
Methodological criteria:
Didactic objectives:

Transversal contents
Cross-curricular topics are a set of knowledge based on attitudes, values, and norms, which
respond to some current social problems. They are contents that cannot constitute a single
area but must be treated in a global and programmed way (Fernández, 2000).

Interdisciplinarity
It refers to interconnecting various disciplines within each didactic unit and thereby extending
the advantages they offer. The activities proposed to promote learning shall combine several
areas, which will help students to associate concepts and have an integral and non-
fragmented education. Along the units of works in the FL classroom, you can include topics
such as the time and quantities (Math), the importance of a sustainable planet (Natural
Sciences), historical and cultural tips of English-speaking countries (Social Science), doing
craft activities (Arts), physical activities (Physical Education), the use of songs (music), etc.

Grammar: grammatical structures in relation to the task.

Vocabulary: in relation to the task.
Communicative functions: those functions needed to communicate to accomplish the task.
Phonetics: segmental or suprasegmental elements needed to accomplish the task.
Methodology: Mention the methodology(s) you will use in the TU.

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I would like to make emphasis on the following methods that from my professional experiences
are quite frequently used in FLT, but you can use as many methods as you consider relevant for
your TU.

Communicative
TPR
LT

TPRStory
Phonics
Telling

https://www.youtube.com/watch?v=QFP51iDJWko
https://www.youtube.com/watch?v=8A5u9ZDRhy0

Didactic objectives: Adapted from the evaluation criteria and contextualized according to the
task proposed.

The best way to write objectives is in the SMART format. They must be Specific, Measurable,
Achievable, Relevant and Time-Bounded.
Specific
• Consider what results you need to achieve to be successful.
• Describe specifically what you expect to do/deliver to get these results.
• Use action verbs as much as possible.
Measurable
• Consider what successful results look like.
• Describe how that success will be measured (numeric or descriptive).
Achievable
• Consider what steps you must take to deliver the objective. Then consider what
resources you will need.
• Describe what your students will need to achieve the objective successfully. Make sure
your students get involved.
Relevant
• Consider how the objectives link into the overall curriculum.
• Consider how these objectives link to your pupils’ interests.
Time-bound
• Consider when the objective needs to be delivered by specific time frame.

https://www.openblend.com/knowledge-base/smart-objectives

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The key to writing learning objectives is using an action verb to describe the behaviour you
intend for students to perform. You can use action verbs such as read, identify, match, explain,
translate, and prepare to describe the behaviour further. However, at present the Law of
Education in Andalusia sets the objectives clearly so you just need to adapt them to your class.

At the end of this session students should:

• Understand different oral texts related to clothes.

• Recognize the vocabulary related to clothes in oral texts.
• Express fluently their likes and dislikes regarding clothes in oral texts.
• Respect others likes and dislikes.

Always try to include conceptual, procedural, and attitudinal objectives.

3.4. Didactic sequence

Within this section we will describe the activities to be implemented in the class to meet the
objectives set.

In our lessons we have to design learning activities taking into consideration our pupils’ interests
and personal experiences. We have to take into account their age to find suitable topics and types
of activities. Students´ prior knowledge has to be analyzed so we can select activities that can be
attainable. It is very important to select the input carefully but also to design motivating activities
that provide a wide range of opportunities to practice and fix the contents and structures
introduced. When planning the activities, we have to foresee possible difficulties so we can
guarantee the success of the activity.

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3.4.1. Activities.
We have already talk about possible activities to develop language skills in the class and we have
studied some didactic aspects to work each skill in the class. Now we are going to talk about some
of these resources or activities we can use.

3.4.2. The use of songs in education.

Music is a strong resource that helps to create positive feelings, and at the same time, we can use
them to introduce language features. Songs are very motivating and enhance pupils´
involvement in the teaching learning process. Teachers and students find them entertaining and
relaxing.

Songs are very important in Primary Education since children enjoy them. They can be integrated
in language learning with specific learning activities. Songs are easy to remember and imply
active learning. They help to channel energy in a positive way. It is a happy, stress-free activity
very useful to work mixed ability classrooms. They allow the creation of a different pedagogical
relation in the class. They are egalitarian and constructive.

Importance of using songs in our Primary Education classrooms.

Learning English through songs provide a confident atmosphere for students who usually have a
great tension when speaking English in a formal classroom setting. Students learn the songs very
fast because they are specially designed to be heard thanks to its double component: language
and melody. According to Murphey (92) songs:

• are a welcome break from the usual routine in the class.

• are enjoyable so learning seems less difficult.
• provide language practice in the four skills.
• feet into the multiple intelligence theory.

Typology of songs

Songs can be authentic songs they are not composed for teaching purposes. They are authentic
and have a universal appeal. They are ideal for discourse analysis and sociocultural insights or ELT
songs that are composed specially for the teaching of English as a FL. They are varied and help to
teach lexis, grammar, and pronunciation.

Among the most suitable types of songs for teaching and learning English in the Primary Education
classroom we can mention:

Action songs: the idea is that pupils can move and do what is said in the song matching words to
actions. Language is learned more effectively, and they are very practical for young pupils.

Slava López Rodríguez 19

Nursery rhymes: traditional folk poems for children. They cover many topics and are useful to
work grammar, vocabulary, phonetics, and phonology as well as sociocultural aspects.

Traditional songs: have the advantage to be authentic language. They belong to popular literature.
This kind of songs provide awareness of cultural, social, and historical facts.

Pop songs: are more adequate for older pupils. They give them a sense of achievement and they
feel highly motivated when using them.

More adequate songs to be used to teach EFL in Primary Education. Methodology.

When talking about songs we must consider Krashen’s theory related to the
affective filter hypothesis, the input hypothesis, and the acquisition-learning hypothesis.

Those songs that contain simple, easily understood lyrics; link with the topics and vocabulary
studied in class; contain repetitions; lyrics that allow children to do actions that emphasize
meaning are the most recommendable to be used in class.

Let’s see the most appropriate songs according to the pupils’ stage. However, it will also depend
on the characteristic of the pupils and their preferences.

First and second stage of Primary Education.

These stages are the best didactic moments because students of these ages are very receptive
and show great interest in everything they are taught. Children have fun singing aloud and their
sense of ridicule is not developed, they move their bodies feeling the music.

Action songs

• Head and shoulders, Knees, and toes

https://www.youtube.com/watch?v=h4eueDYPTIg
https://www.youtube.com/watch?v=UyjtYdrZ6a0
• If you are happy and you know it
https://www.youtube.com/watch?v=M6LoRZsHMSs
• Ten little fingers
https://www.youtube.com/watch?v=Q0luGUoY28w
• Wheels on the bus
https://www.youtube.com/watch?v=e_04ZrNroTo

https://www.youtube.com/watch?v=2aMYsslNYUM

Traditional songs and Nursery rhymes

Slava López Rodríguez 20

They include those authentic songs that belong to popular literature, which are well known
among English-speaking children.

• London Bridge https://www.youtube.com/watch?v=XDValm0IyAg

• Pussy Cat https://www.youtube.com/watch?v=B0ymGvBoebo
• The Grand Old Duke of York https://www.youtube.com/watch?v=D4V0s7_nSDw
• Mother Goose https://www.youtube.com/watch?v=8muP6O4_RKc
• 1, 2, 3, 4, 5 once I caught a fish alive
https://www.youtube.com/watch?v=9ir_l7qTiZ4
• Merry Christmas
• Jingle Bells
• Happy Birthday

Third stage of Primary Education

The interest of children begins to change at this stage. They find the action and traditional songs
very childish. Teaching must adjust to the new needs of students who prefer pop songs. They begin
to be shyer, so it is more difficult to make them sing loudly in class.

At this stage, they begin to listen to music on the radio and we must take advantage of their new
interests, trying to find songs that they like, and at the same time, appropriate to our purposes in
teaching. The problem is that most of the songs they like have structures and vocabulary that are
too difficult.

However, it is extremely useful to get our students involved in the selection process, as they feel
more responsible and pay more attention to the activity. The songs will be those that they really
like.

Pop songs

They present many problems when it comes to working them, the teacher's job is to choose the
song that best suits the needs and level of the class.

Using songs that enhance positive attitudes like You are beautiful, Hall of fame, Imagine, We are
the champions are always good choices, but this will all depend on the hits of the moment and on
the adequateness of the lyrics.

3.4.3. Games
To speak about games in foreign language learning is not to speak of a decontextualized activity
marginal to planning. Something implemented with the only purpose to occupy some time or to
give children some minutes of amusement or relax. Games should be something previously

Slava López Rodríguez 21

planned, integrated in the curriculum and with some objectives designed to reach the general
ones.

Games mean the world to children. Nothing is more fun than playing games for them because they
feel happy and free when playing. Games are essential for children development. By playing
children improve different social, cultural, and linguistic aspects. Games will always promote
communication, because they imply interaction, which always fosters creativity, and consequently
the use of language.

Definition

There are several definitions of the term. Methodologically speaking, according to Haldfield (1999)
a game is an activity with rules, a goal, and an element of fun. Games should be regarded as an
integral part of a language syllabus. This definition highly evaluates the importance of games in
teaching. I would like to mention gamification defined by Hunter 2012 that is the use of game
elements and game design techniques in non-games contexts. Games are not time-filling activities.
Instead, they have a great educational value.

Using games in our Primary Education classrooms is very important since they:
• enhance cooperative learning.
• create a context for meaningful communication.
• enhance involvement, active participation, assuming roles and taking the initiative.
• reduce learning anxiety.
• encourage creative and spontaneous use of language.
• guarantee the participation of all pupils as children love playing

https://www.youtube.com/watch?v=NIk1-ck4c6Q
https://www.youtube.com/watch?v=pzX1j3h7X4k
https://www.youtube.com/watch?v=XzzVfP8l3b0

3.4.4. Drama techniques

The process of learning and teaching a foreign language is a very creative one. The activities
designed to have our students practice the target language fosters their individual comprehensive
development.

Language is used to communicate so in the English language classroom teachers have to create
situations in which pupils feel the need to communicate. Communication takes place in simulated

Slava López Rodríguez 22

situations so teachers and pupils might be at a restaurant, a park, the Zoo without moving from
the classroom.

English language teachers are pretended actors and actresses. They are always creating,
performing, and motivating their pupils to be active characters in the different activities
implemented in the class. In the English as a foreign language, subject pupils do not only learn the
target language but also, they develop their creativity.

Importance of drama in FL acquisition

Learning English through drama provide a confident atmosphere for students who usually have a
great tension when speaking English in a formal classroom setting. Drama

• fits into the multiple intelligence theory.

• enhances cooperative learning.
• creates varied contexts for meaningful communication.
• enhances involvement, active participation, imagination, creativity assuming roles and
taking the initiative.

Drama techniques in FL learning

The main reason for using drama techniques is to produce language in class that is as natural and
spontaneous as any everyday speech act, so communicative competence can be achieved by the
learner. Through these techniques we can develop children’s spontaneity, imagination, and
creativity. They provide a sense of achievement, which is very important in language learning.
Acting can help remove inhibitions in shy students, encourages social integration in the class and
enhances the development of values, attitudes, and social conventions.

We can use different activities and techniques, such as: drama games, role-plays, simulations,
acting out tales or stories, and other kind of activities, as sketches, working in groups, dialogues,
mime activities... Let’s see them in detail:

Drama games: involve actions, conscious learning and unconscious acquisition and enhance
linguistic and extralinguistic knowledge of the language. They can be used as icebreakers to
motivate pupils at the beginning of the class, as reinforcement to practice the contents introduced
or as end games to relax pupils after too much work.

Mimes: are a non-verbal communication procedure to represent an idea or sequence of ideas.

Mimes help to understand. It is motivating as weak students don’t need to use words to interact.

Jokes: it consists of a comical representation in front of the class. Children very much enjoy making
fun and laughing. They learn the language unconsciously.

https://www.esljokes.net/contents.html

Slava López Rodríguez 23

Role-plays: the teacher provides a setting for the students and establishes a problem that they
have to solve, always connected with daily-life situations. They must act as themselves in an open
and free (choose a menu, decide a film...). Students usually enjoy them.

https://www.youtube.com/watch?v=6WG0gOY0XpA

Simulations: students adopt a role in a determined situation, where they act using predetermined
expressions. As positive result of taking part in role-plays, students get used to performing in front
of others, which is what they do outside the classroom, in real life.

Acting out tales or stories: it involves interpreting the text of a story in the form speech. It can be
a tale or a scene in a play. This kind of activities are more appropriate for students of Third Cycle,
as they need certain linguistic competence. As a result, it is more difficult than role-play and
simulation.

Sketches: they consist of learning by heart short texts and predetermined language and perform
a predetermined situation.

Pair and group work are important techniques to improve the students’ use of English and they
are very useful in large classes, where students have few opportunities to participate. With these
techniques, the whole class works separately, in pairs or small groups at the same time. It allows
students to talk about their opinions, ideas, and interests.

The main advantages of using these techniques are:

• It improves personal relationships, as students need to interact.

• The situation of being face to face has certain similarity with real life.
• It increases self-confidence.
• It provides a richer atmosphere for interaction.

There are also some problems such as: noise, chaos, wasted time, difficulty of correcting all
performances, among others. However, we have to find a way to turn these challenges into
opportunities. This why a detailed organization of the activity and the quality of the input will be
vital to accomplish the objectives.

https://www.kidsenglishtheatre.com/wp-content/uploads/2018/05/Teach-Children-
English-Through-Drama-AC.pdf
KidsEnglishTheatre
https://www.youtube.com/channel/UCuZh4qmK4ork7ylwh1GZG6Q
https://www.youtube.com/watch?v=Qh_C2Q9QJCU
https://www.youtube.com/watch?v=neXE3D4RfLA
https://www.youtube.com/watch?v=-zmsRIlyEHU
https://www.youtube.com/watch?v=NIk1-ck4c6Q
https://www.youtube.com/watch?v=Pyb0z_YQjjI

Slava López Rodríguez 24

3.4.5. Videos.

They are a source of oral input for foreign language learners where language is naturally
contextualized. Through videos we can introduce extralinguistic elements, sociocultural
information, sociolinguistic aspects of language and they provide opportunities to learn
language in context in a meaningful way. To use authentic materials, we have to subtitle
videos. Another important aspect is that we have to vision all materials before using them in
our lessons. Make sure the material meets the necessary technical conditions to be used in
the classroom to avoid demotivation on the students’ side.

Activities: creating their own version of songs, scenes, dramas, plays, etc.

Visual aids and technical resources can play an important role as a means of communication
as they promote interaction. Also, they allow integrating pupils learning styles to help them
develop the communicative competence. On the other hand, these resources will enhance
their creativity but this will all depend on the strategy’s teachers use. Therefore, the role of
the teacher is:

• Careful planning of the procedures

• Make sure the resources are technically apt
• Design of scaffolding strategies
• Provide opportunities for interaction
• Design meaningful activities
• Make sure pupils know what they have to do
• Introduce challenging activities
• Consider pupils prior knowledge, interests and motivation
• Provide feedback
• Enhance confidence
• Reduce psychological barriers

3.4. 6. Grouping

High levels of participation and interaction are directly related to high levels of proficiency.
According to Krashen (88) input and interaction are two essential factors in language
learning. Classroom interaction is closely related to grouping. As EFL teachers we must
ensure all pupils have opportunities to learn the language but at the same time we have to
educate them, so we must develop values and attitudes in our pupils that would enhance
cooperation, respect, tolerance etc. In this way pupils will learn to socialize. To group pupils,
we must consider their proficiency levels and their personal characteristics. We have to group
pupils so they all can benefit from each other’s learning styles, multiple intelligences and
knowledge. This will have a positive impact in the development of the teaching learning
process.

Slava López Rodríguez 25

To have an effective and high-quality teaching we need a good classroom organization because
it will create a positive atmosphere in the class. A good management of the EFL classroom will
promote student’s interaction and participation what will facilitate the teaching learning
process.

Classroom management involves several variables and factors I consider worthwhile to include
and explain at this point.

• Classroom atmosphere and discipline: being able to create a positive and relaxed
atmosphere to learn the FL is fundamental. FL learning is a difficult process as it produces
anxiety on the learner, also sometimes they don’t see the practical use of what they are
learning so we have to make them feel relaxed because when anxiety reduces learning
occurs Krashen (88)- affective filter hypothesis-. So, we have to create friendly
environments where they all can participate and have an important role. Also, we have
to design activities to catch their attention. Well organized meaningful activities can
contribute to discipline control. Also, our charisma and ability to control situations will
lead to a successful management of this issue.
• Classroom language: in FL acquisition interaction is vital. When interacting pupils tend to
use their mother tongue, especially when they cannot achieve communication in the
target language. I personally believe that using the mother tongue can be useful to explain
important things, but it is necessary our pupils use the FL as much as possible. We have
to design attainable activities that allow them to interact according to their proficiency
level. This should be complemented with clear instructions given to the children and a
well-structured lesson plan.
• Motivation: this is a cornerstone of the learning process. If pupils are not motivated
learning will be difficult to achieve. Thus, considering their prior knowledge, interest,
personal experiences, multiple intelligences and learning styles will be fundamental to
design our lessons. If we are able to integrate all these elements in our planning, we will
have all pupils motivated and feeling the need to use the language to interact.

Grouping has an impact on different aspects:

• Increases: pupils’ practice; involvement; cooperation; and social skills to apply them
in real life
• They learn to regulate their work and learning
• They feel more relaxed
• They share responsibilities when working with others
• They learn from partners

However, there are some drawbacks:

Slava López Rodríguez 26

 • Students’ resistance
• Teachers don’t have time enough to organize it
• Noise, lack of control of the discipline
• Use of mother tongue, etc.

Whole-class

This type of arrangement is used when the teacher is presenting the new language items or
giving instructions. It is unidirectional though sometimes we ask questions and they reply so
it becomes a two-ways mode.

Advantages
• Facilitates control and discipline
• Appropriate for instructions

Disadvantages
• Limited interaction
• Does not foster autonomous learning

Group/team work

Group work consists of three or four people who work towards the same goal but work
independently from one another. Teams are larger and participants work together for a
common goal. Both intend to promote communication and interaction. They are good to
organize role-plays, games and projects. When organizing groups, we have to be very
careful. Try to mix weak and strong students but make sure they all feel comfortable in the
group. Groups can be changed but if you keep them you save time in organization. This type
of grouping is used to implement cooperative and collaborative learning techniques.

Advantages
• Allows interaction between pupils
• Enhances cooperative/ collaborative learning
• Enhances confidence
• Is more dynamic as they have to interact with more people

Disadvantages
• Pupils have different proficiency levels and motivations and some pupils don’t work
• They do not know how to work in groups so making decisions is difficult for them
• Noise

Pair-work

Slava López Rodríguez 27

It is particularly useful when practicing dialogues, role-plays with two participants and
information gap activities. We have fixed pair-work when they all are organized in pairs and
open pair-work where they can interact with the rest of the class for surveys and
questionnaires.

Advantages
• Increases interaction
• They find it motivating
• Promotes autonomous learning
• Teachers function as organizers and monitors.

Disadvantage
• It is difficult for teachers to listen to all pupils, so making corrections is complicated
• noise

Individual work

Sometimes it is necessary for our pupils to work on their own particularly when reading and
writing. We have to use these types of grouping for graded activities.

Advantages
• Individual work con bring relaxation
• Pupils work at their own pace
• Enhances sense of initiative
Disadvantages
• Pupils do not interact
• Requires extra work for teachers when designing graded activities trying to cope with
individual differences

Seating arrangement

Types of seating arrangements

Horseshoe -U shape. This setting is the most appropriate for EFL teaching as it allows all
participants to interact. Teacher can have eye-contact with all pupils and control the class.
We can use it for pair-work. Group/team-work and individual activities. Also, when using
double U shape what I do is to seat weaker students in the inner U so I can have a direct
access to them.

Rows of desks in pairs allows all kinds of interaction in all kinds of pair work. We can also
organize groups of four by turning students back or front. Whole class and individual work
can also be implemented with this type of setting. This is the most frequent distribution we
have in our public schools.

Slava López Rodríguez 28

Grouped desks (4-6): this kind of setting is appropriate for team/ group work like projects,
role-plays, etc. It facilitates interaction and cooperative- collaborative learning.

Rows and columns of detached desks: ideal for individual work such as reading and writing,
doing tests where personal concentration is needed. We can easily change to paired-desk
rows by approaching them.

3.4.7. Timing

Time management

The FL class can last between 30 and 60 minutes according to the school needs but preferably 45
minutes. Once this is decided the EFLT distributes the time in a rational way.

In each lesson plan we allocate time for activities in the different stages depending on your
selection of a traditional lesson plan or if you will select for example TBM: warm up, presentation,
practice, and review or when working with a task-based methodology: Pre-task, task, Report,
analysis and practice.

Realistic timing is very important for the completion of the objectives and activities. We must plan
a wide variety of activities to change the rhythm of the class because our pupils have short term
motivation, and it is difficult to have them focused for a long period of time. For this it is advisable
to change the dynamic from group work to pair-work to individual work.

When ending the lesson, we have to be very careful with timing not to finish the class in the
middle of an important activity. Also, because it is very important to make general conclusion to
highlight important aspects dealt with in the lesson and to provide feedback and acknowledge
pupils their participation.

Space distribution

When planning our lessons, we have to consider the physical characteristic of the classroom
to make decisions about space distribution and seating arrangements. Also, we have to
consider the school schedule and the timing of each of the activities planned in our lessons.

Basic space guidelines:

• Didactic materials should be visible and accessible

• Arrange the room so you can control the entire space-eye contact
• Use vertical space for display
• Clear and safe traffic paths facilitating mobility especially for the teacher

Slava López Rodríguez 29

It is advisable to get students involved in classroom decoration as classroom display reinforce
language learning. It also reinforces their self-esteem and pride for the work done.

Space distribution should not be changed frequently. The perfect distribution does not exist
because it will depend on the characteristics of the class, the number of pupils, the furniture
and equipment.

3.5. Attention to diversity

It is defined as the set of educational activities aimed at responding to the different capacities,
pace, learning styles, motivations, interests, socio-economic and cultural, linguistic and health
situations of students.

All classes are, to some degree, made up of learners that differ in many ways (mixed-ability
class). They may have different strengths, weaknesses, and approaches to learning so we, as
teachers, must provide all students with an instruction appropriate to their characteristics and
needs by implementing different methods, techniques, activities and using their intelligences
to enhance their participation and learning.

The education law in force will establish the guidelines on attention to diversity for students
with educational needs, being schools in charge of applying both organizational and curricular
measures in the staff meeting we have designed to work with those pupils with specific needs
and educational support.

ATTENTION TO DIVERSITY
General measures
Specific measures

Action plan
Foreign Slow Visually Whole Fast
General and specific actions student learner impaired class learners

3.6. Evaluation

Assessment in education is the systematic process of documenting the fulfilment of the

objectives and the quality of the activities, methods, materials etc. to refine programs and
improve the teaching learning process.

Assessment must be thoughtful, planned, and systematic for this we have to use the
indicators stated in the order of 4th of November 2015. We should not overuse written
evaluation activities, find attractive ways to assess writing as it is less motivating and

Slava López Rodríguez 30

 demands hard work for the pupils, avoid ambiguity that would produce confusion and
demotivation on the students’ side.

Long tests, boring topics, tests not meeting our pupils’ level, or implemented to punish
students will hinder their interest and motivation in learning the FL and their communicative
competence will be affected.

EVALUATION
Evaluation Criteria Observation tools Rubrics
P F G VG E

ASSESSMENT OF DIVERSITY MEASURES

P F G VG E
Measure 1
Measure 2
LEVEL OF COMPETENCE PERFORMANCE
P F G VG E
Comp 1:
Comp 2:
TEACHING PRACTICE EVALUATION PROCEDURES
Indicator Tool

1.1 To recognize and interpret words and common expressions in short, simple oral, written,
and multimodal texts on frequent, everyday topics of personal relevance and close to their
own experience, expressed in a comprehensible, clear, simple, and direct way, and in standard
language.

• Evaluation criteria

1.1 To recognize and interpret words and common expressions in short, simple oral, written,
and multimodal texts on frequent, everyday topics of personal relevance and close to their
own experience, expressed in a comprehensible, clear, simple, and direct way, and in standard
language.

Slava López Rodríguez 31

Adapted to your learning situation:

Students have

1. To interpret texts about daily routines.

2. To recognize and reproduce the sound /s/ in initial, mid, and final position.

3. To express ideas in a comprehensive way about daily activities.

• Indicators

1. Interprets text about their daily routines.

2. Recognizes and reproduces the sound /s/ in initial, mid, and final position.
3. Expresses ideas in a comprehensive way about daily activities.

• Instruments

Rubrics
Observation sheets
Worksheets
Tests
self-assessment
portfolio
co-evaluation
observation sheets

4. WORKING CULTURAL ASPECTS IN THE EFLC.

The purpose of learning English as a foreign language is to develop the ability to establish
intentions in the English language culture. Culture is a source of meaning and conversation
requires communication in the cultural frame of the English language. Teachers have to create
pedagogical situations and devices that facilitate the construction of a memory of the English
language. Having this cultural background will facilitate interaction and comprehension of the
socio cultural and historical background and to avoid communicational breakdowns.

We have to teach our children that behaviour is culturally conditioned, that words have
different connotations depending on the culture, country and even variety of English. That is
why we have to enhance their curiosity towards the English culture so they can have an
effective communication

Cultural aspects are easier to work upon and allow greater diversification since they arise
curiosity in the students and their motivation is higher. To develop cultural insights in the
classroom we can take into consideration Finocchiaro´s theories. We can create an

Slava López Rodríguez 32

environment in class that reflects the English culture. The most interesting topics at the
primary level are festivities and holidays celebrated in English speaking countries: Eastern,
Christmas, Halloween…. Preparing activities to celebrate these dates will be a good
opportunity to introduce cultural elements according to the pupils´ level.

In the classroom, we can arrange a corner with maps, posters, bulletin boards, magazines,
books, newspaper clippings…. Also, we can use real objects like coins, comic strips, proverbs,
poems, pictures, etc.

We can design a project related to the culture of the country where we can reflect typical
food, customs, historical and cultural facts, celebrations, most important literary works among
other ideas.

Pen pal is also a good idea to be considered as soon as pupils learn to write. With students
from the third stage, we can arrange eTwinning projects as students feel motivated to interact
with students from other countries.

To organize a cultural week can be a good idea. The English week should be aimed to have the
pupils:

• Increase their interest in the English language and culture

• To adopt a respectful attitude towards people that speak a different language
• To maintain a positive attitude towards their own ability to learn the English language
• To arise the curiosity and respect for everyday life aspects of the English-speaking
countries.

Within this week we can organize music festivals, literature (reading) festivals, customs
parties, typical food parties, dramatization, contests and play typical English games, among
many other activities

Finally, we can mention language assistants which are a powerful tool to introduce authentic
language and sociocultural aspects to our pupil. Teachers should take advantage of this
resource to motivate pupils and enhance communicative competence.

5. WORKING GEOGRAPHICAL ASPECTS IN THE EFLC.

Everyday language is relevant in geography education because geography is concerned with

socially relevant problems These problems are also discussed in everyday life beyond school
life. Moreover, words, particularly in human geography, can be considered closer to everyday
language than key words in other subjects. Everyday language can be helpful in supporting a
speaker’s intentions and can add precision to speech, especially for younger pupils in
geography.

Slava López Rodríguez 33

Besides considering the inclusion of these contents in our lessons though CLIL we can
introduce geographical aspects teaching them the location of the English-speaking countries
in the world map, explaining the composition of different countries like UK, comparing the
extension of territories. Also, when introducing vocabulary related to weather, we can use
examples of the climate of some English-speaking countries and the influence of the climate
conditions and the location in the culture of the countries and its people. It is advisable to use
descriptive texts for these activities. Once more we can use the information of other pupils,
we have in the class to present them in our lessons as multicultural aspects needed in current
society.

6. WORKING HISTORICAL ASPECTS IN THE EFLC.

Historical aspects are more difficult to be treated in Primary Education. We can use simple,
easy texts to extract oral and written information about simple historical facts. For young
children, we can use pictures they can relate to some historical events. A good way, when
possible is to add some historical facts (according to the pupils´ level) when presenting cultural
aspects like celebrations and holidays, etc.

We can use eTwining to organize some motivating activities/ projects where pupils can
prepare simple texts in poster format describing a representative historical event or place of
their city or country. If well graded and structured, it might be a very meaningful activity for
our pupils.

Besides working English as the focus of our training we can use all these activities to integrate
the culture and history of those foreign students we have in the class as a way to widen our
pupils´ horizon and integration of all the pupils.

Another essential resource we can use is language assistant which can introduce very
important points into this approximation to other realities giving their personal experience
and knowledge about the different topics.

To link these three aspects, my pupils created a poster where children from the different
stages participated. They had to reflect the history, geography, and culture of Andalusia. So,
they drew a map where they reflected the most relevant geographical accidents-rivers,
elevations, coast. They named and highlighted the most relevant ones. Typical cultural tips
like the music, traditions, food were shown through pictures and drawings. Pictures of Estrella
y Enrique Morente, el Sigala, Lola Flores and Camarón, Paco de Lucia were included. Flamenco
dancing, Eastern celebration etc. Younger pupils drew an olive tree, tomatoes, granadas,
pictures of jam, pringá, gazpacho or salmorejo and they wrote the names and the ingredients.
Older learners selected a historic place from each of the provinces in Andalusia and wrote a
very brief explanation of their history. This poster was developed as part of a cultural exchange

Slava López Rodríguez 34

with a primary school in Saint John, Canada and they sent us a poster of New Brunswick
province. This kind of exchange is very simple as it is less complicated than an Erasmus+
project but it is quite motivating for our learners, and they learn from other cultures at the
same time they reinforce their knowledge of their own culture and history.

7. CURRICULAR MATERIALS

From a pedagogical point of view using curricular materials in the English FL class will:

• Allow extension and reinforcement activities as pupils learn by doing.

• Increase motivation and meaningful learning.
• Cope with students learning styles.
• Help to link words and meanings.
• Enhance memory skills.

Characteristics of curricular materials

Teaching materials created by teachers must be in line with the objectives, competences,
contents, methodological guidelines and evaluation criteria, indicators. All curricular materials
should:

• Suit the linguistic level and interests of the students.

• Promote learning.
• Be motivating.
• Promote communicative activities and tasks.
• Facilitate aural-oral interaction.
• Contribute to global, cross-curricular learning.
• Be flexible.
• Promote meaningful learning situations.
• Provide sociocultural contexts to understand the foreign language.
• Enhance interaction.
• Include appropriate language.
• Reflect diversity.

Types of curricular materials

Teachers have to create suitable materials of all kinds to cater for the reality of their pupils and
school. Let’s study some of these didactic materials highlighting its main characteristics and
usefulness.

Realia, real objects, help to create meaningful contexts of communication. They are the oldest
classroom aid and are very effective to connect language to student’s reality.

Slava López Rodríguez 35

Activities: Guess what it is! What is in my bag?. Organize my box! to work categorization: colours,
size, materials, use, etc.

Worksheets are exercises written or drawn on sheets of papers and photocopied and given to
pupils. They must be clear, simple, and attractive. These activities last only few minutes and we
use them to organize oral and written work.

Types of worksheets: Information gap activities, time dictation: we tell them the time and they
draw a clock with the hours; true of false, picture dictation. The level of difficulty depends on the
pupil’s language proficiency and objectives.

Flash cards are often made using pictures and some words. Flashcards need to have clear and
attractive illustrations and the letters should be large and clear so it can be seen by the whole
class. They are normally related to lexical and semantic fields and may be used to introduce and
practice vocabulary. They can be made by teachers and pupils- as students learn by doing
creating their own flash cards will be memorable for them.

Activities: Show the flashcards, substitution dialogue, chains, classify the pictures/words (mix
them up and pupils must group them), flashcards games, picture dictionary.

Wallcharts and posters: when we need more complex information connected to stories or
sequence of events, we use wallcharts. If we need maps, instructions, or reminders we use
posters. They need to have clear and attractive illustrations and the letters should be large and
clear.

Activities: predicting and anticipating, descriptions, mind maps, reorder stages, labelling pictures,
say as many words as possible, hide and seek.

Newspaper and magazines: provide news about the real world in present-day English. Allow to
get sociocultural background of the English-speaking countries.
Activities: we can use the sports, cultural, music, cinema, theatre, weather forecast sections and
the adds. Also, we can use magazines to get styles for penfriends, crosswords, to read about
famous people, etc.

Comics: provide a wonderful context to understand the meaning of the language input. Children
can create their own comics linking it to their experiences and interests using the target
language. That is a very motivating way to use the language.

Activities: complete the bubbles of the comic. Create your comic.

Interactive boards: are used to enrich the teaching learning practice. There are a lot of curricular
materials that can be used in the interactive board such as power point presentations, flashcards
activities, etc. However, using technology can be overwhelming and chaotic at times. Before any
session with the interactive board, it is advisable to:

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 • Practise in advance the lesson starts to avoid technical problems,
• Have the students explore the board and experiment with its functions.
• Prepare and save activity files before class.
• Make sure the size of the letters can be seen from all parts of the class.
• Calibrate the board before the lesson starts.
• Use the touch screen not the computer to navigate around the software.
• Make sure all students have a purpose to avoid distraction.
• Control the time.
• Use the board to its full potential.

The Internet and ICT

Using internet in our lessons provides authenticity, literacy, interaction, vitality, and
empowerment. Nowadays computers are present everywhere and most children are used to
using them as entertainment, communication or for school-related activities. So, when we use
them what we are doing is just bringing the real world into the class. The use of internet depends
on the availability we have in our schools. We may use online resources and off-line resources.

Off-line use

Word processor. In Andalusia we use Linux and open office. Also, there are plenty of educational
software by guadalinex for example we can use Hot Potatoes and there we find:

- JCloze for gap filing exercises

- JMatch for matching

- JQuiz to create quizzes

- JCross to create crosswords

Also, we have:

- Kanagram for vocabulary

- Audacity for recording

- Vine for editing videos.

- JClic to create multimedia interactive exercises

-Teachers blogs and school websites and the school magazine.

On-line use

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- Emails: in the first stages of primary education this resource is not advisable however in the last
stage we can consider using it to exchange information or for pen-pal services. With pupils we
won’t use email in real time, and we can use the Twinning space which is a safe server. However,
teachers can make a great use of this recourse.

- Online websites:

-eslgames.com

-learnenglishkids.britishcouncil.org

-manythings.org

Other resources

• Kahoot a game-based learning platform.

• Edpuzzle that allows editing videos and inserting activities.
• Story birds allows creating comics inserting texts.

The textbook is one of the main elements in the language learning process as they are the most
important source of materials in the English class. A course book can be analysed from two
perspectives: a teaching/ learning aid or as an informative text.

Choosing a coursebook

When selecting a text for the Primary EFL class, we must bear in mind that we want our pupils to
engage interactively with the text, so we must pay attention to different criteria to guarantee the
effectiveness of the teaching learning process.

• Objectives should be consistent with the general objectives, competences, evaluation

criteria and learning standards of our pupil’s academic year.
• Contents should be interesting, appropriate (age, level of difficulty, nearness), memorable,
relevant, and practical)
• Visual: should include attractive/colorful illustrations of a good size
• Activities should encourage participation (in and outside of the classroom) by enhancing
repetition prediction, develop memory and build confidence.
• Methodology should meet the guidelines set out in the official curriculum.
• Cross curricular contents should be integrated along the topics of each section or TU.
• Motivating by being related to pupils’ experiences and characteristics.
• Arise curiosity and interest in knowing more about English language and culture.
• Create positive attitudes towards the target language and culture.

Some criteria for the selection of texts or to be considered when designing our own materials.

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 • Materials should avoid any type of gender inequality.
• Use nonsexist language.
• Show diversity.
• Recognize different family patterns.
• Value the relevance of women in different fields.
• Promote equality, dialogue, cooperation, and leadership.

Using a coursebook

Teachers should always use coursebooks wisely and they must feel free to modify, expand or
reduce the textbook. There is no need to follow the coursebook straight forward, it all will depend
on the students and teachers´ needs. Add materials to cope with diversity, to contextualize the
teaching learning process or to update the information (science and technology go very fast). An
important resource we have at our disposal are the teacher’s book, check it for ideas and
suggestions or more activities.

Bibliography

Council of Europe: “The Common European Framework of reference for languages”. Strasbourg, 2001.
Jensen, J. (2001). Planning lessons. USA: Heinle and Heinle.
Madrid, D. (2004). TEFL in Primary Education. Granada. Universidad de Granada, 2004.

Organic Law 3/2020 of December 29, which modifies Organic Law 2/2006, of May 3, on Education.
(LOMLOE).
Royal Decree 157/2022 of March 1, which establishes the organization and minimum teachings
in Primary Education.

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