TFG

final undergraduate dissertation

Implementation of communicative-based teaching approaches in the English language classroom

Student: Ramón Godos Rodrigo Supervisor: Alicia Martínez Flor

June, 2021

Table of Contents

03. Proposal

01. Introduction

04. Conclusion

02. T. Background

.01

Introduction

Diverse approaches have been explored to palliate the lack of fruitful methods and techniques

English as a Lingua Franca:

Grammar-oriented lessons are not completely effective

.02

Theoretical background

Second Language Learning

Three Main Theories

Behaviorism, Innatism, Interactionism

(Halliday, 1975)

(Skinner, 1965)

(Chomsky, 1957)

Traditional Methods

• Grammar Translation

• Direct Method

• Audiolingual Method

(Richard & Rogers, 2014; Krause, 1916)

Emerging Approaches

English as the means of learning content

CLIL

(Coyle et al., 2010)

Co-operative work, different roles

KCP

(Kagan, 1989)

Tasks with a specific purpose

TBLT

(Skehan, 1998)

Learning through investigation and problem solving

PBL

(Blumenfield et al. ,1989)

Purpose

• High Schools need to adapt to the high demand of English so as to broaden their student's career opportunities.
• The aim is to create a teaching proposal that combines different approaches in order to obtain a succesful plan.

.03

Teaching Proposal

Mixture of different Approaches

English as a tool

CLIL, TBLT, KCP, PBL

• 3 different disciplines alongside language: Mathematics, Egyptian Culture and Art
• Activities focused on using language for a specific purpose
• Creation of an Art Gallery as the summit of the project
• Division into groups of 4 - each student fulfills a role

Schema of the Lesson Plan

10 lessons

• 1h 40min each one
• 2nd ESO
• Spanish High School

• A1 - A2 Levels
• Teacher: Enhancer

1st Lesson - Knowing Each Other

• Ice-Breaking Activities
• Division into groups and assignation of roles (KCP)

1. Secretary
2. Animator
3. Spokesperson
4. Responsible for the materials

Lessons 2 to 6 - Focus on Ancient Egyptian Culture

• CLIL inspired activities
• Autonomous work
• Introductory activities
• Every lesson finishes with a task (TBLT)
• Last task contributes to the Project's aim

Ancient Egyptian Lessons' Showcase

1. Question about Egyptian Gods
2. Completion of a worksheet
3. Gathering information about your two favourite Gods and Goddesses
4. Discussion with the team which God will represent your team
5. Design of a temple

From Lesson 4: Egyptian Gods, Goddesses and their temples

7th and 8th Lessons - Creating your own museum

1. Creation of the Art Gallery

Sketch of the Art Gallery

2. Preparation of the Oral Presentation

Students will perform as tourist guides in front of the classroom so as to present their Art Gallery: - Thales Theorem - Pharaoh's Biography - Description of their God - Jewel - Process of creation of the gallery

Evaluation and Co-evaluation

10th Lesson - Review and Critique

Students will be handed in a Questionnaire:

• Collect valuable Feedback
• Check whether the project met its goals
• Assess if the team worked together
• Find problems inside the team

Feedback

Improvement

.04

Conclusion

Limitations

Prime aim: motivation

10 lessons do not substitute a whole subject

• English as a tool

• Autonomous process

• Teachers' guidance

Complemented with other projects

References

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398 Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press. Chomsky, N. (1957). Syntactic Structures. Berlin: Mouton de Gruyter. Halliday, M. A. K. (1975). Learning ow to mean: Explorations in the development of language. London: Edward Arnold. Kagan, S. (1989). The Structural Approach to Cooperative Learning. Educational leadership, 47(4), 12-15. Krause, C. A. (1916), The Direct Method in Modern Languages, New York: C. Scribner 's Sons. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge university press. Skehan, P. (1998). Task-based instruction. Annual review of applied linguistics, 18, 268-286.

Thanks for your attention

Any questions?