PROYECTO FINAL UNIVERSITARIO ARMONÍA

FINAL DEGREE PROJECT PRESENTATION

UNIVERSITY OF EXTREMADURA TEACHER TRAINING COLLEGE CACERES B.A. IN PRIMARY EDUCATION

"FUSION OF TWO APPROACHES: AUDIOLINGUAL AND PBL RELATED TO THE FIRST CYCLE OF PRIMARY EDUCATION"

Presented by: Marta Bote ArroyoID Number: 09070954F E-mail: mbotearr@alumnos.unex.es

Index

06. DEVELOPMENT OF THE INTERVENTION

01. INTRODUCTION

07. LEARNING SITUATIONS

02. JUSTIFICATION

08. ASSESSMENT

03. OBJETIVES AND COMPETENCES

09.CONCLUSION

04. THEORETICAL FUNDATION

10.BIBLIOGRAPHY

05. INTERVENTION DESIGN

01. INTRODUCTION

• Implementing two teaching methods when teaching a second language:

-PBL -Audiolingual

• Didactic proposal: 12 sessions distributed in 6 weeks.

• Second language (L2), English

02. JUSTIFICATION

Improved language proficiency

Alignment with learner-centered education

Fostering creativity and innovation

TIC

03. OBJETIVES

• -To face teaching-learning situations of the English foreign language within bilingual contexts.

• -Do a reflexion about innovative practices to improve the work of teachers.

• -Design, plan, adapt and evaluate teaching-learning processes.

03. COMPETENCES

• -To master strategies that promote active and participative methodologies, with emphasis on teamwork, diversity of resources, collaborative learning...

• -Involving learners in the control of their own learning.

• -To obtain both habits and skills in autonomous and cooperative learning and to promote it among students.

04.

THEORETICAL FOUNDATION

AUDIOLINGUAL AND PBL:

1. Why they are working together.2. In Primary Education.3. Children´s development with the methodologies.

05. INTERVENTION DESIGN

• -2nd course of Primary Education.

• -Class of 24 students.

• -12 sessions, distributed into 6 weeks.

• -Learning new vocabulary and routines related to the second language, English.

06. DEVELOPMENT OF THE INTERVENTION

Justification:

• Importance of vocabulary.
• Promote autonomy and cooperative work.
• Basic level of English.

Introduction

• Activity: mental maps.
• Didactic Unit: storytelling.
• Significant activities in sessions
• English

6.1. OBJETIVES OF THE INTERVENTION

Mental Maps:

• Develop and strengthen oral and written skills.
• To review vocabulary and include new words.
• Learn and reinforce learned grammatical structures.

Didactic Unit:

• Encourage imagination and creativity.
• Stimulate interest in the English language and reading.
• To understand and internalize the required language.

6.2. KEY COMPETENCES

6.3. METHODOLOGIES

Two methodologies:

• PBL
• Audiolingual

6.4. MATERIALS

DIDACTIC UNIT:

• Flashcards with the vocabulary to be worked on.
• Cardboard
• Markers and colored pencils
• Scissors
• Plastic sleeves
• Adhesive tape
• Laminating machine and laminating sheets

MENTAL MAPS:

• Books and stories in English appropriate to the level of the students.
• Thematic vocabulary cards.
• Pictures or illustrations related to the stories.
• Adequate space for skits and read-aloud sessions.
• Paper and pencils.

07. LEARNING SITUATIONS

MENTAL MAPS

DIDACTIC UNIT

7.1. ACTIVITY: MENTAL MAPS

7.2. ACTIVITY: DIDACTIC UNIT

SESSIONS 1 AND 2

• Introduce the concept of storytelling in English and explain its importance.

• Conduct a storytelling session in English with simple, visually appealing stories.

• Encourage students to identify key words and phrases in the story and to participate in simple questions and answers related to the story.

7.3. ACTIVITY: DIDACTIC UNIT

SESSIONS 3 AND 4

• Introduce a specific topic, such as animals, colors or feelings.

• Introduce related vocabulary through pictures, flashcards or interactive games.

• Perform word association activities, memory games or theme songs to reinforce acquired vocabulary.

7.4. ACTIVITY: DIDACTIC UNIT

SESSIONS 5 AND 6

• Organize students into small groups and assign them a theme or character to create a story in English.

• Provide each group with cards with pictures or words related to the assigned topic.

• Encourage collaboration and creativity as students create their stories and rehearse them for presentation.

7.5. ACTIVITY: DIDACTIC UNIT

SESSIONS 7 AND 8

• Allow student groups to act out their stories in the form of a play or pantomime.

• Provide support and guidance to students during the process of preparing the skit.

• Organize a presentation session in which groups share their performances with the rest of the class.

7.6. ACTIVITY: DIDACTIC UNIT

SESSIONS 9 AND 10

• Introduce books or stories in English appropriate to the level of the students.

• Conduct read-aloud sessions, where the teacher or advanced students read the text while others follow along attentively.

• Encourage participation and post-reading dialogue by asking questions about the plot, characters, and events of the story.

7.7. ACTIVITY: DIDACTIC UNIT

SESSIONS 11 AND 12

• Evaluate students' progress through listening and speaking activities related to the stories worked on.

• Provide individualized feedback to each student, highlighting strengths and areas for improvement.

• Conclude the didactic unit by celebrating students' achievements and highlighting the importance of reading and storytelling in learning English.

08. ASSESSMENT

5. Critical thinking and problem solving.

1. Listening skills

2. Writting skills

6. Analytical skills

3.Reading comprehension

7. Creativity and innovation

8.Collaboration and comunication

4. Speaking skills

09. CONCLUSION

• Improve language proficiency.

• Opportunity to apply their language skills to real-world projects.

• Opportunity to actively contribute to the growth of your language.

10.

BIBLIOGRAPHY

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UNIVERSITY OF EXTREMADURA TEACHER TRAINING COLLEGE CACERES B.A. IN PRIMARY EDUCATION

THE END

THANKS YOU!

Presented by: Marta Bote Arroyo ID Number: 09070954FE-mail: mbotearr@alumnos.unex.es