Supuestos practicos

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SUPUESTOS PRÁCTICOS

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The present essay aims to discuss

The present essay aims to discuss the advantages of using the the advantages of using the cooperacooperave principles in the ve principles in the EFLEFL classroom. In order to do so I will rst give a theroreca background about the cooperave classroom. In order to do so I will rst give a theroreca background about the cooperave learning principles. Then I will point out its main advantages and nally I will give a concluding learning principles. Then I will point out its main advantages and nally I will give a concluding remark centred about the importance of using cooperave learning principles and the foreign remark centred about the importance of using cooperave learning principles and the foreign language teaching.

language teaching.

hat is cooperave learning! "ooperave learning# also known as collaborave learning# is a hat is cooperave learning! "ooperave learning# also known as collaborave learning# is a body of concepts and techni$ues for helping to ma%imi&e the benets of cooperaon among body of concepts and techni$ues for helping to ma%imi&e the benets of cooperaon among students.

students. Ther

There e is is not not e%ise%ists ts a a genegenerallrally y accepaccepted ted verversion of sion of coopecooperarave ve learnlearning. ing. 'owe'oweverver# # varivariousous principles could be disnguish. Let us analyse the main ones(

principles could be disnguish. Let us analyse the main ones(

) 'eterogeneous *rouping. This principle means that the groups in

) 'eterogeneous *rouping. This principle means that the groups in which students do "+ taskswhich students do "+ tasks are mi%ed in a number of variables such as se%#ethnicity# social class# religion# personality#age# are mi%ed in a number of variables such as se%#ethnicity# social class# religion# personality#age# language prociency

language prociency#etc. 'eterogenous grouping have a number #etc. 'eterogenous grouping have a number of benets such of benets such as encouraingas encouraing pee

peer r tuttutorioring# ng# prproviovidinding g a a varvarietiety y of of perperspespecvcves# es# fofoststeriering ng appapprereciaiciaitoton n of of the the valvalue ue of of diversity.

diversity.

, "ollaborave skills. "ollaborave skills are those needed to work with others. The language , "ollaborave skills. "ollaborave skills are those needed to work with others. The language involved in using the skills such as( checking that others understand# asking for and giving involved in using the skills such as( checking that others understand# asking for and giving reasons# disagreeing# responding to

reasons# disagreeing# responding to disagreemendisagreement and t and encouraging others to parcipate.encouraging others to parcipate. -

- *rou*roup p utoutonomynomy. . This principle encourThis principle encourages studentages students s to to look to look to themthemselvselves es for resourfor resourcesces rather than relying solely on the teacher.

rather than relying solely on the teacher. /

/ 0imu0imultaltaneoneous us intintereracacon# on# whewhen n grgroup oup acacvivies es are are useused# d# one one ststudeudentnts s per per grogroup up is#is# hopefully speaking. 'owever# in a class of /1 divided into groups of four# )1 students are hopefully speaking. 'owever# in a class of /1 divided into groups of four# )1 students are speaking simultaneously# thus# this"L principal is called simultaneous interacon. If the same speaking simultaneously# thus# this"L principal is called simultaneous interacon. If the same class is working in groups of two 2pairs are also groups3 we may have ,1 students speaking class is working in groups of two 2pairs are also groups3 we may have ,1 students speaking simultaneously.

simultaneously.

4 E$ual parcipaon# "L o5ers many ways of promote e$ual parcipaon in groups. Two of 4 E$ual parcipaon# "L o5ers many ways of promote e$ual parcipaon in groups. Two of these are the use of rotang roles in a group# such as facilitator# checker#$uesoner# praiser# these are the use of rotang roles in a group# such as facilitator# checker#$uesoner# praiser# encourager and paraphrase

encourager and paraphraser and r and the use of the use of mulple ability task.mulple ability task.

6 Individual ccountability. Techni$ues for encouraging individual accountability seek to avoid 6 Individual ccountability. Techni$ues for encouraging individual accountability seek to avoid the problem of groups known variously as social loang. These techni$ues include giving each the problem of groups known variously as social loang. These techni$ues include giving each group member a designated turn to

group member a designated turn to parcipate.parcipate.

Finally I would like to point out

Finally I would like to point out that one of the best ways to promote cooperave learning that one of the best ways to promote cooperave learning principles in the EFL classroom is rstly creang a comfortable atmosphere and developing a principles in the EFL classroom is rstly creang a comfortable atmosphere and developing a good relaonships between the students and teacher.

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$o% to deveop our student&s

$o% to deveop our student&s intona

intonaon a%areness though a

on a%areness though a #eaningfu acvit'

#eaningfu acvit'

The present essay aims to study

The present essay aims to study how to develop our student7s intonaon awareness though a how to develop our student7s intonaon awareness though a meaningful acvity. In order to do so I will rst introduce a theorecal background about the meaningful acvity. In order to do so I will rst introduce a theorecal background about the Intonaon warene

Intonaon wareness. In order to do so ss. In order to do so I will rst provide a suitable acvity by means of I will rst provide a suitable acvity by means of whichwhich intonaon can be worked and nally I will give a concluding remark about the importance of it intonaon can be worked and nally I will give a concluding remark about the importance of it in the foreign language learning process.

in the foreign language learning process.

s regards teaching and learning pronunciaon# teacher must use acvies such as songs and s regards teaching and learning pronunciaon# teacher must use acvies such as songs and rhymes# generally speaking. In the some way meaning and conte%tuali&ed pracce acvies rhymes# generally speaking. In the some way meaning and conte%tuali&ed pracce acvies involving repeon will be very useful. 'owever it necessary to say that students must be involving repeon will be very useful. 'owever it necessary to say that students must be aware of the English pronunciaon. Learners must ac$uiere some discriminatory skills in order aware of the English pronunciaon. Learners must ac$uiere some discriminatory skills in order to develop their own internal criteria of what is and what is not. In order to achieve these to develop their own internal criteria of what is and what is not. In order to achieve these discrimanatory skills we will have to pracce with som intonaon e%ercises. Intonaon could discrimanatory skills we will have to pracce with som intonaon e%ercises. Intonaon could be denes as a suprasegmental features refered to di5erent levels of pith 2tunes3 which are be denes as a suprasegmental features refered to di5erent levels of pith 2tunes3 which are used in the pronunciaon of sentences and that may e%press a wide range of meaning. used in the pronunciaon of sentences and that may e%press a wide range of meaning. Intonaon may perform a wide range of funcons like( emoonal#grammacal# informaon Intonaon may perform a wide range of funcons like( emoonal#grammacal# informaon structure#

structure#te%tual psychological te%tual psychological and inde%ical.and inde%ical. 8e%t# I will

8e%t# I will propose an cvity for Teaching Intonaon warepropose an cvity for Teaching Intonaon wareness to EFL ness to EFL 0tudents(0tudents( Title. "ould you do it be9er!

Title. "ould you do it be9er! Time. 417

Time. 417 Level 4

Level 4thth_{course of :rimary}_{course of :rimary Educaon}_Educaon

"ommand of English; dvantage. "ommand of English; dvantage.

Introducon. First of all we have to decide# which usage of intonaon we want to teach and Introducon. First of all we have to decide# which usage of intonaon we want to teach and pracce( intonaon that refer

pracce( intonaon that refers to mood<emoon or intonaon which s to mood<emoon or intonaon which gives a message upon gives a message upon thethe meaning e.g. tag $uesons when you e%pect a posive answer and so on.

meaning e.g. tag $uesons when you e%pect a posive answer and so on. ).

). Firts vieFirts viewing 2mewing 2meaning3aning3. Learner. Learners wats watch the videch the video for the rso for the rst me. Tt me. Teacheeacher will helpr will help them to concentrate and understand# if they have something specic to watch for. In them to concentrate and understand# if they have something specic to watch for. In this case we address our student7s a9enon on the intonaon of the actors<actresses. this case we address our student7s a9enon on the intonaon of the actors<actresses. They will have to concentrate on the emoons# the mimic# the body language in order They will have to concentrate on the emoons# the mimic# the body language in order to idenfy the use

to idenfy the use of intonaon.of intonaon. ,.

,. =nce the s=nce the studentudents havts have undere understoostood the contd the content of the vident of the video# thieo# this will be plas will be play againy again.. Then# students will concentrate on specic suprasegmental features and the teacher Then# students will concentrate on specic suprasegmental features and the teacher will use the free&e frame techni$ue in order to e%plain and comment some scenes will use the free&e frame techni$ue in order to e%plain and comment some scenes which he

which he considers relevance.considers relevance. -.

-. TTeacheeacher will give thr will give the scripe scripts of the scene tts of the scene to the learneo the learners and wirs and will choose thll choose the stude studentsents to represent the di5erent characetrs of the video. hen learners have studied the to represent the di5erent characetrs of the video. hen learners have studied the situaon and the language# they will

situaon and the language# they will be ready to use the be ready to use the language themselves. In orderlanguage themselves. In order to do so we will play the lm again# this me without sound and we will ask the to do so we will play the lm again# this me without sound and we will ask the students to be the voice of the lm.

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/. FinallFinallyy# once stud# once students arents are condee condent and they hant and they have been prve been pracsinacsing di5erg di5erent scenent scenes of es of the lm it will be a good moment to invite the students to act the story with their the lm it will be a good moment to invite the students to act the story with their voice. t this point we should be realisc and ask our students to represent di5erent voice. t this point we should be realisc and ask our students to represent di5erent key intonaon moments where they can pracce intonaon.

key intonaon moments where they can pracce intonaon. 4.

4. >ef>efore to concore to conclude the elude the e%er%ercise# tecise# teacher anacher and studed students will hants will have a feeve a feedback basdback based oned on the importance and

the importance and relevance of the relevance of the di5erendi5erent suprasegmental features and intonaont suprasegmental features and intonaon espcially and we will

espcially and we will e%tract some general conclusions.e%tract some general conclusions.

The acvity is highly movang# interesng and humorous and it is a good opportunity our The acvity is highly movang# interesng and humorous and it is a good opportunity our stud

students comparents compare e the non;nathe non;nave speech ve speech with the with the navnave e one and one and idenidenfy fy di5di5ereerences innces in intonaon.

intonaon.

Finally I would like say that

Finally I would like say that regular work in this area will help learners to develop their own regular work in this area will help learners to develop their own hypotheses and gut;feeling for Englihs pronunciaon# something e%perts and researchers have hypotheses and gut;feeling for Englihs pronunciaon# something e%perts and researchers have long emphasised as an

long emphasised as an essenal skils of a essenal skils of a good language learnergood language learner..

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The present essay aims to study

The present essay aims to study the assessment of young learners. In order to do so I will rst the assessment of young learners. In order to do so I will rst give a theorecal background about the use of evaluaon techni$ues in :rimary Educaon give a theorecal background about the use of evaluaon techni$ues in :rimary Educaon then I will purpose di5erent assessment techni$ues could be used in the foreign language then I will purpose di5erent assessment techni$ues could be used in the foreign language classroom and nally I will give a concluding remark about the importance and relevance of classroom and nally I will give a concluding remark about the importance and relevance of assessment of young learners.

assessment of young learners.

"lassroom ssessment is a method which can be used to collect feedback about how our "lassroom ssessment is a method which can be used to collect feedback about how our students are learning and how teacher is teaching. The purpose of classroom assessment is to students are learning and how teacher is teaching. The purpose of classroom assessment is to provide both students and teacher with the informaon needed in order to improve teaching provide both students and teacher with the informaon needed in order to improve teaching e5ecveness and learning $uality. "lassroom ssessment is one of the best ways in order to e5ecveness and learning $uality. "lassroom ssessment is one of the best ways in order to improve teaching and learning.

improve teaching and learning. Let us go on poinng out

Let us go on poinng out seven principles for a good assessment pracce(seven principles for a good assessment pracce( ).

). EncouEncouragrages ces contontact beact betwetween sen studentudents ants and ted teacherachers.s. ,.

,. ?eve?evelops lops recireciprociprocity anty and cood cooperperaon aon amonamong stug studendents.ts. -.

-. EnEncocoururagages aces acvve leae learnrnining.g. /.

/. *iv*ives es fefeedbedback ack on on perperfoformarmancence.. 4.

4. EmEmphphasasi&i&es es mme oe on tn tasask.k. 6.

6. "om"ommunmunicaicates tes highigh eh e%pe%pectactaonons.s. @.

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8e%t I wil propose some classroom assessment techni$ues we can use in the foreign language 8e%t I wil propose some classroom assessment techni$ues we can use in the foreign language classroom(

classroom( ).

). BinBinute papute paperer# during the las# during the last t fefew minutw minutes of es of the clathe class#ss#ask stuask studendents to ts to ansanswer on awer on a sheet paper( what is the most important point you learned today! nd# what point sheet paper( what is the most important point you learned today! nd# what point rrememaiains ns leleasast t clcleaear r to to yyouou!. !. ThThe e pupurprposose e is is to to elelicicit it dadatta a ababouout t sstutudedennt7t7ss comprehension of a parcular class session.

comprehension of a parcular class session. ,.

,. =ne sen=ne sentetence summnce summary stuary studendents summats summari&ri&e e knoknowlewledge of a dge of a totopic by pic by conconststrucrucng ang a single sentence that answers the $uesons who does what to whom# when# where# single sentence that answers the $uesons who does what to whom# when# where# how and why! The purpose

how and why! The purpose is to re$uire students to select only is to re$uire students to select only the dening features of the dening features of an idea. The main aim of this techni$ue is evaluate that students have idened the an idea. The main aim of this techni$ue is evaluate that students have idened the essenal concepts of the topic.

essenal concepts of the topic. -.

-. BeBemormory matriy matri%. 0tude%. 0tudents ll in cells of a nts ll in cells of a diadiagrgram for which insam for which instrutructoctor r has prhas proviovidedded labels. 0tudents enter the informaon demonstrang their ability to remember and labels. 0tudents enter the informaon demonstrang their ability to remember and classify concepts.

classify concepts. /.

/. hathat7s the princ7s the principle! Ciple! Cer studer students ents gure out wgure out what type ohat type of problef problem they arm they are dealinge dealing wit

with# h# thethey y oCeoCen n musmust t thethen n decdecide what princide what principliple e to to appapply ly in in ororder to der to solsolve theve the problem. This techni$ue focuses on this step in problem solving. It provides students problem. This techni$ue focuses on this step in problem solving. It provides students with a few problems an asks them to state the principle that best applies to each with a few problems an asks them to state the principle that best applies to each problem.

problem. 4.

4. BuddBuddiest poiest point# thint# the techne techni$ue coi$ue consisnsists of asking sts of asking studentudents to Dot dowts to Dot down a $uick ren a $uick responssponsee to one $ueson# what was the muddiest point in! The focus of this techni$ue might be to one $ueson# what was the muddiest point in! The focus of this techni$ue might be a lecture# a discussion# a homework assignment# a play or a lm.

a lecture# a discussion# a homework assignment# a play or a lm.

Finally I will conclude this essay saying

Finally I will conclude this essay saying that the c that the central purpose of "lassroom ssessment is toentral purpose of "lassroom ssessment is to promote both teachers and students to improve the $uality of

promote both teachers and students to improve the $uality of learning in the learning in the classroom.classroom.

-.

-. Crit

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The present essay aims to discuss

The present essay aims to discuss the ade$uate criteria for selecng story books for :rimary the ade$uate criteria for selecng story books for :rimary Educaon. In order to do so I will present some theorecal background about the use of story Educaon. In order to do so I will present some theorecal background about the use of story books in :rimary Educaon. Cer it I will purpose a guideline for selecng works of literature books in :rimary Educaon. Cer it I will purpose a guideline for selecng works of literature and nally I will

and nally I will give a concluding remark.give a concluding remark.

First# we will bear in mind our student7s needs and abilies# rst# te%ts should always be First# we will bear in mind our student7s needs and abilies# rst# te%ts should always be appropiate to the age# interests and goals of our pupils. In this way# it is important the reading appropiate to the age# interests and goals of our pupils. In this way# it is important the reading sp

speeeed d of of ststududenentsts# # at at leleasast t ,1,11 1 wowordrds s peper r miminunutete. . ThThis is ababililitity y is is crcrucuciaial l to to ststududenent7st7s understanding of the te%t overall.

understanding of the te%t overall.

Criteria for seecng stor' oo/s0

;; "on"ontentent# subDt# subDect ma9ect ma9erer# # in the stoin the story relery relevavant# intnt# intereeressng# amusng# amusing# meing# memormorablable fore for students!

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;; isualisuals( use s( use of illuof illustrstraonaons# are s# are they they a9ra9racvacve# cloue# clourful! rful! re tre their sheir si&e i&e ade$uade$uate ate to beto be used as ashcards! re English;speaking countries cultural aspects shown!

used as ashcards! re English;speaking countries cultural aspects shown!

;; EncouEncouragrage pare parcipacipaon( ron( repeepeon# on# predprediconicon# de# develovelop memp memory aory and bund build cild condeondence.nce. ;; BoBovavang ing is the ss the stotory rery relatlated to sed to studtudenent7s et7s e%pe%perieriencences!s!

;; rrououse curse curioiosisityty( ( wiwill the stll the storory y mamakke them wae them want to nd out mont to nd out more abre abouout the tart the targegett language# culture and language learning.

language# culture and language learning.

;; "r"reaeate poste posivive aGtue aGtudesdes# will stu# will studendents rests responpond posid posivevely to the stly to the story and deory and deveveloplop posive aGtudes towar

posive aGtudes towards the target language# culture and ds the target language# culture and language learning!language learning!

lso# teacher should bear in mind the linguisc and stylisc level of his pupils. s far as the lso# teacher should bear in mind the linguisc and stylisc level of his pupils. s far as the lin

linguiguissc c levlevel el is is conconcercernedned# # it it is is essessenenal to al to beabear r in in minmind d the follothe followinwing g aspaspectects s a3 a3 thethe vocabulary and synta% of the te%t should

vocabulary and synta% of the te%t should be within the student7s grasp. 0tudents should be within the student7s grasp. 0tudents should be ablebe able to infer the meaning of most of the unknown words from the conte%t# b3 idiomac language to infer the meaning of most of the unknown words from the conte%t# b3 idiomac language should be kept at a

should be kept at a minimum.minimum. I

I wilwill l conconnunue e e%e%amiaming ng the the ststyliylissc c levlevel. el. The The use use of of unuunusuasual l woword rd ororder der or or divdiverergengentt vo

vocacabubulalary ry wiwill ll prprododucuce e ininststananceces s of of foforeregrgrououndndining g ththat at cacannnnot ot be be apapprprececiaiateted d if if aa solidknowledge of what constu9es the linguisc norm is present. In addion# it is useless to solidknowledge of what constu9es the linguisc norm is present. In addion# it is useless to choose te%ts of great stylisc comple%ity for the early stages of language learning# stylisc choose te%ts of great stylisc comple%ity for the early stages of language learning# stylisc e5ect in classic children7s literature will be lost.

e5ect in classic children7s literature will be lost.

For concluding this essay I will brify menoning

For concluding this essay I will brify menoning that the general aim of the teaching of that the general aim of the teaching of lit

litererataturure e is is to to let let ststudeudentnts s derderive ive the the benbeneets ts of of comcommunmunicaicavve e acacvivies es for for lanlanguagguagee improvement withing the conte%ts of suitable works of literature. In this way# making a good improvement withing the conte%ts of suitable works of literature. In this way# making a good sel

selececon on of of acacvivies es an an prpreseesennng ng thethem m witwith h concondedentnts# s# ststudeudents nts wilwill l be be neanearerer r toto communicav

communicave e competencecompetence..

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es in Pri#ar'

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Educaon. Do 'ou thin/ roe3pa'ing #ust e a controed acvit' or three in roo#

for i#provisaon5

The aim o this essay is discuss

The aim o this essay is discuss the usefulness of role;plays acvies in :rimary Educaon. In the usefulness of role;plays acvies in :rimary Educaon. In order to do so I

order to do so I will present some theorecal background about role;play acvity in which I willwill present some theorecal background about role;play acvity in which I will try to answer the $uesons what is role play! nd what are its main pros and cons! Cer that I try to answer the $uesons what is role play! nd what are its main pros and cons! Cer that I will give my opinion about whether roleplay is a controlled acvity or there is room for will give my opinion about whether roleplay is a controlled acvity or there is room for improvisaon.

improvisaon.

Aole plays are small dialogues for pracsing a parcular structure<funcon# it is the pracce of Aole plays are small dialogues for pracsing a parcular structure<funcon# it is the pracce of asi

asituatuaononal al spespeechech# # rorole;le;plaplay y es es anany y spespeakiaking ng acacvitvity y whewhen n yoyou u eiteither her put put yoyoururselself f intintoo somebody else7s shoes# or when you stay in your own

somebody else7s shoes# or when you stay in your own shoes but put yourself into an imaginaryshoes but put yourself into an imaginary situaon.

situaon.

Let as disnguish its main pros and cons( Let as disnguish its main pros and cons(

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?8T*E0( ?8T*E0(

;; The fThe focus ocus a9ea9enon non is on is on the mthe messagessage<coe<contentent annt and not d not on thon the mae matery tery of lanof languageguage.. ;; TherThere is e is genuigenuine cne communommunicaicaon evon even then though tough the sihe situatuaons arons are some somememes ares arcialcial.. ;; ThoThough rough rolepleplalays teys teachacher wiler will havl have the oppe the opportortuniunity to sety to see if pupile if pupils can or cans can or cannot usnot usee

the language. the language.

;; ccvviies conces concenentrtratate e in in memeananining g momore than on re than on cocorrrrecectntneses. . FoFormrmal al mimiststakakes es dodon7n7tt really ma9er too much unless it means your pupils can7t be understood. Fluency is really ma9er too much unless it means your pupils can7t be understood. Fluency is more important than accuracy.

more important than accuracy.

;; TTeaceacher her concontrtrol iol is mis minimnimal dal duriuring tng this his acacvitvityy.. ;; ThTherere is oe is oCeCen a gn a gamame ele elememenent in ht in his ais accvivityty.. ;; IItt77s fs fuun an annd md moovvaanngg..

;; It pIt provirovides des a gooa good opd opportuportunity nity to ito includnclude the the oue outside tside worlworld in d in our our classclassroomrooms.s. ?I0?8T*E0

?I0?8T*E0

;; TheThere are are lre limiimitataonons becs becausause of se of studtudenents lats lack of ack of actuctual laal langunguageage ;; e de donon7t 7t knknow ow whwhat at ththey ey wawant nt to to sasayy

;; =u=ur sr stutudedennt7t7s bas bashshfufulnlneessss

;; AoAolele;p;plalay acy acviviees ars are noe not ret real sal sitituauaoonsns

;; The The atatmosmosphephere sre shouhould bld be ine inforformal mal and and not not comcompepevvee

;; 8o8on n lilingnguiuissc c dedeviviceces s susuch ch as as inintotonanaoon# n# totone ne of of vvoioicece# # bobody dy lalangnguauagege#e#etctc# # araree e%tremely important.

e%tremely important.

orking with role;plays is a useful way to bridge the gap betweem guided pracce and freer orking with role;plays is a useful way to bridge the gap betweem guided pracce and freer acvies. "ontrolled role;plays can easily develop into free work when the pupils are ready for acvies. "ontrolled role;plays can easily develop into free work when the pupils are ready for it. orking role;plays with young children we should go from the structure to the more open it. orking role;plays with young children we should go from the structure to the more open type of acvity. >eginners of all ages can start on role;play dialogues by learning a simple one type of acvity. >eginners of all ages can start on role;play dialogues by learning a simple one o5 by heart and then acng out

o5 by heart and then acng out in pairs.in pairs. ith the ve to seven years old you can give

ith the ve to seven years old you can give them a model rst by acng out them a model rst by acng out the dialogue withthe dialogue with T

Teddy and geGng the pupils repeat the sentences aCer me. ith eddy and geGng the pupils repeat the sentences aCer me. ith the older children we can actthe older children we can act it out with one of

it out with one of the cleverer pupils.the cleverer pupils.

Finally I would like to underline

Finally I would like to underlinethe fact that sucess developing of role;plays in our classroomsthe fact that sucess developing of role;plays in our classrooms it

it wilwill l givgive e our pupilour pupils s the opporthe opportuntunity to ity to prpracacce ce a a widwide e rarange of nge of skiskills and lls and subsub;sk;skillills#s# con

conse$se$uenuently tly thethey y wilwill l impimprorove ve thetheir ir comcommunmunicaicavve e comcompepetentence# ce# maimain n goagoal l of of foforereignign language teaching.

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6. 6. )ccur

)ccurac'3

ac'37uenc

7uenc''. E8pain these te

. E8pain these ter#s+ thei

r#s+ their appic

r appicaon in the teac

aon in the teaching #et

hing #ethodo

hodoog'

og'

and their reevance for the third

and their reevance for the third c'ce.

c'ce.

The aim o this essay is

The aim o this essay is to try to e%plain the terms of accuracy and uency. In order to do so I to try to e%plain the terms of accuracy and uency. In order to do so I will rstly give a denion for both# accuracy and uency concepts. Cer it I will e%plain their will rstly give a denion for both# accuracy and uency concepts. Cer it I will e%plain their appli

applicaocaon n in in the teachinthe teaching g methmethodologodology y and nally their and nally their relerelevancvance e for the for the thirthird d cycle of cycle of :rimary Educaon.

:rimary Educaon.

hat does uency means! It means the ability to generate and communicate one7s ideas hat does uency means! It means the ability to generate and communicate one7s ideas intelligibly and with relave ease but

intelligibly and with relave ease but not neccesarily with not neccesarily with accuracyaccuracy. The uency . The uency e%ere%ercises invitecises invite you to take the arts of di5erent characters when role;playing and to connue a dialogue in you to take the arts of di5erent characters when role;playing and to connue a dialogue in your own way. =n the other hand# what does accuracy means! e can sat that accuracy is the your own way. =n the other hand# what does accuracy means! e can sat that accuracy is the ability to generat

ability to generate and communicate ideas in a e and communicate ideas in a correct waycorrect way. From the point of view of accuracy. From the point of view of accuracy it a5ords numerous opportunies to train you to say things correctly and to understand the it a5ords numerous opportunies to train you to say things correctly and to understand the underlying grammar which will enable you to do this. The accuracy e%ercises encourage a underlying grammar which will enable you to do this. The accuracy e%ercises encourage a thouhHul use of language and the informaon is intended to help you to understand how thouhHul use of language and the informaon is intended to help you to understand how English works. In short# while accuracy pays a9enon on the rules and mastery of the language English works. In short# while accuracy pays a9enon on the rules and mastery of the language while uency underline the

while uency underline the importance to get the message across.importance to get the message across. 'owever

'owever# accuracy does # accuracy does not mean )11 not mean )11 errorerror;free# an impossible achievement# but during ;free# an impossible achievement# but during thethe con

contrtrollolled ed and and sesemicmiconontrtrollolled ed lanlanguaguage ge prpracacce ce perperiodiods s fofor r begbeginninnerers s a a highigh h degdegreree e of of accuracy should be re$uired. 8ot only are the students encouraged to make as few errors as accuracy should be re$uired. 8ot only are the students encouraged to make as few errors as possible# but they are e%pected to manipulate the language system as spontaneously and possible# but they are e%pected to manipulate the language system as spontaneously and e%ibly as possible.

e%ibly as possible.

=f course# uency in language learning goes for beyond that# soon aCer the students have =f course# uency in language learning goes for beyond that# soon aCer the students have mastered the language forms# they ought to be given intensive uency pracce# then# as mastered the language forms# they ought to be given intensive uency pracce# then# as control is withdrawn# students can use

control is withdrawn# students can use the language more the language more freelyfreely. t . t this stage# errors should bethis stage# errors should be tolerated and the teacher should emphasi&e that error;making is not at all disgraceful but a tolerated and the teacher should emphasi&e that error;making is not at all disgraceful but a natural and common pracce. Teacher assess the students7performances at the end of each natural and common pracce. Teacher assess the students7performances at the end of each uency pracce so that the students are aware of their weaknesses and become more and uency pracce so that the students are aware of their weaknesses and become more and more conscious of their

more conscious of their errors.errors. hat

hat7s 7s the relaothe relaonship betweenship between n accuraccuracy acy and uency! ccuracy is and uency! ccuracy is the basis the basis of of uenuencycy## wit

withouhout t accaccururacy acy thethere is re is no no ueuency to ncy to spespeak. ak. 0o 0o accaccururacy acy in in the prerthe prere$ue$uisiisite te fofor r thethe communicave competence and uency# only a solid foundaon of linguisc competence and communicave competence and uency# only a solid foundaon of linguisc competence and accuracy can make it possible for the students to develop communicave competence and accuracy can make it possible for the students to develop communicave competence and uency.

uency.

Finally

Finally I I wowoululd d lilikke e to to unundederlrlinine e ththe e fafact ct ththat at totodaday y we we cacan n sasay y ththat at ththe e mamatetery ry of of communicaon is the main obDecve and the grammar necessary for this is the by;product. In communicaon is the main obDecve and the grammar necessary for this is the by;product. In other words#grammar is the support system for communicaon not and end

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9. 9. Desig

Design a didac

n a didacc unit on th

c unit on the topi

e topic #' od' f

c #' od' for the sec

or the second c'c

ond c'ce of Pri#

e of Pri#ar' Edu

ar' Educao

caon

n

Concepts

;; TTopiopic( tc( the bhe body ody and and its its parparts.ts.ccons ons witwith thh the boe bodydy..

;; FuncoFuncons ans and usnd use of e of langulanguage# age# tell tell the pthe parts arts of the of the body abody and wrnd write ite them them corrcorrectlyectly.. ;; ocaocabulbularyary# par# parts ots of the f the bodbodyy# ba# basic sic acacons ons witwith thh them.em.

;; :ho:honenecs. "cs. "orrorrect pect pronronunciunciaaon oon of eacf each pah part of rt of the the bodbodyy..

Procedures

;; 2L2L3 3 ccvve le lisisttenenining tg to a o a sosongng

;; 203 0in203 0ing a sog a song witng with the h the corrcorrect prect pronuncionunciaonaon. Int. Interact eract with with membmembers ers of a of a groupgroup.. ;; 2A3 A2A3 Aeadeading oing of messf messageages and ss and shorhort tet te%ts in o%ts in ordrder to ider to idenenfy inffy informormaaon.on.

;; 23 23 rrite ite wowordrds frs from om prprevieviousously ily intntroroducduced med modeodelsls

):tudes

;; *e*et it invnvololveved id in cn comommumuninicacavve te tasasksks..

;; ImpImportortance ance of paof payinying a9g a9enenon on to tto theiheir owr own orn oral pal prodroducucon.on.

;; ?e?emomonsnstrtratate e on on unundedersrstatandndining g anand d ususe e of of babasisic c e%e%prpresessisionons s nenececessssarary y fofor r sosocicialal inter

interacon in acon in specic communicave situaons.specic communicave situaons.

)cvies

=ur acvies are based in

=ur acvies are based in the song J'ead and the song J'ead and shouldersKshouldersK. e will listen to . e will listen to the song rstly as athe song rstly as a warming acvity. Cer it we are going to concentrate on the meaning and the sound of the warming acvity. Cer it we are going to concentrate on the meaning and the sound of the words rst. e will do it with ashcards with drilling e%ercises. e can do that showing words rst. e will do it with ashcards with drilling e%ercises. e can do that showing pictures of the parts of the body with the words clearly wri9en beneath and we will say the pictures of the parts of the body with the words clearly wri9en beneath and we will say the words while poinng to the words. e will teach how to do the acons of the song. Cer it# words while poinng to the words. e will teach how to do the acons of the song. Cer it# students will listen to the song and will do the ac

students will listen to the song and will do the ac ons.ons.

Later# we will give out pictures of the parts of the body and separate pieces of paper with the Later# we will give out pictures of the parts of the body and separate pieces of paper with the words on which children must match. This can be done in groups of two or three. If the group words on which children must match. This can be done in groups of two or three. If the group is bigger some children may not actually parcipate and be leC out.

is bigger some children may not actually parcipate and be leC out.

Later we will make the children to draw a person 2themselves for e%ample3 and to label the Later we will make the children to draw a person 2themselves for e%ample3 and to label the body with the words they have learnt. They may know some other parts of the body that they body with the words they have learnt. They may know some other parts of the body that they can add you may have to help with spelling.

can add you may have to help with spelling.

Cer it# we will play a to pracce the vocabulary. e will divide the class into teams of nine. Cer it# we will play a to pracce the vocabulary. e will divide the class into teams of nine. e will choose a condent and outgoing child from each team to stand or

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class and be T'E >=?. =ther members of the team each get a scker with a word of a part of class and be T'E >=?. =ther members of the team each get a scker with a word of a part of the body wri9en on it. Each team stands behind a line away from the front of the class. =ne at the body wri9en on it. Each team stands behind a line away from the front of the class. =ne at a me a team member has to run to

a me a team member has to run to the front and put the scker on the appropiate part of T'Ethe front and put the scker on the appropiate part of T'E >=?# it is a race and the rst team to correctly label their >=? are the winners.

>=?# it is a race and the rst team to correctly label their >=? are the winners.

nother good way to pracce the vocabulary is to do a picture dictaon. 0o we will do it. For nother good way to pracce the vocabulary is to do a picture dictaon. 0o we will do it. For e%ample I say this is a monster. 'e has two heads and four eyes. "hildren have to draw the e%ample I say this is a monster. 'e has two heads and four eyes. "hildren have to draw the monster according to the teacher7s descripon. e have to ensure to use only vocabulary the monster according to the teacher7s descripon. e have to ensure to use only vocabulary the children have come across before# this can include numbers#colours# si&es and shapes. The children have come across before# this can include numbers#colours# si&es and shapes. The monster has four small# blue# triangular

monster has four small# blue# triangular ears.ears.

And nally,

And nally, going back to the song# children with a larger vocabulary for parts of the body can going back to the song# children with a larger vocabulary for parts of the body can be encouraged to write a new verse for the song using other parts of the body and then be encouraged to write a new verse for the song using other parts of the body and then perform them to each other using the correct acons.

perform them to each other using the correct acons.

;.

;. Desig

Design a 2<' #inu

n a 2<' #inute cass %h

te cass %here th

ere the #ain o=e

e #ain o=ecve is t

cve is to deve

o deveop rec

op recepv

epve s/is

e s/is

The aim o this essay is to design a Cy minute class in order to develop recepve skills. In to design a Cy minute class in order to develop recepve skills. In order to do so I will rstly present some theorecal background about the importance of order to do so I will rstly present some theorecal background about the importance of recepve skills in the language learning process. Cer that I

recepve skills in the language learning process. Cer that I will present the lesson and nally will present the lesson and nally II will give a concluding remark.

will give a concluding remark.

Aecepve skills# listening and reading are an essenal part of language instrucon at every Aecepve skills# listening and reading are an essenal part of language instrucon at every level because they support language learning process. They provide the input that serves as level because they support language learning process. They provide the input that serves as the basis for language

the basis for language ac$uision and enables learners to interact in ac$uision and enables learners to interact in spoken communicaspoken communicaon.on. This lesson is designed for the rst and second cycle of :rimary Educaon 6;)1 years old the This lesson is designed for the rst and second cycle of :rimary Educaon 6;)1 years old the main aims of this lesson will be( listening for detail# the language of shops and shopping and to main aims of this lesson will be( listening for detail# the language of shops and shopping and to relate speech to pictures. The materials we will need will be some e%amples of food and some relate speech to pictures. The materials we will need will be some e%amples of food and some pictures of shopping baskets.

pictures of shopping baskets. ).

). In the claIn the class we wiss we will telll tell the childl the children we ren we are goare going to teing to tell them tll them the sthe story of a boy calory of a boy calledled Timmy who went shopping# rst we will ask our students some $uesons like ?o you Timmy who went shopping# rst we will ask our students some $uesons like ?o you ever go shopping! In order to conte%tuali&e the story.

ever go shopping! In order to conte%tuali&e the story. ,.

,. Cer thCer this we wilis we will show thl show them the fem the food 2or picood 2or picturetures3 and we wis3 and we will ask thell ask them in which sm in which shophop they buy what. e will teach the English names of the shops.

they buy what. e will teach the English names of the shops. -.

-. 8e%t 8e%t e will ask te will ask the chilhe children if tdren if they hahey have a lisve a list of things tt of things to buy wheo buy when they gn they go shoppo shoppinging 2we will draw one on the board3 and we will ask the children to suggest things we 2we will draw one on the board3 and we will ask the children to suggest things we could buy.

could buy. /.

/. 8ow8ow# we # we wilwill tl tell ell the the ststoryory.. 4.

4. hen when we nish we nish we will ask te will ask the childhe children tren to tell yoo tell you what wu what was on Timmas on Timmy7s shopy7s shopping liping listst and which shops he went.

and which shops he went. 6.

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@.

@. FinallFinally we will asy we will ask the childk the children tren to act out the sto act out the storyory. In order t. In order to do so they cao do so they can read thn read thee te%t from the papers. =ther acvity could be our pupils by small

te%t from the papers. =ther acvity could be our pupils by small groups change the endgroups change the end of the story.

of the story.

Finally,

Finally, I would like to underlineI would like to underline the importance of both# listening and reading skills. They the importance of both# listening and reading skills. They provide the input from which our pupils will begn to create language. It will depend of the provide the input from which our pupils will begn to create language. It will depend of the $uali

$uality and ty and $uan$uanty of ty of our input the our input the $uali$uality and ty and $uan$uanty of ty of theitheir r outpuoutput. The t. The succesuccess of ss of ourour lesson will depend of our capacity to get the message across so one of our main tasks will be lesson will depend of our capacity to get the message across so one of our main tasks will be the use of

the use of plenty of gestures# mime and pictures to plenty of gestures# mime and pictures to help the children understand.help the children understand.

>.

>. De

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#ovaon and co##and of Engish

The aim o this essay is to design a storytelling session. In order to do so rstly I will present to design a storytelling session. In order to do so rstly I will present some informaon about the tle# cycle# age# command

some informaon about the tle# cycle# age# command of English# aims of English# aims of this lesson# materialsof this lesson# materials and me needed. 0econdly# I will develop the storytelling session and nally I will give a and me needed. 0econdly# I will develop the storytelling session and nally I will give a concluding remark about the use of storytelling in primary educaon.

concluding remark about the use of storytelling in primary educaon. ;; ""yycclle e ))stst_cycle_cycle

;; gge e grgrououpp( 6( 6;;M yM yeaearrs os oldld ;; TTiimmee( 4( 41 m1 miinnuutteess

;; imims( ints( introroducduce new voce new vocabuabularlary and movy and movatate our stude our studentents towas towardrds lists listen sten storiories ines in English#

English#

;; ""omommmanand od of Ef Engnglilishsh( >( >asasicic

;; BaBateteririalals. Fls. Flasashchcarards ads and snd stotoryryshsheeeetsts.. ;; TiTitltle Te The he olold wd womomen en whwho lo livived ed in in a ba bo9o9lele.. AB N:

AB N:. he . he we arrive our classroom we will we arrive our classroom we will ask our students( ?o ask our students( ?o you know the story aboutyou know the story about the old women who lived in a bo9le! I will show a ashcard with the old women in the bo9le. I the old women who lived in a bo9le! I will show a ashcard with the old women in the bo9le. I will connue saying =h# you do not know the story# 'ow is that possible! It is a very famous will connue saying =h# you do not know the story# 'ow is that possible! It is a very famous and interesng storyO ?o you want I telling you! In this way I will create e%pectaons and and interesng storyO ?o you want I telling you! In this way I will create e%pectaons and arouse our pupil7s interest# -#/7

arouse our pupil7s interest# -#/7

:AE;LI0TE8I8*. I will introduce the new vocabulary( fairy# old women# house# bo9le# place# :AE;LI0TE8I8*. I will introduce the new vocabulary( fairy# old women# house# bo9le# place# castle and I will work the marker structure. I do not want to I want to# I will do this showing castle and I will work the marker structure. I do not want to I want to# I will do this showing di5erent ashcards and asking the students. ?o you want to live in a palace! es I want to# ?o di5erent ashcards and asking the students. ?o you want to live in a palace! es I want to# ?o you want to live in a bo9le! 8o# I don7t

you want to live in a bo9le! 8o# I don7t want to.want to.

4$I"E3"ISTE@I@?+

)P part. e will telling the story. s this story has a repeve structure we )P part. e will telling the story. s this story has a repeve structure we will invite our pupils take part and parcipate in it. This can be done telling them them to will invite our pupils take part and parcipate in it. This can be done telling them them to accompany us repeang the vocabulary and the markers sentence we have introduced before. accompany us repeang the vocabulary and the markers sentence we have introduced before.

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,P part( we will divide the students by groups of /<4. e will give each group di5erent sheets ,P part( we will divide the students by groups of /<4. e will give each group di5erent sheets containing di5erent drawings about the story. e will tel our students that we are going to containing di5erent drawings about the story. e will tel our students that we are going to telling the story again and

telling the story again and they have to put in they have to put in order the di5erent sheets according with the plotorder the di5erent sheets according with the plot of the story.

of the story.

POST3"ISTE@I@?

2)473 t this stage the students will asked to colour the drawings of the 2)473 t this stage the students will asked to colour the drawings of the di5erent sheets of the story. Then we will scD them in the walls of our class. lso# we can ask di5erent sheets of the story. Then we will scD them in the walls of our class. lso# we can ask our students to write down the new vocabulary and give them the opportunity to complete our students to write down the new vocabulary and give them the opportunity to complete some sentences with the marker structure we have worked in the story.

some sentences with the marker structure we have worked in the story.

Finally I would like to underline

Finally I would like to underline the importance to introduce storytelling in the importance to introduce storytelling in our English lessons.our English lessons. 0torytelling get fully involved while listening to a story and they also feel Doy and sasfacon. 0torytelling get fully involved while listening to a story and they also feel Doy and sasfacon. Nsing storytelling in class

Nsing storytelling in class children develop a construcve and creave comprehension.children develop a construcve and creave comprehension.

1A.

1A. Dict

Dictaon in the Engish casr

aon in the Engish casroo#. Prop

oo#. Propose speci2c tas/

ose speci2c tas/s to

s to dev

deveop in a

eop in a 2<' #inut

2<' #inutee

session for the si8th course of Pri#ar' Educaon

The aim o this essay is to try to try to show some tasks related with dictaon for developing them into show some tasks related with dictaon for developing them in a Cy minute session for the si%th course of :rimary Educaon. In order to do so rstly I will a Cy minute session for the si%th course of :rimary Educaon. In order to do so rstly I will present some theorecal background about dictaon in which I will e%plain the importance of present some theorecal background about dictaon in which I will e%plain the importance of using dictaon in the English classroom. Cer that I will propose some ways in which dictaon using dictaon in the English classroom. Cer that I will propose some ways in which dictaon could be developed and nally I will g

could be developed and nally I will g ive a concluding remark.ive a concluding remark. ?ictaon has been seen by many teachers and

?ictaon has been seen by many teachers and students as somewhat old;fashionestudents as somewhat old;fashioned. For them#d. For them# it

it bribrings back ngs back unhunhappappy y memmemoriories es of of thothose se diQdiQculcult t leslessonsons s whewhere the re the fofocus cus was on was on thethe accuracy of language. 'owever dictaon can be an e%tremely versale acvity. It pracces accuracy of language. 'owever dictaon can be an e%tremely versale acvity. It pracces li

lisstetenining ng anand d wrwriing ng skskilills ls bubut t alalso so ototheher r tytypepes s of of mimicrcro o or or susub;b;skskilills ls asas( ( lele99erer## formaon#spe

formaon#spelling# punctuaon. It lling# punctuaon. It gives pracce in almost everything.gives pracce in almost everything. 8e%t I will

8e%t I will purpose some fun and purpose some fun and enDoyable wayenDoyable ways to develop dictaon in s to develop dictaon in our classroom(our classroom(

The rst acvity consists on what is called running dictaon. e take a short te%t that is The rst acvity consists on what is called running dictaon. e take a short te%t that is appropiate to the level# rich in vocabulary and<or illustratve of a grammar point we are working appropiate to the level# rich in vocabulary and<or illustratve of a grammar point we are working on. 0ck the te%t on the board or on the wall in a way that the students cannot read them. on. 0ck the te%t on the board or on the wall in a way that the students cannot read them. ?ivide the students into groups and ask each group to nominate a messenger. It is then the ?ivide the students into groups and ask each group to nominate a messenger. It is then the task of the messenger to run to the te%t# read it and memorise a chunk of it.

task of the messenger to run to the te%t# read it and memorise a chunk of it. 'e then returns to'e then returns to his group and dictates the chunk#the others write it down. The messenger then repeats this his group and dictates the chunk#the others write it down. The messenger then repeats this process unl the whole te%t has been wri9en down. The rst group get to complet the whole process unl the whole te%t has been wri9en down. The rst group get to complet the whole dictaon will be the winner

dictaon will be the winner. It would be a . It would be a good idea that the messenger would be changing.good idea that the messenger would be changing. The second acvity consists on what is called dictogloss# in this acvity teacher will ask the The second acvity consists on what is called dictogloss# in this acvity teacher will ask the students not to write anything as he read the dictaon. Teacher will read the sentence twice# students not to write anything as he read the dictaon. Teacher will read the sentence twice# even three mes. Then he will ask them to write. In this acvity it is important not that they even three mes. Then he will ask them to write. In this acvity it is important not that they replicate the original sentence word by word but that they produce a piece of English that replicate the original sentence word by word but that they produce a piece of English that closely reects the sense of the original.

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The last acvity I would like to purpose is

The last acvity I would like to purpose is Dumbled story dictaon. In this acvity each person inDumbled story dictaon. In this acvity each person in the group gets a sentence to the ne%t of the group and the group then has to decide on the the group gets a sentence to the ne%t of the group and the group then has to decide on the correct order for

correct order for the sentences.the sentences.

Finally, I will say that

Finally, I will say that for doing these acvies we have to control very good the instrucons for doing these acvies we have to control very good the instrucons that we are going to tell them# they

that we are going to tell them# they have to be clear and concise. These acvies can be have to be clear and concise. These acvies can be fun forfun for pupils but it depends also on their interests and we have to choose a good moment for doing pupils but it depends also on their interests and we have to choose a good moment for doing them.

them.

11. 11. DIS

DISCIP

CIP"I@E

"I@E

This is an e%termely contenous area and you will probably nd as many di5erent opinions as This is an e%termely contenous area and you will probably nd as many di5erent opinions as to how to discipline students as there are teachers in the world. Nlmately you will have to to how to discipline students as there are teachers in the world. Nlmately you will have to decide on your own disciplinary rules for your classes. There are many di5erent reasons why decide on your own disciplinary rules for your classes. There are many di5erent reasons why we

we e%e%perperienience ce disdiscipciplinline e prprobloblems ems in in our our claclassrssroomooms. s. The The folfollowlowing ing is is a a basbasic ic guiguide de forfor classroom management# detecng problems and applying

classroom management# detecng problems and applying remedies.remedies. "lassroom management.

"lassroom management.

) 8oise. :rimary school students do not work in silence. It is normal for children to laugh and ) 8oise. :rimary school students do not work in silence. It is normal for children to laugh and talk to each other while they are doing an acvity. They want to know what their partner has talk to each other while they are doing an acvity. They want to know what their partner has don

done e and and espespecieciallallyy# # who who has has ninisheshed d rrstst. . AatAather her thathan n trytrying ing to to prprevevenent t thethem m frofromm communicang normally with each other# promp them to speak in English. :rovide them with communicang normally with each other# promp them to speak in English. :rovide them with the language they need for

the language they need for this comunicaon.this comunicaon.

, Bovement# children need to move around. The school day is long and we cannot reasonably , Bovement# children need to move around. The school day is long and we cannot reasonably e%pect them to sit at desks all

e%pect them to sit at desks all dayday. Try to include at least one moving acvity . Try to include at least one moving acvity in each lesson. Letin each lesson. Let them stand up or clap and act

them stand up or clap and act to songs and rhymes.to songs and rhymes.

- Fle%ibility# be prepared to change the order of your acvies in your lesson plan to take into - Fle%ibility# be prepared to change the order of your acvies in your lesson plan to take into account the mood of your students. If they seem unruly a the beginning of the lesson# start o5 account the mood of your students. If they seem unruly a the beginning of the lesson# start o5 with a physical acvity. If they get restless halfway through the

with a physical acvity. If they get restless halfway through the lesson# stop what you are doinglesson# stop what you are doing and get them moving.

and get them moving.

/ "onsistency# be consistent# if your students know what you e%pect of them it will be easier / "onsistency# be consistent# if your students know what you e%pect of them it will be easier for them to behave appropiately

for them to behave appropiately# this # this can be hard beacause as can be hard beacause as teachers we also have our goodteachers we also have our good days and bad days# do not e%pect students to be good always. Those of us

days and bad days# do not e%pect students to be good always. Those of us who have children of who have children of our own know that

our own know that their behaviour varies from day to day.their behaviour varies from day to day.

4 Fairness# do not label children as diQcult Dust because they# or their brothers and sisters# 4 Fairness# do not label children as diQcult Dust because they# or their brothers and sisters# above a history of

above a history of disrupve behaviourdisrupve behaviour# try # try to show them that you to show them that you have no preconceived ideashave no preconceived ideas about them# if you allow

about them# if you allow children to think that you e%pect them to be children to think that you e%pect them to be naughtynaughty# you will# almost# you will# almost certainly# not be disappointed.

certainly# not be disappointed.

6 :osive reinforcement# always emphasise and reinforce the good things that students do. 6 :osive reinforcement# always emphasise and reinforce the good things that students do. "hildren love public encouragement# so make sure that the other students hear you praising "hildren love public encouragement# so make sure that the other students hear you praising and appreciang someone7s work or coduct.

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appreciang someone7s work or conduct. Aemember that all students need this praise# even appreciang someone7s work or conduct. Aemember that all students need this praise# even the ones who do not

the ones who do not always demand your approvalways demand your approval. 8ever humiliate or use your advantages of al. 8ever humiliate or use your advantages of age and e%perience to beli9le a student no ma9er what they have done. 0erious violaons of age and e%perience to beli9le a student no ma9er what they have done. 0erious violaons of the rules shoulds always be dealt with privately.

the rules shoulds always be dealt with privately.

1B.

1B. )ccurac'

)ccurac'37uenc'

37uenc'. E8pain these ter#s+ their appica

. E8pain these ter#s+ their appicaon in the teaching #ethodoo

on in the teaching #ethodoog'

g'

and their reevance for the third

and their reevance for the third c'ce.

c'ce.

The aim o this essay is try to e%plain the try to e%plain the terms of accuracy and uency. In order to do so terms of accuracy and uency. In order to do so I willI will rstly give a denion for both# accuracy and uency concepts. Cer it I will e%plain their rstly give a denion for both# accuracy and uency concepts. Cer it I will e%plain their appli

applicaitocaiton n in the in the teacteaching methodohing methodology and logy and nallnally y theitheir r relerelevancvance e for the for the thirthird d cyclcycle e of of primary educaon.

primary educaon.

hat does uency means! It means the ability to generate and communicate onRs ideas hat does uency means! It means the ability to generate and communicate onRs ideas intelligibly and with relave ease but not

intelligibly and with relave ease but not necessarily with accuracynecessarily with accuracy..

The uency e%ercises invite you to take the arts of di5erent characters when role;playing and The uency e%ercises invite you to take the arts of di5erent characters when role;playing and to connue a

to connue a dialodialogue in gue in your own wayyour own way. . =n the =n the other hand what does other hand what does accuraccuracy means! eacy means! e can say that accuracy is

can say that accuracy is the ability to generate and communicate ideas in a the ability to generate and communicate ideas in a correct waycorrect way..

From the point of view of accuracy it a5ords numerous opportunies to train you to say things From the point of view of accuracy it a5ords numerous opportunies to train you to say things correctly and to understand the underlying grammar which will enable you to do this.

correctly and to understand the underlying grammar which will enable you to do this. The accuracy e%ercises encour

The accuracy e%ercises encourage a thoughHul use age a thoughHul use of language and of language and the informaon is intendedthe informaon is intended to help you to

to help you to understunderstand how English and how English works.works.

'owever accuracy does not mean )11 error;free an impossible achievement. >ut during the 'owever accuracy does not mean )11 error;free an impossible achievement. >ut during the con

contrtrollolled ed and and sesemicmiconontrtrollolled ed lanlanguaguage ge prpracacce ce perperiodiods s fofor r begbeginninnerers s a a highigh h degdegreree e of of accuracy should be re$uired. 8ot only are the students encouraged to make as a few errors as accuracy should be re$uired. 8ot only are the students encouraged to make as a few errors as possible# but they are e%pected to manipulate the language system as spontaneously and possible# but they are e%pected to manipulate the language system as spontaneously and e%ibly as possible.

e%ibly as possible.

=f course# uency in language learning goes far beyond that. 0oon aCer the students have =f course# uency in language learning goes far beyond that. 0oon aCer the students have mastered the language forms# they ought to be given intensive uency pracce# then# as mastered the language forms# they ought to be given intensive uency pracce# then# as control is withdrawn# students can use

control is withdrawn# students can use the language more the language more freelyfreely. t . t this stage# errors should bethis stage# errors should be tolerated and the teacher should emphasi&e that error making is not all disgraceful but a tolerated and the teacher should emphasi&e that error making is not all disgraceful but a natural and common pracce. Teachers assess the student7s performances at the end of each natural and common pracce. Teachers assess the student7s performances at the end of each uency pracce so that the students are aware of their weaknesses and become more and uency pracce so that the students are aware of their weaknesses and become more and more conscious of their

more conscious of their errors.errors. hat

hat7s 7s the relaothe relaonship betweenship between n accuraccuracy acy and uency! ccuracy is and uency! ccuracy is the basis the basis of of uenuencycy## wit

withouhout t accuaccuraracy cy thethere re is is no no ueuency to ncy to spespeak. ak. 0o 0o accaccururacy acy is is the prerthe prere$ue$uisiisite te for thefor the communicave competence and uency. =nly a solid foundaon of linguisc competence and communicave competence and uency. =nly a solid foundaon of linguisc competence and accuracy can make it possible for the students to develop communicave competence and accuracy can make it possible for the students to develop communicave competence and uency.