Keywords
Programación General Anual, Segundo Primaria, Inglés, Emociones, Aprendizaje basado en cuentos., Annual Syllabus, Year 2 Primary, English, Emotions, Story-based instruction.
Programación Didáctica en Inglés para 2º curso de Educación Primaria
Abstract
En este trabajo de fin de grado (TFG) se propone una Programación General Anual (PGA) de la asignatura de Inglés o Primera Lengua Extranjera para el segundo año de Educación Primaria.
Durante el transcurso del año escolar, se desarrollan nueve Unidades Didácticas por medio del enfoque metodológico E-S-R-I, diseñado por la profesora y doctora Sonia de la Roz (Universidad Pontificia Comillas). En ellas se aborda un proceso educativo basado en los cuentos y vertebrado por un eje común: las emociones. De esta manera, se promueve un proceso de aprendizaje significativo y memorable enriqueciendo, al mismo tiempo, el vocabulario de nueva adquisición y el desarrollo de las cuatro habilidades principales (comprensión oral, expresión oral, comprensión escrita y expresión escrita), así como de la fonética.
Con el propósito firme de desarrollar la significatividad y funcionalidad, se aboga por generar un clima estimulante y motivador para el alumnado. Por ello, al comienzo de curso, se descubre en el aula la misteriosa carta de un extraterrestre llamado E.T, quien, tras haber aterrizado en La Tierra de manera súbita e inesperada, requiere ayuda para adaptarse a nuestro mundo. Esta simpática mascota nos acompañará al finalizar cada unidad, cuando los alumnos realicen materiales en relación a los nuevos aprendizajes adquiridos para enseñarle lo aprendido. Semanalmente y de forma simultánea, con el fin de descubrir nuevos países, los alumnos se lo llevarán a casa.
En cuanto al enfoque metodológico que se pretende abordar en el transcurso de las unidades didácticas, cabe destacar el aprendizaje cooperativo. Para ello, se agrupa a los alumnos en seis equipos heterogéneos y se otorga un rol a cada miembro: coordinador, supervisor, moderador y portavoz. Esto, junto a la atención personalizada e individualizada, y la creación de diversos recursos y apoyo constante a los alumnos con Necesidades Educativas Especiales, propicia una interacción social y una interdependencia positiva entre los educandos, quienes se apoyan los unos en los otros para alcanzar los objetivos de aprendizaje propuestos.
This final degree project presents an Annual Syllabus of the English or First Foreign Language subject for Grade two of Primary Education. During a full school year, nine Didactic Units are taught through the methodological approach E-S-R-I, designed by the professor and doctor Sonia de la Roz. They deal with an educational process based on story-based learning and structured by a common axis: emotions. This way, a meaningful and memorable learning process is promoted, enriching at the same time the acquisition of new vocabulary and the development of the four main skills (oral comprehension, oral expression, written comprehension and written expression), as well as phonics. With the firm purpose of developing meaning and functionality, it is advocated to generate a stimulating and motivating climate for students. Therefore, at the beginning of the school year, a mysterious letter of an alien named E.T is discovered in the classroom, who, after having landed on Earth in a sudden and unexpected way, requires help to adapt to our world. This nice mascot will accompany us at the end of each unit, when the students make materials in relation to the new learnings acquired to teach him what they have learned. Weekly and simultaneously, in order to discover new countries, the students will take it home. Regarding the methodological approach that is intended to be addressed in the course of the didactic units, cooperative learning should be highlighted. To do this, the students are grouped into six heterogeneous teams and a role is assigned to each member: coordinator, supervisor, moderator and spokesperson. This, together with personalized and individualized attention, and the creation of various resources and constant support for students with Special Educational Needs, fosters a social interaction and a positive interdependence among the students, who support each other in order to achieve the proposed learning outcomes.
This final degree project presents an Annual Syllabus of the English or First Foreign Language subject for Grade two of Primary Education. During a full school year, nine Didactic Units are taught through the methodological approach E-S-R-I, designed by the professor and doctor Sonia de la Roz. They deal with an educational process based on story-based learning and structured by a common axis: emotions. This way, a meaningful and memorable learning process is promoted, enriching at the same time the acquisition of new vocabulary and the development of the four main skills (oral comprehension, oral expression, written comprehension and written expression), as well as phonics. With the firm purpose of developing meaning and functionality, it is advocated to generate a stimulating and motivating climate for students. Therefore, at the beginning of the school year, a mysterious letter of an alien named E.T is discovered in the classroom, who, after having landed on Earth in a sudden and unexpected way, requires help to adapt to our world. This nice mascot will accompany us at the end of each unit, when the students make materials in relation to the new learnings acquired to teach him what they have learned. Weekly and simultaneously, in order to discover new countries, the students will take it home. Regarding the methodological approach that is intended to be addressed in the course of the didactic units, cooperative learning should be highlighted. To do this, the students are grouped into six heterogeneous teams and a role is assigned to each member: coordinator, supervisor, moderator and spokesperson. This, together with personalized and individualized attention, and the creation of various resources and constant support for students with Special Educational Needs, fosters a social interaction and a positive interdependence among the students, who support each other in order to achieve the proposed learning outcomes.
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