UNIT 16

LA LITERATURA INFANTIL EN LENGUA INGLESA
TÉCNICAS DE APLICACIÓN DIDÁCTICA PARA ACCEDER A LA COMPRENSIÓN ORAL, INICIAR Y POTENCIAR LOS HÁBITOS LECTORES Y SENSIBILIZAR EN LA FUNCIÓN POÉTICA DEL LENGUAJE.

1.- Children's literature in the English language.
1.1. Literacy language.
1.2. Children's literature in the English language.
1.3. Analysis of literary language through relevant works.

2.- Didactic application techniques for listening comprehension; introducing and encouraging reading habits and appreciating the poetic function of language.

INTRODUCTION

Children's literature has certain particular features which, apart from the author's inspiration, are what make it more attractive and interesting for children, namely: it is a free and happy activity, contains imaginative elements, reflects inner grievances suffered by the child, uses argumentative techniques and language suited to children, has a most intuitive presentation, appeals to feelings, affectivity, transmits moral values, conveys serenity and balance on the part of the author, has expository clarity and is interesting.
In children's literature, children's folklore can also be included, which is a form of literature that has been passed on by word of mouth. Carmen BravoVillasante states that an aesthetic education using folklore enhances sensitivity. Children who are not taught by means of songs, stories or poetry are children with poorness of spirit. Children's literature is an inexhaustible fountain of resources for programming all sorts of language activities.

1.- CHILDREN'S LITERATURE IN THE ENGLISH LANGUAGE.

1.1. LITERARY LANGUAGE.

A) LITERARY AND FAMILIAR LANGUAGE.
The language used in literature differs from the language we ordinarily speak. By and large, literature and speech use the same language with identical sounds and grammatical procedures, and however, there is a clear separation between them, a difference in level. In writing there is always an urge to improve which makes the writer avoid words, sentences or turns of phrases that are used unscrupulously in informal speech.
The difference begins from the moment that literature acquires enough development and prestige to impose a select taste for its language. In certain areas, the literary inflow raises the tone of average speech; in others, while literary language barely changes, common speech quickly changes, as it occurred with vulgar Latin.
Literary language broadens and enriches vocabulary and refines subtleties of meaning with its incessant creative process. It chooses between certain forms of expression and others, thus contributing to the lastingness of a language; and it serves to halt tendencies that hasten the development of a language.

B) QUALITIES OF LITERARY LANGUAGE.
- Clarity is achieved by presenting an idea in such a way that it cannot be interpreted erroneously; it denotes exactly what the author means to say. The opposite of clarity is ambiguity or amphibology, a sentence, expression, etc., capable of double meaning. When amphibology is used intentionally, it is called an equivocation.
- The quality of propriety occurs when the words that are used are those that are suitable for what is being expressed. Words are not interchangeable, for there are no true synonyms.
- Language has expressive vigour when it expresses with representative force what the writer or speaker means. If the expressive power is so great that what is stated appears in our imagination, with features of sensitive reality, it is said that language contains plasticity.
- Decorum eliminates all that is deemed uncouth, impolite or indecent.
- Concreteness requires complying with the language rules in force. The violation of syntactic rules is called a solecism.
- Harmony is achieved by, when choosing words, attending to their sound quality and arranging sentences in such a way that the musical elements of the language are enhanced. The opposite of euphony or pleasant sound is cacophony.
- Abundance lies in the richness and variety of the vocabulary.
- Language is pure when words and constructions are used in accordance with the particular nature of that language, without the use of unnecessary foreign elements.
- Barbarisms or superfluous foreignisms must be repudiated.

The reaction against foreign influences may lead to the extremes of purism and correction, which insist upon absolute purity in language, based on the servile imitation of the classics and on strict correctness, which often sacrifices naturalness and liveliness.

1.2. CHILDREN'S LITERATURE IN THE ENGLISH LANGUAGE.

Children's literature is a branch of the science of books which has been so useful and charming as any other type of literature.
Children's literature includes many books that adults enjoy reading even when they do not read them to or with children. The most famous children's book is "Alice's Adventures in Wonderland", and it is read more by adults than children. The same occurs with "Peter Rabbit", one of the books best-known for its humanity.
In the past years, the study of children's literature has regained popularity.

a) FAIRY TALES.
It is one of the most important divisions of children's literature. It contains a similar proportion of wishes and fears, which creates a balance that keeps the attention of readers and listeners. It can tell lots of meaningful stories in many different ways.
Elliot says that fairy tales are best as bedtime stories for young children, but they are also valuable for older children.
Bottelheim specifies that they are good for children between the ages of nine and ten, which is when children are maturing in processes that they are afraid of.

b) ANIMALS
They are the strongest bond between fairy tales and modern children's literature.
Animals are creatures that speak and act like human beings. They are present in most old and modern children's stories and are the most important source of power in the best children's literature, a source which other types of literature had abandoned before the 19th century.
Animals in fairy tales are enchanted and live in a world of human beings, and human beings play a minor role. Any animal can be used as the enchanted beast in a fairy tale: a bird in "The Juniper Tree", a fox in "The Golden Bird", a prince frog, a cat, a snake in "Countess d'Aulnoy". These animals do not wish to be animals and while they are under a spell, they are the kindest, most patient and civilized of beings.
Modern children's literature contains animal fables and fairy tales. "The Three Little Pigs" and "The Little Red Hen" are examples of stories that young children read.
English children's literature shows signs of persistence in writing and reading. In England, childhood was considered the only stage in life in which it was good to believe in a world of magic and imagination and talking animals. Children were seen as beings that were capable of enjoying instinctive sympathy for animals and of establishing an alliance with them against adult human beings.

c) GREAT ENGLISH STORY WRITERS.
There are many famous English writers of children's stories, but the two most famous ones were Lewis Carroll and Beatrix Potter.
Lewis Carroll, an English writer, was born in 1832 and died in 1898. He is the best-known author of story books, which are read by children and adults.
His main works are "Alice's Books" (the most famous one), "There's Glory for you" and "It was the best butter".
Beatrix Potter wrote stories as popular as "Peter Rabbit", which everybody has heard of and which became a film. Others are "Taylor of Gloucester" and "The little mice star: down to spin". In the latter, the mice were not humanized, although they did weave men's coats. Another popular story is "Jemina Puddle".
Oscar Wilde was an Irish author who wrote all his works in English and became one of the best renowned writers in English literature. He is famous for his plays and his popular theory of beauty. His best collection of stories are "The Shellfish Giant" and "The Canterville Ghost", which is one of the short stories included in his book "Lord Arthur Savile's Crime".
Kenneth Grahame understood children's tastes very well and invited them to the enchanted circus he created. His books "The Golden Age" and "Dream Days" were immensely popular among children. The ideal world of this writer seems more percectible and desirable than the world of Peter Pan.
Rudyard Kipling is known as the writer from India, although he never was an ardent apologist of the presence of the English there. His main works are "The Jungle Book" (1894-95) and "Stories" (1902). "The Jungle Book" and "Kim" are blithe books about the world of ideas. His most important book is "The Jungle Book": it is the most accomplished expression of Kipling's quality of work.
B. Frank Baum, a German-North American novelist, was born in Vienna in 1896 and died in 1960. He wanted American children's literature to be free of unpleasant incidents. He wrote many children's books: "A New Wonderland", "The Book of the Hambergs", "His Book", etc.

d) FANTASTIC LITERATURE OF TRAVELS AND ADVENTURES.
The fantastic aspect lies within transcendence and imminence, in other word, between the truth of facts, the correspondence between discourse and reality, and internal evidence, which makes a story appeals in its own right to the receptive reader.
The term "fantastic" means more than reality; it means strangeness or admiration and it has replaced the terms "formidable" and "sensational" in common speech. The "fantastic" aspect is not inferred by understanding, but perceived with sensibility in the same way as what is funny or tragic and is more similar to the cerebral notion of the supernatural, with affective notions of brightness and sacredness, and also appreciates what is rejected by science, moral, religion or good taste.
In fantastic literature, any adventure story aims to plunge the reader into uncertainty; the most dramatic episode is generally saved for the end, thus giving the enigma its own charm.
Fantastic works are usually stories: a ballad, novel, tale or short story. The short story is the literary form that is best adapted to fantastic literature, chiefly due to its origins; it deals with extremely interesting "extraordinary stories" and their episodes predispose the reader to sense that fatality that is inherent in every fantastic adventure. These adventures do not occur at random and come to nothing, for the entire intrigue is conceived on the basis of the denouement; the victim-hero of a fantastic adventure generally finds himself alone under some kind of spell of which he is very well aware.
The classic fantastic story derives not from stories but from popular legends. The difference between a story and a legend is owed to the Grimm brothers; in their opinion, a story is more poetic and a legend is more historical. A story tells adventures that take place in an indefinite past, in an unspecified place; a legend relates notable events that took place on a given date, in a given place, to a given person. A difference in function determines these differences in structure: a story aims to amuse, a legend aims to express and transmit beliefs. The title of a story is often the hero's name; the presence of this character alone guarantees the unity of an account consisting of several episodes: the hero sets off on an adventure with an open mind and a light heart, facing all sorts of dangers without fear.
Louis Vax states that "a fantastic story" generally deals with men who are faced with the inexplicable.
The story always begins with a stable situation and certain features remain intact throughout the development of the action. Every story, therefore, contains two types of episodes:
- Those that describe a stage of balance or imbalance.
- Those that describe the passage from one to another.
The former are contrary to the latter. Sometimes the reader identifies with the character; then, in turn, he withdraws from reality.
A misadventure of some kind is the main type of plot. These misadventures can be of different sorts; by and large, towards the end, evil is transformed into good. The hero continually feels the contradiction between both worlds: the world of reality and the world of fantasy; and he is overwhelmed by the extraordinary things that surround him.
As a general rule, a new person is introduced and the action enters a new phase. Vladimir Propp sees it as an operation of relative rationalization of a myth and the struggle against it, and its deep unity and great appeal lie beyond its generalized use as children's stories.
Important writers, in the English language, of fantastic literature of travels and adventure:

In the Tudor era:
Sir Philip Sydney. He was born in 1554 and died in 1586. He wrote "The Arcadia", a long fantastic story about aristocrats castaways on an island; it contains the grandest principles, the most chivalrous manners and the most beautiful ladies.
Nashe, with his "The Unfortunate Traveller", tells a horrifying story full of dialogues, amazing descriptions and the strangest adventures.

In the Elizabethan era:
Daniel Defoe. He is one of the most important authors of this era in English literature. His most famous book ("Robinson Crusoe") is known all around the world and has been translated into many languages. Many studies have been done on it: man's isolation, self-sufficiency, utopia,...
Tobias Smollet was born in 1721 and died in 1771. His main adventure and fantastic stories are "Roderick Random" and "Humphrey Clinker".
Laurence Steine is a contemporary of the aforementioned author. He was born in 1713 and died in 1768; his most important adventure story is "Sentimental Journey".

All the works of this era are not about fantastic stories but about adventures, save for the work of Jonathan Swift (with "Gulliver's Travels"). This book hides satire in such a deft manner that children still read it as a fairy tale. The book starts off laughing about mankind; when Gulliver finds himself in Lilliput, he is a giant compared to inhabitants there. In the second part of the book, he goes to a land inhabited by giants and the author criticizes all men thinkers. He then goes to Laputa, which is a flying island, and Swift examines and criticizes human institutions. At the end there are horses with rational minds. This book still today is a masterpiece, a children's fairy tale and a serious book for adults, and it has never lost its attractive nor allusive value.

1.3. ANALYSIS OF LITERARY LANGUAGE THROUGH RELEVANT WORKS.

The work of Walter de la Mare is one of the best works of short fantastic stories. "Out of the Deep" is perhaps his most original and exciting short story. Here is a passage from it:
"All that I have to say, he muttered, is just this: I have Mrs. Thripps. I haven't absolutely out of the wire. I wish to be alone. But I'm not asking, do you see? In time I may able to know what I want. But what is important now is that no more than that accused Pig were your primrose "real", my dear. You see, things must be real".
The title of the novel means a number of things: the depths of the house in which the servants live, the depths of memory, from which remembrances ascend, and the depths of the misfortunes of the wretch who is seeking help.
The literary language of the above text is bright and eloquent, neither dull nor slow.
The protagonist is Jimmie, who is characterized by his desire to surprise and his liking for black humour. This passage contains his regards for a girl. He is a timorous boy who shows Soame's cautious sadism and plays bad jokes on the lackeys.
When he is talking to the girl, he realizes that he was forbidden to talk to the lackeys ("...you might pull real bells: to pull dubiously genuine pigtails seemed now a feele jest"). The word "pigtail" here may infer "pig", which corresponds to the beast that appears on the stairs. The gesture of pulling a rope is similar to that of pulling from a pig.
The word "primrose" (spring) naturally suggests the line from a famous verse by Wordsworth: "A primrose by a river's brimm". The thought of spring may have suggested Lord Beaconsfield, whom Jimmie refers to: "All of which is only to say, dear madam, as Beaconsfield remarked to Old Vic, that I'm thanking you now".
In the text he refers to what the girl says, but then he gives it less importance and highlights what it is really important. The style is loose and clear, with lots of imagination. The vocabulary is simple, although some words have several meanings, like "primrose". The verb "to ask" means to call on someone; the author uses it to mean "Do you understand?". The same occurs with "in time" which means sooner or later.

We will now look at some texts by the writer Beatrix Potter:
"Peter was dreadfully frightened; he rushed all over the garden, for he had forgotten the way back to the gate. He lost one of his shoes among the cabbages, and the other shoes amongst the potatoes".
This text is from the book "Peter Rabbit".

"As there was no money, Ginger and Pickles were obliged to eat their own goods. Pickles ate biscuits and Ginger ate a dried haddock. They ate them by candlelight after the shop was closed".
This other text is from "Ginger Pickles".

"Moppet and Pittens have found up into very good ratcatchers. They go out cat-catching in the village, and they find plenty of employment. They charge so much a dozen and earn their living very comfortably".
This last text belongs to "The Poly-Poly Pudding".

The style is clear and bright. Repetition is avoided, which es why in the first text, in the last line, "amongst" is used instead of "among", which was used in the previous line. The language is simple, easy to read, so the words need not be explained. The author avoids allipsis, by writing "He had forgotten" instead of "He'd forgotten", so that children can clearly understand the text. Another characteristic of this writer, which is more clearly seen in the first two texts, is her use of many verbs in the past tense. She does not use description very much.

2.- DIDACTIC APPLICATION TECHNIQUES FOR LISTENING COMPREHENSION, INTRODUCING AND ENCOURAGING READING HABITS AND APPRECIATING THE POETIC FUNCTION OF LANGUAGE.

All of us need stories for our minds in the same way that we all need food for our bodies; we watch television, go to the theatre and the cinema, read books and exchange stories with our friends.
Stories are especially important in the lives of our children; they help them to understand the world and to share it with others. Their craving for stories is constant. Every time children enter a classroom, they have a yearning for stories.

a) WHY USE STORIES?
Stories that rely heavily on words are a constant and great source of experiences for the students.
Stories are motivating, rich in language experiences.
Stories should be the main part of the work of Primary teachers, when teaching a first and a second language.
Reasons:
Motivation. Children have a constant need for stories; that is why they are always willing to listen or read at the right moment.
Meaning. Children want to find something in a story (meaning) and they listen for that purpose. If they find what they are looking for, it will be thanks to their ability to understand the foreign language. If they do not find that meaning, they are motivated to improve their listening comprehension ability and then find meaning.
Listening and fluency when reading. In a conversation with native speakers, the most important ability is understanding a substantial flow of the foreign language which contains new words for the receiver. This ability is only achieved by constant and ample practice. The child must develop a positive attitude to comprehending everything and accomplish the ability to search for meaning, predict and "guess" (they are experts at this in their native language).
Knowledge of the language. Stories help children to become aware of the general knowledge and sounds of the foreign language. Stories also introduce students to several language models and sentence structures which they have not yet used in oral or written production. This makes up their language stockpile. When the time comes, those language models will flow within the productive language without any problems, because the language is not new to them. An obvious example of this is the use of the simple past.
An incentive for speaking and writing. Experiencing a story can give rise to the production of written or spoken answers. It is natural to express our likes and dislikes, exchange ideas and associations about the stories we have just heard. In this manner, stories should be a part of a set related activities.
Communication. Reading, writing and aswering questions about stories through writing, speaking, acting and making art develop certain feelings for listening, sharing and collaborating. Learning a language is useless if we are not able to communicate, in other words, to use language skills. A story serves to share the construction of a crucial sense of attention for others.
General curriculum. Most stories can be used to develop attention, analysis and expression, and to relate them to other subjects in the curriculum, such as geography, history, social and cultural aspects, mathematics and science.

b) COMPREHENSION TECHNIQUES.
Helping children to predict the contents of a story by telling them beforehand in their native language, by showing them pictures, or by introducing key vocabulary from that story.
While they are being told a story, show them pictures, draw on the board, act and mime, use words that are similar in meaning in both the first and second languages.
Tell the story more than once. Interrupt the story often and repeat the idea in a differente manner to make sure that the children do not get lost.
Study the story beforehand and simplify some of the vocabulary, if necessary: words, expressions, verb tenses, word order and complex sentences.

c) HOW SHOULD READING HABITS BE INTRODUCED AND CHILDREN BE TAUGHT TO APPRECIATE THE POETIC FUNCTION OF LANGUAGE?
First of all, the stories, in other words, the literary language at this level with children, must essentially be a source of joy and must meet their interests. If the teacher uses stories or literary texts merely to teach, the children may reject this and lose their good, natural disposition for stories, which is an enormous potential.
Reading habits can be developed and the poetic function of language can be taught by telling and reading the children stories that are suitable for them. This implies a set of advantages:
Advantages of reading stories to the children:
1. If the teacher's language foreign language competence is low.
2. Showing the children pictures that go with the stories.
3. Letting the children read what the teachers have read to them previously.
4. Allowing the children to realize that books are a source of pleasure and interest.
Advantages of telling stories to the children:
1. It can help the children to understand by repeating the story, pointing out important features, miming, acting, drawing pictures on the board.
2. By having the children in front of him, the teacher can make any special adaptations at any time.
3. Allowing the children to discover through their experience the magic sense of listening to a story being told by someone.

d) WHICH CHILDREN'S LITERATURE BOOKS TO CHOOSE?
When choosing them, we must ask ourselves the following:
1. Is the first impression about a book valid for us and for our pupils?
2. Does the book meet the pupil's interests and hold their attention?
3. Do we accept the values expressed in the book?
4. Can the children understand the story enough to gain something valuable outside of it?
5. Is the story easy to understand irrespective of their knowledge of its vocabulary?
6. The story should be the source of activities, such as drama, story writing, letter writing from one protagonist to another, or activities relating to a theme.

e) WHERE CAN THESE BOOKS BE OBTAINED FOR OUR STUDENTS?
There are many types of story books. Each one has its advantages and disadvantages.
1. Readers.
Advantages: the language has been simplified to make the reading easier. Easily obtainable.
Disadavantages: they are not authentic books, original works by their author. They do not introduce the language used by present-day native English-speaking children.
2. Books published by native English-speaking children.
Advantages: the stories may be more interesting. The language is authentic.
Disadvantages: the children might find it difficult to understand most of the language on their own.
3. Books in the pupil's native language.
Advantages: within everybody's reach.
Disadvantages: it is up to the teacher to translate them.
4. Traditional and personal stories in the native language.
Advantages: the children are probably familiar with them and enjoy recognizing them when they are read to them in English.
Disadvantages: the teacher may feel that his English is not good enough to translate them.
5. Stories invented by the teacher and the pupils.
Advantages: the pupils identify with one of them.
Disadvantages: incorrect English.

f) ACTIVITIES THE TEACHER MUST PLAN. ACTIVITIES FOR CHILDREN BEFORE, DURING AND LISTENING COMPREHENSION OF BOOKS.
1. Activities prior to the story.
Prepare the students to focus the theme of the book and the language that they will need to understand it.
2. Activities during the story.
Above all, the children must enjoy the story. Ask them what they think is going to happen and how they feel about what has happened. They can join the teacher in repeating, miming or drama exercises, among others. They can be told to put sentences or pictures in the correct order.
3. Activities after the story.
Traditional comprehension exercises; careful not to spoil the experience that the story has caused in the child.
4. Other more creative activities.
Drawing a picture and writing a key sentence.
Making a mural or writing a book with other children with illustrations and key sentences.
Acting out the story.
Writing a letter from one protagonist to another.
Changing the end.
Changing the characters.

BIBLIOGRAFÍA

ELLIS AND BREWSTER: The Story telling handbook for Primary Teachers. Penguin.
GARVIE: Story as a vehicle. Multilingual matters.
PERRY: Into books: 101 literature activities for the classroom. Oxford University Press. Madrid.
MORGAN and RINVOLUCRI: Once upon a time. Cambridge University Press.
ROSEN: Shapers and Polishers. Teachers as Storytellers. Mary Glasgow.
WRIGHT: Why stories. Oxford University Press. Madrid.

Tema 16. La literatura infantil en lengua inglesa. Técnicas de aplicación didáctica para acceder a la comprensión oral, iniciar y potenciar los hábitos lectores y sensibilizar en la función poética del lenguaje.
16. ENGLISH CHILDREN'S LITERATURE.
1. Introduction.
There is literary work that has been created with the aim of being used by children and there are some works that, although they were not created with that aim, they have been used for children for such a long time and have become part of "children's literature".
Even if it is children's literature of not, we as teachers, should develop the interest in reading of our students. Encourage them to read stories of any kind�
To help students to conquer the written kingdom is one of the most important aims of all the educative systems.
The reading practice needs two requisites to be fully developed:
- To recognize many diverse forms within the text (paragraphs, letters�)
- To understand the meaning these forms have.
2. Children's literature in the UK.
Children's literature in English has been the first literature of this kind studied and classified. It is a very important type of literature and it is included in the Cambridge History of English Literature.
Some famous authors of this kind of literature are:
- Daniel Defoe (1660?-1731): "Robinson Crusoe"
- Jonathan Swift (1667-1745): "Guliver's Travel's"
- Charles Dickens (1812-1870): "David Copperfield"
- Lewis Carroll (1832-1898): "Alice's Adventures in Wonderland"
- Rudyard Kipling (1865-1936): "The Jungle Book"
- Mary Norton: "The Borrowers"
- Pamela Travers: "Mary Poppins"
3. Children's literature in the USA.
Literature for children in America is the result of the culture, the life and the believes of this country.
Some famous authors of this kind of literature are:
- Peter Parley: "Tales of Peter Parley about America"
- J. Fennimore Cooper: "The last of the Mohicans"
- Herman Melville: "Moby dick"
- Louise M. Alcott: "Little women"
- Clement Moore: "Night before Christmas"
- Mark Twain: "The adventures of Tom Sawyer"

4. Children's literature in other English-speaking countries.
Both in New Zealand and in Australia, literature for children has been recently created. They usually used the British and American work.
Some famous authors of this kind of literature are:
- Ethel Turner: "Seven Little Australians"
- Norman Lindsay: "The Magic Pudding"
- Nan Chauncy: "Tangara"
- Ivan Southhall: "Ash Road"
5. Reasons to use literature for children.
Children enjoy listening to stories in their mother tongue. For this reason books provide an ideal introduction to the foreign language presented in a context that is familiar to the child.
It is not the same to use a story for adults than a story for children. Children need books with a suitable language for them.
The reasons to use literature in class may be summarised as follows:
a) Motivation: Stories are motivating and fun and that develops positive attitudes towards the foreign language.
b) Imagination: Stories exercise the imagination. That involve children with the story, they try to interpret the narrative�
c) The meaning: They also wish to find a meaning. If they find it, they know they are able to understand the foreign language.
d) Linking tool: stories are useful in linking fantasy and the imagination with the child's real world.
e) Vocabulary: Listening to stories allows the teacher to introduce or revise new vocabulary and sentence structures.
f) Linguistic accuracy: Develop the ability of understanding new words from the context.
g) Linguistic knowledge: Contributes to introduce new linguistic structures.
h) One more time: Repetition allows certain language items to be acquired.
i) Communication: Listening, reading and giving an answer to the stories are good ways to develop communication.
j) Cross-Curricular subjects: Reading stories help to teach them other aspects as social or cultural aspects.
6. Techniques to develop listening comprehension.
a) Use mother tongue with beginner pupils from time to time.
b) Provide a context for the story and introduce the main characters.
c) Prediction of the contents.
d) Use the help of pictures, draws, cards, etc, while we are telling the story.
e) Follow-up activities.
f) Repetitions of the story: we can tell the story more than once to avoid that the children get lost.
g) Simplification of the story.
h) Rhymes and songs to reinforce the language introduced.
6.1. Techniques to understand the poetic function of language.
First of all, we need to bear in mind that literature must be a source of amusement and pleasure for the children.
We can encourage the reading habit of our students at the same time they understand the poetic function of language.
One of the best methods to achieve these aims is to read and to tell stories in class.
7. Activities to do with a Literary text.
1. Pre-reading activities.
These are the tasks to do before telling the story that helps students to predict what is going to happen, to predict the vocabulary, the characters, etc.
2. Activities to do while telling the story: while reading.
The most important objective is that children enjoy the story. Some activities we can do are:
- Ask them what they think is going to happen next or before.
- Use mime, performances, etc.
- Put some pictures we give them in the correct order.
- Repeat words or sentences.
- Sing a song, etc.
3. Post-reading activities: after telling the story.
These tasks are called "follow-up activities". They allow children to use what they have learned. Some activities we could do are:
- Draw part of the story.
- Make mask, puppets�
- Make a poster of the story.
- Invent a similar story.
- Perform the story, etc.
8. Conclusion.
There are many activities that we can do with the children in our classes. They just should be creative and they should encourage comprehension and communication in the foreign language. If they fulfil all these requisites they would be motivating for our students and in a step-by-step process they would love literature.

UNIT 17: THE SONG AS A POETIC VEHICLE AND AS A LITERARY CREATION IN THE ENGLISH CLASS. TIPPOLOGY OF SONGS. TECHNIQUES OF USING SONGS IN THE PHONETIC, LEXICAL AND CULTURAL LEARNING.

1.INTRODUCTION

In the pedagogy of second language acquisition, the introduction of authentic documents, such as songs, was introduced as a key to something alive, as the indication of a developing reality.

The great advantage of songs is the possibility of "being remembered".

But it is necessary the use of carefully selected songs or composed especially for the class, in order to avoid those containing lexical mistakes that students would fix irremediably in their minds.

Advantages:
- Apart from being a very relaxing activity for the vast majority of students, singing a song contributes to encourage their interest to study in depth that language.
- The activity of singing establishes a warm atmosphere and a sense of Cupertino among students. The feeling of making a fool of themselves can be overcome easily if we succeed in enthusiasting them with the activity of singing songs in that language. On the whole, what completely justifies the use of songs in the foreign language classroom is the possibility of practices that language.

1.1 The song as a poetic vehicle and as a literary creation in the English class.

The song constitutes an element that belongs to the daily environment of the students.
Unlike the textbook or other resources means from which it is presumed that the student had a major knowledge, the song, the video and the television allow the creation, in the class, of a different pedagogic relation, egalitarian and constructive.

Sometimes the song is transformed into a vehicle to transmit knowledge from the teacher to the student.

1.2 The socialisation of songs.

Songs should respect these rules:
- Accurate grammatical contents, and without going beyond the limitation of the knowledge already acquired for the students.
- Lexical contents useful and easily memorise, without excess of new elements for the student.
- Rhythmic guidelines, which need to be "normal" so the musical rhythm matches the natural one of the lyrics: there should not be tonic stress on the syllables that would not normally have them.

There are songs already graded. Socialisation is, without any doubt, the main function of songs in the English class.

From a psychological point of view, the song is a resource that should be used in any moment where we perceive a fall in the interest or attention of our students.

Before introducing a song in the classroom, the teacher should introduce a brief explanation about the song in order to facilitate a better and general comprehension of what it will be heard.

It is a mistake to expect students to understand perfectly the meaning of all the words and expressions appearing in the song. What it really appeals to them from a song is, not necessarily the lyrics, but the melody. Above all, children enjoy immensely singing songs, although in many cases they do not have a clear idea of he meaning of some words used in them.

1.3 The song as a starting point.

An activity considered highly enriching from the human and linguistic point of view is the exploitation of play back, or the preparation of a show in which the students perform the vision of English music. This is an activity where the students, on one hand, have the possibility to work harmoniously the oral and non oral aspects (gestures) of communication and, therefore, the opportunity to choose singers or characters they want to represent, as well as the way adopted by this recreation.

1.3.1 The material, a problem

The most serious problem in this field are, on one hand, the lack of information sources which could allow the teacher to be up to date in the evolution of he music in the country whose language s/he teaches; and on the other hand the need of sonorous and audio-visual materials such as cassettes, videos, etc.

2. AWARENESS OF ANOTHER CULTURE: THE IMMERSION

In an "authentic" listening situation, the person leaves the music flow through him/her. However, usually, when a song appeals to us, we feel the necessity to understand the message. Consequently, the access to the meaning constitutes an objective that the student will attempt to reach. To this "learning objective" responds our pedagogical objective to provide an easy approach.

2.1 Type of songs.

" From the point of view of the student's awareness, it is important to select:
a- Songs that represent, either a rhythm in harmony with the one to which he student feels attracted (Bob Marley and his reggae music).
b- A lyric able to involve the student, to make him react ("Lucka", by Susan Vega).

" From the point of view of the approach to meaning, it is interesting:

a- To make good use of songs whose initial sound introduces elements capable of put the student in situation ("Back in he URSS", by The Beatles).
b- Another type of approachable songs is he one in which he narrative structure is lineal ("The River", by Bruce Springsteen).

2.2 Acquisition of an oral and written competence.

We can arrange a range of different activities conducted to develop the oral and written comprehension competence. It is important to take into account a series of principles or basic strategies:
" Make the students to be aware of he importance of investing actively the linguistic elements stored so as to facilitate their memorisation.
" Propose activities integrating the creativity and the sensibility of he students.
" Prepare, taking the linguistic baggage from he songs, a range of linguistic patterns that allow the student to materialise what s/he wants to express through these activities.

A. Base strategy:
When the object is the acquisition of an oral comprehension competence, it is essential to consider a series of elements that determine if a listening situation is suitable or not.
On one hand, the student. It is necessary that the song and the activities proposed raise a degree of motivation able to become the purpose of learning.
On the other hand, the transmission. Material elements and psychological elements should be taking into account the action of the teacher.
Another element to be considered is the assimilation. The treatment of the information is the following stage to perception. We have to avoid the requirement of an oral production immediately after the hearing.

It is very important to diagnose the possible problems that impede the conclusion of the process in order to stabilise the suitable therapy.
B. Specific strategies:

" Preparation of the listening. In case that he song presents elements that can interfere the approach to meaning from the students, we must start by undertaking those problems. We must make a previous inventory with the students about the subject of the song that will allow them recognise some elements at the time of listening.
" First listening, first contacts. In order to guide he students in he first listening, they will be asked to fill a chart in where there are places, characters and actions.
" Approximation to the text. Some activities allow us to help our students make a selective structure, guiding them to the important part of the message.

- Propose a series of staments and ask them to answer if the assertions included are true or false.
- When the plot in the narration is linear and chronological, it will be used as a connecting theme. We can supply them with an incomplete text, asking them to discover the elements that are not included.

In many of the current songs the author/singer proposes problems. The technique of brainstorming may be applied to the solution of these problems.
Dramatising techniques such as the role-playing may also develop communicative situations elicited by the song.

3. TECHNIQUES IN THE USE OF THE SONG FOR PHONETIC, LEXICAL AND CULTURAL LEARNING.

3.1 Techniques in the use of phonetic learning.

The majority of teachers, when introduce a song in their English class, do it with he idea that students would try to imitate as closely as possible the melody and he lyrics they heard. He attainment of this purpose is, without any doubts, something very important for he learning of pronunciation (sound, stress and rhythm).

Pronunciation must be he aspect in which we should insist on when we teach a song. The first contact of students with he song needs to be always oral, through he sense of hearing. In he first audition of a song he teacher indicates he rhythm of each sentence so that he students realise, from he beginning, of which words or syllables are bearing stress. It is only after this previous training that he class will be in condition to start singing a song they have listened to before.

Nevertheless, it is clear that not all the songs are equally useful to practice pronunciation. The teacher should be sure that the students would not have many difficulties to catch the sounds and the rhythm of the song.
There are songs composed to be accompanied with actions or movements of the body while they are sung. They are called action songs.
These songs are particularly useful for small children as they allow practising orally different formal aspects of the language and, at the same time, they teach the meaning of the words or the sentences of the text used in the song through different gestures. (Head, and shoulders...).

3.2 Techniques for lexical and cultural learning.

a) Oral answer to questions about the text of the song.

This is one of the easiest ways to check he comprehensive capacity of the student before any text.
The teacher should prepare a number of questions about the text of the song. Before listening to the song, the teacher delivers a list with he questions s/the has prepared. After the students have analysed those questions during a couple of minutes, the teacher plays the cassette twice or three times. While they listen to he song, they should try to find out the answer to the questions delivered before.

b) Arranging words.

Before listening to certain song, we should deliver a sheet of paper with a list of words situated in a different order from where they appear in the song.
The students have to arrange the words according to the order in the song.

c) Complete the text of a song.

The teacher hands a copy of the song to each student; there are gaps in some places that correspond to certain words or phrases. While the listening takes place, each student attempts to write the words or sentences that were omitted in he copy. They also practice the written expression.

d) Reconstruction of a song.

The teacher cuts off all the lines from a song and places them in an envelope. Then the groups open their envelopes with he corresponding lines from he song they are going to rebuild among the whole class. The different groups should place the sentences in the same order they appear in he song. It could be repeated twice or three times.

e) Finding stress in the sentence.
The teacher invites the students to listen carefully to certain song and pay attention to the words pronounced with major intensity. After that, he gives a copy of the song that has already listened to.
While they listen to the song for he second time, they have to mark over the copy of the song those words or syllable which stand out before the others.

f) Correction of an inaccurate version of a song.

The teacher hands to each student a copy of a song where some of the original words or sentences have been changed for others that are not the ones appearing in the song but have some likeness.
As they listen to the song, the students will have to find out where are the mistakes and correct them in he handed copy.

g) Identifying phrases.

The teacher delivers to each student from the class one, two or three lines that have been cut from the song. Each student when hearing the text corresponding to the lines s/he has should rise his/her hand.

h) Classifications of words.

While listening to a song, the students should make a list in which collect a certain kind of grammatical elements (verbs, prepositions, colours...) introduced in the song.

i) Words with opposite meaning.

Children have a list with some words; they will have to provide one or two antonyms for each word. After a few minutes of discussion in the groups, the teacher will play the cassette and encourage the students to guess if in the text of the song there are any of the antonym words they have found previously.

j) Searching words that rhyme.

In this case the attention of the students is focused mainly on the phonetic element.
Before listening to the song, a copy, with some blanks, is handed to the students. They have to fill them with words that rhyme with the corresponding verse. After that, the teacher plays the cassette so they can check if he words they have found are really in he song.

k) Translating a song.

Once the song is learned by heart, a song may be exploited through translation into the student's mother tongue. Even though this is difficult task for the students, the effort requires its compensation in a deep study of the meaning of the song.

TEMA 17. LA CANCIÓN COMO VEHICULO POÉTICO Y COMO CREACIÓN LITERARIA EN LA CLASSE DE INGLÉS. TIPOLOGÍA DE CANCIONES. TÉCNICAS DEL USO DE LA CANCIÓN PARA EL APRENDIZAJE FONÉTICO, LEXICAL I CULTURAL.
Unit 17. Songs as Literary and Poetic creations.
1. Introduction.
As way of introduction we can say that children enjoy singing very much. Songs and rhymes provide an enjoyable change of the routine in the classroom.
Songs and Rhymes provide relaxation and variety, but we have to be careful because an excessive use of them can make children to get bored.
Taking this fact into account, we can say that songs are a good resource to teach vocabulary, practise the language orally, improve pronunciation and intonation and also help children to know the culture of the foreign language.
2. Songs as Literary and Poetic creations.
2.1. The importance of music in the language teaching.
Many of us know how quick students are at learning songs. For a variety of reasons, songs stick in our minds and become part of us.
1. It is easier to sing a language than to speak it.
2. Music is around us: radio, television, theatre, etc.
3. Songs work in our short and long-term memory.
4. Songs use simple, conversational language and repetitions.
5. Children enjoy hearing themselves (Piaget: egocentric language).
6. Songs are relaxing, fun, etc.
7. In practical terms, for language teachers, songs are short, repetitive, and easily to handle in a lesson.
2.2. Characteristics of songs and rhymes.
Their main characteristics are:
1. They provide a link with home and school life.
2. Help children to develop positive attitude towards language learning.
3. They provide an enjoyable alternative in presentation of the language.
4. They reinforce lexical items and structures.
5. They play an important role in pronunciation, intonation and rhythm.
6. They are used to reinforce listening that leads to speaking, reading and writing tasks.
7. They are used to reinforce other subjects.
8. They reflect customs and traditions associated with Anglo-Saxon culture.
2.3. Reasons to use songs in the classroom.
The main reasons to use songs are:
1. Motivation: songs easily motivate children to use the foreign language.
2. Change in the routine.
3. Cultural importance: they reflect the foreign culture.
4. Reinforcement: they provide a meaningful way to repeat different items in order to reinforce the learning (pronunciation, grammar, vocabulary, etc.).
3. Types of songs.
It is essential to select carefully the songs we are going to work with in class.
What we must bear in mind are the features of the students we are working with at that specific moment: their age, interests, likes and dislikes, and of course, their knowledge of the foreign language.
We already know that the foreign language is introduced in the second cycle of Primary Education, that is, children from 8 years to 12.
- 2nd Cycle of Primary (8 to 10).
It is the first time the foreign language is introduced in class. It is one of the best didactic moments because children are very receptive and interested in everything.
- 3rd Cycle of Primary (10 to 12).
At this age their interests begin to change. So that, teachers have to take these changes into account and adjust the teaching practice to the new needs and interests of the students.
The majority of the students think that songs are childish; they feel shy singing and so that, it is difficult to make them sing aloud in class.
However, they enjoy music very much but their interests are different. So that, we have to find songs that they enjoy and are suitable for our purposes too.
We as teachers must select the most suitable songs depending on the level of our students, on their interests and their needs.
The following are some examples of types of songs we can use in class at these stages.
3.1. Songs for occasions.
Songs that make reference to anything that happens to them in daily life: "Happy birthday" or "Auld Lang Syne" (New Year's Eve).

3.2. Topic songs.
Songs that deal with a specific topic. We must bear in mind that the topic the song deals with must be interesting for the children. For example: Colours- "The colours" or animals- "Old Mc Donald"
3.3. Songs with actions.
Songs that are related to the old technique of representing what we are saying: "total physical response" (James Asher): "If you're happy" or "These is the way".
3.4. Round songs.
A round is a circular song. One group begins singing, then the second group begins the song when the first group gets to the end of the first line. The third group begins when the second group gets to the end of the first line and so on. When the singers get to the end of the last line they continue singing from the beginning again, so the song becomes circular. For example: "Three blind mice" or "I hear thunder".
3.5. Dialogues songs.
This type of songs is very useful. They are very easy to sing and at the same time they require more attention on the part of the children. For example: "I spy" or "I am a music man".
3.6. Traditional songs.
These songs will not probably known by the students, but they must learn them because they belong to the new culture they are studying. For example: "Oh, Susanna", "London Bridge" or "Yankee Doodle".
Furthermore, there are songs that we sing at a specific time of the year like Christmas Carols: "Merry Christmas" or "Jingle Bells".
3.7. Other songs.
There are other songs for children which are more difficult but which are also good to work with them in class. For example songs in all Walt Disney's films. A good idea to develop them is to watch the film at the same time we sing the song. For example: "Hakuna Matata" or "Fly, fly" (Peter Pann).
3.8. Traditional rhymes.
Rhymes can be used in the same way as songs. This could be easier for those students that are a bit shy. Some traditional rhymes to be mentioned are: "One Potato" or "Spring, Summer, Autumn, Winter".
4. Techniques: Types of activities.
There are many different activities that we can do working with songs, depending on what we want the students to practise and to learn. These can be summarized as follows:
- Activities to communicate new information.
- Activities to understand the social meaning of a song.
- Activities to learn the way language works without paying attention to the meaning.
As we have mentioned before, the activities with songs we can do in class are very varied. The following are some examples of these activities, which may be done with different songs, according to the interests and needs of our students:
a) Invention: the children invent a new song with some music they all know and with some vocabulary that we may give to them.
b) Stories: the students tell the story of the song.
c) Discussions: use songs to introduced a topic that may be discussed afterwards.
d) Fill in the Gaps: fill in the gaps they find in the lyrics of a song with the words previously given.
e) Write in Order: write in the correct order the sentences of a song as they listen to it.
f) Singing Competitions: divide the class into groups. Each group chooses a song or rhyme from the songs worked in previous lessons and perform it to the rest. After all the performances, the class votes their favourite.
g) What's the missing word: divide the class into groups. Each group chooses a song and performs it for the rest of the class. However they miss out the last word in each line. The rest of the class has to call out the missing word.
h) Rounds: (point 3.4)
i) Videos: to watch musical videos. The images help the students to understand what the song is about.
j) Song dictation: to do what the song says. Colour, write, etc.
k) The Picture song: the children try to make up a new song, taking some pictures as the basis.
l) Fill and draw: two different sheets of paper. One has some draws explaining what is happening in the song; the other has the lyrics. They must try to fill in.
5. Conclusion.
There are many activities that we can do in class with songs. However, it is going to depend on our students' interests, needs and, of course, linguistic level. It is up to us to select the work and ht songs we are going to work with.
The possibilities of the songs are directed to develop the four linguistic skills: oral and written comprehension and oral and written expression. But, we may say that the most basic ability to use songs in class is oral comprehension.

TEMA 18: FUNCIONES DEL JUEGO Y DE LA CREATIVIDAD EN EL APRENDIZAJE DE LAS LENGUAS EXTRANJERAS. DEFINICIÓN Y TIPOLOGÍA DE JUEGOS PARA EL APRENIZAJE Y EL PERFECCIONAMIENTO LINGÜÍSTICO. EL JUEGO COMO TÉCNICA LÚDICO-CREATIVA DE ACCESO A LA COMPETENCIA COMUNICATIVA EN LENGUA EXTRANJERA.

1. - FUNCIONES DEL JUEGO Y LA CREATIVIDAD EN EL APRENDIZAJE DE LAS LENGUAS EXTRANJERAS.

1.1. - Introducción.

1.2. - El planteamiento del juego.

1.2.1. - Actividad individual.
1.2.1.1. - Cada alumno con el profesor.
1.2.1.2. - Cada alumno con el resto del grupo.
1.2.2. - Actividades por parejas.
1.2.3. - Actividad en grupos.

1.3. - El material.

1.4. - El lenguaje.

1.4.1. - Para empezar el juego.
1.4.2. - Para mantener el juego.
1.4.3. - Para terminar el juego.

2. - DEFINICIÓN Y TIPOLOGÍA DE JUEGOS PARA EL APRENDIZAJE Y EL PERFECCIONAMIENTO LINGÜÍSTICO.

2.1. - Juegos de vocabulario.

2.1.1. - El juego de los números.
2.1.2. - El bingo.
2.1.3. - Cadena de palabras.
2.1.4. - El alfabeto viviente.
2.1.5. - Busca la palabra.
2.1.6. - Policías y ladrones.
2.1.7. - Encuentra la palabra que no corresponde.
2.1.8. - Falta una palabra, ¿cuál?
2.1.9. - Palabras y dibujos.

2.2. - Juegos de estructuras gramaticales.

2.2.1. - Juego de trotamundos.
2.2.2. - Adivina mi oficio.
2.2.3. - Juego del mimo.
2.2.4. - Juego de las asociaciones.
2.2.5. - Juego de las adivinanzas.
2.2.6. - La ruta de Ana.

2.3. - Juegos de creatividad.

2.3.1. - La historia tonta.
2.3.2. - Un poco de memoria.
2.3.3. - ¿Quién debe sobrevivir?

3. - EL JUEGO COMO TÉCNICA LÚDICO-CREATIVO DE ACCESO A LA COMPETENCIA COMUNICATIVA DE LA LENGUA.

3.1. - Dibuja la frase.

3.2. - Parejas de dibujos.

3.3. - Historia desordenada.

3.4. - Dar direcciones.

1. - FUNCIONES DEL JUEGO Y LA CREATIVIDAD EN EL APRENDIZAJE DE LAS LENGUAS EXTRANJERAS.

1.1. - Introducción.

La preocupación de todo profesor es poder dar una clase atractiva, que consiga captar la atención y el interés del alumno hacia su materia.

A los problemas que plantea la enseñanza de cualquier asignatura viene a sumarse el desconocimiento de la lengua en la clase de idioma moderno, cuya finalidad es conseguir que los alumnos alcancen un nivel de comunicación oral y escrita con personas de otros países. Pero esta motivación es prácticamente nula en nuestros centros debido a las escasas posibilidades que existen de visitar el país de origen para poner en práctica lo aprendido en clase. Una manera de paliar esta ausencia de motivación real y de interesar a los alumnos en el uso de lo aprendido es, sin duda, la práctica de juegos.

El juego relaja, desinhibe y favorece la participación creativa del alumno, ya que le presenta un contexto real y una razón inmediata para utilizar el idioma, que se convierte en vehículo de comunicación con un propósito lúdico.

Pero para que este interés se mantenga a través del curso, tenemos que presentar los juegos como auténticas actividades dentro de la programación de una lengua segunda. Si el alumno intuye que improvisamos, que utilizamos el juego para rellenar huecos de cinco minutos o para mantenerlos dentro de la clase, en vísperas de vacaciones, la función pedagógica de esta actividad quedará rota.

Para evitar su utilización indiscriminada de deben tener en cuenta los siguientes aspectos:

" El planteamiento del juego.
" El material.
" El lenguaje.
" Las clases de juegos, que describiremos en un epígrafe aparte y que agruparemos de acuerdo con la finalidad a la que sirven:

a) Juegos de vocabulario.
b) Juegos de estructuras gramaticales.
c) Juegos de creatividad.
d) Juegos de comunicación, que también veremos, por su importancia, en otro epígrafe aparte.

1.2. - El planteamiento del juego.

Cada profesor en su clase debe saber cómo agrupar a los alumnos para que éstos se encuentren con posibilidades reales de comunicación y con un material auténtico. Así, los juegos pueden ser planteados como:

1.2.1. - Actividad individual.

1.2.1.1. - Cada alumno con el profesor. Esto sólo es aconsejable en grupos reducidos. El profesor dirige y controla la actividad. Tiene sus ventajas, ya que éste puede asegurarse de que cada alumno escucha lo que se dice, y recibe, en general, un buen modelo de lengua; pero en grupos numerosos, en los que la participación sería más espaciada, la mayoría se quedaría sin intervenir por falta de tiempo y el aburrimiento haría acto de presencia.

1.2.1.2. - Cada alumno con el resto del grupo. Se necesita un gran espacio libre para que el grupo pueda moverse con facilidad. El profesor actúa como monitor y el peso de la actividad recaen en los alumnos. Pueden ser actividades de comprensión y/o expresión oral. Por ejemplo, un alumno describe una situación preparada de antemano en lengua extranjera, y el resto tiene que expresar a través de la pantomima lo que va diciendo. Pueden ser historias inventadas por los propios alumnos o sacadas de cuentos, de libros de aventuras, etc.

1.2.2. - Actividades por parejas.

Los alumnos trabajan de dos en dos formando un tándem frente al resto de las otras parejas, o haciéndose preguntas uno a otro sobre su vida, trabajo, familia, actividad, descripción de un documento visual, etc. La finalidad de esta actividad es obtener la información más completa en un tiempo fijado de antemano. El profesor actúa de monitor y supervisa la expresión, pronunciación, etc., de las parejas.

1.2.3. - Actividad en grupos.

Se divide la clase en grupos de trabajo de cuatro o cinco alumnos. Suelen ser los juegos más atractivos, pues, al igual que en las parejas, se incrementa el número de alumnos hablando al mismo tiempo y dinamizan mucho más la clase, desarrollando el sentido de cooperación entre ellos.

Se corre el riesgo de que hablen español, si el profesor no supervisa todos los grupos, pero una forma de resolverlo es nombrar un moderador en cada grupo que se encargue de evitarlo.

Dentro de este apartado podemos incluir la división de la clase en dos o más equipos contrincantes. Esto daría más emoción al juego o actividad, al introducir el sentido de competición.

1.3. - El material.

Entramos en un campo interminable. Todo depende de la dedicación, imaginación o conocimiento práctico de cada profesor.

Existen muchísimos juegos que no necesitan material especial para su puesta en práctica. No obstante, se suele aconsejar, por ser muy socorrido, fabricarse juegos de cartas plastificadas, con dibujos alusivos a varios temas, tales como: alimentos, bebidas, ropa, animales, plantas, objetos, mobiliario, medios de comunicación, días de la semana, meses del año, estaciones, las grandes ciudades (Nueva York, Londres, Sydney,...), los oficios y sus correspondientes herramientas, cartas con dibujos y otras con los nombres que corresponden a cada dibujo, etc.

Pero no todos los profesores tienen la habilidad o el tiempo para hacerse sus propias cartas. Para esto podemos recurrir a los alumnos, o solicitar la ayuda del profesor de dibujo. Las cartas serán hechas en cartulina del mismo color y tendrán todas el mismo tamaño.

Si se cuenta con un retroproyector en clase, el profesor puede llevar dibujos esquemáticos, tarjetas postales, fotografías, etc. Entonces la mitad de los alumnos se sientan mirando a la proyección y la otra mitad de espaldas. Se juega por parejas: un alumno describe lo que ve, mientras el otro va dibujando a partir de la información que recibe. Cuanto más rico sea el vocabulario y las expresiones gramaticales del que describe, más completo será el dibujo del compañero. En este caso un solo dibujo sirve para toda la clase.

Insistimos, sin embargo, en que es muy práctico contar con un buen número de cartas plastificadas, pues sirven para muchos juegos. En la formación de familias puede haber muchas variantes.

1.4. - El lenguaje.

Antes de lanzarse a organizar juegos, el profesor debe familiarizar a los alumnos con una serie de estructuras básicas que permiten agilizar el comienzo y el final de los juegos. Estas estructuras pueden ser:

1.4.1. - Para empezar el juego.

Listen! These are the rules.
Be quiet. Stay on your seat.
Form a circle / groups of four /pairs.
Sit down. Stand up.
Do the same as myself.
Give the cards, one each.
Ready? Go ahead!
Close your eyes.
Count up to four ...
You win.
You start.
Look at your partner.

1.4.2. - Para mantener el juego.

It's my/your turn.
Who's going on?
Look at your card. It's your card.
Take a card.
Here are your cards. Take them.
Show your cards. Tell them what to do.

1.4.3. - Para terminar el juego.

Stop. It's time to finish.
Have you finished?
Count your cards. How many have you got?
You're the winner. Here is the winner.
Who are the winners? We are.
A point for your team.
I'm sorry, You've lost a point. You can't go on playing.

2. - DEFINICIÓN Y TIPOLOGÍA DE JUEGOS PARA EL APRENDIZAJE Y EL PERFECCIONAMIENTO LINGÜÍSTICO.

Algunos de los juegos que vamos a presentar son una recopilación de varios autores citados en la bibliografía. Otros han sido recogidos de forma oral, entre los docentes, o son simples adaptaciones de juegos infantiles tradicionales. Estos juegos se pueden dividir en cuatro categorías:

- Juegos de vocabulario.
- Juegos de estructuras gramaticales.
- Juegos de creatividad.
- Juegos de comunicación, que estudiaremos en un epígrafe aparte.

2.1. - Juegos de vocabulario.

Para responder a estos juegos casi siempre hay que buscar y encontrar la palabra que falta o la palabra justa de acuerdo con una consigna dada. El objetivo de estos juegos es desarrollar la escritura y la lectura, aunque muchos de ellos pueden ser orales.

2.1.1. - El juego de los números.

Objetivo: Práctica de los números.
Destrezas: Desarrollar la comprensión y expresión orales.
Nivel: Elemental e intermedio.
Material: Una pelota, o una simple bola de papel, un cronómetro (opcional).
Agrupación: Dos grandes equipos.

Organización: Se divide la clase en dos grandes grupos. El profesor tira la bola a un alumno del equipo 1 diciendo un número: "twelve". El alumno debe encontrar rápidamente un número que empiece por la última cifra del número escuchado: "twenty-three". Este alumno pasa la bola al equipo contrario diciendo "twenty-three". A su vez el que recibe la bola tendrá que encontrar un número que empiece por 3 y devolver la bola de papel al equipo 1, etc. Se trata de pasar la pelota lo más rápidamente posible al equipo contrario, pues el que tenga la pelota en la mano cuando suene el timbre del cronómetro pierde. Si un alumno elige un número que termina en =, por ejemplo, "twenty", el que recibe dirá "zero", y luego añadirá otro cualquiera: "fifteen". Cuando alguien se equivoca, su equipo pierde un punto. Puede jugarse en tres partidas de dos minutos cada una.
2.1.2. - El bingo.

Objetivo: Práctica de los números.
Destreza: Comprensión oral.
Nivel: Elemental, intermedio y avanzado.
Material: Cartones de bingo.
Agrupación: Individual o en parejas.

Organización: Se hacen cartones con números que vayan del 1 al 100, del 100 al 500, del 500 al 1000 (dependiendo del nivel de los alumnos). Los números pueden estar escritos en cifras o en letras. Puede jugarse individualmente o en parejas. El profesor dice números de forma aleatoria; se premia la línea y el bingo.

2.1.3. - Cadena de palabras.

Objetivo: Práctica del vocabulario.
Destrezas: Comprensión y expresión orales.
Nivel: Elemental e intermedio.
Material: Bola de papel, cronómetro (opcional).
Agrupación: Dos grandes equipos.

Organización: Se procede de la misma forma que en el juego de los números. Se divide la clase en dos equipos, el profesor dice una palabra y tira la bola a un alumno, que tendrá que decir otra que empiece por la última letra o sonido de la palabra escuchada, y así sucesivamente. Cualquier alumno que repita palabra ya dicha o que no pueda seguir con la cadena, pierde un punto. El equipo que tenga la bola cuando suene el timbre pierde un punto. Gana el que más puntos tenga.

Alternativas: Se puede jugar con la última sílaba de cada palabra. De esta forma resulta más difícil. Otra variante es jugar con el vocabulario específico de un tema y no sobre la última letra. Por ejemplo, el profesor dice "bread" y cada alumno tendrá que decir nombres relacionados con la comida. El que repita, diga mal una palabra o no siga, pierde. Esta variante es más adecuada para los primeros niveles.

2.1.4. - El alfabeto viviente.

Objetivo: Práctica del alfabeto.
Destrezas: Desarrollo de la comprensión oral.
Nivel: Elemental e intermedio.
Material: Ninguno.
Agrupación: Individual o dos grandes equipos.

Organización: Los alumnos deben conocer previamente el alfabeto del inglés (hacer varios ejercicios para comprobarlo, haciéndoles deletrear sus nombres, por ejemplo). El profesor asigna una letra a cada alumno. Si son pequeños, deberán pintarla bien grande en una hoja. El profesor dice una palabra. Rápidamente, los alumnos deberán levantarse por orden diciendo la letra correspondiente hasta formar la palabra. Si una letra se repite, el representante de ella se levantará y dirá dicha letra cada vez que ésta aparezca en la palabra. Por ejemplo, "window": el representante de la "w" se levantará en primer y último lugar, pronunciando el nombre de la letra. Puede jugarse en dos equipos. Se reparte la primera mitad del alfabeto a un equipo y la segunda mitad al otro. Los equipos parten con 10 puntos. Los alumnos se levantarán a medida que aparezca su letra. Si alguno se equivoca, resta un punto a su equipo, y así, el que menos puntos tenga al final, pierde.

2.1.5. - Busca la palabra.

Objetivo: Práctica escrita de vocabulario.
Destreza: Desarrollo de la escritura de palabras.
Nivel: Elemental e intermedio.
Material: Un dibujo.
Agrupación: Individual, parejas o grupos.

Organización: El profesor reparte un mismo dibujo de una habitación con algunas personas y animales a toda la clase. Los alumnos deben escribir nombres de objetos, de animales o de personas que empiecen por la misma letra. Al cabo de dos minutos el juego se para y ganan los alumnos que hayan encontrado más nombres.

2.1.6. - Policías y ladrones.

Objetivos: Práctica del alfabeto y repaso de la ortografía de las palabras.
Destrezas: Comprensión y expresión orales.
Nivel: Elemental e intermedio.
Agrupación: Grupos de cuatro o cinco alumnos.

Organización: Se forman grupos de cuatro o cinco alumnos, que se sentarán en círculos, bien separados unos de otros. Cada grupo escribe una lista de diez palabras. Se echa a suertes para ver qué grupo empieza primero y se seguirá el orden de las agujas del reloj.

Un representante de un equipo, el "policía", visita cualquier otro grupo y pide a un alumno determinado que deletree una palabra. Si éste no sabe o se equivoca, pasa a ser su prisionero.

2.1.7. - Encuentra la palabra que no corresponde.

Objetivo: Revisión de vocabulario.
Destrezas: Comprensión escrita, comprensión y expresión orales.
Nivel: Elemental.
Material: Fotocopias de series de palabras.
Agrupación: Individual o en parejas.

Organización: Los alumnos, de forma individual o en parejas, leen la primera de las series de palabras que aparecen en su hoja. El primero o la primera pareja que encuentra la palabra que no pertenece a la serie levanta la mano, lee la palabra en voz alta y explica por qué ha elegido ésa precisamente; si está bien, gana; si no, se pasa el turno al otro.

2.1.8. - Falta una palabra, ¿cuál?

Objetivo: Revisión del vocabulario.
Destrezas: Comprensión y expresión escritas.
Nivel: Elemental e intermedio (dependiendo de la cadena de oposiciones).
Material: Encerado.
Agrupación: Individual o en parejas.

Organización: El profesor escribe en la pizarra una lista de cinco o siete palabras en la que existe una cadena de oposiciones. El alumno, individualmente o en parejas, debe adivinar la que falta y explicar por qué la ha elegido.

Ejemplos:

- black, white; true, false; big......
- father, mother; man, woman; brother......
- on, off; upstairs, downstairs; in......

Alternativa: Cada pareja puede hacer su propia lista y leerla en voz alta, para que otra pareja encuentre la oposición. Si la palabra es adivinada, el acertante gana un punto. Si la palabra no es adivinada, o se da una respuesta incorrecta, el que ha hecho la lista, gana.

2.1.9. - Palabras y dibujos.

Objetivos: Revisión y fijación de vocabulario.
Destrezas: Comprensión y expresión escritas.
Nivel: Elemental.
Agrupación: Individual o en parejas.

Organización: el profesor reparte una fotocopia a cada alumno o pareja donde aparece un dibujo. En un tiempo dado (tres minutos) los alumnos tienen que escribir los nombres de los dibujos que están numerados. Por ejemplo:

Number 1: A hen.
Number 2: A knife.
Number 3: A fork.

Así hasta que terminen. Luego tendrán que agruparlos por categorías, de tres en tres. Por ejemplo:

The dog, the cat, the hen are animals.

Podemos ayudar a los alumnos dándoles las siguientes frases:

- ............................................................... are things to eat.
- .............................................................. are used to travel.
- .............................................................. are clothes.

La pareja que termine antes y cuyas respuestas sean correctas, gana.

2.2. - Juegos de estructuras gramaticales.

Estos juegos pueden ser orales o escritos y ayudan a fijar unas estructuras gramaticales específicas, ya conocidas por el alumno. Hay que tener la habilidad de presentárselos como una actividad recreativa, sin hacer alusión a la estructura. Si el alumno se equivoca, debemos animarle a que encuentre la alternativa correcta, sin corregirle formalmente, pues ya hemos indicado que lo más importante del juego es la comunicación.

2.2.1.- Juego de trotamundos.

Objetivo: Práctica del presente.
Destrezas: Comprensión y expresión orales.
Nivel: Elemental e intermedio.
Material: Tarjetas postales, recortes de revistas, banderas y un cronómetro.
Agrupación: Grupos de cuatro o cinco alumnos.

Organización: Se divide la clase en grupos de cuatro o cinco alumnos. Un representante de cada grupo recibe un documento visual (tarjeta, foto, recorte,...) de un país, de una ciudad o de un lugar conocido por la mayoría, donde se supone se está realizando un viaje. Utilizando el presente, tiene que explicar a sus compañeros de equipo dónde está, pero no puede emplear nombres propios. Los compañeros tienen que adivinar el lugar en que se encuentra:

- I am in a beautiful town.
- It is the capital city of the country.
- I am visiting a big palace where a famous queen lives.

Se cronometra el tiempo, y el equipo que haya tardado menos en adivinar, gana.

Alternativa: Este mismo juego se puede utilizar para la práctica del futuro si en la tarjeta o la foto que se entrega aparecen las características del país de donde procede, y se pide a los alumnos que imaginen que ése es el lugar al que irán de vacaciones ese verano y lo que harán allí.

2.2.2. - Adivina mi oficio.

Objetivo: Práctica de las estructuras interrogativas básicas.
Destrezas: Comprensión y expresión orales.
Nivel: Elemental e intermedio.
Material: Cartas con dibujos que representen una profesión, ocupación u oficio, y el nombre escrito debajo. En su defecto, trozos de papel con el nombre de una profesión.
Agrupación: Grupos de cuatro o cinco alumnos.

Organización: Se divide la clase en grupos (cuatro o cinco alumnos) que trabajarán independientemente. Se entrega una carta de una profesión a un alumno de cada grupo, que se dirigirá a sus compañeros diciendo: "Guess my job". Los miembros del equipo le harán un máximo de diez preguntas hasta adivinar qué hace. Si agotan las preguntas, el que presenta la profesión gana, y el profesor entrega otra carta a otro miembro del grupo. El alumno responde siempre exclusivamente "Yes" o "No".

Alternativas: Se pide un voluntario y se le ordena salir de la clase. Los demás se ponen de acuerdo para elegir el nombre de un personaje histórico o actual, de un animal, de una planta, de un objeto... Entra el voluntario y se le coloca en la espalda un papel con el nombre elegido. Tendrá que hacer a sus compañeros un máximo de diez preguntas con el fin de adivinar su identidad. Cuando lo consigue o ha agotado el número de preguntas, cede el puesto a otro compañero. Gana el que lo haya adivinado con menos preguntas.

2.2.3. - Juego del mimo.

Objetivos: Práctica del presente continuo.
Destrezas: Comprensión y expresión orales.
Nivel: Elemental e intermedio.
Material: Ninguno.
Agrupación: Tres grandes grupos.

Organización: Se divide la clase en tres grupos: A, B y C. El profesor propone al equipo A que prepare cómo representar mediante mímica una acción: comer un huevo, vender leche, .... A una señal del profesor, todo el equipo A representa con mímica la acción, y los equipos B y C hacen preguntas a las que el equipo A sólo puede contestar "Yes/No". Si al cabo de cinco preguntas la acción no ha sido adivinada, el equipo A gana un punto. En caso contrario, no gana nada. Coge el turno el equipo que ha acertado, o en su defecto el B, y así sucesivamente. Gana el equipo que tenga más puntos al final del juego.

2.2.4. - Juego de las asociaciones.

Objetivos: Práctica de "some, any, an, a" con nombres contables e incontables.
Destrezas: Comprensión y expresión orales.
Nivel: Elemental e intermedio.
Material: Cartas o recortes de revistas con dibujos de alimentos, objetos personales, ropas, etc. En su defecto, trozos de papel con el nombre de estas cosas.
Agrupación: Gran grupo.

Organización: Formar un círculo con todos los alumnos y colocar un pupitre en el centro. Si el grupo es muy numeroso, puede jugarse en dos turnos. Distribuir dos cartas (o dos trozos de papel con los nombres) a cada alumno. Mostrando una a los demás, el primer alumno dice: "I have got some flour, and you?". El alumno que tenga un nombre o dibujo que pueda ser asociado con "harina" saldrá corriendo del círculo y dirá, por ejemplo: "I haven't got any flour, but I have got some bread". Y coloca la carta al lado de "harina". Luego añade (dejando la carta en el pupitre): "And I have got some cigarrettes too", parque otro alumno venga y diga: "I haven't got any cigarrettes, but I have got a lighter, and some milk, too". Y así sucesivamente. Los alumnos deberán reaccionar muy deprisa, porque puede haber varias asociaciones. El jugador que se quede con las cartas en la mano, pierde.

2.2.5. - Juego de las adivinanzas.

Objetivos: Práctica del presente simple, de la interrogación y de los adjetivos.
Destrezas: Comprensión y expresión orales.
Nivel: Intermedio.
Material: Cartas con dibujos, o papel con el nombre de objetos fáciles de describir.
Agrupación: Dos grandes grupos.

Organización: Se divide la clase en dos equipos, y el profesor designa el mismo número de cartas para cada uno. El tiempo de participación de cada equipo es de dos minutos. Un alumno del equipo A sale a "escena". El profesor le da una carta del montón que le corresponde y el alumno tiene que describir el objeto para que sus compañeros lo adivinen. Tiene que haber una pausa entre frase y frase para que los compañeros tengan tiempo de pensarlo. Si un grupo se "atasca" en un objeto, puede dejarlo y pasar a otro. Entonces el que describe entrega la carta al profesor y otro compañero sale a intentar describir un objeto nuevo. Gana el equipo que en los dos minutos haya conseguido adivinar más objetos.

2.2.6. - La ruta de Ana.

Objetivos: Práctica de las instrucciones y la descripción de lugares.
Destreza: Comprensión oral.
Nivel: Intermedio y avanzado.
Material: Un dibujo o plano.
Agrupación: Individual o en parejas.

Organización: El profesor entrega un dibujo a cada alumno o pareja, representando un plano con una ruta que va a coger Ana. Luego lee un texto y explica el vocabulario desconocido, hasta estar seguro de que los alumnos lo han entendido. Los alumnos han de marcar en el dibujo el camino seguido por Ana y hacer una cruz en los sitios donde se detiene.

Alternativa (sin dibujo): Para complicar el juego, en niveles avanzados, el profesor lee un texto descriptivo de un lugar, y los alumnos tienen que imaginarlo y dibujarlo. Luego se comparan los dibujos y se discuten las diferencias hasta conseguir e que parezca más correcto a todos.

2.3. - Juegos de creatividad.

Son más abiertos que los del apartado anterior. Los llamamos así porque el alumno puede crear un lenguaje más imaginativo, más amplio. Son eminentemente comunicativos, por lo que el profesor deberá vigilar un uso "adecuado" de la lengua sin insistir demasiado en la perfección de la forma.

2.3.1. - La historia tonta.

Objetivo: Práctica del pasado.
Destrezas: Comprensión y expresión escritas.
Nivel: Elemental, intermedio y avanzado.
Material: Hojas de papel.
Agrupación: Grupos de ocho alumnos.

Organización: El profesor explica que la finalidad del juego es encontrar las consecuencias de una serie de acciones. Se divide la clase en grupos de ocho alumnos. Cada grupo empieza a escribir una historia respondiendo a las siguientes preguntas:

- Who? : el nombre de un hombre o de una mujer célebres.
- Where?: se desarrolla la acción.
- When? : fecha, época, estación del año.
- What are they wearing?
- What did they do?
- What did X say?
- What did Z say?
- What happened later?

El primer alumno de cada grupo escribe el nombre de un hombre famoso o célebre y dobla la hoja para que sus compañeros no lo lean; el segundo alumno escribe el nombre de una mujer célebre y dobla la hoja; el tercero escribe dónde se desarrolla la acción y dobla también la hoja. Así hasta que hayan terminado todas las preguntas. Siempre que la contestación lo permita, se harán frases completas. Luego un alumno de cada grupo lee en voz alta la historia completa. Gana la historia más divertida y que tenga menos fallos gramaticales.

2.3.2. - Un poco de memoria.

Objetivos: Construcción de una frase muy larga y memorización.
Destrezas: Comprensión y expresión orales.
Nivel: Intermedio y avanzado.
Material. Ninguno.
Agrupación: Dos grandes grupos.

Organización: El profesor explica que se trata de hacer correctamente una frase muy larga, escucharla dos veces y repetirla. Se divide la clase en dos equipos. Cada uno se encarga de hacer un par de frases largas, supervisadas por el profesor. Un alumno de un equipo lee una de las frases para que la repitan alumnos del otro equipo. La lectura debe ser correcta y pausada. Si alguno duda o se equivoca, hace perder un punto a su equipo. Gana el equipo que tenga menos puntos negativos.

2.3.3. - ¿Quién debe sobrevivir?

Objetivo: Práctica de las oraciones condicionales.
Destrezas: Comprensión y expresión orales.
Nivel: Intermedio y avanzado.
Material: Ninguno.
Agrupación: Grupos de ocho alumnos.

Organización: Los alumnos se dividen en grupos de ocho. El profesor explica la dramática situación: "Eight people travel in a globe which is relieving air very quickly. The pilot says that at least one of them must jump out to make the globe lighter, or otherwise the globe will crash and everybody will die". Los ocho personajes, que son los mejores en sus profesiones, tienen que justificar su derecho a la vida. Pueden elegirse varias profesiones: médico, arquitecto, abogado, poeta, enfermero, policía, político, profesor,... Los alumnos tendrán que utilizar las condicionales: If I die, "there won't be buildings any longer".

3. - EL JUEGO COMO TÉCNICA LÚDICO-CREATIVA DE ACCESO A LA COMPETENCIA COMUNICATIVA DE LA LENGUA.

El cuarto tipo de juegos son aquellos conocidos como juegos de comunicación. En ellos, el énfasis no se pone en la corrección absoluta del lenguaje utilizado por el alumno, sino en el mensaje general que el alumno emite, en la eficacia comunicativa del lenguaje. Ello no significa que esta clase de juegos no mejore la corrección y la competencia lingüística, pues un lenguaje que esté plagado de errores no podrá servir de medio de comunicación efectivo y además la gama lingüística que se usa en este tipo de juegos es limitada y los alumnos repiten las mismas estructuras muchas veces.

3.1. - Dibuja la frase.

Objetivo: Práctica de formas interrogativas.
Destrezas: Expresión y comprensión orales.
Nivel: Elemental, intermedio y avanzado.
Material: El encerado y papeles en los que vaya escrito el título de un libro, o de una película, o de un programa de TV o expresiones en la lengua extranjera, refranes, etc.
Agrupación: Dos grandes grupos.

Organización: Se divide la clase en dos grupos. En sesiones anteriores se habrá estudiado el vocabulario no conocido, relativo a los títulos o expresiones en inglés. Para iniciar el juego se barajan los papeles y el profesor entrega uno, sin que lo vean los demás, a un alumno del grupo A, que deberá salir al encerado. Este alumno tiene que representar a través de los dibujos en el encerado, o por medio de mímica, la frase o título para que sus compañeros adivinen de qué se trata. Los compañeros hacen preguntas a las que se contesta "Yes/No". El tiempo para cada frase es de un minuto. Si lo adivinan, ganan un punto. A continuación participa el equipo B. El juego se repite varias veces, y gana el equipo que tenga más puntos.

3.2. - Parejas de dibujos.

Objetivo: Práctica de la descripción.
Destrezas. Comprensión y expresión orales.
Nivel: Elemental, intermedio y avanzado (dependiendo del dibujo).
Material: Parejas de dibujos, fotos, etc., con alguna diferencia.
Agrupación: Parejas.

Organización: Se juega en parejas. Cada una recibe un par de dibujos similares, pero con alguna diferencia. Cada alumno esconde su dibujo para que no lo vea su compañero. Luego lo describen y se hacen preguntas para tratar de averiguar las diferencias.

3.3. - Historia desordenada.

Objetivo: Práctica de la narración.
Destrezas: Comprensión y expresión orales.
Nivel: Elemental, intermedio y avanzado.
Material: Fotocopia de una historia contada en viñetas y otra igual recortada en trozos.
Agrupación: Parejas.

Organización: Los alumnos se sientan en parejas. El alumno A recibe la fotocopia entera y el alumno B la versión recortada en trozos y en desorden. El alumno B tiene que rehacer la historia, colocando los trozos en orden, a partir de las explicaciones del alumno A.

3.4. - Dar direcciones.

Objetivo: Práctica de las direcciones.
Destrezas: Comprensión y expresión orales.
Nivel: Elemental, intermedio y avanzado.
Material: Una fotocopia de un plano completo y otra con el esquema de las calles sin ningún nombre o dato.
Agrupación: Parejas.

Organización: Se distribuye toda la clase por parejas. El alumno A recibe la fotocopia con toda la información. El alumno B recibe el plano sin nombres. Es nuevo en la ciudad, acaba de llegar a la estación y tiene que ir: primero a, por ejemplo "the post office", después a "the town hall", luego a "the Hotel Ritz", y finalmente a "the Opera theatre". El alumno A tiene que dar las explicaciones suficientes para que el alumno B localice en su plano los lugares a los cuales debe dirigirse, el nombre de las calles, etc. Este juego permite que los dos alumnos intervengan activamente en la conversación, pues deben preguntar, responder y clarificar instrucciones.

UNIT 19: DRAMA TECHNIQUES AS MEANS FOR THE LEARNING OF FOREIGN LANGUAGES. THE DRAMATIZATION OF DAILY LIFE SITUATIONS AND THE REPRESENTATION OF TALES, JOKES. ETC. WORK GROUP FOR CREATIVE ACTIVITIES. THE ROLE OF THE TEACHER.

1. INTRODUCTION

The characteristics of the language used in an act of communication in real life are different from the language produced in the English class.
The limited field of real experiences in the use of the language that is offered by the small context of the classroom obstructs to imprint on the language there produced the characteristics related to the natural and spontaneous use in real life.
All those activities developed by the teacher in order to reproduce aspects that characterise the real use of the language should be always positively valued. As regards this, one of the activities that helps best the student in the practice of these characteristics peculiar to the communicative language is dramatisation.
In the foreign language class, dramatisation has got the objective of getting the student to develop a creative production of the language.
We want that the language in the class would reproduce as accurately as is possible, the naturally and spontaneity that characterise any normal act of communication.

2. DRAMA TECHNIQUES AS MEANS FOR THE LEARNING OF FOREIGN LANGUAGES.

2.1 Techniques of awakening and expression.

The dramatisation as a technique of awakening and expression can be carry out through any activity in that artificial or imaginary situations are created to encourage the student to act representing his/her own role or the one representing another person. The interaction established among the participants provokes a number of reactions not only of linguistic nature, but also emotional, close to the ones typical in an act of communication in real life.
Dramatisation in the sense dealt here is not far from the certain games of imitation so characteristic in childhood. In both cases we deal with activities that consist on assuming or simulating certain roles in imaginary situations. On the other hand, also the players, as they pursue the enjoyment and the individual entertainment unconsciously. Also propose to experiment the communicative efficacy of the language.
Besides, these two activities are not radically different from the drama as genre or literary art. In the three cases we deal with the expression of an inherent desire, to imitate behaviours that attract our attention by means of artificial reproduction or events in human life that have developed in those.

2.2 From the game to dramatisation.

What is the difference between games and dramatisation?
Firstly, the practice of language games is usually characterised by the desire of competition and overcoming the other players in the achievement of the objectives proposed for each game. This desire to compete nevertheless, is not an essential characteristic of dramatisation, where what it really matters is "to participate". Secondly, the language used in this kind of games is normally very organised and controlled by the teacher. In dramatisation, on the contrary, the freedom of the student to choose the language to be used in each moment is nearly complete. Finally, we should say that the role performed by the students in the games is not always the living image of the behaviour of any individual in the different real life situations. In the dramatic activity, however, the players, although they have to deal with imaginary or artificial situations, represent roles that correspond to the ones from the real life. What is pursuing demonstrated is, precisely, the interpretative ability of the individual.
It is easy to turn a game of language into dramatisation. The only thing needed for this is to give the student a grater linguistic independence during the developing of the game itself, inviting him/her to exchange points of view with his/her classmates freely, so that he/she can gather the specific information to achieve the objectives of the game. This makes possible to stabilise an interaction between two or more students, in which each one as well as using the language he/she thinks most appropriated he/she also takes similar roles to those in human and social relationship. In this way, the students perform with the language many different functions such as identifying, asking, enquiring, agreeing, disagreeing etc., by means of that the game becomes an authentic communication act.

2.3 Drama techniques used in teaching a foreign language.

The communicative practice of a language will only be complete if we succeed in dealing with all the aspects, linguistic and non-linguistic, that defines the real use of the target language. It is drama itself that set up as one of the most effective activities to introduce the student to the communicative practice of a language.

2.3.1 Warming up activities

At the beginning of a foreign language lesson not all the students are motivated to the same extent, neither are they in the same mood. That is why it is necessary to create an atmosphere of Cupertino previously and estimulate in each the desire of working together.
There is a series of exercises whose main objective is to prepare the students psychologically, creating in them a favourable disposition to participate in the following language activities.
" The imaginary ball: In pairs. The students are asked to pretend to be throwing an imaginary ball at each other. It would be interesting that the teacher first tell the students what kind of ball they are going to throw: a tennis ball, a balloon, a football...

" Physical representation of words: Groups of five or six students. The task of each group consists on finding a word whose number of letters corresponds with the number of members forming the group. Once the word has been chosen, each of the members from the different groups make, either with the hands or with the fingers, one of the letters from the established word, the rest of the groups will try to guess the word.
" The talking blackboard: In pairs. A student is back to back with the other, and this draws with his/her finger the letters of any word. The student who represents the blackboard has to guess the word.
" Introducing oneself and being introduced to others: Circles of six or seven pupils. A student starts saying his/her name and an imaginary occupation. The student who is on his/her right repeats this information and, then, says his/her own name and the imaginary occupation, and so on until all the members of the group have taken part in the game. This practice is very useful when exercising the capacity of remembering.

3. THE DRAMATIZATION OF DAILY LIFE SITUATIONS AND THE REPRESENTATION OF TALES, JOKES. ETC.

3.1 Watching exercises.

With this we pretend to exploit the observation capacity of the student as a means to achieve the communicative use of the language.

3.1.1 Exploring the classroom

The teacher invites the students to pay attention, during a couple of minutes, to the things in the classroom. Once the time is up, the teacher asks the pupils to close the eyes and listen, without answering, to a series of questions about the wall, the door, the blackboard... Made the questions, the teacher asks the students to open the eyes and comment with the rest of the pupils the things that are able to remember. The most important thing about this exercise is the interest the student has to discover his/her nearest environment and this is transformed into a real production of language that is not always easy to reach in the classroom and it is also important to get the students used to observe the details.

3.1.2 Discovering objects hidden on the hand

Standing up and with the hands behind their backs, the students make circles of four or five. The teacher, covertly, places a small object on the hands of one pupil from each group, trying not to disclose it, not even to the student who receives it. This, using the sense of touch, can easily know the name of the object.
The activity of the rest of the members from the team involves guessing, by questioning him/her, which the object is. The only clues given are the questions made by the different members of the group.
This activity requires a great effort of concentration, in which intelligence and memory play an important role.

3.1.3 The invisible fruit

Groups of four or five students. Each group thinks about a fruit and decides which gestures are suitable to imitate the action of eating the fruit.
At a signal given by the teacher, the groups disperse and each pupil goes to a classmate from another group and interchanges the gestures agreed in their respective groups and makes some comments about their performances.
What it is sought with this activity is the opportunity to exercise certain functions of language such as praising or criticism other's people performance.

3.2 Exercises of creation and interpretation.

These exercises are created to bring in operation the fantasy of the student as a means to carry him/her from the situation or immediate reality of the classroom to imaginary situations in the non-academic world.
Besides stimulating the creative and interpretative capacity of the students, we intend the pupils to achieve a suitable production in accordance with new situations created by their imagination.

3.2.1 Unexpected use of the objects from the classroom.

In pairs. Each pair must find for certain object from the classroom a different use from the one it usually has. (A chair may be used as an umbrella). After this, each pair must reach an agreement about the way of imitating the action that may be performed with that object.
After a brief break, each pair shows the stabilised action before the other pairs or the whole class.
From this activity is easy to achieve a creative and spontaneous use of the language: "I think it is an umbrella".

3.2.2 Commentaries about a photograph.

In order to carry out this activity, it is essential to have a set of photographs of different characters. The pupils are distributed into groups of three or four. Each group is given a photograph of a different character, along with a sheet containing the following questions: How old is this person? What does s/he do?, Do you like this person?, What is s/he doing now? ...
With the photograph in front of them, the members of each group answer the different questions and try to agree in the most interesting interpretations. It is advisable that somebody from the group takes notes of the conclusions. Once the task is finished, the groups interchange the photographs and make comments about the new character.
What is expected with this activity is exploiting linguistically the first impression that instinctively has any human being when pays attention to somebody.

3.2.3 Representation of a joke.

In pairs. Each pair decides to represent a joke in front of the rest of the English class. In this way we foster the creative use of the language by all the students because they use it in a personal manner so as to represent a comical situation in front of the other pupils.
By turns, all the pairs represent the jokes or funny situations previously chosen. The teacher undertakes the responsibility for the jokes not being repeated. This activity may be carried out with the characters of a tale known by all the students, although this kind of representation may require a previous rehearsal.

3.2.4 My favourite object.

The teacher asks the students to bring into the classroom any object from their house that feel particularly keen on. At the same time, s/he will also indicate the necessity of wrapping the object so the rest of the pupils cannot see it until the activity starts.
The teacher asks the students to distribute themselves into groups of four. Then, they are informed they have a few minutes to, before opening their respective parcels in front of the classmates, guess the content.
Once the objects are exposed, each student explains to his/her group some details about the object (who gave it to him/her, when, etc.). Meantime, the rest of the pupils can ask about any detail about the object.
They are very interested in the objects they bring into the classroom, so all the activities about them will be accomplished with equal interest.

4. WORK GROUP FOR CREATIVE ACTIVITIES. THE ROLE OF THE TEACHER.

Advantages of working in groups:
" The students who work in-groups apparently experience less "fear" in class. As a result, they would rarely confine into themselves and maintain a more receptive attitude towards study. Besides, the co-operation in-group activities produces a sense of success that the student does not normally experience when working alone.

" The students get used to learning applying the knowledge instead of memorising it. The skills acquired in this way become easily part of the permanent linguistic competence.

" The students learn sharing and joining their efforts, checking their work reciprocally and helping one another in natural, dynamic and communicative situations.

" The fact of joining their efforts, perceptions and knowledge helps the student to make up for the individual deficiencies.

" Working in-groups multiplies the opportunities for oral communication in the classroom.

4.1 Advantages for the teacher.

When the teacher has succeed in having each group of students working as a team, s/he also achieves they pay more attention to the task undertaken.
It is necessary to emphasise that the responsibility of the teacher for dividing the class into groups changes, and, at the same time the traditional relation teacher/student is transformed into a responsibility shared with the students and developed in different modalities.
Keeping a lively rate in the activities usually helps to diminish the discipline problems, as it is unlikely that students get bored.
Besides, the mischievous student cannot disrupt the class so often if everybody is busy. The traditional opposition teacher/student is reduced when the students, instead of establishing an exclusive relation with the teacher, relate to their classmates.
4.2 Criteria for the classification of activities.

Several criteria are useful when classifying group activities:
" The degree of the students`s familiarity with the task. The tasks accomplished in previous lessons are carried out without difficulties due to the knowledge of their structure.
" The complexity of the task. Generally the more steps it has, the more capacity to follow the instructions and co-ordinating the interaction is requested from the students.
" The degree of creativity required. The tasks based mainly in the manipulation of linguistic elements are apparently easier than the ones that require the use of the language in a creative way.

Analysing an activity taking in consideration these three criteria helps to foresee the reaction of the group. Provided that each activity normally requires more than a skill, the classification by skills (oral, written, comprehension,etc.) indicates its main approach.
The activities must be selected depending on the objectives of the class, the level of knowledge in the target language, the students and their interest. It is obvious the flexibility offered by working in-groups and the utility within the language class.

4.3 The role of the teacher.

Perhaps, the role of the teacher is deciding when work group can improve the learning of a language by means of creative activities.
While the work group takes place, the teacher performs several roles:

" Organiser: decides the size of the group and the way to select its members. Defines the activity and its result.

" Manager: observes the dynamic of the group and suggests improvements. Co-ordinates the different groups to avoid unnecessary repetitions. Checks that the tasks are carried out according to the given specifications.

" Resource: gives information or materials when asked. Proposes several and variable alternatives.

" Assessor: gives explanations depending on the necessities of each group. Clarifies grammatical difficulties, organises sessions to practice pronunciation. Provides positive feedback about the development of the activity.

" Evaluator: evaluates the work or performance of the group; propose criteria so the groups can evaluate themselves.

" Problem detector: observes the difficulties appeared in the performance of the group, clarifies the problems and suggests solutions. While the group is working, the teacher can perceive a wide variety of problems.

During any session of group work, the teacher will have to move from a role to other, applying the techniques required in each situation, and will adopt the role of pronunciation connector in a group, source of resources or manager in others. In each case the teacher individualises his/her help depending on the group, offering his/her presence in a diplomatic manner, and not imposing it to the group. Thanks to these roles, the teacher is able to monitor the progression of the students, to follow closely the difficulties they encounter, the personal relations and the dynamic of the group which help him to select successfully the activities in the future.

THEME 20.
THE FOREIGN LANGUAGE AREA IN THE CURRICULUM. CRITERIA TO BE REFLECTED IN THE EDUCATIONAL PROJECT AND THE CURRICULAR PROJECT.

1. INTRODUCTION:

The Organic Act 1/1990 of General Organisation of the Educational System introduced some important changes, aimed at improving the quality of education in Spain. Among these changes we can mention:
- The extension of compulsory education to the age of 16 years old
- The establishment of new educational stages such as: Infant Education, Primary Education, and Compulsory Secondary Education.
- These stages are organised in cycles, which is the period that should be considered for teaching programs and promotion.
- The establishment of a curriculum which, in spite of having certain aspects which are compulsory for all the country, is also open and flexible, as the different autonomous educational services could adapt it to their real context. Then, each school should adapt the official curriculum to their real environment by means of the design and development of the Curricular Project.
- Besides, the Centres have the right to define their educational options, their objectives and their organisational structure that will make possible the attainment of such objectives. These aspects must be included in a document called the Educational Project.

Then, taking into account these basic aspects of the educational reform, we are going to deal with:
- The Foreign Language area, as it is reflected in the official curriculum.

- The criteria to be reflected in the Educational Project and the Curricular Project, in relation to this area.

2. THE FOREIGN LANGUAGE AREA IN THE OFFICIAL CURRICULUM:

The teaching of a foreign language is included among the areas of Primary education, as we can see in the articles number 14 of the Organic Act 1/1990, and also in the article number 5 of the Royal Decree 1344/91, which established the national curriculum for Primary Education.

According to these legal documents, the teaching of that foreign language starts in the second cycle. However, in most autonomous regions of Spain, the teaching of a foreign language has been brought forward to the first cycle.

In Extremadura, this introduction came into force from the beginning of the last academic year, according to an Order of the 30th of August, 2000.

The importance given to the learning of a foreign language in current society has to do with certain social, educational and psychological demands, which Brewster, Ellis and Girard, in their book "The Primary English teacher's guide' summarised as follows:

- Social demands: derive from the need of communicating with people from other countries in a world, which is becoming a 'global village'. The success in business and international relations is closely linked to the learning of foreign languages, especially in the context of the European Union, where goods and people can move freely through the member states. Besides, the ability of communicating in a foreign language (especially in English) is quite useful to travel abroad, and for the transmission of news and knowledge.

- The Educational demands have to do with the development of cognitive and social abilities by means of the learning of a new language and its culture. This knowledge help children to overcome their natural egocentrism, as they realise that there are other ways of living and seeing reality different from their own. At the same time, this contact will help them to develop tolerance and respect as well as a better understanding and appreciation of their own language and culture.

- Finally, the psychological demands refer to the need of introducing them to the learning of a foreign language, as young as possible, because they are less distanced from the age in which they learn their first language than teenagers or adults, and they are still good at understanding and imitating what they hear. Besides, they realise that the same functions and notions they have just learn in their native language, can be expressed, equally well, using a different language.
Once we have seen the importance of teaching a foreign language in Primary education, we are going to see how the foreign language area is reflected in the official curriculum through the analysis of its different elements.

We are going to start with the analysis of the methodological principles:
1. First of all, we should consider that the foreign language area curricular purpose is not to teach a foreign language but rather to teach how to communicate using it. Therefore Royal Decree 1006/1991 of the 14th June, which establishes the teaching requirements for Primary education, sees communicative competence as comprising five sub-competencies:
- Grammar competence: the ability to implement rules and lexical items from the language system.
- Discourse competence: which refers to the ability to produce different types of discourse organising them according to the communicative situation and the interlocutors.
- Sociolinguistic competence: refers to the ability to adapt statements to different contexts observing the usage of a given linguistic community.
- Strategic competence: implies being able to use verbal and non-verbal strategies to compensate for breakdowns in communication.
- Sociocultural competence: refers to the student's knowledge of the cultural aspects of the countries where the foreign language is spoken.

All these elements are part of the language, as language is not something abstract, but a tool for effective communication.

2. Communicative competence acquisition is seen as a creative construction process. Our pupils using their general cognitive strategies and linguistic input they receive establish hypothesis to form the new rules about the foreign language system.

3. This new system is gradually contrasted and improved as new input is presented. Therefore error is seen as an integral part of the learning process, as it is the manifestation of the effort our pupils are making to acquire the new system.

4. This acquisition process may be fostered, especially at first, in ways that do not require a linguistic response by using Total Physical Response techniques.

5. Receptive skills (listening and reading) are very important at this stage, specially listening, since oral communication is the most direct form of communication among human beings.

6. We will try to familiarise the children not only with the target language from a functional point of view, but also as a means of cultural and social transmission.

7. We should organise contents around topics connected to the students' interest.

8. The four linguistic skills (listening, speaking, reading and writing) should be integrated through meaningful communicative activities.

Then, the General objectives of the foreign language area are designed according to the principles we have just mentioned. As we will see, these objectives refer to the development of the four linguistic skills (listening, speaking, reading and writing), and also to the use of linguistic and extralinguistic strategies and the knowledge of sociocultural aspects, in order to get communicative competence in the foreign language.

There are nine general objectives, expressed in form of interrelated abilities:
1. To understand simple and oral written texts about known objects, situations and events, using general and specific information taken from those texts for specific purposes.

2. To use the foreign language orally to communicate with the teacher and students in common class activities and in communicative situations created for this purpose, observing the basic rules of interpersonal communication, and adopting a respectful attitude towards the contribution of others.

3. To produce short simple texts about topics that the students are familiar with observing the basic writing rules.

4. To read and understand short simple texts related to class activities, to their knowledge of the world and to their experiences and interests, with the purpose of obtaining general and specific information as desired.

5. To recognise and appreciate the communicative value of foreign languages and their ability to learn them, showing understanding and respectful attitude towards other languages, their speakers and their culture.

6. To understand and use the linguistic and non-linguistic conventions used by the foreign language speakers in common situations (greetings, farewells, introductions, congratulations...) in order to make communication easier.

7. To use in foreign language learning, previous knowledge and experience with other languages, developing autonomous learning strategies.

8. To establish relationships between meaning, pronunciation and graphic representation of simple words and sentences in the foreign language, as well as recognising the characteristic aspects of sound, rhythm and intonation in that foreign language.

9. To use non-linguistic expressive resources (gestures, body language, sounds, pictures) to understand and be understood when using a foreign language.

In order to develop the abilities expressed in these objectives, we should work on CONTENTS that in our curriculum are classified into:

- Concepts
- Procedures
- Attitudes

Conceptual contents refer to facts, events, rules and principles.
Procedural contents refer to the strategies, abilities, techniques and skills necessary in the learning process.
Attitudinal contents are concerned with behaviour and values.

These three kinds of contents are set in blocks:
- Oral communication uses and forms.
- Written communication uses and forms.
- Sociocultural aspects.

The CONTENTS OF THE FOREIGN LANGUAGE AREA are also designed around communicative needs and situations. We have summarised the three blocks of contents, which appear in the RD 1344/91 of the 6th of September, as follows:
a. ORAL COMMUNICATION USES AND FORMS:
a.1) Concepts:
Basic communicative needs and situations in the spoken form: greeting, identifying oneself, giving and asking for information expressing needs and requests...
Characteristics of communicative situations:
" Number and type of interlocutors.
" Moment and place.
" Formal or informal communication.
Vocabulary and structures needed to express basic communicative needs in the spoken form.
Topics related to the interests of the students and wide notions:
" Colours, numbers, time, daily life, food, animals, time, sports�
a.2) Procedures.:
Recognising sounds, rhythm and intonation patterns of the foreign language.
General comprehension of spoken messages (face to face or recorded) about familiar topics.
Specific comprehension of spoken messages (face to face or recorded) in contextualised situations.
Producing oral messages to satisfy common communicative needs.
Participating in linguistic exchanges for specific play purposes (simulations, role-play).
Recognising and using basic common strategies (linguistic and non-linguistic) to overcome communicative difficulties.
Recognising grammatical forms to ask questions, state, deny, express possession, gender and number, quantify, express facts in present, past, future� and using them effectively for communication.
a.3) Attitudes:
Awareness of the importance of oral communication in a foreign languages
Willingness to speak a foreign language by participating in group activities (games, group work, role, play�).

b. WRITTEN COMMUNICATION USES AND FORMS:
b.1) Concepts:
Basic communicative needs and situations in the written form.
Characteristics of communicative situations.
Topics of general use and wide notions�
The names of the letters in the foreign language and their correspondence with their written form.
Relationship between meaning, of the vocabulary studied its pronunciation and its graphic representation.
b.2) Procedures:
General comprehension of written messages related to class activities, and common communicative needs.
Specific comprehension of simple authentic material.
Recognising in written texts grammatical structures used to request, state, deny, express possession, gender and number, state, deny�, using them effectively for communication.
Producing short simple written texts in response to oral or written stimulus aimed at different readers.
b.3) Attitudes:
Appreciating the importance of knowing how to read and write in the foreign language.

c. SOCIOCULTURAL ASPECTS:

c.1) Concepts:
Social and cultural aspects of the countries where the foreign language is spoken which may be interesting for our pupils such as:
" Expression and gestures that go with speaking, such as: polite gestures, tone of voice, symbols�
" Aspects of every-day life: schedules, habits of children of this age, food.
" Games, popular songs, favourite meeting places and sports in the countries whose language is studied�
" Presence in Spain of the foreign language studied by means of: products,
labels, songs, films, TV programs...
c.2) Procedures:
Using rules of behaviour and habits of the foreign language speakers in context.
Comparing the most relevant aspects of everyday life in those countries with the corresponding aspects of the students' native country.
Using authentic materials from different sources close to the learners' in order to obtain specific information.
c.3) Attitudes:
Curiosity and respect for the most relevant aspects of everyday life in theses countries.
Appreciation of the sociolinguistic behaviour as a means to improve communication.
Interest in getting to know people from other countries.

After the contents which should be taken into account to develop the abilities expressed in the general objectives, the Royal Decree 1344/1991, presents nine ASSESSMENT CRITERIA, which should be understood as a tool to check if students have got the abilities expressed in the General Objectives. These assessment criteria refer to abilities, but also make a little reference to contents as well as a brief explanation.

According to the R.D. 1344/91, the attainment of the general objectives of the foreign language area, will be assessed in relation to the following criteria:

1.- To recognise and reproduce characteristic phonemes of the foreign language as well as rhythm and intonation patterns in words and sentences used in real language situations.

This criterion tries to check if students are familiar with the sounds, rhythm and intonation of the foreign language in listening and speaking. The texts they should listen to or produce must make sense and be in context.

2.- .-To grasp the overall meaning of oral texts emitted in face to face communicative situations supported by gestures, and miming and any necessary repetitions in which combinations of previously studied elements appears and which deal with topics that the learners are familiar with.

This criterion considers the ability of students to understand the global meaning of oral text in the best conditions, which imply: direct communication, contextual support and topics related to their previous knowledge.

3.- To extract specific information, which has been previously studied, from oral texts with a simple structure and vocabulary, which deal with topics that, are interesting and familiar to the students.

This criterion checks the student's ability to understand, not only the global message, but also specific details from simple oral texts, which deal with topics that are familiar to them.

4.- To participate in short oral exchanges related to common classroom activities, producing comprehensible discourse adapted to the characteristics of the situation and to the communicative aim.
This criterion refers to the student's ability to express basic communicative needs in the context of the class such as: asking something, asking for something, asking for permission to do something, asking for help, greeting... These messages should be expressed correctly enough to be understood. (for example, they should use the correct expression to ask for permission such as: "Can I go to the toilet, please?, or Can I open the window/door?, Can I borrow your pen, please?

5.- To participate in simulated communicative situations, which have been previously studied in class using common social formulas correctly in the foreign language.

This criterion checks the student's ability to communicate orally in the most basic situations of daily life using social relation formulas, especially those which are typical of children of this age, such as: "How are you? Fine, thanks".
"Happy birthday!"
. "Many happy returns"...
"Hello!"/"Hi!"
5.- To grasp the general meaning and extract specific information from short written texts, with a linear layout, and simple structures and vocabulary, which deal with topics that are interesting and familiar to the student
This criterion refers to the student's ability to understand short written texts from the teacher or other students, such as: informal letters or instructions, public advertisements, charts and other written texts with visual support such as simple comics for children.
.
6.- To read, with the help of the teacher or a dictionary simple books for children with redundant visual support and written in foreign language, and showing the level of comprehension attained by performing specific tasks.

With this criterion, we assess if the student is able to read simple books written in the foreign language, but with pictures that help them to understand. Then they have to show us what they have understood by means of verbal on non verbal task, which could be done even in the student's native language, as we want to check comprehension, not expression.

7.- To produce short comprehensible written texts that are adapted to the characteristics of the situation and to the communicative aim and reflect to the subject matter studied in class.

This criterion means that students should be able to write short simple messages, related to their interests and needs, such as: the list of things they need for an excursion, a short letter giving basic personal information about themselves, or an invitation to a birthday party.

8.- To recognise some sociocultural features of the communities of foreign language speakers that are contained in the language samples studied in class.

Finally, this criterion is designed to check if students are able to recognise some sociocultural elements of the countries where the foreign language is spoken, especially those related to the daily life of children such as: schedules, habits, subjects at school, games, greetings, favourite meeting places, popular songs, festivals, food...

3.-CRITERIA TO BE REFLECTED IN THE EDUCATIONAL AND IN THE CURRICULAR PROJECT:

Once we have analysed the elements of the official curriculum, which corresponds to the first level of concretion, we must deal with the documents that each center should design in order to:

- Define their educational options and structure through the Educational Project.
- Adapt the different curricular elements to their context by means of the Curricular Project.

3.1.- The Educational Project:

First, we will deal with the Educational Project, which is a document that must be designed and approved by the entire School Community, through their representatives in the School Board. According to the Royal Decree 82/1996 of the 26th January, which establishes the organic regulations of the Infant and Primary Schools, the Educational Project consist of:

1.- The analysis of the sociocultural context of the center, which is the first step to establish the following elements.(identity signs and educational objectives)

2.- The identity signs refer to those educational options that agree with the educational ideas of the school community.

3.- Taking into account these identity signs, the school community should establish the educational objectives as well as reviewing the general objectives of every stage established in the official curriculum to adapt them to their context, and to the identity signs of the centre.

4.- To get these aims, the school community has to define the organisational structure they are going to adopt including:

- A general guideline about the relations of collaboration among the different members of the school community, and also the relations with other institutions.

-The organisational structure of the school, that should be reflected in a document about the distribution of tasks among the different organs of the school community and also the internal rules of the center.

3.1.1.- Criteria to be reflected in the Educational Project in relation to
the foreign language area:

Now, we are going to see how the foreign language area could be reflected in the design of the Educational Project, by means of a practical example.

1.- Regarding the school identity signs the teaching of a foreign language could be considered by the School community as a means to promote:
- Respect for all the cultures
- Development of democratical habits.
- Autonomous learning.

2.- Taking into account the identity signs we have expressed, we could include the following educational objectives:
- Promote the learning of a foreign language as a tool for social development.
- Learning a foreign language as a tool for social development.
- Learning a foreign language and its culture to increase tolerance and being open-minded.
- Enlarging the psychological development of children learning a new language and its culture.

3.- After establishing the identity signs and the educational objectives, we have to take some practical decisions about the organisational aspects that will make possible the attainment of our objectives. Following with our example we can adopt the following decisions:

- Establishment of interchanges with an English speaking country
- Establishment of relations with different institutions, such as the British Council in order to obtain material.
- Contact with parents or relatives of students that have visited English-speaking countries.
- Participation in official programs related to Foreign language learning, such as the experimental teaching of English in Primary Education.

3.2.- The Curricular Project:

According to the R.D. 82/1996, the Curricular Project should include the following elements:

- The general objectives of the stage adapted to the socio-cultural context of the school.
- The sequence of objectives, contents and evaluation criteria of the different areas per cycle.
- General methodological decisions that affect the following aspects: Methodological principles, groupings, space, time and materials.
- General decisions about the attention to pupils with special needs.

3.2.1. - Criteria to be reflected in the Curricular Project in relation to the foreign language area:

Now, we are going to analyse how the foreign language area could be reflected in the Curricular Project of the Stage. We are going to resort to an example, as we did when talking about the Educational Project.
Once the general objectives of the stage have been adapted to the socio-cultural context of the school, the teaching staff should take decisions about the sequence of objectives, contents, and evaluation criteria of each area along the different cycles. Since the establishment of this sequence is a difficult task, the Ministry of Education published a Resolution of the 5th of March 1992, that offered some criteria to establish such sequence.

In relation to the foreign language area, this Resolution says that:

1. We must establish the sequence of objectives, contents and assessment criteria, according to the principles of the communicative approach. This means, that we should develop the four linguistic skills in an interrelated way as they are in real communication., and also connect the different skills with our student's interests and needs.

2.- To establish the sequence of objectives for the second and third cycles, we should consider:
" The psychological stage of development of children
" Their previous knowledge
" Their communicative needs
" The degree in which the abilities expressed in the general objectives are going to be developed in each cycle, For instance, starting from the objective number one of the foreign language area:

'To understand simple and oral written texts about known objects, situations and events, using general and specific information taken from those texts for specific purposes.'
We can sequence the abilities expressed in this objective, for the second cycle of Primary education, as follows:
'At the end of the second cycle pupils will be able to understand the general meaning of simple oral texts emitted by the teacher with a simple structure and vocabulary, in familiar contexts, and with the help of gestures, mime and any necessary repetition'

1. Regarding the SEQUENCE OF CONTENTS, the best way to promote the development of communicative abilities is organising them around procedures. If we decide to do it in this way, we should consider several criteria, to follow a logical progression in the difficulty of such procedures. These criteria are defined according to:
- The type of oral or written texts
- The channel
- The type of comprehension
- The interlocutor
- The level of correction

Now, we are going to explain these criteria in detail.:

- The type of oral or written texts
Here we must consider the length, vocabulary, the linguistic structures, and organisation of the oral or written texts that we are going to use in class. Obviously, we must go from short simple texts to more complex ones.

- The channel
As far as channel is concerned we should consider if the oral or written messages that our students should understand or produce are going to be transmitted in a face to face communicative situation, or by means of a cassette recording or a written text. In this sense, we should start from face to face communication, because mime, gestures and expressions help pupils to understand.

- The type of comprehension
The type of comprehension refers to the information we ask them to extract from an oral or written message. This comprehension may be global ( if they should get the general sense of the message) or specific (if they have to extract specific details). The most logical progression goes from global to specific comprehension.

- The interlocutor
Regarding the interlocutor we should take into account if he/she is known or unknown for the student, if he/she belongs to the school context or not. At the beginning we should work with close interlocutors such as the teacher and the classmates.

- The level of correction
The level of correction deals with the demands about correction in the oral and written production of students. Obviously such demands increase along the cycles. At the beginning, they should produce language correctly enough to be understood.

3 .- Then, if we have decided to organise contents around procedures, we should not forget that the three types of contents (concepts, procedures and attitudes) must be considered in an interrelated way. Then we should relate them as in the following example:
"Recognising the characteristic sounds, rhythm and intonation patterns of the foreign language, realising the importance of being able to communicate in a foreign language

To see this relation more clear, the Resolution of the 5th of March suggests that we can display them in a chart, as follows

EXAMPLE OF SEQUENCE OF CONTENTS FOR THE SECOND CYCLE

Procedures
Concepts Attitudes

Recognising -Characteristic sounds
-Rhythm and intonation
patterns. - Realising the importance of oral communication in a foreign language.

Identifying -Words and sentences in texts related to the context of the classroom and daily life - Showing an optimistic attitude towards their own ability to understand the foreign language

Global comprehension - of messages with the following communicative intentions:
*Greeting (hello!,good morning...)
*Identifying oneself (I am. ,My name is...)
*Giving and asking for basic personal information (using expressions such as: What´s your name, How old are you?...)
- These communicative functions should be related to topics of general use and wide notions, which are interesting for children, such as:
*The school, family, friends, animals, body, home, numbers, colours...

- Showing a receptive attitude towards people who speak a different language.

Specific comprehension

- Of information previously required in contextualised situations*

- Showing a receptive attitude towards people who speak a foreign language.

*For instance, we ask children to fill a chart about the favourite sports of different characters from the textbook. First, we tell them what they are going to listen to a conversation where the characters talk about things they like and dislike and what information they should pay attention to. Then, we play the cassette or read the text aloud and they should complete the chart, with the specific information we have asked them for (sports, in this case)
TENNIS BASKETBALL FOOTBALL
STEVIE yes yes no
LUCY yes no yes
ANNIE no yes no

As we can see this task ask them to extract specific information (about favourite sports), previously required by the teacher, in a contextualised situation,( as they already recognise the characters voices, and know what they are talking about).

If we do this with all the general objectives we will have a list of the contents of each cycle including concepts procedures and attitudes.
These orientations are quite useful to establish the sequence of objectives, contents and assessment criteria, in the second and third cycle, but we must not forget that English has been introduced in the 1st cycle in our Autonomous Community. Then the Order of 30th of August published by the Department of Education, Science and Technology of our Autonomous Government says in its article number 3 that:
"The centers must change and adapt their Curricular Project partially as the objectives, contents and evaluation criteria of the foreign language area, should be sequenced for three cycles, instead of two"

Obviously, as we haven't got our own curriculum yet, we must take as reference the objectives, contents and evaluation criteria of the R.D. 1344/91 of the 6th of September, which establishes the national curriculum for primary Education.

However, the Department of Education, Science and Technology of our Autonomous Government, has published a document, made by foreign language teachers co-ordinated by the Technical Inspection Service called "English in the first cycle of Primary Education". This document is not a law, it has been published just to help teachers. Regarding the abilities, skills and contents which should be worked in this cycle this document says that:

In the FIRST CYCLE:

- The most important skill in the first cycle should be listening.

- We must not force children to speak until they are ready to do it. Then at the beginning they can show what they have understood by means of non-verbal actions such as movements, gestures, drawing, cutting, pointing, colouring...

- Total Physical Response ( TPR) activities and songs are a good way to help them link words and actions, and express themselves in English in a funny and meaningful way.

- Written language should be avoided, especially in the first year of the cycle, because they are learning to read and write in their native language and the complex English spelling could be confusing for them.

- Contents should be taught by means of didactic units, organised around meaningful topics as: Family, Friends, Christmas, Things of the classroom, The house, Food, Toys, Clothes...

- Children must be already familiar with such topics in their native language. Then, the co-ordination with the tutor-teacher is very important to establish the sequence of the different didactic units along the cycle.

SECOND CYCLE:
According to the Resolution of the 5th of March, which establishes some principles for the sequence of objectives, contents and evaluation criteria, during the 2nd cycle we must consider that:

Listening is still the most important skill, and we must help children to:
Understand the global meaning of simple oral messages and extract specific information previously required in contextualised situations.
- The oral messages they have to understand should present a simple structure and vocabulary and deal with topics related to children's interests and needs (such as school, home, family, games, sports...)

As far as the development of speaking is concerned, pupils in the 2nd cycle must learn simple linguistic structures, which can be applied to a great number of communicative situations. These situations could be:

*Habitual communicative situations in the classroom such as: greeting, identifying oneself, asking for permission, and asking for help.

* Situations created by the teacher to promote learning, such as: Identifying and placing objects, people or places, expressing quantity, expressing likes and dislikes, giving simple instructions... In these situations teachers should promote pupils interest in oral communication by means of group activities (simulations, games, and role-plays) where language is used with a communicative aim

In spite of the importance given to oral language, the written code is also present in the 2nd cycle from the first day. As far as reading is concerned, we should help students to develop their reading abilities in the foreign language, working on words, short sentences, class instructions, simple descriptions and very short stories, supported by pictures.
Children must start just identifying the written form of words and sentences that they already know in the oral form. Then, matching written words and sentences with pictures is the typical reading activity at the beginning of the second cycle.

As far as writing is concerned, we must consider that at this age ( 8 to 10 years old) the communicative needs related to writing are still very limited, even in their native language. This implies that written texts in this cycle should consist of:

" Very short descriptions

" Lists to perform tasks ( such as the list of things they need for a party, or a shopping list)

" Short messages between classmates (for example short orders in games: go to the door, dance, stand on your chair, go to the left/right...)

" Birthday cards, and invitations, Christmas cards...

Finally, socio-cultural contents in the 2nd cycle should refer to the daily life of children in the English-speaking countries, including aspects such as: schedules, celebrations and festivals, shops, traditional tales and songs.

IN THE THIRD CYCLE:

We must help students to go from comprehension to production. The development of oral language is still the main objective. The oral texts they must understand in this cycle will be more complex and longer than in the previous one, as children are already familiar with the sounds of the foreign language, and they are able to use communicative strategies to understand such as: listening for specific information or just to get the general meaning of an oral text, predicting what they think may come next, inferring opinion and attitude from the intonation of the speakers or deducing the meaning of new words from context

The oral texts we must offer them must be also related to their interests and needs. For example:

" Descriptions of places or people.
" Conversations between children about their daily life, hobbies, or opinions.
" Fantastic situations based on traditional tales.

Regarding the oral productive skill (speaking) pupils in the third cycle are able to:

" Use verbal and non verbal strategies to be understood (Verbal strategies could be: using a word instead of another, replacing an specific word they don´t know for a more general one or explaining the meaning of a word they don´t know;
Non verbal strategies are: making gestures or sounds, drawing, or pointing to objects, to solve communicative problems)
" Use social relation formulas and expressions, which are used to satisfy basic communicative needs such as greeting, congratulating, thanking, apologising, introducing oneself.... In this cycle most children know what expression they should use according to the communicative situation.
Then, by means to these abilities, they are able to participate in oral exchanges to express their basic communicative needs in the context of the classroom or in real or simulated contexts related to their daily life (dealing with topics such as: home, food, animals, sports, holidays...) correctly enough to be understood.

Regarding WRITTEN COMMUNICATION, in the third cycle we must consider:

" The development of intensive and extensive reading:

Intensive reading refers to understand every word of short texts (short descriptions or stories, personal letters, advertisements or labels). Extensive reading refers to get the global sense of longer texts, such as: tales, comics or simple books for children with redundant visual support. To read this kind of texts children can resort to the help of the teacher or the dictionary. The most important thing in extensive reading is enjoying the texts.

" Writing in this cycle will focus on the production of short simple texts in response to oral or written stimulus, aimed at different readers and adapted to the different communicative situations. These written texts will include: short personal letters, descriptions and stories.

Finally socio- cultural contents in this cycle will deal with aspects related to daily life in the English-speaking countries and also with other socio-cultural aspects of those countries related to the student´s interests, for instance: cars, sport, famous people on pop stars, cinema, environment, cities, famous buildings, sports...

Now, we are going to deal with the last decisions we must take in the curricular project: the sequence of assessment criteria and the methodological options.

2. - The sequence of assessment criteria, depends on the sequence of objectives and contents, since they establish the abilities that children should acquire at the end of the Primary stage related to the contents they need to develop such abilities. Then, according to the principles established for the sequence of objectives and contents, an example of sequence of an evaluation criterion, taken from the curricular materials known as Red Boxes ( Lenguas Extranjeras. Mec. 1992)

SECOND CYCLE THIRD CYCLE
3.- To identify simple details, previously required from oral texts related to topics which have been studied in class, and perform simple instructions given by the teacher in the context of the classroom. 3.-- To extract specific information previously required from oral texts, with a simple structure and vocabulary, which deal with topics which are interesting and familiar for students ( daily life, likes and dislikes, opinions and personal experiences...)

Finally, THE LAST ELEMENT OF THE CURRICULAR PROJECT, that we are going to consider, is the definition of the General Methodological Options we are going to take into account . To define such options we must follow the recommendations of the Royal decree 1344/1991, 6th September, which establishes the basic requirements for Primary Education, and also the methodological principles established for the Primary Stage in general, and particularly those principles established for the foreign language area . As we have seen when talking about the different curricular elements, the main aim of teaching a foreign language in Primary Education will be getting students to communicate in such foreign language.

" Then, grouping, space and time must be understood in a flexible way to allow students to participate in real communicative interactions.

" As far as materials is concerned, they should promote activity on the part of students as well as being visual, attractive and as authentic as possible.

" We also should pay attention to diversity, designing activities in which everyone could participate according to his/her abilities.

" And finally, according to this kind of methodology, assessment should be used as a tool to improve the learning-teaching process.

BIBLIOGRAPHY.
- Ley Orgánica 1/1990, de 3 de octubre de Ordenación General del Sistema Educativo.
- RD 1344/1991 de 6 de septiembre, por el que se establece el currículo de la Educación Primaria.
- RD 82/1996, de 26 de enero que establece el Reglamento Orgánico de las Escuelas de Educación infantil y colegios de Educación primaria.
- Resolución de 5 de marzo de 1992, de la Secretaria de Estado para la Educación, que regula la elaboración de proyectos curriculares y establece orientaciones para la distribución de objetivos, contenidos y criterios de evaluación.
- Orden del 30 de agosto de 2000, por la que se establece y regula la impartición de la lengua extranjera en el primer ciclo de Educación primaria, en el ámbito de la Comunidad Autónoma de Extremadura.
- MEC: Materiales para la Reforma, area de lengua extranjera. Madrid. Servicio de publicaciones del MEC. 1991.
- MEC. Proyecto Curricular. Materiales para la reforma. Madrid. Servicio de publicaciones del MEC, 1991.
- Brewster, Ellis and Girard. The primary English Teacher's Guide. London. Penguin. 1992.
TEMA 20

EL ÁREA DE LENGUAS EXTRANJERAS EN EL CURRÍCULO. CRITERIOS A REFLEJAR EN EL PROYECTO EDUCATIVO DEL CENTRO Y EN EL PROYECTO CURRICULAR

0. INTRODUCTION

1. FOREIGN LANGUAGES AREA IN THE CURRICULUM

1.1. GENERAL OBJECTIVES
1.2. CONTENTS
1.3. EVALUATION CRITERIA

2. THE EDUCATIVE PROJECT OF THE CENTRE AND THE CURRICULAR PROJECT

2.1. THE CURRICULAR PROJECT

2.1.1. BASES OF THE CURRICULAR PROJECT
2.2.2. OBJECTIVES OF STAGE AND OBJECTIVES OF CYCLE
2.2.3. EVALUATION
2.2.4. OTHER DECISIONS

3. BIBLIOGRAPHY

0. INTRODUCTION

+Language is a complex human activity that fulfils many functions,among them we can name two basic functions: communication and representation. These functions do not exclude each other, but they are interrelated within the linguistic activity. Representing, either linguistically or not, is the most important aim of communication. Communication at the same time contributes to represent the physical and social reality. Learning and education must serve this double function of communicating and representing.
Human beings communicate through different means and systems: gestures, music, symbols, numbers, etc. Verbal language, the most universal means of communication, Iet us receive and transmit different types of information and influence other people, as welI as they may exert their influence on us. Therefore, communication plays an essential role within society.

+But language is not only an instrument of communication amongst persons. It is also a means to represent the world, although the representation of the world around us may be done through other non-linguistic means.

+In this topic, we will analize the general objectives of the foreign language area, the contents and the evaluation criteria. Finally, we will analyze the School Educational Project and the School Curricular Project.

1. FOREIGN LANGUAGES AREA IN THE CURRICULUM

+The ability to communicate in a foreign language is an actual need nowadays. It is something fundamental wtthin the frame of the European Union not only because of the comings and goings of people throughout Europe, either to work abroad or to visit different countries, but also because of the world of telecommunications and technique etc.

+However, the aims and functions of this area in compulsory education are not exclusvely determined by these social expectancies. There are also deeply educative reasons, derived from the importance of this area in the general educative objectives. +The ability to communicate in a foreign language and the knowledge of the same provide a great help to understand and control our own language and behaviour. To contact other cultures through the channel of the language favours comprehension and respect towards other ways of thinking and acting. In a multilingual country as Spain is, learning a foreign language is highly interesting since languages are not competitive amongst them, but they fulfil the same functions and contribute to the same cognitive development.
Communicating and representing through language are simoultaneous and interrelated functions within the linguistic activity. In the social exchange, language helps us to transmit and receive information of very diverse nature, and therefore, to influence other people, controlling and directing their activity, at the same time they are influencing ours.

+But, language is a priviledged instrument of communication, thanks to its capacity to represent reality in a way that is shared by all the members of the community. Hence, when we learn a language we are learning a system of signs, but also the cultural meaning these signs have, that is, dlfferent ways to interpret reality.

Together with these functional considerations, we must take into account the structural features of language. From this point of view, language is defined as a system of interrelated signs. When we describe the units of language we say that all of them have a meaning, because they are in relation to the whole system. For that reason, we must forget that the discourse is the concretion of language, since the use of the rules in the three levels (phonetic-phonological, morphosyntactic and semantic) depends on the communicative function we want to fulfill, and on the concrete situation of production and reception of the message. Therefore, a study of the language must comprise not only the sentence but the whole text and the context as well.

+It is important to say tnat the aim of this curricular area is not to teach a language, but to teach how to communicate through the use of it. This requires an approach based upon communication and aimed to acquire communicative competence. At the same time, communicative competence comprises:

-Grammatical competence or ability to put into practice the units and rules of the system of the language.
-Discursive competence, or ability to use different types of discourse and to organize them according to the communicative functions.
-Sociolinguistic competence or ability to make language suitable in a concrete context.
-Strategic competence or ability to define, correct, or make adjustments according to the communicative situation.
-Socio-cultural competence or the ability to attain a certain degree of familiarity with the social and cultural context in which language is used.

+Summarizing, the development of the communicative competence implies to be able to use a certain amount of "subcompetences" of different nature. "To say something" and "To use language for something" are key elements in the teaching of foreign languages. That is, communicative competence is taught through practice.

+The process of acquisition of a foreign language may be considered as a creative construction in which the student makes hypotheses to conform the rules, which constitute the new system. This process Iet him organize language comprehensively, with the aim of producing messages in the different communicative situations.

Although this process is common to all languages, we must underline some special features in the case of a foreign language.

+The learning of a foreign language is not linear, but global. The chiId progressively enriches the global idea of the new system. Therefore, the mistakes he does, cannot be treated as mistakes, but as the evidence of the progressive control over this new communicative system that he is acquiring.

We must say that the ways to process information also work when the student is not buiIding messages. The usual periods of silence that exist, when the student is beginning to Iearn a foreign Ianguage, must not be understood as "siIence", but as

periods in which an intense activity that cannot be observed is being carried out. Through the receptive activities we may contribute to develop the concrete competences of comprehension, but also the general communicative competence.

+The development of the linguistic skiIls (reading, writing, Iistening and speaking) must be understood as, a process of integration. In real life, the majority of activities contribute to develop different skiIIs. Threfore, they must not be studied separately. However, students must be taught to create and consolidate these skiIIs in order to be able to produce written and spoken messages.

+But, the Iearning of a foreign language, must go beyond a functional approach. The members of a linguistic community share, by means of the language, some specific cultural meanings. Therefore, the teaching of a language must introduce, the students into the most relevant features of the social and cultural context.

In this way, the educative function of the foreign language becomes meaningful, because it allows students to understand reality, to enrich their cultural world and to favour the development of tolerant attitudes.

+AIthough the idea that children learn languages faster than adults cannot be proved, there is enough evidence to show that Iearning must be done as soon as possible, because, in no way this Iearning interferes the Iearning of the own mother tongue, but it consolidates it.
Learning a foreign language in primary school contributes to overcome the typical egocentrism and localism of the children.

+We must take into account that this stage is a period in which we make the student "feel" this foreign language. The first contact must be carefully done, because it is the warranty for a positive Iearning. It is important to use the most interesting fields for these children, as well as the games as the maximum expression of what they already control in their own mother tongue.

In the second cycle of primary education the students already have a fundamental basis: the knowledge of their own language and of many expressions and words of the foreign one, especiaIly learnt from the mass media. Besides, they have a vague idea of the country where this language is spoken.

+If, as we have already said, the Iearning of a foreign language is a process of creative construction from the received language, the receptive activities become considerably important in this stage. Messages will fundamentally refer to contents that are very close to the students to stimulate them. Besides, they must include the aspects of the new language that are subject to be used in a wide variety of situations. However, we must not forget written language. Students already know the importance of the written code and its graphic representation. The fact that they are Iearning to read and write at the same time is a good way of integrating the written and oral skills in primary education.

1.1. GENERAL OBJECTIVES

+The teaching of the English language in Primary Education wiII have as main objectives the following ones:
1. To understand oral and written texts. To understand simple oral and written texts related to known objects, situations and events close to the students, using the general and specific information transmitted by these texts with specific purposes.

2. To use the foreign language oralIy. To use the foreign language orally to communicate with the teacher and the other students in the usual classroom activities and in the communication situations created to lead to that aim, paying attention to the basic rules of interpersonal communication and adopting a respectful attitude towards the others' views.

3. To produce short and simple written texts. To produce short and simple written texts about topics which are familiar to the students, respecting the basic rules of the written code.

4. To read in a comprehensive way short and simple texts. Read in a comprehensive way short and simple text related to classroom activities, using their knowledge of the world, and their experiences and interests with the aim of obtaining the necessary and specific information.

5. To recognize the value of foreign languages. To recognize and to appreciate the communicative value of foreign languages and the ability to learn to use them, showing an understanding and respectful attitude towards other languages, their speakers, and their culture.

6. To understand and to use linguistic and non-linguistic conventions. To understand and to use the linguistic and non-linguistic conventions used by the foreign language speakers in everyday situations (greetings, farewells, introductions, congratulations, etc.) with the aim of making conversation easier and more fluent.

7. To use the previous knowledge and experiences with other languages. To use, in the foreign language learning process, the previous knowledge and experiences with other languages and to develop progressively learning strategies.

8. To establish relations among the meaning, the pronunciation, and the graphic representation of words and sentences. To establish relations among the meaning, the pronunciation and the graphic representation of some words and simple sentences in the foreign language, apart from recognizing phonetic, rhythm and intonation aspects of the foreign language.

9. To use non-linguistic and expressive devices. To use the non-linguistic expressive devices (gestures, body position, diverse sounds, drawings, etc) to try to understand and be understood by using the foreign language.

1.2. CONTENTS

a) USES AND FORMS OF THE ORAL LANGUAGE

CONCEPTS

- Most habitual needs and situations to use the spoken language. Communicative functions and characteristics of these situations:

*Communicative intentions: Greetings, identifications, asking and giving information, identification and location of objects, descriptions, narrations, expressing needs and wishes, etc.
*Characteristics of the communicative situation: number and type of listeners, moment and place of communication, more or less formal situation, etc.

- Vocabulary and linguistic structures required to express, orally, the basic needs of
communication

*Communicative intentions: greetings, identification, giving and asking for information, identification and location of objects, descriptions, narrations, needs and wishes, etc.
*General topics: Colours, numbers, weather, time, house, family, friends, class, food, likes and dislikes, daily routine, animals, human body, sports, spare time, holidays, health, etc.

PROCEDURES

- To recognize and make familiar the sounds of the foreign language and its rythm and intonation.

- To understand oral messages of different nature and from different sources (teacher, other students, video, tapes):

*Global comprehension of oral messages about familiar topics.
*Specific comprehension of concrete simple messages in contextualized situations.

-To react either linguistically and non-linguistically to different oral messages and communicative situations:

*Production of common expressions aimed to satisfy simple needs of communication (greetings, identification, asking and giving information, identification of objects, decriptions, etc).
*Use of basic messages previously learnt (polite expressions, etc.) adjusting them to the specific features of the situation.
*Active participation in oral exchanges in order to express the most immediate communicative needs within the class and in contexts closer to the student.
*Participation in the linguistic exchanges with the aim of having fun (simulations, performances, etc.).
*Non-linguistic answers to oral messages (follow instructions, etc.).

-To recognize the grammatical formulas that help them to make questions, to assert, to reject, to express possession, to quantify, to describe, to narrate, etc... and to use them in order to achieve efficient communication.

-To recognize and use the basic strategies of communication, both linguistic (use one word instead of another, etc.) or extralinguistic (gestures, drawings, etc.) which help to overcome communicative problems.

- To use the native language's strategies of communication, which let us take advantage of the limited knowledge of the foreign language.

ATTITUDES

-Awareness of the importance of oral communication in a foreign language.

-Awareness of the reality of a different culture, reflected in the language.

-Receptive and respectful attitude towards the persons who speak a foreign language

- Wish to express themselves in a foreign language, participating in the activities (games, songs, etc.).

-Awareness of the corrections done when they interprete or produce a text.

- Positive and optimist attitude towards their own ability to speak in a foreign
language.

-Tendency to use imaginatively and creatively, oral messages previously learnt, in different communicative situations.

b) USES AND FORMS OF THE WRITTEN LANGUAGE

CONCEPTS

- Most habitual needs and communicative situations to use the written language. Communicative intentions and characteristics of these situations.

*Communicative intentions: greetings, identification and location of objects, expressing needs and wishes, etc.
*Characteristics of the communicative situation: type of Iisteners, more or less formal situation, etc.

- Vocabulary and Iinguistic structures required to express the basic communicative needs by writing.

*Communicative intentions: greetings, identification, giving and asking for information, identification and location of objects, descriptions, narrations, etc.
*General topics: colours, numbers, time, house, family, class, food, likes and dislikes, sports, etc.
- Names of the letters in a foreign language and their correspondence within the writing system.
- Relations between the meaning of the words, their pronunciation and graphical representation.
PROCEDURES
- Production of written texts adjusted to the features of the reader and of the communicative situation.
- Understanding of the written messages of different nature.
*Global comprehension of written messages related the activities done in class.
*Global comprehension of brief written messages related to the most immediate needs of communication and to the interests of the speakers.
*Global comprehension of easy authentic materials, with visual backing about daily-life topics.
*Awareness of the specific elements, previously learnt, in texts which have unkown words and expressions, such as invitations for a birthday party, cards, magazines, etc.
- Use of the grapho-phonic correspondences to spell, for instance, the name and the surname, etc.
- Production of written texts directed to different readers, answering oral and written stimuli.
- Solution of games which require the knowledge of the vocabulary and the ortography used in class.
- Awareness of grammatical structures in written texts.
- Awareness of some sociocultural aspects which differentiate the foreign language from the mother tongue.
ATTITUDES
- lnterest and curiosity towards the written texts and appraisal of the role they play in order to satisfy communicatlve needs.
-Awareness and appraisal of the importance of reading and writing in a foreign language.
- Appraisal for the correct interpretation of easy written texts.
- Interest to know the vocabulary and the basic linguistic structures required to express the essential communicative needs in different situations.
- Disposition to overcome the difficulties that the use of a foreign language creates, by paying attention to the communicative strategies of the mother tongue.
c) SOCIOCULTURAL ASPECTS
CONCEPTS
- Social and cultural aspects of the countries where the foreign language studied is spoken.
*Expressions and gestures which go together with the oral expressions: tone, gestures, etc.
*Daily-life aspects: Timetables, habits, images of that culture, etc.
*Spare time: games, songs, sports, places, etc.
d) Presence in Spain of the foreign language learnt: labels, songs, films, etc.
PROCEDURES
-Awareness of some aspects of the countries where the foreign language is spoken.
- Contextualized use in habitual situations of some rules and habits of the countries where this language is spoken.
- Comparison of the most relevant aspects of daily life in the countries where the foreign language is spoken, and our own country.
- Use of authentic materials with the aim of getting the desired information.
A TTITUDES
- Curiosity and respect for the most relevant aspects of daily life and for other sociocultural aspects of the countries where this language is spoken.
- Appraisal of the sociolinguistic behaviours which help cohabitation.

- Interest to know people from other countries.

1.3. EVALUATION CRITERIA
1. To recognize and reproduce the characteristic phonemes of the foreign language. To recognize and reproduce the characteristic phonemes of the foreign language as well as the basic models of rhythm and intonation, in words and sentences which appear in the context of real use of the language.
2. To grasp the general meaning of oral texts. To grasp the general meaning of oral texts uttered in face to face communication situations, with the help of gestures and mime and the necessary repetitions, in which there will appear combinations of elements previously learnt and which deal with familiar topics, known by the student.
3. To extract specific information. To extract specific information, previous required, from oral texts with a simple structure and vocabulary which deal with familiar topics that interest the student (daily life, likes, preferences, opinions and personal experiences).
4. To participate in short oral exchanges. To participate in short oral exchanges related to usual classroom activities producing an understandable discourse adapted to the characteristics of the situation and the communicative purpose.
5.To participate in simulated communication situations. To participate in simulated communication situations which have been previously practised in the classroom, using properly the most usual social interaction formulae in the foreign language.
6.To extract the general meaning and some specific information. To extract the general meaning and some specific information from short written texts with a lineal development, simple structures and vocabulary, which deal with familiar topics that interest the student.
7.To read simple children's books. To read with the help of the teacher or, the dictionary simple children's books written in the foreign language with visual backup and show comprehension by means of a specific task.
8.To produce short written texts. To produce short written texts, comprehensible and adapted to the characteristics of the situation and the communicative purpose, in which those contents that have been worked in the class can be seen.
9.To recognize, some sociocultural aspects. To recognize, some sociocultural aspects typical of the foreign language speaking community which are implicit in the linguistic samples worked on in the classroom.

2. THE EDUCATIVE PROJECT OF THE CENTRE AND THE CURRICULAR PROJECT

+One of the aspects that the Educative Reform has put more emphasis on, is the need to give more independence to the centres, since they are the key of the educative system. This autonomy is extremely necessary, because the educative process cannot be the same in all the centres, since it has to answer the cultural and socioeconomic context in which centres are placed, as well as students and their families.
The reflection about all these specific needs must give the lines to establish the specific features that make the centre have its own educative style. It is good that all the centres have their own choices.

+The LODE ("Ley Orgánica del Derecho a Ia Educación") provides that the centres will have autonomy to establish the optional subjects, to adapt the programmes and to adopt the teaching methods they wish, whenever they do not discriminate any member of the educative community, and always under the law.

+The Educative Project of a Centre is the document that comprises the decisions or ideas taken by the whole educative community with respect to the basic educative options and to the general organization of the centre.
In the Educative Project of a Centre and according to the sociocultural and economic context of the same, we must establish the decisions taken regarding questions such as who we are, what we want, etc., for instance:

- The signs of identity.
- The objectives or aims of the centre in which these signs are concreted.
- The revision of the general objectives of the Curriculum.
- The relations of cooperation amongst all the persons in charge of putting the objectives into practice.
- The organization that will make these objectives possible, which is specified in the "Reglamento de Régimen Interior".

2.1. THE CURRICULAR PROJECT

+The decisions established in the Educative Project must be specified in the Curricular Project where these principles are explained in order to answer questions like what, when and how to evaluate and teach.

+The most important idea of the Curricular project is that is a process and therefore, it is never ended and it has to be revised very often, because the quality of the teaching can always be improved.

+There are some steps that must be followed to elaborate the Curricular Project:
- Elaboration: Body of teachers of the Staqe
- Coordination: Committee of Pedagogic Coordination
- Approval: Teaching Staff of the centre
- Report: Educative Council
- Supervision: Technical inspection

+The aims of the curricular project are:

1. To increase the coherence of the educative practice through the decisions taken by the whole body of teachers of a stage.
2. To increase the competence of the teachers through the evaluation of their work.
3. To adjust the ideas of the M.E.C. to the context.

+In order to achieve these aims, the Reform has created a more opened curricular model. This model is characterized by the fact that the educative administrators, that is, the M.E.C., establish a lower level of prescription, and therefore they favour the autonomy of the teaching bodies.

+In the curricular project the prescriptions of the M.E.C. are specified according to the peculiarities of the Comunidades Autónomas and , then, of every centre. The objectives that the educative process tries to achieve in every stage, are explained in the "Reales Decretos de Currículo". The internal decisions taken for every stage are specified in the Curricular Project. Therefore, a centre in which there are students from 3 to 12 years old, will have a single educative project, but two curricular projects: one for the first stage (Infantil) and another for the second (Primaria).

+Once the curricular project has been established, the Programmes of Class will be made. This third level of concretion will comprise the decisions taken for every specific group of students.
2.1.1. BASES OF THE CURRICULAR PROJECT

+We have four great sources to elaborate the Curricular project:

- The educative project.
- The analysis of the background.
- The basic curriculum that the M.E.C. and the Comunidades Autónomas have established.
- The experience derived from the teaching practice of the centre.

+The Educative Project will be a guide as long as the identity signs of the centre and its aims are specified in it.
+The analysis of the context is fundamental, since the aim of the curricular project is to concrete and adapt the decisions that the M.E.C. has taken regarding education in all schools, to the specific needs of every centre.
+In the curricular project, the context is analyzed according to the students of every stage, which usually have very difterent features. It also comprises the methodological options, the evaluation or the best way to organize the sequence of the abilities and contents in the cycle.
+Another source from which the curricular project is specified, and one of the most important, is the previous experience of the centre that will be more or Iess explicitly explained in its programmes.

2.2.2. OBJECTIVES OF STAGE AND OBJECTIVES OF CYCLE

+ As we have seen in the first section, the general objectives of stage have the following characteristics:
- They are defined in terms of abilities and not of behaviours.
- These abilities must regard all the fields of development (motility, intellectuality, personal balance, interpersonal relations, social attitude and relations).
- They must try to comprise the abilities within the different fields, with the aim of underlining the relations that they have amongst them.
+ But apart from these objectives, The Real Decreto de Curriculo provides that:

"The cycle is the temporal curricular unit of programme and evaluation in the Primary Education(...)."According to what has been previously established, the same teachers wiII work with the same group of students throughout the whole cycle, if they are working in the same centre"(...)."The projects wilI comprise at least, the contents provided for an educative cycle, and they wilI have to be related to the general plan of the corresponding stage".

+It is necessary to establish some previsions about the internal sequences of the cycle, according to the following criteria:

- Coherence of the evolutive development and the previous learning of the student.
- Coherence of the learning.
- Contents as the basis of the sequence.
- Limited basic ideas.
- Continuity and proggression.
- Balance (the abilities developed in the objectives must be balanced).
- Interrelation (the different types of contents, concepts, procedures and attitudes must be conveniently related amongst them).
- Cross-curricular/Transversal themes (very important in Primary education).
- Didactic strategies that will be used throughout the stage

2.2.3.EVALUATION

+We wiII evaluate.
- The students' Iearning,
- The process of teaching and our own teaching practice, with relation to the achievement of the educative objectives of the curriculum.
- We will also evaluate the curricular project itself, the teaching programme and the actual development of the curriculum.
+In order to evaluate the Iearning process we have to take some decisions regarding the situations, strategies and instruments of evaluation. The requisites that the procedures of evaluation must fulfill are:

- To be varied.
- To give concrete information.
- To use different codes.
- To be applicable to more or Iess structured situations of the learning activity.
- To evaluale the transference of the Iearning to different contexts.

+The evaluation is determined in the Curricular Project and, therefore, it must also be decided how to communicate its contents to parents, students, and the rest of the teachers.

+In conclusion ,in the Curricular Project we must also concrete when, how and what we have to evaluate.These aspects must follow three basic lines:

-Initial evaluation: Through this, the teacher knows the actual and previous knowledge his students have in order to develop the didactic unit with the best results. Previous knowledge is what the students already know both regarding the conceptual aspects, and the procedures and the attitudes that are going to be involved in the development of the unit. However, through the activities, the knowledge of the students in these three aspects must be checked. This helps the teacher to readjust his teaching to the reality of his students in order to make them capable to relate the new information with that they already have and therefore, to achieve a significant learning.
-Formative evaluation: The different activities the unit has, constitute by themselves a procedure of formative evaluation. Throughout the whole didactic unit the students have the chance of analyzing their own progress, since every activity includes a moment to reflect, comment or contrast, their achievements and learning problems. The teacher also readjusts the following settings depending on the results they get.
-Summative evaluation: It is the evaluation of the learning that the students have achieved throughout the unit. The activities designed to evaluate, follow the same patterns of the activities done throughout the whole unit. This make possible that the teacher judges their work according to the same criteria established to achieve the objectives proposed in the development of the unit.

+In the Curricular Project, we must as weIl include the criteria to promote the students to the next cycle:

"In the context of the process of continuous evaluation when the progress of a student does not globally respond to the programmed objectives, the teachers wiIl adopt the suitable measures of educative reinforcement and of curricular adjustment".

2.2.4. OTHER DECISIONS

+In addition we have to take many other decisions:

1. Groups:
- Level of learning.
- Groups which favour a better interaction.
-Groups with different or special needs
2. Time and spaces:
- Use of the common spaces.
- Distribution of the space within the class.
- General timetable of the centre.
- Excursions and common activities of the whole centre or of the groups.

+That is to say, the distribution of time within the class must be organized according to the Project. There must be enough time to develop global units, to make some activities that require a specific sequence of time to be done, time to make activities with other groups outside the class, etc.

3. Materials and didactic recourses

+The materials and didactic recourses are another fundamental factor of the educative practice. For that reason, it is important to select those that are going to be used and to establish the criteria for their use in the curricular project since they are decisions that the whole teaching body must share.

+Regarding the latter, that is, the materials directed to the students, we must identify the kind of materials we need: texts, workbooks, exercises, tapes, plastic materials, etc. We must also differentiate which materials will be used in every cycle.

+The selection of materials the centres do, must take into account the following criteria:
- They must not be discriminatory.
- They must be used by all the students.
- They must not spoil the environment.
- They must not be excesively sophisticated.
- They must be suitable for the age of the students, whom they are directed to.
- They must include the norms for the security that their use requires, as well as their components and other features (size, weight, etc.).

+In the case of printed curricular materials, we must take into account the following criteria for their selection:

1) To know the educative objectives that these texts have and to check to what extent they are corresponding to those established in the centre for a certain group.

2) To analyze the contents worked in order to check if there is a correspondence between the objectives and the contents. We must develop the different types of contents (concepts, procedures and attitudes), as well as the transversal themes.

3) To revise the sequences of learning that are proposed for the different contents. It is important to analyze the progression that the objectives and the contents follow, both in their distribution throughout the different cycles and in their internal organization.

4) To analyze the suitability of the criteria of evaluation proposed by the curricular project of stage.

5) To analyze the activities proposed in order to see if they fulfil the conditions for a significant learning. In this point, it is specially important to pay attention to the activities that must be done in the different moments of the process of learning and teaching.

6) To adapt these materials and didactic recourses to the educative context in which they are used.

+From a communicative point of view, in our area, language teaching sees materials as a way of influencing the quality of classroom interaction. The primary role of materials is therefore to promote communicative language use.

4. Methodological principles:

+In the case of our area, as explained in the first part of this theme we will have to take into account the guidelines given in the introduction of our Primary Curriculum, Royal Decree 14/9/ 91, which establishes the minimum teaching requirements in Primary Education.

1.English teaching does not involve teaching a language, but teaching to communicate in English. This means that we will adopt a communicative approach which aims at the acquisition of a communicative competence.

2.We should favour functional learning. This means that the students should be able to use the language in communicative situations.

3.We should promote meaningful learning. This entails that the learners will build up their own linguistic competence by using learning strategies and by making hypotheses about me way in which language works starting from the linguistic input.

4.English teaching should provide students with both a new linguistic experience and a human/social experience. In this light, we will develop attitudes such as cooperation and respect to the others and contribute to develop the learners' socialization skills by promoting social relations through pair work and group work.

5.The four linguistic skills (listening, speaking, reading and writing) must be developed in an interrelated way,, since in real life we cope with communicative situations which require different skills.
However, at this stage receptive skills (especially listening) are more important than productive skills.

6.Variety.Variety involves using a wide range of materials and activities In the classroom.
We should introduce variety for three reasons:
"The students motivation will be better.
"Our pupils' attention span is short and they thus need to do different things.
"Lessons will be more enjoyable.

7.The language items should be presented in context. Give that any language is a system of interrelated signs, the linguistic elements should appear in discourse where their meaning depends on the communicative function and communicative situation.
Besides, the new language must be sensitive to being used in a wide range of communicative situations.

8.Foreign language teaching must introduce the most relevant sociocultural features of the foreign culture, since any language reflects a way of understanding and constructing reality.

9.It is important to teach contents and plan activities which meet the students' interests and needs in order to develop a positive attitude towards English learning. In this way the pupils will be more likely to succeed.

10.We should take into account the students' previous knowledge about the foreign language (foreign sounds and words) and the foreign culture (famous people, films, songs,...).This will reinforce the meaningful character of learning contents, since the pupils will be able to link what they already know with what they are learning, thus increasing their motivation to learn English.

3. BIBLIOGRAPHY

Materiales para la Reforma. Primaria. MEC. Madrid, 1992.
M.E.C. : L.O.G.S.E. Madrid. 1991.
Pozuelo, M.L. & Rodriguez, M.A. Proyecto curricular del área de ingles. Escuela
Española. Madrid. 1994.
Propuesta de Secuencia. Lenguas Extranjeras. MEC-Escuela Española. Madrid, 1992.

EVALUATION

+We wiII evaluate.
- The students' Iearning,
- The process of teaching and our own teaching practice, with relation to the achievement of the educative objectives of the curriculum.
- We will also evaluate the curricular project itself, the teaching programme and the actual development of the curriculum.

+In order to evaluate the Iearning process we have to take some decisions regarding the situations, strategies and instruments of evaluation. The requisites that the procedures of evaluation must fulfill are:

- To be varied.
- To give concrete information.
- To use different codes.
- To be applicable to more or Iess structured situations of the learning activity.
- To evaluale the transference of the Iearning to different contexts.

+The evaluation is determined in the Curricular Project and, therefore, it must also be decided how to communicate its contents to parents, students, and the rest of Ihe teachers.

Finally, it is convenient to use the Curricular Project to establish the function of the tutor, as the last responsible of the evaluation. The role of the psychopedagogic counsellor of the centre must also be determined here. From the resulís of Ihe evaluation, Ihe teachers wiil adopí Ihe necessary measures, as indicated in Ihe Real Decreto de Currículo:

1'AI Ihe end of every cycle and as a consecuence of Ihe process of evaluation, Ihe tutor of Ihe studenís wiII dec¡de if lhey can promote lo Ihe next cycle" laking mío account Ihe other teachers' reporís".

'When Ihe evaluation ¡5 continuous, and Ihe progress of a studení does nol globaIly respond lo Ihe programmed objectives, Ihe teachers wiIl ado pl Ihe necessary measures of educative reinforcemení or of curricular adjustment".

In conclusion ,in the Curricular Project we must also concrete when, how and what we have to evaluate:

-Initial evaluation: Trough this, the teacher knows the actual and previous knowledge his students have in order to develop the didactic unit with the best results. Previous knowledge is what the students already know both regarding the conceptual aspects, and the procedures and the attitudes that are going to be involved in the development of the unit. However, through the activities, the knowledge of the students in these three aspects must be checked. This helps the teacher to readjust his teaching to the reality of his students in order to make them capable to relate the new information with that they already have and therefore, to achieve a significant learning.

-Formative evaluation: The different activities the unit has, constitute by themselves a procedure of formative evaluation. Throughout the whole didactic unit the students have the chance of analyzing their own progress, since every activity includes a moment to reflect, comment or contrast, their achievements and learning problems. The teacher also readjusts the following settings depending on the results they get.

-Summative evaluation: It is the evaluation of the learning that the students have achieved throughout the unit. The activities designed to evaluate, follow the same patterns of the activities done throughout the whole unit. This make possible that the teacher judges their work according to the same criteria established to achieve the objectives proposed in the development of the unit.

+In the Curricular Project, we must as weIl include the criteria to promote the students to the next cycle:

"In the context of the process of continuous evaluation when the progress of a student does not globally respond to the programmed objectives, the teachers wiIl adopt the suitable measures of educative reinforcement and of curricular adjustment".

(initial, formalive and summative evalualion). of course, initial evalualion musí be done al Ihe beginning of every cyc;le in order lo determine Ihe level of Ihe students. However, ¡lis also very profitable lo do Ihis evaluation al Ihe beginning of eve~ unit, in order lo specifv Ihe previous knowiedge of Ihe students about Ihe contenis.
" We musí also evaluale the teaching process lhroughout Ihe academic vcar. The besí momení lo do so~ ¡5 al Ihe end of a cycle, and s~eciaIly, Ihe momení in which a group finishes a síage, because Ihe leachers may evaluale Ihe Curricular Projecl.qlobally, as ¡1 ¡s provided in Ihe "Real Decreto de Régimen Orgánico de los Centros de Infantil y Primaria".

+In the Curricular Project, we must as weIl include the criteria to promote the students to the next cycle:

"In the context of the process of continuous evaluation when the progress of a student does not globally respond to the programmed objectives, the teachers wiIl adopt the suitable measures of educative reinforcement and of curricular adjustment".

T .THE EDUCATIVE PROJECT OF THE CENTRE AND TH-E
CURRICULAR PROJECT
2.1. THE EDUCATIVE PROJECT OF THE CENTRE
@ One of-the aspects that the Educative Reform has put more emphasis on, is the need
-
- . ......
-- .--
to give more independent S, Since they are the key Of the educative system. This
autonomy is ëktremely necessary, because the educ-liL--lve process cannot be the same in all the
centres, since it has to answer the cultural and socioeconomic context in which centres are
placed, as well as students and their families.
The reflection about all these specific Meeds must give the lines to establish the species
features that make the centre have its own educative style. It is good that all the centres have
their own choices.
* The LODE (''Le-v Oroénica del Derecho a Ia Educaciön'') provides that the centres will
have autono ' e o tional sub'ects, to adapt the programmes and to adopt the
teaching methods th ye wish. whenever they do not discriminate any member of the educative
community, and always under the law.
* The Educative Pro'ect of a Centre is the documentthat comprises the decisions or ideas
taken b the whole educative commune with respect to the basic educative options and to the
general organi/qtion of the centre.
In-the Ed-ucative Project of a Centre and according to the sociocultural and economic
context of the same, Fe must es-tablish the decisions taken regarding questions such as w-ho
we are, what we want, etc., for instance:
+
- The signs of identity.
- The objectives or aims of the centre in which these signs are concreted.
- The revision of the general objectives of the Curriculum.
- The relations of-cooperation amen st all the arsons in charge of putting the
objectives into practice.
- The organization that will make these objectives possible, which is specified in the
''Reglamento de Regimen Interior''.
* The decisions establishe ' - 've Pro'ect must be s edified in the Curricular
Project inci les are explained in order to answer questions like what, how, when 4
and how to evalua and-leach.
-7L- .

:.2. THE GENERAL PROGRAMME OF THE CENTRE
* The General Pro-gramme of the centre is done according to two types of information:
- -- - - . .
' a) The decisions that due to their nature, will change every ear.
b) The decisions taken from the revision of the educative project ànd of the curricular
. ''- . - . - - - . . . . - - . .- - .
project.
k In this sense, the general annual programme will include the following elements:
- The complementafy-ac-tivities that the centre is going to develop.
- T% of the centre.
- The administrative records. .
- The new decisionsthat must be included in the educative project and in the curricular
Vr j e c t . - -
ln this way, the centres will not have to do these projects every year, and they will only
be those aspects of the same that the evaluation of the centre requires.
Z..A THE CURRICULAR PROJECT OF THE CENTRE
. - -0
%:h )
e,1A tone
7.3.1. Aims of the curricular project (e-,i
1. To increase the coherence of the educative tactile throw h the decisions taken by
the whole body of te-achers o-f a stage.
2. To increase the competence of the teachers through the evaluation of their work.
3. To adjust the ideas of the M.E.C. to the context.

k-
41 In order to achieve these aims, th-a -Reform has-created-a more ope-nod curricular model.
This model is characterized by the fact that the educative administrators, that is, the M.E.C.,
establish a lower Iqvel of prescription, and therefore they favour the autonomy of the teaching
bodies.
1 In the curricular project the prescriptions of the M.E.C. are specified according to the
e
peculiarities of eve centre. The ob'ectives that the educative recess tries to achieve in every
sta e are ex gained in the ''Reales Decretos de Currfculo''. The internal decisions taken for eve
stage are specified in the Curricular Project. Therefore, a centre in which there are students from
3 to 12 years old, will have a sing e educative project, but two curricular projects: one for t e
first stage (lnfantil) and another for the second (Primaria).
a/ Once the curricular reject has been established, the Pro ramies of Class will be
made. This third level of concretion will comprise the decisions taken for every specific group Uf
Qf students.

-'v....
2.3.t7.Bases of the curricular Project: -.- .
- w ... j s jyyyy.... . Wxm
xxx.
We have four great sources to elaborate the Curricular p Jro'ect: -'
, '
- The educative proles.
- The analysis of the background.
- The basic curriculum that the M.E.C. has established.
- The experience derived from the teaching practice of the centre.
The Educative Pro-ect will be a uide as long as the identity signs of the centre and
its aims are specified in it.
T-he analysis of the context is fundamental, s-ince the aim of the curricular project is to
concrete and adapt the decisions that the M.E.C. has taken regarding education in all schools,
to the specific needs of every centre. '
In the curricular project, the context is analyzed according to the students of every
stage, which usually have very different features. It also comprises the methodological options,
the evaluation or the best way to organize the sequence of the abilities and contents in the
cycle.
A-nother-source-from which the curricular project is specified, and one of the most
important, is the precious experience o-f the centre that will be more or less explicitly explained
. -
. -.- -- .. .. . . ... . -
irl its ;rOQ rzrlll'l'l OS .
- * '- .>
,2 3..7:: objectives of stage:
*
- They are defined in terms of abilities and not of behaviours.
- These' abilities must regard all the fiends of development (motility, intellectuality,
ersonal balance, interpersonal relations, social attitude and relations).
P
i the abilities within the different fiends, with the aim of
- They must try to comer se
underlining the relations that they have amongst them.
a. Sequences of objectives according to the cycles:
The Real Decreto de Curricula provides that:
''The cycle is the temporal curricular unit of programme and evaluation in the
Primary Educat--.qpi ''(...).''According to what has been previously established, the
same teachers will work with me same group of students throughout the whole
cycle, if they are working in the same centre''(...).''The projects will comprise at
least, the contents provided for an educative cycle, and they will have to be related
to the general plan of the corresponding stage''. '

It is necessa to establish some revisions about the internal sequences of the cycle,
according to the follow-i-ng oriterig-.-
- Co-herence of-the evolutîve development and the previous learning of the student.
- - -
- Coherence Of the learning. --
- Contents as the basis of the sequence.
- Limited basic ideas.
- Contin'uity and progrqAnînm.
- Balance. (the abilities developed in the objectives must be balanced).
- Ir-trf-.l--?t el ti n (the different types of contents, concepts, procedures and attitudes must
be conveniently related amongst them).
- Transversal themes (very important in Primary education).
b. Didactic strategies that will be used throughout the stage, must be determined
..... '''' '' ..... -M
when we elaborate the Curricular Project.
T.3. .q. M-eth-o-dologjca-l de-cisions:---
.G
1 . Methodological principles.
2. Groups.
3. Time.
4. Spaces.
5. Materials.
1. Metho-dological prin-ciplestto achie-ve a significant Iearning:lg-yAdwt//xoy Cc
.t
- To start from the level of development of the students and, therefore, according
to their previous learning.
- To make sure that they achieve a significant learning, using their previous
knowledge and a comprehensive memorization.
- To make possible that the students significantly learn by themselves.
- To create situations in which they must put their knowledge up-to-date.
- To motivate l-p>tr l-e-a-r-rl.-i..-nq.. - .. ... . . .... . ...- .. . .
- To create learning situations that require an intense mental activity from the
student.
- To encourage interaction within the class as the basis of the learning.
2. Criteria to group the students-:
- Level of learn-ing.
- G- roues which -favour a better.interac-tio-n-. e?
- Groups with different needs must be separated. .

..-.--- mw.
N..x
3. & 4. Organization of span.-es and .times: '--w...
Nu.
. X'X'
- Use of the common spaces.
- Distribution of the space within the class.
- Ge-ne-ral timetable --of the centre.
- Excursions and common activities of the whole centre or of the groups.
The distribution of time within the class must be organized according to the Project.
There must be enough time to develop global units, to make some activities that require
a specific sequence of time to be done, time to make activities with other groups
outside the class, etc.
5. Materials and didactic recourses:
. The materials and identic recourses are another fundamental factor of edu ' e
practice. For that reason, it is important to select-those that are going to be used and
' to establish the criteria for their use in the curricular pro'ect since the are decisio s
that the whole teacher bod must share. ' '
We must distinguish between the curricular materials and those materials directed to
the students. The former must serve to guide the teaching process. Théy may be used
in two main situations: in the elaboration and realization of the curricular project of
stage, and' in the elaboration of the programmes, because they will concrete the
didactic objectives, the activities, etc.
. Regarding the latter, that is, the materials directed to--sludents- we must identify thy kind
of materials we need'. te-'- s, wor-kb-ooks, exercises, tapes, plastic materials, etc. We must
also differentiate which materials will be used in every cycle.
''< .
z ' 'NNN. ..
. The selection of materials the centres do, must take into account the following criteria:
- They must no-! be discriminatory.
- They must be used by all the students. . '
- They must not s oil the environment.
- The.y must not be excesively sophisticated.
- T e must be suitable for the age of the students, whom they are directed to.
- They must include the norms for the security that their use re wires, as Well as
their components and other features (sipe, weight, etc.).

xx-a
. ''W
. .=
* In the case of printed curricular material we must take into account the following
i - ctibn-
criteria or .

To know the educative objectives that these texts have and to check to what extent
they are corresponding to those established in the centre for a certain group.
z To analyze the contents worked in order to check if there is a correspondenc-e
between the objectives and the contents. We must develop the different types of
contents (concepts, procedures and attitudes), as well as the transversal themes.
p To revise the sequences of learning that are proposed for the different contents. It is
important to analyze the progression that the objectives and the contents follow, b0th
in their distribution throughout the different cycles and in their internal organization.
L1 To anal ze the suitabili of the criteria of evaluation ro used b the curricular ro'ect
of stage.
S T-o analyze the activities proposed. in -order to see if they fulfill the conditions for a
significant learning.. In this point, it is specially important to pay attention to the activities
that must be done in the different moments of the process of learning and teaching. The
same activity may help the student to learn and the teacher to have information about
the previous knowledge. The following activities must appear in every didactic unit:
. Activities-of introdu-ction-motivatio--n: They must motivate the students to learn the
reality they are going to be taught.
. Activities of previous knowledge: They are done in order to know the ideas and
opinions of the students about the contents they are studying.
wActivities of development: They help to know the concepts, the procedures or the
new attitudes.
1 -w- ..-..
eActivities of synthesis-summary: They are those which make the relation between
the different contents already learnt easier.
. Activities of consolidation: They are programmed for the students who have not
achieved a significant knowledge.
. Activities of extension: They let the students go on learning! after doing the
activities of development and those which are not essential for the learning
process.
. Activities of evaluation: They will include the activities directed to the initial,
formative and summating evaluation, which were not covered by the previous
.
.
activities.
6 To adapt these materials and didactic recourses to the educative context in which they
. .
.. . .. . . -----. . ...

. Evaluation within the curricular project
a z
@ Teachers will evaluate be-th the s-tud-ents' learning, th-a process of teaching and their own
teaching practice, with relation to the achievement-of the educative objectives of the cu. rriculum.
*---*--- .. . ----.----.. . --' .. .- ---. ---.
The will also evaluate the curricular ro'ect itself, the teaching programme and the actual
development of the curriculum. 3

There are two main aspects, to be considered to establish the criteria of evaluation:

- The peculia-rities of the pwn context of the centre. - The criteria of evaluation of every centre.

The function of the criteria is mainly formative. It is essential to have criteria of evaluation

for every cycle.

* In order to evaluate the learning process we have to take some decisions regarding:
the situations, strategies and instruments of evaluation. The req-uisites that the procedures of
evaluation must fulfill are:

- To be varied..
- To give concrete information.
- To apse diff. event codes.
- To be a likable to more or I caused situated s of the learning activity.
- To evaluate the transference of the learning to different contexts.

''xx.
The evaluation is determined in the Curricular Project and, therefore, it must also be
decided how to communicate its conte agents students, and the rest of the teachers.

Finally, it is convenient to use the Curricular Project to establish the function of the tutor, as the last responsible of the evaluation. The role of the psychopedagogic counsellor of the centre must also be determined here. From the results of the evaluation, the teachers will adopt the necessary measures, as indicated in the Real Decreto de Currfculo:

''At the end of eve? cycle and as a consequence of the process of evaluation, the tutor
of the students will decide if they can promote io the next cycle, taking into account the
other teachers' reports''

'When the evaluation is continuous, and the progress of a student does not globally
respond to the programmed objedives, the teachers will adopt the necessary measures
of educative reinforcement or of curricular adjustment''.

l articular Pro'ed we must also concrete when we have to evaluate (initial,
formative and summarize evaluation). Of course, initial evaluation must be done at the beginning
. - -.
of every cycle in order to determine the level of the students. However, it is also very profitable
to do this evaluation at the beginning of every unit, in order to specify the previous knowledge
of the students about the contents.
C>

@ We must also evaluate the teaching grocer. s thro-u-ghout the a-cademic year. The best
moment to do s-ot is at the end of a cycle, and s eciall , the moment in which a roup knishes
a stage! because the teachers may evaluate the Curricular Pro'ed. Ioball , as it is provided in
the ''Real Decreto be Regimen Organics de Ios Centros de Infantry y Primaria''.

In the Curricular Project,.we must as well include the criteria to promo-te-the students
to the next cycle. As it is provided in Section 1 1.4 of the ''Real Decreto de Currfculol', a student
can only re eét the same stage once during the Primary Education'.

''lo the context of the process of continuous evaluation. When the progress of a student
does not globally respond to the programmed objectives, the teachers will adopt the
suitable measures of educative reinforcement and of curricular adjustment''.

''Within the framework of these measures, at the end of the cycle, they will decide if the student is promoted or not''. (...) ''These decisions require the previous audience of the parents or legal tutors of the student, in case he does not promote to the next c ole''.

�3miElabor#lipn of th: curricplarprolvp.t

There are some steps that must be followed to elaborate the Curricular Project:

- Elaboration . . . . .
- Coordination
- Approval
- Report . . . . . . . . .
- Supervision . . . . . . . . . . . . .

. . . . . . Body of teache-rs of the Stan-a-
Committee of Pedagogic Coordinati-on
Teaching Sta-! of the centre
lenitive Council-
e . . . . Technical inspection

The most im octant idea of the Curricular pro'ect is that it is a recess and therefore,
it is never ended d it has to vised ve often, because the quality of the teaching can
always be improved.

It is also very important to analyze the different Curricular Projects that have been done
before, in order to see the changes produced in them. Therefore, the Curricular Project must
be written, in order to be able to analyse the necessary changes and the ones that have been
already done. In this sense the project is the ''report of the centre''.

eve It can be elaborated ''upside-down'' (from the pedagogic committee to the cycles) or ''downside-up'' (the pedagogic committee will revise it), but whichever the strategy, it will have ' to be done in both senses.

ç25

The second strategy of elaboration is inductive-dedudivek

7.8.A Decisions taken in the curricular project

- What to teach?

. Suitability with the context of the general objectives of stage of the official
curriculum, taking into account the educative reality and the choices established
in the educative Project of the centre.
. Suitability of the general objectives and the contents of every area of the optical
curriculum, taking into account the educative reality of the centre.
- When to teach?

. Sequence per cycles of the objectives and contents of every area (intercycle
sequence), according to the adjustment of the general objectives and the
contents.
. General precisions about the organization and the temporalization of the greatest
focus of contents of every area selected for every cycle (intercycle sequence).

- How to teach?
. Criteria and basic options of didactic methodology that may affect either all the
areas of the cycle or some of them.
. Decisions about the groups of students.
. Decisions about the organization of .times and spaces.
. Curricular criteria and basic didactic recourses that are going to be used to
teach the contents of every area in the different cycles.

- What, when and how to evaluate?
- - -
. ElaboratiUn of the criteria of evaluation per cycle according to the criteria of
evaluation of the stage that are explained in the official curriculum and to the
decisions taken about every cycle in the rest of sections of the Project.
. Procedures, instruments and dates of the evaluation of the learning throughout
the cycle.
. Example of a report of evaluation throughout the cycle, specifying the procedure
for its elaboration, the dates and the wqy to communicate the results to parents
and students.
. Procedures, instruments and dates to evaluate the teaching practice, to revise
the programmes and to introduce the suitable corrections.
. Criteria to decide the promotion of the students from a cycle to another (or from

a stage to another).
. Pedagogic actions taken in the case of students that do not achieve the level
established in the criteria of evaluation per cycles, either if they promote or not.

(zb

Measures of attention to diversity:
Tutors-a-es: Organization-and function-inn.
@
- '' (culture'' Whenever this is a distinctive feature of the
. Specific treatment of the mutt
centre. v
--- -
diustment: for stMdents With special educatiye..-q#.#--.-Fd u Organization Of times,
. A

materials and backings.

k

l.g.tstages of elaboration of the curricular project

To elaborate all these elements is a work which re i e s to be done and it must
be understood Ilke that the whole teaching body. For-that reason it is a work which must be
divided ' ' . eve centre are res onsible of or anilin this
work. However, the M.E.C. must also determine when the basic decisions must be taken. From
this point of view, the following stages of elaboration are established, for instance:

- n Se temper 199 e teaching bodies elaborate, at least, the basic aspects of the following elements of the Curricular Project:

1 . The objectives of the cycle within the general objectives of stage, adjusting them
to the context.
2. The distribution of the contents per cycle, with special attention to those
referring to the first cycle. .
3. Curricular materials and didactic recourses that are going to be used in the
areas of the first cycle.
4. Procedures to evaluate the progress of the learning of the students during the
first cycle.
5. Criteria of evaluation and promotion of the students.
6. Organization and functioning of the tutorages with special attention to the
treatment of the ''multiculture'' (whenever it is a distinctive feature of the centre).

- In - - the teaching bodies' develop these elements,
completing the following aspects:

1. Pedagogic actions for the students who do not achieve the level established in the criteria of evaluation.

2. Adjustments for the students with special educative needs.
3. Procedures to evaluate the teaching practice.

- September 19+

1. To incorporate the elements worked and developed during the year as well as the modifications derived from the evaluation done.

k1C

z 2. To establish for the rest of the cycles the elements that were elaborated for the
/
/' first cycle in September 1992.
. , /

- e end of the Introduction of Primary Education:

After the evaluation of the different cycles, and at the end of the introduction of the
Primary Education, the Curricular Project will be completed including all the aspects
explained before, paying special attention to those referring to the whole stage, with the
aim of securing the general coherence of the established agreements, with themselves
and with the educative project of the centre. -

N'xx.
www-.- . vp..x
. -- U a-xx
.- y gjgkjgggàgyy
X
R.D. 134411991 'dei 6 de Septiembre por el que se establece el curricula de Ia Education
Primaria.

B.O.E. Suplemento namers 220.

M.LC. PRIMARIA. PROYECTO CURRICULAR. LIBROS MULES, 1992.

RESOLUCIGN 5,3.92 POR 1-A QUE SE REGULA LA EMBOMCIUN DE PROYECTOS CURRICU-
LARES PARA LA EDUCACIUN PRIMARIA Y SE ESTABLECEN ORIENTA-
CIONES PARA LA DISTRIBUCIUN DE OBJETIVOS, CONTENIDOS Y
CRITERIOS DE EVALUACIUN PAM CADA UNO DE LOS CICLOS (B.O.E., '
24 de Marzo de 1992).

LT9

2.1.3.1.2. procedures:

- To recognize and make familiar the sounds of the foreign language and its rythm and intonation.
- To understand oral messages of different nature and from different sources (teacher, other students, video, tapes):

*Global comprehension of oral messages about familiar topics.
*Specific comprehension of concrete simple messages in contextualized situations.

-To react either linguistically and non-linguistically to different oral messages ana communicative situations:

*Production of oommon expressions aimed to satisfy simple needs of communication (greetings, identification, asking and giving information, identification of objects, decriptions, etc).
*Use of basic messages previously learnt (polite expressions, etc.) adjusting them to the specific features of the situation.
*Active participation in oral exchanges in order to express the most immediate communicative needs within the class and in contexts closer to the student.
*Participation in the linguistic exchanges with the aim of having fun (simulations, performances, etc.).
*Non-linguistic answers to oral messages (follow instructions, etc.).
- To recognize the grammatical formulas that help them to make questions, to assert, to reject, to express possession. to quantify, to describe, to narrate, etc... and to use them in order to achieve efficient communication.

-To recognize and use the basic strategies of communication, both linguistic (use one word instead of another, etc.) or extralinguistic (gestures, drawings, etc.) which help to overcome communicative problems.
- To use the native language's strategies of communication, which let us take advantage of the limited knowledge of the foreign language.

Attitudes:
-Awareness of the importance of oral communication in a foreign language.
-Awareness of the reality of a different culture, reflected in the language.
-Receptive and respectful attitude towards the persons who speak a foreign language
- Wish to express themselves in a foreign language, participating in the activities (games, songs, etc.).
-Awareness of the corrections done when they interprete or produce a text.
- Positive and optimist attitude towards their own ability to speak in a foreign language.
-Tendency to use imaginatively and creatively, oral messages previously learnt, in different communicative situations.

2.1.3.2. Uses and fomis of the wrltten language:

2.1.3.2.1. Concepts:
- Most habitual needs and communicative situations to use the written language. Communicative intentions and characteristics of these situations.

*Communicative intentions: greetings, identificatIon and location of objects, expressing needs and wishes, etc.
*Characteristics of the communicative situation: type of Iisteners, more or less formal situation, etc.

- Vocabulary and Iinguistic structures required to express the basic communicative needs by writing.

*Communlcative intentions: greetings, identification, giving and asking for information, identification and location of objects, descriptions, narrations, etc.
*General topics: colours, numbers, time, house, family, class, food, likes and dislikes, sports, etc.
e) Names of the letters in a foreign language and their correspondence within the writing system.
f) Relations between the meaning of the words, their pronunciation and graphical representation.

2.1.3.2.2. Procedures:
- Production of written texts adjusted to the features of the reader and of the communicative sltuation.
- Understanding of the written messages of different nature.
*Global comprehension of written messages related the activities done in class.
*Global comprehension of brief written messages related to the most immediate needs of communication and to the interests of the speakers.
*Global comprehension of easy authentic materials, with visual backing about daily-life topics.
-Awareness of the specific elements, previously learnt, in texts which have unkown words and expressions, such as invtations for a birthday party, cards, magazines, etc.
- Use of the grapho-phonic correspondences to spell, for instance, the name and the surname, etc.
- Production of written texts directed to different readers, answering oral and written stimuli.
- Solution of games which require the knowledge of the vocabulary and the ortography used in class.
- Awareness of grammatical structures in written texts.
- Awareness of some sociocultural aspects which differentiate the foreign language from the mother tongue.
2.1.3.2.3. Attltudes:
- lnterest and curiosity towards the written texts and appraisal of the role they play in order to satisfy communicatlve needs.
-Awareness and appraisal of the importance of reading and writing in a foreign language.
- Appraisal for the correct interpretation of easy written texts.
g) Interest to know the vocabulary and the basic linguistic structures required to express the essential communicatlve needs in different situations.
h) Disposition to overcome the difficulties that the use of a foreign language creates, by paying attention to the communicative strategies fo the mother tongue.

2.1.3.3. SocIo cultura! aspects:
Concepts:
- Social and cultural aspects of the countries where the foreign language studied is spoken.
*expressions and gestures which go together with the oral expressions: tone, gestures, etc.
*Daily-life aspects: Timetables, habits, images of that culture, etc.
*Spare time: games, songs, sports, places, etc.
i) Presence in Spain of the foreign language learnt: labels, songs, films, etc.
j) 2.1.3.3.2. Procedures:
-Awareness of some aspects of the countries where the foreign language is spoken.
- Contextualized use in habitual situations of some rules and habits of the countrles where this language is spoken.
- Comparison of the most relevant aspects of daily life in the countries where the foreign language is spoken, and our own country.
- Use of authentic materials with the aim of getting the desired information.

2.1.3.3.3. Attltudes:

- Curiosity and respect for the most relevant aspects of daily life and for other sociocultural aspects of the countries where this language is spoken.

- Appraisal of the sociolinguistic behaviours which help cohabitation.
- lnterest to know people from other countries.
- Appraisal of the sociolinguistic behaviours which help cohabitation.
- lnterest to know people from other countries.
2.3 Evaluation criteria.
1.To recognize and reproduce the characteristic phonemes of the foreign language. To recognize and reproduce the characteristic phonemes of the foreign language as well as the basic models of rhythm and intonation, in words and sentences which appear in the context of real use of the language.
2. To grasp the general meaning of oral texts. To grasp the general meaning of oral texts uttered in face to face communication situations, with the help of gestures and mime and the necessary repetitions, in which there will appear combinations of elements previously learnt and which deal with familiar topics, known by the student.
3.To extract specific information. To extract specific information, previous required, from oral texts with a simple structure and vocabulary which deal with familiar topics that interest the student (daily life, likes, preferences, opinions and personal experiences).

4. To participate in short oral exchanges. To participate in short oral exchanges related to usual classroom activities producing an understandable discourse adapted to the characteristics of the situation and the communicative purpose.
5.To participate in simulated communicatlon situations. To participate in simulated communication situations which have been previously practised in the classroom, using properly the most usual social interaction formulae in the foreign language.
6.To extract the general meaning and some speciflc information. To extract the general meaning and some specific information from short written texts with a lineal development, simple structures and vocabulary, which deal with familiar topics that interest the student.
7.To read simple children's books. To read with the help of the teacher or, the dictionary simple children's books written in the foreign language with visual backup and show comprehension by means of a specific task.
8.To produce short written texts. To produce short written texts, comprehensible and adapted to the characteristics of the situation and the communicative purpose, in which those contents that have been worked in the class can be seen.
9.To recognize, sorne sociocultural aspects. To recognize, some sociocultural aspects typical of the foreign language speaking community which are implicit. in the linguistic samples worked on in the classroom.

2.3 Evaluation criteria.
1.To recognize and reproduce the characteristic phonemes of the foreign language. To recognize and reproduce the characteristic phonemes of the foreign language as well as the basic models of rhythm and intonation, in words and sentences which appear in the context of real use of the language.
2. To grasp the general meaning of oral texts. To grasp the general meaning of oral texts uttered in face to face communication situations, with the help of gestures and mime and the necessary repetitions, in which there will appear combinations of elements previously learnt and which deal with familiar topics, known by the student.
3.To extract specific information. To extract specific information, previous required, from oral texts with a simple structure and vocabulary which deal with familiar topics that interest the student (daily life, likes, preferences, opinions and personal experiences).

4. To participate in short oral exchanges. To participate in short oral exchanges related to usual classroom activities producing an understandable discourse adapted to the characteristics of the situation and the communicative purpose.
5.To participate in simulated communicatlon situations. To participate in simulated communication situations which have been previously practised in the classroom, using properly the most usual social interaction formulae in the foreign language.
6.To extract the general meaning and some speciflc information. To extract the general meaning and some specific information from short written texts with a lineal development, simple structures and vocabulary, which deal with familiar topics that interest the student.
7.To read simple children's books. To read with the help of the teacher or, the dictionary simple children's books written in the foreign language with visual backup and show comprehension by means of a specific task.
8.To produce short written texts. To produce short written texts, comprehensible and adapted to the characteristics of the situation and the communicative purpose, in which those contents that have been worked in the class can be seen.
9.To recognize, sorne sociocultural aspects. To recognize, some sociocultural aspects typical of the foreign language speaking community which are implicit. in the linguistic samples worked on in the classroom.

2.1.3.1.2. procedures:

- To recognize and make familiar the sounds of the foreign language and its rythm and intonation.
- To understand oral messages of different nature and from different sources (teacher, other students, video, tapes):

*Global comprehension of oral messages about familiar topics.
*Specific comprehension of concrete simple messages in contextualized situations.

-To react either linguistically and non-linguistically to different oral messages ana communicative situations:

*Production of oommon expressions aimed to satisfy simple needs of communication (greetings, identification, asking and giving information, identification of objects, decriptions, etc).
*Use of basic messages previously learnt (polite expressions, etc.) adjusting them to the specific features of the situation.
*Active participation in oral exchanges in order to express the most immediate communicative needs within the class and in contexts closer to the student.
*Participation in the linguistic exchanges with the aim of having fun (simulations, performances, etc.).
*Non-linguistic answers to oral messages (follow instructions, etc.).
- To recognize the grammatical formulas that help them to make questions, to assert, to reject, to express possession. to quantify, to describe, to narrate, etc... and to use them in order to achieve efficient communication.

-To recognize and use the basic strategies of communication, both linguistic (use one word instead of another, etc.) or extralinguistic (gestures, drawings, etc.) which help to overcome communicative problems.
- To use the native language's strategies of communication, which let us take advantage of the limited knowledge of the foreign language.

Attitudes:
-Awareness of the importance of oral communication in a foreign language.
-Awareness of the reality of a different culture, reflected in the language.
-Receptive and respectful attitude towards the persons who speak a foreign language
- Wish to express themselves in a foreign language, participating in the activities (games, songs, etc.).
-Awareness of the corrections done when they interprete or produce a text.
- Positive and optimist attitude towards their own ability to speak in a foreign language.
-Tendency to use imaginatively and creatively, oral messages previously learnt, in different communicative situations.

2.1.3.2. Uses and fomis of the wrltten language:

2.1.3.2.1. Concepts:
- Most habitual needs and communicative situations to use the written language. Communicative intentions and characteristics of these situations.

*Communicative intentions: greetings, identificatIon and location of objects, expressing needs and wishes, etc.
*Characteristics of the communicative situation: type of Iisteners, more or less formal situation, etc.

- Vocabulary and Iinguistic structures required to express the basic communicative needs by writing.

*Communlcative intentions: greetings, identification, giving and asking for information, identification and location of objects, descriptions, narrations, etc.
*General topics: colours, numbers, time, house, family, class, food, likes and dislikes, sports, etc.
k) Names of the letters in a foreign language and their correspondence within the writing system.
l) Relations between the meaning of the words, their pronunciation and graphical representation.

2.1.3.2.2. Procedures:
- Production of written texts adjusted to the features of the reader and of the communicative sltuation.
- Understanding of the written messages of different nature.
*Global comprehension of written messages related the activities done in class.
*Global comprehension of brief written messages related to the most immediate needs of communication and to the interests of the speakers.
*Global comprehension of easy authentic materials, with visual backing about daily-life topics.
-Awareness of the specific elements, previously learnt, in texts which have unkown words and expressions, such as invtations for a birthday party, cards, magazines, etc.
- Use of the grapho-phonic correspondences to spell, for instance, the name and the surname, etc.
- Production of written texts directed to different readers, answering oral and written stimuli.
- Solution of games which require the knowledge of the vocabulary and the ortography used in class.
- Awareness of grammatical structures in written texts.
- Awareness of some sociocultural aspects which differentiate the foreign language from the mother tongue.
2.1.3.2.3. Attltudes:
- lnterest and curiosity towards the written texts and appraisal of the role they play in order to satisfy communicatlve needs.
-Awareness and appraisal of the importance of reading and writing in a foreign language.
- Appraisal for the correct interpretation of easy written texts.
m) Interest to know the vocabulary and the basic linguistic structures required to express the essential communicatlve needs in different situations.
n) Disposition to overcome the difficulties that the use of a foreign language creates, by paying attention to the communicative strategies fo the mother tongue.

2.1.3.3. SocIo cultura! aspects:
Concepts:
- Social and cultural aspects of the countries where the foreign language studied is spoken.
*expressions and gestures which go together with the oral expressions: tone, gestures, etc.
*Daily-life aspects: Timetables, habits, images of that culture, etc.
*Spare time: games, songs, sports, places, etc.
o) Presence in Spain of the foreign language learnt: labels, songs, films, etc.
p) 2.1.3.3.2. Procedures:
-Awareness of some aspects of the countries where the foreign language is spoken.
- Contextualized use in habitual situations of some rules and habits of the countrles where this language is spoken.
- Comparison of the most relevant aspects of daily life in the countries where the foreign language is spoken, and our own country.
- Use of authentic materials with the aim of getting the desired information.

2.1.3.3.3. Attltudes:

- Curiosity and respect for the most relevant aspects of daily life and for other sociocultural aspects of the countries where this language is spoken.

- Appraisal of the sociolinguistic behaviours which help cohabitation.
- lnterest to know people from other countries.
- Appraisal of the sociolinguistic behaviours which help cohabitation.
- lnterest to know people from other countries.

2.3 Evaluation criteria.
1.To recognize and reproduce the characteristic phonemes of the foreign language. To recognize and reproduce the characteristic phonemes of the foreign language as well as the basic models of rhythm and intonation, in words and sentences which appear in the context of real use of the language.
2. To grasp the general meaning of oral texts. To grasp the general meaning of oral texts uttered in face to face communication situations, with the help of gestures and mime and the necessary repetitions, in which there will appear combinations of elements previously learnt and which deal with familiar topics, known by the student.
3.To extract specific information. To extract specific information, previous required, from oral texts with a simple structure and vocabulary which deal with familiar topics that interest the student (daily life, likes, preferences, opinions and personal experiences).

4. To participate in short oral exchanges. To participate in short oral exchanges related to usual classroom activities producing an understandable discourse adapted to the characteristics of the situation and the communicative purpose.
5.To participate in simulated communicatlon situations. To participate in simulated communication situations which have been previously practised in the classroom, using properly the most usual social interaction formulae in the foreign language.
6.To extract the general meaning and some speciflc information. To extract the general meaning and some specific information from short written texts with a lineal development, simple structures and vocabulary, which deal with familiar topics that interest the student.
7.To read simple children's books. To read with the help of the teacher or, the dictionary simple children's books written in the foreign language with visual backup and show comprehension by means of a specific task.
8.To produce short written texts. To produce short written texts, comprehensible and adapted to the characteristics of the situation and the communicative purpose, in which those contents that have been worked in the class can be seen.
9.To recognize, sorne sociocultural aspects. To recognize, some sociocultural aspects typical of the foreign language speaking community which are implicit. in the linguistic samples worked on in the classroom.

2.3 Evaluation criteria.
1.To recognize and reproduce the characteristic phonemes of the foreign language. To recognize and reproduce the characteristic phonemes of the foreign language as well as the basic models of rhythm and intonation, in words and sentences which appear in the context of real use of the language.
2. To grasp the general meaning of oral texts. To grasp the general meaning of oral texts uttered in face to face communication situations, with the help of gestures and mime and the necessary repetitions, in which there will appear combinations of elements previously learnt and which deal with familiar topics, known by the student.
3.To extract specific information. To extract specific information, previous required, from oral texts with a simple structure and vocabulary which deal with familiar topics that interest the student (daily life, likes, preferences, opinions and personal experiences).

4. To participate in short oral exchanges. To participate in short oral exchanges related to usual classroom activities producing an understandable discourse adapted to the characteristics of the situation and the communicative purpose.
5.To participate in simulated communicatlon situations. To participate in simulated communication situations which have been previously practised in the classroom, using properly the most usual social interaction formulae in the foreign language.
6.To extract the general meaning and some speciflc information. To extract the general meaning and some specific information from short written texts with a lineal development, simple structures and vocabulary, which deal with familiar topics that interest the student.
7.To read simple children's books. To read with the help of the teacher or, the dictionary simple children's books written in the foreign language with visual backup and show comprehension by means of a specific task.
8.To produce short written texts. To produce short written texts, comprehensible and adapted to the characteristics of the situation and the communicative purpose, in which those contents that have been worked in the class can be seen.
9.To recognize, sorne sociocultural aspects. To recognize, some sociocultural aspects typical of the foreign language speaking community which are implicit. in the linguistic samples worked on in the classroom.

2.1.3.1.2. procedures:

- To recognize and make familiar the sounds of the foreign language and its rythm and intonation.
- To understand oral messages of different nature and from different sources (teacher, other students, video, tapes):

*Global comprehension of oral messages about familiar topics.
*Specific comprehension of concrete simple messages in contextualized situations.

-To react either linguistically and non-linguistically to different oral messages ana communicative situations:

*Production of oommon expressions aimed to satisfy simple needs of communication (greetings, identification, asking and giving information, identification of objects, decriptions, etc).
*Use of basic messages previously learnt (polite expressions, etc.) adjusting them to the specific features of the situation.
*Active participation in oral exchanges in order to express the most immediate communicative needs within the class and in contexts closer to the student.
*Participation in the linguistic exchanges with the aim of having fun (simulations, performances, etc.).
*Non-linguistic answers to oral messages (follow instructions, etc.).
- To recognize the grammatical formulas that help them to make questions, to assert, to reject, to express possession. to quantify, to describe, to narrate, etc... and to use them in order to achieve efficient communication.

-To recognize and use the basic strategies of communication, both linguistic (use one word instead of another, etc.) or extralinguistic (gestures, drawings, etc.) which help to overcome communicative problems.
- To use the native language's strategies of communication, which let us take advantage of the limited knowledge of the foreign language.

Attitudes:
-Awareness of the importance of oral communication in a foreign language.
-Awareness of the reality of a different culture, reflected in the language.
-Receptive and respectful attitude towards the persons who speak a foreign language
- Wish to express themselves in a foreign language, participating in the activities (games, songs, etc.).
-Awareness of the corrections done when they interprete or produce a text.
- Positive and optimist attitude towards their own ability to speak in a foreign language.
-Tendency to use imaginatively and creatively, oral messages previously learnt, in different communicative situations.

2.1.3.2. Uses and fomis of the wrltten language:

2.1.3.2.1. Concepts:
- Most habitual needs and communicative situations to use the written language. Communicative intentions and characteristics of these situations.

*Communicative intentions: greetings, identificatIon and location of objects, expressing needs and wishes, etc.
*Characteristics of the communicative situation: type of Iisteners, more or less formal situation, etc.

- Vocabulary and Iinguistic structures required to express the basic communicative needs by writing.

*Communlcative intentions: greetings, identification, giving and asking for information, identification and location of objects, descriptions, narrations, etc.
*General topics: colours, numbers, time, house, family, class, food, likes and dislikes, sports, etc.
q) Names of the letters in a foreign language and their correspondence within the writing system.
r) Relations between the meaning of the words, their pronunciation and graphical representation.

2.1.3.2.2. Procedures:
- Production of written texts adjusted to the features of the reader and of the communicative sltuation.
- Understanding of the written messages of different nature.
*Global comprehension of written messages related the activities done in class.
*Global comprehension of brief written messages related to the most immediate needs of communication and to the interests of the speakers.
*Global comprehension of easy authentic materials, with visual backing about daily-life topics.
-Awareness of the specific elements, previously learnt, in texts which have unkown words and expressions, such as invtations for a birthday party, cards, magazines, etc.
- Use of the grapho-phonic correspondences to spell, for instance, the name and the surname, etc.
- Production of written texts directed to different readers, answering oral and written stimuli.
- Solution of games which require the knowledge of the vocabulary and the ortography used in class.
- Awareness of grammatical structures in written texts.
- Awareness of some sociocultural aspects which differentiate the foreign language from the mother tongue.
2.1.3.2.3. Attltudes:
- lnterest and curiosity towards the written texts and appraisal of the role they play in order to satisfy communicatlve needs.
-Awareness and appraisal of the importance of reading and writing in a foreign language.
- Appraisal for the correct interpretation of easy written texts.
s) Interest to know the vocabulary and the basic linguistic structures required to express the essential communicatlve needs in different situations.
t) Disposition to overcome the difficulties that the use of a foreign language creates, by paying attention to the communicative strategies fo the mother tongue.

2.1.3.3. SocIo cultura! aspects:
Concepts:
- Social and cultural aspects of the countries where the foreign language studied is spoken.
*expressions and gestures which go together with the oral expressions: tone, gestures, etc.
*Daily-life aspects: Timetables, habits, images of that culture, etc.
*Spare time: games, songs, sports, places, etc.
u) Presence in Spain of the foreign language learnt: labels, songs, films, etc.
v) 2.1.3.3.2. Procedures:
-Awareness of some aspects of the countries where the foreign language is spoken.
- Contextualized use in habitual situations of some rules and habits of the countrles where this language is spoken.
- Comparison of the most relevant aspects of daily life in the countries where the foreign language is spoken, and our own country.
- Use of authentic materials with the aim of getting the desired information.

2.1.3.3.3. Attltudes:

- Curiosity and respect for the most relevant aspects of daily life and for other sociocultural aspects of the countries where this language is spoken.

- Appraisal of the sociolinguistic behaviours which help cohabitation.
- lnterest to know people from other countries.
- Appraisal of the sociolinguistic behaviours which help cohabitation.
- lnterest to know people from other countries.

2.3 Evaluation criteria.
1.To recognize and reproduce the characteristic phonemes of the foreign language. To recognize and reproduce the characteristic phonemes of the foreign language as well as the basic models of rhythm and intonation, in words and sentences which appear in the context of real use of the language.
2. To grasp the general meaning of oral texts. To grasp the general meaning of oral texts uttered in face to face communication situations, with the help of gestures and mime and the necessary repetitions, in which there will appear combinations of elements previously learnt and which deal with familiar topics, known by the student.
3.To extract specific information. To extract specific information, previous required, from oral texts with a simple structure and vocabulary which deal with familiar topics that interest the student (daily life, likes, preferences, opinions and personal experiences).

4. To participate in short oral exchanges. To participate in short oral exchanges related to usual classroom activities producing an understandable discourse adapted to the characteristics of the situation and the communicative purpose.
5.To participate in simulated communicatlon situations. To participate in simulated communication situations which have been previously practised in the classroom, using properly the most usual social interaction formulae in the foreign language.
6.To extract the general meaning and some speciflc information. To extract the general meaning and some specific information from short written texts with a lineal development, simple structures and vocabulary, which deal with familiar topics that interest the student.
7.To read simple children's books. To read with the help of the teacher or, the dictionary simple children's books written in the foreign language with visual backup and show comprehension by means of a specific task.
8.To produce short written texts. To produce short written texts, comprehensible and adapted to the characteristics of the situation and the communicative purpose, in which those contents that have been worked in the class can be seen.
9.To recognize, sorne sociocultural aspects. To recognize, some sociocultural aspects typical of the foreign language speaking community which are implicit. in the linguistic samples worked on in the classroom.