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Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
Monday 9th january
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Monday 9th january

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  • 1. Diario Aprendizaje y Enseñanza.Monday 9th January: PresentationSession conducted by Fernando Rubio.  In this first presentational session, an overview of the contents of the modulewas displayed in a schedule where we could visualized the different sessions holdingby the teachers. The class began with a warming-up activity which consisted inintroducing ourselves to the rest of the class, standing up and changing the person totalk to every time the teacher played a pair of finger cymbal. It has been interesting thereflection on this exercise: the importance of dynamism in class, a good method tocreate a favourable environment, breaking interpersonal barriers, helping to developinterpersonal relations such as sincerity, sympathy or affinity. In the second part of theclass, an outline of the differences between approach and method was shown.Tuesday 10th January: Intro Teaching UnitSession conducted by Arantxa Sánchez.  Today´s class has been focused on Teaching Unit, a layout has been given tous in order to design our own T.U. This session will be a key in our process ofbecoming a teacher. Important issues have been treated, paying attention to the reasonsfor our planning, what we want to teach and where do we want to get up to as well asthe elements we are going to include.Being an organized teacher, flexible, knowing how to adapt the curriculum, noticing theneeds or being aware of what we have researched when doing a T.U. are essentialmatters. The key is to be coherent, logical and consistent. Almost everyone canelaborate a T.U. but the real thing is always to bear in mind our students using the rightmethodologies, techniques and activities to help them to learn and improve English. María Carmen González Lepe. (48.916.534-L)
  • 2. Diario Aprendizaje y Enseñanza.Wednesday 11th January: Evaluation.Session conducted by Fernando Rubio. The session began with a warming-up activity to connect us with the topic ofthe class, we had to reflect on how we were evaluated when we were at school, thisreflection helps us so as not to make the same mistakes the teachers made with us.Once the topic was introduced, we made a quiz to test our knowledge on evaluation sowe drew some conclusions: initial evaluation is not the same as diagnostic evaluation,the assessment is part of the evaluation and not in the other way round, summativeevaluation is the same as final evaluation and finally, term evaluation is synonym ofprocess and continuous evaluation.In the second part of the class we took a diachronic look of language learning andevaluation and what history has taught us is that translations should be avoided, drillsshould be used for communicative competence but doing meaningfully and theimportance of error treatment.Thursday 12th January: Testing evaluation & assesment.Session conducted by Arantxa Sánchez.  As teachers, we have to think conscientiously how we are going to evaluateand which sources are going to be used for that. We can evaluate in two different ways:doing an exam or bearing in mind the progress and development of the student, keepingthis in mind, we can use diaries, homework, extra credit assignments as a way ofevaluation in which the students can feel not only a sense of improvement in thelanguage but also they can develop a sense of language awareness. I f we have decidedto use exams to evaluate, we have to bear in mind that a good test is worth whenfulfilling two requirements: validity (it must test what it´s supposed to test) andreliability ( the conditions remain constant). And a very important thing is the use ofcorrections as a part of the learning process for instance the peer correction. María Carmen González Lepe. (48.916.534-L)
  • 3. Diario Aprendizaje y Enseñanza.Friday 13th Friday January: Tema 2.Session conducted by Auxiliadora Pérez.  We started the session establishing the differences between approach, methodand technique for a better understanding of what I found more relevant in this class:the link between theories of language and theories of language learning. The three maintheories of language make us think over the cognitive and psycholinguistic process oflanguage learning and the conditions to activate those processes.In short, it is the teacher´s decision and it depends on their own self-reflections, whatmethod/s is/are more effective in their class, because these theories may be cannot leadus to a specific method. Teachers can develop their own techniques, based on thetheories of language and language learning, revising, modifying and developing theirown strategies for teaching to reach the objectives.Monday 16th January: MethodsSession conducted by Auxiliadora Pérez.  To begin with, we refreshed the knowledge acquired in the previous classand we carried on with the new topic: Content – Based Instruction method CBIemphasizing learning about something rather than learning about language. It isdesigned to provide instructions in content and language. The role of students andteachers varies in the sense that learners gradually acquire greater control of the Englishlanguage, being more autonomous in the learning process and they feel that what theyare learning deals with what they need, and the role of teachers is as facilitators of thelanguage, helping the students to develop strategies to face difficulties in the process oflearning English. In brief CBI is very stimulating and rewarding , students feel that theycan use language to fulfil for a real purpose and transfer thinking skills to other subjects. María Carmen González Lepe. (48.916.534-L)
  • 4. Diario Aprendizaje y Enseñanza.Tuesday 17th January: TASK-BASED & CLIL.Session conducted by Auxiliadora Pérez.  Today´s class can be divided into two sections:  an overview of Task-Based Learning which aims to increase the ability of learners to communicateeffectively and in the process of being more accurate as it is related to very real lifeconditions and based on practical things. We realise that there are advantages for usingthis method: the exposure to a whole range of phrases, collocations, as well as languageforms, the strong communicative approach, it is enjoyable and motivating however, itrequires a high level of creativity and initiative on the part of the teacher as well as onthe student and  CLIL, which strategy involves using a 2L for teaching differentsubjects, cultivating and understanding intercultural knowledge.In a nutshell, we can combine TBL as a strategy for CLIL , providing opportunities forgenuine communication.Wednesday 18th January: Métodos/Tareas.Session conducted by Auxiliadora Pérez.  This class was held in “laboratorio de idiomas” where some practices weremade. In small groups, we have to analyse cultural aspects found in an EFL book, it hasbeen pretty interesting to find loads of materials relating to culture and how the fourskills were covered using this topic. Once we have in mind how to work with the issue,we had to create useful activities to teach culture in class, many materials and usefullinks were provided.So as teachers, we have to be clear about using and introducing culture and cross-curriculum topics in class such as education for peace or moral and civic education.To draw a conclusion teaching through culture is teaching geography, music, religion,cooking , and so on as well as a key to develop basis competences. María Carmen González Lepe. (48.916.534-L)
  • 5. Diario Aprendizaje y Enseñanza.Thursday 19th January: EvaluaciónSession conducted by Fernando Rubio. In this session, we focused on Evaluation: types, methods and criteria. Bearing inmind the different types of evaluation, it is our task to choose the most appropriate. Theprocess of learning as we can infer of the own word, is a process so judging theknowledge of our students basing on a final exam is not the best way for evaluating.We should asses the learner´s progress using diaries, notebook revisions, extensivereading. However, a final assessment is not such a bad idea either, but alwayscombined. It has been interesting to learn about what to evaluate: declarative knowledge(vocabulary and grammar) or non declarative (skills). We find, indeed, tons of exercisesfocusing on an only single skill and on an only single knowledge.We can briefly summarise the session in two main points: be sure of how and what toevaluate and bear in mind that one method could be worth depending on the issue.Monday 23th January: Stress and anxiety in the EFL.Session conducted by Fernando Rubio. The issue planned in this session has been how anxiety and stress take part inan EFL class, affecting both parts: teachers and students. I found very relevant a surveymade about the most stressful subject, and surprisingly, it was English. The anxiety canbe recognised by physical and cognitive symptoms so being teachers also mean beingpsychologists thus we have to pay special attention to all this aggressive, hostile,combative, disruptive or disturbing behaviours because may be, this teenager needsaffection and attention or just someone to talk to.A good teacher in not only the one who knows a lot but also a person who listens andsomeone you can rely on. María Carmen González Lepe. (48.916.534-L)
  • 6. Diario Aprendizaje y Enseñanza.Tuesday 24th January: escuela TIC 2.0Session conducted by J.A. Alcalde.  In this session we have been dealing with TICs. Through a SWOT analysis,we have reflected on using new technologies at school, as teachers we have always tobe able to do activities to engage our students in class, foster them to learn Englishthrough the use of computers and above all, keep them motivated for learning.In brief, we have to think about NNTT as a new tool to acquire knowledge,accomplishments, language awareness, and bearing in mind that they are not a miracleor the answer to teaching is just a different way to learn.Wednesday 25th Janurary: Self-esteem in the FLC.Session conducted by Fernando Rubio.  In today´s class we talked about Self-esteem in the EFL. For a betterunderstanding, we should measure two concepts that define the self-esteem: worthinessand competence, the combination of both results in different behaviours, that´s thereason why we we have to take into account that self-esteem fluctuates, depending onthe different dimensions we are measuring. I t has been very interesting to know howviolent and aggressive behaviours are the consequence of a low self-esteem and a lackof affection.Summing up, a student with a high level of self-esteem is usually a more motivatedlearner, willing to participate, active, responsible that´s why it is so important thatteachers work on self-esteem, making them unique, developing their strengths andpotential.” MAKE THEM BE AWARE, NOT BEWARE OF LEARNING”. María Carmen González Lepe. (48.916.534-L)
  • 7. Diario Aprendizaje y Enseñanza.Thursday 26th January: Herramientas onlineSession conducted by J.A. Alcalde.  Today´s topic has been online tools. We can find loads of web resources touse in class for instance, virtual platforms ( Agrega, Mediva, Malted), online resourcesand free softwares where you can create you own materials (Dropbox, Glogster orDeliciuos).It is a priority to plan our time as a teachers, and when planning we should bear in mindhow we are going to work (in groups or alone) or what materials are going to be used(videos, songs, peer working)In conclusion, knowing online resources and another tools, makes us save time andgives us ideas. Using real materials and technologies in class is really motivating and itmakes them feel that what they are learning has a real life practise.Friday 27th January: Libro digital Pdis.Session conducted by J.A. Alcalde.  In this session, we have had a look to digital books and smartboards. I wasimpressed to know how interactive textbooks are nowadays that combining with thewhiteboards make the English class easier, more attractive and motivating, however,students still rely on paper for studying or revision and they can feel anxious about notknowing what to study for an exam because they don´t have any paper.In a few words, teachers have to be open to new ideas and to the use of technology inclass, we take part of that 2.0 society so there is no point in being an anachronisticfigure. María Carmen González Lepe. (48.916.534-L)
  • 8. Diario Aprendizaje y Enseñanza.Monday 30th January: Motivation and learning style.Session conducted by Fernando Rubio.  To start with, we made a reflective exercise based on thinking about thequalities of a good teacher and it has been pretty interesting to come to the conclusionthat the personal characteristics are the ones we value the most so we relate this topic tothe issue we saw in the previous class, when we talked about self-esteem and how theteacher could be able to grow self-esteem in students. On the second half of the class,motivation was the main point. Having in mind the different types of motivation we seta formula by Gadner in which effort is the main variable, an issue almost lost in ourstudents attitude so it is our task to implement the effort as a personal value.Finally, as far as I am concerned, it is the teacher attitude´s what makes you work hard,do your best and motivate you, the one who encourages and fosters you to learn forbeing independent and able to make you own decisions.Tuesday 31th January: Nuevas TecnologíasSession conducted by J.A. Alcalde & Juanjo. This class has been focused on the importance of New Technologies. Besidesbeing one of the basic competence “digital competence”, it also deals with othercompetences such as “ sense of initiative and entrepreneurship” and “learning to learn”.Thanks to technology, we can work on writings, readings and listenings in a verypractical way.It has been fascinating a web called lyric training, a kind of karaoke with missing wordswhere the students have to fill in the gap, or the use of PDA to manage teaching recordsor school attendance.We draw some conclusions NNTT has a lot of benefits, however we have to know howto use it to not making the mistake of doing it banal. María Carmen González Lepe. (48.916.534-L)
  • 9. Diario Aprendizaje y Enseñanza.Wednesday 1st February: Técnicas para la enseñanza de la lectura.Session conducted by Rocío Carrasco. Today, we have focused on Reading, the different approaches, methods, tasksand activities to develop the reading skills: before, during and after. It is reallyimportant to foster the habit of reading in children and teens in general, in fact, the“Conserjería of Education” is implementing a “Reading and Library plan” to encourageyoungsters to develop reading abilities and reading techniques as well as its regular use.In class, we surf on the internet to look for different webs regarding to reading, and ithas been awesome to find lots of webs providing reading resources.Supporting, encouraging and facilitating reading habits it is the best way to make ourstudents eager beaver.Monday 6th February: Lectura.Session conducted by Rocío Carrasco. The target of the session has been to design a reading unit, very useful for thedidactic unit we have to do. The reading unit consists on design different activities forthe three different stages. A list of reading techniques were provided in order to copewith the unit.So when planning reading we have to bear in mind three points: what is our selection,which objectives are we going to set and finally design a variety of tasks for differentpurposes.Tuesday 7th February: LecturaSession conducted by Rocío Carrasco. We have been working on what we learnt on Monday. In groups of four, wedesigned our reading unit. Once we have selected the topic (Healthy Life), we planneddifferent activities. As the level was low, we decided to focus on vocabulary. In thepre-reading, speaking and conversing was the core of the activity, in the second stage María Carmen González Lepe. (48.916.534-L)
  • 10. Diario Aprendizaje y Enseñanza.we focused on vocabulary doing some scanning and contextual guessing and finally wemade them to search info on the web about un/healthy habits and the final task was tomake a poster.Wednesday 8th February: Writing.Session conducted by Rocío Carrasco. In this class, we wondered why teaching writing is so important and theanswer was easy, we need it for communication, so as teachers, we have to encourageour students to write. The key is based on some elements: content, audience, purpose,organization and grammar. When presenting the task, the content has to be veryattractive for the students to raise hopes and additional motivation. We have to set areal audience, a clear purpose and we also have to know what we are writing for andfinally, it is advisable to give them a little handout so that they can organize themselves,I think this is crucial, because from my own experience, when I have to write acomposition I prefer a guideline to follow.Thusday 9th February: Speaking.Session conducted by Fernando Rubio.  Working on speaking has been the core of today´s class. Communication is avery difficult process due to the tough procedures that involve: cognitive, linguistic andphonetic. It is one of the most stressful abilities so it is crucial to determine carefullythe activities to get into practise, what we are going to work on (accuracy or fluency),the error treatment (when doing speaking the more you correct, the more stress appears)and the dynamism as a key in the speaking progress (it is not the same to talk to yourclassmate than to talk to the teacher). After doing some practise in class about speakingI draw some conclusions for instance the importance of teachers to find the rightresources and methods to encourage the spontaneity and natural behaviour in speaking,to show the oral activities as a game or to do the activities in groups to reduce the stress. María Carmen González Lepe. (48.916.534-L)
  • 11. Diario Aprendizaje y Enseñanza.Friday 10th February: VobacularySession conducted by Juan Gabriel Vázquez & Auxiliadora Pérez. The issue was presented by handed a vocabulary quiz about differentquestions related to the topic. I particularly agree with the fact that vocabulary is a basiccomponent of language so the more vocabulary you learn, the more proficiency youachieve. Focused on the VAK learning styles, I have chosen the techniques I foundmore relevant such as Songs: for auditive learner, students learn practical things thatthey put it into practise, for students with musical intelligence it´s pretty stimulating,Realia: for visual learners,they also realise that what the are learning it can be appliedin their real life and Mime: for kinesthetic students in which they have to guess thewords through gestures.Finally some helpful tips: easy explanations for easy words, teach words that they mayneed for an upcoming activity and useful vocabulary for their real life.Monday 13th February: VocabularySession conducted by: Juan Gabriel Vázquez.  Today, we carried on with the topic of the previous session dealing withvocabulary and how to work with dictionaries. We analysed the layout of an uniteextracted from a textbook and we examined how the different skills are tackling in thelesson. We discussed some questions that make us reflect on the effectiveness of theincidental or explicit learning or the options we have for incidental learning and wecame to the conclusion that we should combine both, when reading it is also suitable tolook up for the unknown words. From my experience, the successful strategies I employfor learning can be also taught to the students so the more they learn the moreaccomplishment they get. María Carmen González Lepe. (48.916.534-L)
  • 12. Diario Aprendizaje y Enseñanza.Tuesday 14th February: Didactic UnitSession conducted by: Arantxa Sánchez The class has been focused on the Didactic Unit, we made a little review ofthe main issues we have to include and we began to work.At first sight, I did not realise the laboriously of the procedure, indeed I did not think itwas going to be so hard, but as soon as I started , doubts came up.On this first day, I haven´t made much progress, may be because I need a lot of time tothink about what to write in the right way and I felt under pressure of doing thingsquickly. I only did the first aspect: title and introduction so I hope to do it better for thenext time.Wednesday 15th February: ListeningSession conducted by Juan Gabriel Vázquez. In this lecture, we were appraised of the listening. Something to highlight isthe fact that listening is deeply involved with the speaking , during a conversation themost frequent communicative act is the listening followed by speaking. However, itcannot be treated as one the same. There are a lot of materials to work on, I particularlyprefer realia as long as it really engages the students. Youtube, podcasts, movies, seriesand one of my favourite: lyrics training are suitable for teaching listening and it alsoprovides new accents so as they can get accustomed to native speakers.As listening as speaking are the most stressful skills so we have to use the rightstrategies to reduce this anxiety in class, asking our students about their likes or dislikesor may be make them work in groups. María Carmen González Lepe. (48.916.534-L)
  • 13. Diario Aprendizaje y Enseñanza.Thursday 16th February: Teaching UnitSession conducted by Arantxa Sánchez. Today we continued working on the T.U., I have done the second part dealingwith all the legal aspects and some the context. I hope to work faster next time.Monday 20th February: ListeningSession conducted by Juan Gabriel Vázquez. It has been Rocio the one in charge of the class. She perfectly prepared alistening lecture. Some students tried to make her things difficult, but she managed thesituation with loads of patience and professionalism.”Chapeau” .We realised how therhythm of the class can vary depending on the students we have in class or how theycan change your plans just in a second. Be patient, fair, respectful, smiling will help usin the teaching job. María Carmen González Lepe. (48.916.534-L)

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