AUDIO-VISUAL RESOURCES IN THE CLASSROOM.pptx

1. AUDIO-VISUAL RESOURCES IN THE CLASSROOM

2. Introduction
● Technology is increasingly present in the modern
English language classroom.
● This shift has forced changes in teaching
methodologies.
- Justification
- Contextualization
- Legal framework

3. Objectives:
To make students acquire critical-thinking
through task-based language learning activities
Stage Objectives: Dictated by educational law
(LOMCE) and must be achieved by all students.
Specific Objectives: Specific to the subject and
year - in this case English, year 4.

4. 7 Competences: Transversal, of no specific
speciality.
My didactic units develop social, civic, linguistic
and digital competence in particular.

5. Contents: Decree 187/2015, of 25th August.
- 1st foreign language: 5 Blocks (oral, written,
reading, literature, and cross-curricular block.)

6. Didactic units:

7. GENERAL TEACHING METHODOLOGIES:
- Communicative* (discussions)
- Constructivism* (teamwork)
- Task-based language learning.*
- Grammar translation methodology.
- Natural approach.
- Direct method.
- Audio-lingual method* (Video & Mobile devices)
*methodological principles in which didactic units are framed

8. ● Learning Activities
- Speaking, Writing, Teamwork, Reading,
Listening, and Diversity.
- Classroom space distribution.
* Big or small groups, speaking tasks.
- Materials and resources.
* Audiovisual media: video discplayer, computer,
digital blackboard, mobile phones.
- Reinforcement and extension activities

9. ● Assessment
- Oral communication, reading, writing, literary,
- Tools: e.g. self assessment.
- Assessment types: * Learner’s assessment
* Teaching assessment
* Didactic program
assessment
- Evaluation of the
teaching/learning process
60% ( 2 tests per
term )
20% first test
40% second test
20% Reading a book
10% Daily work in the classroom and at
home
10% Attitude towards the subject
Marking criteria

10. ● ATTENTION TO DIVERSITY
● CROSS-CURRICULAR THEMES
● DIDACTIC UNITS DEVELOPMENT
- Unit 2: Making a difference ( 7 sessions -45mins. )
- Unit 3: Power to the people ( 8 sessions-45 mins.)

11. Conclusion:
The application of basic competences in real-life
situations is very important for learning: audio-
visual resources facilitate this work.
Audio-visual resources maintain student’s
attention and effectively show students the
relevance of what they are learning in the
classroom.

12. 11. BIBLIOGRAPHY
Adelson, V., Geva, E., & Fraser, C. (2014). Identification, Assessment and Instruction of English Language Learners with Learning Difficulties in the Elementary
and Intermediate Grades.Toronto: University of Toronto.
Carretero, M. (1999). Constructivismo y educación. Méjico: Progreso.
Decreto 187/2015, de 25 de agosto, de ordenación de las enseñanzas de la educación secundaria obligatoria (2015)
Ellis, R. (2002) The Methodology of Task-based Teaching.Kansai University Institutional Repository. Retrieved from http://kuir.jm.kansai-
u.ac.jp/dspace/bitstream/10112/1302/1/KU-1100GK-20021200-05.pdf
Franke, F. (1984) Die Praktische Spracherlernung auf Grund der Psychologie und der Phisiologie de Sprache Dargestellt. Leipzig: O.R. Reisland.
Hein, G. (October 1991). Constructivist Learning Theory .The Museum and the Needs for People, International Committee of Museum Educators Conference,
Jerusalem, Israel.
Hernández Reinoso, F. L. (2000). Los métodos de enseñanza de lenguas y las teorías de aprendizaje. Revista de investigación e innovación en la clase de
idiomas, 5, 141-153.
Hymes, D.H. (1972) On Communicative Competence. In: J.B. Pride and J. Holmes (eds) Sociolinguistics. Selected Readings. Harmondsworth: Penguin.
Kelly, P. and Gormley, K. (2015). Mosaic. Student’s book. London: Oxford University Press.
Krashen, S.D. & Terrell, T.D. (1983).The natural approach: Language acquisition in the classroom. Phoenix: Indiana University.
Ley Orgánica 2/2006, de 3 de mayo, de Educación (2006).
Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa (2013).
Prabhu, N.S. (1987) Second Language Pedagogy. Oxford: Oxford University Press.
Real Decreto 806/2006, de 30 de junio, por el que se establece el calendario de aplicación de la nueva ordenación del sistema educativo (2006).
Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato (2015)
Real Decreto-Ley 5/2016, de 9 de diciembre, de medidas urgentes para la ampliación del calendario de implantación de la Ley Orgánica 8/2013, de 9 de
diciembre, para la mejora de la calidad educativa.
Richards, J., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson Education Limited.
Richards, J. C. & Rodgers, T. S. (1986) Enfoques y métodos en las enseñanzas de idiomas. Madrid: Cambridge University Press.
Shakespeare, W. Hamlet. Vídeo. Retrieved from https://www.cliffsnotes.com/literature/h/hamlet/play-summary
Shakespeare, W (2000). A Midsummer Night’s Dream. London: Oxford University Press.
Shakespeare, W (2014). Romeo and Juliet. London: Yale University Press.
Shakespeare, W (2016). Henry VIII. London: Oxford University Press.
Tharp, J.B. (1943) Foreign language instruction: General Review. Review of Educational Research, 13, (2), pp. 115-126. Retrieved from
http://www.jstor.org/stable/1168509
Wilkins, D. (1972).Linguistics in Language Teaching. London: Edward Arnold.
Zanón, J. (July, 6th 2007) Psicolingüística y didáctica de las lenguas: una aproximación histórica y conceptual (II) [Mensaje en un blog]. Retrieved from