The document summarizes activities from several English language textbooks used in Argentina. It analyzes the activities in relation to theories on language teaching and cultural identity. Some textbooks include more international content that is far from students' daily lives, while one textbook incorporates examples from different regions of Argentina. The document also discusses how to incorporate students' identities into teaching and include both global and local cultural perspectives. Young learners benefit from a supportive environment that mixes play and learning to keep them engaged.

1. PRACTICE II, DIDACTICS OF ELT. Prof. ADJUNTO REGULAR Estela N. Braun.
Teacher Assistants: Prof. Vanesa Cabral and Prof. Johana Herrán.
STUDENTS’ NAMES: Corral Lucrecia, Escudero Belén, Viñati Camila.
PRACTICAL 3:
PART 1
1) Lic. Mirta Clarisa Godoy; Prof. Clavia Analia Cordoba; Esp. Alicia Cecilia
Canevaro; Prof. Ivonne Briend; Prof. Roxana Mariel Proz; Prof. Etel Itati Aguirre;
Prof. Belkis Maria Aranda Ansermet; Prof. Gisela Barenboim; Prof. Anabel de los
Ángeles Córdoba; Prof. Fernando Matías Giménez; Prof. Ivan Matias Zampedri;
Prof. NSE. Maria Sofia Lorenzo; NSE. Edith Alejandra Lencina Malgor.(2017) Made
in Corrientes. English Book 2. Gobierno Provincial. Corrientes, Argentina.
2) Activity: “My routine”
Pages: From 15 to 16

3. Description: Activity one consists of a “reading comprehension”. It is a dialogue
between Andy who is living in Corrientes and his mum who is living in London. They
talk about their routines and they realize that they are very different as regards the
time they go to bed, have lunch, take nap, etc.
In number two there is a true or false activity related to the text. In this type of
exercise teachers want to analyze and understand the idea of the text. In this case
there are six sentences where the students have to correct the wrong ones.
Bearing in mind the theoretical background provided, we consider that it is closely
related to the author Barboni, S. (2011) who presents the topic identity who states
“Conocer otras lenguas posibilita una conciencia cultural mayor. Para ser un buen
comunicador es necesario contar con una conciencia cultural en tanto la lengua es
vehículo de cultura. Dicha conciencia se constituye a partir del desarrollo de
saberes, habilidades y actitudes que posibilitan un encuentro entre culturas y que
permiten desarrollar una conciencia sobre cómo la cultura interviene en la
construcción del pensamiento y la identidad y cómo se evidencia en el uso de la
lengua. Al aprender otras lenguas, el sujeto reconoce la diversidad, se fortalece la
construcción de la propia identidad y esto en consecuencia permite revisar el
pensamiento estereotipado y naturalizado” (2011: 32). We think that a routine is a
clear example of our way of living that shows our timetables of the day.

4. 1) Davies P. and Falla T. (2006). Flashlight 1: Combined Student´s Book and
Workbook. Oxford, England. Oxford University Press.
2) Activity: “Focus on the world- The united kingdom (The UK)
Page: 5
Description: Activity one consists of doing a quiz related to the main aspects of
the United Kingdom such as places, famous people, a representative football team,
etc. In this exercise students should choose the answer that they consider correct
taking into account the images. After that, students will listen to an audio file related
to the previous activity and the they will check their answers. Finally, in the last
activity they have to look for a map on page 64 to find the cities that were mentioned
before in activity 1.

5. These activities are closely connected with international culture rather than native
one. In this case, Linguistic Imperialism presented by Phillipson, R. (1992) manifests
an unequal relationship between the United kingdom and Argentina’s culture, that's
to say that these two countries are ranked one above another considering political,
ideological, economic, and social practices.
As future teachers, we will include in our practices issues related to our culture
instead of global ideologies because they incorporate knowledge easily when
examples are not distant from their daily lives.

6. 1)Hutchinson T. (1986). Project English 1: Test Booklet. Oxford, England. Oxford
University Press.
2) Activity: “English across the curriculum”
Page: 13
Description: In activity one, children have to listen and repeat mathematical
symbols in order to recognize them, once they know the symbols, in the second
exercise they have to write down the missing one and then they should say them
aloud, finally, in the third activity they would practice with a partner to put the
vocabulary into practice.
In activity number four, students have to observe the image and answer a guide of
questions related to distances from different places, making use of the learnt
contents.

7. In activity number five, children have to observe and count the darts to guess who
the winner of the game is, considering its respective colour, in order to get better
abilities in this topic.
Last but not least, in activity number six they have to solve two sums combining all
the mathematical symbols seen up to now.
We can connect these activities with Barboni´s opinion “Hoy se acepta que una
educación bilingüe resulta en una serie de ventajas cognitivas y sociales para el
sujeto que repercutirán positivamente durante toda su vida (en los planos individual,
social, laboral, moral) y que tendrán un impacto importante en la sociedad en
relación con su formación como ciudadanos críticos, responsables y socialmente
comprometidos”. (2011: 28) As regards bilingual people, they tend to solve problems
in a varied and more elaborated way, they are able to boost the brain power, they
use languages as a tool that they will use not only at school but also in the society
and their homes. Last but not least, languages allow children to build and develop
knowledges, abilities and attitudes through cultural clash.

8. 1) Mg. Barboni S., Prof. Rodríguez L., Cdor. Spinoso F. y Lic. Mc Coubrey A.
(2013). Cuaderno de Trabajo para el Aula de Inglés de 4º EP- Dirección
General de Cultura y Educación- Programa de Educación Plurilingüe e
Intercultural- La Plata, Buenos Aires. Public schools.
2) Activity: “Amazing fauna”
Page: 19 and 20.

9. Description: In the third chapter of this book, a brief introduction of fauna in
Argentina is presented. Below, students can observe a map of our country in
which provinces are distinguished by different colours. The first activity
consists of finding out a map of South America and identifying the typical
animals of each region. In the second activity, they have to tell their peers
their favourite animal.
Taking into account Robert Phillipson’s point of view, “Linguicism reflects
dominant attitudes, values and hegemonic beliefs about what purposes particular
languages should serve, or about the value of certain pedagogic practices” (1997:
240). Linguicism focuses on the “death” of other languages that are considered
substandard. The purpose of these activities is to avoid the loss of our language and
culture providing both Geography and English contents taking into account the
vocabulary used, considering the different regions where animal species live.

10. Questions
3) As regards Barboni`s theory, English should be taught within the classroom as an
intercultural perspective; “La enseñanza del inglés en la escuela permite la
integración de la perspectiva intercultural al hacer posible la incorporación de otras
culturas en el aula. Esta incorporación ofrece una amplia gama de relaciones, no
solo dentro de los límites del aula y la escuela, sino más allá de los mismos,
permitiendo a los niños y jóvenes identificarse con personajes, lugares, espacios,
contextos o situaciones alejados de su realidad cotidiana” (2011:45). The teacher's
role consists of addressing these issues by teaching a language of international
communication.
From the books already used, we can find that some of them have international
aspects which are far away from our social context. However, in one of the books
there are activities associated with our country.
4)Identity refers to how a person get on in the world, so to reach Learners` identity,
teachers can help students to be aware of it by making them reflect, asking
questions, interacting with their peers, participating actively and by discussing ideas
with the classroom. Furthermore, this idea of building an identity helps them to
develop skills and attitudes which allow students to boost their brains to achieve a
connection between cultures. All these aspects can lead to a better understanding
of the society they live in.
Identity should be considered in curriculum and educational practice having in mind
that students need support, guidance, materials and other resources to know their
roots and their community`s way of living.
5) Teachers should teach students a model to follow regarding grammar, lexis and
pronunciation. Once they have reached the necessary techniques to use the
language, they get in touch with a wide variety of accents, so as to know the
worldwide use of the language.They also should know that different regional areas
have clearly identifiable language varieties.
6) In all the activities the bilingualism perspective is presented. Students put into
practice their different experiences, skills and learnings as regards each language
that they have acquired in different contexts in their lives. In this way, learners
become flexible and that's why they can adapt and merge into cultural situations,
understanding and appreciating the meaning of diversity.

11. 7) In both international books we worked with, students acquire cultural aspects
which are far away from our environment, these materials persuade them to learn
specific British and North American items. In “Cuaderno de Trabajo para el Aula de
Inglés. 4º año EP” book cultural diversity is firmly shown through all the exercises;
combining English, Spanish and Mapuche languages and costumes.

12. PART 2
English Project 1- Oxford,Tom Hutchinson
Unit 2: “My World”, by Mandy Taylor
Topic Grammar Lexis Pronunciati
on
Functions Content
connections
and values
My family
and friends
Singular
and Plural
(this/these)
friends and
members of
family
/iː / as in
these
/ɪ/ as in this
introducing
people
Identity (to
know about
family
members
and respect
the people
with whom
we share
our world)
My favourite
pop group
Plurals with
(-iz)
numbers
20-100
alphabet
numbers:
prices,
tickets
- asking and
answering
about
prices
To develop
mathematica
l skills
(counting)
needed to
achieve
personal
success.
Our house has/have
got
parts of the
house
streets:
/ɑː/ as in cat
/æ/ as in
class
describing
a house
giving your
address
To build up
children's
confidence
by teaching
them
vocabulary
and
locations.
My
penfriend
questions
with
has/have
got
relationship:
friends
pets
/tʃ/ as in
kitchen
/ʃ/ as in she
/dʒ/ as in
badge
asking for
and giving
personal
information
To know
about each
other
Mickey,
Millie and
Mut
Haven't/has
n’t got
pictures
paper:
newspaper
/t/ as in
twenty
/d/ as in
friend
arguing
and talking
about
belongings
To learn to
treat and
respect
others the
way we like
to be treated
My school days of the days of the /juː/ new describing To enhance

13. week week and
school
subjects
/uː/school school
timetable
communicati
on skills by
incorporatin
g vocabulary
Made in Corrientes. English Book 1. Gobierno Provincial. Corrientes, Argentina.
Unit 2: “My social life”
Topic Grammar Lexis Pronunciati
on
Functions Content
connections
and values
At the club Can/can’t Sports - abilities Pupils
knowing
themselves
better and
being able
to relate to
others
Playing Like/dislikes Sports - complete
and create
a profile
to
concentrate
and reflect
more on
children’s
own
interests
and
behaviour.
Yummy
Yummy!
Food for my
tummy
Like/dislikes Food - Ask,
answer,
listen and
complete
about like
and dislikes
to know
different
pupil’s
cultures
and
likes/dislike
s.
Let's play-
Time to
relax
Like/dislikes Food-sports - Identifying
food and
sports
to learn by
playing.

14. - “English Project 1” Oxford is more adequate to teach English at a private
institute level, because it is an international book so the activities are complex
and extensive. Also, it contains activities related to pronunciation which are
not frequently found in books made in Argentina. Nevertheless, “Made in
Corrientes” seems to be easier to work with in state schools. Here, the main
skills taken into account are grammar and lexis leaving out the pronunciation.
In the chapter Teaching English Pronunciation at Primary Schools, we
consider that although teaching pronunciation is not taken into account at
school levels, it is an essential skill to handle the language; “As Kelly states in
his book : How to teach pronunciation? integrating pronunciation teaching fully
to the study of grammatical and lexical features brings about an incremental
benefit for our students which will render in determining successful
communication skills” (2010: 75)

15. PART 3
1) Young learners encompass babies and children from about three years
old to the age of about twelve. Teachers have to consider that learners do not
have the same behaviour and rates of development so they need to spend
time understanding children abilities and way of thinking. Teachers should
have views about students’ likes and dislikes to motivate them. According to
James Purpura, “students employ a range of strategies for learning. Using metacognitive
strategies they mentally regulate actions or behaviours such as planning what to do or
thinking about their foreign language use. They use social strategies to collaborate with their
fellow students and others and their affective strategies are behaviours that allow them to
adjust their feelings, beliefs and attitudes” (2012:86).
To enhance motivation in YLE, teachers have to stimulate learners
using Total Physical Response (TPR), organizing activities in groups and
changing them every ten minutes so as not to get them bored and distracted.
Moreover, the idea of mixing playing and learning create a cheerful and
supportive atmosphere so students get involved in the classroom.

16. Bibliography:
● Lic. Mirta Clarisa Godoy; Prof. Clavia Analia Cordoba; Esp. Alicia Cecilia
Canevaro; Prof. Ivonne Briend; Prof. Roxana Mariel Proz; Prof. Etel Itati
Aguirre; Prof. Belkis Maria Aranda Ansermet; Prof. Gisela Barenboim; Prof.
Anabel de los Ángeles Córdoba; Prof. Fernando Matías Giménez; Prof. Ivan
Matias Zampedri; Prof. NSE. Maria Sofia Lorenzo; NSE. Edith Alejandra
Lencina Malgor.(2017) Made in Corrientes. English Book 1 and 2. Gobierno
Provincial. Corrientes, Argentina.
● Davies P. and Falla T. (2006). Flashlight 1: Combined Student´s Book and
Workbook. Oxford, England. Oxford University Press.
● Hutchinson T. (1986). Project English 1: Test Booklet. Oxford, England.
Oxford University Press.
● Mg. Barboni S., Prof. Rodríguez L., Cdor. Spinoso F. y Lic. Mc Coubrey A.
(2013). Cuaderno de Trabajo para el Aula de Inglés de 4º EP- Dirección
General de Cultura y Educación- Programa de Educación Plurilingüe e
Intercultural- La Plata, Buenos Aires. Public schools.
● Harmer (2004: chapters: 1-2-5)
● Phillipson, R. (1997), Journal of Multilingual and Multicultural Development-
Realities and Myths of Linguistic Imperialism.
● Barboni, S. (2011), Enseñanza de Inglés e Identidad Nacional a los 200 años
de la Revolución de Mayo, La Plata, Buenos Aires, Al Margen.