Extensive reading worksheets for reading comprehension and intercultural awareness

120 páginas : ilustraciones, gráficos, fotografías.This qualitative action research study is focused on the development and implementation of extensive reading worksheets to improve reading comprehension and enhance intercultural awareness. The research study was conducted at lnstitucion Universitaria Colombo Americana-UNICA in Bogota, Colombia with a total of 10 student-teachers from first semester. Moreover, ii follows the grounded theory approach to analyze the data collected from the follow·,ng ·,nstruments: students' artifacts, teacher's field notes, and interviews. The findings highlighted the importance that contextualized materials had when considering different appealing and challenging activities to a variety of learners. In addition to this, when it comes to reading comprehension, as materials considered student's English proficiency and learning needs, it let them experience reading as a way to express themselves. Finally, guiding student-teachers through scaffolding processes, contributed to generate more understanding; not only about the reading process itself, but also about what cultural differences entail.Esta investigación acción cualitativa explora a contribución del desarrollo e implementación de hojas de trabajo de lectura extensa para mejorar la comprensión de lectura y la conciencia intercultural. El estudio se realizó en la Institución Universitaria Colombo Americana-UNICA en Bogotá, Colombia con un total de 10 maestros en formación de primer semestre. Además, sigue el enfoque de la teoría fundamentada para analizar los datos obtenidos a través de los siguientes instrumentos: artefactos de los maestros en formación, notas de campo del docente y entrevistas. Los hallazgos resaltan la importancia que los materiales tuvieron al considerar diferentes actividades de aprendizaje desafiantes y atractivas para una variedad de aprendices. Adicionalmente, con relación a la comprensión de lectura; dado que los materiales consideraron el nivel de suficiencia y las necesidades de aprendizaje de una lengua extranjera, permitieron que los estudiantes experimentaran la lectura como una forma de expresión. Finalmente, orientar a los maestros en formación a través de procesos de andamiaje, genera más entendimiento; no solo con respecto al proceso de lectura en sí mismo, sino también acerca de las diferencias culturales y sus implicaciones.Magíster en Evaluación y Aseguramiento de la Calidad de la EducaciónMaestrí

Teaching programme for 1º de Bachillerato: English as a foreign language

Máster Universitario en Formación del Profesorado de ESO, Bachillerato, Formación Profesional y Enseñanza de Idiomas. Especialidad en Inglés (M086

English syllabus for students of 3rd year of Primary Education

The book deals with all the general elements that must be considered when designing a syllabus including the legal framework, the teaching context and a justification of the design. It includes the general and specific objectives, basic competences, contents, methodology, evaluation, attention to diversity, the fourteen didactic units, as well as a comprehensive bibliography and a final conclusion

Desarrollo de una programación didáctica de inglés para 2º ESO durante el 3º trimestre

Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs: 2013/2014This master’s dissertation is focused on the elaboration of an English syllabus for the 3rd term of 2nd year of Compulsory Secondary Education (CSE) students. The present English syllabus has been developed taking into account legislation that regulates the design of didactic syllabuses and also general laws on education. The teaching process is not always easy to implement. Teachers can have many ideas to implement in class that can be successful or that, unfortunately, can go awry due to lack of time or insufficient planning. For that reason, teachers must design a syllabus for their own subject that will serve as a powerful tool to organise, monitor and assess the development of the course. Apart from elaborating the theoretical syllabus, this project also presents a realistic application of some activities introduced in a teaching unit, going from the most general part to the most specific. First, I introduce the centre and the students. Then, I explain the different types of legislation that support this project. After that, I present the objectives, the key competences, the contents, the methodology used and the assessment. Next, there are five teaching units with their sequencing for their implementation during the 3rd term of an academic year including the development and a practical implementation of some activities. Later, I make reference to students with special needs and other aspects such as didactic resources used during the course. Finally, I draw a conclusion to shed some light on the necessity of the elaboration of personalised and flexible syllabuses adapted to the needs of all students

Students’ Perception on Intercultural Reading Material for English Learning

The adequacy of the intercultural-based English material depends on many factors, such as the students’ cultural background, the complexity of the problem situation provided in the material, the sensitivity of the material topic, and the students' experience to the topic discussion. Therefore, it was needed to get students’ response to the material given during the English learning. The objective of this study was to investigate students’ perceptions on intercultural reading material which were developed by the lecturers for English learning. The students’ perception was related to their motivation, difficulties, and the material efficacy. The study conducted a survey approach and involved 93 students. The participants were randomly selected from two study program in Surabaya Aviation Polytechnic. The data were collected through questionnaire. Further, the collected data was analyzed by performing the descriptive analysis (percentage and frequency) using SPSS version 22. The findings show that students have positive attitudes towards the material implemented in English learnin

Teaching programme for 2º Bachillerato: Inglés

Trabajo de Fin de Máster del Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas, curso 2021-2022[ES] El presente Trabajo de Fin de Máster detalla una propuesta de programación didáctica de la asignatura de inglés para alumnos de 2º de bachillerato dentro del contexto educativo español. Esta propuesta ha sido diseñada en base a los principios metodológicos del enfoque comunicativo en la enseñanza de lenguas, y específicamente, las actividades propuestas dentro del aprendizaje basado en tareas. Asimismo, se ha incluido una sección dedicada a la evaluación y su importancia en el proceso de aprendizaje. Bajo este marco teórico, se ha diseñado un conjunto de 9 Unidades Didácticas, siguiendo un mismo hilo conductor: los Objetivos de Desarrollo Sostenible establecidos por la ONU. La última sección del TFM corresponde al desarrollo de una unidad didáctica que ilustra el marco teórico explicado.[EN] This Master's Thesis details a proposal for a didactic programme of the subject of English language for students of 2nd year of bachillerato within the Spanish educational context. This proposal has been designed based on the methodological principles of the communicative approach in language teaching, and specifically, the activities proposed within task-based learning. Likewise, a section dedicated to evaluation and its importance in the learning process has been included. Under this theoretical framework, a set of 9 Didactic Units have been designed, following the same guiding thread: the Sustainable Development Goals established by the UN. The last section of the TFM corresponds to the development of a didactic unit that illustrates the theoretical framework explained

Applying an Intercultural Approach to Chinese College Language Teaching

This thesis seeks to investigate how the integration of intercultural dimensions in an English as Foreign Language (EFL) syllabus can provide Chinese university students with opportunities to develop their intercultural communicative competence (ICC). It presents both theoretical and practical implications for constructing an ICC framework and intercultural methodology suitable for the EFL context in China. An action research study was planned and carried out over a six-week Intercultural English Course (IEC) among multi-majored undergraduate students in China through an action research study. The qualitative data gathered provides evidence of the development of learners’ intercultural communicative competence (ICC) and highlights learning and teaching practices that were effective in enhancing students’ learning. The findings indicate that the teaching content and instructional methods contributed significantly to improvement in a number of key areas: cultural knowledge, strengthened positive attitudes toward other cultures, and enhanced intercultural communicative skills. The theoretical conception of ICC represents a comprehensive set of criteria that provide both guidance and challenge. Application of such frameworks, past and future, ensures rigour in the design of intercultural language learning curricula and their associated learning objectives. This study argues that adoption of an ICC methodology together with use of relevant, contextualised content, will more effectively meet the needs of Chinese EFL learners. The intercultural approach arouses great curiosity amongst teachers and offers new perspectives for language learners. This study recommends the further development and implementation of contextualised ICC models that integrate culturally appropriate teaching materials and embrace creative student-centred learning strategies

Worksheets based on deep cultural issues for reading comprehension in eleventh graders

112 páginas : ilustraciones, gráficos, fotografías.Este proyecto de investigación describe el desarrollo e implementación de seis guías, basadas en problemas culturales profundos para mejorar el proceso de comprensión lectora en estudiantes de grado once. Debido a su naturaleza, la investigación acción fue el enfoque que cubrió este estudio, la cual se llevó a cabo en la institución educativa distrital colegio Técnico Domingo Faustino Sarmiento, en Rionegro, Bogotá, Colombia. Este estudio involucró doce estudiantes de grado once, jornada tarde. Progresivamente, se utilizó el enfoque basado en la teoría fundamentada en datos para analizar la información recolectada a través de tres instrumentos: trabajo de los estudiantes (guías), notas de campo y una encuesta al final del proceso. Como resultado, obtuve que materiales innovativos con actividades estimulantes, presentación atractiva, contenido interesante y una apropiada metodología, que para este estudio fue CLIL; son recursos efectivos para mejorar no sólo la habilidad de lectura, sino también las habilidades de escritura y oralidad. En relación con los problemas culturales, es importante mencionar cuan relevantes estos fueron para los estudiantes, quienes inconscientemente desarrollaron procesos de pensamiento crítico, conciencia cultural y resolución de problemas. Finalmente, el uso del conocimiento previo y varias estrategias de lectura fueron precisas para lograr la comprensión de textos.This research study describes the development and implementation of six worksheets based on deep cultural issues to enhance the reading comprehension process in eleventh graders. Due to the nature of this study in terms of observation, problem identification, description, analysis, intervention, and assessment; the action research was the approach that covers this inquiry which took place at the public institution, Tecnico Domingo Faustino Sarmiento school, in Rionegro, Bogota, Colombia. This study involved twelve students from eleventh grade, noon shift. After the intervention, I used the grounded approach to analyse the data gathered through the three instruments: students' artefacts (worksheets), teacher's field notes, and a survey at the end of the process. As a result, I obtained that innovative materials with challenging activities, attractive presentation, appealing content, and the appropriate methodology that for this study was CUL; are effective sources to improve not only reading skill, but also writing and speaking skills. Regarding deep cultural issues, it is important to mention how relevant they were for the students who unconsciously developed processes such as critical thinking, cultural awareness, and problem-solving. Finally, the use of prior knowledge and several reading strategies were precise to achieve the comprehension of texts.Magíster en Evaluación y Aseguramiento de la Calidad de la EducaciónMaestrí