TEACHING READING AND SPEAKING

AUTHOR
Nayda Valentina Castro Castillo
Yenly Natalia Guevara

TUTOR
Marcela Teresa Rhenals López

CORPORACIÓN UNIVERSITARIA DEL CARIBE-CECAR

HUMANITIES AND EDUCATION FACULTY
BACHELOR IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
VIRTUALIDAD
 INTRODUCTION

The learning of English as a foreign language has become a useful and essential tool within the
teaching applied in the classroom, guaranteeing development and opportunities to expand and realise the
proposed ideals. There is an obstacle that has always stood out and that is the practice of teaching the
language, since there is no adequate curriculum with the necessary requirements to be met, that is, in the
classroom we find teachers who do not specialise in the language directing the classes, so there is very little
that they manage to apply from their area, They do not have a strategy that adapts to the needs of the
students, they apply content that basically focuses on practising basic vocabulary and specific topics, but
there is no clear objective in emphasising the mastery of the communicative skills that the students must have
and acquire during the teaching process in the classroom.

Analysing the situation from this point of view, it is important to take into account that due to this and
other factors that affect language learning, such as the lack of resources, material according to the proposed
objective, the willingness of teachers and accessibility to technological resources, students are not interested
in learning another language, they do not feel motivated and tend to be distracted during classes in the
classroom, and this allows situations of lack of control to arise in the classroom, so the teacher, not having a
strategy that calls and keeps their attention as long as possible, the students lose their concentration and some
are dedicated to other activities leaving aside language learning.

Therefore, it has been internalised in the different strategies for teaching English as a foreign
language, in which we find task-based learning, where the student is allowed to practice the content seen
using the context, offering tools and spaces that allow strengthening language skills and appropriation of the
theoretical content (concepts, In addition, an ECRIF has been designed, which allows the teacher to detail
and break down in a more specific and concise way the content to be taught in the classroom, offering
interactive tools and participatory classes, which enable an optimal learning environment.
ECRIF in the classroom
Grade: First
Age: 6-7 years
English level: A1
Context:
The Camilo Torres Educational Institution and its headquarters, Club de Leones, are located in the
municipality of Granada Meta, on the outskirts of the municipality. It offers quality education to the
population, where they are inclusive, and offer education for children with hearing disabilities, having a
classroom and a teacher for them. Each of the students who study there has access to a restaurant service,
where through government projects they receive their lunch plate, thus meeting one of the many needs of the
student population. Their insistence on continuous connectivity, wanting to improve in order to offer
technological resources and integrate them into educational teaching practices.
The students of the grade selected to apply the ECRIF, present several generalities and aspects to
evaluate, but, taking into account the context under which each one of these children develop, certain
situations stand out, such as, that many are children of recyclers or drug dealers, for which their physical
appearance and personal presentation denotes the needs that these children live daily, the neighbourhood they
come from are places where it is possible to appreciate that there is prostitution, robberies, cases of murders,
forced child labour among others. The accessibility to the necessary resources to guarantee quality of life is
very lacking, since there are children with cases of severe malnutrition, children of mothers who are heads of
households who are engaged in informal trade, of separated or imprisoned parents, among other needs that
these children live with.
It is worth noting that not everything is negative, since just as there are adverse situations, there are
also happy children, with dedicated parents, good personal appearance, homework, school supplies and
uniforms up to date, according to the timetable, as well as showing commitment and responsibility with the
institution by attending their events, by reviewing their children's learning through an extraordinary review.
As in all student contexts where it is possible to observe this type of situations that are part of their learning
process, it allows us to observe the children's behaviour in a more detailed way, where questions arise that
give us the possibility to explore and analyse in more depth the reasons for things. Although their teacher is
not a specialist in the language, he makes a great effort to comply and teach the basics, trying to maintain
more attitude when showing videos referring to the subject or explaining to those who did not understand.
The level of English is a little low, therefore, different strategies and activities are implemented to strengthen
the English language and communication skills.
ECRIF
Pronouns…I, you, he, she, it, we, they
Family members
I live with..
Who lives with you?

Lessons: My family Level: A1

Grade: First Age: 6-7 years
OBJECTIVES:

By the end of this lesson students will be

able to
- identify family members using
simple vocabulary.
- apply pronouns by contextualising
family members.
- use simple sentences to answer
questions from their environment.

STAGE WHAT ARE THEY RESOURCES TIME

GOING TO DO?

The students will be Computer, video, multimedia projector 5 MIN

Encounter introduced to the topic to be
worked on, "the members of
the family", for this, we will https://www.youtube.com/watch?
present a video as an v=tS8q86ODHuc
introduction showing each
member, expanding the
vocabulary and working on
the pronunciation, in turn,
questions of intervention will
be asked to allow the
participation and interaction
of the students
Flashcards containing images Flashcards, board, images 35
Clarify of the family members will MIN
be used, with which a draw
will be made, where students
will randomly pass, select a
card, and must indicate the
name of the family member
according to the selected
image.
Remembe Each student will be given a Board, images, worksheets, colors 35
r worksheet, which contains MIN
the members of the family,
where they will have to look
them up in the alphabet soup
and then fill in the name in
each picture

Internalize Students will have the Computer, notebooks, multimedia projector, 30

opportunity to interact in a images MIN
dynamic play activity, in https://wordwall.net/resource/74969725
which a series of words will
be projected, which they will
have to organise and find the
hidden family member.

Fluenty Each student will make a Colors, paper, ruler, potos, images, board, 30
use short presentation, in which worksheets MIN
they will indicate which
members of the family they
live with at home, they can
use images or photos as
support, there we will extend
vocabulary by using
pronouns and they will
practise previous vocabulary,
such as colours and clothes.

READING ANALYSIS
1. Is the text attractive and meaningful for your learners? Give reasons

A// A text has been selected that contains a traditional, dynamic and interactive story, which
stimulates the children's imagination, emphasizing the acquisition of vocabulary that strengthens their
knowledge. The story is very attractive as it contains funny characters, images and a particular
context that allows the development of the story, and in each fragment of the story leaves us a
teaching for personal life, where we expose an experiential situation and in turn give us the solution,
and of course a valuable message for the personal growth of the listener.

2. Is the text an Extensive or intensive reading task or both? Explain

A// It is an intensive reading task, as it allows us to focus on the meaning of the words by relating
them to the context, emphasizing each sound and expression, which gives us the possibility to acquire
new vocabulary and in turn to apply it in a given situation, giving a meaning in a clarified way

3. Is the text promoting reading strategies? Which ones?

-indicate in the text (you can use a graphic organizer)

4. What changes would you make to the text to make the activity more meaningful and appropriate for
your learners? (if any)

A// The possible changes we suggest would be in terms of vocabulary, i.e. introducing more words
related to the context and the story, in order to avoid repetition, as it could perhaps cause some
distraction or lack of concentration by repeating the same thing over and over again, thus keeping
them motivated and attentive and enriching their vocabulary without losing the sense of the story.