Integration Skills Manual, Apuntes de Ciencias de la Educación

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INTEGRATING

SKILLS

© Prof. José Belda-Medina

Subject code: 17801

University of Alicante (Spain)

Table of contents

UNIT CONTENT PAGE

Unit 1. School systems in the

world

Grammar Exercises. Present and Past

Reading 1. Education in Finland

Listening 1. Finnish Education

Listening 2. Singapore’s Education

Project 1. Designing a poster

Unit 2. The values of Inclusive

Education

Grammar Exercises. Future and Conditional

Reading 2. Inspiring students with learning disabilites

Listening 3. Special Education

Listening 4. SEN students

Project 2. Digital Storytelling. Rewriting Fairy Tales

Unit 3. The ICTs in Education Grammar Exercises. Modal verbs

Reading 2. Inspiring students with learning disabilites

Listening 3. Special Education

Listening 4. SEN students

Project 2. Digital Storytelling. Rewriting Fairy Tales

Unit 4. Bilingualism and

Multilingualism

Grammar Exercises. Relative clauses

Reading 2. The future classroom

Listening 3. Bilingual brain

Listening 4. Multilingualism

Project 2. Creating flashcards and min concepts

Unit 5. Integrating Language a

Content in the classroom

Grammar Exercises. The Passive 36

Unit 6. The Teaching Profession Grammar Exercises. Verbs with infinitive and – ing.

Phrasal verbs

Reading 2. Teaching a multilingual classroom. Tips and

challenges

Listening 3. Teachers

Listening 4. Teachers’ appreciation

Project 2. Video: My school now and then.

Final Project Final project. Blogging. 46

Grammar Reference 48

UNIT 1

Past and Present Tenses (Review)

GRAMMAR: PAST AND PRESENT TENSES (REVIEW)

1 Read the sentence and then decide if it is true in the present, happens again and again, is always true, or is fixed in

the future. Check your answers with a partner.

2 Read the sentences that use the present continuous. Match the reason for using the present continuous with the sentences. Check your answers with a partner.

3 Change the verb into the correct form of the past simple or present perfect. Check your answers with a partner.

1. Last night I _________________ (lose) my keys - I had to call my flatmate to let me in.
2. I _________________ (lose) my keys - can you help me look for them?
3. I _________________ (visit) Paris three times.
4. Last year I _________________ (visit) Paris.
5. I _________________ (know) my great grandmother for a few years - she died when I was eight.
6. I _________________ (know) Julie for three years - we still meet once a month.
7. I _________________ (play) Hockey since I was a child - I'm pretty good!

True in the present

Happens again and again Always true Fixed in the future

I go to school five days a week. The bus for the trip leaves at 9am.

Students usually pay attention.

Education is a universal right.

He's still a teenager.

She takes attendance before class. We have the ability to learn new things.

something happening at the moment of speaking George is a great student. He’s always working hard.

something happening before and after a given time Mary is going to a new school next term.

something which we think is temporary Michael is at university. He’s studying history.

something which is new and contrasts with a previous state Please be quiet. The students are taking an exam.

something which happens again and again These days most students are using tablets instead of notebooks.

something which is changing, growing or developing When I get home, the children are doing their homework.

something which has been arranged or planned Your English is improving.

8. She _________________ (play) hockey at school but she didn't like it.
9. Sorry, I _________________ (miss) the bus - I'm going to be late.
10. I _________________ (miss) the bus and then I _________________ (miss) the aeroplane as well!

4 Change the verb into the correct form of the present perfect or present perfect continuous. Check your answers with a partner.

1. _________________ (they/arrive) already?
2. Lucy _________________ (run) 2000 metres today.
3. I _________________ (clean) all morning - I'm fed up!
4. How long _________________ (you/know) Simon?
5. I _________________ (drink) more water recently, and I feel better.
6. Sorry about the mess! I _________________ (bake).
7. How many times _________________ (you/take) this exam?
8. He _________________ (eat) six bars of chocolate today.
9. Julie _________________ (cook) dinner. Let's go and eat!
10. The students _________________ (finish) their exams. They're very happy.

5 Change the verb into the correct form of the past simple or past continuous. Check your answers with a partner.

1. I _________________ (sit) in a cafe when you _________________ (call).
2. When you _________________ (arrive) at the party, who _________________ (be) there?
3. Susie _________________ (watch) a film when she _________________ (hear) the noise.
4. Yesterday I _________________ (go) to the library, next I _________________ (have) a swim, later I _________________ (meet) Julie for coffee.
5. We _________________ (play) tennis when John _________________ (hurt) his ankle.
6. What _________________ (they/do) at 10pm last night - it was really noisy?
7. He _________________ (take) a shower when the telephone _________________ (ring).
8. He _________________ (be) in the shower when the telephone _________________ (ring).
9. When I _________________ (walk) into the room, everyone _________________ (work).
10. I _________________ (walk) along the street when I _________________ (meet) an old friend.

6 Change the verb into the correct form of the past simple or past perfect. Check your answers with a partner.

1. I got home and found that someone _________________ (try) to break into the house.
2. I celebrated last Friday night because I _________________ (pass) my exams the day before.
3. I saw a bad accident on my way here. Two cars _________________ (crash) on the crossroads.
4. I got to the cinema and a minute later the film _________________ (start).
5. I _________________ (go) to Ireland in 2008 and then to Sweden in 2009.
6. When I married Helena in 2007, I _________________ (be) married three times before.
7. I got to the cinema and saw that the film _________________ (already/start).
8. I opened the fridge to find that someone _________________ (eat) all my chocolate.
9. I had known my husband for three years when we _________________ (get) married.
10. We got home to find that someone _________________ (break) into the house.

7 Discuss the following question with a partner:

Why do we use the present perfect of be in Where have you been? or Have you ever been to San Francisco? but we use have/has gone in sentences like Maria's gone to Paris for a week?

Turn to the Grammar Reference section if you are unsure.

READING and WRITING :

2. Find which word in the previous article means the same as the following ones ( synonyms ):

 declining (1) ……………………………………………………….  irrelevant (4) ………………………………………………………  getting free of (5) ………………………………………………….  disparity (5) ………………………………………………………..  applauded (3)……………………………………………………….  overloaded (10)………………………………………………………  ridiculous (7) ……………………………………………………….  remarkable (1) ……………………………………………………..  equal (5) …………………………………………………………….  put pressure on (4)………………………………………………….  take care of (11) ……………………………………………………  full of energy (10) ……………………………………………………  close-minded (3) …………………………………………………...

3. Answer the following questions about the article:

 What major differences are mentioned between the systems in Finland and the UK? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………

 What recommendations does the author give about teachers and their work? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………

4. (Extra credits) Write a BLOG post ( 5 lines ) summarizing the most important ideas about this article. including include the title of the article and 5-10 new words or expressions you learned from the text as in the following example. You can also include some pictures about Finland.

The big lessong from the world’s best school system? Trust your teachers by John Hart © The Guardian - August 2017

The author in this article describes the outstanding results of Finland’s school system, such as equity and less strain on schools. He talks about the strenghts and weaknesses of formal schooling …

LISTENING EXERCISE - VIDEO N. 1

Title: Why Finland has the best education? Author: Michael Moore Source: Youtube https://www.youtube.com/watch?v=5OvVPg3y_ug&t=10s

1 Watch the following video about the Finnish educational system. First, read the following words and expressions in

English and find their meaning.

WORDS

 allow  bake  blurt out  charge (v) tuition  charter school  climb  commute  end up  exchange  figure out  neighbourhood  PE  perform  playground  (school) principal  *screw over ( slang )  set up  *suck ( slang ) ex. This movie sucks  wealthy

EXPRESSIONS  be a waste of time  do well on something  every now and then  flunk a test  get relieved about  get rid of  go straight to  in no time

GROUP DISCUSSION - SPEAKING

1. According to the video, all schools in Finland are public so there is no competition and/or discrimination between public/private schools. Should all schools be public and equal in your country? Why/not?
2. There is no homework in Finland. Do you agree with this idea? How much homework should children have?
3. Finland has the shortest school days in the Wertern world. How long should school hours/days be in your country? What are the pros and cons about short/long school days?
4. What do you think of standardized tests? Are they necessary? Why/not?
5. According to some Finnish teachers, happiness if the main goal of education. Do you agree with this idea? Why/not?

Project Title: Designing a POSTER - infographics Number: 1

Subject : School systems around the world

Objectives : You will:

1. Learn about highly-ranked school systems around the world
2. Acquire new vocabulary and identify key concepts related with them
3. Design an on-line educational poster about a foreign country
4. Explain the school system and show your poster to the rest of the class
5. Work collaboratively and learn from your partners

Keywords school, system, world, poster, design

Materials Needed:  Computers or smartphones with Internet Access  Web program or app for poster design*

• Pinterest , Glogster, Adobe Spark, Canva, etc

Lesson Plan :

1. Find information on the web about the school system in the country you have been assigned (read below for key concepts and questions). Read from different sources.
2. Select and save some key concepts and good pictures and/or graphs to illustrate your poster. Remember you need to highlight the benefits of the school system as compared to others in the world.
3. Choose a web program or app to create your own poster. You need to consider different factors (free, design options, edit and upload images, templates, save & share, etc).
4. Create your own poster and share it with your lecturer
5. Get ready for a 3-minute presentation in class. Show your poster and explain the school system to your class.

Assessment : 8 points  4 points : clear information, research, key concepts, visual design, figures & numbers  4 points : oral presentation (class)

Submission Deadline : 1 hour before classtime Project Presentation : 15 September

KEY CONCEPTS:  Preschool, nursery, kindergarden (age)  prymary, secondary, vocational, university (age)  compulsory, public, private, chartered, board  fees, cost, free, funded, subsidized  grantships, scholarships, assistanships  % of GDP on Education  Number of school hours/days, holidays  Illiteracy, failure, truancy, drop out rate  Teacher-student ratio  Curriculum, methodology, homework  national, federal, local policies, school governance  teacher training, selection  evaluation, assessment, marks, grades, quizzes, exams, (re-sit, re-take)

TIPS  What makes this school system special and successful as compared to others? Include some numbers & figures

 What are the benefits of it (cost, methodology, etc)?

EDUCATIONAL POSTER SAMPLE ( Pinterest )

3 Read the following conditional sentences. Only one of them is correct – the rest have some sort of mistake. Identify them and change them so that they are grammatically correct. Check your answers with a partner.

1. If he is late, we have to go without him.
2. If my mother will find out about this, we are in serious trouble.
3. If I will go to the shops, I get some bread.
4. If I know her name, I would have told you.
5. If I was you, I would tell my father.
6. If I became president, I will change the social security system.
7. If he had studied harder, he would not have to retake the exam.
8. If we win this match, we would qualify for the semifinals.
9. If I won a million pounds, I will stop teaching.
10. If you will have warned me, I would not have told your father about that party.

4 Read the following sentences and choose the correct verb tense for each of them. Check your answers with a partner.

1. If it rains, the boys _________________ (play) hockey.
2. If he _________________ (grow) his own vegetables, he wouldn't have to buy them.
3. Jim _________________ (see) whisky distilleries if he travelled to Scotland.
4. Would you go out more often if you _________________ (have to do) so much in the house?
5. She wouldn't have yawned the whole day if she _________________ (stay up) late last night.
6. If you _________________ (wait) a minute, I'll come with you.
7. If we arrived at 10, we _________________ (miss) Tyler's presentation.
8. We _________________ (help) John if we'd known about his problems.
9. If they _________________ (use) new batteries, their camera would have worked correctly.
10. If I went anywhere, it _________________ (be) New Zealand.

5 Read the following sentences and choose the correct verb tense for each of them. Check your answers with a partner.

1. The last train leaves / is leaving at twenty past one.
2. I have / am having lunch with Gill today. We've got some things to discuss.
3. I think everyone comes / is coming to the dinner on Saturday.
4. The concert starts / is starting at eight, so I'll meet you outside at quarter to.
5. What's Paul going to do when he finishes / is finishing college?
6. I think England win / will win the World Cup.
7. I'd love to come but I watch / am watching the game tonight.
8. I’ll come home when I finish / will finish work.
9. We won’t be able to go out if it rains / will rain.
10. Look at those black clouds. I think it will rain / it is going to rain.

6 With a partner, make predictions about the future of education :

In the future, students will probably _____________________________________________________________________. The school of the future _______________________________________________________________________________. I am positive that teachers _____________________________________________________________________________.

7 Discuss the following question with a partner. Use the structure "I would / I would not" to answer.

What would you change about the current educational system?

READING 2 : THE VALUES OF INCLUSIVE EDUCATION

1 Read the following text and find out the meaning of all words and expressions in bold face.

Inspiring students with learning disabilities to take up a language Martin Williams June 2014 The Guardian

(1) Jon Gore, now 25, was not diagnosed with dyslexia until after he'd struggled through French and German classes at school. "I always found the written part of it particularly hard," he says. "It's almost like a mental block when it comes to thinking what it is I need to say. I struggle with that in English, so when it comes to French and German, it's exacerbated." "I can't imagine the spelling in my mind. Sometimes I can't even begin to formulate what letters it's made up of. If I was trying to spell "bibliothèque", I know it starts with a "b", and there's got to be a "q" in there somewhere. I usually end up having to spell it phonetically, but obviously that doesn't always work out ."

(2) Every year thousands of language learners struggle with the additional challenge of a learning disability. In England alone, there are more than 229,000 school students with special education needs ( SEN ), with many going on to successfully take qualifications in French, Spanish and German. Retired special needs teacher David Wilson says: "Even those who are suffering from learning difficulties in the purest sense, if you delve deeply enough, you'll always find there's a real spark in there."

(3) SEN covers a wide range of learning disabilities, from mild dyslexia to severe, non-verbal autism. " There's not a one size fits all approach for teaching languages to Sen students," says Wilson. "You have to look for the strengths rather than worrying too much about the weaknesses." Dr Judit Kormos of the University of Lancaster says teaching methods should be adapted for dyslexic students, rather than taking them out of language classes. "Dyslexic students can learn another language quite successfully and they have to be given a chance. The teacher just needs to be aware of the dyslexia and teach slightly differently: much more visually, acting things out and explaining things a bit more explicitly than they would to other students. Some people are more receptive to audio channels of learning, others to visual, so using a combination of the two can be really effective."

(4) Gore agrees, saying that learning methods held him back before he was diagnosed. "I've learned languages since being diagnosed with dyslexia," he says. "I learnt quite a bit of Spanish last year when I went travelling. I learnt far more in a shorter period of time than I ever did with French or German in school, just because I had to listen and repeat it more. If my school lessons had been taught with less reading and writing, I think I would have been able to pick up much more. I think the teaching format held me back more than my actual dyslexia."

(5) "I have found that dyslexic students often lack confidence and self-esteem ," says Kormos. "But they have to be convinced that, yes, they can do it and they can be successful. You also need to think about what it is they want the language for – many people want to learn a language for speaking, but not so much for writing. I have seen many, many successful students who can speak well, even if they can't write brilliantly. So I think you can set slightly different goals for dyslexic students, in terms of what they need to achieve ." Dr Crombie agrees, suggesting that the written side of language learning can be played down if a dyslexic student is struggling. "Let them enjoy the language. Don't take away the written word, but maybe don't assess them in it. It can be a very stressful experience if you're struggling with it and it can knock your confidence ."

(6) Crombie runs the Languages Without Limits website with former teacher Hillary McColl and has written extensively about dyslexia in language learning. "Multi-sensory teaching techniques are particularly effective for dyslexic students," she says. "Hearing it, seeing it, saying it, writing it, doing it, acting it out. Slowing down the language helps as well. Slow it down for the learning stage, and once they become familiar with the language, then speed it up ."

(7) For language learners with more severe disabilities, however, it can be easy to assume that learning a second language may be too challenging. But it's always worth letting people try, according to Sally Holmwood who works at Indigo languages teaching Sen students. "I think everybody should have a chance to learn a language, but it's going to depend on the individual child. Obviously, if you've got a non- verbal autistic child, you're not going to be able to get them to speak in a foreign language. "But you can still introduce them to foreign cultures – to the food, the clothes, the art[ ..] We've done things with games, mime, drama things and using lots of interactive ICT."

(8) David Wilson recalls how he approached teaching German to a boy with Asperger's Syndrome. Wilson taught the pupil one-on-one and would let him talk about Dr Who for the first 10 minutes of the lesson. "You have to go through the obsessions and enthusiasms to get them on side ," he says. "The reward for me was that we worked hard for the rest of the lesson." Willson added: "A child with autism really enjoys grammar – they like the regularity of it and the way it goes together. They often enjoy speaking the language less; a lot of them don't see the point. So, to some extent, you've got to do it on their terms. You've got try to meet them halfway ."

(9) Even for pupils with the most severe disabilities, being exposed to another language could always be a positive experience. " On occasions I've seen young people who are so turned off by the language that they don't want to go to school and it's affecting their wellbeing ," says Crombie. "If it gets to that stage then I think the time has come to ask whether it's worth it or not. But I would always let everyone have a try." Sally Holmwood agrees, pointing to the story of Carly Fleischmann, who eventually learned to communicate after years. "It brings it home that you don't necessarily know how much a child has understood, just because they're not verbally telling you that they've understood. You can't underestimate them."

LISTENING EXERCISE - VIDEO N. 3

Title: Teach Special Education Author: Teach.org Source: https://www.youtube.com/watch?v=2XsaK3pWyII

1 Watch the following video about Special and Inclusive Education (5 min). First, read the following

words and expressions and find their meaning.

WORDS

 assignment  deal with  disability  dropped  enhance  enriched  genuine  graduate  grateful  improve  join  journey  lap  looking forward to  non-disabled  realize  serve  shut up  soar  success

EXPRESSIONS  hothouse flower  quality of life  figure out the puzzle  Special Education Needs (SEN)  burn bridges  fave a future  make a difference  think outside the box  go to the moon and back  to give up (on myself)  gain confidence in (myself)  to highly appreciate

SPEAKING - GROUP DISCUSSION -

1. Why do Special Education teachers feel different in terms of their jobs as compared to other people?
2. How can you change the quality of life of other people by teaching Special Education?
3. According to the video, what special quality do Special Education teachers have in common? Can you think of other qualities they (should) have?
4. Can you do anything anybody else can do in this class? Why/why not?
5. Who was the teacher who helped you the most ( biggest impact on you ) in your school life? Why?

LISTENING EXERCISE - VIDEO N. 4

Title: The Sensory Room Author Edutopia Source: https://www.youtube.com/watch?v=T9j6rQ4rtQY

1 Watch the following video about Special and Inclusive Ecucation (5 min). First, read the following

words and expressions and find their meaning.

WORDS

 awareness  balance  bounce  bump  ceiling  crash into  crash pad  joints  punching bag  relief  ropes  shades  slam  stabilize  squish  swing  throw

EXPRESSIONS  take a deep breath in  carpet the floor  lay on the floor

SPEAKING - GROUP DISCUSSION -

1. What teaching strategies did you learn in this video? Could you introduce some of them to your general class?

2. Why are movement and interaction so important in a class? Can you think of any particular example in which

movement was used for effective learning?

Some TIPS  Use a famous story or fairy tale and rewrite it to make more ‘inclusive’. You may change some characters or add new ones, you can change part of the story, etc. OR

 Write a new story or fairy tale and make it as inclusive and diverse as possible.

Inclusive Tale (sample)

The Great Gifts by Pedro Pablo Sacristan ©

Once, a group of schoolchildren were on an outing. Almost all of them were playing ball; except Monty , who was

seen as a bit of a fool - only good for poking fun at. He didn't like fights, or sports, or anything really. He wouldn't

even defend himself when they started hitting him! He was so strange, that not even on that day of the outing did

he play football with the others. The one time he kicked the ball that day, it ended up over in a little cave. When

they went in to get the ball, they found a wooden chest containing an enormous book. The book was giving off a

magical shine. The children ran to give the book to the teacher, who was fascinated by it. They all agreed to read it

in class in the coming days.

The book was called 'The Great Gifts' , and it recounted wonderful tales about great inventors, artists, wise

writers, explorers, and treasure hunters. With each story the children became more wide-eyed, and they were

enchanted by all those characters with special gifts.

They finally reached the last page of the book, which spoke about the origin of those great figures. The

teacher read:

-"There's a place in heaven called the fountain of hearts , where, prior to birth, each heart is assigned its

special gifts. They use a little bit of everything to make normal people. But, now and again, something goes

wrong, and some hearts end up much emptier than normal. In those cases, the hearts fill up with a last gift which

makes the person exceptional. They can lack many other qualities; in many ways they will be different from

everyone else, and they may well be seen as strange children. However, when their special gift is discovered, their

achievements will become part of books like this one."

When the teacher closed the book there was a long silence in the classroom. While the children were all thinking

about their own gifts, Monty came out with one of his bizarre comments:

-"And if you get a heart transplant, and they give you a pig's heart, will you take on a pig's qualities?" he asked,

in all seriousness.

Everyone wanted to burst out laughing, but, looking at Monty, they understood that he was exactly one of

the special cases, as the book had described. They felt ashamed of every time they had laughed at his clumsiness

and funny quirks. From that day forward, never again did they try making fun of Monty. Instead, they all worked

together to try to help him discover his special gift. His gift turned out to be an incredible artistic talent. Monty

became the most famous painter of his era.

UNIT 3

GRAMMAR: MODAL VERBS

1 Read the following sentences and then decide whether they express possibility (something is possible in the future, but not certain), impossibility (something is just not possible), probability (we are sure something is true), ability (having the skills), permission (to be allowed to do something), or obligation (if it is compulsory to do something). Check your answers with a partner.

2 Read the following sentences and decide whether they express obligation (must / mustn't / have to) or lack of obligation (not have to). Then, fill in the gaps accordingly.

1. It is forbidden. You _____________ do that.
2. You _____________ ask my permission. You can do what you want.
3. You _____________ speak to the driver when the bus is moving. It's dangerous.
4. Help yourself to anything you want. You _____________ ask.
5. You _____________ park here. There is a double yellow line.
6. Pay me back when you can. You _____________ do it immediately.
7. It's optional. We _____________ to go if you don't want to.
8. I'll tell you a secret. You _____________ tell anybody else. Promise?
9. Whatever you do, you _____________ click with the right mouse button or the program will crash.
10. Be on time. You _____________ be late or we will leave without you.

POS IMP PRO ABI PER OBL

1. Ask Miranda. She should know.

2. Can I ask a question, please?

3. Could we go home now?

4. He was obviously joking. He could not be serious.

5. I’m sorry, but you mustn’t make a noise in here.

6. If we don’t hurry we could be late.

7. It’s getting dark. It must be quite late.

8. It’s ten o’clock. They might have arrived now.

9. She can speak several languages.

10. She could have learned Swahili, but she didn’t have time.

11. Students may travel free.

12. That can’t be true.

13. They can run but they can’t hide.

14. They can’t dance very well.

15. They might come later.

16. You can borrow my pen if you like.

17. You could lose your way in the dark.

18. You haven’t eaten all day. You must be hungry.

19. You look happy. You must have heard the good news.

20. You must stop at a red light.