26611 INGLÉS EN EDUCACIÓN PRIMARIA I

CURSO 2020-2021

intercultural
education

Watching a video: Intercultural education

1. Pre-listening: What is intercultural education?

In groups, discuss the question and make a short list of ideas that you
associate with intercultural education. Give at least five:

We associate intercultural education with …

1

3
4

2. While listening 1. What is she trying to teach?

2. How does she do it? Describe the activity she uses.

https://goo.gl/H3UxUA
Direct discrimination is easy to see.
By contrast, indirect discrimination 3. What does the teacher think the children will learn
is not easy to understand. This short with this lesson?
video featuring a Primary teacher
may help you. First, watch the video 4. What do the children say they have learnt?
and then read the following
questions and watch it again, this
time making some notes.
Also at http://www.teachertube.com/
(The #1 safe educational video community for teachers, students and parents)

29
3. Post-listening
Read this very well-known definition of
intercultural education and compare it with the
ideas you mentioned in the pre-listening activity.
Which of these characteristics are reflected in the
video?

Intercultural education seeks to provide students with the ability to ensure a

shared understanding by people of different cultural identities, and their ability
to interact with them
Language teaching should aim to give learners intercultural competence as
well as linguistic competence; to prepare them for interaction with people of
other cultures; to enable them to understand and accept people from other
cultures as individuals with other distinctive perspectives, values and
behaviours; and to help them to see that such interaction is an enriching
experience
Byram, M. (2002). Developing the intercultural dimension in language teaching.

One, Two, Three… Leap! …into more learning

Explaining words
Choose three of the terms in the word cloud and, in
pairs or groups, try to give a definition/explanation
and some examples to make the terms clear. Use the
internet to find some information if you need to.
1. ………………………………….. : …………………………………………………
……………………………………………………………………………………….
2. ………………………………….. : …………………………………………………
……………………………………………………………………………………….
Useful language
3. ………………………………….. : …………………………………………………
We use this word when…
………………………………………………………………………………………. This refers to…
This means…
An example of this would be…
Now think about what these concepts mean to you This happens when…
(personalising language).
When I hear …………………… it makes me think of…
I associate …………………… with ….
From my point of view …………………… is similar / different from …………………… because …

30
 26611 INGLÉS EN EDUCACIÓN PRIMARIA I
CURSO 2020-2021

Reading

1. Pre-reading: Read through the text and answer

a. What kind of text is it? What made you think
that? If possible, underline your evidence.
b. Where would you expect to find a text like this?
c. Who are the potential readers for this text?

2. While reading: Fill in the gaps with the words

below and think of an appropriate title.

resources potential areas inclusive progress awareness diversity

tittle: ………………………………………………………………………………………………………………………………
A school may choose to respond to the need to develop an intercultural school culture by
designing an action plan. The action plan is a working document that describes and
summarises what needs to be done to implement and evaluate a priority. It serves as a
guide to implementation and helps to monitor (1) ........................................... and success.
The advantages of using the action plan as a tool for a whole school approach are: (i) that
representatives of the whole school community may be involved in different elements of
the process, (ii) that the school can work on a number of (2) ........................................... at
the same time as different groups can work on a variety of tasks, (iii) and that the plan can
focus on making some things happen quickly.
Some of the key components of the action plan are:
 outlining the roles and responsibilities of the various personnel in relation to the
actions
 identifying necessary (3) ...........................................
 setting targets and success criteria
 specifying a timeframe
 putting in place procedures for monitoring and evaluation.
Successful implementation of an action plan should contribute towards:
 promoting greater (4) ........................................... of intercultural issues
 helping all children to achieve their (5) ...........................................
 promoting a supportive and (6) ........................................... learning environment
 which will foster the development of the self-esteem of all children
 breaking down stereotypes and celebrating (7) ...........................................

Adapted from Intercultural Education in the Primary School: Guidelines for Schools
Suggestion for extensive reading Find out more about what schools can do at
https://goo.gl/zYQwge (pp. 3-7 & 25-35)

31
3.Post reading: Reflection on reading skills
Which comprehension skills did you use in order to answer the questions in # 1? And
in # 2?

Check Reference section for help.

Speaking: First impressions

Children and young people often make assumptions

and judgements about people based on quick
impressions. If you want to teach children the
importance of making careful observations and of
avoiding initial, superficial judgement, you could do an
activity like this.

First step: Individually, make a list of your favourite things & keep it to yourself.
Second step: Sit next to someone who you do not know very well.
Third step: Without speaking to your partner, think of at least five things you
believe he or she likes (e.g. activities like sports, games, music, food, lifestyle, etc.). Base
your ideas only on what you can learn about your partner from what you can see. List
your ideas in the first column in the Think Chart. In the second column, write down the
evidence that supports each of your ideas.
Fourth step: Once you have completed the first two columns, interview your partner in
order to find out if your observations are right. For help, refer to the useful language box
below. Use the third column to note corrections and to add more information about your
initial observations.
Fifth step: When you finish the activity, try to answer these questions:
1. How did it feel to know that someone was making guesses about the things you like
without talking to you?
2. What happened when you talked with your partners about your observations? Were
your original conclusions mostly right or mostly wrong? Did you find that you like
similar things or different things?
3. What would you say are the important things to remember about first impressions?
4. What are some problems that can occur when people make assumptions without very
much evidence?
5. What if you did this activity with someone much older than yourself or with someone
from another country? How would you make accurate guesses about their favourite
things? Useful language
Adapted from http://www.peacecorps.gov/wws/lesson-plans/first-impressions/
I see that you are wearing … so you must like … / you probably like
You’re right about that.
No, you’re wrong, I prefer … / Actually, I don’t like / I’d rather play …

32
 First impressions

What I think Evidence to support What my partner said

my partner likes what I think about my observation

33
26611 INGLÉS EN EDUCACIÓN PRIMARIA I
CURSO 2020-2021
 26611 INGLÉS EN EDUCACIÓN PRIMARIA I
CURSO 2020-2021

Bonus task 1.2

speaking
my ideal school

You have to record yourself

describing your ideal school.

Steps:
1. Do some brainstorming thinking about the
characteristics of your ideal school.

2. Think of the schedule (school subjects, activities, hours),

location (building, surroundings), classes (decoration, resources,
materials), facilities (sports, library, computer lab, theatre,
cafeteria), teachers & staff, students (number, uniform).

3. Write an approximately 3’ speech

4. Do some revision using the grammar note.

5. Check the pronunciation of the difficult words.

6. Practice it several times and memorize it!

7. Record your speech.

8. Check the rubric before uploading your speech.

9. Upload it to Moodle.

35
 26611 INGLÉS EN EDUCACIÓN PRIMARIA I
CURSO 2020-2021

Speaking_Peer-assessment 1: Watching your partner’s presentation & giving feedback

Task
Speaking: My ideal school

My name ............................................................................
I assessed .............................................................................

Yes Partly No
 Does the monologue offer enough detail and
description of the ideal school?
Task
 Does the speaker express his/her thoughts
completion
convincingly & connecting his/her ideas well?
30%
 Is the monologue clear, well prepared & easy
to follow?
 Is the monologue fluid, with few hesitations or
pauses?
 Does the speaker use an easily
understandable, confident voice and volume?
Delivery
40%  Is the pronunciation intelligible without
difficulties to produce English vowel and
consonant sounds?
 Is the speaker’s non-verbal language (gestures,
face) adequate?
 Is the linguistic range (grammar & vocabulary)
Linguistic
used sufficient?
range &
accuracy  Is language used accurately (each sentence has
30% a subject and a verb? prepositions? spelling?
verb tenses? word order?)?
Feedback
Bonus

Teachers’ assessment

37
 26611 INGLÉS EN EDUCACIÓN PRIMARIA I
CURSO 2020-2021

Speaking_Peer-assessment 2: Watching your partner’s presentation & giving feedback

Task
Speaking: My ideal school

My name ............................................................................
I assessed .............................................................................

Yes Partly No
 Does the monologue offer enough detail and
description of the ideal school?
Task
 Does the speaker express his/her thoughts
completion
convincingly & connecting his/her ideas well?
30%
 Is the monologue clear, well prepared & easy
to follow?
 Is the monologue fluid, with few hesitations or
pauses?
 Does the speaker use an easily
understandable, confident voice and volume?
Delivery
40%  Is the pronunciation intelligible without
difficulties to produce English vowel and
consonant sounds?
 Is the speaker’s non-verbal language (gestures,
face) adequate?
 Is the linguistic range (grammar & vocabulary)
Linguistic
used sufficient?
range &
accuracy  Is language used accurately (each sentence has
30% a subject and a verb? prepositions? spelling?
verb tenses? word order?)?
Feedback
Bonus

Teachers’ assessment

39
 26611 INGLÉS EN EDUCACIÓN PRIMARIA I
CURSO 2020-2021

Speaking_Self-assessment: Assessing on my own presentation

Task
Speaking: My ideal school

My name ............................................................................

Yes Partly No
 Does the monologue offer enough detail
and description of the ideal school?
Task  Does the speaker express his/her
completion thoughts convincingly & connecting
30% his/her ideas well?
 Is the monologue clear, well prepared &
easy to follow?
 Is the monologue fluid, with few
hesitations or pauses?
 Does the speaker use an easily
understandable, confident voice and
Delivery volume?
40%  Is the pronunciation intelligible without
difficulties to produce English vowel and
consonant sounds?
 Is the speaker’s non-verbal language
(gestures, face) adequate?
 Is the linguistic range (grammar &
Linguistic vocabulary) used sufficient?
range &  Is language used accurately (each
accuracy sentence has a subject and a verb?
30% prepositions? spelling? verb tenses?
word order?)?
Feedback

Teachers’ assessment

41