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Thanksgiving: Una Experiencia Integradora Y De Sensibilización Hacia La Lengua Extranjera En Educación Primaria

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Thanksgiving: Una Experiencia Integradora Y De Sensibilización Hacia La Lengua Extranjera En Educación Primaria Thanksgiving: una experiencia integradora y de sensibilización hacia la lengua extranjera en educación primaria. "The First Thanksgiving", painting by Jean Leon Gerome Ferris (1863-1930) Si eres sensible a una situación, quieres comprenderla a fondo. Cuando la comprendes quieres saber más. La voluntad de saber es la que te motiva y esa motivación abre para ti la puerta del aprendizaje. Una de las cuestiones que más preocupa a los docentes especialistas en lengua extranjera, es cómo motivar a los alumnos para que interioricen una lengua distinta a la suya, inmersa en una cultura también diferente en cuanto a costumbres, sentimientos, tradiciones… Al principio no es fácil, por eso, la mejor forma de hacerlo es empezando desde infantil, paulatinamente, sin esperar ni mucho menos que los niños/as de esas edades digan algo en inglés. En esta etapa, no se les puede forzar a producir, estamos enfrentando a los niños/as a un mundo distinto al suyo, por tanto, lo que tenemos que intentar es, a través de la afectividad, motivarlos para que quieran comprender esa nueva lengua, para que en fases posteriores, en su proceso de enseñanza-aprendizaje, puedan exteriorizarla y enriquecerse personalmente de todo lo que supone saber hablar otra lengua. En este artículo les voy a presentar una experiencia educativa dentro de la asignatura de Inglés que he llevado a cabo con mis alumnos/as basada en una festividad: Thanksgiving o día de acción de gracias. En mis clases doy mucha importancia a la celebración de festividades, basándome en la experiencia de todos estos años y los buenos resultados obtenidos por parte de mis alumnos. Creo que hay que trasladar, en la medida de lo posible, la realidad al aula, trabajando de forma activa y significativa. Como preámbulo a la experiencia, les cuento una pequeña gran anécdota que me sucedió: Una niña de Secundaria, un día vino a mi clase de inglés a visitarme y estuvimos recordando vivencias pasadas. Lo que me sorprendió gratamente y me hizo reflexionar es que se acordaba de una actividad que habíamos realizado en 3º de infantil: “The Easter egg hunt”, recordaba hasta las canciones que cantábamos, también trabajadas en años posteriores. Se trataba de esconder huevos de Pascua de chocolate por toda la clase y ellos los tenían que encontrar; previamente, se trabajaba toda la unidad didáctica. Reconocían el vocabulario, cantábamos las canciones, les explicaba la historia del “Easter Bunny” a través de ilustraciones y videos reales, les llevaba a clase la cestita para recoger los huevos de chocolate y ellos creían que era el conejito quién los escondía. Me coordinaba con la tutora para que en el momento que yo escondía los huevos ellos no estuvieran en clase y seguidamente cuando ellos entraban yo les decía que dijeran adiós al conejito que ya se iba corriendo por el patio… En esta situación se creaba una necesidad comunicativa con el conejito, ellos sabían que éste no sabía español e intentaban dirigirse a él en inglés, muchas veces con éxito, y que si no cantábamos las canciones en inglés no encontraríamos los huevos, y los niños/as las aprendían. Muchos niños cuando el “Easter Bunny” que teníamos de peluche en clase les hablaba, ellos le contestaban (en inglés y algunos en español), estaban emocionados e ilusionados porqué estaban viviendo una experiencia cercana, real, sabían que algo iba a ocurrir, que el conejito iba a ir a la clase, el aprender tenía una finalidad, y esto se tradujo en vivir una experiencia que la mayoría no han olvidado. El uso de esta experiencia, “Thanksgiving”, se justifica, básicamente por dos razones: es una festividad poco común en Educación Primaria y porque integro cuatro aspectos muy importantes que actualmente hay que tener en cuenta a la hora de programar dentro del área de inglés: educación en valores, conocimiento del medio, historia y plástica. THANKSGIVING: Justification: To know more about the historic background of the USA. It is a very important date to remember for American people. Also, students should shorten distances with other cultures. Schedule: 7th- 30th November. Group: 4th of primary. Objectives: Understanding the Thanksgiving Day story as a socio-cultural aspect of USA. Assimilating the new vocabulary related to Thanksgiving. Speaking and interacting orally in an English communication situation. Appreciating the English language in general as a mean of communication and understanding among people from all around the world and as a learning tool. Writing thanks for something to family, friends or teachers. Carrying out handicraft tasks. Key competences: Linguistic competence. Digital competence. Social and civic competence. Artistic and cultural competence. Learning to learn competence. Autonomy and entrepreneurship. Communication situations: Interacting orally about Thanksgiving (structures and vocabulary). Singing and enjoying with songs and stories about the above topic. Asking and answering questions about likes and dislikes, also about autumn food. Pragmatic competence: To sing and listen to a story about Thanksgiving. Taking part in easy dialogues. To identify the autumn food and Thanksgiving vocabulary. Understanding the vocabulary, expressions related to: thanks for…, I like… Using simple oral questions and answers. Games: The word chain. Hangman (as a thinking skill). Required resources: Cassette. Cardboard. Blackboard. Biscuits, sweets and raisins. Flashcards. Computers. Worksheets. Stories. Colours. The Mayflower. Scissors and glue. Portfolio. Fancy dresses. Video camera. Toys (food). Stories: Thanksgiving story. Projects/crafts: Thanksgiving cards. Thanksgiving turkey. Songs, chants and rhymes: It’s Thanksgiving. Come in (subject song). Contents Listening, speaking and oral interaction: Listening to a story about Thanksgiving. Getting global information through listening and understanding of oral messages. Oral interaction in real or simulated situations. Progressive use of English as a means of communication. Production of oral texts. Oral production of a song. Reading and Writing: Reading a simple text about Thanksgiving. The writing of a Thanksgiving card to a family, friends or teachers. Carrying out handicraft tasks. Intercultural understanding and socio-cultural features: Social use of please, thank you, thanks. Saying thank you in different languages. Appreciation of cultural differences and diversity. Interest in information received from others. Respectful attitude towards English speaking people. Knowledge of language: Linguistics knowledge: a) Lexis: Indian, Pilgrim, harvest, Mayflower, corn, pumpkin*, turkey*, mashed potatoes, gravy, home-made biscuits. (*not new). b) Lexical structures: It’s an Indian/ It’s a pilgrim; I’m an Indian…I like/don’t like; thank you for… c) Phonetic and phonology: Recognizing sounds and proper stress on words related to Thanksgiving. d) Grammar: Present simple sentences. Reflection of learning: a) Using skills, learning strategies and procedures to learn new lexis and lexical structures. b) Being self-confident and appreciating the individual and group work. c) Getting familiarised with song sounds, rhythm and intonation of an English song. d) Comprehension of particular information contained in a sentence. e) Participation in dialogues. f) Developing self-evaluation strategies to get the communicative competence. g) Reflection about our own learning and accepting the error as a learning process. h) Understanding specific information given orally by the teacher. Evaluation criteria: Participation on the teaching learning process and taking part in class. Levels of understanding and revising application of the learnt concepts. Teacher’s observation about general attitudes, efforts and participation. Understanding and producing oral information related to Thanksgiving. Adequate usage of the studied vocabulary. Written production of thanks. Dealing with diversity: Reinforcement tasks: working about concepts and repetition. Extension tasks: autonomous tasks. Cross Curricular topics: Intercultural education Friendship. Education for peace. Links with other curricular areas: Science, History and Art. Now, I am going to expose the lessons I work to develop the unit of Thanksgiving, I will only explain the Thanksgiving activities, I understand that each teacher uses in his/her classroom his/her own warmers, routines and other items involved in the process of teaching any didactic unit. Lesson 1: Illustrated story of Thanksgiving. Presentation of the vocabulary: Indian, Pilgrim, harvest, Mayflower, corn, pumpkin*, turkey*, mashed potatoes, gravy, home-made biscuits. (*not new) through different games: using flash cards we play the following games among others: What’s missing? I show all the flashcards, after a while, I hide one and pupils have to guess it. Slow/fast, I show one flashcard very fast and children have to guess what is on it, and so on. I show a small part of a flashcard and very slowly I continuous showing the rest of it until someone in the class guesses the object. Also, I use another game: “repeat the word after I click”. I use different voices saying the vocabulary. Secondly, we go the book corner where there are a lot of Thanksgiving decorations and the poster above. When children are quiet sitting on the carpet I begin to explain the story with illustration support: Imagine, Imagine, Imagine: The Pilgrim fathers sailed from Plymouth across the Atlantic Ocean in a ship called Mayflower to Cape Cod in
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