Dudas Como se dice en inglés: ¿pensar por sí mismos? ¿llamar la atención? Cómo se diría por ejemplo: Había que llamarle constantemente la atención. Enseñarles a pensar por sí mismos.

Pedir un favor ¿Cómo se dice en en inglés, la expresión "pedir un favor"? como por ejemplo. Perdona, te puedo pedir un favor? Gracias

HELP. INTRODUCTION OF MY INTERNSHIP 2 The environment of my class was very good, children used to help others in everything they needed (i.g. opening a juice, putting the coat and so on), they were keen students, they were motivated, because the teacher taught them to think and reflect themselves, also they participated actively in all the activities or tasks. It was a calm class, but they were very chatty, so we have to stand out constantly. One child used to make a scene every time in class and she used to hit other children, but there was not any punishment to her behaviour, the teacher invited to the child to think what she had done and think how would feel if other child had done the same to her. Regarding to my english classes, there were a few because, it would like to have more english classes, but it was not so important if they don´t do english, because they always have to do another things for the school. Precisely, we have done a lot of things during my intership not related so much with english as Harry Potter (due to the reading day of this year “Santa Ana School of Wizard and Witchcraf”), animal´s farm, aquarium and the pirate island.

HELP. INTRODUCTION OF MY INTERNSHIP I have done my internship in Santa Ana school. It is a concerted center in Huesca, which consist of two buildings. On the one hand, there is pre-school and Primary building in Pedro Sopeña street number 5 and on the other hand, we have Secondary which is situated in Coso Alto number 43. Despite of there are separated, all the center and faculty as much as the students work together. This was one of the things that surprise me, all the teachers are very nice and close, they tried to help you in whatever you need. I have been with 3 years old children (2nd course) and my teacher was Ixeia. Ixeia is the teacher of this class and one of the English teachers of pre-school. My class was composed by 22 children, although two adopted children were incorporated later. There is no child with special needs, however there are two children with low linguistic level in comparison to the rest of the class, therefore they go with the speech therapist of the school during the schedule. Besides, one chid cannot focus on the tasks and sometimes it is difficult for him to make complete sentences, he speaks through easy words but it is very difficult to understand anything when he speaks. He goes twice per week to a special educator and he is in process of evaluation at this moment. Also, all the activities or tasks we do in class are always adapted to him.

Behaviourism 2 When the differences are identified, children practice through dialogues and drills to overcome the negative transference. This is the basis of the Audio-Lingual method (ALM). On the other hand, there is a teaching method called ALM that it´s originated from the behaviourist theory and focused on learning the language as a habit formation. Children acquire the language by repetition (drills). Teacher present the structure in spoken form. There are a sequence: 1º listening, 2º speaking (they have to repeat all the structure with good pronunciation and after, bit by bit). 3º reading and 4º writing. But, first they have to acquire the structure orally. So, there are not explanation or mental processes involved (all is mechanically), no interaction (no effective communication). Students are passive.

Behaviourism 1 Behaviourism is a theory of second language acquisition (SLA). One of the most representative author of this theory was B.F.Skinner. It was very influential in the 1940s and 1950s in the United States.The main idea of this theory is that language is a result of habit formation, which means that language its not a mental phenomenon because children acquire the language by imitation. There are three principal elements: Stimulus – Organism – Response (positive or negative reinforcement). The response is the learner´s reaction to the stimulus. It can be positive or negative reinforcement. Reinforcement is crucial, due to it makes that behaviour occur again and eventually become a habit. The teacher can reinforce the behaviour to encourage the repetition (to have a correct habit) or suppression of the response in the future. Mistakes are considered as imperfect learning. According to behaviourists, the mother tongue interfieres to the target language (L2). Therefore, it´s essential to form new good habits. Mistakes have to be avoided immediately, because if not it becomes a bad habit in a long-term. So, we can find two ideas: Transference an Interference. Transference can be positive or negative. Positive: it´s when children make a transference from the mother tongue to the target language and both languages have similar rules. Negative: it´s when children make a transference from L1 to L2 and both language haven´t similar rules. Interference is a negative transfer. On the one hand, Contrastive analysis is an approach developed by Robert Lado which predict possible learner problems, trying to determinate similarities and differences between L1 and L2. That helps to increase efficiency in L2. Also, It´s important to avoid the errors.

PIO XII 2 In each of the courses you choose a topic that you would like to investigate, share their knowledge, think what they want to find out and investigate. Based on this proposal, the teachers elaborate activities based on the educational needs of the children, taking into account the proposed objectives. In the class where I was doing practical work, I had 16 children. Most of them were openly related to their classmates both inside and outside the classroom. In addition, on many occasions we worked the two classrooms of 4 years together, so the group increased and they were more likely to join friends with all their classmates. The normal thing is that everyone will play with everyone, although there were clearly differentiated groups. Sometimes, like free play, we could see that there were those who liked to play with the same thing together, for example, the children who played with the transports went together, the girls who made drawings were put together, ... however, when we joined the Two classes, the children joined with the same tastes, because those who liked the transport were related to the group that played that. At the beginning, the children who had the most difficulty relating to each other were those who had the most problems with the language. And on the other hand, there were children who mastered the language very well, so they were much more related, and sometimes they were the "ringleaders" of the class: they tried to give orders and control to many of their classmates, they had initiative, they imitated behaviors from teacher… There were no racist behaviors on the part of any child, on the contrary, they were very affectionate among them. Although a class girl was reluctant to some couples assigned to her, and if she played with someone she did not want, she did not collaborate in the activity. On the other hand it is noteworthy that among all they helped each other to be integrated into the group. At the beginning of the course two new students came, and they joined together to not be alone in the class, but when I went to the internships they had already integrated perfectly with the group. In addition children did not exclude anyone, indeed, as I said before, if a child did not interact much and seemed to leave the group they cared for him and helped him.

PIO XII The Public School Pio XII is an urban center located in the Perpetuo Socorro neighborhood, of Huesca. It has a population of around six thousand two hundred thirty-five people (according to 2009 data). In recent years, an important nucleus of immigrant population from diverse origins has settled in the neighborhood. The low urban and cultural development has given rise to the increase of families with a low socioeconomic level. In terms of work, the inhabitants of the neighborhood are mainly engaged in public administration work, industrial activities (metal and construction), services (commerce and hospitality) and repair workshops. The economic level of the average can be considered medium-low. There is another nucleus of numerous population dependent on social aid and with very low cultural levels; they are usually unemployed or dedicate themselves to the collection of various products. This population has increased for a few years due to the eviction of houses occupied by Roma families in the old part of the city and their subsequent transfer to our area of ​​influence due to the low cost of rents in this neighborhood. In relation to the city as a whole, there is a higher rate of retired people in the neighborhood, a higher rate of unemployed workers and a lower rate of students, which entails an early search for the first job and reflects a lower cultural and economic level . The immigrant population that lives in the neighborhood, due to low rents, usually belongs to low socio-cultural levels. Regarding infrastructures, it can be considered that the neighborhood has basic needs covered. In relation to the possibilities that from the Center are considered beneficial for their direct purposes are: Public school, sports center, nursery, library, open center of Cáritas, civic center (Infocentro), sports complex, playroom. In addition, without direct intervention in the center, there are: Catholic parish and other religious centers of different confessions, health center, retired home, nursing home, language school, INEM training center, military barracks. The Pio XII school works through research projects, where children are responsible for their own learning. With this methodology each child learns at his own pace, and allows the child to "choose" what he wants to learn. Although the school has some objectives that are worked in each cycle throughout the course, learning is freer.

Theme: ICTs Please, correct my possible mistakes. Thank very much! Happy New Year ICTs (Information and Communications Technology or Technologies) are a set of tools or technological or communication resources, which serve to facilitate the issuance, access and processing of information through various codes corresponding to texts, images, and sounds, among others. These are technologies which facilitate the access, production, protecting, presenting and transfer of information from one place to another, allowing the exchange of data and information quickly. In recent years, ICT's have taken on an important role in our society and are used in a multitude of applications. Today, they are in all areas of social, family and school life. Their uses are unlimited and can be handled easily, without the need to be an expert. In this sense, we now find devices and applications aimed at increasingly specific markets, such as ICT for education, health or for large companies.