Bloque 3: ORGANIZATION AND CLASSROOM MANAGEMENT:

1. This educational centre is located in a rural area in Santa Ana, where

most of the families are devoted to agricultural economic activities,
so learners belong to a low-medium social class. Moreover, there are
a wide variety of pupils who come from dysfunctional families or
families whose members are unemployed and cannot meet those
pupils needs.

This situation usually affects pupils who suffer emotional and social
deprivation as a result of the parental withdrawal, rejection and
hostility in some cases and the parental attitude to the school life in
other cases. For these reasons, teachers have to deal with different
situations often without the familiar supporting.

Besides that, there are pupils from different origins whose native
language is nor Spanish neither English. In fact, there are pupils
whose mother tongue is Chinese or Arab. Furthermore, there are
pupils with a high motivation lack, as well as diagnosed learners that
work with the therapeutic pedagogy teacher sometimes. With some
of those pupils with special needs, the English teacher sometimes
works in a different way, but they are often integrated in the
classroom and if it is possible, they do the same activities that their
partners.

2. Although in every course there is just a line, last year there were two
groups in third course, so there are two lines in fourth course this
year. However, since last year the groups were too different because
there were more trouble-makers and pupils with disruptive behavior
in a group than in the other one, the number of girls and boys was as
well too different, and most of the pupils with educational troubles or
learning problems belonged to the group where there were many
trouble-makers; this year, pupils in the two lines have been regrouped
to get more homogeneous groups in the fourth level with less trouble-
makers in the same class and get better conditions to achieve better
results.

Furthermore, in every classroom, along the different sessions in the

English language subject, the pupils work individually as well as in
little groups or even with the whole group at the same time,
depending on the activities which are being developed. For instance,
if they are doing activities on the blackboard, they are listening the
instruction to do something , the teacher is asking to check what
student are learning or even is giving inputs, the whole class works at
the same time in a group, but if they are doing an exam or working
with the books they work usually individually. In this way learners can
interact among them, developing a wider variety of skills and
integrating better the contents since the teacher try that all pupils get
better or at least develop the skills they are willing to enhance. On
 the other side, in the subject Deepening of English as a foreign
language pupils work in groups of five members through different
projects to develop not only skills for teamwork, but also the four
skills listening, writing, reading and speaking. In this activity learners
usually work with dialogues, role plays, murals, etc.

Vocabulary Grammar Skills Pronunciation

At the Activities: Whos in Reading: the names of places in town;

Exhibitio cook, help, rollerblade, sleep, the reading and identifying different
n. spell,sunbathe, take photos, watch a (takeawa activities.
film. y) photo? Listening: listening and identifying
We like what people are doing; peoples like
Places in town: cinema, community (cook)ing and dislikes.
garden,fire station,post . Speaking: asking and answering about
office,school,sport who I in each place; asking and
centre,takeaway,zoo. Do you answering about the activities you like
like doing
(help)ing
?
Yes, I
do/No, I
dont.
In Place in town: a bank, a hospital, a
rooftops hotel, a museum, a petrol station, a
City. theatre, a town hall, a train station.

Belongings: a dictionary, a ladder, a

parcel, a pot, a torch, a watch.

Museum objects: Coin, bucket, helmet,

marbles.

Post office: address, letter, scales,

stamp.

Activities: having a drink, listening to

music, talking to friends, wearing a
cap.

Numbers.

At the
Sports
centre.
At
Rooftops
school.
At the
fire
Station.
At the
cinema.
In the
Commun
ity
Garden.
 Methodological approach

Oxford Rooftops is a course book based on a fictional community

which provides a learning context while different materials are used
to integrate better the content step by step.

The course is composed by an exciting blend of digital and print

materials because Oxford Rooftops is rich in multimedia material
such as animations for vocabulary, song and stories, culture films and
cross-curricular content, but also has interactive games and activities.

It counts also with a class book for children to learn those contents
through a variety of whole-class and pair-work activities, as well as an
activity book where pupils can work individually. So with this book
learners can work individually as well as in groups through different
activities to enhance their level of English.

The teacher has chose this book because it develops the four skills
(reading, listening, speaking and writing), but it is not focused on
grammar, in spite of the fact that hardly all books to learn languages
are based on the book Gramtica Universal written by Chomsky. In
fact, it intends to a natural learning taking into account how native
speakers learn their own mother tongue.