CEIP BENITO PÉREZ GALDÓS READY, STEADY & GO - Contenido educativo

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Subido el 15 de junio de 2026 por CP INF-PRI BENITO PEREZ GALDOS

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Vídeo resumen de la actividad de Ready, Steady & Go llevado a cabo en el centro durante el curso 2025-2026
Next we detail the achievements and proposals for the next course
1. Impact of the Program on the School

1.1. Achievements and Fulfillment of Objectives
The participation of the native English language assistant, Marlene, has had a very positive impact on English learning. The main achievements of the course are:

• Increased exposure to the English language in real and communicative contexts, promoting the natural acquisition of the language.

• Notable improvement in oral production: students have gained confidence to express themselves in English in front of their classmates (Interview activity).

• Development of written production: students wrote coherent stories using verbs in the simple past tense and discourse markers (Story Writers).

• Work on thematic vocabulary (food, verbs, body parts, etc.) using active methodologies, which promoted lexical retention.

• Promotion of cooperative work: students collaborated in groups to create and present their work, developing social and communicative skills. • High student motivation and engagement, reflected in their active participation and the quality of their work.

• The teaching assistant has helped create a climate of trust that reduces emotional filtering and inhibition when using the foreign language.

1.2. Proposal for Methodological Continuity
With the aim of consolidating and expanding the achievements attained, the following elements are proposed for the coming years:

• Continue with sessions with native-speaking teaching assistants, increasing, if possible, the number of weekly hours of direct intervention and extending them to other grade levels.

• Systematically incorporate oral production activities with public speaking (presentations, debates, role-playing, interviews).

• Maintain the use of interactive digital tools (Jeopardy Labs, thematic multimedia presentations) as motivational resources.

• Continue creative writing in English within the regular curriculum, with linguistic scaffolding (verb lists, connectors, text models). • Create a bank of teaching resources developed by the language assistants for reuse by the school's English teachers.

• Strengthen coordination between the assistant and the lead teacher by establishing regular joint planning meetings.

• Continue using the active learning methodologies already implemented (cooperative learning, role-playing, gamification).