Sense of initiative and entrepreneurship competence in english learning

FACULTAD de FILOSOFÍA Y LETRAS DEPARTAMENTO de FILOLOGÍA INGLESA Sense of Initiative and Entrepreneurship Competence in English Learning Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas TRABAJO DE FIN DE MÁSTER Daniel Herrero Carbajal Tutor: Elena González Cascos Valladolid - 2020 Resumen La legislación educativa española vigente, la LOMCE, establece un total de siete competencias clave, que deben ser incluidas en cada una de las asignaturas del currículo. La competencia "Sentido de la iniciativa y Espíritu emprendedor" es una competencia multidisciplinar y aúna cualidades como la planificación, toma de decisiones, liderazgo, trabajo en equipo, pensamiento crítico y autoconfianza entre otras. Las cuales son totalmente necesarias para nuestros alumnos en cualquier situación, tanto dentro como fuera del instituto y a lo largo de toda su vida. Esta competencia a primera vista parece que tiene poco que ver con la asignatura de inglés pero estas cualidades son clave para una buena comunicación y relación con otras personas en la lengua meta. Para implementar esta competencia en el aula, las metodologías activas como el trabajo cooperativo, el aprendizaje basado en proyectos y la simulación y el juego son las herramientas idóneas. Este trabajo propone una idea para trabajar estas metodologías activas en el aula que frecuentemente por la falta de tiempo no es posible implementarlas correctamente. Palabras clave: LOMCE, competencias clave, Sentido de la iniciativa y Espíritu emprendedor, metodologías activas, aprendizaje basado en proyectos, trabajo cooperativo, simulación y el juego. Abstract The current Spanish educational legislation, the LOMCE, establishes a total of seven key competences, which must be included in each of the subjects in the curriculum. The competence "Sense of initiative and entrepreneurship" is a multidisciplinary competence and combines qualities such as planning, decision-making, leadership, teamwork, critical thinking and self-confidence among others. These skills are absolutely necessary for our students in any situation, both inside and outside the school and along their whole life. This competence at first sight seems to have little to do with the subject of English language but these qualities are key to successful communication and relationships with others in the target language. To implement this competence in the classroom, active methodologies such as cooperative work, project based learning and simulation and games are the ideal tools. This work proposes an approach to work on these active methodologies in the classroom that often due to lack of time is not possible to implement correctly. Key words: LOMCE, key competences, Sense of the initiative and Entrepreneurship, active methodologies, project based learning, cooperative learning, simulation and game. Index 1. Introduction ................................................................................................................... 1 2. Theoretical Framework ................................................................................................. 2 2.1 Competences in Europe and Spain .......................................................................... 2 2.2 The seven competences ........................................................................................... 4 2.3 Importance of Sense of Initiative and Entrepreneurship Competence .................... 8 2.4 Methodological Strategies. Active Methodologies. .............................................. 13 2.4.1 Game and simulation ...................................................................................... 17 2.4.2 Project based learning ..................................................................................... 19 2.4.3 Cooperative Learning ...................................................................................... 23 3. Didactic Proposal ........................................................................................................ 26 3.1 Justification ............................................................................................................ 26 3.2 Law Sequencing .................................................................................................... 26 3.3 Context of the centre .............................................................................................. 27 3.4 Didactic proposal ................................................................................................... 29 3.5 Methodology .......................................................................................................... 29 3.6 Sessions ................................................................................................................. 30 3.6.1 Session one ...................................................................................................... 30 3.6.2 Session two ..................................................................................................... 30 3.6.3 Session three ................................................................................................... 31 3.6.4 Session four ..................................................................................................... 32 4. Conclusion ................................................................................................................... 33 5. Bibliography ................................................................................................................ 34 6. Annexes ....................................................................................................................... 38 6.1 General framework of the didactic proposal ......................................................... 38 6.2 Tables of the sessions ............................................................................................ 40 6.3 Tables of the activities ........................................................................................... 44 6.4 Rubric .................................................................................................................... 54 6.5 Activities material .................................................................................................. 55 Daniel Herrero Carbajal Universidad de Valladolid 1 1. Introduction The present dissertation analyses the importance of sense of initiative and entrepreneurship competence. The aim is to find a means of implementing this competence in our English classes. Something that at first sight might seem complex because it may appear that this competence has little in common with the learning of a language but in truth it promotes personal qualities such as group work, cooperation, dialogue, leadership, critical thinking and effective communication among others. Thus, it is necessary to create new contexts and scenarios that allow our students to develop these personal skills so important for their present and future life, which are present in our educational system through the introduction of the basic competences and more specifically of Sense of Initiative and Entrepreneurship competence. In our educational system, the teacher is often the focus of attention while the students have a passive role. Through active methodologies, students acquire more relevance and easiness to develop these skills. The teacher becomes a mere guide and facilitator of information while the student will have to plan, think, organize, reflect ... that is, the student acquires autonomy and independence in their learning. Project based learning, cooperative learning and simulation and games are three active methodologies very useful for the implementation of this competence in the English classes. This B.A. Thesis is structured in two different sections, the theoretical framework about the competences and the most relevant active methodologies both for the English subject and for the sense of initiative and entrepreneurship competence, and a didactic proposal for the application of these methodologies and competences in a secondary school classroom. Daniel Herrero Carbajal Universidad de Valladolid 2 2. Theoretical Framework 2.1 Competences in Europe and Spain The European Union upholds the importance of the acquisition of key competences by citizens as an indispensable condition for their full personal, social and professional development, adapted to the demands of a globalised world and allowing economic development, linked to knowledge. According to the Organization for Cooperation and Economic Development, A competence is more than knowledge and skills. It involves the ability to cope with complex demands, relying on and mobilizing psychosocial resources (including skills and attitudes) in a particular context. For example, the ability to communicate effectively is a competence that can be supported by an individual's knowledge of language, practical information and technology skills, and attitudes towards people who communicate. (OECD, 2005) Competences are therefore conceptualized as "know-how" that applies to a variety of academic, social and professional contexts. In order for transfer to different contexts to be possible, it is essential to understand the knowledge present in the competences and to link it to the practical skills or abilities that integrate them. In accordance with The Definition and Selection of Competencies of the OECD each key competence should contribute to valuable outcomes for societies and individuals; help individuals to cope with important demands in a wide variety of contexts; and be relevant to both specialists and individuals. The basic competences are determined in the Ley Orgánica 2/2006, of 3rd May (LOE) as “one of the basic elements of the curriculum and a reference for evaluation”. The law also establishes them as a reference for the promotion of the cycle in Primary Education and for the qualification at the end of Compulsory Secondary Education. The diagnostic evaluations foreseen in the fourth year of Primary Education and in the second year of Obligatory Secondary Education will also have them as a reference. The competences are therefore “capacities to apply in an integrated way the contents specific to each teaching and educational stage, in order to achieve the adequate implementation of activities and the effective resolution of complex problems”. Daniel Herrero Carbajal Universidad de Valladolid 3 The Ley Orgánica 8/2013, of 9th December, for the improvement of educational quality (LOMCE) defines competences as "the abilities to apply in an integrated manner the content specific to each teaching and educational stage, in order to ensure the proper conduct of activities and the effective resolution of complex problems". It modifies the eight basic competences established in the LOE to seven and to be called key competences. In agreement with the Orden ECD/65/2015, of 21st January, which describes the relationship between competences, content and evaluation criteria of the primary, compulsory secondary education and secondary education. Competences are applied to a myriad of academic, social and professional contexts. The understanding of the knowledge embedded in the competences and their connection with the skills or abilities that integrate them makes the transfer to different contexts possible. The teaching-learning process must be approached from all areas of knowledge. Since it is a dynamic process, competences are not acquired at a given time and remain unaltered, but rather they imply a process of progressive development. This learning implies a comprehensive training of people who, in the future, should be able to transfer the knowledge acquired to their new situations, promoting a lifelong learning. The competences included in Orden ECD/2015 are the following: - Competence in linguistic communication - Mathematical competence and basic competence in science and technology - Digital Competence - Learning to learn competence - Sense of initiative and entrepreneurship - Cultural Awareness and Expressions - Social and civic competences Daniel Herrero Carbajal Universidad de Valladolid 10 social roles are not as well defined as they used to be: “It is necessary to create personal identity and meaning in life, and it is also necessary to focus on the future”. In the current circumstances in which we live, there is a great need for the ability to convert needs and desires into acts of will, consisting of making decisions, choices and directing action. This report includes three key abilities: 1. Ability to act within the general framework. Attempts to understand the patterns that lead us to take certain actions and certain decisions, to have a real idea of the system in which we live. This means knowing social structures, politics, social practices, formal and informal rules, expectations, roles, and understanding laws and regulations, knowing unwritten social norms, moral codes, manners and protocol. It also consists of identifying the direct and indirect consequences of actions and choosing between different possibilities of action, reflecting on their potential consequences in relation to individual and shared norms and objectives. 2. Ability to form and carry out personal life plans and projects. It requires individuals to interpret life as an ordered narrative, to which they can give meaning and purpose in a changing, often fragmented, environment. It assumes an orientation towards the future that implies optimism and development of personal potential, but also a firm grounding in the realm of the viable. The concrete capabilities that make up this key ability are: defining a project and setting a goal; identifying and evaluating the resources available and those needed (time and money); setting priorities and selecting objectives; balancing the resources needed to achieve multiple goals; and learning from past actions, projecting future ones, and monitoring how our projects are progressing to make appropriate adjustments. 3. Ability to define rights, interests, limits and needs. It is the ability to assert one's interests as an individual and as a member of a community. It requires understanding one's own interests; knowing the rules and principles that govern a situation or on which to defend a position; and building arguments to achieve recognition of needs and rights and suggesting agreements or alternative solutions. Daniel Herrero Carbajal Universidad de Valladolid 11 Thus, this proposal relates autonomy as a general capacity to act responsibly, knowing what is being done and foreseeing the consequences, with the capacity to act by formulating projects and not in a casual or unpremeditated way, and finally, knowing how to choose the right goals. Whereas the formulation of the European Union with the Education and Training Programme 2010 of the European Commission defines entrepreneurship as: The ability of oneself to bring about change (active component) and the ability to accept and support change brought about by external factors (passive component). It includes the acceptance of change, taking responsibility for one's own actions (positive or negative) by setting goals and achieving them and having the motivation to succeed. It involves the knowledge of existing opportunities in order to identify the most suitable ones for one's own personal, professional and/or business projects. (Education and Training Programme 2010 of the European Commission, quoted in Ministerio de Educación, 2010) There are several skills and abilities that are characteristic of this competence and should therefore be taken into account when making the curriculum. The abilities that integrate this competence are as follows: Skills in planning, organizing, analysing, communicating, doing, reporting, evaluating and record; also skills for project development and implementation; the ability to work cooperatively and flexibly as part of a team; the ability to identify one's strengths and weaknesses; the ability to act decisively and respond positively to change; and finally, the ability to assess risks and take them on as and when necessary. The attitudes that are part of this competence are: Willingness to show initiative. Positive attitude to change and innovation. Willingness to identify areas in which one can demonstrate the totality of one's entrepreneurial capabilities (in family, work and community). The EU places greater emphasis on the ability to innovate and on accepting innovation and the risks of action. Finally, the formulation of the Spanish Ley Orgánica de Educación (LOE) calls this competence "Autonomy and personal initiative", which makes it the great competence for action, be it ethical, economic, labour, political or affective. The learning experiences that must be provided to the student through the different subjects of compulsory education and the very organization of the school must favour the development of this competence. Daniel Herrero Carbajal Universidad de Valladolid 12 The LOE explains in detail the contents of the competence: The acquisition of awareness and application of a set of interrelated personal values and attitudes, such as responsibility, perseverance, self-awareness and self-esteem, creativity, self-criticism, emotional control, the ability to choose, to calculate risks and to face problems, as well as the ability to delay the need for immediate satisfaction, to learn from mistakes and to take risks, are characteristics of this competence. (LOE, 2006) However, there is also the capacity to choose with personal criteria, to imagine projects, and to carry out the necessary actions to develop personal options and plans, whether they are individual or collective projects, taking responsibility for them, in the personal, social and work environment. It involves being able to transform ideas into actions; that is, to set goals and plan and carry out projects. It requires, therefore, being able to rework previous approaches or develop new ideas, find solutions and put them into practice. In addition, it also entails analysing possibilities and limitations, knowing the phases of development of a project, planning, taking decisions, acting, evaluating what has been done and to self-evaluate, extracting conclusions and valuing the possibilities of improvement. It requires, therefore, a strategic vision of the challenges and opportunities that helps to identify and meet objectives and maintain motivation to achieve success in the tasks undertaken, with a healthy personal, academic and professional ambition. Likewise, to be able to put in relation the academic, work or leisure offer available, with the capacities, desires and personal projects. Furthermore, it involves a positive attitude towards change and innovation that presupposes flexibility of approach, being able to understand such changes as opportunities, to adapt critically and constructively to them, to face problems and to find solutions in each of the vital projects that are undertaken. To the extent that autonomy and personal initiative involve other people, this competence requires social skills to relate, cooperate and work in a team: putting oneself in the other's place, valuing the ideas of others, dialoguing and negotiating, assertiveness to adequately inform others of one's decisions, and working in a cooperative and flexible manner. Daniel Herrero Carbajal Universidad de Valladolid 13 Another important dimension of this competence, very much related to this more social aspect, is constituted by those skills and attitudes related to project leadership, which include confidence in oneself and ability to lead. The following skills are some of the key characteristics of the training programme: empathy, spirit of improvement, skills for dialogue and cooperation, organisation of time and tasks, ability to assert and defend rights, and risk taking. In short, sense of initiative and entrepreneurship means being able to imagine, undertake, develop and evaluate individual or collective actions or projects with creativity, confidence, responsibility and a critical sense. With this competence it is intended, on the one hand, that students make decisions with criteria and develop the option chosen assuming the consequences, acquire personal skills such as autonomy, creativity, self-esteem, self-criticism, initiative, emotional control .., so that it can deal with the implementation of different solutions in new contexts. On the other hand, the aim is to enable students to learn from their mistakes. 2.4 Methodological strategies. Active methodologies. Due to the introduction of the competences, the curriculum must be conceived differently as it advocates a holistic education that goes beyond the simple contents of each subject. The introduction of key competences requires combining content, establishing connections between different subjects and themes, in order to achieve a meaningful integration of content for the learner. This will allow the critical and constructive interpretation of our students' environment while producing knowledge. Thus, competences must be acquired from all areas and subjects. For the introduction of these competences, the approach must change, although no major changes must be made to the contents. Just adapt the contents using a methodology that allows the acquisition of all the competences. Teaching must be transformed into learning. Therefore, the teaching methodology is what must be changed, this way the students will acquire the competences, allowing them to integrate what they have learned. Thus, we must develop a methodology that allows the students to integrate what they have learned and put it in relation to other content. Consequently, the methodologies that encourage the effective use of these contents, allowing them to be shaped to different situations and contexts, are the methodologies to be used; hence, active methodologies, which have a creative and flexible character and the students are the protagonists of their learning, fit perfectly with the above. Finally, we have to take into account that all competences must be acquired in all subjects. Daniel Herrero Carbajal Universidad de Valladolid 14 The educational centre must be involved in order to adapt to the new educational needs demanded by the competence-based system, moving from a static model to a more dynamic one. In addition, within the classroom there is a need for coordination and organization among teachers. This more dynamic model implies an important modification in the role of the teacher who goes from being a mere transmitter of knowledge to being a mediator and guide of the learning processes, through which, the teacher orients, monitors and guides the students. Thanks to this substantial change, students become protagonists of their learning. Changes proposed by our educational system are difficult to implement in practice. The context, the families, the learners, the economy of the centre... are random factors that condition the methodologies of the teaching staff. Furthermore, we are used to a traditional educational system, where the teacher uses methodologies in which he or she is the active one, with what he or she tells and writes on the blackboard, and the student has a passive role. The term "active methodology" implies a change in the balance of classroom teaching. The teacher's role changes considerably. Not only it is important what he or she does during the classes, but also planning and prior reflection is highly significant for the students to build their learning. It is a change of balance where the student is the one who has to achieve autonomy and independence in his or her learning. While the teacher must accompany, guide, support and evaluate him or her. These active methodologies help students to generate their own personalized solutions, filtering the information received and creating cognitive structures to understand that information in order to use it in pursuit of an objective. The Orden ECD/65/2015 includes the need to incorporate an "active methodology" when working by competences, as can be read in its Annex II "Guidelines to facilitate the development of methodological strategies that allow working by competences in the classroom". Where we find the following references to active methodologies: To enhance motivation for learning skills, active and contextualised methodologies are also required. Those that facilitate the participation and involvement of students and the acquisition and use of knowledge in real situations, will be those that generate the most transferable and lasting learning. […] Active methodologies have to be supported by cooperative learning structures, so that, through the joint resolution of tasks, group members know the strategies used by their peers and can apply them to similar situations. (Orden ECD/65/2015) Daniel Herrero Carbajal Universidad de Valladolid 15 The methodological strategies proposed in the Orden ECD/65/2015 are: project work, which is a set of activities that allow students to do research and learn by themselves using their previous knowledge, skills and abilities, while the teacher is a mere guide or monitor; cooperative learning, which involves students working together as a team since they have the same goals, students help and support each other as they are motivated by sharing the goal; problem-based learning, where real-world problems are used to help students learn principles and ideas; case studies, which are complete studies of an individual, group or situation, these subjects are studied and analysed in detail and solutions or interpretations are suggested; centres of interest, which are a set of contents that are gathered according to the central theme, chosen in concordance with the needs and interests of the students and portfolio, where all the academic work is collected in order to assess the coursework, student learning and academic achievements, as well as to check that the students have fulfilled the academic requirements. The European Union has also proposed, according to Paños Castro (2017) in her article Educación emprendedora y metodologías activas para su fomento, the most common methodologies for the development of sense of initiative and entrepreneurship competence in the main educational bodies in Europe and Spain. These are usually active learning, project based learning, experiential learning and activities outside the classroom. The European Union (2012), however, considers case studies, business simulations, group work and workshops to be the most effective methods. On the other hand, the Ministerio de Educación, Cultura y Deporte (2015) indicates that learning and service in solidarity or cooperative learning take centre stage in entrepreneurship programs. Paños Castro (2017) states that there is a great variety of teaching and learning methods to work on sense of initiative and entrepreneurship competence, despite the fact that traditional methods are deeply rooted. She defends that interactive, action-oriented and unconventional methodologies are preferable. Hence, sense of initiative and entrepreneurship competence cannot be effectively taught using traditional methods since students are more passive and are prepared to be entrepreneurs (Arasti, Kiani and Imanipour, 2012) quoted in (Paños Castro, 2017). However, as of today there is not enough research describing the impact or effectiveness of each methodology for teaching entrepreneurship (Winslow, Solomon and Tarabishy, 1999) quoted in (Paños Castro, 2017). In fact, entrepreneurship being so chaotic and having different definitions, methodologies also adopt this representation (Solomon, 2007). The following table adapted from the article by Paños Castro explains the main three active methodologies that emphasize the sense of initiative and entrepreneurship competence, Daniel Herrero Carbajal Universidad de Valladolid 16 offering a theoretical reference and an analysis of the main competences developed by each method and related to this competence. These three approaches are the ones I am going to implement later in my didactic proposal. Table 2. Main active methodologies that emphasize the sense of initiative and entrepreneurship competence. Methodology Description Simulations and Games Methodology that allows the student to approach real experiences and challenges. Skills that are developed and are related to sense of initiative and entrepreneurship competence - Creativity - Initiative - Interpersonal skills - Decision making - Autonomy Project Based Learning Methodology that consists of designing, elaborating and carrying out a project with the objective of solving authentic problems or dealing with a task. - Critical Thinking - Teamwork - Oral and written communication - Creative thinking - Decision making - Initiative - Planning - Responsibility Cooperative Learning Working in small groups to achieve common goals. Cooperative learning should not be mistaken for group work. The latter tends to be competitive. Cooperative learning, on the other hand, is about collaboration among equals. That is, a strategy of co - responsibility is given to achieve group goals since one achieves his objectives if, and only if, the others achieve theirs. Thanks to the zone of close development the subject can acquire new contents, solve problems and carry out tasks. - Oral and written communication - Teamwork - Interpersonal communication: such as assertiveness, empathy, trust and mutual support. - Spirit of self-improvement - Time management - Leadership - Decision-making - Conflict resolution - Self-confidence Daniel Herrero Carbajal Universidad de Valladolid 17 I will now proceed to explain the different methodologies that appear in the table and that I will later implement in my didactic proposal. 2.4.1 Game and simulation The game due to the wide range of activities that can be implemented in the classroom as well as the motivating character among students has been traditionally advocated as a fundamental teaching tool. Furthermore, many games encourage teamwork, communication and reflection among students. When you are playing while learning, the atmosphere in the classroom is one of relaxation and enjoyment, which facilitates the learning process. Through game playing, roles are reversed within the classroom. The teacher ceases to be the protagonist and gives the leading role to the students, who are given the possibility to make decisions, to solve problems and to interact with others. These didactic games help the cognitive development of students, since they use their knowledge and skills to try to solve problems without fear of making mistakes. In addition, students will be much more motivated and involved than if they did ordinary activities "the classroom is impregnated with a playful environment that allows the student to develop his or her own learning strategies" (Antología de Motivación Escolar, 2016, p. 129) Finally, according to Marrón (1996), the game can be considered as an important teaching strategy. It has a great capacity to motivate students while they learn, and this is its fundamental characteristic. The introduction of motivation in the classroom means a break with the normal functioning of classes by encouraging the student in an intrinsic way to seek objectives without having to resort to external stimuli. Moreover, the game helps develop mental agility through a series of skills and abilities that are put into practice when playing such as: problem solving, decision making, option assessment, creativity, initiative, interpersonal skills, decision making, Autonomy... etc. In conclusion, the game through its rules encourages students to assume following a discipline in an unconscious way. Other social characteristics and skills such as respect and teamwork are also values promoted by the games. About Simulation, it is an educational game that tries to reproduce reality in order to help understanding and practicing real situations in a classroom. It is a recreation of an event, of a real situation that is simplified to be carried out in class and Daniel Herrero Carbajal Universidad de Valladolid 18 thus to be able to study it. We can state that simulation games are a successful strategy for the study of the English language since interaction with real situations in the target language is practiced and students are able to perform and use the language in a more real and flexible way. Following (Marrón, 1996), simulation has many advantages in the field of teaching: 1. It has a motivating character. As it is a playful activity, it encourages the involvement and interest of the student. 2. It promotes an active and meaningful learning model. The game makes the student develop a series of strategies and abilities since he has to face different problems to which he must give a solution, producing the activation of his knowledge. 3. The ability to make decisions in response to the multiple options and variants that the simulation facilitates. The student must analyse the consequences and effects derived from his own decisions and from the decisions of others. 4. To learn from their own decisions and from the decisions of others. The simulation allows the student to guess the consequences of the decisions and paths that would be taken in real situations and act accordingly. 5. Before making a decision, the student has had to evaluate the different possible variants promoting a global vision. 6. As it is a simplified reproduction of reality, an abstraction of the most elemental concepts is produced, facilitating their understanding. In this way, the understanding of complex ideas and concepts is facilitated. 7. By presenting real situations, learning and the study process are given meaning. The academic world is connected to reality. 8. Being a practical activity, it facilitates and favours long-term memorization since putting the concepts into practice makes it easier to remember them. Daniel Herrero Carbajal Universidad de Valladolid 19 9. In conclusion, simulation and game is a very important methodology that promotes the sense of initiative and entrepreneurship competence in a motivating and encouraging way, where students learn to make decisions in real situations. 2.4.2 Project based learning Project based learning (PBL) is a methodological realization of communicative language teaching. Pursuant to Nunan, D (2014, p. 163), “Projects are super-tasks that incorporate a number of self-contained but interrelated subsidiary tasks”. These super-tasks that Nunan talks about are usually the central focus of a week, term or academic year. Through this methodology, students become the protagonists of their own learning while the teacher is a mere guide or monitor. This method consists in the elaboration of a project related to the topic being studied and it is usually carried out in a group and in a cooperative way. Previously, the teacher must ensure that the students have the necessary knowledge to solve the project. While carrying out the project, the student develops the skills and abilities that are intended to be promoted. Therefore, at the same time that the knowledge is acquired, this methodology also promotes the acquisition of skills and abilities. Some concepts must be previously taught by the teacher in order for the students to use them during the project. In addition, the students will learn new concepts as they solve and advance in the project. The teacher's role is simply to facilitate knowledge, guide and control the project while the students are the total protagonists of the process. The teacher solves the doubts or gives advice but always bearing in mind that students are the ones who must finally carry out and solve the tasks. In compliance with ( Bilsborough) there are four elements which are common to all project based activities: 1. A central topic from which all the activities derive and which drives the project towards a final objective. 2. Access to means of investigation to collect, analyse and use information. 3. Interaction with other learners for sharing ideas, collaborating and communicating, which is fundamental to project based learning. 4. A final product, in the form of posters, presentations, reports, videos, webpages, etc. Daniel Herrero Carbajal Universidad de Valladolid 26 3. Didactic proposal 3.1 Justification As we have seen before, the project based learning, cooperative learning and the simulation and game are innovative methodologies that allow us to encourage a lot of skills and competences, while motivating our students. These methodologies are complicated to implement in a class since we have to follow a fairly strict programming and curricula that sometimes prevent us from spending much of our time on these types of activities. Therefore, I am going to propose three projects or activities, during the last week of March, that will allow teachers to do something different, following these methodologies while also promoting the competence, sense of initiative and entrepreneurship that, as we have seen before, these methodologies encourage. This didactic proposal will therefore be carried out taking into account the syllabus and curriculum of the first year of the ESO. Each activity will last from one to three sessions and will use one or more of the previously described methodologies. Next, in the form of a justification, I present the sequence of laws, the context of the centre, the didactic justification and the methodology employed. 3.2 Law sequencing In order to carry out this didactic proposal I have relied on the following legislation starting with the Common European Framework of Reference for Languages (CEFR), which is the "Supra" level of curricular concreteness. Within this framework of reference, the specification of reference levels and descriptors and the need to create multilingual and multicultural European citizens are highlighted. The LOMCE, which will be mentioned below, confirms this concern in the preamble XII. At the state or "macro" level, I have focused on the Ley Orgánica 8/2013 of 9 December for the Improvement of Educational Quality (LOMCE); on Article 6 of Real Decreto 1105/2014 of 26th December, which establishes the basic curriculum of Compulsory Secondary Education and Baccalaureate in order to take into account transversal elements; and Orden ECD/65/2015, Daniel Herrero Carbajal Universidad de Valladolid 27 of 21st January, describing the relations between competences, contents and assessment criteria for primary education, compulsory secondary education and the Baccalaureate. At the "Meso" level, this educational proposal is based on the current legislation of Castile and Leon, Orden EDU/362/2015, of 4th May, which establishes the curriculum and regulates the implementation, evaluation and development of Compulsory Secondary Education. In the same way, and following again the Orden EDU/362/2015, I have taken into account the school documents in order to make the didactic proposal. In the first year, according to the organisation of subjects and the distribution of the weekly timetable set out in Annex 2 of Orden EDU/362/2015, we will have 4 hours a week of the core subject of First Foreign Language, in this case English. This didactic proposal will be implemented on Tuesdays, Wednesdays and Thursdays from 17th to 20th March, since this is stipulated both in Orden EDU/362/2015 and in the Project of the Educational Centre in question (IESO Arroyo), which establishes the timetable for the subject. 3.3 Context of the centre The IESO ARROYO is a brand new bilingual centre that is in its second year of operation. It is the only high school in town. At present, the first year of the ESO (Year 8 in UK) is taught (5 groups) and the second year of the ESO (Year 9 in UK) (4 groups and 1oPMAR). The next course will incorporate 3rd of the ESO, and so progressively until reaching the four levels of ESO in the course 2021-22. (Year 8 - Year 11). The school timetable is during the morning, from 8:30 to 14:20. In the present school year the IESO Arroyo de la Encomienda has an enrolment of 228 students. It is a public school, dependent on the Department of Education of the Junta de Castilla y León. Arroyo is a municipality very close to Valladolid and in constant growth. Its population has a very young average age, 20% being under 15 years old. This growth and the expected increase in population in the future have generated a great demand for school positions, which has forced the administration to create the IESO Arroyo de la Encomienda. Daniel Herrero Carbajal Universidad de Valladolid 28 Its socioeconomic level is average. Many parents have an average education and quite a number of them have university studies and have been assigned to work duties in accordance with their training. The students come from four schools in the same municipality that are affiliated with our school. x CEIP Margarita Salas x IEPC Kantic@ x CEIP Raimundo de Blas x Elvira Lindo Primary School. All of them have the bilingual program but some of them tend to abandon this path. The students are supposed to arrive with a good level of English, especially in oral and written comprehension. The coexistence among the students is good. Despite the fact that they are in bilingual classes, some of them have low level in some aspects (grammar, making good structures…). Last year they didn’t study the language properly (many of them just learnt scripts and threw them up, but without knowing what they were saying). This year they are focusing more on grammar and structures but also producing a lot of speaking. However, they are a bit behind of what you may expect a bilingual class should perform. Necessities with foreign languages: x Oral production. x Group and active work. x Freedom and creativity while making up works. x Tend to produce in their mother tongue. x Basic mistakes due to their lack of attention during any exercise. Issues: There are quite many students in class (25 pupils) and the Spanish curriculum is very restrictive. The small classes, the limited amount of time (50’ each class), the organization of the room... do not allow the teacher to develop activities which require movement or moving to other places/classes more suitable for TPR activities. Daniel Herrero Carbajal Universidad de Valladolid 29 3.4 Didactic proposal This didactic proposal is part of a proposal I made in order to give ideas to English language teachers, a subject that at first sight has little to do with the sense of initiative and entrepreneurship competence, to carry out activities that include this competence and also to try to solve the problem of the terms, since the last weeks before the assessment exams, the whole material of the second term has already been taught and these weeks are often intended to review and doubts. Therefore, this didactic proposal has the purpose of reviewing the modal verbs (can, must, should and need), countable and uncountable nouns, there is, there are, along with the vocabulary of food corresponding to unit 6 which is the last topic of the Spanish curricula of English subject of the second term. All this using the methodologies of Project Based Learning (PBL), Cooperative Learning (CL) and Simulation and Game, which are characteristic of the sense of initiative and entrepreneurship competence. The transversal theme is "The importance of English as a vehicular language" and it also includes "cultural and artistic life in other countries", "food and healthy habits" and "travel and cultural exchange", to try to instil in students that English is not just grammar but is a very useful tool for interacting and carrying out everyday tasks such as shopping or ordering in a restaurant, and it has also been used to deal with grammatical aspects: the modal verbs, included in the Orden EDU/362/2015 and established in two points, expression of the ability, possibility, prohibition and duty (can, must); the entity (count/uncount/collective/com pound nouns). 3.5 Methodology This didactic proposal uses the methodologies of PBL, CL and Simulation and Game exercises. These methods are intended to enable students to learn the language using it in the same way as in natural learning situations. Thus, this didactic proposal is based on a series of group and individual tasks that conclude in a final task or project. Daniel Herrero Carbajal Universidad de Valladolid 30 3.6 Sessions 3 3.6.1 Session one The first session is a project in which each group of four members must make a recipe with the ingredients they get. This project consists of several activities: The first activity is a quiz competition by turns. Each group of four students must say whether an ingredient is countable or uncountable and say aloud a sentence with there is/there are and that ingredient, and if they get it right, they will be given that ingredient, a token (these tokens will then be used at a flea market where students can trade them in). In the second activity, the teacher will give each group a shopping list, with the ingredients they need to make a recipe. The groups should then be divided into two pairs, one pair should "sell" the ingredients they got from the quiz and the other pair should go to other group stalls and "buy" the ingredients they need to make their recipe. To do this, they will use barter, exchanging ingredient by ingredient and they will have to use the questions of accountants and countless others learned in class as well as those of quantity and price: Are there any..., Is there any..., How much..., How many... and the answers: Yes there is..., no there isn't any... Yes there are some..., No, there aren't any... In the final activity, each group should work cooperatively and make a recipe with the list of ingredients they have been given and write it on a piece of cardboard. It must be coherent and use the structures of the recipes that have been studied in class, the connectors and the imperative verbs. These recipes should be well presented as they will count as writing practice and will decorate the walls of the class. 3.6.2 Session two The second session consists of a role play about ordering in a restaurant. It also includes cooperative work and project based learning. Daniel Herrero Carbajal Universidad de Valladolid 31 In this session, students will again be divided into groups, this time in groups of 3 individuals. The final objective of this activity will be to perform a role play where a waiter and two diners should have a dialogue about ordering in a restaurant. The first activity consists in making the menu of the restaurant. The teacher will give some cards to the students and they should think of a name of the restaurant and a menu with a first, a second, a dessert and the drinks; everything in a consensual way and with reasonable prices. In the second activity, the students must carry out a dialogue between the waiter and the two diners ordering the food. It should be a dialogue using the vocabulary about ordering learned in class and they can use as an example the list that comes in the card given to them by the teacher. In this dialogue, all guests must participate. Finally, the students must perform in front of the other groups the dialogue they have prepared, being one member of the group the waiter and the other two the guests. This performance will be evaluated as a speaking test. 3.6 6.3 Session three In session three all students must put into practice all they have learned since they will have to do a market project. Each group of four individuals will receive a different topic. Fruits and vegetables, fish and meat, eggs and milk, salt and species and finally bakery and sweets. Students should first design a dialogue between a seller and customers. The dialogues should include at least two modal verbs and vocabulary of countable and uncountable nouns. Presentations will be evaluated. The first thing they must do is writing the presentations. They will have to work in teams taking into account the phrases and vocabulary learned during the topic. The second part of the class will consist of learning the dialogues and tenses of each of the students. They should keep in mind that the performance should last about 5 minutes. Daniel Herrero Carbajal Universidad de Valladolid 32 3 3.6.4 Session four In session four, there will be performances at the flea market. This session will be evaluated as part of the speaking. In spite of being previously prepared, it is a project with great difficulty for the first year of the students of the ESO, who will have to learn the structures and the dialogues besides trying to have a correct pronunciation and promote their partner's participation. As a final activity, also evaluable. After all the groups have performed. In a random way, three students of different groups should get together and make a dialogue in an improvised way, being one the seller and each one of the other two at least buying two different foods. This is an approach to real conversations, with little time to think about what is going to be said and without having a clear idea of what the interlocutor's response is going to be. Daniel Herrero Carbajal Universidad de Valladolid 33 4. Conclusion Sense of initiative and entrepreneurship is a very complete and holistic competence that allows our students to acquire skills that will be extremely useful to them throughout their lives, before and after their education. It is true that at first glance, we do not see many links between the English subject and this competence, but the reality is that they have much in common as communication and relationships with others are key skills in both the competence and the subject. The language of a country is directly related to its culture and society, English is therefore a holistic subject, where students learn and improve their English throughout their lives. Active methodologies are essential in the teaching of English and in the implementation of the skills of the competence as the students must be partially emancipated with respect to their teacher, because the knowledge that is best integrated is that which we discover for ourselves, since it has a previous process of investigation and satisfaction in reaching a conclusion. Due to the problem of the curriculum that our educational system has, it is utopian to try to implement these methodologies in all our classes since there is practically no material time to prepare this kind of lessons at the same time that there is an agenda and objectives to be fulfilled. However, it is interesting to introduce these methodologies little by little in our fixed teaching system and an suitable way would be to set aside a week at the end of each term to implement these methodologies. In summary, active methodologies are starting to flourish but there is still a long way to go. We, the youngest teachers, are the ones who have in our hands the power to foster this change of trend in education and help each other in trying to apply these methodologies in our programming. Daniel Herrero Carbajal Universidad de Valladolid 34 5. Bibliography Bilsborough, K. (n.d.). TBL and PBL: Two learner-centred approaches. Retrieved from British Council: https://www.teachingenglish.org.uk/article/tbl-pbl-two-learnercentred-approaches Ministerio de Educación y Formación. (n.d.). Sentido de la iniciativa y espíritu emprendedor. Retrieved 06 15, 2020, from educacionyfp.gob.es: www.educacionyfp.gob.es/educacion/mc/lomce/curriculo/competencias-clave/i.html Antología de Motivación Escolar. (2016). Editorial digital UNID. Retrieved from https://books.google.es/books?id=QRQDAAAQBAJ&printsec=frontcover&hl=es&source=gbs_ge_summary_r&cad=0 Aprendizaje. ¿Cómo se Lleva a Cabo? (2018, 05 31). Retrieved from Orientadora al Rescate: http://orientadoraalrescate.blogspot.com/2018/05/aprendizaje-como-se-llevacabo.html Arasti, Z., Kiami, M., and Imanipour,N. (2012). A Study of Teaching Methods in Entrepreneurship Education for Graduate Students. Higher Education Studies, 2-10. Retrieved from https://www.researchgate.net/profile/Zahra_Arasti/publication/228464632_A_Study_o f_Teaching_Methods_in_Entrepreneurship_Education_for_Graduate_Students/links/5 b94e0e14585153a530f2335/A-Study-of-Teaching-Methods-in-EntrepreneurshipEducation-for-Graduate-S Burillo, J. (2006). Las lenguas extranjeras en el aula: Reflexiones y propuestas. Retrieved from https://books.google.es/books?hl=es&lr=&id=P3G4YuCsHOsC&oi=fnd&pg=PA9&d q=sentido+emprendedor+lengua+extranjera&ots=_fpuoppnfN&sig=Qpx8S6QD123P5su3iAzcLS53Hg#v=onepage&q&f=false Chacón, P. (2008). El juego didáctico como estrategia de enseñanza y aprendizaje ¿Cómo crearlo en el aula? Nueva Aula Abierta. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&ua ct=8&ved=2ahUKEwjLqbm0zr3qAhUKtRoKHdSLDx8QFjABegQIBxAB&url=http %3A%2F%2Fwww.e-historia.cl%2Fcursosudla%2F13EDU413%2Flecturas%2F06%2520- %2520El%2520Juego%2520Didactico%2520Como%2520E de Diego Bravo, A. (2012). El Aprendizaje Basado en Proyectos y su Uso Para la Educación en Valores. Navarra. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahU KEwigq82Ml8DqAhVE4YUKHRzhAZcQFjABegQIBhAB&url=https%3A%2F%2Fa cademicae.unavarra.es%2Fbitstream%2Fhandle%2F2454%2F15022%2F70560_De%2520Dieg o%2520Bravo%252C%2520Asier.pdf%3Fsequence%3D1 Daniel Herrero Carbajal Universidad de Valladolid 35 DeSeCo. (2005). La Definición y Selección de Competencias Clave. Retrieved from Proyecto de Definición y Selección de Competencias: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&ua ct=8&ved=2ahUKEwjip9juzb3qAhVMQBoKHcO0AyQQFjAAegQIBhAB&url=http s%3A%2F%2Fwww.deseco.ch%2Fbfs%2Fdeseco%2Fen%2Findex%2F03%2F02.par sys.78532.downloadList.94248.DownloadFile.tmp%2F2005.d Díaz, M. (2005). Modalidades de aprendizaje centradas en el desarrollo de competencias. Universidad de Oviedo. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&ua ct=8&ved=2ahUKEwjJ7uDBzr3qAhWN4YUKHVE2CpEQFjABegQIBBAB&url=htt ps%3A%2F%2Fwww.ulpgc.es%2Fhege%2Falmacen%2Fdownload%2F42%2F42376 %2Fmodalidades_ensenanza_competencias_mario_miguel2_docu European Union. (2012). Entrepreneurship Determinants: Culture and Capabilities. Retrieved from An official website of the European Union: https://ec.europa.eu/eurostat/documents/3217494/5748437/KS-31-12-758EN.PDF/99dba9d4-b7a2-4206-b588-14e7c62ebf0b?version=1.0 G. F. (2013). ¿Cómo elaborar una rúbrica? Investigación en Educación Médica. Retrieved from http://riem.facmed.unam.mx/sites/all/archivos/V2Num01/10_PEM_GATICA.PDF: http://riem.facmed.unam.mx/sites/all/archivos/V2Num01/10_PEM_GATICA.PDF Gutiérrez Becerril, M. (2012, 5). La Competencia Comunicativa en el Aula de Inglés. La Dimensión Intercultural a Través de las TIC. Universidad de Oviedo. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&ua ct=8&ved=2ahUKEwjzke3zMLqAhV0DmMBHZVxCm0QFjAAegQIAhAB&url=https%3A%2F%2Fredined.me cd.gob.es%2Fxmlui%2Fhandle%2F11162%2F161205&usg=AOvVaw3uS9aISPMhW mCeOSKYObzp Hernandez, D. R. (2019). La integración del teatro como parte de la pedagogía competencial en lenguas extranjeras. Retrieved from http://riull.ull.es/xmlui/handle/915/17008 Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1999). El Aprendizaje Cooperativo en el Aula. Paidós. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahU KEwiG78rrzr3qAhVQRBoKHWuWC7sQFjABegQIBBAB&url=https%3A%2F%2F www.ucm.es%2Fdata%2Fcont%2Fdocs%2F1626-2019-03-15JOHNSON%2520El%2520aprendizaje%2520cooperativo%2520en%2520el%2520aul a.pdf& Kelly, J. (2012, September). The Learning Pyramid. Retrieved from The Peak Performance Center : https://thepeakperformancecenter.com/educationallearning/learning/principles-of-learning/learning-pyramid/ Lobato Villagrá, P. (2018). ¿Qué Es el Aprendizaje Cooperativo? Definición y Elementos Esenciales. Retrieved from https://edintech.blog/2018/01/24/aprendizaje-cooperativodefinicion-elementos-esenciales/ Daniel Herrero Carbajal Universidad de Valladolid 42 SESSION 3 Actividades Criterios de evaluación Estándares de aprendizaje -Desig n the dialogue of buying in the market. -Practice with your team mates. “The students should be able to:” (Bloque 1: 1 y 3) “Identify the main points and essential information of an oral text by using the socio - cultural aspects of interpersonal relationships for its understanding.” (Bloque 2: 1, 3) “Produce short and understandable oral texts, expressing an opinion and ideas based on the acquired socio -cultural aspects.” (Bloque 2:8) “Use short phrases, groups of words and formulas to get by in short exchanges in everyday situations.” (Bloque 3:2) “know and know how to apply the most appropriate strategies for the understanding of the general meaning of the dialogues” (Bloque 4:2) “Apply appropriate strategies to produce short, simply structured written texts, by using the grammar and vocabulary learned in the unit.” “The Students can:” (Bloque 1: 1) “1.1 Understand and interpret both the meaning of the instructions articulated by the teacher and main ideas presented in the exercises ” “ 1.2 Summarize an d learn the main ideas and phrases about recipes and exchanging products” (Bloque 2: 2) “2.1. Work correctly in basic daily management and transactions, such as the exchange of products.” (Bloque 2: 3) “3.1. Take an active part in classroom activities, ex change information and express opinion.” “ 3.2. Formulate and express their answers in front of both teacher and classmates.” (Bloque 4:2) “ 2.1. Write a dialogue following the instructions and indications respecting the conventions.” “ 2.2. Use the structure s and verb tenses suitable for going shopping.” Tiempo Total 50’ - Activity 1: 20’ - Activity 2: 30’ Contenidos Bloque 1 : Estrategias de comprensión: 1 y 3. Aspectos socioculturales y sociolingüísticos: 1 , 2 y 4 . Funciones Comunicativas: 3. Bloque 2: Ejecución: 1 y 4 . Paralingüísticos y paratextuales: 2 y 3 . Aspectos socioculturales y sociolingüísticos: 1, 2 y 4 . Funciones comunicativas: 7 . Estructuras sintácticodiscursivas: 1. Daniel Herrero Carbajal Universidad de Valladolid 43 SESSION 4 Actividades Criterios de evaluación Estándares de aprendizaje -Flea market performance. Random dialogues. “The students should be able to:” (Bloque 1: 1, 3) “Identify the main points and essential information of an oral text by using the socio - cultural aspects of interpersonal relationships for its understanding.” (Blo que 2: 1, 3) “Produce short and understandable oral texts, expressing an opinion based on the acquired sociocultural aspects.” (Bloque 2:8) “Use short phrases, groups of words and formulas to get by in short exchanges in everyday situations.” “The Students can:” (Bloque 1: 1) “1.1 Understand and interpret both the meaning of the instructions articulated by the teacher and main ideas presented in the exercises ” “ 1.2 Summarize and learn the main ideas and phrases about going shopping and selling products” (Bloque 2: 2) “2.1. Work correctly in basic daily management and transactions, such as the exchange of products.” (Bloque 2: 3) “3.1. Take an active part in classroom activities, exchange information and express opinion.” “ 3.2. Formulate and express their answers and dialogues in front of both teacher and classmates.” Tiempo Total 50’ - Activity 1: 2’ - Activity 2: 35’ - Activity 3: 10’ - Activity 4: 3’ Contenidos Bloque 1 : Estrategias de comprensión: 1 y 3. Aspectos socioculturales y socio lingüísticos: 1 , 2 y 4 . Funciones Comunicativas: 3. Bloque 2 : Ejecución: 1 y 4. Paralingüísticos y paratextuales: 2 y 3 . Aspectos socioculturales y sociolingüísticos: 1, 2 y 4. Funciones comunicativas: 7. Bloque 3: Estrategias de comprensión: 1,3,4 y 5. Estructuras sintáctico -discursivas: 1 Bloque 4: Planificación: 1. Ejecución: 1. Funciones Comunicativas: 3 y 10. Daniel Herrero Carbajal Universidad de Valladolid 44 6.3 Tables of the activities SESSION 1 TASK ACTIVITY 1.1 Actividad/tarea número 1sesión número 1 Título: - Quiz: Guess the ingredients. Tipo: Reinforcement activity Temporalización: 20 minutes Gestión del aula: Teacher in front of the class while students stay in their own desks. Recursos: - Smart screen with a roulette with many ingredients and products Estándares de aprendizaje evaluables: - “Oral texts comprehension” (1st block): 1.1 & 1.2 - “Oral texts production” (2nd block): 3.1 & 3.2 Input lingüístico: 1. Explanation 2 min Here we have this roulette with the vocabulary of the unit, I am going to spin the wheel and you have to make very quickly one sentence with it. It could be in interrogative form, in affir mative form or in negative form. Be careful because some nouns are countable and others are uncountable nouns. If you make a right sentence, I will give a token with that ingredient or product to your group. 2. Vocabulary roulette 13 min https://wheelofnames.com/hvb -fk9 (I call the students one by one asking them to make one sentence. I correct and explain any mistakes , if they succeed, I give them a token with the product ) Daniel Herrero Carbajal Universidad de Valladolid 45 TASK ACTIVITY 2.1 Actividad/tarea número 2 - sesión número 1 Título: Go shopping Tipo: Main activity Temporalización: 15 minutes Gestión del aula: Teacher in front of the class while students are divided in groups of four. Recursos: - Blackboard - List of groups, list of ingredients. Estándares de aprendizaje evaluables: - “Oral texts comprehension” (1st block): 1.1 & 1.2 - “Oral texts production” (2nd block): 3.1 & 3.2 Input lingüístico: 1. Explanation 3 min Ok, today you will have to find the ingredients of your recipe. Each gro up have a different recipe and several ingredients. You have the ingredients of the other groups and the other groups have your ingredients. You will have to divide your group with some people that remain in your market stall exchanging ingredients and oth ers that have to look for the ingredients missing. Please don’t make too much noise. Do you have any doubt? You will have to give some of the ingredients you won in the quiz in order to get the ingredients you need for your recipe. 2. Game 12 min (I write in the blackboard some phrases that may be useful for the game like Do you have…? have you got…? How much…? How many…? Are there any….?, and then I go to the different groups checking that they are using the phrases, correcting some mistakes and congratulati ng them if they make good sentences and using English language). Daniel Herrero Carbajal Universidad de Valladolid 46 TASK ACTIVITY 3.1 Actividad/tarea número 3 - sesión número 1 Título: Making a recipe Tipo: Main activity Temporalización: 20 minutes Gestión del aula: Teacher in front of the class while students are divided in groups of four. Recursos: - List of groups, list of ingredients. Estándares de aprendizaje evaluables: - “Oral texts comprehension” (1st block): 1.1 & 1.2 - “Written texts production” (4th block): 2.1 & 2.2 Input lingüístico: 1. Writing your recipe explanation 2 min As you all have the ingredients you need for your recipe, you must now go back to your group seats and write down a recipe using those ingredients. Please use the verbs we have studied and the structure of recipe s. Bear in mind the verb tenses suitable to recipes and use the connectors we have learned for giving instructions. Write it clearly and adorn it because these recipes are going to decorate the walls of class . 2. Writing the recipe 18 min I go to the differe nt groups checking that they are using the phrases, correcting some mistakes and congratulating them if they make good sentences and follow the tips I gave them about writing recipes. Daniel Herrero Carbajal Universidad de Valladolid 47 SESSION 2 TASK ACTIVITY 1.2 Actividad/tarea número 1sesión número 2 Título: Create the menu Tipo: Warm activity Temporalización: 10 minutes Gestión del aula: Teacher in front of the class while students are divided in groups of four. Recursos: - At the restaurant sheets. - Blackboard. Estándares de aprendizaje evaluables: - “Oral texts comprehension” (1st block): 1.1 & 1.2 - “Oral texts production” (2nd block): 3.1 & 3.2 - “Writing text production” (4th block): 2.1 & 2.2 Input lingüístico: 1. Explanation 2 min Okay guys, so today I am going to make groups of four ag ain. Then you will have to make a Restaurant menu with four starters, four main courses, four desserts and four drinks. You will have to think about the name of your restaurant and also stablish the prices of your courses. Here you have this sheet that you can use as a model. 2. Writing the menu 8 min (I walk through the tables asking them to speak in English solving doubts and answering questions, the language assistant is also helping me) Daniel Herrero Carbajal Universidad de Valladolid 48 TASK ACTIVITY 2.2 Actividad/tarea número 2 - sesión número 2 Título: -Writing the dialogues. Tipo: Main Temporalización: 10 minutes Gestión del aula: Teacher in front of the class while students are divided in groups of four. Recursos: - At the restaurant sheets. - Blackboard. Estándares de aprendizaje evaluables: - “Oral texts comprehension” (1st block): 1.1 & 1.2 - “Oral texts production” (2nd block): 3.1 & 3.2 - “Writing text production” (4th block): 2.1 & 2.2 Input lingüístico: 1. Writing the dialogues explanation 3 min Ok. Once you have finished, you will hav e to write a dialogue between a waiter and the customers, it is group work but you all must write the same dialogue and then you will represent it in front of the class. Here there is an example of how your dialogue could be. (I give the last sheet) One me mber of the group would be the waiter and the other members are the costumers. Please use the sentences and structures we have learned in class and also try to use some modal verbs as well. 2. Writing the dialogues 17 min (I go to the different groups checking that they are using the phrases, correcting some mistakes, solving any doubts and congratulating them if they make good sentences and using English language) Daniel Herrero Carbajal Universidad de Valladolid 49 TASK ACTIVITY 3.2 Actividad/tarea número 3sesión número 2 Título: Performance Tipo: Main activity Temporalización: 20 minutes Gestión del aula: One group in the stage ready to perform and the others in their seats. The teacher is in the back of the classroom taking some notes. Recursos: The stage close to the blackboard. Estándares de aprendizaje evaluables: - “Oral texts production” (2nd block): 3.1 & 3.2 Input lingüístico: 1. Representation 20 min Alright, group one, come here and perform your dialogue. Who is the waiter? Ok, the waiter comes here and the customers go there. Let’s start. Action! Daniel Herrero Carbajal Universidad de Valladolid 50 SESSION 3 TASK ACTIVITY 1.3 Actividad/tarea número 1 - sesión número 3 Título: -Design the dialogue of buying in a market Tipo: Main activity Temporalización: 25 minutes Gestión del aula: Teacher in front of the class whi le students are divided in groups of four. Recursos: - Blackboard. Estándares de aprendizaje evaluables: - “Oral texts comprehension” (1st block): 1.1 & 1.2 - “Oral texts production” (2nd block): 3.1 & 3.2 - “Writing text production” (4th block): 2.1 & 2.2 Input lingüístico: 1. Writing the dialogues explanation 5 min Ok. Today you will need to write another dialogues about buying products in a market. You will work in groups of four and it is very important that you cooperate in order to make good and remarkabl e dialogues. First, I will give a topic to each group: fruits and vegetables, fish and meat, eggs and milk, salt and species and finally bakery and sweets. Each group must make a dialogue about buying and selling the topic I gave to them. The dialogue would be about a seller and customers. The dialogues should include at least two modal verbs and vocabulary of countable and uncountable nouns. The final presentations will be evaluated. The performances must length around 5 minutes. 2. Writing the dialogues 20 min (I go to the different groups checking that they are using the phrases, correcting some mistakes, solving any doubts and congratulating them if they make good sentences and using English language) Daniel Herrero Carbajal Universidad de Valladolid 51 TASK ACTIVITY 2.3 Actividad/tarea número 2 - sesión número 3 Título: -Practice with your team mates. Tipo: Recap activity Temporalización: 25 minutes Gestión del aula: Teacher in front of the class while students are divided in groups of four. Recursos: Estándares de aprendizaje evaluables: - “Oral texts comprehension” (1st block): 1.1 & 1.2 - “Oral texts production” (2nd block): 3.1 & 3.2 - “Writing test comprehension” (3rd block) 1.1 & 1.2 Input lingüístico: 1. Practice with your team mates explanation 5 min Ok guys, now it is time to practice and learn the dialogues. I will go to your groups and try to help you about any doubts you may have, pronunciation and I will try to solve any question since tomorrow you will have to represent them in front of the class. 2. Practice with your team mates 20 min (I go to the different groups checking that they are using the phrases, correcting some mistakes, solving any doubts and congratulating them if they make good sentences and using English language)