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A) COURSE PLAN “English: 2nd Year of Secondary Education” 68515 DISEÑO CURRICULAR DE LENGUAS EXTRANJERAS: INGLÉS YEAR PLAN: “English” 2nd year of Secondary Education Clara Alcalde de la Fuente Marta Alegría Bernal Iulia Bob Simonfi PROFESORA: VIOLETA DELGADO CRESPO MÁSTER UNIVERSITARIO EN FORMACIÓN DEL PROFESORADO EN LENGUAS EXTRANJERAS PARA E.S.O., BACHILLERATO Y ENSEÑANZAS DE IDIOMAS 2013 - 2014 TABLE OF CONTENTS Introduction ...................................................................................................................... 1 I. Contextualización .......................................................................................................... 2 1.1. Official documents: National Curriculum and Aragonese Curriculum ................. 2 1.2. School setting ......................................................................................................... 2 1.2.1. Characteristics of the school............................................................2 1.2.2.Socio-cultural context.......................................................................3 1.2.3. Students´ characteristics and needs.................................................4 II. Syllabus design and development ................................................................................ 5 2.1. Introduction ............................................................................................................ 5 2.1.1. Organising Principles......................................................................5 2.1.2. Epistemological Framework............................................................6 2.1.3. Contribution to the key competences..............................................6 2.2. Objectives .............................................................................................................. 8 2.3. Contents ............................................................................................................... 10 2.4. Methodology ........................................................................................................ 11 2.4.1. Methodological aspects..................................................................12 2.4.2. Resources.......................................................................................13 2.4.3. Groupings.......................................................................................13 2.4.4. Space..............................................................................................14 2.4.5. Timing............................................................................................14 2.5. Evaluation ............................................................................................................ 14 2.5.1. Approaches and instruments of evaluation....................................14 2.5.2. Grading criteria..............................................................................14 2.5.3. Evaluation of the teaching and learning process............................16 2.5.4. Evaluation of the year plan............................................................17 2.6. Differentiation ...................................................................................................... 18 III. Unit Plans ................................................................................................................. 19 3.1. Unit 1 "Friends" ................................................................................................... 19 3.2. Unit 2 "About Town" ........................................................................................... 20 3.3. Unit 3 "Let´s go" .................................................................................................. 21 3.4. Unit 4 "Prodigies" ................................................................................................ 22 3.5. Unit 5 "Telling Tales" .......................................................................................... 23 3.6. Unit 6 "Electric!" ................................................................................................. 24 3.7. Unit 7 "Health" .................................................................................................... 25 3.8. Unit 8 "Bright Future" ......................................................................................... 26 3.9. Unit 9 "Take Action" ........................................................................................... 27 IV. Works Cited .............................................................................................................. 29 V. Resources ................................................................................................................... 30 I INTRODUCTION In a society in which knowledge is constantly changing and improving, the best legacy we can give to our students is the transmission of the different mechanisms necessary to integrate them in the society effectively and constructively, in order to finally, allow them participate in their development in an autonomous and personal way through this change. The current curriculums continue emphasizing the conceptual aspect of the contents highlighting the general objectives of the stage, the area objectives and the criteria evaluation, the importance of the acquisition of different tools of work such as: analysis, schemes, search and find out meaningful and important information, among others. All of this can help students to structure and organize several strategies of autonomous learning. This gives expression to one of the dimensions of the education linked to the development of the tutorial and guidance function, through the teaching: teaching to think and work, teaching to undertake, show initiatives and make decisions. During the secondary education period, the area is the basic form of structuring contents. This form present in the organization of curriculum facilitates and improves a rigorous treatment at the same time that it contributes to the development of students’ capacity of analyzing. However, the fragmentation of the knowledge into different areas can hamper their comprehension and practical application. Therefore, is not convenient to show all the contents related from a perspective and a global way according to the Global Education Guidelines. This can be done through the common content-cross, building new common concepts and highlighting the aim of some working techniques which give solutions to certain problems of knowledge. Several investigations about students’ learning, underline the social-natural, cultural and educational development as an important instrument. In this process, the teacher's work is presented as a mediator between the contents and the student´s activity as an essential part. The interaction between students and teachers will decisively influence in the socialization process, the relative points of views, the increase of aspirations and the academic achievement. The stage objectives, the area objectives and the evaluation criteria insist on this aspect. It will be necessary to design teaching-learning experiences oriented to create and maintain a climate of mutual acceptance and cooperation, promoting the organization of student teams and the distribution of tasks and responsibilities among them. II I. CONTEXTUALIZATION 1.1. Official documents: National and Aragonese Curriculum This Year Plan is extracted from the following current laws: LOE (Orden 4288/2006), Orden of 9 May 2007 (Currículo de la Educación Secundaria Obligatoria de la Comunidad Autónoma de Aragón), Real Decreto 1513/2006 of December 7 (Enseñanzas Mínimas) and the Common European Framework of Reference for Languages. 1.2. School setting • 1.2.1. Characteristics of the school The “Pilar Lorengar” Centre is a Secondary Education Centre dependent on the DGA. The centre opened its doors for the very first time in September 20, 1985, being a High School according to the current law at that time. During the school year 1990-1991, the centre applied for the French bilingual legislation, which was accepted and because of this the centre became a bilingual centre during the first courses of Secondary Education. In the current course (2013-2014) multilingualism (English-French-Spanish) has been implanted in the first courses of the centre. The High School collaborates with different autonomous, provincial, and municipal institutions near its neighborhood in order to realize different projects and activities. The Center will help students who need fast immersion in the Spanish language. Through coeducation, it will try to eliminate any gender discriminatory expression and promote coexistence and critical awareness on gender attitudes. The Center wants to promote an education based on the respect for differences. Its role will be to promote coexistence among students with different nationalities, different physical characteristics, and different social level. As teachers, we propose a moral, ethic, and civic education that boosts and defends human rights. Our educational work will be focused on achieving the student´s promotion in the maturity process through dialogue, reflection, and collaboration in a climate of order and discipline. According to this idea, our educative year plan will focus on: - Admitting the different evolutionary rhythms and the various intellectual abilities that the students have. III - Taking into account the students’ psychological development and the different educational levels in our planning. - Promoting a responsible and free environment along with a mutual respect among all members of the educational community. - Stimulating in our students a positive attitude about meaningful learning and curricular activities. - Avoiding criteria and intransigence in the learning process. - Developing exercises of reflection and analysis. - Improving the technique of debate by means of considering it a real knowledge and a means to make responsible decisions. • 1.2.2. Socio-cultural context Zaragoza is a medium sized city located in the northeast region of Aragon, which is a part of Spain with relatively plenty economic resources. Nowadays around seven hundred fifty thousand people live there. One of the most important economic resources is the General Motors factory. Thanks to this company some engine industries have been developed in the city. Other important companies situated in the city are BSH which is an appliance manufacturer, CAF, which is a railway equipment manufacturer, the paper-recycling group SAICA, and Lacasa which makes chocolates. This type of industries provides employment for people with secondary and higher education in Zaragoza. "Pilar Lorengar" High School was built after the 60s Spanish War due to the industrial development in the sixties. Near to the center there are some industrial parks such as Cogullada, Molino del Pilar, El Pilar, Malpica, etc., and some residential places where the rural population once lived. The school is located in the "La Jota" neighborhood, which is situated in the Norwest of the city, between the Ebro and Gállego rivers. During the last years a lot of new buildings, flats, residential places and pedestrian areas have been built to encourage young people, who may lives in other parts of the city, to come to the “La Jota" neighborhood. These young families are formed by couples and, in some cases, couples with one or two children. In general, these families belong to the growing middle class. IV The approximate percentage of parents who are unemployed is thirty percent. This data were collected in November 2012 and the variation nowadays has been almost zero, so they are current. Last year the number of immigrant population at the school has declined considerably. This school year only a twenty percent of the enrolled students are immigrants. That is due to the difficulties to find a job in Spain, and to the reduction of the government-sponsored social security in the last two years. Due to the reductions in the education budget, most public educational financing is limited. Families are able to apply for a book grant, or for the public transport grant. At the moment, the school only offers an integration program for new immigrants students. This program focuses on the Spanish language and culture. In our opinion, during the last five years, the social facilities have disappeared, affecting the social integration. • 1.2.3. The students: characteristics and needs. The class is formed by 25 students with different origins such as East Europe, India and South America. All of them are able to speak, understand and write Spanish very well. We also have to highlight a pupil with high capacities, who requires supplementary material to develop her comprehension capacity in some lessons. The distribution of the classroom throughout this year will be done in small groups, trying to adapt the space we have to get the best from our students. In the classroom we have an interactive digital blackboard, a projector and a personal laptop. Every pupil has his/her own notebook and they can use it whenever they want, with teacher’s permission. In the classroom, we also have different corkboards, which are used for informative notes, cupboards where students’ material is kept and a conventional blackboard. V II. SYLLABUS DESIGN AND DEVELOPMENT 2. 1. Introduction • 2.1.1. Organising principles Our Year Plan’s proposal for the English subject will be developed in the 2nd course of Secondary Education. Through 9 Unit Plans, students will have to achieve the objectives determined in this Year Plan and in the current Educational Legislation for the year. In the sense given, it should be said that the Year Plan will be carried out according to the indications and principles stated by the Aragonese Curriculum (Orden de 9 de mayo de 2007, del Departamento de Educación, Cultura por la que se aprueba el currículo de la Educación secundaria obligatoria en los centros docentes de la Comunidad autónoma de Aragón). The Syllabus Design of our Year Plan will focus on the competences model which is a type of curriculum design that begins with a specification of learning outcomes and which uses desired learning outcomes as the basis for developing instructional processes (activities) and input (content). According to Richards (2013), it is also called backward design and in the last years it has re-emerged as an upcoming curriculum development approach in language teaching. Bailey (2001) suggests that a reflective teacher must reflect on what happens in lessons and think about alternative means to achieve goals. In order to get this aim, our syllabus will be flexible and will take experiences of the students into account. Kelly (1989) defines the curriculum like “the intentions of the planners, the procedures adopted for the implementation of those intentions, the actual experiences of the pupils resulting from the teachers’ direct attempts to carry out their or the planner’s intentions, and the ‘hidden learning’ that occurs as a by-product of the organization of the curriculum, and, indeed, of the school” and it what a proper syllabus design should contain. Regarding the values across the curriculum which are supposed to be achieved during the course, the most remarkable one is the education in moral values because it is very important that students learn to respect people who surround them as well as accept their own differences and others’. By learning ethic values, learners will be able XII Teachers should also create a positive learning atmosphere, which mostly depends on the connection between teachers and students, and also among the students. • 2.4.1. Methodological aspects Each Unit starts with a Vocabulary section. This presents 8–12 words or expressions related to the Unit’s theme. Practice activities, including listening and repeating, help these to become part of students’ active vocabulary. Further personalized practice is contained in the Portfolio. The Reading part starts with a warmer to activate students’ knowledge of the topic and generate interest. Students then read a text, with the option of listening on the Class CD. The texts reflect a variety of text types that students could meet outside the classroom and exemplify some of the new vocabulary. Activities then teach students how to read by practicing strategies such as predicting contents from titles and visual clues. Carefully-staged exercises teach students to read for general meaning and then for more specific information. The Grammar section presents the grammar that students have been exposed to in the reading text. Graded exercises check students’ understanding and provide practice. This practice is personalized and meaningful, while at the same time developing students’ accuracy. A full explanation of each grammar point is included in the Grammar Reference at the back of the book, and at the beginning of each unit in the Workbook. The Pronunciation exercises are presented by two voice coaches, Victor and Veronica. Here students practice recognizing and producing important sounds in English and develop an awareness of stress, rhythm and intonation. Writing is broken down into clear steps. After an oral warmer, students read a model text, which recycles grammar and vocabulary from the Unit. They then focus on an area of the writing which helps to make it effective, such as using connectors or ordering information. Specific exercises give practice in this area. Students then make notes and organize their ideas into paragraphs before writing their own composition. Finally, they’re encouraged to review their work for errors. XIII • 2.4.2. Resources  For the students  Student’s Book and Workbook “English in motion”, Student’s Multi-ROM (songs, dictionary, etc.), Speaking dictionary and the European Language Portfolio (ELP).  For the teachers  Teacher’s Book, Class CDs, Teacher’s All-in-one Book, Posters (maps, phonetic charts, etc.) and a Website (www.webenglishinmotion.net). The Workbook allows students to practise the Student’s Book syllabus and study independently. It can also be used in class. Students can use the Multi-ROM in class or at home. Teachers can also use it in class with an interactive whiteboard (IWB) to work with the course contents in an entertaining and stimulating way. CLIL activities: here students practise reading and listening skills while learning about topics of special interest, related to those on the Culture pages of the Student’s Book. These activities are also provided in the CLIL worksheets in the Teacher’s All-in-one Book. By means of the Speaking dictionary students can listen to the pronunciation of the words and phrases presented in the Student’s Book. Teacher’s All-in-One Book is a photocopiable resource that contains: Mixedability Worksheets (vocabulary and grammar reinforcement and extension exercises), CLIL worksheets (reading, listening and writing exercises based on cross-curricular texts), Speaking activities (communicative activities that give students further practice of the functional language presented in the main units), DVD worksheets and teaching notes, and DVD transcripts. • 2.4.3.Groupings Grouping system will be flexible and suitable for the kind of activity or skills that are going to be developed, including individual work, big and small groups, and work in pairs. XIV • 2.4.4. Space  Classroom, English laboratory, library, audio-visual classroom, computer laboratory. • 2.4.5. Timing o Number of hours of the subject in the Curriculum for the 2nd year of Secondary Education: 4 hours per week o 9 Units  3 units per term:  First Term: Units 1, 2 and 3  Second Term: Units 4, 5 and 6  Third Term: Units 7, 8 and 9 2.5. Evaluation  2.5.1. Approaches and instruments of evaluation Evaluation procedures and instruments  Procedures: o Observation of student’s involvement and integration in class. o Oral exchanges: questions and answers in class, dialogues, debates, etc. o Specific exercises related to each Unit sections. o Workbook activities related to each Unit seen in class. o Summative evaluation. o Self-assessment evaluation.  Instruments: o Record sheets of each student where it is specified his/her results, involvement, work done, etc. o Oral and writing tests. o Assessment Record.  2.5.2.Grading criteria The grading criteria are actually considered to be a precision of each stage’s aims. They are the trigger because they will determine the teaching-learningevaluation-mark process proposed to the students. XV The grading criteria are the suitable answers to the questions and evaluation activities directly related to the acquisition of the aims of each Unit, taking in account the following evaluation criteria:  Recognize, understand and produce oral and written messages related to the functions to each Unit.  Write, read, recognize and produce words and expressions used in the different Units (Vocabulary section).  Recognize and put into practice grammar structures and linguistic contents seen in the different Units (Grammar section).  Recognize and pronounce properly the sounds seen in the different Units, as well as rhythm, stress, intonation aspects.  Be interested in learning English language.  Consider linguistic diversity an enriching aspect.  Value English language as a communication instrument with others and also as a learning tool.  Respect and value other languages’ usage. The final mark for each quarter will be based on the following criteria:  Written exams in order to evaluate language aspects (Grammar, Vocabulary, Listening, Writing and Speaking) and oral exams in pairs in order to evaluate the spoken interaction  70%. This percentage evaluates the communicative competence.  Daily class work (Workbook, Portfolio, etc.)  20%. This percentage evaluates the learning to learn competence, the cultural competence, the digital competence, etc.  Behavior, class attendance, group work, interest in the subject, etc.  10%. This percentage evaluates the social competence. The final mark in June will be based on the following criteria:  Evaluation of the global student’s work, since the evaluation is continuous. The global average will result from 20% of the first quarter, 30% of the second quarter and 50% of the third one. XVI • 2.5.3. Evaluation of the teaching and learning process It is necessary to perform several types of evaluation: diagnostic, training, summative, self-assessment evaluation and peer assessment rubrics. A diagnostic evaluation will take place at the beginning of the school year and it diagnoses students’ previous level, what they have learnt, their previous methodology, etc. It can be done by means of the European Language Portfolio (ELP), but also students can be asked to work in groups and evaluate themselves among the group. Through the training evaluation students will be evaluated their progress during each Unit. The evaluation tools might be the involvement in class, the behavior, the notebook, the work in pairs or groups, etc. The summative evaluation helps teachers know what level have students reached during the teaching-learning process. The evaluation tools might be projects, writings, class works, etc. Through the self-assessment evaluation teachers help students to elaborate a Portfolio (English Language Portfolio) with their class work including references to their learning style, improvement aims, etc. This Portfolio’s aim is to encourage students to learn more languages during their entire life, to ease mobility across Europe and to assist understanding and tolerance among European cities. Evaluation of a complex knowledge requires a tool that allows for complexity: rubrics (a key component of a performance based program). Rubrics contain specific performance characteristics so they provide: graded assessment and consistent, objective criteria. Through the peer assessment rubrics it is defined what work meets today's standards, allowing teachers (and students) to distinguish between different levels of performance. SUPERIOR HIGH BASIC LOW SPEAKING The student is able to use English perfectly in order to talk to teachers and classmates in the school context. The student is able to use English in order to talk to teachers and classmates in the school context. The student is able to use English in order to talk to teachers and classmates in the school context, only if the teacher proposes to do it. The student needs constant invitations to use English to communicate to other classmates and teachers in the school context. He/she can express short sentences. LISTENING The student is able to select the main ideas, information and details in The student is able to recognize some main ideas and information in audio The student is able to associate data with key words from his/her The student is able to recognize some clues about the required XVII audio conversations, and he/she is able to make representations about them. conversations, and is able to make valid inferences about it. vocabulary about the information contained in audio conversations, giving some explanations about it. information in audio conversations only with teacher’s help. WRITING The student is able to take notes carefully of those unknown terms, by taking into account the right spelling. The student is able to write paragraphs in which he/she relates the new contents. The student is able to take notes of those unknown terms and reinforces his/her understanding by using the words learnt during the lesson. The student is able to write sentences in which he/she relates the new contents. The student constantly uses the dictionary when he/she has to write words related to the lesson. The student constantly uses the dictionary while elaborating writings related to the new contents. The student constantly requires help when he/she has to write words related to the lesson. The student, with the teachers´ help, writes short sentences in which he/she relates the new contents. READING The student is able to read fluently and clearly, has a correct pronunciation and includes new vocabulary. He/she identifies the most important information in the reading and also the new contents. The student tries to solve his/her doubts autonomously without teacher´s help. The student is able to read fluently and clearly, has an acceptable pronunciation, and includes new vocabulary. He/she identifies the relevant information in the reading. The student tries to solve his/her doubts autonomously but in some occasion he/she needs teacher´s help or to use the dictionary. The student fumbles while reading. His/her pronunciation usually is not clear. He/she identifies limited relevant information in the reading. The student needs teacher´s help and to use the dictionary to solve his/her doubts. The student fumbles while reading. His/her pronunciation is incomprehensible. He/she seldom identifies limited relevant information in the reading. The student needs teacher´s help constantly and to use the dictionary to solve his/her doubts. • 2.5.4. Evaluation of the year plan In order to evaluate the Year Plan, various instruments are used to collect data: questionnaires, surveys, interviews, observations, and testing. The methodology used to gather the data should be a specified step-by-step procedure. It should be carefully designed and executed to ensure the data is accurate and valid. Questionnaires are the least expensive procedure for external evaluations and can be used to collect large samples of graduate information. The questionnaires should XVIII be tested before using to ensure the recipients understand their operation the way the designer intended. There will be three levels of tests to cater for mixed-ability classes: tests at the same level as the Student’s Book (Consolidation), tests below that level (Reinforcement), and tests above that level (Extension). There are tests for each unit, the end of each term, and two end-of-year tests (to cater for re-sits). Tests cover reading, vocabulary, grammar, listening, speaking and writing. 2.6. Differentiation Differentiation is a way of understanding the relationship among the Year Plan’s components (aims, evaluation criteria, contents, key competences and methodology), and, in brief, the teaching-learning-evaluation process teachers develop with students. The principal aims of the differentiation section are to know, to know-how-to-do and know-how-to-be. Since there is in class a student with high capacities, she will require supplementary material to develop her comprehension capacity during lessons. The teacher will provide her photocopiable resources for stronger students, such as mixedability worksheets from the “English in motion” All-in-One Book section, so she can reinforce and extend her knowledge. ` III. UNIT PLANS UNIT 1: “Friends” TIMING: First Term (3 weeks) LEARNING OBJECTIVES XIX -To know personality adjectives and hobbies, and use them in a real context. (General Objective 6) -To be able to describe daily-life activities and hobbies. (G. O. 8) -To introduce new people through common expressions. (G. O. 3, 6) -To develop speaking skills related to friendship. (G. O. 2, 3) -To be able to write a description about a friend. (G. O. 5) -To be able to read and understand a magazine article related to social norms in different countries. (G. O. 4, 6) -To be able to understand film context conversations and spot mistakes related to those conversations. (G. O. 6, 7) -To get used to some basic aspects about rhythm and intonation. (G. O. 7) CONTENTS Bloque 1: Listening, speaking and conversation -Oral comprehension and presentation of friendship conversations and description of leisure activities. - Use of the adverbs of frequency in daily situations. Bloque 2: Reading & writing -Simple e-mails production and descriptions of people using the Unit vocabulary. -Comprehension of simple texts related to the Unit topics: friendship and social relationships. Bloque 3: Language awareness and reflections on learning -Use of friendship and daily life expressions. - Use of proper common expressions and lexical in a specific context. -Use of politeness structures in usual contexts. Bloque 4: Socio-cultural aspects and intercultural awareness -Identification of different customs related to social norms in other countries. -Use of politeness formulas in daily life. -Knowledge of other cultures as well as its importance for personal enrichment. KEY and specific COMPETENCES This Unit specially develops: -Digital competence, through the use of ICTs, Internet and the media available. -Interpersonal and civic competence, through strategies of work group to promote interaction among students. -Personal initiative and autonomy, through the development of autonomous work (search for information, reading activities, etc.) ASSESSMENT CRITERIA - To describe a friend’s personality and likes. (Criteria 4) -To talk about hobbies and personality in daily-life. (Criteria 5) -To be able to understand leisure context and friendship conversations. (Criteria 1 & 2) -To show interest in other cultures. (Criteria 8) VALUES ACROSS THE CURRICULUM This Unit tries to promote the respect among people without taking into account physical differences and different cultures. RESOURCES AND MATERIALES Text book English in motion 2, ELP Portfolio, Multi-ROM, Worksheets, Whiteboard and ESLgold Website. ACTIVITIES -Vocabulary-Personality adjectives: Exercise 1, page 7 from English in Motion 2. -Listening-Hobbies: Exercises 2, 3 & 4, page 10 from English in Motion 2. -Reading-Greet the world: Exercises 1, 2 & 3, page 12 from English in Motion 2. -Writing: composition (e-mail) about a friend. -Speaking-Are you a good friend quiz: oral exercises (exercises 1 & 2, page 8 from English in Motion 2). / Speaking activity from ESLgold.com in order to talk about hobbies, for instance, Sports  http://www.eslgold.com/speaking/topic_sports.html -Use of English: Exercises 1, 2, 3 & 4, page 13 from English in Motion 2. XX UNIT 2: “About town” TIMING: First Term (3 weeks) LEARNING OBJECTIVES -To know different kinds of shops and music genres, and use them in a real context. (General Objective 2, 6) -To be able to describe shops in different areas through common words and expressions. (G. O. 8) -To develop speaking skills related to shops and music likes. (G. O. 2, 3) -To be able to make questions and write a description with the answers about one’s free time. (G. O. 2, 5) -To be able to read and understand a magazine article with comic strips as an aid for comprehension. (G. O. 4, 6) -To be able to discuss daily activities of people in one’s life. (G. O. 1, 6) -To be able to understand an interview related to music genres and spot mistakes. (G. O. 1) -To be able to distinguish similar sounds. (G. O. 7) CONTENTS Bloque 1: Listening, speaking and conversation -Oral comprehension and presentation of free time activities. -Use of time expressions in daily situations. Bloque 2: Reading & writing -Simple descriptions of people likes and leisure activities using the Unit vocabulary. -Comprehension of simple texts related to the Unit topics: shops and music genres. Bloque 3: Language awareness and reflections on learning -Use of daily life and likes expressions. -Use of proper common expressions and lexical in a specific context. Bloque 4: Socio-cultural aspects and intercultural awareness -Identification of different polite formulas to make requests. -Use of politeness formulas in daily life. -Valuation of personal enrichment due to the connection among cultures regarding literature, arts, sports, etc. KEY and specific COMPETENCES This Unit specially develops: -Digital competence, through the use of ICTs, Internet and the media available. -Interpersonal and civic competence, through strategies of work group to promote interaction among students. -Personal initiative and autonomy, through the development of autonomous work (search for information, reading activities, etc.) ASSESSMENT CRITERIA - To describe shops. (Criteria 4) -To talk about hobbies and likes in daily-life. (Criteria 5) -To be able to make polite requests. (Criteria 2) -To be able to understand leisure contexts. (Criteria 1 & 2) -To show interest in other cultures and their famous people. (Criteria 8) VALUES ACROSS THE CURRICULUM This Unit tries to promote the use of language that can be transferred to real-life situations, and the use of strategies for students in order to evaluate their own work. RESOURCES AND MATERIALES Text book English in motion 2, ELP Portfolio, Multi-ROM, Worksheets, Whiteboard and ESLgold Website. ACTIVITIES -Vocabulary-Shops: Exercises 1 & 2, page 15 from English in Motion 2. -Reading-Look who’s here: Exercises 2 & 4, page 16 from English in Motion 2. -Listening-Music survey: Exercises 3, 5 & 6, page 18 from English in Motion 2. -Writing: composition (e-mail) about free-time activities. -Speaking: oral exercises (exercise 5, page 17; exercise 5, page 19 from English in Motion 2). /Speaking activity from ESLgold.com in order to use the Present Simple to talk about daily activities (simple phrases and expressions, and vocabulary for these situations)  http://www.eslgold.com/speaking/ss_simple_sentences.html -Use of English: Exercises 2, 3, 4 & 5, page 19 from English in Motion 2. XXI UNIT 3: “Let’s go” TIMING: First Term (3 weeks) LEARNING OBJECTIVES -To know types of transport and adjectives related to them, and use them in a real context. (General Objective 6) -To be able to defend and justify personal preferences through common expressions. (G. O. 8) -To develop speaking skills related to advantages and disadvantages of transport, and asking for travel information. (G. O. 2, 3) -To be able to write a description about the place where one lives. (G. O. 5) -To be able to read and understand descriptions about different cities or countries. (G. O. 4, 6) -To be able to compare people and things. (G. O. 6, 8) -To get used to some basic aspects about rhythm and intonation. (G. O. 7) CONTENTS Bloque 1: Listening, speaking and conversation -Oral comprehension and presentation of places in the city. -Discussion on the advantages and disadvantages of different types of transport. Bloque 2: Reading & writing -Descriptions of places in the city using the Unit vocabulary. -Comprehension of simple texts related to the Unit topics: travel and places in the city. Bloque 3: Language awareness and reflections on learning -Use of comparatives and superlatives in different situations. -Use of proper common expressions and lexical in a specific context. Bloque 4: Socio-cultural aspects and intercultural awareness -Identification and description of famous buildings and places around the world. -Use of politeness formulas in daily life. -Valuation of personal enrichment due to the connection among cultures. KEY and specific COMPETENCES This Unit specially develops: - Competence in linguistic communication: Through some of the activities of this Unit, students learn to express themselves orally and in writing. -Digital competence, through the use of ICTs, Internet and the media available. -Interpersonal and civic competence, through strategies of work group to promote interaction among students. ASSESSMENT CRITERIA -To describe buildings and places. (Criteria 4) -To talk about personal preferences in different situations. (Criteria 5) -To be able to understand travel context. (Criteria 1 & 2) -To show interest in other cultures and places around the world. (Criteria 8) VALUES ACROSS THE CURRICULUM This Unit tries to promote the respect for other cities, countries and cultures. RESOURCES AND MATERIALES Text book English in motion 2, ELP Portfolio, Multi-ROM, Worksheets, Whiteboard and AgendaWeb Website. ACTIVITIES -Vocabulary-Transport: Exercises 1, 2 & 3, page 23 from English in Motion 2. -Listening-Travel information: Exercises 1, 2, 4 & 5, page 29 from English in Motion 2. / Listening activity from Agenda Web.org where students can practice listening comprehension related to a topic, por instance, “Best city in your country”  http://www.elllo.org/PagesMixer/44-MX-BestCity.htm -Reading-Under London: Exercises 4, 5 & 6, page 28 from English in Motion 2. -Writing: composition about one’s city (Exercise 5, page 30 from English in Motion 2). -Speaking-Travel information and preferences (exercise 3, page 23; exercise 8, page 25 from English in Motion 2). -Use of English: Exercises 6, 7 & 8, page 25 from English in Motion 2. XXVIII Bloque 3: Language awareness and reflections on learning -Use of conditionals in different contexts and situations. -Use of proper common expressions and lexical in a specific context. Bloque 4: Socio-cultural aspects and intercultural awareness -Identification and description of famous days around the world. -Look at the work of different charities around the world. -Valuation of personal enrichment due to the connection among cultures. KEY and specific COMPETENCES This Unit specially develops: - Competence in linguistic communication: Through some of the activities of this Unit, students learn to express themselves orally and in writing. -Digital competence, through the use of ICTs, Internet and the media available. -Interpersonal and civic competence, through strategies of work group to promote interaction among students. -Personal initiative and autonomy, through the development of autonomous work (search for information, reading activities, etc.) ASSESSMENT CRITERIA -To make decisions in different contexts and situations. (Criteria 4) -To talk about personal superstitions. (Criteria 5) -To be able to understand special days context. (Criteria 1 & 2) -To show interest in charities around the world. (Criteria 8) VALUES ACROSS THE CURRICULUM This Unit tries to promote the respect for special days around the world and the importance of charities. RESOURCES AND MATERIALES Text book English in motion 2, ELP Portfolio, Multi-ROM, Worksheets and Whiteboard. ACTIVITIES -Listening-Special days: Exercises 4, 5 & 6, page 82 from English in Motion 2. -Vocabulary-Causes: Exercises 1 & 2, page 82 from English in Motion 2. -Reading-Charities: Exercises 1, 2 & 3, page 84 from English in Motion 2. -Writing: composition about a story based on consequences (Exercise 4, page 81 from English in Motion 2). -Speaking-Good and bad luck (Exercise 1, 2 & 4, page 80 from English in Motion 2). -Use of English: Exercises 2 & 3 page 81 from English in Motion 2. XXIX IV. WORKS CITED BAILEY, K.M. et al. (2001). Pursuing professional development: The self as source. Boston, MA/US: Heinle & Heinle Publishers. CAMPBELL, R., GILL, H. and METCALF, R, (2009): English In Motion2. London: Richmond Publishing. DEPARTAMENTO DE EDUCACIÓN, CULTURA Y DEPORTE (2007): Orden de 9 de mayo de 2007, por la que se aprueba el currículo de la Educación Secundaria Obligatoria y se autoriza su aplicación en los centros docentes de la Comunidad Autónoma de Aragón. HALBARTSCHLAGER, F. et al. (2012). Global Education Guidelines. Concepts and methodologies on global education for educators and policy maker. Lisbon: NorthSouth Centre of the Council of Europe. HEIN, G.E. (1991). Constructivist Learning Theory. Conference in the Museum and the Needs of People. CECA (International Committee of Museum Educators). Jerusalem, 15-22 October 1991. KELLY, A. V. (1989). The curriculum: Theory and practice. London: Paul Chapman Publishing. Ley Orgánica de Educación de 2/2006 de 3 de mayo de Educación. PEARLTREES (2013). Checked: 3rd January 2014, on: http://www.pearltrees.com/#/Nu=1_298854&N-fa=3146587&N-s=1_6416594&N-f=1_6416594&N-p=63426580 RICHARDS, J. (2013). “Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design”. RELC Journal 44 (I): 5-33. WETZ, B., McBETH, C. and QUINTANA, J. (2009). English Alive! Student’s Book 2. London: Oxford. XXX V. RESOURCES RESOURCES: UNIT 1 RESOURCES: UNIT 2 RESOURCES: UNIT 4 RESOURCES: UNIT 5 RESOURCES: UNIT 6 RESOURCES: UNIT 8 B) LEARNING UNIT “Landing in Scotland” 68564 DISEÑO, ORGANIZACIÓN Y DESARROLLO DE ACTIVIDADES PARA EL APRENDIZAJE DE INGLÉS LEARNING UNIT “Landing in Scotland” (1st Advanced Course EOI) Clara Alcalde de la Fuente José Luis Lou Bosque TEACHERS OF THE SUBJECT: - ENRIQUE LAFUENTE MILLÁN - MARIA JOSÉ LUZÓN MARCO MÁSTER UNIVERSITARIO EN FORMACIÓN DEL PROFESORADO EN LENGUAS EXTRANJERAS PARA E.S.O., BACHILLERATO Y ENSEÑANZAS DE IDIOMAS 2013 - 2014 TABLE OF CONTENTS 1. INTRODUCTION............................................................................................................. 1 JUSTIFICATION ........................................................................................................................... 1 CONTEXTUALIZATION ............................................................................................................... 1 ORGANIZATION OF LEARNING UNIT ........................................................................................ 2 2. CONTRIBUTION TO THE KEY COMPETENCES ................................................................ 3 3. OBJECTIVES ................................................................................................................... 7 4. CONTENTS ..................................................................................................................... 8 5. METHODOLOGY ........................................................................................................... 9 6. LESSON PLANS ........................................................................................................... 10 SESSION 1: “TRAVELLING TO SCOTLAND” ............................................................................... 11 SESSION 2: “BRITISH EDUCATION” .......................................................................................... 15 SESSION 3: “JOBS IN SCOTLAND” ............................................................................................ 18 SESSION 4: “LIVING IN SCOTLAND” ........................................................................................ 22 7. EVALUATION CRITERIA .............................................................................................. 26 RUBRIC FOR WRITING ............................................................................................................. 27 - Global Assessment ........................................................................................................ 27 - Language Variety ........................................................................................................... 28 - Linguistic Correction ..................................................................................................... 30 - Reflection ...................................................................................................................... 31 RUBRIC FOR SPEAKING ............................................................................................................ 32 8. CONCLUSION .............................................................................................................. 35 9. WORK REFERENCES .................................................................................................... 37 10. APPENDIXES .............................................................................................................. 38 Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 1 1. INTRODUCTION Justification The title of our Learning Unit is Landing in Scotland. This unit is thought and created as a recycling of all the learning units seen during the whole course by our students. In this unit students are going to acquire the necessary tools to deal with the following proposals. The title of the Learning Unit embodies the potential experience of students who are attending class. They are Spanish students who chose to travel to Scotland to learn English as a second language. It is not only a traditional topic on Scotland, it is more than that. Our aim is to show students and also make them aware how to organize themselves once they have arrived to that country. We have taken as an example the possible experience of Spanish students who organize themselves a trip to follow their studies in a foreign country in which English is the mother tongue. In this Learning Unit students will find four main topics related to the experience of visiting Scotland. The four topics are intentionally designed in order to present our students authentic situations that they probably face if they decide to begin this adventure that we propose. Contextualization This Learning Unit is designed for students attending the Official School of Languages Nº 1 in Zaragoza in 1st Advanced Course (Former Fifth Year). Students who attend this course are preparing to get the B2 certification. Our students group is composed by 15 students and there are different interests and needs in the classroom. The group is heterogeneous because all students belong to different age ranges, from 16 to 55 years old, and some of them come from different countries such as Morocco, Colombia, etc. The schedule of the lectures will be as follows: on Mondays and Wednesdays, from 16:30 to 18:45 h. The lectures will normally take place in the same classroom although sometimes we can change the location and go to the language laboratory in order to Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 2 carry out some other types of activities. In the classroom we have Wi-Fi connection to use all the possible Internet resources to help our students with the topics chosen. There is also a language assistant coming from Ireland who teaches some lessons to this group according to the schedule programmed by the Centre. Organization of Learning Unit This Learning Unit is formed by 4 different sessions. Each of the sessions will last 2 hours and a quarter each. This is the reason why we have chosen four determined topics as the axis of our Learning Unit. The selected topics are: Travelling to Scotland, British Education, Jobs in Scotland and Living in Scotland. They will be taught in the order we have presented them. This order obeys to a thoughtful progression in the selection of the topics. We do believe that in order to understand “Living in Scotland”, it is required to approach to topics as Travelling to Scotland, British Education and Jobs in Scotland first. We try to offer our students a logical process as if they were about to live the same adventure that we propose in this Learning Unit. The whole Learning Unit will consist of the following four topics: The first topic will be TRAVELLING TO SCOTLAND. This topic is the first one that students are going to see in classroom. In this section, Students will be asked to plan their trip to Scotland. They will be engaged in activities such as booking plane tickets or packing the luggage for their trip. By means of this kind of activities, we expect students to get involved in the situation of planning a trip that they could have to face in a real-life situation. The second topic will be BRITISH EDUCATION. Once students have seen the topic of travelling to Scotland they can go a step further on our learning unit. In this session, students will have to focus on applying for their English Course in Scotland by means of filling an Application Form for the University. In addition, through a Role-Play Activity they will perform a situation where a student has to go to the Office and talk to the responsible person there to get information about the course. Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 3 Debate and discussion will also come up when learners have to face situations like reaching an agreement on the best Scottish University to study the course. The third topic will be JOBS IN SCOTLAND. After students have seen the before mentioned topics now is the turn of Jobs and occupations. We have organised this session around situations like deciding which job could be chosen between two provided in a real newspaper or attending to a Job Interview in Scotland (speaking activity) to get a job. By means of these activities, students will have to face real-world situations which we consider essential for their future needs and interests when applying for jobs in their daily lives. This topic also shows the other side of the coin: the problem of cuts and budget reductions in Scotland which is something that is happening in real life and it is also what we want our students to be aware of. The fourth topic will be LIVING IN SCOTLAND. The last session of our Unit focuses on the discovery of Scottish main traditions and cultural aspects. As our students will be travelling to a new place they should have some information about their new country of residence. Through activities like one related to Scottish Stereotypes, we will make our students reflect on preconceived ideas of the country where they will be supposedly living. Besides, emotions when embarking on a trip to live abroad for a period of time are also taken into account in this Section because students will be asked to write an Entry on their Trip Diaries about their first night in Scotland. 2. CONTRIBUTION TO THE KEY COMPETENCES Learning a second language contributes to the development of the eight key competences (linguistic communication, mathematical, knowledge of an interaction with the physical world, digital, interpersonal and civil, cultural and artistic and finally, learning to learn and autonomy and personal initiative) found in the Aragonese Curriculum. Although these competences before mentioned do not appear specifically in the Official Document on Advanced Level of School of Languages in Aragón, we have Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 4 taken them into account because we do consider that they are necessary in every kind of Educational process. These competences are cross-curricular and they appear throughout the whole Learning Unit. We have to take into account that English language is going to be used in both forms, oral and written ways by our students in order to get a real communicative real-context environment. We do believe that presenting our students a real context with real situations and authentic materials is going to be very useful for them. One of the main aims of learning a foreign language is to be able to communicate within a varied arrange of situations in real life, because of that the Linguistic Communication Competence is really important and it is highlighted in the activity based on the job interview (Jobs in Scotland) in which students have to perform how to get a job. On the other hand, the use of the new technologies when teaching English, such as Internet, phone calls, e-mails, etc helps quite a lot to our students if they use English language in order to get involved with the topic. This Digital Key Competence is found in the activity of booking a flight ticket (Travelling to Scotland) using the Internet. Other aspect to take into account is Learning how to learn Competence. It contributes students to be more independent and live autonomously in life. Our students have to be aware that they are never to stop studying or searching for information in their whole lives so that they can improve their knowledge on the English language. This key competence is present throughout the Learning Unit because we assume that our students are going to be engaged by the fact of knowing more things about the topic introduced but it can be highlighted in the activity about the stereotypes found in the lesson of Living in Scotland. We offer our students three short readings about certain stereotypes and we do believe that students are going to search for more information about them. In order to acquire some knowledge of an interaction with the physical world we have designed an activity which fulfills this key competence perfectly. This activity is to draw a map of Great Britain and Ireland which contributes to have a close idea about the physical world our students are going to be immersed. Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 5 The Interpersonal and Civil Key Competence is also fundamental in the process of acquiring a foreign language. We have designed an activity of role-play in the lesson about British Education in which students have to interact with other students trying to perform a role given in order to simulate a real-life situation. Concerning to the Cultural and Artistic key competence, we have provided our students different activities which give them an approach to the Scottish cultural manifestations as we can find in the activity of the two songs provided which are Scottish traditional and modern music. These activities are found in the lesson number four Living in Scotland. In fact all the activities in this lesson are clearly connected with this key competence. Some of these key competences, when teaching English in determined environments, are really difficult to work with, such as the Mathematical Competence, but we have designed part of one activity concerning about coins and notes and how to use them in order to work with that key competence (Living in Scotland session). Finally the last contribution to the key competences is the Autonomy and Personal initiative. This competence is highlighted in the activity in which students have to debate on the topic about cuts and reductions found in the lesson on Jobs in Scotland. We have to state that there are no activities in this learning unit designed to fulfill with a determined key competence because some of them are integrated in the activities before mentioned. That is why we do understand the process of acquiring the key competences as a global process in which sometimes there is involved more than one competence at the same time. Precisely because of that, in each of the sessions there will be more than one contribution to a key competence per session and obviously, in order to cover all the key competences we will need more than one single topic. However, in some lessons, a determined and concrete Key Competence is highlighted from the rest. Thus, key competences ought to function as elements that integrate the learning process and students should know where, when and how to put them into practice, bearing in mind the real-context offered by teachers. Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 6 All the activities designed in this Learning Unit are concerned on the four skills and obviously on the before mentioned Key Competences and also in the fifth skill added by the Aragonese Curriculum which is spoken interaction. The topics chosen for this Learning Unit are well thought and based on our students’ future needs if they have the necessity of going to a foreign country to study English or whatever. We try to show our students the different steps that they have to take into account when organizing such an adventure like the one proposed in the Learning Unit. Before starting the design of our Learning Unit we have taken into account the three official documents which cover the teaching of a second language, in our case English Language. These official documents are the Aragonese Curriculum, at a regional level. This document offers the contents for the subject and also the way to introduce and teach the subject. Another document important to take into account is ORDEN de 7 de julio de 2008, de la Consejera de Educación, Cultura y Deporte, in which is established the teaching of foreign languages for Advanced levels in the region of Aragón and this Orden is regulated by the Ley Orgánica 2/2006, de 3 de mayo, de Educación. We have also taken into account the CEFR, the Common European Framework of Reference for languages. This other official document covers the European level and is about the achievements of students of a foreign language of whole Europe. Finally, the Communicative Competence clearly appears in the Official Document for the Advanced Courses in School of Languages with its three components: linguistic, sociolinguistic and pragmatic competences. These three communicative abilities are also present in our Learning Unit. Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 13 to be the best one, by taking into account aspects like the price, the timetable of arrival and departure, how prestigious the company is, the city where the flight will land, the services which are provided by each one of the companies (travel insurance, free lunch, check-in service…), etc. c) Writing an informal e-mail: After discussing which company they will be travelling with, students will write an e-mail to a friend on which their personal choice is and why. 10’ 15’ - S-S interaction -T monitors to see if somebody needs help Students individual work Activity sheet (flight companies) Activity sheet Now that the flight has been finally booked, Students will be asked to discuss on the things and objects that they will take with them on the trip. ACTIVITY 5. PACKING THE LUGAGGE a) Brainstorming: The teacher will show Students the picture of an open suitcase. Students will do a brainstorming on the necessary things that they could put inside in order to travel to Scotland for the year. b) Debate (Speaking Activity): Students will be divided into two groups: one group will be in favour of taking a lot of things to the trip (Just-in-case Group) and the other one will stand only for the extremely necessary things (Practical Group). They will try to reach an agreement on which option is the best one. c) Identifying Coligational Patterns: After the debate, Students will work in trios. They will approach to Coligational Patterns by classifying a group of sentences in Right ones or Wrong ones. Students will match the right sentences with the open suitcase (they will TIME: 5’ 10’ 10’ PROCEDURE: -S-S interaction -Teacher will monitor the brainstorming process - S-S interaction -T monitors the debate Students work group MATERIALS: Activity sheet (flight companies) Activity sheet Activity sheet Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 14 include them inside to “take” them to the trip) and correct the wrong ones. The teacher will correct the exercise in the class. 5’ EVALUATION OF THE LEARNING AND TEACHING PROCESS: The working of this session was good and accorded to the activities designed in the Learning Unit. Instructions to the students were clear and concise in order to make them feel comfortable and confident. Perhaps the first activity was a little bit shocking for them because they never thought of drawing a picture in an English class but suddenly they were really interested in that activity. Timing was something not easy to manage because the length of the session is two hours and it is difficult to follow the prefixed timing for all the activities. The activity in which they have to speak out loud (activity of the suitcase) was attractive for them because our students want to speak in English whenever the opportunity comes. ASSESSMENT AND FEEDBACK: In this session students will be evaluated according to the Evaluation criteria established for this Learning Unit. Regarding to Writing and speaking activities, teacher will use the rubrics designed for this purpose. Concerning to the listening and reading activities teacher will use the data collected about the different activities performed in class always according to the criteria established. Students will get feedback about all the activities picked up and corrected by the teacher. This kind of feedback will consist of focusing more on positive aspects of the student workings. Negative aspects will be presented to the rest of the class without pointing the person who has made the mistake so that students can learn more from all the students’ mistakes. HOMEWORK: none Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 15 SESSION 2: British Education TIME AND DATE: 2nd April (16:30 – 18:30 h.)  2 hours of length GRADE: 1st Advanced (first year of B2) UNIT OF WORK: “Landing in Scotland” NUMBER OF STUDENTS: 15 EXPECTED LEARNING OUTCOMES: At the end of the lesson students will be able…  To show preferences about a concrete University to study and discriminate the information that is not useful.  To come up with the pros and cons of studying whether at one University or another.  To describe the pros of the University chosen to the rest of the class.  To fill in an application for the English Course in the University chosen.  To simulate a role-play and be able to act when applying for the English Course.  To be able to comprehend other students’ ideas and thoughts on the issue of studying in Scotland for international students.  To be able to get the gist of the information given in a text of “University Studies: Spain Vs. Scotland”  To express the main ideas from the text they have read on a brief report by using determined grammatical structures such as I’d rather…, I’d better…, Passive Aspect. ACTIVITY: 1. KNOWING THE UNIVERSITIES a) Come up with ideas: To show Students a Power Point Presentation on the whiteboard about three different Universities in Scotland where they could go to study: Aberdeen, Glasgow and Edinburgh. Students are asked about their favourite place. b) Listening Activity: Show Students some videos about the three Universities. c) Speaking Activity: Questions and debate about which one seems to be the most appropriate one to study. d) Reading Activity: Give Students an Activity Sheet about three Universities in Scotland. They will work in trios. Each one of them will have to read about one University (Univ. 1, 2 or 3). TIME: 10’ 10’ 5’ PROCEDURE: T-S interaction T-S interaction S-S interaction -S-S interaction -Teacher monitors to see if somebody needs help. MATERIALS: PPT https://www.youtube.co m/watch?v=hweJ7MEMlu Y https://www.youtube.co m/watch?v=3dU6Ctaq6PM http://www.gla.ac.uk/abo ut/ Activity sheet with 3 different texts Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 16 e) Speaking & Writing Activity: Students with Univ. 1 will gather students who have read the text of Univ. 1 too and the same with students of Universities 2 & 3. In these groups, students will have to write the Pros & Cons of their University. f) Speaking Activity: - Teacher asks students to come back to the first trios to tell the other members in the group about their Pros & Cons’ list. - A speaker of each group will give a brief speech about their group decision. - They have to reach an agreement about the best University. - To choose the most voted University as a class group. 5’ 5’ 5’ 3’ Group work Students speak out loud. Big group agreement Charts Activity Sheet Chart of Pros & Cons Notes 2. APPLYING FOR THE UNIVERSITY a) Reading and Writing Activities: - Students are given an application form for the Course in Scotland. - Students fill it in pairs as if they were going to apply for that Course. b) Role-Play (Speaking and Listening Activity): In pairs, Students will adopt two roles: - Student applying for the Course - Administrative Stuff 5’ 8’ 15’ T-S interaction S-S interaction S-S interaction Real document Application Form Role-Play Cards 3. INTERNATIONAL STUDENTS IN SCOTLAND a) Listening Activity: - Students will have to listen to two videos of two international students studying in Scotland. (Each transcript can be repeated twice if needed) - Then they will have to answer some comprehension questions about the two videos. 12’ 12’ S individual work -S individual work -T monitors to see if somebody needs help https://www.youtube.com /watch?v=L4Aicqarr1M https://www.youtube.com /watch?v=KiiJLeINYbU#t=1 7 Activity Sheet Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 17 4. SPAIN Vs. SCOTLAND  Reading: Students read a text about differences between Spanish and Scottish University Educational System Writing: Teacher asks students to write a brief report on the University Educational System that they prefer, including I’d rather… / I’d better… and unless two verbs in the Passive Voice. 20’ S individual work -S individual work -T monitors to see if somebody needs help Reading comprehension text Activity sheet EVALUATION OF THE LEARNING AND TEACHING PROCESS: The implementation of this lesson was really interesting because there were students who had already been to Scotland and they knew some Universities of that country. The rest of the students were interested in the topic and showed enthusiasm to know how Scottish Universities work. The most successful activity was the first one (“Knowing the Universities”) because it was a complete activity which gave them the opportunity to practise all the English skills. Timing was perfectly followed throughout the session. Perhaps the activity concerning to the application form could be a bit demanding for them because it was the first time they faced to an authentic document like that and with a clear outcome. Students sometimes were a little bit reluctant to this kind of documents because they are used to working with adapted documents which sometimes are a bit easier. The activity based on the role-play in which students had to speak with other students was very well performed. They wanted to speak out as much as they could. ASSESSMENT AND FEEDBACK: Teacher will evaluate students following the criteria designed for this purpose. In this learning unit will be evaluate specifically how learners react to an authentic material such as an application form to apply for a University. The aim of this proposal is to get involved students in real situations and evaluate their reactions and outcomes. Speaking and writing productions made by students will be checked using the rubrics designed for that purpose. Listening and reading activities will be checked by means of collecting data in order to get as much information as possible to evaluate students. Feedback to students will be given in two ways. One way is concerning to the materials that have been picked up by the teacher and given back to students with positive and negative feedback. Another kind of feedback will consist of presenting the whole class the common mistakes found in the process of different activities. HOMEWORK: none Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 18 SESSION 3: JOBS IN SCOTLAND TIME AND DATE: 7th April (16:30 – 18:45 h.) GRADE: 1st Advanced (first year of B2) UNIT OF WORK: “Landing in Scotland” NUMBER OF STUDENTS: 15 EXPECTED LEARNING OUTCOMES: At the end of the lesson students will be able…  To use reported speech to talk to other students about the best job ever to themselves.  To understand orally concrete information about two Jobs Description (kitchen manager and Spanish teacher).  To acquire new vocabulary about Jobs and Occupations. (See activity “A Street in Edinburgh”)  To classify some Phonetic Symbols, different to the L1’s ones, related to the previous vocabulary seen about Jobs.  To write a short story with the scenery of a commercial street in Edinburgh using vocabulary about Jobs.  To describe themselves and their skills orally through a Job Interview.  To extract the gist from a video about the real situation of Jobs in Scotland. ACTIVITY: 1. INTRODUCTORY ACTIVITY: “BEST JOB EVER” a) Warm-up activity: A kind of introductory activity on the topic of the Learning Unit. -Students will move around the classroom while the music is playing. -When the music stops, each Student will choose the student who is closer to him/her. -They will talk about their jobs preferences and their peers’ preferences. -Reported Speech: The second time that the music is stopped, each Student has to choose another different student and he/she has to TIME: 15’ PROCEDURE: S-S interaction Teacher monitoring MATERIALS: The William Pharell video of the song Happy. http://www.youtube.c om/watch?v=y6SxvsUYtM&feature=kp Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 19 report what the other student told him/her about his/her best job ever. 2. JOB DESCRIPTIONS b) Reading and Speaking Activities: -Students will be given two readings about two real Job descriptions in Edinburgh. Students will work in pairs and every one will be handed a different Job description. They will have to practice reading comprehension with this activity. -Once students have understood the text perfectly they will have to convince the student seated close to them that her/his job description is the best one to earn extra money in Scotland. 10’ 10’ Individual work Teacher monitoring S-S interaction Teacher monitoring Two different readings. Authentic material got from a Job Center in Edinburgh. The same two readings given. Now our students will see a picture of a commercial street in Edinburgh with different shops and occupations. It is going to be the perfect occasion to acquire new vocabulary about Jobs. ACTIVITY: 3. A STREET IN EDINBURGH a) Students will be given an activity to work with the name of different kinds of jobs. Students will work in pairs in order to share information and answers will be checked in classroom with the help of the teacher. b) The following part of this activity is based on some phonetics practice. Students will be given the symbols of different sounds and they will have to link those sounds with the name of the jobs. Answers will be checked in classroom with the help of the teacher. c) -Students will be asked to write a short composition taking into account the names of the different jobs they have learnt. They will have to invent a short story according to one picture given at the beginning of the activity. -Teacher will pick this activity up to correct it. TIME: 10’ 10’ 10’ PROCEDURE: S-S interaction T-S interaction Individual work Teacher monitoring T-S interaction Individual work MATERIALS: An activity sheet Activity sheet Activity sheet provided Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 20 Now, in pair groups students will do a role play of the interviewer and the interviewee in a Job Interview situation. ACTIVITY 4. CHOOSING THE BEST JOB EVER a) Students will be given two cards with the same questions in each of them. b) Every student has to choose her/his best job ever and write it down on the back part of the card. This will be the job her/his interviewee is trying to get. TIME: 2’ 8’ PROCEDURE: Teacher monitoring S-S Teacher monitoring MATERIALS: A card with some questions that can appear in a job interview in real life. As Scotland and Edinburgh are suffering from drastic cuts and reductions on school budgets and education in general, our proposal is to show a video about the topic. Students are not going to know what the video is about. They have to guess the main topic of the story. ACTIVITY 4. CUTS AND REDUCTIONS IN SCOTLAND a) Students will be asked to take a blank sheet of paper to take notes about what they are going to see in a short video. b) - Students will watch the video for the first time. - Teacher will give 5 key words written on the board and students will watch the video again taking more notes. c) Teacher will ask them for the main topic in the video and will give them the most relevant ideas said in the video. The aim of this activity is to start a short debate on the issue. Does it ring a bell to you? TIME: 10’ 10’ 5’ 10’ PROCEDURE: -Individual work -Teacher monitoring Individual work -Teacher monitoring -T-S interaction MATERIALS: A short video about a teacher in Edinburgh talking about cuts on school budget. https://www.youtu be.com/watch?v=xi 7Ynkw-q48 A sheet of paper with the most relevant utterances said in the video. Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 21 EVALUATION OF THE LEARNING AND TEACHING PROCESS: This lesson was useful for all the members of the class. Taking into account the range of age of the class, we could access to different experiences about the topic of jobs. There were some mature students who were already working and they could offer a particular point of view on the topic. The first activity proposed (“Happy – Pharrell Williams”) was funny and our students could speak with others while listening to some music what made them feel relaxed and comfortable enough to follow the class. The last activity on cuts and reductions on the school budget was a great opportunity to begin a debate on the issue which allowed our students to give their personal point of view on the topic. ASSESSMENT AND FEEDBACK: Teacher will evaluate students according to the kind of activities that they have worked with throughout the session. The use of rubrics will be effective for the productive skills such as Speaking and Writing. Observation and collecting data will be enough for the non productive skills such as Listening and Reading skills. The carefully observation of the teacher contributes to the general benefit of the classroom. Feedback will always be given to the students. Teacher will give back the activities picked up with observations and comments on the most relevant aspects relating to the students’ working. This kind of feedback is necessary to avoid important mistakes commonly made by students. HOMEWORK: none Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 22 SESSION 4: LIVING IN SCOTLAND TIME AND DATE: 9th March (16:30 – 18:45 h.) GRADE: 1st Advanced (first year of B2) UNIT OF WORK: “Landing in Scotland” NUMBER OF STUDENTS: 15 EXPECTED LEARNING OUTCOMES: At the end of the lesson students will be able…  To write a formal e-mail to the Head Manager of a Scottish bank enquiring about how to open a bank account there.  To know some concrete vocabulary and words about Scottish stereotypes and traditions.  To understand the main ideas of three written texts on Scottish stereotypes.  To build coherent and cohesive texts using both Conditional and Future tenses and Modal Verbs.  To write a short entry in a Diary about feelings and thoughts regarding their first night abroad.  To correct their peers’ mistakes according to the Trip Diary task.  To identify words and colloquial expressions in a current Scottish real song by means of listening to it. In this session, we want that Students get to know the most relevant aspects about daily life in Scotland in order to make students’ stay in the country easier. The first step is to know the coin and the schedules of the banks in the country. ACTIVITY: 1) COINS AND NOTES a) The teacher asks Students to talk about how to manage in Scotland with money: coin, exchange rate, banks, etc. b) - The teacher will give Students a brochure with some clues about the Scottish Monetary System. - Writing: Students will have to write a formal e-mail to the Head Manager of a bank to open a bank account there. TIME: 10’ 20’ PROCEDURE: T-S interaction -S individual work -T monitors to see if somebody needs help MATERIALS: -Brochure -Activity Sheet Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 29 ASSESSMENT CRITERIA Which are the evidences…? VERY GOOD AVERAGE POOR - The text presents Time Clauses. - There are both Past and Present Verb Tenses. - The use of adjectives is rich and varied. - There are some phrasal verbs in the text. - Conditional sentences and Subjunctive tenses are used. - Key words provided appear in the text. - There is vocabulary which has been learnt in the class during the Unit. - Feelings and emotions are expressed. - Absence of monotonous sentence patterns. - Beginnings of sentences are varied. A new cell (“Which are the evidences…?”) has been added in this second section of the Rubric in order to give students the opportunity to write some notes which make his/her classmate’s evaluation easier. Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 30 In the same way than in the previous section, students will have to write a score in the cell corresponding to each statement by taking into account the value of the emoticons provided: = from 0 to 0’5 = 0’5 = from 0’5 to 1 3. LINGUISTIC CORRECTION The third section’s main objective is that students observe the appropriate use of Language of their classmates. Learners will have to focus on syntax, morphology and orthography’s correctness for B2-1 English Level. In the following chart, there has also been added a new cell (“Which are the evidences…?”) in order to make students’ assessment of their equals easier. ASSESSMENT CRITERIA Which are the evidences…? VERY GOOD AVERAGE POOR - Use of the right preposition for each different verb. - Agreement between adjectives and nouns. - Right use of reflexive pronouns. - Orthography is appropriate and correct. - Use of some conjunctions. - Correct order of the elements of the sentences (subject, verb, object…) Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 31 - Right use of articles when needed. - There are not serious grammatical mistakes. - Differentiation between Past Simple and Present Perfect Simple. - Right use of punctuation. = from 0 to 0’5 = 0’5 = from 0’5 to 1 4. REFLECTION This fourth section’s main aim is to analyze the result of the Peer Assessment. In order to get this, the last step is that the students will reflect briefly on the experience of assessing another student as well as they will proceed to score the final mark that they think their classmates deserve. Moreover, near the cell where students will write their peers’ final score, there is another cell for the teacher to write the mark that he/she considers the right one for the student after reading the writing activity. FINAL REFLECTION What do you think about the Peer Assessment that you have carried out? What is your final score for your classmate? Why? My mark: ______ / 10 Teacher’s mark: ______ / 10 Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 32 On the other hand, the Rubric for Speaking will be used by the teacher in all the spoken students’ interventions. This Rubric is to get, analyse and classify all the data obtained by the students’ performance in the classroom. Speaking activities in our Unit are performance tests which have a clear purpose: to make students simulate a situation that they will have to face in their lives for sure. This way, learners’ skills will be assessed in an act of communication which will make the validity of the text higher. By means of the following Rubric, the teachers will check students’ speaking skills. MONOLOGUE PRACTICE INTERACTION N.I. S.A. N.A. O.A. N.I. S.A. N.A. O.A. Accuracy and Interaction Competence Required Length Richness and informative precision Respect to the conventions that the situation requires Appropriate reaction to the questions proposed by the interlocutor Respect to everyone’s turn to speak Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 33 Use of expressions to reorientate and keep the conversation Coherence, cohesion and fluency Explicit and no ambiguous information Well organised information. Progression of the topic Appropriate use of Intonation Patterns, accentuation, pauses and discursive connectors Continuous and clear discourse Rhythmic speech and sufficiently clear Linguistic Richness Complexity in linguistic resources Varied and complex syntactic structures according to the level Appropriate use of Verb Tenses Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 34 N.I.: Needs Improvement S.A.: Sufficiently Achieved N.A.: Notably Achieved O.A.: Outstandingly Achieved Varied Lexical: vocabulary related to the topic, synonyms, connectors, expressions and other stylistic resources Linguistic Correction Respect to morphological and syntactical structures Correct and natural pronunciation (accent, articulation...) High use of grammatical structures Observations Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 35 About listening and reading, we will check the development of the Students in these two skills throughout our designed class activities. In the same way, participation, collaboration in classroom and interest for the subject will also be taken into account. In our Learning Unit, Listening activities are normally designed with open questions which will be evaluated by collecting and correcting them. Reading activities are extracted and adapted from authentic materials. In some occasions, students will have to use skimming and scanning techniques. Reading activities will be picked up by teachers and they will be taken into account in students’ progression in the Unit. 8. CONCLUSION This was a very good opportunity to get closer to the process of learning and teaching English. When designing the Learning Unit teachers can check out how difficult to cover all the interests and needs of students is. This is something we consider is fundamental in the process of teaching a foreign language. We had the opportunity to implement all the Learning Unit during our period in the practicum II. Generally speaking, the outcome of the activities presented to the students worked very well. They were really interested in the topic offered and they often wanted to share the things they already knew about it. It was also an opportunity to know the complexity of the process indeed. Although many people can think that teaching English is just following a text book we have understood that doing that is not enough. Students need a sort of teacher guidance in order to fulfil satisfactory the process. Teachers have to be aware that sometimes the implementation of the activities is the best way to know whether they work or not. Reflection in action is required many times because the same activity does not work in the same way in different groups of students and teachers have to display all the necessary tools to engage students all the time. Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 36 Perhaps the most problematic issue was timing management. Although timing is always well thought and defined in all the activities in the Learning Unit, many times different questions, doubts and problems happen in classroom and then timing is affected by that. Teachers have to control this new situation in order to adapt to the new situation in terms of timing. Another issue important to comment on is the use of the mother tongue in classroom. Researchers state that the exposure of students to the foreign language is the key to acquire that L2, but in some moments is useful and necessary the use of the mother tongue in order to facilitate things and to save time in class. It is better to provide the translation of a determined word in Spanish than spending much time trying to make your students aware of the meaning in English of that word. To sum up, it was a great experience both designing the Learning Unit and implementing it during our practicum. It is also better some practice instead of the theoretical frame which is also important but it lacks of real context and real situations. Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 37 9. WORK REFERENCES CONSEJERÍA DE EDUCACIÓN, CULTURA Y DEPORTE (2008): ORDEN DE 7 DE julio de 2008, por la que se establece el currículo del nivel avanzado de las enseñanzas de idiomas de régimen especial reguladas por la Ley Orgánica 2/2006, de 3 de mayo, de Educación, que se imparten en la Comunidad Autónoma de Aragón COUNCIL OF EUROPE (2001). Common European Framework of Reference for Languages. Strasbourg: Language Policy Unit. DEPARTAMENTO DE EDUCACIÓN, CULTURA Y DEPORTE (2007): Orden de 9 de mayo de 2007, por la que se aprueba el currículo de la Educación Secundaria Obligatoria y se autoriza su aplicación en los centros docentes de la Comunidad Autónoma de Aragón. Learning Unit: “Landing in Scotland”. Clara Alcalde y José L. Lou 38 10. APPENDIXES APPENDIX 6 The city of Edinburgh You are now in Edinburgh and there is no way back. Fortunately, you watched this video on the city before starting the trip to know about Edinburgh. There are some questions you have to answer. In all of them you should fill the gaps, remember that every line means one word. Questions 1) Edinburgh is known as the _________ of the _______ and it is one of Europe’s most beautiful cities. 2) Well there’s much more to Edinburgh than its purely __________ _________, 3) Past and present live ______ ____ _______ in an ideal location for work, _______ and study. 4) The festival attracts more than a million visitors each year who come to experience everything from the _________ ____ __________ fringe, to the colour and tradition of the military.... 5) In the heart of the city are the ________ Salisbury Crags the __________ hills topped by Arthur’s Seat. 6) There are also many _______ ________ and parks as well as the waterfront location at the port of Leith an area with a character all of _____ ______. 7) The University of Edinburgh is one of the city’s most important ____________. From the architectural _____________ of Old College to the modern developments at King’s Buildings 8) Since its foundation in __________ as Scotland’s first civil university Edinburgh has established a reputation for ____________ in teaching and in __________ that made it one of the UK’s leading academic institutions. 9) But just as importantly the buildings, the ________ and the _________ are an integral part of the city’s life. APPENDIX 7 Booking plane tickets for Edinburgh! In few days you will travel to Edinburgh to study your English Course. It’s time to book your flight tickets. Analyze carefully the three options presented and talk to your partner about the best choice. Take into account the price, the timetable of arrival and departure, the prestigious of the flight company, the city where the flight will land, the services which are provided by the company (travel insurance, free lunch, check-in service…), etc. 1. Easy Jet 2. Iberia 3. Ryanair After talking to your partner, write your option and the reasons why you have chosen it and not the others briefly. I’ll be travelling with ________________ flight company. APPENDIX 8 Packing the luggage for Scotland! What would you need to go to Scotland? Do you think that it is recommendable to take a lot of things just in case? Or are you in favour of taking only the basic things? Let’s do a brainstorm and a debate about what we should take to our trip to Scotland. Our luggage is almost full now but there is still some place left for a little bit of Grammar. Put the correct sentences into the suitcase like in the example (0). Correct the wrong sentences and write them properly. 0. The pilot reminded us to fasten our belts. 1. The student denied to go to Edinburgh. 2. The flight attendant admitted having taken the luggage. 3. The student apologized his teacher for not going to the course. 4. The student refused eating the food of the plane. 5. He blamed his travel companion of making a lot of noise. 6. I suggested going to the welcome party. 7. The air hostess warned the passengers not to stand up when the plane was landing. 8. A French girl offered to help me with my luggage. 9. The office worker recommends us to take the most expensive course. 10. The teacher encouraged us to carry on working. 11. She regretted not going to the welcome party last night. SESSION 2: “British Education” APPENDIX 9 (Power Point Presentation)