T abajo Fin de Más e
ICTs and PBLL in he EFL class oom in ol ing
gi ed s uden s: C ea ing a T a el Guide
Las TICs y el Ap endizaje basado en P oyec os
en el aula de inglés in oluc ando a alumnos de al as
capacidades in elec uales: C eando una guía de
iajes
Au o
Ma ía del Ca men Na ía Sánchez
Di ec o
Ma ía Eugenia Ossana
Más e Uni e si a io en P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o,
Fo mación P o esional y Enseñanzas de Idiomas, A ís icas y Depo i as
Facul ad de Educación
Cu so 2019/2020
Table o con en s
1. INTRODUCTION 1
2. PURPOSE AND OBJECTIVES 2
3. JUSTIFICATION AND THEORETICAL FRAMEWORK 3
3.1 Gi ed s uden s 4
3.1.1 Communica i e Language Teaching App oach 5
3.1.2 Use o ICTs 6
3.2 P ojec Based Language Lea ning (PBLL) 7
4. METHODOLOGY 8
5. UNIT PLAN PROPOSAL 10
5.1 Con ex o he lea ning uni 10
5.2 Key Compe ences 11
5.3 Objec i es and con en s 13
5.4 C i ical Analysis o he Uni Plan 16
5.5 Ma e ials 21
5.6 E alua ion 23
6. CONCLUSIONS 24
Wo ks ci ed 27
Appendices 29
Abs ac
This pape ’s pu pose is o c i ically analyze he p oposed uni “T a el wi h us.” This
p oposal is composed o six sessions by means o which s uden s will be encou aged o
acqui e ocabula y, g amma and p ac ical esou ces o hei lea ning. Aiming o
p omo e bo h au onomous and coope a i e lea ning in class, his uni o e s a a ie y o
ac i i ies and ma e ials ha will allow s uden s o de elop di e en skills and
compe ences, as well as imp o e hei p o iciency in hei second language. In his line,
s uden s a e equi ed o c ea e a p ojec —a a el ci y guide— whe eby hey a e
expec ed o each hei own decisions, do esea ch and ge in ol ed in he c ea ion
p ocess.
A highligh ea u e o his uni is he inclusion o ICT esou ces in he class oom
which could help o be e engage s uden s, c ea ing dynamics ha os e in e ac ion and
he de elopmen o ICT skills. Addi ionally, his uni has been designed aking in o
accoun he p esence o wo high capaci y s uden s. Fo his eason, i has sough o
p omo e inclusion, non-di e en ial eaching and equi y be ween hem.
Key wo ds: gi ed s uden s, coope a i e lea ning, p ojec -based language lea ning and
ICTs.
Resumen
El p opósi o de es e abajo es analiza de o ma c i ica la unidad p opues a “T a el wi h
us”. Es a unidad es á compues a de seis sesiones a a és de las cuales los alumnos
pod án adqui i ocabula io, g amá ica y ecu sos pa a su ap endizaje. Con el obje i o
de omen a el ap endizaje en el aula de o ma au ónoma pe o a la ez coope a i a,
p esen a a iedad de ac i idades y ecu sos que pe mi en que los es udian es puedan
desa olla dis in as des ezas y compe encias, además de mejo a su ni el en su
segunda lengua. En es a línea, el alumnado debe á c ea un p oyec o, una guía de iajes
de dis in as ciudades, median e el cual debe án oma sus p opias decisiones, ealiza
una in es igación y se c ea i os en el p oceso de c eación.
Una inno ación es la inclusión de ecu sos TIC en el aula que pe mi en que el
p o eso llegue de o ma más di ec a a los es udian es, c eando dinámicas que pe mi en
la in e acción y el omen o de las habilidades in o má icas. Además, es a unidad ha sido
diseñada eniendo en cuen a la p esencia de dos alumnos con al as capacidades. Po es e
mo i o, se ha a ado de omen a la inclusión, la enseñanza no di e encial y la igualdad
en e ellos.
Palab as cla e: alumnado con al as capacidades, ap endizaje coope a i o, ap endizaje
de idiomas basado en p oyec os, y ecnologías de la in o mación y comunicaciones.

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1. INTRODUCTION
The ollowing disse a ion seeks o de ise a p oposal o a P ojec -Based Language
Lea ning Uni . This uni aims a he c ea ion o a inal p ojec by using digi al and
inno a i e esou ces. S uden s could ha e he chance o del ing on he opic o
a elling by explo ing hei c ea i e and cul u al in e es s. Gi en he impo ance o
de eloping s uden s’ emo ions and encou aging hei mo e e lec i e abili ies, hey will
be able o hope ully acqui e hinking skills and capabili ies. A he same ime, hey will
lea n ac ual knowledge and be encou aged o imp o e hei p o iciency in he second
language.
Conside ing he ele ance o add essing di e si y and s uden s’ demands o be
equally in eg a ed in he class oom, his Lea ning Uni is ocused on gi ed s uden s and
some o i s mos dis inc i e educa ional equi emen s. Gi en my pe sonal and
p o essional expe iences wi h hese s uden s, I s ongly encou age he necessi y o a
comp ehensi e and in eg a ed eaching me hodology o hose schola s ha ing
cogni i e, emo ional o academic challenges. Since hese s uden s equi e special
a en ion, and owing o he ac ha hey should be gi en u he suppo a bo h
legisla i e and educa ional s ages, his p oposal and i s con en s a e designed o
s imula e hese special s uden s’ mo i a ion and o os e hei c ea i i y. In addi ion,
aking in o conside a ion he need o de eloping communica i e skills in he
class oom, his p oposal has been planned by eso ing o di e en ac i i ies ha
acili a e in e ac ion, dialogue and imp o emen o s uden s’ communica i e
compe ences and skills. This didac ic plan also add esses he demand o o e he
s uden s di e en esou ces, b inging hem close o he digi al wo ld hough ICT
de ices inclusion. Th ough hese ools, s uden s can ecei e di e en ways o inpu and
be exposed o di e en ma e ials ha can allow hem o acqui e an in eg al and mo e
encompassing ins uc ion.
Based on he p io conside a ions, he designed uni plan has been de eloped o
be implemen ed in he Second yea o Compulso y Seconda y Educa ion a he Colegio
San a Ana. This p oposal comp ises six sessions las ing one hou each. These sessions
ollow he lea ning s ages o he P ojec -Based Language lea ning me hodology,
s a ing by an ac i a ion s age o engage he s uden s in he p ojec and enhance hei
p e ious knowledge on he opic, un il eaching he de elopmen o he inal p oduc .
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On comple ion o hei inal p ojec —a a el ci y guide— s uden s will be gi en he
oppo uni y o e lec on hei own lea ning indi idually and de elop linguis ic and
me acogni i e skills and compe ences. A u he inno a i e a iable in his uni is he
in eg a ion o coope a i e lea ning which could lead he s uden s o wo k
collabo a i ely and cohesi ely and add ess ideas om a g oup pe spec i e. This could,
in u n, help hem o ge o know each o he be e , wo k as a eam, and expe ience
di e en wo king oles. S uden s will be encou aged o acqui e opic- ela ed
ocabula y, expand hei communica i e abili ies and hei comp ehension and
p oduc ion s a egies. Finally, s uden s will also be in ol ed in ac i i ies which will
seek o de elop hei digi al li e acy skills and hei c ea i e abili ies. In o he wo ds,
his uni p oposal will seek o in ol e s uden s in he dynamics o a p ojec , pa icula ly
ocusing on he needs o gi ed s uden s whose wo k will be especially in eg a ed o he
class asks, by using coope a i e lea ning echniques and ICTs. By doing so,
pa icipan s will be able o expand hei skills beyond simply lea ning and p omo ing
hei second language, ecei ing c oss- aining.
2. PURPOSE AND OBJECTIVES
Conside ing he p e iously s a ed needs and he inno a i e na u e o his p oposal, his
disse a ion aims o sc u inize he designed Lea ning Uni om a communica i e
pe spec i e. In his ega d, he main pu pose is he c i ical analysis o he con en s ha
his Lea ning uni includes. The de elopmen o s uden s’ compe ences and skills will
also be conside ed by means o he in ended exe cises in he di e en sessions. Thus,
his p oposal includes a a ie y o asks and ma e ials ha aim a encou aging
communica ion, in e ac ion, and coope a ion among s uden s. Fo his eason, ano he
objec i e is o p omo e his communica i e app oach and o lea ne s o acqui e ce ain
skills when speaking in he second language.
Th oughou he p oposal design, I also in end o show and demons a e ha he
use o digi al esou ces imp o es and enhances s uden s’ mo i a ion and pa icipa ion.
By he same oken, ICT de ices a e deployed o he pu pose o imp o ing s uden s’
digi al li e acy and echnologies managemen . These inno a i e esou ces can os e
s uden s’ mo i a ion since i is a way o acqui e he language in an in e ac i e, less
p edic able and epe i i e, mo e dynamic way. Mo eo e , his p oposed didac ic uni is
in ended o suppo s uden s so ha hey could ge acquain ed wi h s a egies o
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wo king in g oups. By inco po a ing coope a i e lea ning, s uden s lea n om hei
pee s while also acqui ing ocabula y and concep s. They can suppo each o he ,
p o ide eedback and sha e hei knowledge. In addi ion, by he inclusion o a a ie y o
ac i i ies, a u he objec i e will be o s eng hen s uden s’ c ea i i y and imagina ion
by gi ing hem he oppo uni y o ake hei own decisions while lea ning. This
objec i e ocuses on he need o o e ing s uden s di e en oppo uni ies o expand hei
own hough s, choosing wha hey wan o achie e and es ablishing hei pe sonal
p io i ies. This is, in u n, s ongly ela ed o he p omo ion and encou agemen o
s uden s’ mo i a ion.
Conce ning he socio-cul u al en i onmen , his uni is designed o p omo e and
encou age he s uden s’ cul u al backg ound and social pe spec i e ela ed o
sociological aspec s such as a elling and disco e ing new cul u es and adi ions.
Finally, by in oducing he communica i e app oach, we seek o ein o ce and expand
lea ne s’ linguis ic compe ence and hei communica i e abili ies in English. The
objec i e is o hem no only o c ea e a p ojec , bu also o acqui e and boos hei
linguis ic compe ence in his language.
3. JUSTIFICATION AND THEORETICAL FRAMEWORK
Lea ning a second language equi es a consis en and ac i e engagemen om bo h he
s uden and he eache . A connec ion should be es ablished be ween bo h o hem and a
p ope lea ning en i onmen c ea ed. I is also impo an ha he lea ning p ocess and
he eaching esou ces a e well adap ed o he s uden s’ needs. Fo he pu pose o
con ex ualizing hese necessi ies, his uni is ocused and designed o all s uden s, bu
conside ing in a mo e conc e e way he gi ed lea ne s’ equi emen s. In e ms o
legisla ion, he O den ECD/1987/2017 om No embe 22nd p omo es in A agon he
eme ging equi emen o encou age he g ow h o s uden s who e ince e iden lea ning
singula i ies. In une wi h his conce n, he O den ECD/1005/2018, om June 7 h,
sugges s he impo ance o being cognizan o which s uden s ha e hese special
capaci ies, in o de o achie e inclusi e p ac ices.
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3.1 Gi ed s uden s
High capaci y s uden s show a ce ain a ie y o dis inc i e ea u es ha mus be aken
in o accoun o ensu e hei app op ia e lea ning and a i ude in he class oom (Consejo
Supe io de Expe os en Al as Capacidades, 2014). To begin wi h, hese s uden s a e
cogni i ely skilled in linking concep s and ideas in a simple and e ec i e way, so ha
hey can equen ly and p omp ly connec he acqui ed knowledge wi h eme ging
in o ma ion. They a e also dis inguished by hei ease and disposal o p o ide solu ions
o possible in-class con lic s. When acing lea ning, mos o hese s uden s a e able o
e ain in o ma ion o a p olonged pe iod o ime and mainly emain ocused on ac s
and expe iences ha s imula e hei cu iosi y. On he o he hand, conside ing hei
emo ional needs, hese lea ne s usually exp ess hei eelings explici ly, showing hei
sensibili y when hey eel us a ed o hei skills and abili ies a e no alued. They
need o eel inspi ed by en icing and no el ways o lea ning so ha eache s can sus ain
hei a en ion. Besides, hey mus de ine objec i es ha will lead hem o be d i en,
encou aging hem o accomplish hei goals h ough di e en and challenging ini ia i es
and p ojec s, bo h in hei immedia e and u u e academic en i onmen (Siegle and
McCoach, 2005). Fu he mo e, in o de o os e hei in e es s, i is usually e y
ad isable o hem o sense hemsel es doing some hing ha is wo hwhile while
app ecia ing hei e o s la e on. I is ex emely impo an o iden i y hei indi idual
demands, as his can ha e an impac on hei social in e ac ions and hei abili y o be
asse i e. This las ea u e is sha ed by mos gi ed s uden s, in luencing he sel -image
hey ha e o gene a ing a sense o ailu e.
On close conside a ion o he con e ence o P o esso Josep de Mi andés (2001),
di e en hypo heses ega ding gi edness can be conside ed. Among hem one can
highligh heo ies ela ed o he pe o mance o hese s uden s. The mos widely
accep ed a gumen in ela ion o his aspec is ha desc ibed by Renzulli, one o he
esea che s who has exhaus i ely in es iga ed hese s uden s’ special ai s. This analys
o mula ed The Th ee- ing Concep ion (1986). In his way, he h ee ings co espond o
di e en condi ions p esen in he s uden s ha ing high capaci ies (De Mi andés, 2001).
On he one hand, we can ind s uden s wi h a high in ellec ual po en ial ha e ince
g ea e abili ies o lea ning, so acqui ing new knowledge and ge ing c ea i e wi h
new ideas will be a s aigh o wa d p ocess o hem. On he o he hand, s uden s wi h
hese capaci ies can show high le els o c ea i i y. These s uden s need o be engaged in
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while c ea ing hei p ojec s. By handling echnological esou ces such as o ganize s o
quizzes, s uden s will be likely o be conscious o hei own lea ning, aising an
awa eness o hei mis akes, and also hey a e likely o eel in e es ed abou lea ning and
imp o ing hei capaci ies. By he same oken, he main online educa ional ool is
Google Class oom. In his way, no only could lea ne s ge in ouch wi h hei
classma es and he eache , bu also hey will be able o lea n and sel -co ec hei
assignmen s. E en ually, he s uden s’ le el o pe o mance in English is in e media e
and he ac i i ies a e p oposed o imp o ing hei second language p oduc i e and
ecep i e skills.
5.2 Key Compe ences
Key compe ences a e conside ed o be an essen ial elemen o s uden s o de elop and
acqui e an e ec i e and signi ican lea ning. In o he wo ds, his lea ning uni gi es
s uden s some speci ic lea ning con en s while a emp ing o ge s uden s o enhance
hei capaci ies o a mo e comp ehension ins uc ion. Taking in o accoun
Recommenda ion 2006/962/EC, his uni o wo k will in eg a e and suppo o he
de elopmen o he di e en key compe ences in hese ways:
Compe ence in Linguis ic Communica ion (CCL): This key compe ence is
ela ed o he acquisi ion and use o English as a Second language conside ing
speci ic socio-cul u al elemen s o he language. I add esses no only o
p oduc ion and ecep ion o o al and w i en messages in isola ion, bu also o
he conside a ion o di e en socio-cul u al con en ions o he language. In his
uni o wo k, his will be he mos impo an compe ence o be de eloped as i is
he indispensable elemen o comple e he di e en ac i i ies and he inal
pu pose o English as a o eign language. In addi ion, i s p og ess will be
os e ed and expanded du ing he in e ac ions o s uden s wi h hei classma es
as hey will be equen ly equi ed o wo k in g oups. This will imp o e hei
linguis ic knowledge and p o iciency as well as i will enhance hei ocabula y.
Digi al Compe ence (DC): This key compe ence is connec ed o he use o
digi al in o ma ion and echnological de ices om a esponsible and c ea i e
pe spec i e. The de elopmen o his compe ence aims a s uden s’ acquisi ion
o basic skills ela ed o elec onic da a and communica ion. This uni will del e
on he digi al compe ence as he use o ICTs is equen ly encou aged du ing he

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di e en s ages on he p ojec . As s uden s a e equi ed o be au onomous in
hei lea ning p ocesses, hey will use di e se a ailable digi al de ices o ca y
on hei inal p ojec s ying o be as much au onomous as possible. Wi hin hese
acili ies, he lea ne s will ind online audio isual esou ces, ques ionnai es,
lea ning o ganize s, cha s o ex s. Mo eo e , he ecu en inclusion o ICTs is
bound o mo i a e s uden s in hei lea ning pa hs. Fo ins ance, s uden s will
ha e o sea ch o in o ma ion on he in e ne in o de o c ea e a a el ci y
guide as a inal p ojec . Besides, hey will be asked o choose he o ma by
looking o di e en models.
Lea ning o Lea n Compe ence (LLC): I is ela ed o he de elopmen o
s uden s’ au onomy and hei abili y o pe sonally decide abou hei acquisi ion
o knowledge. To achie e his pu pose, s uden s should be mo i a ed and
engaged in hei in ellec ual expe iences, so ha hey can pe sis in hei
academic li e. In his uni , lea ne s will be equen ly equi ed o ake indi idual
and au onomous decisions while comple ing he di e se p oposed ac i i ies.
Mo eo e , as hey will equen ly wo k in eams, s uden s will be encou aged o
ake indi idual decisions and isks o con ibu e o he whole g oup (posi i e
in e dependence) pe o mance. The inclusion o di e en oles will hope ully
s imula e hem o ake on a ious esponsibili ies wi hin he g oup, become
empowe ed and sel -mo i a ed and eel like hey belong o a eam.
Socio and Ci ic Compe ence (SCC): his key compe ence aims a s uden s’
de elopmen o basic social skills o in e ac in socie y. Conside ing he
communica i e co e o he language and he equen inclusion o coope a i e
wo k in his lea ning uni , s uden s will be equi ed o be in ol ed in dialogues
and communica e wi h hei classma es and he eache in ol ing basic pa e ns
o beha io , espec , ole ance, eedom, and such like alues.
Sense o Ini ia i e and En ep eneu ship (SIE): I in ol es s uden s’ abili y
o pu in o p ac ice he heo e ical knowledge hey al eady ha e while wo king
oge he and collabo a ing wi h hei classma es. In his uni , s uden s will ha e
o wo k in pai s and eams in o de o c ea e a a el ci y guide as a inal
p oduc . Th ough his coope a i e ac i i y, s uden s will be encou aged o
de elop a posi i e in e dependence wi h hei g oup-ma es, so ha each membe
o he g oup will be conside ing he o he s as equals. S uden s will also assume
13
di e en oles which hey will choose on hei own in o de o become
au onomous.
Cul u al Awa eness and Exp ession (CAE): This key compe ence is ela ed o
he exp ession and de elopmen o o iginal ideas, p oduc s, knowledge o
pe sonal eelings. This lea ning uni will con ibu e o ein o ce his key
compe ence as s uden s will be equi ed o sea ch o in o ma ion abou a ci y
om di e en loca ions o he wo ld in o de o c ea e a a el guide. In his
b owsing o in o ma ion, s uden s will be exposed o di e en ac s and da a
abou di e se ci ies. S uden s will also ge close o he cul u e o hese places,
hei adi ions and li es yles.
5.3 Objec i es and con en s
5.3.1 Speci ic objec i es o he uni plan
The p oposed lea ning objec i es (see Appendix 2) o he designed lesson plan ha e
been de eloped conside ing he p o isions o he A agonese cu iculum o Seconda y
Educa ion. Mo e p ecisely, hese objec i es ha e been de ined in acco dance wi h he
equi emen s o Seconda y Educa ion O den ECD/2016 om 26 h o May. In his
documen , he lea ning objec i es o each academic yea o his le el and he gene al
objec i es o Seconda y Educa ion a e speci ied.
Fu he mo e, Bloom’s Taxonomy has been aken in o accoun in he o mula ion
o he es ablished objec i es o he whole uni . These objec i es can be desc ibed in he
way o ac ions ha he s uden s mus achie e, in ol ing hinking p ocesses and concep
acquisi ion skills. In addi ion, bea ing in mind ha his uni has a inal pu pose
consis ing o he c ea ion o a p oduc , his is a p ocess-o ien ed syllabus and in a mo e
p ecise manne , his uni is a p ojec -based syllabus. Conside ing he academic yea o
which he uni has been designed, which is 2nd yea o Seconda y Educa ion, and
p e iously analyzing wha he cu iculum es ablishes, we can ga he he objec i es in
ou di e en blocks.
P ima ily, ega ding he o al ecep i e abili ies, s uden s mus be able o ex ac
in o ma ion om o al ex s ela ed o he uni ’s opic, a elling (C i . IN.1.1.). In his
way, s uden s mus accu a ely ob ain he main ideas o a spoken message, whe he
h ough spoken con e sa ion o ideo. Mo eo e , hey will be encou aged o build hei
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ocabula y linked o he uni and de elop hei lis ening skills. Besides, s uden s a e
expec ed o iden i y and apply esou ces o comp ehension o spoken messages, and
cul u al and social knowledge o unde s anding o al ex s on a elling and cul u e
(C i .IN.1.2.) They should unde s and cul u al exp essions associa ed wi h di e en
ci ies and ake ad an age o hei p e ious knowledge o associa e well-known ideas
wi h new concep s.
Secondly, conce ning he o al p oduc i e skills, s uden s a e equi ed o p oduce
accu a e and cohesi e o al opic- ela ed messages (C i .IN.2.1.). In his line, lea ne s a e
expec ed o p ope ly sha e and exchange in o ma ion wi h hei pee s by using hei
p e ious knowledge success ully (C i .IN.2.2.) S uden s also a e encou aged h ough
class con e sa ions, g oup wo k, and he acquisi ion o ocabula y and g amma o
p ac ice skills connec ed o he p oduc ion o o al messages wi h accu acy and luency.
P oceeding o he nex block, s uden s should be able o ob ain and emembe
ele an in o ma ion om w i en ex s ela ed o he uni ’s opic and ead
au onomously hese ex s. (C i . IN. 3.1. and C i .IN.3.2.) S uden s a e supposed o
acqui e compe ence in unde s anding ex s ela ed o he opic o he uni — a elling—
in g oups. In addi ion, i is expec ed ha hey will gain he capaci y o e ain he main
ideas om hese ex s, lea ning ocabula y and exp essions.
Finally, he las block add esses he w i en p oduc ion skills. In acco dance o
wha he A agonese cu iculum pu po s, s uden s should ha e he possibili y o
compose app op ia e w i en ex s ela ed o ou uni ’s opic (C i .IN.4.1.) The s uden s
a e also expec ed o dis inguish cul u al elemen s om w i en ex s (C i .IN.4.2.) Mo e
speci ically, s uden s a e supposed o unde s and and use hei cul u al knowledge o
disc imina ing in o ma ion om a a el ci y guide. An added objec i e —in line wi h
he cu iculum and he inno a i e na u e o his lea ning uni — is he app op ia e use o
educa ional esou ces and ICTs. Upon eaching his objec i e, his will allow s uden s o
success ully achie e he p e iously es ablished goals.
5.3.2 Speci ic con en s o he uni plan
The con en s o he uni (see Appendix 2) ha e been ho oughly conside ed in
ag eemen wi h he objec i es desc ibed in he p e ious sec ion. The con en s a e
es ablished in such a way ha hey a e associa ed wi h he expec ed objec i es
h oughou he lea ning uni . As es ablished in he speci ic objec i es, he con en s o
15
he uni plan will also be desc ibed based on he di e en blocks ha he A agonese
cu iculum de e mines (House, 2011). These con en s a e also de ined in une wi h he
academic yea and he s uden s’ age.
Fi s ly, he ini ial block desc ibes he con en s ha a e de e mined o he second
yea o Seconda y Educa ion ega ding lis ening skills. In ou lea ning uni , s uden s a e
will be p o ided wi h di e en communica i e s a egies o hem o achie e he
p e ious pu poses. Fo ins ance, hey will be gi en wi h ins uc ions and guidelines
be o e each ac i i y; de ailed explana ions and cla i ica ions o ques ions will be asked
bo h o ally in class and by w i en means h ough he educa ional pla o m. By
p o iding he di e en p oposed ac i i ies, lea ne s will ac i a e hei p e ious
knowledge and ela e al eady acqui ed concep s o new ideas. A he same ime,
s uden s will de elop some communica i e unc ions, such as exchanging some
in o ma ion and sha ing ideas by means o in e ac ion in he class oom. They will also
lea n how o gi e and ecei e some ad ice abou a des ina ion by using unc ions.
S uden s will also de elop g amma ical skills ela ed o he use o adjec i es o
desc ip ions, he p esen simple ense o desc ibing ac ions and u u e enses.
Secondly, s uden s will be exposed o o al p oduc ion s a egies and
communica i e unc ions by pa icipa ing in class dialogues and exchanging
in o ma ion connec ed o a elling. In his way, hey will be able o p ac ice hei
p onuncia ion and de elop social and public speaking skills. They will also be
ins uc ed h ough ac i i ies and esou ces ha will allow hem o plan hei p ojec s and
s uc u e hei ideas. By doing so, hey will es ablish hei ideas in an o de ly and
p og essi e way, lea ning du ing he p ocess. In e ms o he language, s uden s will be
p o ided wi h linguis ic i ems like opic- ela ed ocabula y o he uni and
pa alinguis ic i ems such as asking o help o cla i ica ions in he class oom. This will
enable hem o acqui e ocabula y and apply i in he c ea ion o hei p ojec s.
Thi dly, s uden s will be exposed o di e en eading s a egies so as o
comp ehend ins uc ions and in e p e opic- ela ed ex s. Fo ins ance, hey will ecei e
in o ma ion by means o isual aids and digi al de ices. Be o e eading a ex , s uden s
will be exposed o some opic/ ocabula y ac i a ion echniques by he eache .
Fu he mo e, s uden s will be able o look a he images o i les o y o ge ideas abou
hem be o e eading. In o he wo ds, mic o-skills ac i a ion and p ac ice will be
encou aged.
16
In he las block de o ed o he p oduc ion o w i en ex s, lea ne s will be
p ima ily p o ided wi h con en s ela ed o he c ea ion o w i en ex s. In his ega d,
s uden s will be gi en planning s a egies in o de o s uc u e ideas and use ICT
esou ces o he c ea ion o hei a el ci y guides. Fo his pu pose, hey will be
exposed o a model wi h s ages so ha hey a e awa e o he w i ing skill as a p ocess
o s a ing o compose. This model —which hey will sea ch o hemsel es on he
In e ne — will hope ully allow hem o ha e a e e ence o s a elabo a ing hei a el
ci y guides and o ind ou wha con en s hey should include.
This lea ning uni u he includes sociocul u al and sociolinguis ic elemen s. By
c ea ing a a el ci y guide o he eade o ge o know di e en ci ies, lea ne s a e
bound o be in con ac wi h o eign cul u es. As a esul , hey could acqui e a espec ul
a i ude and disposi ion owa ds o he adi ions and cus oms. A he same ime, s uden s
will ha e he oppo uni y o be mo e open-minded and c ea e connec ions wi h o he
loca ions, ways o li e and belie s. Fu he mo e, he g oup wo k will allow he lea ne s
o pa icipa e in a coope a i e way, showing espec o hei pee s’ hough s and
al e na i e ways o hinking.
5.4 C i ical Analysis o he Uni Plan
This lea ning uni (see Appendix 3) has been designed acco ding o he di e en
objec i es se o achie e h ough his uni . Fu he conside a ion o he speci ic ea u es
o some o he s uden s in his class, e eals ha i may be qui e ele an o op o his
app oach om an inno a i e and c ea i e poin o iew, seeking o achie e he s uden s’
highes academic po en ial. In addi ion, when designing his p oposal, he school yea
has been aken in o accoun , bu also he con en s, objec i es and he educa ional
con ex . The opic o he p ojec is a ma e o in e es , chosen acco ding o he s uden s’
age and possible p e e ences, which is bound o gene a e a g ea e in ol emen o he
s uden s.
In acco dance wi h he objec i es es ablished, one o he a ge s o be
accomplished wi h he c ea ion o his uni is o p omo e he communica i e
compe ence o he s uden s. In his ega d, many collabo a i e ac i i ies ha e been
inco po a ed as one o he bases o he p ojec , in such a way ha lea ne s will wo k in
a p oduc i e manne and, a he same ime, as hey elabo a e hei p ojec . The Council
o Eu ope h ough he Common Eu opean F amewo k o Re e ence o languages

17
(2001) es ablishes ha s uden s can de elop some di e en compe ences wi hin he
communica i e ones. Fi s ly, lea ne s will be gi en he oppo uni y o p omo e hei
linguis ic compe ence bo h o ally and in w i en o ms, by e iewing g amma o
spelling ules. Fo example, s uden s will ha e he possibili y o de elop his
compe ence mo e comple ely by means o class discussions o by w i ing he abs ac
o hei p ojec s. This will also encou age he s uden s o achie e a g ea e mas e y o
he language. To con inue, his uni p o ides lea ne s wi h he possibili y o os e hei
sociolinguis ic compe ence and o ge close o he cul u e and adi ions o di e en
ci ies and hei cul u al exp essions. Th ough he esea ch o be ca ied ou on hei
ci ies o hei choice, lea ne s will ge o know dis inc i e ea u es o hei cul u e; hus,
hey will be exposed o a a ie y o local gas onomy, cus oms and habi s. Addi ionally,
hey will ha e o include in hei a el ci y guides some ele an in o ma ion ega ding
en e ainmen acili ies such as museums, hea e s o monumen s. In his line, his
lea ning uni also allows hem o de elop skills o p oduce mo e cohesi e and cohe en
s uc u es when wo king in g oups o speaking in public. When doing hei inal
p esen a ion o he p ojec s, he s uden s will be encou aged o use p ope ly s uc u ed
ideas and sui able language, and/o o handle communica i e unc ions and skills
acqui ed du ing he sessions. In his way, s uden s will de elop he p agma ic
compe ence (Council o Eu ope, 2001).
Choosing he P ojec -Based Language lea ning pa h as a s uc u e o he design
and he sequence o ac i i ies p o ides he s uden s wi h he possibili y o being
imme sed in an e ol ing p ocess o lea ning. Du ing six sessions, di e en s ages a e
ollowed un il he inal p ojec is achie ed. They all include lea ning objec i es; success
c i e ia; con en s and ocabula y. In addi ion, a he end o each session he assessmen
pe o mance is included, as well as he di e en kind o sca olding and homewo k, i
any is equi ed. Fu he mo e, mos o he sessions include wa m-up ac i i ies a he
beginning combined wi h o he ac i i ies o de elop he di e en skills and o build up
he p ojec . One example o his kind o ac i i y is he Mind map a he beginning o he
second lesson (see Appendix 4.2). This ini ial exe cise in oduces s uden s o he
di e en pu poses o c ea ing a a el ci y guide. I is a way o ge ing s uden s
acquain ed wi h he c ea ion o hei p ojec s, so ha hey become amilia wi h he
p ojec objec i es and wha hey should y o achie e. A he end o each session, a
18
e lec ion ac i i y is usually included o aise s uden s’ awa eness on hei lea ning and
he mos impo an ideas om each lesson (see Appendices 4.1, 4.2, 4.3 and 4.5).
The inclusion o coope a i e lea ning has also been adop ed, so ha mos o he
ac i i ies a e held in g oups. These asks a e aimed a enabling s uden s o nego ia e
meanings, each hei own decisions and be c i ical o hei wo k. Th ough his kind o
lea ning, he s uden s can in e ac ; he eby, allowing hem o sha e hei ideas and hei
knowledge o be mo e signi ican . Fo ins ance, s uden s wo k in eams o ga he ideas
o hei a el ci y guides. S uden s should b owse online websi es o di e en a el
ci y guides and selec which o ma hey wan hei guide o be. This compila ion is
done by means o ac i i ies such as Talking Chips (see Appendix 4.2), which allow
hem o e lec and deepen wha hey ha e lea n and wha hey wish o include in hei
p ojec s. Mo eo e , planning ac i i ies such as Thinke Keys (see Appendix 4.3) a e also
unde aken in g oups, hence enabling all eam membe s o p o ide di e en ideas and o
be equally in ol ed. By doing so, hey can lea n om each o he and ake on al e na i e
oles ha ensu es a mo e inclusi e, equal and undi e en ia ed lea ning expe ience.
These ac i i ies also allow o de elop he c ea i i y o he s uden s and o gi e hem
mo e eedom o choice and lea ning awa eness.
Apa om he encou agemen o c ea i e ac i i ies, he inclusion o ICT
esou ces gi es s uden s g ea e mo i a ion ega ding he ac i i ies. A an emo ional
le el, i also p o ides hem wi h he oppo uni y o de elop hei own iden i y, bo h as
indi iduals and as pa o he g oup. This ac also a o s he s uden s’ mo i a ion, a
u he objec i e ha is expec ed o be achie ed wi h his lea ning uni . The e a e also
ac i i ies ha mus be done indi idually. Such asks a e mainly based on pe sonal
e lec ion and hey usually happen a he end o each session. Good examples a e: One
Minu e pape (see Appendix 4.3), Compass Poin s ou ine (see Appendix 4.1) o Exi
Ticke ques ion (see Appendix 4.5). Fu he mo e, some o he asks de i ed om g oup
ac i i ies such as illing in eading o lis ening o ganize s a e also comple ed
indi idually. These a e designed o encou age he s uden s o de elop hei sel -
e lec i e ai s, o be awa e o hei own lea ning, and o p omo e a mo e au onomous
lea ning. As such, hese kinds o ac i i ies p o ide he eache wi h he oppo uni y o
disco e and unde s and hose s uden s’ needs, in pa icula hose ha e ince singula
capaci ies. These asks a e designed wi h he pu pose o knowing he s uden s’
19
weaknesses and s eng hs, as well as hei conce ns abou lea ning and acqui ing new
concep s.
Ano he impo an ac o al eady men ioned — he inclusion o ICTs— is
ano he inno a i e ea u e o his lea ning uni . In his way, s uden s can ecei e di e se
ways o inpu and de elop hei IT skills, he managemen o online esou ces and
digi al compe ence. This is ein o ced by he inclusion o he Google Class oom
pla o m. Lea ne s will comple e he assignmen s online and hey will also be
in oduced o new use ul esou ces such as edi ing and sliding c ea ion ools, which
could be a conside able help o hei p ojec s and hei u u e academic pu sui s. Along
wi h he digi al skills, s uden s will de elop hei ecep i e and p oduc i e skills, bo h
w i en and spoken. Wi hin he di e en ac i i ies, he s uden s will be bound o de elop
he ou mac o-skills — eading, speaking, lis ening and w i ing— on a egula basis.
Fo example, s uden s will be asked o build up hei eading comp ehension abili ies by
in e p e ing ins uc ions gi en in he exe cises. In addi ion, by eading wo exce p s
om a a el guide, hey will be exposed o opic- ela ed ocabula y, discu si e
s uc u es, and w i en ex s analysis skills (see Appendix 4.3). Subsequen ly, speaking
skills a e mainly enhanced by class in e ac ion, bu also by he s uden s’ o al summa y
o hei p ojec s as well as by p esen ing he a el guides. To con inue, he lis ening
abili ies a e os e ed by wa ching a ideo in which a a el guide is desc ibed (see
Appendix 4.2). This way o p esen ing in o ma ion is mo e isual and a ac i e and
pe mi s lea ne s o know which pa s hey should include in hei guide and/o acqui e
use ul exp essions. The w i ing skill is mainly de eloped in he las ask. This abili y
will be implemen ed when s uden s answe he di e en ques ions o exe cises in a
w i en o m. Fu he mo e, i is p omo ed h ough he composi ion o he abs ac s o
he p ojec s. These asks a e also designed as an oppo uni y o s uden s o mas e and
polish hei language skills by acqui ing ocabula y and g amma . Thus, he s uden s’
abili ies a e de eloped in a mo e comple e way and s uden s a e gi en an in eg al
o ma ion.
Conside ing he impo ance o p o iding s uden s wi h sca olding, i is made
a ailable in a a ie y o ways: by o e ing isual ma e ials, by p o iding s uden s wi h
o ganize s o s uc u ing hinking abili ies, by gi ing hem eedback, o simply by
showing s uden s a model o ollow as a guide. Fo ins ance, he Wo d cloud allows o
he lea ne s o ac i a e hei p e ious knowledge while linking concep s al eady lea n
20
wi h new ideas (see Appendix 4.1). In his way, he s uden ecei es suppo o his/he
lea ning. Mo eo e , he inclusion o a YouTube ideo p o ides s uden s wi h a mo e
in e ac i e expe ience o acqui ing ideas using audio isual ma e ial ha se es as a
model and as a signi ican sou ce o au hen ic inpu in class (see Appendix 4.2). Hence,
gi ed s uden s will be p o ided wi h epea ed ins ances o deepening hei esea ch and
go as a as hey could be engaged. Lea ne s will also be encou aged o ex ac ideas
abou he s uc u e ha hey should use in hei inal p ojec s. Following his line, he
eading and lis ening o ganize s will enable o lea ne s o d aw ou he mos impo an
ideas, o e lec on wha hey ha e lea n and o each a conclusion (see Appendices 4.2
and 4.3). Thus, sca olding will be supplied along he lea ning p ocess so as o make i
mo e e ec i e and consis en .
Addi ionally, each o ac i i y has been c ea ed in acco dance wi h he
equi emen s and singula i ies o s uden s wi h high abili ies. They a e in ended o hei
ull in eg a ion wi h he g oup, being inclusi e, so ha hey empowe hese s uden s
wi h he possibili y o mas e ing hei compe ences u he . Mo eo e , hey a e mean
no only o p omo e esea ch, bu also o p o ide a lexible and c ea i e p ojec o hei
own choice; hus, enabling hem no o di e hei a en ion and ind i an a ac i e
challenge o hem.
Based on wha has been es ablished, his lea ning uni can be pe cei ed as
ha ing ce ain s eng hs. On he one hand, by including P ojec -Based Language
lea ning, he s uden s a e o e ed a mo e comple e ins uc ion expe ience by ocusing on
he acquisi ion o concep s o accomplish a inal p ojec while imp o ing hei linguis ic
skills. Mo eo e , by means o his uni he di e en mac o-skills a e de eloped, being
an essen ial elemen ha allows o a mo e consolida ed lea ning. In his ega d, by
including ac i i ies ha p omo e p oduc ion and ecep ion —bo h o al and w i en—,
he s uden s will be likely o de elop he linguis ic compe ence. To a g ea e o lesse
ex en , his lea ning uni encou ages he de elopmen o se e al key compe ences,
mainly he compe ence in Linguis ic Communica ion. Fu he conside a ion o he
posi i e elemen s o his uni poin s o he adop ion o coope a i e lea ning by wo king
as a eam could bene i s uden s’ mo i a ion and p edisposi ion o wo king.
Conside ing he needs o gi ed s uden s, hese inno a i e ac i i ies can ha e a
a o able impac o hei in e es in lea ning as well as hei willingness o ace hei
27
Wo ks ci ed
Ag eda, M., Colmene o, M., Lucia, M. 2018. The e ec o p ojec -based lea ning in
gi ed s uden s o a second language. Re is a de educacion, 380, 210-236.
B own, D. 2007. “A ‘Me hodical His o y’ o Language Teaching,” in Teaching by
P inciples: An In e ac i e App oach o Language Pedagogy. New Yo k:
Pea son Longman: 13-38.
Consejo Supe io de Expe os en Al as Capacidades. 2014. Guía cien í ica de las al as
capacidades. 1-168.
Council o Eu ope, 2001. Common Eu opean F amewo k o Re e ence o Languages:
Lea ning, eaching, assessmen . Re ie ed om: h p:// m.coe.in ./16802 c1b .
De Mi andés, J. 2001 La eo ía de Joseph Renzulli, en el undamen o del nue o
pa adigma de la supe do ación. Uni e si a de Ba celona.
Dö nyei, Z. 1994. “Mo i a ion and Mo i a ing in he Fo eign Language Class oom.”
The Mode n Language Jou nal 78.3: 273-284.
Eu opean Union Pa liamen and Council o he Eu opean Union. 2006.
“Recommenda ion o he Eu opean Pa liamen and o he Council on Key
Compe ences o Li elong Lea ning.” O icial Jou nal o he Eu opean Union
394: 10-18
Gil, V. 2019. P ojec Based Language Lea ning o EFL Class oom. No es o Design o
Lea ning Ac i i ies o EFL. Za agoza: Uni e sidad de Za agoza. Re ie ed om
Moodle.
Hedge, T. 2000. “Cou se Design”, in Teaching and Lea ning in he Language
Class oom. Ox o d: OUP: 337-373.
He nández, C. 2005. Me odologías de enseñanza y ap endizaje de al as capacidades.
Facul ad de Psicología. Uni e sidad de La Laguna.
House, S. 2011. “Unde s anding he Cu iculum”, in Theo y and P ac ice in English
Language Teaching Vol. 1. Ba celona: G aó: 67-84.
Ligh bown, P. M. 2000. “Anni e sa y A icle: Class oom SLA Resea ch and Second
Language Teaching.” Applied Linguis ics 21.4: 431-462.

28
Ma í, J.A; Heyd ich, M; Rojas, M. and He nández, A. 2010. Ap endizaje basado en
p oyec os: una expe iencia de inno ación docen e. Re is a Uni e sidad EAFIT
46 (158), pp. 11-21.
O den ECD/489/2016, de 26 de mayo, po la que se ap ueba el cu ículo de Educación
Secunda ia Obliga o ia y se au o iza su aplicación en los cen os docen es de la
Comunidad Au ónoma de A agón.
O den ECD/1005/2018, de 7 de junio, po la que se egulan las ac uaciones de
in e ención educa i a inclusi a.
O den ECD/1987/2017, de 22 de no iemb e, po la que se esuel e la con oca o ia a los
cen os docen es no uni e si a ios sos enidos con ondos públicos de la Comunidad
Au ónoma de A agón pa a pa icipa en el p og ama “Desa ollo de Capacidades”
du an e el cu so 2017/2018.
Richa ds, J. C. 2006. Communica i e Language Teaching Today. Camb idge: CUP.
Siegle, D., and McCoach, D.D. 2005. Making a di e ence: mo i a ing gi ed s uden s
who a e no achie ing. Teaching excep ional child en. 38 (1), pp.22-27.
29
Appendices
Appendix 1: Assignmen s used as e idence o he necessi y o imp o emen
h ps://d i e.google.com/d i e/ olde s/1c-DoHGPe3xX817sG-
qTbRjYP0OLNDsjb?usp=sha ing
Appendix 2: Table o Speci ic con en s, objec i es and e alua ion c i e ia
Speci ic objec i es
Speci ic con en s
Speci ic e alua ion c i e ia
A he end o he uni , s uden s will be
able o:
- Ex ac gene al in o ma ion om
o al ex s ela ed o a elling and
cul u e (C i .IN.1.1)
- Dis inguish and comp ehend
spoken messages and de elop
cul u al and social knowledge on
a elling and cul u e (C i .IN.1.2)
- P o ide accu a e and cohesi e o al
messages ela ed o a elling and
cul u e (C i .IN.2.1)
- Exchange in o ma ion wi h hei
pee s by using hei p io
knowledge on he opic
(C i .IN.2.2)
- Ob ain gene al in o ma ion om
w i en ex s ela ed o a elling
and cul u e (C i .IN.3.1)
- Analyze and comp ehend w i en
ex abou a elling and cul u es
on au onomous and indi idual way
Communica i e s a egies:
- In e p e a ion o
ins uc ions, guidelines,
and ex s ela ed o he
a elling.
- Unde s anding o
explana ions and
cla i ica ions on he
opic.
- Ac i a ion o p e ious
knowledge o ela ing
acqui ed ideas wi h
new concep s
conce ned a elling
and cul u es.
- S a egies o
comp ehend o al and
w i en ex s abou
ou ism and a el
des ina ions ( isual
aids, digi al de ices,
di ec ions).
- A s a egy o planning
- The s uden can d aw
and ou line gene al
in o ma ion om o al
and w i en messages
on a elling and
cul u e.
CCL – DC – LLC –
CAE
- The s uden can
p oduce accu a e o al
and w i en messages
on a elling and
cul u e.
CCL – DC – LLC –
CAE
- The s uden can e lec
on hei own lea ning
and exp ess his/he
opinions.
CCL – DC – LLC –
CAE
- The s uden can wo k in
g oups and coope a e
30
(C i .IN.3.2)
- Compose accu a e w i en ex s
connec ed o a elling and cul u e
(C i .IN.4.1)
- Dis inguish cul u al elemen s om
w i en ex s (C i .IN.4.2)
- Re lec on hei own lea ning and
de end hei opinions and
expe iences
(C i .IN.1.1/C i .IN.2.1/C i .IN.2.2/
C i .IN.3.1/C i .IN.3.2/C i .IN.4.1)
- Wo k in a collabo a i e way, by
coope a ing wi h hei pee s and
sha ing ideas. (C i .
IN.1.1/C i .IN.1.2/C i .IN.2.1/C i .I
N.2.2)
and s uc u ing ideas o
he a el ci y guides
(models, empla es).
Communica i e unc ions:
- Sha e ideas wi h pee s
by means o in e ac ion.
- Gi e and ecei e
pe sonal ad ice om a
place.
- Desc ibe pe sonal
eelings, in e es s and
expe iences.
- Exp ess u u e plans
and in en ions.
G amma :
- Use o adjec i es o
desc ip ions (beau i ul,
ad isable,
com o able...)
- Use o p esen simple
o desc ibing ac ions.
- Use o u u e enses o
u he in en ions and
plans.
Linguis ic i ems:
- Vocabula y ela ed o
he uni ( a elling,
places, his o y, wo ld,
wi h hei pee s.
CCL – LLC – SIE –
SCC
- The s uden can
manage o p epa e
ques ions and comple e
pe sonal o ganize s.
CCL – LLC – CAE –
DC
- The s uden can
dis inguish cul u al
ea u es and social
aspec s om o al and
w i en messages.
CCL – LLC – CAE –
SCC – DC
- The s uden can use
lea n e bal enses
when speaking wi h
hei pee s.
CCL – LLC – CAE –
SCC
- The s uden can
o ganize he p ojec
using augh planning
s a egies.
CCL – LLC – SIE –
CAE - DC
- The s uden can gi e
app op ia e eedback on
31
a , cul u e, ou ism…)
Pa alinguis ic i ems:
- Ask o cla i ica ions
Sociocul u al and
sociolinguis ic aspec s:
- App ecia e and
unde s and o he
cul u es and espec
di e en adi ions.
hei pee s’ p ojec .
CCL – LLC – SIE –
CAE – SCC
- The s uden can o ally
p esen he p ojec
success ully.
CCL – LLC – SIE –
DC – SCC
Appendix 3: Lesson Plans
LESSON 1
STAGE: ACTIVATION
Lea ning objec i es
A he end o he lesson, s uden s will be able o:
Connec hei p e ious knowledge wi h acqui ed in o ma ion
Iden i y new opic- ela ed ocabula y
Cou se: 2nd yea o Compulso y Seconda y Educa ion
Topic: T a elling a ound he wo ld
Ti le: “T a el wi h us”
PROJECT-BASED
LANGUAGE
LEARNING UNIT
32
Recognize hei own lea ning and alue he p ojec i sel
Success c i e ia
A he end o he lesson, s uden s can:
Wo k in g oups
Fill in sel - e lec ion o ms
Con en s
G amma : P esen simple o desc ibing places.
Communica i e unc ions: To exp ess pe sonal opinions and sha e in e es s.
Mac o skills: lis ening, eading, w i ing and speaking.
P ojec - ela ed ocabula y: a elling
ACTIVITY
TEACHER TALK
MATERIALS AND
RESOURCES
TIMING
Wa m-up ac i i y:
Wo d cloud and isible
hinking ou ine
S uden s will be p esen ed a
Wo d cloud wi h se e al opic-
ela ed wo ds hey will be
wo king on. Then, he eache
will ask hem ques ions ela ed
o hei eelings ega ding he
opic and he ocabula y.
“To begin wi h, I’m going o
display a Wo d Cloud con aining
di e en wo ds. This ocabula y
ha appea s is ela ed o he opic
ha we’ e going o deal wi h.
Once you ha e wa ched i , we’ll
commen on any doub s you may
ha e and I’ll ask you some
ques ions in o de o see i you can
guess he opic.
Righ , wha can you see on he
sc een? Wha do you hink is he
opic? Is he e any wo d ha you
don’ know abou ?”
 A wo d cloud
(see Appendix
4.1)
 A p ojec o
 A able o a
compu e
10 minu es
Teache ’s explana ion on he
p ojec + c ea ion o wo king
“Now ha you’ e gi en you
sugges ions on he opic, I’m going
o s a explaining o you he
 Access o
Google
Class oom
40 minu es

33
eams
The eache will explain he
p ojec o he s uden s. Using
he S and up hand up pai up
echnique, hose s uden s who
ha e been gi en he ca d wi h
he same ci y will be in he same
g oup.
p ojec you should de elop. Fo
ha , you ha e o access o he
Google Class oom pla o m whe e
you’ll ecei e a message. As you
can see, his is an in i a ion o
pa icipa e in a a el- ela ed
con es . I sounds good, doesn’ i ?
The e o e, he opic o ou p ojec
is a elling and you should c ea e
di e en a el guides o di e en
ci ies. You c ea i i y will be aken
in o accoun !
Du ing his p ocess, you’ll ca y
ou g oup ac i i ies ha allow you
o c ea e you guides; indi idual
ac i i ies and a inal o al
p esen a ion. Also, you
pa icipa ion and in ol emen in
he ac i i ies will be aken in o
accoun .
Once you know he opic and some
key aspec s, pay a en ion o he
sc een whe e I’ll explain how we’ll
do i . This p ojec will be
de eloped in di e en g oups. To
do so, place you sel es in pai s
wi h he pe son nex o you. I’ll
gi e you di e en ca ds wi h some
ci ies and you should look o
ano he pai wi h he same ci y.
Le ’s go!
Once you ha e ound i , you’ll
o m a g oup and you should
 A able o a
compu e
 W i ing
con es
message (see
Appendix 4.1)
 P esen a ion
o explaining
he p ojec
 Ci y ca ds (see
Appendix 4.1)
 S and up hand
up pai up
echnique
34
choose a name o you g oup. This
name can be ela ed o you ci y o
wha e e you wan . Le you
imagina ion low!
Is his clea ?
Also, you should de ine you oles
in he g oup and decide which ole
you wan o ake. Finally, you’ll be
he one o choose you guide’s
o ma , including he ools and
esou ces o i s c ea ion. I you
ha e doub s, I’ll help you.
Tha ’s all! T y o be inno a i e in
you guides!”
Re lec ion ac i i y: Compass
poin s ou ine
S uden s will ha e access o he
Google Class oom and ill ou a
sel - e lec ion o m.
“In o de o inish he session,
wi hin hese las minu es, you mus
access o Google Class oom and
ill in a b ie o m ha will appea .
The e you’ll ha e o exp ess you
eelings and hough s abou
c ea ion o a a el ci y guide:
Wha has caugh you
a en ion?
Wha conce ns you?
Wha do you need o know?
Wha ha e you lea n in ha
session?
Please, ill in his o m indi idually
o me o ge o know you a li le
bi mo e.”
 Access o
Google
Class oom
 A able o a
compu e
 Compass
Poin s
empla e (see
Appendix 4.1)
10 minu es
35
LESSON 2
STAGES: DISCOVERY AND DEEPENING
Lea ning objec i es
A he end o he lesson, s uden s will be able o:
Discuss ela ed- opic issues
Ex ac ele an in o ma ion, ocabula y and g amma om a a el guide ideo
Homewo k
 S uden s ha e o collec ocabula y o s a illing in a collabo a i e ocabula y
sp eadshee .
 S uden s ha e o b owse on he In e ne di e en a el guides o choosing hei a el
ci y guides’ o ma s. This way, hey will ha e o decide which o ma hey wan o use in
hei p ojec s.
Sca olding p o ided
 Use o isual ma e ials o ac i a ing s uden s’ p e ious schema a.
 P e- eaching ocabula y: Gi ing s uden s use ul ocabula y.
 Asking ques ions o checking s uden s’ unde s anding and comp ehension.
 Se ing small eam wo ks ha allows in e ac ion and coope a ion be ween s uden s.
Ongoing assessmen
 In his session, s uden s’ pa icipa ion and in ol emen in he ac i i ies will be alued
posi i ely by means o a ub ic (see Appendix 4.6).
 The las e lec ion ac i i y will be assessed indi idually. I mus be submi ed o ollow
he ongoing assessmen .
36
Re lec on hei lea ning.
Success c i e ia
A he end o he lesson, s uden s can:
Comple e a lis ening o ganize
Use some e bal enses
Manage o p epa e di e en ques ions
Fill in a pe sonal o ganize
Con en s
G amma : Fu u e o ms o planning and e bal enses ex ac ed om he ideo
Communica i e unc ions: To sha e in o ma ion, desc ibe and exp ess modali y.
Mac o skills: lis ening, eading, w i ing and speaking.
P ojec - ela ed ocabula y (places, adjec i es o desc ip ions) and ocabula y
ex ac ed om he ideo.
ACTIVITY
TEACHER TALK
MATERIALS AND
RESOURCES
TIMING
Wa m-up ac i i y:
Mind map and a el
guide ideo
The s uden s will be shown
a mind map wi h some o
he main unc ions o a
a el guide.
A e ha , hey will wa ch a
a el guide in ideo
o ma . They will commen
“I need you o be pa icipa i e and
collabo a i e du ing his ac i i y.
Wha do you hink he unc ions
o a a el guide a e? Wha
pu pose is i designed o ? You
can discuss i in you g oups o a
ew minu es and we’ll alk abou
i .
Once you ha e p o ided you
ideas, I’ll show you a mind map
wi h some o i s main unc ions.
 The Mind map (see
Appendix 4.2)
 The a el guide
ideo ( om
h ps://www.you u
be.com/wa ch? =O
o6iAx 4si0 ) (see
Appendix 4.2)
 A able o a
compu e
20 minu es
43
A he end o he
ac i i y, hey will log
in o Google Class oom
and upload hei ideas
o he p ojec .
wo king on a e: unc ions o a
a el guide, i s s uc u e, i s o ma
o be o iginal and some ideas o be
included in i . The mo e ideas you
de elop, he be e in o ma ion you
will ha e o he c ea ion o you
guides.
A e all hese ideas clea ?
When you ha e inished you pa s,
you’ll ha e o sha e i in he g oup
and upload hem o Google
Class oom, including you g oup’s
name.”
he Thinke keys
ac i i y (see
Appendix 4.3)
Re lec ion ac i i y:
One minu e pape
This ac i i y is
indi idual. S uden s
mus access o Google
Class oom and answe a
ques ion in 1 minu e.
“To conclude he lesson, you will
en e Google Class oom, whe e
you will ha e o answe a ques ion
indi idually.
The ques ion is:
Conside ing you pe sonal
expe ience, wha do you hink is
he mos impo an pa o planning
a p ojec ?
I should be a sho answe .
Remembe ha hese ac i i ies a e
impo an o ongoing assessmen ,
bu also o me o know wha you
a e hinking and you e lec ions.”
 Access o
Google
Class oom
 A compu e o a
able
 One minu e
pape ques ion
(see Appendix
4.3)
1 minu e

44
Homewo k
 S uden s ha e o collec ocabula y o con inue illing in he collabo a i e ocabula y
sp eadshee .
 Taking he p e ious eading as a model, hey will ha e o esea ch mo e in o ma ion
ela ed o in og aphics, maps, design o pho og aphy. Each membe o he g oup will
ha e o choose one o hese a iables and upload all he g oup’s ideas o Google
Class oom using he o ma hey wan o comple e he e-po olio.
Sca olding p o ided
 The eading ex se es as a model o s uden s o c ea e hei T a el ci y guides.
 Reading aloud he ex ein o ces s uden s’ p onuncia ion and be e unde s anding he
ideas.
 Se ing in en ional small g oups o de eloping he class ac i i ies.
 The Reading o ganize is use ul o linking ideas and be e lea ning.
 The ideas aised in he Thinke keys ac i i y help s uden s in planning hei p ojec s.
 Use o ongoing ques ions and cla i ying ema ks.
Ongoing assessmen
 The p ojec s’ ideas p o ided by each g oup will be inco po a ed in each e-po olio
composed by all he ac i i ies o he c ea ion o he p ojec .
 The indi idual ac i i ies will be assessed oge he wi h he s uden s’ pa icipa ion.
These ac i i ies mus be submi ed o s uden s o ollow he ongoing assessmen .
 The s uden s’ pa icipa ion will be p ope ly alued by means o a ub ic (see
Appendix 4.6)
45
LESSON 4
STAGE: CREATION
Lea ning objec i es
A he end o he lesson, s uden s will be able o:
Rela e p e iously lea ned ideas wi h acqui ed concep s
Design and de elop ideas o hei inal p ojec s
Illus a e and summa ize hei p ojec s’ main ideas.
Success c i e ia
A he end o he lesson, s uden s can:
Add new s uc u es o hei ini ial hinking
Ge and use o iginal ideas o hei p ojec
Wo k as a g oup
Ou line he key aspec s o hei inal p ojec s.
Con en s
G amma : P esen simple and u u e o ms o desc ibing places.
Communica i e unc ions: To exp ess pe sonal opinions, sha e in e es s and
p o ide a loca ion add ess.
Mac o skills: lis ening, eading, w i ing and speaking.
Re ision o gi en ocabula y
ACTIVITY
TEACHER TALK
MATERIALS
AND
RESOURCES
TIMING
Wa m-up ac i i y:
“Du ing his ac i i y, he
pu pose is lea ning bu in
 A compu e
o a able
10 minu es
46
Playing wo
Kahoo s!
S uden s will
indi idually comple e
wo quizzes, one
conce ning he e iew
o he gi en g amma
om he p e ious
lessons and he o he
one o e ising
ocabula y ela ed o
he opic.
a dynamic and amusing
way. Fo his, you’ll
access o play wo
di e en Kahoo s!
indi idually. You’ll be
gi en a code and you’ll
ha e o answe some
di e en ques ions.
The i s Kahoo ! is
ocused on e iewing he
g amma we ha e seen,
and he second aims o
e iew ocabula y. This
las one will also help you
o con inue comple ing
he glossa y. Also, as i is
ela ed o he p ojec s’
opic, you can use i in
you guides.
I you ha e mis akes, i ’s
okay, he impo an hing
is lea ning.
Also, i you need any
help, le me know.
Now, go ahead and enjoy
lea ning!”
 Kahoo ! (see
Appendix
4.4)
Ac i i y: C ea ion o
he T a el ci y
guides
S uden s will con inue
“We’ll con inue wi h he
c ea ion o you p ojec s
o he es o he session.
Fi s o all, I’m going o
gi e you a checklis o ill
 Access o
Google
Class oom
 A compu e
50 minu es
47
p epa ing hei
p ojec s.
They will ha e o
p epa e a sho
summa y and ill in a
checklis .
ou and use i o checking
ha you a e ollowing he
ins uc ions co ec ly.
To do his, you’ll wo k in
you g oups. You mus all
p o ide ideas and gi e
o ma o you a el
guides. Today, you
guides should be e y
ad anced and almos
inished. You can use he
ools you need, and i you
ha e any ques ions, jus
le me know.
In he las 10 minu es,
you’ll ha e o elabo a e a
summa y. You don’ ha e
o submi i , bu i will be
use ul o you in he nex
session. I you don’
inish i , don’ o ge o
comple e i o homewo k
since you’ll need i in he
nex session.
Don’ miss he checklis
and upload i o Google
Class oom wi h you
eam’s name!.
Le ’s go!”
o a able
 The
summa y o
he p ojec
 S uden ’s
checklis (see
Appendix
4.4)
48
LESSON 5
STAGE: CREATION AND PUBLISHING
Lea ning objec i es
A he end o he lesson, s uden s will be able o:
Recognize o he p ojec s’ s eng hs
De end hei opinions and judge hei expe iences.
Success c i e ia
A he end o he lesson, s uden s can:
Talk abou hei p ojec s in on o he class
Gi e c i ical opinions and app op ia e eedback on hei pee s’ p ojec .
Con en s
G amma : P esen simple o desc ibing places.
Communica i e unc ions: To exp ess pe sonal opinions and p e e ences
Mac o skills: lis ening, eading, w i ing and speaking
Sca olding p o ided
 The eache will mo e a ound he g oups answe ing any doub s.
 Wo king in g oups helps s uden s o in e ac and be e de elop he ideas.
 The checklis allows s uden s o know wha hei p ojec should include.
Ongoing assessmen
 The sco e ob ained in he wo quizzes will be assessed indi idually.
 The g oup sel -assessmen will be ca ied ou h ough he checklis , which will be
included in hei e-po olios.

49
ACTIVITY
TEACHER TALK
MATERIALS AND
RESOURCES
TIMING
Pee - eedback ac i i y:
Ca ousel eedback
Each g oup will p esen he
summa y o hei p ojec s
o ally o hei pee s. In his
way, s uden s will gi e and
ecei e some pee eedback.
They should gi e, a leas ,
many posi i e commen s as
nega i e ones. Also, i hey
ha e any ques ions, hey can
ask hem.
“In his ac i i y, you’ll p esen
you ideas o you pee s. This
way, he p esen e o each g oup
will explain he p ojec o you
pee s. You don’ need o p epa e
any hing; you can use you
summa ies as a e e ence. Each
p esen e will ha e 5 minu es o
desc ibe he p ojec . T y o
adjus o he ime since in he
ollowing lesson you’ll p esen
he p ojec in a mo e comple e
way.
The o he g oups will hen ge
oge he and sha e hei
opinions. When you’ll inish,
you should ell you pee s some
posi i e aspec s o s eng hs o
hei p ojec s and any
sugges ions o imp o emen .
T y o be neu al wi h you pee s
and gi e cons uc i e eedback.
Also, i you ha e doub s, ask
hem.
Is e e y hing clea ? Is he e any
doub ?
Le ’s s a wi h he i s
g oup…”
P ojec s summa ies
(op ional)
55 minu es
50
Re lec ion ac i i y: Exi
icke ques ion
This ac i i y is indi idual.
S uden s mus access o
Google Class oom and
answe in 120 wo ds an Exi
Ticke ques ion.
“To conclude, we a e going o
do a b ie e lec ion ac i i y.
This ac i i y will be done
indi idually and will allow me
o know mo e abou you and
you expe ience in hese
p ojec s.
Please, log in o Google
Class oom! Once you a e in,
you should be able o answe a
ques ion in 120 wo ds.
E e ybody is in? Yes?
As you can see, he ques ion is:
How you ha e el abou
assessing o he classma es’
p ojec s? You can include
examples o e e o speci ic
si ua ions.
Please, answe he ques ion and
submi i .”
 Access o
Google
Class oom
 A compu e o
a able
 Exi Ticke
ques ion (see
Appendix 4.5)
5 minu es
Ongoing assessmen
 The ac i i y o e lec ion will be assessed indi idually.
 S uden s will ecei e o al pee assessmen on hei p ojec s.
51
LESSON 6
STAGES: PUBLISHING AND ASSESSMENT/REFLECTION
Lea ning objec i es
A he end o he lesson, s uden s will be able o:
Desc ibe hei p ojec s
Ex ac and p io i ize he main ideas
Re lec on hei lea ning.
Success c i e ia
A he end o he lesson, s uden s can o ally p esen hei p ojec s.
Con en s
G amma : P esen simple o gi ing desc ip ions.
Communica i e unc ions: o sha e in o ma ion and desc ibe
Homewo k
 S uden s ha e o inish adding ocabula y o he collabo a i e ocabula y sp eadshee and he
glossa y will be comple ed.
 S uden s ha e o upload he comple e p ojec wi h he a el ci y guide o Google Class oom.
I will be included in he s uden s’ g oup e-po olios.
 S uden s ha e o p epa e a sho p esen a ion o hei p ojec s o he nex lesson.
Sca olding p o ided
 Speaking in public allows s uden s o de elop hei o al skills.
 The eache checks ha all s uden s a e in ol ed.
 The inclusion o pee assessmen imp o es s uden s’ lea ning.
52
Mac o-skills: lis ening and speaking
ACTIVITY
TEACHER TALK
MATERIALS
AND
RESOURCES
TIMING
O al p oduc ion ac i i y:
T a el ci y guides’
p esen a ion
Each g oup will be
p esen ing hei p ojec o
hei pee s in 10 minu es.
“In his las session, as you know,
you’ll p ope ly p esen you p ojec s.
Fo his, use he ools you ha e
p epa ed.
As you ha e done in p e ious o al
p esen a ions, all he membe s o he
g oup a e expec ed o be equally
in ol ed, and you should adap you
p esen a ions o he ime, since you a e
i e g oups.
Remembe ha he bes a el ci y
guide will be awa ded in he con es .
I’m su e his mo i a es you.
A he end o each p esen a ion, I’ll
gi e you a sho o al epo on you
p ojec s.
T y o be c ea i e and ca ch
e e yone’s a en ion!
Now, i you ha e no doub s, le ’s s a
…”
 A p ojec o
 S uden s’
p esen a ions
60 minu es
59
COLORED CARDS
PLUS ONE THINKING ROUTINE

60
CHART FOR MODAL VERBS
Lesson 3: Appendix 4.3
EXCERPTS FROM AN ONLINE GUIDE FOR READING (ex ac ed om:
h ps:// heblondeab oad.com/ul ima e- ome- a el-guide/)
61
READING ORGANIZER
62
KEY IDEAS FOR THE THINKER KEYS ACTIVITY
ONE MINUTE PAPER QUESTION
63
Lesson 4: Appendix 4.4
KAHOOTS
Link: h ps://c ea e.kahoo .i /sha e/le -s- e iew-g amma /b1771763-b212-4eb9-a980-
e38 b 610889
Link: h ps://c ea e.kahoo .i /sha e/le -s- e iew-some- ocabula y/78da7c18-2095-4213-
99b5-22a856ca6 7d
64
STUDENT’S CHECKLIST

65
Lesson 5: Appendix 4.5
EXIT TICKET QUESTION
Lesson 6: Appendix 4.6
RUBRIC FOR ASSESSING ORAL PRESENTATION
C i e ia
4
3
2
1
Body language
and eye con ac
S uden s es ablish
eye con ac wi h
hei classma es
and he eache
du ing he
p esen a ion,
engaging hei
a en ion.
S uden s
es ablish eye
con ac wi h
hei pee s
du ing he
p esen a ion.
S uden s some imes
es ablish eye con ac
wi h hei pee s and
hei eache .
The s uden s don'
es ablish eye con ac
o d aw hei pee s'
a en ion.
P esen a ion
se up and
The s uden s ha e
been wo ked on
The s uden s’
p esen a ions
I is no able ha he
p esen a ion has no
The s uden s ha e no
p ac ised hei
66
p oposal
hei p esen a ion
success ully and
he p oposal is
e y de ailed.
ha e needed
u he wo k
and a be e
planning o he
p oposal.
been ehea sed o
p ope ly wo ked on.
p esen a ions and he
p oposal is
incomple e.
Con en
The s uden s
show a ull
unde s anding o
he opic.
The p esen a ion
is co ec ly
s uc u ed:
in oduc ion,
de elopmen and
conclusion.
The s uden s
show a good
unde s anding
o he opic.
The
p esen a ion is
s uc u ed in an
easy o ollow
way.
The s uden s show a
good unde s anding
o pa s o he opic.
The p esen a ion
does no ollow he
p ope s uc u e.
The s uden s don'
seem o unde s and
he opic e y well.
The p esen a ion is no
s uc u ed and
di icul o ollow.
P onuncia ion
and use o
lexicon
The s uden s
speak clea ly and
hei
p onuncia ion and
use o lexicon is
co ec .
The s uden s
speak clea ly
bu
misp onounce
some wo ds.
The s uden s speak
clea ly mos o he
ime, bu hey show
e o s in
p onuncia ion and
he use o lexicon is
no adequa e.
The s uden s don'
speak clea ly and
misp onounce wo ds
mos o he ime.
Pa icipa ion
and u n- aking
All g oup
membe s
pa icipa e
equally. Tu n-
aking is
espec ed and
co ec ansi ions
a e made be ween
All g oup
membe s
pa icipa e in an
almos simila
way. Tu n-
aking is
espec ed and
some ansi ions
a e made
All g oup membe s
pa icipa e in an
unequal way. Tu n-
aking is pa ially
espec ed.
Some g oup membe s
pa icipa e mo e han
o he s and u n- aking
is no espec ed.
67
s uden s.
be ween
s uden s.
Use o isuals
The s uden s use
a ied and
o iginal esou ces
and he chosen
o ma is well
sui ed.
The s uden s
use a a ie y o
esou ces and
he chosen
o ma is
adequa e.
The s uden s don'
use many esou ces
and he chosen
o ma is accep able.
The s uden s don' use
o iginal esou ces, and
he chosen o ma is
inco ec and
unaccep able.
RUBRIC FOR ASSESSING STUDENTS’ PARTICIPATION (Appendix 4.6)