Repositorio Institucional de Documentos

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. 1 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 . 2 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 3 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. 4 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 11 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 12 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 14 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)