T abajo Fin de Más e
Coope a i e Lea ning and TBLT online using
Disco d as managing ool
El ap endizaje coope a i o y po a eas online
usando Disco d como he amien a comunica i a
Au o
Se gio Ramos To es
Di ec o
Ma ía Dolo es Ramí ez Rod íguez
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
Index
Abs ac 1
In oduc ion 2
Pu pose and Aims o he Disse a ion 3
Jus i ica ion, Theo e ical and Cu icula F amewo k, Me hodology 5
C i ical Analysis and Discussion o he Didac ic P oposal 17
Conclusions 28
Wo ks ci ed 31
Appendix 1 Assignmen s used as e idence o he necessi y o imp o emen 33
Appendix 2 Lea ning Objec i es o he Uni 34
Appendix 3 Con en s o he Uni 37
Appendix 4 E alua ion C i e ia o he Uni 42
Appendix 5 Lesson Plans 44
Appendix 6 Ma e ials 52
6.1 Lesson 1 52
6.2 Lesson 2 53
6.3 Lesson 3 56
6.4 Lesson 4 57
6.5 Wagoll and Examples 59
6.6 Checklis s and Rub ics o he Lesson 60
6.7 Feedback su ey 64
6.8 Disco d u o ial 65
6.9 Rub ic o he e alua ion o he eaching-lea ning p ocess 67
1
Abs ac
The pandemic si ua ion o 2020 has highligh ed many p oblems in gene al, bu ega ding
educa ion, he eache s ha e expe ienced a sudden change in o ma and deli e y o he
con en o hei classes. F om o e nigh he schools all o e he coun y we e closed and
li le o no in o ma ion a all was gi en by he au ho i ies on how o p oceed wi h he
lessons. Each school had o manage he ou come o hei lec u es hus, a good deal o
con usion and communica ions p oblems ose. In his TFM I look a online educa ion in
pa icula due o he pa icula i ies o i s implemen a ion, and he h ee pilla s o he uni
plan I designed o commen on how i would wo k wi h an online app oach. The h ee
in luences his wo k is based on a e he communica i e app oach o CLT, he Task Based
Teaching o TBLT and he Coope a i e Lea ning me hodology o he inal p ojec o he
class oom. Being an online uni , I selec ed he Disco d communica i e ool o wo k wi h
he class and I c ea ed he lessons acco dingly, being impa ed in se e s in which he
eache will ha e o al con ol o he si ua ion and will be able o encou age in e ac ion
and communica i e in e cou se. This wo k will begin wi h a b ie in oduc ion ollowed
by he heo e ical amewo k used o design he uni plan. A e ha , he main c i ical
analysis o he uni plan and inally a conclusion highligh ing he mos impo an aspec s.
2
1. In oduc ion
This piece o wo k is based on he analysis o a lea ning uni ha has been de eloped
aking in o accoun h ee main me hods, Communica i e Language Teaching (CLT om
now on), Task Based Language Lea ning (TBLT om now on) and Coope a i e Lea ning
in he con ex o he qua an ine si ua ion we ha e been acing in 2020 and he consequen
cancella ion o he ace o ace o ma classes. The uni has been planned o be used in a
class oom o 3 d yea o E.S.O wi h Spanish s uden s, and he complemen a y aim o his
wo k is o adap he Coope a i e Lea ning and TBLT o he online o ma aking
ad an age o he Disco d communica i e ool.
Cu en ly, Second Language Teaching is gi en o g an ed in e e y school in Spain
bu , despi e English being oo ed o many yea s now in he Spanish educa ional sys em,
he e a e a lo o s uden s ha inish hei obliga o y pe iod in he schools and emain
ha ing a lo o di icul ies in e ms o second language comp ehension and p oduc ion.
Howe e , despi e he e olu ion o he di e en me hods ha we e applied o he second
language lea ning, we see oday how me hodologies keep being an impo an ac o in he
p ocess in which he s uden s a e in ol ed.
English has kep g owing as a Lingua F anca o ehicle language o cen u ies, in
ac , English as a language has s a ed o lose i s “na ionali y” because o he amoun o
nonna i e speake s in luencing i s de elopmen and, as Da id C ys al (2012:432) poin s
ou in his wo k, “English language is going o be in luenced by hose who speak i as a
second o o eign language as by hose who speak i as a mo he ongue”. Since English
is so impo an o ou s uden s o en e he globalized wo ld, eache s ha e o be able o
adap o he new necessi ies o he lea ne s and he con ex s o he si ua ion. This means
ha me hodologies ha e o e ol e and de elop o special si ua ions such as he one we
a e acing, in which he lea ne s may no be able o ha e ace o ace classes o a while.
The online o ma canno e ase he yea s o de elopmen ha Second Language
Acquisi ion has expe ienced in he ield o communica ion app oaches and o al
in e ac ion. Du ing he las ew yea s, many eache s ha e adop ed he new app oaches
and me hodologies, becoming guides and suppo e s o he lea ning p ocesses o hei
s uden s; and lea ne s ha e aken a mo e ac i e ole in hei educa ion. By all means, we
should no le he pandemic si ua ion e e he classes o a p e ious s age in which
s uden s we e passi e lis ene s and eache s we e he only sou ces o knowledge.
3
2. Pu pose and Aims o he Disse a ion
Despi e ha ing he wo ld almos shu down om o e nigh , he needs o lea ne s
ha e no changed a bi . Ha ing his in mind, and conside ing he choices made by he
au ho i ies ela ed o he educa ional ield, I hink ha he eache s and schools om ou
coun y ha e o make hei bes in o de o p ocu e hemsel es a p o ocol o ollow in
case a si ua ion like his is epea ed and/o he online o ma is main ained o a
conside able pe iod o ime. Since he people in cha ge o making he pa h o ollow we e
gi en so li le ime o eac o he pandemic si ua ion ha a ose in Ma ch, mos o he
class ooms we e anspo ed o he online o ma gi ing he s uden s he passi e ole o
lis ene s and deli e e s o comple ed exe cises, and some eache s e u ning o he mas e
class in which he heo y was o ally explained and, a e ha , exe cises and homewo k
we e equi ed. I do no belie e ha in he las ew mon hs we ha e expe ienced a d as ic
change backwa ds since he days o he G amma T ansla ion a e long gone, bu ,
undoub edly, he educa ional me hodologies ha e no gone o wa d wi h he con inemen .
One o he pu poses o his piece o wo k is o highligh he di e en me hods and
lea ning amewo ks ha we e le aside by a pe cen age o he eache s when he o ma
changed, because, du ing he p ac icum pe iod, I el ha app oaches like CLT and
Coope a i e lea ning we e elega ed due o he di icul ies ha hey b ing in he cu en
o ma . Thus, he main pu pose o his essay is no o c i icise he wo k o o he s, bu o
c i ically analyse a uni plan o my own, aking in o accoun he cu en con ex caused
by Co id-19, applying he heo y lea n h oughou he deg ee o Mas e de P o eso ado
de Educación Secunda ia and adap ing hem o he cu en si ua ion wo king al oge he
wi h he Disco d ICT ool. The uni is planned o wo k wi h his pa icula applica ion
due o he ea u es i p o ides, he li le esou ces i consumes, he accessibili y since he
s uden can en e om a mobile phone i a compu e is missing, he se e managemen
and he ole applica ion o each s uden o hem o wo k in g oups ollowing he
coope a i e lea ning. The idea is also o ge a ai e alua ion p ocess in which e e y
s uden is g aded o he amoun o wo k and e o made in he p ojec bu , a he same
ime, being lexible and aking in o accoun coope a i e wo k. This means ha a i udes
like helping each o he and abili ies such as encou aging g oup o ganisa ion and playing

4
speci ic oles in a g oup will ep esen pa o he inal ma k as long as o he indi idual
pe o mances and ac i i ies.
5
3. Jus i ica ion, Theo e ical and Cu icula F amewo k,
Me hodology
3.1 Jus i ica ion
Because o he pandemic si ua ion, inno a ion has been o ced on and no sough
by he eache s o all subjec s. In he case o Second Language Teaching (SLT om now
on) he class ooms expe ienced a sudden change in he o ma o he lessons gi en. Bu ,
despi e he challenges aced, bo h s uden s and eache s ha e o adap o he new eali y.
Du ing he con inemen , ace o ace lessons we e quickly eplaced by he online eaching
o ma . Sadly, in a lo o cases, his mean ha a numbe o schools migh ha e d opped
he CLT o TBLT and ein o ced old me hodologies like s ic d ills o he P esen a ion,
P ac ice and P oduc ion (PPP om now on) o ma . Du ing he i s p ac icum pe iod I
al eady expe ienced ha se e al educa ional app oaches augh in he mas e deg ee we e
le apa , in ac , I ound shocking how easily some educa ional app oaches end o be
o go en once educa ion lea es he uni e si y and becomes applied in seconda y.
Howe e , du ing he second pe iod, when he pandemic si ua ion had al eady been
es ablished, his si ua ion e en wo sened as he eache changed he lea ning p ocess. The
eache wen om he PPP o ma ha he was using in he p e ious p ac icum o a d illing
me hodology ha consis ed in epea ing e e y class di e en eph asing ac i i ies ha
migh p epa e hem o he EVAU es hey will ace he ollowing yea .
The lack o me hodology p oposed by he S a e au ho i ies may ha e caused ha
some eache s, like my u o , d opped CLT and PPP, subs i u ing hese app oaches o
d ills and epe i i e ac i i ies. Consequen ly, when I saw he li le in e ac ion ha some
s uden s we e ha ing in he online o ma class, I decided o c ea e a uni plan o online
eaching ha comp ises CLT, TBLT and coope a i e lea ning. Communica i e Language
Teaching, as well as o he app oaches and me hodologies p o oundly connec ed o i , such
as Task-based Language Teaching and Coope a i e Lea ning, may be consis en wi h
online language eaching since “CLT is an accep ed pa adigm wi h many in e p e a ions
and mani es a ions “(B own, 2007: 45). I saw he online eaching du ing he pandemic
si ua ion as an oppo uni y in he new pa hs di e ging ahead o implemen he coope a i e
me hodology al oge he wi h he TBLT while main aining he CLT in mos o he online
lessons. Tha way, I will be no only p omo ing L2 in e ac ion be ween he lea ne s, bu
6
also, encou aging hem o wo k in small g oups and as a whole class in o de o achie e
posi i e esul s au onomously while lea ning new echniques and ICT ools.
3.2 Theo e ical F amewo k
This lea ning uni o he 3 d Yea o E.S.O. is based on he ollowing legal p o isions:
● Ley O gánica 8/2013, de 9 de diciemb e, pa a la mejo a de la calidad Educa i a.
● Real Dec e o 1105/2014, de 26 de diciemb e, po el que se es ablece el Cu ículo
básico de la Educación Secunda ia Obliga o ia y del Bachille a o
● O den ECD/489/2016, de 26 de mayo, po la que se ap ueba el cu ículo de la
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.
Be o e ge ing in o he uni plan and he online app oach I p opose o use wi h i ,
he heo e ical amewo k o he uni should be explained. The ma e ials and he uni ha
I ha e designed a e based on h ee pilla s, CLT, TBLT, and Coope a i e Lea ning, being
all hese in eg a ed in o he online o ma using a speci ic communica i e ool, Disco d.
In he ollowing pa ag aphs, I will commen on CLT, TBL and Coope a i e Lea ning in
gene al e ms.
I. CLT
The i s base o his piece o wo k is Communica i e Language Teaching, o being mo e
speci ic he usage o some o i s cha ac e is ics o e ade he shadow o d illing exe cises
and mas e class wi h no in e ac ion. Mul iple au ho s such as Kuma adi elu and Richa ds
claim ha he CLT app oach was de eloped answe ing he p edominance o he
Audiolingual me hod (Kuma adi elu, 2006:61) (Richa ds, 2006:4). Acco ding o B own,
he Audiolingual me hod elied on epe i ion because i was designed in o de o p oduce
posi i e esul s in he leas amoun o ime possible due o he needs o he i s lea ne s
who used his me hod, which was lea ning enough language o unde s and he allied
o ces in he Second Wo ld Wa (2007:23). Once his ini ial necessi y was o e , he
Audiolingual me hod was soon seen as a ailu e and, consequen ly, he in e ac i e ends
a ose a ound he eaching wo ld. (2007:23)
7
The CLT app oach came o be in he 70s as an in e ac i e me hod which answe ed
he necessi ies ha he Audiolingual me hod could no ul il. A ha ime, he second
language acquisi ion s udies, as Richa ds poin s ou in his wo k, disco e ed ha language
lea ning whe e he esul comes om in e ac ions be ween he lea ne and use s o
language, collabo a i e c ea ion o meaning, nego ia ion o meaning, lea ning h ough
ga he ing he eedback lea ne s ge when hey use he language, paying a en ion o he
language he lea ne hea s, ying ou and expe imen ing di e en ways o saying hings
(2006:4).Thus, he p incipal cha ac e is ic o his app oach is, as men ioned be o e, he
in e ac ion be ween he s uden s.
Apa om he communica i e aspec , B own (2007:46-47) highligh ed se en mo e
cha ac e is ics o his app oach ha desc ibes i pe ec ly. These cha ac e is ics can be
used in o de o e alua e and analyse ma e ials and uni plans om a CLT pe spec i e.
- The i s one is O e all Goals, CLT app oach is ocused on all he di e en
componen s o he communica i e compe ence like in e ac ion, o al and w i en
skills, e c. The idea o an adap a ion o he online o ma is o main ain his ocus
ia he ICT ools a ailable o all he s uden s in o de o keep he use o in e ac ion.
- The second aspec o his app oach is connec ed o he Rela ionship be ween o m
and unc ion. Acco ding o B own “language echniques a e designed o engage
lea ne s in he p agma ic, au hen ic, unc ional use o language o meaning ul
pu poses.” (2007:46) This means ha in o de o keep he s uden s engaged, he
con en o he lesson o ac i i y has o be use ul in a eal li e con ex . In he case
o an online uni plan, one o he mos impo an poin s o he lessons would be
no only engaging wi h he s uden s in o de o keep hem ocused on he class,
bu also ha ing exe cises ha a e mo e han jus supe luous epe i ions o
sen ences wi h no eal wo ld applica ions.
- Fluency and Accu acy a e wo majo poin s o CLT ha , heo e ically, should be
balanced. This means ha accu acy o g amma ocus is supposed o appea in
pa allel wi h he luency o he lea ne ’s speaking and w i ing skills. Since one o
he objec i es o he uni plan I ha e designed is o p omo e L2 in e ac ion
be ween he s uden s, luency is p imo dial and, consequen ly, encou aged in
e e y lesson. Howe e , accu acy is also p ac iced so ha s uden s can include
14
Coope a i e Lea ning is a me hod ha is in ima ely ela ed o he global wo ld in
which we a e li ing as i ies o ecall he in e dependence ha ele an companies,
scien i ic esea ches and poli ical en e p ises ha e wi h o he s o he same o di e en
na u e. This in e dependence causes ha hese companies, en e p ises and esea ches
wo k in bo h he o he s’ bene i and hei own one. Thus, Coope a i e Lea ning
con ibu es o eaching alues and compe ences ha a e necessa y in o de o wo k wi h
o he people in an in e dependen way (To ego and Neg o, 2012:22). Ye , his is no he
only bene i o using his me hod, Coope a i e Lea ning may also pa e he way o
a en ion o di e si y. When s uden s s a wo king coope a i ely, hey can suppo and
mo i a e each o he and, a he same ime, join hei e o s in o de o lea n (To ego and
Neg o, 2012:23). Fo mo e in o ma ion abou a en ion o di e si y, see appendix 4 (pg
43).
In e ms o Coope a i e Lea ning in connec ion o jus language eaching, his
me hod may b ing se e al di e en bene i s o he L2 class oom. On he one hand,
“Coope a i e Lea ning p o ides much mo e oppo uni ies o lea ne s o comp ehensible
inpu and ou pu and he p ocesses o nego ia ion” (Zhang, 2010:82). The inc emen o
he chances o comp ehensible inpu and ou pu is due o he ac ha , when wo king
coope a i ely, he s uden s in he class oom a e di ided in o smalle g oups, hus, hey
ha e mo e oppo uni ies o speak using L2 han he ones hey would ha e when wo king
wi h he whole class oom.
On he o he hand, Coope a i e Lea ning con ibu es o c ea ing an e ec i e
clima e o lea ning in he L2 class oom (Zhang, 2010:82). This ad an age is also
ecognised by Dö nyei as he conside s ha g oup cohesion is one o he h ee componen s
o mo i a ion ha a e speci ic o lea ning si ua ions (1994:277). In ac , Dö nyei s a es
ha “compa ed o compe i i e o indi idualis ic lea ning, he coope a i e goal s uc u e
is mo e powe ul in p omo ing in insic mo i a ion, posi i e a i udes owa ds he subjec
o a ea, and a ca ing, cohesi e ela ionship wi h pee s and wi h he eache ” (1994:279).
As in coope a i e asks he s uden s wo k in small g oups, hey ha e ime no only o
p epa e hei answe s, bu also o ecei e eedback om hei pa ne s, which may
con ibu e o c ea ing a elaxed and, consequen ly, mo i a ing a mosphe e. The
mo i a ion achie ed by Coope a i e Lea ning is o med by ou di e en g oup speci ic
mo i a ional componen s. The i s one is he g oup goal, in which e e y s uden o he

15
class oom is embedded in he ul ilmen o a common goal, hus, each s uden is
dependen on he pe o mance o he es o hei pa ne s. Rela ed o his g oup goal is
goal o ien edness since he goal is some hing he class wan s o achie e and being
imme sed al oge he in i hey will all gi e hei bes o each he equi emen s. The las
wo cha ac e is ics desc ibed by Dö nyei (1994:278) a e he cohesion o he g oup and
he no ms and ewa d sys em o he class oom. These wo a e also ela ed wi h each
o he since es ablishing g ound ules o he class oom g oup o beha e will limi he
con lic possibili ies and less con lic s do no mean a mo e cohesiona ed g oup bu i is a
s a ing poin o build he us necessa y o achie e i .
In addi ion, “coope a i e language lea ning allows lea ne s mo e chances o
p oduce language in a unc ional manne ” (Zhang, 2010:83). This is due o he ac ha
coope a i e lea ning may con ibu e o c ea e an a mosphe e ha esembles eali y. When
wo king coope a i ely, lea ne s can use L2 wi h a g ea amoun o pu poses such as
sugges ing, disag eeing o encou aging.
Ano he posi i e aspec o Coope a i e Lea ning in connec ion o language
eaching is hin ed by Mi chell and Myles who, a e de ining coope a ion as a social o
a ec i e s a egy ha can be augh , s a e ha “ hei own esea ch does sugges some
posi i e e ec o s a egy eaching on ocabula y de elopmen , lis ening comp ehension
and o al p oduc ion” (2004:117). This means ha Coope a i e Lea ning migh help o
imp o e o al skills, bo h p oduc i e and comp ehensi e ones, and o de elop ocabula y.
Be o e inishing his sec ion, i is c ucial o say ha de eloping coope a i e
lea ning s a egies is pa o he objec i e obj.IN.6 es ablished by Apéndice II p ime a
lengua ex anje a (inglés) (2016:3). Thus, by implemen ing Coope a i e Lea ning in he
class oom I migh be con ibu ing o he accomplishmen o his objec i e.
3.3 Uni Plan E alua ion (Teaching-Lea ning P ocess E alua ion)
E alua ing he eaching-lea ning p ocesses ha occu in he class oom is c ucial as i is
he only way o seeing whe he he me hodology, he ac i i ies and he ma e ials ha he
eache has used ha e been e ec i e. In my uni plan, his e alua ion will be de eloped
16
mainly h ough obse a ion (see appendix 6.9 pg 68) . This means ha , a e e y momen ,
he eache will obse e di e en aspec s such as he de elopmen o he ac i i ies
p oposed o he achie emen o he objec i es se ou o his uni . By doing so, he eache
will be able o e alua e whe he he me hodology, he ma e ials and he ac i i ies
p oposed we e app op ia e in o de o achie e he objec i es. Consequen ly, i , h ough
his obse a ion, he o she de ec s de iciencies ela ed o hese ma e ials, me hodologies
and ac i i ies, he o she will be able o in oduce changes in ela ion o all o some o
hese aspec s.
Ne e heless, no all eaching-lea ning p ocess e alua ion will be based on
obse a ion. In addi ion, he eache will ask he s uden s o comple e a mul iple-choice
su ey, which can be ound in appendix 6.7 (pg 65), in o de o ga he in o ma ion abou
he s uden s’ opinions and esul s in ela ion o he uni plan. Thus, he o she will see he
success o ailu e o he implemen a ion o some o he CLT echniques, he TBLT
me hodology, o he in oduc ion o Coope a i e Lea ning in his uni plan. Also, wi h
his su ey, he eache will also collec some in o ma ion abou he usage o he Disco d
communica i e ool in o de o know whe he all he s uden s a e able o use i
app op ia ely. Tha way, he eache will ealise whe he he o she can use Disco d in
o he uni s ha ha e online o ma .
17
4. C i ical Analysis and Discussion o he Didac ic P oposal
The c i ical analysis has o begin wi h he p esen a ion o he Uni plan. The i le o he
uni is Le 's hi he oad and he main opic ha is going o be s udied is a el, coun ies
and ehicles. The eason why I ha e chosen his opic in his speci ic si ua ion is o make
he s uden s o ge abou he con inemen and o make hem escape hei homes by
s udying English and lea ning abou di e en places and cul u es. The ac ha his uni
ollows Coope a i e Lea ning me hodology will also p o ide he s uden s wi h
communica i e in e ac ion and bondings ou side hei homes, making he class oom no
only a place o lea ning bu also a place o sha e hei hough s and eelings wi h hei
pa ne s and in e ac wi h mo e people.
This uni plan, which can be ound in appendix 5 (pg 45), was planned o a
class oom o 3 d yea o E.S.O. in which he e a e 24 s uden s be ween 14 and 15 yea s
old, mos o hem om he same pa o he ci y, si ua ed in a mid-class a ea wi h no
impo an socio-economic p oblems. The s uden s ha e wo ked p e iously using he
coope a i e lea ning me hodology bu , his is he i s ime hey a e going o do i in he
online o ma . The g oup has a good le el o eading, lis ening and w i ing skills bu some
o he s uden s a e lacking in he speaking skill, hence he ocus on he in e ac i e
exe cises and p ojec s in o de o ha e mo e speaking ime du ing he sessions. Some o
he s uden s a e luen in he usage o he Disco d communica i e ool because hey ha e
been using i in hei ee ime. Since he uni is aimed owa ds wo king in he online
o ma , s uden s will be o e ed an easy u o ial and explana ion abou managing and
using he Disco d applica ion (appendix 6.8 pg 66)
Selec ing he communica i e ool ha is going o be used o he lessons is c ucial
o he uni plan. In his case, I chose Disco d o a a ie y o easons. Fi s o all, Disco d
is a ee so wa e ha equi es no paymen no subsc ip ion-based model in o de o
access longe con e sa ions such as Zoom o o he communica i e ools used ypically
by eache s. Secondly, he applica ion wo ks bo h ins alled o jus used om any se e
b owse , which simpli ies he access o e e yone. In addi ion, Disco d is designed o un
in mos compu e s equi ing li le specs in o de o wo k and, e en i he s uden s a e no
able o access ia compu e , hey can en e he se e s by using hei mobile phones.
Howe e , he main eason o using his applica ion is he numbe o ools ha i p o ides
o he hos , in his case he eache . Disco d wo ks wi h se e s so he eache o he cen e
18
can c ea e a se e in which he s uden s will be in i ed o, om he e, he eache can
c ea e di e en ex and oice cha ooms in o de o accommoda e he class oom’s
necessi ies.
Mo eo e , he eache can also manage each s uden ’s use by assigning hem di e en
oles and di e en colou names depending on he oles hey acqui e in he g oup.
Fu he mo e, he eache can ac i a e he mu e mode o speaking unc ionali y, so ha
he eache is able o speak wi hou in e up ions, which may make he explana ions much
easie o unde s and by e e ybody in he class. In addi ion, since he eache can also
sha e he o his sc een a any ime, he ini ial pa s o he class in which a eading o a
lis ening is played do no equi e he s uden s o download he iles and hey can ead o
lis en di ec ly om he eache ’s sc een. Disco d will encou age, in my opinion, he
Coope a i e Lea ning because i s ly, he s uden s will be able o wo k in g oups easily
wi hou in e up ing each o he , secondly, he s uden s’ oles a e going o be e y de ined
and hey will ac acco dingly, and las ly, he lea ne s will ha e access o mul iple
ins ances o in e ac ion.
4.1 Con ibu ion o key compe ences and he communica i e compe ence
19
In 2007, he Eu opean Pa liamen es ablished ha he e we e eigh key compe ences ha
we e necessa y o li elong lea ning. They we e de ined as “a combina ion o knowledge,
skills and a i udes app op ia e o he con ex ” (2007:3) and claimed o be essen ial o
achie ing “pe sonal ul ilmen and de elopmen , ac i e ci izenship, social inclusion and
employmen ” (2007:3). Some o hese compe ences a e al eady men ioned in Ley
O gánica 2/2006, de 3 de mayo, de Educación (2006:18). Howe e , i is no un il he
a i al o Ley O gánica 8/2013, de 9 de diciemb e, pa a la mejo a de la calidad educa i a
(2013) when he compe ences es ablished by he Eu opean Pa liamen become mo e
ele an (Ley O gánica 8/2013, 2013:12-14). These compe ences we e se in Real Dec e o
1105/2014, de 26 de diciemb e, po el que se es ablece el cu ículo básico de la Educación
Secunda ia Obliga o ia y Bachille a o (2015), which is a documen ha de i es om Ley
O gánica 8/2013. In his pape , he numbe o he compe ences was educed o jus se en,
as he i s wo ones p oposed by he Eu opean Pa liamen we e joined in o one (Real
Dec e o 1105/2014, 2015:4).
In he ollowing pa ag aphs, I will commen on he se en key compe ences
es ablished by he cu en Spanish legisla ion and, a he same ime, I will analyse how
he uni plan ha I ha e c ea ed con ibu es o he de elopmen o hem.
 Communica i e compe ence: English as a subjec con ibu es di ec ly o he
de elopmen o he communica i e compe ence h ough he p ac ise o bo h o al
and w i en skills. Du ing he lessons o his uni , he s uden s a e expec ed o
engage in con e sa ions wi h he es o he class a ce ain momen s and discuss
wi hin hei g oups hei app oach o he exe cise/ ask he eache has p o ided
(appendix 5.1,5.2,5.3 pg 45).
 Ma hema ical compe ence and basic compe ences in science and echnology:
Acco ding o Apéndice II, p ime a lengua ex anje a (inglés), lea ning English
language ein o ces p oblem sol ing p ac ices and c i ical a i udes owa ds
science and echnology, in e p e ing cha s, maps o s a is ical da a (2016:2). In
he las h ee lessons o he uni plan, he s uden s can design cha s o g aphs o
help hem in he p esen a ion o he magazine page hey c ea e.
 Digi al compe ence: Media and communica ion a e in pa deli e ed h ough
digi al esou ces, digi al compe ence is classi ied in Apéndice II, p ime a lengua
ex anje a (inglés) as a subs an ial pa o he communica i e compe ence

20
(2016:2). Since he classes a e going o be augh h ough Disco d se e s, he
s uden s will de elop di e en skills ega ding he digi al compe ence. In addi ion,
he ools used o c ea e he p esen a ions and o he applica ions such as Kahoo
will con ibu e o he s uden s’ de elopmen o digi al compe ence.
 Lea ning o lea n compe ence: The s uden s de elop his compe ence when hey
hink abou he s a egies and echniques used o lea n and when hey wo k on
hei own being au onomous and able o o ganise hemsel es. In his uni plan, he
s uden s will ha e o wo k on hei own sea ching o he in o ma ion hey wan
o add o he inal p ojec . Wo king in g oups also o ces hem o o ganise
hemsel es and each an ag eemen wi h he o he membe s, besides, hey can
sol e some mino doub s when wo king oge he .
 Social and ci ic compe ence: Acco ding o Apéndice II, p ime a lengua ex anje a
(inglés), communica ion using o eign languages equi es ha ing an open mind
and being able o media e, which ansla es in ha ing espec o o he people’s
cul u es, belie s and adi ions (2016:2-3). Since he class oom is going o use
coope a i e lea ning me hodology, he s uden s will in e ac conside ably, and
hey will wo k oge he many imes. This means ha hey will ha e o each
ag eemen s and empa hise wi h hei pa ne s in o de o ul il he asks. In
addi ion, as he s uden s will ha e o coope a e in o de o comple e he
assignmen s, hey will ha e o in e ac no only wi h iends bu also di e en
pa ne s ha maybe, ha e di e en backg ounds and cul u es. Fu he mo e, since
he uni plan is based in disco e ing and a eling o new places, he exposu e o
such cul u es will en ich hei wo ld.
 Pe sonal ini ia i e and en ep eneu ship: The cu en educa ional model wan s he
s uden s o adop an ac i e ole in hei educa ion, in he Apéndice II, p ime a
lengua ex anje a (inglés), i is speci ied ha he school has o encou age he
s uden s o plani y, make decisions and de elop hei c i ical hinking (2016:3).
By applying coope a i e me hodology al oge he wi h he inal p ojec , he
eache is able o ein o ce he abili y ela ed o making decisions, since he inal
a el plan will be in luenced by hei own esolu ions.
 Cul u al awa eness and exp ession: English will help he s uden s o de elop hei
cul u al and a is ic compe ences by exposu e o he cul u al mani es a ion o
English-speaking coun ies. This compe ence will equi e he s uden s o acqui e
21
a minimum o basic knowledge o said cul u es. Du ing he inal lessons o his
uni plan, he lea ne s will ha e o sea ch o cul u al in o ma ion o o he
coun ies and hei a is ic exp essions. Conc e ely, hey will ha e o ind
in o ma ion ela ed o ood, es i i ies and landma ks o speci ic places hey wan
o isi o hei inal p ojec (appendix 5.6, 5.7 & 5.8 pg 50)
As i can be seen, his uni plan con ibu es o he de elopmen o all he key
compe ences desc ibed in Apéndice II p ime a lengua ex anje a (inglés) and in he Real
Dec e o 1105/2014. This indica es ha , du ing he lessons, he s uden s will be acqui ing
he basic compe ences as well as skills such as c i ical hinking o wo king au onomously
and coope a i ely while hey lea n speci ic con en ela ed o English as a subjec .
4.2 Objec i es and speci ic cu icula con en s
The speci ic objec i es ha I ha e c ea ed o his uni a e based on bo h he con en s
es ablished in Apéndice II p ime a lengua ex anje a (inglés) o he 3 d yea E.S.O.
(2016) and he key compe ences lis ed abo e, which we e se in he Cu ículo Básico
(2015). Due o space es ic ions, hey can be ound in appendix 2 (pg 36).
When w i ing hese speci ic objec i es, I ook in o accoun he Re ised Bloom’s
Taxonomy p oposed by Ande son and K a hwohl (2001). Due o his eason, mos o
hem belong o he ca ego ies 3(applying), 4(analysing), 5(e alua ing) and 6(c ea ing),
which in ol e highe cogni i e p ocesses. By designing objec i es ha i in o hese
ca ego ies, we, as eache s, will be emphasizing ans e o knowledge and acili a ing
e en ion (Ande son and K a hwohl, 2001:64). This means ha by a ou ing objec i es
ha equi e highe cogni i e p ocesses I will be p omo ing no only ha he s uden s
ans e he knowledge acqui ed o o he si ua ions and a eas, bu also, ha hey keep his
knowledge h ough ime.
In addi ion, as i can be seen, hese objec i es a e qui e p ecise and de ailed. This
is no coinciden al, I designed hem e y ca e ully, aking in o accoun B own’s
ecommenda ion o planning he objec i es o a uni plan based on TBLT, so ha hey
a ou e alua ion (2007:52). The achie emen o de ailed objec i es is much easie o
e alua e han he achie emen o ague ones. When a eache c ea es an open and
imp ecise objec i e, he e alua ion migh become mo e di icul as he o she migh ha e
22
p oblems when ca ego ising he le el o accomplishmen o i . Howe e , when p ecise
objec i es a e c ea ed, i is uncomplica ed o c ea e ca ego ies o achie emen .
This uni con ibu es o he achie emen o se e al gene al objec i es es ablished
o seconda y educa ion in Real Dec e o 1105/2014 (2015:8-9). Conc e ely, i con ibu es
o objec i e a), as his uni encou ages coope a i e wo k; o objec i e e), as he uni may
help he s uden s de elop basic skills ela ed o he use o ICTs; o he objec i e g), as he
uni p omo es pa icipa ion, and; o he objec i e i), as mos o he ac i i ies p oposed in
his uni plan encou age he use o English in o de o communica e.
In addi ion, his uni also con ibu es o he achie emen o all he objec i es
es ablished o English as a subjec by he Apéndice II, p ime a lengua ex anje a (inglés).
Howe e , due o p oblems o space, I am jus going o commen on he objec i es ha a e
mo e p esen in his uni . Fo example, his uni con ibu es o he de elopmen o
Obj.IN.2 as he s uden s a e encou aged o in e change o al messages au onomously; o
he de elopmen o Obj.IN.4 as he lea ne s a e equi ed o w i e simple ex s wi h
communica i e pu poses and; o he de elopmen o Obj.IN.6 as in se e al o he lessons
o his uni , he s uden s de elop and p ac ice coope a i e lea ning skills while using ICT
ools.
The speci ic con en s ha e been selec ed om he Apéndice II p ime a lengua
ex anje a (inglés) o he 3 d Yea E.S.O. These con en s a e classi ied in ou di e en
g oups acco ding o he skill hey a e ela ed o (comp ehension o o al ex s, p oduc ion
o o al ex s, comp ehension o w i en ex s and p oduc ion o w i en ex s). Ye ,
al hough he con en s appea sepa a ed depending on he skill, hey should be in oduced
in he class oom and augh in eg a edly. Due o space es ic ions, hese comple e
con en s can be ound in appendix 3 (pg 38).
4.3 Communica i e Language Teaching
This uni plan has aken inspi a ion om h ee di e en app oaches as men ioned be o e,
no commi ing ully o any o hem in pa icula bu ha ing mo e in luence om some
o hem depending on he sec ion o he lesson being augh in speci ic. In his sec ion, I
will commen on he aspec s o he CLT app oach ha in luenced he uni plan design.
23
As men ioned be o e he CLT app oach (Communica i e Language Teaching) is
i sel explana o y, he mos impo an aspec o i is he communica ion and in e ac ion
in ol ed in he lessons (B own, 2007:46-47). Ha ing his in mind, I ied o make all he
lessons as much in e ac i e as possible and, since hey had o be de eloped online, in
o de o do so, I decided o in eg a e he communica i e ool Disco d in he class oom.
Due o he online o ma , in e ac ion would be no mally limi ed by he ools used and he
si ua ion o he s uden s. Howe e , by using Disco d, he eache can make su e ha e e y
s uden is able o access e en wi h he minimum esou ces because, wi h his ool, he
lea ne s can access he se e s e en wi hou a compu e , jus by using a mobile phone in
he case he i s is missing.
The lessons a e designed o ha e in e ac ion as he inal pa in mos o hem, o
example a e comple ing he exe cises o he lessons one o h ee, he s uden s will join
oge he in di e en g oups in he inal s ages o he lessons in o de o discuss he
ac i i ies hey jus did and, in he case o lessons one and h ee, deli e a sho ex o a
empla e comple ed in g oup (appendix 5.1 and 5.3 pg 45 and 47). By inco po a ing his
app oach in o he class oom, he eache will accomplish wo hings a he same ime.
Fi s ly, he s uden s will in e ac wi h each o he un il he class is o e and; secondly, he
lea ne s will e ise in g oups he con en s hey ha e deal wi h du ing he lesson, sha ing
hei knowledge and some occasional doub s. Since he eache will p o ide he s uden s
wi h ime o in e ac wi h hei pee s, he “s uden s ha e o become com o able wi h
lis ening o hei pee s in g oup wo k o wo k asks, a he han elying on he eache o
a model” (Richa ds, 2006:5). By encou aging communica i e in e ac ion be ween he
lea ne s, he eache will be ans o ming he s uden s’ passi e ole in o an ac i e one.
This way, he g oup may become a lea ning ool which, wi h he eache ’s guidance, will
p o ide a numbe o answe s o he ques ions ha he s uden s may ha e.
Ano he impo an aspec o he CLT app oach is he dicho omy o luency-
accu acy. Acco ding o Richa ds, he e a e wo ypes o ac i i ies, luency ocused and
accu acy ocused and “ eache s we e ecommended o use a balance o luency ac i i ies
and accu acy and o use accu acy ac i i ies o suppo luency ac i i ies” (2006:15).
Taking in o accoun his p emise, I designed some o he ac i i ies ha equi e he
s uden s o pay a en ion o some s uc u es and g amma and, some o he s which will
appea la e on, in he same class, in which he s uden s a e equi ed o in e ac wi h he
30
ask in which each one o he lessons ep esen a s age o he p ocess. In addi ion, as in
he TBLT desc ip ions o Ellis (2003:9), he ou come o he lessons a e clea bu some o
he ac i i ies may e ol e o simply change due o he in e ac ion o he s uden s, despi e
no being he ini ial plan o he eache .
Coope a i e Lea ning me hodology was used in o de o c ea e he las h ee lessons
o his uni . I ook he common goal o he me hodology by es ablishing he ip o he
school as hei inal achie emen o which all he g oups o he class mus con ibu e. I
also es ablished di e en oles o each membe o he g oup so ha he wo k elies on
posi i e in e dependence, which means ha e e y membe o e e y g oup has a aluable
job o ul il. In addi ion, by using he Disco d applica ion he eache will also make su e
ha he in e ac ion be ween he s uden s is as close o he ace o ace o ma as possible.
Thus, he s uden s will be lea ning he con en planned a he same ime ha hey will be
imp o ing hei social skills al oge he .
Apa om aking in o accoun CLT app oach, TBLT me hodology and
Coope a i e Lea ning, his uni has been designed in o de o ul il he equi emen s and
ecommenda ions o he cu en Spanish educa ional legisla ion. Conc e ely, his uni is
aligned wi h he LOMCE (2013), wi h he Real Dec e o 1105/2014 om which I ha e
aken he gene al objec i es, and wi h Apéndice II p ime a lengua ex anje a (inglés),
om which I ha e aken he key compe ences, he con en s and he e alua ion c i e ia.
I hink i would be e y in e es ing o es his kind o app oach in eal li e,
checking how he uni plan wo ks wi h a eal class oom, i i achie es he esul s ha i
wan s o ul il and i he in oduc ion o he Disco d applica ion in he class ooms is a
iable op ion gi en he ci cums ances. To sum up, he mix u e o Coope a i e Lea ning,
TBLT and he Disco d applica ion was he p ime idea ha in e es ed me he mos , since
s uden s and eache s alike can engage in in e ac i e lessons again wi hou he need o a
ace o ace o ma and wi hou s epping back in he educa ional me hodologies. And
since we do no know i a pandemic si ua ion like he one we ha e expe ienced can be
epea ed again, we should be now be e p epa ed o he educa ional challenges.

31
Wo ks ci ed
Ande son, L. W., and D. R. K a hwohl. 2001. A Taxonomy o Lea ning, Teaching, and
Assessing. New Yo k: Longman.
B own, D. H. 2007. “Ch. 3 The Pos me hod E a: Towa d In o med App oaches”, in
Teaching by P inciples: An In e ac i e App oach o Language Pedagogy. New Yo k:
Pea son Longman, 40-61.
C ys al, D. 2012 (2nd ed.). English as a Global Language. Camb idge: Camb idge
Uni e si y P ess.
Cu ículo Básico ESO (LOMCE): Real Dec e o 1105/2014 de 26 de diciemb e.
Cu ículo Educación Secunda ia (LOMCE) A agón: O den ECD/2016 de 26 de mayo:
Inglés como p ime a lengua ex anje a.
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.
Ellis, R. 2003. “C i e ial Fea u es o a Task”, in Task-based Language Teaching and
Lea ning. Ox o d: OUP, 9-10.
Eu opean Pa liamen . 2007. The Key Compe ences o Li elong Lea ning – A Eu opean
F amewo k. Belgium: Eu opean Communi ies.
Kuma adi elu, B. 2006. “TESOL Me hods: Changing T acks, Challenging T ends”.
TESOL Qua e ly 40.1: 59-81.
32
LOE: Ley O gánica 2/2006, de 3 de mayo, de Educación.
LOMCE: Ley O gánica 8/2013, de 9 de diciemb e, pa a la mejo a de la calidad educa i a.
Mi chell, R., and F. Myles. 2004 (2nd ed.) Selec ion om “Cogni i e App oaches o
Second Language Lea ning” in Second Language Lea ning Theo ies. London: Hodde
A nold, 95-107.
Richa ds, J.C. 2006. Communica i e Language Teaching Today. Camb idge: CUP.
Skehan, P. 1998. A Cogni i e App oach o Language Lea ning. Ox o d: OUP
To ego, J. C., and A. Neg o. 2012. “El ap endizaje coope a i o al se icio de una
educación de calidad. Coope a pa a ap ende y ap ende a coope a ” in Ap endizaje
Coope a i o en las Aulas: Fundamen os y Recu sos pa a su Implan ación. Mad id:
Alianza Edi o ial, 21-45.
Willis, J. 1996. A F amewo k o Task-Based Lea ning. Ha low: Longman
Zhang, Y. 2010. “Coope a i e Language Lea ning and Fo eign Language Lea ning and
Teaching”. Jou nal o Language Lea ning and Resea ch 1.1: 81-83. Finland: Academy
Publishe .
33
Appendices
Appendix 1: Assignmen s used as e idence o he necessi y o
imp o emen
-Cou se Plan - Ins uc ional and Cu icula Design in EFL
h ps://docs.google.com/documen /d/14 3JY W9-FDenOW-yJMkI5DZ_AnVcZF-
YeBdqdziy58/edi ?usp=sha ingh ps://d i e.google.com/ ile/d/1aUMU03u4dLz-
YcVa6ji2xUC33B3IRoMD/ iew?usp=sha ing
This cou se plan was planned o a oid he common usage o PPP ha conce ned
me du ing he p ac icum and he analysis o ma e ials.
-Uni plan design - Le ’s Go G een! W i en o Design o Lea ning ac i i ies o EFL
h ps://docs.google.com/p esen a ion/d/16 nE09T2gVmXFnoEGed47uQipFo9Y
TBmKOTxdq do4/edi ?usp=sha ing
In his uni plan we s a ed expe imen ing wi h coope a i e cha ac e is ics wi hou
ully commi ing o i .
34
Appendix 2: Lea ning Objec i es o he Uni
Uni : Le ’s hi he oad!
1. Legal P o isions
This lea ning p og amme o 3 d yea o ESO is based on he ollowing legal p o isions:
-Ley O gánica 8/2013, de 9 de diciemb e, pa a la mejo a de la
calidad educa i a (LOMCE).
-Real Dec e o 1105/2014, de 26 de diciemb e, po el que se es ablece el cu ículo
básico de la Educación Secunda ia Obliga o ia y del Bachille a o (CURRÍCULO).
-O den ECD/489/2016, de 26 de mayo, po la que se ap ueba el cu ículo de la
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.
2. Key compe ences
 Linguis ic compe ence: The s uden s a e expec ed o engage in con e sa ion wi h
he es o he class a ce ain momen s and discuss wi hin hei g oups hei
app oach o he exe cise/ ask he eache has p o ided.
 Digi al compe ence: Since he classes a e going o be augh in he Disco d
se e s, he s uden s will de elop di e en skills ega ding he digi al compe ence.
The ools used o c ea e he p esen a ions, he kahoo o example con ibu es o
he digi al compe ence.
 Ma hema ical compe ence: The s uden s can design cha s o g aphs o help hem
in he p esen a ion.
 Lea ning o lea n compe ence: The s uden s will ha e o wo k on hei own
sea ching o he in o ma ion hey wan o add o he inal p ojec . Wo king in
g oups also o ces hem o o ganise hemsel es and each an ag eemen wi h he
o he membe s, besides, hey can sol e some mino doub s when wo king
oge he .
35
 Social and Ci ic compe ence: Since he class oom is going o use he coope a i e
lea ning me hodology, he s uden s will in e ac a lo , and hey will wo k oge he
many imes, meaning ha hey will ha e o each ag eemen s and empa hise wi h
hei pa ne s in o de o ul il he asks.
 Pe sonal ini ia i e and en ep eneu ship: By applying coope a i e me hodology
al oge he wi h he inal p ojec , he eache is able o ein o ce he abili y ela ed
o making decisions, since he inal a el plan will be in luenced by hei own
esolu ions.
 Cul u al Awa eness and Exp ession compe ence: This key compe ence is ela ed
o he p e ious one. The s uden s ha e o coope a e in o de o comple e he
assignmen s and hey will ha e o in e ac no only wi h iends bu also di e en
pa ne s ha maybe, ha e di e en backg ounds and cul u es. And since he uni
plan is based in disco e ing and a eling o new places, he exposu e o such
cul u es will en ich hei wo ld.
3. Objec i es
 Use he u u e enses (p esen con inuous, u u e wi h going o and u u e wi h
will) in o al and w i en ex s in o de o desc ibe and p esen a els he s uden s
wan o make.
 Use ocabula y ela ed o accommoda ion and ways o anspo (“checking
in/ou ”, “lobby”, “ ake o ”, “land in”, “s ewa d”, …) in o al and w i en ex s
connec ed o a elling.
 Use adjec i es (“emp y”, “c owded”, …), place p eposi ions (“nex o”,
“opposi e” ...) and desc ip i e ocabula y connec ed o a elling in w i en and
o al ex s in o de o desc ibe places and ways o anspo .
 Iden i y, ask o and exchange in o ma ion o ally abou a els, ime ables, ou es
and ways o anspo .
 Sha e opinions o ally ela ed o a elling using app op ia e exp essions (“I
hink”, “I ag ee”, “I don’ ag ee”, …) and ocabula y.
 Iden i y and dis inguish sec ions ha a e ypically ound in a el b ochu es and
plannings in gi en examples ha ha e been adap ed o hei le el o English
Language.

36
 Find, use and e alua e in o ma ion om w i en o o al esou ces ela ed o
a elling o a speci ic place he s uden s migh be in e es ed in.
 C ea e a a el a icle and p esen i using a gi en o ganiza ion, as well as
in o ma ion om esou ces, ocabula y connec ed o a el and app op ia e u u e
enses.
37
Appendix 3: Con en s o he Uni
The speci ic con en has been selec ed om Apéndice II p ime a lengua ex anje a
(inglés) o he 3 d Yea E.S.O. These con en s a e classi ied in ou di e en g oups
acco ding o he skill hey a e ela ed o (comp ehension o o al ex s, p oduc ion o o al
ex s, comp ehension o w i en ex s and p oduc ion o w i en ex s). Ye , al hough he
con en s appea sepa a ed depending on he skill, hey should be in oduced in he
class oom and augh in eg a edly.
 Block I: Comp ehension o o al ex s:
 Comp ehension s a egies:
■ Comp ehension o gene al and speci ic in o ma ion o o al
ex s adap ed o hei le el and expe ience p oduced by he
eache , he s uden s and o he sou ces
■ Ac i a ing p e ious knowledge abou a speci ic opic
 Sociocul u al and sociolinguis ic aspec s:
■ Social con en ions and linguis ic egis e s ( o mal,
in o mal, specialised)
■ Non e bal language
 Communica i e unc ions:
■ Desc ip ion o places
■ Exp essing plans, in en ions and u u e p edic ions
■ In e change opinions and poin s o iew
■ P o ide and ask o ins uc ions and di ec ions
■ Exp essing in e es and ag eemen
 Syn ac ic s uc u es:
■ Ve bs and e bal clauses: u u e enses (p esen
con inuous, be going o and will)
■ P eposi ions and p eposi ional clauses: place p eposi ions
ela ed o posi ion (on, in, a , by, unde , o e , below,
behind, be ween, opposi e, nex o) and place p eposi ions
ela ed o di ec ion ( o, on o, in o, owa ds, up, down,
along)
 O al ocabula y:
38
■ T a el, holidays and ways o anspo
 Block II: P oduc ion o o al ex s: Exp ession and in e ac ion
 P oduc ion abili ies and s a egies:
■ O al p oduc ion o desc ip ions
■ Pa icipa ing in spon aneous communica i e si ua ions ha
ake place in he class oom
■ Planning: using digi al esou ces app op ia ely in o de o
de elop a p esen a ion in g oup
■ Execu ion: use p e ious knowledge (g amma s uc u es
and social skills)
■ Execu ion: exp ess clea and cohe en messages wi h an
app op ia e s uc u e based on a gi en model
■ Execu ion: use au o-e alua ion s a egies
■ Execu ion: use linguis ic, pa alinguis ic and pa a ex ual
s a egies in o de o compensa e o lack o knowledge
(ask o help, use ges u es, poin objec s...)
 Sociocul u al and sociolinguis ic aspec s:
■ Social con en ions and linguis ic egis e s ( o mal,
in o mal and specialised)
■ Non e bal language
 Communica i e unc ions:
■ Desc ip ions o places
■ Na a ing plans, in en ions and u u e p edic ions
■ In e change opinions and poin s o iew
■ P o ide and ask o ins uc ions and di ec ions
■ Exp essing in e es and ag eemen
 Syn ac ic s uc u es:
■ Ve bs and e bal clauses: u u e enses (p esen
con inuous, be going o and will)
■ P eposi ions and p eposi ional clauses: place p eposi ions
ela ed o posi ion (on, in, a , by, unde , o e , below,
39
behind, be ween, opposi e, nex o) and place p eposi ions
ela ed o di ec ion ( o, on o, in o, owa ds, up, down,
along)
 O al ocabula y:
■ T a el, holidays and ways o anspo
 Block III: Comp ehension o w i en ex s
 Comp ehension abili ies and s a egies:
■ Comp ehension o gene al and speci ic in o ma ion in
au hen ic o adap ed ex s (blogs, b ochu es and ex s
ela ed o a elling)
■ Au onomous eading o ex s ela ed o he s uden s’
in e es s
■ Ac i a ing p e ious knowledge abou a speci ic opic
■ Dis inc ion o he di e en ypes o comp ehension
(gene al, speci ic and de ailed)
■ Using digi al esou ces in o de o sol e comp ehension
p oblems
 Sociocul u al and sociolinguis ic aspec s:
■ Social con en ions and linguis ic egis e s ( o mal,
in o mal, specialised)
 Communica i e unc ions:
■ Desc ip ion o place.
■ Exp essing plans, in en ions and u u e p edic ions.
■ P o ide and ask o ins uc ions and di ec ions
 Syn ac ic s uc u es:
■ Ve bs and e bal clauses: u u e enses (p esen
con inuous, be going o and will)
■ P eposi ions and p eposi ional clauses: place p eposi ions
ela ed o posi ion (on, in, a , by, unde , o e , below,
behind, be ween, opposi e, nex o) and place p eposi ions
46
5.3 Lesson Plan 3 (50’)
Ac i i ies
Ma e ials
Timing
-Lis ening plays
ocusing on he
induc i e
me hodology, he
s uden s ha e o
deduce al oge he he
si ua ions in which he
enses a e used in.
-Re ision o he
g amma wi h he
eache sha ing sc een
and dis ibu ion o he
chea shee .
-W i ing o he
planning o a ip
using he enses
e ised.
Lis ening:h ps://www.linguahouse.com/es/esl-
lesson-plans/gene al-english/ a el-plans
-Chea shee (appendix 6.3)
-3 d e m:
27/05/2020
-P e- ask:15’
-Task:15’
-Pos - ask:20’
Teache alk: The eache will explain how he lesson is going o challenge hem so
ha he induc i e me hodology does no ca ch hem o gua d. Once he i s explana ion
is gi en he eache will play he Audio-lis ening and he s uden s will be gi en some ime
o ake no es, and a e eplaying i a second ime hey will be asked abou he si ua ions
in which hey hink each ense is used. A e his he eache will upload a chea shee o
e e yone o check he heo y, he eache will explain he enses while he s uden s ead
he chea shee so hey can ask ques ions alongside. The class will be di ided in o g oups
and each g oup will ha e o plan a ip al oge he using he enses hey jus lea n in hei

47
espec i e cha ooms. Then he g oup will send he wo k o he eache ia p i a e
message.
5.4 Lesson Plan 4 (50’)
Ac i i ies
Ma e ials
Timing
-Wi h a wo d cloud he eache can
engage he s uden s wi h lea ning
new ocabula y, in his lesson he
ocabula y will be ehicles.
-Exe cises using he e b enses,
p oposi ions and ocabula y. Some
in g oups, some indi idual, all
w i en since hey will engage in
communica ion when hey a e in
g oups.
-Wo d cloud (appendix 6.4)
-Ac i i ies (appendix 6.4)
-3 d e m: 29/05/2020
-1s ac i i y: 20’
-2nd ac i i y:30’
Teache alk: This lesson will begin wi h he eache asking he s uden s which
ehicles hey know o i hey emembe some om he p e ious lessons. Then, a sho
explana ion o wha a wo d cloud is, and he eache will make use o i by using a wo d
cloud o expand he ocabula y o his/he s uden s on he opic o he uni plan, all o his
in he gene al cha oom o p omo e ques ions and in e ac ion. In his lesson hey will
lea n abou he ehicles used in he anspo a ion o passenge s a eling ab oad. The
eache will hen p opose a se ies o exe cises o he g oups o comple e bo h w i en and
o al a he end o he class, in o de o check on he use o he ocabula y and he
p onuncia ion o i . The exe cises ha e a ian s in case he e a e ad anced s uden s, I used
an example in which he class has o choose be ween wo p eposi ions in o de o
48
comple e he sen ences o a ex . And in his example he ad anced s uden s won' ha e
he op ion o choose, hey will ha e o guess he co ec p eposi ion which implies a ha de
challenge. The w i en exe cises will be deli e ed h ough p i a e messages and he o al
ones sha ed in he gene al cha oom.
5.5 Lesson Plan 5 (50’)
Ac i i ies
Ma e ials
Timing
-The s uden s a e
going o play se e al
games o kahoo ,
ela ed o he opics o
he uni plan and he
g amma hey ha e
seen so a .
Kahoo s:
h ps://play.kahoo .i / 2/?quizId=7290a226-e 9a-45a0-
8366-cc127cdcb1a3
h ps://play.kahoo .i / 2/?quizId=95826c b-48d5-4e8 -
b2 3-1eb723283e04
h ps://play.kahoo .i / 2/gameblock?quizId=2d8d984c-
c24a-4e51-bd87-0a5ceb5d94 5
h ps://embed.kahoo .i /5b5e 6cc-5d69-4505-ab 4-
128 6c2722 6
h ps://play.kahoo .i / 2/?quizId=05aabad1-2 d7-4033-
ae83-d68ede976eb2
-3 d e m: 01/06/2020
-kahoo s: 45’
-Sha ing hough s
abou he session: 5’
Teache Talk: The eache will begin his class by in oducing he Kahoo
applica ion and will explain how i wo ks o he s uden s ha ha e ne e played i . This
class will se e he pu pose o e ising ocabula y and g amma while he s uden s ha e
un. The idea is o e ise he con en while ha ing in e ac ion al oge he in he main cha
oom.
49
5.6 Lesson Plan 6 (50’)
Ac i i ies
Ma e ials
Timing
-Explana ion o he wo
lessons ahead, especially
he g oup p ojec he
s uden s will design o
p esen in he las class
-Use o examples o
acili a e he unde s anding
o wha is expec ed om
hem.
-Wagolls, Examples o o he s uden s, Rub ic.
(appendix 6.5)
-Examples om di e en blogs and websi e
(since we a e wo king online)
-
h ps://www. a elmag.com/a icles/sea ching-
o -mongolias-dinosau s/
-h ps://www. he a elmagazine.ne /4-nigh -
p i a e-au o a-escape-a-co id-sa e-bubble-in-
sweden.h ml
-3 d e m: 03/06/2020
-P e-Task Session
-Explana ion o he
es o he uni : 15/20’
-P esen a ion o
Wagolls and
examples: 25/30’
Teache alk: This lesson is going o be mo e ocused on explaining he es o he
uni han gi ing a no mal class. The eache will p oceed o explain he inal p ojec ,
which is going o be a coope a i e ask in which he s uden s will wo k in g oups in o de
o de elop each g oup a page in a a el magazine. The coope a i e me hodology applies
in he ou come o he p ojec which will le he class selec he des ina ion o he school
ip. The eache will explain ha he s uden s can make use o ICTs o design hei page
and ha a he inal class, each g oup will ha e o make an exposi ion o hei selec ed
coun y o ci y.
In o de o exempli y his, he eache will sha e some WAGOLLs in which he
s uden s can see how he p ojec can be done. The eache will also play some ideos o
di e en s uden s making p esen a ions o a ious opics. The explana ion and he ideos
will all ake place in he gene al cha oom and he eache will ei he sha e he sc een o
50
ask he s uden s o wa ch he ideos by hemsel es in hei g oup cha ooms, depending
on he class beha iou .
5.7 Lesson Plan 7 (50’)
Ac i i ies
Ma e ials
Timing
-The class is going o wo k on
hei p ojec s in hei
espec i e g oups, asking o
assis ance when needed.
-Same examples o he
p e ious class ha he s uden s
can e ise
-Checklis (appendix 6.6)
-3 d e m: 05/06/2020
-Task Session
-50’ o wo king in g oups
Teache alk: In his lesson, he s uden s will be gi en he ime o design hei pages
o he inal p ojec . They ha e o design a page o a ic ional a el magazine o a
coun y, ci y o illage hey would like o isi and, wi h he p esen a ion o lesson 8, hey
will y o con ince he es o he class o do so. Thus, hey will all ha e o con ibu e as
a class in o de o gain he inal ip and a he same ime choose he des ina ion o i in
he p ocess. The s uden s will ha e ime o sea ching in o ma ion and c a he page in
his lesson. They will be gi en a checklis and he ub ic hey will use o e alua e he es
o he g oups so hey can adap and adjus hei con en in o de o ha e a be e ma k. he
s uden s can ask he eache ques ions a any momen whe he in he gene al class oom
o ia p i a e message, hough a gene al ques ion will be encou aged in o de o cla i y
hidden doub s amongs he s uden s. Each g oup will wo k on hei own cha ooms,
ha ing no in e ac ion wi h he es o he class excep o he eache .
5.8 Lesson Plan 8 (50’)
51
Ac i i ies
Ma e ials
Timing
-The s uden s will pe o m
hei p esen a ions in g oups,
and he es o he class will
ha e a ub ic o e alua e in
g oups he speake s.
-Powe Poin /ICT Tools
-Rub ic o he es o he
s uden s (see appendix 6.6)
-3 d e m: 08/06/2020
-Task and Pos - ask session
-35’ p esen a ions and
whe eabou s
-8’ sha ing in e es ing wo ds
and use ul ocabula y idioms
and o ms
-7’ su ey
Teache alk: This lesson will be dedica ed o he di e en p esen a ions o he g oups;
he s uden s will ha e one ub ic pe g oup o hem o comple e e alua ing he es o he
p esen ing g oups. The g oups will p esen in he gene al cha oom and one o he
membe s o each g oup will sha e he sc een o he es o he class o obse e. The es
o he s uden s will ha e a ub ic also and will g ade he es o he g oups’ pe o mance
and con en . The ub ic will ha e he name o he s uden and he esul s will be deli e ed
di ec ly o he eache in o de o p e en con lic s. A e he p esen a ions he s uden s
will sha e he ocabula y and idioms hey ound in e es ing in he p esen a ions o hei
pa ne s. And inally, he eache will p o ide some ime o answe he su ey p o ided
o ga he eedback.

52
Appendix 6: Ma e ials
6.1 Templa e Lesson 1
Wha places
does he gues
desc ibe?
How many
di e en coun ies
does she men ion?
Wha can he
a elle do in
each place?
Which o hese
places would you
choose o
holidays and why?
Wha places did
you pa ne s
choose and why?
53
6.2 Reading lesson 2
54
55
*F om B i ish Council:
h ps://lea nenglish.b i ishcouncil.o g/skills/ eading/in e media e-b1/a- a el-guide
62
Rub ic o Pee o Pee assessmen
Name:
G oup:
Loca ion:
Con en
The p esen a ion
was clea and well
o ganised.
I was o ganised
bu some imes i
was no clea
enough.
The p esen a ion
did no ollow he
gi en o ganisa ion.
Pe o mance
The p esen a ion
was luen , accu a e
and wi hou
in e up ions.
Mos o he ime,
he p esen a ion
was accu a e and
luen .
The p esen a ion
was no accu a e.
A some poin s i
was unin elligible.
Commen s (s eng hs, weaknesses):
Rele an ocabula y and o ms:

63
Rub ic o he w i ing ac i i y
0 e y
poo
1
poo
2
ok
3
Ve y
good
4
Exempla y
O ganiza ion: The e is a clea o ganiza ion o he
ex and a s uc u ed use o pa ag aphs, in o de o
di ide he con en o he same.
G amma Usage: The s uden s ha e used he
co ec enses o he e bs used, he sen ences a e
well s uc u ed and he message is unde s andable.
Vocabula y: The s uden s a e able o deli e a
ex ich in ocabula y ela ed o he opic o
a elling, using he knowledge lea n in p e ious
lessons.
Use o Punc ua ion ma ks and spelling:
The ex has enough pauses o he eade o no
a igue. The wo ds in he ex a e w i en wi hou
spelling mis akes.
64
6.7 Feedback Su ey
1-Disag ee
2-Pa ially
Disag ee
3-Pa ially
Ag ee
4-Ag ee
I was able o coo dina e mysel wi h
he es o he g oup h ough he online
uni using Disco d
I enjoyed wo king coope a i ely in he
online o ma wi h he help o Disco d
The managemen o he se e wo ked
adequa ely
The inal p ojec was achie able
wo king ia Disco d and wi h he ime
p o ided
I ound he asks adequa e o he uni
plan
The inpu sou ces (lis enings and
eading) we e easy o ollow and
co ec ly ansmi ed ia Disco d
I would use Disco d om now on o
elabo a e g oup wo ks om any
subjec
I ound wo king in g oups a pleasan
expe ience
I p e e wo king indi idually han in
g oups
I would be able o ollow any subjec
using he Disco d applica ion om
now on
I hink ha using Disco d encou aged
he class o become mo e
communica i e
65
6.8 Disco d Tu o ial
h ps://www.you ube.com/wa ch? = nYG q95ezA
Disco d is an applica ion ha wo ks wi h se e s, he i s hing you will ha e o do is
c ea e a use name o using he p og am. Once you ha e an accoun you can ei he
download he applica ion o you o ha e i on he desk op o phone o you can jus use i
om he e y same websi e you ha e c ea ed he accoun in. The e a e di e en ways o
accessing a se e , in ou case you wan o access ou class oom se e , o do so you can
en e he link he school will p o ide you o wai o a pa ne (o eache ) o gi e you a
link in i a ion.
Once you a e in he se e he e a e a ew aspec s you ha e o be able o do in o de o
ollow he lessons.
The i s one is accessing he cha ooms; you jus ha e o click on one o he
di e en cha ooms you wan o access. I you access any o he oice cha ooms you
will see you a a a pop up in he oom, hus you will know ha you a e connec ed and
whene e you alk you icon will ma k i by appea ing a ed ci cle in you a a a . To
disconnec you sel om he oice cha oom you jus ha e o click on he hang up bu on
loca ed in he bo om le pa o he in e ace.
You can also send p i a e messages o you iends and he eache by clicking in
he op le disco d icon and selec ing a iend o you s o ex o. You will ha e o deli e
some o he exe cises his way so i is impo an o emembe he p ocess. Finally, when
66
he eache equi es you o mo e o you espec i e g oup cha ooms you jus ha e o
click on you s. Since you canno be ac i e in mo e han one oice cha oom whene e
you click on a di e en one you will mo e o i .
67
6.9 Rub ic o e alua ing eaching-lea ning p ocesses
E alua ion o eaching-lea ning p ocesses
Lesson:
Da e:
Indica o s
Ine ec i e
Imp o emen
necessa y
E ec i e
Exempla y
Me hodology
I has li le o no
connec ion o
he ac i i ies and
he planned
objec i es
I is somehow
connec ed o
some o he
ac i i ies and he
planned
objec i es
I is in eg a ed in
he ac i i ies and
i con ibu es o
he achie emen
o he objec i es
I is comple ely
in eg a ed in he
ac i i ies. The
objec i es a e
eached because
o he
me hodology
used
Ac i i ies:
app op ia eness
They a e no
a ied o do no
ollow a logic
p og ession
om simple o
mo e complex
They a e a ied
bu he
p og ession hey
ollow is no
logic, simple
and complex
ac i i ies a e
dis ibu ed
andomly
They a e a ied
and ollow a
logic
p og ession,
om simple o
mo e complex
They a e a ied
and ollow a
logic
p og ession ha
is in e ela ed o
he planned
objec i es
Ac i i ies:
engagemen
They a e no
challenging no
mo i a ing o
mos o he
s uden s
They a e
some imes
challenging and
mo i a ing o
mos o he
s uden s
They a e
challenging and
mo i a ing o
he g ea
majo i y o he
s uden s
They include
a ia ions and
op ions so ha
hey a e
challenging and
mo i a ing o
all he s uden s
Ma e ials:
app op ia eness
They a e no
sui able o he
ac i i ies no o
he s uden s’
le el
They a e
sui able o he
ac i i ies bu ,
some imes, no
o he s uden s’
le el
They a e
app op ia e o
he ac i i ies and
o he le el o
mos o he
s uden s
They a e
app op ia e o
he ac i i ies and
a ied, so ha
hey a e also
app op ia e o
e e y s uden ’s
le el
Ma e ials:
engagemen
They a e no
challenging no
mo i a ing o
mos o he
s uden s
They a e
some imes
challenging and
mo i a ing o
mos o he
s uden s
They a e
challenging and
mo i a ing o
he g ea
majo i y o he
s uden s
They a e a ied
enough so ha
hey a e
challenging and
mo i a ing o
all he s uden s

68
Commen s: