Repositorio Institucional de Documentos

Trabajo Fin de Máster (esp.INGLÉS) CLT approach as a basis of a learning unit. Unit proposal to promote communication between students in 3rd year of Compulsory Secondary Education Aprendizaje Comunicativo de la Lengua como base de una unidad didáctica. Una unidad para fomentar la comunicación entre estudiantes de 3º de ESO Autor Rafael Jiménez Jiménez Director Alejandra Marta Gómez Marquínez Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas, Artísticas y Deportivas Facultad de Educación Curso 2019/2020 Table of contents 1. Abstract…………………………………………………1 2. Introduction…………………………………………….2 3. Purpose and objectives…………………………………3 4. Justification, basis and methodological design…………4 4.1. Justification…………………………………….4 4.2. Theoretical basis………………………………..7 4.3. Curricular basis………………………………...13 4.4. Methodological design…………………………14 5. Didactic proposal………………………………………..16 5.1. Topic and context of the proposal……………...16 5.2. Curricular elements .……………………………...17 5.3. Learning unit sequence………………………….21 5.4. Materials…………………………………………26 6. Conclusion……………………………………………….27 7. Works cited………………………………………………30 8. Appendices………………………………………………33 Appendix n. 1 First lesson of the Practicum Period. Questions about CHAPTER 1 AND 2. Homework and Assignments used as evidence of the necessity of improvement ………………………33 Appendix n. 2 Unit proposal…………………………..34 Appendix n. 3 Materials………………………………57 Appendix n.4 General objectives……………………..73 Appendix n.5 Specific learning objectives for the entire unit…..74 Appendix n. 6 Contents of the learning unit…………….75 Appendix n. 7 Specific evaluation criteria………………82 Appendix n. 8 Learning standards………………………86 Appendix n.9 Assessment criteria (whole unit)………….90 Appendix n. 10 Oral expression checklist and rubric for final debates……………………………………………….91 1 1. Abstract In this dissertation a unit plan whose main purpose is to develop communicative skills of students will be analyzed. What is intended with the design of this unit is that learners can develop the different skills in a communicative way, which will allow them to increase their motivation and their ability to express orally and in writing using the target language. Therefore, the development of CLT approach will be one of the most relevant bases of this project. The need to establish a communication-based teaching arises after the Practicum Period in which we did not have the opportunity to teach students face to face. Therefore, the contact with the student is lost and they do not have the opportunity to exchange opinions among them in a fluid way constantly. Moreover, another of the needs that has led to the creation of this dissertation was the analysis of a unit plan of a textbook that I carried out for a master's project. This book is focused on grammar and vocabulary aspects while it gets away from fostering communication between students. The unit plan is designed to develop a topic that can be motivating for students such as crime and punishment. During this unit, learners will also put into practice other skills such as their autonomy to learn, group work, cooperation and ability with technologies among others. To develop some lessons, the PBLL methodology will be used, culminating in a final product. Several materials created and adapted will be used in each session. The analysis that appears in this dissertation on this unit plan consists of a theoretical framework, which has been designed taking into account different readings from the master’s degree and outside it, and a curricular framework elaborated following current laws. Keywords: Communicative Language Teaching (CLT), communicative competence, work in groups, interactive learning, learner autonomy, student-centered learning, ICT and PBBL. 2 2. Introduction This document is made up of an original unit plan with its corresponding materials and a critical analysis of it. For the realization of the didactic unit, a topic has been chosen that can be motivating for students of 3rd of ESO, ‘Crime and punishment’. Within this topic, it can be found different themes that can attract the attention of learners such as the debate on the use of death penalty as punishment or the varied vocabulary that this topic generates, for example, different types of crimes such as arson, kidnapping... Regarding the need that has led to the creation of this project, it can be said that one of the main aspects developed during the Master's period has been the promotion of communication-based teaching. During the Practicum period, I had to adapt the materials on a textbook called ‘George’s Marvellous Medicine’ to teach online. Online classes showed a clear problem, the difficulty of establishing fluid communication. This lack of communication is more visible between students than between students and the teacher since the teacher can establish a conversation with them but group work and communication between students from a distance becomes more difficult. Throughout this stage, due to the circumstances, the teaching process was not as I would have liked, that is, promoting communication between the student and the teacher and, above all, fostering communication and cooperation among learners. In addition, the analysis of materials carried out in one of the subjects of the master’s degree, 'Instructional and Curricular Design in EFL', allowed me and my classmates who were part of my work group, to detect a fundamental problem when learning a foreign language using a course book: an excess of activities on grammatical aspects, which takes time away from those activities that allow students to develop fluency and accuracy when they communicate using L2. What it is trying to say is that most current course books lack the necessary activities to develop the communicative level of the students as well as their ability to work in groups with other classmates and to learn from each other. The analysis of the textbook and the online Practicum period are the two main aspects that have led to the identification of the need to learn through communication and, therefore, to learn through teamwork among learners. 3 Throughout the master's degree we have learned that it is possible to teach a foreign language correctly and in a motivating way through the creation of a classroom environment in which students can work in groups, communicate with each other using L2 and can work with initiative using ICT's promoting their autonomy. This reason is what gives great importance to the realization of this project. In order to defend the need to create a teaching of a foreign language based on communication among students, different theories on the teaching of English as a foreign language and on CLT approach that have been developed throughout the master will be analyzed. Furthermore, in order to design this unit plan, it has been used a methodology based on projects (PBLL). So, PBLL key ideas will be analyzed too. In addition, we will observe the different advantages that this method has for a student learning a foreign language, such as the development of fluency and accuracy to communicate in that language. 3. Purpose and objectives Within this section, two types of objectives can be differentiated: the objective of the unit plan and the objective of the critical reflection of this unit. Firstly, it can be stated that the teaching unit developed in this document is not a unit that can be found in any textbook that a teacher uses to teach a foreign language. In this didactic unit, an original and innovative working method can be found in which there is a clear objective: to promote communication among students. To achieve this objective, it is observed that the activities do not have a large number of guidelines, that is, students communicate with their classmates freely expressing their own opinions and knowledge on a topic. Logically, students have to focus on the main topic that the activity requires, for example, discussing a crime that they know. Therefore, it can be considered that apart from the main objective (promoting communication between students to improve their fluency and accuracy while they are using L2), there are a series of subsidiary objectives that complement and make it possible for this methodology to work well. Through communication among students, it is also intended that students learn to work in groups, respecting the different ideas of 4 their peers. Furthermore, as mentioned above, it is aimed to promote the autonomy of students so that they can express their opinions and learn different techniques that will be useful in the future, such as the creation of a voki. In this way, students will also be in contact with ICTs, which will help them to have a proper use of technology, which is very useful and is increasingly developed today. In order to develop these ideas, PBLL will be one of the bases of this unit plan. On the other hand, the purpose of the critical reflection on the unit plan is to expose the main theories on the CLT to analyze what its main characteristics are and what are the main advantages that this work system can offer pupils. In this way, a series of techniques and thoughts of some important theorists related to the teaching of English as a foreign language and CLT can be detailed. In addition, a personal and critical view of this teaching method in relation to students may be visualized. 4. Justification, basis and methodological design 4.1. Justification As previously mentioned, the unit plan's main objective is to promote the learning of English as a foreign language proposing a constant communication and interaction among students. In this way, students will be able to improve their level of English while developing different skills. Although in the unit plan students are involved in activities destined to develop all the skills (speaking, listening, writing and reading), most of the exercises are focused on developing the communicative and interactive capacity of the learners. Thus, they will be able to acquire a greater control of oral language, learning to establish fluent conversations with their classmates in which there is an exchange of information (input-output). By boosting this type of communicative activities, a vital interactive work system is being implemented for the development of not only the language but also the social skills of the pupils. They will have to work in groups or in pairs, which provokes students to establish social ties with each other and to learn from each other while practicing a series of exercises that allow them to get involved in a real context. Developing this methodology, it can be regarded that this project also has as its main 5 objective to increase the motivation of the students so that the learning process is more effective and enjoyable. Foreign language students may be involved in the future in different situations within a real context in which they have to know how to develop themselves. For instance, the fact of helping someone to find a specific street and requesting a plane ticket among other actions. Therefore, another purpose of this unit plan is to increase the autonomy of students so that they gradually know how to face different situations by themselves. In this case, the autonomy of the learners is promoted, for example, when they have to prepare by themselves what they are going to say in the final debate or when they use ICT’s to create the voki to enhance knowledge. The unit plan follows this approach based on these very specific principles because this master’s gives us the opportunity of observing different work methods through the different projects developed, the materials that teachers provide or periods in which knowledge is applied such as the Practicum period. Each work method depends on the context and the purpose it pursues. In my case, as mentioned above, during my Practicum Period I did not have the possibility to teach students in person. All classes throughout this period were online, and it was quite difficult to encourage interaction among students. This exceptional situation allowed me to realize the importance of communication in the development of a class in which students attempt to improve their abilities around learning a foreign language. Throughout the Practicum period, students learned new vocabulary, improved their reading comprehension and reviewed grammatical aspects that appeared in the reading book "George’s Marvellous Medicine’. In this document we can see some examples of these exercises (appendix n.1), in which pupils could not work orally and in groups since these activities were designed to be solved at home. Learners could only transmit their opinions and exchange information during class, and the way in which the classes took place (online) was not the most encouraging for achieving a highly fluid communication. Therefore, these circumstances allowed me to detect the need to implement a teaching based on communication and cooperation among students. Thus, they could work their way of expressing themselves and might feel more motivated to have a 6 greater involvement in class and turn a session into something fun and enriching and not a mere procedure that they have to go through to pass a subject. On the other hand, if we take a look at the majority of current course books, it is clear that students can improve a lot in terms of grammar and vocabulary acquisition. However, there are not enough activities in which pupils can communicate freely to consolidate the knowledge learned. It is true that the majority of course books include some of these activities since they are obliged to work on all the skills but in most cases there are very few exercises in which, for example, they have to discuss on a current or interesting topic for them. Therefore, most exercises are attempted to improve written comprehension and, especially, to develop grammatical aspects. During this analysis of materials, my work group and I observed that 3rd year of ESO course book clearly reflects the educational priorities these books have. This materials analysis was designed for the subject 'Instructional and Curricular Design in EFL’. In this project, I was able to observe the scarce relevance that is given to the communicative aspect among students. Therefore, it can be thought that this aspect was highly relevant to detect the need for a communication-based education in which the course book is left out and the protagonists of the teaching-learning process are the students. Despite planning a unit plan without using a course book, in this unit we can find that the grammar and specific vocabulary of the subject are not ignored, they are simply worked in a different way that allow learners to make a more efficient development of their abilities and that motivates them, which will provoke them to become more involved with the content of the subject. To conclude this justification of the project, it can be stated that the fact of having a different Practicum period without teaching the classes as I would have liked and the analysis of materials from a didactic unit found in a course book of 3rd of ESO, have been the two main causes in order to I realize the importance of communication in the classroom. Therefore, the unit plan arises from these two needs. 13 5. Create a final product by following the previous steps. 6. Publishing. Share the project with other people and also collect evidence. 7. Final assessment. Assess learning and reflect on key ideas. 4.3. Curricular basis Regarding curricular aspects, the design of this unit plan, which is the focus of this dissertation, has been carried out following legal criteria and principles of the most important education laws which concerns the community of Aragon. In this section, the recommendations of the European Parliament and LOMCE Aragonese curriculum will be discussed. First of all, the main aim of this unit plan design is to allow learners to develop key competences. Following the criteria of Brussels: Official Journal of the European Union, 30(12) (2006), the process of learning has to be reinforced by implementing the development of key competences and basic skills for all students, ‘from an early age and throughout adult life’. In teaching process, key competences must be promoted by providing a high-quality education, supporting the competence-based teaching, encouraging different learning approaches and contexts to promote a continuous learning and ‘exploring approaches to assess and validate key competences’. Concerning the main approach of this project, communication using L2, Brussels: Official Journal of the European Union, 30(12) (2006) states: Communication in foreign languages as a key competence ‘is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts (in education and training, work, home and leisure) according to one's wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding’. 14 Another document that contributes to the unit plan design developed in this dissertation is LOMCE Aragonese Curriculum (2016). In this law, it can be found the main evaluation criteria, contents, objectives and learning standards belonging to each year of secondary education. In this project, these different aspects have been chosen depending on the needs and strengths of 3rd year of ESO students fostering in any case a communicative environment. Finally, in Orden ECD 2016, de 26 de mayo, Primera lengua extranjera: inglés, Orientaciones metodológicas, are included several methodological guidelines of which it can be highlighted the relationship established between the acquisition of key competences and the autonomy of students. Following the principles of this document, the development of key competences through a method in which pupils are the most important figure in the teaching-learning process, provokes learners to be autonomous and responsible for their learning process. Moreover, they will become builders of their learning by completing tasks that allow them to solve problems in a real context while developing different skills. They will also be involved in a discovery learning process, in developing their ability to use technologies and in an interactive learning process. 4.4. Methodological design The main purpose for designing the unit plan has been to propose an environment in which students could develop their fluency and accuracy through communication. To achieve this purpose, the principles of the CLT approach have been followed. Therefore, communicative teaching based on group or pairs work has been put into practice to foster interaction and cooperation between students. In this way, students can develop their abilities about English as a foreign language in a more motivating way for them since, thus, they can put into practice conversations, establish social ties and learn from each other. Thus, they will be able to acquire a more effective and dynamic learning. Through communication-based learning, learners will be constantly exposed to tasks in which they will have to communicate with their classmates to deal with situations that they may find in real life contexts. Throughout this unit plan, they will have various activities of this style, thus boosting their motivation to express themselves 15 using L2. Following this work system, they will develop their fluency and accuracy while the teacher takes note of the mistakes they may make and then he/she highlights their strengths and shows their weak points so that pupils can correct them. Furthermore, in this designed unit they not only work on oral communication (speaking and listening) but they also develop their written communication through exercises based on writing and reading. Consequently, they will be able to develop all four skills in a communicative way. Another aspect of vital importance in this project is to ensure that pupils can be independent and can reflect on their learning process. Therefore, an attempt is made to promote student’s autonomy. To achieve this, a methodology based on working in small groups and a learning in which the teacher has the responsibility of promoting communication is established. Thus, students will be the main protagonists of their own learning (student-centered learning). On the other hand, to achieve an environment in which the learning base is communication, a project-based methodology (PBLL) has been implemented. Following this methodology, the unit plan is made up of numerous activities whose purpose is to prepare students for the performance of a final product (in this case a debate). Throughout the unit plan, the first three sessions can be considered as warm-up lessons, since these are intended to introduce students to the topic of 'crime and punishment', try to call their attention and increase their awareness of different types of crimes. Starting from lesson number 4, the different stages which have to be developed in order to reach a correct final product are put into practice. To solve the different tasks that learners have to carry out throughout all the sessions to reach the final product, an effective use of ICTs will be made. The inclusion of technologies in this teaching method will provide greater motivation to students and will facilitate students’ access to resources that may be useful in the learning process. To conclude the methodology, it can be said that the design of this unit plan is carried out following the criteria of different educational laws. This unit plan takes into account the objectives, contents, learning standards and evaluation criteria of 3rd of ESO. Regarding evaluation criteria, the teacher will not only take into account the final product but also the daily work of students and other activities which are relevant in the development of student learning. 16 5. Didactic proposal 5.1. Topic and context of the proposal Firstly, the secondary school chosen to put into practice this unit plan is IES Clara Campoamor Rodríguez (Zaragoza). This centre is the secondary school in which I stayed during the first phase of my Practicum period and it gave me a great impression for its facilities, the close character of its teachers and the quality of teaching that is transmitted there. The unit plan which is analyzed in this dissertation has been created in order to teach 18 non-bilingual students of 3rd year of ESO. Most of these students are not very interested in learning English as a foreign language, and therefore, they do not put into practice their skills using the target language. This fact triggers that the communicative ability of these pupils, both oral and written, is not very high. Therefore, two main problems or needs can be identified: lack of motivation and problems with the use of the language. The design of this proposal is based on a unit plan whose main topic is the analysis of the different types of crimes and punishments that we find in real life. Throughout this unit plan, students will be able to know what each crime and punishment consists of. This topic has been chosen because it can be interesting for them. In fact, the unit will start with a video in which 10 very striking crimes are analyzed. Once their attention has been captured through the choice of this topic and the visualization of an attractive video, a series of tasks will be put into practice. The main purpose of them is to improve the communicative level of learners. These exercises will allow them to learn more about the theme while they are involved in real situations in which, for example, they will complete activities in which they will have to play the role of a judge, an accused and a witness. These exercises will require working in groups while they are using the target language. Furthermore, in some of these exercises, technologies will be used, which can increase their motivation since they are used by students outside of class every day. 17 This work system encourages the use of the target language in group work, making students the main element of the teaching-learning process while the teacher's main objective is to encourage students to express their ideas and experiences on the topic of this unit. In addition, to put this unit plan into operation, a project-based methodology (PBLL) will be used, the final product of which will be two debates in which students will have to defend their ideas. The teacher and two students will be in charge of interpreting the role of judges and choosing the two winning groups. To increase their motivation and competitiveness regarding the final debate, a reward has been provided. The two winning groups will choose a film or a chapter of a TV series (it has to be related to the topic of the unit) to be watched in class in the next session. These debates will be published on the secondary school website, thus increasing the degree of involvement of learners since they will want visitors of the website to have a positive opinion about their performance. To sum up, with the design of this proposal, what is intended is to increase the interest of the learners and improve their communication skills through group work, the use of ICTs and attractive activities in which they are in contact with other classmates. In this way, they will be involved in an interactive classroom environment that will allow them to develop their fluency and accuracy when they express themselves orally and in writing using L2. 5.2. Curricular elements One of the most important aspects in the current curriculum is the development of the seven key competences because it is a competence-based model. The recommendation 2006/962 / EC of the European Parliament and of the Council of December 18, 2006, refers to key competences as ‘those that all people need for their personal development and development, as well as for active citizenship, social inclusion and employment’. According to the current curriculum, my unit plan contributes to all the seven key competences but the design of this learning proposal mainly goes deeper into four 18 key competences: Competence in Linguistic Communication (CLC), Digital Competence (DC), Learning to Learn (L2L) and Social and Civic Competences (SCC). Concerning Digital Competence (DC), one of the main characteristics of this competence is the use of information to achieve objectives related to learning. This characteristic is reflected in this project, for instance, when students have to use their laptops and tablets in class to find information related to the punishment they have to carry out during the activity named ‘group of experts’. In this exercise, they will also use digital competence by the creation of a voki to enhance their knowledge (see appendix n.2 lesson 4). About Learning to Learn (L2L) competence, as mentioned previously, one of the bases of this project is to promote the autonomy of learners by putting into practice a working method based on several activities in which they are responsible for their own learning. In this unit it can be found some activities fostering this competence such as the activity in which they have to identify the main parts of an essay about advantages and disadvantages of death penalty and then produce another writing using a similar structure (see appendix n.2 lesson 5). Moreover, students will have access to learning that takes place in different contexts, implicating them in situations where they have to make a formal use of the language, such as in the writing activity or in the final debate. Another key competence carried out by pupils throughout this learning proposal is Social and Civic Competence (SCC). Many of the tasks that make up this unit, place learners in real contexts in which they have to face a problem or interpret a situation that may arise in real world. In that way, they can feel that their learning process is useful. They can express different points of view with respect to situations that occur in current society by producing different tasks, for example, the exercise in which they have to interpret the role of real courts, in which students play the role of judge, accused and witness (appendix n.2 lesson 1) or the activity in which the teacher provides them with several real crime situations and they apply to them the most appropriate punishment (appendix n. lesson 5). Undoubtedly CLC is the most relevant competence of this project. This unit plan fosters the use of the CLT approach, thus promoting a learning process based on 19 communication. Most of the tasks in this unit have as main objective that students are able to communicate with each other to solve problems or face situations that take place in real life such as in the previous mentioned exercise belonging to lesson 5. In addition, they will develop their ability to work in groups. Through this system that promotes communication, what is intended is to achieve lifelong learning. Moreover, the development of this competence will provoke learners to put into practice both their oral and written abilities, working on all the four skills (speaking, listening, reading and writing). In addition to this fact, the diversity of communicative exercises that can be found in this project will allow students to be involved in different contexts, thus practicing both formal and informal registers. In oral conversations in which they comment the main ideas of a video with their shoulder partners such as in exercise 2 of the first lesson (appendix n. lesson 1), they make use of informal register and in the final debate they will use formal register. Consequently, learners will acquire various basic values that can be found within this competence such as respect for the norms of coexistence, human rights and pluralisms (respecting the diversity of opinions), the development of the critical spirit (expressing their experiences and concerns regarding a topic, in this case, crimes and punishments) and the conception of dialogue as the main tool for coexistence and for the acquisition of knowledge (giving great value to reading, conversations...) As it is mentioned above, the main purpose of this learning proposal is to develop the communicative competence of students by implementing the communicative approach. Therefore, a communicative syllabus has been implemented. The model of syllabus is the mix-focus model of curriculum proposed by Finney (2002) as a new pragmatism. According to Finney (2002, 74), this model establishes an appropriate theoretical basis based on the need for interaction and integration of the design and implementation process, an emphasis on the learning and the learner (this approach is learner-centred) and a focus on process as well as product evaluating at every stage. This model is an attempted ‘synthesis of the product-oriented ends-means model and the process-oriented approach’ (Nunan 1988 in Finney 2002). Regarding the contents chosen for this proposal, they have been selected from LOMCE Aragonese Curriculum (2016), concretely, from the description of the main contents belonging to 3rd year of ESO. They have been chosen taking into account the 20 most appropriate among them to carry out a learning unit in which communication is fostering. The selection of these contents is aimed to improve the abilities of pupils when face real life situations such as professional and personal aspects. By choosing these contents, learners can increase their abilities on the four main skills (see contents in appendix n. 6). Furthermore, a multi-strand syllabus (UR, 1996) has been selected. In that way, learners can develop their skills with respect to the target language involving themselves in different topics, situations and communicative functions which can be related to these contents. Moreover, in order to design the learning objectives of this unit, LOMCE Aragonese Curriculum (2016) has been used too. General learning objectives have been selected taking into account the 8 main objectives that this law considers as basic aspects to be developed by students in the learning process of English language during Secondary Education stage (see appendix n.4). From these general objectives found in this law, the specific learning objectives have been designed (see appendix.5). These specific learning objectives have been created as a result of the interpretation of specific evaluation criteria and learning standards and also they are designed taking into account the main aspects worked on this project: communicative competence, work in groups, student-centered learning, autonomy of students and use of ICT’s. Besides, each session has different types of tasks and therefore, different types of purposes. In appendix n.2 in which activities belonging to the unit plan are detailed, main and subsidiary aims of each lesson also can be found. The objectives of this unit plan have been formulated by revising Bloom’s Taxonomy Action Verbs (Anderson, 2001). In relation to evaluation criteria, LOMCE Aragonese Curriculum (2016) offers all the criteria of evaluation which can be implemented during the 3rd year of ESO. These criteria have been formulated by establishing a connection with the contents previously mentioned. They also reflect perfectly what can be evaluated in the different exercised carried out throughout the whole unit. Furthermore, in appendix n.10 the different rubrics I have designed to assess the final debate can be found. Firstly, the rubric to assess students who belong to debate teams (appendix n.10 first chart) allow the judge and I to assess the performance of debate teams. Therefore, the evaluation of students involved in the debate will depend on the judge (2 students and I) by establishing an average score although I will be in 21 charge of round the mark. On the other hand, only I will evaluate the way of judging and the subsequent expression of opinions of students belonging to the judge (appendix n.10 second chart). As previously mentioned, not only the product will be valued (30%), but more importance will be given to the learning process (70%). The percentage assigned to the process has been structured taking into account the most important activities of the unit trying that every skill has a similar value in order to assess pupils. Moreover, daily life participation and cooperative learning are an essential part of this process of evaluation because group work is boosting throughout all the lessons of the unit. Hence, the assessment criteria of the process are structured in the following form: daily participation and cooperative learning 15%, creation of newspaper headlines (writing skill) 5%, reading and its questions (reading skill) 15%, word cloud after video and listening song (listening) 10%, group of experts and voki (writing and speaking skills) 15% and writing activity on advantages and disadvantages about community service as punishment (writing) 10%. In the final product (30%) speaking and listening skills are the focus on the exercise. 5.3. Learning unit sequence The unit plan designed in this dissertation is composed by 6 lessons whose main purpose is that students put into practice an effective learning process based on the development of communicative competence. These 6 lessons are divided into two parts: in the first 3 lessons the main topic is everything what involves the topic of crimes and they act as a warm-up for the next 3 lessons that will follow the PBLL methodology, in which the main topic developed is punishments. Both topics, crimes and punishments, are of vital relevance for the proper functioning of the unit plan, since without knowing the main characteristics of crimes, students would not have the necessary knowledge to become involved in learning the different types of punishments and its main characteristics. They are two themes that need each other to make sense. Therefore, it is necessary to involve students in learning both topics so that they have the necessary knowledge to successfully achieve the final product (debates). Firstly, the sequence of activities that belongs to the first part will be commented following the principles established in the theoretical framework. 22 As previously mentioned, the first part is composed by 3 lessons focused on the topic of crimes that act as a warm up for the development of the final product. The first lesson begins with a YouTube video on 10 weirdest criminals of all time that is used in order to attract the attention of learners regarding the main topic. This video contains several very interesting crimes that they will later have to discuss with their shoulder partners. Pupils will carry out an exchange of opinions about the crimes they have observed in the video and about interesting crimes that they know. In this way, they will start from the first moment to develop communicative competence transmitting real experiences. Subsequently, a word cloud will be created among all the students in the class. Thus, they will implement strategies to carry out autonomous learning through the identification of key words on the topic of crimes. Next, learners will work in groups using flashcards to relate different types of crimes and criminals with their corresponding definitions and pictures. Through this exercise, they will learn basic elements of this topic and will put into practice the linguistic competence (learning vocabulary) that Brandl (2008) considers as one of the basic competences for the development of communicative competence. The first lesson will end with a roleplay activity that will involve students in situations that take place in a real context (judgment). In this activity, the aim is for students to talk freely among them, developing their own knowledge (Richards, 2006). As homework, they will have to look for extra information about other types of crimes. In the second lesson, they will share their searching with their classmates and the teacher will go deeper into the topic of crimes through a video on the differences between three types of similar crimes and the pupils will create sentences with those three terms to demonstrate that they have understood the video. Afterwards, the students will be involved in two exercises in which they will have to identify the structure and the use of the passive voice related to the topic of crimes. In that way, they will develop autonomous learning in which the teacher has the function of explaining the aim of the exercises and solving any doubts they may have. Next, learners will work in groups developing cooperative learning to design original newspaper headlines. By developing this activity, students will promote cooperative work, increase their motivation regarding the topic and will be able to put in common 29 In order to help learners to develop these skills, the methodology I have chosen has been PBLL. Thus, they know from the beginning what the objectives of the learning unit are and what the final product they have to develop is. Furthermore, the mix-focus model of curriculum proposed by Finney (2002) has been applied, by which a great value is established not only for the final product but also for the process (in this case the process has a higher value than the product). Moreover, Finney (2002) also prioritizes a student-centered model and the interaction between them. I also selected a multi-strand syllabus in order to pupils are able to acquire different language aspects by developing different activities, tasks, topics, notions… Following with the curriculum, this dissertation has allowed me to increase my skills regarding the use of the most important aspects of the curriculum. In this dissertation, I have established the learning of key competences as one of the most important factors. Therefore, I have proposed a competence-based model. In addition to competences, I have followed the instructions of the LOMCE Aragonese curriculum to formulate specific objectives, specific contents, specific evaluation criteria and learning standards. The specific objectives have been designed taking into account general objectives for learning English as a foreign language for Compulsory Secondary Education students and following Bloom’s Taxonomy to formulate them. Regarding the specific contents, the most appropriate contents to my unit which appear in the table of contents in each block of 3rd year of ESO have been selected. The evaluation criteria and learning standards are being reformulated taking into account those ones related to 3rd year of ESO. Concerning assessment criteria, as previously mentioned, the process is more important than the final product. Therefore, different exercises, daily work and cooperation among learners will be evaluated. To conclude, I can say that the development of this dissertation has helped me to improve my skills regarding the creation of a learning unit, that is, the creation of content and materials and the formulation of objectives and assessment criteria among others but also it has been useful for me to identify the most important needs and concerns that a student may have during the learning process. In that way, in my future as a teacher I will be able to use some of the aspects raised in this work system to face difficult situations in which students could be involved. 30 7. Works cited Theoretical sources Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing. Boston, MA: Allyn and Bacon. Brandl, K. (2008). Communicative language teaching in action: Putting principles to work. Pearson/Prentice Hall. Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2nd edition). New York: Longman Brown, D. H. (2007). “The Postmethod Era: Toward Informed Approaches”, in Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Longman, 40-61 Finney, D. (2002). The ELT curriculum: A flexible model for a changing world. in J. Richards and W. Renandya, eds. Methodology in Language Teaching. Cambridge: CUP, 69-79 Gil, Vicky (2019). PBLL Complete Class Notes for 2019_20URL [PDF Slides] Retrieved from: https://docs.google.com/presentation/d/1HHBZFI2255JDsFAqaXhiqzubWO8oPgZ2Ee DNhRGeK_s/edit#slide=id.p1 Gil, Vicky (2020). Integrating ICT and EdTech into Learning [PDF Slides] Retrieved from: 31 https://moodle.unizar.es/add/pluginfile.php/2539286/mod_resource/content/1/updated% 20ICT%20FOR%20DODALE.pdf Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd edition). Oxford: Oxford University Press. Liu, W. C., Wang, J. C. K., & Ryan, R. M. (Eds.). (2015). Building autonomous learners: Perspectives from research and practice using self-determination theory. Springer. Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a change agent for education. Retrieved April, 14, 2007. Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: CUP Thuan, P. D. (2018). Project-Based Learning: From Theory To EFL Classroom Practice. In Proceedings of the 6th International OpenTESOL Conference (p.327) UR. P. (1996). Types of Language Syllabus, adapted from A Course in Language Teaching, 2012. Cambridge: CUP. Curricular sources Brussels: Official Journal of the European Union, 30(12), 2006. Recommendation of the European Parliament and the Council of 18 December 2006 on key competencies for lifelong learning. 32 Ley Orgánica para la Mejora de la Calidad Educativa 8/2013. Orden de 9 de diciembre de 2013. Boletín Oficial del Estado. Orden ECD/65/2015, de 21 de enero, por la que se describen las relaciones entre las competencias, los contenidos y los criterios de evaluación de la educación primaria, la educación secundaria obligatoria y el bachillerato. Boletín oficial del estado. Orden ECD/2016, de 26 de mayo, por la que se aprueba el currículo de la Educación Secundaria Obligatoria y se autoriza su aplicación en los centros docentes de la Comunidad Autónoma de Aragón. Boletín Oficial de Aragón. 33 8. Appendices Appendix n. 1 First lesson of the Practicum Period. Questions about CHAPTER 1 AND 2. Homework and Assignments used as evidence of the necessity of improvement a) Define these terms or phrases using your own words. You can review the book. Spoon (p.2): Beetle (p.6): Grousing (grouse) (p.3): Whisper (p.7): Sink (p.5): Brave (p.8): b) Why does Grandma say to George that he stop eating chocolate? c) Can you name 3 kinds of bugs Grandma likes to eat? d) Describe the character of Grandma. Add at least 5 word or phrases that describe her. e) Can you help George make a new medicine to cure Grandma’s horridness? Add at least ten ingredients. Assignments used as evidence of the necessity of improvement Link to analysis of the materials, Instructional and Curricular Design in EFL: https://drive.google.com/file/d/1h1mnpAa2buB5WunZx8s4_zZtlqnW949/view?usp=sharing Analysis of different materials found in a 3rd year of ESO student’s book by following CLT principles. Link to an example of lesson (first lesson) of the Practicum period: https://drive.google.com/file/d/1nnFdh0imWCoWv8etjI2shhMCpu80JjMh/view?usp=s haring Several questions about chapters 1 and 2 on the book George’s Marvellous Medicine can be found. Throughout my Practicum period, I have designed questions about this book so that students could review after reading some chapters of this book. 34 Appendix n. 2 Unit proposal ‘Crime and punishment’ Lesson 1: Types of crimes Main aims Interpret oral texts through audiovisual resources in order to be introduced in the topic Be able to establish fluently conversations with classmates on the topic Work in groups or in pairs developing the advantages of interaction and collaborative learning Interpret oral information on daily issues on crime Build strategies to get a better understanding on the topic Relate new information with information already acquired Be able to play some roles in the same activity Subsidiary aims Make use of previous knowledge and interpret new information Support students of their groups who can have difficulties to understand main aspects of the new topic Understand oral information by answering questions of the teacher Interpret the main aim of each exercise Work in groups respecting turns of speech Competences CLC – DC – L2L – SCC Comments: In this lesson students are introduced to the unit and the new topic. They have to put into practice their social skills working in groups to solve the tasks. They 35 have to establish connections and develop learning strategies to expand their knowledge on crimes. Activities Description Teacher talk 1 Activating exercise Youtube video about 10 weirdest criminals of all time to introduce the topic of crime. ‘We are going to watch a video about ten weirdest criminals of all times. The video is going to be playing with English subtitles and 0’75 of playback speed (see appendix n. 3 lesson 1 exercise 1). Try to understand the main ideas’. 2 Commenting the video. Exchanging of opinions. ‘Comment with your shoulder partner one of the crimes that you have seen in the video. In your opinion, what is the weirdest crime? Why? Do you know any similar crime?’ 3 Word cloud using the video in order to identify terms related to crime. ‘Now we are going to create among the whole class a word cloud using the words related to crime which appear in 36 the video. What words do you think that belong to crime vocabulary?’ 4 Types of crime. Work in groups. Use of flashcards containing crime terms, pictures and definitions. ‘Can you identify these types of crimes? You have to match the flashcards on crimes and criminals with their corresponding picture and definition’ (see appendix 3 lesson 1 exercise 4). 5 Roleplay exercise. Students have to play the role of the judge, the witness and the accused ‘Work in groups of three. Choose at least one of the previous crimes and create an oral conversation in which each member of the group plays one of these roles: the judge, the witness and the accused. In your conversation you have to include at least six of these words: Innocent - scene of the crime - identify - guilty - commit - trial - prison sentence - law – damage – suspect (suspicion)’ 37 Homework: Do you know other crimes? Make a list with them. You can look for them using Internet. N ACTIVITIES TIME GROUPING SKILLS 1 Youtube video 10’ Ind Listening reading 2 Exchanging opinions 5’ Pairs Speaking listening 3 Word cloud 5’ All the class Listening speaking 4 Matching the flashcards 10’ Groups Speaking listening reading 5 Creating conversations 25’ Groups of three Speaking Listening 38 Lesson 2: Newspapers headlines Main aims Internalize new vocabulary related to the topic of crimes Make use of their oral skills in order to communicate with their classmates Participate in oral exchanging of information expressing their opinions Interpret oral information through audiovisual resources Develop learning strategies to interpret new information Make use of previous knowledge to be able to acquire new knowledge on passive voice Interpret given information and be able to establish a relationship between the topic of the unit and passive voice Work in groups taking advantage of interaction and cooperative learning Create written texts in a correct manner Subsidiary aims Interpret classmates’ information and provide feedback to them Create conversations respecting turns of speech Show their creativity creating newspapers headlines Support their peers to solve difficulties Reflect on passive voice uses Competences CLC – L2L – SCC – DC – SIE 45 N Activities Time Grouping Skills 1 Reading and discussion about words appearing in the text 10’ Pairs Reading Speaking Listening 2 Matching sentences with stories 5’ Ind. Reading Writing 3 Fill in the gaps 5’ Ind. Reading Writing 4 Speaking activity 25’ Pairs Speaking Listening 5 Song 10’ Pairs Listening Writing 46 Lesson 4: Types of punishments Main aims Make use of previous knowledge to be introduced in the new topic Develop oral skills by communicating with classmates and the teacher fluently Apply their skills using ICTs Participate in group of experts activity providing new information to their classmates Identify main aspects of a specific punishment Develop social and affective skills by being involved in interaction and cooperative learning Interpret new information transmitted by their peers Provide feedback to their classmates Asses group wok and participation of classmates Subsidiary aims Organize information to get a better transmission of it Support classmates with difficulties in order to complete the activities Participate in group work activities respecting turn of speech and opinions and experiences of classmates Exchange information in informal conversations with peers Apply learning strategies to complete the tasks successfully Competences CLC – SCC – L2L – DC – SIE – CAE - CMST 47 Comments: Students have to select relevant information about a specific punishment. They develop social skills by working in different groups providing new information to their peers. Therefore, oral skills will be put into practice too. Furthermore, they are involved in the creation of a voki putting into practice their abilities with technology and consequently, developing learning strategies. Activities Description Teacher talk 1 Activation exercise. Exchange of information on types of punishments ‘Today we are going to analyze different type of punishments. What types of punishments do you know? 2 Group of experts. Types of punishments ‘We are going to make a task named group of experts. In this activity, you have to divide into groups of four students. Each member of the group has to choose one punishment and later the people who have the same punishment will get together leaving their current group. When people with the same punishment are together, they will use tablets and laptops in order to get information about their punishment and to become experts on this punishment. I will provide a worksheet with a chart in order to guide your search 48 for information (see appendix n.3 lesson 4 exercise 2). When you finish looking for information, you will return with your first group. In this way, you will can exchange information and therefore, you will can know relevant aspects of all the punishments. The Types of punishments of which you have to become an expert are: The death penalty – prison sentence – fines – community service’. 3 Creation of a voki using the information of the previous exercise Once finished the group of experts activity, you will return with your experts group (that is, with people with the same punishment). Then, you are going to use laptops and tablets in order to create a voki among the students that form each group. So, you will create 4 vokis among the entire class (one of each punishment). You have to include the most relevant information of your punishment. Finally, when you finish, the four vokis will be projected in class’. 49 4 Peer-assessment chart ‘To conclude the lesson, you have to assess the work of students belonging to both groups, your first group to whom you had to explain your punishment and your group of experts, that is, students with whom you have created the voki and have become an expert in a specific punishment. You have to complete a worksheet’ (see appendix n.4 lesson 4 exercise 4). N Activities Time Grouping Skills 1 Activation exercise: types of punishments 5’ All the class Speaking Listening 2 Group of experts 30’ Groups of four students Speaking Listening Writing 3 Voki 15’ Groups Speaking Listening Writing 4 Peer-assessment chart 5’ Ind Writing 50 Lesson 5: Death penalty and community service Main aims Participate in a roleplay making use of previous knowledge about crime, punishment and court Create oral conversations fluently with their pairs Develop social skills interacting in informal conversations with their pairs Identify the main parts of the reading Create a written composition following the orthographic rules Apply to the written text the structure of the previous model Identify in the video the most relevant aspects which should be taken into account to produce the final debates Subsidiary aims Interpret the role of a member of the court Demonstrate fellowship by encouraging their pairs to participate Develop learning strategies to understand the main ideas and parts of the text Understand teacher explanation to carry out the debate in the next lesson Develop listening skills through audiovisual resources Competences CLC – SCC – L2L – DC Comments: Students keep on working on their social and oral skills. They also have to identify the main parts of a written text to produce a similar text after. These activities, 51 the video and the explanation of the teacher are very relevant to prepare student for the final debate. Activities Description Teacher talk 1 Speaking activity in which students play the role of the judge applying punishments to some crimes. ‘It’s time to be part of the court. Imagine that you and your shoulder partner are part of the court and you have to decide the punishment you are going to apply to certain people who have committed the following crimes: robbing a bank – not stopping at a red light – doubling parking – kidnapping someone – committing child abuse – arson attack – cyberbullying - to assassinate your favourite singer. What punishment do you apply?’ 2 Reading: advantages and disadvantages of death penalty. ‘Read this writing about death penalty and comment its main parts with your shoulder partner’ (see appendix n.3 lesson 5 exercise 2) 52 3 Writing essay on an advantages and disadvantages essay about ‘community service as punishment’ ‘Once you have identified the main parts of the writing (introduction, advantages paragraph, disadvantages paragraph and final opinion), you have to create a writing on advantages and disadvantages essay about ‘community service as punishment’ following the previous model. 4 Youtube video about a debate and teacher explanation of the final debates ‘We are going to watch some minutes of a video in order to make clear how the final debates have to be developed (see appendix n.3 lesson 5 exercise 4). Once watched the video I am going to explain the functioning of the debates. The intention is to create a debate not very professional although you can look for information and statistics in order to give consistence to this message. You will achieve extra points if you do it. Two groups of four students each of them will discuss about death penalty and two other groups of 53 four students each of them will discuss about prison sentence for life as punishments. One of these teams has to be in favor and the other against. The judges will be formed by 2 students and me. These two students and me will have to score your debates using a chart (see appendix n.3 lesson 6) and these students will have to express their opinions after finishing each debate. The opinions of students belonging to the judge will be evaluated by the teacher. The winning groups will be chosen by the judges. As a reward, the winning teams will agree to choose a movie about crimes and punishments that they know. This will be reproduced during class time in English with subtitles in the next session. For instance, an interesting film could be ‘Law Abiding Citizen’. Both debates will be published on the secondary school website and it will be assessed with the 30% of the final mark. So, take it 54 seriously. Each debate will have a duration of 25 minutes approximately. So, each student has to exposure his/her ideas during three minutes approximately. The speech turns will be alternating 3 minutes for each team. Once the debates have finished, each student belonging to the judge will have approximately 3 minutes to express his/her ideas about both topics. Now, we are going to choose the students belonging to the judge and the debate teams. The topic and the position in favour or against will be flipped a coin to decide. N Activities Time Grouping Skills 1 Speaking activity. Time to be part of the court. 10’ Pairs Speaking Listening 2 Reading and discussion about the structure of an advantage/disadvantage essay 5’ Pairs Reading Speaking Listening 3 Writing 25’ Ind. Writing 4 Youtube video and teacher explanation 15’ All the class Listening 61 Present simple passive Modal passive Is a robber sent to prison without a trial? Was the burglar interviewed by the police? The criminal will be sent to prison. The thieves can’t be identified. Exercise 4 Thinking activity. Do you know the relationship between passive voice and crimes? Look at these examples and explanations and comment them with your shoulder partner. People commit many cybercrimes in big cities. (Active voice) Less used Many cybercrimes are committed in big cities. (Passive voice) More used When we talk about a crime and the focus is on the action and not the person doing it, we often use the passive voice. Passive voice is also used when the subject is obvious or it has no relevance. For example, ‘He was arrested last night’ instead of ‘the police arrested him’. 62 Lesson 3 Exercise 1 Reading. Retrieved from: https://esol.britishcouncil.org/content/learners/uk-life/besafe-uk/three-famous-crimes A) The Great Train Robbery One of the most famous robberies in British history happened at 3 am on the morning of 8th August 1963. A gang of 15 men stopped a Travelling Post Office Train which was travelling to London from Glasgow in Scotland. They stopped the train by changing the signal to red, and stole letters containing £2.6 million in cash (this would be £46 million today). The robbers drove away to a farmhouse near the railway line where they shared out the money between them. Unfortunately for them a neighbour told the police about the men hiding in the farmhouse. When the police went there they found post office bags and fingerprints, and all the robbers except four were caught and sent to prison. Most of the money was never found. The most famous of the robbers was called Ronnie Biggs. He was sent to prison for 30 years but in June 1965, after only 15 months in prison, he escaped in a furniture van and ran away to Brazil. He lived there until May 2001, when he decided to return to the UK and he was sent back to prison. B) An unusual burglary In the early morning of 9th July 1982, the Queen was asleep in her bedroom at Buckingham Palace in London. Suddenly she woke up when she heard the curtains move. There, at the foot of her bed was Michael Fagan, a 31 year old unemployed decorator. Fagan had climbed up the walls of the palace and then climbed up a drainpipe to the Queen’s private rooms. According to the newspapers, he stole a bottle of wine and then spent 10 minutes sitting on her bed chatting to her. When he asked for a cigarette she called one of her staff who held Fagan until the police arrived. The court decided that he was mentally ill, so he was sent to a mental hospital and not to prison. 63 After this incident there was a lot of discussion about security in the Royal Palaces. Now the security system has been improved so the Queen has had no more strange night time visitors! C) The doctor who murdered his patients Harold Shipman looked like a kind, friendly family doctor, but in 2000, when he was 54, he was sent to prison for life. He killed 218 of his patients between 1975 and 1998 and the police believe he probably killed many more than this, perhaps as many as 355. Most of the people he killed were elderly women. At that time only one doctor needed to sign a death certificate and nobody thought this nice family doctor could be a murderer. He usually killed the women in their own homes, by giving them injections of a drug called diamorphine. He was caught in 1999 when he changed the will of an elderly patient to leave £386,000 to him. Nobody knows why Shipman killed all these people. He was sent to prison for life but he committed suicide in prison in January 2004. Exercise 2 Match these sentences with their corresponding story A, B or C. The most famous of the robbers was called Ronnie Biggs He was caught in when he changed the will He was mentally ill, so he was not sent to a prison He was sent to prison for life because he killed 218 of his patients He committed suicide when he was sent to prison for life He was sent to prison twice because he escaped in a furniture van once Exercise 3 Can you identify the meaning of these words? Complete the sentences with them. Gang – will – mentally – suicide – escape – hide - court A ………. is a group of criminals working together. 64 When you ………. you go to a place where you think no one will find you. If you ………… from prison, you run away. The police will try to catch you. If you are ……… ill, you have a problem in your mind, not in your body. If you commit a crime the police will take you to ………….. . There lawyers will discuss your case to decide if you did it or not. If you want to say who will have your money and your things after you die you can make a …………. . A lawyer can help you with this. If you commit ……….. you kill yourself. Exercise 4 Speaking activity. Students have to discuss about: 1. Tell you partner about a crime you have heard or seen. 2. Have you heard about criminals that use sports to provoke incidents? 3. What is the function of the judge? 4. Have the witnesses any risk when they are giving evidences in court? Can they lie? 5. Can be an accused innocent? 6. Have you heard about a person who has escaped from prison? 7. Do you know the difference between a thief, a burglar and a robber? 8. What are the main uses of the passive voice? 9. What have you learn throughout these three lessons? 10. Has been useful for you these three lessons? Why? Exercise 5 Listening. Song of the film ‘Suicide squad’. Name of the song: ‘Heathens’. Band: Twenty one pilots. Complete the lyrics of the song. 65 All my friends are __________ (1), take it slow Wait for them to ask you who you know Please don't make any sudden moves You don't know the half of the __________ (2) All my friends are _________ (1), take it slow Wait for them to ask you who you know Please don't make any sudden moves You don't know the half of the _________ (2) Welcome to the room of people Who have rooms of people that they loved one day Docked away Just because we check the ________ (3) at the door Doesn't mean our brains will change from hand ________ (4) You're lovin' on the _______ (5) sitting next to you You're lovin' on the _______ (6) sitting next to you You'll think, "How'd I get here, sitting next to you?" But after all I've said, please don't forget All my friends are _________ (1), take it slow Wait for them to ask you who you know Please don't make any sudden moves You don't know the half of the _________ (2) We don't deal with outsiders very well They say newcomers have a certain smell 66 Yeah, trust issues, not to mention They say they can smell your intentions You're lovin' on the freakshow sitting next to you You'll have some ______ (7) people sitting next to you You'll think "How did I get here, sitting next to you?" But after all I've said, please don't forget (Watch it, watch it) All my friends are _____ (1), take it slow Wait for them to ask you who you know Please don't make any sudden moves You don't know the half of the _______ (2) All my friends are _______ (1), take it slow (Watch it) Wait for them to ask you who you know (Watch it) All my friends are ________ (1), take it slow (Watch it) Wait for them to ask you who you know (Watch it) Why'd you come, you knew you should have stayed (It's blasphemy) I tried to _______ (8) you just to stay away And now they're outside ready to bust It looks like you might be one of us 67 Lesson 4 Exercise 2 Guidelines for group of experts What is the operation of this punishment? When is this punishment applied? When does this punishment end? / What does a person have to do to overcome this punishment? Curiosities (origin, countries in which this punishment is applied…) Death penalty Prison sentence Fines Community service 68 Exercise 4 Peer-assessment chart to evaluate group work Criteria Good Pass Poor Group 1 Mark Group 2 Mark Positive interdependence My group perfectly understands that each student is important in the activity development There are some students in my group (you can include yourself) who work isolated not taking into account group work The members of my group compete among us. Each member of the group work isolated Implication My group tries to search for appropriate information and work in group in order to develop the activity in a suitable way My group have not a lot of interest in the activity but we try to solve the task in a correct manner My group work does not pay attention to the task and we are not able to develop it Equal opportunities to contribute In my group all the member are treated as equals and all of us contribute to the task In my group there are some students (you can include yourself) who contribute less in the development of the task There is a clear imbalance between group members. Some contribute a lot and others contribute practically nothing. Support students with difficulties to There are some students in my group work who When some students are lost in the development There are some students lost and we keep 69 develop the task have difficulties but all the members of the group try to help them of the task, only some members of the group try to help them. on working without their contribution Group 1: original group. Group in which you had to share information on different punishments. Group 2: Group of experts. You have the same punishment. 70 Lesson 5 Exercise 2 Read this advantage/disadvantage essay about death penalty. Can you identify the main three parts? Discuss with your shoulder partner. Retrieved from: https://ieltsup.com/writing/band-9-sample-death-penalty.html Many people believe that death penalty is necessary to keep security system efficient in the society. While there are some negative aspects of capital punishment, I agree with the view that without it we will become more vulnerable to violence. Death penalty can be considered unsuitable punishment for several reasons. The strongest argument is that we have no rights to kill other humans. Right to live is the basic right of any human being, and no one can infringe this right, irrespective of the person’s deeds. Moreover, innocent people can face wrongful execution. Such unfair sentences take away lives of innocent people and make other citizens lose faith in law and justice. And besides, sometimes criminals repent of their acts. In this case they should be given a second chance to improve themselves. However, I believe that capital punishment is necessary in the society. Firstly, it is an effective deterrent of major crimes. The best method to prevent a person from committing crime is to show the consequences of his or her actions. For example, the government of Pakistan has controlled the rate of terrorism by enforcing death penalties for the members of terrorist organizations. Secondly, the governments spend large sums of national budget on maintenance of prisoners. Instead, this money can be used for the development of the society and welfare of the people. To sum up, although capital punishment has some disadvantages, I think that it proves to be the best way of controlling criminals, lessening governmental expenses and preventing other people from doing crimes. Exercise 4 77 Communicative strategies: - Planning:  Interpret a message, distinguishing its main idea and basic structure  Use of digital resources to create a dialogue or oral presentations  Adapt the message to the context and register - Realization:  Adapt the message to a specific type of text  Make a valuation of difficulties in a specific task Sociolinguistic and sociocultural elements Social conventions, norms and linguistic registers Values and beliefs Value of the foreign language as an information instrument. Communicative functions Beginning and preservation of personal and social relationships Description of pictures Narration of past facts and present situations; plan and intentions expression Exchange of personal information and opinions Preservation of communication and 78 organization of the discourse Syntactic-discursive structures Verb: - Present simple and past simple voice - Present and past tenses Commonly used oral lexicon (production) Daily life activities and news of interest Phonetic sound patterns Accent, rhythm and intonation pattern recognition Block 3. Written texts comprehension Comprehension skills and strategies Comprehension of general and specific information of texts Interpretation of messages: identification of main and secondary ideas Use of comprehension strategies: - Activation of previous knowledge on the topic and type of task - Identification of the text and its main characterisitics - Deduction of meanings through the context - Identification of key words Sociolinguistic and sociocultural elements Social conventions, norms and linguistic 79 registers Values and beliefs Value of the foreign language as an information instrument Communicative functions Beginning and preservation of personal and social relationships Description of activities and places Narration of past facts and present situations; plan and intentions expression Organization of the discourse Syntactic-discursive structures Verb: - Present simple and past simple voice - Present and past tenses Cause relations (because of, due to); support or opposition (for, against) Commonly used oral lexicon (reception) Daily life activities and news of interest Graphic patterns and spelling conventions Recognition of punctuation marks Comprehension of basic digital language Block 4. Written text production. Expression and interaction. Production skills and strategies Composition of creative written texts on daily life and interest topics 80 Use of production strategies: - Planning:  Activate and coordinate the general and communicative skills in order to effectively carry out the task.  Use of linguistic resources - Realization:  Take advantage of previous knowledge.  Write texts from models  Write the message clearly, adjusting to the models and formulas of each type of text  Sociolinguistic and sociocultural elements Social conventions, norms and linguistic registers Values and beliefs Value of the foreign language as an information instrument Communicative functions Beginning and preservation of personal and social relationships Narration of opinions and present situations. Organization of the discourse Syntactic-discursive structures Verb: - Present simple and past simple 81 voice - Present and past tenses Cause relations (because of, due to); support or opposition (for, against) Commonly used oral lexicon (production) Daily life activities and news of interest Graphic patterns and spelling conventions Recognition of punctuation marks Comprehension of basic digital language 82 Appendix n. 7 Specific evaluation criteria Block 1. Comprehension of oral texts Crit. Evaluation criteria Key competences Specification (Crit.IN. 1.1.) To understand and interpret general and detailed information of oral productions on topic of interest CLC Specification (Crit.IN. 1.1.) To understand main and secondary ideas from audiovisual resources and teacher talks CLC Specification (Crit.IN. 1.1.) To formulate appropriate comprehension strategies and to identify communicative functions and pronunciation patterns. CLC – L2L Specification (Crit.IN. 1.2.) To interpret sociocultural and sociolinguistic elements related to daily life, social conventions and interpersonal relationships CLC – L2L – SCC Specification (Crit.IN. 1.2.) To understand the usefulness of language as a CLC 83 communicative tool Block 2. Production of oral texts Crit. Evaluation criteria Key competences Specification (Crit.IN. 2.1.) To produce oral messages on daily life topics using an informal register CLC – SCC Specification (Crit.IN. 2.1.) To formulate planning and realization strategies to produce oral messages CLC – L2L Specification (Crit.IN. 2.1.) To produce organized oral texts with coherence and internal cohesion CLC Specification (Crit.IN. 2.2.) To interpret sociocultural and sociolinguistic elements (they have been analyzed by searching for information in internet) in order to produce oral texts CLC – SCC – DC Specification (Crit.IN. 2.2.) To adapt the oral expression to the context and respect communication rules CLC – L2L Block 3. Written texts comprehension Crit. Evaluation criteria Key competences 84 Specification (Crit.IN. 3.1.) To understand general and specific information of written texts using different styles on daily issues. CLC – L2L – SCC Specification (Crit.IN. 3.1.) To identify communicative functions and syntacticdiscursive patterns and respect orthographic rules. CLC Specification (Crit.IN. 3.2.) To interpret written texts related to sociocultural and sociolinguistic aspects of daily life, social conventions and interpersonal relationships make use of other resources to expand knowledge. CLC – L2L – SCC – DC Block 4. Production of written texts. Expression and interaction Crit. Evaluation criteria Key competences Specification (Crit.IN. 4.1.) To produce written texts about daily life issues (students can search for information in internet to expand their knowledge on the topic) with coherence CLC – L2L – SCC - DC 85 and internal cohesion. Specification (Crit.IN. 4.1.) To organize written texts establishing a relationship between the written text and given information. CLC Specification (Crit.IN. 4.1.) To compose written texts respecting orthographic rules and following a model CLC – L2L Specification (Crit.IN. 4.2.) To produce written texts expressing opinions and personal points of view about social conventions CLC 86 Appendix n. 8 Learning standards Block 1. Oral texts comprehension St. Learning standard Key competences Specification (Est.IN.1.1.1) The student listens teacher instructions and solves tasks following these indications. CLC Specification (Est.IN.1.1.2) The student listens audiovisual videos and demonstrates comprehension by solving tasks and commenting on aspects about the topic. CLC Specification (Est.IN.1.1.2) The student understands his/her classmates in group work tasks when making conversations or debates CLC – L2L Specification (Est.IN.1.2.1) The student interprets the main and secondary ideas of daily issues concerning crime and punishment CLC Specification (Est.IN.1.1.2) The student acquires extra information by listening Youtube videos on different cases in society CLC – SCC – DC