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Trabajo de Fin de Máster Modalidad A Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas, Artísticas y Deportivas Especialidad: Lengua Inglesa Curso 2011-2012 Tutora: María Pilar González Vera Cristina García Vicente 2 Index Index ................................................................................................................................ 2 I. INTRODUCTION ....................................................................................................... 3 II: JUSTIFICATION ..................................................................................................... 6 JUSTIFICATION: LEARNING UNITS ...................................................................... 6 JUSTIFICATION: RESEARCH PROJECT ................................................................ 7 III. CRITICAL REFLECTION .................................................................................... 8 III.I.ANALYSIS OF THE LEARNING UNITS .......................................................... 8 III.I.I. Analysis of the learning unit “Let’s go to New York” ................................... 9 III.I.II. Analysis of the learning unit “Save the Planet” ............................................ 9 III.I.III. Competences acquired after their execution .............................................. 12 III.II.ANALYSIS OF THE RESEARCH PROJECT ................................................. 13 III.II.I. Acquired competences with the research project ........................................ 17 IV. CONCLUSIONS AND FUTURE PROPOSALS ................................................ 18 IV.I.CONCLUSIONS AND FUTURE PROPOSALS ON THE LEARNING UNIT “LET’S GO TO NEW YORK” .................................................................................. 18 IV.II. CONCLUSIONS AND FUTURE PROPOSALS ON THE LEARNING UNIT “SAVE THE PLANET” ............................................................................................. 19 IV.III.CONCLUSIONS AND FUTURE PROPOSALS ON THE RESEARCH PROJECT .................................................................................................................... 19 V. REFERENCES ........................................................................................................ 21 Appendixes .................................................................................................................... 22 3 I. INTRODUCTION The education received through different educational stages plays an important role in the development of any teacher and consequently it is an essential part to their training. Education contributes to create the academic, personal and social training of the teacher. Teachers guide the learning process and transmit values to students, prepare them for further education and for working life and are one of the main contributors to good education. This important profession does not get the recognition it deserves. Teachers are one of the main pillars of a progressive society. We can consider this profession the resource by excellence. The materials used are important but if there is no motivated teacher in front of our students, the goal will never be achieved. It has always been a great concern for the training and the results obtained by both the teachers and the students. In the last decade, low motivation and high dropout rates have led to different educational reforms. One of those reforms involve the introduction of the Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas, Artísticas y Deportivas as part of teachers training with the aim of provide its students with more academic training and with teaching and motivating tools. We live in a period of crisis in which there are more and more trained and skilled young people and where the professional future is deeply uncertain. This together with my interest in teaching led me to study Master. I have always felt identified with the figures of the student and of the teacher; with the student because it is what I have always been, and with teachers, because they represent a figure what I would like to be, a learning guarantee.I have always liked languages, especially English, whose role in globalization and in children’s education is crucial. I have always rejected the idea that languages are something you are good or bad at. In my opinion, everyone can learn if both students and teachers work together, and the way of doing it is what I wanted to learn in this Master. This Master of the University of Zaragozahas a total length of nine monthsdistributed in two terms, the first term from October to January and the second one from February to July. The first term is devoted to general modules and practicum for all specialties and works as a first contact with the educational reality from a teacher’s perspective. Motivation, classroom management or the administrative system are some of the issues discussed in the following first-term modules: Contexto de la actividad docente, Interacción y convivencia en el aula, Procesos de enseñanza-aprendizaje, Diseño curricular de Lenguas Extrajeras, Fundamentos de diseño instruccional y metodologías de aprendizaje en la especialidad de Lenguas Extrajera, Atención a los alumnos con necesidad específica de apoyo educativo and Prácticum I: Integración y participación en el centro y fundamentos del trabajo en el aula. The second term, in turn, includes specific modules, practicums and a Master's Final Project for each speciality, in my case English language. This term develop and implement some of the key aspects of teaching English as a foreign language such as teaching skills, pronunciation, activities, research projects, etc. The specific contents of the second term are: La comunicación oral en lengua inglesa; Diseño, organización y desarrollo de actividades para el aprendizaje de Inglés; Evaluación e innovación docente e investigación educativa en Inglés; Tecnologías de información y comunicación para el aprendizaje; Prácticum II: Diseño curricular y actividades de aprendizaje en Lenguas Extranjeras – Inglés; Prácticum III: Evaluación e innovación 4 de la docencia e investigación educativa en Lenguas Extranjeras - Inglés and Trabajo Fin de Máster- TFM. Module 1 Contexto de la actividad docente Module 2 Interacción y convivencia en el aula Atención a los alumnos con necesidad específica de apoyo educativo Module 3 Procesos de enseñanza aprendizaje Practicum I Practicum I: Integración y participación en el Centro y fundamentos del trabajo en el aula Module 4 Diseño curricular de las asignaturas de las especialidades de Lenguas Extranjeras La comunicación oral en Lengua Inglesa Module 5 Fundamentos de diseño instruccional y metodologías de aprendizaje en la especialidad de Lenguas Extranjeras Diseño, organización y desarrollo de actividades para el aprendizaje del Inglés Tecnologías de la información y la comunicación para el aprendizaje Practicum II Practicum II: Diseño curricular y actividades de aprendizaje en Lenguas Extranjeras - Inglés Module 6 Evaluación e innovación docente e investigación educativa en Inglés Practicum III Practicum III: Evaluación e innovación de la docencia e investigación educativa en Lenguas Extranjeras - Inglés TFM Key First term Second term The dissertation (TFM) aims to present a Master's Final Project including the development of a critical learning on some of the documents carried out for academic purposes during the course. It consists of five chapters: - Section I that presents the Introduction of this dissertation where there is an introduction of my motivation for doing this Master and the structure of the Master. - Section II intends to be a justification of two lessons plan of the documents prepared for our future teaching that have been considered useful to our learning. The first document corresponds to the first learning unit developed in the first term (see Appendix I) dealing with the tourism topic. This document will be compared with the learning unit (see Appendix II) developed in the subject Diseño, organización y desarrollo de actividades para el aprendizaje de Inglés which focuses on the theme of the environment. This second unit collects more knowledge, is more complete and approaches closer to the perfect teaching unit under Aragonese Curriculum, at the same time it also tries to be more practical and most of its activities have been put into practice at the María Auxiliadora School where I conducted my school placement. Finally for this chapter, I have selected a third document on overcoming the problem most Spaniards have when learning English, oral communication, so this chapter will also include an evaluation and innovation project (see Appendix II) focused on improving the students’ oral skills and meet the communicative approach established in the Aragonese Curriculum. 5 - Section III includes a critical reflection on the projects introduced in chapter II. It shows the main aspects we have worked on, their feasibility and the pitfalls that we can find when teaching. - Section IV draws the main conclusions and formulates future proposals to improve the English teaching and consequently the learning of English as a foreign language. - Finally, Section V presents the bibliography included in this dissertation. 6 II: JUSTIFICATION Throughout this chapter I will justify the choice the learning units of work and of the research project for being analysed in depth in this Master’s dissertation, Firstly, I will justify the selection of the two learning units and latter of the research project. Subsequently, their study will be presented throughout Chapter III. JUSTIFICATION: LEARNING UNITS With regard to the two learning units and in reply to the psychodidactic globalization principle, these two learning units of work have been selected due to their importance in the school placement. Learning units are used as a method to plan and organize the different tasks a teacher does with a specific group of students. In general, learning units are not just contents and concepts to be developed in class that students can acquire; in addition they are a way of grouping experiences and activities, based on the needs and interests of students and which contribute to the overall development of the students’ full potential. They are essential in the teaching-learning process and represent the last level of the curricular realization. Learning units imply establishing: what is to going to be taught, how, when and the procedures applied to the learning assessment. Learning units are not only an organizational tool, but they also contemplate the development of certain skills which allow the formation of the students’ personality and educational values. I decided to select two different learning units that will be compared in the next chapter and to analyse to what point they follow the pattern of structure and content of the ideal learning unit. The first unit was developed in the first term of the Master, it was written in Spanish and it was one of the first leaning units I have created. For its creation, I took into consideration what I learnt in Procesos de enseñanza aprendizaje, Diseño curricular de Lenguas Extrajeras, Fundamentos de diseño instruccional y metodologías de aprendizaje en la especialidad de Lenguas Extrajera and Diseño, organización y desarrollo de actividades para el aprendizaje de Inglés. The subjects from the first term concentrated on the development of the curriculum as well as on the teaching and learning processes introducing us to objectives, contents, key competences, methodology and evaluation, key concepts in the design of a learning unit. The activities included in this first unit were developed without knowing their feasibility and therefore, they were not designed taking into account that we as teachers must deal with: the four skills (speaking, writing, reading and listening) as well as the grammar and vocabulary to accomplish with the established curriculum. The second selected learning unit is written in English and becomes closer to what is required in the oposiciones to English Language Secondary or Official Language School teacher. This second unit was developed taking into consideration the knowledge acquired in the subject: Diseño, organización y desarrollo de actividades para el aprendizaje de inglés. This subject was devoted to create activities for learning a foreign language. Itfocused on the feasibility and acceptability of each of the activities especially designed or selected for learning foreign language. Finally, I would like to mention that this learning unit was selected as part of this dissertation due to the positive results obtained when it was put into practice at María Auxiliadora School. 7 JUSTIFICATION: RESEARCH PROJECT Regarding the research project, it has been selected since its topic is closely related to oral communication. Oral skills are not properly worked nowadays and most of the Spanish students are not very confident when speaking a foreign language. Although the curriculum establishes a communicative approach in teaching, the reality of the Spanish centres is very different, lessons are traditional or based on written exams in most cases. The features which are particularly worked in schools are grammar and vocabulary and there is no emphasis on the communicative skills. The ratio of students per class does not facilitate the implementation of this skill and as a result, the level of English among the Spanish students is lower and lower, which is demonstrated when they cannot apply for jobs in which one of the requirements is fluency in English or they go abroad and they have problems of communication. The importance of English as a second language cannot be denied. Not only is it an indispensable tool in business, but also a medium to obtain information and knowledge in the globalized world we live. Consequently, the concern for the knowledge of English in our future students is well founded and so the choice of this project based on learning and developing communicative skills. This project tries to prove that role-plays are a useful tool to improve communication since both students and teachers agree with their advantages. Despite this agreement, it has to be pointed out that secondary school teachers do not implement them frequently as they should. Moreover, role-plays seem to be motivating and help them to improve their speaking in a different and less conscious manner. Finally, the most powerful argument that leads me to select this project is that students highlight their willingness to participate in future role-plays. We felt gratified at the positive results of the experience that demonstrated that communication can be improved in a funny way. In addition, the results encourage to use a communicative methodology with our future students since what they need is practice and although innovation is difficult at first, the achievements are worthy. 8 III. CRITICAL REFLECTION The present chapter includes a critical reflection on the two learning units and the research project aimed to improve the students’ English competence. I will start commenting on the learning units and I will continue with the research project trying to show the relationship between the learning units and the research project. III.I.ANALYSIS OF THE LEARNING UNITS Learning Units are a key document to the teaching-learning process. They represent the last level of the curricular realization and therefore they can be defined as an essential document for the teacher. This official Master had devoted four subjects (Procesos de enseñanza aprendizaje, Diseño curricular de Lenguas Extrajeras, Fundamentos de diseño instruccional y metodologías de aprendizaje en la especialidad de Lenguas Extrajera and Diseño, organización y desarrollo de actividades para el aprendizaje de Inglés) to contributing to the development and expansion of our knowledge with regard to learning units and their implementation in different secondary schools and Official Language Schools. The knowledge we have acquired goes beyond the basic requirements of the oposiciones in as far as learning units is concerned: The learning unit must specify: - learning objectives to be attained - contents - teaching and learning activities - assessment procedures - attention to specific needs In addition, when the learning unit is addressed to secondary school, objectives and evaluation criteria will be related to the degree of acquisition of the Key Competences. BOA nº 68 08-04-2010 Moreover we have extended these requirements of the Curriculum for compulsory secondary education in Aragon (art -. 26.3) to suit our students’ needs, including contents that are closer to an individual lesson planning (Programación Anual). We incorporated the following sections to the previously mentioned requirements: contextualization, justification, organization and methodology in order to adjust it to the pattern of structure and content of the ideal learning unit. In this Part of the dissertation I will describe the main characteristics of the learning units “Let’s go to New York” and “Save the Planet” developed through this Master, focusing on the latter since it has been carried out during my school placement and its viability has been proved. Furthermore I will try to point out the competences acquired after their execution. 9 III.I.I. Analysis of the learning unit “Let’s go to New York” The first learning unit was devoted to travels and tourism, a topic that provides students with information especially useful in a tourist country like Spain and in a world where young people make more and more trips. It intended to motivate students and involve them in their own learning process by giving them the chance of acquiring valuable knowledge and vocabulary for their possible visits to a foreign country, since they will work aspects linked with tourism in order to exchange information. This learning unit has not been put into practice since it was addressed to a fictional context. It was elaborated in the first term for the subject Procesos de enseñanza aprendizaje and our main interest was to develop the structure of this teaching instrument. It provided the basis for the objectives, contents, key competences and evaluation of the second learning unit included in this dissertation. III.I.II. Analysis of the learning unit “Save the Planet” This learning unit was designed to make our students aware of the importance of having good habits in order to avoid the destruction of our planet. The entire unit deals with this topic which forms part of the Cross-Curricular topics (Art. 5.4 of D. 231/2007): Environmental Education, Health Education and Civic and Moral Education. It was carried out in seven sessions, and it reviewed, as well as introduced, a number of basic communicative functions and grammar and vocabulary contents related to linguistic domains which are very close to the students´ lives. It is addressed to two different classes I had the opportunity to teach during my school placement: two heterogeneous groups of 2nd year ESO, with approximately 25- 27 students whose general level is medium-low. Many of the students came from an immigrant background and although they dominate Spanish well enough, they did not show much interest in the English subject, a widespread tendency among the students from the two classes. The former learning unit was designed to fulfil the students needs, objectives, basic skills, content, teaching methods and evaluation criteria set forth in the Aragonese Curriculum. Throughout the development of the unit, I managed to develop the four skills and at the same time the vocabulary, grammar and the communicative interaction related to the topic. The sessions were organized in a balanced way using a spiral organization criterion that allowed me to explain new contents, constantly recycling and expanding them. Each lesson focused on an average of one-two particular skills from beginner and easy activities to more complex ones in order to have a smooth transition between the connected activities. The contents and objectives were based on the textbook “English Alive!” since our mentor suggested we should follow it in order to fulfill the Curriculum. In relation to the objectives I decided not to complete all those included in the textbook since I noticed that some of them were not closely related to the topic and they did not match the level and needs of the students. Contents were grouped in blocks in relation to four key skills in terms of the teaching and learning process: oral language; written language; the constituents of the linguistic system, their function and relationships, and the social and cultural dimension of the foreign language. 16 crime and law tend to have, situations in which students prepare for a future event that will take place. Most of the role-plays included in textbooks do not contribute to the development of communicative skills since they are usually prepared dialogues for students to read aloud. This type of dialogue can be implemented to improve pronunciation but not the fluency. When carrying out this project the first thing we did was to review related literature to create the different questionnaires adjusting them to the results we wanted to obtain, Subsequently and during the first week of the Practicum III, we gave a survey before implementing the role-plays to the abovementioned groups. After acting the role-plays in the second week, we handed out the second survey. While the students were preparing their roles and during their performance, we observed them and took notes about relevant aspects: vocabulary according to the topic, use of English/Spanish, use of notes, asking for help, engagement and enjoyment. As far as the teachers’ surveys were concerned, we gave them to one teacher of the English Department in each centre. The main conclusions reached after the study were that the students had the opportunity to use their knowledge of vocabulary and suprasegmental features (speech acts, discourse fillers, turn taking, pauses, etc.) although it can be a very difficult or unnatural task if the students do not have sufficient language or information about the participant or the situation, it becomes better to carry out the role-play at the end of the unit. Given the nature of this study we found some differences between the students and the teacher’s opinions from the secondary schools who tried in a way to hide the lack of practice concerning oral communication. We also found differences between the Official Language School and Secondary Schools. Official Language Schools are based on the principles of the communicative approach; therefore, speaking activities are a fundamental issue there. In secondary schools, although the curriculum fosters the implementation of this type of activities, factors such as the high ratio of students, the small amount of time or the difference between levels condition teachers when developing these activities. However, as the teachers establish in their surveys, their willingness to work speaking skill is crucial. As a consequence, teachers who want their students talking would not make excuses and provide the learners with the necessary resources in order to work communication. We strongly believe that practice is what will make the development of unproblematic communicative activities and enable secondary school students to carry out this communicative exchange as positively as the adult students of the Official Language School. The results obtained throughout the surveys indicate that role-plays are a useful tool to improve communication since both the students and the teachers coincide with their advantages even though secondary school teachers should implement them more often. Moreover, learners have found that role-plays are motivating and help them to improve their speaking in a different, recreational and less conscious manner. Finally, the most powerful argument for us is that almost every student highlights his or her readiness to participate in future role-plays and therefore, we will continue carrying out these activities in future classes. 17 III.II.I. Acquired competences with the research project The implementation of this research project apart from reflecting the situation of the Spanish educational system concerning communicative oral skill, and the effectiveness of role-plays to improve it, it has also provided me with the necessary tools to prepare and manage this kind of activity that seemed to be motivating and recreational for the students. In order to succeed with role-plays exhaustive preparation must be done. We have to introduce the activity by describing the situation and making sure that all of the students understand it. It is also necessary to make sure that the students understand what the result of the role-play should be. When using role cards that describe the person or role to be played considering the needs of lower-level students, they got more involved in the activity and had better results. Before starting the role-play, have students brainstorm to predict what vocabulary, grammar, and idiomatic expressions they might use (language-oriented input). We should also consider each student has individual language skills, an individual approach to working in groups, and a specific role to play in the activity. We should not expect all students to contribute equally to the discussion, or to use every grammar point or all the vocabulary taught. The most important thing is that the student manage to communicate with the language they have at the same time they increment their oral skills in a less conscious way. Roleplays offer good listening practice and, at the same time, they provide an opportunity to practise the rules of social behaviour, engage the learner physically, aid in language retention, and finally provide a context for understanding attitudes, expectations, and behaviours related to the target culture. Role-plays as learned through Diseño, organización y desarrollo de actividades para el aprendizaje de ingles are activities that need a continuation in order to have a complete sense, we as teachers have to do linguistic follow-up and feedback has to be given on the grammar or pronunciation problems you have heard. It is difficult to control the time on the task and manage this type of activity especially when acting out in front of the class; however, we can solve this problem by assigning a task to the rest of the students such as assessing their peers or identifying the situation represented. Despite of these difficulties I am now more self-confident in carrying out these types of communicative activities. The positive results led me to encourage my mentor to perform role-plays and more communicative and recreational activities. I hope that the fact of my mentor having the two models applied in my school placement, the roleplays included in the learning unit and the ones of the research project, and the fact that she is a fan of the Internet where numerous resources can be easily adapted to the students needs may contribute to continue practicing communication. The school placement has encouraged my idea that a combination of different approaches such as the communicative one may contribute to the development of a language. If we consider the natural tendency on how we learned our L1, we as teachers will consider the efficiency and importance of talking and role-plays. 18 IV. CONCLUSIONS AND FUTURE PROPOSALS Section IV of this dissertation pretends to establish the main conclusions and future proposals on the project and learning units previously analysed. IV.I.CONCLUSIONS AND FUTURE PROPOSALS ON THE LEARNING UNIT “LET’S GO TO NEW YORK” After executing both learning units of work, one can conclude by saying that there are many differences between them. The first of the learning units included in this dissertation was developed in the first term of the Master and it focused on the structure rather than on the contents and their appropriateness. It has therefore forged the basis for the last learning unit, a leaning unit that is closer to the ideal one. Its objectives, contents and adjustment to the Spanish educational reality is not complete since it has not been based or guided by a text book. It does not introduce many new contents and it would fit best as a revision unit rather than as a widening one. However, it includes great socio-cultural contents that cannot be developed in topics related to the environment. The organization of the different sessions comprises the activities to execute rather than the explanation and usefulness of any of them. Furthermore, it does not comment either the role of the teacher or the one of the students. The organization of the different sessions is more similar to an organization of different materials. We cannot say that this learning unit includes suitable lesson plans that enable any teacher to perform the activities selected. In the future, and in order to implement this unit in a real classroom, lesson plans must provide the teacher with indications or additional notes on the possible problems that may arise; lesson plans must be schematic and visual, as we learned in the second term. Considering the activities of this learning unit and in connection with the ones included in this second term, it would be convenient to include them into a different section rather than on the organization on the session, as learned in Diseño, organización y desarrollo de actividades para el aprendizaje de ingles. This new section will facilitate the development of a students’ handout since the activities do not belong to a textbook. For future implementations it would be useful to add introductory activities since we must contextualize the topic to the activities and explain to the students the purpose of the activities in order to achieve meaningful and functional learning. At the same time, I will consider the possibility of providing the students with more guides and exemplifications, especially when doing writing activities. Regarding the activities included in this unit, I will probably combine the these activities with videos or oral exercises like small talks about travelling experiences that may promote student-student and teacher-student relationships. As far as the use of ICT is concerned, this learning unit included a webquest, a useful tool to develop knowledge in an interactive and cooperative manner. Bearing in mind my experience with 1st year ESO students, this activity does not fulfill the requirements 19 of the unit and the students will not be prepared enough to execute it properly. In future implementations it would be advisable the use of mind-maps and PowerPoint presentations to support contents and develop task-based activities similar to the ones included in appendixes IV and V. Regarding evaluation, I found it appropriate in accordance with the provisions of the Aragonese Curriculum since, apart from being formative and continuous, the evaluation process applies different methods to assess the teaching-learning process. As a future proposal I would include a rubric for the students to assess their peers (see Appendix VI) and another rubric and checklist, similar to the ones in appendixes I and II, for the teacher to assess the students and provide them with feedback. The teaching-learning process is a dual process, both the teacher and the students take part of it and they must be equally involved. Therefore teachers must also check their progress using different tools such as the European Portfolio for Student Teachers of Language or teachers selfassessment charts similar to the one included in the unit “Save the planet” (Appendix III). IV.II. CONCLUSIONS AND FUTURE PROPOSALS ON THE LEARNING UNIT “SAVE THE PLANET” This second learning unit is close to the ideal one. It is the result of all the knowledge acquired throughout this Master. The academic and personal results obtained both in the subject Diseño, organización y desarrollo de actividades para el aprendizaje de inglés, and in the implementation of the unit during the school placement were very positive. Notwithstanding, it can be improved that the addition of different communicative activities such as debates and talks in order to contribute to the improvement of the students’ fluency and accuracy as well as working on the social and civic competence. In relation to the process of evaluation, it will also be very useful to include peer assessment tools such as rubrics, or checklist (see Appendix VI), which would involve the students in this process. IV.III.CONCLUSIONS AND FUTURE PROPOSALS ON THE RESEARCH PROJECT The research project allowed us to learn at first hand the real situation of oral skills among the Spanish students and their differences and it contributed to analyse the effectiveness of role-plays to improve communication among our students. In future researches on the same topic I would dedicate more time to the observation of the role-plays and to giving feedback to the students so that they would appreciate the usefulness of role-plays to improve fluency and communicative accuracy rather than considering them a mere part of a study carried out by a university student. I would use this technique more often and I would consider the possibility of creating workshops to provide more real communication practice to the students. Furthermore, I realised that the role-plays about crime and law could be related to real cases taken from newspaper articles of crimes and court cases such as prosecution of a shoplifter, burglar, computer crime, or racial discrimination. The role-play carried out in the Official Language School can be considered more realistic since it includes less guiding element 20 and authentic materials to comment on. In future practices I will highly recommend the use of authentic materials to support the students and to make role-plays more significant for them even when their level is low. Finally, it would also be highly recommended to show the results obtained to our school mentors since they would be able to see how communication has been worked in different centres. This Master provided me with the opportunity of becoming more aware of the real situation of the Spanish education system, its problems, its advantages, the conflicts that may arise in a classroom and the huge differences among students. This experience has been completely enriching, as it allowed me to learn from professionals with broad experience in teaching, in managing student’s behaviour, in student-teacher interaction and in choosing the appropriate activities or the right words to motivate them and to overcome their possible lacks. Owing to the contribution of education to society, educational institutions should demand a lifelong learning to the teachers as a way of guaranteeing updated teachers and high quality education. When we talk about being an educator, experience is a plus; every day is a new beginning. Being an effective teacher implies being open to change; teaching is a vocation that requires motivation, effort, personal autonomy and self-confidence but it also demands respect. During this master we also had the opportunity for learn from our peers and we acquired lots of knowledge and future ideas to be developed in our future classes. 21 V. REFERENCES  Al-Mutawa, N. and T. Kailani. (1989). Methods of teaching English to Arab students. London: Longman.  BOA. (2010). Sec-.68 08-04-2010. ORDEN de 26 de marzo de 2010, del Departamento de Educación, Cultura y Deporte, por la que se convocan procedimientos selectivos de ingreso y accesos a los Cuerpos de Profesores de Enseñanza Secundaria, Profesores Técnicos de Formación Profesional y Profesores de Música y Artes Escénicas, así como procedimiento para la adquisición de nuevas especialidades por los funcionarios de los mencionados Cuerpos.  Cameron, D. (2001). Working with spoken discourse. London: Sage Publications Ltd.  Currículo de Educación Secundaria. (2007). Orden de 9 de mayo de 2007, del Departamento de Educación, Cultura y Deporte, 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.  Escamilla, A (1993). Unidades didácticas, una propuesta de trabajo en el aula. Zaragoza: Luis Vives.  Kuhs, T, M. et al. (2001). Put to the Test: Tools & Techniques for Classroom Assessment. USA: Henemann.  Larsen-Freeman, D. & M. Anderson. (2011). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.  Livingstone, C. (1983). Role-play in language learning. London: Longman.  Marzano, R. (2007). The Art and Science of Teaching. Virginia: ASCD.  Ments, M. (1999). The effective use of role play. London: Kogan Page. 22 Appendixes  Appendix I: Unidad Didáctica “Let’s go to New York”  Appendix II: Learning Unit “Save the Planet”.  Appendix III: Research Project on the effectiveness of role-play to improve oral communication among secondary school and official language school students.  Appendix IV: Mind-map  Appendix V: PowerPoint presentation  Appendix VI: Rubric for peer-assessment