Repositorio Institucional de Documentos

27 APPENDIX I: My Learning Unit of Work 28 Author: SANDRA SANZ RICO Subject: Diseño, organización y desarrollo de actividades para el aprendizaje del inglés. Teachers: Vicky Gil and Ana Artigas Year: 2011-2012 Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas, Artísticas y Deportivas Didactic Unit 29 INDEX INTRODUCTION ................................................................................................................. 30 Contextualization ............................................................................................................ 30 Justification ...................................................................................................................... 30 Organization of the Learning Unit ............................................................................ 31 LEARNING UNIT OF WORK .......................................................................................... 31 Contribution to the Key Competences ..................................................................... 31 Objectives .......................................................................................................................... 31 Contents ............................................................................................................................. 32 Methodology ..................................................................................................................... 33 Evaluation .......................................................................................................................... 33 Evaluation criteria .................................................................................................................. 34 Assessment criteria ................................................................................................................ 34 Assessment tools ..................................................................................................................... 35 Self-assessment ....................................................................................................................... 35 LESSON PLANS SESSIONS 1-7 .................................................................................... 36 SESSION 1: In the Restaurant (Vocabulary) ......................................................... 37 SESSION 2: Modal Verbs (Grammar) ...................................................................... 38 SESSION 3: “Food Revolution” (Watching-Reading) ........................................ 39 SESSION 4: Pronouns (Grammar) ............................................................................. 40 SESSION 5: What should I order? (Review-Writing) ......................................... 41 SESSION 6: The Waiter and the Customers (Speaking) .................................... 42 SESSION 7: The Final Exam ....................................................................................... 43 CONCLUSIONS .................................................................................................................... 44 REFERENCES ....................................................................................................................... 44 APPENDIX I: Assessment Tools..................................................................................... 46 A rubric for assessing the writing of arguments .................................................. 47 A rubric for assessing the writing of dialogues .................................................... 48 A rubric for assessing the performance of dialogues .......................................... 49 APPENDIX II: Materials .................................................................................................... 50 SESSION 1 ........................................................................................................................ 51 SESSION 2 ............................................................................................................................. 55 SESSION 3 ............................................................................................................................. 58 SESSION 4 ............................................................................................................................. 61 SESSION 5 ............................................................................................................................. 65 APPENDIX III: Workbook ................................................................................................ 67 30 INTRODUCTION Contextualization Educative centre: this learning unit has been implemented in the state assisted school María Auxiliadora, which is located in the district of San Jose. This school has 56 teachers – 19 of them in the secondary education – and 660 pupils – 200 of them in the secondary education. The class: this learning unit has been designed for a class of diversification of the 4th year of ESO, consisting of 14 pupils, and in which there is a medium-low percentage of immigrant pupils (4 out of 14 – 28,57%). In addition, there is a student who doesn’t come to class, and another student who is very sensible has some problems for socializing with her classmates. Furthermore, they have a low level of English and they use the textbook “Let’s Go 2”. Official contextualization: this learning unit is based on what appears in the Law of the 9th March 2007, of the Department of Education, Culture and Sport, by means of which the curriculum of Secondary education is approved and the implementation of this curriculum in the educational institutions from the Autonomous region of Aragon is authorised. Justification I have chosen this unit because of two main reasons: - It’s the one that my tutor suggested me because it is ‘unit 6’ in these pupils’ textbook “Let's Go 2”, and it was the next unit that the pupils in this class were going to start. - It deals with the topic of food, drink and ordering something in a restaurant. This is a very interesting topic because it offers many possibilities for working about it, because it can be put into practice in a real use of English language, and because it can be very useful for pupils if they travel to some English speaking country (perhaps they can motivate them). 31 Organization of the Learning Unit My learning unit is organized in seven sessions – six lessons and the exam – of fifty minutes each. Apart from the exam session, I have divided my learning unit in other six sessions because I want to devote one session for each one of three main elements in the unit – vocabulary, modal verbs and pronouns –, and three sessions for working the main skills – one session for listening and reading, one for writing, and one for speaking. LEARNING UNIT OF WORK Contribution to the Key Competences This learning unit is going to work mainly three key competences:  Competence in linguistic communication. This is approached in two ways: - The receptive way: acquisition of new vocabulary – about the topic of food, drink and things in the restaurant – by part of the pupils, listening activities and reading activities. - The productive way: writing activities and speaking activities.  Competence in social skills and citizenship. This is worked by means of some activities related to the restaurant (a social context), which are used for the pupils to learn how to behave – what can they do or say – in that place.  Learning to learn competence. This is dealt with by means of cooperative working and by means of the writing of a dialogue taking into account two given examples. Objectives At the end of the unit, students will be able to:  Know the vocabulary about food, drink and things in the restaurant.  Use and know the functions of the modal verbs 'can', 'should', 'must', ‘could’, 32 ‘may’, ‘might’, and their negative forms ('can’t', 'shouldn’t', 'mustn’t').  Recognize and distinguish among three different types of pronouns: subject pronouns, object pronouns and possessive pronouns.  Distinguish between possessive adjectives and possessive pronouns.  Watch a video about a TV program and answer some questions about it.  Read comprehensively a short text about the Mediterranean Diet.  Express arguments in favour of healthy food and arguments against fast food.  Write a short dialogue between a waiter and several customers.  Make a brief performance in front of the class of a dialogue between a waiter and several customers. Contents  Vocabulary: - Food and drink. - Things in the restaurant.  Grammar: - Modal verbs: can/can't, should/shouldn't and must/mustn't. - Subject pronouns vs. object pronouns. - Personal (subject and object) pronouns vs. possessive pronouns. - Possessive adjectives vs. possessive pronouns.  Oral and written expression: - Performance of a dialogue in front of the class. - Writing of a dialogue between a waiter and several customers. - Expression of arguments in favour of healthy food and arguments against fast food. 33  Oral and written comprehension: - Watching a video about a TV program and answer some questions. - Read a short text about the Mediterranean Diet. Methodology The methodology I have decided to use is mainly characterised by:  A communicative approach. I have used this approach because I think it is very important to show pupils real uses of the English language. This approach is reflected in the activities devoted to the skills of reading, listening, writing and speaking.  Cooperative learning. I have included cooperative learning within my methodology because I think it is very positive for students to make some pair work or group work in which they can share ideas and roles, and they can participate equally and simultaneously.  A mixture of English language and Spanish language. In my lessons, I have tried to use English language as much as possible. However, in some occasions I have had to use Spanish language in order to clarify things (mainly in the grammar section) to the pupils.  Making the pupils to infer the meaning. I have tried to avoid the use of Spanish language as the first alternative to the use of English language. For this purpose, I have tried to use gestures and/or to give some clues to the pupils in order to make them inferring the meaning of some words, phrases or expressions. Evaluation In general terms, I have to say that I have used a mixture of summative (percentages), formative (feedback) and authentic (rubrics) assessment. In addition, I have tried to provide the pupils with continuous feedback in a constructive way. 34 Evaluation criteria  The student knows and uses the vocabulary related to food, drink and things in the restaurant.  The student shows understanding, through written expression, of the functions of the modal verbs 'can', 'should' 'must' and their negative forms ('can’t', 'shouldn’t' 'mustn’t').  The student is able to recognize and distinguish among three different types of pronouns – subject pronouns, object pronouns and possessive pronouns – and also between possessive adjectives and possessive pronouns.  The student shows understanding of a video about a TV program, through answering some questions about it.  The student is able to read comprehensively a short text about the Mediterranean Diet, and to translate it from English language into Spanish language.  The student expresses in a written form arguments in favour of healthy food and arguments against fast food, by using the adequate vocabulary and syntactic structures.  The student is able to write a short dialogue between a waiter and several customers, by using the appropriate grammatical structures (including modal verbs) and the required vocabulary.  The student is able to be fluent, get into character and use the appropriate grammatical structures and the required vocabulary, while performing in front of the class a dialogue between a waiter and several customers. Assessment criteria The unit will be assessed in the following way:  Writing of arguments in favour of healthy food and against fast food (10%).  Writing & performance of dialogues (20%): - Writing of dialogues (10%). 35 - Performance of dialogues (10%).  Everyday work (20%).  Final exam (40%).  Attitude and participation in class (10%). Assessment tools  Rubric to assess the writing of arguments in favour of healthy food and arguments against fast food. (See Appendix I)  Rubric to assess the writing of a dialogue between a waiter and several customers. (See Appendix I)  Rubric to assess the performance of a dialogue between a waiter and several customers. (See Appendix I)  Final exam. Self-assessment I have assessed myself with EPOSTL. 42 SESSION 6: The Waiter and the Customers (Speaking) Grade Level: Diversification 4th ESO Subject: English Language Prepared By: Sandra Sanz Rico Teacher Guide Learning goals At the end of this lesson students will:  Make a brief performance in front of the class of a dialogue between a waiter and several customers.  Be able to be a bit fluent, get into character and use the appropriate grammatical structures and the required vocabulary, while performing the dialogue. Materials Needed:  Written dialogues corrected. Other Resources:  Students’ voices.  Teacher’s voice. Critical input At the beginning of the lesson, the teacher provides the students with the dialogues that they wrote the day before and that the teacher has already corrected and assessed. Learning Activities  Giving back the writing dialogues (8 minutes, whole group). The teacher provides the students with the dialogues that they wrote the day before and that the teacher has already corrected and assessed (input). Then, the teacher asks students if there is any correction they don’t understand (verification).  Performing the dialogues (32 minutes, while-speaking and post-writing activity). Each group (cooperative learning) of students perform their dialogue in front of the class. While they are making this, the teacher assesses them with a rubric. Teacher is going to pay attention to: ordered dialogue, fluency in conversation, attitude.  Giving feedback (10 minutes, post-speaking). The teacher gives students some feedback about their written dialogues and about their performances in front of the class. Homework assigned:  Today, there is not any homework. They have to study for the final exam. Verification After giving back the written dialogues (corrected and assessed) to the students, the teacher asks them if there is any correction they don’t understand. Summary Today lesson’s achievement: practising the speaking skill, performing in front of the class, giving some important and interesting feedback to the students. Things which should be done in future lessons: the final exam of the unit. Assessment:  A rubric for assessing the performance of dialogues (see Appendix I).  Feedback given by the teacher. 43 SESSION 7: The Final Exam Grade Level: Diversification 4th ESO Subject: English Language Prepared By: Sandra Sanz Rico Teacher Guide Learning goals At the end of this lesson students will:  Be able to show they have understood and learned all the things we have been dealt with throughout the didactic unit. Materials Needed:  The exam.  Pen. Other Resources:  CD player for the listening exercise. Critical input The teacher gives the exam to all the pupils. Learning Activities  Giving the exam to the pupils (4 minutes, whole group). The teacher gives the exam to all the pupils (input), and then the teacher goes over all the exercises in the exam, in order to check that pupils understand what they have to do (verification).  Making the exam (45 minutes, individually). Each student makes the exam individually. The exam includes vocabulary exercises, grammar exercises, one listening exercise, one reading exercise and one writing exercise.  Giving back the exam to the teacher (1 minute). Students give back their exams to the teacher, who is going to assess those exams. Homework assigned:  Today, there is not any homework, because students have made the final exam. Verification After giving the exam to all the pupils, the teacher goes over all the exercises in the exam, in order to check that pupils understand what they have to do. Summary Today lesson’s achievement: concluding the didactic unit. Things which should be done in future lessons: providing the students with the exams corrected and their marks. Then, beginning a new didactic unit. Assessment: Assessment of the final exam. 44 CONCLUSIONS With my learning unit, I have reached the following conclusions:  It is very difficult to control the time on task. Although I (as teacher) am supposed to plan it in advance, sometimes students are unpredictable and some exercises take more time or less time for them than you could think.  It is not easy to explain grammar. At the beginning I thought it was more or less easy, but when I had to explain “modal verbs”, I didn’t know very well how to explain them to students.  ICT can be very useful tools. I gave my theoretical explanations on the blackboard and they were too long. Then, I realised that perhaps a PowerPoint with this explanations can be quicker and more enjoyable for students.  You cannot focus only on one student. I have learned from my mentors that you cannot focus only on the pupil who is talking or correcting an exercise at that moment, but you have to keep a position which makes all the students being alert because they think they can be required to participate in the activity.  Pupils in the diversification can be very good pupils. At the beginning, when you are told about pupils in the diversification program, it seems they are students who don’t behave in a proper way and who don’t work in a good way. However, in my case, these students of diversification of the 4th year of ESO work in a very good way and they are the pupils with the best behaviour from all the secondary education class I entered in María Auxiliadora School. REFERENCES References for the photocopies, activities and texts used in the different sessions of the learning unit: Session 1  Photocopy “Food and drink”: 45 o http://busyteacher.org/7093-food-worksheet.html o http://busyteacher.org/6543-food-and-drinks-picture-crossword.html  Photocopy “In the restaurant": o WHITNEY, N. (1995) 2000. Open Doors: Student's book 2. Oxford University Press. Page 32. Session 2  Photocopy on “Modal verbs”: o http://busyteacher.org/7152-modal-verbs-workseet.html Session 3  Video about the TV program “Food Revolution”, by Jamie Oliver: o http://www.youtube.com/watch?v=oLgmk323H6k  Text about the Mediterranean Diet: o http://oldwayspt.org/programs/mediterranean-foods-alliance/whatmediterranean-diet o http://www.mediterraneandiet.com/ Session 4  Photocopy about “Personal pronouns”: o http://busyteacher.org/9352-subject-object-pronouns.html  Photocopy on “Personal and possessive pronouns”: o http://busyteacher.org/7154-personal-and-possessive-pronouns.html  Photocopy on “Possessive adjectives and possessive pronouns”: o http://busyteacher.org/10618-possessive-pronouns.html Session 5  Photocopy with two examples of dialogues between a waiter and a customer: o http://blocs.xtec.cat/ebreenglish/ Homework: workbook  Let’s Go! 2 (Workbook). Burlington Books. Pages 40-45. 46 APPENDIX I: Assessment Tools 47 A rubric for assessing the writing of arguments Names of students: student 1: ________________ student 2: ________________ Very good (10 to 7.5) Good (7.5 to 5) Poor (less than 5) Use of the vocabulary learnt in this unit. Students use the vocabulary learnt as much as possible and in a correct way. Students use some words from the vocabulary learnt in an incorrect way. Students don’t use the new words at all or use almost all of them in an incorrect way. Use of the grammatical elements (modal verbs) learned in this unit. Students use modal verbs as much as possible, and in a correct way. Students use modal verbs only sometimes or they use some of them in an incorrect way. Students don’t use modal verbs at all or they use almost all of them in an incorrect way. Sentence structure and word order. All the sentences are well structured and the words are in the correct order. Some sentences are not well structured, or the words are not in the correct order. Most of the sentences are not well structured, or most of the words are not in the correct order. Connections with the video about the TV program, and with the text about the Mediterranean Diet. Most of the arguments written by the students are closely connected with the video they have watched and the text they have read. Some of the arguments written by the students are connected with the video they have watched and/or the text they have read Almost any argument written by the students is connected neither with the video they have watched nor with the text they have read. 48 A rubric for assessing the writing of dialogues Student’s names: St 1: ____________ St 2: ____________ St 3: ____________ Very good (10 to 7.5) Good (7.5 to 5) Poor (less than 5) Use of the vocabulary learnt in this unit. Students use the vocabulary learnt as much as possible and in a correct way. Students use some words from the vocabulary learnt in an incorrect way. Students don’t use the new words at all or use almost all of them in an incorrect way. Use of the grammatical elements (modal verbs and pronouns) learned in this unit. Students use modal verbs and pronouns as much as possible, and in a correct way. Students use modal verbs and pronouns only sometimes or they use some of them in an incorrect way. Students don’t use modal verbs and pronouns at all, or they use almost all of them in an incorrect way. Sentence structure and word order. All the sentences are well structured and the words are in the correct order. Some sentences are not well structured, or the words are not in the correct order. Most of the sentences are not well structured, or most of the words are not in the correct order. Creativity and approximation to a real context. The ideas that students include in their dialogue are personal ideas and things that can happen in a real situation. Students have used some creative ideas, but they have copied other ones, or the English language they have used is too academic and not very realistic. Students don’t include their personal ideas in their dialogue at all. They just copy ideas and the English language they have used is not realistic at all. 49 A rubric for assessing the performance of dialogues Student’s names: St 1: ____________ St 2: ____________ St 3: ____________ Very good (10 to 7.5) Good (7.5 to 5) Poor (less than 5) Use of the vocabulary and the grammatical elements learnt in this unit. Students use the vocabulary and the grammatical elements learnt as much as possible and in a correct way. Students use some words from the vocabulary and/or some grammatical elements learnt in an incorrect way. Students don’t use the new words and the grammatical elements learnt at all or use almost all of them in an incorrect way. Order and fluency in the dialogue. The dialogue takes place in a very ordered and fluent way. Some parts of the dialogue don’t take place in an ordered way and/or in a fluent way. The major part of the dialogue takes place in a disordered way, and/or there isn’t fluency in the dialogue. Getting into character. All students are got very well into character. Some of the students are not got very well into character. Any student is got into character. Creativity and approximation to a real context. The ideas that students include in their dialogue are personal ideas and things that can happen in a real situation. Students have used some creative ideas, but they have copied other ones, or they sound too academic and not very realistic. Students don’t include their personal ideas in their dialogue at all. They just copy ideas and they don’t sound realistic at all. 50 APPENDIX II: Materials 51 SESSION 1 58 SESSION 3 59 1. Choose the correct answer. 1. Huntington has been named … a) The healthiest city in America. b) The unhealthiest city in America. c) The unhealthiest city in the world. 2. What is this city’s population? a) 5,000 b) 15,000 c) 50,000 3. What do children have for breakfast? a) Milk and cereals. b) Bacon and eggs. c) Pizza. 4. A child mistakes tomatoes for … a) Potatoes. b) Oranges. c) Carrots. 5. These children are expected to live … a) Longer life than their parents. b) The same as their parents. c) Shorter life than their parents. 2. Is it true (T) or false (F)? 1. Jamie Oliver is a Canadian chef. 2. At the beginning, everybody supports Jamie Oliver’s food revolution. 3. The cooks think there is nothing wrong with the food they prepare. 4. We can see in a lorry the fat consumed by the entire school for one month. 5. At the end, mothers support Jamie Oliver’s food revolution. 60 3. What is the Mediterranean Diet? The Mediterranean Diet is a way of eating based on the traditional foods (and drinks) of the countries surrounding the Mediterranean Sea. The Mediterranean Diet is not a diet, as in “go on a diet,” even though it is a great way to lose weight or improve your health. Rather, it is a lifestyle – including foods, activities, meals with friends and family, and wine in moderation with meals. It has been studied and noted by scores of leading scientists as one of the healthiest in the world. Just as important, the Mediterranean Diet is full of wonderfully delicious, flavor-filled dishes and meals. The original Mediterranean Diet characteristics are: 1. High consumption of virgin olive oil. 2. High intake of vegetables and fruits and legumes. 3. Consumption of fish, specially oily (or “bluish” one) three o four times a week. 4. Consumption of milk and derivates, cheese and yogurt. 6. Three or four eggs per week. 7. Moderate consumption of meat and saturated fat. 8. One small glass of wine a day at the main meals. 9. Nuts as snacks. 10. In “special occasions” Mediterranean traditional desserts. 4. By pairs, write five arguments in favour of healthy food and five arguments against fast food. Arguments in favour of healthy food Arguments against fast food 61 SESSION 4 62 63 64 65 SESSION 5 66 Examples of dialogues Dialogue 1 Waiter: Hi. How are you doing this afternoon? Customer: Fine, thank you. Can I see a menu, please? Waiter: Certainly, here you are. Customer: Thank you. What’s today’s special? Waiter: Grilled tuna and cheese on rye. Customer: That sounds good. I’ll have that. Waiter: Would you like something to drink? Customer: Yes, I’d like a coke. Waiter: Thank you. (Returning with the food) Here you are. Enjoy your meal! Customer: Thank you. Waiter: Can I get you anything else? Customer: No thanks. I’d like the bill, please. Waiter: That’ll be $6.75. Customer: Here you are. Keep the change! Waiter: Thank you! Have a good day! Customer: Bye. Dialogue 2 Waiter: Hello, Can I help you? Kim: Yes, I’d like to have some lunch. Waiter: Would you like a starter? Kim: Yes, I’d like a bowl of chicken soup, please. Waiter: And what would you like for a main course? Kim: I’d like a grilled cheese sandwich. Waiter: Would you like anything to drink? Kim: Yes, I’d like a glass of Coke, please. Waiter … After Kim has her lunch. Can I bring you anything else? Kim: No thank you. Just the bill. Waiter: Certainly. Kim: I don’t have my glasses. How much is the lunch? Waiter: That’s $6.75. Kim: Here you are. Thank you very much. Waiter: You’re welcome. Have a good day. Kim: Thank you, the same to you. 67 APPENDIX III: Workbook 74 75 APPENDIX II: My Research Project 76 MASTER UNIVERSITARIO EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA AUTHORS: Adriana Potrony Ciudad Cristina Sa Soler Sandra Sanz Rico SUBJECT: Evaluation, innovation and educative investigation in the teaching of English TEACHER: Ana Artigas Mayayo 77 INDEX Theoretical introduction ............................................................................................... 78 Characteristics that a material should have .............................................................. 78 How materials should be .......................................................................................... 78 Use of new technologies in language-learning materials ........................................ 83 The future of materials development ....................................................................... 84 Purpose ......................................................................................................................... 84 Methods ........................................................................................................................ 84 Participants: ............................................................................................................. 84 Why have we chosen these groups of students? ............................................................ 84 Materials: ................................................................................................................. 85 Why is this questionnaire valid for use in the study? (Justification) ............................ 85 Procedures: ................................................................................................................... 87 Discussion ..................................................................................................................... 133 Conclusions .................................................................................................................. 136 References .................................................................................................................... 136 78 Theoretical introduction Characteristics that a material should have As Tomlinson says in his articles published in May 2012 devoted to materials development, materials can be:  Informative (informing the learner about the target language).  Instructional (guiding the learner in practising the language).  Experiential (providing the learner with experience of the language in use).  Eliciting (encouraging the learner to use the language).  Exploratory (helping the learner to make discoveries about the language). How materials should be According to Brian Tomlinson (and we agree with him), materials should:  Achieve impact Materials achieve impact when they have noticeable effect on learners, that is, when their curiosity, interest, and attention are attracted. They can achieve it through: - Novelty - Variety - Attractive presentation - Appealing content Impact is variable; what works with a group of students may not work with other; because of this, the teacher must adapt to the interest and to what is going to attract the attention of each group of students.  Help learners to feel at ease Most language learners benefit from feeling at ease, but they lose opportunities for language learning when they feel anxious, uncomfortable or tense. Taking this into account, it can be said that materials can help learners to feel at ease in several ways: - Students feel more comfortable with material with lots of white space. - Learners are more at ease with texts and illustrations that they can relate to their own culture because they feel closer to this kind of materials. - Students are more relaxed with materials which try to help them to learn than they are with materials which are always testing them. Feeling at ease can also be achieved through:  A “voice” which is relaxed and supportive. (This is most important one). 79  Content and activities which encourage the personal participation of the learners.  Materials which relate the world of the book to the world of the learner.  The absence of activities which could threaten self-esteem and cause humiliation.  Help learners to develop confidence Depending on the author this process of developing confidence can be reached in different ways: According to some authors, through a process of simplification. Some teachers try to help the learners to feel successful by asking them to use simple language to accomplish easy tasks. However, at the end these teachers become aware that what they are doing bears little resemblance to actual language use, that learners are not really using their brains and that their apparent success is an illusion. According to Tomlinson, through activities which try to “push” learners slightly beyond their existing proficiency by engaging them in tasks which are stimulating, which are problematic but which are achievable too. “Relaxed and self-confident learners learn faster” (Dulay, Burt and Krashen, 1982)  Require and facilitate learner self-investment According to Rutherford and Sharwood-Smith (1988), the role of the classroom and of teaching materials is to aid the learner to make efficient use of the resources in order to facilitate self-discovery. Besides, learners usually profit most if they invest interest, effort and attention in the learning activity. Materials can help them to achieve this by providing them with choices of focus and activity, by giving them topic control and by engaging them in learner-centred discovery activities. Tomlinson mentions that there are several ways of doing this: - Getting learners interested in a written or spoken text, getting them to respond to it globally and affectively and then helping them to analyze a particular linguistic feature of it in order to make discoveries for themselves. - Involving the learners in mini-projects and giving them responsibility for making decisions at about which texts to use and how to use them. 80  Expose the learners to language in authentic use In the first place, it can be said that exposure to authentic use of the target language is necessary but not sufficient for the acquisition of that language. In any case, materials at all levels should provide frequent exposure to authentic input which should be rich in features which are characteristic of authentic discourse on the target language, and which should be varied in style, mode, medium and purpose. The materials should also stimulate learner interaction with the input rather than just passive reception of it. This does not necessarily mean that the learners should always produce language in response to the input; but it does mean that they should always do something mentally or physically in response to it. In order article written also by Tomlinson we can read that: “it has been argued that explicit teaching of language through contrived examples and texts helps the learners by focusing their processing energies on the target feature, and this is what most coursebooks typically do”. However, we can also read that many researchers argue that this over-protects learners and does not prepare them for the reality of language use outside the classroom. Day (2003) attacks what he calls the cult of authenticity, saying there is no empirical evidence that authenticity facilitates language acquisition, and citing evidence that learners find authentic texts more difficult that simplified or elaborated texts. In the same article but some lines below we can read that Prodromou (1992) and Trabelsi (2010) stated two important ideas which should be taken into account: what might be authentic for one location (or for one learner) might not be authentic for another; and it is not the text or the task which is authentic but the learner’s interaction with it. For Tomlinson, an authentic text is one which is produced in order to communicate rather than to teach, and an authentic task is one which involves the learners in communication in order to achieve an outcome, rather than practice the language. He also considers that every text that learners encounters should be authentic and that most tasks should be authentic too – otherwise the learners are not been prepared for the reality of language use.  Provide the learners with opportunities to use the target language to achieve communicative purposes Learners should be given opportunities to use language for communication rather than just to practice in situations controlled by the teacher and the materials. Using language for communication involves attempts to achieve a purpose in a situation in which the content, strategies and expression of the interaction are determined by the learners. Ideally teaching materials should provide opportunities for such interaction in a variety of discourse modes ranging from planned to unplanned. Interaction can be achieved through: 81 - Information or opinion gap activities which require learners to communicate with each other and/or the teacher in order to close the gap. - Post-listening and post-reading activities which require the learners to use information from the text to achieve a communicative purpose. - Creative writing and creative speaking activities such as writing a story or improvising a drama. - Formal instruction given in the target language either on the language itself or on another subject.  Take into account that the positive effects of instruction are usually delayed Acquisition results from the gradual and dynamic process of internal generalization rather than from instant adjustments to the learner’s internal grammar. Students might be able to rehearse the features, to retrieve it from short-term memory or to produce it when prompted by the teacher or the materials, but this does not mean that learning has taken place. Furthermore, in order to facilitate the gradual process of acquisition it is important for materials to recycle instruction and to provide frequent and ample exposure to the instructed features in communicative use. It is equally important that the learners are not forced into premature production of the instructed features and that tests of proficiency are not conducted immediately after instruction.  Take into account that learners differ in learning styles Different learners have different learning styles and this means that activities should be variable and should cater for all learning styles. Styles of learning which need to be catered for in language learning materials include: - Visual - Auditory - Kinaesthetic - Studial - Experiential - Analytic - Global - Dependent - Independent Tomlinson adds that a learner’s preference for a particular learning style is variable and depends on what is being learned, where it is being learned, who is being learned with and what is being learned for.  Take into account that learners differ in affective attitudes One implication of these different affective attitudes is “to diversify language instruction as much as possible based upon the variety of cognitive styles” (Larshen- 82 Freeman and Long, 1991) and the variety of affective attitudes likely to be found among a typical class of learners. Ways of doing this include: - Providing choices of different types of text and different types of activities. - Providing optional extras for the more positive and motivated learners. - Providing variety. - Including units in which the value of learning English is a topic for discussion. - Including activities which involve the learners in discussing their attitudes and feelings about the course and the materials. - Researching and catering for the diverse interest of the identified target learners. - Being aware of the cultural sensitivities of the target learners. - Giving general and specific advice in the teacher’s book on how to respond to negative learners.  Maximise learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities A series of activities which require very little cognitive processing usually leads to shallow and ephemeral learning unless linked to other activities which stimulates mental and affective processing. However, a varied series of activities making analytic, creative, and evaluative and rehearsal demands on processing capacities can lead to deeper and more durable learning. It is very important that the content of the materials is not trivial or banal and that it stimulates thought and feelings in the learners. It is also important that the activities are not too simple and that they cannot be too easily achieved without the learners making use of their previous experience and their brains. Moreover, the maximization of the brain’s learning potential is a fundamental principle of Lozanov’s Suggestopedia, which engages the learners in a variety of left and right brain activities in the same lesson.  Not rely too much on controlled practice It seems to be very little research which indicates that controlled practice activities are valuable, for instance, Bialystok (1988) says that automaticity is achieved through practice but provides no evidence to support her claim. In addition, it can be said that “controlled practice appears to have little long effect on the accuracy with which new structures are performed” (Ellis, 1990: 192) and “has little effect on accuracy” (Ellis and Rathbone, 1987). However, controlled grammar practice activities are common in many coursebooks and are considered to be useful by many teachers and by many learners. 83  Provide opportunities for outcome feedback If the language that the learner produces is evaluated in relation to the purpose for which it is used, that language can become a powerful and informative source of information about language use. Thus, a learner who fails to achieve a particular communicative purpose is more likely to gain from negative feedback on the effectiveness of their use of language than a learner whose language is corrected without reference to any non-linguistic outcome. Taking this into account, it is important that language production activities have intended outcomes other than just practising language. Use of new technologies in language-learning materials As Tomlinson says in other section of this article devoted to “the roles of new technologies in language-learning materials” in recent years there have been radical developments in the use of new technologies to deliver language-learning materials. In general these technologies have been welcomed because they have a great amount of advantages: Facilitating reading, writing, brainstorming and research. Organizational, pedagogical and learner advantages. Localized adaptation of materials, free source of a variety of authentic texts and opportunities for spoken interaction between learners. Collaborative problem solving activities inside and outside the classroom. Nevertheless, a number of authors have pointed out the dangers of excessive reliance on electronic delivery of materials: Whether Computer Assisted Language Learning (CALL) materials facilitate learning depends on how the technology is implemented (Reinders & White, 2010: 68). Change is so rapid that the resources are bound to be ephemeral and there is a danger of “total capitulation to technology” (Maley, 2011: 392). The multi-tasking, rapidly switching, superficial processing of information might…impair more reflective modes of thinking (Wolf, 2008: 392). According to himself (Tomlinson), new technologies can provide teachers and learners with opportunities of flexibility and choice, and they open up a window on the real world to learners in their classrooms and their homes. However, he is wary of the misuse of new technologies. 90 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Yes No Don’t know/didn’t answer PowerPoint presentations 4 6 2 Audio recordings 12 0 0 Textbooks/ readings 12 0 0 Videos 8 2 2 Others 6 3 3 0 2 4 6 8 10 12 PowerPoint presentations Audio recordings Textbooks/ readings Videos Others Yes No Doesn't know/ didn't answer 0 5 10 15 20 25 30 PowerPoint presentations audio recordings textbooks/ readings videos others yes no don't know/didn't answer 91 Level: diversification of the fourth year of ESO Yes No Don’t know/didn’t answer PowerPoint presentations 1 9 1 Audio recordings 11 0 0 Textbooks/ readings 11 0 0 Videos 11 0 0 Others 5 1 5 If other, which ones? EOI Fernando Lázaro Carreter (Zaragoza) Photocopies 5 Speaking 4 Games 4 Dictionary 1 Yes 1 I don’t know 1 No answer 6 0 2 4 6 8 10 12 PowerPoint presentations Audio recordings Textbook/ readings Videos Others Yes No Doesn't know/ didn´t answer 92 Ramón y Cajal high school (Huesca) Music 1 Online magazines 1 Ipod 1 Internet webs 1 Films 1 No 1 No answer 20 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Films 1 Games 2 Photocopies 2 No answer 2 photocopies speaking games dictionary yes I don't know no answer Music online magazines Ipod internet webs films no no answer Films Games Photocopies No answer 93 Level: diversification of the fourth year of ESO Films 3 Pronunciation exercises 2 Songs 1 Photocopies 1 No answer 6 QUESTION 2: A) Which other materials would you add? And why? EOI Fernando Lázaro Carreter (Zaragoza) Films 3 e-mail, MP3, What’s app 1 Nothing 1 reading books 1 phonetics 1 listening 2 videos 2 songs 1 No answers 7 films e-mail, MP3, What's app nothing reading books phonetics listening videos Films Pronunciation exercises Songs Photocopies No answer 94 Ramón y Cajal high school (Huesca) Movies 7 Songs 3 Games 1 Computers 1 Speaking activities 4 Ipod 2 Nothing 1 I don’t know 3 No answers 7 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Games 4 Computers 2 Nothing 3 PowerPoint presentations 1 More videos 1 No answer 1 movies songs games computers speaking activities Ipod nothing I don't know no answer Games Computers Nothing PowerPoint presentations More videos No answer 95 Level: diversification of the fourth year of ESO Nothing 5 PowerPoint presentations 3 Work group and murals 1 Pronunciation exercises and reading 1 More videos 1 No answer 1 B) Which ones would you remove? And why? EOI Fernando Lázaro Carreter (Zaragoza) Handouts 1 The video about Scottish words 1 Nothing 5 No one 3 No answer 7 handouts the videos about scottish words nothing no one no answer Nothing PowerPoint presentations Group work and murals Pronunciation exercises and reading More videos No answer 96 Ramón y Cajal high school (Huesca) Texts books 1 PowerPoint presentations 2 Nothing 5 I don’t know 2 No answer 16 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Nothing 6 Books 5 PowerPoint 1 Level: diversification of the fourth year of ESO Nothing 9 Audio recordings 1 No answer 1 texts books PowerPoints presentations nothing I don't know no answer Nothing Books PowerPoint Nothing Audio recordings No answer 97 C) Which ones would you change? And why EOI Fernando Lázaro Carreter (Zaragoza) I think the class is very good and full of contains 1 More listening 11 Shorter games 2 No one 1 Nothing 1 No answer 1 Ramón y Cajal high school (Huesca) Texts books 2 More grammar 2 Readings books 2 More speaking 1 Her explanations 1 Nothing / none 5 No answer 13 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Nothing 8 No answer 3 The blackboard by a digital one 1 I think the class is very good and full of contents more listenings shorter games no one nothing no answer texts books more grammar reading books more speaking her explanations nothing / none no answer 98 Level: diversification of the fourth year of ESO Nothing 10 No answer 1 QUESTION 3: If you use any material apart from the ones that the teacher uses in class, do you use it for pleasure (just because you want to improve your knowledge of the second language) or in order to fulfill a task that you have been asked to do? EOI Fernando Lázaro Carreter (Zaragoza) For pleasure 11 To fulfill a task 2 Both 1 No answer 3 for pleasure to fulfill a task both no answer Nothing No answer The blackboard by a digital one Nothing No answer 99 Ramón y Cajal high school (Huesca) For pleasure 13 To fulfill a task 7 Both 3 No answer 3 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO For pleasure 4 To fulfill a task 7 No answer 1 Level: diversification of the fourth year of ESO For pleasure 5 To fulfill a task 3 Both 2 No answer 1 for pleasure to fulfill a task both no answer For pleasure To fulfill a task No answer For pleasure To fulfill a task Both No answer 106 SECTION 4 QUESTION 7: Do you usually watch television in English? If so, how often and what sort of programmes? EOI Fernando Lázaro Carreter (Zaragoza) Yes / no Yes: 13 no: 3 How often Every day: 3 Once a week: 4 Three times a week: 2 Once a month: 1 Three times a year: 1 Sometimes: 1 Hardly ever: 1 What types of programmes Cartoons: 1 Films: 9 Documentaries: 1 Soap opera: 1 TV series: 7 Sports: 1 Vaughan: 1 Realities: 2 News: 3 no answer 1 yes no no answer 107 Ramón y Cajal high school (Huesca) Yes / no Yes: 20 no: 6 How often When I want to see a chapter a Gossip girl: 1 Everyday: 5 Sometimes: 3 Once or twice a week: 8 Usually: 2 Hardly ever: 1 What types of programmes Series: 9 Sports: 6 Movies: 3 Documentaries: 4 MTV: 3 Ultimate survival: 2 Shows: 1 Comedy: 2 Cartoons: 2 no answer 0 how often every day once a week three times a week once a month three times a year sometimes hardly ever what kind of programmes cartoons films documentaries soap operas TV series sports vaughan realities news 108 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Yes / no yes: 2 no: 12 How often Hardly ever: 1 No answer: 1 yes no no answer how often when I want to see a chapter of Gossip girl everyday soemtimes once or twice a week usually hardly ever what kind of programmes series sports movies documentaries MTV ultimate survival shows comedy cartoons 109 What types of programmes Comic programmes or comedy: 2 Series: 1 No answer: 1 Level: diversification of the fourth year of ESO Yes / no yes: 4 no: 7 How often Once a week: 2 Very few occasions: 1 No answer: 1 What types of programmes Comic programmes or comedy: 2 Series: 1 No answer: 1 Hardly ever No answer Series Cartoons Sports No answer Yes No Yes No Once a week Very few occasions No answer 110 QUESTION 8: Do you often watch films in English? If so, where and what genre? EOI Fernando Lázaro Carreter (Zaragoza) Where What type Yes : 14 At home: 12 At the cinema: 0 Both: 2 Comedy: 8 Horror: 4 Thriller: 3 Romantic films: 3 Adventures: 2 Science-fiction: 0 Musicals: 2 Other: 3 No : 2 No answer: 1 yes no no answer where at home at the cinema both Comic programmes or comedy Series No answer 111 Ramón y Cajal high school (Huesca) Where What type Yes : 17 At home: 17 At the cinema: 0 Both: 0 Comedy: 11 Horror: 6 Thriller: 2 Romantic films: 3 Adventures:3 Science-fiction: 6 Musicals: 5 Other: 4 No : 9 No answer: 0 what type comedy horror thriller romantic films adventures science-fiction musicals others yes no where at home at the cinema what type comedy horror thriller romantic films adventures science-fiction musicals others 112 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Where What type Yes : 4 At home: 2 At the cinema: 0 At school: 1 No answer: 1 Comedy: 1 Horror: 1 Thriller: 0 Romantic films: 0 Adventures: 2 Science-fiction: 0 Musicals: 0 Other: 0 No answer: 1 No : 8 Level: diversification of the fourth year of ESO Where What type Yes : 5 At home: 1 At the cinema: 0 At school: 4 Comedy: 3 Horror: 0 Thriller: 1 Romantic films: 4 Adventures: 2 Science-fiction: 0 Musicals: 0 Other: 2 No : 6 Yes No At home At school No answer Comedy Horror Adventures No answer 113 QUESTION 9: Do you usually listen to the radio in English? If so, how often, which radio channels and what kind of programmes? EOI Fernando Lázaro Carreter (Zaragoza) How often Which radio channel What kind of programmes YES: 7 Every day: 1 One a week: 2 Twice a week: 2 Once or twice a week: 1 Once a month: 1 Vaughan radio: 6 BBC radio: 1 The news: 1 Musical programmes: 1 Others: 1 No answer: 4 NO: 9 NO ANSWER: 1 yes no no answer Yes No At home At school Comedy Thriller Romantic films Adventures Other 114 Ramón y Cajal high school (Huesca) How often Which radio channel What kind of programmes YES: 2 Two times a week: 1 Three times a month: 1 BBC radio: 1 Don’t know the name: 1 News: 2 NO: 24 NO ANSWER: 0 how often every day once a week twice a week once or twice a week once a month which radio channel vaughan radio BBC Radio what kind of progammes the news musical programmes others no answer yes no no answer 115 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO How often Which radio channel What kind of programmes YES: 2 Usually: 1 Sometimes: 1 Los 40 in English: 1 Musical programmes: 2 NO: 10 Level: diversification of the fourth year of ESO How often Which radio channel What kind of programmes YES: 1 Sometimes: 1 Maxima fm: 1 Others: 1 NO: 9 NO ANSWER: 1 which radio channel don't know the name BBC Radio what kind of programmes the news Yes No Usually Sometimes Yes No No answer 122 Ramón y Cajal high school (Huesca) Yes 9 I think so 1 More or less 2 Good 1 No answer 13 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO Yes 4 Level: diversification of the fourth year of ESO yes sometimes not always not bad no they don't no answer yes I Think so more or less good no andswer Yes 1 More or less 1 No answer 1 Yes A bit No answer 123 SECTION 6 QUESTION 11: Have you ever been in an English speaking country? If so, why, when, where and with whom, was it useful to improve your English knowledge? If not, would you like to go? EOI Fernando Lázaro Carreter (Zaragoza) WHY WHEN AND WHERE WITH WHOM WAS IT USEFUL? YES 1.Holidays: 9 2. to visit another countries: 2 4. by pleasure: 1 5. traveling to improve my English: 1 6. liking England: 1 7. visiting someone: 2 1.Uk and USA: 1 2.In Summer, in England: 2 3. in 1992, in Edinburgh : 2 4. Miami (USA) eight years ago. 5. London: 4 6. Summer 2010, Jamaica. 7. last month to Amsterda m 8. to New York and London: 1 9. North America: 1 1.With friends: 8 2.with my family: 2 3. with my boyfriend: 4 4. with my husband: 2 5. no answer: 1 6. with classmates : 1 YES NO No answer 12 0 3 NO: 2 124 yes why holidays to visit another countries by pleasure to improve my English because I like England when and where UK and USA In summer, in England in 1992, in Edinburgh Miami (USA) Eight years ago London summer 2010, Jamaica last month to Amsterdam to New york and London North America with whom with friends with my family with my boyfriend with my husband with my classmates no answer what it useful yes no no answer 125 Ramón y Cajal high school (Huesca) WHY WHEN AND WHERE WITH WHOM WAS IT USEFUL? YES: 8 1.travel : 1 2. I did an exchange: 3 3. I Want to practice English: 1 4. Divorced parents: 1 5. I went to study English: 1 6. holidays: 1 1. north America many years ago: 1 2.in an exchange to Holland: 3 3. The last summer in England: 1 4. every summer to the US: 1 5. In Paddington: 1 6. in summer: 1 1.family : 1 2. with my partners: 2 3. with a family: 1 4. My mother: 1 5. with one friend: 1 6. With my class: 1 7. my parents: 1 YES NO No answer 7 0 1 NO AND WOULD LIKE TO GO: 17 NO AND WOULDN’T LIKE TO GO: 0 NO ANSWERS: 1 yes no, but I would like to go no answer why travel I did an exchange I want to practice English divorcer parents I went to study English holiday 126 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO WHY WHEN AND WHERE WITH WHOM WAS IT USEFUL? YES: 2 1. Holidays: 2 When: 1. In summer: 2 Where: 1. Switzerland: 1 2. Düsseldorf (Germany): 1 1. Family: 2 YES: 1 NO: 0 No answer: 1 NO: 10 Would you like to go? Yes: 5 No: 0 No answer: 5 when and where north America many years ago in an exchange to Holland the last summer to England every summer to the USA In Paddington in summer with whom family with my parents with a family my mother with one fiend with my class what it useful yes no no answer 127 Level: diversification of the fourth year of ESO WHY WHEN AND WHERE WITH WHOM WAS IT USEFUL? YES: 2 1. Because of a travel: 2 1. London: 1 2. Jersey: 1 When: no answer 1. Family: 2 YES: 0 NO: 0 No answer: 2 NO: 9 QUESTION 12: List other kind of language immersion in an English speaking context that you have experienced (summer camps, summer courses, etc.). EOI Fernando Lázaro Carreter Trinity colleague and theater 1 Summer courses 1 Work and experience as a volunteer with people from different places of Europe 1 No answer 14 Yes No Switzerland Düsseldorf Yes No answer Yes No answer Yes No London Jersey 128 Ramón y Cajal high school (Huesca) In my rock band, the lyrics are in English, and we created them 1 Academy 2 Nothing 4 No answer 11 I never go to summer camps in English 3 Summer courses 2 Playing live games with English person. Five years ago, I went to a summer camp 1 Three weeks in Paddington one month in Canterbury one week in London and two days in Gibraltar 1 England and one week in Holland with the school 1 trinity colleague and theater summer courses a jod and an experience as a volunteer with people from different places of Europe no answer in my rock band, the lyrics are in English and we created them academy nothing no answer I never go to summer camps in English summer courses playing live games with English people. Five years ago in went on a summer camp three weeks in Paddington one month in Canterbury one week in London and two days in Gibraltar 129 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO None 3 English academy 1 In summer 1 No answer 7 Level: diversification of the fourth year of ESO None 5 No answer 6 QUESTION 13: Do you attend any extracurricular activities such as a language school, private lessons or official school of languages? EOI Fernando Lázaro Carreter YES: 8 HOW OFTEN WHY Once a week: 3 Twice a week: 3 When I was a child: 1 No answer: 1 Because I like to learn English: 2 To improve my level of English: 5 Speaking club: 1 NO: 6 NO ANSWER: 3 None English academy In summer No answer None No answer 130 Ramón y Cajal high school (Huesca) YES: 6 HOW OFTEN WHY Once a week: 2 The last year: 1 Sometimes: 3 Because I like to learn English: 5 When I have competitions: 1 NO: 10 NO ANSWER: 10 yes no no answer how often once a week twice a week when I was a child no answer because I like to learn english to improve my level of English speaking club 131 Stated assisted school María Auxiliadora (Zaragoza) Level: second year of ESO YES: 5 HOW OFTEN WHY Twice a week: 3 Sometimes: 1 Always: 1 Because I need it: 2 Because I like it: 1 Because my mother forces me: 1 NO: 9 NO ANSWER: 1 yes no no answer how often once a week the last year sometimes because I like to learn english whe I have competitions 138 QUESTIONNAIRE: Personal data: City: ___________________ Gender: M F Educative centre: __________________ Age: ________________ Year (course): ________________ Section 1: Materials used by the English teacher in class Question 1: Which materials does the English teacher use in class in order to help you acquire the L2? Yes No Doesn’t know, didn’t answer Power point presentations Audio recordings Textbooks/ readings Videos Others If others, which ones? ____________________ Question 2: A) Which other materials would you add? And why? B) Which ones would you remove? And why? C) Which ones would you change? And why? 139 Question 3: If you use any extra material apart from the ones that the teacher uses in class, do you use it for pleasure (just because you want to improve my knowledge of the second language) or in order to fulfil a task that you have been ask to do? a) For pleasure b) To fulfil a task Section 2: Other resources used outside the classroom (Reading) Question 4: Have you ever read a book (novel, comics…) in English apart from your text book? If so, how many? 1 5 or more 10 or more 15 or more Yes, I have No, I haven’t Question 5: Do you usually read newspapers or magazines in English? If so, how often? Everyday Two or three times a week Once a week Once a month Yes, I do No, I don’t 140 Section 3: Other materials/resources used outside the classroom (listening) Question 6: Do you listen to English music? If so, how often? Do you know any English/American group or English / American singer? Yes or no How often? Known artist Section 4: Mass media (radio and television) and cinema Question 7: Do you usually watch television in English? If so, how often and what sort of programmes? a) Yes b) No How often: _______________ What types of programmes? ___________, __________ and ____________ Question 8: Do you often watch films in English? If so, where and what genre? a) Yes b) No a) At home b) At the cinema a) Comedy b) Horror c) Thriller d) Romantic films e) Adventures f) Science-fiction g) Musicals h) Others 141 Question 9: Do you usually listen to the radio in English? If so, how often, which radio channels and what kind of programmes? a) Yes b) No How often: _______________ Which radio channels: ____________________ a) The news b) Sports c) Musical programmes d) Others Section 5: Oral skills (Speaking) Question 10: Do you usually speak with English native people outside the classroom? If so, how often, where, with whom and why? Do you understand them properly? Do they understand you properly? Yes or no How often? Where? With whom? Why? Do you understand them properly? ___________________ Do they understand you properly? ___________________ 142 Section 6: Real immersion in an English speaking context/ Extracurricular activities Question 11: Have you ever been in any English speaking country? If so, why, when, where and with whom, was it useful to improve your English knowledge? If not, would you like to go? Yes or no (if not, would you like to go?) Why? When and where? With whom? Was it useful? Yes / no and why Question 12: List other kinds of language immersion in an English speaking context that you have experienced (summer camps, summer courses, etc.). ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Question 13: Do you attend any extracurricular activities such as a language school, private lessons or Official School of Languages? a) Yes b) No How often? _______________ Why? _____________________________________