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T abajo Fin de Más e Especialidad de Lenguas Ex anje as: Inglés Mixed Abili y Teaching and Lea ning: A didac ic uni o na ow he gap be ween s uden s wi h di e en le els o p o iciency in he class oom Au o a Sa a A é alo Viñas Di ec o a M. Rosa io A iga León P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o, Fo mación P o esional y Enseñanzas de Idiomas, A ís icas y Depo i as Facul ad de Educación Cu so 2019/2020 Table o Con en s 1. In oduc ion 1 2. Pu pose and Objec i es 2 3. Jus i ica ion, cu icula amewo k and heo e ical amewo k 3.1. Jus i ica ion 5 3.2. Cu icula F amewo k 7 3.3. Theo e ical F amewo k 9 4. Me hodology 13 5. Didac ic P oposal 16 5.1. Con ex ualiza ion 16 5.2. Con ibu ion o key compe ences 17 5.3. Objec i es 20 5.4. Con en s 22 5.5. Sequencing o ac i i ies 23 5.6. Ma e ials and esou ces 26 5.7. E alua ion 27 6. Conclusion 29 7. Re e ences 31 8. Appendixes 8.1.Appendix I:Assignmen s used as e idence 33 o he necessi y o imp o emen 8.2. AppendixII: Objec i es 34 8.3. Appendix III: Con en s 35 8.4. Appendix IV: Uni Plan 36 8.5. Appendix V: ma e ials & esou ces 54 8.6. Appendix VI: E alua ion c i e ia & ools 74 Abs ac This disse a ion and he didac ic uni p oposed eme ge om he obse a ion o a g oup o s uden s a he school Escuelas Pías de Za agoza, in which he e we e some no iceable di e ences among s uden s ega ding language pe o mance. This disse a ion ies o look a di e en mixed-abili y eaching and lea ning heo ies and s a egies in o de o c ea e a didac ic uni ha could na ow he gap be ween highe , a e age, and lowe p o iciency s uden s, as well as o ca e o s uden s’ indi idual needs. Mo eo e , his didac ic uni also ies o ollow a communica i e app oach, since one o he main goals o cu en me hodologies and app oaches is o de elop s uden s’ communica i e compe ence Key Wo ds Mixed-abili y g oups, P ojec Based Language Lea ning (PBLL), Coope a i e Wo k, in eg a ion, language pe o mance, di e en ia ion, indi idual needs, Communica i e Language Teaching (CLT). Resumen Es e abajo de in de mas e y la unidad que se p opone son el esul ado de la obse ación de un g upo de es udian es en el colegio Escuelas Pías de Za agoza, en el que había di e encias no ables en e los es udian es en elación a sus habilidades lingüís icas. Es e abajo plan ea una unidad didác ica que oma como base di e en es eo ías y es a egias plan eadas pa a es e ipo de clases con una a iedad de ni eles, y iene como obje i o educi las di e encias en e aquellos es udian es con un ni el más al o, no mal y más bajo, así como cub i las necesidades indi iduales de los alumnos. Además, es a unidad ambién in en a in eg a me odologías y en oques ac uales en elación a la ma e ia de Inglés como lengua ex anje a, como es el caso del mé odo comunica i o. Palab as Cla e Habilidades mix as, ap endizaje basado en p oyec os, abajo coope a i o, in eg ación, habilidad lingüís ica, di e enciación, necesidades indi iduales, mé odo comunica i o. 1. INTRODUCTION This pape aims a add essing mixed-abili y issues in he English language class h ough he design and implemen a ion o a didac ic uni o a g oup o hi d yea ESO s uden s, which makes use o se e al e ec i e s a egies in o de o ca e o di e en le els o pe o mance, lea ning s yles and p e e ences. This p oposal eme ges om he obse a ion o a class consis ing o 23 s uden s o 3 d yea ESO. In his class I was able o obse e some no iceable di e ences among s uden s, especially in e ms o language p o iciency, as in his class, a leas 6 o he s uden s had a lowe le el o p o iciency in English han ha o he es o he class. The gap be ween hese s uden s, he es o he g oup, and some o he s uden s wi h a highe le el o p o iciency in English, was a leas o one le el (a e age le el: B1.1/ low p o iciency s uden s: A2), acco ding o he CEFR (Common Eu opean F amewo k o Re e ence o Languages: Lea ning, eaching, assessmen , 2001). This si ua ion seemed o be ecu en in di e en g oups and di e en school yea s, which could also mean ha o he schools p esen ing he same numbe o s uden s in he class oom may ace he same challenge. Ne e heless, he de elopmen o his uni plan, is especially mo i a ed by he ac ha he o m eache ollowed a a he adi ional me hodology, in which di e en ia ion was no aken in o accoun , and in which he needs o hese s uden s we e only add essed by sepa a ing hem and making hem wo k on di e en ac i i ies om hose o he es o he g oup. As a esul o his obse a ion and conside ing his speci ic con ex , he uni plan I p opose in o de o ca e o his g oup o s uden s needs will ake in o accoun cu en ESL heo ies abou di e en ia ion and mixed-abili y, as well as CLT (Communica i e Language Teaching) as he basis o i s design, aiming o p o ide all s uden s in he class oom wi h equal oppo uni ies o lea ning, and o p omo e he inclusion o s uden s wi h di e en le els o language p o iciency in he g oup h ough PBLL (P ojec Based Language Lea ning) and Coope a i e Wo k. Mo eo e and, in ela ion wi h mixed abili y eaching, a se ies o s a egies p oposed by Susan B emne in he a icle en i led Some Though s on Teaching a Mixed Abili y Class (2008) 1 will be also add essed, bo h in he c ea ion o he ac i i ies o his uni plan and in he heo e ical amewo k ha suppo s his uni , oge he wi h o he s udies and esea ch ela ed o his speci ic opic. The opic o he uni , which is en i led Pack you Sui case!, is based on a el and holidays and i consis s o 7 lessons. I e ol es a ound a p ojec , whose inal ou come will be he elabo a ion o a ideo abou a speci ic holiday des ina ion. In his ideo he s uden s will p esen a illage o ci y o hei liking including in o ma ion ha hey may ind ele an when choosing a a el des ina ion, such as he places o isi , whe e o ea , how o ind accommoda ion, e c. This opic has been selec ed since i is a ecu en opic in he syllabus o di e en yea s in seconda y educa ion, he e o e s uden s will possibly be qui e amilia wi h he con en s o he uni , which can be help ul o he de elopmen o he p ojec . Mo eo e , and, as s uden s a e supposed o be wo king in g oups, hose o a lowe le el will eel mo e con iden i hey ha e some backg ound knowledge abou he opic and bene i om he inpu ha highe p o iciency s uden s can p o ide hem wi h. The ollowing sec ion will es ablish he pu pose and objec i es o his uni plan, and he hi d sec ion will be de o ed o he p esen a ion o he cu icula and heo e ical amewo k ha wo k as he basis o i s design. Then, he ou h sec ion will discuss and in oduce he me hodological guidelines o his p oposal, and he i h sec ion will desc ibe and analyze he di e en lessons included in his uni plan. 2. PURPOSE AND OBJECTIVES The pu pose o his disse a ion is o c ea e a uni plan ha could na ow he gap be ween s uden s wi h di e en le els o p o iciency in he class oom, as well as add essing s uden s’ di e ences in e ms o indi idual needs and lea ning s yles, which can con ibu e o hei success ul lea ning. Apa om de eloping ac i i ies ha could ca e o all he s uden s’ needs, his uni plan aims o p omo e in eg a ion o all s uden s in he class by p omo ing pai and g oup wo k and p esen ing ac i i ies ha os e communica ion and equal pa icipa ion among all o 2 he s uden s in he class oom. In o de o do so, a se ies o main and subsidia y aims o he uni plan ha e been es ablished. The main aims o his disse a ion a e he ollowing: To inc ease s uden s’ mo i a ion h ough a a ie y o inpu sou ces, appealing o all s uden s’ di e en lea ning s yles. As a way o inc ease s uden s’ mo i a ion and in e es owa ds he subjec , he inpu will need o be a ied o add ess mul iple in elligences and lea ning p e e ences (i.e. using isuals o p esen new con en o suppo unde s anding, p o iding he s uden s wi h di e en ex s and p esen ing hem wi h a a ie y o ac i i ies) To p omo e in eg a ion o all s uden s in he lea ning g oup. Collabo a ion be ween s uden s wi h di e en le els o p o iciency will be p omo ed h oughou he uni , o he s uden s wi h lowe le els o p o iciency o be able o pa icipa e as much as s uden s wi h highe le els o p o iciency. To de elop s uden s’ communica i e compe ence. Communica ion be ween s uden s will be p omo ed h ough se e al ac i i ies in his uni plan. In ac , communica i e language eaching will be used h oughou he uni as a way o add ess he needs o a a ie y o s uden s and p omo e lea ning. To p omo e a lea ne -cen e ed class oom, minimizing eache ’s alking ime. To his aim, ac i i ies will y o p omo e au onomous wo k o s uden s o ha e a g ea e con ol o hei own lea ning p og ess, as well as o p omo e communica ion among s uden s. A lea ne -cen e ed class oom also aims o encou age he de elopmen o s uden s’ lea ning o lea n compe ence. To p o ide asks ha can be sui able o s uden s wi h di e en le els o p o iciency in eg a ing ac i i ies which aim o add ess he needs o all s uden s and be sui able o hei le el. Mo eo e , he ac i i ies can be adap ed ega ding he s uden s’ le el o 3 p o iciency. (i.e. p o iding addi ional ma e ials o hose s uden s which may need suppo , as well as ex a ma e ials and asks o s uden s which may ha e a highe le el and ha may inish he asks ea ly) The ollowing subsidia y aims will also be aken in o conside a ion: To de elop s uden s’ sel con idence by p esen ing ac i i ies ha s uden s can ca y ou wi h hei pa ne s’ o eache ’s guidance. Coope a i e wo k will enable s uden s o help each o he in o de o achie e a inal and common goal. In addi ion, adop ing di e en oles in hei eams acco ding o s uden s’ abili ies aims o balance he amoun o con ibu ion ha each membe o he eam makes o he p ojec , which will also con ibu e o de elop s uden s’ sel -con idence. To p omo e posi i e in e dependence as well as indi idual and g oup accoun abili y h ough g oup wo k. Sha ing a common goal and depending on one ano he in o de o achie e his inal goal will allow he s uden s o build new ela ionships and de elop posi i e in e dependence wi h he di e en membe s o he eam. To con ibu e o s uden s’ de elopmen o key compe ences. This uni plain aims o de elop s uden s’ communica i e, lea ning o lea n, digi al and sense o ini ia i e and en ep eneu ship compe ences h ough he c ea ion o a p ojec and he comple ion o di e en asks ha os e he use o ICTs, communica ion be ween s uden s, au onomous wo k and building posi i e ela ionships wi h hei classma es, based on espec and ole ance owa ds all he s uden s in he class oom. The ollowing sec ion will ocus on he heo e ical ounda ions and he me hodological app oaches his didac ic p oposal is based on. 4 3. JUSTIFICATION, CURRICULAR AND THEORETICAL FRAMEWORK 3.1. Jus i ica ion Fi s ly, he concep o mixed-abili y classes should be discussed in o de o p o ide a clea e example o he ype o con ex in which his uni plan aims o be de eloped. A mixed-abili y class oom could be de ined as ha in which s uden s p esen no iceable di e ences ega ding se e al ac o s such as language lea ning abili y, language knowledge, lea ning s yles, a i ude o he language, in luence o s uden s’ mo he ongue, lea ning expe ience, age, gende , pe sonali y, con idence o mo i a ion (U , 2008). Ano he de ini ion ha can be sui able o desc ibe his ype o class is ha o a he e ogeneous g oup o med by a la ge numbe o s uden s. Among some o hese s uden s, he e migh be some simila i ies, bu he e will always be some a ie y o le els o p o iciency, lea ning s yles and indi idual needs ha should be conside ed when selec ing and designing he ma e ials o he lessons since s uden s a e no all “alike when i comes o lea ning any mo e han hey a e alike in e ms o size, hobbies, pe sonali y, o likes and dislikes” (Tomlinson, 2001:1). A way o add ess he needs o a g ea e numbe o s uden s is maximizing he sou ces o inpu , as well as ollowing di e en app oaches ha ake hese di e ences in o conside a ion, so ha all s uden s can bene i om he inpu p o ided and achie e he di e en asks p esen ed in he lessons. Rega ding he e m “mixed-abili y” i sel , i mus be poin ed ou ha in se e al pape s ha deal wi h his ype o lea ning en i onmen , he e m he e ogeneous, oge he wi h he e ms mixed-abili y o mixed-p o iciency a e used o e e o simila con ex s and ha esea che s ha e di e en opinions abou he conno a ions o each o hese wo ds, none heless, he e m ha will be used in his disse a ion o e e o his ype o class is mixed- abili y. As p e iously s a ed, class size should be also aken in o conside a ion, as i is a signi ican ac o di ec ly linked o mixed-abili y classes. Acco ding o a epo published by he OECD (O ganiza ion o Economic Coope a ion and De elopmen , 2019) he a e age numbe o s uden s pe class in Spanish seconda y schools was a ound 24 s uden s. This numbe can lead o s uden s’ a ie y in he class oom, as la ge numbe s o s uden s imply a wide a ie y o le els o p o iciency, lea ning s yles and p e e ences o lea ning. Mo eo e , class size and mul i-le el 5 in elligences, hese s uden s can also become mo e engaged wi h he ac i i ies and consequen ly, wi h he subjec i sel . To sum up, h ee o he main bene i s o using mul iple in elligences in he class oom a e he de elopmen o s uden s’ mo i a ion, sel - con idence and engagemen wi h he asks and he subjec . These aspec s a e di ec ly ela ed as de eloping s uden s sel -con idence may lead o an inc ease in s uden s’ mo i a ion and mo i a ion can os e s uden s’ engagemen in he asks. All hese elemen s ha e been discussed by Dö nyei (1994) in he con ex s o he L2 class oom, as well as he in luence ha anxie y has on he de elopmen o all o hem. As a esul , anxie y is ano he elemen ha should be aken in o conside a ion when designing asks o EFL classes, and, especially o mixed abili y con ex s. Acco ding o Dö nyei (1994:279), he e a e h ee “class oom goal s uc u es”: compe i i e, coope a i e and indi idualis ic, whe e s uden s ei he wo k agains each o he , wi h each o he o indi idually. All hese h ee s uc u es may ha e bene i s depending on he si ua ion bu , in gene al, coope a i e wo k could be conside ed mo e bene icial o s uden s as i seems o lowe s uden s’ anxie y and inc ease hei in insic mo i a ion, which can be de ined as “whene e s uden s' na u al cu iosi y and in e es ene gise hei lea ning. When he educa ional en i onmen p o ides op imal challenges, ich sou ces o s imula ion, and a con ex o au onomy, his mo i a ional wellsp ing in lea ning is likely o lou ish” (Deci & Ryan, 2013:245). As a esul , he inpu p o ided is qui e ele an ega ding mo i a ion, as he a ie y o ma e ials and asks ha p esen a challenge o s uden s may ha e a posi i e impac on s uden s’ mo i a ion. Mo eo e , coope a i e and g oup wo k in mixed abili y class ooms also seems o ha e a posi i e e ec on s uden s’ mo i a ion. A s udy ca ied ou by I eson and Hallam (2001), in which di e en seconda y educa ion s uden s we e in e iewed abou mixed-abili y g ouping and i s in luence on mo i a ion, showed ha s uden s seem o ag ee ha mixed-abili y g ouping p o ides mo e equal oppo uni ies o all s uden s in he class oom while a oiding disc imina ion. S uden s s a ed ha i helps hem o educe he anxie y and de elop sel -con idence on s uden s ha may ha e a lowe le el o p o iciency, as hey do no eel le ou o ha hey belong o a g oup in which hey a e pe cei ed 12 as “less able”. This is one o he easons why his uni plan ies o a oid homogeneous g ouping, placing highe and lowe s uden s in e ms o pe o mance in he same g oup. Las ly, his uni plan also ollows a communica i e app oach, as one o he main goals o cu en me hodologies and app oaches is o de elop s uden s’ communica i e compe ence. Fu he mo e, CLT (Communica i e Language Teaching) can ha e a posi i e in luence on s uden s in mixed-abili y class ooms. In e ms o language p o iciency, by using his app oach “s uden s can con ibu e acco ding o hei abili y and con idence” (Belchambe , 2007:1), which can be engaging o s uden s wi h di e en le els. Belchambe (2007) s a es ha s uden s wi h highe le els o p o iciency can bene i om CLT as, when s uden s a e allowed o speak in a ee way, he e is s ill a challenge o mo e ad anced s uden s o use he language hey al eady know o a a ie y o pu poses and in di e en communica i e si ua ions. Mo eo e , s uden s which may ha e mo e di icul ies ega ding language use, can s ill make alid and in e es ing con ibu ions ega dless hei language abili y, which can ha e an in luence on hei sel - con idence and mo i a ion, as hey can eel mo e alued wi hin he g oup. 4. METHODOLOGY The main me hodological app oach used o he design o his uni plan is PBLL (P ojec Based Language Lea ning), as well as coope a i e wo k. Th ough p ojec s, s uden s can wo k on he language bu in a mo e sub le way as “language is a ool a he han an end in i sel ” (Dudley & Os á h, 2016: chap e 17). P ojec s allow s uden s o de elop hei c ea i i y and wo k on hei sel exp ession. By using he language as a ool, s uden s can c ea e a non-linguis ic and angible ou come which can be mo e app oaching and on which hei own pe sonali y and in e es s a e e lec ed. This is one o he easons why PBLL can add ess a wide a ie y o s uden s, as low p o iciency s uden s can s ill make use ul con ibu ions o he p ojec using he language acco ding o hei le el. Addi ionally, he e is s ill a challenge o mo e ad anced s uden s, as being able o use he language is no longe he only means o succeed in he asks. By wo king on p ojec s, s uden s also ely on 13 hemsel es o on hei eamma es, a he han on he eache , which makes his me hodology qui e sui able o s uden -cen e ed a he han eache -cen e ed classes. The audience is also a de e minan ac o when alking abou PBLL. Knowing ha hei wo k will be published o p esen ed o a speci ic audience can mo i a e s uden s o do be e , de o e mo e ime o he p ojec and “use he language conscien iously, esul ing in be e ou comes and highe sel -es eem” (Dudley & Os á h, 2016. Chap e 17). This me hodology is bo h sui able o indi idual and g oup wo k, howe e , in he case o his uni , s uden s will de elop a g oup p ojec , as g oup wo k o e s mo e possibili ies in he mixed abili y class oom. One o he easons is ha i enables s uden s o adop di e en oles wi hin he g oup, which can a y depending on he s uden s’ language p o iciency and abili ies. By using di e en oles, he eache can also moni o each s uden ’s con ibu ion o he inal ou come. Using di e en colo s o each s uden in he g oup o w i e down hei ideas o a speci ic ask is also ano he s a egy o bo h he eache and s uden s o see how much each lea ne has con ibu ed o e e y ask. Fo ins ance, when w i ing collabo a i ely, Fai ley and Fa helbab explain ha gi ing s uden s di e en colo pens can be use ul since, in his way, “all o he s uden s will ha e con ibu ed ideas o each pa ag aph, and w i en pa o a g oup pa ag aph” (Fai ley & Fa helbab, 2011:48). Mo eo e , i also allows he eache o check on he s uden s’ indi idual p og ess, which will be also aken in o accoun when i comes o assessmen . Ano he me hodology ha will be used in his didac ic uni is coope a i e lea ning o coope a i e wo k. In his a icle on Language Lea ning Theo ies and Coope a i e Lea ning Techniques in he EFL Class oom, Apple s a es ha “ eache s can use coope a i e lea ning eaching me hodologies o help s uden s sa is y he h ee needs o ela edness, compe ence, and au onomy in he class oom” (T. Apple, 2006:279) and p esen s some basic p inciples o coope a i e lea ning ha his didac ic uni ies o ollow. The i s p inciple is “coope a ion as a alue”. In his sense, he didac ic uni p oposes ac i i ies and a g oup p ojec o s uden s o become awa e o he bene i s o coope a ing wi h o he s uden s. The second p inciple makes e e ence o g oup o ma ion. In his case, s uden s 14 will be g ouped in he e ogeneous g oups since, g ouping s uden s acco ding o hei le el, does no allow s uden s o mo e ou o hei “com o zone” and p o ide as many oppo uni ies o lea n om s uden s wi h di e en le els, expe ience, backg ounds o mo i a ion. The hi d and ou h p inciples e e o he de elopmen o “posi i e in e dependence” among s uden s as well as o s uden s’ indi idual accoun abili y. PBLL and coope a i e wo k a e use ul me hodologies o de elop posi i e in e dependence be ween s uden s. All s uden s in he g oup sha e a common goal, he e o e, he di e ences ega ding le el o abili y a e somehow blu ed, as hey depend on each o he o achie e his common goal. This dependence on each o he in he mixed abili y class oom can be bene icial o bo h high and low p o iciency s uden s as, mo e ad anced s uden s will de o e mo e ime o help hei eamma es. This can mo i a e lowe le el s uden s o make mo e con ibu ions and aise hei sel -con idence, which will be e en ually help ul ega ding hei social skills as well as he inal ou come. Mo eo e , coope a i e wo k also allows s uden s o become mo e awa e o he impo ance o hei indi idual wo k, which can also ha e a posi i e e ec on s uden s’ mo i a ion. The i h p inciple is “simul aneous in e ac ion”, and is ela ed o he six h one, which makes e e ence o “equal pa icipa ion”. Acco ding o hese wo p inciples i is o high impo ance ha all s uden s in he g oup pa icipa e in he ac i i ies “ ega dless o pe cei ed abili y o social s a us” (T. Apple, 2006:280). Mo eo e , and in o de o p omo e equal pa icipa ion and in e ac ion be ween s uden s, he eache can also gi e s uden s some “ alking chips”. This s a egy was p oposed by Kagan (2013) and a gues ha , by using hese alking chips, “s uden s hink be o e speaking, a e mo e awa e o how much hey a e domina ing he con e sa ion, pa icipa e mo e equally, and ocus mo e in en ly on he speake ” (Kagan, 2013:2). The las wo p inciples e e o “collabo a i e skills” and “g oup au onomy”. By wo king in g oups, s uden s will de elop hei collabo a i e skills, such as ying o ind common solu ions, ag eeing wi h hei eamma es, selec ing in o ma ion and ideas p oposed by he di e en membe s e c. Finally, each g oup will be au onomous om he es o he g oups in he class oom. 15 5. DIDACTIC UNIT PROPOSAL 5.1. Con ex ualiza ion The uni plan included in his disse a ion has been designed o a g oup o 24 s uden s o hi d yea o ESO in he seconda y school Escuelas Pías de Za agoza. In his yea , s uden s’ ages ange be ween 14-15 yea s old and classes ha e a small numbe o s uden s who a e e aking he yea , which was also he case o he class his uni plan has been designed o , in which 4 s uden s we e e aking he cou se. The s uden s’ a ie y o le els ega ding English p o iciency is he mos ele an cha ac e is ic o bea in mind o he pu pose o his uni plan, as he main p oblem in his hi d yea o ESO class was ha he e we e some clea di e ences in his ega d. Some s uden s in he class oom had o do some emedial wo k ou side he class, as hei le el was clea ly lowe , and ca ied ou ac i i ies indi idually wi hou much assis ance om he eache , as he had o de o e mos o his ime o eaching he es o he class. Mo eo e , in he es o he g oups he e we e also some di e ences among s uden s. Mos o he s uden s had a simila le el co esponding o he a e age le el ha s uden s should ha e in his yea o seconda y school (a ound lowe B1), ne e heless he e we e also mo e ad anced s uden s which seemed o be abo e his a e age le el. This uni plan p oposal ies o espond o he needs o a a ie y o s uden s in he class oom, mainly ega ding le els o pe o mance, bu also aking in o conside a ion s uden s’ lea ning s yles and indi idual needs. Apa om he di e si y o pe o mance le els, he ac ha many o he s uden s needed o de elop hei speaking skills and communica i e compe ence was also no iceable. Since he eache usually ollowed a a he adi ional me hodology whe e s uden s mos ly pa icipa ed jus o p o ide he answe s o he ac i i ies p oposed in he ex book, mos s uden s seemed a bi insecu e when asked o speak in public o ca y ou ac i i ies ha equi ed hem o speak in a ee way. A posi i e aspec was ha , despi e his, s uden s we e usually willing o ake an ac i e pa and we e qui e suppo i e wi h each o he when i came o p o iding pee eedback and communica ing wi h each o he o he eache . This is why, e en hough his didac ic p oposal aims o wo k on he de elopmen o s uden s’ w i ing, eading, lis ening and speaking skills, he las one will ha e mo e weigh in his uni plan. 16 The opic ha has been chosen o his uni plan is “T a eling and Holidays”. In my opinion, dealing wi h a opic ha can be amilia o all s uden s in he class oom and in which s uden s may ha e p e iously wo ked, o e s lowe le el s uden s he possibili y o make mo e con ibu ions o each o he asks ha s uden s will ca y ou h oughou he uni . S uden s o a lowe le el may al eady know some ocabula y and g amma s uc u es ela ed o he opic, which may also educe hei le el o anxie y. 5.2. Con ibu ion o key compe ences The “Recommenda ion o he Eu opean Pa liamen and o he Council” on key compe ences o li elong lea ning (2006/962/EC), in oduces a se ies o compe ences ha s uden s should de elop. These compe ences ha e been aken in o conside a ion by he Spanish go e nmen , adap ed o he Spanish educa ional amewo k and included in he O den ECD/65/2015, de 21 de ene o, po la que se desc iben las elaciones en e las compe encias, los con enidos y los c i e ios de e aluación de la educación p ima ia, la educación secunda ia obliga o ia y el bachille a o. Taking bo h documen s in o accoun , his uni plan aims o de elop s uden s’ Communica ion in o eign languages, Digi al, Lea ning o Lea n, Social and Ci ic, and Sense o ini ia i e and en ep eneu ship compe ences. Communica ion in o eign languages o communica i e compe ence (CC) S uden s de elop his compe ence by in e ac ing wi h one ano he . This in e ac ion does no only e e o o al in e ac ion, bu also o he s uden s’ abili y o socially in e ac h ough di e en media, o ma s and modali ies (i.e. ex s, ideos, p esen a ions…). The CC compe ence has i s basis on he linguis ic componen , bu , since i is de eloped in speci ic communica i e si ua ions and con ex s, he s uden s also need o de elop hei knowledge ega ding discou se, p agma ics and socio-cul u al elemen s. As he communica i e compe ence has been labeled as he mos impo an compe ence o be de eloped by s uden s in EFL, his uni plan has been designed ollowing a communica i e app oach and se ing a communica i e ou come, which will be bo h w i en and o al: w i ing a a el guide abou a ci y and eco ding a a el guide ideo. 17 Mo eo e , many o he ac i i ies ha e a communica i e ou come o equi e s uden s o in e ac wi h each o he . In his way, apa om de eloping accu acy in e ms o g amma and lexis, s uden s will also de elop p agma ics, communica i e s a egies and discu si e pa e ns ela ed o he communica i e si ua ion. Rega ding mixed abili y classes, de eloping s uden s’ communica i e compe ence and choosing a communica i e app oach can be bene icial o bo h low and high p o iciency s uden s due o wo main easons. On he one hand, high p o iciency s uden s will con inue o de elop luency in he o eign language, bu hey will also ha e mo e oppo uni ies o de elop accu acy while engaging in meaning ul con e sa ions wi h hei classma es. On he o he hand, o lowe -p o iciency s uden s, he communica i e app oach o e s an oppo uni y o de elop hei luency and bene i om hese in e ac ions as hey ecei e eedback and inpu om hei classma es, which can educe hei anxie y owa ds using he language in public, as well as become mo e mo i a ed. Acco ding o Richa ds (2006), in CLT, s uden s need o become “com o able wi h lis ening o hei pee s in g oup wo k o pai wo k asks, a he han elying on he eache o a model”(Richa ds, 2006:5). Fo hose s uden s which can be shy, seeing all s uden s in he g oup collabo a ing and using he o eign language can also be help ul, since, wi h mo e ime and con idence, hey will eel mo e com o able in he g oup, which can encou age hem o make mo e con ibu ions. Digi al Compe ence (DC) As s a ed in he O den ECD/65/2015, de 21 de ene o, he digi al compe ence implies he c ea i e, sa e and c i ical use o ICTs o achie e he goals se in hei lea ning en i onmen . The inal ou come o his uni plan implies s uden s’ use o ICTs, since hey will use di e en digi al ools o eco d and edi a a el guide ideo. In he c ea ion p ocess, s uden s will also use di e en sea ch ools o ge in o ma ion abou he di e en ci ies hey may ha e chosen o hei p ojec , e alua ing and selec ing use ul in o ma ion om he in e ne ha can be sui able o hei aims. Mo eo e , s uden s will ha e o sol e p oblems ha may a ise in he esea ch and c ea ion p ocess, such as deciding which ool can be mo e sui able o he eco ding, he edi ing p ocess o being awa e o he limi a ions ha ICTs can ha e. ICTs will be also used as a sou ce o o iginal ma e ials and inpu in some o he ac i i ies. S uden s will wa ch some YouTube ideos, collabo a i ely edi a Google Docs and c ea e an 18 online Wo dcloud. The use o ICTs in he mixed abili y class oom can be a use ul way o engage s uden s in he asks, since seconda y s uden s a e pa icula ly in e es ed in new echnologies and many o hem ha e good knowledge o how o make use o hese de ices. Lowe -p o iciency s uden s can become mo e in e es ed in he asks, which can be bene icial in e ms o language pe o mance. Mo eo e , as p e iously poin ed ou , high p o iciency s uden s o en show bo edom due o he lack o in e es ing inpu o challenges. In his case, ICTs can also be mo i a ing o high p o iciency s uden s, as hey p esen an ex a challenge o hem, as well as an en e aining medium o ca y ou he ac i i ies. Lea ning o Lea n Compe ence (L2L) This uni plan aims o p omo e s uden s’ de elopmen o he Lea ning o Lea n compe ence, pu ing an emphasis on s uden -s uden in e ac ion and a me hodology which is qui e s uden -cen e ed a he han eache -cen e ed. Ne e heless, he ole o he eache ega ding his compe ence is also ele an , as he/she will p o ide clea ins uc ions and explana ions which can guide he s uden s h ough he ac i i ies and he inal p ojec . Some ac i i ies such as he c ea ion o an o ganize , an ou line o a d a o hei inal p ojec aim o help s uden s o become awa e o he c ea ion p ocess, so ha in he u u e hey can be able o ollow all hese s eps in an au onomous way. Mo eo e , his compe ence makes e e ence o au onomous wo k and he ways in which s uden s o ganize and plan hei wo k and ime. S uden s will ha e o wo k on he managemen o hese elemen s as well, aking in o conside a ion he ime needed o de elop hei p ojec s and collabo a e wi h hei eamma es o manage hei ime. Mo eo e , his compe ence also makes e e ence o s uden s’ abili y o inc ease hei in insic mo i a ion. One o he main aims o his uni plan is o p esen ac i i ies and ma e ials ha can be engaging o s uden s and can inc ease hei mo i a ion owa ds he subjec , which can esul in a mo e e icien way o lea ning. Besides, as p e iously men ioned, becoming mo e mo i a ed owa ds he subjec can ha e subs an ial bene i s o a success ul lea ning o all s uden s in he class oom (low-p o iciency, a e age, and high p o iciency s uden s). 19 Sense o ini ia i e and en ep eneu ship (SIEC) This compe ence aims o be de eloped h ough g oup wo k and he de elopmen o he inal p ojec . In o de o be success ul and achie e he inal goal s uden s will ha e o de elop s a egies o wo k coope a i ely, o ganize and di ide he wo k oge he , each ag eemen s, sol e p oblems ha may a ise wi hin he g oup, de elop posi i e in e dependence and c i ical hinking, as well as o accep he o he membe s’ opinions. This compe ence highligh s he impo ance o de eloping s uden s’ capaci y o wo k coope a i ely as well as o pe o m di e en oles wi hin he g oup. In his uni plan, s uden s will ha e di e en oles ha will be assigned o hem a he beginning o he p ojec and ha can be changed acco ding o s uden s’ needs. Ano he impo an aspec o his compe ence is he de elopmen o s uden s’ c ea i i y and inno a ion. In his sense, he c ea ion o a ideo allows s uden s o show hei c ea i i y, as he e a e no any speci ic o ollow, which gi es s uden s a space o inno a e and include hings ha hey may be good a and can be o iginal. 5.3. Objec i es The objec i es o his uni plan ha e been es ablished aking in o conside a ion he e alua ion c i e ia s a ed in he A agonese cu iculum o 3 d yea ESO (O den ECD/2016, de 26 de mayo). The objec i es ha e been adap ed aking in o conside a ion he he speci ic con ex o he g oup which his uni has been designed o , a mixed-abili y class, as well as he cha ac e is ics o he didac ic uni ( opic, p ojec wo k...) The lis o objec i es is included in he appendix II sec ion in his disse a ion. Fu he mo e, a se ies o speci ic objec i es ha e been also included a he beginning o each lesson in Appendix IV. The gene al objec i es Rega ding he gene al objec i es o his didac ic uni , s uden s will: •Iden i y he main cha ac e is ics o he T a el Guide ex ype h ough se e al ac i i ies ha make use o hese ex s h oughou he uni and p esen a a ie y o a el guides can be used as guidance o he p ojec . In his way, bo h he eache and he s uden s can make su e ha his objec i e can be ul illed. 20 •Use digi al ools o c ea e a T a el Guide ideo. Th ough he eco ding o his ideo, s uden s will de elop hei Digi al compe ence. •Selec , o ganize and classi y in o ma ion e ie ed om he in e ne acco ding o hei needs. S uden s will selec he in o ma ion ha hey hink can be mo e engaging o in e es ing o hei w i ings and p esen a ion. Th ough he di e en s ages (c ea ion o an o ganize , ou line, i s d a , edi ing and inal copy) he eache will be able o see i s uden s ha e made igh choices. •Re lec on he di e en s eps in ol ed in he c ea ion p ocess. S uden s will ca y ou di e en ac i i ies ha ocus on di e en s eps in o de o p oduce a w i ing. The eache will be able o moni o and see i s uden s ha e unde s ood wha o do in each o he s ages hough di e en ac i i ies ha s uden s will hand in and a e de o ed o each s age sepa a ely. •Use di e en g amma o ms and ocabula y p esen ed in he lessons in hei w i ings and ideos. This didac ic uni pays mo e a en ion o de eloping s uden s luency, ne e heless, p e ious and new g amma o ms and ocabula y will be also pa o he ac i i ies and he eache will encou age s uden s o use hese new con en s bo h du ing he lessons (in di e en ac i i ies and specially in o al p oduc ion) and in hei p ojec s. •De elop coope a i e skills: s uden s will ha e o de elop coope a i e skills in o de achie e a inal goal (p ojec c ea ion). •De elop hei communica i e skills h ough ac i i ies ha equi e Ss-Ss in e ac ion, as well as hei o al p oduc ion skills h ough he c ea ion o a a el guide ideo. The didac ic uni aims o p omo e in e ac ion among all s uden s in he class oom and especially be ween s uden s wi h di e en le els o p o iciency, lea ning p e e ences and s yles… •Re lec on hei indi idual and g oup wo k, as well as p o ide eedback o o he g oups and s uden s in he class oom. S uden s will be able o e lec on hei own wo k by 21 Ano he aspec ha has been aken in o accoun when e alua ing he ac i i ies is he di e ence be ween indi idual and g oup ac i i ies. The g oup p ojec cons i u es a 50 % o he ma k, and g oup wo k ac i i ies a e wo h 10 %. In bo h he p ojec and he ac i i ies, s uden s belonging o he same g oup will be awa ded he same g ades. Indi idual ac i i ies will cons i u e a 20% o a s uden inal ma k. As p e iously poin ed ou , e alua ing s uden s in an indi idual way is impo an o he eache bu also o make s uden s mo e awa e o hei indi idual p og ess, as well as hei weaknesses and s eng hs. S uden s’ e o and pa icipa ion will be also assessed and cons i u e a 15% o s uden s’ inal ma k. Th oughou he uni , he eache will p o ide o al eedback o s uden s on hei pe o mance, encou age hem o pa icipa e and y o c ea e a good and espec ul en i onmen in which lea ne s can eel con iden whene e hey pa icipa e and make con ibu ions du ing he lessons. Ne e heless, a way o u he mo i a ing and encou aging s uden s o ake pa ac i ely in u u e lessons is also o ake in o accoun s uden s’ e o and pa icipa ion in he inal ma k. This s a egy can os e lowe pe o mance s uden s’ pa icipa ion, bu also ha o highe pe o mance s uden s, since some imes hey may no pa icipa e so much o make much e o i hey conside he asks’ ma ks can be enough. Pee assessmen will also cons i u e a 5% o s uden s’ inal ma k. Pee e alua ion allows s uden s o ecei e eedback om o he classma es a he han jus he eache . Fo ins ance, Coope (2011) explains ha “sel - and pee assessmen a e essen ial p ocesses by which s uden s come o in e nalize pe o mance s anda ds, and he eby o know p ecisely wha hey mus do o imp o e hei lea ning and he quali y o hei wo k”(Coope ,2011: Mo eo e , since all o hem will highligh hei classma es’ s eng hs and hei weaknesses, bu in a cons uc i e way. In ela ion o he way in which s uden s will ecei e hei inal ma k on his didac ic uni , he eache will gi e s uden s a sho w i en epo , which hey can also hand o hei pa en s. In his epo , apa om he inal ma k, he eache will commen on s uden s’ a i ude owa ds he subjec . A lowe pe o mance s uden may ha e a inal ma k o 4, bu ha does no eally mean ha his/he pe o mance has no been good enough, and his is some hing ha he eache should ansmi o hese s uden s, as well as highligh he p og ess hey ha e made and he objec i es 28 hey ha e achie ed. This can ha e a posi i e impac on s uden s’ mo i a ion in he u u e sessions. Mo eo e , he e migh be s uden s who ob ain a highe ma k, bu whose e o and a i ude may no be enough, he e o e, adding hese commen s can be use ul o s uden s o e lec on hei wo k and ake ac ions o imp o e. To sum up, in o de o ca e o s uden s’ indi idual needs, e alua ion should o ocus on each indi idual s uden in a mo e de ailed and posi i e way and cons i u e a mo i a ing ool o hei p og ess. 6. CONCLUSION The main aim o his pape has been o p opose a didac ic uni in which s uden s wi h di e en language pe o mance le els can wo k collabo a i ely, a anging s uden s’ g oups in a balanced way o blu hese di e ences and adap ing he ma e ials adequa ely in o de o he ca e o hei di e en needs. In his way, he didac ic uni p esen s di e en s a egies ha seek o be bene icial when dealing wi h mixed abili y classes, such as adap ing he language inpu and making i mo e a ied, aking in o conside a ion s uden s’ e o , building he e ogeneous g oups in which s uden s can help each o he , designing ma e ials ha can be used as suppo o class ac i i ies and, o e all, c ea ing a good class en i onmen in o de o educe s uden s’ language anxie y, inc ease hei mo i a ion, and wo k on hei sel -con idence. Mo eo e , and, as au ho s such as Tomlinson (2001) a gues ha inc easing s uden s’ mo i a ion is o pa amoun impo ance and his has also been a p io i y o his didac ic uni , since mo i a ing s uden s and designing ma e ials ha can a ise s uden s’ cu iosi y and in e es owa ds he subjec is a key ac o in mixed abili y eaching and lea ning. This is why he didac ic uni e ol es a ound a p ojec , a he han ollowing a ex book, includes o iginal and au hen ic ma e ials, and gi es ele ance o s uden s in a s uden -cen e ed a he han eache -cen e ed class oom. The selec ion o he opic o his uni plan aims a making some posi i e e ec on mixed abili y eaching. Since i is a ecu ing opic in EFL and many s uden s a e amilia wi h i , i is expec ed o be a good s a ing poin o he design o his didac ic uni . The ac ha he opic can be amilia o all s uden s ega dless o hei le el o p o iciency, allows s uden s om a a ie y o le els o make con ibu ions h oughou he lessons and, he e o e, os e communica ion among s uden s, which is ano he main aim o his uni plan. Mo eo e ollowing a 29 communica i e app oach and ocusing on s uden s’ de elopmen o luency a he han accu acy, which is also wo ked in an induc i e and mo e sub le way, can as well be help ul when i comes o educing s uden s’ le el o anxie y owa ds speaking in a o eign language. I should be poin ed ou ha his uni plan has no been implemen ed so ha ele an changes could o should be made o adap o he cha ac e is ics o a speci ic class oom. Fo ins ance, g oup ea angemen i s uden s in he g oup do no seem o wo k well oge he o p esen di e ences ha can be di icul o o e come, he use o alking chips o mo i a e s uden s o make an equal amoun o con ibu ions i s uden s seem o be shy o no willing o pa icipa e e c. Ne e heless, and e en hough i may be subjec o changes, I hink his didac ic uni could be conside ed inno a i e and could be bene icial o s uden s wi h di e en le els o language pe o mance as well as p omo e he in eg a ion o all s uden s in he class oom. 30 7. REFERENCES Apple, M. T. (2006). Language lea ning heo ies and coope a i e lea ning echniques in he EFL class oom. Doshisha s udies in Language and Cul u e, 9(2), 277-301. Belchambe , R. (2007). The ad an ages o communica i e language eaching. The in e ne TESL jou nal, 13(2), 122-149. 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J., & Fa helbab, H. (2011). Reading and w i ing communica i ely: Six challenges add essed. Issue One: Sp ing 2011, 45. Ga dne , H. (1993). Mul iple in elligences: The heo y in p ac ice. Basic Books. I eson, J. & Hallam, S. (2001). Abili y g ouping in educa ion. Sage. Jacobs, G. M. (2000). Reading alone oge he : enhancing ex ensi e eading ia s uden -s uden coope a ion in second language ins uc ion. 31 Kagan, S. (2003). A b ie his o y o Kagan s uc u es. Kagan Online Magazine. Lea ning, Teaching, Assessmen . [pd ] Mode n languages di ision, S asbou g: Camb idge Uni e si y P ess. A ailable a : h p:// m.coe.in /1680459 97 O'Niel, T. (2013). The concep o dis ibu ed in elligence in Ga dne ’s heo y o Mul iple In elligences. academia.edu. A ailable a : h ps://www.academia.edu/8943400/Ga dne _s_ heo y_o _Mul iple_In elligences Recommenda ion o he Eu opean Pa liamen and he Council o 18 Decembe 2006 on key compe ences o li elong lea ning. B ussels: O icial Jou nal o he Eu opean Union, 30(12), 2006. Richa ds, J.C. (2006). Communica i e Language Teaching Today. Camb idge: CUP. Şalli-Çopu , D. (2005). Coping wi h he p oblems o mixed abili y classes. The In e ne TESL Jou nal, 11(8), 1-5. Se y, J. (2016). Teaching a la ge mul i-le el class using di e en s a egies and ac i i ies o mo i a e English language lea ning. S udies in English Language and Educa ion, 3(2), 91-99. Tomlinson, C. A. (2001). How o di e en ia e ins uc ion in mixed-abili y class ooms. ASCD. U , P., 2008. A Cou se In Language Teaching. Camb idge: Camb idge Uni . P ess. Legisla ion: Ley O gánica 8/2013, de 9 de diciemb e, pa a la mejo a de la calidad educa i a. Bole ín O icial del Es ado. Disponible en: www. boe. es/dia io_boe/ x . php. O den ECD/489/2016, de 26 de mayo, po la que se ap ueba el cu ículo de la Educación Secunda ia Obliga o ia y se au o iza su aplicación en los cen os docen es de la Comunidad Au ónoma de A agón. Bole ín O icial de A agón, (105), 12640-13458. O den ECD/65/2015, de 21 de ene o, po la que se desc iben las elaciones en e las compe encias, los con enidos y los c i e ios de e aluación de la educación p ima ia, la educación secunda ia obliga o ia y el bachille a o. Bole ín o icial del es ado, 25, 6986-7003 32 8. APPENDIXES •Appendix I: Assignmen s used as e idence o he necessi y o imp o emen . 1. Al as capacidades en el aula: diseño de una unidad didác ica en o no al ema de las edes sociales. Link: h ps://docs.google.com/documen /d/1u yyq7WukD GX72OF0WcMLl3JuQRbTHHHIl RM0Z8xg/edi ?usp=sha ing This didac ic p oposal includes a didac ic uni which e ol es a ound he opic o social media, and e lec s on he impac ha hey ha e on pe sonal ela ionships. Mo eo e , i also ies o app oach high pe o mance s uden s in he class oom, adap ing some o he ac i i ies and using di e en s a egies o in eg a e hese s uden s in he class oom. 2. Po a olio P ác icum II. Link: h ps://d i e.google.com/ ile/d/1H 1RAV24_blCaNn- nBpm3pm2aBbHNVys/ iew?usp=sha ing This essay e ol es a ound my pe sonal expe ience du ing he P ac icum II pe iod. This documen analyzes he s eng hs and weaknesses o my eaching expe ience as well as he cha ac e is ics and needs o he di e en g oups and s uden s I was assigned. 33 •Appendix II: Objec i es Gene al objec i es o he uni plan A he end o his didac ic uni s uden s will: •Iden i y he main cha ac e is ics o he T a el Guide ex ype, as well as collabo a i ely p oduce a T a el Guide ex and ideo. •Use digi al ools o c ea e a T a el Guide ideo. •Be able o selec , o ganize and classi y in o ma ion e ie ed om he in e ne acco ding o hei needs. •Re lec on he di e en s eps in ol ed in he c ea ion p ocess. •Use di e en g amma o ms and ocabula y p esen ed in he lessons in hei w i ings and ideos. •De elop coope a i e skills •De elop hei communica i e skills h ough ac i i ies ha equi e Ss-Ss in e ac ion, as well as hei o al p oduc ion skills h ough he c ea ion o a a el guide ideo. •Re lec on hei indi idual and g oup wo k, as well as p o ide eedback o o he g oups and s uden s in he class oom. • Pa icipa e and con ibu e egula ly o he p ojec • Become awa e o he impo ance o collabo a ion and de elop s uden s’ posi i e in e dependence * An addi ional lis o he main aims and subsidia y aims o each o he sessions can be ound in he speci ic cha ha p ecedes each o he lessons in Appendix III. 34 •Appendix III: Con en s Con en s 1. Comp ehension and p oduc ion abili ies - To deduce meaning om con ex in w i en and o al ex s abou a eling and holidays - To ac i a e p e ious knowledge on he opic o a eling and holidays - To iden i y gene al and speci ic in o ma ion in w i en and o al a el guides - Composi ion o a c ea i e a el guide ex abou a chosen ci y 2. Sociocul u al and sociolinguis ic aspec s: - To iden i y he ype o egis e used in T a el Guides 3. Communica i e unc ions: - Exchange o pe sonal in o ma ion and poin o iews abou he p ojec ha s uden s will de elop - Gi e ad ice and sugges ions o he audience o hei ex abou hei chosen des ina ion - Desc ibing places and ac i i ies - Communica ing and main aining communica ion wi h hei eamma es 4. Syn ac ic and discu si e s uc u es: - Modal e bs o abili y, possibili y and ad ice - The a icles, quan i ie s - Place ela ions: posi ion, di ec ion, mo ion and o igin - Exis en ial clauses: The e is / he e a e 5. Common use Lexis - Use o ocabula y ela ed o a eling and holidays 35 •Appendix IV: Uni Plan * All he lessons a e 60 minu e lessons, ne e heless, he ac i i ies a e designed o las 50 minu es, aking in o conside a ion he ac ha some s uden s o g oups may wo k slowe , and, i no , gi ing s uden s ime o wo k on he addi ional class p ojec . Uni Plan: Pack you Sui case! G oup: 3 d yea ESO Le el o language: (A2 – B1) Numbe o s uden s: 24 Lesson 1: Ac i a ion // Wha a e you plans? Leng h: 50 min Main aims o he lesson - To discuss in g oups use ul in o ma ion o a eling. - To iden i y he main cha ac e is ics o a el guides. - To ead and unde s and he pos in oducing he p ojec . - To e lec on he implica ions o he p ojec ha has been p esen ed h ough a “compass poin s” hinking ou ine. Subsidia y aims - Fo s uden s o p ac ice in e ac ion pa e ns ela ed o g oup discussions (ex: Wha do you hink, in my opinion, don’ you hink, I ag ee, I disag ee...) - To de elop s uden s’ social skills h ough g oup wo k. Skills and language exponen s Skills: eading, speaking, w i ing Vocabula y: - Nouns and adjec i es ela ed o he opic “T a el and Holidays” G amma : - Use o p esen simple 36 - Yes/no ques ions - Exp essions o exp ess opinions S age Ac i i y P ocedu e In e ac ion Timing Teambulding/ Classbuilding 1. The eache will o ganise 6 g oups o 4 s uden s each. The eache may make changes depending o he s uden s’ pe o mance o needs. 2. Each s uden in he g oup will be assigned a di e en ole in e e y class. The eache will explain he di e en oles o he s uden s and gi e hem lashca ds wi h ips and ins uc ions, so ha hey can know wha o do in each lesson depending on he assigned ole 3. In each g oup he e will be a “ho el supe iso ”, a “ ligh a endan ”, a “ ou is guide” and a “ a el agen . T - Ss 5 min P e – Task 1 Wha do you wan o know? 1. Teache will ask s uden s o imagine hey a e planning hei nex holidays so ha hey can decide on he des ina ion and on he hings hey should conside impo an be o e a eling. Each g oup can decide on a T – Ss Ss - Ss 10 min 37 Task 1 Whe e o s ay?: Video: How o ind cheap accommoda io ns. 1. Teache will play a ideo abou accommoda ions. Teache will ask s uden s o indi idually ake no es abou he lis ening using he hink cha . (Ex: o how many people, which a e he mos com o able ones...) 5 Task 2 How o go he e? 1. Teache will play ano he ideo on how o a el a ound Eu ope and means o anspo . S uden s will again ake no es indi idually and comple e he hink cha 2. Once hey inish s uden s sha e hei ideas wi h he es o he eam, adding mo e in o ma ion o hei hink cha s using a di e en colo . 3. S uden s will hand hei hink cha s o he eache 20 Task 3 Accommoda io n and anspo p io i ies 1. S uden s will ac as esea che s in o de o ge in o ma ion on he peoples’ choice ega ding means o anspo and accommoda ion. 2. They will ill a cha wi h in o ma ion abou o he s uden s in he class oom. Each s uden will ask a leas 3 di e en classma es in o de o know which ype o accommoda ion and means o anspo people usually p e e . 3. Once hey ha e asked hei pa ne s, s uden s will go back o hei g oups and discuss he esul s. (ex: I asked 3 people and wo o hem p e e o a el by plane 15 44 because...) Pos - Task Re lec ion S uden s will discuss hei las a el expe ience wi h hei eamma es, explaining how hey wen and whe e hey s ayed. Lesson 4: Wha will you do? Leng h: 50 min Main aims o he lesson - To p ac ice desc ip i e adjec i es h ough discussions and g oup ac i i ies - To lea n ocabula y abou ac i i ies and places o do and see in di e en ci ies in Eu ope. - To exchange in o ma ion wi h o he s uden s in he class oom abou ac i i ies ha can be ca ied ou while a eling. - To c ea e and o ganize abou a eling ac i i ies om he in o ma ion hey ind on he in e ne . - To e alua e in o ma ion om he in e ne Subsidia y aims - To de elop in e ac ion pa e ns (wha does___ hink his mean? Wha do you use a_____ o ? Wha do you say? - To become awa e o he s ages in he c ea ion p ocess - To de elop s uden s’ social skills - To p omo e he use o ICTs Skills and language exponen s Skills: Speaking and w i ing. Vocabula y: - Desc ip i e adjec i es - Nouns and adjec i es ela ed o he opic “T a el and Holidays” G amma : 45 - Use o o+in ini i e - P esen simple - Exp essions o gi ing opinions (I ag ee wi h, I belie e ha , in my opinion, I hink ha …) S age Ac i i y P ocedu e In e ac ion Timing Ac i a ion I I we e a ou is guide... 1. Teache will access Google docs. 2. Teache will ask he s uden s abou which places hey would ake ou is s who ha e ne e isi ed he ci y, i hey we e ou is guides. 3. Each g oup will hink o 5 places and use hei phones, a able o a compu e o w i e down hei ideas on he google docs, so ha he es o he g oups can see hei sugges ions. T-Ss Ss-T 7 P e- ask Wha ’s he e in…? 1Teache will hand ou 4 ca ds o each g oup, each one con aining he name o he ci y and one ac i i y ha you can do in his ci y. 2. One s uden pe g oup will join s uden s in he es o he g oups con aining a ma ching ci y and o m an “expe s’ g oup”. 3. Each o hese s uden s will ha e a di e en place o see in he ci y hey ha e been assigned so, hey will Ss - Ss 15 min 46 exchange in o ma ion wi h he membe s o he expe s’ g oup un il all o hem ha e a lis o 6 ac i i ies o do in his ci y. 4 Then, hey will go back o hei eam. Each membe o he eam will ell hei pa ne s wha hey can do o see in his ci y. Task Planning: Resea ch and o ganizing in o ma ion 1. S uden s will wo k wi h hei eamma es in o de o decide which ci y hey will choose o he p ojec . Once hey ha e decided on he ci y, he eache will ask hem o c ea e an o ganize . I s uden s do no know how o do i he eache will explain he p ocess o hem. 2. Teache will hand he s uden s a piece o pape and ask he s uden s o w i e he name o he ci y in he middle, as well as o include he main sec ions o he w i ing, conside ing he ac i i ies ha hey ha e been ca ying ou h oughou he lessons (Wha will you pack? How will you go? whe e will you s ay? Wha will you do? 3. S uden s will use di e en colo s and will be allowed o use hei mobile phones o look o in o ma ion o be included in he mind-map. Ss - Ss 18 min 47 4. All o he s uden s will w i e down in o ma ion abou , places, means o anspo , es au an s, accommoda ion, wea he ... ha hey hink can be ele an . Pos -Task E alua ing in o ma ion 1 Teache will ask he s uden s o discuss in hei g oups which in o ma ion included in he o ganize can be ele an o mo e engaging o con ince he eade s o isi he ci y, and which in o ma ion can be eplaced o emo ed om hei o ganize . 2. S uden s will make changes i necessa y and hand in hei o ganize s Ss- Ss 10 min Lesson 5: Time o go! Leng h: 50 min Main aims o he lesson - To e lec on he eache ’s eedback and ake ac ions conside ing o he peoples’ ecommenda ions. - To c ea e an ou line wi h he in o ma ion ha hey will use o hei a el guides ollowing a cohe en and cohesi e s uc u e. - To ca y ou ex ensi e esea ch on a speci ic ci y. - To w i e a i s d a o hei inal T a el Guide. 48 Subsidia y aims - Fo s uden s o collabo a e and each ag eemen s wi h hei eamma es. - To de elop s uden s’ social skills - To p omo e he use o ICTs Skills and language exponen s Skills: Speaking and w i ing. Vocabula y: - Desc ip i e adjec i es - New ocabula y ela ed o means o anspo , accommoda ions, a el i ems and a el ac i i ies. G amma : - P esen simple - Wh- ques ions - Exp essions o gi ing opinions (I ag ee wi h, I belie e ha , in my opinion, I hink ha …) S age Ac i i y P ocedu e In e ac ion Timing Ac i a ion O ganize ’s eedback 1. Teache will gi e s uden s’ hei o ganize s back. The o ganize s will include he eache ’s eedback on s uden s’ ideas, as well as sugges ions o imp o emen . 2. Teache will commen on s uden s’ gene al p og ess and highligh s uden s’ good ideas. T-Ss Ss-Ss 5 min P e-Task 1 P ojec Resea ch 1. Teache will gi e s uden s ime o u he esea ch on he ideas Ss-Ss 15 min 49 included in hei o ganize s. P e- ask Ou line c ea ion 1. Teache will hand ou s uden s wo di e en a el guides ha s uden s’ can use as examples o he ollowing asks. 2. Teache will ask s uden s o hink abou he s uc u e o hei essays in o de o c ea e an ou line using he in o ma ion om hei o ganize s. 3. S uden s will c ea e an ou line and he eache will p o ide eedback. T-Ss Ss - Ss 15 min Task Fi s D a 1. S uden s will wo k in eams in o de o c ea e he i s e sion o hei inal essay. 2. S uden s will hand in hei i s d a so ha he eache can gi e hem eedback on he ollowing session Ss-Ss 20 Lesson 6: Ready o land! Leng h: 50 min Main aims o he lesson - To e lec on he eache ’s eedback and ake ac ions conside ing o he peoples’ ecommenda ions. - To edi hei d a o he inal e sion o : a T a el Guide o a speci ic ci y. - To make use o ICTs o eco d a T a el Guide ideo. - To p ac ice luency and accu acy by p esen ing a ci y in a a el guide ideo. - To pu in o p ac ice hei eco ding and edi ing skills. Subsidia y aims 50 - To p omo e a collabo a i e a i ude in he class oom and wi hin he eams h ough an engaging ask. - To de elop s uden s’ social skills - To p omo e he use o ICT Skills and language exponen s Skills: speaking and w i ing Vocabula y: - New ocabula y ela ed o means o anspo , accommoda ions, a el i ems and a el ac i i ies. - Desc ip i e adjec i es and ad e bs G amma : - G amma o desc ip ions ( he e is/ he e a e, i has, i hasn’ …) - Modal e bs o gi e ad ice: can, could, may, should. - P esen simple and u u e simple S age Ac i i y P ocedu e In e ac ion Timing P e- ask 1 Fi s D a eedback: discussion 1. Teache will gi e s uden s’ hei essay’ d a s back wi h eedback on hei mis akes, sugges ions o imp o emen , also highligh ing hei s eng hs. 2. Each eam will ake some ime o ead he eache ’s eedback and discuss possible changes and T-Ss Ss-Ss 5 min 51 imp o emen s o hei inal e sion. Task 1 W i ing: Final copy. 1. Teache will gi e s uden s ime o w i e he a el guide inal e sion, aking in o accoun he eache ’s eedback and s uden s’ new ideas on how o imp o e i . Ss-Ss 15 min Task 2 Ligh s, Came a, Ac ion! 1. S uden s will plan how o make hei a el guide ideo, aking hei inal copy o hei w i ings as a basis. 2. Teache will allow he g oups o go ou o he class oom in o de o ind a place o eco d hei ideos. 3. Teache will ecommend s uden s o look o a el guide ideos on he in e ne ha hey can use as examples. T-Ss Ss - Ss 30 min Lesson 7: End o he jou ney Leng h: 50 min Main aims o he lesson - To lis en o and unde s and hei classma es’ T a el Guides. - To assess hei classma es’ wo k Subsidia y aims - To de elop s uden s’ social skills - To p omo e he use o ICTs Skills and language exponen s Skills: Lis ening, eading and speaking. 52 Vocabula y: - New ocabula y ela ed o means o anspo , accommoda ions, a el i ems and a el ac i i ies. - Desc ip i e adjec i es and ad e bs G amma : - G amma o desc ip ions ( he e is/ he e a e, i has, i hasn’ ...) S age Ac i i y P ocedu e In e ac ion Timing Publishing S uden s’ T a el guides 1. Teache will show s uden s a el guides. 2. A he end o each ideo, he eache will gi e s uden s 2 minu es o ill a pee -assessmen cha on hei classma es’ wo k. Ss-Ss 40 min Pee Assessmen on s uden s’ p ojec s Ra e you p ojec expe ience! 1. The eache will hand ou a sel e lec ion p ojec wo k cha so ha s uden s can ill i indi idually. 2. Once he s uden s ha e inished hey will hand in hei sel e lec ion cha s o he eache . T-Ss Ss-Ss 7 min Teache ’s eedback Amazing wo k! 1. Teache will hank he s uden s o hei p ojec s and p aise hei good wo k. Teache will explain o he s uden s how hey will be assessed. 3 min 53 Guidebook Backpack Toile ies Map Sleeping Bag Luggage 60 •Talking Chips: •W i ing ips: 61 F om: To: Dea ___________: We a e eally exci ed abou ou ip o ___________! We a e making a packing lis o he mos essen ial i ems ha we will need o ou s ay in __________. We will need… Tips: Do no only include a lis o he i ems. T y o answe ques ions such as: Why do we need his i em? When will we need i ? Why is his i em impo an ? I you don’ ha e his i em, wha else can you ake? We a e eally looking o wa d o see you on _________________. (when a e you lea ing?) See you!, (include you names) Talking Talking Chip Chip Talking Talking Chip Chip Talking Talking Chip Chip Talking Talking Chip Chip Talking Talking Chip Chip Talking Talking Chip Chip Talking Talking Chip Chip Talking Talking Chip Chip LESSON 3: •Video abou inding cheap accommoda ions: Link o you ube ideo: h ps://www.you ube.com/wa ch? =zxgj2-PAA E •Means o anspo in Eu ope: 62 •Think cha : How o ind cheap accommoda ions and means o anspo in Eu ope. S uden ’s name: G oup: Video Disco e ies (wha ha e you lea ned om he ideos?) New wo ds and key concep s! Which ype o accommoda ion and means o anspo would you choose? Accommoda ions Means o anspo 63 •Ques ionnai e abou accommoda ions and means o anspo : S uden ’s Name: Team: Accommoda ion Means o T anspo Ques ions: 1. 2. 3. 4. T a ele 1 64 Accommoda ions: Disco e ies: You can hink abou … Fo how many people? Types o accommoda ions? Any un ac s? How expensi e is i ? New wo ds and key concep s: ake a look a he sub i les! T y o w i e down wo ds ha you ind use ul o in e es ing o you p ojec such as : accommoda ions’ names o ypes o ooms. Which ype o accommoda ion would you choose? Take a look o he in o ma ion you w o e on he disco e ies and key concep s cha s. You can ask you sel ques ions such as: do I p e e cheap o expensi e accommoda ions? Do I p e e o a el wi h iends, amily, alone? Which ype o accommoda ion do I ind coole ? Means o T anspo : Disco e ies: you can hink abou : which means o anspo is mo e com o able, as , cheap, expensi e… New wo ds and key concep s: Once again, ake a look s he sub i les! T y o w i e down wo ds ha you ind use ul o in e es ing o you p ojec such as : anspo s’ names, places such as s a ions o ai po s… Which ype o means o anspo would you choose? You can ask you sel : Do you p e e land, sea o sky ips? Which one do you hink is coole ? Which one do you hink is mo e com o able? T a ele 2 T a ele 3 T a ele 4 T a ele 5 T a ele 6 65 LESSON 4 •Expe s’ g oup: Pa is The Lou e is he wo ld’s la ges a museum. You can see he highligh s (Mona Lisa, Venus de Milo, and he Winged Vic o y) in jus an hou o wo. Pa is Walk along he “Champs- Elysees”. This is one o he mos ecognizable s ee s in he wo ld, unning om Place de la Conco de o he A c de T iomphe. Pa is Ile de la ci é : is he small island in he cen e o Pa is ha is home o Sain e-Chapelle and No e Dame. I is he his o ic hea o Pa is Pa is The No e Dame Ca hed al is one o he oldes and g andes ca hed als in he wo ld. he highligh o a isi he e is he ga goyle’s iew o e Pa is om he op o he ca hed al. Pa is Ve sailles is a oyal cas le. Du ing you isi o Ve sailles you will ou he palace and s oll h ough he ga dens. Pa is Ei el owe : Pa is would no be comple e wi hou a ip up he Ei el Towe . 66 Be lin Eas Side Galle y: Is an ou doo a galle y o mu als pain ed on one sec ion o he Be lin Wall Be lin Pe gamon Museum: Th ee mini-museums which include he Collec ion o Classical An iqui ies, he Museum o he Ancien Nea Eas , and he Museum o Islamic A . Be lin The Reichs ag: The Ge man pa liamen and a s unning wo k o a chi ec u e Be lin TV Towe : Expe ience he bes ci y iews om he TV Towe . TV Towe is o Be lin as he Ei el Towe is o Pa is. Be lin The DDR Museum: An in e ac i e museum abou Eas Ge man li e du ing he Cold Wa . Be lin Cha lo enbu g Palace: Be lin’s la ges palace loca ed in he wes o he ci y. A ip he e will make you eel like oyal y! 67 Rome Colosseum: This s uc u e is one o he mos iconic places in he wo ld and a ip o Rome would no be comple e wi hou isi ing he Colosseum. Rome S Pe e ’s Squa e: A small coun y inside a coun y: The Va ican. The squa e is ci cula and has a lo o columns. In each column he e a e s a ues o eligious igu es and popes. Rome S . Pe e ’s Basilica: The Basilica has a beau i ul design. Inside, he deco a ion is simply di ine and i is one o he mos beau i ul buildings in he wo ld! Rome T e i Foun ain: The oun ain pays ibu e o he Roman God Oceanus. The sculp u es a e wonde ul and he oun ain is a ue wo k o a . I has become a adi ion o h ow coins in o he wa e o e you shoulde o good luck Rome Roman Fo um: One o he mos impo an Roman uins in I aly, he Roman Fo um is an ancien si e ha consis s o many uins ha we e once he cen e o Roman public and poli ical li e. Rome Sis ine Chapel: Is pa icula ly amous o i s ex ensi e and de ailed deco a ions, including he Las Judgemen esco by Michelangelo and he ceiling a wo k. 68 London Wes mins e : Home o he Houses o Pa liamen and he wo ld- amous Big Ben. Big Ben is he name o he bell housed wi hin he iconic clock owe , and i s ill chimes e e y hou . London Camden Ma ke : An enjoyable and di e se ma ke , wi h s ee ood om in e na ional cuisines, lo s small selling s ands and unique a wo k o ake home. London London Eye: The Eye is a gian e is wheel o e ing amazing iews ac oss he ci y. A nigh , he wheel is li up in seasonal colo s and is he cen e piece o London’s annual New Yea ’s i ewo ks display. London China own: A neighbo hood illed wi h au hen ic Asian es au an s as well as supe ma ke s and sec e ba s. The e is always some hing new o explo e in China own! London Piccadilly Ci cus: Piccadilly Ci cus is ins an ly ecognizable, a squa e illed wi h b igh ligh s and big elec onic sc eens. Piccadilly Ci cus has been a busy London spo since he 17 h cen u y. London Ox o d S ee : Ox o d S ee is no only London’s op spo o shopping bu is Eu ope’s busies shopping s ee . I has 300 shops and ecei es o e 500,000 isi o s e e y day. 69 •Rub ic o eache ( ideo assessmen ) Ou s anding Good A expec ed le el Needs imp o emen Con en / O ganiza i on The con en is well o ganized, cohesi e and ollows a cohe en s uc u e. In o ma ion included is eally o iginal. The con en is in gene al well o ganized. The e a e some mino mis akes ha a ec cohesi eness bu o e all he ideo ollows a cohe en s uc u e. In o ma ion is o iginal. The e a e expec ed mis akes ega ding con en o ganiza ion. The e a e some mino mis akes ha a ec cohesi eness and some mis akes ega ding cohe ence. In o ma ion is okay, e en hough some addi ional and in e es ing in o ma ion could ha e been included The con en is no well o ganized, which esul s in a lack o cohesi eness and cohe ence. In o ma ion is no eally o iginal, i seems ha s uden s ha e no spend enough ime on esea ch. Fluency P onuncia ion is e y good, wi h none o ew mis akes. They look com o able and con iden while speaking and he e a e minimum in e up ions and pauses be ween sen ences. Thei p onuncia ion is good. They made some mis akes ha do no a ec unde s anding. They made some pauses bu a e usually luen . Thei p onuncia ion was okay. They made some mis akes ha a ec ed unde s anding , bu we e no eally impo an . They made pauses bu some o hem we e luen . They made some p onuncia ion mis akes ha clea ly a ec ed unde s anding Mos o he g oup membe s made se e al pauses and we e no eally luen . Vocabula y They included se e al new wo ds ha hey ha e lea ned in he uni . They used many new wo ds in he ideo. They o en epea ed wo ds in he ideo bu also used new ones. They used e y ew new wo ds and o en epea ed he same wo ds 76 Use o g amma / Accu acy S uden s did only make sligh g amma ical mis akes ha we e no ele an . S uden used new g amma ical s uc u es lea ned in he class oom, bu also new ones. Jus a ew mis akes we e made. Thei use o g amma was good and included g amma ical s uc u es lea ned in he class oom. They made some g amma ical mis akes. Thei use o g amma was okay, bu o en used he same g amma ical s uc u es. They o en made g amma ical mis akes. Used he same g amma ical s uc u es h oughou he ideo. Body Language S uden s’ body language was eally good and ied o app oach and engage he audience. S uden s use o body language was good and engaging. S uden s use o body language was okay, al hough no eally engaging o app oaching. S uden s did no use body language o make he ideo mo e engaging o app oach he audience. •Rub ic o eache (w i en a el guide assessmen ) Ou s anding Good A expec ed le el Needs imp o emen Planning / o ganize All s uden s in he g oup w o e down ideas on wha o include in hei w i ings. They came up wi h a lo o in e es ing in o ma ion o include. All s uden s w o e down ideas in he o ganize , e en hough mo e ideas could ha e been added. S uden s w o e down a ew ideas, bu all o hem we e okay and all he g oup membe s collabo a ed in he c ea ion o he o ganize . No all membe s o he g oup w o e down ideas and, in gene al, in o ma ion included was qui e poo . 77 Ou line S uden s elec ion o in o ma ion included in hei o ganize was good. The di e en sec ions we e a anged in a cohe en way. S uden elec ion o in o ma ion was good. The e we e a ew mis akes ega ding o ganiza ion o in o ma ion. S uden s elec ion o in o ma ion was good, e en hough mo e ideas om hei o ganize could ha e been included. The e we e some mis akes ega ding o ganiza ion. S uden s elec ion o in o ma ion was no good enough, since he e was no enough con en o each o he sec ions. The e we e many mis akes ega ding o ganiza ion Fi s D a S uden s ollowed he ou line co ec ions and managed o c ea e a well o ganized, cohe en and cohesi e i s d a . The e we e a ew g amma ical and spelling mis akes. S uden s made good use o he ou line and he e we e ew mis akes ega ding cohe ence and cohesi eness. The e we e ew g amma ical and spelling mis akes. S uden s used hei ou line. The e we e some mis akes ega ding cohe ence and cohesi eness, as well as g amma ical and spelling mis akes. S uden s we e no able o ollow hei ou line co ec ly. The e we e many g amma ical and spelling mis akes and he ex lacked cohesi eness. Re ision/ edi ing S uden s co ec ed all he mis akes and added changes and u he imp o ed hei w i ing. S uden s co ec ed all he mis akes bu ew changes we e made o u he imp o e hei w i ing. S uden s co ec ed all he mis akes, e en hough hey did no make any u he changes o imp o e hei w i ing. Some mis akes we e no co ec ed and did no make any u he changes o imp o e hei w i ing Final Copy S uden s handed hei copy using good handw i ing, ollowing eache ’ eedback and adding deco a i e elemen s. S uden s handed hei copy using good handw i ing, aking in o conside a ion eache ’ eedback. Handw i ing was no eally good, bu s uden s ook he eache eedback in o conside a ion. Poo handw i ing. S uden s did no ake eache ’ eedback in o conside a ion 78