T abajo Fin de Más e (esp.INGLÉS)
CLT app oach as a basis o a lea ning uni . Uni
p oposal o p omo e communica ion be ween s uden s
in 3 d yea o Compulso y Seconda y Educa ion
Ap endizaje Comunica i o de la Lengua como base
de una unidad didác ica. Una unidad pa a omen a la
comunicación en e es udian es de 3º de ESO
Au o
Ra ael Jiménez Jiménez
Di ec o
Alejand a Ma a Gómez Ma quínez
Más e Uni e si a io en P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o,
Fo mación P o esional y Enseñanzas de Idiomas, A ís icas y Depo i as
Facul ad de Educación
Cu so 2019/2020
Table o con en s
1. Abs ac …………………………………………………1
2. In oduc ion…………………………………………….2
3. Pu pose and objec i es…………………………………3
4. Jus i ica ion, basis and me hodological design…………4
4.1. Jus i ica ion…………………………………….4
4.2. Theo e ical basis………………………………..7
4.3. Cu icula basis………………………………...13
4.4. Me hodological design…………………………14
5. Didac ic p oposal………………………………………..16
5.1. Topic and con ex o he p oposal……………...16
5.2. Cu icula elemen s .……………………………...17
5.3. Lea ning uni sequence………………………….21
5.4. Ma e ials…………………………………………26
6. Conclusion……………………………………………….27
7. Wo ks ci ed………………………………………………30
8. Appendices………………………………………………33
Appendix n. 1 Fi s lesson o he P ac icum Pe iod. Ques ions abou
CHAPTER 1 AND 2. Homewo k and Assignmen s used as e idence o
he necessi y o imp o emen ………………………33
Appendix n. 2 Uni p oposal…………………………..34
Appendix n. 3 Ma e ials………………………………57
Appendix n.4 Gene al objec i es……………………..73
Appendix n.5 Speci ic lea ning objec i es o he en i e uni …..74
Appendix n. 6 Con en s o he lea ning uni …………….75
Appendix n. 7 Speci ic e alua ion c i e ia………………82
Appendix n. 8 Lea ning s anda ds………………………86
Appendix n.9 Assessmen c i e ia (whole uni )………….90
Appendix n. 10 O al exp ession checklis and ub ic o inal
deba es……………………………………………….91
1
1. Abs ac
In his disse a ion a uni plan whose main pu pose is o de elop communica i e
skills o s uden s will be analyzed. Wha is in ended wi h he design o his uni is ha
lea ne s can de elop he di e en skills in a communica i e way, which will allow hem
o inc ease hei mo i a ion and hei abili y o exp ess o ally and in w i ing using he
a ge language. The e o e, he de elopmen o CLT app oach will be one o he mos
ele an bases o his p ojec .
The need o es ablish a communica ion-based eaching a ises a e he P ac icum
Pe iod in which we did no ha e he oppo uni y o each s uden s ace o ace.
The e o e, he con ac wi h he s uden is los and hey do no ha e he oppo uni y o
exchange opinions among hem in a luid way cons an ly. Mo eo e , ano he o he
needs ha has led o he c ea ion o his disse a ion was he analysis o a uni plan o a
ex book ha I ca ied ou o a mas e 's p ojec . This book is ocused on g amma and
ocabula y aspec s while i ge s away om os e ing communica ion be ween s uden s.
The uni plan is designed o de elop a opic ha can be mo i a ing o s uden s
such as c ime and punishmen . Du ing his uni , lea ne s will also pu in o p ac ice o he
skills such as hei au onomy o lea n, g oup wo k, coope a ion and abili y wi h
echnologies among o he s. To de elop some lessons, he PBLL me hodology will be
used, culmina ing in a inal p oduc . Se e al ma e ials c ea ed and adap ed will be used
in each session.
The analysis ha appea s in his disse a ion on his uni plan consis s o a
heo e ical amewo k, which has been designed aking in o accoun di e en eadings
om he mas e ’s deg ee and ou side i , and a cu icula amewo k elabo a ed
ollowing cu en laws.
Keywo ds: Communica i e Language Teaching (CLT), communica i e
compe ence, wo k in g oups, in e ac i e lea ning, lea ne au onomy, s uden -cen e ed
lea ning, ICT and PBBL.
2
2. In oduc ion
This documen is made up o an o iginal uni plan wi h i s co esponding
ma e ials and a c i ical analysis o i . Fo he ealiza ion o he didac ic uni , a opic has
been chosen ha can be mo i a ing o s uden s o 3 d o ESO, ‘C ime and punishmen ’.
Wi hin his opic, i can be ound di e en hemes ha can a ac he a en ion o
lea ne s such as he deba e on he use o dea h penal y as punishmen o he a ied
ocabula y ha his opic gene a es, o example, di e en ypes o c imes such as
a son, kidnapping...
Rega ding he need ha has led o he c ea ion o his p ojec , i can be said ha
one o he main aspec s de eloped du ing he Mas e 's pe iod has been he p omo ion o
communica ion-based eaching. Du ing he P ac icum pe iod, I had o adap he
ma e ials on a ex book called ‘Geo ge’s Ma ellous Medicine’ o each online. Online
classes showed a clea p oblem, he di icul y o es ablishing luid communica ion. This
lack o communica ion is mo e isible be ween s uden s han be ween s uden s and he
eache since he eache can es ablish a con e sa ion wi h hem bu g oup wo k and
communica ion be ween s uden s om a dis ance becomes mo e di icul .
Th oughou his s age, due o he ci cums ances, he eaching p ocess was no as
I would ha e liked, ha is, p omo ing communica ion be ween he s uden and he
eache and, abo e all, os e ing communica ion and coope a ion among lea ne s.
In addi ion, he analysis o ma e ials ca ied ou in one o he subjec s o he
mas e ’s deg ee, 'Ins uc ional and Cu icula Design in EFL', allowed me and my
classma es who we e pa o my wo k g oup, o de ec a undamen al p oblem when
lea ning a o eign language using a cou se book: an excess o ac i i ies on g amma ical
aspec s, which akes ime away om hose ac i i ies ha allow s uden s o de elop
luency and accu acy when hey communica e using L2. Wha i is ying o say is ha
mos cu en cou se books lack he necessa y ac i i ies o de elop he communica i e
le el o he s uden s as well as hei abili y o wo k in g oups wi h o he classma es and
o lea n om each o he .
The analysis o he ex book and he online P ac icum pe iod a e he wo main
aspec s ha ha e led o he iden i ica ion o he need o lea n h ough communica ion
and, he e o e, o lea n h ough eamwo k among lea ne s.

3
Th oughou he mas e 's deg ee we ha e lea ned ha i is possible o each a
o eign language co ec ly and in a mo i a ing way h ough he c ea ion o a class oom
en i onmen in which s uden s can wo k in g oups, communica e wi h each o he using
L2 and can wo k wi h ini ia i e using ICT's p omo ing hei au onomy. This eason is
wha gi es g ea impo ance o he ealiza ion o his p ojec .
In o de o de end he need o c ea e a eaching o a o eign language based on
communica ion among s uden s, di e en heo ies on he eaching o English as a
o eign language and on CLT app oach ha ha e been de eloped h oughou he mas e
will be analyzed. Fu he mo e, in o de o design his uni plan, i has been used a
me hodology based on p ojec s (PBLL). So, PBLL key ideas will be analyzed oo. In
addi ion, we will obse e he di e en ad an ages ha his me hod has o a s uden
lea ning a o eign language, such as he de elopmen o luency and accu acy o
communica e in ha language.
3. Pu pose and objec i es
Wi hin his sec ion, wo ypes o objec i es can be di e en ia ed: he objec i e
o he uni plan and he objec i e o he c i ical e lec ion o his uni .
Fi s ly, i can be s a ed ha he eaching uni de eloped in his documen is no a
uni ha can be ound in any ex book ha a eache uses o each a o eign language. In
his didac ic uni , an o iginal and inno a i e wo king me hod can be ound in which
he e is a clea objec i e: o p omo e communica ion among s uden s. To achie e his
objec i e, i is obse ed ha he ac i i ies do no ha e a la ge numbe o guidelines, ha
is, s uden s communica e wi h hei classma es eely exp essing hei own opinions and
knowledge on a opic. Logically, s uden s ha e o ocus on he main opic ha he
ac i i y equi es, o example, discussing a c ime ha hey know.
The e o e, i can be conside ed ha apa om he main objec i e (p omo ing
communica ion be ween s uden s o imp o e hei luency and accu acy while hey a e
using L2), he e a e a se ies o subsidia y objec i es ha complemen and make i
possible o his me hodology o wo k well. Th ough communica ion among s uden s, i
is also in ended ha s uden s lea n o wo k in g oups, espec ing he di e en ideas o
4
hei pee s. Fu he mo e, as men ioned abo e, i is aimed o p omo e he au onomy o
s uden s so ha hey can exp ess hei opinions and lea n di e en echniques ha will
be use ul in he u u e, such as he c ea ion o a oki. In his way, s uden s will also be
in con ac wi h ICTs, which will help hem o ha e a p ope use o echnology, which is
e y use ul and is inc easingly de eloped oday. In o de o de elop hese ideas, PBLL
will be one o he bases o his uni plan.
On he o he hand, he pu pose o he c i ical e lec ion on he uni plan is o
expose he main heo ies on he CLT o analyze wha i s main cha ac e is ics a e and
wha a e he main ad an ages ha his wo k sys em can o e pupils. In his way, a
se ies o echniques and hough s o some impo an heo is s ela ed o he eaching o
English as a o eign language and CLT can be de ailed. In addi ion, a pe sonal and
c i ical iew o his eaching me hod in ela ion o s uden s may be isualized.
4. Jus i ica ion, basis and me hodological design
4.1. Jus i ica ion
As p e iously men ioned, he uni plan's main objec i e is o p omo e he
lea ning o English as a o eign language p oposing a cons an communica ion and
in e ac ion among s uden s. In his way, s uden s will be able o imp o e hei le el o
English while de eloping di e en skills. Al hough in he uni plan s uden s a e
in ol ed in ac i i ies des ined o de elop all he skills (speaking, lis ening, w i ing and
eading), mos o he exe cises a e ocused on de eloping he communica i e and
in e ac i e capaci y o he lea ne s. Thus, hey will be able o acqui e a g ea e con ol
o o al language, lea ning o es ablish luen con e sa ions wi h hei classma es in
which he e is an exchange o in o ma ion (inpu -ou pu ).
By boos ing his ype o communica i e ac i i ies, a i al in e ac i e wo k
sys em is being implemen ed o he de elopmen o no only he language bu also he
social skills o he pupils. They will ha e o wo k in g oups o in pai s, which p o okes
s uden s o es ablish social ies wi h each o he and o lea n om each o he while
p ac icing a se ies o exe cises ha allow hem o ge in ol ed in a eal con ex .
De eloping his me hodology, i can be ega ded ha his p ojec also has as i s main
5
objec i e o inc ease he mo i a ion o he s uden s so ha he lea ning p ocess is mo e
e ec i e and enjoyable.
Fo eign language s uden s may be in ol ed in he u u e in di e en si ua ions
wi hin a eal con ex in which hey ha e o know how o de elop hemsel es. Fo
ins ance, he ac o helping someone o ind a speci ic s ee and eques ing a plane
icke among o he ac ions. The e o e, ano he pu pose o his uni plan is o inc ease he
au onomy o s uden s so ha hey g adually know how o ace di e en si ua ions by
hemsel es. In his case, he au onomy o he lea ne s is p omo ed, o example, when
hey ha e o p epa e by hemsel es wha hey a e going o say in he inal deba e o
when hey use ICT’s o c ea e he oki o enhance knowledge.
The uni plan ollows his app oach based on hese e y speci ic p inciples
because his mas e ’s gi es us he oppo uni y o obse ing di e en wo k me hods
h ough he di e en p ojec s de eloped, he ma e ials ha eache s p o ide o pe iods
in which knowledge is applied such as he P ac icum pe iod. Each wo k me hod
depends on he con ex and he pu pose i pu sues.
In my case, as men ioned abo e, du ing my P ac icum Pe iod I did no ha e he
possibili y o each s uden s in pe son. All classes h oughou his pe iod we e online,
and i was qui e di icul o encou age in e ac ion among s uden s. This excep ional
si ua ion allowed me o ealize he impo ance o communica ion in he de elopmen o
a class in which s uden s a emp o imp o e hei abili ies a ound lea ning a o eign
language. Th oughou he P ac icum pe iod, s uden s lea ned new ocabula y, imp o ed
hei eading comp ehension and e iewed g amma ical aspec s ha appea ed in he
eading book "Geo ge’s Ma ellous Medicine’. In his documen we can see some
examples o hese exe cises (appendix n.1), in which pupils could no wo k o ally and
in g oups since hese ac i i ies we e designed o be sol ed a home. Lea ne s could only
ansmi hei opinions and exchange in o ma ion du ing class, and he way in which he
classes ook place (online) was no he mos encou aging o achie ing a highly luid
communica ion.
The e o e, hese ci cums ances allowed me o de ec he need o implemen a
eaching based on communica ion and coope a ion among s uden s. Thus, hey could
wo k hei way o exp essing hemsel es and migh eel mo e mo i a ed o ha e a
6
g ea e in ol emen in class and u n a session in o some hing un and en iching and no
a me e p ocedu e ha hey ha e o go h ough o pass a subjec .
On he o he hand, i we ake a look a he majo i y o cu en cou se books, i is
clea ha s uden s can imp o e a lo in e ms o g amma and ocabula y acquisi ion.
Howe e , he e a e no enough ac i i ies in which pupils can communica e eely o
consolida e he knowledge lea ned. I is ue ha he majo i y o cou se books include
some o hese ac i i ies since hey a e obliged o wo k on all he skills bu in mos cases
he e a e e y ew exe cises in which, o example, hey ha e o discuss on a cu en o
in e es ing opic o hem. The e o e, mos exe cises a e a emp ed o imp o e w i en
comp ehension and, especially, o de elop g amma ical aspec s.
Du ing his analysis o ma e ials, my wo k g oup and I obse ed ha 3 d yea o
ESO cou se book clea ly e lec s he educa ional p io i ies hese books ha e. This
ma e ials analysis was designed o he subjec 'Ins uc ional and Cu icula Design in
EFL’. In his p ojec , I was able o obse e he sca ce ele ance ha is gi en o he
communica i e aspec among s uden s. The e o e, i can be hough ha his aspec was
highly ele an o de ec he need o a communica ion-based educa ion in which he
cou se book is le ou and he p o agonis s o he eaching-lea ning p ocess a e he
s uden s. Despi e planning a uni plan wi hou using a cou se book, in his uni we can
ind ha he g amma and speci ic ocabula y o he subjec a e no igno ed, hey a e
simply wo ked in a di e en way ha allow lea ne s o make a mo e e icien
de elopmen o hei abili ies and ha mo i a es hem, which will p o oke hem o
become mo e in ol ed wi h he con en o he subjec .
To conclude his jus i ica ion o he p ojec , i can be s a ed ha he ac o
ha ing a di e en P ac icum pe iod wi hou eaching he classes as I would ha e liked
and he analysis o ma e ials om a didac ic uni ound in a cou se book o 3 d o ESO,
ha e been he wo main causes in o de o I ealize he impo ance o communica ion in
he class oom. The e o e, he uni plan a ises om hese wo needs.
13
5. C ea e a inal p oduc by ollowing he p e ious s eps.
6. Publishing. Sha e he p ojec wi h o he people and also collec e idence.
7. Final assessmen . Assess lea ning and e lec on key ideas.
4.3. Cu icula basis
Rega ding cu icula aspec s, he design o his uni plan, which is he ocus o
his disse a ion, has been ca ied ou ollowing legal c i e ia and p inciples o he mos
impo an educa ion laws which conce ns he communi y o A agon. In his sec ion, he
ecommenda ions o he Eu opean Pa liamen and LOMCE A agonese cu iculum will
be discussed.
Fi s o all, he main aim o his uni plan design is o allow lea ne s o de elop
key compe ences. Following he c i e ia o B ussels: O icial Jou nal o he Eu opean
Union, 30(12) (2006), he p ocess o lea ning has o be ein o ced by implemen ing he
de elopmen o key compe ences and basic skills o all s uden s, ‘ om an ea ly age
and h oughou adul li e’. In eaching p ocess, key compe ences mus be p omo ed by
p o iding a high-quali y educa ion, suppo ing he compe ence-based eaching,
encou aging di e en lea ning app oaches and con ex s o p omo e a con inuous
lea ning and ‘explo ing app oaches o assess and alida e key compe ences’.
Conce ning he main app oach o his p ojec , communica ion using L2,
B ussels: O icial Jou nal o he Eu opean Union, 30(12) (2006) s a es:
Communica ion in o eign languages as a key compe ence ‘is based on
he abili y o unde s and, exp ess and in e p e concep s, hough s, eelings, ac s
and opinions in bo h o al and w i en o m (lis ening, speaking, eading and
w i ing) in an app op ia e ange o socie al and cul u al con ex s (in educa ion
and aining, wo k, home and leisu e) acco ding o one's wan s o needs.
Communica ion in o eign languages also calls o skills such as media ion and
in e cul u al unde s anding’.

14
Ano he documen ha con ibu es o he uni plan design de eloped in his
disse a ion is LOMCE A agonese Cu iculum (2016). In his law, i can be ound he
main e alua ion c i e ia, con en s, objec i es and lea ning s anda ds belonging o each
yea o seconda y educa ion. In his p ojec , hese di e en aspec s ha e been chosen
depending on he needs and s eng hs o 3 d yea o ESO s uden s os e ing in any case a
communica i e en i onmen .
Finally, in O den ECD 2016, de 26 de mayo, P ime a lengua ex anje a: inglés,
O ien aciones me odológicas, a e included se e al me hodological guidelines o which
i can be highligh ed he ela ionship es ablished be ween he acquisi ion o key
compe ences and he au onomy o s uden s. Following he p inciples o his documen ,
he de elopmen o key compe ences h ough a me hod in which pupils a e he mos
impo an igu e in he eaching-lea ning p ocess, p o okes lea ne s o be au onomous
and esponsible o hei lea ning p ocess. Mo eo e , hey will become builde s o hei
lea ning by comple ing asks ha allow hem o sol e p oblems in a eal con ex while
de eloping di e en skills. They will also be in ol ed in a disco e y lea ning p ocess,
in de eloping hei abili y o use echnologies and in an in e ac i e lea ning p ocess.
4.4. Me hodological design
The main pu pose o designing he uni plan has been o p opose an
en i onmen in which s uden s could de elop hei luency and accu acy h ough
communica ion. To achie e his pu pose, he p inciples o he CLT app oach ha e been
ollowed. The e o e, communica i e eaching based on g oup o pai s wo k has been
pu in o p ac ice o os e in e ac ion and coope a ion be ween s uden s. In his way,
s uden s can de elop hei abili ies abou English as a o eign language in a mo e
mo i a ing way o hem since, hus, hey can pu in o p ac ice con e sa ions, es ablish
social ies and lea n om each o he . Thus, hey will be able o acqui e a mo e e ec i e
and dynamic lea ning.
Th ough communica ion-based lea ning, lea ne s will be cons an ly exposed o
asks in which hey will ha e o communica e wi h hei classma es o deal wi h
si ua ions ha hey may ind in eal li e con ex s. Th oughou his uni plan, hey will
ha e a ious ac i i ies o his s yle, hus boos ing hei mo i a ion o exp ess hemsel es
15
using L2. Following his wo k sys em, hey will de elop hei luency and accu acy
while he eache akes no e o he mis akes hey may make and hen he/she highligh s
hei s eng hs and shows hei weak poin s so ha pupils can co ec hem.
Fu he mo e, in his designed uni hey no only wo k on o al communica ion (speaking
and lis ening) bu hey also de elop hei w i en communica ion h ough exe cises
based on w i ing and eading. Consequen ly, hey will be able o de elop all ou skills
in a communica i e way.
Ano he aspec o i al impo ance in his p ojec is o ensu e ha pupils can be
independen and can e lec on hei lea ning p ocess. The e o e, an a emp is made o
p omo e s uden ’s au onomy. To achie e his, a me hodology based on wo king in small
g oups and a lea ning in which he eache has he esponsibili y o p omo ing
communica ion is es ablished. Thus, s uden s will be he main p o agonis s o hei own
lea ning (s uden -cen e ed lea ning).
On he o he hand, o achie e an en i onmen in which he lea ning base is
communica ion, a p ojec -based me hodology (PBLL) has been implemen ed.
Following his me hodology, he uni plan is made up o nume ous ac i i ies whose
pu pose is o p epa e s uden s o he pe o mance o a inal p oduc (in his case a
deba e). Th oughou he uni plan, he i s h ee sessions can be conside ed as wa m-up
lessons, since hese a e in ended o in oduce s uden s o he opic o 'c ime and
punishmen ', y o call hei a en ion and inc ease hei awa eness o di e en ypes o
c imes. S a ing om lesson numbe 4, he di e en s ages which ha e o be de eloped
in o de o each a co ec inal p oduc a e pu in o p ac ice. To sol e he di e en asks
ha lea ne s ha e o ca y ou h oughou all he sessions o each he inal p oduc , an
e ec i e use o ICTs will be made. The inclusion o echnologies in his eaching
me hod will p o ide g ea e mo i a ion o s uden s and will acili a e s uden s’ access o
esou ces ha may be use ul in he lea ning p ocess.
To conclude he me hodology, i can be said ha he design o his uni plan is
ca ied ou ollowing he c i e ia o di e en educa ional laws. This uni plan akes in o
accoun he objec i es, con en s, lea ning s anda ds and e alua ion c i e ia o 3 d o
ESO. Rega ding e alua ion c i e ia, he eache will no only ake in o accoun he inal
p oduc bu also he daily wo k o s uden s and o he ac i i ies which a e ele an in he
de elopmen o s uden lea ning.
16
5. Didac ic p oposal
5.1. Topic and con ex o he p oposal
Fi s ly, he seconda y school chosen o pu in o p ac ice his uni plan is IES
Cla a Campoamo Rod íguez (Za agoza). This cen e is he seconda y school in which I
s ayed du ing he i s phase o my P ac icum pe iod and i ga e me a g ea imp ession
o i s acili ies, he close cha ac e o i s eache s and he quali y o eaching ha is
ansmi ed he e.
The uni plan which is analyzed in his disse a ion has been c ea ed in o de o
each 18 non-bilingual s uden s o 3 d yea o ESO. Mos o hese s uden s a e no e y
in e es ed in lea ning English as a o eign language, and he e o e, hey do no pu in o
p ac ice hei skills using he a ge language. This ac igge s ha he communica i e
abili y o hese pupils, bo h o al and w i en, is no e y high. The e o e, wo main
p oblems o needs can be iden i ied: lack o mo i a ion and p oblems wi h he use o he
language.
The design o his p oposal is based on a uni plan whose main opic is he
analysis o he di e en ypes o c imes and punishmen s ha we ind in eal li e.
Th oughou his uni plan, s uden s will be able o know wha each c ime and
punishmen consis s o . This opic has been chosen because i can be in e es ing o
hem. In ac , he uni will s a wi h a ideo in which 10 e y s iking c imes a e
analyzed.
Once hei a en ion has been cap u ed h ough he choice o his opic and he
isualiza ion o an a ac i e ideo, a se ies o asks will be pu in o p ac ice. The main
pu pose o hem is o imp o e he communica i e le el o lea ne s. These exe cises will
allow hem o lea n mo e abou he heme while hey a e in ol ed in eal si ua ions in
which, o example, hey will comple e ac i i ies in which hey will ha e o play he
ole o a judge, an accused and a wi ness. These exe cises will equi e wo king in
g oups while hey a e using he a ge language. Fu he mo e, in some o hese
exe cises, echnologies will be used, which can inc ease hei mo i a ion since hey a e
used by s uden s ou side o class e e y day.
17
This wo k sys em encou ages he use o he a ge language in g oup wo k,
making s uden s he main elemen o he eaching-lea ning p ocess while he eache 's
main objec i e is o encou age s uden s o exp ess hei ideas and expe iences on he
opic o his uni .
In addi ion, o pu his uni plan in o ope a ion, a p ojec -based me hodology
(PBLL) will be used, he inal p oduc o which will be wo deba es in which s uden s
will ha e o de end hei ideas. The eache and wo s uden s will be in cha ge o
in e p e ing he ole o judges and choosing he wo winning g oups. To inc ease hei
mo i a ion and compe i i eness ega ding he inal deba e, a ewa d has been p o ided.
The wo winning g oups will choose a ilm o a chap e o a TV se ies (i has o be
ela ed o he opic o he uni ) o be wa ched in class in he nex session. These deba es
will be published on he seconda y school websi e, hus inc easing he deg ee o
in ol emen o lea ne s since hey will wan isi o s o he websi e o ha e a posi i e
opinion abou hei pe o mance.
To sum up, wi h he design o his p oposal, wha is in ended is o inc ease he
in e es o he lea ne s and imp o e hei communica ion skills h ough g oup wo k, he
use o ICTs and a ac i e ac i i ies in which hey a e in con ac wi h o he classma es.
In his way, hey will be in ol ed in an in e ac i e class oom en i onmen ha will
allow hem o de elop hei luency and accu acy when hey exp ess hemsel es o ally
and in w i ing using L2.
5.2. Cu icula elemen s
One o he mos impo an aspec s in he cu en cu iculum is he de elopmen
o he se en key compe ences because i is a compe ence-based model. The
ecommenda ion 2006/962 / EC o he Eu opean Pa liamen and o he Council o
Decembe 18, 2006, e e s o key compe ences as ‘ hose ha all people need o hei
pe sonal de elopmen and de elopmen , as well as o ac i e ci izenship, social
inclusion and employmen ’.
Acco ding o he cu en cu iculum, my uni plan con ibu es o all he se en
key compe ences bu he design o his lea ning p oposal mainly goes deepe in o ou
18
key compe ences: Compe ence in Linguis ic Communica ion (CLC), Digi al
Compe ence (DC), Lea ning o Lea n (L2L) and Social and Ci ic Compe ences (SCC).
Conce ning Digi al Compe ence (DC), one o he main cha ac e is ics o his
compe ence is he use o in o ma ion o achie e objec i es ela ed o lea ning. This
cha ac e is ic is e lec ed in his p ojec , o ins ance, when s uden s ha e o use hei
lap ops and able s in class o ind in o ma ion ela ed o he punishmen hey ha e o
ca y ou du ing he ac i i y named ‘g oup o expe s’. In his exe cise, hey will also
use digi al compe ence by he c ea ion o a oki o enhance hei knowledge (see
appendix n.2 lesson 4).
Abou Lea ning o Lea n (L2L) compe ence, as men ioned p e iously, one o he bases
o his p ojec is o p omo e he au onomy o lea ne s by pu ing in o p ac ice a wo king
me hod based on se e al ac i i ies in which hey a e esponsible o hei own lea ning.
In his uni i can be ound some ac i i ies os e ing his compe ence such as he ac i i y
in which hey ha e o iden i y he main pa s o an essay abou ad an ages and
disad an ages o dea h penal y and hen p oduce ano he w i ing using a simila
s uc u e (see appendix n.2 lesson 5).
Mo eo e , s uden s will ha e access o lea ning ha akes place in di e en
con ex s, implica ing hem in si ua ions whe e hey ha e o make a o mal use o he
language, such as in he w i ing ac i i y o in he inal deba e.
Ano he key compe ence ca ied ou by pupils h oughou his lea ning p oposal
is Social and Ci ic Compe ence (SCC). Many o he asks ha make up his uni , place
lea ne s in eal con ex s in which hey ha e o ace a p oblem o in e p e a si ua ion ha
may a ise in eal wo ld. In ha way, hey can eel ha hei lea ning p ocess is use ul.
They can exp ess di e en poin s o iew wi h espec o si ua ions ha occu in cu en
socie y by p oducing di e en asks, o example, he exe cise in which hey ha e o
in e p e he ole o eal cou s, in which s uden s play he ole o judge, accused and
wi ness (appendix n.2 lesson 1) o he ac i i y in which he eache p o ides hem wi h
se e al eal c ime si ua ions and hey apply o hem he mos app op ia e punishmen
(appendix n. lesson 5).
Undoub edly CLC is he mos ele an compe ence o his p ojec . This uni plan
os e s he use o he CLT app oach, hus p omo ing a lea ning p ocess based on

19
communica ion. Mos o he asks in his uni ha e as main objec i e ha s uden s a e
able o communica e wi h each o he o sol e p oblems o ace si ua ions ha ake place
in eal li e such as in he p e ious men ioned exe cise belonging o lesson 5. In addi ion,
hey will de elop hei abili y o wo k in g oups. Th ough his sys em ha p omo es
communica ion, wha is in ended is o achie e li elong lea ning.
Mo eo e , he de elopmen o his compe ence will p o oke lea ne s o pu in o
p ac ice bo h hei o al and w i en abili ies, wo king on all he ou skills (speaking,
lis ening, eading and w i ing). In addi ion o his ac , he di e si y o communica i e
exe cises ha can be ound in his p ojec will allow s uden s o be in ol ed in di e en
con ex s, hus p ac icing bo h o mal and in o mal egis e s. In o al con e sa ions in
which hey commen he main ideas o a ideo wi h hei shoulde pa ne s such as in
exe cise 2 o he i s lesson (appendix n. lesson 1), hey make use o in o mal egis e
and in he inal deba e hey will use o mal egis e .
Consequen ly, lea ne s will acqui e a ious basic alues ha can be ound wi hin
his compe ence such as espec o he no ms o coexis ence, human igh s and
plu alisms ( espec ing he di e si y o opinions), he de elopmen o he c i ical spi i
(exp essing hei expe iences and conce ns ega ding a opic, in his case, c imes and
punishmen s) and he concep ion o dialogue as he main ool o coexis ence and o
he acquisi ion o knowledge (gi ing g ea alue o eading, con e sa ions...)
As i is men ioned abo e, he main pu pose o his lea ning p oposal is o
de elop he communica i e compe ence o s uden s by implemen ing he
communica i e app oach. The e o e, a communica i e syllabus has been implemen ed.
The model o syllabus is he mix- ocus model o cu iculum p oposed by Finney (2002)
as a new p agma ism. Acco ding o Finney (2002, 74), his model es ablishes an
app op ia e heo e ical basis based on he need o in e ac ion and in eg a ion o he
design and implemen a ion p ocess, an emphasis on he lea ning and he lea ne ( his
app oach is lea ne -cen ed) and a ocus on p ocess as well as p oduc e alua ing a
e e y s age. This model is an a emp ed ‘syn hesis o he p oduc -o ien ed ends-means
model and he p ocess-o ien ed app oach’ (Nunan 1988 in Finney 2002).
Rega ding he con en s chosen o his p oposal, hey ha e been selec ed om
LOMCE A agonese Cu iculum (2016), conc e ely, om he desc ip ion o he main
con en s belonging o 3 d yea o ESO. They ha e been chosen aking in o accoun he
20
mos app op ia e among hem o ca y ou a lea ning uni in which communica ion is
os e ing. The selec ion o hese con en s is aimed o imp o e he abili ies o pupils
when ace eal li e si ua ions such as p o essional and pe sonal aspec s. By choosing
hese con en s, lea ne s can inc ease hei abili ies on he ou main skills (see con en s
in appendix n. 6). Fu he mo e, a mul i-s and syllabus (UR, 1996) has been selec ed. In
ha way, lea ne s can de elop hei skills wi h espec o he a ge language in ol ing
hemsel es in di e en opics, si ua ions and communica i e unc ions which can be
ela ed o hese con en s.
Mo eo e , in o de o design he lea ning objec i es o his uni , LOMCE
A agonese Cu iculum (2016) has been used oo. Gene al lea ning objec i es ha e been
selec ed aking in o accoun he 8 main objec i es ha his law conside s as basic
aspec s o be de eloped by s uden s in he lea ning p ocess o English language du ing
Seconda y Educa ion s age (see appendix n.4). F om hese gene al objec i es ound in
his law, he speci ic lea ning objec i es ha e been designed (see appendix.5). These
speci ic lea ning objec i es ha e been c ea ed as a esul o he in e p e a ion o speci ic
e alua ion c i e ia and lea ning s anda ds and also hey a e designed aking in o accoun
he main aspec s wo ked on his p ojec : communica i e compe ence, wo k in g oups,
s uden -cen e ed lea ning, au onomy o s uden s and use o ICT’s. Besides, each session
has di e en ypes o asks and he e o e, di e en ypes o pu poses. In appendix n.2 in
which ac i i ies belonging o he uni plan a e de ailed, main and subsidia y aims o
each lesson also can be ound. The objec i es o his uni plan ha e been o mula ed by
e ising Bloom’s Taxonomy Ac ion Ve bs (Ande son, 2001).
In ela ion o e alua ion c i e ia, LOMCE A agonese Cu iculum (2016) o e s
all he c i e ia o e alua ion which can be implemen ed du ing he 3 d yea o ESO.
These c i e ia ha e been o mula ed by es ablishing a connec ion wi h he con en s
p e iously men ioned. They also e lec pe ec ly wha can be e alua ed in he di e en
exe cised ca ied ou h oughou he whole uni .
Fu he mo e, in appendix n.10 he di e en ub ics I ha e designed o assess he
inal deba e can be ound. Fi s ly, he ub ic o assess s uden s who belong o deba e
eams (appendix n.10 i s cha ) allow he judge and I o assess he pe o mance o
deba e eams. The e o e, he e alua ion o s uden s in ol ed in he deba e will depend
on he judge (2 s uden s and I) by es ablishing an a e age sco e al hough I will be in
21
cha ge o ound he ma k. On he o he hand, only I will e alua e he way o judging
and he subsequen exp ession o opinions o s uden s belonging o he judge (appendix
n.10 second cha ).
As p e iously men ioned, no only he p oduc will be alued (30%), bu mo e
impo ance will be gi en o he lea ning p ocess (70%). The pe cen age assigned o he
p ocess has been s uc u ed aking in o accoun he mos impo an ac i i ies o he uni
ying ha e e y skill has a simila alue in o de o assess pupils. Mo eo e , daily li e
pa icipa ion and coope a i e lea ning a e an essen ial pa o his p ocess o e alua ion
because g oup wo k is boos ing h oughou all he lessons o he uni . Hence, he
assessmen c i e ia o he p ocess a e s uc u ed in he ollowing o m: daily
pa icipa ion and coope a i e lea ning 15%, c ea ion o newspape headlines (w i ing
skill) 5%, eading and i s ques ions ( eading skill) 15%, wo d cloud a e ideo and
lis ening song (lis ening) 10%, g oup o expe s and oki (w i ing and speaking skills)
15% and w i ing ac i i y on ad an ages and disad an ages abou communi y se ice as
punishmen (w i ing) 10%. In he inal p oduc (30%) speaking and lis ening skills a e
he ocus on he exe cise.
5.3. Lea ning uni sequence
The uni plan designed in his disse a ion is composed by 6 lessons whose main
pu pose is ha s uden s pu in o p ac ice an e ec i e lea ning p ocess based on he
de elopmen o communica i e compe ence. These 6 lessons a e di ided in o wo pa s:
in he i s 3 lessons he main opic is e e y hing wha in ol es he opic o c imes and
hey ac as a wa m-up o he nex 3 lessons ha will ollow he PBLL me hodology, in
which he main opic de eloped is punishmen s. Bo h opics, c imes and punishmen s,
a e o i al ele ance o he p ope unc ioning o he uni plan, since wi hou knowing
he main cha ac e is ics o c imes, s uden s would no ha e he necessa y knowledge o
become in ol ed in lea ning he di e en ypes o punishmen s and i s main
cha ac e is ics. They a e wo hemes ha need each o he o make sense. The e o e, i is
necessa y o in ol e s uden s in lea ning bo h opics so ha hey ha e he necessa y
knowledge o success ully achie e he inal p oduc (deba es). Fi s ly, he sequence o
ac i i ies ha belongs o he i s pa will be commen ed ollowing he p inciples
es ablished in he heo e ical amewo k.
22
As p e iously men ioned, he i s pa is composed by 3 lessons ocused on he
opic o c imes ha ac as a wa m up o he de elopmen o he inal p oduc . The i s
lesson begins wi h a YouTube ideo on 10 wei des c iminals o all ime ha is used in
o de o a ac he a en ion o lea ne s ega ding he main opic. This ideo con ains
se e al e y in e es ing c imes ha hey will la e ha e o discuss wi h hei shoulde
pa ne s. Pupils will ca y ou an exchange o opinions abou he c imes hey ha e
obse ed in he ideo and abou in e es ing c imes ha hey know. In his way, hey will
s a om he i s momen o de elop communica i e compe ence ansmi ing eal
expe iences.
Subsequen ly, a wo d cloud will be c ea ed among all he s uden s in he class.
Thus, hey will implemen s a egies o ca y ou au onomous lea ning h ough he
iden i ica ion o key wo ds on he opic o c imes. Nex , lea ne s will wo k in g oups
using lashca ds o ela e di e en ypes o c imes and c iminals wi h hei
co esponding de ini ions and pic u es. Th ough his exe cise, hey will lea n basic
elemen s o his opic and will pu in o p ac ice he linguis ic compe ence (lea ning
ocabula y) ha B andl (2008) conside s as one o he basic compe ences o he
de elopmen o communica i e compe ence.
The i s lesson will end wi h a oleplay ac i i y ha will in ol e s uden s in
si ua ions ha ake place in a eal con ex (judgmen ). In his ac i i y, he aim is o
s uden s o alk eely among hem, de eloping hei own knowledge (Richa ds, 2006).
As homewo k, hey will ha e o look o ex a in o ma ion abou o he ypes o c imes.
In he second lesson, hey will sha e hei sea ching wi h hei classma es and he
eache will go deepe in o he opic o c imes h ough a ideo on he di e ences
be ween h ee ypes o simila c imes and he pupils will c ea e sen ences wi h hose
h ee e ms o demons a e ha hey ha e unde s ood he ideo.
A e wa ds, he s uden s will be in ol ed in wo exe cises in which hey will
ha e o iden i y he s uc u e and he use o he passi e oice ela ed o he opic o
c imes. In ha way, hey will de elop au onomous lea ning in which he eache has he
unc ion o explaining he aim o he exe cises and sol ing any doub s hey may ha e.
Nex , lea ne s will wo k in g oups de eloping coope a i e lea ning o design o iginal
newspape headlines. By de eloping his ac i i y, s uden s will p omo e coope a i e
wo k, inc ease hei mo i a ion ega ding he opic and will be able o pu in common
29
In o de o help lea ne s o de elop hese skills, he me hodology I ha e chosen
has been PBLL. Thus, hey know om he beginning wha he objec i es o he lea ning
uni a e and wha he inal p oduc hey ha e o de elop is. Fu he mo e, he mix- ocus
model o cu iculum p oposed by Finney (2002) has been applied, by which a g ea
alue is es ablished no only o he inal p oduc bu also o he p ocess (in his case
he p ocess has a highe alue han he p oduc ). Mo eo e , Finney (2002) also
p io i izes a s uden -cen e ed model and he in e ac ion be ween hem. I also selec ed a
mul i-s and syllabus in o de o pupils a e able o acqui e di e en language aspec s by
de eloping di e en ac i i ies, asks, opics, no ions…
Following wi h he cu iculum, his disse a ion has allowed me o inc ease my
skills ega ding he use o he mos impo an aspec s o he cu iculum. In his
disse a ion, I ha e es ablished he lea ning o key compe ences as one o he mos
impo an ac o s. The e o e, I ha e p oposed a compe ence-based model. In addi ion o
compe ences, I ha e ollowed he ins uc ions o he LOMCE A agonese cu iculum o
o mula e speci ic objec i es, speci ic con en s, speci ic e alua ion c i e ia and lea ning
s anda ds. The speci ic objec i es ha e been designed aking in o accoun gene al
objec i es o lea ning English as a o eign language o Compulso y Seconda y
Educa ion s uden s and ollowing Bloom’s Taxonomy o o mula e hem. Rega ding he
speci ic con en s, he mos app op ia e con en s o my uni which appea in he able o
con en s in each block o 3 d yea o ESO ha e been selec ed. The e alua ion c i e ia
and lea ning s anda ds a e being e o mula ed aking in o accoun hose ones ela ed o
3 d yea o ESO.
Conce ning assessmen c i e ia, as p e iously men ioned, he p ocess is mo e impo an
han he inal p oduc . The e o e, di e en exe cises, daily wo k and coope a ion among
lea ne s will be e alua ed.
To conclude, I can say ha he de elopmen o his disse a ion has helped me o
imp o e my skills ega ding he c ea ion o a lea ning uni , ha is, he c ea ion o
con en and ma e ials and he o mula ion o objec i es and assessmen c i e ia among
o he s bu also i has been use ul o me o iden i y he mos impo an needs and
conce ns ha a s uden may ha e du ing he lea ning p ocess. In ha way, in my u u e
as a eache I will be able o use some o he aspec s aised in his wo k sys em o ace
di icul si ua ions in which s uden s could be in ol ed.

30
7. Wo ks ci ed
Theo e ical sou ces
Ande son, L. W. & K a hwohl, D. R. (2001). A Taxonomy o Lea ning, Teaching and
Assessing. Bos on, MA: Allyn and Bacon.
B andl, K. (2008). Communica i e language eaching in ac ion: Pu ing p inciples o
wo k. Pea son/P en ice Hall.
B own, H. D. (2001). Teaching by p inciples: an in e ac i e app oach o language
pedagogy (2nd edi ion). New Yo k: Longman
B own, D. H. (2007). “The Pos me hod E a: Towa d In o med App oaches”, in
Teaching by P inciples: An In e ac i e App oach o Language Pedagogy. New Yo k:
Pea son Longman, 40-61
Finney, D. (2002). The ELT cu iculum: A lexible model o a changing wo ld. in J.
Richa ds and W. Renandya, eds. Me hodology in Language Teaching. Camb idge:
CUP, 69-79
Gil, Vicky (2019). PBLL Comple e Class No es o 2019_20URL [PDF Slides]
Re ie ed om:
h ps://docs.google.com/p esen a ion/d/1HHBZFI2255JDsFAqaXhiqzubWO8oPgZ2Ee
DNhRGeK_s/edi #slide=id.p1
Gil, Vicky (2020). In eg a ing ICT and EdTech in o Lea ning [PDF Slides] Re ie ed
om:
31
h ps://moodle.uniza .es/add/plugin ile.php/2539286/mod_ esou ce/con en /1/upda ed%
20ICT%20FOR%20DODALE.pd
La sen-F eeman, D. (2000). Techniques and p inciples in language eaching (2nd
edi ion). Ox o d: Ox o d Uni e si y P ess.
Liu, W. C., Wang, J. C. K., & Ryan, R. M. (Eds.). (2015). Building au onomous
lea ne s: Pe spec i es om esea ch and p ac ice using sel -de e mina ion heo y.
Sp inge .
Oli e , R. (2002). The ole o ICT in highe educa ion o he 21s cen u y: ICT as a
change agen o educa ion. Re ie ed Ap il, 14, 2007.
Richa ds, J. C. (2006). Communica i e Language Teaching Today. Camb idge: CUP
Thuan, P. D. (2018). P ojec -Based Lea ning: F om Theo y To EFL Class oom
P ac ice. In P oceedings o he 6 h In e na ional OpenTESOL Con e ence (p.327)
UR. P. (1996). Types o Language Syllabus, adap ed om A Cou se in Language
Teaching, 2012. Camb idge: CUP.
Cu icula sou ces
B ussels: O icial Jou nal o he Eu opean Union, 30(12), 2006. Recommenda ion o he
Eu opean Pa liamen and he Council o 18 Decembe 2006 on key compe encies o
li elong lea ning.
32
Ley O gánica pa a la Mejo a de la Calidad Educa i a 8/2013. O den de 9 de diciemb e
de 2013. Bole ín O icial del Es ado.
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.
O den ECD/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.
33
8. Appendices
Appendix n. 1 Fi s lesson o he P ac icum Pe iod. Ques ions abou
CHAPTER 1 AND 2. Homewo k and Assignmen s used as e idence o he
necessi y o imp o emen
a) De ine hese e ms o ph ases using you own wo ds. You can e iew he book.
Spoon (p.2): Bee le (p.6):
G ousing (g ouse) (p.3): Whispe (p.7):
Sink (p.5): B a e (p.8):
b) Why does G andma say o Geo ge ha he s op ea ing chocola e?
c) Can you name 3 kinds o bugs G andma likes o ea ?
d) Desc ibe he cha ac e o G andma. Add a leas 5 wo d o ph ases ha desc ibe he .
e) Can you help Geo ge make a new medicine o cu e G andma’s ho idness? Add a
leas en ing edien s.
Assignmen s used as e idence o he necessi y o imp o emen
Link o analysis o he ma e ials, Ins uc ional and Cu icula Design in EFL:
h ps://d i e.google.com/ ile/d/1h-
1mnpAa2buB5WunZx8s4_zZ lqnW949/ iew?usp=sha ing
Analysis o di e en ma e ials ound in a 3 d yea o ESO s uden ’s book by ollowing
CLT p inciples.
Link o an example o lesson ( i s lesson) o he P ac icum pe iod:
h ps://d i e.google.com/ ile/d/1nnFdh0imWCoW 8e jI2shhMCpu80JjMh/ iew?usp=s
ha ing
Se e al ques ions abou chap e s 1 and 2 on he book Geo ge’s Ma ellous Medicine
can be ound. Th oughou my P ac icum pe iod, I ha e designed ques ions abou his
book so ha s uden s could e iew a e eading some chap e s o his book.
34
Appendix n. 2 Uni p oposal ‘C ime and punishmen ’
Lesson 1: Types o c imes
Main aims
In e p e o al ex s h ough audio isual
esou ces in o de o be in oduced in he opic
Be able o es ablish luen ly con e sa ions
wi h classma es on he opic
Wo k in g oups o in pai s de eloping he
ad an ages o in e ac ion and collabo a i e
lea ning
In e p e o al in o ma ion on daily issues on
c ime
Build s a egies o ge a be e unde s anding
on he opic
Rela e new in o ma ion wi h in o ma ion
al eady acqui ed
Be able o play some oles in he same ac i i y
Subsidia y aims
Make use o p e ious knowledge and in e p e
new in o ma ion
Suppo s uden s o hei g oups who can ha e
di icul ies o unde s and main aspec s o he
new opic
Unde s and o al in o ma ion by answe ing
ques ions o he eache
In e p e he main aim o each exe cise
Wo k in g oups espec ing u ns o speech
Compe ences
CLC – DC – L2L – SCC
Commen s: In his lesson s uden s a e in oduced o he uni and he new opic. They
ha e o pu in o p ac ice hei social skills wo king in g oups o sol e he asks. They

35
ha e o es ablish connec ions and de elop lea ning s a egies o expand hei knowledge
on c imes.
Ac i i ies
Desc ip ion
Teache alk
1
Ac i a ing exe cise
You ube ideo abou 10
wei des c iminals o all
ime o in oduce he opic
o c ime.
‘We a e going o wa ch a
ideo abou en wei des
c iminals o all imes. The
ideo is going o be
playing wi h English
sub i les and 0’75 o
playback speed (see
appendix n. 3 lesson 1
exe cise 1).
T y o unde s and he
main ideas’.
2
Commen ing he ideo.
Exchanging o opinions.
‘Commen wi h you
shoulde pa ne one o
he c imes ha you ha e
seen in he ideo. In you
opinion, wha is he
wei des c ime? Why? Do
you know any simila
c ime?’
3
Wo d cloud using he
ideo in o de o iden i y
e ms ela ed o c ime.
‘Now we a e going o
c ea e among he whole
class a wo d cloud using
he wo ds ela ed o
c ime which appea in
36
he ideo. Wha wo ds do
you hink ha belong o
c ime ocabula y?’
4
Types o c ime. Wo k in
g oups. Use o lashca ds
con aining c ime e ms,
pic u es and de ini ions.
‘Can you iden i y hese
ypes o c imes? You
ha e o ma ch he
lashca ds on c imes and
c iminals wi h hei
co esponding pic u e
and de ini ion’ (see
appendix 3 lesson 1
exe cise 4).
5
Roleplay exe cise.
S uden s ha e o play he
ole o he judge, he
wi ness and he accused
‘Wo k in g oups o h ee.
Choose a leas one o he
p e ious c imes and
c ea e an o al
con e sa ion in which
each membe o he
g oup plays one o hese
oles: he judge, he
wi ness and he accused.
In you con e sa ion you
ha e o include a leas
six o hese wo ds:
Innocen - scene o he
c ime - iden i y - guil y -
commi - ial - p ison
sen ence - law – damage –
suspec (suspicion)’
37
Homewo k: Do you know o he c imes? Make a lis wi h hem. You can look o hem
using In e ne .
N
ACTIVITIES
TIME
GROUPING
SKILLS
1
You ube ideo
10’
Ind
Lis ening
eading
2
Exchanging
opinions
5’
Pai s
Speaking
lis ening
3
Wo d cloud
5’
All he class
Lis ening
speaking
4
Ma ching
he lashca ds
10’
G oups
Speaking
lis ening
eading
5
C ea ing
con e sa ions
25’
G oups o h ee
Speaking
Lis ening
38
Lesson 2: Newspape s headlines
Main aims
In e nalize new ocabula y ela ed o he opic
o c imes
Make use o hei o al skills in o de o
communica e wi h hei classma es
Pa icipa e in o al exchanging o in o ma ion
exp essing hei opinions
In e p e o al in o ma ion h ough audio isual
esou ces
De elop lea ning s a egies o in e p e new
in o ma ion
Make use o p e ious knowledge o be able o
acqui e new knowledge on passi e oice
In e p e gi en in o ma ion and be able o
es ablish a ela ionship be ween he opic o
he uni and passi e oice
Wo k in g oups aking ad an age o
in e ac ion and coope a i e lea ning
C ea e w i en ex s in a co ec manne
Subsidia y aims
In e p e classma es’ in o ma ion and
p o ide eedback o hem
C ea e con e sa ions espec ing u ns o
speech
Show hei c ea i i y c ea ing newspape s
headlines
Suppo hei pee s o sol e di icul ies
Re lec on passi e oice uses
Compe ences
CLC – L2L – SCC – DC – SIE
45
N
Ac i i ies
Time
G ouping
Skills
1
Reading and
discussion abou
wo ds appea ing
in he ex
10’
Pai s
Reading
Speaking
Lis ening
2
Ma ching
sen ences wi h
s o ies
5’
Ind.
Reading
W i ing
3
Fill in he gaps
5’
Ind.
Reading
W i ing
4
Speaking ac i i y
25’
Pai s
Speaking
Lis ening
5
Song
10’
Pai s
Lis ening
W i ing

46
Lesson 4: Types o punishmen s
Main aims
Make use o p e ious knowledge o be
in oduced in he new opic
De elop o al skills by communica ing wi h
classma es and he eache luen ly
Apply hei skills using ICTs
Pa icipa e in g oup o expe s ac i i y
p o iding new in o ma ion o hei classma es
Iden i y main aspec s o a speci ic punishmen
De elop social and a ec i e skills by being
in ol ed in in e ac ion and coope a i e
lea ning
In e p e new in o ma ion ansmi ed by hei
pee s
P o ide eedback o hei classma es
Asses g oup wok and pa icipa ion o
classma es
Subsidia y aims
O ganize in o ma ion o ge a be e
ansmission o i
Suppo classma es wi h di icul ies in o de
o comple e he ac i i ies
Pa icipa e in g oup wo k ac i i ies espec ing
u n o speech and opinions and expe iences
o classma es
Exchange in o ma ion in in o mal
con e sa ions wi h pee s
Apply lea ning s a egies o comple e he
asks success ully
Compe ences
CLC – SCC – L2L – DC – SIE – CAE -
CMST
47
Commen s: S uden s ha e o selec ele an in o ma ion abou a speci ic punishmen .
They de elop social skills by wo king in di e en g oups p o iding new in o ma ion o
hei pee s. The e o e, o al skills will be pu in o p ac ice oo. Fu he mo e, hey a e
in ol ed in he c ea ion o a oki pu ing in o p ac ice hei abili ies wi h echnology
and consequen ly, de eloping lea ning s a egies.
Ac i i ies
Desc ip ion
Teache alk
1
Ac i a ion exe cise.
Exchange o in o ma ion
on ypes o punishmen s
‘Today we a e going o
analyze di e en ype o
punishmen s. Wha ypes
o punishmen s do you
know?
2
G oup o expe s. Types o
punishmen s
‘We a e going o make a
ask named g oup o
expe s. In his ac i i y, you
ha e o di ide in o g oups
o ou s uden s. Each
membe o he g oup has o
choose one punishmen and
la e he people who ha e
he same punishmen will
ge oge he lea ing hei
cu en g oup. When people
wi h he same punishmen
a e oge he , hey will use
able s and lap ops in o de
o ge in o ma ion abou
hei punishmen and o
become expe s on his
punishmen . I will p o ide a
wo kshee wi h a cha in
o de o guide you sea ch
48
o in o ma ion (see
appendix n.3 lesson 4
exe cise 2). When you inish
looking o in o ma ion, you
will e u n wi h you i s
g oup. In his way, you will
can exchange in o ma ion
and he e o e, you will can
know ele an aspec s o all
he punishmen s.
The Types o punishmen s
o which you ha e o
become an expe a e:
The dea h penal y – p ison
sen ence – ines –
communi y se ice’.
3
C ea ion o a oki using
he in o ma ion o he
p e ious exe cise
Once inished he g oup o
expe s ac i i y, you will
e u n wi h you expe s
g oup ( ha is, wi h people
wi h he same punishmen ).
Then, you a e going o use
lap ops and able s in o de
o c ea e a oki among he
s uden s ha o m each
g oup. So, you will c ea e 4
okis among he en i e class
(one o each punishmen ).
You ha e o include he
mos ele an in o ma ion
o you punishmen .
Finally, when you inish, he
ou okis will be p ojec ed
in class’.
49
4
Pee -assessmen cha
‘To conclude he lesson,
you ha e o assess he
wo k o s uden s
belonging o bo h g oups,
you i s g oup o whom
you had o explain you
punishmen and you
g oup o expe s, ha is,
s uden s wi h whom you
ha e c ea ed he oki and
ha e become an expe in
a speci ic punishmen .
You ha e o comple e a
wo kshee ’ (see appendix
n.4 lesson 4 exe cise 4).
N
Ac i i ies
Time
G ouping
Skills
1
Ac i a ion
exe cise: ypes
o punishmen s
5’
All he class
Speaking
Lis ening
2
G oup o expe s
30’
G oups o ou
s uden s
Speaking
Lis ening
W i ing
3
Voki
15’
G oups
Speaking
Lis ening
W i ing
4
Pee -assessmen
cha
5’
Ind
W i ing
50
Lesson 5: Dea h penal y and communi y se ice
Main aims
Pa icipa e in a oleplay making use o
p e ious knowledge abou c ime, punishmen
and cou
C ea e o al con e sa ions luen ly wi h hei
pai s
De elop social skills in e ac ing in in o mal
con e sa ions wi h hei pai s
Iden i y he main pa s o he eading
C ea e a w i en composi ion ollowing he
o hog aphic ules
Apply o he w i en ex he s uc u e o he
p e ious model
Iden i y in he ideo he mos ele an aspec s
which should be aken in o accoun o p oduce
he inal deba es
Subsidia y aims
In e p e he ole o a membe o he cou
Demons a e ellowship by encou aging hei
pai s o pa icipa e
De elop lea ning s a egies o unde s and he
main ideas and pa s o he ex
Unde s and eache explana ion o ca y ou
he deba e in he nex lesson
De elop lis ening skills h ough audio isual
esou ces
Compe ences
CLC – SCC – L2L – DC
Commen s: S uden s keep on wo king on hei social and o al skills. They also ha e o
iden i y he main pa s o a w i en ex o p oduce a simila ex a e . These ac i i ies,

51
he ideo and he explana ion o he eache a e e y ele an o p epa e s uden o he
inal deba e.
Ac i i ies
Desc ip ion
Teache alk
1
Speaking ac i i y in which
s uden s play he ole o he
judge applying
punishmen s o some
c imes.
‘I ’s ime o be pa o he
cou . Imagine ha you
and you shoulde
pa ne a e pa o he
cou and you ha e o
decide he punishmen
you a e going o apply o
ce ain people who ha e
commi ed he ollowing
c imes: obbing a bank –
no s opping a a ed ligh
– doubling pa king –
kidnapping someone –
commi ing child abuse –
a son a ack –
cybe bullying - o
assassina e you a ou i e
singe . Wha
punishmen do you
apply?’
2
Reading: ad an ages and
disad an ages o dea h
penal y.
‘Read his w i ing abou
dea h penal y and
commen i s main pa s
wi h you shoulde
pa ne ’ (see appendix
n.3 lesson 5 exe cise 2)
52
3
W i ing essay on an
ad an ages and
disad an ages essay abou
‘communi y se ice as
punishmen ’
‘Once you ha e iden i ied
he main pa s o he
w i ing (in oduc ion,
ad an ages pa ag aph,
disad an ages pa ag aph
and inal opinion), you
ha e o c ea e a w i ing
on ad an ages and
disad an ages essay
abou ‘communi y se ice
as punishmen ’ ollowing
he p e ious model.
4
You ube ideo abou a
deba e and eache
explana ion o he inal
deba es
‘We a e going o wa ch
some minu es o a ideo in
o de o make clea how he
inal deba es ha e o be
de eloped (see appendix n.3
lesson 5 exe cise 4).
Once wa ched he ideo I
am going o explain he
unc ioning o he deba es.
The in en ion is o c ea e a
deba e no e y p o essional
al hough you can look o
in o ma ion and s a is ics in
o de o gi e consis ence o
his message. You will
achie e ex a poin s i you
do i . Two g oups o ou
s uden s each o hem will
discuss abou dea h penal y
and wo o he g oups o
53
ou s uden s each o hem
will discuss abou p ison
sen ence o li e as
punishmen s. One o hese
eams has o be in a o and
he o he agains . The
judges will be o med by 2
s uden s and me. These wo
s uden s and me will ha e o
sco e you deba es using a
cha (see appendix n.3
lesson 6) and hese s uden s
will ha e o exp ess hei
opinions a e inishing each
deba e. The opinions o
s uden s belonging o he
judge will be e alua ed by
he eache . The winning
g oups will be chosen by he
judges.
As a ewa d, he winning
eams will ag ee o choose a
mo ie abou c imes and
punishmen s ha hey
know. This will be
ep oduced du ing class
ime in English wi h
sub i les in he nex session.
Fo ins ance, an in e es ing
ilm could be ‘Law Abiding
Ci izen’.
Bo h deba es will be
published on he seconda y
school websi e and i will be
assessed wi h he 30% o
he inal ma k. So, ake i
54
se iously.
Each deba e will ha e a
du a ion o 25 minu es
app oxima ely. So, each
s uden has o exposu e
his/he ideas du ing h ee
minu es app oxima ely. The
speech u ns will be
al e na ing 3 minu es o
each eam. Once he deba es
ha e inished, each s uden
belonging o he judge will
ha e app oxima ely 3
minu es o exp ess his/he
ideas abou bo h opics.
Now, we a e going o choose
he s uden s belonging o
he judge and he deba e
eams. The opic and he
posi ion in a ou o agains
will be lipped a coin o
decide.
N
Ac i i ies
Time
G ouping
Skills
1
Speaking ac i i y. Time
o be pa o he cou .
10’
Pai s
Speaking
Lis ening
2
Reading and discussion
abou he s uc u e o
an
ad an age/disad an age
essay
5’
Pai s
Reading
Speaking
Lis ening
3
W i ing
25’
Ind.
W i ing
4
You ube ideo and
eache explana ion
15’
All he class
Lis ening
61
P esen simple passi e
Modal passi e
Is a obbe sen o p ison wi hou a ial?
Was he bu gla in e iewed by he
police?
The c iminal will be sen o p ison.
The hie es can’ be iden i ied.
Exe cise 4
Thinking ac i i y. Do you know he ela ionship be ween passi e oice and c imes?
Look a hese examples and explana ions and commen hem wi h you shoulde
pa ne .
People commi many cybe c imes in big ci ies. (Ac i e oice) Less used
Many cybe c imes a e commi ed in big ci ies. (Passi e oice) Mo e used
When we alk abou a c ime and he ocus is on he ac ion and no he pe son doing i ,
we o en use he passi e oice.
Passi e oice is also used when he subjec is ob ious o i has no ele ance. Fo
example, ‘He was a es ed las nigh ’ ins ead o ‘ he police a es ed him’.

62
Lesson 3
Exe cise 1
Reading. Re ie ed om: h ps://esol.b i ishcouncil.o g/con en /lea ne s/uk-li e/be-
sa e-uk/ h ee- amous-c imes
A) The G ea T ain Robbe y
One o he mos amous obbe ies in B i ish his o y happened a 3 am on he mo ning o
8 h Augus 1963. A gang o 15 men s opped a T a elling Pos O ice T ain which was
a elling o London om Glasgow in Sco land. They s opped he ain by changing he
signal o ed, and s ole le e s con aining £2.6 million in cash ( his would be £46 million
oday). The obbe s d o e away o a a mhouse nea he ailway line whe e hey sha ed
ou he money be ween hem.
Un o una ely o hem a neighbou old he police abou he men hiding in he
a mhouse. When he police wen he e hey ound pos o ice bags and inge p in s, and
all he obbe s excep ou we e caugh and sen o p ison. Mos o he money was ne e
ound.
The mos amous o he obbe s was called Ronnie Biggs. He was sen o p ison o 30
yea s bu in June 1965, a e only 15 mon hs in p ison, he escaped in a u ni u e an and
an away o B azil. He li ed he e un il May 2001, when he decided o e u n o he UK
and he was sen back o p ison.
B) An unusual bu gla y
In he ea ly mo ning o 9 h July 1982, he Queen was asleep in he bed oom a
Buckingham Palace in London. Suddenly she woke up when she hea d he cu ains
mo e. The e, a he oo o he bed was Michael Fagan, a 31 yea old unemployed
deco a o .
Fagan had climbed up he walls o he palace and hen climbed up a d ainpipe o he
Queen’s p i a e ooms. Acco ding o he newspape s, he s ole a bo le o wine and hen
spen 10 minu es si ing on he bed cha ing o he . When he asked o a ciga e e she
called one o he s a who held Fagan un il he police a i ed. The cou decided ha
he was men ally ill, so he was sen o a men al hospi al and no o p ison.
63
A e his inciden he e was a lo o discussion abou secu i y in he Royal Palaces.
Now he secu i y sys em has been imp o ed so he Queen has had no mo e s ange nigh
ime isi o s!
C) The doc o who mu de ed his pa ien s
Ha old Shipman looked like a kind, iendly amily doc o , bu in 2000, when he was
54, he was sen o p ison o li e. He killed 218 o his pa ien s be ween 1975 and 1998
and he police belie e he p obably killed many mo e han his, pe haps as many as 355.
Mos o he people he killed we e elde ly women. A ha ime only one doc o needed
o sign a dea h ce i ica e and nobody hough his nice amily doc o could be a
mu de e . He usually killed he women in hei own homes, by gi ing hem injec ions o
a d ug called diamo phine. He was caugh in 1999 when he changed he will o an
elde ly pa ien o lea e £386,000 o him.
Nobody knows why Shipman killed all hese people. He was sen o p ison o li e bu
he commi ed suicide in p ison in Janua y 2004.
Exe cise 2
Ma ch hese sen ences wi h hei co esponding s o y A, B o C.
The mos amous o he obbe s was called Ronnie Biggs
He was caugh in when he changed he will
He was men ally ill, so he was no sen o a p ison
He was sen o p ison o li e because he killed 218 o his pa ien s
He commi ed suicide when he was sen o p ison o li e
He was sen o p ison wice because he escaped in a u ni u e an once
Exe cise 3
Can you iden i y he meaning o hese wo ds? Comple e he sen ences wi h hem.
Gang – will – men ally – suicide – escape – hide - cou
A ………. is a g oup o c iminals wo king oge he .
64
When you ………. you go o a place whe e you hink no one will ind you.
I you ………… om p ison, you un away. The police will y o ca ch you.
I you a e ……… ill, you ha e a p oblem in you mind, no in you body.
I you commi a c ime he police will ake you o ………….. . The e lawye s will
discuss you case o decide i you did i o no .
I you wan o say who will ha e you money and you hings a e you die you can
make a …………. . A lawye can help you wi h his.
I you commi ……….. you kill you sel .
Exe cise 4
Speaking ac i i y. S uden s ha e o discuss abou :
1. Tell you pa ne abou a c ime you ha e hea d o seen.
2. Ha e you hea d abou c iminals ha use spo s o p o oke inciden s?
3. Wha is he unc ion o he judge?
4. Ha e he wi nesses any isk when hey a e gi ing e idences in cou ? Can hey
lie?
5. Can be an accused innocen ?
6. Ha e you hea d abou a pe son who has escaped om p ison?
7. Do you know he di e ence be ween a hie , a bu gla and a obbe ?
8. Wha a e he main uses o he passi e oice?
9. Wha ha e you lea n h oughou hese h ee lessons?
10. Has been use ul o you hese h ee lessons? Why?
Exe cise 5
Lis ening. Song o he ilm ‘Suicide squad’. Name o he song: ‘Hea hens’. Band:
Twen y one pilo s. Comple e he ly ics o he song.
65
All my iends a e __________ (1), ake i slow
Wai o hem o ask you who you know
Please don' make any sudden mo es
You don' know he hal o he __________ (2)
All my iends a e _________ (1), ake i slow
Wai o hem o ask you who you know
Please don' make any sudden mo es
You don' know he hal o he _________ (2)
Welcome o he oom o people
Who ha e ooms o people ha hey lo ed one day
Docked away
Jus because we check he ________ (3) a he doo
Doesn' mean ou b ains will change om hand ________ (4)
You' e lo in' on he _______ (5) si ing nex o you
You' e lo in' on he _______ (6) si ing nex o you
You'll hink, "How'd I ge he e, si ing nex o you?"
Bu a e all I' e said, please don' o ge
All my iends a e _________ (1), ake i slow
Wai o hem o ask you who you know
Please don' make any sudden mo es
You don' know he hal o he _________ (2)
We don' deal wi h ou side s e y well
They say newcome s ha e a ce ain smell
66
Yeah, us issues, no o men ion
They say hey can smell you in en ions
You' e lo in' on he eakshow si ing nex o you
You'll ha e some ______ (7) people si ing nex o you
You'll hink "How did I ge he e, si ing nex o you?"
Bu a e all I' e said, please don' o ge
(Wa ch i , wa ch i )
All my iends a e _____ (1), ake i slow
Wai o hem o ask you who you know
Please don' make any sudden mo es
You don' know he hal o he _______ (2)
All my iends a e _______ (1), ake i slow
(Wa ch i )
Wai o hem o ask you who you know
(Wa ch i )
All my iends a e ________ (1), ake i slow
(Wa ch i )
Wai o hem o ask you who you know
(Wa ch i )
Why'd you come, you knew you should ha e s ayed
(I 's blasphemy)
I ied o _______ (8) you jus o s ay away
And now hey' e ou side eady o bus I looks like you migh be one o us

67
Lesson 4
Exe cise 2
Guidelines o g oup o expe s
Wha is he
ope a ion o
his
punishmen ?
When is his
punishmen
applied?
When does his
punishmen
end? / Wha
does a pe son
ha e o do o
o e come his
punishmen ?
Cu iosi ies
(o igin,
coun ies in
which his
punishmen is
applied…)
Dea h penal y
P ison sen ence
Fines
Communi y
se ice
68
Exe cise 4
Pee -assessmen cha o e alua e g oup wo k
C i e ia
Good
Pass
Poo
G oup 1
Ma k
G oup 2
Ma k
Posi i e
in e dependence
My g oup
pe ec ly
unde s ands
ha each
s uden is
impo an in
he ac i i y
de elopmen
The e a e
some
s uden s in
my g oup
(you can
include
you sel )
who wo k
isola ed no
aking in o
accoun
g oup wo k
The
membe s o
my g oup
compe e
among us.
Each
membe o
he g oup
wo k
isola ed
Implica ion
My g oup
ies o
sea ch o
app op ia e
in o ma ion
and wo k in
g oup in
o de o
de elop he
ac i i y in a
sui able way
My g oup
ha e no a
lo o
in e es in
he ac i i y
bu we y o
sol e he
ask in a
co ec
manne
My g oup
wo k does
no pay
a en ion o
he ask and
we a e no
able o
de elop i
Equal
oppo uni ies o
con ibu e
In my g oup
all he
membe a e
ea ed as
equals and
all o us
con ibu e o
he ask
In my g oup
he e a e
some
s uden s
(you can
include
you sel )
who
con ibu e
less in he
de elopmen
o he ask
The e is a
clea
imbalance
be ween
g oup
membe s.
Some
con ibu e a
lo and
o he s
con ibu e
p ac ically
no hing.
Suppo
s uden s wi h
di icul ies o
The e a e
some
s uden s in
my g oup
wo k who
When some
s uden s a e
los in he
de elopmen
The e a e
some
s uden s los
and we keep
69
de elop he ask
ha e
di icul ies
bu all he
membe s o
he g oup y
o help hem
o he ask,
only some
membe s o
he g oup y
o help
hem.
on wo king
wi hou
hei
con ibu ion
G oup 1: o iginal g oup. G oup in which you had o sha e in o ma ion on di e en
punishmen s.
G oup 2: G oup o expe s. You ha e he same punishmen .
70
Lesson 5
Exe cise 2
Read his ad an age/disad an age essay abou dea h penal y. Can you iden i y he
main h ee pa s? Discuss wi h you shoulde pa ne . Re ie ed om: h ps://iel s-
up.com/w i ing/band-9-sample-dea h-penal y.h ml
Many people belie e ha dea h penal y is necessa y o keep secu i y sys em e icien in
he socie y. While he e a e some nega i e aspec s o capi al punishmen , I ag ee wi h
he iew ha wi hou i we will become mo e ulne able o iolence.
Dea h penal y can be conside ed unsui able punishmen o se e al easons. The
s onges a gumen is ha we ha e no igh s o kill o he humans. Righ o li e is he
basic igh o any human being, and no one can in inge his igh , i espec i e o he
pe son’s deeds. Mo eo e , innocen people can ace w ong ul execu ion. Such un ai
sen ences ake away li es o innocen people and make o he ci izens lose ai h in law
and jus ice. And besides, some imes c iminals epen o hei ac s. In his case hey
should be gi en a second chance o imp o e hemsel es.
Howe e , I belie e ha capi al punishmen is necessa y in he socie y. Fi s ly, i is an
e ec i e de e en o majo c imes. The bes me hod o p e en a pe son om
commi ing c ime is o show he consequences o his o he ac ions. Fo example, he
go e nmen o Pakis an has con olled he a e o e o ism by en o cing dea h penal ies
o he membe s o e o is o ganiza ions. Secondly, he go e nmen s spend la ge sums
o na ional budge on main enance o p isone s. Ins ead, his money can be used o he
de elopmen o he socie y and wel a e o he people.
To sum up, al hough capi al punishmen has some disad an ages, I hink ha i p o es
o be he bes way o con olling c iminals, lessening go e nmen al expenses and
p e en ing o he people om doing c imes.
Exe cise 4
77
Communica i e s a egies:
- Planning:
 In e p e a message,
dis inguishing i s main idea
and basic s uc u e
 Use o digi al esou ces o
c ea e a dialogue o o al
p esen a ions
 Adap he message o he
con ex and egis e
- Realiza ion:
 Adap he message o a
speci ic ype o ex
 Make a alua ion o di icul ies
in a speci ic ask
Sociolinguis ic and sociocul u al elemen s
Social con en ions, no ms and linguis ic
egis e s
Values and belie s
Value o he o eign language as an
in o ma ion ins umen .
Communica i e unc ions
Beginning and p ese a ion o pe sonal
and social ela ionships
Desc ip ion o pic u es
Na a ion o pas ac s and p esen
si ua ions; plan and in en ions exp ession
Exchange o pe sonal in o ma ion and
opinions
P ese a ion o communica ion and

78
o ganiza ion o he discou se
Syn ac ic-discu si e s uc u es
Ve b:
- P esen simple and pas simple
oice
- P esen and pas enses
Commonly used o al lexicon (p oduc ion)
Daily li e ac i i ies and news o in e es
Phone ic sound pa e ns
Accen , hy hm and in ona ion pa e n
ecogni ion
Block 3. W i en ex s comp ehension
Comp ehension skills and s a egies
Comp ehension o gene al and speci ic
in o ma ion o ex s
In e p e a ion o messages: iden i ica ion
o main and seconda y ideas
Use o comp ehension s a egies:
- Ac i a ion o p e ious knowledge
on he opic and ype o ask
- Iden i ica ion o he ex and i s
main cha ac e isi ics
- Deduc ion o meanings h ough
he con ex
- Iden i ica ion o key wo ds
Sociolinguis ic and sociocul u al elemen s
Social con en ions, no ms and linguis ic
79
egis e s
Values and belie s
Value o he o eign language as an
in o ma ion ins umen
Communica i e unc ions
Beginning and p ese a ion o pe sonal
and social ela ionships
Desc ip ion o ac i i ies and places
Na a ion o pas ac s and p esen
si ua ions; plan and in en ions exp ession
O ganiza ion o he discou se
Syn ac ic-discu si e s uc u es
Ve b:
- P esen simple and pas simple
oice
- P esen and pas enses
Cause ela ions (because o , due o);
suppo o opposi ion ( o , agains )
Commonly used o al lexicon ( ecep ion)
Daily li e ac i i ies and news o in e es
G aphic pa e ns and spelling con en ions
Recogni ion o punc ua ion ma ks
Comp ehension o basic digi al language
Block 4. W i en ex p oduc ion. Exp ession and in e ac ion.
P oduc ion skills and s a egies
Composi ion o c ea i e w i en ex s on
daily li e and in e es opics
80
Use o p oduc ion s a egies:
- Planning:
 Ac i a e and coo dina e he
gene al and communica i e
skills in o de o e ec i ely
ca y ou he ask.
 Use o linguis ic esou ces
- Realiza ion:
 Take ad an age o p e ious
knowledge.
 W i e ex s om models
 W i e he message clea ly,
adjus ing o he models and
o mulas o each ype o ex

Sociolinguis ic and sociocul u al elemen s
Social con en ions, no ms and linguis ic
egis e s
Values and belie s
Value o he o eign language as an
in o ma ion ins umen
Communica i e unc ions
Beginning and p ese a ion o pe sonal
and social ela ionships
Na a ion o opinions and p esen
si ua ions.
O ganiza ion o he discou se
Syn ac ic-discu si e s uc u es
Ve b:
- P esen simple and pas simple
81
oice
- P esen and pas enses
Cause ela ions (because o , due o);
suppo o opposi ion ( o , agains )
Commonly used o al lexicon (p oduc ion)
Daily li e ac i i ies and news o in e es
G aphic pa e ns and spelling con en ions
Recogni ion o punc ua ion ma ks
Comp ehension o basic digi al language
82
Appendix n. 7 Speci ic e alua ion c i e ia
Block 1. Comp ehension o o al ex s
C i . E alua ion c i e ia Key compe ences
Speci ica ion
(C i .IN. 1.1.)
To unde s and and in e p e
gene al and de ailed
in o ma ion o o al
p oduc ions on opic o
in e es
CLC
Speci ica ion
(C i .IN. 1.1.)
To unde s and main and
seconda y ideas om
audio isual esou ces and
eache alks
CLC
Speci ica ion
(C i .IN. 1.1.)
To o mula e app op ia e
comp ehension s a egies
and o iden i y
communica i e unc ions
and p onuncia ion pa e ns.
CLC – L2L
Speci ica ion
(C i .IN. 1.2.)
To in e p e sociocul u al
and sociolinguis ic
elemen s ela ed o daily
li e, social con en ions and
in e pe sonal ela ionships
CLC – L2L – SCC
Speci ica ion
(C i .IN. 1.2.)
To unde s and he
use ulness o language as a
CLC

83
communica i e ool
Block 2. P oduc ion o o al ex s
C i . E alua ion c i e ia Key compe ences
Speci ica ion
(C i .IN. 2.1.)
To p oduce o al messages
on daily li e opics using an
in o mal egis e
CLC – SCC
Speci ica ion
(C i .IN. 2.1.)
To o mula e planning and
ealiza ion s a egies o
p oduce o al messages
CLC – L2L
Speci ica ion
(C i .IN. 2.1.)
To p oduce o ganized o al
ex s wi h cohe ence and
in e nal cohesion
CLC
Speci ica ion
(C i .IN. 2.2.)
To in e p e sociocul u al
and sociolinguis ic
elemen s ( hey ha e been
analyzed by sea ching o
in o ma ion in in e ne ) in
o de o p oduce o al ex s
CLC – SCC – DC
Speci ica ion
(C i .IN. 2.2.)
To adap he o al
exp ession o he con ex
and espec communica ion
ules
CLC – L2L
Block 3. W i en ex s comp ehension
C i . E alua ion c i e ia Key compe ences
84
Speci ica ion
(C i .IN. 3.1.)
To unde s and gene al and
speci ic in o ma ion o
w i en ex s using di e en
s yles on daily issues.
CLC – L2L – SCC
Speci ica ion
(C i .IN. 3.1.)
To iden i y communica i e
unc ions and syn ac ic-
discu si e pa e ns and
espec o hog aphic ules.
CLC
Speci ica ion
(C i .IN. 3.2.)
To in e p e w i en ex s
ela ed o sociocul u al and
sociolinguis ic aspec s o
daily li e, social
con en ions and
in e pe sonal ela ionships
make use o o he
esou ces o expand
knowledge.
CLC – L2L – SCC – DC
Block 4. P oduc ion o w i en ex s. Exp ession and in e ac ion
C i . E alua ion c i e ia Key compe ences
Speci ica ion
(C i .IN. 4.1.)
To p oduce w i en ex s
abou daily li e issues
(s uden s can sea ch o
in o ma ion in in e ne o
expand hei knowledge on
he opic) wi h cohe ence
CLC – L2L – SCC - DC
85
and in e nal cohesion.
Speci ica ion
(C i .IN. 4.1.)
To o ganize w i en ex s
es ablishing a ela ionship
be ween he w i en ex
and gi en in o ma ion.
CLC
Speci ica ion
(C i .IN. 4.1.)
To compose w i en ex s
espec ing o hog aphic
ules and ollowing a
model
CLC – L2L
Speci ica ion
(C i .IN. 4.2.)
To p oduce w i en ex s
exp essing opinions and
pe sonal poin s o iew
abou social con en ions
CLC
86
Appendix n. 8 Lea ning s anda ds
Block 1. O al ex s comp ehension
S . Lea ning s anda d Key compe ences
Speci ica ion
(Es .IN.1.1.1)
The s uden lis ens eache
ins uc ions and sol es
asks ollowing hese
indica ions.
CLC
Speci ica ion
(Es .IN.1.1.2)
The s uden lis ens
audio isual ideos and
demons a es
comp ehension by sol ing
asks and commen ing on
aspec s abou he opic.
CLC
Speci ica ion
(Es .IN.1.1.2)
The s uden unde s ands
his/he classma es in g oup
wo k asks when making
con e sa ions o deba es
CLC – L2L
Speci ica ion
(Es .IN.1.2.1)
The s uden in e p e s he
main and seconda y ideas
o daily issues conce ning
c ime and punishmen
CLC
Speci ica ion
(Es .IN.1.1.2)
The s uden acqui es ex a
in o ma ion by lis ening
You ube ideos on
di e en cases in socie y
CLC – SCC – DC