T abajo Fin de Más e
My hs and Legends: Uni o lea ning
o s uden s’ cul u al app ecia ion.
Mi os y Leyendas: una unidad de ap endizaje
pa a la ap eciación cul u al de los es udian es.
Au o
Ana Zaplana Pagán
Di ec o
Ma ía Rosa io A iga León
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
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TABLE OF CONTENTS
ABSTRACT: .................................................................................................................... 3
1.INTRODUCTION ......................................................................................................... 4
2.PURPOSE AND OBJECTIVES .................................................................................. 5
3. JUSTIFICATION AND THEORETICAL FRAMEWORK ...................................... 7
3.1 Communica i e App oach. .................................................................................. 9
3.2 The Task-Based Language Lea ning (TBLL) .................................................. 11
4.METHODOLOGY ...................................................................................................... 13
5. DIDACTIC PROPOSAL ........................................................................................... 15
5.1 Con ex o he lea ning Uni .................................................................................... 15
5.2 Key Compe ences ..................................................................................................... 16
5.3 Objec i es and Con en s .......................................................................................... 18
5.3.1 Speci ic Objec i es ........................................................................................... 18
5.3.2 Speci ic Con en s .............................................................................................. 21
5.4 Uni Lesson Plans .................................................................................................... 22
5.5 Ma e ials .................................................................................................................. 27
5.6 E alua ion C i e ia .................................................................................................. 29
5.6.1 G ading C i e ia .............................................................................................. 31
6. CONCLUSIONS ........................................................................................................ 31
7. WORKS CITED ......................................................................................................... 33
8. APPENDIX ............................................................................................................. 34
Appendix 1 Assignmen s used as e idence o he necessi y o imp o emen .............. 34
Appendix 2 Table o Speci ic Objec i es, Con en s and E alua ion C i e ia. ............. 34
Appendix 3 Lesson Plans ............................................................................................... 37
Appendix 4 Ma e ials ..................................................................................................... 51
Appendix 5 Assessmen Ins umen s ............................................................................ 71
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ABSTRACT:
The p esen pape aims a explo ing he designed didac ic Uni “My hs and Legends”
om a c i ical pe spec i e o clea ly suppo he sui abili y o achie e he es ablished
objec i es. Ha ing no iced du ing he i s p ac icum pe iod and a e ca ying ou a
esea ch ques ionnai e, ha s uden s showed p e e ences o a lea ning uni ha exposed
hem o mul icul u alism issues while p o iding mo i a ional oppo uni ies o use he
language o eal communica ion, I es ablished he main objec i es o his Uni o wo k.
The majo pu pose o his lea ning Uni is o de elop s uden s’ cul u al app ecia ion and
communica i e compe ence while inc easing hei le els o mo i a ion h ough
coope a i e wo k. Bea ing in mind he s uden s’ low le els o mo i a ion and he lack o
communica i e oppo uni ies in he EFL lessons, I decided ha he inno a ion would be
implemen ing coope a i e s a egies. All in all, he design o his Uni is mainly based on
he p inciples o he communica i e app oach, he ask-based language lea ning, he
lea ne -cen e ed app oach and o he heo e ical suppo abou coope a i e s a egies ha
suppo his Uni o wo k. Following his line, his analysis explo es he a ionale and
pu pose o his pape , he main objec i es and con en s p esen ed, he di e en lesson
plans p oposed and inally he speci ic design o he ma e ials.
RESUMEN:
El p esen e abajo iene como obje i o explo a la Unidad didác ica diseñada: "Mi os y
leyendas" desde una pe spec i a c í ica pa a apoya cla amen e la idoneidad del abajo
en log a los obje i os es ablecidos. T as habe de ec ado du an e el p ime pe íodo de
p ác icas y un cues iona io de in es igación que los es udian es necesi aban una unidad
mo i an e de ap endizaje que los ace case al mul icul u alismo mien as que u ilizaban la
lengua pa a comunica se, es ablecí los obje i os p incipales de es a Unidad didác ica.
Es os p opósi os son desa olla la ap eciación cul u al y la compe encia comunica i a de
los es udian es y al iempo mismo iempo, inc emen a sus ni eles de mo i ación
incluyendo écnicas de abajo coope a i o. Teniendo en cuen a la baja mo i ación de los
es udian es y la al a de opo unidades comunica i as en las clases de inglés (EFL), decidí
que la inno ación se ía la in oducción de es a egias coope a i as. Po ello, el análisis de
es a Unidad se basa en los p incipios del en oque comunica i o, el ap endizaje de idiomas
basado en a eas, el en oque cen ado en el alumno y o os apoyos eó icos sob e
es a egias coope a i as. Siguiendo es a línea, es e análisis explo a la azón y el p opósi o
de es a unidad de ap endizaje, los p incipales obje i os y con enidos p esen ados, los
di e en es planes de lecciones p opues os y inalmen e el diseño especí ico de los
ma e iales.
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1.INTRODUCTION
This inno a i e Didac ic Uni has been designed o be implemen ed in he hi d
yea o he bilingual p og amme o Compulso y Seconda y Educa ion. This uni o wo k
has been c ea ed aking in o accoun he speci ic con ex and in o ma ion ga he ed du ing
he i s pe iod o he P ac icum a he public school “I.E.S San iago He nandez”. The
iden i y o his school is mainly cha ac e ized by i s di e si y which gi es he school a
mul icul u al idiosync asy. Owing o his and my pe sonal belie o he impo ance o
li e a u e as a equen ly o go en aspec in EFL class ooms, he con en o he uni is
‘‘My h and Legends”. The main objec i e o he uni is o de elop s uden s’ language
compe ence h ough he exposu e o my hs and legends in English, while encou aging
pupils’ mo i a ion, in e es and app ecia ion owa ds he bo h li e a y ca ego ies o
p o ide hem some sou ce o inspi a ion o hei own c ea i i y, as well as o inc ease
hei app ecia ion owa ds di e en cul u es. The e o e, h ough c ea ing and wo king
wi h my hs and legends, s uden s a e exposed o di e se ocabula y, exp essions and
ancien alues; as well as adi ional s o ies om di e en cul u es which acknowledges
s uden s’ mul icul u al o igins.
The Uni is di ided in o 6 sessions which ha e been es ima ed o las om i y o
six y minu es each o hem, and ha a e aimed a he c ea ion o he lea ne s’ own my hs
and legends ha hey will ha e o p esen in he inal ask. The i s lesson will se e as
sca olding o he inal ask since i will p o ide s uden s wi h he necessa y linguis ic
exponen s and p ocedu al knowledge o ca y ou his pe o mance. The i s o hem will
cons i u e o he in oduc ion o he opic. Then, lessons om wo o i e will con ibu e
o s uden s’ exposu e o popula and adi ional s o ies and my hs such as The Pando a’s
Box my h, The Legend o Robin Hood, The My h o He cules and he Legend o Coun
D acula. Finally, he las wo lessons will allow s uden s o plan and ca y ou he inal
ask which will consis in he c ea ion o a my h o legend ha hey will ha e o pe o m
o he class. S uden s will be My hs and Legends’ w i e s and ac o s while using
language o genuine communica ion. The speci ic me hodology used o designing his
uni o wo k has been based on he communica i e pu pose o he language. Conside ing
he need o ocus language lea ning in he de elopmen o he communica i e compe ence
o s uden s, he p inciples o he communica i e app oach and he ask-based language
lea ning ha e been conside ed sui able o he pu poses o his didac ic uni .
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2.PURPOSE AND OBJECTIVES
Du ing he obse a ion pe iod in he school, I ealized ha he speci ic con ex o
he school and he g oup o s uden s his Didac ic Uni aims a , equi ed a p oposal ha
could ouch on he opic o cul u al di e si y and he app ecia ion o mul icul u al issues.
This mo i a ed he selec ion o he opic o My hs and Legends o his uni . Fu he mo e,
ha ing ca ied ou an ac ion esea ch s udy o he a ge class oom abou s uden s’
mo i a ion and eache s’ me hodology in he a ge g oup o s uden s, I was able o
pe cei e ha lea ne s’ le els o mo i a ion and in e es in he subjec we e low mainly
owing o he lack o ac i e me hodologies such as coope a i e wo k and communica i e
ac i i ies. Consequen ly, his uni o lea ning aims as well a inc easing s uden s’
mo i a ion h ough p o iding s uden s wi h speaking ac i i ies while in e ac ing wi h
hei classma es (see appendix 8.1).
Fi s ly, i is wo h men ioning ha he IES San iago He nandez is a public school,
loca ed in he ci y o Za agoza; in he Bomba da dis ic . One o he mos ou s anding
cha ac e is ics o he Delicias neighbo hood is ha i welcomes a popula ion p o ile which
belongs o he u ban middle class, which come om a g ea a ie y o o igins.
Consequen ly, he s uden s’ p o iles a e a ied and he e ogeneous which con ibu es o
he school mul icul u al iden i y. This ac has se ed as basis o designing his Uni
which aim a he app ecia ion o di e se cul u es. The school b ings oge he s uden s
om di e en A ican, Sou h Ame ican, Eas e n, Asian and A ab coun ies, as well as
om he Au onomous Communi y o A agon. Consequen ly, he di e si y p esen in he
school jus i ies he need o encou age cul u al awa eness in o de o ensu e espec and
equali y among s uden s.
Conside ing he p e iously desc ibed con ex , he speci ic aims o his pape a e
he ollowing:
-To p omo e s uden s’ app ecia ion owa ds o he cul u es: The opic o his
lea ning uni , My hs and Legends, will os e s uden s’ awa eness and app ecia ion o
o he cul u es as i explo es di e en li e a y gen es om di e se cul u es and coun ies.
Fo ins ance, he G eek my h “The Pando a’s box”” o he English my h “Robin Hood”.
S uden s will be awa e o he ac ha all cul u es ha e some hing in common despi e he
indi idual a ia ions. Besides, he in e es in knowing abou di e en cul u es will be

6
encou aged as s uden s will wan o know abou o he my hs and legends om hei pee s’
o igins; a cul u al sha ing expe ience in which he di e si y o o igins will be app ecia ed.
-To encou age s uden s’ in e es in li e a u e: his uni o wo k will aim a
emphasizing a linguis ic aspec usually o go en in English as a subjec : li e a u e.
Th ough he examina ion and analysis o he main cha ac e is ics p esen ed in my hs and
legends, s uden s will ha e a holis ic ision o English ha will include no jus linguis ic
ea u es bu also some cul u al aspec s o i . Fu he mo e, his exposu e o My hs and
Legends as a li e a y gen e will make hem awa e abou he ac ha li e a u e and eading
is no jus abou long no els, police c imes, comedies and so on, bu abou imagina i e
and ic i ious sho and in e es ing s o ies.
Mo eo e , i is wo h men ioning ha du ing he P ac icum pe iod, I could obse e
ha he school o ganizes a Reading Club. These p og ams consis in eading and
commen ing on in e es ing and di e se books and on p o iding s uden s wi h he
oppo uni y o mee au ho s and hey e en ha e he possibili y o alking o hem.
Conside ing his, i can be in e es o implemen his Lea ning Uni as a collabo a ion wi h
his educa ional p og am o wo k oge he in he pa h o “ eading as a hobby”.
-To imp o e s uden s’ communica i e compe ence in English by p o iding
oppo uni ies o use he language o eal communica ion: conside ing he need ha
second language lea ning ocuses on he de elopmen o s uden s’ communica i e
compe ence and he lack o hese oppo uni ies in he cu en EFL con ex , his uni o
wo k aims a encou aging and p o iding s uden s wi h oppo uni ies o in e ac wi h hei
classma es by equen ly including coope a i e wo k s a egies such as pai and g oup
wo k, as well as speaking ac i i ies. In his uni o wo k, s uden s will be equen ly
encou aged o wo k in pai s, so hey a e expec ed o imp o e hei language compe ence
by using i o eal pu poses while sha ing and lea ning wi h hei classma es.
-To imp o e s uden s’ mo i a ion by including coope a i e wo k: conside ing
he low le els o s uden s’ mo i a ion and engagemen in he lea ning p ocesses obse ed
in he ques ionnai e, his uni o wo k will include a g ea di e si y o ac i i ies and g oup
dynamics so as o ge s uden s’ a en ion and in e es in he p ocess and he language
lea ning. Fu he mo e, he implemen a ion o coope a i e wo k aims as well a p o iding
hem wi h mo i a ing and engaging ac i i ies in which hey ha e o ac i ely pa icipa e
collabo a ing wi h hei classma es. As a esul , s uden s will be able o e icien ly ake
7
he esponsibili y o hei lea ning p ocesses and he acquisi ion o he second language
will be acili a ed.
Ha ing es ablished he main objec i es o his pape and b ie ly men ioned he
inal communica i e pu pose o English language lea ning, he speci ic me hodology o
his lea ning uni has been selec ed o secu e he success ully accomplishmen o bo h. In
his case, he lea ne -cen e ed app oach, he Communica i e App oach and he Task-
Based Language Lea ning.
3. JUSTIFICATION AND THEORETICAL FRAMEWORK
Language eaching has been always a ma e o s udy and conce n gi en he
complexi y o selec ing a pe ec and e icien o mula o he acquisi ion o a new
language. Se e al au ho s ha e esea ched di e en me hods in pu sui o his goal.
None heless, i is qui e impossible o de ine he ul ima e eaching sequence as each lea ne
and ma e o s udy in ol es se e al di e ences be ween each o he . Mo eo e , when i
comes o eaching English as a Fo eign Language, his p oblem becomes much mo e a
challenge.
On he one hand, conside ing ha eaching is sha ing knowledge wi h ano he
pe son, in his uni o wo k I ha e conside ed his add essee as he cen al and key piece
o he lea ning and eaching p ocess. On he o he hand, ega ding ha communica ion is
he mos impo an elemen when lea ning any language, communica ion and in e ac ion
ha e been gi en equal impo ance. The e o e, aking in o accoun he impo ance o
de eloping s uden s’ communica i e abili y, I ha e selec ed se e al me hodological
p inciples o each he aims o his didac ic uni ha I will now expand on.
Fi s ly, acknowledging he essen ial ole o lea ne s in he lea ning p ocess in
o de o mo i a e hem and o e icien ly p omo e he acquisi ion o he second language,
i is essen ial o eso o a lea ne -cen e ed ins uc ion which de elops echniques ha
ocus on o accoun o s uden s’ needs, s yles and goals (B own 2007:52) Mos o he
mode n lea ning ends a e in luenced by he cons uc i is s Piage (1958) and Vygo sky
(1978) who ede ined he na u e o knowledge and he ac o lea ning. Cons uc i ism
en isions lea ning as an ac i e p ocess in ol ing lea ne s needs and p e ious knowledge,
con ex , ime, mo i a ion and, mos impo an ly, collabo a ion and socializing. Despi e o
he ac ha one o he challenges o eaching and lea ning English as a o eign language
8
is he mul iple lea ne ’s models ( hei needs, lea ning hy hms, skills a e di e se), wha
has been p o ed, as Do nyei claims, is ha mo i a ion can be achie ed by “using
coope a i e lea ning s a egies by equen ly including g oup wo k in he classes a he
han he indi idual’s” (1994: 282). Conside ing his heo e ical suppo , pai and g oup
wo k will be conside ed undamen al s a egies implemen ed in his lea ning uni as a
de ice o lowe he a ec i e il e and lead o a sui able con ex o communica i e
pe o mance.
In his con ex , s uden s a e expec ed o ge in ol ed and in e es ed in he asks
and lea ning p ocess. Consequen ly, hey will ha e a lowe sense o anxie y p oduced by
hei insecu i y and ea o e o . I is commonly accep ed ha anxie y and ea a ec
lea ne s pa icula ly when hey eel ha he audience is judging hem. Howe e , i he
audience is pa o hei own g oup, and hey a e engaged in he lea ning, he p ocess is
acili a ed, and he eeling o insecu i y dec eases. Fu he mo e, he implemen a ion o
coope a i e wo k will p oduce a bene icial lea ning e ec in which lea ne s a e no jus
esponsible o hei own lea ning bu pa ly ha o hei classma es’. S uden s a e
expec ed o p omo e a posi i e in e dependence wi h he membe s o hei g oup. In o he
wo ds, each membe o he g oup will bene i om each o he ’s lea ning p ocesses, so all
o hem will be in e es ed in e icien ly comple ing he asks.
In addi ion o his, emphasizing on pai and g oup wo k is p o ed o make lea ne s
p oduce a g ea e amoun o language (Richa ds, 2006:20) In o he wo ds, i his
audience is pa o hei own g oup, and hey a e in ol ed in he lea ning expe ience, he
amoun o linguis ic p oduc ion will be inc eased as hey will eel secu e in he EFL
con ex by being able o ake isks and esponsibili y when comple ing he di e se asks.
As a esul , du ing he implemen a ion o his didac ic uni , lea ne s a e equi ed o
ac i ely pa icipa e in each o he class oom ac i i ies which a e based on a coope a i e
a he han indi idualis ic app oach o lea ning. Wha i is undamen al o men ion is ha
coope a i e lea ning plays as well a socio-cul u al undamen al ole since s uden s will
no be jus equi ed o pu in o p ac ice hei linguis ic knowledge, bu also o apply o he
communica i e s a egies conside ing he speci ic si ua ion o in e ac wi h o he
speake s. In o he wo ds, hey will no jus p oduce messages in isola ion, bu bea ing in
mind basic pa e ns o beha io and cul u al con en ions.
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Secondly, and ollowing Willis and Willis’ ideas, his p oduc ion o language
mus no be isola ed bu “ eache s should p o ide lea ne wi h oppo uni ies in he
class oom o use he language o genuine communica ion” (2007:4). As a as he
cu iculum and second language eaching a e conce ned, he inal pu pose o EFL should
be he de elopmen and aining o s uden s’ communica i e compe ence o p o ide hem
wi h linguis ic and non-linguis ic esou ces o be au onomous and capable in eal social
in e ac ions. As i has been p e iously men ioned, he a ge s uden s s a ed ha hei
o eign language lessons we e mainly ocus on he epe i i e and mono onous p ac ice o
isola ed g amma ical i ems, no being able o in e ac and use he language o social
in e ac ion. Gi en he need o meaning ul communica ion, eaching and ac i i ies should
be based on eal wo ld con ex s gi ing s uden s he oppo uni y o p oduce language in
meaning ul con ex s. In o de o achie e his pu pose, wo me hods will be aken in o
accoun in he design o his lea ning uni : Communica i e App oach and Task-Based
Language Teaching.
3.1 Communica i e App oach.
Communica ion is he mos impo an elemen o ake in o accoun when lea ning
any language, al hough good communica ion is conside ed o be a lea ned acul y. In
o he wo ds, mos people a e bo n wi h an inna e abili y o de elop s a egies which se e
o ansmi a speci ic message; bu i is h ough lea ning and p ac ice ha hey acqui e a
eal sense o communica ion.
The Communica i e App oach eme ged hanks o se e al social, linguis ic and
pedagogical ci cums ances. Fo one hing, he second pa o he 20 h cen u y wi nessed
he decadence o he adi ional eaching concep ions such as he G amma -T ansla ion
o Audio-lingual me hods as hey ailed o mee he demand o a ue communica i e
abili y in he o eign language. Besides, in he 1970s he Council o Eu ope decided o
call a g oup o linguis s and commissioned he de elopmen o an app op ia e amewo k
o o eign language eaching in he g owingly in e connec ed Eu opean Union (House,
2011:85) In he so-called mee ing, hey ag eed in he usabili y o he ‘‘Communica i e
app oach’’ which s esses he impo ance o p o iding lea ne s wi h oppo uni ies o use
English o communica i e pu poses; namely, o always p o ide a communica i e goal
o s uden s’ lea ning p ocess. As B own sugges s “beyond g amma ical and discou se
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The g oup, o which his lea ning uni has been designed, consis s o wen y- h ee
s uden s: wel e gi ls and ele en boys who a e ou een and i een yea s old.
Rep esen ing he school idiosync asy, he EFL class oom in ol es s uden s om di e en
o igins. The e can be ound a leas i e di e se e hnic g oups ha coexis s in he same
lea ning a mosphe e. In gene al e ms, he le el o English in his g oup is qui e
accep able and homogeneous al hough some mixed abili y can be ound: i e low
achie e s and six high achie e s. S uden s do no ind any challenge in comple ing asks
when hey a e abou eading o w i ing, bu hey usually ind di icul ies when i is he
case o lis ening and speaking. This is a consequence o he lack o p ac ice in e ms o
lis ening and speaking ac i i ies and he eal ocus on g amma ical s uc u es in hei EFL
lessons. In his con ex , s uden s’ le els o mo i a ion a e low and hei de elopmen o
he communica i e compe ence is being a ec ed.
5.2 Key Compe ences
Acco ding o he ecommenda ions o he Council o Eu ope (Recommenda ion
2006/962/EC), key compe ences a e an indispensable componen o li elong lea ning. As
a esul , he design o a uni o wo k should no jus ocus on academic lea ning, bu also
con ibu e o he in eg al de elopmen and a en ion o he indi idual. Conside ing his,
he p esen lea ning uni will con ibu e o he de elopmen o key compe ences in
di e en ways:
→ Compe ence in Linguis ic Communica ion (CLC): i is ocused on he use o English
as a o eign language in a socio-communica i e con ex . As in eal con ex s, his uni
o wo k will encou age he p oduc ion and ecep ion o language, conside ing he ou
skills, - as de ices o social in e ac ion and communica ion. In he eaching and
lea ning o English, we conside linguis ic compe ence o be he mos impo an one,
as i is he cen al elemen o he subjec i sel . Fu he mo e, he implemen a ion o
his uni o wo k in which language is he key elemen will encou age s uden s o use
he language o cons uc posi i e ela ionships wi h hei classma es.
→ Digi al Compe ence (DC): i in ol es he c ea i e and esponsible use o in o ma ion
socie y echnology and as a esul , he de elopmen o basic skills and knowledge
ela ed wi h in o ma ion and communica ion. The acquisi ion o a o eign language
can be used as a de ice o ob ain in o ma ion om di e en ields as indings in his

17
language a e mo e common han in any o he language. Besides, by speaking English,
people can communica e and mee o he English speake s in di e se con ex s such as
social media. In his lea ning uni , his key compe ence is included as sou ce o
in o ma ion and as a eache ’s ool o EFL lessons.
→ Lea ning o Lea n Compe ence (LLC): i in ol es he capaci y o be he esponsible
o you own lea ning p ocess, no jus o s a bu o pe sis in he pa h o knowledge.
Fu he mo e, i equi es s uden s o be mo i a ed abou hei academic de elopmen ,
o be in e es ed in knowing mo e abou a speci ic subjec and o manage s a egies o
o ganize and acili a e hei own lea ning. In his uni o wo k, owing o he p esence
o g oup wo k, s uden s will be equi ed o be in cha ge o hei own lea ning
expe ience. They will be equi ed o ake decisions using a ionali y and a sel -
de e mina ion as ega ds he o ganiza ion and c ea ion o he inal ask. Du ing he
lessons, as a eache , I will p o ide hem wi h he necessa y sca olding.
→ Social and Ci ic Compe ences (SCC): i equi es he capaci y o possess hese social
skills o in e ac and o li e in communi y and o be an ac i e membe o socie y. This
lea ning uni will include coope a i e s a egies. By eso ing o g oup and pai wo ks
in he class oom, he s uden s a e equi ed o main ain con e sa ions whe e hey mus
accep di e ences, be ole an and espec di e en alues, belie s and cul u es.
Mo eo e , as pa o he beha io ules, hey ha e o lis en o and espec o he s’
opinions, hough s ideologies, sexual o ien a ions o eligions.
→ Sense o Ini ia i e and En ep eneu ship (SIE): i is conce ned wi h he abili y o
u n ideas in o ac ions using skills o collabo a ion and coope a ion, as well pe sonal
suppo and skills. This uni o wo k will encou age eam and pai wo k, so s uden s
a e encou aged o wo k in collabo a ion, sha ing hei ideas and coope a ing in o de
o c ea e he inal ask and ha ing he ini ia i e o de elop he ask. Besides, each
membe o he g oup will be aken in o conside a ion c ea ing a posi i e
in e dependence among all eam membe s.
→ Cul u al Awa eness and Exp ession (CAE): i ep esen s and ocuses on he c ea i e
exp ession o ideas, hough s, knowledge and emo ions. I in ol es di e en o ms o
18
a such as music, pe o ming and isual a s, and li e a u e. This lea ning uni is
ocused on he cul u al ep esen a ions (My hs and Legends) h ough ano he o m o
a is ic exp ession: li e a u e.
5.3 Objec i es and Con en s
5.3.1 Speci ic Objec i es
A e ha ing e iewed he lea ning objec i es p esen ed in he A agonese
cu iculum o Seconda y Educa ion O den ECD/2016, 26 h May, and bea ing in mind
he pu poses o his pape , he speci ic objec i es o his lea ning uni ha e been selec ed
(See Appendix 2: Table o Speci ic Objec i es). Mo eo e , in o de o add ess o he
di e en le els o lea ning o acili a e s uden s’ lea ning p ocesses and o c ea e
e aluable and measu able objec i es, Bloom’s (1956) Taxonomy o Educa ional
Objec i es has been also conside ed.
I is wo h men ioning ha he e a e h ee le els o concision in e ms o
objec i es. These a e: he eigh gene al objec i es o Seconda y Educa ion o EFL, he
speci ic cou se objec i es o he hi d cou se, and he speci ic objec i es o each lesson
plan, in his o de , om he mos gene al o he mos speci ic.
Acknowledging he p oduc i e and ecep i e o al skills, s uden s mus ha e he
abili y o comp ehend and unde s and gene al and speci ic o al in o ma ion ela ed
wi h My hs and Legends (C i . IN. 1.1). Besides, s uden s will be s ongly equi ed o
p oduce o al messages o e ec i ely in e ac du ing he whole lesson plan (C i .IN.2.1)
Bea ing in mind he objec i e o inc easing s uden s’ app ecia ion owa ds cul u es and
he cu iculum, hey a e s ongly equi ed o in ol e hei socio-cul u al knowledge in
he p oduc ion and ecep ion o o al messages (C i .IN. 1.2 and C i . IN. 2.2).
Since he pu pose o his pape is o imp o e s uden s’ mo i a ion, hey a e
equi ed o ac i ely in e ac and pa icipa e wi h hei pee s and he eache du ing
class ac i i ies. In his coope a i e con ex , hey mus de elop he abili y o wo k as a
eam while aking he speci ic ole assigned o each o hem, p omo ing posi i e
in e dependence. In addi ion, s uden s mus p omo e an a i ude o ejec ion owa ds
any kind o pe sonal, social, acial o sexual disc imina ion. This equi emen o
19
mu ual espec is ela ed o one o he pu poses o his pape : s uden s’ app ecia ion and
de elopmen o mul icul u alism.
Conside ing ha he communica i e app oach a gues ha luency is mo e
impo an han accu acy, mis akes in o al p oduc ion will be conside ed only when hey
a ec legibili y o s uden s’ messages. Ne e heless, aking in o accoun his, s uden s’
p oduc ion o o al messages mus in ol e an a i ude o sel -con idence in mas e ing
he language. Fu he mo e, du ing s uden s’ inal pe o mance o hei in en ed my hs
and legends, hey will be equi ed o make use o he speci ic g amma and lexical
con en s lea n du ing he lessons, p ope ly ela ed hem o hei speci ic communica i e
unc ions.
Rega ding he eading mac o-skills and he basic cu iculum c i e ia C i . IN. 3.1
and C i . IN. 3.2, i has been es ablished ha pupils mus comp ehend and ex ac
gene al and speci ic w i en in o ma ion abou my hs and legends using hei socio-
cul u al knowledge. In his p ocess and as a gene al cu icula objec i e, hey will ha e
o p ope ly be able o use all he a ailable esou ces such as In o ma ion and
Communica ion Technologies (ICTs). Acknowledging ha one o he main goals o his
pape which is o inc ease s uden s’ in e es and a en ion in eading, lea ne s mus
demons a e and epo a posi i e p edisposi ion and a i ude owa ds eading as a
sou ce o en e ainmen and enjoymen ; no jus as a language ask ha hey mus
comple e.
Despi e he ac ha o al skills a e he mos ained skills conside ing he need o
inc ease s uden s’ communica i e compe ence, s uden s a e as well equi ed o p oduce
b ie and co ec w i en ex s ela ed wi h My hs and Legends o comple e di e se
ac i i ies and asks using w i ing s a egies such as b ains o ming (C i . IN. 4.1 and C i .
IN. 4.2).
Mo eo e , since he me hodology o his lea ning uni is based on lea ne -cen e ed
ins uc ion and aking in o accoun he gene al objec i es o Seconda y Educa ion, i has
been es ablished as an objec i e ha s uden s demons a e ha hey ha e aken he
esponsibili y o hei own lea ning, being able o ake isks and au onomous
decisions. The e o e, s uden s a e equi ed o exp ess a posi i e and ac i e a i ude,
while pa icipa ing in he lea ning expe ience. This au onomy will esul in s uden s’
20
abili y o e lec and assess hei pee s as a demons a ion o lea ning. As a esul , s uden s
mus be able o assess and e alua e hei pee s p o iding meaning ul and use ul
eedback.
Ha ing commen ed on he a ionale, i is undamen al o explain how hese
lea ning objec i es ha e been s a ed in o de o be obse able and assessed. Because o
ha , Bloom’s Taxonomy (1956) has been he basis o his pu pose. Acco ding o him,
he e a e h ee le els o c i ical hinking: he cogni i e, he a ec i e and he psychomo o .
In his didac ic Uni , he speci ic lea ning objec i es ha e been designed conside ing he
cogni i e and a ec i e le els. The cogni i e le el is ela ed o he s uden s’ knowledge
in e ms o concep s, while he a ec i e ela es o s uden s’ manne s and a i udes in e ms
o emo ions, pe cep ions, app ecia ions, e c. As i can be pe cei ed, in his didac ic uni ,
s uden s will be equi ed o acqui e ce ain concep ual knowledge while p omo ing he
app ecia ion owa ds o he cul u es and belie s, conside ing he speci ic opic and pu pose
o his pape .
On he one hand, in e ms o cogni i e objec i es and bea ing in mind ha lea ning
is conside ed as an ac i e p ocess, s uden s will mainly ha e o apply and c ea e speci ic
con en s du ing his didac ic uni , a he han ecall ce ain concep s. Fu he mo e, his is
suppo ed by he ac ha s uden s a e in he hi d academic yea , so he e is no a
pe cei ed need o wo k on al eady lea n con en s, bu o ad ance in he de elopmen o
he communica i e compe ence. S uden s will be equi ed o use acqui ed in o ma ion in
e ms o concep s and p ocedu es in new si ua ions, o sol e possible communica i e
p oblems. Mo eo e , s uden s a e equi ed o be able o e lec , assess and e alua e hei
pee s lea ning p ocess, p o iding meaning ul eedback as a success ul lea ning
achie emen .
On he o he hand, acknowledging o he a ec i e le el, his lea ning uni includes
a se o objec i es ha ela e o s uden s’ a ec i e le el and ha a e s ongly ein o ced
conside ing he opic and pu pose o his Uni . Bloom (19656) iden i ied i e le els o
his a ec i e domain which a e: ecei e, espond, alue, o ganize and cha ac e ize. The
objec i es a e mainly ocused on he aluing and cha ac e izing le els as s uden s a e
equi ed o app ecia e and in e nalize he espec and conside a ion o o he cul u es and
belie s.
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5.3.2 Speci ic Con en s
The speci ic con en s o his uni o wo k has been selec ed conside ing he
speci ic c i e ia men ioned abo e and he speci ic language s uden s need in o de o plan
and c ea e hei inal pe o mances (See Appendix 1: Table o Speci ic Con en s). Owing
o his ac , i is an objec i e-based didac ic uni .
In his didac ic Uni , he speci ic con en s aim a he objec i e o p epa ing and
p o iding s uden s wi h he necessa y linguis ic and communica i e ools necessa y o
comple e he inal ask. Fi s ly, his lea ning Uni will include comp ehension and
p oduc ion s a egies o unde s anding and deli e ing o al messages. Fo ins ance,
an icipa ing he con en o he message hey a e ecei ing by ac i a ing s uden s’ p e ious
knowledge, nego ia ing he meaning o unknown wo ds o sol e possible lack o adap ing
he message o he speci ic con ex and si ua ion. Fu he mo e, i has been conside ed
impo an o include pa a-linguis ics and pa a ex ual s a egies so ha s uden s can
make use o o he non- e bal language du ing hei inal pe o mances and class asks.
Mo eo e , bea ing in mind he de elopmen o s uden s’ communica i e compe ence,
hey will be p o ided wi h communica i e unc ions o ini ia e and main ain pe sonal
and social ela ionships.
Bea ing in mind ha s uden s mus be able o c ea e hei own cha ac e s and in
e ms o communica i e unc ions, hese o al ex s will in ol e he desc ip ion o
physical and abs ac ea u es o people, objec and places ela ed wi h di e se My hs
and Legends. Besides, supe la i es and compa a i e o ms as well as common lexical
ea u es o pe sonal iden i ica ion s will be included as pa o hese desc ip ions. In
addi ion o his and conside ing he speci ic ea u es o his li e a y gen e, s uden s will
de elop communica i e unc ions o na a e punc ual and habi ual pas e en s (pas
ense). Also, since s uden s mus need o hypo hesize abou possible endings o a gi en
my h, he u u e simple will be also included.
Rega ding he comp ehension o w i en ex s as pa o he objec i e o os e ing
s uden s’ app ecia ion owa ds eading, in his uni o wo k, s uden s will be exposed o
di e se comp ehension s a egies o iden i y and adap he unde s anding and s a egies
o e o mula e he message based on he unde s anding o new concep s ela ed wi h he
opic o he Uni . Fu he mo e, his uni o wo k will include s a egies o planning and
deli e y w i en ex , so s uden s a e able o c ea e hei own my hs o legends and o

22
comple e he di e se p oposed ac i i ies. Fo ins ance, e ising wha is known abou he
opic o scanning a eading ex in o de o easily iden i y o e ie e he mos ele an
in o ma ion abou i .
To conclude, he di e se con en s included in his didac ic Uni ha e been selec ed
conside ing he speci ic lea ning objec i es and he linguis ics exponen s equi ed o
comple e he di e se asks and o acili a e s uden s he c ea ion and pe o mance o hei
own my h o legend.
5.4 Uni Lesson Plans
As p e iously men ioned, his lea ning uni on My hs and Legends is based on a
Task-Based Language Lea ning me hodology. Consequen ly, conside ing i s speci ic
s uc u e, each lesson (See Appendix 3: Lesson Plans) will be di ided in o h ee phases:
p e- ask, ask and pos - ask. Bea ing in mind he cen al ole o he s uden s in hei
lea ning p ocess, each lesson aims a p o iding s uden s wi h he linguis ic and p ocedu al
ools equi ed o indi idually comple e he ollowing p oposed asks, as well as o help
hem wi h hei inal pe o mances. Fu he mo e, ega ding he objec i e o de elop
s uden s’ communica i e compe ence, he speci ic s uden s’ sea ing a angemen is
equen ly based on coope a i e wo k s a egies.
Fi s ly, i would be undamen al o explain and jus i y he ele ance and sui abili y
o he Task-Based Language Lea ning ins uc ion. I could be hough ha a
communica i e language eaching me hod would be mo e e icien and sui able o he
communica i e app oach. None heless, in CLT he s ess on language use in he
class oom esul s in a weak o m o he app oach (Mandi, 2014:1273). The main a en ion
and ocus on unc ions a he han on o ms esul s in s uden s’ lack o linguis ic esou ces
o sol e he communica i e challenges. In con aposi ion, in a TBLL ins uc ion, he e is
a balance be ween o m and unc ions, so ha s uden s can o e come he possible
linguis ic and non-linguis ic challenges du ing he lea ning p ocess. I seems e icien o
encou age s uden s’ au onomy as “ he asks a e loca ed in he cen e o bo h syllabus
planning and me hodology” (Mandi, 2014:1273). In o he wo ds, by using his
ins uc ion, lea ne s a e able o indi idually disco e he linguis ic and p ocedu al
ins umen s om he asks i sel . Suppo ed by Fa emeh. e al., “a ask-based lesson goes
a beyond a single ask and inco po a es a sequence o se e al o e lapping asks ha
23
back up one ano he ” (2014:4) Because o ha , each p eceding ask s age ha e been
designed o suppo he ollowing s ages so ha s uden s can ake he esponsibili y o
hei lea ning p ocess and de elop an au onomous a i ude.
As he e should be equal ocus on o m and meaning o acili a e s uden s’
lea ning p ocess, in his didac ic Uni he e is a balance in he inclusion o “pedagogical
asks” and “ eal-wo ld asks”. Con a y o eal-wo ld asks, pedagogical asks a e
“some hing one would no mally encoun e in he eal wo ld. Howe e , he in e ac ional
p ocesses i equi es p o ides use ul inpu o language lea ning” (Richa ds, 2006:31).
These pedagogical asks will o ce s uden s o ocus on o ms a he han on unc ions,
while eal-wo ld asks ensu e he opposi e. As an example, in lesson numbe h ee, in he
ask phase, s uden s a e in oduced o se e al adjec i es in adap ed ex s (pedagogical
asks) so hey can la e desc ibe hemsel es in o de o play an in e ac i e and
communica i e game ( eal-wo ld ask). In his way, s uden s will be p o ided wi h he
linguis ic ools o success ully and indi idually achie e he speci ic lea ning ou comes.
Ha ing selec ed a ask-based language lea ning syllabus, he di e en lessons
in ol ed in his ins uc ion will add ess he inal p oduc s uden s mus c ea e. This inal
ask consis s in he pe o mance o an in en ed My h o Legend. In g oups o ou ,
s uden s will be equi ed o apply all he con en s wo ked du ing he di e en lesson plans
in o de o w i e hei own my h o legend. In his p oduc ion, s uden s mus include
in e es ing and well-cha ac e ized he oes and he oines ha hey mus la ely o ally
pe o m in on o he class. The collec ion o da a and he w i ing o he my h o legend
will se e as a basis o he dialogues and pe o mance o s uden s. Conside ing ha
s uden s will need se e al linguis ic and p ocedu al ools o adequa ely c ea e hei my h
o legend, each lesson plan will se e as sca olding o achie ing his pu pose. F om
simple o complex, s uden s will be exposed o he elemen s included in a my h o legend,
so hey can comp ehend wha hey a e being asked o do while including he speci ic
con en s needed. As an illus a ion o his, on lesson numbe one, s uden s will be
in oduced o he gene al in o ma ion abou my hs and legends so ha hey can clea ly
iden i y he di e ences be ween bo h. La e , s uden s will be exposed o di e en amous
my hs and legends wi h he aim o cla i y hei unde s anding, while making hem ocus
on he speci ic con en needed o he inal pe o mance. Finally, on lesson i e s uden s
24
will be able o plan and c ea e hei own my h and legend bea ing in mind he di e en
aspec s wo ked on he p e ious lessons.
Fu he mo e, du ing he lesson plans, i has been conside ed as bene icial o
equen ly implemen coope a i e wo k o os e s uden s’ mo i a ion. As a as Richa ds
is conce ned (2006:20), “an emphasis on pai and g oup wo k, [s uden s’] mo i a ional
le el is likely o inc ease, and hey will p oduce a g ea e amoun o language”. As Hedge
(2000:14) suppo s “in g oup-wo k s uden s p oduce mo e ou pu while p o iding
a ac i e suppo abou he alue o collabo a i e wo k and educing dependence on
eache s”. In his coope a i e a mosphe e, s uden s will de elop hei communica i e
compe ence as hey will eel con iden o communica e in he o eign language and will
ake ad an age o sha ing hei knowledge wi h hei classma es. Consequen ly, in all he
s ages o he lesson: p e- ask, ask and pos - ask, coope a i e s a egies a e usually
eso ed so ha s uden s can be mo i a ed and able o use he language o eal
communica ion. In addi ion, as s uden s’ a ec i e il e will be educed, s uden s will be
able o ake isks when aking he esponsibili y o hei own lea ning expe ience and
coope a ing wi h hei classma es.
Bea ing in mind ha he inal goal o second language acquisi ion is o use he
o eign language in eal wo ld con ex s, he di e en skills a e in eg a ed du ing he
lesson plans as hey would be in eal li e. Fo ins ance, in he i s lesson, s uden s ha e
o ca e ully ead a gi en and adap ed ex so ha hey a e able o discuss i wi h hei
shoulde -pa ne s. Ano he example is ound in lesson numbe 2, in which eading,
w i ing and speaking skills a e in eg a ed. Du ing he ask phase o his lesson, s uden s
ha e o ead a ex abou “The Pando a’s Box My h” o decide, in he ollowing exe cise,
i he sen ences a e co ec o no . I hey a e no , lea ne s a e asked o w i e he co ec ed
sen ence. Finally, hey a e equi ed o ead again he ask and o in e ac in pai s asking
and answe ing some ques ions in o de o p ac ice hei speaking skills.
Du ing he p e- ask phases in each lesson, s uden s a e p esen ed wi h wa m-up
asks o make hem igge hei p e ious knowledge abou he speci ic con en o he
lesson and, consequen ly, o acili a e he acquisi ion o he language (Ellis, 2006:80). As
a as Joshi (2006) is conce ned and quo ed om Ak he (2014) “in he in oduc o y
session o a lesson, i is essen ial o ac i a e s uden s’ exis ing knowledge and ela e hem
25
o he new in o ma ion hey a e going o lea n. [Mo eo e ] Teache s need o unde s and
wha s uden s al eady know abou he opic (4)”. In o he wo ds, i will be mo e e icien
o s uden s o comple e he ask i hey use p io in o ma ion wi h which hey a e al eady
amilia . Likewise, i would be unnecessa y o each wha s uden s al eady know, ins ead
o inding a s a ing poin and wo king o wa ds. Fu he mo e, he use o wa m-up asks
is di ec ed o one o he objec i es o his Uni which is o os e s uden s’ mo i a ion
(Ak e , 2014:1). Since hese wa m-up asks ecall o al eady known in o ma ion,
s uden s ge engaged in he p ocess ying o ansmi he in o ma ion hey al eady know.
I is wo h men ioning ha , hese in oduc o y wa m-up ac i i ies a e ollowed by
o he s which a e used as a e lec ion o he p e ious one. These seconda y wa m-up
ac i i ies a e usually comple ed in pai s (Rally-Robin/Table) o in g oups wi h hei ace-
pa ne s (Round-Robin/Table) so ha s uden s can compa e and sha e hei ini ial
knowledge. Fo example, in lesson numbe ou , s uden s a e equi ed o b ains o m in
g oups hei ideas and p e ious knowledge abou he Legend o Coun D acula which is
also conside ed an e icien ia o allowing s uden s o plan he ask phase (Ellis,
2006:83)
In o de o p o ide a ied and di e se ac i i ies o engage s uden s, hese wa m-
up ac i i ies ha e di e en o ms. Fo ins ance, in he i s and he second lessons, he
ac i a ion o s uden s’ p e ious knowledge is achie ed using isuals and images. Then,
hey a e guided and p epa ed o he nex s ep using s a egies o ac i a ing hei p e ious
knowledge on he opic. Fo ins ance, in lesson numbe wo, s uden s a e p esen ed wi h
di e en images om “The Pando a’s Box My h” ha a e easily ecognized.
Secondly, du ing he ask-phase o he lessons, s uden s will be equi ed o explo e
and wo k on he opic o which hey ha e been p e iously in oduced. Fu he mo e, as
Skehan (1998:127) s a es, his phase “is also mean o sensi ize he lea ne o he language
which needs o be used” and analyze du ing he pos - ask phase. All in all, he p oposed
asks o his pa o he lesson will in ol e oppo uni ies o ocus on he speci ic language
needed, so ha s uden s can know wha hey a e equi ed o in ol e in he las pa o he
lessons by deducing i om he ask i sel .
32
Mo eo e , I ha e ied o ela e he pu poses o his pape wi h he communica i e
compe ence and coope a i e wo k wi h he aim o p esen ing he inno a ion included
h ough he implemen a ion his didac ic uni . As p e iously explained, in he esea ch
ques ionnai e, s uden s s a ed ha hei EFL lessons and hei eache ’s app oach we e
mo e simila o a adi ional model han o a communica i e and in e ac i e me hod. In
his EFL lessons, s uden s a e equen ly exposed o PPP ac i i ies ha seem mono onous
and de imen al o s uden s’ le els o mo i a ion and o he de elopmen o hei
communica i e compe ence. S uden s had explici ly claimed ha hei EFL lessons we e
no engaging, in e ac i e o mo i a ional enough so hey did no iden i y he use ulness
o he o eign language o hei eal li es. As a consequence, hei mas e ing and lea ning
o he language is educed o a school subjec hey mus pass.
As a esul o his pe cei ed need o os e s uden s’ mo i a ion and o p o ide
hem wi h oppo uni ies o use he language o eal communica ion, I decided o
in oduce some inno a ion in e ms o me hodology and ins uc ion. The inno a ion in
his p oposal includes eso ing o coope a i e wo k in he EFL lessons so ha s uden s
can pe o m an ac i e ole while being mo i a ed and p o ided wi h oppo uni ies o
de elop and p ac ice hei communica i e compe ence. Consequen ly, his uni o wo k
is plen y o speaking asks in which s uden s can de elop hei communica i e
compe ence while in e ac ing wi h hei pee s and he eache .
Bea ing in mind he cu en heal h c isis, I was unable o implemen and
consequen ly p ope ly e alua e his lea ning uni . I ha e ied o design his lea ning uni
asking o my u o o speci ic in o ma ion abou he g oup, bu he Co -19 issue has
p e en ed me om being able o iden i y he main eal weaknesses and needs o
imp o emen o his uni . Howe e , wha I can an icipa e is he need o a mo e ac i e ole
o he eache as a esul o s uden s’ lack o au onomy. Conside ing ha s uden s’ EFL
lessons and eache ’s app oach seem mo e simila o he adi ional me hod, lea ne s can
eel los and anxious when aking he esponsibili y o hei lea ning p ocess. Despi e ha
s uden s a e equi ed o be au onomous when comple ing he di e en asks, hey will
may need a equen ly eache ’s suppo and guide. Because o ha , al hough he speci ic
me hodology o his p oposal sugges s a seconda y ole o he eache , his speci ic g oup
could ask o a mo e ac i e ole.

33
Finally, I would like o men ion ha I ha e done my bes o adap and design his
inno a i e didac ic p oposal o be as much e icien as possible o achie e he aims ha I
ha e pu sued.
7. WORKS CITED
Ay es, W. (2003). To Teach: The Jou ney o a Teache . New Yo k: Teache s College
P ess.
B own, D.H. 2007. “‘A Me hodical His o y’ o Language Teaching” in Teaching by
P inciples: An In e ac i e App oach o Language Pedagogy. New Yo k: Pea son
Longman:40-61
Dö nyei, Z. 1994. “Mo i a ion and Mo i a ing in he Fo eign Language Class oom. The
Mode n Language Jou nal 78.3:273-284
Ellis, R. 2003. “C i e ial Fea u es o a Task” in Task-based Language Teaching and
Lea ning. Ox o d: OUP, 11-13.
Ellis, R.2006. “The Me hodology o Task-Based Teaching” in The Asian EFL Jou nal
8.3: 79-101.
Fa emeh Ahmadniay Mo lagh, Ali eza Sha i Ja a i, Zoh eh Yazdani. A Gene al
O e iew o Task-based Language Teaching (TBLT), om Theo y o P ac ice.
In e na ional Jou nal o Language and Linguis ics. Special Issue: Teaching
English as a Fo eign/Second Language. Vol. 2, No. 5-1, 2014, pp. 1-11. doi:
10.11648/j.ijll.s.2014020501.11
Hashemi, Masoud & Azizinezhad, Masoud & Da ishi, Soh ab. (2012). Using ask- based
language eaching, lea ning p ac ically in English classes. P ocedia - Social and
Beha io al Sciences. 31. 526–529. 10.1016/j.sbsp o.2011.12.098.
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House, S.2011.” Unde s anding he Cu iculum”, in Theo y and P ac ice in English
Language Teaching, Vol.1. Ba celona: G aó, 67-84.
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Comunidad Au onoma de A agon.
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Ou a, G.K. 2001. Au hen ic Task-Based Ma e ials: B inging he Real Wo ld in o he
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Al e na i e App oaches o Teaching” in Doing Task-Based Teaching. Ox o d:
OUP, 4-8
8. APPENDIX
Appendix 1 Assignmen s used as e idence o he necessi y o imp o emen
h ps://d i e.google.com/ ile/d/1qPIUlbnignu7CW_ yDcYHZmTi467uUa6/ iew
?usp=sha ing
h ps://d i e.google.com/ ile/d/1gUUymDWBzoX2 BZC6ci6xCGUM4m7HXz
U/ iew?usp=sha ing
Appendix 2 Table o Speci ic Objec i es, Con en s and E alua ion C i e ia.
OBJECTIVES
CONTENTS
EVALUATION
CRITERIA
A he end o his eaching
uni s uden s will:
1. Unde s and gene al
and speci ic
in o ma ion in o al
and w i en speech
abou he opics
ancien My hs and
Legends (C i .IN.1.1,
C i .IN.1.2/
Syn ax and speech s uc u es:
The e b and he e b ph ase:
pas ense simple o pas e en s
and he u u e simple
(will/won’ ) o p edic ions/
a angemen s.
Connec o s-conjunc s
(ad e bial and p eposi ional
ph ases)
1.The s uden can
unde s and gene al and
speci ic in o ma ion in
o al and w i en speech
om di e se in e locu o s
ela ed o he opic o
My hs and Legends using
cul u al knowledge.
(Es .IN.1.1.1/Es .IN.1.1.2
/Es .IN..1.3) CCL-
35
C i .IN.3.1
C i .IN.3.2)
2. De elop hei socio-
cul u al awa eness
owa ds o he cul u es
o encou age
s uden s’ app ecia ion
and espec o all he
cul u es coexis ing in
he school.
(C i .IN.1.2/
C i .IN.2.2/ C i .
IN.3.2/ C i .IN.4.2)
3. P omo e coope a i e
wo k, being
esponsible o a
speci ic ole assigned
o hem.
4. De elop s a egies o
o ganize and s uc u e
he con en s and s eps
o an assignmen ,
ecalling he
in o ma ion lea n
du ing he p e ious
lessons in o de o
build cohe en w i en
messages abou
My hs and Legends
(C i .IN.
4.1/C i .IN.4.2))
5. De elop p esen a ion
and con e sa ional
skills abou my hs and
legends o o ganize
o al speech in on o
an audience.
(C i .IN.2.1/
C i .IN.2.2)
6. Re lec on hei own
lea ning and ha o
hei pee s and
p o ide meaning ul
eedback o
imp o emen .
(C i .IN.1.1/C i .IN.2
.2/C i .IN.3.2/C i .IN.
4.2)
• Cause ela ions (because o , due
o); coo dina ion (and, o , bu );
addi ion and ein o cemen
(also, oo, in addi ion); con as
(howe e , on he o he hand);
esul ( he e o e, as a esul ,
consequen ly, o his eason);
exempli ica ion ( o ins ance,
o example); conclusion (in
conclusion, o sum up); opinion
(in my opinion, I hink, I
belie e).
• The adjec i e and he ad e b
• Compa ison (as/no so + adj. +
as; less/mo e + adj. /ad .
( han); he bes /wo s ; he
as es ; he mos popula )
The simple sen ence Wh-
ques ions:
Wha ?Who?Why?e c.
• Quan i ie s: How many…?
Common lexical:
Pe sonal iden i ica ion-
physical and pe sonal
desc ip ion: all, g oss, blue-
eyed, da k skin, wise, sma ,
bad- empe ed, e c.
Communica i e unc ions:
• Iden i ica ion and
exp ession o emo ions.
• Desc ip ion o physical and
abs ac pe sonal quali ies.
• Exchange pe sonal
in o ma ion, hobbies,
opinion and ad ice.
Comp ehension s a egies:
• Analyze a speech in English
in o de o dis inguish he
main ideas and speci ic
in o ma ion ela ed wi h
class’ ac i i ies,
ins uc ions, in e ac ions,
e c.
• In e p e a ion o message in
class in e ac ion by
iden i ying he gene al and
speci ic in o ma ion,
speake ins uc ions,
di e se implici , e c.
CMCT-CD-CAA-CSC-
CIEE-CCEC
2. The s uden can alue
and app ecia e he
di e ences be ween
cul u es as a sou ce o
en ichmen , p omo ing
espec o o he s’ belie s.
(Es .IN.1.2.1/Es .IN.2.2.1
/Es .IN.3.2.1/ Es .
IN.4.2.1) CCL-CD-CAA-
CSC-CIEE-CCEC
3.The s uden can wo k in
g oups, con ibu ing and
collabo a ing o common
goals.
4.The s uden can p oduce
cohe en w i en p oduc
using s a egies o
p ope ly o ganize and
s uc u e his o he ideas
and including he new
concep s lea n .
(Es .IN.4.1.1/Es .IN.4.1.2
)
CCL-CMCT-CD-CAA-
CSC-CIEE-CCEC
5.The s uden can p oduce
a b ie , legible and well-
s uc u ed p esen a ion
abou an in en ed My h o
Legends while in e ac ing
wi h he es o he ac o s
(Es . IN. 2.1.2/
Es .IN.2.2.1) CCL-
CMCT-CD-CAA-CSC-
CIEE-CCEC
6.The s uden can e lec
and assess hei own
lea ning p ocess and hei
pee s by comple ing he
ub ics designed
Es .IN.1.2.1/Es .IN.2.2.1/
Es .IN.3.2.1/Es .IN.4.2.1)
36
7. Be able o ans e
speci ic and gene al
in o ma ion ob ained
by di e en sou ces
in o o al and w i en
speech.
(C i .IN.2.2/C i .IN.4
.2)
8. Be able o use he pas
ense o na a e pas
e en s ela ed wi h
ancien My hs and
Legends in w i en
and o al in e ac ion.
(C i .IN.2.1/C i .IN.4
.1)
9. Be able o use he
u u e simple o make
a angemen s o
u u e plans in w i en
and o al in e ac ions.
(C i .IN.2.1/C i .IN.4
.1)
10. De elop au onomous
lea ning s a egies
h ough he
de elopmen o class
asks wi h he aim o
p og ess in hei
lea ning p ocess and
o eign language
acquisi ion.
(C i .IN.1.2/C i .IN.2
.2/C i .IN.3.2/C i .IN.
4.2)
11. Be able o use
s uc u es o
compa ison in o de
o desc ibe pe sonal
and physical
appea ance o people
in o al and w i en
speech.
(C i .IN.2.1/C i .IN.4
.1)
• Ac i a ion o p e ious
knowledge abou he opic
and an icipa ion o he
gene al con en om isual
and non- isual elemen s.
• S a egies o sol e speci ic
asks such as ca e ully
eading be o e lis ening,
aking no es while lis ening,
e c.
• P edisposi ion in
unde s anding he gene al
idea o a ex wi hou
iden i ying and knowing all
he elemen s.
Sociocul u al and
sociolinguis ic aspec s:
• Body language and cla i y
in o al p oduc ions.
• Iden i y and espec o he
people’s emo ions.
• Respec and lea n abou
di e en poin s o iew,
belie s and a i udes.
• App ecia ion o he o eign
language as a sou ce o
in o ma ion and as a
communica i e de ice.
• Respec and app ecia ion o
o he s’ di e se cul u es.
• Respec and conside a ion
o o he s ideas, hough s
and belie s.
• Communica i e Func ions:
• Desc ip ion o physical
and abs ac quali ies
abou people.
• Exchange o pe sonal
in o ma ion, opinions
and pe spec i es.
• Ini ia ion and
main enance o pe sonal
and social ela ionships
in class
in e ac ions/ac i i ies
wi h classma es.
• Na a ion o pas e en
• Exp ession o modali y;
hypo hesis.
•
CCL-CD-CAA-CSC-
CIEE-CCEC
7.The s uden can use he
in o ma ion ga he ed
du ing he lessons o w i e
and pe o m hei
in en ed My h o Legend.
(Es .IN.2.1.2/Es .IN.2.2.1
/Es .IN.4.1.2/Es .IN.4.2.1
) CCL-CD-CAA-CSC-
CIEE-CCEC)
8.The s uden can use he
pas ense o c ea e and
na a e he e en s in he
pas in hei in en ed
My h o Legend.
(Es .IN.2.1.1/Es .IN.4.1.1
/Es .IN.4.1.2) CCL-
CMCT-CD-CAA-CSC-
CIEE-CCEC
9.The s uden s can use he
u u e simple, bo h o ally
and w i en, o make
a angemen o u u e
plans.
(Es .IN.2.1.1/Es .IN.4.1.1
/Es .IN.4.1.2) CCL-
CMCT-CD-CAA-CSC-
CIEE-CCEC
10.The s uden can ake
au onomous decisions by
using lea ning s a egies
o comple e he asks.
(Es .IN.1.2.1/Es .IN.2.2.1
/Es .IN.3.2.1/Es .IN.4.2.1
) CCL-CD-CAA-CSC-
CIEE-CCEC
11.The s uden can
desc ibe pe sonal and
physical appea ance o
people in o al and w i en
messages.
(Es .IN.2.1.1/Es .IN.4.1.1
/Es .IN.4.1.2) CCL-
CMCT-CD-CAA-CSC-
CIEE-CCEC
37
Appendix 3 Lesson Plans
Lesson 1: My hs and Legends
Objec i es o he lesson:
➔ To ead and unde s and gene al and speci ic in o ma ion abou he
cha ac e is ics o my hs and legends.
➔ To be able o use compa a i e and supe la i e o ms o physical and
pe sonal desc ip ions.
TEACHER’S
GUIDE
DESCRIPTION
TIMING
P e-Task / Wa m-up
ask
1.(LISTENING-WRITING) “My hs and Legends
collage”: Indi idually, s uden s look a di e en
images which con ain pic u es o symbols ela ed o
my hology so hey can guess he main opic o he uni
by asking guiding ques ions.
2.(SPEAKING)- Wha abou My hs and Legends? In
pai s, Rally Robin ask: s uden s alk abou i hey
know some examples o amous my hs and legends
(main plo , cha ac e s, cha ac e is ics...)
5’
5’
Task/ Main
Ac i i ies
3.(READING-SPEAKING)- “ A compa ison
be ween My hs and Legends”: Rally Robin Task:
S uden s ead a ex ela ed o he main opic o he
uni and, hen, hey ha e o discuss wi h a pa ne he
main di e ences be ween my hs and legends which
ha e been men ioned in he ex .
4.(SPEAKING-WRITING) “Poin ou he
di e ences!”: In g oups o ou , Round Robin-Table
10’
15’

38
ask, s uden s ha e o choose one amous my h and
compa e i o he legend hey p e e . They can use hei
sma phones o sea ch o in o ma ion.
5.(SPEAKING)- “P esen ing and discussing my
g oup’s ideas”: Class sha ing- Then, pupils should
choose a pe son in hei g oup o p esen he mos
impo an ideas o hei esea ch o he es o he class.
10’
Pos -Task
S uden s will ocus on g amma : Compa a i e and
Supe la i es.
6.(READING-SPEAKING) “Did you know ha …?”
Rally-Robin Task: in pai s, s uden s ead some cu ious
ac s abou my hs and legends.
7.(READING-SPEAKING) “Compa ison o ms”
A e ha , indi idually, hey ha e o unde line any
o m which show compa ison and ill in a able whe e
hey ha e o di e en ia e be ween which ones a e
compa a i e supe la i e o equali y o ms. (Rally-
Robin ask) Then compa e hei answe s wi h hei
shoulde pa ne
8.(WRITING)- “My Lea ning Dia y” Finally,
indi idually, s uden s ha e o w i e a e lec ion abou
oday’s lesson and include i in o he s uden s’
po olio.
5’
7’
3’
MATERIALS
Images o ancien my hology.
Reading abou my hs and legends.
Wo kshee s o he p oposed ac i i ies.
S uden ’s wo kshee “Lea ning Dia y”
39
Teache ’s pa icipa ion checklis .
Sc een, p ojec o and compu e o he eache o
p ojec he p oposed asks and isuals.
ASSESSMENT
Obse a ion o s uden s’ pa icipa ion and in e es
(wi h hei co esponding ‘posi i e’ sco es).
Obse a ion o hei use o English bo h in w i en and
spoken English. (Teache ’s no es and obse a ions in
he pa icipa ion checklis )
All he ac i i ies and he wo kshee o “My Lea ning
Dia y” will be included and assessed in he s uden ’s
po olio.
A any
momen
du ing
he
lesson
Lesson 2: “The Pando a’s Box My h”
Objec i es o he lesson:
è To ead and unde s and “The Pando a’s Box my h”
è To c ea e an al e na i e ending o a my h o legend o p omo e s uden s’
c ea i i y.
è To be able o use he pas ense o na a ing pas e en s.
TEACHER’S
GUIDE
DESCRIPTION
TIMING
P e-Task / Wa m-up
Task
1.(SPEAKING) “Can you guess?” Round- Robin
Task: Fi s , in g oups, s uden s look a se e al images
ha appea in he ma e ials and discuss wha i can be
he my h hey a e going o ead.
2. (SPEAKING)- “How much do you know abou …?”
Then, in pai s, Rally Robin ask, s uden s discuss he
5’
5’
40
hings hey know abou ‘’The Pando a’s Box My h’’
(plo , cha ac e s, possible mo als...)
Task
3.(READING-SPEAKING) “Le ’s o de i ” In pai s,
Rally-Robin Table Ac i i y, s uden s a e gi en a ex
abou he ‘‘Pando as’ box my h’’. The di e en pa s
o he eading a e mixed, so hey ha e o decide he
co ec o de o he s o y.
4.(READING-SPEAKING) “T ue o alse?” In pai s,
Rally-Robin Table ac i i y, s uden s ha e o decide i
he sen ences a e ue o no , hen, hey ha e o co ec
hose which a e alse.
5.(READING-SPEAKING) “Comp ehension ask”
Rally Robin Ac i i y- S uden s ha e o ead he
p e ious ex again and, in pai s, answe di e en
ques ions ela ed o he my h.
6.(WRITING-SPEAKING) “In en you own ending”
In pai s, Rally Robin Table Ac i i y, s uden s ha e o
c ea e hei own al e na i e ending o he my h using
pas simple.
10’
10’
10’
10’
Pos -Task
S uden s will ocus on g amma : Pas Simple –
in e oga i e, a i ma i e and nega i e.
7.(READING-WRITING) “The Pas Simple”
Indi idually, s uden s mus e lec abou he e bal
ense hey ha e wo ked on and y guess and w i e
down he speci ic g amma ules o i .
8.(WRITING) “My Lea ning Dia y”- Finally,
indi idually, s uden s ha e o w i e a e lec ion abou
7’
3’
41
oday’s lesson and include i in o he s uden s’
po olio.
MATERIALS
Images om he eading
Tex (The Pando a’s box my h) o eading ac i i y.
Wo kshee s o he p oposed ac i i ies.
S uden ’s wo kshee “Lea ning Dia y”
Teache ’s pa icipa ion checklis .
ASSESSMENT
Obse a ion o s uden s’ pa icipa ion and in e es
(wi h hei co esponding ‘posi i e’ sco es)
Obse a ion o hei use o English bo h in w i en and
spoken English.
All he ac i i ies and he wo kshee o “My Lea ning
Dia y” will be included and assessed in he s uden ’s
po olio.
A any
momen
du ing
he
lesson
HOMEWORK/
VARIATIONS
I s uden s do no ha e enough ime o c ea e hei own
al e na i e ending o “The Pando a’s Box My h”,
hey can comple e i a home.
Lesson 3: “The Legend o Robin Hood”
Objec i es o he lesson:
è To lis en o and o unde s and “The legend o Robin Hood”.
48
Ca ds o c ea ing he cha ac e s.
Any ma e ial ha s uden s would like o use o plan
and c ea e hei My h o Legend.
ASSESSMENT
Obse a ion o s uden s’ pa icipa ion and in e es
(wi h hei co esponding ‘posi i e’ sco es)
Obse a ion o he coope a i e wo k
Obse a ion o hei use o English bo h in w i en
and spoken English.
A any
momen
du ing
he
lesson
HOMEWORK
I s uden s do no ha e enough ime, hey can
con inue hei esea ch a home.
“My Lea ning Dia y” S uden s ha e o w i e a
e lec ion abou oday’s lesson and include i in o he
s uden s’ po olio.
Lesson 6: Final Task
Objec i es o he lesson:
è To exp ess hemsel es o ally in on o hei classma es.
è To use dialogue s a egies o e icien ly ansmi messages in o al in e ac ions.
è To exp ess hemsel es in English luen ly.
è To make use o he speci ic con en s lea n du ing he lessons.
TEACHER’S
GUIDE
DESCRIPTION
TIMING

49
Pe o mance o he
in en ed My hs o
Legends.
Pee -Assessmen
Task
1. Each g oup will be p o ided wi h 7 minu es o
pe o m hei in en ed my h o legend. The class
will be edis ibu ed so ha he e is a wide space o
s uden s o pe o m hei s o y. The audience will si
down on he loo wi h a pencil a he back o he
class oom, so hey can pe ec ly wa ch he play. The
g oup which is pe o ming can use any
objec /p op/cha ac e iza ion p esen ed in he
class oom o b ough by hem.
Each membe o he audience will be p o ided wi h a
ub ic o pee -assessmen o p o ide meaning ul
eedback abou he di e en g oups’ pe o mances
while hey a e wa ching he play.
2.Class e lec ing-sha ing pe iod- By asking
ques ions, he eache will make s uden s e lec abou
he main challenges o di icul ies ound du ing hei
lea ning p ocess.
3-(My Lea ning Dia y) S uden s will ha e o
comple e he empla e and include i in hei
po olio.
50’
(G oups’
pe o man
ces a e
es ima ed
o las 42,
bu he e
migh be
possible
de ia ion)
5’
MATERIALS
Rub ic o pee -assessmen .
Teache ’s ub ic o inal p esen a ion.
S uden s will be asked o b ing p ops, objec s o o he
cha ac e iza ion elemen s hey may need o hei
pe o mances.
50
ASSESSMENT
Obse a ion o hei use o English bo h in w i en and
spoken English.
Teache ’s ub ic o inal p esen a ion
Pee ’s assessmen ub ic will no be assessed bu
conside ed in e ms o s uden s’ posi i e a i udes.
A any
momen
du ing he
lesson
51
Appendix 4 Ma e ials
LESSON 1-In oduc ion o My hs and Legends
PRE-TASK
è Ac i i y 1 (Wa m-up ac i i y) Look a hese images and hink abou
he ollowing ques ions:
ü Wha do hese images ep esen ?
ü A e he e any o hem which seems amilia o you?
ü Can you guess he main opic o he uni ?
52
è Ac i i y 2- (Rally Table-Robin Ac i i y) Now in pai s, y o hink abou
a My h o Legend ha you know and comple e his cha . Compa e
and discuss i wi h you shoulde -pa ne .
TASK
è Ac i i y 3- (Reading Ac i i y) Read ca e ully he ollowing ex abou
my hs and legends.
My hs and Legend: a pipe hole o his o y and cul u es.
My hs and legends a e s o ies o na a i es ha a e passed om one
gene a ion o ano he . These wo kinds o sho s o ies may esemble simila in
many aspec s, bu hey ha e many di e ences.
Fi s ly, legends a e conside ed mo e ealis ic han my hs. Legends may
be e idence o suppo pas e en s ha ac ually happened; howe e , my hs do
no ha e any suppo ing e idence o pas inciden s and episodes.
Secondly, conce ning cha ac e s in legends, hey a e conside ed o be
s onge and be e in close comba han hose om my hs. They used o be
wa io s who igh in ba le and who a e well-known o hei cou age and
b a e y. Some o he mos amous examples o hese G eek he oes a e Aquiles,
he s onges igh e in he ojan wa , and A lan a, he cle e es woman he o
in all G eece.
In con as , my hs’ cha ac e s a e mo e supe na u al han cha ac e s
om legends. They a e usually spi i ual igu es like gods, demigods, and
my hical c ea u es. As an example, we can men ion He acles, he mos
impo an G eco-Roman legenda y igu e. He was he son o Zeus, conside ed
o be he g ea es o he he oes, a symbol o masculini y, alo and igo .
Finally, he s o yline o legends and my hs is also di e en . Legend
ea u es an ac ual cul u al he o bu includes imagina i e elemen s o exagge a e
he s o y. In con as , my hs a e mo e symbolic and me apho ical han legends.
They o en make use o signi ican symbols o ep esen ce ain ideas and
quali ies. Fo ins ance, he Caduceus ep esen ed in He mes’ my h. I is one o
he mos well-known elemen s in G eek my hology and i symbolizes good
conduc and mo al equilib ium.
53
(Adap ed om)
h ps://www.bw lc.edu.hk/English_ ead_p og_1314/Essay/5D%20%20Nicole
%20Tsui%20-%20Di e ences%20be ween%20my hs%20and%20legends.pd
Ac i i y 4- (Rally Robin-Table Ac i i y) Comple e he lis wi h he
di e ences be ween My hs and Legends men ioned in he eading. Then,
y o add you own poin s o con as . Compa e and discuss i wi h you
shoulde -pa ne !
1-
2-
3-
4-
5-
6-
Ac i i y 5- (Round Table Ac i i y) In g oups o ou wi h you ace pa ne s,
hink abou one amous legend and compa e i s cha ac e is ics wi h
hose o a amous my h. Comple e he ables using you digi al de ices o
sea ch o in e es ing in o ma ion abou hem!
Ac i i y 6- (Class-Sha ing Ac i i y) Now, choose one membe o you g oup
o p esen he in o ma ion o you esea ch in- on o he class.

54
POST-TASK
Ac i i y 7- (Rally Robin Ac i i y) In pai s, ead hese in e es ing ac s
abou ancien My hs and Legends.
Ac i i y 8- (Rally Table Ac i i y) Now iden i y any s uc u e ha may show
compa ison unde lining hem. Then ul ill he ables and compa e hem
wi h you g oup.
55
LESSON 2- “The Pando a’s Box My h”
PRE-TASK
Ac i i y 1 (Wa m-up Ac i i y-Round Robin Ac i i y) Look a hese
images wi h you g oup and y o guess he my h hey ep esen .
Ac i i y 2- (Round Table Ac i i y) Now, iden i y wi h you g oup hese
ac s ha you know abou his my h: plo , main cha ac e s, possible
mo als, e c.
YOU CAN BRAINSTORM YOUR IDEAS HERE
TASK
56
Ac i i y 2- (Rally Robin-Table Ac i i y) In pai s, ead ca e ully he
ollowing ex ac s om “The Pando a’s My h”.
A.
B.
C.
D.
E.
(Adap ed om: h ps://www. eachi english.co.uk/ esou ces/y4/ancien -
g eeks/pando a-s-box-)
Ac i i y 3- (Rally Table Ac i i y) Now, om A o E, pu he ex ac s in
he co ec o de .
1
2
3
4
5
57
Ac i i y 4- (Rally Robin Ac i i y) In pai s, ead he ollowing s a emen s
and decide which o hem a e TRUE (ü) o FALSE (×). Then, co ec he
inco ec sen ences.
1)Epime heus did no wa n Pando a abou no o open he cella .
2)Bo h c ea u es inside he cella we e in cha ge o awa ding good
ac ions om hose who dese e i .
3)Pando a opened he box because she was cu ious and she wan ed
o see wha was inside.
4)Epime heus did no ca e abou Pando a opening he box.
5)The c ea u es did no ha e a speci ic name.
6)Pando a ound ou he cella acciden ally when walking a ound he
house.
7)Pando a was a kind woman who was in cha ge o cleaning and
looking a e Epime heus.
8)The Gods sen Pando a o Epime heus because he was se iously ill,
so he needed help o do his daily wo k.
Inco ec sen ence nº______ è
Inco ec sen ence nº______ è
Inco ec sen ence nº______ è
Inco ec sen ence nº______ è
Inco ec sen ence nº______ è
Inco ec sen ence nº______ è
64
Ac i i y 4- Indi idually, look a hese possibili ies o wha will// won’
happen a he end o he s o y. Ma k he app op ia e answe wi h a ick
(✔). Then, add THREE mo e o you own sugges ions and ma k hem.
(Rally Robin Ac i i y) Then compa e you answe s wi h you shoulde -
pa ne .
CERTAIN
HAPPEN
PERHAPS
HAPPEN
PROBABLY
NOT HAPPEN
CERTAINLY
NOT HAPPEN
Mina will die
D acula will kill Jona han and d ink his blood.
D acula won’ be de ea ed.
D acula will become human.
Jona han won’ ma y Mina.
Van Helsing’s plan o des oy D acula won’ wo k.
Mina and Jona han will scape om D acula’s cas le
and e u n o T ansyl ania.
Jona han will u n in o a ampi e.
Mina will kill Jona han.
1.
2.
3.
(Adap ed om:
h p://www.englishcen e .dk/Files/Billede /PDF/pd ox o d/Ox o d%20Bookwo ms/n
ewobwd aculawo k.pd )
Ac i i y 5- (Rally-Robin Ac i i y) Join you shoulde pa ne , sepa a e
he ollowing dialogue and p ac ice i by asking ques ions and answe ing
hem. Comple e he blank spaces wi h he in o ma ion ha you pa ne
p o ides you

65
1. As a young woman, Mina will s udy ma hema ics
a Manches e ’s T ini y College.
2. He will mo e o _________ in 1954.
Q. Whe e_____________________?
3. In 1959, Mina will en oll a he Uni e si y o
Dublin and she will become a w i e .
4. In 1962, Mina will publish he i s
no el,______________.
Q. Wha __________________?
5. Mina will w i e a o al o eigh een no els.
6. She will ma y o ________ in 1963
Q. Who____________________?
7. They will mo e o I eland o s a a new li e
oge he .
8. They will ha e _______ child en.
Q. How many _______________
1. As a young woman, Mina will s udy
_____________a Manches e ’s T ini y
College.
Q. Wha ____________________?
2. He will mo e o England in 1954.
3. In ______, Mina will en oll a he
Uni e si y o Dublin and she will
become a w i e
Q. When ___________________?
4. In 1962, Mina will publish he i s
no el, The P im ose Pa h.
5. Mina will w i e a o al o ______ no els
Q. How many________________?
6. She will ma y o Jona han in 1963.
7. They will mo e o ____________ o s a
a new li e oge he .
Q. Whe e_____________________?
8. They will ha e ou child en.
POST-TASK
Ac i i y 6- (Indi idually) Imagine ha you will in i e Jona han o come
and spend he whole weekend in you ci y.Imagine ha i is his i s isi
and you wan o show him as much as possible. PLAN YOUR WEEKEND
WITH JONATHAN desc ibing wha you WILL o WON’T do.
Ac i i y 7-(Rally-Robin Ac i i y) Join you shoulde pa ne and sha e
you plans by asking and answe ing ques ions.Ex: WHERE WILL YOU
GO ON SUNDAY EVENING? -We will go o he cinema.
(Adap ed om: h ps://www. each- his.com/g amma -ac i i ies-wo kshee s/ u u e-
o ms
1
LESSON 5-Planning and C ea ing my own My h o Legend.
1
2
1

1
Appendix 5 Assessmen Ins umen s
PARTICIPATION CHECKLIST
®
LESSON NUMBER _____ DATE: __/__/_____
STUDENT’S NAME
ACTI.
REQUIREMENT
INDIVIDUAL OBSERVATIONS: 0,375 %
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GENERAL OBSERVATIONS:
VERY WEAK
0
POOR
1
FAIR
2
GOOD
3
EXCELLENT
4
The pe o mance in ol es a cohe en and well-s uc u ed
sequence o e en s, using smoo h ansi ions and mo emen s.
The con en o he s o y and he in en ed cha ac e s a e
o iginal, c ea i e and inno a i e.
The pe o mance in ol es audience managemen s a egies so
I go engaged and in e es ed in i .
The oice and one o he ac o s a e clea and ocused on he
audience, so I could unde s and all he wo ds.
The cha ac e iza ions o he ac o s a e ealis ic and sui able o
he ole o each o hem. They ge you in ol ed in he s o y.
The dialogues be ween he cha ac e s a e na u al. They ha e
no memo ized and epea ed hei cha ac e s’ wo ds.
Cha ac e s do no ac indi idually eci ing monologues, bu
hey in e ac wi h he es o he ac o s.
FINAL SCORE:
Please, add all you punc ua ions and w i e down he o al
MY NAME: _______________________________________________
CRITERIA
SUGGESTIONS FOR IMPROVEMENT!
1-
2-
3-
1-
2-
3-
CRITERIA 1 23 4 5
Cohe ence and
cohesion
E en s in he s o y a e p esen ed in isola ion. wi hou
ne e including ansi ions and mo emen s. The s o y
is no clea and legible. The e is lack o cohe ence,
o ganiza ion and cohesion.
E en s in he s o y a e a weakly sequenced. A
imes, i includes ansi ions and mo emen s. The
s o y is a qui e unclea and unlegible. The
o ganiza ion, cohe ence and cohesion a e ague.
E en s in he s o y a e enough, bu poo
connec ed o en including mo emen s and
ansi ions. The s o y is mo e o less clea . and
unde s ood.
E en s in he s o y a e good connec ed and
sequenced, usually including mo emen s and
ansi ions o gi e cohe ence and cohesion. The s o y
almos clea and unde s ood.
E en s a e p ope ly connec ed, always including mo emen s
and ansi ions o gi e cohe ence and cohesion o he s o y.
The s o y is pe ec ly clea . and unde s ood.
G amma and
ocabula y
S uden s’ use o English is weak and in ol es se e al
impo an mis akes ha make hei speech in elligible
and he message can no be p ope ly unde s ood.
Besides, s uden s ha e no used he pas ense,
nei he he u u e o na a e he e en s. Mo eo e , he
ocabula y is inadequa e o he con ex , language
le el and opic o he uni , no including adjec i es
and compa ison o ms.
S uden s’ use o English is poo and usually
in ol es impo an mis akes ha make hei
message in elligible. Besides, hey ha e ha dly
ne e used he pas and he u u e enses o
na a e he e en s. The ocabula y is usually
inadequa e o he con ex , language le el and opic
o he uni , ha dly ne e including adjec i es and
compa ison o ms.
S uden s’ use o English is ai , and basic, bu he
message can be almos clea ly unde s ood.
S uden s ha e ai ly used he pas and u u e
enses o na a e he e en s. Mo eo e , despi e he
ocabula y is some imes a bi weak and
non-adequa e o he con ex , language le el and
opic, ai ly including adjec i es and compa ison
o ms.
S uden s’ use o English is adequa e o he le el, so he
message can be clea ly unde s ood. S uden s ha dly
ne e commi mis akes and he use o he pas and
u u e ense is co ec . Mo eo e , he ocabula y is
connec ed o he con ex , language le el,and opic o
he uni ., o en including adjec i es and compa ison
o ms.
S uden s’ use o English is ad anced; he message can be
pe ec ly unde s ood conside ing ha s uden s do no commi
mis akes. The use o he pas and u u e ense is excellen and
equen . Mo eo e , he ocabula y is accu a e, a ied and
ela ed o he con ex , language le el and opic o he uni .
S uden s ha e egula ly include adjec i es and compa ison
o ms.
Voice and one Speake s’ oices a e no clea , nei he add ess o he
audience which makes he speech in elligible. The
one is linea and mono onous which impossibili ies
he comp ehension ò he s o y.
Speake s’ oices a e usually unclea and no
enough audience di ec ed which equen ly makes
hei speech in elligible. The one is o en linea
and mono onous, which makes di icul o
comp ehend he s o y.
Speake s oice a e no comple ely clea , bu hei
speech can be almos unde s ood as hey usually
di ec i o he audience. The one is a bi linea
and mono onous, bu i some imes has a ia ions.
Speake s’ oice a e co ec ly and p ope ly a no clea
which makes hei speech in elligible. The one is
audience-di ec ed, so hei speech is comple ely
unde s ood. The one in ol es se e al changes o
a ia ions, clea ly ansmi ing he s o y.
Speake s’ oices a e pe ec ly clea and always di ec ed o he
audience. Thei speech can be easily and pe ec ly unde s ood.
The one egula ly in ol es a ia ions which acili a es he
comp ehension o he message.
Fluency and
in e ac ion
S uden s ha e con inuously ead wi h con inuous
hesi a ions and pauses. The e is lack o in e ac ion
be ween he speake s so he communica i e si ua ion
and dialogues seem unna u al and ixed.
S uden s ha e almos always ead hei
chea -shee bu some ph ases a e memo ised and
epea ed, wi h o en hesi a ions and pauses.
Speake s ha dly ne e in e ac , so he
communica i e si ua ion seems a bi un eal.
S uden s ha e memo ised hei wo ds, bu hey
ha e made an e o in no eading hei
chea -shee s. Speake s some imes in e ac , so he
communica i e si ua ion seems ai ly eal.
S uden s ha e no used hei chea -shee s, nei he
hei dialogues seems memo ised and epea ed. A
imes, he e a e hesi a ions, nei he pauses. Speake s
equen ly in e ac , so he communica i e si ua ion
seems eal and na u al.
S uden s ha e no memo ised hei wo ds. Thei dialogues a e
smoo h and na u al. The e a e no hesi a ions, nei he pauses.
Speake s con inuously in e ac , so he pe o mance is a
pe ec ly ep esen a ion o a eal communica i e si ua ion.
Face
exp ession &
body ges u es
S uden s’ ace exp essions and physical p esences a e
ixed; he e is no communica ion wi h he audience;
lack o eye-con ac and ges u es.
S uden s’ ace exp essions and physical p esences
a e almos ixed; he e is li le communica ion wi h
he audience including eye-con ac and ges u es.
S uden s’ ace exp essions and physical p esences
a e ai ly sa is ac o y. A imes, he e is an e o o
communica e o he audience including
eye-con ac and ges u es.
S uden s’ ace exp essions and physical p esences a e
suppo i e and adequa e. S uden s usually
communica e o he audience including eye-con ac
and ges u es.
S uden s’ ace exp essions and physical p esences a e
excellen . They e ec i ely communica e o he audience
including eye-con ac and ges u es.
O iginali y
Cha ac e iza i
ons and P ops
S uden s ha e copied an al eady c ea ed my h o
legend. The cha ac e s and hei cha ac e iza ions a e
ague, nei he hey make use o p ops o clea ly
ansmi he s o y.
S uden s ha e eplied an al eady c ea ed my h o
legend, including some a ia ions.The cha ac e s
and hei cha ac e iza ions a e qui e poo and
s uden s ha dly ne e make use o p ops o clea ly
ansmi he s o y.
S uden s ha e made an e o in c ea ing a my h o
legend, bu i does no seem o iginal and c ea i e.
The cha ac e s and hei cha ac e iza ions a e
ai ly sa is ac o y. They o en use p ops o clea ly
ansmi he s o y.
S uden s ha e sa is ac o ily c ea ed an o iginal and
c ea i e my h o legend. The cha ac e s and he
cha ac e iza ion a e g ea and connec ed o he s o y.
They equen ly use p ops o clea ly ansmi he
s o y.
S uden s ha e c ea ed an o iginal and c ea i e my h o legend.
The cha ac e s and he cha ac e iza ion a e di e se and
excellen . Besides, hey a e connec ed o he s o y. They
con inuously use p ops o clea ly ansmi he s o y.
A i ude S uden s’ a i udes do no show commi men and
in e es in he ask. The e is no demons a ion o
ha ing de elop an app ecia ion owa d di e en
cul u es.
S uden s’ a i udes do show li le commi men in
he ask. The e is a poo demons a ion o ha ing
de elop an app ecia ion owa d di e en cul u es.
S uden s’ a i udes do ai ly show commi men in
he ask. The e is a qui e sa is ac o y
demons a ion o ha ing de elop an app ecia ion
owa d di e en cul u es.
S uden s’ a i udes do show g ea commi men in he
ask. The e is a co ec and ep esen a i e
demons a ion o ha ing de elop an app ecia ion
owa d di e en cul u es.
S uden s’ a i udes do comple ely show posi i e commi men
in he ask. The ea an as ic and o e all demons a ion o
ha ing de elop an app ecia ion owa d di e en cul u es.
G oup name: ________________________________________________________ Du a ion: ____ minu es
OBSERVATIONS
FINAL GRADE: