Repositorio Institucional de Documentos

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 2 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 3 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. 4 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 . 5 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. 9 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 16 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. 21 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. Hedge. Teaching and Lea ning in he Language Class oom. Ox o d:OUP. 10-16. 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. Ni ko, A.J. (2004). Educa ional Assessmen o S uden s. 4 h ed. Ohio: Me ill P en ice Hall. O den ECD/489/2016, de 26 de mayo, po la que se ap ueba el cu iculo de Educación Secunda ia Obliga o ia y se au o iza su aplicación en los cen os docen s de la Comunidad Au onoma de A agon. 34 Ou a, G.K. 2001. Au hen ic Task-Based Ma e ials: B inging he Real Wo ld in o he Class oom. Richa ds, J.C.2006. Communica i e Language Teaching Today. Camb idge: CUP. Richa ds, J. Pla , J. & Webe , H. 1985. Longman Dic iona y o Applied Linguis ics. London: Longman. Richa ds, J. & Theodo e,R. 2001. App oaches and Me hods in Language Teaching. New Yo k: Camb idge Uni e si y P ess Skehan, P. 1998. A Cogni i e App oach o Language Lea ning. Ox o d: OUP: 126-129. Willis,J. 1996. A amewo k o ask-based lea ning. Ha low: Longman. Willis, D. and J. Willis. 2007. “S a ing wi h Fo ma and S a ing wi h Meaning: 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 % 1. (Inse name) Comp Summ In Op Gen Disc S u. Ini 2. (Inse name) Comp Summ In Op Gen Disc S u. Ini 3. (Inse name) Comp Summ In Op Gen Disc S u. Ini 4. (Inse name) Comp Summ In Op Gen Disc S u. Ini 5. (Inse name) Comp Summ In Op Gen Disc S u. Ini 6. (Inse name) Comp Summ In Op Gen Disc S u. Ini 7. (Inse name) Comp Summ In Op Gen Disc S u. Ini 8. (Inse name) Comp Summ In Op Gen Disc S u. Ini 9. (Inse name) Comp Summ In Op Gen Disc S u. Ini 10. (Inse name) Comp Summ In Op Gen Disc S u. Ini 11. (Inse name) Comp Summ In Op Gen Disc S u. Ini 12. (Inse name) Comp Summ In Op Gen Disc S u. Ini 13. (Inse name) Comp Summ In Op Gen Disc S u. Ini 14. (Inse name) Comp Summ In Op Gen Disc S u. Ini 15. (Inse name) Comp Summ In Op Gen Disc S u. Ini 16. (Inse name) Comp Summ In Op Gen Disc S u. Ini 17. (Inse name) Comp Summ In Op Gen Disc S u. Ini 18. (Inse name) Comp Summ In Op Gen Disc S u. Ini 19. (Inse name) Comp Summ In Op Gen Disc S u. Ini 20. (Inse name) Comp Summ In Op Gen Disc S u. Ini 21. (Inse name) Comp Summ In Op Gen Disc S u. Ini 22. (Inse name) Comp Summ In Op Gen Disc S u. Ini 23. (Inse name) Comp Summ In Op Gen Disc S u. Ini 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: