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T abajo Fin de Más e En P o eso ado de E.S.O., F.P. y Enseñanzas de Idiomas, A ís icas y Depo i as Especialidad de Lengua Ex anje a Inglés “You Fi s Week in Za agoza” A P ojec -Based Lea ning Uni o Raise Awa eness abou Immig a ion among 4 h Yea o ESO S uden s Au o Ma ía Lahue a B uballa Di ec o En ique La uen e Millán FACULTAD DE EDUCACIÓN Cu so 2019/2020 Table o Con en s Abs ac 1 1. In oduc ion 1 2. Pu pose and Objec i es 3 3. Jus i ica ion, Theo e ical F amewo k and Me hodology 4 3.1. Jus i ica ion 4 3.2. Theo e ical F amewo k 7 3.2.1. Lea ning Theo ies: Second Language Acquisi ion 7 3.2.2. Communica i e Language Teaching 9 3.2.3. English Language Teaching 10 3.2.4. Legal F amewo k 13 3.3. Me hodology 15 3.3.1. P ojec Based Language Lea ning 15 3.3.2. Communica i e Language Teaching 18 3.2.3. Coope a i e Lea ning 19 3.2.4. Sca olding 19 4. Uni Plan P oposal 20 4.1. Theme and con ex 20 4.2. Con ibu ion o Key Compe ences 22 4.3. Objec i es and Con en s 24 4.4. Sequencing o Ac i i ies 25 4.5. Ma e ials 31 4.6. E alua ion 32 5. Conclusions 34 6. Wo ks ci ed 38 7. Appendices 40 Appendix 1 40 Appendix 2 41 Appendix 3 42 Appendix 4 43 Appendix 5 47 Appendix 6 56 Appendix 7 97 Appendix 8 98 Appendix 9 99 Appendix 10 100 Abs ac The p esen end-o -mas e disse a ion aims a designing an inno a i e English didac ic uni o s uden s in he 4 h yea o Seconda y educa ion based on wo main necessi ies iden i ied du ing he pe iods o school placemen in he Mas e ’s: a a he adi ional app oach o eaching English, which leads o lack o mo i a ion among s uden s, and he a e pe cen age o cul u al di e si y in he school. Two inno a ions a e p oposed o deal wi h hese necessi ies, which en ail a change in he me hodology o eaching English by dealing wi h a opic which is a om s uden s’ e e y day’s expe iences: cul u al di e si y and, mo e speci ically, immig a ion. The me hodology used o co e his opic is P ojec -Based Lea ning, while he p inciples o oday’s p edominan app oach in language eaching a e inco po a ed: Communica i e Language Teaching. These inno a ions a e complemen ed by he implemen a ion o Coope a i e lea ning. The inal ou come o he p ojec is o c ea e a ideo wi h use ul in o ma ion and esou ces o new immig an s a i ing in Za agoza. S uden s collabo a e wi h he o ganiza ion “Dis in os en la Igualdad” o c ea e his p oduc , which is published in he associa ion’s YouTube channel as well as in o he digi al pla o ms. Key wo ds: P ojec -Based Lea ning, Communica i e Language Teaching, Coope a i e lea ning, Seconda y educa ion, cul u al di e si y, immig a ion. Resumen El obje i o de es e abajo de in de más e es diseña una unidad didác ica inno ado a pa a la asigna u a de inglés en el cua o cu so de educación secunda ia. La unidad se basa en dos necesidades obse adas du an e los dos pe íodos de p ác icas del más e : el uso de una me odología adicional, lo que disminuye la mo i ación de los es udian es, y el escaso po cen aje de di e sidad cul u al en e los alumnos del cen o. Po ello, se p esen an dos p opues as que ienen como obje i o cambia la me odología en el aula de inglés a ando un ema con el que los es udian es no es án muy amilia izados: la di e sidad cul u al y, conc e amen e, la inmig ación. La me odología suge ida es el Ap endizaje Basado en P oyec os, cumpliendo al mismo iempo con los p incipios ca ac e ís icos del en oque comunica i o. Es as inno aciones se complemen an con la implemen ación del Ap endizaje Coope a i o. El esul ado inal de es e p oyec o es la c eación de un ídeo in o ma i o con ecu sos ú iles pa a los inmig an es que acaban de llega a Za agoza. Asimismo, los es udian es colabo an con la asociación “Dis in os en la Igualdad” pa a elabo a dicho p oduc o, que se publica á en el canal de YouTube de es a asociación, así como en o as pla a o mas digi ales. Palab as cla e: Ap endizaje Basado en P oyec os, en oque comunica i o, Ap endizaje Coope a i o, educación secunda ia, di e sidad cul u al, inmig ación. 1 1. In oduc ion Nowadays, English plays a p eponde an ole in socie y because i is he p ima y language used o communica e all a ound he wo ld. I has eme ged as a lingua anca, gi en he ac ha i is a p ac ical ool used by millions o people (Nagy, 2016), who do no sha e a na i e language, in di e en ields and con ex s. The e o e, lea ning English implies en iching bo h ou pe sonal and p o essional li es because i allows us o app oach o he cul u es and o communica e wi h o he people. Fu he mo e, i is o en an ad an age o p o essional p omo ion. Richa ds (2006) s a es ha he global demand o lea n English has b ough wi h i an eno mous necessi y o adequa e and e ec i e language eaching ma e ials and esou ces as well as a high-quali y English eaching. Cu en cu icula o eaching a second language poin o Communica i e Language Teaching (hence o h CLT) as he amewo k o e e ence. The p incipal objec i e o CLT is o each lea ne s communica i e skills o make hem mas e he language bo h in a luen and accu a e manne . The ocus is no on linguis ic o ms, as i used o be he case in many p io me hods, bu on making lea ne s nego ia e meanings and in e ac in a meaning ul way, hus, p o iding be e oppo uni ies o lea ning he language. Ne e heless, se e al esea ches claim ha CLT p inciples a e no always adequa ely applied in he EFL class oom. Teache s’ pe spec i e and unde s anding o his app oach is some imes ansla ed in o eaching mos ly speaking, doing ole-plays and o ge ing abou g amma ical o ms (Anani, Mon a ed and Sa a zadeh, 2016). In con as o he eache s end o ocus only on g amma ac i i ies and epe i ion d ills (Ce ezo, 2007 as ci ed in C iado and Sánchez, 2009, p. 8). The e o e, he e seems o be a gap be ween CLT heo y and p ac ice. Conc e ely, in Spain, whe e he legisla ion ad oca es he de elopmen o CLT and he communica i e compe ence, some challenges ound by P ima y and Seconda y eache s ega ding CLT implemen a ion a e connec ed wi h conside ing i as an “umb ella e m” (Ga o e, Alonso and Gale i, 2018, p. 57). Inadequa e implemen a ion o CLT a ec s s uden s’ lea ning as well as hei mo i a ion owa ds lea ning a second language. Class oom ac i i ies ha a e s ill o ien ed owa ds only g amma ical o ms and epe i ion d ills do no p o ide s uden s wi h any challenge o inal goal, hei lea ning is no meaning ul o pu pose ul. Fu he mo e, lea ne s do no ha e an ac i e ole in hei lea ning, no hey ha e he chance o be 2 au onomous o de elop hei c i ical hinking and c ea i i y. All hese issues, o igina ed by a adi ional app oach o eaching, can dec ease s uden s’ mo i a ion and in e es o he subjec . Ellis (1994, as ci ed in Gömleksiz, 2010, p. 1) sugges s ha a nega i e a i ude like his one can be an obs acle o lea ning a language. Fo his eason, a eaching me hodology such as CLT, p e iously explo ed by he eache o be adequa ely implemen ed, is undamen al o engage s uden s in lea ning English and o inc ease hei mo i a ion. An impo an pa o CLT is se ing a eal con ex while encou aging he de elopmen o communica i e skills. This con ex could be ela ed o he c oss- cu icula con en s appea ing in he cu iculum which aim a eaching s uden s’ undamen al alues as well as a de eloping he in e pe sonal, in ape sonal o social ci ic compe ences. None heless, in some schools, s uden s can be isola ed om hese aspec s and, consequen ly, om di e se social issues which may be ele an o help hem lea n and g ow wi h a well- ounded educa ion, pu ing hem in con ac wi h people li ing di e en eali ies and make hem lea n om each o he . As a ma e o ac , Vygo sky (1978) claimed he impo ance o lea ning h ough social in e ac ion. Using English, his lea ning ( amed in a eal con ex ) can be encou aged and CLT plays a signi ican ole in i . Di e se me hodologies adjus o he necessi ies p e iously commen ed. They can apply CLT p inciples in class while wo king hemes ela ed o disco e o he social issues and con ex s which lea ne s a e no amilia wi h. This is he case o P ojec Based Lea ning o P ojec Based Language Lea ning ( om now on PBL o PBLL). In his disse a ion, i is mo e adequa e o e e o PBLL as he me hodology used, because PBLL is he implemen a ion o PBL in a o eign language class. This is complemen ed by he eaching me hod o Coope a i e Lea ning. The didac ic uni p oposed in his disse a ion has as i s co ne s one he implemen a ion o bo h me hodologies in o de o o e come hose limi a ions and di icul ies p esen ed. The p ojec ’s name is “You Fi s Week in Za agoza” and is aimed a 4 h yea o Seconda y educa ion s uden s in a ca holic and s a e- unded school o Za agoza. The opic de eloped along he uni is cul u al di e si y, mo e speci ically immig a ion and i s main issues. Wi h his p oposal, i is expec ed ha s uden s will ge o know a eali y ha di e s om hei s, app oaching hem o he mul icul u al socie y we li e in. Du ing he uni , s uden s collabo a e wi h a eal associa ion called “Dis in os en la Igualdad” o c ea e he 3 inal p oduc : an in o ma ion ideo o p o ide newcome s o Za agoza wi h basic esou ces. This disse a ion is s uc u ed as ollows. Fi s ly, he pu pose and objec i es a e explained. Secondly, he jus i ica ion, heo e ical amewo k used o design his p ojec and he me hodology a e p esen ed. Then, he didac ic p oposal is commen ed in de ail. Las ly, he main conclusions abou his disse a ion a e p esen ed, ollowed by he e e ences and he sec ion o appendices. 2. Pu pose and Objec i es This Mas e ’s disse a ion consis s in designing a didac ic uni ha esponds o speci ic necessi ies iden i ied du ing he Mas e ’s, ega ding he educa ional con ex . Conc e ely, hese needs we e iden i ied du ing he wo school placemen pe iods. The main pu pose o his uni p oposal is o elabo a e an inno a i e app oach o lea n English ha p omo es lea ning alues ela ed o cul u al di e si y and ole ance owa ds o he cul u es and people. To do his, he p oposal p esen s a uni ha ollows PBL and Coope a i e Lea ning me hods because s uden s in his school we e no amilia wi h hem. One objec i e o his uni is ha s uden s lea n how o wo k in coope a i e g oups, pe o ming each one o hem a di e en ole ha equi es hem o be esponsible and au onomous so as he whole g oup success ully comple es he inal p oduc . Th ough his me hodology, ano he aim is ha s uden s a e able o de elop hei communica i e skills and o lea n bo h he linguis ic and non-linguis ic aspec s o English ollowing he CLT app oach es ablished in he cu iculum. The e o e, in e ac ion, communica ion and nego ia ion o meaning o a eal pu pose a e encou aged among s uden s, being some o he mos ele an elemen s in his uni . Gene ally speaking, his didac ic p oposal in ends o make s uden s enjoy hese inno a i e me hodologies and o inc ease hei mo i a ion. The e o e, his is ano he objec i e ha mus be achie ed while lea ning he speci ic con en s selec ed o he p ojec and using he language in a unc ional manne . Apa om ha , he main heme o he uni deals wi h cul u al di e si y, mo e speci ically wi h immig a ion and ela ed concep s. Whi hese ma e s, he p incipal aim 4 is o aise awa eness among s uden s in his class oom owa ds hese opics, p omo ing alues such as ole ance, espec , solida i y and equali y. Ano he objec i e is o make s uden s lea n and e lec abou he speci ic di icul ies ha some immig an s migh ace when a i ing in a new ci y, being able o sea ch o in o ma ion o p o ide hem wi h he esou ces needed. Finally, he las objec i e o men ion is ha lea ne s a e expec ed o de elop hei c i ical hinking and c ea i i y by elabo a ing a inal p oduc ha has a eal pu pose in socie y and by making decisions and discussing s ong and weak poin s along he uni . Also, his c i ical hinking is p omp ed wi h he sel - e lec ion and sel -e alua ion ac i i ies as well as wi h he hinking ou ines designed o he di e en lessons. 3. Jus i ica ion, Theo e ical F amewo k and Me hodology 3.1. Jus i ica ion The design o his uni plan comes om wo main aspec s obse ed du ing he placemen pe iods o he Mas e ’s deg ee. The educa ional cen e in which hese placemen ook place is he s a e- unded and ca holic school San a Ma ía del Pila (Ma ianis as) in Za agoza. Loca ed on he banks o Canal Impe ial (Paseo Reyes de A agón 5), he s uden s’ p o ile is in luenced by he school’s ca holic ideology and by he con ex o he neighbo hood whe e i is si ua ed (Casablanca), in which, acco ding o ecen su eys he e is only a 6,15% o immig an popula ion. In addi ion, he amilies in his school a e o an uppe -medium socioeconomic s a us. Thus, he e is a low pe cen age o cul u al di e si y among s uden s, wi h only ou s uden s om o he coun ies, ou o 1603, acco ding o he da a in he school’s Documen o O ganiza i o de Cen o. These issues we e examined in he i s school placemen ’s assignmen (appendix 1.1.). The me hodology used in Seconda y class ooms in his school o eaching English is a he adi ional. S uden s a e used o wo king wi h he book as well as wi h some ex a ac i i ies. This app oach o eaching and lea ning p omo es indi idual wo k and a ocus on o ms and g amma con en s a he han on he unc ional use o language and he de elopmen o he communica i e skills, which a e key CLT elemen s. This me hodology seems o dec ease s uden s’ mo i a ion and in e es in he English subjec , as shown in he esul s o a ques ionnai e which was deli e ed o he s uden s as pa o a esea ch p ojec c ea ed o he Mas e ’s subjec “Inno a ion and Class oom Resea ch o 5 EFL” (appendix 1.2.). This s udy ocused on s uden s’ pe spec i e owa ds he English language and on s uden s’ mo i a ion in he English class oom. Conc e ely, i was in ended o show which ype o mo i a ion, ollowing Dö nyei’s (1994) amewo k o mo i a ion, p e ailed. The esea ch con i med ha s uden s’ le els o in insic and ex insic mo i a ions we e equally low. In addi ion, s uden s’ pe spec i es on hei EFL classes a e widely explained in he second school placemen s’ assignmen (appendix 1.3.). The ocus o his po olio is on analyzing in e ac ion in he class oom, on he ma e ials used and on elabo a ing a e lec ion abou he implemen a ions and eaching p ac ices. Based on hese wo c i ical aspec s o he eaching con ex (a limi ed pe spec i e on cul u al di e si y and a somewha adi ional app oach o o eign language eaching), he p esen uni inco po a es inno a i e me hodologies o eaching English as well as he opics o immig a ion and cul u al di e si y. Bo h o hem a e in eg a ed in a p ojec ha pu s s uden s in con ac wi h an associa ion o helping immig an s, hus, gi ing hem he oppo uni y o be help ul and o use English as a ool o communica e and in e ac wi h people om o he con ex s. As men ioned be o e, he me hodology chosen o elabo a e his didac ic p oposal is PBLL. A e inishing he p ojec , s uden s a e expec ed o be mo e p epa ed and willing o unde s and and emb ace people and cul u es ha a e di e en om hei s. These a e essen ial aspec s ha a e men ioned in he A agonese cu iculum o Seconda y educa ion, in sec ion 6 “Obje i os gene ales de la Educación Secunda ia Obliga o ia”, in he sec ion 11 “Elemen os ans e sales” and when he key compe ences a e explained. Special a en ion is paid o hese ma e s in he heo e ical amewo k pa o his pape . In o de o explain why hese inno a ions we e selec ed, he 5 why’s deep s uc u e p esen ed by Cla k (2009) is going o be used now. Why his? As p e iously commen ed, s uden s and eache s in he cu en educa ion con ex a e s ill ollowing a a he adi ional app oach in hei EFL classes. Thus, he implemen a ion o new and inno a i e eaching me hodologies allows s uden s o lea n English in a di e en and mo e bene icial way. In addi ion, PBLL acili a es he applica ion o CLT. Why now? Nowadays English is he lingua anca and i is undamen al ha s uden s s a using he language in a unc ional and con ex ual way om he beginning 12 moni o s lea ne s o make hem imp o e and acili a es hei lea ning while s uden s ac i ely pa icipa e in he p ojec . Coope a i e Lea ning B own (2007) men ions Coope a i e Lea ning as a CLT- ela ed app oach, gi en he ac ha , among o he cha ac e is ics, “s uden s wo k oge he in pai s and g oups, hey sha e in o ma ion and come o each o he ’s aid” (p. 53). Like CLT, in Coope a i e Lea ning s uden s ha e an ac i e ole in hei lea ning p ocesses, which in his didac ic app oach is encou aged h ough g oup wo k. Kagan (1994) de ines his me hodology as “a eaching a angemen ha e e s o small, he e ogeneous g oups o s uden s wo king oge he o achie e a common goal”. He es ablishes ou basic p inciples o his app oach (as ci ed by Do son, 2001): 1) Posi i e In e dependence, which e e s o he ac ha when a membe in he g oup achie es a goal, he es o he g oup does. The e is a posi i e co ela ion among he eam membe s. 2) Indi idual Accoun abili y. All s uden s in a eam ha e a ole o pe o m, and consequen ly, hey a e all esponsible o he g oup’s pe o mance and con ibu ion o he class. 3) Equal Pa icipa ion, meaning ha each membe in he g oup sha es he same esponsibili y and inpu . 4) Simul aneous In e ac ion, which happens when he class ime is mos ly dedica ed o s uden s’ in e ac ion, in hei g oups o wi h he whole class. To summa ize, as B own (2007) indica es, in Coope a i e Lea ning s uden s a e a eam in which all membe s mus wo k oge he o success ully achie e a inal goal. Fu he mo e, he adds ha his app oach has many ad an ages. One o hem is ha i p omo es in insic mo i a ion (Dö nyei, 1994), ha is, he ewa ds a e in e nal and s uden s lea n o he sake o cu iosi y and in e es . Ano he bene i is ha he ins uc ion is lea ned-cen e ed, hus, s uden s pa icipa e ac i ely in he p ocess o decision making and hei au onomy and c i ical hinking skills a e imp o ed. B own (2007, p. 52) men ions Lea ne -Cen e ed ins uc ion as ano he app oach o CLT in which s uden s a e he main ocus o he class. The eache designs he p ojec o 13 gi e con ol o s uden s and o help hem de elop hei c ea i i y. Lea ne s’ sel -wo h and sense o compe ence a e also encou aged. Language Suppo S uden s de elop hei linguis ic skills while hey a e wo king in hei p ojec s by in e ac ing, nego ia ing meaning and communica ing. None heless, i is essen ial ha hey a e p o ided wi h ools ha acili a e hei unde s anding o L2 inpu and o suppo o al and w i en p oduc ion. Gibbons (2014) es ablishes a se ies o echniques o p o iding sca olding o second language lea ne s. To begin wi h, he in oduces he concep o message abundancy, which can be de ined as a s a egy o gi e s uden s mo e han one oppo uni y o access inpu o in o ma ion (p. 45). Tha is, o suppo lea ne s’ lea ning p ocess, hey need o be exposed o mul imodal esou ces: isual, spoken, w i en, e c. In o he wo ds, in o ma ion should be p o ided in a a ie y o ways. Apa om ha , when exposed o his new in o ma ion, Gibbons (2014) s a es ha lea ne s also mus ha e he chance o use ha new in o ma ion. Swain (2000, 2005) e e s o his new in o ma ion as comp ehensible ou pu (as ci ed in Gibbons, 2014, p. 25). To push s uden s’ ou pu , Gibbons (2014) men ions pai and g oup ac i i ies such as p esen ing in small g oups some hing ha has been done o lea ned o he es o he class, jigsaw eading, pai ed p oblem-sol ing o pic u e p omp ac i i ies, among o he s (p. 26). This way, he use language has a con ex and a unc ion. 3.2.4. Legal F amewo k The A agonese legisla ion es ablishes a se ies o p inciples and elemen s ha mus be aken in o conside a ion in his disse a ion o guide he eaching p oposal. To in eg a e all hese elemen s in he lesson plans, Sco ’s (2001) heo ies ha e explo ed. As he s a es, “ he wo k o ans o ming he cu iculum in o class oom ac i i ies elies on ca e ul, laye ed planning” (p. 26) and ha is how his p ojec has been designed. Me hodology 14 In he sec ion o O ien aciones pa a acili a el Desa ollo de es a egias me odológicas que pe mi an abaja po compe encias en el aula, he A agonese compe ence-based Cu iculum men ions he ollowing poin s, e e ing o he implemen a ion o PBL and Coope a i e Lea ning: 1. “Las me odologías ac i as han de apoya se en es uc u as de ap endizaje coope a i o, de o ma que, a a és de la esolución conjun a de las a eas, los miemb os del g upo conozcan las es a egias u ilizadas po sus compañe os y puedan aplica las a si uaciones simila es” (ORDEN ECD/65/2015, p. 7003) 2. “El abajo po p oyec os, especialmen e ele an e pa a el ap endizaje po compe encias, se basa en la p opues a de un plan de acción con el que se busca consegui un de e minado esul ado p ác ico” (ORDEN ECD/65/2015, p. 7003) Bo h didac ic app oaches a e suppo ed by he cu iculum, a guing ha hey a e ac i e me hodologies ele an o he compe ence-based eaching ha mus be implemen ed in class. Apa om ha , in sec ion 12 o he ORDEN ECD/2016, i is men ioned ha he me hodology mus be ela ed o he con en s and ha has o include aspec s connec ed wi h he lea ne s’ implica ion on hei own lea ning p ocesses, wi h hei own lea ning ha mus be based on ac i e me hodologies and wi h he in luence o amilies, eache s and o he agen s (p. 12, a . 12.2). C oss-Cu icula Con en s The cu iculum es ablishes a se ies o c oss-cu icula con en s ha aim o achie e a ious aims. These can be ound in sec ion 11 “Elemen os ans e sales” (ORDEN ECD/2016, p. 11): - E ec i e equali y among people and end o disc imina ion due o any pe sonal o social ci cums ance: “Se impulsa á el Desa ollo de los alo es que omen an la igualdad e ec i a…la no disc iminación po cualquie condición o ci cuns ancia pe sonal” - Values such as jus ice, equali y and espec a e o be encou aged: “Se omen a á el ap endizaje…de los alo es que sus en an…la jus icia, la igualdad…el espe o” 15 - Elemen s ela ed o he de elopmen and ein o cemen o he en ep eneu ial spi i , c ea i i y, au onomy, ini ia i e, g oup wo k, sel - con idence and c i ical hinking: “El cu ículo incluye elemen os o ien ados al Desa ollo y a ianzamien o del esp í i u emp endedo …la c ea i idad, la au onomía, la inicia i a, el abajo en equipo, la con ianza en uno mismo y el sen ido c í ico” Gene al Objec i es Among he objec i es es ablished in he cu iculum o Seconda y educa ion (ORDEN 16/2016), “objec i e i" in sec ion 6 es ablishes ha i is pa o he lea ning p ocess o know, alue and espec o he cul u es and li es as well as he cul u al and a is ic he i age: “conoce , alo a y espe a los aspec os básicos de la cul u a y la his o ia p opias y de la de los demás, así como el pa imonio a ís ico y cul u al” (p. 6). Compe ences The subjec o English as a o eign language is men ioned in he cu iculum as con ibu ing o he di e en compe ences. In his sec ion o he disse a ion, he Digi al Compe ence and he Social and Ci ic Compe ence a e s andou , because hey play an impo an ole in he de elopmen o he didac ic uni ’s main hemes. 3.3. Me hodology The p esen didac ic p oposal has been elabo a ed ollowing he Gene al Me hodological P inciples es ablished in he A agonese Cu iculum o Seconda y educa ion, appea ing in sec ion 12 o he documen . In addi ion, he Me hodological P inciples o eaching English, also appea ing in he cu iculum, ha e been conside ed. 3.3.1. P ojec Based Language Lea ning The main eaching me hodology p oposed o ca y ou his uni is PBLL as i is a p ojec ca ied in he second language class. S uden s elabo a e a p ojec in g oups in which hey deal wi h he opic o cul u al di e si y, bu conc e ely, wi h he ques ion o immig a ion. 16 The p ojec is made up o se en lessons, which las 50 minu es each. Following he de ini ion o PBL, lea ne s espond o an au hen ic p oblem ha leads o he inal p oduc . The p oblem p esen ed is he lack o in o ma ion and esou ces ha immig an s may expe ience when a i ing in Za agoza, an issue ha can make hei a i al mo e complica ed and lead o o he di icul ies. To ackle his p oblem, he inal p oduc is a ideo wi h use ul in o ma ion and esou ces o newcome s in Za agoza. S uden s p oduce his ideo o a local associa ion ha wo ks wi h immig an s in he ci y; so, he p ojec has eal con ex and a ele an pu pose. The Gold S anda ds The PBL’s Gold S anda ds a e applied in his p ojec as ollows. Fi s ly, s uden s need o know and unde s and how a ideo like his one is c ea ed. Fo ha pu pose, he success c i e ia a e p esen ed in lesson 1, so s uden s know wha hey need o do along he p ojec and wha hey will be able o do a he end. This con o ms wi h he i s s anda d: key knowledge, unde s anding and success skills. Fu he mo e, he language needed and de elopmen o he di e en communica i e skills a e p esen ed and p ac iced h ough di e se ac i i ies and asks along he p ojec . The new g amma , which a e he modal e bs, is in oduced in lesson 3 h ough a ideo which is simila o wha hey need o do as he p oduc . In an induc i e way, hey mus in e he uses o each modal e b appea ing. As ega ds he ocabula y, i is p esen ed in lesson 2 h ough an a icle ha hey mus ead and, la e on, answe o ocabula y ques ions. In o de o p ocess his ocabula y, he e is a Bingo game. The challenging p oblem is in oduced a he beginning, in lesson 1, h ough se e al pho os in o de o spa k s uden s’ minds and a e ha , h ough a ideo and a le e eques ing o help om “Dis in os en la Igualdad”. This way, i is in ended o look o s uden s’ emo ional esponses. The sus ained inqui y, o in es iga ion, is acili a ed along he p ojec wi h he use o ICTs, in which s uden s can sea ch in o ma ion, as well as h ough di e en ac i i ies, such as expe g oups in which in o ma ion web pages abou he opic a e p o ided by he eache . 17 The au hen ici y o he p ojec alls on he ac ha s uden s a e doing hei inal p oduc o a eal audience and ha hey a e collabo a ing wi h an o ganiza ion h oughou he uni . Mo eo e , s uden s ha e oice and choice, because hey a e he ones who decide how he inal p oduc looks like o who is going o pe o m each ole in hei g oups, a e he p esen a ion o he success c i e ia and in o ma ion along he uni . This ques ion is ela ed o he e lec ion s anda d. The uni is designed wi h di e se ac i i ies ha a e o ien ed owa ds e lec ing abou he ac i i ies, he lea ne ’s own lea ning p ocesses, he c ea ion o he p oduc e c. Fo ins ance, he e is a One Minu e Pape ac i i y a e lesson 3, a inal ques ionnai e in lesson 7 and ac i i ies o hink abou wha has been lea ned in p e ious lessons o hei ini ial knowledge abou a opic, such as a See-Think-Wonde cha , a Knew-Wonde -Lea ned cha o a i-Link ac i i y. Besides, he eache p o ides con inuous eedback o s uden s when hey a e wo king in g oups, as he o she obse es hem, and also he e a e a ious ac i i ies ha a e co ec ed by he eache wi h sugges ions and o he online ac i i ies, such as a Soc a i e quiz, ha sends au oma ic co ec ions o eedback o s uden s. Las ly, he inal p oduc is public because i is uploaded on he o ganiza ion YouTube channel and sha ed on hei social ne wo ks as well as in he school’s. S uden s a e also encou aged o sha e and upload he ideo in hei pe sonal accoun s. S ages in P ojec Based Lea ning The i s one is ac i a ion, because he challenge is p esen ed and he eache ’s aim is o ac i a e and es ablish s uden s’ p e ious knowledge wi h he i s ac i i y in which hey mus e lec abou he mig a ion pho os hey see and he STW cha . The disco e y s age spans o e lessons 2 and 3 because he e a e many g amma ical and lexical elemen s o p esen . In lesson 2, s uden s a e in oduced o he uni ’s ocabula y wi h a ideo and an a icle in which he impo an wo ds a e highligh ed and a e disco e ed wi h se e al ques ions and a Bingo game. Also, he web pages o look o he in o ma ion a e acili a ed by he eache o do he expe g oups’ ac i i y. In lesson 3, s uden s disco e wo elemen s; i s ly, a simila ideo o wha hey need o do in he inal p oduc and secondly, he g amma o ms, p esen ed wi h he ideo and a Powe Poin p esen a ion, and p ac iced h ough a ole play. 18 S age 3, deepening, coincides wi h lesson 4. The e is an ini ial Soc a i e quiz o e iew he g amma con en s disco e ed in he p e ious lesson and a e ha , he opic o mig a ion p esen ed in lesson 2 is e iewed wi h an i-Link ac i i y in which s uden s ha e o e ie e in o ma ion om hei minds and connec i . The planning s age s a s in lesson 5 wi h a planning cha in which s uden s w i e wha hey a e doing o c ea e he ideo, how and who is doing i . In addi ion, hey w i e down he s eps hey ha e been doing. As pa o he ideo, in his s age hey s a planning he sc ip wi h an ini ial mind map and a i s d a ha is collec ed by he eache o gi e eedback and e iew i . Lesson 6 is c ea ion and publishing s age. S uden s co ec he i s d a o he sc ip and w i e he inal copy. A e ha , hey begin o c ea e he ideo, wi h he help o he di e en ools p o ided along he uni : he success c i e ia checklis , he planning cha , he sc ip , e c. Then, hey send he ideo o he eache and, i i complies wi h he c i e ia, i is sen o he o ganiza ion o publish i . The las s age, assessmen and celeb a ion o lea ning, occu s in lesson 7, in which he e is an ini ial Talking chips ac i i y o discuss abou he esul o he inal p oduc in he g oups, a inal ques ionnai e o e lec abou di e en aspec s o he p ojec and a inal in i a ion om he o ganiza ion o celeb a e he wo k a La Casa de las Cul u as. 3.3.2. Communica i e Language Teaching In his PBLL p oposal, he key p inciples o CLT a e complied. The p ojec in eg a es bo h he linguis ic o ms and he unc ional use o he language, wi h he ac i i ies in lesson 2 and 3 o disco e he language and wi h o he ac i i ies, such as he expe g oups o he alking chips in which he language is unc ional. The e o e, wi h hese ac i i ies he e is bo h ocus on accu acy and luency and a ela ionship be ween o m and unc ion is es ablished along he uni , speci ically, in he inal p oduc which in eg a es bo h. The ools used o p esen he language a e eal ma e ials ound online and, in addi ion, he uni has a eal-wo ld aim and con ex , which is o help he associa ion o acili a e immig an s’ a i al in Za agoza. Th ough he e lec ion asks, such as he One 19 Minu e Pape , s uden s de elop au onomy and become sel -conscious abou hei s eng hs and weaknesses, which helps hem hink abou wha decision o make in a s a egic way. Finally, he eache ac s as a acili a o and guide p o iding s uden s wi h he needed esou ces and eedback as well as p esen ing he di e en ac i i ies and asks, guiding hem du ing he whole lea ning p ocess. By con as , s uden s pa icipa e in hei lea ning in an ac i e way, making decisions, planning he c ea ion p ocess wi h he di e en cha s and g oup discussions, and e lec ing abou hemsel es. 3.2.3. Coope a i e Lea ning In his case, s uden s wo k in g oups o 4 people o de elop he inal ideo. Conside ing he p inciples o Coope a i e Lea ning, he oles ha a e necessa y o c ea e his p oduc a e p esen ed in lesson 1, wi h a Powe Poin p esen a ion and dis ibu ing ca dboa ds o each g oup. I is impo an o explain s uden s ha each one o hem needs o success ully pe o m a ole o accomplish he di e en goals; o ins ance, he e needs o be posi i e in e dependence. Mo eo e , lea ne s a e equi ed o espec he p inciples o equal pa icipa ion in he p ojec and indi idual accoun abili y. The ac i i ies planned o p omo e hese p inciples include expe g oups, planning cha s, esea ching in o ma ion, elabo a ing he sc ip , e c. All lessons ha e ac i i ies o wo k in g oups and o make in e ac ion possible, which complies wi h he p inciple o simul aneous in e ac ion. 3.2.4. Sca olding This uni plan includes a numbe o echniques o sca old bo h language and lea ning. Fi s , he ma e ials a e p esen ed using mul imodal esou ces such as w i en ex s, isuals o ideo. P esen ing language in se e al ways makes he lessons mo e dynamic and he di e en language skills a e p ac iced equally. The p inciple o message abundancy (Gibbons, 2014) is upheld as ollows. The language g amma ical o ms a e p esen ed in a ideo bu la e , hey a e w i en in he Powe Poin . The ac i i ies ha e he w i en ins uc ions, bu hey a e also p esen ed h ough eache alk. Fu he mo e, small icons o images appea in he shee o pape s o acili a e unde s anding, such as he STK and KWL cha s o he expe g oups and planning cha s. Tha is, he same in o ma ion is p o ided h ough di e en sou ces in e e y lesson. 20 In o de o sca old language, he e a e se e al ways o make s uden s no ice he unc ional language hey can use as well as he ocabula y con en s hey a e equi ed o lea n. Language’s con en s a e p esen ed in lesson 2, wi h he highligh ed wo ds in he a icle and he Bingo game, and lesson 3, wi h he no es and ques ions appea ing in he EdPuzzle and he sen ences in he Powe Poin wi h he modal e bs highligh ed. Func ional language is also suppo ed in di e en ways. Fo ins ance, in lesson 2, he eache sugges s some exp essions o in e ac in he expe g oups and gi e opinions; in lesson 3, he ole play ca ds include language and exp essions s uden s can use o pe o m hei cha ac e s; in lesson 7, he eache w i es exp essions o he alking chips discussion in he blackboa d. The a ie y o sou ces o p esen he language and o explain he ac i i ies, gi e ins uc ions and acili a e lea ning is aimed a co e ing each s uden ’s needs, English le el and in elligences. 4. Uni Plan P oposal 4.1. Theme and con ex The uni plan p oposal has been designed o be implemen ed a he s a e- unded and ca holic school San a Ma ía del Pila (Ma ianis as) in Za agoza. The school is loca ed in Paseo Reyes de A agón 5, nex o Casablanca neighbo hood. This is an educa ional es ablishmen wi h s uden s om P e-school h ough o highe Seconda y Educa ion, wi h a o al o 1603 s uden s. Mos amilies a e o uppe -medium socioeconomic s a us and he majo i y o pa en s a e uni e si y g adua es and ha e a high cul u al s a us (see appendix 1.1). This ac is also e lec ed in he s uden s, as hei educa ional le el ends o be bo h a e age and beyond a e age in mos o he cases, and mos o hem plan o s udy a uni e si y. No mally, hese s uden s come om he ci y cen e and Roma eda, Mon ecanal and Casablanca neighbo hoods. Fo hese easons, which a e he school’s loca ion and he socioeconomic s a us, he pe cen age o immig an s among s uden s is a e, a ound 4 ou o 1603. The school implemen s se e al p ojec s and celeb a ions along he academic cou se ha adhe e o he alues and belie s o he cen e . Some o he p inciples hey a e in e es ed in p omo ing among s uden s and hei amilies a e espec , c i ical spi i , g a i ude, jus ice, u h, peace and solida i y among he s uden s and amilies. To do ha , 21 hey ca y ou di e en ac i i ies like Solida i y Week o Peace Day as well as olun a y se ice, spi i ual e ea s, collabo a ing wi h ood banks, nu sing homes, special educa ion cen e s, e c. Mos o hese ac i i ies a e p epa ed by school wo ke s who a e pa o he Sin F on e as p ojec . Aside om ha , o he impo an p ojec s in which he school is imme sed is he BYOD (B ing You Own De ice) p ojec which, in his case ela es o he use o ICTs a school. The school has hei own able s ha a e used by s uden s in Seconda y educa ion, bu hey can also b ing hei own lap ops and able s o he class oom. In addi ion o ha , eache and s uden s a e used o communica e h ough Google Class oom. The class o which he p ojec is designed is in he 4 h yea o Seconda y educa ion and i is a he e ogeneous g oup o 24 s uden s who a e a ound 15 yea s old. All o hem a e om Spain and hei a e age le el o English is a ound B1 o he CEFRL. S uden s in his class oom a e used o wo king in a a he adi ional way, gi en he ac ha hey mainly use he book du ing he English class comple ing i wi h some ex a ac i i ies. Thus, his app oach p omo es indi idual wo k and, conc e ely, a ocus on o ms and g amma con en s a he han on he de elopmen o he communica i e compe ence. All hese ac o s explained abo e ha e been c ucial o shape bo h he main hemes and he me hodologies o his p ojec . Fi s ly, he opics o immig a ion and cul u al di e si y we e chosen because he school con ex does no mi o oday’s mul icul u al socie y. Mo eo e , se e al sec ions o he cu iculum s ess he impo ance o wo king hese opics. Fu he mo e, he school alues a e in line wi h he p inciples ha a e encou aged in his uni , such as ole ance, solida i y o espec ; hus, he opic made sense. In addi ion, du ing he p ojec s uden s collabo a e wi h an associa ion, which also i s wi h he school’s p ojec s and ideologies, gi en he ac ha i collabo a es wi h many o he agen s ha a e ex e nal o he cen e . As conce ns he main me hodology sugges ed, PBLL is consis en wi h he communica i e p inciples and can be an ad an age o p omp s uden s’ mo i a ion and in e es o he subjec . In addi ion, s uden s wo k in coope a i e g oups o ou s uden s o c ea e he inal p oduc . Coope a i e Lea ning also i s wi h CLT ea u es, p omo ing in e ac ion, posi i e in e dependence, au onomy and esponsibili y, among o he s. This uni is called “You Fi s Week in Za agoza”. Th ough PBLL me hodology and he Coope a i e Lea ning, s uden s a e challenged o c ea e a inal ideo wi h 28 he si ua ions hey mus pe o m. Mo eo e , hey ha e sen ence s ems hey can use o build hei con e sa ion. A he end o he lesson, se e al g oups pe o m hei ole plays in on o he whole class. This way, s uden s can ecei e ins an eedback and co ec ion om he eache . Finally, a e his session, s uden s ha e o do a One Minu e Pape e lec ion ac i i y o homewo k in o de o gi e he eache eedback abou he p ocedu e o he lesson bu also o in o m him o he abou he e ec i eness o he ac i i ies o lea n he new con en s and o e lec abou hei own lea ning p ocesses. Conce ning he deepening s age, lesson 4, i has wo main pa s which a e o ien ed owa ds e iewing and deepening he knowledge o inpu p esen ed in he p e ious lessons. Fo his eason, s uden s e iew and p ocess he inpu wi h a Soc a i e quiz. The esponses o his quiz a e e alua ed by he eache o be pa o he inal ma k bu also o p o ide s uden s wi h eedback abou hei esponses, o make hem no ice hei gaps and mis akes. The second pa o he lesson is aimed a e iewing he opics o mig a ion, emig a ion and immig a ion lea ned in lesson 2. As he ocus o his s age is on connec ing and ex ending knowledge, s uden s do an i-Link ac i i y. They a e p o ided wi h a shee o pape wi h h ee puzzle pieces. The ins uc ions a e explained by he eache and also w i en in he pape so as o ollow he concep o message abundancy men ioned by Gibbons (2014). S uden s w i e down wi hin he puzzle pieces e e y hing hey emembe abou each opic and a e ha , hey link he pieces, making hei own connec ions and e ie ing in o ma ion and inpu om hei b ains. The aims o his ac i i y a e o make lea ne s e lec on wha hey ha e lea ned as well as o help hem connec ideas. The eache collec s hese ac i i ies o check s uden s lea ning p ocess a his poin o he uni and gi e hem eedback, i needed. The es o his session is de o ed o he inal p oduc ’s pa s and elemen s. They begin o hink abou hei p oduc s and i s elemen s and hey spa k hei minds, de eloping hei c ea i i y and ini ia i e. F om his poin on, he coope a i e g oups mus begin o shape hei inal p oduc s. Lesson 5 is called planning and s a s wi h a planning cha . In g oups, hey mus eco d wha hey a e going o do and how hey a e going o do i . The cha ’s objec i e is o help s uden s’ s uc u e and o ganize ideas. They mus ac i ely engage in his p ocess. In addi ion, hey need o ha e hei oles es ablished a his poin o he uni and hey mus be esponsible and ca y hem ou in an adequa e way. As one o he p inciples 29 o Coope a i e Lea ning, s uden s mus equally pa icipa e o achie e hei goal, hey a e a eam, he e is a posi i e in e dependence. A e he planning cha , he g oups plan he sc ip o he ideo. They c ea e a DIN A3 mind map wi h he main ideas hey wan o include in hei ideos. This way, lea ne s selec ele an ideas and in o ma ion and make decisions; hey a e au onomous, and hey communica e wi h each o he o decide how o do hei p oduc s. To show s uden s how can hey do he mind map, he eache p ojec s an example o WAGOLL (Wha a Good One Looks Like). This way, hey ha e an idea abou how o s a doing hei mind maps in a success ul manne . Mo eo e , hey can s a selec ing he in o ma ion hey a e going o include in hei ideos. A he end, he g oups do hei i s d a s. In o de o make s uden s know wha hey need o do in his i s composi ion, ha is, o p o ide sca olding, hey a e gi en a checklis wi h he success c i e ia. Fu he mo e, hey a e encou aged o pe o m hei oles and o wo k coope a i ely. As homewo k, hey mus send he sc ip o he eache , who co ec s i and gi es eedback o each g oup o he inal w i ing, which is pa o he inal ma k. The ollowing s ep is c ea ion and publishing, in lesson 6, which s a s wi h a e ision o he sc ip in he g oups. S uden s pay a en ion o he eache ’s co ec ion and he eedback. I is impo an o gi e lea ne s some ime o his s ep, o make hem no ice hei weaknesses and mis akes and e lec abou hem in hei g oups. Consequen ly, he ou come o he inal sc ip will be mo e success ul. Owing o his, hey ha e en minu es o e iew hei d a s in hei coope a i e g oups. A e ha , he s uden s elabo a e he inal sc ip , paying a en ion o he eedback gi en by he eache . The es o he lesson is dedica ed o making he ideo. Roles mus be accomplished, paying a en ion o wha i is needed and lea ning o be compe en as well as esponsible. The planning cha s elabo a ed in p e ious lessons, along wi h he checklis and eedback p o ided by he eache a e use ul a his poin because hey cap u e all he ideas along he uni . Fu he mo e, hey can e ie e in o ma ion and o ganize hei ideas. I is p obable ha he ideos a e no inished du ing he lesson’s ime. The e o e, he g oups can inish hem a home. Then, he g oups send hem o he eache o co ec hem and gi es s uden s eedback, i needed. This e ision is one o he mos impo an ones, al hough, he e isions ha e been ca ied ou along he whole uni as pa o he c i ique and e ision s anda d o PBL. 30 The inal s ep is o send he ideos o “Dis in os en la Igualdad”, who will upload hem in he YouTube channel hey c ea ed o his p ojec , apa om o he digi al pla o ms. Making he p oduc s public is a equi emen in e e y p ojec . S uden s a e doing hei p oduc s wi h a pu pose, add essing a eal audience and, he e o e, as es ablished by Somme (2013) he p oduc s will p obably ha e a highe quali y. Lesson 7, he las one, is called assessmen and celeb a ion o lea ning. A his poin , i is impo an o e lec abou he whole p ocess and inal c ea ion o he p oduc , as well as he achie emen o he lea ning ou comes and he inpu lea ned. In addi ion o ha , s uden s need ime o e lec abou hei own lea ning p ocesses and hei own wo k as well as hei classma es’ wo k. The eache ’s ole and hei gene al iews abou he p ojec a e also e iewed. Fo his pu pose, he ollowing ac i i ies ha e been selec ed. In hei coope a i e eams, s uden s do a Talking chip discussion o alk abou he s eng hs and weaknesses o hei p oduc s as well as he imp o emen s hey would include. This way, apa om sel -assessing he p oduc s, hey in e ac wi h each o he and hei c i ical hinking is also encou aged. As a way o p o iding hem wi h sca olding, he eache w i es in he blackboa d exp essions hey can use o discuss his opic. The ideas men ioned a e eco ded by he w i e in a shee o pape ha is gi en o he eache . This way, he eache knows s uden s’ hough s abou hei own wo k. A e ha , lea ne s comple e a Google o m ques ionnai e ha mus be comple ed indi idually. He e, hey a e expec ed o answe and gi e hei opinion abou ou aspec : hei own wo k, hei coope a i e g oups, he p ojec as a whole and he eache ’s ole. This is a signi ican pa o PBL, in which s uden s mus e lec and be c i ique wi h hemsel es and wi h he o he s. I is help ul o lea ne s, because hey de elop hei c i ical hinking, and o he eache , because he o she ecei es eedback ha can be use ul o imp o e he lea ning uni . Finally, he las s ep in he p ojec is he celeb a ion o lea ning. This is a undamen al s ep because s uden s’ e o and wo k mus be ecognized. The e o e, “Dis in os en la Igualdad” sends a ideo o he class in which hey exp ess hei g a i ude o s uden s and in i e hem o an e en . I akes place in La Casa de las Cul u as and consis s in a small lunch in which he ideos a e p esen ed o he audience. The g oups also explain he p ocess o c ea ing i . People om he o ganiza ion and La Casa de las Cul u as a e in i ed along wi h hei amilies. In addi ion, s uden s can b ing hei amilies and any o he people in he school. The ac ha s uden s p esen hei p oduc s in on 31 o an audience is also wo h men ioning because, his way, hey de elop communica i e skills and use language in a unc ional way. 4.5. Ma e ials The ma e ials c ea ed o his uni plan can be ound in he appendix 6 o his disse a ion. All o hem ha e been selec ed and designed o ollow he basis o CLT. To begin wi h, Richa ds (2006) men ions ha CLT ac i i ies should “mi o he eal wo ld and use eal wo ld o ‘au hen ic’ sou ces as he basis o class oom lea ning” (p. 50). Fo his eason, his lea ning uni includes a ai amoun o au hen ic ma e ials ha p esen he language in eal wo ld con ex s and si ua ions. Fo ins ance, all he ac i i ies c ea ed o p esen he language con en s ha e been aken o adap ed om eal wo ld sou ces in which he English language is a ool o sha e in o ma ion. Thus, he e a e se e al YouTube ideos o an a icle adap ed om an online newspape ha we e ound online. O he ype o ma e ials c ea ed o he p ojec a e he hinking ou ines and ools o e lec abou di e en aspec s and elemen s along he uni . Fi s ly, in o de o ac i a e s uden s’ p e ious schemas and o e ie e in o ma ion om hei b ains, he e a e ma e ials such as STW o KWL cha and he i-Link puzzle. These h ee ac i i ies a e in ended o help s uden s deepen in o hei lea ning p ocesses. Tha is, as conce ns he STW and KWL, hese ha e he aim o ac i a e s uden s’ knowledge abou he opics and o make hem wonde wha hey do no know. S uden s’ c ea i i y and c i ical hinking is de eloped. Rega ding he i-Link ac i i y, i is chosen o acili a e s uden s deepening in o new concep s and o help hem connec ideas h ough isual elemen s. These a e ools o use du ing he lea ning p ocess. In addi ion, hey wo k in g oups, which is a key elemen o CLT ac i i ies (B own, 2007), because his way, hey also in e ac an communica e. Ne e heless, he e a e o he ma e ials ha allow s uden s hink abou hei inal esul s, hei classma es wo k, hei hough s abou he ac i i ies o he p ojec , he eache ’s wo k, e c. This is he case o he One Minu e Pape , which is aimed a making s uden s e lec abou he ac i i ies in he disco e y s age and hei own lea ning un il ha momen . I is also he case o he inal ques ionnai e, which allows lea ne s o assess hei own and classma es’ wo k, he eache ole and he whole p ojec wi h a se ies o anking and open-ended ques ions. Besides, hese ma e ials equi e s uden s o make “e o s o 32 communica e e ec i ely” as ci ed by Mi chell, Myles and Ma sden (2013), in o de o make hemsel es unde s ood. Func ional language is encou aged wi h his ype o ma e ials, because as s uden s a e gi ing hei opinion, hey y o use language he bes way hey can o communica e hei ideas, he e is a pu pose in communica ion. Fu he mo e, ICTs and EdTech a e undamen al. All he ac i i ies and ma e ials used o p esen and explain di e en aspec s by he eache a e in ended o be uploaded on Google Class oom. The use o lap ops and able s du ing he lessons acili a e he lea ning and gi es he eache many oppo uni ies o c ea e mul imodal and appealing ma e ials. The e o e, he eache uses ICTs and o he ools o p esen ma e ials ha can be mo i a ing and engaging o s uden s, wi h di e en colo s, sizes and images. This ac o is use ul o sca olding, because he hin s gi en o s uden s a e p esen ed in di e en ways (images, on sizes, e c). Mo eo e , he idea o message abundancy p esen ed by Gibbons (2014) is acili a ed wi h he use o ICTs. To sum up, wi h he c ea ion and adap a ion o his p ojec ’s ma e ials, he aims a e o inc ease s uden s’ mo i a ion and in e es , o acili a e hei lea ning p ocess, o adap o e e y s uden s’ needs and in elligences and o make lea ne s enjoy he p ojec a he same ime hey a e lea ning and de eloping hei skills. 4.6. E alua ion The p esen didac ic uni ollows he p inciples and c i e ia appea ing in he A agonese cu iculum wi h ega ds o i s e alua ion. Mo e speci ically, he c i e ia ha e been chosen conside ing he e alua ion p inciples, c i e ia and s anda ds es ablished in O den ECD/2016 de 26 de mayo. The speci ic e alua ion c i e ia o his uni can be ound in he appendix 7 o his pape . As i has been men ioned be o e in his pape , he e alua ion o his p ojec is o ma i e and summa i e. In o he wo ds, he ocus o he assessmen is bo h on he de elopmen o he p ojec and on he ou come o he inal p oduc . In keeping wi h his, s uden s a e in o med o he e alua ion c i e ia om he beginning. Th ough o ma i e assessmen , s uden s a e allowed o e lec abou hei lea ning p ocesses, decisions, s eng hs and weaknesses along he whole uni and in speci ic exe cises. Mo eo e , i allows he eache o p o ide s uden s wi h eedback and o ecei e 33 eedback him o he sel abou he ou comes o he uni , h ough di e en ools and ac i i ies and ca ying ou obse a ion asks. In o de o encou age s uden s’ e lec ion abou hei p e ious knowledge on a ious opics, hey need o comple e STW and KWL cha s. These ac i i ies, apa om ac i a ing hei knowledge, a e adequa e o allow s uden s assess hei knowledge abou a opic. Mo eo e , he s uden s sha e hei ideas wi h he whole class, which allows he eache o no ice s uden s’ knowledge and lea ning p ocesses and o p o ide hem wi h eedback. The i-Link ac i i y in lesson 4 is also used in his sense, because, apa om acili a ing lea ne s’ deepening abou a opic, hey a e able o assess hei knowledge abou i , meaning ha hey can no ice hei gaps and i hey ha e eally unde s ood he concep s. In addi ion o ha , he alking chips discussion can be bene icial in his sense. Al hough i is an ac i i y used o encou age in e ac ion and equal pa icipa ion, i can be use ul o s uden s o no ice hei weaknesses and s eng hs as well as o assess hei inal p oduc and wo k. Summa i e assessmen is applied a he end o he uni o e alua e he ou come o he inal p oduc s, assessing o wha ex en i mee s he success c i e ia. Th ough se e al ac i i ies, he ou language skills a e pa o his summa i e assessmen and cons i u e a pe cen age o he inal ma k. In addi ion o ha , his inal ma k is also composed by he ou come o he inal p oduc and o he ac i i ies used o encou age s uden s’ c i ical hinking and sel - e lec ion. As s a ed in he cu iculum, se e al ools a e c ea ed o he eache o accomplish he e alua ion and assessmen ask and also o s uden s o p omp sel -e alua ion, sel - e lec ion and pee e alua ion asks. Fo he inal ideo he e is a ub ic (appendix 8) ha akes in o accoun he success c i e ia showed in he checklis gi en o he g oups in lesson 1. The ub ic was selec ed because i allows o e alua e di e en aspec s o he inal ideo and because hese aspec s a e e alua ed acco ding di e en le els o pe o mance. The e o e, he ub ic g ades he di e en c i e ia in o Fails (0-4), Needs Imp o emen (5- 6), Mee s Expec a ions (7-8) and Abo e Expec a ions (9-10). The ou language skills (speaking, eading, w i ing and lis ening) a e assessed h ough di e en ac i i ies (appendix 9.1.) ha ake place along he uni . To e alua e he w i ing, speaking and lis ening skills, he eache has h ee checklis s (appendix 10). The checklis s ha e been selec ed as ools o e alua e gi en he ac ha hey allow o es ablish di e en c i e ia ha s uden s mus accomplish. As he pe cen age o he language skills 34 in he inal ma k is 10% each, i was conside ed ha i was no necessa y o e alua e he le els o pe o mance o each c i e ion. Besides, he language skills a e in eg a ed in he ub ic o he inal p oduc . The e o e, he checklis s se e o assess i s uden s ha e complied wi h se e al aspec s ha a e ele an o de elop each skill. As conce ns he eading skill, i is e alua ed by co ec ing he answe s o comp ehension ques ions, which a e 1 poin each ou o a o al o 10. The in eg a ion o g amma and ocabula y a e e alua ed in he ou skills ac i i ies and he inal p oduc . Finally, he pe cen ages o each ma e ial o he summa i e assessmen a e he ollowing ones (appendix 9): 10% each language skill (speaking, eading, w i ing and lis ening), 50% he inal ideo o he p ojec , and 10% he ac i i ies used as o ma i e assessmen . These pe cen ages can be seen in de ail in appendix 9. As he main me hodology o he uni is PBLL, he inal p oduc o he p ojec mus de ine he highes pe cen age o he inal ma k and ha is why i is a 50% o he g ade. In addi ion, he ub ic includes many di e en aspec s and elemen s ha a e g aded depending on hei le el o pe o mance. Thus, as i con ains many elemen s, i is wo h ha he ideo cons i u es hal o he inal ma k. As ega ds he es o pe cen ages, each skill coun s he same because all o hem a e equally impo an o de elop he communica i e compe ence. Besides, some s uden s can be be e a some skills han o he s, he e o e, i is a way o be ai wi h e e y s uden . Howe e , i one s uden wan s o achie e he highes ma k, he o she has he chance o do so wi h he 10% le ha cons i u es he elabo a ion o some o he o ma i e assessmen ac i i ies: One Minu e Pape , Google Fo m ques ionnai e and Talking Chips’ epo (appendix 9.2.). I is impo an ha , apa om doing he e lec ion ac i i ies p e iously men ioned, hey ha e a signi icance. This is why hey a e pa o he inal ma k in his uni . I s uden s demons a e deep and se ious e lec ion in hese ac i i ies, hen hey ob ain he ma k. This is also a way o e alua ing he de elopmen o hei c i ical hinking, ini ia i e, c ea i i y and esponsibili y, which a e key elemen s in his p ojec . 5. Conclusion The main objec i e o his Mas e ’s disse a ion was o iden i y se e al eaching necessi ies and gaps du ing he mas e in o de o p opose some inno a ions and 35 imp o emen s. Du ing he school’s placemen pe iods, ce ain gaps we e iden i ied which had o do wi h he me hodology implemen ed in he school and i s con ex . To begin wi h, he main heme selec ed o his uni is cul u al di e si y, conc e ely, immig a ion. The school’s pe cen age o immig an s is a e and, he e o e, s uden s a e no used o deal wi h his eali y ha is pa o ou mul icul u al wo ld. The cu iculum es ablishes c oss-cu icula hemes and compe ences ha a e ela ed o being in con ac wi h o he cul u es and people as well as o p omo e alues such as ole ance, equali y, espec and solida i y. The p ojec s ca ied ou in his school also encou age hese alues. The e o e, hese opics make sense in he school’s con ex . Dealing wi h hem aims a aising awa eness among s uden s abou o he people’s eali ies, cul u es and di icul ies. The use o he English as a ool o communica e among people om all a ound he wo ld, as a lingua anca, is also a key ma e in dealing wi h hese opics. The class oom in which he uni is in ended o be implemen ed wo ks in a a he adi ional way, ocusing on linguis ic o ms and epe i i e exe cises a he han on he unc ional use o language. This is a e lec ion o he eal wo ld because, as explained in he in oduc ion o his disse a ion, he de elopmen o he CLT p inciples and he communica i e compe ence in he eal EFL class oom seems o be a pending issue in some cases. The e o e, i is impo an o encou age me hodologies ha ha e CLT as i s co ne s one. The p incipal eaching me hod o his uni plan is PBLL, which pe ec ly adjus s o CLT. In addi ion o ha , Coope a i e Lea ning is also selec ed because i complemen s PBL. Consequen ly, he ea u es o CLT a e inco po a ed in o his class oom wi h he objec i es o p esen ing hese me hodologies o s uden s ha may inc ease hei mo i a ion. The challenge o he p ojec is o c ea e a inal ideo ha esponds o a se ies o necessi ies ound by immig an s when hey a i e in a new ci y. The challenge app oaches s uden s’ li es because he ideo is o an associa ion in Za agoza. The e o e, s uden s’ engagemen mus be highe due o he esponsibili y hey ha e and he au hen ici y o he p ojec . The ac i i ies designed o elabo a e his p ojec ollow he CLT app oach and mos o hem a e designed o be done in he coope a i e g oups, ollowing B own’s (2007) c i e ia. This way, in e ac ion is cons an ly p omo ed along he uni . Many o hese ac i i ies ha e been aken o adap ed om eal sou ces o show s uden s uses o he language in con ex , which is also a CLT p inciple men ioned by Richa ds (2006). 36 Fu he mo e, s uden s a e encou aged o e lec abou hei own lea ning and o be au onomous h oughou he de elopmen o he p ojec wi h ac i i ies known as hinking ou ines ha acili a e ac i a ion o p e ious knowledge, p ocessing new inpu , sel - e lec ing abou gaps and limi a ions in he lea ning p ocesses, o ganizing ideas, e c. To summa ize, s uden s ac i ely pa icipa e and his is undamen al o he p ope de elopmen o he p ojec . The eache ’s ole is ha o a guide and acili a o o he lea ning p ocess. Se e al echniques a e implemen ed in his uni o suppo unde s anding among s uden s. These s a egies ollow Gibbons’ (2014) ideas. Lea ne s a e p o ided wi h mul imodal sou ces (w i en, o al, audio isual, e c,) o engage each s uden wi h his o he s eng hs and abili ies. In addi ion, one piece o in o ma ion is p esen ed in di e en ways, based on Gibbon’s (2014) concep o message abundancy. Language suppo is also impo an in his uni . The speci ic language o he uni and he unc ional language a e highligh ed by he eache in di e en manne s. Fo ins ance, he g amma p esen ed in he uni is wo ked in an induc i e way, p esen ing he wo ds in con ex and hen, making s uden s no ice and p ac ice hem. The unc ional language is sugges ed by he eache w i ing in he blackboa d, gi ing s uden s ca dboa ds wi h sugges ed exp essions and so on. Finally, he e a e se e al imp o emen s ha mus be highligh ed, and which should be included in u u e implemen a ions o his uni plan. In he i s place, he uni plan should be mo e adap ed o s uden s wi h special needs. In his case, he class o which he p oposal is designed does no ha e any lea ne wi h special needs, bu his is a signi ican issue o keep in mind when planning o use his uni in o he con ex s. Each school and class oom is di e en , so he uni would need o he adap a ions and ac i i ies in a di e en con ex . Secondly, he uni plan should guide s uden s mo e closely in he c ea ion p ocess o he ideo (lesson 6). The amoun o ime dedica ed o his pu pose is a he sho and i is p obable ha in a no mal si ua ion s uden s would need mo e ime o inish and o e lec abou how o p oduce hei ideos. The e o e, in u u e occasions, he p ojec could be designed o be implemen ed along mo e lessons, e en hough his is only an assump ion because he uni plan has no been implemen ed 37 Thi dly, he sca olding p o ided and language suppo mus be aspec s o pay mo e a en ion o. I is ue ha he uni p esen s ways o language suppo and sca olding bu hey a e all e y simila , such as w i en ins uc ions, highligh ing wo ds, gi ing w i en exp essions and h ough eache alk, small icons, e c. These echniques may no be e y inno a i e and, pe haps, o u u e implemen a ions o his uni , mo e heo e ical amewo k abou hese opics should be esea ched, con as ing ideas o di e se au ho s and adap ing he mos adequa e ones o he school and he class oom in which he uni plan is ca ied ou . 44 Block 2. O al ex s’ p oduc ion: exp ession and in e ac ion Abili ies and comp ehension s a egies - O al p oduc ion o desc ip ions, na a ions and ac s’ explana ions - Spon aneous pa icipa ion in communica ion si ua ions in he class oom - Use o communica ion s a egies o Plani ica ion: P oduce a clea message; adequa e use o digi al esou ces o Execu ion: Use o p e ious knowledge; exp ess he message clea ly, cohe en ly and adequa ely s uc u ed; use and loca e linguis ic esou ces Sociocul u al and sociolinguis ic aspec s - Linguis ic egis e s ( o mal, in o mal) - Valua ion o he o eign language as an in o ma ion, communica ion and unde s anding ool among cul u es - In e es abou es ablishing con ac wi h speake s o o he languages Communica i e unc ions - Desc ip ion o objec s, places and ac i i ies - Exp ession o di e en ypes o modali ies: sugges ions, ad ices - Pe sonal in o ma ion exchange, opinions, poin s o iews and ad ices Syn ac ic-discu si e s uc u es - Tense e iew: p esen simple and p esen con inuous; will and be going o - Modali y: abili y (can, could); posi i e deduc ion (mus ); obliga ion (mus , ha e o); ad ice (should) - Condi ion (i , unless); ypes: ze o, i s condi ional Common use lexicon - Housing, home and en i onmen (neighbo hood, ci y); job and occupa ions; heal h and sel -ca e; educa ion and s udies; language and communica ion; cul u al di e si y and mig a ion Block 3. W i en ex s’ comp ehension 45 Abili ies and comp ehension s a egies - Unde s anding gene al and speci ic in o ma ion o adap ed ex s - Messages’ in e p e a ion: p incipal and seconda y ideas’ iden i ica ion - Use o comp ehension s a egies: Use o p e ious knowledge; deduc ion o meanings om he con ex Sociocul u al and sociolinguis ic aspec s - Social con en ions and linguis ic egis e s - P inciples, belie s and a i udes; c i ical a i ude owa ds p e-concep s and s e eo ypes - Valua ion o he o eign language as an in o ma ion, communica ion and unde s anding ool among cul u es Communica i e unc ions - Desc ip ion o people, objec s, places and ac i i ies - Desc ip ion o cu en si ua ions - Exp ession o di e en ypes o modali ies: sugges ions, ad ices Syn ac ic-discu si e s uc u es - Tense e iew: p esen simple and p esen con inuous; will and be going o - Modali y: abili y (can, could); posi i e deduc ion (mus ); obliga ion (mus , ha e o); ad ice (should) - Condi ion (i , unless); ypes: ze o, i s condi ional Common use lexicon - Housing, home and en i onmen (neighbo hood, ci y); job and occupa ions; heal h and sel -ca e; educa ion and s udies; language and communica ion; cul u al di e si y and mig a ion Block 4. W i en ex s’ p oduc ion: exp ession and in e ac ion Abili ies and comp ehension s a egies - C ea i e ex s’ composi ion (desc ip ions, na a ions, ins uc ions) - Use o p oduc ion s a egies o Plani ica ion: Ac i a e and coo dina e gene al and communica i e compe ences; use and loca e linguis ic esou ces 46 o Execu ion: Use o p e ious knowledge; exp ess he message clea ly, cohe en ly and adequa ely s uc u ed; w i ing ex s om guided ac i i ies and models; w i ing clea messages; e lec and apply sel - co ec ion and sel -e alua ion s a egies Sociocul u al and sociolinguis ic aspec s - Linguis ic egis e s - P inciples, belie s and a i udes - Valua ion o he o eign language as an in o ma ion, communica ion and unde s anding ool among cul u es Communica i e unc ions - Desc ip ion o objec s, places and ac i i ies - Desc ip ion o cu en si ua ions - Exp ession o di e en ypes o modali ies: sugges ions, ad ices Syn ac ic-discu si e s uc u es - Tense e iew: p esen simple and p esen con inuous; will and be going o - Modali y: abili y (can, could); posi i e deduc ion (mus ); obliga ion (mus , ha e o); ad ice (should) - Condi ion (i , unless); ypes: ze o, i s condi ional Common use lexicon - Housing, home and en i onmen (neighbo hood, ci y); job and occupa ions; heal h and sel -ca e; educa ion and s udies; language and communica ion; cul u al di e si y and mig a ion 47 Appendix 5. Sequencing o Ac i i ies: Lesson Plans Lesson 1: Ac i a ion and disco e y Ac i i ies Ma e ials and Resou ces Aims I. Ac i a ion and p esen a ion o he challenge 1. Images abou mig a ion and a cha (15’) - Ss see a se ies o images abou mig a ion. - Ss ill in a STW cha (See, Think, Wonde ). - Ss sha e hei ideas wi h he class and T w i es hose ideas in he blackboa d. - Powe Poin wi h images abou mig a ion - STW ac i i y - To in oduce he opic o mig a ion and i s easons and di icul ies - To make Ss e lec abou he ques ion o mig a ion - To ac i a e Ss p e ious schemas on he opic o mig a ion - To check Ss knowledge and ques ions abou mig a ion and i s issues 2. A eques o help (15’) - Ss wa ch a ideo sen by “Dis in os en la Igualdad”. An immig an in Za agoza p esen s he o ganiza ion, explains his/he expe ience and di icul ies when a i ing in he ci y. Finally, he/she asks Ss o help. - Ss ecei e an email om he o ganiza ion o p esen he challenge. - Video “Dis in os en la igualdad” - O ganiza ion e- mail asking o help - To look o s uden s’ emo ional esponse - To p esen Ss he o ganiza ion “Dis in os en la Igualdad” - To make Ss awa e o immig an s’ di icul ies in hei own ci y - To p esen Ss he challenge o he p ojec II. Disco e y o he g oup oles and o ma ion o g oups 3. C ea ion o he g oups (10’) - T p esen s he 5 di e en g oup oles. - Ss a ange in o g oups o 4 people. - T p o ides each g oup wi h oles’ ca dboa ds. Ss dis ibu e he oles and w i e hei names in he ca dboa ds. - Powe Poin p esen a ion - Roles’ ca dboa ds - To p esen g oup oles o Ss - To le Ss c ea e hei own g oups - To encou age Ss’s au onomy by making hem decide hei g oups - To make Ss decide hei oles 4. P esen a ion o he success c i e ia (10’) - Each g oup is gi en a checklis wi h he success c i e ia o he inal p oduc . The checklis will be collec ed by he eache in he las lesson. - Checklis - To p esen Ss he success c i e ia o hei inal p oduc s - To help Ss o s a planning he ideo 48 - T gi es hem some ime o ead he checklis ca e ully and ask ques ions o doub s. - To guide Ss and make hem awa e o wha hey a e expec ed o do FORMATIVE ASSESSMENT: In his lesson o ac i a ion, he eache checks Ss p e ious schemas abou he opic when s uden s sha e hei ideas abou he images a he end o he i s ac i i y. To make i mo e isual, hese ideas a e w i en in he blackboa d. SCAFFOLDING PROVIDED: Fi s ly, Ss ecei e sca olding h ough eache alk, which p o ides Ss wi h he ins uc ions o wha hey need o do and eedback oo. Apa om ha , h ough w i en discou se sca olding is p o ided. Fo ins ance, he ques ions appea ing in he STW cha a e sca olding in he sense ha ask ques ions o Ss o explo e hei p e ious knowledge. Lesson 2: Disco e y Ac i i ies Ma e ials and Resou ces Aims III. Disco e y o ocabula y ela ed o mig a ion and i s di icul ies 1. Video abou mig a ion and Think Cha (15’) - In hei coope a i e g oups, Ss do a +1 Rou ine ac i i y. - Ss a e comple e a KWL Think Cha . The ideas will be sha ed in class. - T collec s he +1 Rou ine pape o e alua e lis ening skill. - YouTube ideo “Wha is mig a ion? Immig a ion and emig a ion” - Shee s o pape o he +1 Rou ine - KWL cha - To explo e and di e en ia e he concep s o mig a ion, emig a ion and immig a ion - To help Ss e ie e in o ma ion om hei memo y - To in e ac wi h Ss and o make Ss in e ac wi h each o he - To disco e he easons why people mig a e - To make Ss p ac ice hei lis ening skills 49 2. Reading an a icle and ocabula y game (15’) - Indi idually, Ss ead an a icle abou he di icul ies ha new immig an s ace when a i ing in a ci y. - Ss answe comp ehension and ocabula y ques ions. Ss can inish i as homewo k, hen send i o he eache . - In g oups, Ss play ocabula y Bingo. T gi es each g oup a ca dboa d wi h he wo ds. T akes pape s wi h he de ini ions om a box. - Copies o he a icle abou immig a ion di icul ies - Reading comp ehension and ocabula y ques ions on Google D i e - School able s and o he echnological de ices - Bingo ca dboa ds and pape s wi h he de ini ions - To disco e and lea n ocabula y ela ed o immig an s’ di icul ies - To make Ss p ac ice hei eading skills - To engage Ss o in e ac and communica e 3. Expe g oups’ ac i i y (20’) - Ss do an expe g oups ac i i y. Each Ss in hei o iginal g oups chooses one o he di icul ies: o Language o Educa ion o Job: secu ing wo k o Housing o Heal h ca e - SS a ange in o expe g oups acco ding each o he di icul ies chosen. Each expe g oup in es iga es how and in which places can new immig an s ind in o ma ion abou hese opics and whe e o go in Za agoza. Ss a e gi en a lis o webpages o sea ch his in o ma ion online. - Back in hei o iginal g oups, Ss indings a e eco ded in a DIN A3 T acke . This cha is sa ed o u u e lessons. - Powe Poin wi h use ul webpages - DIN A3 acke wi h 5 columns o ill in - To engage Ss o in e ac and communica e - To wo k collabo a i ely in hei expe g oups - To sea ch o in o ma ion in he webpages p o ided - To comple e a acke in coope a ion abou immig an s’ di icul ies and how o o e come hem in Za agoza FORMATIVE ASSESSMENT: Fi s ly, he eache collec s he Plus One Rou ine ac i i ies o e alua e hem and o check Ss’ unde s anding o he opics. Also, he eading comp ehension ques ions a e e alua ed as well as he KWL cha o check Ss lea ning. 50 SCAFFOLDING PROVIDED: In he a icle, impo an wo ds a e highligh ed in o de o in oduce he ocabula y. The ocabula y ques ions help s uden s unde s and he wo ds. A e ha , he Bingo game helps hem o amilia ize and lea n he new wo ds. Also, so as o p o ide Ss wi h places and webpages o look o in o ma ion o he expe g oups’ ac i i y, he T p esen a Powe Poin wi h URLs. Lesson 3: Disco e y Ac i i ies Ma e ials and Resou ces Aims IV. Disco e y o he language needed and he elemen s o he inal ideo 1. EdPuzzle ac i i y “You i s wo weeks in Canada” (25’) - Indi idually, Ss comple e an EdPuzzle ac i i y in which he ocus is on he speci ic language hey should use in hei inal ideos (condi ionals, p esen and u u e enses, modal e bs). - T p ojec s a Powe Poin p esen a ion wi h sen ences appea ing in he EdPuzzle ideo con aining modal e bs. - T asks Ss o iden i y hei uses and sha e wi h he whole class. T w i es he uses in he blackboa d. - EdPuzzle ideo - School able s and o he echnological de ices - Modal e bs’ Powe Poin p esen a ion - To p o ide Ss wi h an example o wha hey a e expec ed o do in hei inal p oduc s - To make Ss no ice he speci ic language - To p esen modal e bs - To make Ss in e he uses o he modal e bs 2. Role play ac i i y (25’) - In hei coope a i e g oups, Ss pai up and do a ole play ac i i y o p ac ice modal e bs. - A pai om each g oup mus do hei pe o mance in on o he class. - Role play ca ds - To p ac ice modal e bs’ uses in con ex - To engage Ss wi h immig a ion di icul ies - To ecei e ins an eedback o Ss comp ehension o he inpu - To gi e Ss ins an co ec ion and eedback based on hei pe o mances 4. Homewo k: Feedback ac i i y - A he end o his lesson, he T ells Ss o do a One Minu e Pape ac i i y a home. - One Minu e Pape (Wo d documen o PDF o send o he eache by email) - To know Ss opinions abou hei g oups’ wo k 51 - To check Ss eedback and lea ning FORMATIVE ASSESSMENT: The EdPuzzle ac i i y helps he eache o see Ss answe s. Besides, du ing he ole pay ac i i y, he eache walks a ound he class oom obse ing Ss pe o mances, aking no es o him o he sel and gi ing Ss eedback when needed. Du ing he ole play pe o mance in on o he class, he eache checks Ss lea ning and gi es eedback. Apa om ha , he eache ecei es eedback o m Ss wi h he One Minu e Pape ask. SCAFFOLDING PROVIDED: In he EdPuzzle ac i i y, he e is sca olding wi h he ques ions and sen ences ha pop up, which help Ss no ice he speci ic language. Wi h he Powe Poin p esen a ion, he eache gi es Ss sen ences wi h he modal e bs and hey should y o iden i y hem in an induc i e way. Besides, in he ole play ca ds, Ss a e in oduced o a si ua ion and hey ha e examples o sen ences hey could use du ing he con e sa ion. Lesson 4: Deepening Ac i i ies Ma e ials and Resou ces Aims V. Deepening: e iew o he g amma p esen ed 1. Soc a i e quiz o e iew g amma con en s (10’) - The lesson s a s wi h a Soc a i e quiz o e iew he modal e bs. - Soc a i e es - To e iew he modal e bs lea ned in he p e ious lesson VI. Deepening: explo ing he con en s p esen ed abou mig a ion 2. i-Link puzzle ac i i y (15’) - Ss do an i-Link ac i i y. - T collec s he pape s o check Ss lea ning p ocess. - Shee o pape wi h he i-Link ac i i y - To make Ss e lec on wha hey ha e lea ned - To check Ss unde s anding abou he opic o mig a ion and he ques ions ela ed o i - To help Ss connec he opics hey ha e been lea ning 3. Pa s and whole hinking: Video elemen s (25’) - In hei coope a i e g oups, Ss ha e o comple e a “Pa s and whole hinking” cha . - Pa s and whole hinking cha - To make Ss deepen in he inal ideo pa s and elemen s - To help Ss s a hinking abou hei p oduc s 52 FORMATIVE ASSESSMENT: Wi h he Soc a i e es , he eache ge s o know Ss’ lea ning p ocess and acqui ed knowledge. Also, Ss a e au oma ically e alua ed by he app and hey ge o know hei esul s. Apa om ha , he i-Link ac i i y se es as a ool o he T o check Ss lea ning and deepening in he opic o immig a ion and he es o he opics. SCAFFOLDING PROVIDED: In he las ac i i y, T ells he s uden s o emembe he ideo hey wa ched in lesson 3. They can check i i hey wan o, as hey ha e he link, in o de o see he elemen s ha i has and o comple e he cha . Lesson 5: Planning Ac i i ies Ma e ials and Resou ces Aims VIII. Planning cha 1. Planning cha (15’) - In g oups, Ss comple e a planning cha . - Planning cha - To make Ss s a planning he ideo - To help Ss s uc u e and eco d hei wo k - To encou age Ss o be esponsible and ca y ou he oles es ablished IX. Planning he sc ip o he ideo: p e-w i ing and d a ing 2. A mind map (20’) - Ss comple e a DIN A3 mind map p o ided by he T, in which hey all mus w i e he main ideas o include in each pa o he ideo. - School able s and o he echnological de ices - Din A3 pape o he mind map - Ma ke s, pencils, colo pens, e c - Din A3 pape om lesson 2 - To guide Ss wo k owa ds he inal p oduc - To make Ss e lec abou he p ocess and s eps o w i ing - To help Ss in he p ocess o making decisions - To help Ss selec ele an ideas and in o ma ion 3. Fi s d a (15’) - T p o ides Ss wi h a checklis , so Ss know wha i is expec ed om hem in he w i en p oduc (language, pa s, e c). - In hei coope a i e g oups, he con en w i e does he i s d a o he sc ip in a Wo d documen wi h he help o he es o he g oup. - Checklis - School able s and o he echnological de ices - To encou age Ss pe o m hei oles and wo k coope a i ely - To w i e he i s composi ion o he inal w i en p oduc o he ideo 53 - To make Ss selec and o ganize in o ma ion X. Planning he sc ip o he ideo: composing 4. W i ing he sc ip - A home, Ss mus comple e he sc ip and send i o he eache be o e he nex lesson. T co ec s he sc ip s and gi es hem back o Ss wi h eedback. - School able s and o he echnological de ices - To comple e he i s d a o he inal sc ip - To p o ide Ss wi h eedback o comple e he inal w i ing FORMATIVE ASSESSMENT: In he i s place, he eache walks a ound he class oom and obse es Ss doing he ac i i ies. He o she akes no es and gi es eedback o hem whene e is needed. Apa om ha , he eache co ec s he sc ip s, which helps Ss know how hey a e doing i . SCAFFOLDING PROVIDED: The planning cha is designed so Ss know wha hey mus include in hei inal p oduc . Then, he checklis gi en by he eache o do he sc ip se es as sca olding. Also, he checklis in ac i i y 3 is help ul o Ss. Lesson 6: C ea ion and Publishing Ac i i ies Ma e ials and Resou ces Aims XI. C ea ion: checking he sc ip s 1. Co ec ion o he sc ip s: e ising and edi ing (30’) - The g oups check he T eedback and co ec ions in hei sc ip s. - Then, hey w i e he inal sc ip . - School able s and o he echnological de ices - To make Ss no ice hei mis akes - To p o ide Ss wi h eedback - To encou age Ss o success ully pe o m hei oles - To engage Ss in he p ocess o w i ing a new e sion o hei wo k XII. C ea ion: ideos 2. C ea ing he ideos (20’) - In hei coope a i e g oups, and wi h he help o he planning cha and he checklis om lesson 1, Ss s a making hei ideos. - I hey can’ inish on ime, hey inish hei ideos a home and send hem o he eache . - School able s and o he echnological esou ces - To c ea e he inal p oduc o he p ojec - To p o ide Ss wi h enough eedback and help o success ully comple e hei asks 60 61 62 63 64 65 1.5. P ojec Checklis 66 67 LESSON 2: Disco e y 2.1. Video “Wha is mig a ion? Immig a ion and emig a ion”: +1 Rou ine and KWL Cha Link o YouTube: h ps://bi .ly/2zRzM G 68 69 76 77 Bingo ca dboa ds: Ca dboa ds o he Teache wi h he Vocabula y de ini ions: 78 79 2.3. Expo G oups: Powe Poin wi h Web Pages and DIN A3 T acke 80 81 LESSON 3: Disco e y 3.1. EdPuzzle Ac i i y: Video and Powe Poin P esen a ion Link o he EdPuzzle ideo: h ps://bi .ly/3ejkzm3 82 83 84 3.2. Role Play Ac i i y 85 92 5.2. A Mind Map WAGOLL Sou ce: h p://e-comme cewo dp ess.com/concep -map- empla e.h ml 93 5.3. Checklis o he Sc ip 94 LESSON 7: Assessmen and Celeb a ion o Lea ning 7.1. Talking Chips Ac i i y: Powe Poin P esen a ion and Talking Chips 95 7.2. Final Ques ionnai e (Google Fo m) Link o he ques ionnai e: h ps:// o ms.gle/c LiMuFDmnhX1Loh9 96 97 Appendix 7. E alua ion C i e ia 1. The s uden can iden i y gene al and speci ic in o ma ion in in e ne ideos and ideos speci ically sen o hem, ecognizing common and ela ed lexis and exp essions (C i .IN.1.1.) (Es .IN.1.1.1.). Con ibu ion o key compe ences: CCL- CD-CSC-CCEC 2. The s uden can p oduce a e age le el o al messages in which hey desc ibe in o ma ion, applying plani ica ion and execu ion s a egies and using common and ela ed lexis and exp essions, selec ing necessa y in o ma ion o he audience and showing a posi i e and con iden a i ude owa ds he use o English as a ool o communica e (C i .IN.2.1. – C i .IN.2.2.) (Es .IN.2.1.1. – Es .IN.2.1.2.). Con ibu ion o key compe ences: CCL-CD-CAA-CSC-CIEE 3. The s uden can unde s and essen ial and de ailed in o ma ion in an e-mail, an a icle, a web page and o he b ie ex s, ecognizing common and ela ed lexis and exp essions and showing a posi i e and con iden a i ude owa ds he use o English as a ool o access in o ma ion (C i .IN.3.1. – C i .IN.3.2.) (Es .IN.3.1.1. – Es .IN.3.2.1). Con ibu ion o key compe ences: CCL-CD-CAA-CSC-CCEC 4. The s uden can p oduce cohe en and clea ex s by w i ing a sc ip , applying plani ica ion and execu ion s a egies, using ela ed lexis and exp essions, selec ing necessa y in o ma ion o he audience and showing a con iden and ha dwo king a i ude owa ds he use o English (C i .IN.4.1. – C i .IN.4.2.) (Es .IN.4.1.1. – Es .IN.4.1.2.). Con ibu ion o key compe ences: CCL-CD-CAA-CSC-CIEE 98 Appendix 8. Rub ic o he inal p oduc 99 Adap ed om: h p:// ubis a .4 eache s.o g/index.php Appendix 9. E alua ion Tools and Pe cen ages 1. E alua ion o he ou language skills Task Tool Pe cen age Speaking: oiceo e in he ideo Checklis 10% 1’25 poin s each c i e ion Reading: a icle abou immig an s’ di icul ies Comp ehension ques ions 10% 1 poin each ques ion W i ing: inal sc ip o he ideo Checklis 10% 0’8 poin s each c i e ion Lis ening: +1 Rou ine Checklis 10% 1’25 poin s each c i e ion 2. E alua ion o he inal p oduc and e lec ion ac i i ies Task Tool Pe cen age Final Video Rub ic 50% Re lec ion ac i i ies One Minu e Pape Google Fo m ques ionnai e Talking Chips epo 10% 100 Appendix 10. Checklis s o W i ing, Speaking and Lis ening E alua ion 101