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.
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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.
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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 .
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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.

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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