T abajo Fin de Más e
PBLL, Lea ning and W i ing Skills: Fos e ing
Mo i a ion, C ea i i y and App ecia ion o
Cul u es in he 4 h ESO English Class oom
Ap endizaje po p oyec os y de habilidades de esc i u a:
omen o de la mo i ación, la c ea i idad y ap eciación de
cul u as en el aula de inglés de 4º ESO
Au o
Sonia Ga ós Giménez
Di ec o
Ca men Fo ns Ma ínez
Más e Uni e si a io en P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o,
Fo mación P o esional y Enseñanzas de Idiomas, A ís icas y Depo i as. Especialidad Inglés
Facul ad de Educación
Cu so 2019/2020
Table o con en s
Table o con en s 2
Abs ac 3
1. In oduc ion 1
2. Pu pose and Objec i es 2
3. Jus i ica ion and Theo e ical F amewo k 4
Jus i ica ion 5
Cu icula amewo k 5
Theo e ical amewo k 10
4. Me hodology 17
5. Uni Plan P oposal 20
a. Jus i ica ion and Con ex ualiza ion 20
b. Key compe ences 23
c. Objec i es and con en s 25
d. Ac i i ies 28
e. Ma e ials 35
. E alua ion c i e ia 38
6. Conclusions 39
Appendices 47
Appendix I Links o p ojec s demons a ing need o inno a ion 47
Appendix II Speci ic lea ning objec i es and speci ic con en s 48
Appendix III Lesson Plans 51
Appendix IV Ma e ials 61
Appendix V Rub ics 95
Appendix VI Speci ic e alua ion c i e ia 99
Abs ac
In his inal Disse a ion I in end o p esen a lea ning uni amed wi hin an ac i e
me hodology, in which w i ing skills a e de eloped wi hin a PBLL app oach which
encapsula es he p inciples o CLT and SLA. Likewise, i is in ended o analyse how he
subjec o his uni and i s s uc u e can os e c ea i i y, mo i a ion and he eeling o
app ecia ion o o he cul u es in 4 h ESO s uden s in IES Ped o de Luna.
In o de o do so, he disse a ion s a s wi h an in oduc ion ollowed by he main
pu pose, objec i es and jus i ica ion, and heo e ical and cu icula amewo k. Hence,
he whole p oposal is amed wi hin he Eu opean, Na ional and Regional Cu iculums
in o de o gene a e a solid and eliable base which emb aces new pe spec i es on
lea ning and enhances key compe ences in o de o p o ide a holis ic lea ning.
The heo e ical amewo k pa icula ly suppo s he implemen a ion o a PBLL so
as o s imula e lea ne s h ough music in o signi ican English lea ning and o
amelio a e school pe o mance. On he o he hand, i also jus i ies he impo ance o he
eaching o w i ing h ough song composi ions in o de o igge imagina ion, and sel -
exp ession. O he aligned lea ne -can e ed me hodologies a e analysed since hey
encapsula e cul u al exp essions, elabo a e on di e en ways o app oaching o
esol ing p oblems and explo e sel - e lec ion o coope a i e wo k. Thus, hese help
lea ne s exe cise eedom o exp ession.
These p emises a e u he de eloped and s udied in he ou h pa , de o ed o he
me hodological design, and he i h sec ion which examines he whole Uni plan. The
las and inal piece o e s he conclusions which summa ize he p oposal, poin ing ou
o he inno a ion s a ed and possible imp o emen s.
Resumen
En es e abajo de in de más e p esen o una unidad didác ica enma cada den o
de una me odología ac i a, en la que se desa ollan habilidades pa a la esc i u a den o
de un en oque PBLL y cen ado en los p incipios de CLT y SLA. Asimismo, se
p e ende analiza cómo el ema de dicha unidad y su es uc u a pueden omen a la
c ea i idad, la mo i ación y el sen imien o de ap eciación po o as cul u as en alumnos
de 4º de ESO del IES Ped o de Luna.
Pa a ello, la dise ación comienza con una in oducción, p opósi o p incipal,
obje i os, jus i icación y diseño del ma co eó ico y cu icula . Así, oda la p opues a se
enma ca den o del cu ículo eu opeo, nacional y egional pa a gene a una base sólida
que encapsula nue as pe spec i as sob e el ap endizaje e inco po a las compe encias
cla e pa a p opo ciona un ap endizaje holís ico.
El ma co eó ico ealza la implemen ación del ap endizaje po p oyec os pa a
es imula a los es udian es a a és de la música con la inalidad de p opo ciona
conocimien os signi ica i os en inglés y mejo a los esul ados académicos. Po o o
lado, ambién jus i ica la impo ancia de la enseñanza de la esc i u a con la c eación de
canciones que ac i an la imaginación y exp esión. Se analizan ambién o as
me odologías cen adas en el alumno alineadas con la exp esión cul u al, o mas de
abo da p oblemas, y la au o e lexión o el abajo coope a i o. Así, odas es as
ac i idades ayudan a los alumnos a eje ce su libe ad de exp esión.
Es as p emisas se desa ollan y es udian en la cua a pa e, dedicada al diseño
me odológico, y en la quin a sección que examina el plan comple o de la Unidad. La
úl ima sección o ece las conclusiones que esumen la p opues a, señalando la p opues a
de inno ación y las posibles mejo as.
1
1. In oduc ion
This inal disse a ion aims a examining how he eaching o w i ing skills h ough he
implemen a ion o a “musical” P ojec Based Language Lea ning (PBLL) ocused on
cul u al songs can engage and s imula e li le mo i a ed 4 h ESO s uden s.
Aligned wi h he equi emen s o he legal amewo k, he Didac ic Uni is
designed aking in o conside a ion Second Language acquisi ion (SLA) o a
mul icul u al 4 h ESO class. The p oposal e ol es a ound he eaching o w i ing and i s
necessa y skills h ough ac i e me hodologies amed wi hin a PBLL dynamic. Fo his
pu pose, he e is a gen e app oach which ollows he s eps desc ibed by T ibble (1996)
in “Teaching w i ing skills” o “p e-w i ing” (p.113), “composing and d a ing” (p.112)
and “ e ising and edi ing” (p.115). P ecisely, a PBLL dynamic has been shaped o
lea ning s imula ion h ough he in eg a ion o he co e p inciples o communica ion.
Thus, ask-based ac i i ies in which in e ac ion is undamen al a e o be de eloped.
Mo e speci ically, he p oposal is amed wi hin he Communica i e Language
Teaching (CLT) and aligned wi h mo i a ional heo ies which encapsula e he ene s o
eal communica ion in a coope a i e a mosphe e and celeb a e au onomous wo k.
Hence, i is aimed o gene a e a sa e en i onmen in which lea ne s g ow sel -di ec ion
and independen lea ning (B own 2007a, p.37).
These pos me hodological dynamics a e selec ed unde he p emise o being he
la es and mos e ec i e app oaches o ul ill in a sa is ac o y way he eno mous
demand o English lea ning (Richa ds 2006, p.1) and o awake he cu iosi y o lea ne s
p o iding di e en con ex s which adap o hei speci ic necessi ies.

2
On he o he hand, English has been pe cei ed as a subjec which s ands alone in
he cu iculum. Howe e , he possibili y o being combined wi h many o he ans e sal
subjec s acili a es c ea i i y and p o ides ex a s imuli as well as ho ough lea ning.
Hence, he e is a special in e es in emb acing Music so as o each English con en s
h ough he ansmission o musical ideos, songs, song w i ing, pop-cul u e and o he
gen es.
Fu he mo e, his comp ehensi e eaching allows o he in eg a ion and
de elopmen o key compe ences posi i ely shaping he pe sonal and cogni i e g ow h
o he s uden .
In his inal Disse a ion I in end o p esen a lea ning uni amed wi hin an ac i e
me hodology, in which w i ing skills a e de eloped wi hin a PBLL app oach which
encapsula e he p inciples o CLT and SLA. Likewise, i is in ended o analyse how he
subjec o his uni and i s s uc u e can os e c ea i i y, mo i a ion and he eeling o
app ecia ion o o he cul u es in 4 h ESO s uden s a IES Ped o de Luna. Fo his
pu pose, he pape is s uc u ed in i e pa s which a e cons i u ed by his i s
in oduc ion and he ollowing pu pose and objec i es. A e hese, he hi d pa aims a
p o iding a jus i ica ion and lay ou he heo e ical and cu icula amewo k o he
pape . The o h pa is in en i ely de o ed o he me hodological design, and he i h
sec ion is an exhaus i e examina ion o he Uni plan p oposal. The las and inal piece
o e s he conclusions which will summa ize he p oposal, poin ing ou o he
inno a ion s a ed and possible imp o emen s.
2. Pu pose and Objec i es
The pu pose o his inal disse a ion is o design a lea ning uni aimed a 4 h ESO
s uden s who belong o di e en cul u es and lack o mo i a ion. Hence, I in end o
3
gene a e a PBLL which de elops w i ing skills h ough ask-based ac i i ies and wi hin
a CLT app oach.
The main objec i es o he lea ning Uni a e:
To lea n o coope a e and emb ace eam wo k as a ool o success ul language
acquisi ion and pe sonal de elopmen . Di e en in es iga ions and he obse a ion
ca ied ou along he Mas e b ough o ligh he impo ance o c ea ing a coope a i e
space in which s uden s eel secu e in o de o engage in lea ning and end up wi h
absen eeism. Engaging s uden s in a common p ojec and objec i e would de ini ely
solidi y eam iden i y which is ansla ed in o commi men .
To lea n abou di e en cul u al backg ounds and app oach hem espec ully
h ough he English communica ion. In such way, English becomes a link and ehicle
be ween cul u es which allows o communica ion and unde s anding wi hin an
in e cul u al class. This pe spec i e is upli ed in he one hand o emb acing cul u al
di e si y and accep ing di e en cul u es, and on he o he hand, o eaching s uden s
he impo ance o English as a lingua anca. The ac ha a language is conside ed as a
ool o communica ion in he wo ld con e ges wi h Dö nyei’s (1994) heo y on
mo i a ion and u ili y. Thus, p o iding s uden s wi h linguis ic ools o ca y hei own
messages h ough would be pe cei ed as en iching.
To emb ace c ea i i y in o de o de elop communica i e compe ences. Abo e
all, he e is a big componen o c ea i i y which di ec ly comes om he la es
pe spec i es on Ga dne ’s (1983, 1999, 2004) Mul iple In elligences. The main eason
o ocusing on c ea i i y comes om he a emp o ee s uden s’ minds and le hem
4
explo e di e en aspec s and skills. T adi ional eaching me hods ha e hampe ed
inspi a ion h ough a s ic implemen a ion o “lea ning by hea ” ac i i ies which ha e
no aken in o accoun di e en ia ion. Class ooms ha e de eloped a jailed-mind essence
which mus be eo ien ed.
By ex ension his pu pose is dissemina ed in o wo o he objec i es:
To de elop w i ing skills as pa o he communica i e compe ence. Thus,
allowing o c ea i i y in w i ing acili a es exp ession which makes s uden s ca y
messages h ough.
To make he lea ning p ocess lea ne -can e ed, posi ioning he eache as a
acili a o o knowledge. S uden s become au onomous lea ne s h ough he PBLL
app oach and begin o sel - e lec and pa icipa e ac i ely in hei own lea ning
ollowing he eache ’s guidance.
O he subsidia y aims:
To p o ide ask-based ac i i ies wi h a clea communica i e ou come whe e
g amma and ocabula y a e means o an end.
To acqui e heal hy app oaches on ICTs by lea ning sensible uses.
To each he language by exposing s uden s o comp ehensible inpu and eal
wo ld ma e ials, educing anxie y and le ing hem in e meaning om he con ex .
To lea n induc i ely, being able o o mula e ules and apply hem.
3. Jus i ica ion and Theo e ical F amewo k
As es ablished in he in oduc ion, his sec ion is going o be di ided in o a jus i ica ion,
cu icula amewo k and heo e ical amewo k.
5
Jus i ica ion
The didac ic uni c ea ed o his inal disse a ion is based on he necessi y o
inno a ion s udied in he Mas e (See Appendix I) and inspi ed by he obse ed
eaching p ocedu es du ing my i s aining pe iod in IES Ped o de Luna.
A i s basis lies he PBLL ca ied ou o he subjec “Diseño, o ganizción y
desa ollo de ac i idades pa a el ap endizaje del inglés” called “Once upon a ime in he
wo ld” and he design o a CLT Uni Plan o he subjec “Diseño cu icula ” en i led
“The Tu ning o he Wo ld: A cou se Plan o 4 h Yea o ESO”. Bo h p ojec s b ing up
he ma e o he impo ance o enhancing c ea i i y and communica ion in o de o
success ully acqui e a language and mo i a e s uden s.
Mo eo e , du ing my aining pe iod I was assigned a 4 h ESO “no malizado”.
The wo k ca ied ou by my men o was excellen , in ha he employed eal ma e ials
and de eloped di e en ac i i ies wi h in o ma ional gap asks which igge ed
in e ac ion while emb acing lea ne -cen ed me hodologies.
I could also ca y ou a su ey o “Inno a ion and Class oom Resea ch in EFL”
which opened he pa h o in es iga e he co ela ion be ween a is ic ac i i ies and
school pe o mance. The p ojec esul s concluded in he impo ance o implan ing
music and o he a is ic exp essions in he English class oom in o de o upli lea ne ’s
L2 sel -con idence h ough mo i a ion.
Cu icula amewo k
I is undamen al o analyse “The common Eu opean F amewo k o Re e ence” (CEFR)
since i aligns wi h he Spanish cu iculum (Sco 2001, in House 2011, p.12). In his
sense, he CEFR de elops a Compe ence-Based-Model which unde s ands compe ences
as key o li elong lea ning g ounded in he ealiza ion ha lea ne s a e he ci izens o
12
ha e been designed in o de o make lea ne s e lec on language skills. B own (2007b,
p.50) desc ibes asks as ac i i ies in which meaning is pa amoun and which ask o a
communica ion p oblem o be sol ed. Richa ds u he cla i ies his aspec pos ula ing
ha “in he case o asks in ol ing wo o mo e lea ne s, i calls upon he lea ne ’s use
o communica ion s a egies and in e ac ional skills” (2006, p. 31). They a emp o
s and as eal-wo ld ac i i ies which lea ne s mus comple e by “using hei exis ing
language esou ces” (p.31). Mo eo e , he e is a ocus in e ms o ou come “which is
no simply linked o lea ning language, hough language acquisi ion may occu as he
leane ca ies ou he ask” (p.31).
The main ac i i ies in he p ojec a e Task-based and ollow Willis (1996, in
Skehan, 1998, p.126) p inciples:
- The e should be exposu e o wo hwhile and au hen ic language
- The e should be use o language
- Tasks should mo i a e lea ne s o engage in language use
- The e should be a ocus on language a some poin in a ask cycle
Mo eo e , he au ho es ablishes h ee s ages which he di ides as “p e- ask”
(p.127) (In oduc ion o opic and ask), “ ask cycle” (p.127) (Task-planning- epo )
and “language ocus” (p.127) (Analysis-P ac ice) which se s language acquisi ion. This
p ocess makes s uden s cons an ly go h ough “hypo hesis es ing” (p.127) which helps
hem o be awa e o he language i sel and sel - e lec on hei own p ocess o
acquisi ion. The ask p o ides mainly he oppo uni y o language use which allows
lea ne s imp o e on luency, accu acy o complexi y.

13
The o he main conce n o he lea ning uni esides on he eaching o he w i ing
skill. This is di ec ly aligned wi h Objec i e 4 and A icle 11, and ans e sally allows
o he implemen a ion o sec ion j) and l) om A icle 6, conce ning unde s anding and
espec o cul u al exp essions.
In his Uni s uden s a e going o lea n how o w i e ly ic songs. Hence, i is
app op ia e o emb ace a gen e-based app oach o Tex -Based Ins uc ion (TBI)
(Richa ds 2006, p.36) which helps lea ne s o ollow ins uc ions and unde s and
con en ions which in hand le s hem hink ca e ully abou wha and how hey a e going
o communica e be o e s a ing o w i e. The e o e, TBI in ol es (Feez and Joyce 1998,
in Richa ds 2006, p.36):
- Teaching explici ly abou he s uc u es and g amma ical ea u es o he w i en ex
- Linking he w i en ex o he cul u al con ex o hei use
- Designing uni s o wo k which ocus on de eloping skills in ela ion o whole ex s
- P o iding s uden s wi h guided p ac ice as hey de elop language skills o
meaning ul communica ion h ough ex s.
Wi hin his con ex , s uden s do no only need o unde s and he gen e bu also he
p ocess o w i ing which “ equi es some o m o ins uc ion, [since] i is no a skill ha
is eadily picked up by exposu e” (T ibble 1996, p.11). The e o e, ollowing Hedge
(Hedge, 1988, in T ibble 1996, p.103), he w i ing skill can be de eloped conside ing
“p e-w i ing”, “composing and d a ing” and “ e ising and edi ing” s eps. In he p e-
w i ing phase s uden s hink abou con en and po en ial eade s. This allows building a
pu pose o hei composi ions which engages hem in o ongoing wo k. La e on, he e is
a sequence o p epa ing-w i ing ac i i ies which se he i s s eps o c ea ional ma e
classi ied by Whi e and A nd (Whi e and A nd , 1991, p.4 in T ibble 1996, p.107) as
14
“gene a ing” ( hink on wha hey wan o alk abou ), “ ocusing” (iden i y p io i ies) and
“s uc u ing” ( e iew and o ganiza ional p ocess). The lea ning uni b eaks down hese
s eps along di e en ac i i ies so ha s uden s g adually de elop he skills o w i ing,
lea n o communica e, and eel mo e con iden (T ibble 1996). Good examples o
ac i i ies which ma ch hese s eps and which p o ide wi h sca olding a e b ains o ming
ac i i ies, mind maps o o ganize s (Hedge 1988, in T ibble 1996).
This is no only a P oduc -Based App oach (TBI) since a P ocess-Based
me hodology (PBLL and Task-Based) is emb aced in ega ds o g amma and
ocabula y in eg a ion. Thus, acco ding o Richa ds (2006) “P ocess-based
me hodologies sha e as a common s a ing poin a ocus on c ea ing class oom
p ocesses ha a e belie e o be bes o acili a e language lea ning” (2006, p.27). This
p omo es a meaning- ocused app oach (Willis & Willis 2007, pp.5) whe e meaning and
communica ion a e pa amoun . Fu he mo e, i ocuses on o m o o ms in which “one
o mo e lexical o g amma ical o ms a e isola ed and speci ied o s udy” (Long, 1988,
in Willis & Willis 2007 p.5).
This enables eaching g amma induc i ely since s uden s mus be able o
comple e asks om e lec ion on gi en in o ma ion (as s ipula ed in Annex I o he
CA). This cogni i e e o engages in o p oblem-sol ing and pa e n- ecogni ion
abili ies. Lea ning becomes mo e memo able and guides s uden s in o au onomous
hinking. The e o e, hey a e i s gi en con ex ualized examples, hen, hey a e asked o
e lec on hem, apply he s uc u e and e en ually o mula e he ule.
In his sense, he e is a cons uc i is o “eme gen is ” (Mi chell & Myles, 2004,
p.97) app oach o bo h g amma and ocabula y since “language is acqui ed h ough
15
usage, by ex ac ing pa e n and egula i ies om he inpu , and building e e -s onge
associa ions in he b ain” (2004, p.98).
This p ocess is also suppo ed by Ande son’s (1983, 1985) ACT’s model (2004,
p. 102) amed wi hin he Second language lea ning heo ies. He elabo a es u he on
he necessi y o ans o ming decla a i e knowledge in o p ocedu al h ough he
consecu i e “cogni i e”, “associa i e” and “au onomous” s ages (p.103). Hence,
induc i e lea ning o e iewing helps lea ne s o acqui e language success ully.
This p oposal aims a demons a ing s uden s ha language has a u ili y h ough
he communica i e app oach and aligns wi h Dö nyei’s (1994) componen s o o eign
language. The language le el in his case is c ucial since s uden s mus see
“in eg a i iness” and “ins umen ali y” (1994, p.280) in o de o ac i a e s imulus and
gene a e in insic mo i a ion. Consequen ly, ac i i ies e ol e a ound he de elopmen
o he “Lea ne and Lea ning si ua ion le el” (p.280) in ha , achie ing goals and
comple ing ac i i ies help hem ollowing asks. This ex insic mo i a ion encapsula es
he necessi y o achie emen and sel -con idence.
These s imuli in u n acili a e meaning ul lea ning and e en ually gene a e
au onomous and independen wo k which is ansla ed in o enjoymen . This pleasu e
embodies a “ i uous cycle” which acco ding o K ashen’s (1982) Moni o Model and
he “A ec i e Fil e Hypo hesis”: “[s uden s] wi h a i udes mo e conduci e o second
language acquisi ion will no only seek and ob ain mo e inpu , hey will also ha e a
lowe o weake il e . They will be mo e open o he inpu , and i will s ike deepe ”
(K ashen, 1982, p. 31, in Michael, e al. 2013, p. 41).
16
In e ms o eache -lea ne in e ac ion oles (B own 2007b, p.47) and class
managemen , he eache becomes a guide o knowledge in which s uden s ac i ely
acqui e he inpu and ans o m i in o aluable lea ning (Richa ds 2006, p.5). In his
sense, he “ eache - on ed” class oom “dissol es” le ing he eache go a ound
p o iding wi h subs an ial eedback and acili a ing s uden s’ knowledge. This
a mosphe e eels sa e o lea ne s since he e is mo e emphasis on pai and g oup wo k
(2006, p.20) which lowe s anxie y and inc eases mo i a ion.
Rega ding he e alua ion, a o ma i e app oach has been implemen ed which
enables he eache o p o ide cons an eedback based on ub ics. Addi ionally, i is
con inuous and summa i e based on a po olio which ga he s he lea ne ’s wo k. These
ools and me hodologies demons a e con inuous e o and in ol emen om he wo
sides (bo h eache and lea ne ) (Ga cia 2004). Mo eo e , lea ning be ween equals and
ecei ing assessmen om he eam is bene icial in ha s uden s can con inuously
elabo a e on hei own lea ning (sel -assessmen ). Hence, he assessmen asks a e
undamen al o imp o e lea ning and mo i a ion and o keep ack on p og ess.
E alua ion encou ages s uden s on daily s udy which a oids ailu e and acili a es p oo
o wo k.
All hese p inciples men ioned a e encompassed by he CLT app oach aligned
wi h A icle 4. Thus, he lea ning uni ollows he mos impo an ene s o he
Communica ion Language Teaching app oach which e ol e a ound B own’s (2007b)
p emises on new s uden and eache oles and compe ences as well as new ocuses on
he language eaching, communica i e me hodologies and s udy ma e ial. This CLT
app oach is adap ed aking in o accoun di e en ia ion ( ollowing A icle 18) and he
17
lea ne ’s di e se backg ounds in o de o o e an “indi idualized” lea ning expe ience
which i s hei necessi ies. This di ec ly suppo s he c ea ion o a PBLL p ojec and he
eaching o w i ing in which s uden s a e going o ind di e en ways o app oaching
and esol ing a p oblem, explo ing and sel - e lec ing on he eaching-lea ning
expe ience, and hanks o coope a i e me hodologies, ICTs and c ea i i y, hey can
exe cise eedom o exp ession.
All hese cu icula and heo e ical amewo ks align wi h he p oposal o
inno a ion and suppo he ollowing sec ion o me hodology.
4. Me hodology
The lea ning Uni ollows he Me hodological P inciples es ablished in he legal
p o isions (Annex I in CA) encapsula ing ac i e me hodologies and eaching sequences
such as PBLL, TBI and ask-based, amed wi hin a communica i e app oach o
eaching w i ing skills. While key compe ences a e being de eloped, hese
me hodologies allow o he sha ing and lea ning o di e en cul u es and c ea ion o
meaning ul and a ac i e con en .
Hedge (2000, p.362) highligh s se e al PBLL cha ac e is ics which a e aligned
wi h he CLT app oach and which a e applied along he lessons:
- an emphasis on g oup-can e ed expe ience
- he encou agemen o s uden esponsibili y o planning, ca ying ou , and p esen ing
a ask
- a sequence o ac i i ies o e a pe iod o ime
- he use o a ange o skills

18
- ac i i y ou side he class oom in he s uden ’s own ime
- he s udy and use o au hen ic English-language ma e ial.
Fo his pu pose a Tex -Based App oach implemen a ion (Feez & Joyce 1998,
pp.28-31 in Richa ds 2006, pp.39-41) has been in eg a ed in o a PBLL s uc u e. Hence,
PBLL is composed o an ac i a ion i s pa which in oduces phase 1 “Building he
Con ex ” (p.39) o TBI. He e schema a and p e ious knowledge a e igge ed as well as
he p esen a ion o he challenge which consis s o c ea ing songs in g oups e lec ing
on ly ic c ea ion and cul u al backg ounds. In his s age, eams ( he class oom has a
able clus e disposi ion) a e al eady es ablished so ha coope a i e and pai wo k is
cons an along he lessons. In his sense, he a ec i e il e is lowe ed in ha he e is
lea ning by equals and hus s uden s s a o eel mo e mo i a ed o pa icipa e and
in e ac .
The nex s ep is “Disco e y” which in eg a es phase 2 “Modeling and
Decons uc ing he Tex ” (p.39). He e he e is in e nalisa ion o comp ehensible inpu .
Hence, lea ne s obse e, ask, p ocess in o ma ion, in e ac h ough he nego ia ion o
meaning and ocus on o m. They a e o e ed a WAGOL (au hen ic ma e ial) and Task-
based ac i i ies o analyse he gen e. This helps o skill in eg a ion in which lis ening is
pa amoun oge he wi h kines hesic ocabula y- eaching. Fu he mo e, he i s hin s o
sca olding h ough o ganiza ional ac i i ies a e implemen ed.
Phase 2 expands in o he hi d s ep, “Deepening”, which asks o communica ion
and hinking h ough hypo hesis. Hence, Task-based ac i i ies a e o e ed o de elop he
eading compe ence h ough ano he WAGOL (au hen ic ma e ial), and s udy he gen e
by analysing induc i ely language componen s such as g amma . The e is also he i s
s ep o a lipped class oom in ha s uden s a e asked o indi idually b ains o m a
19
home. I is in his s age in pa icula , whe e he eache - on ed discou se has been
clea ly emo ed and makes s uden s p o agonis s o hei own lea ning.
Ge ing u he in o c ea i i y and o ganiza ional skills, he “planning” and phase
3 “Join Cons uc ion o he ex ” (p.40), encompass he i s app oach o demons a ion
o lea ning, whe e s uden s o ganize ideas and ecei e eedback. Thus, lea ne s pu in
common hei indi idual hinking and s a de eloping hei w i ing skills h ough a
“w i ing wo kshop” in which he p e-w i ing p ocess and he ollowing c ea ional s ages
a e ully co e ed in eam g oup.
This goes hand in hand wi h “c ea ion” and phase 4 “coope a i e cons uc ion o
he ex ” (p.40), in which he e is eedom o ans o m hei hinking in o eal p oduc s
ollowing guidance (checklis and eache ): s uden s ha e ee ime o s a c ea ing hei
ly ics and composing he melody. Au onomous wo k is b ough o he on since hey
inish wo k a home and ehea se hei p esen a ion.
Thus, in o de o c ea e meaning ul p oduc s, lea ne s publish hem (six h s ep),
sha e hei lea ning, ecei e assessmen ( inal s ep) and e lec on bo h hei p oduc and
p ocess o hei song. This p ocess is pa icula ly impo an in ha i is a culmina ion
and demons a ion o an ac i e me hodology. Wi hin his assessmen con ex , s uden s
mus sel - e lec on hei wo k along he lesson and hand in all he inished ac i i ies in
in a po olio. This helps he eache o pe o m a o ma i e e alua ion checking on
p ocess and p oo o wo k, p oduc and pa icipa ion. These aspec s a e assessed wi h
ub ics and obse a ional ub ics. Fu he mo e, s uden s ha e o e alua e he eaching-
lea ning p ocess along he sessions which le s hem sel - e lec on hei lea ning p ocess
and gain subs an ial meaning o u u e class ooms implemen a ions.
Gi en he ac ha we li e in a echnological socie y, he e is an ICT in eg a ion
which also educa es in a heal hy use o new echnologies.
20
5. Uni Plan P oposal
In his sec ion, I am going o b eak down he lea ning uni in o de o cons uc a
ho ough c i ical commen .
a. Jus i ica ion and Con ex ualiza ion
Jus i ica ion
I is aimed o s imula e s uden s h ough music in o signi ican English lea ning in o de
o end up wi h absen eeism and emb ace cul u al exp ession. Hence, e ising he
concep o w i ing as a dull o complex ask in o song w i ing h ough he
implemen a ion o a PBLL me hodology would igge he g oup-class’ imagina ion and
c ea i i y while emb acing mo i a ion and sel -exp ession. Fo his pu pose, my
p oposal is aimed a 4 h ESO s uden s in IES Ped o de Luna who ha e li le mo i a ion
and need o change hei pe spec i e on English as a communica ion ool o exp ess
hemsel es.
A e se e al a emp s o he eache a emp ing o s imula e s uden s, some
lea ne s con inued no coming o class, no wo king o s udying. This had been
ansla ed in o a complex pe o ma i e a mosphe e in which he G.P was nei he
sa is ac o y no compe en . In some cases, lack o commi men and a low le el o
English hinde a sa is ac o y eaching-lea ning de elopmen .
I could obse e ha s uden s we e in need o con inuous wo k and assessmen
which obliged hem o keep p oo o wo k. This could only be pu sued i hey we e
engaged wi h a opic hey enjoyed and which se ed as h ead o all hei ac i i ies
encompassing all he language skills. Fu he mo e, explo ing di e en ways o
acqui ing languages could lead in o a sel - e lec i e lea ning p ocess which migh
blossom in o au onomy and independen wo k. This is in hand, he i s s ep o
21
mo i a ional s udy. Hence, changing hei iew o English as a “pass-no pass” subjec
in o an enjoyable ac i i y is c ucial in his e m.
Ba ing his in mind, he i le o my lea ning Uni is “Make Mine Music!”
(“¡Música maes o!”), nodding o he amous Disney musical piece o 1964. I plo s o
encou age s uden s o become song w i e s in a coope a i e and lea ne -cen ed
class oom.
Con ex ualiza ion
The lesson plan is mean o be implemen ed in a 4 h o ESO “no malizado” o IES Ped o
de Luna. This is a g oup o 16 s uden s, whose English capaci ies aim a B1.
IES Ped o de Luna is a public seconda y educa ion school loca ed a he hea o
Za agoza. The Magdalena neighbo hood is cha ac e ized by a wide cul u al di e si y
composed by he wo king class, he p eca ia and he middle class since he
gen i ica ion p ocess. This socio-cul u al and economic di e si y is h own in he High
School and pa icula ly, in he g oup I was assigned.
Wi hin he class oom he e is a wide ange o e hnici ies which elabo a e on a ich
cul u al mosaic and which encou ages lea ne s o ea ange only acco ding o e hnici y.
Fo his eason, 4 g oups o 4 people ha e been es ablished a emp ing o c ea e
in en ional he e ogeneous eams in which high, medium high, low and medium low
le els o English coexis oge he . In his sense, i is expec ed o c ea e cul u al eams
which a emp a aking lea ning isks.
Rega ding hei pe o ma i e school le el i has been obse ed ha se e al
lea ne s ha e epea ed a school yea , and o he s ha e special condi ions o pe sonal
28
d. Ac i i ies
In his sec ion I am going o c i ically commen on he ac i i ies which make up my
lesson plans (See Appendix III) aligned wi h sec ion 3 and p o iding wi h a b ie
me hodological explana ion when necessa y.
The i s PBLL lesson aims a ac i a ing schema a and in e es among s uden s
and co esponds o “phase 1: Building he con ex ” (Feez and Joyce 1998, in Richa ds
2006, p.39). Fo his eason, he i s con ac which he g oup-class has wi h he opic, is
h ough a Think-Pai -sha e ac i i y en i led “I ’s a ma ch!”. Fo engaging pu poses,
ac i i ies a e buil a ound ac i e me hodologies which ask lea ne s o mo e physically
a ound he class. S uden s a e hen gi en ca ds ela ed o he wo ld o music and hey
mus ind hei “ma ch” o o m a couple s anding up and asking ques ions in English.
The e o e, some ca ds ha e a de ini ion and o he s a pic u e. Once he couple has been
o med, hey mus pu in common hei “ma ches” and s a wonde ing abou he opic
o he uni . This wo k on in ui ion and e lec ion is a means o sca olding which helps
o gene a e cu iosi y and ac i a es expec ancy (Dö nyei 1994, p. 281).
Ha ing in mind ha communica ion is he h ead o all he ac i i ies, he wheel o
names is used o make he en i e g oup-class sha e commonly ollowing Kagan’s (2002)
p inciple o “equal pa icipa ion”. Fa om gene a ing anxie y, his push o in e ac ion
s a s o build sel -es eem among lea ne s by c ea ing a sa e space whe e e e ybody can
sha e ideas.
The eache in oduces he opic o music using a pos e wi h Can a and
explaining wha he p ojec is abou (c ea ing a song abou hei cul u al backg ound).
Thus, his a ac i e pos e pic u es a challenge which aims a encou aging lea ne s o

29
lea e hei com o zone wi hou en e ing he panic zone. In o he wo ds, his is a
“goldilocks e ec ” in which he class is e en ually going o en e in o a lea ning zone
wi h he help o he eache (Vygo sky 1978). This signi ies ha he eache - on ed
class oom blu s in o a lea ne cen ed ins uc ion in which B own (2007) u ges o “gi e
some con ol o he s uden ” (2007, p.52) h ough g oup wo k and “simul aneous
in e ac ion” (Kagan 2002). The e o e, he e ogeneous eams o ou people a e c ea ed
(Más e al. 2012, p.105) in which di e en language le els coope a e con ibu ing o he
class oom homogenei y. Fu he mo e, each membe is assigned a ole in o de o build
eam iden i y (2012, p.125) h ough he de elopmen o in e pe sonal and in ape sonal
in elligences.
To be e exempli y he challenge, an in e ac i e map o he wo ld wi h Padle has
been c ea ed. S uden s a e expec ed o s a comp ehending his ICT ool since hey will
ha e o use i independen ly in u u e lessons.
La e on, a ideo on a piece o news is in oduced which elabo a es on Jamaican
music and ac i a es p e ious schema a helping s uden s unde s and he Uni opic and
he ad an ages o English as lingua anca. Lea ne s mus hink on a name o he g oup
and ill in a compass poin cha . This inal ask acili a es sel - e lec ion and inqui es
lea ne s o go back o wha i has been lea ned. This is, acco ding o he cogni i e
app oaches o second language lea ning and Ande son’s ACT model (Mi chell & Myles
2004), a way o ansi ioning om he decla a i e knowledge in o he p ocedu al one
(2004, p.102).
As homewo k he e is a sel -assessmen in he o m o Exi icke . This implies
au onomous wo k and encapsula es he idea o indi idual wo k equi ed by he PBLL.
30
Mo ing on in o he disco e y s ep (“phase 2: Modelling and decons uc ing he
ex ”) (Feez and Joyce 1998, in Richa ds 2006, p.39), s uden s a e going o ecei e inpu
and s a o p ocess, obse e and o ganize i h ough an in eg a ed lesson o lis ening
and ocabula y. In o de o se up he ac i i ies, a ask-based me hodology is
implemen ed ollowing Ellis (2003, pp.9-10) b ake down o “p e-, while- and pos -
lis ening”. This di ision which is pa allel o Willis ask cycle (P e – ask, ask cycle and
language ocus) (1996 in Skehan 1998, p.127), and i s o ganiza ion, aim a eaching
s uden s s a egies o sca olding o unde s and and mas e he language skill. Thus, o
ins ance, beginning wi h a Wo d cloud s imula es hypo hesis and acili a es
con ex ualiza ion, aking no es and analysing hem helps on unde s anding, and
e lec ing on he s uc u e o he lis ening h ough a s o y py amid, wo ks as pos -
lis ening which aligns wi h me acogni i e s a egies (O’Malley & Chamo 1990, p.43 in
Mi chell & Myles 2004, p.106) o moni o ing and e alua ion.
Wi h his con ex being desc ibed, he e is a “lis ening” ound in he geog aphical
posi ion o he Sou h Paci ic in Padle , which consis s o a Paci ic song om he ilm
Moana (2016). The ly ics s and as he i s WAGOL (“Wha a good one looks like”) o
he song gen e. Fu he mo e, he lis ening is accompanied wi h isuals which help on
he unde s anding co e ing possible di icul ies and di e en lea nings.
Such a di e en gen e o music enables s uden s o explo e and app oach
espec ully o he cul u es. Howe e , since i is an au hen ic ma e ial i can be pe cei ed
as o e whelming. The e o e, EdPuzzle has been used as sca olding o e lec on ly ics.
The aim behind his lea ning guidance, and u u e ones, elies on Vygo sky’s (1978)
ZDP and e en ually K ashen’s (1994) “A ec i e Fil e Hypo hesis” (Mi chel e al.
2013, p.45). This signi ies ha , i lea ne s a e helped ou o each language knowledge,
31
and begin o unde s and i , hey will e en ually enjoy English and acqui e he L2 mo e
e ec i ely.
The bene i o using TBLT elies on he oppo uni y o gene a e in e ac i e and
communica i e asks (Richa ds 2006, p.30) h ough gap in o ma ion. This ype o
ac i i y p o ides wi h ools o ins uc lea ne s in o daily solu ion o p oblems. This is
obse ed pa icula ly du ing he while-lis ening s age h ough he jigsaw o g oup o
expe s. Thus, lea ne s mus s udy he deli e y o wo ds, he singe ’s in en ion and ype
o music while anno a ing and c ea ing chea shee s. Once inished, hey will commen
as a g oup-class u he elabo a ing in he unde s anding o he song.
The ac ha he lis ening wo ks as s udy o a WAGOL mee s wi h he
de elopmen o he w i ing skill h ough he gen e-based app oach (2006, p.36). Hence,
his co esponds o he p e-w i ing phase (Hedge 1988 in T ibble 1996, p.103).
Ano he impo an aspec o he in eg a ed lesson is he ole o ocabula y:
app oached by ly ic aining, enables s uden s o di ec ly analyse he lexicon o he song
in a un and engaging way. Mo eo e , a ending o di e en ia ion and VAK (UKEssays,
2018) lea ning s yles wi hin a mul iple in elligences pe spec i e, bo h kinaes he ic and
isual s a egies could wo k in he memo iza ion s age. Hence, each s uden o he
g oup is gi en a s icke and has o make ges u es (mimic) desc ibing he pic u e and he
o he membe s mus guess. As an ex insic mo i a ional challenge, eams will ha e o
in eg a e one o hose wo ds in hei o iginal song.
As homewo k o Exi Ticke s uden s ha e o upload hei a ou i e song o Padle
and c i ically commen on i analysing he elemen s s udied in class. This is a way o
making lea ne s au onomous and esponsible o hei own wo k. Fu he mo e, engaging
32
lea ne s o wo k on a opic hey eally lo e elabo a es on commi men owa ds he ask
(Dö nyei 1994), which leads hem in o unno iced lea ning and e ision.
Wi hin he s eps o he PBLL, he nex lesson emb aces he deepening s age (s ill
wi hin phase 2) in which s uden s a e asked o make connec ions and gene a e high
o de hinking. The e o e, as desc ibed by Bloom’s Taxonomy (Ande son & K a hwohl
2001) he me acogni ion, cogni i e and social a ec i e aspec s wo k hand in hand
hough sca olding. In his lesson, he eading skill and s a egies o elabo a e on i a e
o e iding, and e en ually will also help o de elop he w i ing skill. Thus, he lesson
ollows he same s uc u e as wi h he lis ening: “p e-, while- pos - eading” ac i i ies
oge he wi h a ask based lesson (Willis 1996 in Skehan 1998, p.127).
The eading consis s o song (ly ics)/ WAGOL om a K-pop g oup which
in oduces a new wo ld and cul u e: Ko ean-English music. This gen e is e y popula
among eenage s aiming a engaging s uden s a a lea ning si ua ion le el (Dö nyei
1994, p.280). Th ough Padle a con ex on Ko ea is p o ided and he song is played on
o unde s and he eading holis ically.
Se e al colou s and wo d ypologies ha e been used in he w i ing o acili a e
lea ning. As wha conce ns he song, since i is an au hen ic ma e ial (B own 2007a, p.
37) some pa s a e in Ko ean and o he s in English. Hence, eams a e asked o scam and
skim he ex quickly and comple e a +1 hinking ac i i y as means o communica i e
sca olding. To ob ain he meaning o all he ly ics, he g oup has o wo k in pai s i s .
Each pai has o wo k wi h Google Fo ms analysing di e en sec ions o he song and
answe ing ques ions abou i s s uc u e and i s di e en pa s and elemen s. A he end
o he ques ionnai e a Q code is p o ided which leads o he ansla ion o he Ko ean
33
ly ics. La e on, couples ha e o ask he o he couple o he g oup ques ions so as o
comple e he whole ansla ion as a eam. This ac i i y p o ides wi h many ex insic
mo i a ional s eps which elabo a es on s uden s sel -con idence when hey ob ain he
inal meaning. Addi ionally, i helps hem o pe cei e English as a ool o
unde s anding.
In hese asks he e has been a ocus on meaning, language and o m h ough he
explana ion o ela i e clauses om he song. This meaning- ocused app oach (Willis &
Willis 2007, p.5) pe mi s lea ne s acqui e g amma ical o ms induc i ely wi h he aid o
a Powe Poin p esen a ion. Fu he mo e, hey can in e nalize h ough an ancho ing
ac i i y (coope a i ely) and ge p ac ice h ough a quiz (indi idually). In hese
p ocesses, he au onomous s age is eached since “ he skill becomes mo e and mo e
apid and au oma ic” (Ande son 1985, p. 232 in Mi chell & Myles 2004, p.103).
The pos - eading and homewo k s eps ollow his amewo k on communica i e
e lec ion and e ision h ough sca olding ac i i ies: ally coach, KWHALW and a
sel -assessmen o g oup wo k. Addi ionally, a lipped class oom me hodology is
pu chased since lea ne s indi idually mus s a b ains o ming a home wonde ing abou
hei own musical c ea ions. On he one side, his exe s esponsibili y and sel -
con idence making s uden s commi wi h hei g oup, and hinde ing absen eeism. On
he o he hand, i con ibu es in ega ds o mo i a ion, p o iding wi h u ili y and
encou aging lea ne s in o au onomous wo k and c ea i i y.
Mo ing on in o he “composing and d a ing s age” (T ibble 1996), i is ime o
plan he song (“phase 3: Join cons uc ion o he ex ”) (Feez and Joyce 1998, in
Richa ds 2006, p.40) h ough “gene a ing, ocusing and s uc u ing ac i i ies” (p.107).

34
Finishing he cycle o he lipped class oom, s uden s commen as a g oup-class
hei ideas and he eache guides hem p esen ing he s anda ds and equi emen s o
hei songs.
A “C ea i e w i ing wo kshop” p esen ed h ough Padle , has been designed o
guide s uden s u he in he b ains o m p ocess. The e o e, in he p e-w i ing phase
eams ha e o go a ound hough ables wi h di e en opics such as subjec o he song,
coun y, musical gen e and mood and alk on how hei own song will de elop hem. In
each able hey ha e o w i e down hei inno a i e ideas and c ea e a ee o ganize
wi h all he p oposals. Sca olding helps s uden s o explo e hei necessi ies and deepen
in sel -unde s anding in ega ds o lea ning echniques and c ea i i y.
They also ha e o en e a discussion on he alidi y o sugges ions which is
amed by he d a ing s age. Hence, lea ne s comple e he “ e ising and edi ing”
(T ibble 1996) s age h ough a eedback ca ousel. This p ocess o “collabo a i e w i ing
in he class oom gene a es discussions and ac i i ies which encou age an e ec i e
p ocess o w i ing” (Hedge 1988, p.12, in T ibble 1996, p.105).
The las s ep o he PBLL is linked wi h he p e ious one and co esponds o he
c ea ion s age (“phase 4: [Coope a i e] cons uc ion o he ex ”) (Feez and Joyce 1998,
in Richa ds 2006, p.40) in which s uden s ha e ee ime o w i e down hei ly ics
wi hin inno a ion. Thei oles wi hin he eams ha e o be clea in o de o achie e
posi i e in e dependence (Kagan 2002). They also mus ollow a checklis , ensu ing all
he compulso y s eps and song elemen s a e p esen and he eache assessmen .
Mo eo e , hey ha e o s a p epa ing he p esen a ion o hei p oduc which will
be inished as homewo k oge he wi h he eco ding o he song. Emb acing Ga dne ’s
35
MI (1983, 1999, 2004) and c ea i i y, s uden s can c ea e hei own melodies i hey
play ins umen s o employ exis en ins umen al pieces.
As a inal s ep o he p ojec s uden s ha e o upload he song o hei speci ic
inspi a ional coun y in Padle and p esen in collabo a ion hei p oduc in on o he
class, hey mus explain why hey decided o w i e such ly ics and wha cul u al
backg ound se ed as inspi a ion. Meanwhile, he es o he class mus lis en ca e ully
and show implica ion and unde s anding by asking ques ions. Fu he mo e, his s age o
p esen a ions and in e ac ions highligh language wi h a sense o u ili y which
ul ima ely mo i a es lea ne s.
Finally, and as a way o sel - e lec ion on lea ning, s uden s ha e o ill in an au o
e alua ion o m o hei language pe o mance and eaching p ocess.
To sum up all he lessons ha e in e wined c ea i i y and mo i a ion ollowing a
PBLL sequence in which e e y skill has been in eg a ed oge he wi h g amma and
ocabula y. Fu he mo e, ac i i ies e ol e a ound communica ion in he L2 and he
cons uc ion and unde s anding o he w i ing skill in o de o c ea e a song allowing
s uden s o enhance coope a i e wo k and cul u al emb acemen .
e. Ma e ials
All he ma e ials designed (See Appendix IV) o he lea ning uni ha e been hough o
i he necessi ies o he g oup-class, while s aying cohe en wi h my p oposal ollowing
he objec i es es ablished. Fu he mo e, ma e ials a e unde s ood as ools o help
s uden s de elop hei lea ning and ca y ou hei c ea ions omen ing a lea ne -
can e ed class oom.
36
Addi ionally, many o he ma e ials p o ide a sca olding app oach in ha help
lea ne s build language and each hem how o ace new skills o asks. This is he case
o o ganize s, EdPuzzles, checklis s, b ains o m guide s, chea shee s o wo d clouds. In
his ega d, ma e ials guide lea ning and help hem o sel - e lec on hei own lea ning
(Google Fo ms o hink-pai sha e ac i i ies). E en ually, ma e ials help o elabo a e in
highe o de hinking since hey eques lea ne s o cons an ly wo k on hem c ea i ely
h ough con empla ion. Such is he case o ques ionnai es, ex s, pic u es o e en PP
p esen a ions.
Following he communica i e app oach s a ed by B own (2007b) all he ma e ials
a e au hen ic ocusing on eal-wo ld con ex s. Hence, songs and You Tube ideos wi h
eal English ins ances ha e been included in o de o p o ide subs an ial con ex . On he
o he hand, wo king wi h eal in o ma ion which disca ds adap a ions, mo i a es
lea ne s since hey acqui e a sense o new esponsibili y o ha ing o ace o iginal
English.
Wi hin he p emise o mo i a ion, ela able opics and hobbies ha e been
in oduced in o he ac i i ies. Hence, songs, ideos and pic u es which lea ne s
pe sonally enjoy a e b ough o he on emb acing cul u al sensibili y and omen ing
c ea i i y o sel -exp ession.
This s imulus aims a a ac ing s uden ’s a en ion and mo i a es hem u he
h ough eye-ca ching inpu . Fo ins ance, pic og ams, Padle , Can a (pos e s) audio
isuals o Powe Poin P esen a ions ( amed by ICTs) help o unde s and colou ul ex s
o di e en sequence o ac i i ies which a e always accompanied by pic u es, i les and
sho sen ences. Hence, a om dull single exe cises, hese ac i i ies mus be hough
37
as holis ic asks which complemen each o he and aim a o e ing mul iple esou ces o
make he uni mo e dynamic and engaging.
The e is a commi men o “use a mul iplici y o ypes o ac i i ies (…) in o de o
appeal [as much] lea ne s as possible” (A ms ong 1994, in B own 2007a, p.58), and o
align wi h di e en ia ion h ough a MI app oach wi h ac i i ies such as pic og ams,
ealia, sub i les in ideos, pho og aphs in ocabula y, g amma exe cises, open
ques ions-exe cises o quizzes. Addi ionally, hey a e hough o help lea ne s explo e
hei c ea i i y.
Fu he mo e, ma e ials a e no ha d o unde s and and a e always accompanied
wi h he eache ’s o al explana ion. They p e end o be s aigh o wa d and a oid
o e whelming layou s which dis ac lea ne s. Hence, di e en on s, pic u es and
ideos wi h sub i les elabo a e on di e en lea ning s yles.
Ano he impo an aspec is ha hese ma e ials in end o encapsula e he essence
o communica ion (B own 2007b) h ough he elabo a ion o gap-in o ma ion ac i i ies,
and in e ac i e esou ces such as wo kshops, s icke s, ole ca ds, wheel o names o
EdPuzzle among o he s. Wi hin his line, hey also p omo e coope a ion. Hence, he
la ge majo i y o he ma e ials mus be comple ed in g oups o pai wo k.
The use o ICT is an impo an componen o he lea ning uni skele on.
Acco dingly, mobile phones, able s and compu e s a e a ailable in e e y single lesson.
Resou ces in end o be “democ a ic”, in ha he eache p o ides s uden s wi h hese
ools in he class oom and hey can access hem a home i needed. Thus, i p o ides
lea ne s wi h an au onomous and esponsible a i ude. Addi ionally, Padle , Google
o ms, Q Codes, in e ac i e p esen a ions o YouTube ideos assis lea ning and
accompany on language acquisi ion enabling lea ne s o esol e daily p oblems.
44
Wo ks ci ed
Gene al Re e ences
A agonese Cu iculum o he ESO and Bachille a o S ages o Educa ion. Gobie no de
A agón (2016). O de ECD/489/2016.
BROWN, D. 2007. “A ‘Me hodological His o y’ o Language Teaching”, in Teaching
by P inciples: An In e ac i e App oach o Language Pedagogy. New Yo k:
Pea son Longman: 13-38.
BROWN, D. H. 2007. “The Pos me hod E a: Towa d In o med App oaches”, in
Teaching by P inciples: An In e ac i e App oach o Language Pedagogy. New
Yo k: Pea son Longman: 40-61.
DÖRNYEI, Z. 1994. “Mo i a ion and Mo i a ing in he Fo eign Language Class oom”.
The Mode n Language Jou nal 78.3:273-284.
ELLIS, R. 2003. “C i e ial Fea u es o a Task”, in Task-based Language Teaching and
Lea ning. Ox o d: OUP, 9-10.
Eu opean Union Pa liamen and Council o he Eu opean Union. 2006.
“Recommenda ion o he Eu opean Pa liamen and o he Council on Key
Compe ences o Li elong Lea ning”. O icial Jou nal o he Eu opean Union
394:10-18
FINNEY, D. 2002. “The ELT Cu iculum: A Flexible Model o a Changing Wo ld”, in
J. Richa ds and W. Renandya, eds. Me hodology in Language Teaching.
Camb idge: CUP: 69-79.

45
LOMCE. Bole ín O icial del Es ado BOE. Ley O gánica 8/2013, de 9 de diciemb e,
pa a la mejo a de la calidad educa i a (2013). Mad id, Spain.
MITCHELL, R., and F. MYLES. 2004 (2nd ed.). Selec ion om “Cogni i e App oaches
o Second Language Lea ning” in Second Language Lea ning Theo ies. London:
Hodde A nold, 95-107.
MITCHELL, R., F. MYLES, and E. MARDSEN. 2013 (3 d ed.) “Ch.2: The Recen
His o y o Second Language Lea ning Resea ch” in Second Language Lea ning
Theo ies. London: Rou ledge, 27-60.
RICHARDS, J. C. 2006. Communica i e Language Teaching Today. Camb idge: CUP:
40-61.
SCOTT, K. 2001. “T ans o ming he cu iculum in o ac i i ies and wo k o he
class oom”, in S. House, coo d., Didác ica del inglés:class oom p ac ice.
Ba celona: G aó: 11-29.
SKEHAN, P. 1998. “Willis’s Model o Task-based Ins uc ion”, in A Cogni i e
App oach o Language Lea ning. Ox o d: OUP, 126-128.
WILLIS, D. and. J. WILLIS. 2007. “S a ing wi h Fo m and S a ing wi h Meaning:
Al e na i e App oaches o Teaching”, in Doing Task-based Teaching. Ox o d:
OUP, 4-8.
Speci ic Re e ences
ANDERSON L.W. and D.R. KRATHWOHL. 2001. A Taxonomy o Lea ning,
Teaching and Assessing. Bos on, MA: Allyn and Bacon
Essays, UK. (No embe 2018). Vak Lea ning S yle Theo y. Re ie ed June 6, 2020
om h ps://www.ukessays.com/essays/educa ion/ ak-lea ning-s yle-
desc ip ion-educa ion-essay.php? e =1
46
GARCÍA, E. 2004. Didác ica y cu ículum. Cla es pa a el análisis en los p ocesos de
enseñanza. Za agoza, España: Mi a Edi o es.
MÁS, C. 2012. “C eación de condiciones pa a el abajo en equipo en el aula”, in J.C.
To ego, Neg o, A., coo d., Ap endizaje coope a i o en las aulas: Fundamen os
y ecu sos pa a su implemen ación. Mad id: Alianza Edi o ial, 105-137.
TRIBBLE, C. 1996. W i ing. Ox o d: OUP
RICHARDS, J.C. 2013. “Cu iculum App oaches in Language Teaching: Fo wa d,
Cen al, and Backwa d Design”. RELC Jou nal, 44.1: 5-33.
KAGAN, S. and HIGH, J. 2002. “Kagan’s S uc u es o English Language Lea ne s”
in Kagan on Coope a i e Lea ning. ESL Magazine 10-12.
VYGOTSKY, L. 1978. Mind in Socie y (1s ed.).London: Ha a d Uni e si y P ess.
47
Appendices
Appendix I Links o p ojec s demons a ing need o inno a ion
Own c ea ion
- Design o Lea ning Ac i i ies o EFL “Once Upon a Time in he Wo ld”
h ps://docs.google.com/p esen a ion/d/1zdhKewHbX2V95S4lDsFMqO1 DIMF6w hF9
R__g0g 1M/edi ?usp=sha ing
This p ojec consis s o a PBLL in he English class oom which aims a encou aging
eading h ough he eaching o w i ing skills. Lea ne s ha e o c ea e sho s o ies and
lea n abou his gen e.
- Inno a ion and Class oom Resea ch in EFL “A Su ey S udy o Co ela e
Sel -con idence in he EFL Class oom and Ou -o -class Ac i i ies”
h ps://d i e.google.com/ ile/d/14THGabXcA5Kd289d7Lm1 gjb6d3HU2PD/ iew?usp=
sha ing
This p ojec explo es and demons a es he bene i s o in eg a ing a is ic subjec s such
as music, in he English class oom.
- Ins uc ional and cu icula design in EFL “The Tu ning o he Wo ld: A
Cou se Plan o 4 h Yea o ESO”
h ps://d i e.google.com/ ile/d/1 j0k2GYNCTRKLe Fs28bqP7LoEFLeDFn/ iew?usp=s
ha ing
This p ojec unde s ands he key compe ences o he cu iculum as co e o he co ec
de elopmen o lea ne s.
48
Appendix II Speci ic lea ning objec i es and speci ic con en s
Own c ea ion
Speci ic Lea ning Objec i es
By he end o his uni , s uden s will be able o:
- Iden i y gene al and speci ic in o ma ion and cons uc ions in o al songs and w i en
ly ics
- Coope a e in he de elopmen o a PBLL in o de o de elop a musical p oduc
- P oduce and w i e a song which con ains a message and enhances di e en cul u al
elemen s
- P oduce a pe suasi e o al exposi ion o he song
- Commen on di e en cul u es and e lec on hei music and o he a is ic
demons a ions as human exp ession
- Talk spon aneously in g oups and in class abou cul u al exp essions using basic
con e sa ion con en ions.
- Use and e lec on lea ning s a egies o comp ehension and p oduc ion and eedback
o assessmen .
Speci ic con en s
Abili ies and s a egies o comp ehension and p oduc ion
- Unde s anding o gene al and speci ic in o ma ion in o al and w i en sou ces such as
songs, ideos o ins uc ions ansmi ed by he eache o o he classma es o by
echnical means such as YouTube.
- In e p e a ion o o al and w i en messages h ough he iden i ica ion o main and
seconda y ideas, au ho in en ions o o he speech elemen s.
- Use o s a egies o comp ehension such as ac i a ion o p e ious schema a,
deduc ion o explici and implici meanings, aking no es and o he eading and
lis ening s a egies.
- Spon aneous pa icipa ion in class oom communica i e si ua ions
49
- Composi ion o o iginal and c ea i e ex s such as songs abou p esen o pe sonal
opics.
- Re lec ion and applica ion o s a egies o eedback co ec ion and sel -e alua ion,
h ough ub ics and eache assessmen , so as o imp o e hei own pe o mance and
p omo e collabo a i e lea ning.
- W i e songs om models o WAGOLS and o he guided ac i i ies
- Compensa ion o lack o knowledge h ough pa alinguis ic and pa a ex ual s a egies
such as using wo ds wi h simila meaning, pa aph asing exp essions, asking o help,
poin ing ou a images o using body language.
- Use o digi al esou ces and o he bibliog aphic ma e ial in o de o compose songs
and g oup p esen a ions.
- Ac i a ion and coo dina ion o indi idual s a egies and communica i e compe ences
in o de o ca y ou he ask h ough b ain s o ming o o he o ganiza ional ac i i ies.
Sociocul u al and sociolinguis ic aspec s
- App ecia ion o cus oms and adi ions
- Non- e bal lenguaje
- App ecia ion o he o eign language as an ins umen o in o ma ion, communica ion
and unde s anding be ween cul u es.
Communica i e unc ions
- Ini ia ion and main enance o pe sonal and social ela ionships
- Exchange o pe sonal in o ma ion, opinions and poin s o iew ega ding music and
cul u e.
- Es ablishmen and main enance o communica ion and o ganiza ion o speech.
Syn ac ic discu si e pa e ns
- Unde s anding and use o ela i e clauses, ela i e p onouns (who, ha , which, whose)

50
and ela i e ad e bs (whe e, when, why).
Common-use lexis
- Use and iden i ica ion o ocabula y ela ed o leisu e, cul u e, music and he na u al
en i onmen .
- Use and iden i ica ion o synonyms
Spelling pa e ns and con en ions
- Recogni ion and use o con ac (mus n’ , won’ ) , s ong and weak o ms ( ha , was)
51
Appendix III Lesson Plans
Own c ea ion
LESSON 1- ACTIVATION
Lea ning ou comes:
A he end o his lesson s uden s will be able o:
- wo k coope a i ely
- make a e lec ion on hei p ocess o lea ning
- anno a e a compass poin o ganise
- de e mine he gis , and ele an in o ma ion o a w i en ex media (pos e ).
- ou line he message o on o al piece o news
- moni o hei own lea ning p ocess
- discuss he ole o English as lingua anca o communica ion
- de elop app ecia ion o he link be ween language and cul u e and awa eness o how languages and
cul u es di e
- examine lexical i ems ela ed o music
- o mula e ansac ional and pe o ma i e linguis ic u e ances
PROCEDURE
INTERACTION
PATTERN
TIMING
RESOURCES
&
MATERIALS
COMPETENCES
EVALUATION
CRITERIA
T explains he i s
ac i i y o s a
in oducing he opic
o he uni and
p o ides wi h he
ma e ial o ca y i
h ough a Think-
Pai -sha e (“I ’s a
ma ch!”):
a) Ss a e gi en
ca ds ela ed o
he wo ld o
music and need
o ind hei
ma ch o o m a
couple. Some
ca ds ha e a
de ini ion and
o he s a pic u e.
Ss mus s and
up and look o
hei pa ne .
b) Ss pu in
common hei
ma ches and
s a
wonde ing
wha he uni is
T wi h whole
class.
Be ween Ss
T wi h whole
class
2’
10’
10’
“I ’s a
ma ch!”:
images and
de ini ions
(phones)
Wheel o
names
(compu e ,
able ..)
CCL, CSC,
CCEC, CD
CCL, CSC,
CCEC, CAA
C i .IN.2.1
C i .IN.2.2
C i .IN.3.1
C i .IN.2.1
C i .IN.2.2
52
abou . He e
he T uses he
wheel o
names o make
S alk and
pa icipa e.
T in oduces he
opic o he uni and
he p ojec wi h a
can as and Padle
and explains:
- Wha he p ojec
consis o .
- Assigns g oups and
oles
T pu s a ideo abou
Jamaican music. Ss
hen ha e o:
a) Think on a
name o
hei g oup
b) Fill in a
Compass
Poin s cha
T wi h whole
class
Ss g oups
20’
10’
Padle (Map
o he wo ld
indica ing he
places ha Ss
a e going o
isi )+ Piece
o news
Role s icke s
(easel.ly)
You Tube
( ideo)
Compass
poin s cha .
CCL,
CSC,CCEC,
CAA
CCL, CD,
CAA,CSC,
CCEC
C i .IN.1.1
C i .IN.1.2
C i .IN.2.1
C i .IN.3.1
Homewo k: Ss
comple e he Exi
Ticke + Sel -
assessmen
indi idually
Google Fo ms
(compu e ,
able s,
mobile
phones)
CCL, CD,
CAA,CCEC,
C i .IN.3.1
C i .IN.4.1
53
LESSON 2 - DISCOVERY
Lea ning ou comes:
A he end o his lesson s uden s will be able o:
- wo k coope a i ely
- examine a WAGOL
- iden i y s uc u es and unde s and he message o a song
- analyse ocabula y ha is used in ly ics
- w i e down and comple e a chea shee o ganize o a song
- sel - e lec on hei own lea ning
- o mula e linguis ic u e ances o ansac ion
- ype, o ganize and o mula e a message in a s o y py amid
- de elop e ec i e s a egies o dealing wi h unknown wo ds
- app ecia e English and cul u e as a means o exp essing onesel eely
PROCEDURE
INTERACTION
PATTERN
TIMING
RESOURCES
&
MATERIALS
COMPETENCES
EVALUATION
CRITERIA
TASK-BASED
P e-lis ening:
a) T p ojec s a
Wo d cloud
b) T p esen s a
WAGOL
( ideo/song om
he amous ilm
Moana). P esen s
he coun y
(con ex ) and asks
Ss o e lec on he
song h ough
guided ques ions.
While-lis ening:
- Jigsaw (expe
g oups).
The eache gi es
he ly ics o help Ss
ou .
Each membe has o
ocus on one aspec
(Con en :
opic/subjec ;
deli e y o wo ds;
in en ion o
na a o /singe ; ype
o music).
T wi h he
whole class
Ss be ween
hem. T goes
a ound guiding
and helping.
10’
20’
Padle +
YouTube
ideo + Wo d
Cloud
+EdPuzzle
Indi idual and
g oup chea
shee s. Ly ics.
Collabo a i e
cha
(compu e ,
able s..)
CCL, CD, CAA,
CSC, CCEC
CCL, CD, CSC,
CCEC, CAA,
C i .IN.1.1
C i .IN.1.2
C i .IN.1.1.
C i .IN.1.2.
C i .IN.2.1.
C i .IN.2.2
C i .IN.4.1.
60
LESSON 6 – PUBLISHING AND ASSESSMENT
Lea ning ou comes:
By he end o his lesson s uden s will be able o
- wo k coope a i ely unde p essu e
- display an ex ensi e monologue and hei c ea ions in on o he class
- use alk as pe o mance, in e ac ion and o ansac ions
- answe ques ions om classma es and eache
- unde s and o he ’s classma es p esen a ions
- ask pe inen ques ions
- demons a e unde s anding o and passion o hei song
- display knowledge on how o use ICTs o hei p esen a ion
- moni o hei own lea ning p ocess
- app ecia e English and cul u e as a means o exp essing onesel eely
PROCEDURE
INTERACTION
PATTERN
TIMING
RESOURCES
&
MATERIALS
COMPETENCES
EVALUATION
CRITERIA
P esen a ions
-Upload he
songs o
Padle (each
one o he
coun y hey
ha e chosen)
-Ques ions
(in e en ion
o o he
g oups)
Rub ic
assessmen
comple ion
G oup wo k
wi h he whole
class and T
Teams, whole
class, eache s
6-10’
pe
g oup
5’
Compu e s,
p ojec o s,
audio
Google Docs
(compu e s,
able s,
phones…)
CCL, CD, CAA,
CSC, CCEC,
CIEE
CCL, CD, CAA,
CSC
C i .IN.1.1.
C i .IN.2.1.
C i .IN.2.2.

61
Appendix IV Ma e ials
Own c ea ion
Lesson 1: ACTIVATION
“I ’s a Ma ch!” Find he pa ne who has he o he ma ching ca d
Au hen ic ma e ial.
A pe son who is eally admi ed.
A amous o well-known singe .
People wa ching a conce
Music played a he momen .
A conce gi en wi h some ins umen s and
he oice.
G oup o music o med a he school
Supe s a
Pop idol
Rock S a
Audience
C owd
Acous ic
pe o mance
Li e conce
School band
Acous ic
pe o mance
Li e conce
School band
62
Musical gen e.
I is e y popula and comes om
Ko ea.
Compila ion o songs o play
k-pop
(music gen e)
Playlis
k-pop
(music gen e)
Playlis
The ho es
end
Conce
icke s
Some hing which is e y popula and
e e ybody wan s o see, do, and ha e.
In ela ion o music o o a music
g oup means ha e e ybody lo es
hem and a e amous.
The ho es
end
Conce
icke s
E idence ha he somebody has
paid and can ge in o a conce .
63
“Wheel o names” Facili a es in e ac ion
Re ie ed om: h ps://wheelo names.com/
Pos e o he challenge made wi h Can a, au hen ic ma e ial.
Code Q o he Pos e and Padle
64
P esen a ion o he Challange wi h Padle whe e s uden s ha e o upload ac i i ies and
whe e hey will ind links and o he ma e ilas.
Au hen ic ma e ial made wi h Padle : h ps://es.padle .com/718009/ed cdmjexyllp8n
Video e ei ed om h ps://www.you ube.com/wa ch? =GZ77cPnLjEQ
65
Compass Poin s ac i i y Helps s uden s e lec on he p ojec
Re ie ed om:
h ps://docs.google.com/p esen a ion/d/1PDTA9l ExdomX68UcM_RAa19Y TBLy 3ZdDomi6T T8/edi #
slide=id.g1b091153 4_0_0
Role-S icke s
These a e s icke s wi h oles o each membe o he eam.
Au hen ic ma e ial, c ea ed wi h easel.ly.
Re ie ed om:
h ps://www.easel.ly/c ea e?id=h ps://s3.amazonaws.com/easel.ly/all_easels/5572278/1
588527752&key=p i

66
Exi icke : sel -assessmen .
Au hen ic ma e ial made wi h Google Fo ms
h ps://docs.google.com/ o ms/d/e/1FAIpQLSeFcEF3Z45X_Eo G96BYw2Sw8Iejb Y
o HL T-N7lEzZ Ajw/ iew o m?usp=s _link
67
Lesson 2 DISCOVERY
Wo d Cloud.
Au hen ic ma e ial made wi h “Wo da ”
Re ie ed om h ps://wo da .com/
68
Vocabula y s icke s.
Au hen ic ma e ial made wi h Can a
69
Moana-song wi h ques ions
Song e ie ed om YouTube:
h ps://www.you ube.com/wa ch? =79DijI QXMM
Sca olding: Ac i a ion o lea ning s a egies in he lis ening skill
Au hen ic ma e ial c ea ed wi h EDPuzzle:
h ps://edpuzzle.com/media/5eb14149 40bc13 65b06613
76
EXPERT GROUP 3
DELIVERY OF WORDS
QUESTIONS
EXAMPLES
How does he na a o deli e his
wo ds?
Wha kind o noises does he make?
A e he e any backg ound oices?
Does he ocalize enough?
EXPERT GROUP 4
TYPE OF MUSIC
QUESTIONS
EXAMPLES
Is i a adi ional song?
When does he na a o use an
u ban/pop s yle?
How does he melody help
unde s and he s o y?
Wha kind o music do we ind in
he cho us?

77
Py amid o ganize
I helps s uden s o o ganize all he elemen s o he song om he mo ie Moana.
Au hen ic ma e ial
Ly ic aining
To e iw he ocabula y o he song and all he exp essions and s uc u es seen du ing
he lesson.
Re ie ed om: h ps://es.ly ics aining.com/play/dwayne-johnson/you e-
welcome/HGuRFPT8CG#ibw
SONG PYRAMID
1._______________
2.___________________________
3______________________________________
4._______________________________________________
5_________________________________________________________
6________________________________________________________________
7_________________________________________________________________________
8_______________________________________________________________________________
__
78
Lesson 3 DEEPENING
Disco e ing he ly ics
S uden s a e gi en he eal ly ics and mus analyse he s uc u e ollowing a Google
Fo ms. A he end o each Google Fo ms hey a e gi en a Q Code wi h he hole
ansla ion o he song. Song: BTS “Idol” e ie ed om
h ps://www.you ube.com/wa ch? =pBuZEGYXA6E
a. P esen a ion o he ac i i y wi h Padle : Au hen ic ma e ial made h ough Padle
79
a. Songs and Google Fo ms (Au hen ic ma e ial)
TRANSLATION PAIR 1 (KEY Q code)
You can call me a is
You can call me idol
No ma e wha you call me
I don’ ca e
I’m p oud o i
I’m ee
No mo e i ony
Cuz I was always jus me
Those inge s, which poin a me,
a e meaningless
Wha e e he eason o you c i icism is
I know wha I am
I know wha I wan
I ne e gon’ change
I ne e gon’ ade
(T ade o )
Keep on chi -cha ing, saying his and ha
Talkin alkin alkin
I do wha I do, so you do you
Di y di y
You can’ s op me lo in’ mysel
Ulssu, I like i when you lis en
You can’ s op me lo in’ mysel
I like he shou s which sound
You can’ s op me lo in’ mysel
OHOHOHOH
OHOHOHOHOHOH
OHOHOHOH
Dunkiduk kungdu uh uh
Ulssu
Face O , like John Woo, ay
Top s a wi h ha spo ligh , ay
Some imes a 12, like a supe he o,
when I’m you Anpanman
PAIR 1
You can call me a is
You can call me idol
아님 어떤 다른 뭐라 해도
I don’ ca e
I’m p oud o i
난 자유롭네
No mo e i ony
나는 항상 나였기에
손가락질 해
나는 전혀 신경 쓰지 않네
나를 욕하는 너의 그 이유가 뭐든
간에
I know who I am
I know wha I wan
I ne e gon’ change
I ne e gon’ ade
(T ade o )
뭘 어쩌고 저쩌고 떠들어대셔
Talkin alkin alkin
I do wha I do, 그니까 넌 너나
잘하셔
Di y di y
You can’ s op me lo in’ mysel
(Hoo hoo) 얼쑤 좋다
You can’ s op me lo in’ mysel
(Hoo hoo) 지화자 좋다
You can’ s op me lo in’ mysel
OHOHOHOH
OHOHOHOHOHOH
OHOHOHOH
덩기덕 쿵더러러
얼쑤
Face o 마치 오우삼, ay
Top s a wi h ha spo ligh , ay
때론 슈퍼히어로가 돼
돌려대 너의 Anpanman
24시간이 적지
헷갈림, 내겐 사치
I do my hang
I lo e mysel
80
Fi s Google Fo ms o Pi 1 wi h Q Code o Padle :
h ps://docs.google.com/ o ms/d/e/1FAIpQLSc_HNMl4H88iFV2iLTXF2z3myaY SRSMp_lKX0ZexOm
uUkBdg/ o mResponse
81
24 hou s isn’ enough
Can’ a o d o be con used
I do my hang
I lo e mysel
TRANSLATION PAIR 2 (KEY Q code)
I lo e mysel , I lo e my ans
Lo e my dance and my wha
The e a e hund eds o me’s inside o me
I’m acing a new me again oday
I ’s all me anyway
So ins ead o wo ying, I’m jus gonna un
Runnin’ man
Runnin’ man
Runnin’ man
Keep on chi -cha ing, saying his and ha
Talkin alkin alkin
I do wha I do, so you do you
Di y, di y
You can’ s op me lo in’ mysel
Ulssu, I like i
You can’ s op me lo in’ mysel
I like he shou s
You can’ s op me lo in’ mysel
OHOHOHOH
OHOHOHOHOHOH
OHOHOHOH
Dunkiduk kungdu uh uh
Ulssu
I’m so ine whe e e I go
E en i i akes a while some imes
I ’s okay, I’m in lo e wi h my-my mysel
I ’s okay, I’m happy in his momen
Ulssu, I like i
You can’ s op me lo in’ mysel
I like he shou s
You can’ s op me lo in’ mysel
OHOHOHOH
OHOHOHOHOHOH
OHOHOHOH Dunkiduk kungdu uh uh
Ulssu
PAIR 2
I lo e mysel , I lo e my ans
Lo e my dance and my wha
내 속안엔 몇 십 몇 백명의 내가
있어오늘 또 다른 날 맞이해
어차피 전부 다 나이기에
고민보다는 걍 달리네
Runnin’ man
Runnin’ man
Runnin’ man
뭘 어쩌고 저쩌고 떠들어대셔
Talkin’ alkin’ alkin’
I do wha I do, 그니까 넌 너나
잘하셔
Di y di y
You can’ s op me lo in’ mysel
(Hoo hoo) 얼쑤 좋다
You can’ s op me lo in’ mysel
(Hoo hoo) 지화자 좋다
You can’ s op me lo in’ mysel
OHOHOHOH
OHOHOHOHOHOH
OHOHOHOH
덩기덕 쿵더러러
얼쑤
I’m so ine whe e e I go (Go go go
go)
가끔 멀리 돌아가도
I ’s okay, I’m in lo e wi h my-my
mysel
[진/지민] I ’s okay, 난 이 순간
행복해
(Hoo hoo) 얼쑤 좋다
You can’ s op me lo in’ mysel
(Hoo hoo) 지화자 좋다
You can’ s op me lo in’ mysel
OHOHOHOH
OHOHOHOHOHOH
OHOHOHOH
덩기덕 쿵더러러
얼쑤

82
Second Google Fo ms o Pi e 2 wi h Q Code o Padle :
h ps://docs.google.com/ o ms/d/12KIokJ95bphEP MCL_iz9MinNe9PgCAM94Fd26cBi k/edi
83
G amma : Rela i e Clauses
a. P esen a ion
b. Quiz
c. Chea Shee
a. Rela i e clauses p esen a ion
Au hen ic ma e ial made wi h genial.ly:
h ps://app.genial.ly/edi o /5eb26e8854415e0d3e4 6dec
84
85
b. Quiz ( e iew o g amma )
Au hen ic ma e ial using Quizziz :
h ps://quizizz.com/admin/quiz/5ea049b 9c8 8001c9e7e76/ ela i es-and-money
92
Pos e s/Chea shee s o he ables
Au hen ic ma e ial made wi h Can a

93
94
Checklis o he song
Au hen ic ma e ial
Did we…?
Checked

1. Follow a s uc u e which includes in oduc ion, body and conclusion?
2. Design an engaging cho us which blends in o he ly ics?
3. Design he e ses wi h hymes?
4. De elop a deep and hough ul message which implies wo ld change?
5. Make an in es iga ion in he cul u e which demons a es unde s anding?
6. Think o an engaging i le which desc ibes ou song?
7. Use a wide ange o ocabula y seen in class and aligned wi h ou opic?
8. Use g amma co ec ly and in pa icula ela i e clauses?
9. Align he mood o he ly ics wi h he melody?
10. Think abou a s o y which unc ions as h ead o all he ideas and e ses?
11. In eg a e new eedback and assessmen ?
12. Elabo a e a nea and o ganized song?
95
Appendix V Rub ics
Own c ea ion
Obse a ion Rub ic
Name o he
S uden :
Ou s anding (4)
Abo e s anda d
(3)
A s anda d (2)
Needs
imp o emen (1)
Unsa is ac o y
Use o English
(Reading, lis ening,
w i ing, speaking)
The e is clea
e idence ha he S
unde s ands he
con en and can
wo k wi hou
misunde s andings.
The S employs
speci ic and
sui able s a egies
o wo k wi h he
ma e ials and which
helps him/he o
s udy.
The S unde s ands
he con en bu
some imes makes
mis akes. The S
employs gene al
lea ning s a egies.
The S no always
unde s ands he
con en and makes
some mis akes.
Uses gene al
lea ning s a egies.
The S s uggles o
unde s and he
con en and makes
se e al mis akes.
The S inds i ha d
o de elop sui able
lea ning s a egies.
The S does no
unde s and he
con en o he
messages gi en,
he/she is unable o
wo k wi h he
ma e ials, o
elabo a e lea ning
s a egies which
help him/he o
app oach skills.
Role ul ilmen
The S akes
se iously his/he
ole and ollows i s
equi emen s along
he lessons.
The S akes
se iously his/he
ole bu he/she is
no always
consis en .
The S ollows he
ole some imes.
The S a ely
ollows he ole and
makes he o he
eam’s wo k mo e
di icul .
The S ne e
ollows he ole and
hinde s eam wo k.
In e es and
engagemen
The S shows
in e es by
cons an ly asking
ques ions,
pa icipa ing and
comple ing asks
nea ly and wi h
e o .
The S almos
always shows
in e es by asking
some ques ions,
pa icipa ing and
comple ing asks
nea ly.
The S some imes
shows in e es by
asking ques ions
om ime o ime,
pa icipa ing and
comple ing asks.
The S a ely shows
in e es and asks
a e no always
comple ed.
The S does no
come o class and
does no p esen he
ma e ials
comple ed.
Communica i e
skills
The S exp esses
his/he ideas
clea ly, uses
ges u es and a calm
speech and one.
He/she is able o
communica e
h ough he w i ing
as well.
The S exp esses
his/he ideas qui e
clea ly, uses
ges u es some imes
and a mo e o less
calm speech and
one.
The S no always
exp esses his/he
ideas and ba ely
uses ges u es.
His/he speech is
a he as o ull o
pauses.
The S s uggles o
make a clea poin
and does no use
ges u es. The e is a
endency o speak
e y as o
di icul y o ind
he wo ds.
The S is unable o
exp ess any idea o
communica e.
The e is a endency
o speak e y as
o di icul y o ind
he wo ds. Ideas
end o be
diso ganized wi hin
a speech wi h no
s uc u e.
In e ac ion wi h T
and SS
The S asks and
in e ac s poli ely
wi h he eache
showing espec
and coope a es in
he de elopmen o
he lesson’s
ha mony espec ing
u ns and ideas o
classma es. Accep s
eedback and
assessmen . Wi hin
he g oup shows
espec and
collabo a es wi h
all he membe s.
The S in e ac s
poli ely wi h he
eache showing
espec and almos
always espec s
u ns and o he
ideas. Accep s
eedback and
assessmen . Wi hin
he g oup shows
espec and
collabo a es wi h
almos all he
membe s.
The S in e ac s
poli ely wi h he
eache showing
espec bu does no
always espec
u ns and o he
ideas. The S inds i
ha d o accep
eedback and
assessmen . Wi hin
he g oup shows
espec bu
collabo a es only
wi h some
membe s.
The S ba ely
in e ac s wi h he
eache and no
always espec ully.
The S inds i ha d
o accep eedback
and assessmen .
Wi hin he g oup,
he S no always
shows espec and
ba ely collabo a es.
The S ne e
in e ac s wi h he T
o wi h he o he
membe s o he
g oup. I so, he/she
is qui e
dis espec ul.
In-class
The S con inuously
The S almos
The S some imes
The S a ely gi es
The S ne e gi es
96
pa icipa ion
gi es ideas and
exposes his/he
wo k wi h he es
o he class.
Comple es all he
ac i i ies and
p esen s hem in he
po olio in a nea
and o ganized way.
The e is clea
e idence o
in eg a ion o
eedback and deep
s udy o he
ma e ials and
con en s seen in
class.
always gi es ideas
and exposes his/he
wo k wi h he es
o he class.
Comple es all he
ac i i ies and
p esen s hem in he
po olio. The e is
some e idence o
in eg a ion o
eedback and s udy
o he ma e ials and
con en s seen in
class.
gi es ideas and
exposes his/he
wo k wi h he es
o he class.
Comple es almos
all he ac i i ies and
p esen s hem in he
po olio. The e is
li le e idence o
in eg a ion o
eedback and s udy
o he ma e ials and
con en s seen in
class.
ideas and ne e
exposes his/he
wo k wi h he es
o he class.
Comple es some
ac i i ies and
p esen s hem in he
po olio. The e is
li le e idence o
in eg a ion o
eedback and s udy
o he ma e ials and
con en s seen in
class.
ideas and ne e
exposes his/he
wo k wi h he es
o he class. Does
no p esen he
po olio. The e is
no e idence o
in eg a ion o
eedback and s udy
o he ma e ials and
con en s seen in
class.
O he commen s:
Final Ma k:
O al P esen a ion Rub ic
Name S uden :
Ou s anding (4)
Abo e s anda d (3)
A s anda d (2)
Needs imp o emen
(1)
Unsa is ac o y
Use o English
Use o wide ange o
ocabula y and
complex exp essions
seen in class. The e
is a pe ec use o
ela i e clauses and
o he g amma ical
s uc u es s udied
du ing he e m.
The e is accu acy in
hei use and no
e o s. I he S
commi s a mis ake
he/she is able o sel -
epai .
Widely use o
ocabula y and
complex exp essions
seen in class. The e
is a good use o
ela i e clauses and
o he g amma ical
s uc u es s udied
du ing lesson. The e
is accu acy in hei
use and li le
mis akes. I he S
commi s a mis ake
he/she is able o sel -
epai .
Some use o
ocabula y and
exp essions seen in
class. Rela i e
clauses and o he
g amma ical
s uc u es s udied
du ing lesson a e
some imes used.
The e is some
accu acy in hei use
and se e al mis akes.
I he S commi s a
mis ake he/she is no
always able o sel -
epai .
Ra ely use o
ocabula y and
exp essions seen in
class. Rela i e
clauses and o he
g amma ical
s uc u es s udied
du ing lesson a e
a ely used. The e is
li le accu acy in
hei use and se e al
mis akes. I he S
commi s a mis ake
he/she is no able o
sel - epai .
The S uses a simple
ange o ocabula y
and g amma and
he e is no use o
English seen du ing
he lesson. The e a e
plen y o
g amma ical
mis akes and he use
o ocabula y is no
accu a e which
hinde s
communica ion o
unde s anding. E en
is e o s a e
commi ed he S is
unable o sel - epai .
Discou se
managemen and
audience
engagemen
The S deli e s a
cohe en discou se
wi h a ma ked
s uc u e and wi h
meaning ul and
elabo a e ideas.
He/she deli e s
hough s wi h
passion ollowing a
hema ic h ead.
The e is clea
e idence o opic
unde s anding. The S
employs ges u es,
makes eye con ac
and o he audience
The S deli e s a
qui e cohe en
discou se wi h a
clea s uc u e and
wi h meaning ul and
elabo a e ideas.
He/she deli e s
hough s wi h
passion ollowing a
hema ic h ead.
The e is some
e idence o opic
unde s anding. The S
some imes employs
ges u es, makes eye
con ac and o he
The S deli e s a
qui e cohe en
discou se bu he
s uc u e is no e y
clea . Use o good
ideas. He/she
deli e s hough s
wi h passion. The e
is no always a
hema ic h ead.
The e is some
e idence o opic
unde s anding. The S
a ely employs
ges u es, makes eye
con ac and o he
The S deli e s a poo
cohe en discou se
and he s uc u e is
no e y clea . Use o
good ideas. He/she
deli e s hough s
wi h passion. The e
is no a hema ic
h ead and a poo
opic unde s anding.
The S a ely employs
ges u es, makes eye
con ac o any o he
audience engaging
echnique which
helps on he deli e y
The S does no
deli e a cohe en
discou se and he e
a e no clea ideas o
s uc u e. The e is no
passion in he
deli e y o wo ds.
The e is no clea
h ead and he
hema ic connexions
seem ague wi h lack
o unde s anding.
The S does no show
passion and does no
use any engaging
audience echnique
97
engaging echniques
which help on he
deli e y o he
message.
audience engaging
echniques which
help on he deli e y
o he message.
audience engaging
echniques which
help on he deli e y
o he message.
o he message.
which helps on he
deli e y o wo ds.
P onuncia ion and
luency
The S sounds na u al
using an app op ia e
hy hm, g ea
in ona ion. The e is
in elligibili y.
The e is a na u al
pace and pauses.
The S is able o sel -
co ec i commi s
any p onuncia ion
mis ake.
The e is no e idence
o ansla ion om
he L1 and sen ences
come ou na u ally.
The S sounds qui e
na u al using an
app op ia e hy hm
and good in ona ion.
No many p oblems
in in elligibili y.
The e is a qui e
na u al pace and
pauses.
The S sel -co ec s
some imes i
commi s any
p onuncia ion
mis ake.
The e is no e idence
o ansla ion om
he L1 and sen ences
come ou na u ally.
The S no always
sounds na u al bu
uses a a he
app op ia e hy hm
and in ona ion. Some
p oblems wi h
in elligibili y.
The e is a qui e
na u al pace bu oo
many pauses.
The S no always
sel -co ec s i he/she
commi s any
p onuncia ion
mis ake.
The e is no e idence
o ansla ion om
he L1 bu sen ences
do no always come
ou na u ally.
The S a ely sounds
na u al and s uggles
o use an app op ia e
hy hm, in ona ion
which hinde s in
many cases
in elligibili y.
The e is a qui e
na u al pace bu oo
many pauses.
The S does no sel -
co ec i he/she
commi s any
p onuncia ion
mis ake.
The e is some
e idence o
ansla ion om he
L1 and sen ences do
no always come ou
na u ally.
In ona ion, hy hm
and p onuncia ion
hinde in elligibili y.
The e is no na u al
pace and he speech
sounds e a ic wi h
many pauses.
The e is clea
e idence o
ansla ion om he
L1 and sen ences do
no come ou
na u ally.
P esen a ion ools
The Powe Poin
P esen a ion ollows
a clea s uc u e and
wo ks only as a ool
o he speech
deli e y. The e is no
“ eading ou ”. I is
a ac i e, nea and
wi h and
comp ehensible
inpu .
The Powe Poin
P esen a ion ollows
a clea s uc u e and
wo ks only as a ool
o he speech
deli e y. The e is
some “ eading ou ”.
I is a ac i e and
nea .
The Powe Poin
P esen a ion ollows
a mo e o less clea
s uc u e and helps a
li le in he speech
deli e y. The e is
some “ eading ou ”.
I is qui e a ac i e
and nea .
The Powe Poin
P esen a ion does no
ollow a clea
s uc u e and does
no eally help in he
speech deli e y.
The e is a lo o
“ eading ou ”. I is
no e y a ac i e
and looks a he
messy.
The Powe Poin
P esen a ion does no
ha e any s uc u e.
Ss only ead om he
sc een. The e is a lo
o ex and no
images. I is no
engaging and looks
messy.
In e ac i e
communica ion
The S always asks
ques ions and makes
commen s o mo e
o wa ds he
con e sa ion. The S
unde s ands he
ques ion and shows
willingness o
main ain he
con e sa ion.
He/she is able o
answe he ques ions
asked and esponds
wi h a calm pace and
adequa e speed.
The e is an excellen
abili y o main ain
he con e sa ion o
epai he in e ac ion.
The S does no make
long pauses and uses
speech ille s.
The S usually asks
ques ions and makes
commen s o mo e
o wa ds he
con e sa ion. The S
almos always
unde s ands he
ques ion and shows
willingness o
main ain he
con e sa ion.
He/she is able o
answe he ques ions
asked and esponds
wi h a calm pace and
adequa e speed.
The e is a good
abili y o main ain
he con e sa ion o
epai he in e ac ion.
The S does no make
many long pauses
and uses some
speech ille s.
The S does no ask
ques ions bu makes
some commen s o
mo e o wa ds he
con e sa ion. The S
no always
unde s ands he
ques ion bu shows
some willingness o
main ain he
con e sa ion.
He/she is no always
able o answe he
ques ions asked bu
esponds wi h a calm
pace and adequa e
speed. The e is a
a he good abili y o
main ain he
con e sa ion o
epai he in e ac ion.
The S does makes
long pauses and does
no use speech
ille s.
The S does no ask
ques ions and a ely
makes commen s o
mo e o wa ds he
con e sa ion. The S
no always
unde s ands he
ques ion and does
no show oo much
willingness o
main ain he
con e sa ion.
He/she is no always
able o answe he
ques ions asked bu
esponds wi h a calm
pace and adequa e
speed. The e is a
a he poo abili y o
main ain he
con e sa ion o
epai he in e ac ion.
The S does makes
long pauses and does
no use speech
ille s.
The S does no ask
ques ions o makes
commen s. The e is
no e o o mo e he
con e sa ion o wa d
o main ain i . The S
does no unde s and
he ques ion o any
o he in e en ions
and is no able o ask
o nei he
cla i ica ion no use
s a egies o main ain
he con e sa ion.
He/she dos no use
an adequa e pace and
makes an excessi e
use o long pauses.
Con en
The e is a clea
s uc u e in he
speech which
The e is a clea
s uc u e in he
speech which
The e is a clea
s uc u e in he
speech which
The e is no clea
s uc u e in he
speech. Pa s a e
Con en does no
ollow a s uc u e
and comes h ough

98
ollows an
in oduc ion, body
and conclusion. Pa s
a e well in oduced
and he e is a clea
h ead. Con en is
accu a e and aligned
o hei song and
inal p oduc . The e
is clea e idence o
deep in es iga ion
which sus ains ideas
and s eps. The e is a
well-de eloped and
ma u e e lec ion and
opinion.
ollows an
in oduc ion, body
and conclusion. Pa s
a e p e y well
in oduced and he e
is a clea h ead.
Con en is almos
always accu a e and
aligned o he song
and inal p oduc .
The e is some
e idence o deep
in es iga ion which
sus ains ideas and
s eps. The e is a
de eloped e lec ion
and opinion.
ollows an
in oduc ion, body
and conclusion. Pa s
a e no always
in oduced p ope ly
and he e is no
always a clea
h ead. Con en is no
always accu a e o
aligned o he song
and inal p oduc .
The e is some
e idence o deep
in es iga ion which
sus ains ideas and
s eps. The e is a
mo e o less
de eloped e lec ion
and opinion.
a ely in oduced and
he h ead in no
clea . Con en is no
always accu a e and
aligned o he song
o inal p oduc .
The e is li le
e idence o deep
in es iga ion which
sus ains ideas and
s eps. The e lec ion
and opinion a e li le
de eloped.
diso ganized. The e
a e no clea di isions
and i is ha d o
ollow o unde s and
he message. Con en
is oo gene al and
does no s ay
cohe en wi h he
song choice. The e is
no in es iga ion
which suppo s ideas
o s eps. The e is no
e lec ion o opinion.
O he commen s
Final ma k
W i ing Rub ic
Name S uden :
Ou s anding (4)
Abo e S anda d
(3)
A s anda d (2)
Needs
imp o emen (1)
Unsa is ac o y
S uc u e
The ly ics ha e a
clea s uc u e
which includes an
in oduc ion, body
and conclusion and
cho us.
The e is hyme in
se e al e ses.
The ly ics ha e a
clea s uc u e
which includes an
in oduc ion, body
and conclusion and
cho us.
The e is no hyme.
The ly ics ha e a
mo e o less clea
s uc u e which
includes an
in oduc ion, body
and conclusion.
The cho us is no
well in eg a ed.
The e is no hyme.
The ly ics do no
ha e a clea
s uc u e and he e
is no dis inc ion
be ween
in oduc ion, body
and conclusion.
The cho us is no
well in eg a ed.
The e is no hyme.
The e is no
s uc u e and ideas
a e dispe sed wi h
no cohesion.
Con en
The song has a
good heme and
demons a es a
ho ough s udy o
cul u al
backg ound. The
song has an
engaging i le.
The e is a s o y
which se es as
connexion o ideas.
The e is a clea
message and deep
e lec ion.
The song has a
heme, cul u al
backg ound and a
i le. The e is a
s o y which highly
connec s ideas.
The e is a a he
clea message and
deep e lec ion.
The song has a
heme, cul u al
backg ound and a
i le. The s o y is
ague and ha dly
connec s ideas.
Message and
e lec ion a e
p esen bu no
clea ly.
The song has a
ague heme,
cul u al
backg ound and a
poo i le. The s o y
is ague and ha dly
connec s ideas. The
message and
e lec ion a e poo .
The e is no clea
heme and he e is
no cul u al
backg ound
enhanced. The i le
is no engaging.
The e is no s o y
unc ioning as
h ead and he e is
no message. The e
is no e lec ion.
P oo o wo k
The e is a clea
p ocess o
e olu ion which
has included
w i ing s a egies
and eedback
in eg a ion.
The e is a p ocess
o e olu ion which
has included some
w i ing s a egies
and some eedback
in eg a ion.
The e is a ague
p ocess o
e olu ion which
has included li le
w i ing s a egies
and almos no
eedback.
The e is almos no
e olu ion and ew
li le w i ing
s a egies and no
eedback
in eg a ion. Some
mis akes
commi ed a he
beginning o he
p ocess a e newly
again.
The e is no
e olu ion in he
p ocess o w i ing.
The e is no
e idence o change
h ough w i ing
s a egies o
eedback
in eg a ion. E o s
commi ed a he
beginning a e
commi ed again.
Use o English
The song has a
The song has
The song has some
The song has
The song employs
99
wide ange o
ocabula y and
exp essions seen in
class. Rela i e
clauses a e
in eg a ed in he
ly ics g ace ully.
The e a e no
mis akes.
Bonus: Use o he
wo d o lesson 2.
pe inen
ocabula y and
some exp essions
seen in class.
Rela i e clauses a e
in eg a ed in he
ly ics. The e a e
ew mis akes.
ocabula y and
exp essions seen in
class. Rela i e
clauses a e
in eg a ed in he
ly ics. The e a e
se e al mis akes.
simple ocabula y
and ew
exp essions seen in
class. The e a e
some ela i e
clauses. The e a e
mul iple mis akes
which some imes
hinde
in elligibili y.
simple ocabula y
and does no
include exp essions
seen in class. The e
is no use o ela i e
clauses. Mul iple
mis akes which
hinde
in elligibili y.
Commen s:
Ma k:
Appendix VI Speci ic e alua ion c i e ia
Own c ea ion
LISTENING COMPREHENSION
- The s uden can unde s and gene al and speci ic in o ma ion and ele an de ails in
songs applying comp ehension s a egies, and demons a es unde s anding o he main
ideas and de ails h ough speci ic asks (C i .IN.1.1.). (Es .IN.1.1.1.) I con ibu es o
he ollowing key compe ences: CCL-DC-CSC-CCEC
- The s uden can iden i y and use sociocul u al aspec s o he unde s anding o songs
and alues language as a means o accession such cul u es (C i .IN.1.2.).
(Es .IN.1.2.1.) I con ibu es o he ollowing key compe ences: CCL-CAA-CSC-
CCEC
SPEAKING COMPREHENSION
- The s uden can p oduce sho and medium speeches in which sha es and exchanges
in o ma ion applying planning s a egies and p oduces sho and well-s uc u ed
p esen a ions using isual suppo and is capable o answe ing audience ques ions
(C i .IN.2.1.). (Es .IN.2.1.1.) I con ibu es o he ollowing key compe ences: CLCL-
DC-CAA-CSC-CIEE-CCEC
- The s uden can pa icipa e spon aneously in class, p oducing o al messages o sha e
in o ma ion and gi e opinion in subjec s ela ed o music (C i .IN.2.1.). (Es .IN.2.1.2.)
I con ibu es o he ollowing key compe ences: CLCL -DC-CAA-CSC-CIEE-CCEC
- The s uden can inco po a e o he speech sociocul u al and sociolinguis ic knowledge,
pa icipa ing wi h luency and espec ing u ns (C i .IN.2.2.). (Es .IN.2.2.1.) I
100
con ibu es o he ollowing key compe ences: CCL-CD-CSC-CIEE-CCEC
READING COMPREHENSION
- The s uden can unde s and and iden i y speci ic and gene al in o ma ion in ly ics om
songs, ecognising ela ed common-use lexis and syn ac ic and discu si e pa e ns
(C i .IN.3.1.). (Es .IN.3.1.1.) I con ibu es o he ollowing key compe ences: CCL-
CD-CAA-CSC-CIEE-CCEC
WRITING COMPREHENSION
- The s uden can p oduce medium leng h ex s o songs which a e cohe en and well-
s uc u ed abou cul u al aspec s, in eg a e planning and execu ing s a egies and adjus
o gi en models and he speci ic o mula o he song (CRIT.IN.4.1.). (Es .IN.4.1.1.) I
con ibu es o he ollowing key compe ences: CCL-CD-CAA-CSC-CIEE-CCEC