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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