Comic books and graphic novels: refurbishing written ... · PDF fileHow dare you waste my time...

Borja Collantes Pinillos

María del Pilar Agustín Llach

Facultad de Letras y de la Educación

Máster universitario en Profesorado de ESO, Bachillerato, FP y Enseñanza de Idiomas

Inglés

2013/2014

Título

Director/es

Facultad

Titulación

Departamento

TRABAJO FIN DE ESTUDIOS

Curso Académico

Comic books and graphic novels: refurbishing written content tools in second language teaching

Autor/es

© El autor© Universidad de La Rioja, Servicio de Publicaciones, 2014

publicaciones.unirioja.esE-mail: [email protected]

Comic books and graphic novels: refurbishing written content tools in second language teaching, trabajo fin de estudios

de Borja Collantes Pinillos, dirigido por María del Pilar Agustín Llach (publicado por laUniversidad de La Rioja), se difunde bajo una Licencia

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COMIC BOOKS AND GRAPHIC NOVELS: REFURBISHING WRITTEN

CONTENT TOOLS IN SECOND LANGUAGE TEACHING.

Máster de Profesorado de Educación Secundaria Obligatoria y Bachillerato,

Formación Profesional y Enseñanza de Idiomas

- Especialidad en Lengua Inglesa -⥈Borja Collantes Pinillos

Curso Academico 2013-2014

Universidad de La Rioja

He says the problem with teachers isWhat’s a kid going to learn

from someone who decided his best option in lifewas to become a teacher?

He reminds the other dinner guests that it’s truewhat they say about teachers:

Those who can, do; those who can’t, teach.I decide to bite my tongue instead of his

and resist the temptation to remind the dinner gueststhat it’s also true what they say about lawyers.

Because we’re eating, after all, and this is polite conversation.I mean, you’re a teacher, Taylor.

Be honest. What do you make?And I wish he hadn’t done that— asked me to be honest—

because, you see, I have this policy about honesty and ass kicking:‐if you ask for it, then I have to let you have it.

You want to know what I make?I make kids work harder than they ever thought they could.I can make a C+ feel like a Congressional Medal of Honor

and an A feel like a slap in the face.‐How dare you waste my time

with anything less than your very best.I make kids sit through 40 minutes of study hall

in absolute silence. No, you may not work in groups.No, you may not ask a question.

Why won’t I let you go to the bathroom?Because you’re bored.

And you don’t really have to go to the bathroom, do you?I make parents tremble in fear when I call home:

Hi. This is Mr. Mali. I hope I haven’t called at a bad time,I just wanted to talk to you about something your son said today.

To the biggest bully in the grade, he said,“Leave the kid alone. I still cry sometimes, don’t you?

It’s no big deal.”And that was noblest act of courage I have ever seen.

I make parents see their children for who they areand what they can be.

You want to know what I make? I make kids wonder,I make them question.I make them criticize.

I make them apologize and mean it.I make them write.

I make them read, read, read.I make them spell definitely beautiful, definitely beautiful, definitely beautiful

over and over and over again until they will never misspelleither one of those words again.

I make them show all their work in mathand hide it on their final drafts in English.

I make them understand that if you’ve got this,then you follow this,

and if someone ever tries to judge youby what you make, you give them this.

Here, let me break it down for you, so you know what I say is true:Teachers make a goddamn difference! Now what about you?

Taylor Mali

What Teachers Make

INDEX

1 Introduction.

2 Theoretical Framework on teaching-learning processes in the subjects of the English

Language speciality.

3 Thoughts on the internship period.

4 Didactic Program for English Language for 3º E.S.O.

4.1 Didactic program.

4.2 Detailed didactic unit.

4.2.1 Didactic unit.

4.2.2 Lesson Plan.

5 Research Project:

5.1 Introduction.

5.2 Literature review.

5.3 The use of comic books as content for vocabulary teaching-learning in an EFL class:

An experiment.

5.3.1 Hypothesis and research questions.

5.3.2 Participants.

5.3.3 Methodology.

5.3.4 Expected results and discussion.

5.3.5 Conclusions.

6 Conclusions.

7 References.

8 Appendix.

1. INTRODUCTION

In this final project we can find a reflection upon the acquired competences related to the

general subjects and also the specific ones from the speciality to establish my own theoretical

framework relating with the teaching-learning processes. Regarding this theoretical framework I

have developed my proposed didactic program in the speciality of English language, trying to

improve what I have experienced during my internship period.

I will also refer to the teacher’s functions and work, to the different instructional approaches

and to the possibilities that the subject, English language in this case, can offer, to present my

methodological approach.

I will also reflect upon my internship period in order to, focus my research project and my

proposal of didactic program.

Finally, I will reach some final conclusions regarding the topics presented in the following

sections and I will list the references and the appendixes.

2. THEORETICAL FRAMEWORK ON TEACHING-LEARNING PROCESSES IN THE

SUBJECTS OF THE ENGLISH LANGUAGE SPECIALITY

In this section I will present my reflections on the knowledge and the competences I have

acquired in the general subjects and in the specific ones from the speciality in English language in

order to justify my choice of theoretical framework.

These subjects are:

• Aprendizaje y desarrollo de la personalidad.

• Procesos y contextos educativos.

• Sociedad, familia y educación.

• Aprendizaje y enseñanza de la lengua extranjera (inglés)

• Complementos para la formación disciplinar. Inglés.

• Innovación docente e iniciación a la investigación educativa. Inglés.

First of all, “Aprendizaje y desarrollo de la personalidad” brought to us the theoretical and

practical knowledge about the human learning and development and, focusing specially on the

teenagers, since they will be our target audience in our teaching experience. Also, we dealt with the

main factors and models in the processes of teaching-learning, it’s differences and ways to intervene

and also the special pedagogical needs the students may have. This subject is oriented towards the

capacitation of the student of the subject and future teacher to know the individual and mental

characteristics of the learner and the classroom dynamics and how to solve any conflict he may

find. This way the student of the master will learn the characteristics and the development of the

personality of his students and also how they interact among them, knowing this, the future teacher

can develop sound proposals in the acquisition of competences and basic knowledge, and can

identify and plan the possible incidences he may find, fostering integration and equality of

opportunities.

Second, “Procesos y contextos educativos” developed the general principles that should be

followed while developing lectures and classroom sessions, and also resources as orientation,

tutoring and information. We also saw the structure and organization of the secondary schools and

their ruling organizations, which with the help of the planned activities helped us to see and practice

how work is done in an educational working environment. This helped us to reflect upon the laws

and guides that teachers have to follow. Finally we studied the “Proyecto educativo del centro

(P.E.C.)”.

Additionally, in “Sociedad, familia y educación” our attention was drawn to other factors

surrounding education. Factors such as emigration and groups of potential discrimination, or the

opinions about the teacher inside and outside the school, or the role the teacher has to have in the

student’s families or how the educative system shapes our society. Learning this helped to think

about the problems that appear in the classroom, its sources and how to avoid them, and also how to

avoid some negative aspects in the figure of the teacher in order to improve relationships with the

students and their families.

We can observe that the idea behind the general subjects is to introduce to us the necessary

knowledge to develop the teaching practice adapting it into the context and seeking for a self-

improvement everyday.

Regarding the specific subjects of the speciality in English language we could say that they

are aimed to apply in the field of teaching the acquired knowledge not only in the master but also in

the previous studies.

“Aprendizaje y enseñanza de la lengua extranjera. Inglés” was a wide themed subject. We

were shown the legal evolution of the educative system, the main points to be taken into account

when designing a didactic program. We also delved into what should be the role of the English

teacher in the content and language integrated learning (CLIL) and the features of that system.

Finally students learned about a key concept in second language learning, especially in recent years,

like intercultural competence. This was the only subject that was eight months long, so its content

was varied and depended on the teacher, but its main goal was providing the teacher with a context

where he should develop his teaching.

Next, “Complementos para la formación disciplinar. Inglés” objectives were reflecting upon

the didactic procedures of English teaching, to do so, the students were shown many theoretical

approaches to the process of teaching-learning and also the main actual investigation theories in the

field of second language teaching-learning.

Finally, in “Innovación docente e iniciación a la investigación educativa. Inglés” we dealt

with the issue of innovation inside and outside classroom lectures and the many possibilities it

offers, focusing specially on ICTs, applications, social networking, infographic editors and many

others, so in this way be able to create new additional materials and try to achieve the ideal of

flipped class. The other half of the subject was some sensible advice towards facing the task of

writing this final project.

As we can see, the master’s subjects are interrelated to form a network where the student has

to take the knowledge to which he agrees and finds valid to his previous studies and his own ideal

of teaching.

3. THOUGHTS ON THE INTERNSHIP PERIOD

Here I will write a brief reflection on the internship period, further information about it can

be found in my report of the internship.

First of all I will confirm the importance of the internship period as one of the foundational

pillars of the master, as is the best way to apply all the acquires knowledge and learn things that

were only hinted during the course, based on this, I would insist in giving even more importance to

this period with an extended duration of it.

As I could observe, the number of class hours has to be distributed regarding any other

charges or activities the teacher has to undertake in or outside the school context. This way, my

tutor had 24 lecture hours between music and English language, one of them corresponded to tutor

hour in 2ºC and one recess guard.

Monday Tuesday Wednesday Thursday Friday8:30 – 9:30 M2ºA G M2ºB E4º* M3ºA9:30 – 10:30 M2ºC M3ºB T2ºC M2ºA M2ºC10:30 – 11:30 E2º E2º* M3ºA M2ºB M3ºB11:30 – 12:00 RG12:00 – 12:55 E3º E4º E2º M2ºC E3º*12:55 – 13:50 M2ºB E3º G G13:55 – 14:40 E4º M2ºA E2º

• M2ºA, M2ºB, M2ºC, M3ºA, M3ºB: Music, E.S.O. Groups.

• E2º, E3º, E4º: English E.S.O. Groups.

• G: Guard.

• RG: Recess Guard.

• *: During this hour the group was divided in two halves, one with the native culture

assistant, and the other with the teacher. When the lecture reached half hour the groups

switched.

When I stepped into the school for the first time in my internship period, I did it with the

preconceived idea that my theoretical training will not be enough to face real teaching situations,

that is why during the first days I tried to pay attention to every pattern that repeated during the

lectures and use them to my favor. In the end, the amount and variety of situations a teacher has to

face, makes impossible trying to prepare for any specific situation as there isn’t two equal days.

One of my biggest fears towards facing teaching and the development of the planned

activities was the possibility of having in the classrooms the so called school objectors and how

their attitude will affect my character. For good or bad I discovered that school objection is mainly

manifested in an apathy towards the activities, or in a worse degree, in a repeated absence.

In terms of discipline, the pupils were average, the main problem of discipline I found was

how the learners tended to make comments aloud for the rest of the class, looking for notoriety or

acceptation from the group, and how the pupils were distracted talking between them. This two

tendencies reduced in their negative impact as we advanced in the courses, being more prevalent in

2º E.S.O., where students had to be asked to stay silent at least once or twice per session.

Another problem which I consider to be a serious one, although as it less frequent solving it

its not very urgent, developing side activities in the school can have a negative impact in the

development of the lessons. In my case this happened two days, when the pastoral activities

coincided with the sessions students became agitated, easily distracted and very difficult to manage

and perform the planned activities.

I could witness how the use of realia has a very positive impact in the attention and

enthusiasm of the students, who can see how what is taught in the classroom have a counterpart

outside from it. I tried myself to apply that principle to my sessions trying to show concrete uses of

the taught content in certain common situations, although some outcomes were not the ones I

expected, it proved to be very useful.

One of my most frequent problems when facing a session was convincing the students of the

adequateness of the task proposed, as many of them did not understand the reason behind them, one

of my main efforts was before tackling any activity explain to the students what was supposed to be

learned, how and most importantly why, specially any real life applications it may have.

4. DIDACTIC PROGRAM FOR ENGLISH LANGUAGE FOR 3º E.S.O.

My proposed didactic program bases the presentation of the contents on banking and a

communicative approach will be employed in the activities.

This didactic program is intended for students of 3º E.S.O. where I based my classroom

interventions during my internship period, and thus, it is a program that has been tested and here is

presented an improved version overcoming its flaws and difficulties that appeared while it was

performed and including elements that will help the learning chances of the students.

This way, as we can see later, I start from a methodological eclecticism where I try to

approach the English language to the students by using familiar tools and with interesting an

relevant topics. With this in mind I try to make the students value the English language, and to link

its acquired contents to the previous ones in, this or other subjects, allowing this way to develop

some interdisciplinary, acquiring this way self-assessment, commitment and creative skills.

4.2. DIDACTIC PROGRAM

Program for 3º E.S.O.

Justification: Legal:- Decreto 5/2011, de 28 de enero, por el que se establece el Curriculo de la Educacion Secundaria Obligatoria de la Comunidad Autonoma de La Rioja.- Orden ECI/2220/2007, de 12 de julio, por la que se establece el currículo y se regula la ordenación de la Educación Secundaria Obligatoria.- Real Decreto 1631/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas correspondientes a la Educación Secundaria Obligatoria.

Group: The student group is formed by 26 students, two of them are repeat students, but due to failing other subjects. Every student has been born and raised in Spain. There isn't any student with special needs or attentions required, but each of the students have different means of learning and they expect different things from this year. The students have a basic background knowledge about grammar, verb tenses and vocabulary. They also have some basic notions about Britain and its history.

Methodology:

I part from an eclectic methodological approach, it's an error to just stick to one particular teaching method and plan a whole program in advance. That's why I will not claim to follow any methodology but regarding my formation In the subject and my internship period I'm confident to be able to pick the most useful parts of each one to take advantage when the situation seems appropriate.Regarding this, theory will be presented by more traditional means through an unidirectional relationship (Producer → Receiver), so the teacher will explain to the students the most important items in the unit. The activities will have a communicative focus (Producer ↔ Receiver), here, mutual feedback will play a more important role as the teacher will have to adapt to the response and likes of the students.

Of the didactic unit: Degree of motivation and participation: In this section it will be assessed the motivation showed by the students during the unit, also their participation in it, so if needed change the necessary features.

Degree of adequacy to the group: In this section it will be written down any possible problems and incidences and also the positive aspects to be highlighted during the performance of the unit.

Assesment: By the teacher: The students will assess the teacher's performance in the classroom, teaching and also in his relationship with their students.

By the student: The student will assess in a critic way his performance during the didactic unit, reflecting upon what he expected to achieve and what he has achieved as also his performance during the unit.

By the didactic unit: The student will assess the showed contents and the teaching method.

Overall final: The students after reflecting on the prior sections will make a final assessment about the unit relating it with the teacher's performance and its own performance.

Attention to diversity: Students with learning problems (attention deficit, autism) or physical difficulties (blindness, deafness...) or high capacity learners, will be given individual special attention to their specific condition. Teaching materials will be adapted to their needs and if necessary, additional materials will be prepared for them.

Competences: According to: Orden ECI/2220/2007, de 12 de julio, por la que se establece el currículo y se regula la ordenación de la Educación secundaria obligatoria.The competences in secondary eduaction are:1. Competencia en comunicación lingüística.2. Competencia matemática.3. Competencia en el conocimiento y la interacción con el mundo físico.4. Tratamiento de la información y competencia digital.5. Competencia social y ciudadana.6. Competencia cultural y artística.7. Competencia para aprender a aprender.8. Autonomía e iniciativa personal.

Objectives: According to: Orden ECI/2220/2007, de 12 de julio, por la que se establece el currículo y se regula la ordenación de la Educación secundaria obligatoria. The objectives in secondary eduaction are:a) Asumir responsablemente sus deberes, conocer y ejercer sus derechos en el respeto a los demás, practicar la tolerancia, la cooperación y la solidaridad entre las personas y grupos, ejercitarse en el diálogo afianzando los derechos humanos como valores comunes de una sociedad plural y prepararse para el ejercicio de la ciudadanía democrática.b) Desarrollar y consolidar hábitos de disciplina, estudio y trabajo individual y en equipo como condición necesaria para una realización eficaz de las tareas del aprendizaje y como medio de desarrollo personal. c) Valorar y respetar la diferencia de sexos y la igualdad de derechos y oportunidades entre ellos. Rechazar losestereotipos que supongan discriminación entre hombres y mujeres.d) Fortalecer sus capacidades afectivas en todos los ámbitos de la personalidad y en sus relaciones con los demás, así

como rechazar la violencia, los prejuicios de cualquier tipo, los comportamientos sexistas y resolver pacíficamente los conflictos.e) Desarrollar destrezas básicas en la utilización de las fuentes de información para, con sentido crítico, adquirir nuevos conocimientos. Adquirir una preparación básica en el campo de las tecnologías, especialmente las de la información y la comunicación.f) Concebir el conocimiento científico como un saber integrado que se estructura en distintas disciplinas, así como conocer y aplicar los métodos para identificar los problemas en los diversos campos del conocimiento y de la experiencia.g) Desarrollar el espíritu emprendedor y la confianza en sí mismo, la participación, el sentido crítico, la iniciativa personal y la capacidad para aprender a aprender, planificar, tomar decisiones y asumir responsabilidades.h) Comprender y expresar con corrección, oralmente y por escrito, en la lengua castellana, textos y mensajes complejos, e iniciarse en el conocimiento, la lectura y el estudio de la literatura.i) Comprender y expresarse en una o más lenguas extranjeras de manera apropiada.j) Conocer, valorar y respetar los aspectos básicos de la cultura y la historia propias y de los demás, así como el patrimonio artístico y cultural.k) Conocer y aceptar el funcionamiento del propio cuerpo y el de los otros, respetar las diferencias, afianzar los hábitos de cuidado y salud corporales e incorporar la educación física y la práctica del deporte para favorecer el desarrollo personal y social. Conocer y valorar la dimensión humana de la sexualidad en toda su diversidad. Valorar críticamente los hábitos sociales relacionados con la salud, el consumo, el cuidado de los seres vivos y el medio ambiente, contribuyendo a su conservación y mejora.l) Apreciar la creación artística y comprender el lenguaje de las distintas manifestaciones artísticas, utilizando diversos medios de expresión y representación.m) Conocer y apreciar las peculiaridades físicas, lingüísticas, sociales y culturales del territorio en que se vive, valorando sus interrelaciones.

Assessment: Each unit's assessment is divided in a series of sections, mainly a participation one, an exam and a side project, be it an oral presentation or a written assignment. Each section has its own percentage of the final mark in the unit.Each evaluation final mark will be of continuous nature and a second exam will be prepared for those students who doesn't pass the evaluation.

Area: Period: Course: School Year: Evaluation:

English Language E.S.O. Second 2013-2014 First

Title: 1. Welcome to English Language 3º

Justification: Of the Didactic Unit: This is the starting unit, so the starting knowledge of the students are those corresponding to their academic progress.

Temporalization: 4 sessions of 50 minutes each

Objectives: Period: a, b, c, d, i, l1

Subject: 1, 2, 3, 4, 5, 62

School Year: a, b, e, g, h, i, j. l3

Contents: Bloque 1. Escuchar, hablar y conversar.

Escuchar y comprender:

- Comprensión del significado general y específico de conferencias y discursos sobre temas concretos y con cierta abstracción dentro del campo de interés general y académico del

1 As listed in: “Orden ECI/2220/2007, de 12 de julio, por la que se establece el currículo y se regula la ordenación de la Educación Secundaria Obligatoria.” , Article 4.

2 As listed in: “Real Decreto 1631/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas correspondientes a la Educación Secundaria Obligatoria.”, Annex 2.

3 As listed in: “Real Decreto 1631/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas correspondientes a la Educación Secundaria Obligatoria.”, Annex 2

alumnado.

- Escucha comprensiva de mensajes emitidos por hablantes con diferentes acentos.

- Comprensión de la comunicación interpersonal sobre temas generales de uso cotidiano o de interés personal con el fin de contestar en el momento.

Hablar y conversar:

- Planificación de lo que se quiere decir y de cómo expresarlo, usando recursos variados para facilitar la comunicación y mecanismos para dar coherencia y cohesión al discurso.

- Empleo de respuestas espontáneas y precisas en situaciones de comunicación en el aula.

Bloque 2. Leer y escribir.

Comprensión de textos escritos

- Predicción de información a partir de elementos textuales y no textuales en textos escritos sobre temas diversos.

- Comprensión de información general, específica y detallada en géneros textuales diversos, referidos a una variedad de temas.

- Identificación del propósito comunicativo, de los elementos textuales y paratextuales y de la forma de organizar la información distinguiendo las partes del texto.

Bloque 3. Conocimiento de la lengua.

Conocimientos lingüísticos:

- Revisión y ampliación de las estructuras gramaticales y funciones principales adecuadas a distintos tipos de textos e intenciones comunicativas.

- Consolidación y uso de estructuras y funciones asociadas a diferentes situaciones de comunicación:

1. Describir apariencia física, carácter, estado de salud. Comparar, contrastar y diferenciar entre datos y opiniones. Expresar preferencias, gustos e intereses. Presente simple/ presente continuo.Like/enjoy/hate...+ - ing.Want + sustantivo/pronombre/ to + infinitivo.Verbos no utilizados en forma continua y su comparación con otros tiempos verbales.Adjetivos.Phrasal verbs.Frases preposicionales: adjetivo + preposición (good at/ Keen of, etc.)Pronombres y oraciones de relativo.I¿d rather, I¿d prefer.

B. Léxico.

- Ampliación del campo semántico y léxico sobre temas generales de interés para el alumnado: experiencias, noticias, ocio, intereses, lugares, vocabulario relacionado con Internet, etc. y relacionados con otras materias del currículo.

- Giros y expresiones.

C. Fonética.

- Pronunciación de formas débiles.

- Pronunciación de formas contrastadas.

Competences: C1, C3, C4, C5, C6, C74

Activities: Type Nº Session Activity Location Grouping Materials

Initial (I)

1

2

3

1

1

2

- Introduction to the subject

- Previous knowledge test

- Review of the main content of the previous year

Classroom General Group (GG)

Individual Work (IW)GG

Photocopies

4 As listed in: “Orden ECI/2220/2007, de 12 de julio, por la que se establece el currículo y se regula la ordenación de la Educación Secundaria Obligatoria.”. Article 6.

Development (D)

4

5

3

3

- Speaking: What do you expect from this year- Exercises on last year content- Writing review

Classroom

Home

GG

GG

IW

Photocopies

Final (F)

67

44

- Q&A- Exam

ClassroomClassroom

GGGG Photocopies

Ampliation/Reinforcem

ent(A/R)

- - - Homework Home IW

Transversal Units:

Assessment: Tools: Student's notebook, teacher's annotations, speaking interventions, student participation.

Criteria: 1, 2, 3, 5, 8, 9

Of the Student: Initial:

Continous: - Participation 10%

Sumative:- Writing 40%, - Exam 50%

Bibliography:- Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books. - Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.- Murphy, R. (1986), English Grammar in Use, Cambridge University Press.- Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.

Title: 2. Pizza Day!

Justification: Of the didactic unit: This is the firs unit with new content for the students, here they will see the present tenses while they talk about food habits.

Temporalization: 8 sessions of 50 minutes

Objectives: Period: c, d, f, g, i, k,

Subject: 1, 2, 3, 4, 6, 7, 8

School Year: a, b, d, g, h, i



- Comprensión del significado general y específico de conferencias y discursos sobre temas concretos y con cierta abstracción dentro del campo de interés general y académico del alumnado.



- Toma de conciencia de la importancia de comprender globalmente un mensaje, sin la necesidad de entender todos y cada uno de sus elementos.

Hablar y conversar:


- Producción oral de mensajes diversos sobre asuntos relacionados con sus intereses y presentaciones preparadas previamente sobre temas generales o de su especialidad con razonable corrección gramatical y una adecuada pronunciación, ritmo y entonación.

- Expresión de puntos de vista sobre un tema conocido, participación en discusiones y debates sobre temas actuales, ofreciendo información detallada, utilizando ejemplos adecuados, defendiendo sus puntos de vista con claridad y mostrando una actitud respetuosa y crítica ante las aportaciones ajenas.






- Utilización, en la medida de lo posible y cuando se considere necesario, de las Tecnologías de la Información y Comunicación para presentar este tipo de textos o para ampliar y obtener información de los temas referidos.

Composición de textos escritos

- Redacción de textos de cierta complejidad sobre temas personales, actuales y de interés académico, con claridad, razonable corrección gramatical y adecuación léxica al tema, utilizando el registro apropiado y, en su caso, los elementos gráficos y paratextuales que faciliten la comprensión..

- Interés por la producción de textos escritos comprensibles, atendiendo a diferentes necesidades e intenciones.



A. Funciones del lenguaje y gramática.




B. Léxico.


- Formación de palabras a partir de prefijos, sufijos, palabras compuestas, sinónimos, antónimos, etc.


C. Fonética.

- Pronunciación de fonemas de especial dificultad: silent letters, etc.



Competences: C1, C3, C5, C7, C8


I 12

6

11

11

3

5

- Introduction to the unit.- Speaking activity: introduction to the new vocabulary.- Grammar: Introduction to present tenses- Grammar: Introduction to Quantifiers and determiners

ClassroomClassroom

Classroom

Classroom

GGGG

GG

GG

Notebook

Notebook

D 3

4

5678

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- Reading: looking for unknown words- Reading activities- Grammar: Activities- Grammar: Homework - Reading: looking for unknown words- Correct homework- Reading Activities- Grammar: Activities- Grammar: Homework- Correct Homework- Listening :Activity- Writing: A menu & a review of the partners menu

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Criteria: 1, 2, 3, 4, 8

Of the Student: Initial:


Sumative: - Student's Notebook 20%- Writing 20%- Exam 50%

Bibliography:- Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books. - Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.- Murphy, R. (1986), English Grammar in Use, Cambridge University Press.- Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.- Listening: https://www.youtube.com/watch?v=BCM2PZ-SFTk

Title: 3. It's not easy been green

Justification: Of the didactic unit: In this unit the students will study the past simple and the past continuous tense as the deal with environmental topics and learn its related vocabulary

Temporalization: 8 sessions, 50 minutes each

Objectives: Period: a, b, c, d, f, g, Ii, p

Subject: 1, 2, 3, 4, 5, 6, 8

School Year: a, b, c, d, e, f, g, h, i, j






- Utilización de estrategias de escucha y comprensión para captar las ideas principales o para comprobar la comprensión en mensajes orales sobre temas diversos.

- Identificación, en los mensajes orales, de elementos de referencia y palabras de enlace con el fin de interpretar la cohesión y coherencia de los mismos.

Hablar y conversar:









- Comprensión de sentidos implícitos, posturas o puntos de vista en artículos e informes referidos a temas concretos de actualidad.







- Revisión y ampliación de las estructuras gramaticales y funciones principales adecuadas a

distintos tipos de textos e intenciones comunicativas.


2. Hablar de experiencias, costumbres y hábitos en el pasado. Expresar los cambios que se producen en ellos y en las cosas que nos rodean.Pasado simple y pasado continuo.Would/used to + infinitivo.Be/get used to + - ing.Could/was able to + infinitivo.Usos del gerundio y el infinitivo después de ciertos verbos, preposiciones y como sujeto. Adverbios de modo e intensidad. Pretérito perfecto + just / already /yet. Pretérito pluscuamperfecto. Voz pasiva.

B. Léxico.




C. Fonética.

- Producción e interpretación de diferentes patrones de acentuación, ritmo y entonación necesarios para la expresión y comprensión de distintas actitudes y sentimientos.




Competences: 1, 3, 4, 5, 7, 8


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- Speaking: What will you do to foster recycling in your community- Reading: Look for new words- Reading: Activities- Grammar: Activities- Grammar: Hoework activities- Correct homework- Reading: Look for new words- Reading: Activities- Grammar: Activities- Preparing an oral presentation about an environmental project

- Oral presentations.

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Criteria: 1, 2, 3, 4, 6, 8,

Of the Student: Initial: - Teacher's notes


Sumative: - Student's notebook 20%- Oral presentation 20%- Exam 50%


Title: 4. Sixteen Tons.

Justification: Of the didactic unit: In this unit students will learn about present perfect tense, give opinions and talk about past experiences will using and learning about collocations and job vocabulary.

Temporalization: 8 Sessions, 50 minutes each.

Objectives: Period: c, d, f, g, i, k

Subject: 1, 2, 3, 4, 5, 6, 8, 9

School Year: a, b, c, e, g, h, i,









Hablar y conversar:




- Descripciones y narraciones basadas en experiencias personales expresadas de manera correcta y coherente.

- Saber exponer y debatir argumentos con un grado aceptable de fluidez y naturalidad.







- Planificación del proceso de elaboración de un texto, utilizando mecanismos de organización, articulación y cohesión del texto









B. Léxico.




C. Fonética.







I 12

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- Speaking: Dream jobs- Reading: Look for new words- Reading: Activities- Homework: Grammar activities- Homework correction- Grammar activities- Reading: Look for new words- Reading exercises- Homework: Grammar activities- Homework correction- Grammar: Activities- Vocabulary: activities- Speaking: past experiences- Writing: A past experience- Writing correction

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Criteria: 1, 2, 3, 4, 6, 8,


Continous:- Participation

Sumative:- Student's notebook- Writing- Exam


Title: 5. What has been done

Justification: Of the didactic unit: This unit works as a review of the previous units, trying to highlight the relevant parts of the previous units and expanding the knowledge about them


Objectives: Period: d, f, k, l

Subject: 1, 2, 3, 4, 6, 10

School Year: a, b, e, g, h, i, j. l









Hablar y conversar:





















B. Léxico.


C. Fonética.





Competences: 1, 4, 7 ,8


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Criteria: 1, 2, 3, 4, 6, 8,


Continous:- Participation 10%

Sumative: - Student's notebook 40%- Exam 50%

Bibliography:- Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books. - Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.- Murphy, R. (1986), English Grammar in Use, Cambridge University Press.- Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.- A little bit of Fry and Laurie: https://www.youtube.com/watch?v=wwo8qxUit00


English Language E.S.O. Second Third Second

Title: 6.Dress for Success

Justification: Of the didactic unit: In this didactic unit the students will learn about comparison of adjectives and use them in a dress code context, learning the pertinent vocabulary.


Objectives: Period: b, c, f, g, i, k

Subject: 1, 2, 3, 4, 5, 6, 8

School Year: b, c, d, e, g, h, i, j, l









Hablar y conversar:







- Predicción de información a partir de elementos textuales y no textuales en textos escritos sobre

temas diversos.



- Lectura autónoma de textos extensos y diversos relacionados con sus intereses académicos, personales y profesionales futuros, utilizando distintas estrategias de lectura según el texto y la finalidad que se persiga y apreciando este tipo de lectura como forma de obtener información, ampliar conocimientos y disfrutar.











B. Léxico.



C. Fonética.





Competences: C1, C6, C7, C8,

Activities: Type Nº Session Activity Location Grouping

Materials

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Criteria: 1, 2, 3, 4, 6, 8,



Sumative:- Student's notebook 20%- Writing 20%- Exam 50%

Bibliography:- Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books. - Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.- Murphy, R. (1986), English Grammar in Use, Cambridge University Press.- Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.- Derek Zoolander: male model: https://www.youtube.com/watch?v=5_qI9fu8sZQ

Title: 7. I love living in the city.

Justification: Of the didactic unit: In this unit students will learn about the future tenses, and will use them to make plans and predictions.


Objectives: Period: a, b, d, f, g, i,

Subject: 1, 2, 3, 4, 5, 6, 7

School Year: a, ,b, d, e, g, h, i, j



- Comprensión del significado general y específico de conferencias y discursos sobre temas

concretos y con cierta abstracción dentro del campo de interés general y académico del alumnado.





Hablar y conversar:





















- Revisión y ampliación de las estructuras gramaticales y funciones principales adecuadas a

distintos tipos de textos e intenciones comunicativas.


3. Expresar planes con distintas referencias temporales. Concertar citas. Predecir acontecimientos y hacer pronósticos. Presente continuo.Will. Be going to + infinitivo.When/as soon as, etc.Futuro continuo.Futuro perfecto.

B. Léxico.




C. Fonética.







I 12

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- Unit introduction- Speaking: Introduction to the vocabulary- Introduction to the speaking presentation- Grammar: Introduction to future tenses- Grammar: Introduction to the first conditional

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- Speaking: The cities of the future- Reading: Look for new words- Reading: Activities- Grammar: Activities- Grammar: Homework- Homework correction- Reading: activities- Grammar: Activities- Grammar: Homework- Homework correction- Vocabulary: Activities- Speaking presentation: Preparation- Speaking presentation: Homework

- Speaking presentations

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Criteria: 1, 2, 3, 4, 6, 8,



Sumative:- Student's notebook 20%- Speakin presentation 20%- Exam 50%


Title: 8. Ring Ring Ring

Justification: Of the didactic unit: In this didactic unit, students will learn the use of the modals and will learn technology vocabulary as they talk about netiquette.


Objectives: Period: b, f, g, k

Subject: 1, 2, 3, 4, 5, 6, 7, 8, 9,

School Year: a, b, d, e, g, h, i, j









Hablar y conversar:



- Expresión de puntos de vista sobre un tema conocido, participación en discusiones y debates

sobre temas actuales, ofreciendo información detallada, utilizando ejemplos adecuados, defendiendo sus puntos de vista con claridad y mostrando una actitud respetuosa y crítica ante las aportaciones ajenas.


















4. Expresar obligación y ausencia de obligación, necesidad, capacidad, posibilidad, pedir y dar consejo y permiso.

Must, mustn't.

Should/ought to.

Need, needn't.

Have to, don't have to.

Can/be able to/ could.

Can/ could/ may.

7. Hacer deducciones y suposiciones o referencias a acciones presentes y pasadas.

Verbos modales: must, can, may, could, should + infinitivo simple.

Verbos modales: must, can, may, could, should + infinitivo perfecto.

B. Léxico.

- Ampliación del campo semántico y léxico sobre temas generales de interés para el alumnado:

experiencias, noticias, ocio, intereses, lugares, vocabulario relacionado con Internet, etc. y relacionados con otras materias del currículo.



C. Fonética.







I 12

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- Reading: Look for new words- Writing: Summary of the reading posted on the forum- Writing: Activities

- Grammar: Homework

- Homework correction

- Grammar: Activities- Reading: Look for new words- Reading: Activities- Grammar: Activities- Listening: The IT Crowd: Yesterday's Jam- Vocabulary activities- Writing: Web forum debate

- Grammar: Activities

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Transversal Units: 2, 3


Criteria: 1, 2, 3, 4, 6, 8,

Of the Student: Initial: -Teacher's notes


Sumative:- Web forum participation 40%- Exam 50%

Bibliography:- Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books. - Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.- Murphy, R. (1986), English Grammar in Use, Cambridge University Press.- Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.- The IT Crowd: Yesterday's Jam: https://www.youtube.com/watch?v=NuPolrd9yuo

Title: 9 Box full of letters

Justification: Of the didactic unit: In this unit the students will focus on their writing skills and learn how to plan, draft, correct and present almost every written text they will have to face in the future.


Objectives: Period: d, f, g, k, l

Subject: 1, 3, 4, 5, 6, 7, 9 , 10

School Year: d, e, g, h, i, j, l

Contents: Bloque 2. Leer y escribir.











- Interés por la producción de textos escritos comprensibles, atendiendo a diferentes necesidades

e intenciones.



B. Léxico.






Materials

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- Speaking: Literary genres- Reading: Neil Gaiman: Where do you get your ideas?- Speaking: Comment on reading- Reading: Activities- Reading: Homework correction- Writing: Exquisite corpse- Listening: Chipp Kidd Ted Talk- Listening: Activities- Writing: Collective writing- Writing: Different genres- Writing: Short story- Writing: Homework correction

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Transversal Units: 2, 3, 4, 6, 7, 8


Criteria: 1, 2, 3, 4, 6, 8,

Of the Student: Initial:- Teacher's notes


Sumative:- Student's notebook 60%- Exam 30%

Bibliography:- Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books. - Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.

- Murphy, R. (1986), English Grammar in Use, Cambridge University Press.- Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.- Neil Gaiman: Where do you get your ideas: http://www.neilgaiman.com/p/Cool_Stuff/Essays/Essays_By_Neil/Where_do_you_get_your_ideas%3F- Chipp Kidd Ted Talks: https://www.youtube.com/watch?v=cC0KxNeLp1E

Title: 10. What would yo do

Justification: Of the didactic unit: This unit delves deeper into the first the conditional, but also, like unit 5 is another review unit trying to wrap up all the important knowledge presented in prior units and review it.


Objectives: Period: b, d, f, g

Subject: 1, 2, 3, 4, 5, 6, 7










Hablar y conversar:










- Comprensión de información general, específica y detallada en géneros textuales diversos,

http://www.neilgaiman.com/p/Cool_Stuff/Essays/Essays_By_Neil/Where_do_you_get_your_ideas%3F

referidos a una variedad de temas.


















Must, mustn't.

Should/ought to.

Need, needn't.



Can/ could/ may.

5. Expresar posibilidades reales y formular hipótesis. Oraciones condicionales tipo I, II y III.




B. Léxico.




C. Fonética.







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Criteria: 1, 2, 3, 4, 6, 8,


Continous:

- Participation 10%




English Language E.S.O. Second Third Third

Title: 11. This is England5

Title: 12. Fit but you know it.

Justification: Of the didactic unit: In this unit, students will learn how to properly use the adverbs and discuss about sports while learning its correspondent vocabulary.


Objectives: Period: b, c, f, i

Subject: 1, 2, 3, 4, 5, 6, 8

School Year: a, b, c, g, h, i, j,









Hablar y conversar:



- Expresión de puntos de vista sobre un tema conocido, participación en discusiones y debates

5 Detailed in 4.2.

sobre temas actuales, ofreciendo información detallada, utilizando ejemplos adecuados, defendiendo sus puntos de vista con claridad y mostrando una actitud respetuosa y crítica ante las aportaciones ajenas.



















B. Léxico.




C. Fonética.







Materials

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- Reading: Look for new words- Reading: Activities- Listening: Justice Newlands

- Grammar: Activities- Grammar: Homework- Homework correction- Vocabulary: Activities- Reading: Look for new words- Reading: Activities- Oral presentation preparation: Future sports- Oral presentation preparation: Future sports

- Oral presentations

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Criteria: 1, 2, 3, 4, 6, 8,



Sumative:- Oral presentation 20%- Student's notebook 20%- Exam 50%

Bibliography:- Football Philosophy: https://www.youtube.com/watch?v=ta1KfRX06kA- Justice: Newlands: https://www.youtube.com/watch?v=Gxu248aD6PY- Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books. - Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.- Murphy, R. (1986), English Grammar in Use, Cambridge University Press.- Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.

Title: 13. Teenage kicks

https://www.youtube.com/watch?v=Gxu248aD6PY

https://www.youtube.com/watch?v=ta1KfRX06kA

Justification: Of the didactic unit: In this unit, students will be shown how to make subject and object questions while debating about teenage issues. They will also talk about future plans, ask and give advice.


Objectives: Period: a, b , c, f, i

Subject: 1, 2, 3, 4, 5, 6 ,9

School Year: a, b, c, d, e, g, h, i, j, l









Hablar y conversar:













- Lectura autónoma de textos extensos y diversos relacionados con sus intereses académicos, personales y profesionales futuros, utilizando distintas estrategias de lectura según el texto y la finalidad que se persiga y apreciando este tipo de lectura como forma de obtener información,

ampliar conocimientos y disfrutar.













Must, mustn't.

Should/ought to.

Need, needn't.



Can/ could/ may.

B. Léxico.



C. Fonética.





Competences: C1, C5 ,C7, C8


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- Reading: Look for new words- Reading: Activities- Group project: Teen magazine- Grammar: Activities- Grammar: Homework- Homework correction- Group project: Teen magazine- Reading: Looking for new words- Reading: Activities- Vocabulary: Activities- Group project: Teen magazine

- Oral presentation: Teen magazine




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Criteria: 1, 2, 3, 4, 6, 8,



Sumative:- Teen magazine 15%- Oral presentations 15%- Student's notebook 10%- Exam 50%


Title: 14. Murder, she wrote

Justification: Of the didactic unit: In this unit students will be taught how to make hypothesis and make deductions while they talk about crime.


Objectives: Period: a, c, f, g, i, k

Subject: 1, 2, 3, 4, 5, 6, 8, 9

School Year: a, b, d, e, g, h, i, j, l









Hablar y conversar:

















- Redacción de textos de cierta complejidad sobre temas personales, actuales y de interés

académico, con claridad, razonable corrección gramatical y adecuación léxica al tema, utilizando el registro apropiado y, en su caso, los elementos gráficos y paratextuales que faciliten la comprensión..








Must, mustn't.

Should/ought to.

Need, needn't.



Can/ could/ may.





8. Expresar causa, consecuencia y resultado.

Oraciones subordinadas introducidas por los nexos: because, since, so as, as a result, consequently, etc.

Have/get something done.

B. Léxico.



C. Fonética.







I 12

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- Reading: Look for new words- Reading: Activities- Listening: Columbo- Grammar: Activities- Grammar: Homework- Homework correction- Reading: Look for new words- Reading: Activities- Vocabulary: Activities- Grammar: Homework- Homework correction- Speaking: Solving a crime- Writing: A crime story


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Transversal Units: 3, 4, 7, 8


Criteria: 1, 2, 3, 4, 6, 8,



Sumative:- Student's notebook 20%- Writing 20%- Exam 50%

Bibliography:- Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books. - Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.- Murphy, R. (1986), English Grammar in Use, Cambridge University Press.- Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.- Columbo: https://www.youtube.com/watch?v=pZiv8vkxMac

Title: 15. One more time with feeling.

Justification: Of the didactic unit: This is the last unit of the program, and it servers as a final review of the most important point shown in the whole year.


Objectives: Period: b, d, f, g

Subject: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10




- Comprensión del significado general y específico de conferencias y discursos sobre temas

concretos y con cierta abstracción dentro del campo de interés general y académico del alumnado.






Hablar y conversar:


















- Interés por la producción de textos escritos comprensibles, atendiendo a diferentes necesidades

e intenciones.










Must, mustn't.

Should/ought to.

Need, needn't.



Can/ could/ may.


6. Relatar lo que otra persona ha dicho, preguntado, ordenado o sugerido. Estilo indirecto: preguntas, oraciones declarativas, órdenes y sugerencias. Verbos introductorios: ask, say, tell, suggest etc.




B. Léxico.




C. Fonética.





Competences: C1, C4, C7, C8


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- Introduction to the unit- Grammar review: Present tenses- Grammar review: Past tenses- Grammar review: Future tenses- Grammar review: Modal verbs- Grammar review: Passives- Grammar review: Conditional sentences

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Transversal Units: 2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14

Assessment: Tools:Student's notebook, teacher's annotations, speaking interventions, student participation.

Criteria: 1, 2, 3, 4, 6, 8,





4.2. DETAILED DIDACTIC UNIT

4.2.1. DIDACTIC UNIT

Title: 11. This is EnglandÁrea: Lengua Inglesa Period: E.S.O. Course: Second School Year: Third

Justification Legal: Decreto 5/2011, de 28 de enero, por el que se establece el Currículo de la Educación Secundaria Obligatoria de la Comunidad Autónoma de La Rioja

Gorup: The students have a previous background knowledge about grammar, more precisely verbal tenses, and vocabulary. They also have basic notions of England and its history.Didactic unit: This unit continues with the work done in the previous ones and studies a grammar aspect that has as its foundation here what has been studied in previous units and courses.

Temporalización: Consists of eight sessions, each of them of 50 minutesObjectives Period: a, b, e, g, h, i, j, n

Course: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10School year: d, e, g, h, i, j, l

Contenidos:

• Bloque 1. Escuchar, hablar y conversar

◦ Escucha y comprensión de mensajes orales breves relacionados con las actividades de aula: instrucciones,

preguntas, comentarios, diálogos.

◦ Anticipación del contenido general de lo que se escucha con apoyo de elementos verbales y no verbales.

◦ Obtención de información especifica en textos orales sobre asuntos cotidianos y predecibles como

números, precios, horarios, nombres o lugares, presentados en diferentes soportes, descartando las

informaciones irrelevantes.

◦ Producción de textos orales cortos, inteligibles y eficaces, con estructura lógica y con pronunciación

adecuada.

◦ Participación en conversaciones breves y sencillas dentro del aula, y en simulaciones relacionadas con

experiencias e intereses personales.

◦ Empleo de respuestas adecuadas a las informaciones requeridas por el profesor y los compañeros en las

actividades de aula.

• Bloque 2. Leer y escribir

◦ Comprensión de instrucciones básicas para la correcta resolución de actividades.

◦ Lectura selectiva para la comprensión general e identificación de informaciones especificas, descartando

las informaciones irrelevantes, en diferentes textos, sencillos auténticos y adaptados, en soporte papel y

digital, sobre diversos temas adecuados a su edad y relacionados con contenidos de otras materias del

currículo.

◦ Uso de estrategias básicas de comprensión lectora: identificación del tema de un texto con ayuda de

elementos textuales y no textuales, uso de los conocimientos previos, inferencia de significados por el

contexto, por comparación de palabras o frases similares en las lenguas que conocen.

◦ Reconocimiento de algunas de las características y convenciones del lenguaje escrito y su diferenciación

del lenguaje oral.

◦ Desarrollo de la expresión escrita de forma guiada, completando o modificando frases y párrafos

sencillos.

◦ Composición de textos cortos con elementos básicos de cohesión, con diversas intenciones comunicativas,

a partir de modelos y utilizando las estrategias más elementales en el proceso de composición escrita.

◦ Uso de las reglas básicas de ortografía y puntuación, y reconocimiento de su importancia en las

comunicaciones escritas.

◦ Interés por cuidar la presentación de los textos escritos en soporte papel y digital.

• Bloque 3: Conocimiento de la lengua

◦ A. Funciones del lenguaje y gramática

▪ Identificación de elementos morfológicos básicos y habituales en el uso de la lengua: artículo,

sustantivo, verbo, adjetivo, adverbio, preposición, etc.

▪ Uso de estructuras y funciones básicas relacionadas con las situaciones cotidianas más predecibles.

▪ Describir y comparar personas, lugares y cosas, pidiendo y dando información sobre las mismas

▪ Dar, pedir y comprender información sobre acciones en curso contrastando con las habituales.

▪ Describir y narrar hechos pasados.

◦ B. Léxico

▪ Identificación y uso de expresiones comunes, de frases hechas sencillas y de léxico relativo a

contextos concretos y cotidianos y a contenidos de otras materias del currículo.

▪ Fórmulas y expresiones.

◦ C. Fonética.

▪ Identificación de algunos símbolos fonéticos con la pronunciación de fonemas de uso frecuente:

pronunciación de la terminación /s/, /z/, /iz/ en el presente simple, pronunciación de la terminación

ing, pronunciación de la terminación ed en el pasado simple, formas débiles.

▪ Reconocimiento y producción de patrones básicos de ritmo, entonación y acentuación de palabras y

frases.

Competences: C1, C4, C5, C6, C7, C8Methodology: I part from a eclectic methodological approach. Theory will be presented by more traditional means through an unidirectional relationship (Producer → Receiver), so the teacher will explain to the students the most important items

in the unit. The activities will have a communicative focus (Producer ↔ Receiver), here, mutual feedback will play a more important role as the teacher will have to adapt to the response and likes of the students.Activities6 Nº Type Location Session Competences Grouping Resources

C1 C4 C5 C6 C7 C8

1.1. I Classroom 1ª x x x x GG Projector



1.4. D Classroom 1ª x x x x GG Textbook, Notebook, Audio

1.5. D Home 1ª x x x x x I Textbook , Notebook

2.1. D Classroom 2ª x x x x x GG Textbook

2.2. D Classroom 2ª x x x x x GG Textbook, Notebook

2.3. D Classroom 2ª x x x GG Textbook, Notebook

2.4. D Classroom 2ª x x x GG Projector


2.6. D Classroom 2ª x x x x I Notebook


2.8. D Home 2ª x x x x x x I Notebook, Computer with internet connection

3.1. D Classroom 3ª x x x x GG Notebook


3.3. I Classroom 3ª x x x x I Projector

3.4. D Classroom 3ª x x x x x I Projector

3.5. D Home 3ª x x x x x x RG (3) Notebook, Computer with internet connection

4.1. D Classroom 4ª x x x x GG Notebook

4.2. I Classroom 4ª x x x x x x GG Projector

4.3. D Classroom 4ª x x x x x x GG Projector

5.1. D Classroom 5ª x x x x x x RG (5) Cards, Photocopies

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5.7 D Classroom 5ª x x x x I Photocopies

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6.5. D Classroom 6ª x x x x I Photocopies


6 All the activities of 3rd E.S.O. (Theory, practice and exam solutions) are in the Appendix 1

6.7. D Home 6ª x x x x Textbook, Notebook




7.4. D Classroom 8ª x x x x GG Textbook Notebook

7.5. D Classroom 8ª x x x x x x RG (5) Projector

8.1. R Classroom 9ª x x x x GG Photocopies

Transversal units: 2, 3, 4, 6, 7, 8

Assessment Tools: Teacher's notes, writing exercise, groupwork and exam.

Criteria:Also, the student must be able to:- Understand spoken and written texts- Apply the acquired knowledge in a theorecal and practical way.- Express themselves orally and written in a clear manner.

Student Initial: - Teacher's notes

Continuous: - Groupwork 15%- Participation 10%

Sumativa: - Writing exercise 25%- Exam 50%

Didactic unit7 Degree of motivation and participation:

Degree of adequacy to the group:

Evaluation Teacher:

Student:

Global Final:

Bibliography: Teacher: - Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books. - Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.- Murphy, R. (1986), English Grammar in Use, Cambridge University Press.- Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.

Student: -Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books.

7 This section and the “Evaluation” section are blank for the continuous evaluation of the didactic unit.

4.2.2. LESSON PLAN

Session 1 Session 2 Session 3

Activities Activities Activities

1.1 Presentation 5:00 Presentation to the students.1.2 Introduction 10:00 A presentation showing what the unit will consist.1.3 Speaking: Vocabulary: Geography 25:00 The teacher will begin a conversation with the students about their travels abroad and what they saw, introducing and explaining here the new words.1.4 Listening 4 pag 86 5:00 From the textbook.Homework Explanation 5:00 The teacher will explain the homework.

2.1 Check Reading 2:30 The teacher will check if the students have read the text2.2 Check Vocabulary 2:30 The teacher will check the words the students looked up2.3 Exercise 10 pag 86 2:30 From the textbook.2.5 Introduction to passives 17:30 Presentation about the passive voice2.6 Grammar: Activities, handout 10:00 From the book: English Grammar in Use2.7 Exercise 2 pag 88 10:00 From the textbook.Homework Explanation 5:00 The teacher will explain the homework.

3.1 Homework checking 10:00 The teacher will check if the students have done their homework3.2 Exercise 3 pag 88 15:00 From the textbook.3.3 British history presentation 15:00 A presentation summarizing the history of Britain up to the XV century.3.4 Speaking: British language history 5:00 A debate about the contributions to English language each era had, and which century seems to the students more interesting. Comparing it with Spanish historyHomework Explanation 5:00 The teacher will explain the homework.

Homework Homework Homework

1.5 Reading: Looking for new words. The students will read the text from the textbook and they will look up for any words they don't know.

2.8 Look for a British landmark. Look for some information about it and write five passive sentences about it.

3.5 In trios: One student looks for information about an inventor. Another one writes a draft. The third one proofreads and writes the final version. Due session 7.

Session 4 (50:00) Session 5 (50:00) Session 6 (50:00)

Activities Activities Activities

4.1 Check homework 5:00 The teacher checks how the students progress with their work4.2 Writing Theory 15:00 A presentation detailing the writing process.4.3 Collective Writing 30:00 The theory of the presentation will be put into practice as the students will write all together a text proposed by the teacher.

5.1 Speaking, narrative card game 25:00 The teacher will present the card game, explain its rules, form groups and monitor the students as they play.5.2 Exercise 9 pag 89 5:00 From the textbook.5.3 Explain False Friends and cognates 5:00 An explanation about false friends them and identification of some examples5.4 Exercise 4 Pag 92 5:00 From the textbook.5.5 Explain False friends y cognates 2:30 As in 5.3, but this time with cognates.5.6 Exercise 2 pag 92 5:00 From the textbook.Present Homework 2:30 The teacher will explain the homework.

6.1 Check homework 10:00 The teacher will check and correct the students' homework.6.2 Exercise 3 5:00 From the textbook.6.3 Listening, Exercise 6 pag 92 5:00 From the textbook.6.4 Listening, Exercise 7 pag 92 5:00 From the textbook.6.5 Continue working with the photocopy 15:006.6 Exercise 2 & 3 pag 91 10:00 From the textbook.

Homework Homework Homework

5.6 Photocopy with passive exercises From the book:Longman English

6.7 Reading: Looking for new words. The students will read the text from

Grammar Practice for Intermediate Students.

the textbook and they will look up for any words they don't know

Session 7 (50:00) Session 8 (50:00)

Activities Activities

7.1 Check homework 5:00 The teacher will check if the students have done their homework7.2 Listening 2:30 From the textbook.7.3 Exercise 4 pag 90 2:30 From the textbook.7.4 Pub Quiz! 15:00 The teacher will explain what a pub quiz, form groups and conduct the quiz.7.5 Review exercise with photocopies. 15:00 From the book:Longman English Grammar Practice for Intermediate Students.Q&A about the exam 10:00 The teacher will ask for any questions about the incoming exam and its content.

Exam 50:00

Homework Homework

5. RESEARCH PROJECT: COMIC BOOKS AND GRAPHIC NOVELS: REFURBISHING

WRITTEN CONTENT TOOLS IN SECOND LANGUAGE TEACHING.

The research project on classroom innovation that has to be proposed in this final project. It

contains an abstract, and introduction to the research, a review on the state of the art, an experiment

and its expected results conclusions.

COMIC BOOKS AND GRAPHIC NOVELS: REFURBISHING WRITTEN CONTENT

TOOLS IN SECOND LANGUAGE LEARNING

Abstract

Updating contents in second language learning is as important as updating and improving the teaching methods. As an inadequate or outdated topic or content chosen for teaching second language can be a hurdle in the students motivation and in its learning process. Teachers should seek to consider this not a cumbersome need but as a new opportunity to make the content of the classroom sessions more interesting and take chances to use not only the topic but its features and strengths as new advantages. In this aspect comic books and graphic novels rising popularity offer a big and somehow unexplored chance to add content to second language teaching by taking advantage of their features and their specific characteristics as means of communication.

The goals of this research project is to present content by means of comic books for second language teaching and checking if working with a mixed-media where visuals and words are weaved to convey a narrative can improve the students conditions for learning a second language by means of an experiment. Considering the outcome of the experiment, further considerations will be presented to act in consequence.

Keywords: Teaching content, ICT, Comic Books

5.1. INTRODUCTION

Second language teachers (SLT) have to keep pace with a continuous renewal of their trade, their

methodology, their techniques, and also their contents. Unappealing contents can be a hindrance for second

language (SL) students and the repetition of the same methods and rote learning can lead boredom and lack

of motivation (MacArthur 2010), but not only because of this, but also because of a lack of impact of that

content in their daily lives.

Comic books, graphic novels, and its characters have been given a great deal of attention in recent

years by the mainstream media. Every summer there is one or two blockbusters in every cinema, each

broadcasting company wants to have a TV show about comic books, their exposure is undeniable.

That's not all, comic book characters are by definition relatable to the readers, as they're as virtuous

as flawed, thus, being human (Raphael & Spurgeon 2003), they also share a publication longevity that spans

more than half a century, providing a extensive catalogue of materials. The media itself offers a great number

of opportunities, compared with other teaching materials comic books are relatively cheap8 specially when

compared with the costs of implementing ICT devices in classrooms, it has a way of convey information that

although it's inherent complexity is universally understood by everyone, also, the use of mixed-media to

convey the narrative it's also a good change to balance the exposing of the content to the students, used to

deal with content which relies heavily on text or images, but not a proper mix of both.

8 Average price of a monthly issue is about 3$ or 4$.

The aim of this project is to check if presenting content in an appealing media improves students

performance in vocabulary learning and if so, to explore the opportunities that can arise from working with

comic books and graphic novels as content in a SL classroom context.

In the next section I would offer a brief overview of comic book and graphic novel studies and its

didactic use.

5.2. LITERATURE REVIEW

First things first, if comic books are the focus of this research, then a proper definition of the

term is the logical first step, but this can be a difficult task.The medium is a young one, barely a

hundred years old9 and there is very little theoretical works about it. Those few works don't reach an

agreement in a proper definition of it. Eisner (1985) defined comics as sequential art and explained

it as “the arrangement of pictures or images and words to narrate a story or dramatize an idea”;

McCloud (1993) defined comics as “the juxtaposed pictorial and another images in deliberate

sequence intended to convey information and/or to produce an aesthetic response in the viewer.”;

Harvey (2010) defined it as “Pictorial narratives or expositions in which words usually contribute to

the meaning of the pictures and vice-versa.”. Up today there is a common agreement that comics are

a genre on its own, not subordinated to any other, this agreement is only blurred by the preference

of some scholars towards the narrative aspect of the media and the interdependance between text

and images. Its independent nature from other genres makes it unique and owner of a series of

characteristics not share by other genres that can be, and should be used for good, in this concrete

case, language teaching.

Vocabulary acquisition has been until recent studies a neglected aspect of SL learning and is

an aspect of pivotal importance in the development of learners as users of a second language, being

unable to express yourself precisely is one of the main factors in the lack of motivation that the

learners encounter while trying to become bilingual users of a second language (MacArthur 2010).

9The first “real” comic strip is usually acknowledged to be Richard Felton Outcault’s The Yellow Kid, which debuted in 1895 in Joseph Pulitzer’s The New York World.

Extensive reading has proved to be successful in incrementing the vocabulary acquisition of L1

learners and so studies in L2 learning have also proven successful (Krashen 1989), but this process

of learning by incidental means it's difficult to control what is learned and also is complicated to

predict the pace of acquisition. Direct vocabulary acquisition though drills it's insufficient to deal

with the huge amount of items to be learned, the major way of acquisition of vocabulary is through

context (Nagy, Herman & Anderson 1985) and is also the more complete as there is a greater

chance to find low frequency or difficult words in written text. Studies of the relationship between

L2 reading practice and vocabulary gains indicate that increasing the amount of reading where

learners are motivated and focused on meaning leads to measurable vocabulary acquisition (Pitts,

White & Krashen 1989) demonstrated that incidental learning and retention of words in L2,

although retention from a single exposure is quite low. Following Nagy, Herman & Anderson's

hypothesis of incidental vocabulary learning (1985) proficient readers acquire most of its

vocabulary from extensive reading rather than from direct instruction, Krashen's input hypothesis

(1989) argues that language learners acquire vocabulary and spelling most efficiently by receiving

comprehensible input by reading.

In one hand. there are opposing views to this as they claim that this learning process is slow

and unpredictable. The presence of context in vocabulary learning is double edged as context itself

can make possible understanding the text circumventing the key words (Nation & Coady 1988),

also, Hulstjin (1992) in various studies of adult L2 learners concluded that the retention of

incidental vocabulary is very low. Other researchers like Zimmerman (1994) proved that adult

learners have a lower rating of success in vocabulary acquisition through reading for meaning.

Bensoussan & Laufer (1984) claim that word guessing abilities rely more on preconceived notions

and ideas, rather than context itself.

On the other hand, there is positive evidence on children that extensive reading is highly

effective for L2 teaching in children as Elley (1991) prove in his investigation. This age differences

show as a problem for L2 teachers in secondary education, as their students are halfway from one

point to another and their development is not equally paced, nevertheless this differences in learning

based in the students age are still in controversy.

Coady (1997) states that for a better and more efficient teaching through extensive reading

some circumstances have to be met, give less emphasis to the text length and more in the student's

interest, the authenticity of the text, a match between the student's background knowledge and the

text, giving the chance to student to choose their own materials.

The previously mentioned aspects of this work, comic theory and vocabulary acquisition,

are the ones with a greater amount of writings about, the didactic use of comics as a teaching

material is something that can be considered as academically unattended. There's been a few shy

attempts to delve into the didactic uses of comic in classrooms (Granja Pascual 1987) and most of

them have approached the issue by employing adapted texts for teaching (Gorg 2007) or (Takahashi

et al 2009). Regarding the use of comics for L1 and L2 teaching we have even fewer examples and

as above, mainly using material created ex profeso for the task (Bernabé et al 2006) or

(Vassilikopoulou et al. 2011). As Alonso (2010) states in his work comics have an important

language teaching value based on its intercultural nature, its authenticity and relatability, and also its

entertaining nature.

5.3. THE USE OF COMIC BOOKS AS CONTENT FOR VOCABULARY

TEACHING-LEARNING IN AN EFL CLASS: AN EXPERIMENT

This section intends to contribute to the existing evidences provided by studies conducted

previously, designed to probe the effectiveness of teaching methods based on the use of comic

books and graphic novels for second language learning. The intention is to show that this approach

helps learners to acquire a second language, and to contribute to empirical research in this area.

5.3.1. HYPOTHESIS AND RESEARCH QUESTIONS

The working hypothesis raised in this project is that employing comic books and graphic

novels as second language classroom content fosters understanding and retention of the vocabulary

presented in the session. We decided to use as working material the #26 issue of the Marvel Comics'

Daredevil because despite being a superhero comic it deals with issues that are of social nature, and

I selected that specific issue because it has a linguistic content that is appropriate for 2º E.S.O.

students. I address the following questions:

1. Does presenting linguistic content, in this case vocabulary, via comic book media helps

learners to comprehend and to retain it spontaneously in the short term?

2. Are the benefits of this teaching strategy maintained in the mid term?

5.3.2. PARTICIPANTS

The participants in this study are second year secondary education students in of a public

school. The students' socioeconomic background should be similar among them. An appropriate

subject sample should be around 40 participants.

The group should be divided into two groups of 20 students each, one will be the control

group (CG) and the other the experimental group (EG)

5.3.3. METHODOLOGY

The materials consisted in two handouts, a pre-test, a test and a post-test (See Appendix 2)

which will be done two weeks after the test. The first handout is an excerpt from Daredevil #26,

which is the comic book where the content will be presented (See Appendix 3), the second handout

is a series of exercises to work with the comic book provided (See Appendix 4).

The experiment will take place in a regular English class. Both groups will have the same

teacher. First, the students of the EG and the CG will take the pre-test which contains a series of

questions to measure the student's previous knowledge regarding what they will be taught with the

help of the comic book content, its context, visual clues, etc... At the end of the pre-test the EG

students will be given the first handout to read it at home. On the next session EG students will be

given the second handout and will do all the activities proposed in it while the CG will work with

the objectives in a traditional way, following the textbook, or other materials, indications.

Then next step is the same in both groups, as we want to check the student's retention of the

content they will answer the test immediately after the session. Finally, two weeks later both groups

will complete the post-test, which is identical to the pre-test, to explore the medium term effects of

the teaching approach.

5.3.4. EXPECTED RESULTS AND DISCUSSION

Due to this project being a proposal of experiment, in this section I will try to predict the

results that will come from the experiment. Statistical tests will be performed using SPSS, the EG

will perform better in the test as vocabulary will be highly increased in the EG as they have direct

contact with a real text and have plenty of visual references to acquire vocabulary, which will bring

some insight for further research, for example if it is effective in other age range, if it also works for

other language skills.

The second question from our hypothesis will be also answered by using SPSS on the

statistical post-test, here the differences will be smaller as the first impact of the visual medium will

not last so long and the learners have to rely on their own skills or in further work to settle their

acquired knowledge as it is learned by reinforcement and exposure, according to Horst, Cobb and

Meara (1999) students need a minimum of eight encounters to acquire a new item. This will suggest

that despite the previous work and no matter how vocabulary acquisition is tackled, students need

reinforcement, but this is not surprising as in every teaching method out there vocabulary

acquisition consists in a heavy exposure of the learners to the target items.

5.4. CONCLUSIONS

In this experiment we tested students' understanding and retention of new vocabulary. The

expected results let us hope that it will point in a good direction, that is, responding in a positive

way to the hypothesis and research questions, that the use of comic books and graphic novels as a

content provider enhances the acquisition of vocabulary. Some difficulties to attain this result can

be the limited number of participants, the duration of the experiment and the limited number of

items considered in this study. This will prevent us from drawing any definite conclusions unless we

look for an extended period of testing where more subjects can be exposed to more content without

risking their courses for study purposes. Probably including this study in the activities of a summer

course for example.

Some considerations should be made before continuing with further research, as relying on

only this method for teaching second language can be equally beneficial for every learner regardless

of their cognitive style and their proficiency level. Another important issue while choosing the

working materials is trying to balance its teaching content and its literary content, as the source

material is usually aimed to a wide audience, mainly young male adults, there's a huge range of

topics, points of view and ways to talk about them that due to the fact that they're just comics and,

by a prejudiced point of view, therefore suited for kids. Finally the Hawthorne and the Halo effects

should be taken into account when developing further research projects on this issue. Further

analysis of the implementation of this methodology in the classroom is required to provide answers

to some of these issues.

6. CONCLUSIONS

I consider the master as a necessary step in the acquisition of the basic knowledge for

putting into practice the concepts learned in my former university studies because we were taught

the theoretical knowledge of it but not the means to teach them. Thus, not only the subjects but also

the internship period are key for the professional development of anyone who wants to work as a

teacher. Nevertheless, I believe that the lecture period its excessive compared with the internship

period, as I think that putting into practice in a real context the acquired theory is more important,

specially after realizing that many of the practical exercises of some subjects are mock-up teaching

sessions. Also, some of the theory can be acquired later, but that doesn't happen with the personal

experience of lecturing.

On the other hand I consider that it should be convenient to include somewhere in the

theoretical corpus some information about the public examination process as it is the next logical

step in the student's career.

Finally, I think that the “Máster en profesorado” is a mandatory requirement for the teaching

activity as in the course are taught basic notions about psychology, pedagogy and sociology, that is,

how to teach in the educative context we are nowadays, and also the knowledge on how to teach our

subject. It also provides the chance to, during a limited amount of time, and with the supervision of

a tutor, perform as a teacher for putting into practice everything learned in the classrooms.

7. REFERENCES

Marks, L. Addison, C. (2010), Real English E.S.O. 3, Burlington Books.

Alexander, L.G. (1990), Longman English Grammar Practice for Intermediate Students, Longman.

Murphy, R. (1986), English Grammar in Use, Cambridge University Press.

Hewings, M. (1999), Advanced Grammar in Use, Cambridge University Press.

Varillas, R. (2009). La arquitectura de las viñetas. Texto y discurso en el cómic. España: Viaje a

Bizancio ediciones.

Alonso, M. (2012). El comic en la clase de ELE: Una propuesta didáctica. Suplementos

MarcoELE, 14.

Bensoussan, M. and B. Laufer. 1984. Lexical guessing in context in EFL reading

comprehension. Journal of Research in Reading 7: 15-32.

Bernabé, M., Calafell, V., Aldabarí, A., & Cassinello, G., (2006) Kanji en Viñetas. España: Norma

Editorial.

Coady, J. & Huckin, T., (1997) Second language vocabulary acquisition (pp. 225-237). Cambridge:

Cambridge University Press.

Eisner, W. (1985). Comics and Sequential Art. United States: Poorhouse press.

Elley, W. B. (1991), Acquiring Literacy in a Second Language: The Effect of Book-Based

Programs. Language Learning, 41: 375–411.

Granja Pascual, J.J.(1987). La utilidad didáctica del cómic. Eusko Ikaskuntza, 2, 25-52.

Harvey, R. C.,(2010) Defining Comics Again: Another in the Long List of Unnecessarily

Complicated Definitions. Retrieved from:

http://web.archive.org/web/20110914065411/http://classic.tcj.com/top-stories/defining-comics-

again-another-in-the-long-list-of-unnecessarily-complicated-definitions/

Horst, M., Cobb, T., & Meara, P. (1999). Test of a model for predicting second language lexical

http://web.archive.org/web/20110914065411/http://classic.tcj.com/top-stories/defining-comics-again-another-in-the-long-list-of-unnecessarily-complicated-definitions/

http://web.archive.org/web/20110914065411/http://classic.tcj.com/top-stories/defining-comics-again-another-in-the-long-list-of-unnecessarily-complicated-definitions/

growth through reading. The Canadian Modern Language Review, 56, 308-328.

Hulstijn, J.H. (1992), Retention of inferred and given words meanings: Experiments in incidental

vocabulary learning. Vocabulary and applied linguistics. London: Macmillan.

Krashen, S. (1989), We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the

Input Hypothesis. The Modern Language Journal, 73: 440–464

MacArthur, F. (2010). Metaphorical competence in EFL. AILA Review, 23, 155-173.

Mcluod, S. (1993). Understanding comics, The invisible art. United States: Thundra Publishing.

Nagy, W. E., Herman, P. A. & Anderson, R. C. (1985). Learning words from context. Reading

research quarterly, Vol 20, No. 2, 233-253.

Nation, I. S. P., & Coady, J. (1988). Vocabulary and reading. In R. Carter & M. McCarthy (Eds.),

Vocabulary and language teaching, (pp. 97–110). London: Longman

Pitts, M., White, H. & Krashen, S. (1989). Acquiring second language vocabulary through reading.

Reading in a foreign Language 5(2,),239-251.

Raphael, J. , & Spurgeon, T. (2003). Stan Lee and The Rise and Fall of The American Comic Book.

Chicago: Chicago Review Press.akahashi, M., Azuma, S., & Trend-Pro Co., (2009). The Manga

Guide to Databases. United States: No Starch Press.

Toledo, P. & Sánchez, J.M. (2000). El personaje de héroe en el cómic: ¿qué piensan nuestros

alumnos?. Comunicar, 15, 175-183.

Zimmerman, C. B. (1994). Self-selected reading and interactive vocabulary instruction:

Knowledge and perceptions of word learning among L2 learners. Unpublished PhD Dissertation,

University of Southern California, Los Angeles.

9. APPENDIX

9.1 APPENDIX 1: UNIT 11

Presentation: Passive Voice

Link to the presentation about the Passive Voice:

http://prezi.com/govag8vxvtib/?utm_campaign=share&utm_medium=copy

http://prezi.com/govag8vxvtib/?utm_campaign=share&utm_medium=copy

Exercise about Double Object Passives.

Cambiar a forma pasiva las siguientes frases en activa, con sus dos soluciones posibles.

Rachel will give you some advice.

→

→

I sent him a letter.

→

→

The police officer showed us the way.

→

→

Our neighbour gave me a lift.

→

→

We have asked him a favour.

→

→

She told me a lie.

→

→

They have written her a postcard.

→

→

Kerrie will make you a cup of tea.

→

→

The waiter has not brought us the coffee.

→

→

They did not offer her a seat.

→

→

Exercises: Passive Questions:

Actividades con preguntas en Activa/Pasiva

1. Do scientists do experiments?

2. Is Mary wearing a new skirt at the moment?

3. Where did they leave their bags?

4. Is the cat chasing the mouse?

5. Have they asked the actress personal questions?

6. Can Mr Jones teach English?

7. Are they going to feed the baby?

8. Did Peter find the missing key?

9. Have they sold their house?

10. How did he find the solution to the problem?

11. Why is Peter making dinner today?

12. Can you show me your homework, please?

13. Will they have repaired your car by Tuesday?

14. Were the children playing football when they arrived.

15. How many stamps have you collected?

16. Are mum and dad paying the bill now?

17. Will they give you money for the trip?

18. Did they demolish the old building last week?

19. Has Sheila opened the window?

20. Does your mum do all the housework?

Presentation: Introduction to the didactic unit

UNIT SEVEN

OVERVIEW

GRAMMAR: PASSIVE VOICE

VOCABULARY: GEOGRAPHICAL FEATURES

VOCABULARY: FALSE FRIENDS

READING: BROCHURES

WRITING: REPORTS

CALENDAR

SESSION 1(TODAY)

SPEAKING

CALENDAR

SESSION 2

GRAMMAR

CALENDAR

SESSION 3

HISTORY OF BRITAIN

CALENDAR

SESSION 4

WRITING THEORY

CALENDAR

SESSION 5

FUN AND GAMES

CALENDAR

SESSION 6

MORE GRAMMAR

FALSE FRIENDS AND COGNATES

CALENDAR

SESSION 7

ACTIVITY TBA

BUT RELATED WITH YOUR GROUPWORK

CALENDAR

SESSION 8

EVEN MORE GRAMMAR

CALENDAR

SESSION 9

EXAM

EVALUATION

EXAM (65%)

GROUPWORK (25%)

ATTITUDE (10%)

CONCLUSION

BE SMART

CONCLUSION

PAY ATTENTION TO DETAILS

FIND PATTERNS

MAKE PREDICTIONS

STRATEGIZE

SAVE TIME

Presentation: Brief British History

BRITISH HISTORY

(SHORT VERSION)

THE BEGINNING

THAT IS, EVERYTHING BEFORE YEAR 43 AD.

THE ISLAND WAS PLACIDLY (MORE OR LESS) INHABITED BY CELTIC TRIBES.

SOME COMERCIAL CONTACT WITH THE CONTINENT WAS HELD.

THE PROVINCIA BRITANNIA

BRITAIN WAS INVADED IN THE YEAR 55 BC BY CAESAR, BUT HE FAILED.

BUT MANY POLITICAL CONNECTIONS WERE MADE BETWEEN ROME AND SOME TRIBES.

FINALLY IN THE YEAR 43 AD, BRITAIN WAS CONQUERED BY CLAUDIUS LEGIONS.


THE ROMANS DIDN'T CONQUER ALL OF BRITAIN. SCOTS AND PICTS RESISTED IN THE NORTH.

SO A WALL WAS BUILT BY THE ROMANS TO FORGET ABOUT THEM.

HADRIAN'S WALL.


BY THE V CENTURY THE ROMANS PICKED UP THEIR STUFF LEFT BRITAIN.

THAT MEANT A GREAT LOSS OF POPULATION AND GOVERMENT OF THE LAND.

LIFE OF BRIAN: https://www.youtube.com/watch?v=p-fRo5-p9hE

THE GERMANIC INVASIONS

MORE THAN AN INVASION, IN THE BEGINNING OF THE VI CENTURY IT WAS MORE A MIGRATORY

MOVEMENT.

BRITAIN WAS SETTLED BY THE ANGLES, THE SAXONS AND THE JUTES AND FORMED THE 7

KINGDOMS.

THE GERMANIC INVASIONS

THE CONTROL OF THE ISLAND WAS FOUGHT BY THESE 7 KINGDOMS.

FINALLY MERCIA ROSE VICTORIOUS IN THE VII CENTURY.

BEOWULF: https://www.youtube.com/watch?v=Y13cES7MMd8

VIKING INVASIONS

IN 789 THE FIRST VIKING RAIDS BEGAN.

IN 856 BRITAIN WAS INVADED BY THE DANISH, MOST OF THE NORTHEN TERRITORY WAS

CONQUERED.

THE DANELAW

THE BRITISH RESISTED AND THE KINGDOM OF WESSEX STARTED TO RECONQUER THE LAND. KING

AFTER KING, REACHING YORK CIRCA 950

SVEN & CNUT

EVERYTHING WAS FINE UNTIL ÆTHELRED THE UNREADY WAS CROWNED KING BY A TWIST OF FATE.

SVEN FORKBEARD'S ATTENTION WAS DRAWN BY ÆTHELRED, SO SVEN DECIDED TO CONQUER ALL

BRITAIN.

AND HE, AND HIS SON, DID SO.

SVEN & CNUT

https://www.youtube.com/watch?v=Y13cES7MMd8

IN 50 YEARS SVEN AND HIS SON CNUT CONQUERED ALL BRITAIN.

ÆTHELRED'S EXILED SON, EDWARD THE CONFESSOR, CAME BACK FROM NORMANDY AN REUNITED

BRITAIN.

(AGAIN)

THE PLOT THICKENS

EDWARD HAD THE UPPER HAND IN THE STRIFE.

BUT HE DIED WITHOUT HEIRS.

THE THRONE WAS CLAIMED BY HAROLD GODWINSON AS HE REPELLED THE DANISH FOR ONCE.

WILLIAM THE CONQUEROR CLAIMS THE THRONE AND HAROLD IS KILLED IN THE BATTLE OF

HASTINGS.

THE ANGLO-NORMAN PERIOD

WILLIAM REPLACED(THAT IS, KILLED) THE NOBILITY WITH HIS NORMAN SUPPORTERS.

THE OFFICIAL LANGUAGE OF BRITAIN IS FRENCH.

THE ANGLO-NORMAN RULE OF BRITAIN WILL LAST ULTIL 1272, WHEN JOHN LOST ALL HIS FRENCH

POSSESIONS AND DIED IN A CIVIL WAR.

PLANTAGENET RULE

WAR IN WALES

WAR IN SCOTLAND

THE BLACK DEATH

(PLAGUE)

THE HUNDRED YEARS' WAR

WAR OF THE ROSES

THE TUDORS

LASTING PEACE, FINALLY.

ENGLAND HAS BECOME A TECHNOLOGICAL LEADER.

THE KINGS GAIN EVEN MORE POWER AFTER NAMING THEMSELVES AS HEAD OF THE ANGLICAN

CHURCH.

CULTURAL RENAISSANCE.

ALAS, POOR YORICK: https://www.youtube.com/watch?v=CXixlEy5Gfc

https://www.youtube.com/watch?v=CXixlEy5Gfc

Presentation: Pub Quiz

Los alumnos, divididos en grupos de 5, deben formar preguntas en pasiva y hacerlas a otros grupos, si

aciertan ganan un punto, si fallan el equipo que preguntó gana un punto. En esta actividad se dio como premio a los

alumnos material de lectura en Inglés.

PUB QUIZRULESA QUESTION IS FORMED BY THE STARTING TEAM.IF THE QUESTION IS WRONG THE OTHER TEAMS GET ONE POINT.THE STARTING TEAM ASKS THE QUESTION TO ANOTHER TEAM.IF THE ANSWER IS RIGHT THE QUESTIONED TEAM GETS ONE POINT.WASH, RINSE & REPEAT, ALWAYS REPEAT.QUESTION #1WHERE / BORN / LEONARDO?LEONARDO DA VINCI WAS BORN IN VINCI.QUESTION #2WHERE / BORN / THOMAS ALVA EDISON?THOMAS ALVA EDISON WAS BORN IN MILAN.MILAN, OHIO.NOT MILAN, ITALY.QUESTION #3WHO / TEACH / LEONARDO DA VINCI?ANDREA VERROCCIO TAUGHT LEONARDO DA VINCI.QUESTION #4WHAT / SELL / BY EDISON WHEN HE WAS YOUNG?NEWSPAPERS WERE SOLD BY EDISON.QUESTION #5WHO / MAKE INNOVATIONS / HIDROGRAPHY?INNOVATIONS IN HIDROGRAPHY WERE MADE BY LEONARDO.QUESTION #6WHO / INVITE / LEONARDO / GO / FRANCE?LEONARDO WAS INVITED TO GO TO FRANCE BY KING FRANCIS I.QUESTION #7WHO / DISCOVER / CAVE / AS A KID?A CAVE WAS DISCOVERED BY LEONARDO WHEN HE WAS A KID.QUESTION #8WHO / SUFFER / ARTERIOSCLEROSIS?ARTERIOSCLEROSIS WAS SUFFERED BY EDISON.QUESTION #9WHO / BE / LEFT-HANDED?BOTH OF THEM WERE LEFT HANDED.PRIZE!

9.2. APPENDIX 2: THE TEST AND POST-TEST

Name:______________________________________________________Group:_______________

1- Match the words on the left with their synonyms on the right .

1 Terrific A Very good at something2 Charming B Participate3 Ginormous C Armored Glove4 Ward D Very Ugly5 Throw up E Heart warming6 Pitch in F Hospital department7 Wither G Vomit8 Gauntlet H To die (referred to plants)9 Baffling I Very big (coloquial)10 Babysit J Take care of children11 k To perplex

2- Fill in the gaps using the words in the box above.

1. The knight held his sword with his ______, up in the sky.

2. I've won several chess tournaments, I'm ______ at playing it!

3. These hamburgers are ______! We're never going to eat that much!

4. He was not interested in our trip, but when we talked about eating he immediately ______.

5. I'm traveling abroad this Easter. I don't want my flowers to ______ so could you please

come home and check them?

6. He's a ______ person, every time he speaks everybody is willing to listen to him.

7. After the bus trip I was so sick that I almost ______

8. We were separated after the accident, so I don't know in which ______ he is.

9. He was way slower than his opponet, it's ______ that he won the race.

10. My father's are out tonighy, so my aunt has come to ______ me.

9.3. APPENDIX 3: HANDOUT 1

• Waid, M., Samnee, C.2013 Punching Cancer, Daredevil #26, Marvel Comics.

9.3. APPENDIX 4: HANDOUT 2

Discussion: Talk with your partners, try to answer the following questions.

About the title:

What's a Daredevil? Why he has such name?

Knowing only the title, what do you think this story is about?

About the setting:

Where is the story happening?

How does feel the people that has to be there?

Comprehension:

Who is Foggy Nelson?

Who are the children?

Why is Foggy with the children?

What are the children doing?

Why the doctor is ok with the children's story?

Development

How does feel Foggy at the beginning of the stoy?

And at the end?

How does feel the children at the beginning of the story?

Does their feelings change? Why?

About the comic:

Some sound effects are in fact verbs. Which ones?

There are changes in the coloring in some scenes of the story. Which ones? Why?

What does represent the repetition of panels in page 6?

Have you noticed that the title appears twice in the cover?

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