L1 in the EFL classroom: an observational study · Secondly, a Syllabus will be presented. The...

Clara Calle Sainz

Andrés Canga Alonso

Facultad de Letras y de la Educación

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

Inglés

2014-2015

Título

Director/es

Facultad

Titulación

Departamento

TRABAJO FIN DE ESTUDIOS

Curso Académico

L1 in the EFL classroom: an observational study

Autor/es

© El autor© Universidad de La Rioja, Servicio de Publicaciones, 2015

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

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L1 in the EFL classroom: An Observational

Study

Clara Calle Sáinz

2014/2015

Tutor Académico: Andrés Canga Alonso

Máster de profesorado 2014/2015 Clara Calle Sáinz

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Table of Contents

Introduction......................................................................................................... 5

1. PART 1: Theoretical Framework .............................................................. 6

References ......................................................................................................... 12

2. PART 2: Syllabus (2nd E.S.O.)................................................................... 13

2.1 Introduction ..................................................................................... 14

2.2 Stage Objectives ............................................................................... 15

2.3 Area Objectives ................................................................................. 18

2.4 Content ............................................................................................. 19

2.5 Key Competences ............................................................................. 22

2.6 Methodology ..................................................................................... 24

2.7 Attention to Diversity ....................................................................... 25

2.8 Assessment Criteria ........................................................................... 26

2.9 Content Sequence. Units 1 to 6 ....................................................... 30

Developed Didactic Unit 6 ............................................................. 37

Units 7-15 ......................................................................................... 68

APPENDIX (DU- 6 Materials) ................................................................ 77

3. PART 3: Research/ Innovation Project ....................................................... 86

3.1 Introduction ........................................................................................ 90

3.2 Review of the literature ...................................................................... 91

3.3 Research Questions ............................................................................. 102

3.4 Methodology ....................................................................................... 102

3.5 Participants .......................................................................................... 104

3.6 Instruments and Procedures ................................................................ 104

3.7 Expected Results and Discussion ....................................................... 105


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3.7 Conclusion .......................................................................................... 105

3.8 References .......................................................................................... 106

APPENDIXES (I to IV) .......................................................................... 118


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INTRODUCTION

This Master´s Degree Final Project is based on the first proposal of the students´ TFM

guide and consists of three sections. The first one is an explanation and personal opinion

of the common subjects developed from the beginning of the school year to the two-

month period in which we did the Practicum at a Secondary School (after this period of

practice we also retake the subject of the specific didactic of the English Language,

together with a new subject: Innovación docente e iniciación a la investigación

educativa, which paved us the way to start with our Research/Innovation Project (the

third part of this Master´s Degree Final Project)

Secondly, a Syllabus will be presented. The setting will be 2nd level of E.S.O., because

it is the level which has been attended during the Practicum period. It will have 15

Didactic Units, one of which will be developed. Each of them will be structured the

same (goals, content, basic competences, assessment).

The third part of this Final Project, as abovementioned, will be the Research/Innovation

Project, which is an Observational Study based on the use of L1 in the L2 classroom.

The main aim of the Project is to reassure the importance of cross-linguistic awareness

within the L2 classroom, in order to implement activities which take this into account

and it can be reflected in the higher level of Proficiency on the part of the students.

All in all, this overview of the academic year of the training teachers Master has a

twofold purpose: It can serve as a summary of all the concepts learnt during this period

of time and, at the same time, it will be also useful to make a revision, on the one hand,

on the subjects that we have gone through and, on the other hand, on the experience we

have had as training teachers in the Secondary School.


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PART I

THEORETICAL FRAMEWORK


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1. THEORETICAL FRAMEWORK

During this training period we have studied general and specific subjects. Among

general subjects we have learnt principles of Pedagogy, Sociology and Psychology,

although the names of this subjects in the training teachers´ Master of the University of

La Rioja were "Procesos y Contextos educativos", "Sociedad, Familia y Educación" y

"Aprendizaje y Desarrollo de la Personalidad", respectively. Among specific subjects

we have learnt: "Complementos para la formación disciplinar. Inglés", "Aprendizaje y

enseñanza la lengua extranjera (Inglés) e "Innovación docente e iniciación a la

investigación educativa"

Firstly a description of the general subjects will be made, taking also into account any

aspect that is considered relevant either regarding the training period or the future

teaching itself.

Pedagogy is the basis of teaching, and it is linked to a specific teaching context. On the

one hand it is linked to Didactics, which in the field of English is English Didactics (a

specific subject that will be described later on in this part of the final project), and, on

the other hand, has to do with teaching methods. In this subject we have learnt about the

principles of interaction and communication within the classroom and a school itself, a

historical development of the Spanish education system, the educational project of a

High school ( Proyecto Educativo de Centro1). At the beginning of this subject, Fermin

Navaridas Nalda gave definitions ( Didactics, Objectives, Competences, Assessment

Criteria, Curricula, etc.) of concepts related to Pedagogy which would be useful in our

training period and in the future, working as teachers.

1 Es el documento que recoge las decisiones asumidas por toda la comunidad escolar respecto a las opciones educativas básicas y a la organización general. En él se incluyen: las señas de identidad del centro, los propósitos o finalidades en los que se concretan estos principios, la revisión de los objetivos generales del currículo de las etapas y niveles educativos que se imparten en el centro, las relaciones de colaboración y la estructura organizativa que las hará posibles y que se concretará en el Reglamento de Régimen Interior.


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These concepts include the definition of Didactics, together with a new

conceptualization of teaching, forgetting old models and beginning to use new ones: this

process of change includes a step further of the "Reproduction Pedagogy" to the

"Innovation Pedagogy" and, from the "Master class" to an "Active Didactic Model". All

this is made on the grounds that the learning/teaching process is student-centered.

Moreover, the second part of the subject was taught by Raul Santiago, who introduced

important concepts such as Project-based learning, mind-mapping or the use of ICTs

(Information and Communication Technologies) in the learning-teaching process,

together with new didactic strategies to implement within the English classroom.

All in all, with this subject we have been able to learn about different features and laws

which rule the learning-teaching processes and their determining factors, teaching

innovative practices, specific methodologies of different curricular subjects and the

initiation to educative research.

Regarding Sociology, the main purpose of this subject is getting to know concepts

related to the General Systems Theory and group work, both of them really necessary

within the role of teacher or tutor. Joaquín Giró Miranda gave us clues to understand the

principles that ruled Society, especially regarding the history of teaching, taking into

account social aspects such as gender, minority groups, social class. We worked in

several projects related to these topics, which were presented to the class in groups. One

of this group works was related to minority groups, which turned out to be of great

value because of the multicultural context in which the educational system is involved

nowadays in Spain.

Moreover, through this subject we got to know about key factors of society that are

involved in daily teaching practice, of great importance for our future teaching

profession.


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All in all, this subject helped us to make us realize the importance of Family and

Society itself in Educational Contexts, together with a view of the school as an

integrated element in a concrete social and cultural context.

Psychology was also a relevant subject in the training teachers´ Master. Eduardo

Fonseca was responsible of this subject, in which the principles of personality

development and different ways of learning on the part of secondary graders were

explained. The subject turned out to be very interesting and through several sessions of

practice we could understand that adolescence is a difficult and complicated period in

which many factors play an important role in the teenagers´ personality development,

such as those related to emotions, meaningful learning, relationships with equals,

especial educational needs, social coexistence, etc.

From Piaget (1976) to Vygotski (1979), Gardner (1983,1999,2005) or Bandura (1997),

this subject describes different points of view of the development of theories which

explain the learning process. Piaget, on the one hand, is the pioneer in developmental

psychology and explains how humans build their knowledge actively, from childhood.

The child development has also to do with different periods in the mental structures

development. Vygotski, on the other hand, is also relevant especially for introducing the

concept of Zone of Proximal Development (ZPD) ( Zona de Desarrollo Próximo: "No

es otra cosa que la distancia entre el nivel real de desarrollo, determinado por la

capacidad de resolver independiente un problema, y el nivel de desarrollo potencial,

determinado a través de la resolución de un problema bajo la guía de un adulto o en

colaboración con otro compañero más capaz") (Vygotski, 1979).

Moreover, the teacher who leads his/her teaching through this view carries out two key

functions for the new generations: On the one hand, he/she helps to understand the

content of the subject which he/she teaches, and, on the other hand, he/she helps to


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develop one or more of the superior psychological processes, according to the type of

tasks that he/she tells the students to do (memorize the contents, reflect upon the

contents and search for analogies among the contents or link contents among each

other).

All in all, this subject was really useful to understand cognitive development and

personality in adolescence and through a task which consisted of an experimental

project ("Personal traits related to Academic Achievement in Spanish Secondary

Graders"), it was realized the importance of a good knowledge of teenagers´ personality

and learning strategies in order to implement appropriate methods and a suitable

pedagogy.

Secondly, I will briefly explain the specific subjects, all of them related to the English

specialty of the training teachers´ Master.

"Complementos para la formación disciplinar. (Inglés)" , was taught by Pilar

Agustín Llach and dealt with different teaching methods and the History of foreign

language teaching (English), learning about different approaches: Linguistic,

Humanistic, Communicative and Content-based (CLIL). The last part dealt with

"Teacher training in foreign language teaching (English)". We also learnt about the

"Common European Framework of Reference for Languages: Learning, Teaching,

Assessment", abbreviated as CEFR or CEF, an important reference for Foreign

Language teachers in general and for English Language teachers in particular.

Through this subject we have learnt about different methods of teaching by making,

each of us, a presentation of a method which was randomly assigned at the beginning of

the subject. I presented the TPR (Total Physical Response) Method, which was

developed by Asher and was based on the resemblance that foreign language acquisition

has with the acquisition of the mother tongue by a child.


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To finish with I regard this subject to be of importance for our future because it involves

knowing different methods which we can put in practice, depending on our abilities or

likes of the wide range of methodologies, from the Grammar Translation Method to

other methods such as the Silent Way or CLIL ( Content and Language Integrated

Learning), which is nowadays the one which is being implemented in Spain.

"Aprendizaje y Enseñanza de la Lengua Extranjera (Inglés)" was taught by Juan

Manuel Molina, Andrés Canga Alonso y Almudena Fernández Fontecha. Each of them

was in charge of specific content: the Foreign Language Curriculum and Second

Language learning and teaching were dealt with by Juan Manuel Molina; Andrés Canga

Alonso paved us the way to acknowledge the importance of multiculturalism and

multilingualism in the Foreign Language classroom and Almudena Fernández Fontecha

gave us clues to have access to resources in an easier way, together with notions of how

materials should be designed.

Last, but not least we learnt about Research and Innovation in the subject "Innovación

docente e iniciación a la investigación educativa. Inglés", subject that turned out to be

useful for the research/innovation project which is found within the third part of this

End of Master´s Project. This subject set the basis of the process that leads to

innovation, which is achieved firstly through research, which at the same time can help

us to learn which way to follow when we want to know about a determined topic in

which we are interested.

I also have to highlight the Practicum period, in which I was able to apply the

knowledge acquired at Inmaculado Corazón de María school and it served me as an

experience in order to have direct contact with a Secondary School. After the Practicum

some reflections were put forward about how to improve it and I suggested that

nowadays ICTs are relevant in the learning-teaching process, as adolescents themselves


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are aware of new technological developments which should be applied in the classroom

and teachers should be updated about this. Another aspect which I consider to be

relevant is the fact that teachers can be also researchers in order to improve their

practices and learn from their own mistakes.

All in all, once a revision of the main contents of the Master has been made, I will

follow to describe my Teaching Programming or Syllabus, which is thought for second

level of Secondary Graders, as my teaching period was mostly framed in this level.

REFERENCES

El Practicum del máster en formación del profesorado de educación secundaria

obligatoria, bachillerato, formación profesional y enseñanzas de idiomas: manual

teórico-práctico/autores, Jesús Cabrerizo Diago et al. Madrid: Pearson, 2011

Psicología para el profesorado de educación secundaria y bachillerato. Madrid:

Pirámide, 2011

Procesos y contextos educativos: Nuevas perspectivas para la práctica docents.

Navaridas, Fermín (Coord.) Genueve Ediciones, 2013


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PART II

SYLLABUS


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2.1 INTRODUCTION

This second part will deal with the Teaching Programme of 2nd level of E.S.O., learners

who are 13-14 years old. The setting will be a High School in the city area. The units

are designed with topics that can be appealing for students, objectives and contents are

intertwined, together with the activities which are put forward in the Developed

Didactic Unit, which is the 6th one, and will be developed during approximately the

second week of March for three weeks.

The methodological approach which will be followed has to do with the type of learners

and the context in which this Syllabus is framed. Learners will develop both receptive

and productive skills by means of different activities which can make they be aware of

the language and get involved in activities, either individually, in pairs or in groups.

Moreover, through the different Units of this Syllabus, learners will know about the

socio-cultural features of English speaking countries such as: different English accents

(American versus British), customs and traditions, history of Anglophone countries, etc.

All in all, these are the Laws considered at the time of development of this Teaching

Programming:

LOE: Ley Orgánica 2/2006, de 3 de mayo, de Educación

La Educación Secundaria en la LOE

Royal Decree 1631/2006, 29th December, which establishes the minimum

educational requirements for the Secondary Education.

Decree 5/2011, 28th January, which establishes the curriculum of the Secondary

Education in the Autonomous Community of La Rioja.


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2.2 STAGE OBJECTIVES

The Spanish Secondary Compulsory Education (E.S.O.) is structured by the Law (LOE)

in four grades (from 12 to 16 years old), although the students can remain in it until they

are 18 years old. Because it is a comprehensive stage, the Law includes general

subjects, together with optional subjects. It is also established by Law that the learning

objectives of this stage should be global and functional, being the load of optional

subjects around a 10% in the first grades and rising up till 30-35% in the last ones. The

certificate obtained after finishing this stage is GESO (Graduado en Educación

Secundaria Obligatoria), and allows the access to Bachillerato (whatever specialty the

student may choose) and to Formación Profesional de Grado Medio.

The general principles at this stage, according to these documents (LOE and RD

1631/2006), are as follows:

1. The Secondary Education has got a compulsory and free of charge nature, and

it constitutes, together with the Primary education, the Basic education. It is

divided into four academic years, which will ordinarily be taught between

twelve and sixteen years old.

2. The Secondary Compulsory Education will pay special attention to the students´

educational and professional orientation.

3. The Secondary Compulsory Education is organized according to the principles

of common education and attention to the students´ diversity.

4. The Secondary Compulsory Education is organized into different subjects. The

fourth year will have an orientating character, aimed both at the post-

compulsory studies and at starting their working life.


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The aim at this stage, according to Royal Decree 1631/2006, dated on 29th December is

as follows:

"... make the students acquire the basic cultural elements, especially regarding the

humanistic, artistic, scientific and technological fields; to develop and consolidate

studying and working habits; to prepare them for further studies or for starting their

working lives, and to prepare them for the exercise of their rights and their obligations

in their citizen lives."

According to the same Law, Article 3 (Royal Decree 1631/2006, dated on 29th

December), which establishes the minimum educational requirements for the Secondary

Education, this stage (E.S.O.) has the following objectives which will contribute to

develop in the students the abilities that allow them to:

a) Assume their duties with responsibility, know and exercise their rights by respecting

the others, practice tolerance, cooperation and solidarity amongst people and groups,

practice the dialogue and consolidate human rights as common values in a plural

society and be prepared to the exercise of a democratic citizenship.

b) Develop and consolidate discipline, studying and working habits, both individually

and in groups, as an essential element to develop learning skills and as a means of

personal development.

c) Appreciate and show respect towards sexual differences and understand the equality

in terms of rights and opportunities between them. Reject stereotypes which mean

discrimination between men and women.

d) Reinforce their emotional abilities in every personality fields and in their

relationships with others, as well as reject violence, any type of prejudice, sexist

behaviors and be able to solve problems in a peaceful way.


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e) Develop basic strategies in the use of information sources so as to acquire new

knowledge with critical awareness. Get a basic preparation in the field of new

technologies, specially the information and communication ones.

f) Consider scientific knowledge as an integrated knowledge structured in different

disciplines, as well as know and apply scientific methods in order to solve problems in

different knowledge and experience fields.

g) Develop an enterprising spirit, self-confidence, participative character, critical

sense, personal initiative and the ability to learn to learn, plan, take decisions and

assume responsibilities.

h) Understand and be able to express themselves in Spanish, both by writing and

orally, as well as in the co-official existing languages, in texts, complex messages,

reading and studying literature.

i) Understand and be able to express themselves appropriately in one or more foreign

languages.

j) Know, value and respect the basic cultural and historical aspects of the students´

own country and the others, as well as the cultural and historical patrimony.

k) Know and accept our own body and the other´s, respect the differences, consolidate

healthy habits and incorporate physical education and sports practice so as to favor

personal and social development. Know and value the human dimension of sexuality

and its diversity. Show criticism towards social habits related to health, consumption,

taking care of living beings and the environment, contributing to their conservation and

improvement.

l) Appreciate artistic creations and understand the language of different types of

artistic creations, using different expression and representation means.


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2.3 AREA OBJECTIVES

The aim of Foreign Language teaching at this stage is the development of the following

abilities:

1. Listen and understand general and specific information in oral texts from different

communicative situations, adopting a respectful and cooperative attitude.

2. Express and interact in everyday oral situations in an appropriate and

comprehensible way and with a certain level of autonomy.

3. Read and understand different types of texts according to their abilities and interests,

getting general and specific information and using reading as a source of enjoyment

and personal enrichment.

4. Write simple texts with different aims about different topics using the appropriate

resources for cohesion and coherence.

5. Use correctly basic phonetic, lexical, structural and functional components of the

foreign language in real communicative contexts.

6. Develop learning autonomy, reflect about the own learning process and transfer

knowledge and communication strategies acquired in other languages to the foreign

one.

7. Use learning strategies and all the available means, including new information and

communication technologies, in order to get, select and present information both orally

and in writing.

8. Appreciate the foreign language as an instrument to have access to communication

and as a tool to learn different contents.

9. Assess the foreign language, and all languages in general, as a means of

communication and understanding between people proceeding from different places,


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with different languages and cultures, avoiding any sort of discrimination or cultural or

linguistic stereotypes.

10. Show a receptive attitude and self-confidence in the own learning ability and the

use of the foreign language.

2.4 CONTENT

According to Royal Decree 1631/2006, contents are defined at this level of the 2nd

course of E.S.O, and divided in four Sections, this RD is adapted to the Autonomous

Community of La Rioja in Decree 5/2011, dated 28th January, which establishes the

curriculum of the Secondary Education in the Autonomous Community of La Rioja (see

Appendix II of the abovementioned Law):

Block 1-Listening and Speaking

Listening and understanding oral messages issued inside the classroom and

related to everyday activities.

Obtaining specific information in oral texts about predictable and everyday

matters coming from different media and with the support of verbal and non-

verbal elements.

Use of comprehension strategies so as to understand oral messages: use of both

verbal and non verbal contexts as well as the previous knowledge about the

situation and identification of key words.

Production of short coherent oral texts about personal interest topics, with the

appropriate pronunciation .

Taking part in conversations and simulations in the classroom, using the

appropriate pronunciation and intonation so as reach the communicative aim.

Use of the appropriate answers in the classroom communicative situations.


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Development of communicative strategies in order to overcome interruptions as

well as to be able to start and finish the communicative exchange.

Block 2-Reading and Writing

Deduction of the content before and during the reading process of simple texts.

Understanding general and specific information in different types of texts, both

original and adapted ones, both in digital and paper support, about family

matters and related to the contents of other subjects included in the curriculum

Initiative to read texts with a certain extension in an autonomous way.

Use of reading-comprehension strategies: identifying the topic of a text with the

help of textual and non-textual elements, using previous knowledge about the

topic, deducing meanings by the context, or by visual elements, comparing

similar words or phrases with the own language ones.

Introduction and acknowledgement of the differences between formal and

informal language used in written communication.

Composition of different types of texts using basic cohesive elements, models

and basic strategies in the written composition process (planning, text

composition and revision).

Personal communication with foreign language speakers via postal mail or

using electronic means.

Use of the basic spelling and punctuation rules, and acknowledgement of their

importance in written communication.

Interest to pay attention to the presentation of the written texts both in digital

and paper support.


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Block 3-Language Knowledge and use

Linguistic knowledge

Identification of morphological elements in the use of the language: noun, verb,

adjective, adverb, preposition, etc.

Extension of common expressions and simple set phrases related to specific and

everyday contexts and to cross-curricular contents.

Use of the most usual structures and functions.

Production and interpretation of stress, rhythm and intonation patterns in words

and phrases.

Learning reflection

Use of strategies in order to organize, acquire, remember and use language.

Use of learning resources , such as dictionaries, consultation books, libraries or

information and communication technologies.

Reflection on the use and meaning of grammar structures adapted to different

communicative aims.

Participation in both global evaluation activities and in self-evaluation and self-

correction strategies.

Organization of personal work as a strategy to progress in the learning process.

Start using self-evaluation and self-correction strategies in oral and written

productions.

Accept mistake as a part of the learning process and show a positive attitude to

overcome it.

Organization of personal work as a strategy to progress in the learning process.

Interest to take profit of the leaning opportunities arising in the classroom

context and outside.


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Active participation in group work activities.

Self-confidence and initiative to express themselves in public and by writing.

Block 4-Sociocultural aspects and intercultural awareness

Appreciation of the foreign language as a means to communicate in the

classroom and with people from other countries.

Identification and respect towards features and everyday habits from other

foreign language countries.

Extension of the use of appropriate polite expressions in social exchanges.

Knowledge about different cultural events, historical, geographical or literary

features from the foreign language countries, obtaining information through

different means such as the Internet, or other information and communication

technologies.

Interest and initiative to establish communicative exchanges with foreign

language speakers using both digital and paper supports.

Appreciation of the personal enrichment caused by the relationship with people

from other cultures.

2.5 KEY COMPETENCES2

The RD 1513/2006, dated on 7th December, which establishes the minimum

educational requirements of Primary Education, and the RD 1631/2006, dated on 29th

December, which establishes the minimum educational requirements of Secondary

Education (BOE dated 5th January 2007), develops what is established at this respect by

the LOE, which states that key competences are: "those which young learners should

have developed at the end of Secondary Education in order to fulfill themselves, carry

2 Foreign Language contribution to Key Competences (see page 40, developed Didactic Unit 6)


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out an active citizenship, incorporate satisfactorily to adulthood and be able to develop

permanent lifelong learning."

The implementation of these key competences in the curriculum at both stages

constitute an element of great educative relevance, to the extent that involves that

teachers have to redefine the pedagogy of the learning-teaching process as a whole.

The Council of Europe recommends these eight key competences for lifelong learning.

They are a combination of knowledge, skills and attitudes which young people in

compulsory education should acquire.

The Key Competences are also defined by the LOE and the Decrees which develop

them and are the following:

C1: Competence in linguistic communication

C2: Mathematical competence

C3: Competence in knowledge and interaction with the physical world

C4: Competence in processing information and use of ICTs

C5: Competence in social skills and citizenship

C6: Artistic and cultural competence

C7: Learning to learn

C8: Autonomy and personal initiative

The eight key competences are the same at both stages, although what changes is the

level of acquisition of each of them. In theory, the process of acquisition of the key

competences starts at Primary Education, and they should be entirely acquired at the end

of Secondary Education.


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From this point of view, the key competences constitute nowadays the last aim of

education at both stages (and through lifelong learning also), in a way that curricular

contents of the different subjects are considered as a means to obtain the abilities which

are made explicit in the stage objectives, these understood as learning potentiality.

Moreover, the entire acquisition of the key competences involves having entirely

developed them which is made explicit in the stages objectives and that is done through

the contents of the different subjects. The key competences should be contextualized

and be useful and practical in the individuals´ lives. That is why a great effort is done to

try that they are close to each person´s education, taking into account what is meant by

professional, social and economic development and what is conditioned by them.

2.6 METHODOLOGY

Although there is not a key method to be implemented in the EFL classroom, we have

learnt about several of them through different approaches (Linguistic, Humanistic,

Communicative and Content ).

Nowadays it is the Communicative Approach, together with task-based instruction

which is being implemented, as it is stated in the CEFR (Common European

Framework of Reference for Languages: Learning, Teaching and Assessment) 2001.

Moreover, motivation plays also an important role in the learning-teaching process and

to achieve the higher motivation on the part of the students, task-based language

teaching can be a good method to be implemented because of the fact that students can

relate their own experience to tasks or activities, which deal with topics that they find

appealing or interesting for their daily life. That is why in this Didactic Programme this

issue is taken into account in order to motivate students and make that the acquisition of


25

the foreign language implies not only language knowledge, but also socio-cultural

knowledge.

Regarding the final part of this dissertation, it is put forward a Cross-linguistic

Awareness focused pedagogy (CLA focused pedagogy), which emerged in the

Immersion Programs in the Bilingual Canadian context. This methodology paved the

way to the current CLIL method (Content and Language Integrated Learning) which is

nowadays of great importance in Spanish Educational System, due to the fact that

Bilingualism is enhanced since the first educational stages.

CLA focused pedagogy takes into account the comparison of both L1 and L2 in the

English as a Foreign Language context, and it is through these comparisons that learners

can make inferences among their L1 and the L2 and the learning process can be pivoted

through this pedagogy with good outcomes.

All in all, as abovementioned, to motivate students it is good to take into account

methodologies which provide learners with contents that they expect to encounter in

their English class. For this purpose and to develop communicative competences a task-

based approach is followed at the same time that references to L1 and socio-cultural

aspects of the Target Culture will be introduced in this Syllabus.

2.7 ATTENTION TO DIVERSITY

In accordance with the RD 1631/2006, dated on 29th December, by which the minimum

educational requirements in Spanish Secondary Education are established: "The schools

will be able to develop "Programas de Diversificación Curricular" for the students who,

after the appropriate evaluation, need an organization of contents, practical activities

and different curricular materials different from the established as a general rule and a


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specific methodology to achieve the objectives and key competences of the stage and the

grade of E.S.O."

According to the Article 73 in the Spanish Education Law (2/2006), it is understood by

students with special needs, those who require for a period of time at school or all this

period long, specific help and specific educative attention derived from he/she being

handicapped or having a serious behavioral disease.

At this level (2nd grade E.S.O.), there are some students that have special needs in this

subject, so they will be treated with suitable exercises, activities and other materials

which enable them to gain knowledge in the subject and do not need to attend a

diversification program the following school year.

Moreover, diversity can also include either those students with high learning capacities

or students with different socio-cultural contexts and, at the same time other social

factors such as gender, ethnicity, education or social class can play an important role

within the EFL classroom and should also be taken into account.

Lastly it is also remarkable when we deal with Attention to Diversity that at each school

there is an Orientation Department that will care about curricular adaptations and will

handle students´ needs in accordance with the appropriate criteria.

2.8 ASSESSMENT CRITERIA

According to the Decreto 5/2011,dated on 28th January, by which the curriculum of

Secondary Education is established in the Autonomous Community of La Rioja, the

Assessment Criteria for the second level of E.S.O. are the following:

1. To understand the overall idea and specific information conveyed by simple oral

texts delivered face-to-face or by audiovisual media about familiar topics


27

2. To communicate themselves orally taking part in conversations and simulations

about previously known topics or worked in beforehand, using suitable

communicative strategies to facilitate the continuity of communication and

producing an understandable and efficient discourse.

3. To grasp the general meaning and extract specific information of texts, suitable

for their age, with help of textual and non-textual elements, about a variety of

topics and others related to other subjects of the curriculum.

4. To write brief and simple texts about daily life topics in different formats, using

the appropriate grammatical structures, functions and vocabulary, together with

several basic elements which provide cohesion to the text, taking into account

models and respecting the basic rules of spelling and punctuation.

5. To use the knowledge of some formal features (morphology, syntax and

phonology), in different communicative contexts, either as a means of self-

learning and self-correction of their own production and of the others´

production comprehension, or to its correct use in speaking and writing tasks.

6. To identify, use basic learning strategies and infer working rules of the foreign

language through the observation of regularities and the implication of

inductive and deductive processes alternatively.

7. To use ICTs under supervision to search for and select information, produce

messages using models and to establish personal relationships, showing interest

in their use.

8. To identify and show interest in some cultural and geographical aspects of the

countries in which the foreign language is spoken, which are presented explicit

in the texts that are used in the classroom.


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Once mentioned the official curriculum assessment, this syllabus´ assessment criteria

will be described with regard to the context in which it will take place:

PROCEDURE

Formative Evaluation

- Classroom observation to evaluate the progress either individual work or collective

work

- Workbook Exercises

- Skills observation through Reading, Writing, Listening and Speaking in the Student’s

book

Summative Evaluation

- Progress Check in the Students’ book.

- One exam when the Grammar point has already been explained and worked by the

students.

- Cumulative Grammar, which allows to know how much progress the student has made

- Revision in the Students’ book. After finishing 3 Units there is a revision of the

semester. It includes vocabulary, grammar and a writing for each unit.

TYPES OF EVALUATION

- Diagnostic Evaluation: It is made before the new contents, to know the previous

knowledge of the students upon which the new content will be added.

- Formative Evaluation: It takes part inside the process to obtain partial data about

content and linguistic competences which students are acquiring and it is relevant

because it allows to take pedagogical decisions (advance the contents or go backwards,

change methodology, simplify, eliminate or add contents, etc…)


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- Summative Evaluation: It is carried out at the end of a stage, and it includes long

periods of time to check if the competences and knowledge which promote the student

or certify the level have been acquired. It is the final judgment of the process, with

retrospective vision, observing the product of the learning process.

These three processes of evaluation are necessary, the first one before, the second one,

during the learning process and the third one at the end of the process.

MARKING CRITERIA

It will follow these percentages:

30% Grammar and Vocabulary, with one or two partial exercises

50% Grammar and Vocabulary exam, with an exercise in each term

20% Oral exam, with the Speaking Activities which have been done during the

term

To calculate the average mark of each term, it will be necessary to obtain a minimum of

4 in the final exam each term.

Those students, who use whatever to cheat in the exam, will automatically obtain a

negative mark in the exam. Moreover, to sum up the marks each term, the student will

have to pass the written part, which will include grammar, lexis, reading

comprehension, listening and speaking. If one of both parts is not passed, because it is

summative evaluation, the student will have to pass the exam the following evaluation

term.

The same way, to calculate the average of each term, the student will have to pass the

written part (grammar, lexis, reading comprehension, listening and writing) and the oral

part.


30

If the student fails one of the parts and because it is a continuous evaluation, the student

will have to pass the subject by passing the exam the following term. If the student fails

the last evaluation term, the student will have to pass only the part that he/she has failed

(oral or writing).

Each term, the following aspects will be taken into account:

Regularity all the term long

Handing out of the works which are asked during the course on time

Taking part in daily activities

Doing daily homework

Good attitude and interest all the year long

Daily effort

Attending and being on time in the classroom

2.9 CONTENT SEQUENCE

The Syllabus I put forward consists in 15 Didactic Units, distributed during the

approximate 35 weeks of the school year. At this level ( 2nd E.S.O.), students have

English three times a week, and every Didactic Unit is supposed to cover 8 Sessions.

There will be, in theory 5 Didactic Units per term, but it will depend on the students that

some points regarding more difficult concepts last more time and others are dealt with

more quickly. Nevertheless, there will be two/three days to solve questions that the

students may have. Moreover, it will be also necessary that some contents are treated

more deeply because they require special attention or clarification for being more

complex or wider, and more time will be devoted to them in order to allow the students´

proper acquisition of them.


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Unit 1- Introducing ourselves (8 Sessions)

INTRODUCTION

At the beginning of the school year, this Unit will be useful for the students to know each other, talk about their likes, dislikes and express possession, use properly the verbs "to be" and "have got", learn to use WH-questions appropriately, express existence, use adjectives related to personality, feelings and appearance

OBJECTIVES (KEY COMPETENCES)

To introduce themselves and ask their mates for info about them (C1) To express likes/dislikes and possession with correction (C3) (C8) To describe people, from different cultures and social classes (C5) To express existence with there is/there are (C5) (C2) To write a description of somebody(C1)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

To take part critically in communicative tasks

To use correctly courtesy rules

To interact actively with mates

To understand messages coming from the teacher, other mates and audiovisual sources

SECTION-2:

Reading &

Writing

Reading and understanding texts to develop tasks

Reading an introductory email by a pen friend

Writing an email to a pen friend telling him/her about likes/dislikes

Interest in participating in role-plays actively

SECTION-3:

Language

knowledge

Linguistic

knowledge

Possession ´s and p. determiners Adjectives to define appearance WH-questions

Reflection on

Learning

Reflection upon grammar Initiative to express themselves

Taking part in group activities

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Showing respect for classmates and teachers to create a good atmosphere in class.

Understanding other people´s cultural and social context, together with customs and habits

Interest in other ways of living Learning to appreciate beauty in differences

ASSESSMENT (KEY COMP.)

Understanding of vocabulary related to introducing ourselves, with adjectives about appearance and personality traits

Ability to read texts, pronouncing correctly and to write short ones Ability to interact with mates managing to know each other


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Unit 2- English around the world (8 Sessions)

INTRODUCTION

English as "lingua franca" is the language of business, international relationships, it is also essential for travelling and the most spoken language around the world. In this Unit, the relevance of English Language will be highlighted and readings about it will be put forward for students to understand the importance of having good communicative skills in the English Language. Daily routines will be a way of practicing or revising Present Simple and adverbs of frequency


To understand the importance of English Language (C1) (C3) To use the Present Simple tense appropriately (Daily Routines) (C3) To learn new vocabulary through a Brainstorming about the uses of

English Language (C3) (C5) To write a composition entitled: "My Daily Routines" To listen to a dialogue about what is done during one day at school

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Listening to several persons telling what they use English for.

Pair work: talking about "Daily Routines"

Speaking about "My favorite time of the day"

SECTION-2:

Reading &

Writing

Reading a text about why people from different nationalities use English

Writing a composition about one day´s activities

Writing about why languages are important Reading about someone´s day planning

SECTION-3:

Language

knowledge

Linguistic

knowledge

Present Simple, Adverbs Vocabulary of the unit Coordinating conjunctions

Reflection on

Learning

To reflect upon one´s learning

Self-assessment Importance of English learning

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

To know the concept of "Lingua Franca"

To reckon the existence of English varieties To value and respect Anglophone culture Initiative to interact with mates


Apply learning strategies to infer rules in the English Language (C2) Taking into account cohesion and coherence through conjunctions(C8) Use ICTs to search for info related to the Unit (C4)


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Unit 3-Time out (8 Sessions)

INTRODUCTION

Spare time is a "must" for teenagers and to involve themselves in group activities make them realize the importance of group work in the classroom, at the same time that they enjoy free time activities with their group of friends. This Unit has as main aims to provide the vocabulary related to hobbies, sports, collective activities, to learn how Past Simple tense is formed and to compare it with Past Continuous, using "when" and "while" as conjunctions


To carry out communicative exchanges about sports (C1) (C3) To learn how Past Simple is formed in contrast with Past Continuous

To acquire new vocabulary related to free-time activities (C3) (C5) To listen to several teens talking about their spare time activities

To write a story using the tenses learnt in the Unit (C1)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Listening: Free-time activities

Interaction with mates about sports

Monologue about their favorite sport person

Role-play about interviewing a famous sport person

SECTION-2:

Reading &

Writing

Reading about record-breaking teenagers

Reading a story with the tenses learnt in this Unit Writing an interview to be practice in pairs

Writing a short story in Past & Past Continuous

SECTION-3:

Language

knowledge

Linguistic

knowledge

Past Simple & Continuous: regular versus irregular verbs

Past tense Expressions Go + -ing

Reflection on

Learning

To grasp the main idea of a text To ask for explanations

To relate already learnt contents

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Understand the importance of collaborative work

Sports as inclusive activities Learning to interview a famous sport person Enhancing the sense of belonging by group/pair

work


Understand the general idea and specific information in oral messages

Show interest in the use of ICTs (C4) Take part in progressively autonomous conversations and simulations

https://youtu.be/g3NmoBg1eKk


34

Unit 4-Fashion (8 Sessions)

INTRODUCTION

The fashion world is quite appealing for teenagers and in this Unit the vocabulary will be related to clothes and accessories. They will also read about "The history of jeans" and "Fashion through time", in which students will highlight verbs in the Past. Grammar will also deal with a revision of Past tenses in the affirmative, negative and interrogative forms.


Understand differences in Simple Past & Past Continuous (C1)(C5) Read texts about Fashion, and grasp the main ideas (C1) Carry out pair work talking about Fashion:"Are you a fashion victim?"

Write a composition about opinions about Fashion: pros and cons (C1)(C4) (C5)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Listen & watch a video about teenagers talking about the 80s´ fashion clothes style: The 80s

Speak about items of clothing and current fashion

Write a dialogue with the topic: "Going Shopping"

Perform the dialogue in pairs to the classmates

SECTION-2:

Reading &

Writing

Readings two texts about Fashion

Write personal opinions: pros & cons of Fashion

Answer to questions related to the texts

SECTION-3:

Language

knowledge

Linguistic

knowledge

Pronunciation:-ed ending Past Simple Regular versus Irregular verbs Vocabulary: clothes/accessories

Reflection on

Learning

Show interest in English

Reflect upon learning strategies

Read all the materials in Unit 4

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Interest in performing a dialogue

Interaction with mates Ability to work in groups or in pairs Respect for other mates´ opinions


Feel pleasure in using ICTs in order to make a revision of Unit 4 (C4) Be willing to listen to and interact with others. Have a positive attitude

towards own ability to participate in class activities (C8) Show interest in learning how to learn English (C7)

https://youtu.be/EhWWrbHqfcI


35

Unit 5-Digital (8 Sessions)

INTRODUCTION

Nowadays, ICTs are a key concept in our society. Technological advances evolve at a great pace and both teachers and students should be updated. That is why this Unit is devoted to trending and appealing topic for English learners. Vocabulary will be related to techs, apps, devices and Internet-based projects. Grammar will deal with the gradation of adjectives (Comparative & Superlative) and the pronunciation of the sound /h/, aspirated or not, will be also shown.


Understand the importance of ICTs in all contexts in society (C1) (C4) Take into account advantages and disadvantages of techs (C1)(C4) Read a text about inventions and search for the history of the Internet Write about which one is the best invention in your opinion (C1) Learn the gradation of adjectives and use it correctly (C1) (C2)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Listen & Watch a video: Social Media

Speaking about pros and cons of techs in pairs

Write a composition about your favorite tech tool Interact in pairs and talk about your composition

SECTION-2:

Reading &

Writing

Match tech words with their definitions

Exercises to practice the gradation of adjectives

Pronunciation of /h/ Write a composition about one´s favorite tech

SECTION-3:

Language

knowledge

Linguistic

knowledge

Gradation of adjectives Vocabulary: technology /h/ sound

Reflection on

Learning

Reflect upon the best invention

Learning to learn new words

Exchange info about pros/cons

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Respect one´s mates´ opinions

Create a cooperative atmosphere in class Intertwine similarities/differences in L1 /L2 Express opinions about pros and cons of techs,

giving reasoned statements about both


Understanding of new vocabulary related to techs

Ability to pronounce words correctly, specially /h/ sound Formative evaluation at the end of every Session to check knowledge

https://youtu.be/_SAYwQM7OaA


36

Unit 6- Make a difference (8 Sessions)

INTRODUCTION

In a globalized world the title is awe-inspiring enough to make the students realize what "Makes a difference" means. In this Unit vocabulary related to jobs and Health will be introduced and regarding grammar it will be covered different ways of expressing the future, linking this Unit with the following one in order to consolidate knowledge. Through a Brainstorming ideas about the central topic of the Unit will be put forward


Give opinions (C1) (C5) Understand, memorize and correctly use vocabulary related to jobs

and health problems and first aid (C1) (C3) Identify specific info about three heroes through a listening (C1) Write a letter to a magazine (C8) (C1) Look for info on police forces using ICTs (C1) (C5) (4)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Listen to two young people talking about jobs

Listening about heroes

Interaction with mates: the best helping idea

Perform a dialogue giving advice about health problems

SECTION-2:

Reading &

Writing

Read a text about World Water Day

Read a text about advice from a mountain rescue service volunteer

Write a letter to a magazine

SECTION-3:

Language

knowledge

Linguistic

knowledge

Vocabulary of the Unit To be going to should/shouldn´t must/mustn´t

Reflection on

Learning

Reflect upon their own learning

Self-assessment Reaction to errors

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Empathy with people who develop different jobs

Criteria to solve problems and give advice Express their own opinions respecting others Valuing other cultures and living styles


Formative Evaluation through classroom observation (C1,C2, C3,...) Skills observation (Reading, Writing, Speaking & Listening activities) Cumulative Grammar exams to check progress in the subject (C1,C2,.)


37

2.10 DEVELOPED DIDACTIC UNIT 6

MAKE A DIFFERENCE


38

DIDACTIC UNIT 6 (2º ESO) -MAKE A DIFFERENCE

1. Justification

2. Key Competences

3. Objectives

4. Contents

5. Communicative skills

6. Cross-Curricular Activities

7. Attitudes and Values

8. Schedule of Contents per session

9. Activities

10. Schedule of Activities per session

11. Methodology

12. Evaluation: Assessment Criteria

13. Attention to diversity

14. Materials and Resources

1. JUSTIFICATION

This is the 6th didactic unit of the English Language subject for the 2nd year of ESO at

the Inmaculado Corazón de María School. The linguistic content of this unit includes

jobs and health problems and first aid as the main vocabulary, the grammar dealt with in

this unit will be the future with be going to: affirmative, negative, questions and short

answers, the modals should/shouldn´t and must/mustn´t to give advice and to express

obligation and permission, respectively. The new grammatical points that are introduced

follow a logical order within the Program of the subject, due to the fact that in the

following unit another kind of future: will, is to be explained.


39

It will be also covered communicative skills to give opinions, as Functional Language

and Pronunciation will be based on sentence stress.

Productive and Receptive skills will be put in practice in the classroom by listening,

reading and speaking, taking into account the Common European Framework for

Languages.

Other areas of learning will also be introduced to enhance interdisciplinary work among

different areas of knowledge.

Temporal distribution

The didactic unit will be developed in 8 sessions of 55 minutes each, during the second,

third and fourth week of March. The activities which will be put forward are closely

related to both the objectives and the key competences which are included in the stage

curriculum.

2.KEY COMPETENCES

This unit includes specific work on the following competencies:

Competence in Linguistic Communication, in the sense that achieving

effective oral and written communicative competence in English is the main

focus of this subject. The English Language is used to give opinions, give advice

and to express the future by using the grammatical structure "Be going to". The

aim of the unit is to achieve a global comprehension of oral speech, as well as

the creation of coherent and cohesive oral speech, showing a clear structure of

ideas. This procedural approach, which takes mostly into account the

Communicative Approach is based on productive skills and receptive skills,

which will allow the student to express him/herself with progressive fluency and

correctness in diverse communicative situations, by using the more usual

registers. Creativity, both in oral and written expression is enhanced.


40

Competence in social skills and citizenship, as the unit is based on giving

personal opinions in order to establish interpersonal relationships and to create

links among people and the environment. Students must also show interest in

learning about others, and they must show a constructive, collaborative attitude

towards information presented and towards interaction in the classroom.

Personal opinions in oral exchanges must be characterized by respect and

appreciation for the others´ views, as well as for the norms ruling

communicative exchanges. Respect towards other countries´ customs, traditions,

festivities,...of the societies in which the language is spoken, must also be

encouraged. All in all, students must be aware and reflect on what other cultures

can offer to our way of life.

Learning to learn and Autonomy and personal initiative, due to the fact that

the use of strategies, resources and techniques of intellectual work are

encouraged and required so that students are aware of their own abilities and

knowledge. Study techniques, observation and note-taking strategies, as well as

peer and self-correction, cooperative working and organization and planning

strategies will be encouraged and fostered in the subject, in order to promote

responsibility, perseverance, self-esteem, creativity, and the acceptance or errors

as a source for learning, together with the encouragement of a positive attitude to

take risks. Similarly, at the end of the unit a reflection on the objectives targeted

will take place, so that students are aware of the outcome of their learning

process.

Competence of knowledge and Interaction with the Physical World, since

the vocabulary which will be dealt with in the unit will be related to the World

Water Day, together with jobs and health problems and first aid. Students will


41

also look for information on police forces using ICTs and will identify general

content of a text on the police in the UK and Canada.

Competence in processing information and use of ICTs, as the unit integrates

the use of ICT resources in its everyday schedule, allowing for a critical,

pluralistic approach to the messages proceeding from the media. Similarly, it

uses and enhances the usage of different formats (digital press, multimedia

resources), as well as of traditional ones.

Artistic and cultural competence, because of the fact that students will have to

identify specific information about three heroes through identifying general

content of a text related to the police in the UK and Canada.

3.OBJECTIVES

At the end of the unit, student will be able to:

Understand, memorize and correctly use vocabulary related to jobs and health

problems and first aid

Identify specific information from a text on World Water Day

Understand and correctly use grammar structures related to the future and

should/shouldn´t, must/mustn´t and draw parallels to L1

Identify specific information about three heroes through a listening

Give opinions

Look for information on police forces using ICTs

Identify general content of a text on the police in the UK and Canada

Identify specific information from a text on advice from a mountain rescue

service volunteer

Write a letter to a magazine

Assimilate the learning tips and study the Language Guide from the unit


42

4.CONTENTS

Grammar

1. Future plans, affirmative, negative, questions and short answers:

- To be going to

2. Giving advice

- Should/Shouldn´t

3. Obligation and Prohibition:

-Must/Mustn´t

Vocabulary

-Topic: Jobs and Health problems/First Aid

Jobs: actor, architect, electrician, engineer, lifeguard, mechanic, nurse police officer,

sportsperson, surgeon, teacher, vet.

Health Problems/First Aid: Broken arm, cold, cough, cut earache, headache, insect

bite, sick, sore throat, stomach ache, temperature.

-Functional language for giving advice and instructions

-Use of the dictionary

Structure and language functions

- Talking about the future, giving advice and expressing obligation/prohibition

Phonetics

-Sentence stress: Be going to

-Practicing the pronunciation of contracted and weak forms of should/shouldn´t and

must/mustn´t

5.COMMUNICATIVE SKILLS

READING

Read a text about World Water Day


43

Read a text about two police forces

Read a text about advice from a mountain rescue service volunteer

Read a letter to a magazine

WRITING

Write a letter to a magazine in four steps: plan, write, check, write

LISTENING

Listen to two young people talking about what jobs they would or wouldn´t like

to do

Listen to three young people talking about their heroes.

SPEAKING

Interaction: Participate in a class vote on which idea for helping a cause they

prefer and giving opinions

Spoken Production: Prepare and write a dialogue giving opinions following a

model.

6. CROSS-CURRICULAR ITEMS

In this unit, although language and communicative competence is the main goal, other

aspects will be also taken into account. Students will express their future plans, what

they want to be when they grow up. They will also learn to give advice and they will

have to deal with different situations and think of the possible answer in real life. This

purpose is helped by the usage of the grammatical structures and we will also work

aspects related to the whole area of Languages, in the sense that comprehension and

production skills, both written and oral, will be managed with a sense of democracy,

respecting all points of view.

7. ATTITUDES AND VALUES

-Respect for the target language culture


44

-Interest in the classmates´ opinions

-Effort with new vocabulary and structures

8. SCHEDULE OF CONTENTS PER SESSION

Unit 6 Make a difference

2º level Secondary graders Timing: 8 Sessions

1stSession

Introducing the unit: Make a difference,

explanation of the title of the unit.

Vocabulary 1: Jobs-actor, architect,

electrician, engineer, lifeguard, mechanic,

nurse, police officer, sportsperson,

surgeon, teacher, vet

Speaking: Talking about Jobs

2nd Session Reading 1: World Water Day

Prefixes: un- re-

3rd Session Reading 2:Mountain Rescue

Grammar 2: Should/shouldn´t

4th Session Grammar 1: be going to

It will be explained inductively(ppt)

5th Session Vocabulary 2: Health problems and first

aid

Grammar 1 (revision)


45

Grammar 2 (revision)

Listening: The police

6th Session Writing: A letter

Usage of alsoand too

7th Session Revision

8th Session Assessment-Evaluation

DIDACTIC UNIT TEACHING PROGRAMME

U6-Make a difference

2º ESO

UNIT 6-

MAKE A DIFFERENCE

2º ESO

11th-23rd March

OBJECTIVES

EVALUATION

CRITERIA

KEY COMPETENCES

-Identify grammatical

structures: To be going to

and should/shouldn´t vs

must/mustn´t

-Acquisition of grammar

and vocabulary presented

in the unit

-Practice of conversation in

-Linguistic communication

-Social and civic pair work


46

-Identify prefixes: un- re-

-Use vocabulary related

to jobs and health/first

aid

-Pronunciation: Sentence

stress in be going to

-Learn about what being

a Hero means

-Write a letter to a

magazine, using also and

too.

pairs

-Comprehension of oral

texts

-Writing of a text( a letter

to a magazine)

-Activities to apply and

check learning

-Pronunciation

-Interest in using English

as a means of

communication with other

people

-Knowledge and

interaction with the

physical world: World

Water Day

-Learning to learn: write a

letter to a magazine

-Autonomy and

Entrepreneurship: Give

advice and opinions.

CONTENTS

LANGUAGE

KNOWLEDGE

LANGUAGE SKILLS

SOCIO CULTURAL

Grammar

-Use the structure be

goingto properly. Know

the usage of

should/shouldn´t for

giving advice.

Lexis

Vocabulary related to

Jobs and Health-First

Listening

-Listening about what

means being a hero

Speaking

-Expressing obligation and

prohibition and giving

advice

Reading

-Reading of a text about

being sympathetic to a

-Knowledge and empathy

with people who are

involved different jobs or

volunteer themselves to

help others

-Criteria to solve problems

and give advice having


47

Aid

Phonetics

-Sentence Stress

social problem such as the

lack of water

-Reading of a Mountain

Rescue

Writing

-Written production of a

letter to a magazine

sympathy with others.

INTERDISCIPLINARY

ITCs

9. ACTIVITIES

The students are provided with a wide range of activities in each teaching unit whose

main aim is to encourage the students to master the English language. These activities

can be arranged, based upon the objectives of the teaching/learning process:

Warm-up activities are used before beginning a unit. These help us to identify

the knowledge of our students on the different points that are going to be

studied. It allows changing the methodology in a dynamic way depending on the

level of the students and designing specific activities for the diverse groups.

Possible activities are questionnaires, brainstorming, conceptual maps, etc…

Developmental activities allow the students to obtain basic knowledge of

interest for each teaching unit. The selection of these activities is related to the

initial evaluation of the students. Among these activities we can mention


48

problem solving, realization of simple tasks, fill in the gaps, drills, correction of

simple mistakes, writing simple sentences, etc…

Reinforcement activities are aimed at those students with certain learning

deficiencies. They are designed to help the students overcome these obstacles

and understand the main concepts of the unit in order to reach the objectives

successfully. These activities will be summaries, incomplete conceptual maps to

be completed by the student, or exercises that, while simple in nature, connect

various concepts explained previously in class. Consolidation and review

exercises will also help them revise all the contents presented in the unit.

Extension activities are used to expand on the acquired knowledge. In each unit

there will be some activities for those students who want or can extend the learnt

items. In some cases, the task could consist of searching for information and

writing reports. The students will be instructed to find information on a topic

and prepare a report. They are free to look for the information in the sources

they consider necessary as the Internet, the school’s library, or books of other

subjects. They can also have access to an entertaining magazine, and to the

platform Alexia created by the school, where they can find material that extends

the contents of the unit and introduces new linguistic points with exercises.

10. SCHEDULE OF ACTIVITIES PER SESSION

At this point, I will show a scheme of my 8 lessons planning. I will put it forward by

means of charts, with the description of the activities, the time devoted to each one,

thekind of skills which will be put into practice, the interaction that will occur in the

class and the materials that will be used to promote all mentioned before.


49

Unit 6- Make a difference. Group: 2 ESO. Lesson Planning 1. Timing: 55 min3

ACTIVITY TIME DESCRIPTION SKILLS INTERACTION MATERIALS

Introduction 5´ Greetings

alluding to the

festivity which

was celebrated

the day before:

St. Patrick

Mind map with

the meaning of

the title of the

Unit: Make a

difference.

Writing

and

Speaking

T-S

S-S

Blackboard

Students´

notebook

Warmer 5´ Questionnaire

about Jobs to

check their

knowledge with

new

vocabulary4

Reading

Speaking

T-S

S-S

Google Form

Introduction

of cards

related to Jobs

Vocabulary

presentation

15´

Students match

the pictures

Speaking

T-S

S-Ss

Students´

3Esta Sesión fue observada por ambos tutores. Se desarrolló el día 18 de marzo a última hora del horario escolar al grupo de 2º B. Las actividades realizadas se incluyen en el Anexo de este Trabajo Fin de Máster. 4Vocabulary of the Unit: Jobs

https://docs.google.com/forms/d/1Ae7DIFyT7x95aLJdWFEITJaMPcFGaeDp-GYzHf_611A/edit


50

with the jobs. A

student reads

aloud the

correct answers

Writing

book

(70-71)

Vocabulary 10´ Students write

definitions for

the words from

exercise 1 not

used in exercise

3, then

exchange

definitions for a

partner to

guess the

words

Writing

Speaking

S-S

Students´

book

(70-71)

Enhancing

vocabulary

activity

10´ Now say it!

Exercises 4 &

5

Students´ book

Comprehension

activity

Listening

S-S

Students´

book

(70-71)

Working in

pairs

10´ They ask each

other what they

are going to be

Speaking

T-S

S-S

Students´

book


51

when they

grow up. They

report back to

the class about

what jobs their

partners want

to do

S-Ss (70-71)

Homework

Workbook

page 55

Unit 6- Make a difference. Group: 2 ESO. Lesson Planning 2. Timing: 55 min


Introduction

5´

Greetings

Revision of the previous

Session. What did they learn?

Speaking

Writing

T-S

Blackboard

Comprehension

Exercises

15´

Before reading the text,

students will have to explain

in their own words what

could be the text about. The

students think of words that

could be related to this topic.

Some words are written on

the Blackboard

Reading

T-S

Students´

book

Digital

Teacher´s

book

Blackboard


52

Reading

Scanning

10´

Students look for words in the

text that they do not

understand or they think are

relevant

Reading

T-S

Students´

book

Blackboard

Comprehension

Exercises

Prefixes

15´

Students do exercises in page

71, after having read the text

and listened to it. They search

for words with the prefix un-

in the text. They keep a sheet

in their notebook to write

down words with prefixes

Reading

Writing

Individually

T-S

S-S

Blackboard

Students´

book

Workbook

exercises for

revising.

Homework

10´

We start doing revision

exercises in the workbook.1st

page. Students will also

watch a video:

http://youtu.be/AxfEVXNm_-

4

Reading

T-S

Digital

Teacher´s

book

Blackboard

http://youtu.be/AxfEVXNm_-4

http://youtu.be/AxfEVXNm_-4


53

Unit 6- Make a difference. Group: 2 ESO. Lesson Planning 3. Timing: 55 min


Introduction 5´ Greetings

Revision of

previous

Session

Speaking

T-Ss

Previous

lesson´s

materials

Correcting

Homework

10´ Students start

reading aloud

their answers in

the workbook

to correct them.

The Blackboard

will be used to

give them some

feedback

Reading

Speaking

S-Ss

T-S

Workbook

Blackboard

Grammar 2:

should/shouldn´t

Giving advice

20´

Explanation of

the Modal

Verb. The aim

is to explain it

inductively,

with sentences

which make

them think with

Speaking

Reading

Writing

T-S

Pptx

Chart on the

Blackboard

Students´

book


54

help of a pptx.

We will also do

exercises on

page 77

Pair Activity 10´ Exercise 13

Students´ book

without having

introduced the

2nd part of the

Vocabulary of

the Unit, in

order to explain

it to them

inductively.

Reading

Speaking

S-S

Students´

book

Revision 10´ Revision of

Grammar and

introduction of

new vocabulary

related to

Health and First

Aid asking

students some

questions.

Speaking

T-S

Blackboard


55

Unit 6- Make a difference. Group 2 ESO. Lesson Planning 4. Timing: 55 min


Introduction

5´

Revision of the

previous

Session

Speaking

T-S

Blackboard

Warmer

5´

Projection of

photos related

to vocabulary 2

about Health

and First Aid.

Students will

have to either

say the meaning

or explain it

Speaking

T-S

Pptx

Blackboard

Reading

Comprehension.

Volunteering.

Revision of

previous

Session

Grammar

20´

Reading of the

interview

Mountain

rescue!. One

student reads it

aloud, then we

will listen to it

twice. Then

they will

Reading

Listening

T-S

Digital

teacher´s

book

Students´

book


56

answer the

questions in

pairs.

Functional

Language:

Giving opinions.

Vocabulary

20´

Firstly they

listen to the

dialogue and

complete it with

the appropriate

adjective.

Talking about

Jobs and

learning some

adjectives

related to them

Listening

Speaking

T-S

S-S

Students´

book

Digital

teacher´s

book

Revision of the

Session

5´

Students are

asked questions

to check their

learning in

today´s Session

Speaking

T-S

Blackboard


57



Introduction

5´

Revision of

Grammar 1 & 2

already

explained in

previous

Session. Aim:

Check the

students

learning

Speaking

T-S

Blackboard

Warmer 5´ Vocabulary

Race: Students

write down

twelve jobs

from the

student´s book

without looking

at their books.

Then they write

them in their

order of

preference

Writing

S-S

Students´ notebook

Blackboard

Listening 20´ Listening:


58

Heroes.

Students will

listen to it twice

and will answer

questions on

page 73

Listening

T-S

S-S

Students´ book

Digital teacher´s

book

Blackboard

Grammar 2

Be Going to

20´ Students are

asked what they

are going to be

when they grow

up. Then a ppt

is projected

with the uses

and form of Be

Going To.They

write the

explanation on

their notebooks

Speaking

Writing

T-Ss

Pptx

Blackboard

Students´ book

Workbook

Homework

explanation

5´ Students will do

the pages in the

workbook

related to the

explained

Grammar. They

make up a

Writing

T-Ss

Students´workbook


59

dialogue like

the one in page

74.

Unit 6- Make a difference. Group 2 ESO. Lesson Planning 6. Timing: 55 min.


Introduction 5´ Revision of

previous Session

to check what

students have

learnt from

previous lessons

Speaking

T-Ss

Blackboard

Students´

book

Homework

correction

feedback

10´ Correction of the

Dialogues and

the

exercises in the

Workbook

related to the

Grammar point

1: Be Going To

Speaking

Writing

T-Ss

S-Ss

Students´

workbook

Blackboard

Culture.

Reading.

20´ Reading: The

Police. Warmer:

Brainstorming

(in pairs) things

Speaking

Writing

S-S

Digital

teacher´s


60

that the police

do: arrest

criminals, direct

traffic,.Tell them

to look at the

photos and

comment. Then

they listen to the

CD twice. Then

they answer the

questions.

Listening

T-S book

Students´

book

Blackboard

Explanation

of the usage

of also and

too

10´ Language Focus:

Including both

words in

sentences. Tell

students to build

two sentences

with each word

and write them

down on their

notebooks. They

comment upon

their answers in

pairs.

Writing

Reading

T-Ss

Blackboard

Pptx

Students´

book

Students are Students´


61

Homework 10´ asked for writing

a letter about

one of their

heroes.

Writing T-S notebook

Workbook

Unit 6- Make a difference. Group 2 ESO. Lesson Planning 7. Timing: 55 min.


Introduction 5´ Revision of

previous

Session

Speaking

T-S

Blackboard

Correction of

Homework.

Feedback

10´

Three Students

read their letters

aloud. Feedback

is given to them

to avoid future

mistakes when

writing. Parts of

a letter.

Writing

T-Ss

S-Ss

Blackboard

Students´

notebook

Revision

Grammar 1: Be

Going To and

Vocabulary 1

10´ Students are

asked for

explaining in

their own words

what they have

learnt about it.

Speaking

T-Ss

S-Ss

Students´

book

Revision 10´ Students are


62

Grammar 2:

Should/shouldn´t

and Vocabulary

2

asked for

explaining in

their own words

what they have

learnt about it.

Speaking

T-Ss

S-Ss

Students´

book

Translation

Exercise

20´ 20 sentences are

dictated in

Spanish to be

translated,

related to both

grammar points

and both

vocabulary sets

Writing

T-Ss

S-Ss

Students´

book



Exam 55´

I hand out the

exam

Reading

Writing

Listening

Speaking

Individually

Handout


63

11. METHODOLOGY:

During this school year the method Interface MacMillan will be used, apart from other

materials which will be provided by the teacher.

Interface is a four-level course for ESO with contents which turn out to be really

interesting for adolescents. The variety is a key feature nowadays, each time the world

is getting more multilingual, multicultural and globalized and this diversity has also its

presence in our classrooms. Interface reflect the amount of diversity in linguistic

abilities which students have at the beginning of ESO, together with the variety of their

own experiences and their own cultural sense.

12. ASSESSMENT

A) Assessment Procedure

Formative assessment

-Classroom observation to evaluate the progress either individual work or collective

work

-Workbook Exercises

-Skills observation through Reading, Writing, Listening and Speaking in the Student’s

book

Summative Assessment

-Progress Check in the Students’ book.

-One exam when the Grammar point has already been explained and worked by the

students.

-Cumulative Grammar, which allows to know how much progress the student has

made

-Revision in the Students’ book. After finishing 3 Units there is a revision of the

semester. It includes vocabulary, grammar and a writing for each unit.


64

B) KINDS OF ASSESSMENT

- Diagnostic assessment: It is made before the new contents, to know the previous

knowledge of the students upon which the new content will be added.

- Formative assessment: It takes part inside the process to obtain partial data about

content and linguistic competences which are acquiring and it is relevant because it

allows to take pedagogical decisions (advance the contents or go backwards, change

methodology, simplify, eliminate or add contents, etc…)

- Summative assessment: It is carried out at the end of a stage, and it includes long

periods of time to check if the competences and knowledge which promote the student

or certify the level have been acquired. It is the final judgment of the process, with

retrospective vision, observing the product of the learning process.

These three processes of evaluation are necessary, the first one before, the second one,

during the learning process and the third one at the end of the process.

MARKING CRITERIA

It will follow these percentages:

30% Grammar and Vocabulary, with one or two partial exercises

50% Grammar and Vocabulary exam, with an exercise in each term

20% Oral exam, with the Speaking Activities which have been done during the term

To calculate the average mark of each term, it will be necessary to obtain a minimum of 4

in the final exam each term.

Those students, who use whatever to cheat in the exam, will automatically obtain a cero in

the exam. Moreover, to sum the marks each term, the student will have to pass the written

part, which will include grammar, lexis, reading comprehension, listening and speaking. If

one of both parts is not passed, because it is summative evaluation, the student will have

to pass the exam the following evaluation term.


65

The same way, to calculate the average of each term, the student will have to pass the

written part (grammar, lexis, reading comprehension, listening and writing) and the oral

part.

If the student fails one of the parts and because it is a continuous evaluation, the student

will have to pass the subject by passing the exam the following term. If the student fails

the last evaluation term, the student will have to pass only the part that he/she has failed

(oral or writing).

Each term, the following aspects will be taken into account:

Regularity all the term long

Handing out of the works which are asked during the course on time

Taking part in daily activities

Doing daily homework

Good attitude and interest all the year long

Daily effort

Attending and being on time in the classroom

13. ATTENTION TO DIVERSITY

According to the Article 73 in the Spanish Education Law (2/2006), it is understood by

students with special needs, those who require for a period of time at school or all this

period long, specific help and specific educative attention derived from he/she being

handicapped or having a serious behavioral disease.

The strategy which is to be followed at our school to help students’ diversity has the

following features:

- It is mixed, that is to say, it will combined direct and indirect intervention.

- It is interdisciplinary, it will require all the members of the educative community

(teachers, families, institutions,...)


66

- It will have to adapt to the social context (kind of student, school…)

- It will have to be planned and made specific through organization, curricular and

didactic measures.

The measures of attention to diversity are the overall decisions which we take to adapt

the teaching-learning process in a sense, to the diversity of students for personal,

familiar or cultural reasons.

The tutor, in daily observation in the classroom, will pay attention to detect difficulties

that emerge to the students, being helped by the Orientation Department, just in case

that it is necessary, according to the Planning of Attention to Diversity.

At our school we will establish three types of measures: General, Ordinary and

Extraordinary.

General Measures: They are those which are regulated by law, for example, the

adaptation of the official curriculum to the features and needs of our school and

students. They are made concrete by documents such as

The Pedagogical Proposal, The Planning to encourage reading, personal orientation of

the students and their families and the structure of timetables to coordinate teachers and

assign hours for the tutors to receive their students.

Ordinary Measures: They are those which the teacher applies in his/her classroom,

without modifying the prescriptive elements of the curriculum and among them we can

highlight the following:

Flexibility of spaces and time

Differences in making groups: heterogeneous or homogeneous, of different sizes

(individual, in groups)

Organizing and Methodological Measures to adapt the teaching-learning process

to different rhythms, motivations, interests. We include here Working Strategies


67

andCooperative Learning, with the framework of working with projects, which

is the most opened and the one which allows us to pay attention to diversity.

Help for those students with different learning styles, inside the same level, with

intervention of specialists inside and outside the classroom; for this purpose a

timetable of coordination with the head teacher will be establish at the beginning

of the year.

Variety of materials and resources to compile and transmit information: written,

iconic, audiovisuals.

Coordination between the school and the family, taken into account the

timetable established for that purpose. Once used the ordinary measures, if it is

still being noticed that a student has learning difficulties and he/she does not

advance, a specialized evaluation will be requested, following the process

established for this purpose. These measures are already included within the

Extraordinary Measures.

14. MATERIALS AND RESOURCES

www.macmillanelt.es/teachers-corner/

www.macmillansecondary.es


68

Unit 7-Teenagers (8 Sessions)

INTRODUCTION

This Unit is devoted to learn to express the Future in different ways, using the Present Simple, Present Continuous, will and to be going to, together with future expressions. The topic of this Unit will be closely connected to teenager´s emotions and experiences, which will be expressed by adjectives of emotions in order to develop the ninth competence, Emotional Competence.


Expressing the Future with different verb tenses (C1) (C3) (C7) Future tense expressions (C1) (C5) Watch a video "Teenagers life in ancient Rome" (C1) (C5) Understand and memorize vocabulary related to emotions

Identify differences in meaning of adjectives ending in -ed or -ing

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Watch a video: Teenagers in ancient Rome

Speaking about their own opinion of teens

Make plans for the weekend in pairs

Perform a dialogue about future arrangements

SECTION-2:

Reading &

Writing

Read a text about teenager´s problems

Write a composition about the concept of teens

Read a newspaper and search for news related to teenagers

Make a summary of the most relevant news

SECTION-3:

Language

knowledge

Linguistic

knowledge

Ways of expressing future time Vocabulary: emotions Learn future expressions

Reflection on

Learning

Reckon different adjectives

Self-assessment Self-correction

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Interest in knowing info about other people´s habits and life-styles

Respect their mates´ points of view Interaction with mates, respecting each other Ability to work either in pairs or in groups

ASSESSMENT (KEY COMPETENCES)

Understanding new vocabulary (C1) (C5) (C7) Ability to grasp the meaning of the readings of the Unit (C8) (C1) Understanding and differencing ways of expressing the Future (C4)

https://youtu.be/juWYhMoDTN0


69

Unit 8- History (8 Sessions)

INTRODUCTION

In this Unit, students will learn how to express existence (next Unit will be about expressing quantity) using there is/there are in the Present and there was/there were in the Past. They will be asked to write a composition with the title: "What would you include in the Museum of your life?" using the grammar they have learnt till this moment of the school year. This Unit will also cover all about prepositions of place: between, under, on, in front of, opposite, etc.


Learn how to express existence with there is/there are (C1) (C5) Write a composition (C8) (C3) Perform a monologue about the previous composition (C1) (C4) Understand and use prepositions of place correctly (C1) Read a text about explorers and discoverers (C1) (C3) (C6)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Speak about the historical figure they like best Watch a video: 10 kids that changed the world

Answer some questions about the video Debate about which one is the best one in groups

of four

SECTION-2:

Reading &

Writing

Read a text about explores and what they did

Write: "The Museum of my life: is there...?"

Write a composition about a historical figure

Read a text about historical figures

SECTION-3:

Language

knowledge

Linguistic

knowledge

Express existence: Present/Past Use "ago" correctly Correct use of prepositions

Reflection on

Learning

Self-assessment Be aware of mistakes

Self-correction

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Interaction with mates respecting each other Relevant figures of history through time An autobiography "The Museum of my life" Commentaries after watching a video about 10

kids that changed the world


Formative evaluation at the end of each Session (C1) (C7) Check that the grammar structures of the Unit are understood (C1) Summative evaluation at the end of the Unit (C1,C2,...)

https://youtu.be/m2CCPuOXJes


70

Unit 9-Crime (8 Sessions)

INTRODUCTION

This Unit will be intended as a continuation of the previous one and it will be devoted to express quantity and to show the difference between countable and uncountable nouns: How much/many?, any, some, a few, a little and the uses in affirmative, negative and interrogative sentences. The topic of the Unit is Crime, so vocabulary related to this topic will be introduces: robbery, assault, arrest, pay a fine, etc. Audiovisuals will be also used in order to grasp vocabulary, grammar and word stress


Understand the main idea of a text related to a robbery (C1) (C5) Write a narrative about a crime investigation (C1) Learn the differences between countable and uncountable nouns (C2) Interact with mates showing interest in the dialogue (C1) (C5) Listening for stressed words in a speech (C1)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Listen to a narration of a robbery

Questions about the previous listening

Debate about crime in Spain

Dialogue in pairs about witnessing a crime

SECTION-2:

Reading &

Writing

Read texts of Agatha Christie & Sherlock Holmes

Write a narration about a witnessed crime

Match crime words with their definitions

Correct mistakes in sentences expressing quantity

SECTION-3:

Language

knowledge

Linguistic

knowledge

Express quantity correctly Vocabulary related to crime Ask and answer about quantity

Reflection on

Learning

Talk about crimes in general Show interest Write a description of a crime

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Learning to listen and show interest Thinking about crimes and reporting them Thinking about the consequences of a crime Interact with mates with empathy


Analyze social aspects of the Anglo-Saxon countries (C1) (C3) (C5) Write a narrative describing a crime (C1) (C3) (C5) (C7) (C8) Use ICTs in order to search for info about crimes (C1) (C4) (C7) (C8)


71

Unit 10-The living planet (8 Sessions)

INTRODUCTION

This Unit will deal with concepts such as global warming, natural disasters, greenhouse effect, etc. Grammar will be devoted to Present Perfect in affirmative, negative and interrogative sentences, together with the use of ever/never. This Unit will be completed by next one, in which a revision of the grammar learnt here will be done and other features of this tense will be added


Learn how to use and when to use Present Perfect (C1) (C3) (C5) Ask questions in the Present Perfect tense (C1) (C5) Talk about past experiences (C1) Watch a video about "Being eco-friendly" (C1) (C5) Correctly use ever/never

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Watch a video Being eco-friendly

Debate about eco-friendly practices Talking about past experiences: Have you ever...?

Interaction with classmates performing a dialogue about ways of taking care of the environment

SECTION-2:

Reading &

Writing

Read a text about recycling

Write a composition about how to protect Nature

Write a dialogue about recycling habits

Answer to questions about the video

SECTION-3:

Language

knowledge

Linguistic

knowledge

Present Perfect Vocabulary of "Environment" Reckon verbs used in this Unit

Reflection on

Learning

Admitting errors

Self-correction of mistakes

Self-evaluation

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Interaction with mates respecting each other Acknowledge other mates´ opinion Collaborative learning Reckon different recycling habits and ways of

protecting the environment with an open-minded opinion


Understand new vocabulary (C1) (C5) (C7) Write correctly about the main topic of the Unit (C1) (C3) (C7) Ability to read texts and pronounce words correctly (C1) (C7) (C8)

https://youtu.be/jGstnZ_hbws


72

Unit 11-A sense of adventure (8 Sessions)

INTRODUCTION

At this time of the school year, summer is near and teenagers are thinking about what plans they have for the holidays. This Unit is intended as a revision of the previous Unit about Present Perfect tense, but this time they have to answer to the question: How long...?.for/since. They will also search for info about dangerous sports and they will tell their experiences trying them in summer camps during the summer time


Fully understand the uses of Present Perfect (C1) (C5) Enhance communicative skills through dialogues (C1) Complete info in a given text (C1) Write a letter of complaint (C5) (C7) (C8) Read a text about dangerous sports (C8) (C1)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Watch a video: Extreme Sports

Comment the video and look up unknown words

Debate about these Sports

Make a dialogue of past experiences using for/since, asking the partners for info

SECTION-2:

Reading &

Writing

Read a text about a summer camp

Write a composition about summer activities

Answer questions about the video

Read the transcript of the video

SECTION-3:

Language

knowledge

Linguistic

knowledge

Present Perfect: for/since; just,

already, ago (Past Simple) Vocabulary related to the Unit Correctly write a composition

Reflection on

Learning

Self-correction of mistakes

Self-assessment Memorize new vocabulary

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Interaction with mates and teacher Acknowledge different kinds of summer activities Understand the uses of the grammar in this Unit

in order to talk about their one experiences and mates´

Respect different opinions


Formative evaluation: checking each end of session

Summative evaluation: exam at the end of the Unit Triangulation: self-assessment, daily work, parents´ view

https://learnenglishteens.britishcouncil.org/uk-now/video-uk/extreme-sports


73

Unit 12-Family (8 Sessions)

INTRODUCTION

This Unit is devoted to a revision of will and won´t with the aim of using it when the first conditional is explained, in Unit 13. Some other grammar points will be dealt with in this Unit: possessive pronouns and determiners, together with object pronouns. This Unit will also cover expressions to give opinions such as Think and don´t think+ will. Vocabulary related to the topic of the Unit: "Family" will be learnt on the part of the students

OBJECTIVES ( KEY COMPETENCES)

Understand the structures used with will ( 1st Conditional-Unit 13) Write a composition about one´s family, with a genealogical tree

Expressing possession through pronouns, determiners and ´s (C1) Read a text about different kinds of families

Motivate students to give their opinion about different topics (C1)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Watch a video: All kinds of families

Comment the video

Write a composition about Family

Interact with mates in a debate about the best kind of family

SECTION-2:

Reading &

Writing

Read at text about families nowadays

Write a composition about your family

Define vocabulary related to family

Answer questions related to the video

SECTION-3:

Language

knowledge

Linguistic

knowledge

Will/won´t Object and possessive pronouns Possessive determiners

Reflection on

Learning

Self-correction

Self-assessment Show interest

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Interaction with mates

Learning through collaborative work Be aware of differences in Families respectfully Take notice of intercultural differences


Memorize vocabulary related to Family and definitions

Understand the uses of will/won´t in order to apply it to 1st conditional Evaluation through triangulation

https://youtu.be/ht3oZAmSd1Q


74

Unit 13-Luck (8 Sessions)

INTRODUCTION

After the previous Unit, this one´s aim is to understand the uses of the 1st conditional and apply this knowledge through role-plays. Apart from conditional sentences, students will be able to make suggestions, on one hand, and on the other hand they will talk about Superstitions in their country related to superstitions in Anglo-Saxon countries


Understand the uses of first conditional (C1) (C3) (C5) Talk about Superstitions in pairs (C5) Make a dialogue about winning the Lottery (C1) (C6) Perform a monologue about Superstitions (C6) (C1) Watch a video about Bad/Good Luck in Anglophone countries (C6)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Watch a video: Common superstitions in Britain

Debate about the video

Interaction with mates about what is considered bad luck in Spain in contrast with Britain

Speaking about having good luck in the Lottery

SECTION-2:

Reading &

Writing

Read a text about Horoscope

Write a text about what will you do if you win the Lottery

Search for info about Superstitions around the world and debate it in pairs

Practice the use of 1st conditional orally

SECTION-3:

Language

knowledge

Linguistic

knowledge

1st Conditional Vocabulary related to luck How to make suggestions

Reflection on

Learning

Self-assessment Self-correction of one´s errors

How to memorize vocabulary

SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Be aware of socio-cultural differences

Interaction with mates Activate previous knowledge to learn the new Promote a good atmosphere in the classroom


Grasp the main uses of 1st conditionals through role-plays (C1) Understand the main superstitious practices in the world to learn new

vocabulary (C1) (C5) Make suggestions for planning a weekend out (C1) (C5) (C6)

https://youtu.be/RHPG9TlZDuk


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Unit 14-Us & Animals (8 Sessions)

INTRODUCTION

This Unit is relevant in order to understand the rights of animals and to avoid all kind of violence against them. Grammar will deal with Passive Voice, an introduction to it in the Present, and the use of "by" when the agent is stated in a sentence, together with the uses of "too" and "enough" A debate will be put forward about animal rights and endangered animals and an animal rights questionnaire will be handed out to the students


Understand the structure of the Passive Voice and turn Active into Passive Voice as a grammar exercise (C3) (C2) (C19

Take part in a debate about animal rights and fill in a questionnaire (C1)

Read a text about Animal Smuggling (C5) Write a composition about pets and animals in general (C1) (C5)

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Speak and debate about animal rights

Interact with mates and give opinions about it Watch a video: Animal rights

Comment upon the video

SECTION-2:

Reading &

Writing

Read a text about Animal Rights

Write a composition about animals

Read a text highlighting verbs in Passive

Write about pros and cons of having a pet

SECTION-3:

Language

knowledge

Linguistic

knowledge

Passive Voice Vocabulary: animals Contrasting ideas: too & enough

Reflection on

Learning

Self-assessment Self-correction


SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Interaction with mates

Activation of previous knowledge: active voice Be aware of socio-cultural differences Promote good feelings in the classroom


Summative assessment (C1, C2,...) Evaluation through triangulation Check knowledge at the end of each Session in order to acquire new

:%20https:/youtu.be/eqgircLRbVY


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Unit 15-Dream destinations (8 Sessions)

INTRODUCTION

The last Unit of the school year has the main aim of revising verb tenses through several readings about travelling. Tourism will be also a topic to deal with and any doubt about grammar will be solved. Dream destinations have to do with the fact that English speaking countries have a lot to offer (sight-seeing, museums, theater, etc.) and a decision will be put forward about which speaking country to choose, either Britain or the USA?


Revision of verb tenses and their uses dealt with in this school year Write a composition about a dream destination (C1) Read about socio-cultural differences between Britain & the USA

Understand and use correctly several expressions to make comparisons

Answer a questionnaire about British & American cultures

CONTENTS

SECTION-1:

Listening,

Speaking &

Interaction

Debate about which holiday destination to choose

Watch the video: Brits versus Americans: Who´s smarter?

Interact with mates about the video in pairs

Perform a speech about differences in general

SECTION-2:

Reading &

Writing

Read a text about a desired destination abroad

Answer questions about the video

Write the main differences between Brit. & Am. Answer this questionnaire: Britain vs. America

SECTION-3:

Language

knowledge

Linguistic

knowledge

Revision of verb tenses Vocabulary: tourism Making plans for the holidays

Reflection on

Learning

Self-assessment Self-correction of errors


SECTION-4:

Socio-cultural

Features &

Intercultural

Awareness

Comparisons among verb tenses: activation of previous knowledge

Interaction with mates in debates respectfully Be aware of socio-cultural differences Promote collaborative work


Understand the main uses of the verb tenses dealt with during the school year

Check knowledge through three ways or triangulation Summative evaluation checking knowledge each Sessions

https://youtu.be/ziNyTk2SzdY

https://docs.google.com/forms/d/1cV9CQQz8j5QZkbJj6u4YJvSYSo3dMmOsA2nIjGWRKTs/viewform?embedded=true%22%20width=%22760%22%20height=%22500%22%20frameborder=%220%22%20marginheight=%220%22%20marginwidth=%220%22%3eCargando...%3c/ifr


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APPENDIX- DIDACTIC UNIT MATERIALS


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Find the right job to these definitions


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Students have to search for their pair to complete the meaning using "To be going

to": Find someone who is going to....


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83


84


85


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PART III

RESEARCH PROJECT

L1 in the EFL (English as a Foreign Language) Classroom: An Observational Study


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L1 in the EFL classroom: an Observational Study

ABSTRACT

The aim of finding an appropriate pedagogical method for the EFL classroom is a

challenging subject matter. This Research Project looks into the question beyond the

traditional teaching methods and explains how through Cross-Linguistic Awareness

(CLA) focused pedagogy this objective can be achieved. The context will be a Spanish

Secondary School and the participants involved will be Spanish Secondary School

learners of English as a Foreign Language and their teachers. Data will be collected by

the tape-recording of English conversation classes and by handing out a questionnaire to

the participant students and teachers. The Methodology is based on the COLT

Observation Scheme and the contrastive analysis of L1 and L2 through the

implementation of activities of different linguistic features which intertwine L1 and L2:

vocabulary (false cognates), pronunciation of the English "h" and grammar (expression

of "possession"). The outcome of the implementation of this project seeks to

demonstrate the beneficial results obtained through the use of L1 in the EFL classroom,

together with comparison of features of both L1 and L2, represented by the CLA

focused pedagogy.

Keywords: L1 vs. L2 use, COLT Observation Scheme, CLA focused pedagogy,

English Classroom Discourse


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3.1 INTRODUCTION

This end of Master´s project has the main aim of revising the usage of L1 in the EFL

classroom. Many authors (Auerbach,1993; Cook, 2001; Bateman,2008; Littlewood and

Baohua Yu, 2011; Cagri,2013;) have looked into this question, from the first studies

about bilingualism and the relationship between L1 and L2 (Ervin and Osgood, 1954) to

the use of L1 in the EFL classroom on the grounds that it could be a "Neglected

Resource" (Atkinson,1987)

At the beginning of the literature review it was sociolinguistics that seemed to be

important to the topic, but then it was realized that this field has to do with speech

communities rather than with an EFL classroom, although both terms are related

because they refer to discourse analysis.

Afterwards, the scope was narrowed by paying attention to the classroom context and

the fact that sometimes the usage of L1 is preferred for scholars such as Schweers

(1999), rather than the use of L2 in a continuum, which can be frustrating for many of

the students, who do not have a certain level of proficiency to follow the teacher´s

explanations.

Moreover, Auerbach (1993:29) highlights the fact that learning EFL involves relations

of power and has sociopolitical connotations. That is why she puts forth the use of L1 in

the EFL since: "starting with the L1 provides a sense of security and validates the

learners´ lived experiences, allowing them to express themselves. The learner is then

willing to experiment and take risks with English". According to her article, she is

against "English Only" in the EFL classroom.

Regarding Language Teaching it is important to consider that it is related to several

disciplines such as Linguistics, Applied Linguistics, Psychology (Language Learning


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Theory), Sociology (Theory of Language Use), and Pedagogy (Theory of education and

teaching). These fields within Language Teaching turn out to be intertwined with the

subjects that a training teacher has to go through during the teacher training Master in

Spain.

According to the structure of this project, after going through the revision of the

literature and putting forward the research questions, the methodology that is to be

followed will be explained, together with participants, instruments and procedures. The

analysis of results will be included in a hypothetical way, as data are not analyzed, but

the outcome of the project can be inferred from previous researches and in the

concluding remarks, some questions for further research will be opened for discussion.

To sum up, this research project will describe the state-of-the-art of the usage of L1 in

an EFL context and intends to test if L1 constitutes an interference in the learning

process of the L2 or, on the other hand, it has a positive transfer.

3.2 LITERATURE REVIEW

3.2.1 L1: advantages/disadvantages in EFL classrooms

Atkinson(1997) and Harbord (1992) agree with the best way of using L1 in the FL

classroom, but with different approaches to the topic. The former puts forward some

uses of the L1 in the L2 classroom such as: comparing the L1 and L2 for cross-

linguistic awareness, talking about the language, checking comprehension or giving

instructions; the latter agrees on the importance of the L1 and recommends that it

should not be avoided, but disagrees with the majority of Atkinson´s uses of it, because,

in his opinion these uses would make it difficult to develop the L2 communicative aims.


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That is why he recommends for example a contextualized, rather a word-for-word

translation.

Moreover, it is also important to take into account advantages and disadvantages of the

L1 within the EFL classroom. The advantages can be illustrated with the following

quotes:

" Mother tongue is indeed the mother of the second, third and fourth languages.(...) To

exclude MT from the English classroom is like trying to wean a baby on day one of

their life" (Deller & Rinvolucri 2002:10)

"How (...) can you teach a bilingual subject by means of a monolingual pedagogy?"

(Widdowson 2003:154)

"The MT is (...) the greatest asset people bring to the task of foreign language learning."

(Butzkamm 2003:29)

Regarding the abovementioned quotes, it is noteworthy they clearly express a

preference for the inclusion of L1 in the FL classroom. Some more uses are put forward

by Macaro(1997):

Using the first language for giving instructions about activities

Translating and checking comprehension

Individual comments to students

Giving feedback to pupils

Using the first language to maintain discipline

On the other hand, within the disadvantages that are implied by the use of L1, the most

relevant is that its overuse of L1 restricts students´ exposure to the target language and


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a "good input and maintained in time" is necessary to achieve a good output on the part

of the students. That is why speaking is a crucial part of FL learning, and it is by

developing communicative competence that the aims of the teaching/learning process

can be achieved. The greater exposure to the FL, the better a student can perform in

speaking activities, on the grounds that this skill is crucial in the foreign language

learning process.

To continue with, the relationship of the L2 Input / Output will be exposed in the

following lines, regarding these concepts as crucial and taking into account the theory of

the Monitor Model and the Comprehensible input (i+1), put forward by Krashen (1985).

3.2.2 L2 Input/Output

The input which is received by the students through receptive skills (listening and

reading) is produced the majority of the time by the teacher, but it can come also from

the peers or as the result of interaction.

Moreover, Target Language (TL) use is necessary (Krashen,1985), specially at higher

levels of proficiency (the outcome of the Language Learning Process), this involves that

the more input the students are exposed to, the more likely they are to learn the Foreign

Language.

Within the Input, the concept of intake is also important, it is the language heard or read

that becomes knowledge on the part of the learner. It is also important to be taken into

account that the concept of input is also related to the concept of Second Language

Acquisition (SLA) and there are several factors that affect this, such as contextual

variables (students´ background, school, teacher, method) and individual variables,

among which the L1 is found, apart from age, gender, motivation and aptitude.


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Moreover, it is not only the exposure time, but also the quality of this input that is

relevant to the learning process.

The process of receiving input should also be meaningful (Selinker,1972) and

comprehensible, the former means that the data learnt within a session or class should

be put into practice and the latter involves, according to the input hypothesis, that

learners need an input which goes a stage beyond their own competence (i+1) (Krashen,

1985).

According to the output hypothesis, comprehensible input is not enough to promote

language learning, it is also necessary to promote comprehensible output, which implies

"the delivery of a message that is not only conveyed, but that is conveyed precisely,

coherently, and appropriately" (Swain, 1985: 249).

All in all, taking into account both input and output, it is also necessary to go a step

further and put forward a pedagogical method that could be the answer to a principled

and judicious usage of L1.

3.2.3 Contrastive teaching. Cross-linguistic awareness

Contrastive teaching emerges when two or more languages are involved in the

learning/teaching process and cross-linguistic awareness (CLA) is a key term to

consider if we want this process to be fruitful.

The most important implication that transfer has for language teaching is that cross-

linguistic influence has great potential to affect the course of second language

acquisition, both inside and outside the classroom, although for example a "foreign

accent" has not always negative connotations (Odlin,1989).


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Because there is enough evidence that reassures the fact that both L1 and L2 are learnt

in a very similar way and learners go through the same stages in both it is important to

know when and how both languages interfere with each other in order to use the right

pedagogy. This is also related to CLA as shown by children, who lack this knowledge

of the differences that are conveyed by the L1 and the language they start acquiring.

Thus, contrastive teaching is a good tool to be used in the L2 classroom. Needless to say

that it depends on the L1, because it is not the same to teach English to Spanish

students, than to Japanese students, for example. But bearing in mind the contrastive

analysis between both languages, the learning/teaching process can be improved

without any doubt.

In the following section, we will deal with a core issue in this project: the positive or

negative transfer of L1 to the learning/teaching process and after this review we will put

forward a methodology which takes into account the relationship among the L1 and the

L2.

3.2.4 L1 transfer: Interference or Positive influence

Transfer is the influence resulting from similarities and differences between the target

language and any other language that has been previously acquired.

The term interference is used in language teaching and learning to refer to any negative

influence (lexical, syntactic, phonological, etc.) that one language exerts over the other,

either the L1 on the L1 or vice versa. L1 transfer can help or hinder the learning process

and causes a problem to the language learner whereas positive cross-linguistic influence

helps the language learner (Varshney, Rachel, and Jeanne Rolin-Ianziti,2006).


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Moreover, it is also important to highlight that language transfer involves not only

linguistic features, but also cultural aspects (Lado,1957).

Some issues regarding transfer should also be explained on the grounds that transfer is

not simply interference such as that of phonetic inaccuracies, but it goes beyond that

when it is realized that much of the influence of the native language can be really

helpful, especially when the differences between two languages are not many. That

could be the case of the difference between Spanish and Arabic learners of English,

because the number of Spanish-English cognates is bigger than the number of Arabic-

English cognates.

Nevertheless, there are authors such as Krashen (1983) who claim that the learning

process of the L2 is interfered by the previous knowledge of L1 and poses the idea that

transfer may be a mere "production strategy", without taking into account any cross-

linguistic influences which can be beneficial in listening or reading comprehension.

Regarding next epigraph of this review, there are two approaches about the use of L1 in

the EFL classroom, both representing the opposite poles of a continuum, from those

authors who consider that the L1 should not be avoided, but enhanced, to others who

do not consider it to be relevant in the learning/teaching process because they think that

a great amount and good quality of TL is the best tool in the EFL classroom.

3.2.5 Monolingual vs. Bilingual Approach

Regarding the Monolingual Approach, it has been preferred for a long time over the

Bilingual Approach. It implies that students should be as much exposed as possible to

the L2, because an overuse of L1 can involve that learners feel more comfortable this

way or are more motivated and the L2 can be neglected. Moreover, another case in


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which the monolingual approach is implemented is that of a classroom where the

teacher does not speak the students´ L1.

Regarding the Bilingual Approach, there are several reasons for using the L1 within the

L2 classroom, such as the fact that using the L1 prepares children for code-switching (It

occurs when a speaker alternates between two or more languages or language varieties

in the context of a single conversation) in later life ( Cook, 2001) and it can be useful to

give explanations about a certain task to be developed, providing the necessary

information about it.

This view of understanding the L1 as a relevant tool, is also shared by psychologists

such as Ausubel (He promotes a Meaningful learning as opposed to rote learning and

refers to a learning way where the new knowledge to acquire is related with previous

knowledge, as "a clearly articulated and precisely differentiated conscious experience

that emerges when potentially meaningful signs, symbols, concepts, or propositions are

related to and incorporated within a given individual's cognitive structure" ) based on

the links which are established between new information and previous knowledge,

which is the main feature of effective teaching in many teaching contexts.

According to Turnbull (2001), the use of the L2 should be maximized, what would

benefit students´ L2 proficiency ( It is someone´s skill in using a language, generally as

a second language. This term describes the degree of skill that someone has attained in a

language and his/her ability over the four basic skills: speaking, reading, writing and

listening). His opinion is not totally against the bilingual approach, as he thinks that

there is a place for the teacher to use the students´ L1 in SL and FL teaching. But he

highlights the disadvantages of the Bilingual Approach when, again, there is an overuse

of the L1. And he calls into question the idea expressed by Cook (2001) of what


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"maximize" really means, in terms of an "optimal or acceptable amount of L2 and L1

use by teachers" (Turnbull, 2001).

In the following section we will deal with CLA-focused pedagogy (Cross-Linguistic

Awareness Pedagogy), through which L1 and L2 are intertwined and comparisons

among both are established so that this implementation involves improvement in the

learners´ English Proficiency.

3.2.6 Cross-Linguistic Awareness Pedagogy

Cross-Linguistic Awareness Pedagogy is a type of metalinguistic awareness. It is likely

to play a role in successful reading and writing at school. Metalinguistic awareness can

be activated through classroom activities that promote comparisons between L1 and L2

(Kupferberg & Olshtain, 1996). Research has been conducted in the Immersion

Programs in Canada and this research has led to a new methodology: CLIL (Content

and Language Integrated Learning) in Spain. Due to the fact that in Canada, French and

English are compared, it turns out to be appealing the comparison of Spanish and

English in an EFL classroom in Spain.

Moreover, Horst, White and Bell (2010) give understandable reasons about the use of

comparisons among L1 and L2. One reason for the implementation of a CLA pedagogy

is that making connections between both L1 and L2 (French and English) was

demonstrated to be useful for third-person possessive determiner use (White,1998;

White & Ranta,2002; White; Collins, & Muñoz,2007; White,2008). These findings

paved the way to a more conscious use of CLA pedagogy within the EFL classroom and

the crucial question will be the overt implementation of these findings in class, that is to

say, since learners draw on L1 resources anyway, the implementation can be made

through explicit explanations of this comparison.


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These are the basic ideas that support the usage of CLA pedagogy, that are followed by

authors who belong to the Canadian Immersion Programs, although the focus of this

research project is on Spanish context and this hypothesis will have to be proved right

or wrong in an EFL classroom in Spain.

In the following section, the Observation Method of COLT is explained, although the

whole scheme will not be followed, only some categories of part B.

3.2.7 The COLT Observation Scheme

The COLT (Communicative Orientation of Language Teaching) is used in this project

to distinguish the use of L1 or TL within the EFL classroom. The COLT is an

"observation scheme that provides a macroscopic analysis of L2 classrooms at the level

of activity type and the verbal interaction within them" (Spada & Lyster 1997:788). The

COLT was first used in the early 80s to describe differences in the communicative

orientation of language teaching and to determine whether and how this contributes to

differences in L2 learning outcomes" ( Spada & Lyster 1997:788)

This observation scheme has several categories arranged in two parts. The creators of

the COLT explain that "Part A describes events at the level of activity, and part B

analyses the communicative features of verbal exchanges between teachers and students

as they occur within each activity" ( Allen, et al. 1983: 234). Given that the observation

of the 4º level of E.S.O. classroom in Spain in this project focuses on language analysis,

concretely the use of L1 on the part of both teachers and students, part B of the COLT

scheme will be used to take account of references to L1 or L2.

COLT has "(...) been used primarily in classroom research that is intended to look at

how differences in teaching practices are related to differences in second language

learning" (Lightbown & Spada 2006:115). The categories contained in part B of the


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COLT observation are: use of target language, information gap, sustained speech,

reaction to code or message, incorporation of preceding utterances, discourse initiation

and relative restriction of linguistic form.

These categories will be explained as follows:

Use of Target Language: in this category, the observation focuses on

differentiating between the use of the English and Spanish languages in the

classroom in both, students and the instructor.

Information gap: Allen et al. (1983), assert that: “communication must have a

purpose-the giving, receiving, or requesting of information-” (Allen et

al.1983:240). There are two parts within the information gap category:

requesting information and giving information. At the same time each of these

two parts has two subsections: pseudorequests and genuine requests, for the

requesting information part, and predictable as well as unpredictable, for the

giving information one.

Sustained speech: This category “is intended to measure the extent to which

speakers engage in extended discourse, or restrict their utterances to a minimal

length of one sentence, clause or word” (Allen et al. 1983:241). This category is

subdivided into three parts: ultra minimal, minimal and sustained speech.

Reaction to code or message: This category refers to the subject matter being

communicated, "whether the purpose of an exchange is to focus on the language


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code (grammatical correctness) or on the message, or meaning, being conveyed"

(Allen et al. 1983: 241)

Incorporation of preceding utterances: It refers to the reply made by the second

party, whether she/he comments, elaborates, reformulates, etc. the message

heard. There are six subdivisions of this category: No incorporation, Repetition,

Paraphrase, Comment, Expansion, Elaboration (Allen et al. 1983:242)

Discourse Initiation: This is coded only for students and refers to the

spontaneous initiation of talk on the part of the students, as opposed to

responding to the teacher or classmates.

Relative restriction of linguistic form: it is also coded only for students and is

concerned with the linguistic form used by the student, whether there was only

one linguistic form for the student to be used or if it was up to the student to

choose the linguistic form. There are three subdivisions: Restricted use, Limited

restriction and Unrestricted use (Allen et al. 1983:243).

Moreover, when an Observation Scheme is implemented, as in the case of this research

project, the Observer´s Paradox (a term developed by William Labov to refer to a

phenomenon that takes place when doing sociolinguistic research. The issue raises

when the sociolinguist needs to gather data from a single speaker or a group of speakers

in a speech community. The problem is that observing and gathering, for instance,

recording, that speech is difficult because as soon as the informants realize that they are

being observed they can change their speech and make use of a less natural talk. What

really interests sociolinguists is the way people speak when they do not know that they


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are being observed) has to be taken into account to deal with possible biases in the

process of observation so that the outcomes can be more reliable.

3.3 RESEARCH QUESTIONS

The present innovation project poses the following research questions:

RQ1: To what extent does the amount of L1 usage by 4th leveled Spanish Secondary

graders affect L2 learning?

RQ2: Is Cross-Linguistic Awareness Pedagogy beneficial for 4th leveled Spanish

Secondary Education (E.S.O.) L2 learners?

3.4 METHODOLOGY

Both research questions will be tested by the COLT Observation Scheme. It will be

used to assess features related to interaction among students and teacher-students

interaction. The duration of this observation will be one Didactic Unit ( 8 Sessions of 50

minutes each) The class will be tape-recorded and a non-participant teacher will write

down all relevant data and will pay attention to every switch that takes place, from L1 to

L2 and vice versa. Two questionnaires will be also implemented among three non-

English-native participant teachers and among the participant students.

The first questionnaire: Teachers´ opinion Questionnaire (see Appendix I) will search

for the teachers´ opinion related to both research questions, that is, the use of L1 in the

EFL classroom and the implementation of the CLA focused pedagogy.

The second questionnaire: Students´ opinion Questionnaire (see Appendix II ) will be

handed in to the participant students and it will cover the same issues as for the

https://docs.google.com/forms/d/1lsnAMsG80B6ikdE36UaFv3pDBxNqALGsCXgpNxUs2iA/viewform?embedded=true%22%20width=%22760%22%20height=%22500%22%20frameborder=%220%22%20marginheight=%220%22%20marginwidth=%220%22%3eCargando...%3c/iframe%3e

https://docs.google.com/forms/d/1fMbzWI0YIhVEJJLxQtpCi0mEChgqVcPMB0aPrAy17Ss/viewform?embedded=true%22%20width=%22760%22%20height=%22500%22%20frameborder=%220%22%20marginheight=%220%22%20marginwidth=%220%22%3eCargando...%3c/iframe%3e


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teachers´ questionnaire, although from the students´ point of view since the aim of this

research tool is to check the opinions of both participants in the project.

An important role in this observation process is carried out by the non-participant

observant teacher, who will use a Reference Sheet (see Appendix III) to write down any

cross-linguistic reference made during the English classes.

Regarding how to check the improvement in the L2 learning process, a pre-treatment

and a post-treatment test will be handed out to the students, in order to attest if the fact

of making references or establishing comparisons between languages improves

students´ proficiency. These tests will be related to the vocabulary, grammar of

pronunciation contents of the official curriculum which will be dealt with at the

moment of the observation.

Regarding the second research question, three activities (see Appendix IV) are put

forward with the help of CLA focused pedagogy: a vocabulary activity about

similarities and differences between words in both languages, the analysis of helpful

cognates (uniform, traffic, patience,...) and false friends ( actual/actually, attend, carpet,

success,...); a Focus on Form (FoF) activity comparing L1 and L2, explaining the

differences in Spanish and English ways of expressing possession, more complex in the

case of English Language; and the last one will be a pronunciation activity of "h" sound

in English.

The activities which will be implemented taking into account the CLA focused

pedagogy will consist in two questions each, and they will allow making connections

about vocabulary, grammar and pronunciation based on the relationship between L1 and

L2.


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3.5 PARTICIPANTS

The context in which the project is framed is a Spanish Secondary School, participants

will include both teachers and students. Teachers will be three non-native-English

speakers who will report their opinions and will be observed by a non-participant

teacher who will be writing down the information needed for this project,. Students will

be of 4th year E.S.O., whose ages will range between 15-16 years old, they are at the

end of Spanish Secondary Education, so they are supposed to have a good level of

English, especially if they are going to continue with the following educational stage

after E.S.O. This students´ level has been chosen on the grounds that they can provide

more reliable information regarding cross-linguistic references made during English

classes.

There will be three groups of students of the same level (4th level E.S.O.), with 30

students each group, the observation will take place during 8 Sessions or one Didactic

Unit, the third week of March will start the observation process and it will last for three

weeks. During this period of time the non-participant teacher will be writing down all

the information he/she considers relevant to the project, including the filling in of the

abovementioned Reference Sheet.

3.6 INSTRUMENTS AND PROCEDURES

Instruments will consist of questionnaires (Teachers´ opinion Questionnaire-Appendix

I- and Students´ opinion Questionnaire-Appendix II- ), a Reference Sheet (Appendix

III) and CLA focused pedagogy activities ( Appendix IV)

Regarding pre and post tests, as stated above, the activities can vary according to the

vocabulary, grammar of pronunciation features that will be covered at the time of the

observation process.

https://docs.google.com/forms/d/1lsnAMsG80B6ikdE36UaFv3pDBxNqALGsCXgpNxUs2iA/viewform?embedded=true%22%20width=%22760%22%20height=%22500%22%20frameborder=%220%22%20marginheight=%220%22%20marginwidth=%220%22%3eCargando...%3c/iframe%3e

https://docs.google.com/forms/d/1fMbzWI0YIhVEJJLxQtpCi0mEChgqVcPMB0aPrAy17Ss/viewform?embedded=true%22%20width=%22760%22%20height=%22500%22%20frameborder=%220%22%20marginheight=%220%22%20marginwidth=%220%22%3eCargando...%3c/iframe%3e


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3.7 EXPECTED RESULTS AND DISCUSSION

The results obtained will confirm the hypotheses of departure, that states that L2

learning process is enhanced by cross-linguistic references to L1.

The checking tests will prove that it is really good as a pedagogical method to make

references to both L1 and L2 when teaching English as a foreign language, and the

proficiency of students in the four skills will be also enhanced, as post-treatment tests

will attest.

Moreover, regarding both research questions, the first one will be answered

affirmatively, that is to say, that L1 usage will affect L2 learning positively. The second

question asserts the fact that the methodology used as a treatment will be beneficial for

the L2 learners (Hall, G., & Cook, G. 2012) .

3.8 CONCLUSION

This research project, framed within the teacher training Master of the University of La

Rioja, has had the intention to explain the necessity of a more in-depth comprehension

of the L1 within the EFL classroom. The methodology which has been used, known as

Cross-linguistic Awareness focused pedagogy, has the main aim of make it possible that

an implicit awareness of the intertwining essence of Spanish and English in the EFL

classroom is made explicit or overt.

Although the ability of using L1 is justified and principled, there are still authors

(influenced by Krashen´s theories: comprehensible L2 input for L2 acquisition) that are

against this implementation.

All in all, there are concluding facts to attest the use of L1 in the EFL and the method of

CLA focused pedagogy as a tool to achieve the aim of turning the L1 into a fruitful

resource on the grounds that contrastive teaching can enhance students´ proficiency.


106

Although this project has lacked evidence from academic data, further research can be

done about the relationship of contrastive teaching and academic achievement, not only

in the foreign language, but also in other subjects.

3.9 REFERENCES

Allen, Patrick. The Development of Bilingual Proficiency. Interim Report on the First

Year of Research, Second Year Report, and Appendices., 1983.

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Instrument for Investigating Intra-Linguistic and Crosslinguistic Influences on Spanish-

Spelling Development." Bilingual Research Journal 29.3 (2005): 541,551,553-554,556-

560,727,729-730. ProQuest. Web. 8 June 2015

Auerbach, Elsa Roberts. "Reexamining English Only in the ESL Classroom." TESOL

Quarterly 27.1 (1993): 9. ProQuest. Web. 5 June 2015.

Bateman, Blair E. "Student Teachers' Attitudes and Beliefs about using the Target

Language in the Classroom." Foreign Language Annals 41.1 (2008): 11-28. ProQuest.

Web. 5 June 2015.

Bell, J. (1993). Doing your research project. Buckingham, UK: Open University Press.

Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in

FL classrooms: Death of a dogma. Language Learning Journal, 28, 29-39

Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language

Revies, 57(3), 402-423

Falomir, Laura Portolés, and Sofía Martín Laguna. "Code Switching in Classroom

Discourse: A Multilingual Approach." Utrecht Studies in Language and

Communication.24 (2012): 295-319. ProQuest. Web. 2 June 2015.


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Ferrer, V. (2002). The mother tongue in the classroom: Cross-linguistic comparisons,

noticing and explicit knowledge.

Hall, Graham, and Guy Cook. "Own-Language use in Language Teaching and

Learning." Language Teaching 45.3 (2012): 271-308.

Horst, Marlise, Joanna White, and Philippa Bell. "First and Second Language

Knowledge in the Language Classroom." The International Journal of

Bilingualism 14.3 (2010): 331,349,373-374. ProQuest. Web. 10 June 2015.

Jehma, Hambalee, and Supakorn Phoocharoensil. "L1 Transfer in the Production of

Fricatives and Stops by Pattani-Malay Learners of English in Thailand." Asian Social

Science 10.7 (2014): 67-78. ProQuest. Web. 31 May 2015.

Littlewood and Baohua Yu (2011). First language and target language in the foreign

language classroom. Language Teaching, 44, pp 64-77.

Lightbown, Patsy M., and Nina Spada. "Do they Know what they' Re Doing? L2

Learners' Awareness of L1 Influence." Language Awareness 9.4 (2000): 198-217.

Odlin, T (1989). Language Transfer. Cambridge: Cambridge University Press.

Rondon-Pari, Graziela. "Analysis of L1 and L2 use in Spanish College Courses using

the COLT Observation Scheme." Journal of College Teaching & Learning (Online) 9.3

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Language Teaching 10.3 (1972): 209.

Spada, Nina, and Roy Lyster. "Approaches to Observation in Classroom Research:

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Swain, M (1985). Communicative competence: some roles of comprehensible input and

comprehensible output in its development. In S. Gass & C. Madden (Eds.) Input in

Second Language Acquisition. (pp. 235-253). Rowley, MA: Newbury House.

Tognini, Rita, and Rhonda Oliver. "L1 use in Primary and Secondary Foreign Language

Classrooms and its Contribution to Learning." Utrecht Studies in Language and

Communication.24 (2012)

Varshney, Rachel, and Jeanne Rolin-Ianziti. "STUDENT PERCEPTIONS OF L1 USE

IN THE FOREIGN LANGUAGE CLASSROOM: HELP OR

HINDRANCE?" AUMLA: Journal of the Australasian Universities Modern Language

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APPENDIX IV

1. Vocabulary Activities: these activities will consist in raising awareness of helpful cognates and deceptive cognates or "false friends":

Firstly, students will watch a video about cognates: Cognates

Secondly, students will complete a crossword with helpful and deceptive cognates

Thirdly, they will answer to the question: Do you usually use English words when you are speaking in Spanish? Which are those words? Do you find words that stem from Spanish when you are speaking in English?

2. Grammar: Expressing Possession. In English we express Possession with the Saxon Genitive and with possessive determiners, although in Spanish we do not distinguish between feminine or masculine as the determiner which express Possession is always "su". In contrast we use his or her in English, depending on the gender of the Possessor.

The comparison between both languages is made explicit to the students

Why do we use his/her as possessive determiners in English? Do you know the rule to do so? Is it easier or more difficult than in Spanish? How many ways are there in Spanish to express possession?

3. Pronunciation: Spanish learners of English have it difficult to "aspirate" the "h" when it is at the beginning of a word and should be pronounced like that. Students will answer these questions:

Do you find it difficult to pronounce the "h" ? When?

What sounds do you think are difficult for Anglophones to say in Spanish?

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