TRABAJO FIN DE MÁSTER

CURSO ACADÉMICO 2021-2022

3rd of ESO Didactic Programme:

ONE WORLD, DIFFERENT STYLES

Titulación de Postgrado: Máster Universitario en Profesor de

Educación Secundaria Obligatoria y Bachillerato.

Autor: Olga Maximciuc

Director: Alfonso López Hernández

Modalidad: TFM de programación. Inglés.

Fecha de presentación: 20 de Junio de 2022

 CONTENTS

1. Resumen/Abstract ............................................................................................................................. 4
2. Introduction ....................................................................................................................................... 6
3. Legal Framework ............................................................................................................................ 10
4. Context Analysis.............................................................................................................................. 12
4.1 School Background ..................................................................................................................... 12
4.2. School mission and yearly objective .......................................................................................... 13
4.3. Student Profile ........................................................................................................................... 14
4.4. Teachers and Staff...................................................................................................................... 14
4.5. English Department and Program .............................................................................................. 14
4.6. Complementary activities .......................................................................................................... 15
5. Objectives......................................................................................................................................... 16
5.1. General Objectives ..................................................................................................................... 16
5.2. Specific Objectives for English Subject..................................................................................... 17
6. Key Competencies ........................................................................................................................... 20
7. Contents ........................................................................................................................................... 25
7.1. General Contents ........................................................................................................................ 25
7.2. Specific Contents ....................................................................................................................... 25
7.3. Unit Sequencing and Planning ................................................................................................... 25
7.3.1. Unit sequencing................................................................................................................... 25
7.3.2. Planning .............................................................................................................................. 31
8. Methodology & Resources.............................................................................................................. 33
8.1. Concept of methodology ............................................................................................................ 33
8.1.1 Methodological change ........................................................................................................ 33
8.1.2. Methodological orientations ............................................................................................... 34
8.1.3. Classroom methodology ..................................................................................................... 35
8.2. Resources, Materials and Activity Types .................................................................................. 38
9. Evaluation criteria and learning standards .................................................................................. 41
9.1. Evaluation Procedures of this syllabus ...................................................................................... 41
9.2. Evaluation Instruments .............................................................................................................. 42
9.3. Grading criteria .......................................................................................................................... 45
9.4. Evaluation of the teaching performance and the Didactic Programme ...................................... 45
10. Attention to the diversity .............................................................................................................. 48
11. Complementary and extra-curricular activities........................................................................ 50
12. Counseling Department and Tutorial System ............................................................................ 52
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13. References ...................................................................................................................................... 54
14. Didactic Units ................................................................................................................................ 57
14.1. Project 2: More than a Game ................................................................................................... 57
14.2. Didactic Unit 8 ....................................................................................................................... 103
15. Student's guide............................................................................................................................. 145
Annexes .............................................................................................................................................. 177
Annex 1. ......................................................................................................................................... 177
Annex 2. ......................................................................................................................................... 186
Annex 3. ......................................................................................................................................... 188

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1. Resumen/Abstract

El presente trabajo es una programación didáctica para el curso 2021-2022, dirigida a los
alumnos de 3º ESO de un colegio concertado de Madrid. El documento sigue la legislación
LOMCE, estipulada por el Ministerio en el Boletín Oficial del Estado, así como la establecida
por la Comunidad de Madrid en el Decreto 48/2015, BOCM, por el que se establece el currículo
de todos los centros educativos de la comunidad.

La programación didáctica tiene como título Un mundo, diferentes estilos debido a que el
propósito de este trabajo es mostrar a los estudiantes que, aunque todos vivimos en un gran
mundo, hay muchas culturas diferentes en él y cada una de ellas tiene su propio estilo de vida.
Por lo cual, nuestro objetivo es abarcar la diversidad y aprender diferentes estilos de interacción
dentro de ella cuando se trata de aprender, enseñar, vivir, entretenerse, practicar deportes y
otros elementos clave que forman nuestra vida. Así, a lo largo de las unidades didácticas, los
alumnos se identificarán con las situaciones de su vida cotidiana a través de un contexto, gracias
al cual se conectarán las lecciones a través de situaciones de la vida real y se enseñarán los
aspectos más importantes del idioma a través de la aplicación y práctica del idioma inglés para
completar tareas significativas y reflexionar sobre problemas reales. Además, a través de la
implementación de proyecto llamado More than a Game, los estudiantes aprenderán a
colaborar, tomar decisiones, desarrollar su pensamiento crítico y utilizar las herramientas TIC,
las cuales son habilidades necesarias en el desarrollo de miembros exitosos, competentes y
responsables de la sociedad.

Se impartirán ocho unidades didácticas a lo largo del curso y dos proyectos después de cada
trimestre. Todas ellas seguirán ciertas metodologías tales como el trabajo basado en proyectos,
el cual está ligado al método cooperativo entre otros, gracias a los cuales, los alumnos
aprenderán los contenidos, además de poder conectar lo visto dentro de las unidades con
situaciones de la vida cotidiana para una mejor profundización y adquisición del tema.

Palabras clave: lengua inglesa, comunicación, diversidad, grupos cooperativos, proyectos,

unidades didácticas, metodología, guía de aprendizaje.

----------------------------------------------------

This Master's Degree Project presents the English syllabus for the 2021-2022 academic year,
aimed at 3rd year of Compulsory Secondary Education students in a semi private school in
Madrid. The paper follows the current legislation, LOMCE, stipulated by the Ministry in the

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Official State Gazette, (Boletín Oficial del Estado) as well as established by the Community of
Madrid in Decree 48/2015, BOCM, which stipulates the curriculum for all schools that belong
to the community.

The didactic programme is called One world, different styles because the purpose of this paper
is to show students that even though we all live in one big world, there are many different
cultures in it and each of them has its own style of living. Our goal is to embrace the diversity
and to learn different styles of interacting within it when it comes to learning, teaching, living,
entertainment, sports and other key elements that form our life. Thereby, throughout the
didactic units, students will be identified with the situations of their daily lives through a
context, thanks to which the lessons will be connected through real life situations and the most
important aspects of the language will be taught through the real application and practice of
the English language to complete meaningful tasks and reflect on real problems in their day-
to-day life. Furthermore, through the implementation of a project called “More than a game”
students will learn to collaborate, make decisions, develop their critical thinking and use the
ICT tools which are necessary skills in the development of successful, competent and
responsible members of society.

The course consists of eight didactic units and two projects. All of them will follow certain
methodologies such as project-based work, which is linked to the cooperative method, among
others, thanks to which students will learn the contents, as well as being able to connect what
is taught in the units with situations of daily life for a better deepening and acquisition of the
subject.

Key words: The English language, communication, diversity, cooperative groups, projects,
didactic units, methodology, student's book.

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2. Introduction

In a world of constant change, intercultural and interpersonal relations are more necessary than
ever. Today, globalization has had and will continue to have effects on many aspects of our
society, including languages (Steger, 2003). One of the main consequences of globalization is
the greater diffusion and interconnection of languages, in particular the English language
(Crystal, 2000). English language is becoming more and more widespread throughout the
world. It has been estimated that “only a quarter of all English users worldwide are native
speakers, and most non-native speakers who use English do so in the absence of native
speakers” (Seidlhofer, 2011).

“Do you speak English?” — this expression is most often heard from people from different
countries who are trying to find a "common" language. And when the “Yes” sounds in
response, an active communication among people begins. In this sense, English plays an
important role in communication and learning processes, which is why foreign languages are
gaining importance and relevance.

Throughout the history man has been using language as a means of communication and today,
due to globalization, the English language has become our most precious possession as it acts
as a repository of wisdom and wit. The English language is a propeller for career advancement,
a machine for minting money and it is a telescope to see the vision of our future.

It is impossible not to appreciate how English penetrates all areas of today's world:

• Science: scientific conferences and discussions of global world problems, exchanges of

experiences and important scientific information and news, writings of articles and
scientific works;
• Sports: all international sports competitions (Olympic Games, international
competitions, championships);
• Travelling - it is impossible to know the languages of all countries and people, but it is
enough to know English to travel the world without problems and communicate with
representatives of other nations;
• Employment opportunities: English language knowledge offers better employment and
higher education opportunities;

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 • Film and literature: most books and research articles are written in English; it means
that English results in access to a wide range of resources from literature and culture,
not just of traditionally English-speaking countries, but also other nations.

Indeed, English has become the "new Latin". In the field of scientific knowledge and
technological development, everyone needs to know English to be part of the 21st century.
This is why it is easy to see why in Italy, for example, English is required for many technical
professions. And in China, it is the main language taught in schools.

The English language can rightly be considered as the key to the warehouse of production and
productivity. We can make use of this language to promote our worldview, spiritual and
cultural heritage and traditional aspects throughout the world. Globalization has brought the
English language to the fore, drastically changing the scenario of its use.

In addition, the new generations are demanding changes: they are different, they learn
differently, and schools must adapt to the social, technological and cultural changes. And in
order to attend to the changing needs of the learners and to transmit these notions to them,
flexibility and consistency must be shown.

The teaching of English language in Spain is relatively new, compared to other European
countries. Most students began to learn English after the end of the dictatorship in Spain; prior
to this stage, French was generally taught as a foreign language in most schools. During the
1980s and 1990s, English was the most common foreign language, and in 1996 the Bilingual
Educational Program has been inaugurated as a pioneer in teaching an integrated curriculum in
Spain and a benchmark for methodological innovation in the language classroom (Ministerio
de Educación y Formación Profesional, n.d.).

Almost a decade later, the Bilingual Program of the Community of Madrid began to be
implemented in the 2004/2005 academic year in 26 public schools. In the 2010/2011 academic
year, 32 Bilingual Institutes were set up to welcome students from the bilingual schools.
According to the latest data from the Community of Madrid, in the academic year 2021/2022,
there are a total of 403 public bilingual schools, 194 bilingual institutes and 223 private
bilingual schools, of which 88 have bilingual education at the secondary education stage
(Comunidad de Madrid, 2021).

The students of the secondary education are undergoing cognitive, sociological and
physiological changes, in which they build their identity, self-esteem and personality from

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different interactions with the world around them. Thus, in the school context, they must be
guided and oriented in their personal growth and academic success.

It is teacher's responsibility to help students to interpret the surrounding world through English;
to show them the importance of learning this language not only to travel, study in another
country or maybe find a better professional future, but also to be able to interact with English
speakers and connect with the cultures of English-speaking regions through different social
media, series, movies, literature and other personal interests. It is our role, as teachers to make
our students develop and improve the four skills of the language: reading, writing, listening
and speaking. However, languages are not only grammar or vocabulary; through language we
experience new cultures, and we learn about our past. That is why, it is important to adapt our
classes to the interests of our students by choosing relevant topics, so that they feel that learning
English is not only about grammar rules or vocabulary, but also about the culture and the people
who live in English speaking countries and the way they learn can be entertaining and fun.

Considering what has been said above, the purpose of this paper is to show students that even
though we all live in one big world, there are many different cultures in it and each of them has
its own style of living; and what we consider appropriate in one place can be inappropriate in
another. The goal is to embrace the diversity and to learn different styles of interacting within
it when it comes to learning, teaching, living, entertainment, sports and other key elements that
form our life. In order to achieve that, we should help our students find that common language
of interaction with the world and show them that English can be their key to open the doors of
the universe. Thus, the Didactic Programme presented in this paper, follows the idea of One
World, different styles and offers students an opportunity to learn about topics of their interest
and real life by broadening their vision and reflecting upon different styles of living and
approaching our world.

Thereby, through the implementation of a project called “More than a game” students will learn
to collaborate, make decisions, develop their critical thinking and use the ICT tools which are
necessary skills in the development of successful, competent and responsible members of
society. This project focuses on famous sports athletes who used sports in order to convey to
the society an important message of equal opportunities for men and women, rejection of racial
discrimination, segregation, so that we could have a better life nowadays. Thanks to the
language we can understand what happened in history and why people did what they did and
how it impacted our present life.

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Furthermore, in other didactic units students will be identified with the situations of their daily
lives through a context, thanks to which the lessons will be connected through real life
situations and the most important aspects of the language will be taught through the real
application and practice of the English language to complete meaningful tasks and reflect on
real problems in their day-to-day life.

To sum up, throughout this paper, I will try to stimulate in students the ethical values and moral
principles by showing them a spectrum of different styles to respond to the needs of our life
and to motivate them so that they could find their own purpose for learning and using the
language.

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3. Legal Framework

This teaching curriculum is developed for the 3rd year of Educación Secundaria Obligatoria
(ESO), the third year of mandatory secondary education in Spain. It follows the laws created
by the Spanish government and the Ministry of Education, and the interpretations of these laws
according to the Community of Madrid.

Article 27 of the Spanish Constitution (1978) establishes for the first time in Spanish legislation
that education is a right for all citizens. According to the Education Organic Law of 1990 (Ley
Orgánica 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo) education
is compulsory from the ages of 6 to 16 and, therefore, tuition during this period is free of charge.

The legal competences in the field of education are subdivided into 2: the general competences
of the national government and the specific competences of the Autonomous Communities.
The national ones are published in the Boletín Oficial del Estado (BOE) and those of education
of the Autonomous Community of Madrid are published in the Boletín Oficial de la Comunidad
de Madrid (BOCM). The latter is the one we are most interested in, since the school we are
focusing on in this paper is located in Madrid.

National Government

• Ley Orgánica 8/2013 (de 9 de diciembre, para la mejora de la calidad educativa)

(LOMCE).
• Ley Orgánica 3/2020 (de 29 de diciembre, por la que se modifica la Ley Orgánica
2/2006, de 3 de mayo, de Educación) (LOMLOE)
• Real Decreto 1105/2014 (de 26 de diciembre, por el que se establece el currículo básico
de la Educación Secundaria Obligatoria y del Bachillerato)
• Orden ECD/65/2015 (de 21 de enero, por la que se describen las relaciones entre las
competencias, los contenidos y los criterios de evaluación de la educación primaria, la
educación secundaria y el bachillerato)

Although, the Real Decreto 217/2022, (de 29 de marzo, por el que se establece la ordenación
y las enseñanzas mínimas de la Educación Secundaria Obligatoria) was recently published,
given the timing, it has not been used to design this syllabus.

Autonomous community of Madrid Regulations

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 • Decreto 48/2015 (de 14 de mayo, del Consejo de Gobierno, por el que se establece

para la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria)

Some other sources that establish or give more details about the functioning and organization
of the high school and its subjects are the PEC (School Educational Project) and the PAT
(Tutorial Action Plan)

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4. Context Analysis

4.1 School Background

This paper aims to develop the course syllabus of the 3rd year of Compulsory Secondary
Education for the English subject taught at Blanca de Castilla School, focused on children
between 14-15 years old. The key data about the school's history and background, its mission
and objectives together with the student's profile provided further is retrieved from the school's
website ([Link]

Blanca de Castilla school was founded in 1904 by the Congregación de Religiosas del Niño
Jesús. In 1905 there were 35 students and later on the school reached five hundred students
belonging to noble and distinguished families of society. Together with other schools, Blanca
de Castilla belongs to the Fundación Educación y Evangelio, hereinafter (FEyE) which covers
the communities of Madrid and Castilla La Mancha, and which was born with the purpose of
preventing the closure of Catholic schools, that run the risk of disappearing due to difficulties
of those congregations that founded them.

From September 2010, when the first schools belonging to FEyE were incorporated, to
nowadays, FEyE has already assumed 14 educational centers belonging to the same and great
family, with common objectives and with a similar style, even in the midst of the natural
diversity of each center. Pastoral action, teacher training and pedagogical innovation have since
been the central themes of the FEyE Project in the school, whose mission is "Educate and
Evangelize", and is based on the 3 basic competencies of the Foundation: spiritual, relational
and pedagogical (Colegio Blanca de Castilla, n.d.).

The school is located in the heart of Madrid, in the Chamberí neighborhood, on Paseo de
Eduardo Dato 2 street, and its location considered privileged taking into account the different
connections that the central neighborhood has as well as the variety of stores, shops, parks and
leisure areas that make up the environment.

Blanca de Castilla provides education for more than 800 students, starting with the second stage
of pre-primary school, the entire primary cycle, ESO and Bachillerato levels. All the levels are
considered part of the semi-private section of the school, while Bachillerato forms part of the
private section.

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4.2. School mission and yearly objective
Blanca de Castilla has a slogan by which it establishes its main teaching approach which states:
Sé tu mejor versión= Ser para los demás. This motto was born for the 2014-2015 school year
and has remained permanently in the Educational Project because it is a motto that comes from
the school's name, from its mission, project, and the reason for being part of FEYE.

The school's mission seeks to educate individuals as healthy Christians who know how to
evangelically carry out their lives and to transmit them the values of the gospel: “giving the
best of himself to others, which is the best way to reach the fullness of our being” (Blanca de
Castilla, n.d. Translation by the author of this paper).

The slogan is captured in a sentence and a drawing and is present in each and every one of the
Foundation's schools.

Figure 1. School Motto: Sé tu mejor versión= Ser para los demás. Retrieved from
[Link]

The educational community base their objectives on this slogan. It is used as a motivator during
the year to help promote a positive message for students in the school reinforcing the values of
working hard. The slogan can be found in the entrance of the school, and in every classroom.
It can also be found on the school's website, promoting the school's annual educational goals
to help students become better future citizens and make the world a better place.

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4.3. Student Profile
The profile of the students is quite homogeneous there is not a great diversity of cultures. The
number of immigrant students with foreign nationality is 88 and 9.8% of the total number has
25 different nationalities, belonging namely to Chinese and South American origins. (Blanca
de Castilla, n.d.). Most of the students at the school are middle or upper-middle class, probably
due to the area in which the center is located. Additionally, according to the data collected,
most of the parents of the students possess a higher education degree and their profiles are
homogeneous. As has been previously mentioned, this Didactic Programme will be focused on
the students of 3rd of ESO. The class is formed by 24-25 students, quite participative and with
a high English level.

4.4. Teachers and Staff

The school is composed of 69 teaching staff apart from the extensive support staff that makes
up the entire community, such as an administrative assistant, the cleaning staff and the cafeteria
staff. The English department receives the support of 2 native language assistants in secondary
school and another 2 are distributed between pre-primary and primary school.

4.5. English Department and Program

The Department of English for secondary education is made up of four teachers and two native
language assistants. The school belongs to the BEDA program, which follows the purpose of
introduction of a bilingual educational program from pre-primary school to Bachillerato
through a progressive and gradual process. The Bilingual Program of the Community of
Madrid is followed by the school up to the 6th grade of primary stage of education, and from
1st of ESO to Bachillerato the school has its own English program.

The English language in Blanca de Castilla school is given 5 hours per week and the subject
Technology is also taught in English. The language assistants usually divide the class into small
groups and use additional classrooms while the teacher remains with the rest of the students in
the usual classroom. Normally, the language assistants would work on different projects or
sometimes follow the teacher's instructions. Other times, the language assistant works together
with the teacher and the whole class stays together.
In the English subject, one project is carried out at the end of each term, that focuses on the
sociocultural aspect of the language and its oral use. These projects are implemented in all the

14
courses of the secondary school. Thus, in the 3rd of ESO, for example, one of the projects is
called “Manhood” and is focused on different standards when being a man or a woman with
the objective to create a product which helps school reduce the sexist behaviour. In addition,
the Use of English section of Cambridge tests (KET, PET, FIRST) are practiced with the
textbooks in every unit.

4.6. Complementary activities

From primary school up to Bachillerato, there are different linguistic exchanges, such as Farm
School in English in primary school; Summer camps in Guadarrama in secondary school
organized by Sheffield company. In Bachillerato school offers its students one-week trips
abroad, usually to Ireland or other English-speaking countries.
Whenever it is possible, different interesting activities in English are held for students at the
school, such as guided tours of the Thyssen Museum or talks at the U.S. Embassy or visits from
NGOs or native speakers whose life experience enriches the students.

In addition to the educational purposes that are part of the Blanca de Castilla's Educational
Project, the school offers a program of extracurricular activities (voluntary, non-profit and non-
discriminatory) that take place outside school hours and aimed at completing comprehensive
training of students consolidating their academic, cultural and personal knowledge. Among
these activities, there are:

• Sports activities (Football and Basketball)

• Theater
• Chess
• Hockey
• Judo
• Skating
• Dances: hip-hop, zumba, ballet, etc.
• Robotics
• Music School

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5. Objectives

In Spain, and specifically in the Community of Madrid, during the school years of Compulsory
Secondary Education (ESO), students must meet the objectives specified by the Royal Decree
48/2015.

There are two types of objectives: general and specific. The general objectives are linked to the
contents and competencies that students must achieve at the end of every school year, and the
specific linguistic objectives that are related to those contents and competencies that students
must acquire in a specific subject.

5.1. General Objectives

The Decree 48/2015 of May 14th, appearing in the BOCM, establishes the following as the
general objectives for the period of Compulsory Secondary Education (ESO):

a) Asumir responsablemente sus deberes, conocer y ejercer sus derechos en el respeto a los
demás, practicar la tolerancia, la cooperación y la solidaridad entre las personas y grupos,
ejercitarse en el diálogo afianzando los derechos humanos y la igualdad de trato y de
oportunidades entre mujeres y hombres, como valores comunes de una sociedad plural y
prepararse para el ejercicio de la ciudadanía democrática.

b) Desarrollar y consolidar hábitos de disciplina, estudio y trabajo individual y en equipo

como condición necesaria para una realización eficaz de las tareas del aprendizaje y como
medio de desarrollo personal.

c) Valorar y respetar la diferencia de sexos y la igualdad de derechos y oportunidades entre

ellos. Rechazar la discriminación de las personas por razón de sexo o por cualquier otra
condición o circunstancia personal o social. Rechazar los estereotipos que supongan
discriminación entre hombres y mujeres, así como cualquier manifestación de violencia contra
la mujer.

d) Fortalecer sus capacidades afectivas en todos los ámbitos de la personalidad y en sus

relaciones con los demás, así como rechazar la violencia, los prejuicios de cualquier tipo, los
comportamientos sexistas y resolver pacíficamente los conflictos.

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e) Desarrollar destrezas básicas en la utilización de las fuentes de información para, con
sentido crítico, adquirir nuevos conocimientos. Adquirir una preparación básica en el campo
de las tecnologías, especialmente las de la información y la comunicación.

f) Concebir el conocimiento científico como un saber integrado, que se estructura en distintas

disciplinas, así como conocer y aplicar los métodos para identificar los problemas en los
diversos campos del conocimiento y de la experiencia.

g) Desarrollar el espíritu emprendedor y la confianza en sí mismo, la participación, el sentido

crítico, la iniciativa personal y la capacidad para aprender a aprender, planificar, tomar
decisiones y asumir responsabilidades.

h) Comprender y expresar con corrección, oralmente y por escrito, en la lengua castellana y,

si la hubiere, en la lengua cooficial de la Comunidad Autónoma, textos y mensajes complejos,
e iniciarse en el conocimiento, la lectura y el estudio de la literatura.

i) Comprender y expresarse en una o más lenguas extranjeras de manera apropiada.

j) Conocer, valorar y respetar los aspectos básicos de la cultura y la historia propias y de los
demás, así como el patrimonio artístico y cultural.

k) Conocer y aceptar el funcionamiento del propio cuerpo y el de los otros, respetar las
diferencias, afianzar los hábitos de cuidado y salud corporales e incorporar la educación física
y la práctica del deporte para favorecer el desarrollo personal y social. Conocer y valorar la
dimensión humana de la sexualidad en toda su diversidad. Valorar críticamente los hábitos
sociales relacionados con la salud, el consumo, el cuidado de los seres vivos y el medio
ambiente, contribuyendo a su conservación y mejora.

l) Apreciar la creación artística y comprender el lenguaje de las distintas manifestaciones

artísticas, utilizando diversos medios de expresión y representación (Decreto 48/2015, de 14
de mayo, del Consejo de Gobierno, por el que se establece para la Comunidad de Madrid el
currículo de la Educación Secundaria Obligatoria, pp.2-3).

5.2. Specific Objectives for English Subject

The objectives for the English subject for the level of 3rd Compulsory Educational System have
been formulated according to the language standards and evaluation criteria presented in the
BOCM, Decreto 48/2015, de 14 de mayo, del Consejo de Gobierno. These objectives will be
the following:
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1. Identify the general meaning, essential information, main ideas and relevant details of
oral and written texts;
2. Understand and apply adequate strategies in order to comprehend essential information
and relevant details in oral and written texts;
3. Recognize and use sociocultural and sociolinguistic aspects related to daily life,
interpersonal relationships, behaviors and common social conventions;
4. Produce short or medium-length oral texts, both formal and informal, in order to receive
or give information, express ideas and opinions, form hypotheses, or make plans;
5. Distinguish the main communicative functions and recognize patterns relevant to the
oral and written text and be able to transfer, paraphrase or summarize relevant
information;
6. Generate definitions for words or accurately describe an unknown word to effectively
facilitate communication;
7. Demonstrate the ability to appropriately open and close a dialogue and use proper social
cues and adequate tone and intonation with sufficient fluency;
8. Create, organize and carry out short presentations with the use of visual aids and be
able to respond to simple questions;
9. Adequately express themselves when spontaneous situations should arise and know
how to ask for information or help if needed;
10. Express and justify opinions in an appropriate manner;
11. Narrate and describe past events and future plans, make suggestions and converse about
current cultural events;
12. Recognize and implement writing conventions including proper format, punctuation
and relevant symbols;
13. Comprehend general aspects of a work of fiction or literary text in which the plot and
characters are accurately described
14. Write short or medium-length coherent texts regarding personal interests and daily or
habitual situations, incorporating sociocultural or sociolinguistic norms;
15. Understand, evaluate and apply adequate writing strategies pertinent to a specific topic
or context;
16. To maintain a proper conversation in daily life situations following some basic
politeness rules.

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17. Understand, appreciate and respect the basic aspects of Anglo-Saxon culture and its
history, as well as its artistic and cultural heritage.
18. Appreciate artistic creation and understand the language of different artistic
manifestations, using various means of expression and representation.
19. Assume responsibly their duties, understand and exercise their rights with respect for
others, practice tolerance, cooperation and solidarity among individuals and groups,
exercise in dialogue strengthening human rights and equal treatment and opportunities
between women and men, as common values of a pluralistic society and prepare for the
exercise of democratic citizenship.

19
6. Key Competencies

According to the Article 2 of the ECD/65/2015, competence is defined as a combination of

knowledge, abilities, or skills, and attitudes appropriate to the context. It is considered that “key
competences are those that all people need for their personal fulfillment and development, as
well as for active citizenship, social inclusion and employment”.

The didactic sense of carrying out education by key competencies is to achieve a series of
objectives through the development of competencies, so that a young man or woman, at the
end of compulsory education, can enter adult life satisfactorily and be able to develop
permanent learning throughout life.

These competencies are included in Order ECD/65/2015 (B.O.E No. 24, Sec. 1, Page 6989),
of January 21, which describes the relationships between the competencies, the contents and
the evaluation criteria of the Compulsory Education E.S.O. Hereunder, the key competences
will be developed while explaining how each of them are going to be trained in this Didactic
Programme:

a) Linguistic Communication Competence

This competence is related to using the language as the means of oral and written
communication. Moreover, excelling in this competence will help students to communicate
effectively with their peers and other participants of the teaching-learning process who use
language as a tool for communication.

The Methodology section of this paper describes how students will learn grammar and
vocabulary through a context by applying the Communicative approach. Additionally, the units
of our Didactic Programme are focused on working all the four basic skills of the language
(reading, writing, speaking and listening) and practiced throughout the lessons via different
videos, games, quizzes and projects.

The Order EC/65/2015 establishes that the linguistic communication must address these five
components:

❖ A linguistic component covers various dimensions of the language (semantics,

grammar, phonetics, orthography, etc.). This component will be worked throughout
each of the units in our Didactic Programme. Students will study and practice
vocabulary related to different topics, listening and comprehension activities, grammar

20
 skills and phonetics through different exercises and learning strategies described in the
units.
❖ The pragmatic-discursive component contemplates three dimensions: sociolinguistics,
pragmatics and discursive. This component will be worked out throughout our Didactic
Programme by providing the context for every situation in order to create a reliable
environment for interaction, discussion and expression of opinions.
❖ A socio-cultural component, which consists of the student's contemplation and
knowledge of the world and the different cultures that they live in. By studying English
students will have an opportunity to explore different cultures around them and to
broaden their vision. This component will be present in all units, starting with
comparing different educational systems (Unit 1), speaking of famous sports athletes
(Unit 5), fighting for human rights and equality through sports (Project 2), enriching
the knowledge by learning about famous world entrepreneurs (Unit 6) and reflecting
about specifics and differences of different cultures and their customs (Unit 7).
❖ A strategic component focuses on students' ability to analyze information, find
solutions to different problems that occur in their life and enhance their social and
strategic skills. Students will practice this component by facing challenging situations
where they would need to make decisions, find solutions, solve problems by using the
English language. As the example, students will get to have an immersive experience
when they travel to Ireland for a week, where they will live with an Irish family. Thus,
they will need to learn to communicate their needs and preferences in English. In
addition, in Project 1 of our Didactic Programme, students will have to find a second
use to the object they have at home and present it as a new product in the class, by
convincing their peers with their ideas. In the Unit 6, when creating and developing a
business model, students will also practice this component by analyzing all the pros and
cons they can come across while working on it. Finally, in the last Unit 8, students will
reflect on their relationship with their families and share how they can deal with the
challenging situations by expressing their needs when it comes to misunderstanding or
difficulties in family.
❖ A personal component concentrates on the students' ability to feel motivated when it
comes to performing different tasks and activities, working in groups or in pairs with
the same shared goal. These activities will help them to develop their communication
abilities and how to respect and support each other. On the other hand, students will
need to show their personal skills and creativity when it comes to writing an opinion
21
 essay, for example, when comparing different parenting styles or presenting their own
useful application for learning or a successful business model. All these activities will
help students feel motivated and engaged in the classroom, at the same time, it will help
bring the English language to their daily use.

b) Mathematical Competence and Basic Competence in Science and Technology

This competence enhances in students the ability to solve problems related to their daily life
and perform simple operations, using their knowledge of mathematics and technology. Thus,
throughout this Didactic Programme students will be able to develop this competence by
applying it through different tasks and operations in class: when speaking about and comparing
the tuition fees of different educational centers (Didactic Unit 1), when studying the impact of
the weather on the land (Didactic Unit 3). Furthermore, students will deepen their knowledge
about economic development, social inclusion and environmental protection while working on
Project 1 “Think Green”. Additionally, students will use this competence when creating a new
application, calculating its cost and efficiency (Didactic Unit 4) and finally, when talking about
different professions, ways of making money and consumerism (Didactic Unit 7).

c) Digital Competence

This competence focuses on developing in students the necessary skills in order to learn how
to use the Information Computer Technology tools responsibly and appropriately. Throughout
the whole didactic programme an extensive use of ICT instruments will be used, so that
students can learn different ways of how to elaborate and present their ideas in the most
attractive and creative way.

Students will be able to create projects using different tools such as [Link], Canva,
Piktochart or Power Point. (Project 1 and Project 2). They will make use of game platforms
such as Kahoot, Wordwall and EdPuzzle to review and practice the content learned in the units.
They will use Mindomo application to create a concept map online, expanding their vocabulary
knowledge related to the project (Project 2). In the Unit 3 students will learn how to address
their concerns or suggestions via formal letter. In the Unit 4 they will expand their technological
vocabulary. Finally, in the Unit 6 use of images and texts that appear throughout the unit will
help students carry out the exercises that are proposed.

d) Learning to learn

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This competence develops in students the ability to learn autonomously. It has two main
aspects, on the one hand, the acquisition of awareness of one's abilities (intellectual, emotional,
physical), the process and the necessary strategies to develop, and, on the other hand, the
acquisition of personal fulfillment and confidence in the learning process.

In this Didactic Programme, students will exercise a variety of learning strategies both
individually and in groups. While working in pairs or in groups, students will be able to
organize and split the tasks the way they see convenient in order to achieve the main objective.
While working individually, students will be able to choose the way they want to create the
final product, for example, they can summarize a reading exercise in form of a picture or a
conceptual map, they can create a mini presentation using digital tools or simply write a short
paragraph. This variety of learning strategies will help teachers to attend to the students'
differences. By giving the students the autonomy to choose their own resources and learning
methods will help them to stay motivated and to develop the awareness of their own abilities.

e) Social and Civil Competence

It is the ability to embrace the diversity of our society and to learn different styles of interacting
within it. This competence will help students to develop their communication skills, to learn to
respect each other and to value the freedom of self-expression.

Throughout this didactic programme, students will face different complex situations that will
broaden their vision about such themes as human rights or inequality between men and women.
Thus, discussing topics such as race discrimination, tolerance, justice, equality and diversity is
crucial to foster a positive climate both in and outside the high school premises. As an example,
in the Unit 5 students will read about famous female sportswoman Abby Wambach and discuss
why she didn´t want to be known just as a soccer player. Additionally, they will watch an
excerpt from the movie A million-dollar baby, an underdog amateur boxer who is helped by an
underappreciated boxing trainer to achieve her dream of becoming a professional. This unit
focuses on what means to follow your dream no matter the society's judgement and criticism.
Furthermore, in Project 2 students will learn about the impact of the sports athlete-activism
movement on the United States society and the consequences that it had worldwide.

f) Sense of Initiative and Entrepreneurship

This competence focuses on developing in students creativity and the ability to risk and plan
in order to achieve objectives. In regard to our Didactic Programme, this competence will be

23
achieved through Project-based learning and Cooperative Learning. There are two main
projects in this Didactic Programme, in which students will work in groups of five and they
will face situations which require proactive management, they will have to plan, organize,
manage, lead, analyze, negotiate and communicate with their peers to reach objectives.

Furthermore, at the end of each project students will self-evaluate their performance and the
team's performance. They will also practice their creativity while presenting their final
products, such as an application (Unit 4), a new business idea (Unit 6), a biography (Project 2).

The goal is to teach students to collaborate, to listen and respect each other's opinions and to
take the initiative when it comes to making decisions. These skills will help students in
nowadays life, especially in the professional -working environment as well as in their personal
development.

g) Cultural Awareness and Cultural Expressions

This competence involves the appreciation and awareness of local, national cultural heritage
and interest about the world culture. It also involves the ability to express opinions of others
and your own. Moreover, this competence requires to participate in the cultural life, as well as
to contribute to the preservation of cultural and artistic patrimony.

Throughout our Didactic Programme, the students will discuss about the types of education
and exchange programs (Unit 1), they will learn about cultural heritage -they will study the
activism movement (Project 2), they will learn new things about the famous world
entrepreneurs from different countries (Unit 7). Furthermore, they will learn new things about
Oriental culture, compare it with the European one and express their opinions about pros and
cons (Unit 8).

Finally, in the projects, students will be encouraged to express their ideas, emotions and
experiences through their presentations and use of different digital means, such as ([Link];
Canva; Piktochart, etc.) they find the most appropriate to transmit their ideas to the rest of the
classroom.

24
7. Contents

7.1. General Contents

According to the Decree 48/2015 published in the BOCM, the study of a first foreign language
in 3rd of ESO implies the teaching of the next General contents, which are included in Annex
1 of this paper.

7.2. Specific Contents

In the same way, the Decree 48/2015 defines the specific linguistic contents that the students
of the 3rd ESO must achieve in the English language. These specific linguistic contents are
further described in Annex 2 of this document and are taken as a basis in order to design the
Didactic Programme for the whole year.

7.3. Unit Sequencing and Planning

7.3.1. Unit sequencing

The following chart will represent the distribution of the didactic units throughout the school
year. The student's book Burlington International English was used as a reference for the
distribution of the contents below (Swanson & Thomas, n.d)

25
 ONE WORLD, DIFFERENT STYLES

TERMS UNITS CULTURE & VOCABULARY GRAMMAR WRITING LISTENING SPEAKING INTERCULTURAL

READING AWARENESS

1ST TERM 1. Different Article: Do we Education Present Simple & An article: Watch Youtube Brainstorming: My way is the only way.
schools- all learn the (primary school, Present Continuous schools in my video: “Do we all different types of My way is the best way.
different same way? public school, review. Present country learn the same schools, There are several ways:
ways tuition fee, private Perfect Simple: way?” exchange my way and others.
school, etc.) for, since, already, programs. Our way.
yet. Education at Developing an
home or in awareness of your own
school? views, assumptions and
how they are shaped by
your culture.
[Link] to Article: How Languages; Future Simple, be An essay: Listen to BBC Brainstorming: Brainstorming: the role
me! much do you collocations with going to. Gerunds, studying foreign podcast: “Is the do you think of English in our life. A
know about make/do. Infinitives languages is a future one world, families with two discussion about the
languages? “must”. one language?” languages should importance of languages.
insist their Arguments in favour or
children learn contra speaking more
both? than one language.

26
 Do you find
learning English
easy or difficult?
3. Playing Article: Weather & First & Second A formal letter: Greta Thunberg´s As far as weather Reflection upon the
with the Our planet is in Environment Conditional. Wish fighting for the speech “How dare is concerned, world around us, climate
weather! our hands! (deforestation, clauses environment you?” what would be changes and natural
pollution, climate the ideal place disasters. Suggestions
change, etc.) for you to live? which can contribute to
If you lived the environment´s
there, how would protection. Development
your lifestyle of an action plan to
change? protect the planet.
PROJECT 1 THINK GREEN

2nd TERM 4. Click it Post blog: Apps and Modals/Semi A for and against Online threats: How can A debate: the role of
on! Gaming Yes or Technology modals essay: should we beware of identity technology help technology across the
No? ban the use of fraud and theft you to learn world. Which values are
mobile phones in better? being challenged? A
the classroom? Create a new app dilemma: humans or
with your partner machines?
and explain why
it can be useful.
5. Lead by An interview: Sports & Past Simple/Past An informal Watch an excerpt How important Who am I: an activity in
example. Why Abby Leadership Continuous review, letter: to be a top from: “Million do you think it is which students get to
Wambach Sports idioms, athlete, you need dollar baby” to play sports? think about their own
doesn´t want to Passive structures to… (2004) identity, draw a star or a

27
 be known just What skills are mind map of how do
as a soccer needed to they see themselves, their
player. become a leader? roles and introduce each
What skills can other as if they didn´t
you learn from know each other. To find
playing team similarities and
sports? differences with others.
To reflect upon identity
within diversity of the
classroom.
PROJECT 2 MORE THAN A GAME
3rd TERM 6. Learn Multimedia Careers & Temporals: as soon What do you Watch a video by Create a business Look for what you can
from publication: Consumerism as, once, by the want to be when Oprah Winfrey: idea or a project gain, not what you can
others! Most Famous time, after, before. you grow up? “Motivation” with your lose. A discussion based
World Superlative partner. on different examples of
Entrepreneurs adjectives famous entrepreneurs.
What makes a story
success or a failure?
What can we learn from
others?
7. One Article: Customs & Past Perfect Simple Write a story Watch a video: Compare what The iceberg of culture: a
world, developing Culture & Continuous; I about one of your “Battle hymn of you knew before discussion about the
many cross cultural used to, would, I trip adventures the Tiger about other values and beliefs that
cultures! awareness in get used to Mothers” countries are not visible (the 90%
the customs and part of the iceberg).

28
 monolingual cultures with Interpretation of different
classroom what you have behaviour, keeping in
learnt during this mind that invisible part
unit. of an iceberg
8. Family Dialogue: Family Reported speech, An opinion Listen to Luka- Who do you Let´s go together: an
today relationship Relationship adjectives with ful essay: An Suzanne Vega prefer to spend activity in which ss
between father and less; phrasal overprotective song. Theme of your time with? representing families
and son; verbs with take parent or a pushy child´s abuse What kind of belonging to different
mother and parent, what do relationship do nationalities try to plan a
daughter. you prefer? you have with trip to spend time
your together. Focus on
grandparents/ext finding a consensus,
ended family? showing empathy and
Does anybody of tolerance when it comes
your family to differences and
members get on cultural gaps.
your nerves,
why?

29
At the end of each term, students have a small project that helps them to review the previous
content. For each project the teacher divides students into groups of five and provides them
with the necessary instructions that they have to follow in order to complete the project and
achieve the goals. For carrying out the projects, the teacher uses the Project based methodology
together with cooperative learning.

Projects Description Main points to be evaluated

THINK GREEN Students will have to find a second • 1st Term content
use to an object they have at home. • Present Tenses
• Conditionals (I, II, III)
They will come with the new • Wish Clauses: I wish/If only
product to school and present it to • Future tenses
• Gerund v Infinitive
the class. • Phrasal verbs
Teacher will show them an • Connectors
• Collocations
example of a similar work so they
• Focus on the speaking skills.
can understand which aspects they Students should be able to
should take into account when interact with each other, to
present their own piece of art
innovating. in front of others and defend
The goal of this project is to raise the originality of their
product/idea.
awareness in our students to care • Also, in order to promote
and protect the environment they creativity of our students they
have autonomy of choosing
live in. their own resources and
materials to create their own
product.

MORE THAN A Teacher will provide different • 2nd Term content

GAME examples of famous sports athletes • Past Tenses
• Modals/semi modals
who fought for human rights. • Sport idioms
Students will analyze these stories • Passive Voice
• Linguistic competence:
and research on other famous students should be able to
activists in order to create a mini understand and elicit the main
ideas presented in the videos,
documentary. make presentations taking
This documentary has to reflect the control of their body
language, voice and
key data from sportsmen pronunciation
biographies, main sports • Cooperative work: students
should be able to interact with
each other and show empathy

30
 achievements and their legacy for and respect to each other's
roles and responsibilities.
the American society.
• Digital competence: students
The final product of this project should be able to create their
own visual aids using
will be a biography presentation in
different digital tools and
front of the class. Thus, students applications learned during
the lessons.
can watch the work of their peers
and express their opinions.

7.3.2. Planning
According to the academic calendar published by the Community of Madrid for the years 2021-
2022, students of ESO begin their classes on September 8 and will finish the school year on
June 24 (Comunidad de Madrid, 2021-2022).
In the Annual Didactic Programme of the Blanca de Castilla School, the 2021-2022 school year
is divided into three terms:
• 1st term: September 8 - December 22.
• 2nd term: December 22 - March 14
• 3rd term: March 15 - June 24.

3rd ESO students receive 4 classes per week of the first foreign language: English. The duration
of each class is 60 minutes.
Moreover, during these hours the students practice their oral skills with the language assistant
and the teacher. In these classes the focus is made on the sociocultural aspects of the language
and intercultural awareness. Additionally, the language assistant can organize different types
of activities related to different holidays or events in order to enhance the acquisition of
vocabulary or grammar aspects. Considering all this information, the Didactic Programme will
be taught according to the following calendar:

31
 NATIONAL, REGIONAL AND MUNICIPAL HOLIDAYS
1st Term:
Holidays: October 11-12; November 1, November 9; December 6,
December 7, December 8
Christmas Holidays: December 23 - January 7

2nd Term:
Holidays: February 25-28.

3rd Term:
Holidays: April 8-18, May 2, May 14

TERM DIDACTIC UNIT DATE

1st TERM Didactic Unit 1
Didactic Unit 2 From 8th of September to 22nd
Didactic Unit 3 of December
PROJECT 1: THINK GREEN
2nd TERM Didactic Unit 4
From 10th of January to 14th of
Didactic Unit 5
March
PROJECT 2: MORE THAN A GAME
3rd TERM Didactic Unit 6
Didactic Unit 7 From 15th of March to 22nd of
Didactic Unit 8 June

In section 14 of this paper Project 2: “More than a Game” and Unit 8: “Family Today” will be
presented in depth.

32
8. Methodology & Resources

8.1. Concept of methodology

According to LOMCE methodologies are a set of procedures and actions planned by the
teachers to facilitate learning in students and make them achieve a particular set of objectives.

The nature of the subject, the socio-cultural conditions, the availability of resources and the
characteristics of the students determine the teaching-learning process, and it is necessary that
the method followed by the teacher adjusts to these conditioning factors. The teacher has the
role of a guide, promoter and facilitator of the competence development of the students and
must choose the methods that favor this development and helps students achieve foreign
language learning objectives with remarkable success.

8.1.1 Methodological change

A more open and cosmopolitan country needs new profiles of citizens and workers, more
participatory and diversified, who support collaboration and teamwork and assume that the real
power lies in the mix of diverse skills and knowledge.

The key role in this transformation is played by education. One of the key elements for the
learning process is motivation, and it is the task of the teacher to awaken and maintain the
motivation of the students. This means that students have an active and autonomous role,
responsible for their learning. In addition to promoting the motivation to learn, the teacher must
arouse the curiosity and the need of the students to obtain the knowledge, make the students
understand what they learn and why, and know how to use the knowledge both inside and
outside the classroom.

Today, in addition to cognitive skills, it is important to acquire transversal skills, such as critical
thinking, creativity, enthusiasm, diversity management, etc. To this end, we need to promote
the conditions that allow the timely methodological change, so that the students are an active
element in the learning process. Today's children are called “digitally native” due to the huge
impact of new technologies on our life. Information and Communication Technologies are the
key elements when it comes to education. Our goal is to teach students how to use them in a
responsible manner so that they can protect their identity. Information and Communication
Technologies will also be a key tool in teacher training and in the lifelong learning of citizens.

33
8.1.2. Methodological orientations
We all have different abilities and learning styles, which is why there is a need for continuous
review of what is taught, how it is taught, and how such learning is assessed. There is a need
to use active methodologies that put the student as the protagonist of the process and the teacher
as a guide, motivator and evaluator of it.

The students must be more autonomous, responsible and able to link their learning to life, to
make it meaningful, to develop their skills and talents. As is well indicated in the key
competencies introduced in the curriculum, teaching puts the focus on the multifunctionality
of students, and this should influence our way of teaching and the use of methodologies in
class. More emphasis should also be placed on thinking skills, on learning to learn, learning to
do and learning to be, as transversal learning across all subjects. To choose the most appropriate
methodology we have to keep the following in mind:

Adaptation to the student: Teaching must be adapted to the real situation of the students, their
needs, abilities and interests. There is no successful educational method with all students, but
there are studies that indicate educational strategies that promote inclusion and attention to
diversity, which help prevent school failure and dropout.

Adaptation to the purpose: The purpose of the educational process is the development of the
identity, including not only intellectual and cognitive aspects but also psychomotor and
sociocultural aspects.

Adaptation to the syllabus: The contribution of the subject to the development of key
competences must be taken into account. These call for models more linked to the discovery
and real use of what has been learnt, without denying that this learning also requires an effort
to memorize. It is necessary to combine the systematic nature of the scientific method with
methods that promote creativity.

Adaptation to the context: Family environment, sociocultural and natural context of the student
should be taken into account in order to make learning more meaningful. It is very important
to create a link between the school, the family and the context in which the students develop.

Adaptation to the new social needs: The only constant in life is change, and education has to
be adaptable to be effective. Learning demands changing together with social changes and the
teacher must adapt the methodology to train curious, enterprising and innovative people, active,
participatory in society, etc.

34
As has been mentioned above, we, as language teachers, should adapt to the digital world of
constant changes we live in today and to teach in a way that can suit all of our students' needs.
For this reason, as suggested by J. Harmer teachers need to really know their students in order
to best adapt to how they will teach the English language in the most effective way.
Furthermore, the methodologies to be applied in the classroom setting will also depend on
teachers, their personality and style of teaching (Harmer, 2014).

Nowadays, nobody can assure which methodology is the best one to teach English, probably
due to the fact that there is no unique method that has been proven throughout history as the
most efficient. As Larsen -Freeman explains in her book Techniques and Principles in
Language Teaching (2011), some methodologies are focused on reading and writing, others
more on communication and speaking. Considering the whole spectrum of teaching methods,
most experts and teachers agree that the best approach while choosing an effective teaching
method is a blend of key elements from each one or a selected few and this is what will be used
and developed in this Didactic Programme, with the objective to engage our students with the
language.

8.1.3. Classroom methodology

The main purpose of a language is communication, therefore, our main goal in class is to guide
our students towards developing their communication skills in English. As Diana Larsen-
Freeman explained in her book Techniques and Principles in Language Teaching (2000)
“Communicative Language Teaching aims broadly to apply the theoretical perspective of the
Communicative Approach by making communicative competence the goal of language
teaching and by acknowledging the interdependence of language and communication” (Larsen-
Freeman, 2011).

Communicative Language Teaching was established in 1970s. The aim of this approach is to
help students learn how to communicate in the English language through different type of
activities, such as pair work, dialogue, role-play and to strengthen linguistic competence as the
fundamental goal.

We need to give our students more autonomy, so that they feel motivated and aren´t afraid of
making mistakes when interacting with their peers in English. If we want our students to feel
confident when dealing with a real communicative situation, we need to provide them the
context and bring it into our lessons. Thus, starting with the Unit 1 and following with other

35
units we will use brainstorming the ideas about the general topic presented by the teacher,
discussions in small groups, pair up work, role plays. In Unit 3, we will use the developing
problem-solving strategies, when speaking about the environment and how we can contribute
to its health. In Unit 4 and 6 we will use design thinking and students' exhibition methods which
students will use in order to create their own learning application or an original business model
and present it to the class. In Unit 8 we will use debates and focus on critical thinking when
discussing the pros and cons of different parenting styles. Additionally, Content Based
Approach, Task based Approach and Participatory Approach will also be used in our Didactic
Programme for the reason that these methods make communication a central point of language
teaching.

The content-based approach is characterized as the approach with many “faces”: language
immersion (language +academic subject matter), adjunct model (academic course + language
course), sheltered-language instruction (used in second language environment) competency-
based instruction (for adult immigrants). (Snow, 1991). It uses materials and employs content
that is relevant to a subject matter, (say a profession or an academic discipline) and it focuses
on interaction, authentic communication and negotiating meaning (Larsen-Freeman, 2011).
The use of this method in our syllabus will facilitate the learning process by providing to
students the context and showing the relevance of the language used. In this way, students will
learn vocabulary easier while used in the context and will feel motivated when perceive the
relevance of the language used.

In terms of task-based learning, our objective when using it in the classroom is that it “involves
learners in comprehending, manipulating, producing or interacting in the target language while
their attention is focused on mobilizing their grammatical knowledge in order to express
meaning, and in which the intention is to convey meaning rather than to manipulate form”
(Nunan, 2004). It means that by using this approach, the role of the teacher is to help students
understand aspects of culture, history and society through the use of language, while students
focus on the natural communication through the completion of different tasks, such as listening
or watching authentic videos/audios, writing for the purpose of communication, etc.

Finally, the participatory approach is very similar to the content-based one, since they work on
meaningful content. However, the difference between the two is in the nature of the content.
The participatory approach uses content that is relevant to the student's life. The two key
techniques are used, when it comes to the participatory approach: dialoguing and problem

36
posing. Teachers and students dialogue about issues in the students' lives that relate to their
power and the power of others. Additionally, the teacher identifies a problem from this dialogue
and poses it for further discussion, analysis and solution. By problem posing, students engage
in finding a solution and make decisions in order to be responsible for their own life. (Larsen
Freeman, 2011). Thus, throughout the whole Didactic Programme, the main characteristics of
the three mentioned above approaches are used, since our main goal is to equip the learners
with communicative competence so that they can learn to communicate directly by
communicating.

Furthermore, apart from the methodologies mentioned above, Cooperative Learning and
Project Based Learning will also be used in the class. As established by Johnson and Johnson
(2017), “Cooperative learning exists when students work together to accomplish shared
learning goals”, therefore, its goal is to make students to learn from each other while they are
working in groups. Cooperative Learning is a great way to learn to work in groups, where each
individual should believe that he/she is as important as the other one and in order to achieve
the common goal, they have to work together, sharing their opinions and ideas and respecting
each other. For this, students have to use their social skills so they can decide on the working
method, solve a conflict in case it occurs, come to an agreement, negotiate and find
compromise.

On the other hand, Project Based Learning will be used in our lessons in order to connect
language to cultural context and a comprehensive real-world situation. According to
Blumenfeld et al., (1991) project-based learning is a way of engaging students to investigate
and find solutions to real-world problems by “refining questions, debating ideas, making
predictions, designing plans, collecting data, drawing conclusions, communicating their ideas,
and creating artifacts” (Blumenfeld et al., 1991, p. 371). In the case of the projects developed
in this syllabus, students have to write a biography, create a relevant product presentation,
select and edit informative episodes using useful and realistic content to help inform the
community around them.

Therefore, in the two projects presented in the Didactic Programme, the groups will always be
organized in a mixed way. This means that there will always be students who have different
learning and understanding rhythms and students who have difficulties or special needs. In this
case, our goal is to teach our students how to work in a cohesive way, helping each other in
order to achieve the main objective. Mixing up our students, we will be including all of them,

37
thus favouring attention to diversity and inclusivity. The creation of mind maps, the
formulation of hypothesis, research and investigation and other didactic strategies mentioned
above will be used during the lessons in order to favour the development of thought processes.

Finally, as we can see, it is impossible to use just one method when it comes to teaching a
language. That is why, in this syllabus we will combine various approaches at ones, always
trying to focus as much as possible on strengthening the four main language skills: reading,
speaking, writing and listening, what will ensure that students are practicing and using all the
areas of language acquisition to support their English Language Learning. For this reason, the
choice of methodologies used in class are characterized by being diverse, creative, interactive,
cooperative, expository and of discovery.

8.2. Resources, Materials and Activity Types

Resources and activity types for this course are focused on enhancing communication, taking
into account the technological era we are currently living in. The teacher must select the
materials and resources in accordance with the current events and news, popular cultural
aspects and students' own interests. The choice of appropriate materials could increase the
autonomous learning strategies in students and the familiarity with the context may help them
to make the learning process entertaining and close to the real-world situations. It is also of
great importance to adapt the teaching resources to the individual learner needs as part of the
process of learning.

The resources that I used to develop the didactic units are a mixture of different activities and
materials. Thus, to carry out the Communicative Approach which was mentioned previously,
debates, roleplays, partner and group tasks, discussions, presentation of speaking and listening
actives will be used. However, individual work will also be given attention to.

The two projects in this syllabus will also contain many different activity types mentioned
above and will involve a group presentation as the final product of each project. Students must
cooperate and collaborate with each other in order to create, organize and present their work.
They are also required to create a visual aid; it can be editing a YouTube video or creating a
proper [Link]/Power Point presentation. The following resources will be used in order to
carry out the implementation of the Didactic Programme:

Power point /[Link] Presentations: the teacher will use these tools in most of the lessons,
what will help students be more engaged by looking at the presentation or pictures displayed
38
on the presentation and also help develop multiple intelligences in order to accommodate every
learner in the classroom. Additionally, the presentations will be shared with the students in
their chromebooks.

Chromebooks: students will use them instead of their textbooks; this device will also help
them work individually, self-check the activities which are already included in some of the
exercises, develop their digital competence and access to the online sources when it comes to
making research, collecting and analyzing data, working on projects, using the dictionaries,
playing games, etc.

Audiovisual projector: teacher will use it in order to show the students different presentations
or videos with the relevant information related to the lesson. Additionally, the use of the
projector will contribute to the development of multiple intelligences of our students.

YouTube videos: throughout the school year, the teacher will use YouTube application to
provide real-life context and provide many interesting listening activities, observing and taking
into consideration students' interests, dreams, hobbies. By doing so, students will get familiar
with different accents and speaking styles, will have a chance to be engaged in the learning
process by listening/ watching or imitating their favourite singers, influencers, actors or heroes.

Kahoot and Wordwall applications: these applications will be used in order to review and
consolidate the content in a game way, what makes learning fun and entertaining.

Educima: wordsearch application: will be used in order to practice new vocabulary in an

entertaining way, developing in students the sense of competition.

Edpuzzle application: will be used in the same way as YouTube in order to create an
interesting context. This application can be used for individual activities and evaluations,
whereby choosing a fragment of a video or any other interesting modern episode of famous
series or songs, the teacher can edit it by inserting different types of comprehension questions.

Some printed activities like crosswords or wordsearch will also be provided by the teacher.
Nevertheless, extra exercises on grammar or listening will be shared with the students via
google classroom. Working in a shared document will help students develop their skills in
working at the same time both individually and in pairs or groups in a cohesive way, especially
when working on a project, for example. It is a great opportunity for both students and teachers
to have their work automatically saved and accessible not only from the classroom but also
from home; additionally, the teacher can upload documents of interest and assignments,

39
monitor students’ progress. Furthermore, students can submit their work via google classroom
and get the evaluation feedback on it.

The use of media focuses on enhancing in students' multiple intelligences. The use of authentic
videos, films, songs, is selected to develop all the language skills but also to cultivate the
musical and visual-spatial intelligences.

Last but not the least, the use of human resources, namely a foreign language assistant from an
English-Speaking country is provided by the school. She will have the role of the assistant to
the teacher in order to help organizing the group work or projects, providing more individual
attention to the students, focusing on their intonation and pronunciation, encouraging their
interest in cultural aspects of language learning by sharing personal traditions, holidays, history
of the country or city, and contributing to increasing the students ‘motivation to use the
language (Language Assistant Handbook, 2021-2022).

40
9. Evaluation criteria and learning standards

The evaluation criteria and learning standards that students studying the 3rd year of Compulsory
Secondary Education must meet to be able to pass the subject are established in the Decree
48/2015 published in the Official Gazette of the Community of Madrid and they are to be found
in Annex 3 to this document.

The evaluation criteria will be set upon the already mentioned State, Community and Blanca
de Castilla school regulations.

9.1. Evaluation Procedures of this syllabus

Considering the didactic strategies and different activity types mentioned in section 8, the
following procedures are going to be used to evaluate the Didactic Programme:

According to the Article 10 of the Decree 48 from May 14th, 2015, students must be evaluated
through a continuous assessment process, which has to be formative, integral and objective.
For that reason, the academic year is divided into three terms, with each term having its marks.
The evaluation of the foreign language for each term will be done in accordance with the
official curriculum and the school's guidelines, complying with the objectives and basic
competences.

As per continuous assessment process, students will have to complete such tasks as homework
exercises, class/ group work, different notes in their notebooks. This type of activities together
with the speaking skills will be assessed via teacher's observation and using different
assessment tools which will be displayed in continuation.

Furthermore, there will be two group projects at the end of the first and the second term that
will constitute 25 % of the final mark. Throughout these projects, students will have to
complete a series of tasks and apply the content and strategies that were acquired during the
project preparation, taking also into account their previously acquired knowledge on the
subject. The oral presentation of these exercises will also be evaluated not only by teacher but
also by the peers. An example of such assessment rubrics will be shown in the section of
Evaluation Instruments.

In relation to overall comprehension exams and specific skills tests which will be performed at
the end of the units the following evaluation criteria will be used: 70% would be allotted to

41
exams and tests, where 40% will belong to the Use of English practice and Vocabulary and
another 30% to the writing, listening and reading exam skills.

Moreover, oral presentations such as individual opinions, discussions in groups, debates about
different themes, pair work or project teams is the essential part of the subject as it gives the
students a great opportunity for self-expression, listening comprehension and pronunciation
improvement. Testing of the writing skills will be evaluated via rubric as well, an example of
which will be shown in this paper.

The table below summarizes the evaluation process of this syllabus:

Table 1. Evaluation Criteria.

Evaluation Criteria: Percentage of final mark/term:

Exams and Tests (Use of English 40%
+Vocabulary)
Exams and Tests (Skills: Listening, Writing 30%
& Reading)
Group Projects 25%
Participation & Attitude attendance 5%

9.2. Evaluation Instruments

First, oral presentations of the projects, and the speaking sections of the units will be evaluated
using a rubric that will assess the level of the students according to the fluency, pronunciation,
use of vocabulary and grammar structures and use of visual aids and media. All these aspects
will be punctuated on a scale from 1 (poor) to 5 (excellent).

Regarding project assessment, they will be evaluated using peer-assessment and teacher's
assessment: Peer-assessment will be counted together within the 5% of the participation and
attitude during the class, while the teacher's assessment will constitute 25% of the final grade.

During group projects, students will be evaluated individually and as a group, taking into
consideration group work, use of language taught in the unit, oral skills, creativity and
imagination, explanation of ideas. An example of evaluation rubric is shown below:

42
 Table 2. Presentation Rubric.

Group members:
Excellent Good Average Fair Poor
5 4 3 2 1
Presentation Organization

Use of visual aids & media,

audience engagement

Language skills:
pronunciation, clarity,
fluency

Nonverbal skills: body

language, gestures, posture

Teamwork presentation &

Collaboration: all group
members participate or only
one/two.

Final product: creativity and

innovation

Comments:

The speaking skill in the form of discussions, debates, role plays, and other speaking activities
performed during the English class will be evaluated via teacher's observation.

Furthermore, the writing activities will follow the similar process as oral assessments, but the
elements assessed will be adapted as per: Use of English, vocabulary and grammar level, text
structure and type, topic treatment.

43
 Table 3. Writing Rubric.

WRITING TASK

Use of English, vocabulary level, text Excellent Good Average Fair Poor
structure, spelling mistakes, topic
5 4 3 2 1
treatment.

The content of the writing activity is

meaningful and understandable, and the
topic is coherent with what was written in
the instructions.

The work follows a clear organization, with

a paragraph division, and includes necessary
structure as per “writing type” activity
(essay, article, biography, letter, etc.)

The use of vocabulary, grammar and

sentence structure is according to the
requirements level

Comments:

Regarding the assessment of exams and tests, 70% of the mark will be allotted to exams and
practice of the different grammatical aspects, the vocabulary learned and different listening,
reading and writing skills acquired. This would be in the form of unit tests based on the content
of the unit studied. These tests would usually take place at the end of each didactic unit. A final
exam would be held every semester.

Lastly, when it comes to homework and class participation, it will be evaluated via observation
and mini assignments. For example, when students do the online tasks and activities, they will
receive an immediate result via the platform or application they are using. This result will be
saved in the online platform, for example Kahoot quiz, EdPuzzle, Google forms, etc.). At the
end of the semester the results of these online participation activities will be summarized, and
an average will be added to the final grade of the semester. Additionally, homework done by
students will be checked on a daily basis either via self-check option or by providing the correct
answers to the whole class, so they can self-assess their performance and ask clarifications if
necessary.

44
9.3. Grading criteria
Throughout each trimester the teacher will accumulate all the information received upon
completion of different tasks in order to be able to assess students as accurately as possible,
taking into account the progress each student has made throughout the year. The final grade
will be the result of the arithmetic mean of the three evaluations obtained at the end of each
trimester.

In case students aren´t able to pass the subject after the 3rd evaluation, they will have another
opportunity by choosing between the following options:

▪ Performing an exam that will be based on 4 basic language skills: reading, listening,
speaking and writing, choosing any content from the whole didactic programme.
▪ Researching and elaborating a portfolio about one of the topics of personal interest,
(which must be related to the curriculum) with an extension of 50-80 pages
approximately).
▪ Making a final presentation of the portfolio using one of the digital platforms seen in
the class, such as [Link], Canva or other (maximum duration should not exceed 15
minutes).

It is important to highlight that in order to guarantee successful completion of the English

subject, the information regarding the evaluation and grading criteria together with the exams
and projects will be announced to students in the beginning of the academic year, so they have
very clear what is expected from them in order to pass the subject.

9.4. Evaluation of the teaching performance and the Didactic Programme

At the end of each term students will complete the anonymous questionnaire which is shown
below. It is focused on the teaching performance as well as on the didactic programme. On the
other hand, teacher will also complete a questionnaire with the objective of self-assessing
different points regarding his/her teaching practice. Considering both the student's and the
teacher's feedback, the planning of the didactic programme for the following terms and
teaching practice can be adjusted and altered if necessary, according to the student's needs and
suggestions.

45
 Table 4. Questionnaire for students.

Score
Questionnaire for students 1 2 3 4 5

The content offered in this course has been interesting

The methodology used in the class meets my expectations

Teacher´s explanations and directions were clear and sufficient

Teacher´s attendance and treatment was satisfactory

Teacher used a variety of tools and materials

The homework was adequate (not too much/ not too little)

The exams have been appropriate to the material explained in

class
The contents studied in class are easy to apply in other
circumstances

The dynamics of the lessons was on an adequate level

Teacher showed attention to the special needs of students

The classroom´s ambience was friendly and favourable for

learning process

The evaluation was fair and reasonable

46
Additional notes/suggestions:

Table 5. Questionnaire for teachers.

Questionnaire for teachers Score: 1-5 How to improve?

The objectives of the course and the evaluation
criteria were explained to the students at the
beginning of the course
The contents selected for the course are useful
and interesting for students
The use of selected methods and teaching
resources in the didactic programme is
appropriate
The attention to the diversity meets my
expectations
Prior knowledge of students and expectations are
valued.
The use of teamwork, pair work, cooperative
work, research and investigation was sufficient
The evaluation criteria used guides the students
in their learning process.

47
10. Attention to the diversity

For many years, the idea of attention to diversity has been closely linked to the one of special
needs education. However, this last concept has been changing in the past few years.
Nowadays, many scholars in the educational sector defend that every student will have, at some
point of his life in the education system, some type of special need (Echeita, 2006). Taking this
into account, it is our duty as teachers to be able to identify the special needs of the students
and to respond to them by applying the necessary learning adaptations so that all the students
participate in the learning process with satisfaction and achieve success, according to their level
of ability and proper learning style.

The variety of material, didactic resources and tasks offered in the classroom makes it possible
for all students to participate in the learning process. Likewise, the teacher can respond to
individual needs of the students by adjusting exercises and even altering some of them in order
to reduce the demands in the completion of the tasks.

According to Article 17 of the Decree 48 from May 14th, 2015, the educational centers will
have autonomy to organize the groups and subjects in a such way that it responds to the
diversity in the classroom, favouring participation of all students in order to acquire a
successful teaching-learning process.

In what follows, we will describe several cases that can be identified in the classroom and
possible ways to attend to them.

Students with dyslexia and/or other difficulties of learning:

For students in these cases, the teacher will apply the following measures: adaptation of
examination times, type and size of source, varied assessment formats (oral, written, multiple
answers, etc.), reading aloud the statements, tolerating spelling errors in writing activities,
providing outlines of the main point of the lessons, dividing the long assignments into small
tasks and consider their characteristics for late or partial activities.

Students with ADHD:

For students with ADHD, non-significant curricular adaptation will be made, such as: placing
the student in the front row to give him more help and attention; encouraging him to ask for
help whenever he has a question; repeating the information and instructions as many times as

48
necessary; reinforcing attention when working autonomously; dividing the big tasks into
smaller ones; evaluating the work for its content and not for its errors in writing.

Slower learners:

These students require more personalized attention, such as providing them with clear
instructions for all the activities or even writing guidelines in order to help in their learning
process; the assessment should be performed in the same manner, fairly and equally. It is
important to keep in mind that these students need encouragement and motivation not only
from the teacher but also from their mates and for this reason, pair work with gifted students
or fast learners might supplement and strengthen their learning process.

Fast Learners:

Taking into consideration the “easiness” of these students to acquire new knowledge, especially
when it comes to learning a foreign language, the teacher should try to avoid them being bored
during the lessons. In order to do that, the teacher can always assign to those students some
extra activities as long as they aren´t seen as a punishment but as a motivation and positive
reinforcement. Additionally, these students can have the autonomy to support their peers
whenever they want to help.

Students with interaction difficulties:

These students will have the autonomy to choose their partners for performing cooperative
tasks. Moreover, they will choose where they want to seat and who they want to work with.
They will be supported by their peers whenever they need help. The teacher will apply the
necessary adjustments or alterations of the curricular contents together with the tests and
assessable activities to facilitate the teaching-learning process.

49
11. Complementary and extra-curricular activities

Complementary activities are carried out whenever possible, considering the group
characteristics, available dates, cost of activity, etc. The activities which are implemented in
Blanca de Castilla school are the following:

• Cultural talks by editors, native speakers or Embassy

• Cultural visits, like Thyssen Museum
• Linguistic immersion and language exchange
• Summer camps; different courses offered by Sheffield (Leadership)
• Dual Diploma: Bachillearto + American High School Diploma

With regard to the linguistic immersion program, students from 5th grade of primary school to
Bachillerato are offered an opportunity to go abroad to an Irish school or stay with an American
family for language exchange purposes.

Furthermore, Sheffield company, which offers these experiences, also provides different
courses for students and teachers as well. Thus, a School Leadership Campus program is
designed for students of 3rd, 4th grade of secondary school until 1st of Bachillerato. The
objective of this course is not only to be emerged in the language practice 24/7 but also to work
social skills, leadership and teamwork without leaving Spain (Calamars, 2017).

Bachillerato + American High School Diploma program offers students from 2nd grade of
secondary school and further to be enrolled in one of the high schools of The United States,
studying two curricula at the same time. Dual Diploma is a 100% online program, thanks to
which together with their Spanish Baccalaureate degree, students will be allowed to achieve
the American High School degree. This program follows 3 main objectives:

• Be involved in linguistic immersion, use the English language in a study and work
environment.
• Acquire and improve technological skills by using online platforms, tools,
communications, etc.
• Develop personal skills in the area of management, effort, responsibility, organization
and maturity towards study and work (Calamars, 2017).

Additionally, Blanca de Castilla offers a great spectrum of extracurricular activities, which are
voluntary, non-profit and non-discriminatory, that take place outside school hours and are

50
aimed at completing comprehensive training of students consolidating their academic, cultural
and personal knowledge. Among these activities, there are:

• Sports activities (Football and Basketball)

• Theater
• Chess
• Hockey
• Judo
• Skating
• Dances: hip-hop, zumba, ballet, etc.
• Robotics
• Music School

51
12. Counseling Department and Tutorial System

All students in 3rd year of secondary school receive one hour of guidance as a group from their
tutor per week. This hour can be used for discussing educational issues, providing academic
guidance, discussing issues between students and teachers, students and students, take care of
administrative tasks, and other situations that might affect students' needs.

The tutorial action plan for secondary school students of Blanca de Castilla covers three main
areas (Blanca de Castilla, n.d.).

[Link] tutorial action plan objectives:

➢ Improve the coexistence between students;

➢ Delve into motivation on suicide prevention;
➢ Improve basic social skills, work frustration
➢ Work vocational orientation
➢ Reflect upon achievements and objectives after every evaluation
➢ Strengthen study techniques

2. Bilingual program objectives:

➢ Prepare, coordinate and develop the methodology by levels to improve the academic
results of the last course.
➢ Improve the linguistic competence in English of the students after the results of the tests
(ESO) of the last course.

3. Academic guidance objectives:

➢ Support socioemotional state of students, teacher and families

➢ Detect special educational needs and respond to them
➢ Inform families about special needs of their children and provide training resources and
advice
➢ Guide, intervene and accompany the needs of students.
➢ Coordinate with external centers regarding common lines of work with students with
specific needs.

The role of the Counseling Department at this point serves both tutorial system and students to
help them achieve the objectives mentioned above. The Counseling Department takes

52
responsibility in assisting the tutors, students and their families with the necessary resources,
guidance and support.

The Counseling department takes on the responsibilities of:

1. Meeting with students: students who have learning difficulties, special educational
needs, personal issues in school or at home, or other problems could always find support
at the orientation department.
2. Meeting with parents: communication between families and school is of paramount
importance when it comes to the success of each student. That is why it is essential that
this communication is stable and trustworthy.
3. Meeting with tutors: the Counseling Department most of the time works hand in hand
with the tutors and tutors can always refer to the Counseling Department for any support
they might require.

In addition to the counselling and orientation services, the activities proposed in this syllabus
can also provide guidance and support for students. An example of such support can be seen in
the Project 2 More than a Game. During this unit, students will be guided by the teacher
through the preparation of the project. The necessary instructions will be provided to students
every lesson and support will be given while students work in groups. Thus, via offering
students project-based learning, teachers foster group work and social skills of interaction,
cooperation, empathy, respect of each other´s opinion, peer support, etc. Through debates and
discussions, students will develop their critical thinking, learn how to express their personal
opinions and beliefs, how to disagree and remain polite and how to see and respect the cultural
diversity. Through listening and videos provided during the lessons, students will get to reflect
on what they see and listen to, how to distinguish real news from fake ones, what can be trusted
and what must be filtered, and will develop an awareness of their own views, assumptions and
how they are shaped by their own culture. Finally, thanks to the immersive exchange
experiences, students will develop cultural awareness, will deal with real life situations and
will learn to take responsibility for their actions and choices.

53
13. References

Anderson, M., Larsen-Freeman, D. (2011). Techniques & Principles in Language Teaching.

(3rd ed). Oxford University Press.
Blumenfeld, P.C., et al. (1991). Motivating Project-Based Learning: Sustaining the Doing,
Supporting the Learning. Educational Psychologist, 26, 369-398.
Calamars, S. (2017). School Leadership Campus - Idiomas SHEFFIELD. [Link].
Retrieved May 29, 2022, from [Link]
en-espana/school-leadership-campus
Colegio Blanca de Castilla (2021). Curso 2021-2022. Programación General Anual.
Colegio Blanca de Castilla (2021). Plan de Acción Tutorial Secundaria.
Colegio Blanca de Castilla (n.d.-a). Actividades Extraescolares. Retrieved from
[Link]
Colegio Blanca de Castilla (n.d.-a). Actividades Extraescolares. Retrieved from
[Link]
Colegio Blanca de Castilla (n.d.-a). La Fundación Educación y Evangelio. Accessed on
06/05/2022. Retrieved from [Link]
colegio/feye/
Colegio Blanca de Castilla (n.d.-a). Lema del curso. Retrieved from
[Link]
Colegio Blanca de Castilla (n.d.-a). Misión, Visión, Valores. Retrieved from
[Link]
Colegio Blanca de Castilla (n.d.-a). Proyecto Educativo. Retrieved from
[Link]
pedagogicas/programa-bilingue/
Comunidad de Madrid. Datos y cifras de la Educación (2021-2022). Retrieved from:
[Link]
2021-22_1.pdf
Constitución Española. Boletín Oficial del Estado, 311, de 29 de diciembre de 1978. Retrieved
from: [Link]
Crystal, D. (2000). English as a Global Language (2nd edition) Canto Classics. Cambridge
University Press.
Democracy Now (n.d.). John Carlos, 1968 Olympic U.S. Medalist, on the sports moment that
changed the world. [Video]. YouTube.
[Link]
Echeita, G. (2006). Educación para la Inclusión o Educación sin Exclusiones. Madrid:
Narcea. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En
Educación, 4(3). Retrieved from [Link]

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EducaMadrid. (n.d.). Language Assistant Handbook (2021-2022). Comunidad de Madrid.
Retrieved from: [Link]
EducaMadrid. (n.d.-d) Calendario escolar 2021-2022. Comunidad de Madrid. Accessed on
06/05/2022. Retrieved from: [Link]
de-la-comunidad-de-madrid/calendario-escolar-2021-22
Harmer, J. (2014). The Practice of English Language Teaching. New Jersey: Oxford University
Press.
Johnson D.W. & Johnson R.T (2017). Cooperative learning. Innovación Educación |Congreso
Internacional. 2-4. Retrieved from
[Link] [Link]
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de
3 de mayo, de Educación (LOMLOE). Boletín Oficial del Estado, 340, de 30 de
diciembre de 2020, 122868-122953. Retrieved from:
[Link]
Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa (LOMCE).
Boletín Oficial del Estado, 295, de 10 de diciembre de 2013. Retrieved from:
[Link]
Makers (n.d.). Kathrine Switzer: First Woman to enter the Boston Marathon. [Video].
YouTube. [Link]
Ministerio de educación y formación profesional. Calendario de implantación de la LOMLOE.
Educagob: Portal del sistema educativo español. Gobierno de España.
[Link]
Ministerio de Educación y Formación Profesional. El Programa. Educagob. Portal del sistema
educativo español. Gobierno de España. Retrieved from: El programa - | Ministerio de
Educación y Formación Profesional ([Link])
Nunan, D. (2004). Task-based Language Teaching. Cambridge: Cambridge University Press
Orden ECD/65/2015, de 21 de enero, por la que se describen las relaciones entre las
competencias, los contenidos y los criterios de evaluación de la educación primaria, la
educación secundaria obligatoria y el bachillerato. Boletín Oficial del Estado, 25, de 29
de enero de 2015, 6986-7003. Retrieved from:
[Link]
Real Decreto 48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se establece para
la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria. Boletín
Oficial de la Comunidad de Madrid, 118, de 20 de mayo de 2015, 10--309. Accessed
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Seidlhofer, B. (2011). Understanding English as a Lingua Franca: A complete introduction to
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Snow, M. (1991). Content-based instruction: A method with many faces in [Link].(ed).
Georgetown University Round Table on Languages and Linguistics 1991: Linguistics
and Language Pedagogy, 461-70. Washington, DC: Georgetown University Press
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Warner Bros. Pictures (n.d.). King Richard. Official trailer [Video]. YouTube
[Link]

56
14. Didactic Units

In this section of the paper, Project 2: “More than a Game” and Unit 8: “Family Today” will
be presented in depth.

14.1. Project 2: More than a Game

Project 2 “More than a Game” is a project-based learning unit, that embraces the theme of
great sporting moments in which activist-athletes stood up for what they believed in.
Throughout this unit, students will have learnt vocabulary related to different types of sports
and sports games. Students will have identified and discussed the main challenges of athletes,
their sacrifices and commitments in order to become the best, the necessary qualities of
leadership and will have understood the idea of being an activist and what it meant for society.
At the end of this unit, students will have to create a final product-a documentary about a great
sporting moment of a famous athlete that impacted our society. This unit will occupy seven
full lessons, and the language assistant will also support carrying out the preparation of the
project and will be present in the classroom during the final presentation.

The main objectives of the Project 2 are:

➢ Cultivate and employ strategies for collaborative group work

➢ Comprehend and discuss situations related to racial discrimination and inequality
between men and women
➢ Recognize and formulate sentences using Passive and Conditional structures, at the
same time using correctly the irregular verbs in their past forms.
➢ Create clear and coherent biographies
➢ Fluent use of digital competency
➢ Discuss the role of Sports in American society as well as in our current society
➢ Create an effective visual aid for their presentations
➢ Generate original presentations with clear ideas

57
Assessable Learning Standards of the presented unit are the following
Section number Learning Standards number
Bloque 1 1.2., 1,3., 1.6
Bloque 2 2.1., 2.3., 2.4
Bloque 3 3.3., 3.5., 3.6
Bloque 4 4.3., 4.4., 4.5., 4.6

Lesson 1: Project time!

Unit 6: Introduc Lesson 1 of 7 Group 3º ESO Time 60 min

tion to
project
Topic / Activism through sports Class English
Session
Title
Focus: This first lesson focuses on introducing the project-based unit in this course
syllabus. The teacher will explain the term “activism” and hold a discussion about sport´s
role in American society, famous sports activists- athletes and their contribution to racial
and social integration.
Skills Listening Speaking Reading Writing
Systems Grammar Phonology Lexis Function Discourse
Sport´s role in American Society
Contents Activism through sports
Concept maps
Students will be able to:
- Understand what is expected of them during this unit in order to
Objectives
successfully complete the project
or learning
- Comprehend fully all the parts of the project
outcomes
- Create a concept map of activist-athletes, using the necessary vocabulary

Evaluation Students effectively reflect the main ideas of activism through sports on a
criteria concept map.
Students have just finished unit 5, entitled “Lead by example”, where they
had learnt lexis related to different type of sports, such as risk-taker,
Previous discourage, setbacks, challenges, face danger, sense of identity,
knowledge adventurous, etc. Additionally, students reviewed Past Simple and Past
Continuous tense.

Chromebooks that each student possesses,

notebooks; teacher’s computer and projector;
Project Outline document to be shared via
Classroom
Materials Google Classroom (see “Additional Spaces
Materials”)

58
Procedures
Timin Grouping
Stage Activities (T / S role)
g
10 min Warm Up- T opens a discussion about Sports with the Whole class
introduction following questions: discussion
to the project - Are sports “more than a game” to you?
In what ways?
- Do you have a favourite sports team?
- Have you heard of athletes involved in
political protests?
- Why might a sporting event be a
good/bad place to stage a political
protest?
- Do you think these sorts of protests are
effective?
- Have you ever participated in a protest?
What was it for?
- What sort of protests are the most
effective? Symbolic? Violent ? Non-
violent ? Public ? Small/Large ?
Televised ?
- Have you heard of Activism of
American citizens through sport?
- Can you name some examples and
what were their purposes?

15 min Explanation T explains to Ss the idea of activism-protest Whole class

and work on through sport, giving the examples of discussion
activism Muhammad Ali, Colin Kaepernick, Eric Reid,
concept. Kathrine Switzer and Abby Wambach and
Presentation showing their images.
of the
project. After showing the examples of the athletes, T
asks Ss if they know anything about their great
sporting moments and what these famous
sportsmen protested for.

T makes sure that Ss understand different eras

and their demands when talking about the
athletes.

After that being explained and Ss have no

questions, T explains the parts of the project
that students will complete in groups of 5 for
this Unit.

To explain that T shows the project outline and

shares it in the google classroom so that
students have access to it.

59
 Ss arrange
T organizes the groups of 5 and asks Ss to their
arrange the tables and sit accordingly. workplace by
moving the
tables.

20 min Research of As soon as the groups are formed T asks Ss to Ss in their

lexis. Work elicit or research the key words related to groups
on concept activism through sport in order to create a
map. concept map later on.

T explains Ss that in order to research the

lexis, they might check the biographies of
sportsmen (Muhammad Ali, Colin Kaepernick,
Eric Reid, Kathrine Switzer and Abby
Wambach) and select the key characteristics.
T gives one example about Muhammad Ali:
objector, racial pride, ethical opposition,
provocative persona, etc.

Then, T shows one example of a concept map

and explains that it can be done using
Mindomo or Canva apps.

Ss are researching the vocabulary related to the

topic of activism and protests in relation with
sport. They write the words down either in
their notebooks or in their online shared
document.

T moves around the class to check the words

found by Ss. The language assistant is also
participating during this activity and assist to
the groups.

Ss work in their own order. Some search for

the words while others start working on the
concept map.

10 Elaboration Ss create their concept maps, eliciting the lexis Ss in their

mins of a concept and categories by themselves, using the groups
map example of teacher. Then they share their
elaborations with T.
5 min Round Up T projects all the maps created by Ss for
everyone and make necessary comments Whole class

60
Additional materials:

Project 2 Document: This document should be shared on the Google Classroom page and be
explained fully to the students.

Project outline:

Students will be working in groups, except Day 1 (the teacher’s presentation).

Lesson 1: Teacher's presentation of the project. This document will serve as a guideline for
your groupwork and presentation of the final product.

At the end of the lesson, each group must complete a shared Google document entitled “Team
Contribution Feedback”, which is shown below. One member of the group will complete it by
answering the questions describing the roles and duties of everyone in the group that day:

Team Contribution Feedback:

1. Briefly describe the roles and responsibilities of each member of your group:
2. Did each of your group members contributed to the project equally? If not, why?
3. Did you face any difficulties? If yes, did you solve them? How?
4. Briefly describe your activities of today.
5. Was your group able to accomplish the goals of today's lesson?

Lesson 2: Watch the excerpt from the film “Not just a game”, elicit the main ideas, protests
forms, the reasons for protests, the activists-sports athletes. You will then read an article in
your groups about their life afterwards and their contribution to the society. Complete the
comprehension activities.

Complete your Team Contribution Feedback

Lesson 3: Watch the video about the first marathon woman and complete the comprehension
exercises. You will then create a short paragraph in your groups, summarizing what you have
understood from the video. The teacher will provide you more information later.

Complete your Team Contribution Feedback

Lesson 4: Play Kahoot to discover about the famous world inventions. Passive structures.
Speaking game, using passive voice.

61
Lesson 5: Look at the guide about writing a Biography. In your groups, write one coherent
composition in which you are describing an activist athlete who stood up for what he/she
believed and how it impacted our society.

Complete your Team Contribution Feedback

Lesson 6: Your ideas from your biographies must be used in a visual aid, using Canva, Prezi,
[Link] or other. Additionally, you must find a video with the historic moment of the athlete
activist which you will have to explain in your presentation. Prepare and practice your
presentation.

Complete your Team Contribution Feedback

Lesson 7: You will give a short presentation about a great sporting moment in which activist-
athletes stood up for what they believed in. You will have 6-7 minutes per group. You should
project your video and explain the importance of its place, action, moment, any other relevant
information. Additionally, you must complete the note-taking worksheet about other groups.

If you have any questions, teacher and the language assistant will be there for you.

An example of a Concept Map:

Figure 1. Sports Concept Map

62
Lesson 2: Not just a Game

Unit 6 Not just a Lesson 2 of 7 Group 3º ESO Time 60 min

game

Topic / Session Not just a Game Class English

Title
Focus: The second lesson focuses on the excerpt about the four different protests of
famous sports athletes. This trailer contains vocabulary related to protests, as well as the
grammar for this unit, second and third types of Conditionals and the Causative. Students
will then discuss in their groups the forms of protests shown in the video and express their
opinions on whether the whole situation was right or wrong.
Skills Listening Speaking Reading Writing
Systems Grammar Phonology Lexis Function Discourse
Second and Third Conditional
(If I were him, I wouldn´t protest; Even if what they had done was
right, they would have received criticism).
Making hypotheses
Contents
The causative (They should have the letters sent to the office)
Vocabulary related to the topic (lynch, solidarity, inequality, human
rights)
Expressing opinions

Students will be able to:

- Use the second and third conditional when talking about
hypothetical situations, expressing their opinions
- Use the causative when talking about something that has/had to
Objectives
be done by others
or learning
outcomes - Fluently use the new words when talking about the situations
seen or read in the lesson
- Comprehend an authentic video and identify its main points
- Give their opinion about the situations seen and read in the
lesson

- Students identify conditional structures and effectively employ them

in their own sentences to talk about hypothetical situations in the past
- Students comprehend the vocabulary and overall meaning of the video
Evaluation
and answer the comprehension questions correctly
criteria
-Students identify the causative structures and effectively employ them
in their own sentences to arrange or talk about something that has to be
done by others.
Students need to know the Past Simple and First Conditional structures
Previous previously learned in other units. Additionally, Ss need to make use of
knowledge the lexis related to the sports and activism from the concept map created
in the previous lesson.
Materials Spaces Classroom

63
 Chromebooks that each student possesses;
notebooks; teacher’s computer and
projector; worksheet with Comprehension
Questions and Team Contribution feedback
sheet (see “Additional Materials”)

Procedures
Timin Grouping
Stage Activities (T / S role)
g
5 min Warm Up T shares with Ss the article on the Google Whole class
Classroom page. brainstorming

T shows an image of Exemplary figures in

Sport and asks students to look at it and
brainstorm all they know about the
situation shown in the image.

T shares the Team Contribution Feedback

sheet on the Google Classroom page and
explains Ss that they will have to complete
it at the end of every lesson, because it
will contribute to the final grade of the
project.

15 min Video presentation Whole class

T tells students they will now watch an
excerpt about four different ways of
protests of some famous athletes. They
will have to identify these protests and
match them to the points the athletes
wanted to make.

T then shows Ss the points which they

have to match with the protest forms from
the video and asks Ss to read them
attentively.

a. To represent workers.
b. To protest against the lynching of black
people.
c. To support the Civil Rights Movement.
d. To denounce poverty in the USA.

T then asks Ss to watch the video and

write down the identified protest forms. T
projects the video for the whole class until Work in pairs
minute 03:00.
John Carlos, 1968 Olympic U.S. Medalist,
on the sports moment that changed the
world:

64
 [Link]
vpN3IKk

After showing the video, T asks Ss to

match their answers with the previously
provided points and check their answers
with a partner and gives them 5 minutes
for that.

Then T explains that he will show the

video again and now Ss will have to Individually
correct or complete their answers.

Ss watch the video another time and

correct their mistakes. Whole Class

Then T checks the activity with the whole

class (see in Additional materials)

After that being checked, T tells students

they will have to read an article which the
T had shared via google classroom to find
out what happened to the athletes
afterwards.

20 Reading T shares with Ss the guideline of the main Whole class

comprehension questions and ideas that Ss will have to
answer in writing:
1. Even if what they did was…
2. The Olympic Committee
should/shouldn´t have +V...
3. Their long-life mission was…(see
more in additional materials)

T explains to Ss that they are going to work

in groups, and they have 10 minutes to read
Ss in their
the article, highlight the unknown words groups
and answer the questions in writing. One
member of the group should write on the
board the unknown words and they
shouldn´t repeat them.

65
 The possible list of unknown words is:
lynch, solidarity, scholastic
encouragement, minded mentors,
impoverished people, humbly,
repercussions.

After the list had been elicited, T explains

Ss in their
to Ss that using [Link] they
groups
can find the definitions of these words.
T shows how to use the website and tells Ss
that to find the definitions of the words and
write them in their working shared
document. T gives Ss 10 minutes to do this
activity.
Ss work in groups. T moves around the
class and helps the Ss.
After that being done, T projects to the
class the definitions (previously prepared),
so that the Ss can check and compare their
answers with the answers provided by T.

15 Focus on grammar When groups have finished, T asks Ss to Whole class

write on the board the general structure for
the second and third conditional and give
the examples from the article.

Second Type: If + Past Simple / would;

could; might + infinitive without to

Even if what they did was right, they would

not solve the existing racism and inequality
problem.

Third Type: If + Past Perfect / would;

should; might + have + Past Participle

66
If they hadn´t been suspended and banned
from the U.S teams and the Olympic
Village, they would have fought more.

After this was provided, T asks Ss to

express their opinions on these hypotheses
using conditional structures accordingly.

Then T shares with Ss a list of 5 sentences

from the article which have to be changed
using the second or third conditional. T
gives 10 minutes to complete this task. Ss
work in groups, one document per group Ss in groups
has to be sent to the T. (see additional
materials)

Then T asks Ss to provide the general

structure of Causative and one example
from the article.

Should/shouldn´t have +Past Participle

The Olympic Committee shouldn´t have

ordered suspend and ban the athletes from
the U. S. teams and the Olympic Village. Whole class

T asks Ss to give their opinions about this

example/situation, using sentences with the
causative structure. T might use this
guideline to help students be oriented:
-How the situation happened with the
police officer affect Carlos?
-How did his statement made in the
Olympics affect him and his teammate?
-Do you think what the athletes did was
right or wrong?

67
 -Do you think Carlos´s life-long mission
improves human right conditions? If Yes-
how?

5 min Round Up T will have one online document from Whole class
each group to mark. This document will
contain: the matching activity from the
video presentation part; answers to the
comprehension questions from the reading
part and exercise on second and third
conditional.

T finishes the lesson by reminding the

students about completing the Team
Contribution feedback at the end of class.

68
Additional materials

The image which is projected for the whole class in the beginning of the lesson

Figure 2: Retrieved from

[Link]
[Link]

69
 This is the excerpt of the film “Not just a game” that students will watch:

John Carlos, 1968 Olympic U.S. Medalist, on the sports moment that changed the world.

Retrieved from Youtube: [Link]

70
This is the article with the main ideas/ questions that students will read

Figure 3. Retrieved from

[Link]

71
These are the main ideas students will discuss and answer:

1. The four forms of protest were…

2. Even if what they did was…
3. The Olympic Committee should/shouldn´t have +V
4. Their long-life mission was…
5. Write a general structure of the second and third type of Conditional.
6. Give the examples of these two structures, using the video and the article we have
worked with.
7. Give the structure of one Causative and some examples.

Possible answers:
1. The four forms of protest were:

• They took off their shoes and carried them to protest poverty in America.
• They wore beads to protest against the lynching of black people
• John Carlos unzipped his jacket as a violation of Olympic protocol to represent his
working buddies black and white
• They raised their fists during the national anthem to show solidarity with the Civil
Rights Movement

2. Even if what they did was right, they would not solve the existing problem.

Even if what they did was right, they would not remove the existing racism and
inequality problems.

3. The Olympic Committee shouldn´t have ordered suspend and ban the athletes from the
U. S. teams and the Olympic Village.

4. Their long-life mission was to improve human rights conditions and to increase chances
for the success of our youth.

5. Second Type: If + Past Simple / would; could; might + infinitive without to

Third Type: If + Past Perfect / would; should; might + have + Past Participle
72
6. If what they did was right, they would not solve the existing problem.

If they hadn´t been suspended and banned from the U.S teams and the Olympic Village,
they would have fought more.

7. Should/shouldn´t have + Past Participle

The Olympic Committee shouldn´t have ordered suspend and ban the athletes from the
U. S. teams and the Olympic Village.

Sentences from the article to be changed using the second and third conditional

1. Example: Competing in the 200 meters, Carlos earned the Gold and the Bronze.
If Carlos had not competed in the 200 meters, he would not have earned the Gold and
the Bronze.
2. Dr. Carlos credits scholastic encouragement and organized athletics for keeping him
focus and out of trouble.
3. Dr. Carlos made world history during the 1968 Olympics when he took to the
international stage and made a speechless statement.
4. International Olympic Committee immediately ordered Smith and Carlos suspended
from the U.S. team and banned them from the Olympic Village.
5. Continuing his life-long mission to improve human rights conditions and to increase
chances for the successes of our youth, Dr. Carlos is actively involved with Global and
community movements.

Possible answers:
6. If it weren't for scholastic encouragement and organized athletics Dr. Carlos would not
be focused and kept out of trouble.
7. If it hadn´t been for his speechless statement, [Link] wouldn´t have made world
history during the 1968 Olympics.
8. Even if what Smith and Carlos had done was right, they would have been ordered
suspended.

73
 9. If [Link] didn´t want to improve human rights conditions of our youth, he wouldn´t
be involved with Global and community movements.

At the end of the lesson, each group completes the shared google document “Team
contribution feedback”.

Lesson 3: First Marathon Woman

Unit 6 Lead by example Lesson 3 of Group 3º ESO Time 60

7 min

Topic / First Marathon Woman Class English

Session Title
Focus: Lesson 3 of this Unit is focuses on inequalities between men and women.
Students will learn vocabulary related to the topic of inequalities, watch a video and
participate in a think, pair, and share activity. Then students will have a writing exercise in
groups.
Skills Listening Speaking Reading Writing
Systems Grammar Phonology Lexis Function Discourse
Inequalities between men and women
Vocabulary related to the topic (suffragette, feisty, arduous, crusader, etc.)
Contents Expressing opinions
Making hypotheses (I believe, Perhaps, I guess, etc.)
Writing a paragraph
Students will be able to:
Objectives - Comprehend an authentic video and define its mains points
or learning - Express opinions and make hypotheses
outcomes - Understand and effectively use the vocabulary related to the topic
- Write a short comprehension paragraph about what they saw
-Students comprehend the vocabulary and overall meaning of the video
and answer the comprehension questions correctly
-Students make hypotheses using the following structures (I believe, I
Evaluation guess, perhaps, maybe) and effectively employ them in their own
criteria sentences to give their opinions about what they heard.
-Students show comprehension of the video by writing a coherent
paragraph

Some Ss might have the previous knowledge about the role of women in
Previous
19th and 20th centuries. Additionally, Ss need to use the knowledge of
knowledge
second and third conditional structures learnt in the previous lesson.

74
 Moreover, vocabulary learnt in each lesson would be very helpful in order
to implement different activities

Chromebooks that each student possesses;

notebooks; teacher’s computer and projector;
Materials Comprehension Questions (see “Additional Spaces Classroom
Materials”)

Procedures
Timing Groupin
Stage Activities (T / S role)
g

5 min Warm Up T projects for the class an image of Whole

Kathrine Switzer and asks students to look class
at it, read the caption and make hypotheses
about how Kathrine Switzer felt and how
people reacted to her participation in the
marathon.
Ss use these structures to give their
opinions:

I guess she felt…

I believe she was...
Perhaps, people...

Ss possible answers:
1. I guess she felt not supported and
thus vulnerable, because she was the
only woman there.
2. Perhaps, she felt not so confident as
she was surrounded by men
3. I guess she felt horrified
4. I believe she felt strong in her spirit
to do something so brave
5. Perhaps, people didn´t like and
couldn´t understand her being in that
male marathon.
6. People didn´t accept a woman there
7. People were judging her
participation in that marathon.

15 min Video/Listening T shares with Ss a worksheet via google Whole

comprehension classroom and explains Ss that they have to class
answer the questions from the worksheet
while watching the video and after having
75
 watched it. (the worksheet is in additional
materials)

Ss will read the worksheet questions and

prepare to watch the video.

Then T shows the class video Kathrine

Switzer: First Woman to enter the Boston
Marathon from Youtube. First time the
video is shown without English subtitles.
[Link]
BAmTsY

T tells Ss that they have 7 minutes to write Work in

their answers and then to check them with pairs
their partner.
Then T shows the video again with the
English subtitles now and asks Ss to check
their answers while watching it again.

Ss can do that with the partner as before or Work in

in the whole group. pairs/gro
up
While she was running...
The other runners...
The race director...

20 min Language focus T provides Ss a list of expressions and Whole

words from the video and asks them to class
clarify their meaning, working in groups.
For that T refers to the [Link]
webpage, reminding Ss how to use it when
looking for the right meaning of the words.

T gives Ss 10 minutes to find the definitions

of the words and write them down. Ss in
their
Arduous activity groups
Feisty character

76
 Suffragette
Iconic
Crusader
“to finish the race on my hands and my
knees”

During this part, T moves around the groups

and checks the definitions.

After this being done, T tells Ss that they Whole

are going to play Guess the word. One class
member of the group reads out loud the
definition and other groups have to guess
the word. The winning group will get an
additional point for the final evaluation.

15 min Consolidation For the final task Ss have to write a short Ss in

paragraph to summarize what they have their
understood from the video they had groups
watched, using the new words and
expressions:

One paragraph per group should be written.

Ss do that activity in shared document and
send it to the T at the end of the lesson.

For groups that work faster and finish

before others, they can read an additional
article about Kathrine Switzer marathon run
and elicit more information about that event
by adding it to the writing paragraph.

[Link]
sports/athletics/news/29175/12475824/kathr
ine-switzer-first-woman-to-officially-run-
boston-marathon-on-the-iconic-moment-
she-was-attacked-by-the-race-organiser

5 min Round Up T will have one online document from each Whole
group to mark, containing: the class
comprehension questions and the writing
activity.

T finishes the lesson by reminding the

students about completing the Team
Contribution feedback at the end of class.

77
Additional materials:

This is the image with the caption for the beginning of the class

Marathon Woman

Figure 2. Retrieved from

[Link]

This is the worksheet with the questions for the Youtube video.

1. What happened during the race? Talk about the other runners, journalists, the race
director, her boyfriend and herself.
2. Did she finish the race?
3. What happened when she went back to Syracuse?
4. How did things change for women at the Boston marathon?

78
 Retrieved from Youtube:

[Link]

Possible answers:

1. Write down what happened during the race. Talk about the other runners,
journalists, the race director, her boyfriend and herself.
• During the race, the other runners were surprised when they saw a woman and very
excited.
• Journalists were quite aggressive and called her “suffragette” and “crusader”.
• The race director got violent, grabbed her and tried to rip her numbers off
• Her boyfriend protected her and blocked the race director so he couldn´t harm Kathrine
• She felt terrified but at the same time convinced that she had to finish that race, to prove
female “capability”
2. Did she finish the race?

Kathrine finished the race in four hours and twenty minutes.

3. What happened when she went back to Syracuse?

When she went back to Syracuse, she was all over the newspapers.

4. How did things change for women at the Boston marathon?

79
 Kathrine became an activist for female runners and five years later after that iconic run
women were officially allowed to compete in the Boston Marathon.

This is the list of words and expressions Ss work with and possible definitions:

Arduous activity: involving or requiring effort, challenging

Feisty character: spirited, determined, courageous
Suffragette: supporter of votes for women
Iconic: emblematic, symbolic
Crusader: activist
“to finish the race on my hands and my knees”: by all means, no matter what.

Lesson 4: “It was invented by..”

Unit 6 Lead Lesson 4 of 7 Group 3º ESO Time 60 min

by
exampl
e
Topic / “It was invented by..” Class English
Session Title
Focus: Lesson 4 of this Unit focuses on Passive structures, namely in the Past (Past
Simple, Past perfect and Present Perfect) used when talking about famous inventions of
time and the role of this grammar structure in our daily life.
Skills Listening Speaking Reading Writing
Systems Grammar Phonology Lexis Function Discourse
Contents Passive structures (was invented, was discovered, etc..)
Students will be able to:
- Distinguish active and passive structures
Objectives
- Change active sentences into passive and vice versa
or learning
- Use passive structures when want to focus on the object and not on
outcomes
the doer.

Evaluation Students comprehend the main rules of changing active sentences into
criteria passive and accurately use passive structures in speaking activities.

80
 Ss need to have the previous knowledge about the past participle forms of
Previous
the irregular verbs and remember the standard structure of a sentence and
knowledge
tenses.

Chromebooks that each student possesses;

notebooks; teacher’s computer and
Materials Spaces Classroom
projector; Kahoot, wordwall, worksheet (see
“Additional Materials”)

Procedures
Timin Grouping
Stage Activities (T / S role)
g

5 min Warm-Up T starts the lesson with a question about who Whole class
invented the most famous items we are using
nowadays, like computer, light bulb or high-
heel shoes. Then T offers Ss to play Kahoot to
find out how much they know about inventors
and their inventions.

[Link]
id=ecd1250a-c95b-4af0-a373-
fbe5064837c7_1655281624081

Ss play Kahoot.

T explains to Ss that even though they didn´t

15 min Presentation know about the inventors and who invented Whole class
what, they still could understand the sentences,
because the object (invention) was emphasized
and not the person who discovered it.
T tells Ss that when we don´t focus on the
person who is doing the action we use Passive
Voice, where the object (what) becomes the
focus of the sentence and if we want, we can
omit the person who is doing the action. The
use of Passive voice is necessary in life
especially when we don´t know who did
something, or we don´t want to say.

Then teacher shows some examples from the

Kahoot:
The McDonald´s Big Mac was invented in
1967 by..(Passive Voice).
Do we know who invented the Big Mac? (No)

81
 Is it important? (No-because the focus is on the
invention itself –Big Mac)

The first elevator was built in 1743. (Passive

Voice), we don´t know who built the elevator.
Is it important? (No-because the focus is on the
invention of the elevator)

Later on, T points out the main rules of how to

change the sentences from active to passive
voice:
Basic Rule:
Biro Brothers invented the ball point pen
(Active sentence, follows the standard
structure of: Subject +verb+ object)
The ball point pen was invented by Biro
Brothers (Passive sentence, follows the
structure: Object + verb + subject)

Remember:
The action verb is in the Past Participle for all
the passive sentences and can´t be changed
(invented, discovered, done, found, etc.)

The use of be is obligatory for all the passive

sentences and can be modified in any tense.

Example:
The ball point pen was invented/has been
invented/had been invented, etc.

Conclusion:
To make a passive sentence from an active
sentence follow this structure:

Object + be + past participle (+ person-the

doer of the action)

T draws a table on the board and asks Ss to do

the same. (see in additional materials)
This table shows how the verb changes in
different tenses in passive voice.

20 min Practice T shows on a slide a few sentences and asks Ss Whole class
to transform the sentences from Active Voice

82
into Passive Voice and name the tense of the
verb.

Example: The teacher is explaining the

lesson. (Present Continuous active)
The lesson is being explained by the teacher.
(Present Continuous Past)

I ate the breakfast. (Past Simple active)

The breakfast was eaten by me (Past Simple
passive).
The teacher has not given the homework.
(Present Perfect active)
The homework hasn´t been given. (Present
Perfect Passive)
Students didn´t play the game (Past Simple
active)
The game wasn´t played by students (Past
Simple passive). Ss in their
Teacher loves everyone in this class (Present groups
Simple active)
Everyone in this class is loved by the teacher
(Present Simple passive)
Nobody has washed the whiteboard (Present
Perfect active)
The whiteboard hasn´t been washed (Present
Perfect passive)
Shall we open the window? (modal shall,
active)
Should the window be opened? (modal
passive)

Then T gives Ss some practice worksheet to

change active sentences in the passive. (see in
additional materials).
T. tells Ss that the first 3 groups to finish the
worksheet will get an extra point to the final
evaluation of the unit.
T gives Ss 10 minutes to complete this task.

During this time, T moves around the

classroom attending the groups in case they
need help.

For groups that work faster and finish before

others, they can do more practice on passive
voice, using the exercises from their
workbooks. T explains that this is homework

83
 and if they do it in the class, they won´t have to
do anything at home. The idea is to show Ss
that an extra exercise is not a punishment.

10 min Consolidatio T then offers Ss to review passive structures by Ss in their

n playing speaking cards (wordwall). Every card groups
has a question, T. shows it to everyone and Ss
answer it, using passive voice.

[Link]
a-de-passive-voice-speaking-cards

What has been changed?

10 min Round Up Whole class
While Ss were actively engaged in their group
work, T changed some major things in the
classroom. (the remote controller has been put
on the shelf at the end of the classroom; the T´s
bag was moved to the door; the whiteboard
markers were placed on different Ss´ s desks;
etc).
T told Ss that some objects were put in another
place and Ss needed to find them. For that, Ss
had to move around the class, find those
objects, bring them to the T and write a
sentence on the board.
For example: The remote controller was put on
the shelf at the end of the classroom, etc.

84
Additional Materials:

This is Kahoot from the warm-up stage:

[Link]
fbe5064837c7_1655281624081

85
 This is the table from the presentation part:

Tense Active Sentence Passive Sentence

Present Simple The teacher explains the lesson The lesson is explained by the
teacher
Present Continuous The teacher is explaining the The lesson is being explained by
lesson now the teacher
Present Perfect The teacher has explained the The lesson has been explained
lesson by the teacher
Past Simple The teacher explained the lesson The lesson was explained by the
teacher
Past Continuous The teacher was explaining the The lesson was being explained
lesson by the teacher
Past Perfect By yesterday, the teacher had By yesterday, the lesson had
explained the lesson been explained by the teacher
Future Simple The teacher will explain the The lesson will be explained by
lesson tomorrow the teacher tomorrow
Modal The teacher can explain the The lesson can be explained by
lesson the teacher

86
This is the practice worksheet:

87
This is the Wordwall speaking cards:

88
Lesson 5: Who is he/she?

Unit 6 Lead Lesson 5 of 7 Group 3º ESO Time 60 min

by
exampl
e
Topic / Who is he/she? Class English
Session Title
Focus: Lesson 5 of this unit focuses on writing a biography in which each group must
select one of the famous world athletes who has influenced our society and describe in
chronological order his/her main achievements, historical moments, his/her impact on
society.
Skills Listening Speaking Reading Writing
Systems Grammar Phonology Lexis Function Discourse
Writing a biography in a clear and concise way;
Contents
Proper organization of a written composition
Students will be able to:
Objectives - Clearly and coherently write a biography, following the writing
or learning structure
outcomes - Work in a collaborative, respectful and autonomous way

Evaluation Students write a well-organized, clear biography with opening, body and
criteria closing. (See rubric).
Ss must remember the use of passive structures and the vocabulary about
Previous
the topic of sports activists learned earlier in this unit and include it in
knowledge
their compositions

Chromebooks that each student possesses,

notebooks; teacher’s computer and
Materials projector; Writing Guide (see “Additional Spaces Classroom
Materials”)

Procedures
Timin Grouping
Stage Activities (T / S role)
g
T begins the lesson showing Ss a trailer from Whole class
5 min Warm Up the movie King Richards and asks Ss what they
know about Venus and Serena Williams.

[Link]
ZAw

15 min T explains Ss that they are going to read a text

about Venus Williams and answer the Whole class

89
 Reading comprehension questions. Both the link to the
comprehensi text and the questions are shared with Ss via
on google classroom. (see additional materials)

Venus Williams
[Link]
williams

T explains Ss that they have 20 minutes to read Ss in their

the text and answer the questions. The groups
questions can be answered in groups.

T then asks Ss a series of questions to elicit the Whole class

genre of the text read and its purpose:

Can you identify the genre of the text you read?

Did you notice anything special about the
text´s structure or format?
How does this genre work when receiving the
information?

Ss say that they read a biography and this genre

helps understand the main points of life of the
person. It is structured and starts with the early
age of the person or birth moment and provides
important/relevant information about the main
life achievements until the present moment or
death.

10 min Task T shares the writing guide with Ss on google Ss in their

presentation classroom and explains the parts of a groups
biography.
T explains that Ss will have to choose one of
the activist-athletes they have seen throughout
this unit, who stood up for what they believed
in and write their biography. T provides the
following list of the athletes as a reminder:

Kaepernick, Smith and Carlos, Wambach,

Switzer, Bilquis Abdul-Qaadir, Jesse Owens,
LeBron James, Michael Jordan, Babe
Didrikson Zaharias, Lisa Leslie, Wilma
Rudolph, Venus or Serena Williams, Pelé…

T explains that Ss can use the information seen

in the previous lessons or search on the internet
90
 about the chosen character but transmit it with
their own words.

Additionally, T uploads the Rubric and the

group review table onto google classroom so
Ss can see how the essay will be marked.

T explains that one part of the evaluation will

be done by groups and the rubric will be done
by the T. The points will be summed up and an
average will be used as the final grade. (see
additional materials)

15 Writing T explains that students will have the rest of Ss in their

mins biography the class time to discuss their ideas, look for groups
the relevant information and write a biography
in their groups using the vocabulary previously
learnt in the unit. However, 5 minutes before
the end of the class, Ss have to exchange their
writings with other groups for the peer review.

Throughout the rest of the class, T is moving

around the classroom listening to students and
observing their behavior and level of
participation in their groups.
15 min Peer review Ss exchange their writings with other groups Ss in their
and complete the group review table. groups
Additionally, T reminds Ss to complete the
Team Contribution Feedback

Additional materials:

Comprehension questions about the reading:

1. Who is Venus Williams? Where does she come from?

2. How did Venus learn to play tennis?
3. Which were her key achievements since she turned pro in 1994?
4. How did Venus turn pro?
5. What was her impact on the society?

91
Writing guide for biography

Your composition must contain all of these parts, as well as four-five sentences with passive
structures and one or two with some conditional structures of your own choice.

Additionally, your biography must contain the new words and expressions we have seen during
this unit and useful language you can see below

Opening/Introduction:

➢ States the name of the person and why he/she is famous/influential.

➢ Write few facts about his/her childhood or early age;
➢ Write few facts about how he/she started playing, or participating in some famous
games;
➢ Mention his/her impact on society which you will develop in the next paragraph.

Body:

➢ Two short paragraphs.

➢ First paragraph gives details of early life and career.
➢ Second paragraph gives more details of career and achievements/influence/legacy.

Closing:

➢ Summarizes the person´s achievements/ historical moments.

➢ Highlights the person´s impact on society.

Remember:

Connect your paragraph with linkers when needed. Use simple language and vocabulary, so
your partners can understand and easily follow you.

Useful language for writing a Biography:

Was born in…

Is best known for…
At the age of…
His/her greatest influence….
92
 At an early age….
Grew up in…
Is one of the most famous….
Is one of the greatest…
Is best known for…
Later,../This was followed by…
Has achieved/changed/created…
Promotes/supports/fight for..
Continues to/is considered to be..
Died in…

Group review table

Points to evaluate Yes/No Arguments Score: Yes=5; No=1

It was easy to follow the reading of
the biography
It reflects the key life achievements
of the athlete
I learnt something new about the
sportsperson described
I want to know more about the
sportsman described

Rubric for biography

Group members:
Excellent Good Average Fair Poor Score
5 4 3 2 1
Use of Past
Simple and
Passive structures
Useful
language/vocabul
ary

93
Essay
organization
Spelling mistakes

Biography and Group review scoring:

20-18 Excellent (9-10)

17-15 Well done (7-8)

13-10 Good (6-7)

9-7 Sufficient (5)

0-6 Insufficient (0-4)

Lesson 6: Time to work

Unit 5 Lead by Lesson 6 of 7 Group 3º Time 60 min

example ESO

Topic / Session Time to work Class English

Title
Focus: Lesson 6 of this unit focuses on creating a visual aid for the presentation.
Skills Listening Speaking Reading Writing
Systems Grammar Phonology Lexis Function Discourse
Creation of a presentation
Contents
Expression of written ideas into a written text (visual aid)
Students will be able to:
Objectives
- Create a visual aid for their presentation
or learning
- Work in a collaborative, respectful and autonomous way
outcomes

Evaluation
Evaluation will not take place in this lesson.
criteria
Ss must use the content of their biographies and all the previously
Previous
performed activities, like comprehension questions or mini paragraphs
knowledge
with the vocabulary learnt to create a visual aid for their presentations.

94
 Chromebooks that each student possesses;
notebooks; teacher’s computer and projector. Space
Materials Classroom
s

Procedures
Timin Grouping
Stage Activities (T / S role)
g

10 min Production task T explains to Ss that they have to create a Whole

visual aid for their final presentations class
using the biographies they wrote in the
previous lesson.
The visual aid has to show among other
aspects described in biographies such
moments as setting, the significant sport
moment of the athlete, the victory, etc.

To do that, Ss can use different platforms

in order to create their presentations:
Youtube, Edpuzzle, Canvas, Piktochart,
[Link], Prezi or others of their choice.

T tells Ss that, with Canva and

Piktochart, they can make posters or
infographics; with Prezi and [Link] it’s
more like a presentation with different
slides. With Youtube and Edpuzzle they
can edit a video and insert different
questions or information they want. T
should show some examples from the
different websites.

To present Ss will have 6-7 minutes per

group.

30 min Work on presentation T then tells Ss that [Link] can be a

good example to create a visual aid. Whole
T shows Ss a model of presentation using class
[Link] tool.
While showing how the tool works, T
highlights the key moments of the
presentation´s structure that the Ss have
to follow in their presentations, such as
introducing the topic, using the words
and expressions previously learnt in the
unit, giving examples, etc.

95
 T then shares with Ss a checklist that they
have to fill in to make sure they follow
the good structure of their presentations
and a presentation rubric, explaining how
the presentation will be evaluated. T asks
Ss to read the checklist together, so Ss are
aware of the task´s success criteria when Ss in their
preparing it. (see in additional materials) groups

After that T gives Ss time to work on

their presentations.

15 min Practice T tells Ss that they have the rest of the Ss in their
class to finish their presentations and groups
practice them in their groups.

Throughout the rest of the class, T is

moving around the classroom helping
them putting together the presentation,
listening to students and observing their
behavior and level of participation in
their groups.

5 min Round Up T reminds students to complete the Team Whole

Contribution feedback at the end of the Class
lesson and answer all the questions that
Ss might have by the end of their group
work.

Additional materials:

Student's presentation checklist: Group members: ___________________________

CATEGORY RESPONSIBILITIES

Content I was well informed about my topic.

The introduction included a clear statement of the main

point(s).

96
 The information I gave was interesting and relevant
according to the topic

I used vocabulary and useful expressions that the T taught

I gave the examples of the topic using the biography

I added supportive detail to the main point(s).

Every member of my group had a part to present

I wrapped the presentation up

I organized coherently my thoughts and ideas.

Preparation

I made a timeline of when key components needed to be

done.

I brainstormed questions that needed to be answered about

the topic.

I brainstormed details that would help support my ideas.

I used feedback from others to refine my topic and

questions.

Organization I organized ideas in a meaningful way.

The introduction included a clear statement of the main

point(s).

I included necessary background information about the

topic.

The body of the presentation contained support for, or details

about, the main point(s).

I used logical connectors in my presentation (e.g., "On the

other hand..." or "Therefore...", etc.).

I used helpful transitions between main points (e.g., "First of

all..." or "Similarly..." etc.).

The conclusion had a clear call to action or belief.

97
 Appearance Visual aids were relevant to the speech

Presentation aids reinforced main points

Presentation aids were creative and attractive

Visual aids contained no spelling mistakes

I used resources that addressed the topic thoroughly

Visual aids did not contain much text

Source: Some items used in this table were adapted from the rubric used in the Blanca de
Castilla school during the teaching training period.

Lesson 7: Action time!

Unit 5 Lead Lesson 7 of 7 Group 3º ESO Time 60 min

by
examp
le
Topic / Action Time Class English
Session Title
Focus: Lesson 7 of this unit is when students will present their final work to the class.
Skills Listening Speaking Reading Writing
Systems Grammar Phonology Lexis Function Discourse
Use of appropriate language for presentation;
Contents
Communication skills
Objectives Students will be able to:
or learning - Present the information in an organized, interesting and clear way
outcomes
- Effectively present their biography compositions through the
Evaluation
proper use of the visual aid and clear communication
criteria
Students must use their visual aid and the content learned in this unit about
Previous
athletes- activists to present their biography compositions to the other
knowledge
members of the class.

Materials Chromebooks that each student possesses; Spaces Classroom

notebooks; teacher’s computer and projector.
98
 Project rubric, note- taking worksheet

Procedures
Timin Grouping
Stage Activities (T / S role)
g
5 min Initial T explains Ss they have 6-7 minutes to play the Whole class
instructions video/show the presentation and explain in front
of classmates their biography.

T give Ss the learning guide worksheet, so that

they are involved in each presentation, ask
questions if they want/need and co evaluate.

Additionally, T tells Ss that while their peers are

presenting, the groups together have to identify Ss in their
some strengths of each presentation and write groups
them down in the worksheet.

50 min Group T calls on groups to present, timing each group Ss in their

Presentation so that they do not exceed 7 minutes. groups

5 min Round Up T and the Language Assistant highlight the Whole class
strengths of each presentation and give short
feedback on each team´s performance,
encouraging and acknowledging students on the
great effort made.

Additional materials: Learning guide worksheet for students

Notes about other group presentations: Name: ___________________________________

FIRST GROUP

Group members:

I liked the presentation because:

What I liked about the presentation most was:

What I didn´t like about the presentation was:

99
Strengths of the presentation:

SECOND GROUP

Group members:

I liked the presentation because:

What I liked about the presentation most was:

What I didn´t like about the presentation was:

Strengths of the presentation:

THIRD GROUP

Group members:

I liked the presentation because:

What I liked about the presentation most was:

What I didn´t like about the presentation was:

Strengths of the presentation:

FOURTH GROUP

Group members:

I liked the presentation because:

What I liked about the presentation most was:

What I didn´t like about the presentation was:

Strengths of the presentation:

100
FIFTH GROUP

Group members:

I liked the presentation because:

What I liked about the presentation most was:

What I didn´t like about the presentation was:

Strengths of the presentation:

Presentation Rubric

Group members:
Excellent Good Average Fair Poor
5 4 3 2 1
Presentation Organization
Use of visual aids & media,
audience engagement
Language skills:
pronunciation, clarity,
fluency
Nonverbal skills: body
language, gestures, posture
Teamwork presentation &
Collaboration: all group
members participate or
only one/two.
Final product: creativity
and innovation
Comments

101
Presentation scoring:

20-18 Excellent (9-10)

17-15 Well done (7-8)

13-10 Good (6-7)

9-7 Sufficient (5)

0-6 Insufficient (0-4)

Team Contribution Feedback: If students completed it every day, they would get the full 10%
towards the final mark; if some days are missing, they will receive 5%; and if most days are
missing, 0%.

102
14.2. Didactic Unit 8

Family Today

Lessons Objectives
Lesson 1: Students will be able to:
Teaching point: vocabulary of the family: - Generate definitions for words or
phrasal verbs, idiomatic expressions accurately describe an unknown word to
effectively facilitate communication;
-Understand and use correctly phrasal verbs
and idiomatic expressions related to the
family: fall out, lose your cool, take after, etc.
- To maintain a proper conversation in daily
life situations following some basic
politeness rules.

103
Lesson 2: Students will be able to:
Teaching point: Reported Speech -Understand and use correctly the
backshifting rules in order to convey an
indirect statement;
- Modify a dialogue, rewriting it in reported
speech;
-Report or transmit something that has been
said to another person;

Lesson 3: Students will be able to:

Teaching point: adjectives with suffix -Understand and distinguish the meaning of
ful/less the adjectives with suffix ful and less;
-Describe situations using adjectives with
suffix ful/less (hopeful, hopeless,
meaningful, clueless, etc.)
Lesson 4: Students will be able to:
Teaching point: reporting verbs for - Identify the main ideas of the audio and
questions, requests, commands carry out comprehension exercises about
what was heard;
- Develop the listening skill through a song;
-Reinterpret direct questions into indirect
questions ;
-Learn how to use other verbs when reporting
a situation (accuse, admit, agree, apologize,
criticize, deny, order, regret, suggest, warn).
Lesson 5: Students will be able to:
Teaching point: how to write an opinion - Express and justify opinions in an
essay: linkers and structure of an opinion appropriate manner;
essay -Understand, evaluate and apply adequate
writing strategies pertinent to an opinion
essay;

104
 -Recognize and implement writing
conventions including proper format,
punctuation and relevant symbols.

Assessable Learning Standards of the presented unit are the following

Section number Learning Standards number
Bloque 1 1.2., 1.3
Bloque 2 2.3., 2.4
Bloque 3 3.3., 3.6., 3.7
Bloque 4 4.2., 4.4., 4.5

The didactic unit 8 (5 sessions of 60 minutes) is organized and presented in the following
way:

Teaching point: vocabulary of the family: phrasal verbs, idiomatic expressions

WARM-UP (10 minutes)

Teacher: Hello students. How are you today?

Ss: Hello teacher. Fine thanks! You?

Teacher: Not so bad myself. You know, guys, that I am living here in Madrid alone? I miss
my family a lot, namely my parents, but also my siblings and my nephew. I´ve got a nephew
who is 8 years old. He is very sweet. You know, who is a nephew, right?

Ss: No.

Teacher: Nephew is a son of your sister or brother. And if it is a girl-then you have a niece.
Why don´t you tell me a little bit about your family?

105
Ss: Sure! Possible answers: students are sharing who they live with, what kind of relationship
they have with their siblings, parents.

Teacher: Thank you so much for sharing. I see that nobody shared anything negative about
your families. So, it means that you never fall out with your relatives. Is it true?

Ss: what is to fall out?

Teacher: to fall out means to quarrel or have arguments.

Ss: Well, sometimes, we quarrel about playing video games, or having dinners.

Teacher: I see, typical situations when your parents are trying to be protective and careful.
Well, my relationship with my family has always been good, especially now, that we don't see
each other very often. But my brother Michael for example, has always struggled when dealing
with our parents. And I would like to show you one example of our family, of this falling out.
The situation which happened once between my dad and my brother. Let´s read it together!

PRESENTATION (20 minutes)

Dialogue is projected on the screen for everyone. Teacher offers students to role read it, one
reads the lines of dad, and another student reads the lines of the son.

Teacher reads the lines of the author.

Dad: Wake up Michael! said father firmly.

Michael: Oh, dad, I haven't been sleeping! Son glanced at his father, lying motionlessly on
the couch.
Dad: I´ve asked you a question, haven´t I? Why are you always so stubborn? I bet you take
it after your mother.
Michael: umm..What is it, dad? You are always asking me questions like that! said Michael
faintly.
Dad: like what?
Michael: Why not ask me about my band? Why always about school?
Dad: Don´t lose your cool, son. School is important!

106
Michael: yeah, yeah, always the same, said the son while stretching with fatigue..
Dad: so?
Michael: Alright.
Dad: Oh, I see..how was your math homework?
Michael: (wispering) the same stupid question!
Dad: Mind your tongue, young man!
Michael: Sorry
Dad: Your homework, Michael? Did you get a good grade?
Michael: ummm
Dad: I should have known….and yet, I was hopeful..
Michael: What do you mean?
Dad: “E” again, am I right?
Michael: Umm…
Dad: You are getting on my nerves, son. Don´t you know it's your last year? You shouldn´t
be so careless!
Michael: And I won´t!
Dad: Pardon?
Michael: Dad, I promise, it will be better next semester! Really!
Dad: Let´s hope..why don´t you start by tidying up your room, first? It is a total mess; your
clothes take up all the floor! And by the way, did you call your relatives? You were
supposed to bring them this week over. You should try to be on good terms with them,
really, don´t forget that they are helping us pay for your music course.
Michael: Okay…I will..And dad, there is something I must tell you
Dad: Yeah?
Michael: Ummm, it's my birthday tomorrow, you remember? My birthday present..
Dad: Michael, don´t you remember? We made a deal: no good grades-no presents!
Michael: Yes dad, but I really really must have it! Please..
Dad: “It?”
Michael: Oh, you know, that great bike we saw…

107
Dad: This is outrageous! Do you think I am made of money? It's bloody expensive plus I
told you that my company was taking on new workers, so I might remain without the job
next month! You should be grateful for what you already have!
Michael: But dad, everybody has already got one.
Dad: Everybody?
Michael: well..Robert…
Dad: Robert-it is that Robert again! You are always standing up for Robert, as if it was your
little brother! They can afford it, we cannot, is that clear? Maybe if you could take over some
of my project´s responsibilities and get better grades, we could find a way. Moreover, by
doing so, we could spend more quality time together, father-son, you know?
Michael: But dad! if I had a motorbike, my grades would be better! I promise! Please..
Dad: Michael, I don´t want to hurt your feelings, but you need to work more on your
grades..

Teacher: Yes, it is not easy to be a teenager after all. But I am always trying to stand up for
my brother. By the way, did you find any words you could not understand in this dialogue?

Ss: Yes, there are many.

Teacher: Ok, ok. Let´s clarify them. Could you please, in groups of 6 write those words on a
piece of paper?

The teacher divides the students into 4 groups of 6. And sets the time of 4 minutes to do the
activity.

Ss: are writing the words.

Teacher: Ok, now let's put all the unknown words together on the board. One member of the
group, please, go to the board and write all the words or expressions which you selected.

Ss: are writing the words on the blackboard. (This activity takes another 4 minutes)

Teacher: Very well, now another group, please, one member of the group, go to the board and
write down only those words/expressions which haven´t been written by your partners.

Ss: are doing that until all groups have participated.

Teacher: Thank you so much, everyone. Now, we can see all the words and expressions on
the board. These are the words we selected:

108
 glance
(lie) motionlessly
fatigue
firmly
take after
faintly
lose your cool
manly
hopeful
get on your nerves
careless
take up
be on good terms
outrageous
take on
fall out
be grateful for
stand up for
take over
hurt your feelings

As you can see, guys, we can group those words up in 3 different sections: some of these
words are phrasal verbs, such as:

take after
take up
take on
take over

109
Other words are other expressions or also called phrasal verbs:

Lose your cool

Get on your nerves
Be on good terms
Be grateful for
Stand up for
Hurt your feelings
Fall out

And, ultimately, we have some simple words:

glance
(lie) motionlessly
fatigue
firmly
faintly
manly
hopeful
careless
outrageous

Teacher: So, now that we have sorted out 3 different groups of words and expressions, let´s
figure out the meaning of these words.

And to do that, please, get your chromebooks and form the 3 groups of 8 students each.

110
I will show you some useful tools, which you can use when it comes to the translation and
meaning of the unknown vocabulary. One is called [Link] and another one is
[Link]. I will show you both of them.

The teacher projects on the screen and explains how to use [Link] and Ingles.
com.
Teacher: So, guys, now as you´ve seen how to use those tools, in the same groups as before,
please, write down the meaning of these words. You have 10 minutes for this. Work together,
help each other.

Ok, everyone, let's see what you got. The first group, please, which meanings did you find for
your phrasal verbs with “take”?

Ss: give their answers.

Teacher had previously previewed that scenario and had prepared slides with all these words
and their meanings to be projected.

Very well! Next group, please:

Ss: give their answers.

The teacher projects the slide previously prepared.

111
Teacher: And now another group, please:

Ss: give their answers.

Teacher projects the last slide for everyone.

PRACTICE (5 minutes)
Teacher: very good job, everyone. Let´s have a bit of fun! I have prepared here for you a
wordsearch. It is all about the words related to the family we have seen today in the class. Be
attentive, you can only search in a horizontal or vertical way, no other options are available.

And you should do it as quickly as possible, because the first three students who find all the
words right, get a good candy bar.

Ss: sounds cool!

Teacher: ok, guys, here it goes. The teacher hands out to each student a previously prepared
and printed word search and gives the command: So, at my “three”, you all begin looking for
the words. Ready? Steady? Go!!

112
Ss: elicit the words and get their candies.

CONSOLIDATION (10 minutes)

Teacher: I have some questions for you, guys. If we connect the previous lesson with the one
of today, and have a look at this quiz, what do you remember?

1. What would happen if you arrived late at home? Your father….

a. would lose his cool
113
 b. may hurt your feelings
c) will ask you not to do that again

2. Your parents wished you ……(be) more:

a. grateful
b. careless
c. funny

3. If only I …..(fall out) with my stepfather! Then I could spend Easter with his
family.

4. Providing (that) your grandparents live far, you …….

a. could visit them more often
b. will call them more often
c. will spend more time with them

5. As long as you do all your homework, your parents….

a. would be proud of you
b. be on good terms with you
c. are proud of you

6. All your friends are going camping this weekend.

a. If only I …… ....(go) with them
b. I wish mother ..…..(let) me go, too.

7. You forgot your uncle's birthday

a. I wish I …….(not have) such a bad memory
b. If only I ……(write) a reminder to myself

8. Your little sibling broke the favourite vase of your mother, you …
a. would stand up for him and take the blame
b. will fall out with your parents

9. I wish we …….(get on well) with all my relatives!

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 10. If only we ……(be grateful) for everything our parents do for us!

ROUND UP (5 minutes)
Teacher: Guys, I would like to show you one video. Let´s watch it.

[Link]

Teacher: What is the video about?

Ss: The video is about the importance of the family in today's world, a world that has global
problems on life philosophy due to a rapid technological change.
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Teacher: Which idea did you find the most interesting or relevant in the context of our lesson
today? Which word or expression do you associate with the family, in other words, what is
family for you?

Ss: possible answers: unconditional love, care, help, support, etc.

Teacher: Thank you all! You did great today!

Teaching point: Reported Speech

WARM UP (5 minutes)
Teacher: Hello everyone. Hope you are all doing well. Let's see what you remember from
yesterday´s class. Here is a little Kahoot for you. It includes the words and expressions related
to family which we saw yesterday and which you also saw in the wordsearch.

Get your chromebooks and connect to the code.

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Teacher: is leading the game and checks out the results. You did great! Some of you need
more practice, though. Well, we will practice more a bit later. But now I would like to tell you
a story which happened to me yesterday! Do you want to know?

Ss: Of course!

PRESENTATION (20 minutes)

Teacher: So, yesterday I had this conversation with my mom about my brother´s birthday. We
wanted to make him some surprises and we discussed who would do what. Here is what we
spoke with my mother about:

Mom: I am going to bake his favourite cake------

Me: I will invite over his best friends-----

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Mom: I sent your father to buy some balloons and decorations------

Me: I have already bought him the tickets for that basketball match he wanted so
much-----

Mom: Great! Did you call your grandparents?----

Me: Uff, I completely forgot, I will do it tomorrow-----

Mom: What else are we missing?-----

Me: I think father should give us the money -----

Mom: Maybe you could go with me to buy all the ingredients for the cake?----

Me: I am sorry I can´t. I need to drive our grandparents-----

Mom: True. Then you do that and I will deal with the family dinner.----

Me: Perfect mom! I think he will be very surprised and happy!----

Mom: I hope so! -----

Teacher: So, this is our conversation. And after talking to my mother, I spoke to my father and
he asked me to provide him with everything we had spoken with my mom in writing, so he
doesn't forget anything. And I thought that it was a good idea, because, in this case I would
have all the information written on the paper and could give it to my father and also have a
copy for myself, in case I forget something.

And I started to write down everything when suddenly my cat distracted me and I spilled my
coffee on my notes. As I had to run to give you the lesson, I didn't finish. Could you please,
help me?

Ss: sure!

Teacher: Oh, thank you so much, really! I appreciate it! So, let me, please, explain what
exactly we need to do to make it right.

Look, guys, when we need to report or transmit to somebody some information we had heard
or talked about before, we need to follow some rules. And the first rule is that:

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So, in order to use it correctly, we need to pay attention to this “backshifting”. Here is how all
the tenses change:

TENSE BACK SHIFTING EXAMPLE

Present Simple Past Simple “I am about 100 km from Australia” —>

He said (that) he was 100 km from
Australia.

Present Continuous Past Continuous “The sun is shining” —> He said (that)
the sun was shining.

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 Past Simple Past Perfect “There was a terrible storm” —> He
said (that) there had been a terrible
storm.

Past Continuous Past Perfect Continuous “She was studying English” —> She
said she had been studying English.

TENSE BACKSHIFTING EXAMPLE

Present Perfect Past Perfect ¨I have read the note¨—> She said that
he had read the note.

Present Perfect Past Perfect Continuous ¨¨I have been waiting for ages¨¨—> He
Continuous said that he had been waiting for ages.

Past Perfect Past Perfect ¨He had studiedEnglish —> He said

(that) he had studied English.

Past Perfect Past Perfect Continuous ¨I had been studyingEnglish —> He

Continuous said that he had been
studyingEnglish.

TENSE BACKSHIFTING EXAMPLE

Going to (present) Going to (past) “I am going to visit my cousins in NY” —>

He said (that) he was going to visit her
cousins.

Future Simple Would “I will visit you soon¨—> He said (that) he

would visit me soon.

Can Could “He can study English¨—> He said (that)

he could study English.

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 TENSE BACKSHIFTING EXAMPLE

May Might “It may be a good proposal” —> It might be

a good proposal.

Must / Have to Had to ¨I must brush my teeth¨—> He had to

brush his teeth.

Should, could, don’t change ¨Shall I close the door?—> He asked if he

would, might, used shall close the door.
to, shall*

And another rule is that apart from the verbs, there are other words which change as well.
Here are some examples:

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Teacher: ok, guys, now you are ready to help me. Do it with your partner. One is doing the
lines of mother and another student is doing the lines of “me”. You can refer to the table with
the “backshifting” rules. You have 10 minutes.

Teacher projects the dialogue again and organizes the classroom.

PRACTICE (10 minutes)

Ss: are working on changing the sentences in the reported speech.

Teacher: Ok, everyone. Let's check what you wrote.

The teacher leads the activity, and projects the right answers on the screen for everyone.

Mom: I am going to bake his favourite cake -→Mom said she was going to bake
his favourite cake.

Me: I will invite over his best friends--→I said I would invite over his best friends

Mom: I sent your father to buy some balloons and decorations--→Mom said she
had sent father to buy balloons..

Me: I have already bought him the tickets for that basketball match he wanted so
much--→I explained that I had already bought the tickets..

Mom: Great! Did you call your grandparents?--→Mom wanted to know if I had
called grandparents.

Me: Uff, I completely forgot, I will do it tomorrow--→I said I had completely

forgotten but would do it the next day.

Mom: What else are we missing?--→Mom asked what else were we missing

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Me: I think father should give us the money --→I suggested father giving us the
money

Mom: Maybe you could go with me to buy all the ingredients for the cake?--→Mom
suggested me going with her to buy..

Me: I am sorry I can´t. I need to drive our grandparents--→I explained that I could
not because I needed to drive our grandparents.

Mom: Right! Then you do that and I will deal with the family dinner.--→Mom
advised me to do that and she would deal with the dinner.

Me: Perfect mom! I think he will be very surprised and happy!--→I estimated my
brother would be very surprised.

Mom: I hope so! ---→Mom agreed.

Teacher: Great job everyone! Thanks a lot for your help. I will send this to my father after
our lesson.

CONSOLIDATION (10 minutes)

Teacher: Speaking of my father by the way. Yesterday he went to that fancy restaurant with
his work colleagues, to celebrate his anniversary: 10 years working in that company. And I
asked him about it, and he started telling me but the connection on the phone wasn't good and
it was constantly breaking up, so this is what he told me:

As you can see, some information is missing due to the poor connection. Maybe you can help
me with your ideas to restore that information which had been lost during our phone call? You
are free to use your imagination and all your ideas are very welcome!

1. My father told me …..a lot of traffic……being late for dinner.

2. My father apologised….come late

3. My father inquired if tasty…..in the restaurant

4. My father agreed ….on champagne

5. My father said ….he pay bill

6. Dad declared…exhausted by midnight

7. My mother warned my father….drink and drive

8. His boss offered …..a day off

9. Some of his colleagues suggested….go out again

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Teacher projects the exercise on the screen for everyone. And then shows the sentences with
the correct answers:

1. My father told me he had had a lot of traffic and it could lead to being late for dinner.
2. My father apologised for coming late.
3. My father inquired if/whether the food in the restaurant had been tasty.
4. My father agreed to drink champagne.
5. My father said that he had paid the bill.
6. Dad declared that he had been exhausted by midnight.
7. My mother warned my father not to drink and drive.
8. His boss offered to take the next day off.
9. Some of his colleagues suggested us going out again soon.

Ss: are checking their answers with the answers from the screen and correct if needed.

ROUND UP (5 minutes)
Teacher: As you could see from our lesson today, guys, we use reported speech for all kinds
of situations, especially when we need to report or transmit something that has been said to
somebody else. I want to show you one video. Let´s watch it.

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 [Link]

Teacher: From the video I have shown to you, which reporting did the main characters use
when they transmit the situation?

Ss: claim, demand, request, tell, ask.

Teacher: Yes. That is right. Remember, that there are more words we can use apart from say
and tell. Thank you all for today!

Teaching point: adjectives with suffix ful/less

WARM UP (5 minutes)
Teacher: Hello everyone! How are you feeling today?

Ss: Hello teacher! We are great! How are you?

Teacher: I feel okay, but a little bit curious about our performance yesterday. Do you think
you remember the rules of Reported Speech we learned yesterday?

Ss: Of course, we do!

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Teacher: Hahahah, let's see who remembers the most. I offer you a game. Get your
chromebooks and let´s play.

Ss: are connecting to the game.

Teacher is leading the game and checks out the results. Great guys, you did really well.

[Link]
speech
Teacher: You know, guys, something unpleasant happened to me yesterday, do you want me
to tell you that story?

Ss: Of course! What happened?

PRESENTATION (20 minutes)

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Teacher: Ok, ok. I will…But I don't feel proud about that. You know, yesterday, after leaving
you, guys, I went to the university because you remember, I told you that I was studying in the
evenings?

Ss: yes..?

Teacher: So, after saying goodbye to you, I went to the university, and I had this subject where
I had to prepare one project and present it to my teacher.

So, I felt very worried and hopeless, because I didn't finish it, and I didn't want her to give me
a bad mark. me. But I didn't finish it because I felt clueless on the practical part of the project.

So, well, I had to do something, in spite of feeling powerless at that moment.

While I was on the train on my way to the university, I was thinking what meaningful reason I
could give to my teacher about why I didn't finish my project. But nothing thoughtful was
coming to my mind. And then I decided to call my grandpa, because he is a very wise man and
always gives me thoughtful advice.

I explained to him the situation and I was waiting for meaningful advice, but all he said to me
was: just to be truthful and explain to my teacher that I didn't understand the practical part.

So, I had a choice: to give my teacher a deceitful reason so she doesn't give me a bad mark or
to be truthful and get what I deserved.

While the teacher was telling the story, she was projecting some of the sentences on the screen
for the whole class.

Teacher: So, what do you think happened?

Ss: give their suggestions (mostly that I was truthful)

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Teacher: Yes, guys, I was truthful and explained to my teacher the real situation. She gave me
another chance to complete the task. So, I will have to do it again next week.

As you can see, I used some of these words, which have either less or ful ending. Do you
understand the meaning of these words? Let's have a closer look at them.

Teacher: As you can see, you can form a new adjective out of the base word.

The teacher explains how to form these adjectives.

PRACTICE (15 minutes)

Teacher: So, I was preparing this activity for you, guys, but while doing it, my cat sat on my
phone, I got distracted and something happened to the document. There is some information
missing due to the distraction. Could you, please, help me find out the missing information?

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Ss: are completing the activity.

CONSOLIDATION (10 minutes)

Teacher: Thank you very much everyone. You all did great! Let´s have a little competition
and the first five winners will receive something tasty.

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ROUND UP (5 minutes)
Teacher: So, here we have the 5 winners! Well done everyone!

Now it´s time for another game! Let's play Kahoot and at the end I will share candies with you.

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Teaching point: reporting verbs for questions, requests, commands

WARM UP (10 minutes)

Teacher: Hello everyone, how are you today?

Ss: We are great! And you?

Teacher: I am fine as well! Thanks for asking. You know, yesterday I talked to one of my
neighbors, she is a young girl, who is suffering a quite challenging situation at home with her

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family. Sometimes, she talks to me and it helps her feel better. Our conversation yesterday
reminded me that unfortunately, there are so many people of your age who suffer abuse in their
families but do not speak about it…So, in relation to yesterday's conversation I had with Marina
and thinking about so many similar cases, I wanted to see what do you think about such
situations, and what is your opinion on that matter. I am going to play you a song, listen to it,
please, and tell me what it is about.

[Link]
Ss: are listening to the song.

PRESENTATION (20 minutes)

Teacher: Ok, guys, what do you think this song is about? What is happening to the boy?

Ss: The song tells the story of a frightened boy who is forbidden to talk about what he’s going
through (child's abuse).

Teacher: Very well. Do you think it is important to help people like that boy from the song?

Ss: Of course! We must help children like that!

Teacher: And what do you think we can do; how can we help?

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Ss: Maybe we can write a letter? Or call the police and inform them?

Teacher: You are right! Remember, this is a very delicate manner. Many people who suffer
bullying or abuse are afraid to report crime. We need to be very sensitive. And this song can
give us some recommendations, let's have a better look.

I will play this song again but now while you are listening to the song, please, write down the
whole sentences, like this, (ex. My name is Luka, I live on the second floor…). As soon as
you have them, pair up and share with your partner. In this case we will have material to work
with later on.

Ss: Are writing down the sentences from the song and then comparing with their partners and
completing their answers.

Teacher: Guys, here are the sheets with the lyrics to make it easier for you. I will play this
song one more time so together with your partner you can complete the missing information.

Ss: work in pairs

LUKA - SUZANNE VEGA lyrics

____________________ is Luka They only _______ until you cry

I live __________ the second floor __________ that you don't ask why
I live ___________________ from you You just don't argue anymore
Yes I think you've seen me before You just don't argue anymore
You just don't argue anymore
If you hear something late at night
Some kind of trouble, some kind of ___ Yes, I think I'm okay
Just don't ask me what it was I ______________ again
Just don't ask me what it was If you ask that's what I'll say
Just don't ask me what it was And it's not your ________ anyway

I think it's because I'm _____________ I _________ I'd like to be alone

I try not to talk too ____________ With nothing _______, nothing thrown

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Maybe it's because I'm _____________ Just don't ask me how I am
I try not to act too ____________ Just don't ask me how I am
Just don't…

My name is Luka
I live on the second floor
I live upstairs from you
Yes I think you've seen me before

If you hear something late at night

Some kind of trouble, some kind of fight
Just don't ask me what it was
Just don't ask me what it was
Just don't ask me what it was

I think it's because I'm clumsy

I try not to talk too loud
Maybe it's because I'm crazy
I try not to act too proud

They only hit until you cry

After that you don't ask why
You just don't argue anymore
You just don't argue anymore
You just don't argue anymore

Yes, I think I'm okay

I walked into the door again

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 If you ask that's what I'll say
And it's not your business anyway

I guess I'd like to be alone

With nothing broken, nothing thrown
Just don't ask me how I am
Just don't ask me how I am
Just don't…

Teacher: Great guys! I got distracted by some emails while you were listening to the song. I
am sorry about that. Could you, please, tell me what Luka said?

The teacher by “tricking” her students is making them change the sentences from the song in
Direct Speech into Reported Speech.

SS: Luka said he lived on the second floor; He said he lived upstairs from you, etc.
Teacher: Very good guys! So, here we have some more:

1.“Yes, I think I have seen Luka before” —--->He admitted having seen Luka before.

2.“You are right, I have to call the Police” —--->He agreed to call the Police.

3.“You are right, our neighbours yell and punish their children harshly”------>He
agreed that their neighbours yelled and punished their children too harshly.

4.“What are the signs or symptoms of child abuse and neglect?”----->He wanted to
know what the symptoms of child abuse and neglect were.

5.“Please, do not argue anymore!”-----> He begged his parents not to argue

anymore

6. “My parents used to beat me and I can´t stop resenting them!”---->Luka blamed
his parents for abusing/beating him.

Teacher: Please, look at these words in bold. Do you understand their meaning?

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Ss: Yes. More or less.

Teacher shows the following slides and explains that there are other words to be used when
reporting.

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Teacher: As you can see from the charts, when reporting questions, requests or commands we
need to use other verbs, not just “say, tell, ask”.

From our previous examples, these are the rules which apply to each sentence. And you can
also see more words to be used.

1. Verb + Gerund: ADMIT (TO), APOLOGISE (FOR), DENY, SUGGEST,

INSIST (ON), RECOMMEND
We used admit: He admitted having seen Luka before.

2. Verb + Infinitive: AGREE, DECIDE, DEMAND, OFFER, PROMISE, REFUSE

We used agree: He agreed to call the Police.

3. Verb + That + Clause: AGREE, COMPLAIN, CONFESS, DECIDE,

SUGGEST, RECOMMEND, EXPLAIN

We used agree: He agreed that their neighbours yelled and punished their children
too harshly.

4. Verb + Whether/IF + Sentence: ASK, INQUIRE, WANT TO KNOW,

WONDER

We used want to know: He wanted to know what the symptoms of child abuse and
neglect were.

5. Verb + Object + Infinitive: INSTRUCT, ADVISE, INVITE, REMIND, WARN,

BEG
We used beg: He begged his parents not to argue anymore

6. Verb + Object + Preposition/Particle + Gerund: ACCUSE (OF), BLAME

(FOR), FORGIVE (FOR), WARN AGAINST/ABOUT
We used blame: Luka blamed his parents for abusing/beating him.

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PRACTICE (10 minutes)
Teacher: So, guys, you remember I told you about Marina-my neighbour, who told me a
similar story? Do you think, together we could help her by giving her some advice, so maybe
she can get some help?

Ss: Of course!

Teacher: Ok, let´s do this. You can write a letter or a dialogue in relation to Luka´s story as if
it was my neighbour Marina or any other person you might know and want to help to. Let´s
work together, in groups of 3. Try to use as many words as you remember. In addition, you can
use these words which you can see below, or any other. It is entirely up to you.

ADMIT, BLAME FOR, SUGGEST, AGREE, INQUIRE, WANT TO KNOW, BEG

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Ss: are working in groups of 3.

CONSOLIDATION (10 minutes)

Teacher: I also wanted to give some advice to Marina, and I wrote this. But I do not want her
to know that it was written by me. Could you please help change my advice as if it was said by
somebody else?

Ss: Of course!

Teacher projects advice for everyone.

1. You should report child abuse to the child´s protective department

2. You are right to be afraid to talk about your situation.

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 3. I think, you have to call the police whenever you can.
4. I am sorry this is happening to you!
5. Can I make an anonymous report of abuse?
6. Do you know anybody else who is having the same situation?
7. You need to know that you are not alone!
8. You should ask for help from your other relatives or friends
9. You need to know that there are places where you can be safe

Ss: are converting direct speech into Reported Speech using the verbs from the beginning of
the lesson.
Teacher later projects the right answers, so everyone can check the mistakes.

1. Teacher suggested reporting child abuse to the child´s protective department

2. Teacher agreed that it was ok to be afraid to talk about the situation
3. Teacher suggested calling the police whenever possible
4. Teacher felt sorry about what was happening to her neighbour
5. Teacher inquired if she could make an anonymous report of abuse.
6. Teacher wanted to know if her neighbour knew anybody else who was having
a similar situation.
7. Teacher reminded her neighbour that she was not alone.
8. Teacher suggested/recommended her neighbour asking for help
9. Teacher reminded her neighbour that there were places where she could be
safe

ROUND UP (5 minutes)
Teacher: Ok, everyone, we did a great job! Thank you very much! In continuation of our theme
of today's lesson and to wrap it up, I would like to show you a short video. Who could you
recognize from it?

[Link]

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Teacher: What is the video about?

Ss: about some famous celebrities, who also suffered bullying.

Teacher: Right. The theme of abuse and bullying nowadays is very well spread. We shouldn't
forget about that, and I think we should be attentive to act and help if we notice such situations.

Thank you all for today!

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Teaching point: how to write an opinion essay: linkers and structure of an opinion essay

WARM UP (10 minutes)

Teacher: Hello everybody. Today I would like to wrap up all our lessons where we spoke
about our families, our relationship with our extended family and siblings and shared different
stories with each other by receiving each of your opinions. Do you think it is important to
express your opinion and defend it with arguments?

Ss: possible answers: Yes, it is important because you can agree or disagree with somebody;
you can also say what you want or what you believe in, etc.

Teacher: Yes, you are right. And what do you think is better to have a pushy parent who makes
you do something you don't want to do or an overprotective parent? And why? Let´s pair up
and discuss that.

Ss: discuss with their partners their opinions.

The teacher is moving around the class to observe, listen and assist if needed.

Teacher: Let´s see what you think. All those in favour of having an overprotective parent,
please, raise your hands. The teacher writes down a number of hands raised on the board VS
those hands in favour of pushy parents. Ok, so according to our data collected, we have 45 %
who are in favour of an overprotective parent and 65 % in favour of a pushy parent. Very nice,
guys. Keep that number in your head, we will come back to it later on.

PRESENTATION (10 minutes)

Teacher: As for now, I have a question for all of you. When you were sharing with your partner
your ideas, which words or expressions you used when giving your opinions?

Ss: possible answers: I think, in my opinion, I believe, first of all, etc.

Teacher: Very well, guys. And you are very right! When we want to express our opinion and
defend it with our arguments, we need to use a variety of different structures and expressions
to make our arguments clear and well structured, so people can understand and follow us in
what we are saying.

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In order to do that we should use linkers or connectors-they are the words which help us link
our sentences and also help our listener or reader follow and understand us. It refers to both
spoken and written language.

Such linkers are for example: Firstly, secondly, in addition, furthermore, in conclusion.
Here you can see some more:

Then, as we have said before, our speech should be coherent and well-structured so our listener
or reader could follow us easily. And in order to do that, we should organize our ideas by
dividing them into three main parts:

The first part would introduce the topic and state your opinion

The second part would give the examples and supporting reasons for your opinion

And the last part would summarize everything you have said before, making some
conclusions.

PRACTICE (10 minutes)

Teacher: Ok, everyone. You remember I asked you to keep in mind the percentage of those in
favour of pushy parents and those in favour of overprotective parents?

Ss: Yes!

Teacher: Let´s have a debate, where you can discuss your opinions with each other, using the
rules and words I have shown to you? Try to persuade your partner who has a different opinion

142
by using good arguments. And if you succeed, we will change our percentage rate on the board.
You have 5 minutes. Let´s go!

Ss: Students are debating. Teacher is observing the activity, paying special attention to the ones
who have changed their mind.

Teacher: Very well guys! So, let´s see if the situation has changed. Please, raise the hands
those who are in favour of pushy parents? And the same about the ones who are in favour of
overprotective parents?

Ss: raise their hands accordingly

Teacher: That is very funny! But even after the debate we still have the same results! 45%
(prefer overprotective parents) VS 65% (prefer pushy parents). Well done everyone!

CONSOLIDATION (20 minutes)

Teacher: You know guys, that our school magazine once per month offers our students to
publish some of their articles? Why don't we participate this month and write an opinion essay
for the magazine? Together we will choose the best three and will send them to our
administration for revision. And if you are lucky, you will have your essay published. Do you
like the idea?

Ss: Yes! It sounds great! But what is the theme of the essay?

Teacher: Family ties, guys. It is the same topic which we have previously discussed in the
class in pairs. You have the opinion rate on the board. So now, I would just like you to defend
all your opinions, giving the arguments in favour or contra but this time we will do it
individually, for the article in our school magazine. Here is our topic:

Which do you think is worse-to have an overprotective parent who won´t let you do
anything, or a pushy parent who makes you do things you might not want to do?

Please, remember to use the main rules and linkers to organize your paragraphs. Here you
have that information again:

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And also, bear in mind that the extension of your essay should be between 150-200 words.
You have 20 minutes. Good luck!

Ss: are writing their essays.

ROUND UP (5 minutes)
Teacher: Guys, you did well today. I hope next month we have some of your essays published
in our school magazine. Imagine!! You can tell all your friends about that. To finish the lesson
of today I would like to show you one video. Let´s watch it.

[Link]

Teacher: So, let´s never forget how much our family loves us and how important is their role
in our lives. Thank you all!

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15. Student's guide

This document includes the materials that will be presented to students, and which include
tasks, materials and clarification of language contents. This guide is addressed to the student
and will show a selection of the relevant information of the unit. The purpose of this document
is to provide a clear information-guidance of what the student will do in the following sessions
and how he will do it.

I believe it is an important document considering the possibility of future lockdowns or

adaptations to bimodal classes, since it will serve as a guide for the students to follow their own
learning.

This document will be distributed in class and uploaded to the google classroom platform, so
that the students will have it both in physical and digital format. In this particular case, the
student's guide will focus on Project 2, available in section 14 of this paper.

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PROJECT 2: MORE THAN A GAME

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 1. Introduction to Project

Scenario

Americans love sports. From baseball to football, basketball, ice hockey, golf and, increasingly, soccer. Sports play an important role
in American society. They have become a multi-million-dollar industry with followers all over the world. At the same time, they have
contributed to racial and social integration.

Do you like sports?

➢ Are sports “more than a game” to you? In what ways?
➢ Do you have a favourite sports team?
➢ Have you heard of athletes involved in political protests?
• Have you ever participated in a protest? What was it for?
➢ What sort of protests are the most effective? Symbolic?
Violent ? Non-violent ? Public ? Small/Large ?
• Have you heard of Activism of American citizens through
sport?
➢ Can you name some examples and what were their purposes?

147
Our project

In this Unit you are going to work on a project related to the theme of great sporting moments in which activist-athletes stood up for what
they believed in. The first lesson focuses on introducing the project, working on the idea of “activism” and discussing the role of sports in
American society, famous sports activists- athletes and their contribution to racial and social integration.

Here is what you are going to do Lessons What we are going to do

1 Presentation of the project. Concept map
about sports, the idea of activism and
every lesson sport´s role in the American society
2 Not just a game-video. Protests´ reasons
and forms.
3 First Marathon Woman. Inequalities
between women and men in sports
4 Passive structures. Famous world
inventions
5 King Richards-trailer. Writing a
biography
6 Creation of presentations
7 Presentations

148
Concept Map elaboration. Instructions:
Lesson 1. Learning goals:
1. Choose the visual aid to create the concept map
❖ Canvas - Understand what is expected of
you during this unit in order to
❖ Mindomo successfully complete the project
2. Research the lexis related to activism through sport. - Comprehend fully all the parts of
TIP: You can check the biographies of sportspeople (Muhammad Ali, Colin the project

Kaepernick, Eric Reid, Kathrine Switzer, Abby Wambach) and elicit the necessary - Create a concept map of activist-
athletes, using the necessary
lexis from there. vocabulary
3. Elaborate the concept map.
TIP: You can see one example below.

Awareness questions
• How is the concept map organized?
• What is the function of
➢ Color
➢ Branches
➢ “Twigs”

149
 2. Not Just a Game

Task instructions:
1. Look at the image. Brainstorm all you know about the situation: who, what, when, where and why?

Lesson 2. Learning goals:

-Use the second and third conditional

when talking about hypothetical
situations, expressing your opinions

-Comprehend an authentic video and

identify its main points

-Give your opinion about the

situations seen and read in the lesson

150
2. Watch the excerpt (until minute 03:00) of Not just a Game. The athletes protested in four different ways. What were they?
Match them to the points the athletes wanted to make.

a. To represent workers.
b. To protest against the lynching of black people.
c. To support the Civil Rights Movement.
d. To denounce poverty in the USA.

[Link]

151
3. What happened to the athletes afterwards? Read the article and answer the following questions:

➢ The four forms of protest were…

➢ Even if what they did was…
➢ The Olympic Committee should/shouldn´t have +V
➢ Their long-life mission was…
➢ Write a general structure of the second and third type of Conditional
➢ Give the examples of these two structures, using the video and the article we have worked with
➢ Give the structure of one Causative and some examples

Reading is here:

152
153
What if..?

154
If he had gone….

155
4. Focus on grammar: Let´s speak hypothetically! What could have happened if John Carlos had not competed?

Change the sentences about John Carlos, using the second and third conditional:
Example: Competing in the 200-meter race, Carlos earned the Gold and the Bronze.
Carlos wouldn´t have earned the Gold and the Bronze if he had not competed in the 200-meter race.

1. Dr. Carlos credits scholastic encouragement and organized athletics for keeping him focus and out of trouble.
2. Dr. Carlos made world history during the 1968 Olympics when he took to the international stage and made a speechless
statement.
3. International Olympic Committee immediately ordered Smith and Carlos suspended from the U.S. team and banned them from
the Olympic Village.
4. Continuing his life-long mission to improve human rights conditions and to increase chances for the successes of our youth, Dr.
Carlos is actively involved with Global and community movements.

Your Answers here:

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. ________________________________________________________________

156
 [Link] first Marathon Woman

Task instructions:
1. Look at the image. Make hypotheses about how Kathrine Switzer felt and how people reacted to her participation.

USE these

I guess she felt…

I believe she was…
Perhaps, people…

157
2. Watch the video: Kathrine Switzer. First Woman to enter the Boston Marathon. Lesson 3. Learning goals:

- Comprehend an authentic video

and define its mains points
-Express opinions and make
hypotheses
-Understand and effectively use
the vocabulary related to the
topic
-Write a short comprehension
paragraph about what you saw

[Link]

Click here

158
 3. Answer the questions. Check with your partner.

➢ What happened during the race?

➢ What about the other runners, journalists, the race director, her boyfriend and herself?
➢ Did she finish the race?
➢ What happened when she went back to Syracuse?
➢ How did things change for women at the Boston marathon?

TIP: You can use these phrases to help you answer the questions:

While she was running...

The other runners...
The race director...

4. In groups or pairs, clarify the meaning of these expressions from the video

TIP: You can use these online tools to find the meaning of the words:

Just click here [Link]

[Link]

159
5. In groups write a short paragraph summarizing what you have understood from the video.
TIP: You can answer these questions to help you summarizing:
❖ What are the main events described in the video?
❖ What is their significance?
❖ What is the people reaction? Why?

160
 5. It was invented…

Kahoot Quiz: How much do you know about the most famous world inventions?
[Link]

The McDonald´s Big Mac was invented in 1967.

Lesson 4. Learning goals:

-Distinguish active and passive

structures
-Change active sentences into
passive and vice versa
-Use passive structures when
want to focus on the object and
not on the doer.

161
 Do we know who invented
McDonald´s Big Mac?
Is it important to know?

We don´t know who invented Big Mac.

But it is not important to know, because
the focus is on the invention itself!

NOTE!
When we don´t want to say who did what or when we don´t know, we use Passive voice.
In this case the object (what) becomes the focus of the sentence and the person who did the action can be omitted.

162
163
 Fill in the missing information to complete the table

TENSE ACTIVE VOICE PASSIVE VOICE

Present Simple The teacher explains the lesson The lesson is explained by the teacher

Present Continuous The teacher is explaining the lesson now The lesson is being explained by the teacher

Present Perfect The teacher has explained the lesson

Past Simple The lesson was explained by the teacher

Past Continuous The teacher was explaining the lesson The lesson was being explained by the teacher

Past Perfect By yesterday, the teacher had explained the lesson

Future Simple The lesson will be explained by the teacher tomorrow

Modal The teacher can explain the lesson

Task Instructions:
Change the sentences from Active Voice to Passive Voice. Work in groups

164
 Present Simple Past Simple Future Simple

AM/IS/ARE+ Past Participle WAS/WERE + Past Participle WILL +BE+ Past Participle

Present Continuous Present Perfect

AM/IS/ARE+ BEING + Past Participle HAVE/HAS+ BEEN+ Past Participle

Rewrite the sentences in Passive Voice: 7. An ex- marathon runner Arnie Briggs coached

1. Competing in the 200 meters, Carlos earned the Kathrine Switzer

Gold and the Bronze.

_______________________________
_________________________________ 8. The race director Jock Semple attacked Kathrine

2. A record setter, Dr. Carlos led San Jose State and tried to throw her out while she was running.
to its first NCAA championship in 1969 with
victories in the 100 and 220. _________________________________

9. Her boyfriend protected her and blocked the race

_________________________________
director so he couldn´t harm Kathrine.
3. He also set indoor world bests in the 60-yard
dash and 220-yard dash at the 1967 Pan American
_________________________________
Games in Winnipeg
10. Kathrine finished the race in four hours and

_________________________________ twenty minutes.

4. Dr. Carlos made world history during the 1968

Olympics when he took to the international stage and _________________________________

made a speechless statement. 11. Venus Williams learned to play tennis on the
public courts of Los Angeles.
_________________________________

5. The Olympic Committee president suspended _________________________________

Smith and Carlos from the U.S. team and banned 12. After turning professional in 1994, she won
them from the Olympic Village.
seven Grand Slam titles and an Olympic gold medal
in singles play.
_________________________________

6. All three athletes suffered lingering effects of __________________________________

their gesture, the most serious of which were
death threats.
165
_________________________________
Let´s Play!
[Link]

166
 6. Who is he/she?

Task instructions: Lesson 5. Learning goals:

1. Watch the trailer from the movie King Richards. Who are these girls? -Clearly and coherently write
a biography, following the
What do you know about them? writing structure

-Work in a collaborative,
respectful and autonomous
[Link]
way

167
 2. Read the text in groups and answer the questions below.

Click here to read the whole text

[Link]

168
Comprehension questions about the reading:

➢ Who is Venus Williams? Where does she come from?

➢ How did Venus learn to play tennis?
“Pro”-means
➢ Which were her key achievements since she turned “pro” in 1994? professional
➢ How did Venus turn pro?
➢ What was her impact on the society?

More questions:
Genre- is a piece of
work (artistic, literary) ➢ Can you identify the genre of the text read?
characterized by a
➢ Did you notice anything special about the text´s structure or format?
particular style, type,
kind ➢ How does this genre work when receiving the information?

169
 3. Choose one of the activist-athletes you have seen throughout this unit and in groups write his/her biography

TIP: You can use the information seen in the previous lessons or search on the internet.

HOW TO WRITE A BIOGRAPHY?

You will need this

170
171
Useful language for writing a Biography:
Was born in…
Is best known for…
At the age of…
His/her greatest influence….
At an early age….
Grew up in…
Is one of the most famous….
Is one of the greatest…
Is best known for…
Later,../This was followed by…
Has achieved/changed/created…
Promotes/supports/fight for..
Continues to/is considered to be..
Died in…

172
 6 & 7 Final Presentations
You will work and present your project in front of the class.
Here are some tips to help you prepare for your presentation:
✓ Be creative in the way you present your project.

✓ Memorize the key elements of your part and the whole presentation in case you need to help your peers

✓ Finish your presentation with some key elements that made an impact on you, when working on the project

✓ Practice your part of the presentation in front of the mirror

✓ Fill in your checklist, so you do not forget anything.

Checklist

CATEGORY RESPONSIBILITIES

Content I was well informed about my topic.

The introduction included a clear statement of the main point(s).
The information I gave was interesting and relevant according to the
topic
I used vocabulary and useful expressions that the T taught

173
 I gave the examples of the topic using the biography

I added supportive detail to the main point(s).

Every member of my group had a part to present

I wrapped the presentation up
Preparation I made an outline to organize my thoughts and ideas.
I made a timeline of when key components needed to be done.
I brainstormed questions that needed to be answered about the topic.
I brainstormed details that would help support my ideas.
I used feedback from others to refine my topic and questions.
Organization I organized ideas in a meaningful way.
The introduction included a clear statement of the main point(s).
I included necessary background information about the topic.
The body of the presentation contained support for, or details about,
the main point(s).
I used logical connectors between main points (e.g., "On the other
hand..." or "Therefore...", etc.).
I used helpful transitions between main points (e.g., "First of all..." or
"Similarly..." etc.).
The conclusion had a clear call to action or belief.
Appearance Visual aids were relevant to the speech
Presentation aids reinforced main points

174
 Presentation aids were creative and attractive

Visual aids contained no spelling mistakes

I used resources that addressed the topic thoroughly
Visual aids did not contain much text

Lesson 6 & 7 learning goals:

-Create well-structured and brief presentations, using a visual aid such as [Link].

-Use the biographies written in the previous class, organizing the basic information in a coherent way.

-Explain the key ideas briefly and clearly.

-Answer simple questions from the audience in a clear and calm way.

-Practice the habit of teamwork for personal development

Check what you have learned throughout this unit

175
After this unit, I can…

Create a concept map about Sports using Mindomo tool

Talk about hypothetical situations, using the second

conditional
Talk about sports athletes, using such words as feisty
character, suffraggete, crusader
Talk about situations in the past that can´t be changed,
using the third conditional

Write a short biography about a famous world

sportsman using Passive Voice

Elaborate a presentation using [Link] platform

Work in a collaborative, respectful and autonomous

way

THANK YOU for your Participation

176
Annexes

Annex 1. General contents

Retrieved from Decreto 48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se
establece para la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria.

Bloque 1. Comprensión de textos orales

Estrategias de comprensión

-Movilización de información previa sobre tipo de tarea y tema.

-Identificación del tipo textual, adaptando la comprensión al mismo.

-Distinción de tipos de comprensión (sentido general, información esencial, puntos

principales, detalles relevantes).

-Formulación de hipótesis sobre contenido y contexto.

-Inferencia y formulación de hipótesis sobre significados a partir de la comprensión de

elementos significativos, lingüísticos y paralingüísticos.

-Reformulación de hipótesis a partir de la comprensión de nuevos elementos.

Aspectos socioculturales y sociolingüísticos

-convenciones sociales, normas de cortesía y registros.

-costumbres, valores, creencias y actitudes; lenguaje no verbal.

Funciones comunicativas

- Iniciación y mantenimiento de relaciones personales y sociales.

- Descripción de cualidades físicas y abstractas de personas, objetos, lugares y actividades.

- Narración de acontecimientos pasados puntuales y habituales, descripción de estados y

situaciones presentes, y expresión de sucesos futuros.

- Petición y ofrecimiento de información, indicaciones, opiniones y puntos de vista, consejos,

advertencias y avisos.

- Expresión del conocimiento, la certeza, la duda y la conjetura.

177
- Expresión de la voluntad, la intención, la decisión, la promesa, la orden, la autorización y la
prohibición.

- Expresión del interés, la aprobación, el aprecio, la simpatía, la satisfacción, la esperanza, la

confianza, la sorpresa, y sus contrarios.

- Formulación de sugerencias, deseos, condiciones e hipótesis.

- Establecimiento y mantenimiento de la comunicación y organización del discurso.

Estructuras sintáctico-discursivas

-Léxico oral de uso común (recepción) relativo a identificación personal; vivienda, hogar y
entorno; actividades de la vida diaria; familia y amigos; trabajo y ocupaciones; tiempo libre,
ocio y deporte; viajes y vacaciones; salud y cuidados físicos; educación y estudio; compras y
actividades comerciales; alimentación y restauración; transporte; lengua y comunicación;
medio ambiente, clima y entorno natural; y Tecnologías de la Información y la Comunicación.

-Patrones sonoros, acentuales, rítmicos y de entonación.

Contenidos específicos

- Comprensión de instrucciones en contextos reales y simulados.

- Comprensión de información general y específica de mensajes sobre temas concretos y

conocidos, con un grado creciente de dificultad.

- Comprensión de mensajes sencillos emitidos por los medios audiovisuales.

Bloque 2: Producción de textos orales: expresión e interacción

Estrategias de producción

Planificación

- Concebir el mensaje con claridad, distinguiendo su idea o ideas principales y su estructura

básica.

- Adecuar el texto al destinatario, contexto y canal, aplicando el registro y la estructura de

discurso adecuados a cada caso.

- Uso progresivamente autónomo de estrategias de comunicación para resolver las

dificultades surgidas durante la interacción.

178
Ejecución

- Expresar el mensaje con claridad, coherencia, estructurándolo adecuadamente y

ajustándose, en su caso, a los modelos y fórmulas de cada tipo de texto.

- Reajustarla tarea (emprender una versión más modesta de la tarea) o el mensaje (hacer
concesiones en lo que realmente le gustaría expresar), tras valorar las dificultades y los
recursos disponibles.

- Apoyarse en y sacar el máximo partido de los conocimientos previos (utilizar lenguaje

‘prefabricado’, etc.).

- Compensar las carencias lingüísticas mediante procedimientos lingüísticos, paralingüísticos

o paratextuales:

Lingüísticos

- Modificar palabras de significado parecido.

- Definir o parafrasear un término o expresión.

Paralingüísticos y paratextuales

- Pedir ayuda.

- Señalar objetos, usar deícticos o realizar acciones que aclaran el significado.

- Usar lenguaje corporal culturalmente pertinente (gestos, expresiones faciales, posturas,

contacto visual o corporal).

- Usar sonidos extralingüísticos y cualidades prosódicas convencionales.

Aspectos socioculturales y sociolingüísticos

-convenciones sociales, normas de cortesía y registros;

-costumbres, valores, creencias y actitudes; lenguaje no verbal.

-Valoración del enriquecimiento personal que supone la relación con personas pertenecientes
a otras culturas.

-Valoración del uso de la lengua extranjera como medio para comunicarse con personas de
procedencias diversas.

Funciones comunicativas
179
- Iniciación y mantenimiento de relaciones personales y sociales.

- Descripción de cualidades físicas y abstractas de personas, objetos, lugares y actividades.

- Narración de acontecimientos pasados puntuales y habituales, descripción de estados y

situaciones presentes, y expresión de sucesos futuros.

- Petición y ofrecimiento de información, indicaciones, opiniones y puntos de vista, consejos,

advertencias y avisos.

- Expresión del conocimiento, la certeza, la duda y la conjetura.

- Expresión de la voluntad, la intención, la decisión, la promesa, la orden, la autorización y la

prohibición.

- Expresión del interés, la aprobación, el aprecio, la simpatía, la satisfacción, la esperanza, la

confianza, la sorpresa, y sus contrarios.

- Formulación de sugerencias, deseos, condiciones e hipótesis.

- Establecimiento y mantenimiento de la comunicación y organización del discurso.

Estructuras sintáctico-discursivas

-Léxico oral de uso común (producción) relativo a identificación personal; vivienda, hogar y
entorno; actividades de la vida diaria; familia y amigos; trabajo y ocupaciones; tiempo libre,
ocio y deporte; viajes y vacaciones; salud y cuidados físicos; educación y estudio; compras y
actividades comerciales; alimentación y restauración; transporte; lengua y comunicación;
medio ambiente, clima y entorno natural; y Tecnologías de la Información y la Comunicación.

-Patrones sonoros, acentuales, rítmicos y de entonación.

Contenidos específicos

-Participación en conversaciones y simulaciones sobre temas cotidianos y de interés personal

con diversos fines comunicativos, manteniendo el equilibrio entre la frase formal y la fluidez.
- Empleo de respuestas espontáneas a situaciones de comunicación en el aula.

- Uso progresivamente autónomo de las convenciones más habituales y propias de la

conversación en actividades de comunicación reales y simuladas.

- Uso apropiado de fórmulas lingüísticas asociadas a situaciones concretas de comunicación

(cortesía, acuerdo, discrepancia etc.)

180
- Valoración de la importancia de la lengua extranjera en las relaciones internacionales.

- Producción oral de descripciones, narraciones y explicaciones breves sobre

acontecimientos, experiencias y conocimientos diversos.

- Interés e iniciativa en la realización de intercambios comunicativos con hablantes o

aprendices de la lengua extranjera, utilizando soporte papel o medios digitales.

Bloque 3: Comprensión de textos escritos

Estrategias de comprensión

- Movilización de información previa sobre tipo de tarea y tema.

- Identificación del tipo textual, adaptando la comprensión al mismo.

- Distinción de tipos de comprensión (sentido general, información esencial, puntos

principales).

- Formulación de hipótesis sobre contenido y contexto.

- Inferencia y formulación de hipótesis sobre significados a partir de la comprensión de

elementos significativos, lingüísticos y paralingüísticos.

- Reformulación de hipótesis a partir de la comprensión de nuevos elementos.

-Uso de diferentes estrategias de lectura, con ayuda de elementos textuales y no textuales:

contexto, diccionarios o aplicación de reglas de formación de palabras para inferir
significados.

Aspectos socioculturales y sociolingüísticos

-convenciones sociales, normas de cortesía y registros;

-costumbres, valores, creencias y actitudes; lenguaje no verbal.

-Identificación, conocimiento y valoración crítica de rasgos comunes y de las diferencias más

significativas que existen entre las costumbres, usos, actitudes y valores de la sociedad cuya
lengua se estudia y la propia. Respeto hacia los mismos.

- Conocimiento y valoración crítica de los elementos culturales más significativos de los países
donde se habla la lengua extranjera: literatura, arte, música, cine, gastronomía, etc.

181
- Desarrollo de actitudes que ayuden a valorar la cultura propia a partir del contraste con
otras.

Funciones comunicativas

- Iniciación y mantenimiento de relaciones personales y sociales.

- Descripción de cualidades físicas y abstractas de personas, objetos, lugares y actividades.

- Narración de acontecimientos pasados puntuales y habituales, descripción de estados y

situaciones presentes, y expresión de sucesos futuros.

-Petición y ofrecimiento de información, indicaciones, opiniones y puntos de vista, consejos,

advertencias y avisos.

- Expresión del conocimiento, la certeza, la duda y la conjetura.

- Expresión de la voluntad, la intención, la decisión, la promesa, la orden, la autorización y

la prohibición.

- Expresión del interés, la aprobación, el aprecio, la simpatía, la satisfacción, la esperanza, la

confianza, la sorpresa, y sus contrarios.

- Formulación de sugerencias, deseos, condiciones e hipótesis.

- Establecimiento y mantenimiento de la comunicación y organización del discurso.

Estructuras sintáctico-discursivas

-Léxico escrito de uso común (recepción) relativo a identificación personal; vivienda, hogar y
entorno; actividades de la vida diaria; familia y amigos; trabajo y ocupaciones; tiempo libre,
ocio y deporte; viajes y vacaciones; salud y cuidados físicos; educación y estudio; compras y
actividades comerciales; alimentación y restauración; transporte; lengua y comunicación;
medio ambiente, clima y entorno natural; y Tecnologías de la Información y la Comunicación.

-Patrones gráficos y convenciones ortográficas.

Contenidos específicos

-Identificación del contenido de un texto escrito con el apoyo de elementos verbales y no

verbales.

182
- Comprensión de la información general y específica de textos, en soporte papel y digital,
auténticos o adaptados, sobre temas cotidianos de interés general y relacionados con
contenidos de otras materias del currículo, mediante la realización de tareas específicas.

-Desarrollo de la autonomía lectora, y aprecio por la literatura como fuente de placer y de

conocimiento

- Lectura autónoma de textos relacionados con sus intereses.

- Uso de distintas fuentes, en soporte papel, digital o multimedia, para obtener información
con el fin de realizar actividades individuales o en grupo.

- Lectura comentada y recitado de poemas, reconociendo el valor simbólico del lenguaje

poético y el sentido de los recursos retóricos más importantes.

Bloque 4: Producción de textos escritos: expresiones e interacción

Estrategias de producción: Planificación

- Movilizar y coordinar las propias competencias generales y comunicativas con el fin de

realizar eficazmente la tarea (repasar qué se sabe sobre el tema, qué se puede o se quiere
decir, etc.).

- Localizar y usar adecuadamente recursos lingüísticos o temáticos (uso de un diccionario o

gramática, obtención de ayuda, etc.).

-Utilización de estrategias básicas en el proceso de composición escrita (planificación,

textualización y revisión).

Ejecución

- Expresar el mensaje con claridad ajustándose a los modelos y fórmulas de cada tipo de texto.

- Reajustar la tarea (emprender una versión más modesta de la tarea) o el mensaje (hacer
concesiones en lo que realmente le gustaría expresar), tras valorar las dificultades y los
recursos disponibles.

- Apoyarse en y sacar el máximo partido de los conocimientos previos (utilizar lenguaje

‘prefabricado’, etc.).

Aspectos socioculturales y sociolingüísticos

183
-convenciones sociales, normas de cortesía y registros

-costumbres, valores, creencias y actitudes; lenguaje no verbal.

Funciones comunicativas

- Iniciación y mantenimiento de relaciones personales y sociales.

- Descripción de cualidades físicas y abstractas de personas, objetos, lugares y actividades.

- Narración de acontecimientos pasados puntuales y habituales, descripción de estados y

situaciones presentes, y expresión de sucesos futuros.

- Petición y ofrecimiento de información, indicaciones, opiniones y puntos de vista, consejos,

advertencias y avisos.

- Expresión del conocimiento, la certeza, la duda y la conjetura.

- Expresión de la voluntad, la intención, la decisión, la promesa, la orden, la autorización y la

prohibición.

- Expresión del interés, la aprobación, el aprecio, la simpatía, la satisfacción, la esperanza, la

confianza, la sorpresa, y sus contrarios.

- Formulación de sugerencias, deseos, condiciones e hipótesis.

- Establecimiento y mantenimiento de la comunicación y organización del discurso.

Estructuras sintáctico-discursivas

-Léxico escrito de uso común (producción) relativo a identificación personal; vivienda, hogar
y entorno; actividades de la vida diaria; familia y amigos; trabajo y ocupaciones; tiempo libre,
ocio y deporte; viajes y vacaciones; salud y cuidados físicos; educación y estudio; compras y
actividades comerciales; alimentación y restauración; transporte; lengua y comunicación;
medio ambiente, clima y entorno natural; y Tecnologías de la Información y la comunicación.

-Patrones gráficos y convenciones ortográficas.

Contenidos específicos

-Producción guiada de textos estructurados, con algunos elementos de cohesión para marcar
con claridad la relación entre ideas.

- Reflexión sobre el proceso de escritura con especial atención a la revisión de borradores.

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- Uso progresivamente autónomo del registro apropiado al lector al que va dirigido el texto
(formal e informal).

- Comunicación personal con hablantes de la lengua extranjera a través de correspondencia

postal o utilizando medios informáticos.

- Uso adecuado de la ortografía y de los diferentes signos de puntuación.

- Interés por la presentación cuidada de los textos escritos, en soporte papel y digital (Decreto
48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se establece para la Comunidad
de Madrid el currículo de la Educación Secundaria Obligatoria, pp. 152-156).

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Annex 2. Specific Linguistc Contents

Retrieved from Decreto 48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se
establece para la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria.

A) Funciones del lenguaje y gramática.

- Identificación de rasgos que diferencian el código oral y el escrito.

- Uso de estructuras, y funciones asociadas a diferentes situaciones de comunicación.

- Saludar, presentarse a sí mismo y a otros. Expresar hábitos, habilidades, descripciones

físicas y de personalidad, lo que gusta y lo que no gusta. Contrastar acciones en curso con las
habituales. Fórmulas. Presente simple. Presente continuo. Can. Love/like/dislike/hate.
Adjetivos: posiciones atributiva y predicativa. Grados de comparación.

- Expresar cantidad. Much/many/a lot of/ too/ not…enough.

- Narrar hechos del pasado y biografías. Pasado simple y continuo. Could. Expresiones
temporales: ago/since/for/later/when/after/before/then, etc. Marcadores del discurso:
conectores y otros recursos de cohesión. Ortografía y puntuación.

- Preguntar y responder sobre hechos que han acabado o no han terminado todavía, sobre
hechos recientes y experiencias. Presente perfecto + ever/never/just. Pasado simple. When.

- Hacer sugerencias y responder a las mismas. Let’s… How / What about + -ing? Why don’t
we...? Shall we...? Respuestas de aceptación, rechazo o sugerencias alternativas.

- Dar consejo. Should/shouldn't.

- Expresar planes, la idea de futuro de intención, predicciones, probabilidad, posibilidad y

promesas. Presente continuo. Will/will not. Be going to. Oraciones condicionales de tipo I.

- Expresar la obligación y ausencia de la misma. Have to/don't have to. Must/mustn't.

- Should. Adverbios.

- Describir lugares, dar y pedir información sobre productos que exigen un proceso de
elaboración: música, coches, libros, etc. Voz pasiva. Frases adverbiales.

B) Léxico.

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- Uso progresivamente autónomo de expresiones comunes, frases hechas y léxico sobre temas
de interés personal y general, temas cotidianos y temas relacionados con contenidos de otras
materias del currículo.

-Identificación de sinónimos, antónimos, “false friends” y de palabras con prefijos y sufijos

más habituales.

- Fórmulas y expresiones.

C) Fonética.

- Reconocimiento progresivo de los símbolos fonéticos y pronunciación de fonemas de especial

dificultad. Pronunciación de formas contractas. Pronunciación de la terminación en formas
de tiempos verbales. Formas débiles.

- Reconocimiento y producción de diferentes patrones de ritmo, entonación y acentuación de

palabras y frases (Decreto 48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se
establece para la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria,
pp.157-158).

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Annex 3. Evaluation criteria and assessable learning standards

Retrieved from Decreto 48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se

establece para la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria.

Bloque 1. Comprensión de textos orales

Criterios de evaluación:

1. Identificar la información esencial, los puntos principales y los detalles más relevantes
en textos orales breves y bien estructurados, transmitidos de viva voz o por medios
técnicos y articulados a velocidad lenta o media, en un registro formal, informal o
neutro, y que versen sobre asuntos cotidianos en situaciones habituales o sobre temas
generales o del propio campo de interés en los ámbitos personal, público, educativo y
ocupacional, siempre que las condiciones acústicas no distorsionen el mensaje y se
pueda volver a escuchar lo dicho.
2. Conocer y saber aplicar las estrategias más adecuadas para la comprensión del
sentido general, la información esencial, los puntos e ideas principales o los detalles
relevantes del texto.
3. Conocer y utilizar para la comprensión del texto los aspectos socioculturales y
sociolingüísticos relativos a la vida cotidiana (hábitos de estudio y de trabajo,
actividades de ocio), condiciones de vida (entorno, estructura social), relaciones
interpersonales (entre hombres y mujeres, en el trabajo, en el centro educativo, en las
instituciones), comportamiento (gestos, expresiones faciales, uso de la voz, contacto
visual), y convenciones sociales (costumbres, tradiciones).
4. Distinguir la función o funciones comunicativas más relevantes del texto y un
repertorio de sus exponentes más comunes, así como patrones discursivos de uso
frecuente relativos a la organización textual (introducción del tema, desarrollo y
cambio temático, y cierre textual).
5. Aplicar a la comprensión del texto los conocimientos sobre los constituyentes y la
organización de patrones sintácticos y discursivos de uso frecuente en la comunicación
oral, así como sus significados asociados (p. e. estructura interrogativa para hacer una
sugerencia).
6. Reconocer léxico oral de uso común relativo a asuntos cotidianos y a temas generales
o relacionados con los propios intereses, estudios y ocupaciones, e inferir del contexto

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 y del contexto, con apoyo visual, los significados de palabras y expresiones de uso
menos frecuente o más específico.
7. Discriminar patrones sonoros, acentuales, rítmicos y de entonación de uso común, y
reconocer los significados e intenciones comunicativas generales relacionados con los
mismos.

Estándares de aprendizaje evaluables:

1. Capta los puntos principales y detalles relevantes de indicaciones, anuncios, mensajes

y comunicados breves y articulados de manera lenta y clara (p. e. cambio de puerta de
embarque en un aeropuerto, información sobre actividades en un campamento de
verano, o en el contestador automático de un cine), siempre que las condiciones
acústicas sean buenas y el sonido no esté distorsionado.
2. Entiende lo esencial de lo que se le dice en transacciones y gestiones cotidianas y
estructuradas (p.e. en hoteles, tiendas, albergues, restaurantes, centros de ocio, de
estudios o trabajo).
3. Identifica el sentido general y los puntos principales de una conversación formal o
informal entre dos o más interlocutores que tiene lugar en su presencia, cuando el tema
le resulta conocido y el discurso está articulado con claridad, a velocidad media y en
una variedad estándar de la lengua.
4. Comprende, en una conversación informal en la que participa, descripciones,
narraciones, puntos de vista y opiniones sobre asuntos prácticos de la vida diaria y
sobre temas de su interés, cuando se le habla con claridad, despacio y directamente y
el interlocutor está dispuesto a repetir o reformular lo dicho.
5. Comprende, en una conversación formal, o entrevista (p. e. en centros de estudios o de
trabajo) en la que participa lo que se le pregunta sobre asuntos personales, educativos,
ocupacionales o de su interés, así como comentarios sencillos y predecibles
relacionados con los mismos, siempre que pueda pedir que se le repita, aclare o
elabore algo de lo que se le ha dicho.
6. Distingue, con el apoyo de la imagen, las ideas principales e información relevante en
presentaciones sobre temas educativos, ocupacionales o de su interés (p. e., sobre un
tema curricular, o una charla para organizar el trabajo en equipo).
7. Identifica la información esencial de programas de televisión sobre asuntos cotidianos
o de su interés articulados con lentitud y claridad (p. e. noticias, documentales o
entrevistas), cuando las imágenes ayudan a la comprensión.

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Bloque 2. Producción de textos orales: expresión e interacción

Criterios de evaluación:

1. Producir textos breves y comprensibles, tanto en conversación cara a cara como por
teléfono u otros medios técnicos, en un registro neutro o informal, con un lenguaje
sencillo, en los que se da, se solicita y se intercambia información sobre temas de
importancia en la vida cotidiana y asuntos conocidos o de interés personal, educativo
u ocupacional, y se justifican brevemente los motivos de determinadas acciones y
planes, aunque a veces haya interrupciones o vacilaciones, resulten evidentes las
pausas y la reformulación para organizar el discurso y seleccionar expresiones y
estructuras, y el interlocutor tenga que solicitar a veces que se le repita lo dicho.
2. Conocer y saber aplicar las estrategias más adecuadas para producir textos orales
monológicos o dialógicos breves y de estructura simple y clara, utilizando, entre otros,
procedimientos como la adaptación del mensaje a patrones de la primera lengua u
otras, o el uso de elementos léxicos aproximados si no se dispone de otros más precisos.
3. Incorporar a la producción del texto oral monológico o dialógico los conocimientos
socioculturales y sociolingüísticos adquiridos relativos a estructuras sociales,
relaciones interpersonales, patrones de actuación, comportamiento y convenciones
sociales, actuando con la debida propiedad y respetando las normas de cortesía más
importantes en los contextos respectivos.
4. Llevar a cabo las funciones demandadas por el propósito comunicativo, utilizando los
exponentes más comunes de dichas funciones y los patrones discursivos de uso más
frecuente para organizar el texto de manera sencilla con la suficiente cohesión interna
y coherencia con respecto al contexto de comunicación.
5. Mostrar control sobre un repertorio limitado de estructuras sintácticas de uso habitual,
y emplear para comunicarse mecanismos sencillos lo bastante ajustados al contexto y
a la intención comunicativa (repetición léxica, elipsis, deixis personal, espacial y
temporal, yuxtaposición, y conectores y marcadores conversacionales frecuentes).
Conocer y utilizar un repertorio léxico oral suficiente para comunicar información,
opiniones y puntos de vista breves, simples y directos en situaciones habituales y
cotidianas, aunque en situaciones menos corrientes haya que adaptar el mensaje.
6. Pronunciar y entonar de manera clara e inteligible, aunque a veces resulte evidente el
acento extranjero, o se cometan errores de pronunciación esporádicos siempre que no

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 interrumpan la comunicación, y los interlocutores tengan que solicitar repeticiones de
vez en cuando.
7. Manejar frases cortas, grupos de palabras y fórmulas para desenvolverse de manera
suficiente en breves intercambios en situaciones habituales y cotidianas,
interrumpiendo en ocasiones el discurso para buscar expresiones, articular palabras
menos frecuentes y reparar la comunicación en situaciones menos comunes.
8. Interactuar de manera sencilla en intercambios claramente estructurados, utilizando
fórmulas o gestos simples para tomar o ceder el turno de palabra, aunque se dependa
en gran medida de la actuación del interlocutor.

Estándares de aprendizaje evaluables:

1. Hace presentaciones breves y ensayadas, bien estructuradas y con apoyo visual (p. e.
transparencias o PowerPoint), sobre aspectos concretos de temas de su interés o relacionados
con sus estudios u ocupación, y responde a preguntas breves y sencillas de los oyentes sobre
el contenido de las mismas.

2. Se desenvuelve correctamente en gestiones y transacciones cotidianas, como son los viajes,

el alojamiento, el transporte, las compras y el ocio, siguiendo normas de cortesía básicas
(saludo y tratamiento).

3. Participa en conversaciones informales cara a cara o por teléfono u otros medios técnicos,
en las que establece contacto social, intercambia información y expresa opiniones y puntos de
vista, hace invitaciones y ofrecimientos, pide y ofrece cosas, pide y da indicaciones o
instrucciones, o discute los pasos que hay que seguir para realizar una actividad conjunta.

4. Toma parte en una conversación formal, reunión o entrevista de carácter académico u

ocupacional (p. e. para realizar un curso de verano, o integrarse en un grupo de voluntariado),
intercambiando información suficiente, expresando sus ideas sobre temas habituales, dando
su opinión sobre problemas prácticos cuando se le pregunta directamente, y reaccionando de
forma sencilla ante comentarios, siempre que pueda pedir que se le repitan los puntos clave si
lo necesita.

Bloque 3: Comprensión de textos escritos

Criterios de evaluación:

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 1. Identificar la información esencial, los puntos más relevantes y detalles importantes en
textos, tanto en formato impreso como en soporte digital, breves y bien estructurados,
escritos en un registro formal, informal o neutro, que traten de asuntos cotidianos, de
temas de interés o relevantes para los propios estudios y ocupaciones, y que contengan
estructuras sencillas y un léxico de uso común.
2. Conocer y saber aplicar las estrategias más adecuadas para la comprensión del
sentido general, la información esencial, los puntos e ideas principales o los detalles
relevantes del texto.
3. Conocer, y utilizar para la comprensión del texto, los aspectos socioculturales y
sociolingüísticos relativos a la vida cotidiana (hábitos de estudio y de trabajo,
actividades de ocio, incluidas manifestaciones artísticas como la música o el cine),
condiciones de vida (entorno, estructura social), relaciones interpersonales (entre
hombres y mujeres, en el trabajo, en el centro educativo, en las instituciones), y
convenciones sociales (costumbres, tradiciones).
4. Distinguir la función o funciones comunicativas más relevantes del texto y un
repertorio de sus exponentes más comunes, así como patrones discursivos de uso
frecuente relativos a la organización textual (introducción del tema, desarrollo y
cambio temático, y cierre textual).
5. Reconocer, y aplicar a la comprensión del texto, los constituyentes y la organización
de estructuras sintácticas de uso frecuente en la comunicación escrita, así́ como sus
significados asociados (p. e. estructura interrogativa para hacer una sugerencia).
6. Reconocer léxico escrito de uso común relativo a asuntos cotidianos y a temas
generales o relacionados con los propios intereses, estudios y ocupaciones, e inferir
del contexto y del contexto, con apoyo visual, los significados de palabras y expresiones
de uso menos frecuente o más específico.
7. Reconocer las principales convenciones ortográficas, tipográficas y de puntuación, así́
como abreviaturas y símbolos de uso común (p. e. ', %, $, @), y sus significados
asociados.

Estándares de aprendizaje evaluables:

1. Identifica, con ayuda de la imagen, instrucciones de funcionamiento y manejo de

aparatos electrónicos o de máquinas, así́ como instrucciones para la realización de
actividades y normas de seguridad (p. e., en un centro escolar, un lugar público o una
zona de ocio).

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 2. Entiende los puntos principales de anuncios y material publicitario de revistas o
Internet formulados de manera simple y clara, y relacionados con asuntos de su interés,
en los ámbitos personal, académico y ocupacional.
3. Comprende correspondencia personal en cualquier formato en la que se habla de uno
mismo; se describen personas, objetos y lugares; se narran acontecimientos pasados,
presentes y futuros, reales o imaginarios, y se expresan sentimientos, deseos y
opiniones sobre temas generales, conocidos o de su interés.
4. Entiende lo esencial de correspondencia formal en la que se le informa sobre asuntos
de su interés en el contexto personal, educativo u ocupacional (p. e. sobre un curso de
idiomas o una compra por Internet).
5. Capta las ideas principales de textos periodísticos breves en cualquier soporte si los
números, los nombres, las ilustraciones y los títulos vehiculan gran parte del mensaje.
6. Entiende información específica esencial en páginas Web y otros materiales de
referencia o consulta claramente estructurados sobre temas relativos a materias
académicas, asuntos ocupacionales, o de su interés (p. e. sobre un tema curricular, un
programa informático, una ciudad, un deporte o el medio ambiente), siempre que
pueda releer las secciones difíciles.
7. Comprende lo esencial (p. e. en lecturas para jóvenes) de historias de ficción breves y
bien estructuradas y se hace una idea del carácter de los distintos personajes, sus
relaciones y del argumento.

Bloque 4. Producción de textos escritos: expresión e interacción

Criterios de evaluación:

1. Escribir, en papel o en soporte electrónico, textos breves, sencillos y de estructura

clara sobre temas cotidianos o de interés personal, en un registro formal, neutro o
informal, utilizando adecuadamente los recursos básicos de cohesión, las convenciones
ortográficas básicas y los signos de puntuación más comunes, con un control razonable
de expresiones y estructuras sencillas y un léxico de uso frecuente.
2. Conocer y aplicar estrategias adecuadas para elaborar textos escritos breves y de
estructura simple, p. e. copiando formatos, fórmulas y modelos convencionales propios
de cada tipo de texto.
3. Incorporar a la producción del texto escrito los conocimientos socioculturales y
sociolingüísticos adquiridos relativos a estructuras sociales, relaciones

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 interpersonales, patrones de actuación, comportamiento y convenciones sociales,
respetando las normas de cortesía más importantes en los contextos respectivos.
4. Llevar a cabo las funciones demandadas por el propósito comunicativo, utilizando los
exponentes más comunes de dichas funciones y los patrones discursivos de uso más
frecuente para organizar el texto escrito de manera sencilla con la suficiente cohesión
interna y coherencia con respecto al contexto de comunicación.
5. Mostrar control sobre un repertorio limitado de estructuras sintácticas de uso habitual,
y emplear para comunicarse mecanismos sencillos lo bastante ajustados al contexto y
a la intención comunicativa (repetición léxica, elipsis, deixis personal, espacial y
temporal, yuxtaposición, y conectores y marcadores discursivos frecuentes).
6. Conocer y utilizar un repertorio léxico escrito suficiente para comunicar información,
opiniones y puntos de vista breves, simples y directos en situaciones habituales y
cotidianas, aunque en situaciones menos corrientes y sobre temas menos conocidos
haya que adaptar el mensaje.
7. Conocer y aplicar, de manera adecuada para hacerse comprensible casi siempre, los
signos de puntuación elementales (p. e. punto, coma) y las reglas ortográficas básicas
(p.e. uso de mayúsculas y minúsculas, o separación de palabras al final de línea), así
como las convenciones ortográficas más habituales en la redacción de textos en
soporte electrónico (p. e. SMS, WhatsApp).

Estándares de aprendizaje evaluables:

1. Completa un cuestionario sencillo con información personal y relativa a su formación,

ocupación, intereses o aficiones (p. e. para suscribirse a una publicación digital, matricularse
en un taller, o asociarse a un club deportivo).

2. Escribe notas y mensajes (SMS, WhatsApp, chats), en los que se hacen breves comentarios
o se dan instrucciones e indicaciones relacionadas con actividades y situaciones de la vida
cotidiana y de su interés.

3. Escribe notas, anuncios y mensajes breves (p. e. en Twitter o Facebook) relacionados con
actividades y situaciones de la vida cotidiana, de su interés personal o sobre temas de
actualidad, respetando las convenciones y normas de cortesía y de la etiqueta.

4. Escribe informes muy breves en formato convencional con información sencilla y relevante
sobre hechos habituales y los motivos de ciertas acciones, en los ámbitos académico y

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ocupacional, describiendo de manera sencilla situaciones, personas, objetos y lugares y
señalando los principales acontecimientos de forma esquemática.

5. Escribe correspondencia personal en la que se establece y mantiene el contacto social (p.

e., con amigos en otros países), se intercambia información, se describen en términos sencillos
sucesos importantes y experiencias personales (p. e. la victoria en una competición); se dan
instrucciones, se hacen y aceptan ofrecimientos y sugerencias (p. e. se cancelan, confirman o
modifican una invitación o unos planes), y se expresan opiniones de manera sencilla.

6. Escribe correspondencia formal básica y breve, dirigida a instituciones públicas o privadas

o entidades comerciales, solicitando o dando la información requerida de manera sencilla y
observando las convenciones /formales y normas de cortesía básicas de este tipo de textos.

195