TFM Final 1-5

PROJECT. TFM.
MSTER EN FORMACIN DEL PROFESORADO DE EDUCACIN

SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIN
PROFESIONAL Y ENSEANZAS DE IDIOMAS.
EDICIN MAYO.
CURSO 2013/14.
ENGLISH TEACHING PROGRAMME
1. ABSTRACT................................................................................................. 3
2. INTRODUCTION.......................................................................................... 4
3. CONTEXT................................................................................................... 7
3.1 JUSTIFICATION....................................................................................... 7
3.2. L EGAL FRAMEWORK............................................................................. 7
3.3. RESOURCES......................................................................................... 8
3.4. COMPETENCES......................................................................................... 9
3.5. A TTENTION TO DIVERSITY ..................................................................11
4. OBJECTIVES.............................................................................................. 12
4.1. S TAGE OBJECTIVES.............................................................................12
4.2. A REA OBJECTIVES..............................................................................13
4.3. COURSE OBJECTIVES..........................................................................13
5. METHODOLOGY......................................................................................... 16
6. EVALUATION CRITERIA...............................................................................18
7.TEACHING UNITS....................................................................................... 19
8. I NNOVATIVE DIDACTIC UNITS .........................................................................32
8.1.BLOGGING.............................................................................................. 32
8.2. FINANCIAL WORKSHOP ............................................................................48
8.3.ECOLOGICAL FOOTPRINT.........................................................................52
9. CONCLUSIONS.............................................................................................. 61
10. BIBLIOGRAPHY ........................................................................................... 63
11. A NNEX................................................................................................... 65
1. ABSTRACT
TFM UEM | RewardsRetrieved, 2014
This English Teaching Program 2014 has been designed to meet the needs of students
following for the first year of the Secondary Education, in the area of English as a
foreign language in Colegio Europeo de Madrid in Madrid.
The Program has been designed following the guidelines in official documents: The
Spanish Organic Education Law (LOE) 2/2006, may 3rd (BOE of May, 4th 2006), the
Decree 1631/2006, December 29th (BOE of January, 5th 2007) which establishes the
minimum education of ESO and the Decree 23/2007, may 10th (BOE of May, 29th
2007) for the Compulsory Secondary Education in the Region of Madrid.
The aim of this Program is to help the teacher to plan and the English area and develop
the contents, methodologies, skills, objectives, key competences, evaluation criteria and
attention to diversity. All the contents have been divided into ten didactic units and three
innovation units to assure that the students acquire the basic knowledge requirements
such a cultural elements, especially regarding the humanistic, artistic, scientific and
technological fields to prepare them for further studies or for starting their working
lives. We also prepare them for the exercise of their rights and their obligations in their
citizen lives, and to acquire studying and working habits.
Este Programa de Ingls 2014 ha sido diseado para cumplir con las necesidades de los
estudiante durante el primer ciclo de la Enseanza de Secundaria Obligatoria en el rea
de ingls como enseanza de un idioma extranjero en el Colegio Europeo de Madrid
situado en Madrid.
La Programacin ha sido diseada siguiendo los criterios de documentos oficiales
como: Ley Orgnica de Educacin de 3 de mayo de 2006 (BOE, 4 de mayo de 2006),
Real Decreto 1631/2006 de 29 de diciembre (BOE, 5 de junio de 2007) que establece
los requerimiento mnimos para la Educacin Secundaria Obligatoria y Real Decreto
23/2007 de 10 de mayo (BOE, 29 de mayo de 2007) que establece el currculo bsico
para la Comunidad de Madrid.
El objetivo de esta Programacin es ayudar al profesor a planificar la asignatura de
Ingls y desarrollar los contenidos, metodologas, habilidades, objetivos, competencias,
criterios de evaluacin y la atencin a la diversidad. Todos los contenidos han sido
divididos en diez unidades didcticas y tres unidades de innovacin para asegurar que
los estudiantes adquieran los conocimientos bsicos y los requisitos como elementen
culturales, especialmente relacionados con los campos de humanidades, artes, ciencia y
tecnologa que les prepararn para los estudios posteriores o para su vida laboral.
Asimismo les preparamos para el ejercicio de sus derechos y obligaciones en su vida
social y a adquirir los hbitos de estudio y de trabajo.
2. INTRODUCTION
The Colegio Europeo de Madrid is a multilingual private school located at Ctra. La

Corua km. 19 C / Clquide 14-16 in the town of Las Rozas.
Las Rozas is one of the largest towns in the province of Madrid with an area of 5,914
hectares. In recent years it has a strong growth population and has currently 89,151
registered inhabitants. The profile of the residents is young couples with children from
high socio-economic and educational level: represented the highest income per capita in
the community of Madrid. Most have college and work as managers or professionals in
more than 60%.
The privileged surroundings as the nature, close to the capital and good communications
make this town an ideal place for Colegio Europeo de Madrid, which opens its doors in
1998.
They based their education on the principle of quality education and they pay special
attention to the incorporation of new methodologies to improve the learning process.
They provide the students with the necessary skills to achieve their full potential
academically, socially and personally.
CEM count on a professional team who promotes education in value, care and quality in
a climate of cooperation. This team has a pedagogical orientation, personal relationships
caring, attentive to the initiatives and teamwork.
The internal structure is composed of:
Director / Coordinator
Director of Studies
Teachers
Representative of the administrative and service center
Secretary of the center
One of the points of success in CEM is the individual attention to the students and
families. According to a value education in a multicultural context: life, freedom,
justice, peace...This year begin a new project under the guidelines of cooperation and
integration.
The English Department is made up of three teachers, one of them is the coordinator of
this department. They teach four hours per week in the Secondary School and 2 hours
more in reinforcement activities. They also participate in the extra-curricular activities

such exchange programs.
3. CONTEXT
3.1 JUSTIFICATION
The present document refers to the programming of the first year of Compulsory
Secondary Education for the subject matter of English.
Our country, as a member of the European Union, has committed itself promoting the
knowledge of other EU languages and, apart from that, the Council of Europe in the
Common European Framework for Foreign Languages, establishes the guidelines both
for learning languages and for assessing the speaker's competence in the different
languages.
This program has been designed to meet the needs of students following the Secondary
education, in the area of foreign languages and has been developed following the legal
guidelines set out in the Foreign Languages Area, whose curricular objective is not just
teaching a language itself, but teaching how to communicate through it, according to the
Council of Europe and following the Common European Framework of Reference for
Languages, according to which, students must be able to carry out progressive
communicative tasks in order to gradually develop the communicative competence in
the foreign language.
3.2. L EGAL FRAMEWORK
This English Teaching Program bases following the guidelines included in official
documents:
The Spanish Organic Law (LOE) 2/2006, may 3rd (BOE of May, 4th 2006)
with principal aims such as: The quality education for all students; Equity for equal
opportunities, education inclusion and no discrimination, Flexibility to adapt education
to special needs.
ROYAL DECREE 1631/2006, December 29th (BOE of January, 5th 2007)
establishing the minimum educational requirements for the Secondary Education and
the Core Curriculum corresponding Lower Compulsory Secondary.
ISO 9000 to keep our quality system.
PCD-05 a procedure to ensure the constant improvement in quality.
Common European Framework for Languages. 2001 (OCDE of November
1991). Its a guideline to describe achievements of learners providing a method of
learning, teaching and assessing in Europe. It is a system of validation on language
ability into six reference levels.
Royal Decree 23/2007,may 10th (BOE of may, 29th 2007) establishing the Core
Curriculum requirements for the Secondary Education in Madrid.
3.3. RESOURCES
To guarantee a quality education CEM count with the following resources wich are
available:
Interactive, wide and luminous classrooms endowed with digital Blackboards
and connection to internet (WIFI and cable).

CD/ Cassette player
Computers
Rooms / spaces available in the school:
Language Laboratory
Computer room
Playground
Gymnasium
Theatre
Music
Plasticarts
Library
Computerlab
We will organize the class in U shape
Specialized laboratories: Physics, Chemistry, Biology and Languages
Studentsresources:
The Students Book.

A personal folder.
Others
3.4.COMPETENCES
The Council of Europe recommends basic competences for lifelong learning which are a
combination of knowledge, skills and attitudes which young people in compulsory
education should acquire.
Some key competences have been identified: Communication in the
mother tongue, Communication in foreign languages, Mathematical competence

and basic competences in science and technology, Digital competence, Learning
to learn, Interpersonal, intercultural and social competences, civic competence,
Entrepreneurship, Cultural expression and emotional competence.
What is a Key Competence?

The ability to integrate knowledge, skills and attitudes in a practical way to solve
problems and react appropriately in a variety of contexts and situations.
In other words, it is the integration and application of
theoretical and practical knowledge in settings outside the
academic context. (CEF, 2001:1)
The Educative system establishes that are eight basis competences that the students have
to acquire. In this case the emotional competence has been included to consider that
emotional awareness is quiet important to our students in the way they recognize ones
emotions and their effects. This competence has been developed to:
Know which emotions they are feeling and why
Realize the links between their feelings and what they think, do, and say
Recognize how their feelings affect their performance
Have a guiding awareness of their values and goals
We will develop the students knowledge of the language in terms of grammar,
C1- Competence in Linguistic Communication
morphology, syntax and pronunciation.

The ability to understand spoken messages
Have a conversation
Read, understand and produce text.
The ordinal and cardinal numbers.
C2- Mathematical Competence
Dates and measures, encouraging the use and interpretation of graphical data.
and basic competences in science

and technology.
Listening and reading texts with the following topics:
C3- Knowledge and Interaction with the
The environment.
Healthy habits.
Consumerism.
physical world.
History and science.

We have created a blog and our students will publish their creations:
C4- Digital Competence and Information
<http://learningenglishisfun3.edublogs.org/>
Treatment Competence. We will encourage the
Practice and become familiar with the functioning of various digital and IT
research by students through print and digital
competences via the course using the components of the method and the Online
media.
Learning Zone:
- The World Wide Web via the Internet.
- Interactive whiteboards (Interactive whiteboards)
Blogs as https://blogger.com/start
- Wikis or websites created and edited by a group of people, for example, or
http://pbworks.com/academic.wiki http://www.wikispaces.com
- Podcasts and audio or video files that can be viewed or listened to on the
computer.
The students will work together in the classroom.
C5- Social and Civic Competence

C6- Cultural and Artistic Expression
We will read texts about cultural and artistic topics.
Competence
We will have time for reflection and learning how to study.
C7- Learningtolearn Competence
Students will develop as independent learners.
C8- Autonomy and Enterpreneurship

Competence
Students will express, interpret and respond to feelings in yourself and others.
C9-Emotional Competence
Learn to be assertive.
3.5.ATTENTION TO DIVERSITY
CEM has attention to diversity because they pay special attention to the students. They
offer reinforcement activities to students who need a support to follow the objectives of
each area and to reinforce and consolidate the knowledge.
In addition, students who are preparing for the entrance exam to the University are
provided of extra reinforcement classes.
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4. OBJECTIVES
4.1. STAGE OBJECTIVES
The secondary education will contribute to the students development of the skills that
will enable them to:
Assume their duties with responsibility, know and exercise their rights
Know and accept their own body and the others. They should consolidate
healthy habits. Secondary school incorporates physical education and sports practice in
order to promote personal development.
Reinforce their Emotional Abilities.
Understand and be able to express themselves in one or more foreign languages.
Develop and consolidate discipline, studying and working habits.
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Know, value and respect the basic cultural and historical aspects of the students
own country and the others, as well as the cultural and historical patrimony.
Show criticism towards social habits related to health.
Appreciate artistic creations and understand the language of different types of
artistic creations, using different expression and representation means.
Know and appreciate scientific knowledge.
Be able to express oneself in a foreign languages.
CEM will pay special attention to the achievement indicators for Secondary Education.
Uses ICTs and mass media to acquire and consolidate knowledge.

Identifies his/her most effective learning strategies.
Accepts responsibilities in the classroom and outside the school.
Selects, organizes, classifies and sequences information appropriately
Asks and gives information in oral and written texts using the appropriate
communication strategies.
Uses dictionaries to search for the meaning of new lexical items
Elaborates personal texts using creativity and imagination
Uses logical reasoning to solve problems that might arise in communication.
4.2. AREA OBJECTIVES
In accordance with the official syllabus laid down for the Secondary Education, this
program aims at developing in students the abilities listed in the specific objectives for
the area of foreign languages:
Listen and understand general and specific information in oral texts.

Express and interact in everyday oral situations.
Write simple texts with different topics using the appropriate resources for cohesion
and coherence.
Use correctly basic phonetic, lexical, structural.
Develop a learning autonomy.
Use learning strategies and all the available means, including new information and
communication technologies, in order to get, select and present information both
orally and in writing.

Appreciate the foreign language as an instrument to have access to communication
and as a tool to learn about different cultures.

Assess the foreign language, and all languages in general, as a means of
communication and understanding between people proceeding from different places,
with different languages and cultures, avoiding any sort of discrimination or cultural
or linguistic stereotypes.
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Show a receptive attitude and self-confidence in the own learning ability and the use
of the foreign language.
4.3. COURSE O BJECTIVES
The aim in this stage is that students have to be able to use the English language to
express themselves in an orally and written way and interact in different situations. By
the end of the Course the students have to acquire the necessary skills to deal with most
situation and describe experiences, plans and make complains.
The book BEYON A2+ will be used as guideline to acquire this objectives, with an
online workbook that provides interactive activities, extra vocabulary, audio and videomaterial and an instant feedback of the progress of the students.
A) Language functions and grammar
Identification of basic and common use of language morphological elements: article,

noun, verb, adjective, adverb, preposition, etc.
Use of basic structures and functions related to more predictable everyday

situations.
Greet. Give, ask for personal information. Verbs be and have got. Personal,
demonstrative and interrogative pronouns. Items. Singular and plural noun. Word
Order: adjective + noun. Adjectives in predicative position. Possessive. Saxon
genitive. Prepositions: on, in, from, at, etc. Phone numbers. Cardinal numerals.
Word formation.
Give and ask for directions and instructions. Imperatives. Formulas: How can I get
to the Post Office? Ordinal numbers.
Describe and compare people, places and things, asking for and giving information
about them. Simple present. There is / there are. Adjectives. Prepositions of place.
Countable Uncountable nouns.
Expressing habits, tastes, skills, knowledge, and physical and mental states. Present
simple with adverbs of frequency. Can. Like / love / dislike / dont like / hate +
nouns. Prepositions of place and time. Adverbs. Connectors. Expressions denoting
time, day and date.
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Give, ask for and understand information on going activities in contrast to the usual.
Present Continuous in contrast with the present simple. Time expressions: now,
today, etc. Indefinite.
Describe and narrate past events. Past simple of be. There was / were. Past simple of
regular and irregular verbs. Adverbs and adverbial phrases: yesterday, last week, etc.
Express plans and intentions for the future. Present continuous with future value. Be
going to. Adverbs and adverbial phrases: tomorrow, next week, etc.
Make suggestions and answer. Let's. Why do not we? Shall we + infinitive.
Responses of acceptance or rejection: Great! That's a good idea. Oh no!
Express obligation. Must / must not.
B) Lexicon
Identification and use of common expressions, simple phrases and vocabulary

related to concrete and everyday contexts and contents of other subjects of the
curriculum.
The date. The days of the week. The seasons and months of the year. The weather.
Countries and nationalities. The classroom. The parts of the body. The family and
school environment. The buildings / places in a town / city. Colors.
Expressions.
C) Phonetics
Identification of some phonetic symbols with the pronunciation of phonemes

frequent use: pronunciation of the ending / s /, / z /, / iz / in the present simple,
pronunciation completion -ing, pronunciation completion -ed in past simple, weak
forms.
Recognition and production of basic patterns of rhythm, intonation and stress of

words and phrases through the Speaking/ Listening activities
Pronunciation of vocabulary related to the units.
The vowels: /a/ /e/ /i/ /o/ /u/; the // sound
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Practise the pronunciation of /u/ in food /fud/ and // in cook /kk/ and introduce
the theme of the unit.
5. METHODOLOGY
Methodology consists in the different practices, procedures and techniques that a

teacher uses to teach. The different methodologies we know are the Direct Method,
Grammar-translation, Audio-lingual, The structural approach, Suggestopedia, Total
Physical Response (TPR), Communicative language teaching (CLT), The Silent Way,
Community Language Learning, Gamification, Immersion, Task-based language
learning, The Natural Approach and The Lexical Syllabus.
Due to English is a practical language, our methodology will be a mixture among the
different techniques mentioned before. The objective will be to emphasize the active
role of our students. The lessons will be based on a mixture of methods and approaches
to meet the different needs of our students. At the same way the creativity and autonomy
of our students will be motivated. It will be important the democratic participation
student-teacher. The class will be distributed with the desks in a U shape in order to
favor the students participation.
Warm up activities are used before each unit. After each unit the teacher will make a
review exercise. Each student will have a folder that will be use as a portfolio, where
they will save the extra material provided. Once a month it will used the multimedia
room in order to favor the use of technology and the importance of English in this field.
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The students will be teached that internet is a great source of information, so it will be
important to learn how to use it safety. The personal blog will be an extra activity.
Students will have to organize role-playing activities, but what is a role-playing? A role
playing is any speaking activity when you either put yourself into somebody else's
shoes, or when you stay in your own shoes but put yourself into an imaginary situation.
The contents will be slightly adjusted during the class development when students will
need it. In order to facilitate the students with learning problems. These adaptations will
not affect the curriculum. For example; expending more time on explaining, using more
group working and videos. The students with certain deficiencies will have
reinforcement activities. Extension activities will be provided in order to expand the
knowledge of the students more advanced in the class. Teachers must consider the
students diversity as a principle and adapt the educational practice to the students
personal needs and interests. Reinforcement activities will be offered for those student
with learning difficulties, for whom the English language is extremely difficult because
the large number of combinations of phonemes. To improve their results it will
encouraged the use of audiovisual systems with presentations, videos and more practical
activities.
Using Games in the English Second or Foreign Language classroom will be reinforced
the theoretical knowledge acquired by the students.
Getting to know games:
Whats my line?
Find someone who...
Guess things about your partner/your teacher
Other guessing games:
Guess the picture/sentence/action

Doing what and where?
Twenty questions
Other games:
Find the differences/similarities

Describe and arrange
Story/poem reconstruction
Games-like activities involving humour:

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Solving riddles
Telling jokes and giving humorous speeches
Writing funny stories
Reading anecdotes, limericks
6. EVALUATION CRITERIA
The learning process will be evaluated to know if the objectives and competences have
been achieved. It will be used different tools in order to carry out the course evaluation.
It will be taken into account the daily progress of each students, and at the end of each
unit students will be able to check their own progress. Students will be required to
demonstrate their ability to:
1. Initial Evaluation: to check the previous knowledge.
2. Day to day evaluation: to check the progress through specific activities,
participate in discussion by speaking and listening, attitude and participation in
class, adopt roles and communicate, note and workbook, projects.
3. Test evaluation: to check the four skills: reading comprehension, writing,
listening and speaking with: multiple choice, word building, rewrites, matching.
4. Oral practice: to check the ability and resources to communicate clearly and
imaginatively with: role play, dialogue in pairs, exercises in class.
5. Self-assessment: to check their learning progress.
Grading:
Final Test evaluation: grammar, vocabulary speaking, listening 60%
and reading skills
Projects, Notebook and Portfolio
30%
Attitude and Participation
10%
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7.TEACHING UNITS
During the first term students will review basic grammar learned in previous courses, to
check the English knowledge. These basic structures include present simple and
continuous and past simple.
To develop the socio-cultural aspects of English speaking countries such as Halloween
and Christmas festivities the students will participate in the activities that CEM offers.
In the second term will be introduced the Wh-questions, expressions of quantify,
adjectives with prepositions. In other way it will be introduced more complex
grammatical content as Conditional: if clauses and sentences with should. The sociocultural aspect will develop with the festivities of New Year and St. Valentine. At the
end of December will be developed the project "Start Up" where the students will create
their own business idea.
The third term will be used to implement the revised grammatical structures learned
throughout the course emphasizing vocabulary acquisition. To introduce must/ must not
to express obligation, the present perfect, relative clauses and the past simple passive.
To acquire this, some interesting topics in class will be discussed; such as fashion,
advertising and film. At the end of April will be developed the project "The Ecological
Footprint" where the students will create their own ecological products.
To emphasize the importance of quality education, we will develop different projects
throughout the course, such as a "Blogging" among the whole year, the project "Start
up" in the second term and the "Ecological Footprint" in the third term.
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Timing:
1st term (17 September to 19 December):

Starter Unit: A Day in Dylans Life.
UNIT 1: Switch Off

UNIT 2: Home and Away.
UNIT 3: Wild World.
2nd term (7 January to 27 march):
UNIT 4: Whats Cooking?.
UNIT 5: Who am I?.
UNIT 6: Mind and Body.
3rd term (6 April to 23 June):
UNIT 7: Time for Work.
UNIT 8: Media Mix.
UNIT 9:Sports Report
UNIT 10: Brainwaves.
Innovative Didactic Units:
Blogging. Among the academic year.
Start Up. 4 Sessions (December).
The Ecological Footprint . 4 Sessions (April)

STARTER UNIT: A DAY IN DYLAN S LIFE
OBJECTIVES
To review vocabulary
of clothes, family and
activities.
To learn the
appropriate use of
frequency expressions
To talk about the

activities you done
today.
T
TIME TO
EVALUATION CRITERIA
Revision sections.
To review and assess all the grammar and
vocabulary
To enhance their writing and reading skills.
ACTIVITIES
Students Book pages 6-9
10 minutes: Warm-up: Oral presentation

10 minutes: Read the text and complete the sen
HAVE GOT.
30 min. Complete the sentences use THERE IS/
ISNT/ARENT.
5 min. Speak about whats in your schoolbag.
Talk about activities that you do after school.
5 min: Work in pairs. Ask and answer questions
your school bag
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CONTENTS
LANGUAGE KNOWLEDGE
Grammar
Present simple
Have got
There is/There are
LANGUAGE SKILLS
Listening
To listen and understand oral messages such as instructions, questions,
comments, and dialogues.
Speaking
Lexis
Vocabulary of clothes, family and activities
Phonetics
To speak fluency English.
Writing
To produce simple text with the specific vocabulary related to the unit.
Pronunciation of vocabulary related to this unit
Reading
To understand texts and oral expressions about predictable and everyday
matters.
SOCIO-CULTURAL ASPECTS: The use of technological devices to apps.

ATTENTION TO DIVERSITY: The content of this unit will be adapted if it is necessary with Reinforcement activities
CLASSROOM RESOURCES: Interactive, wide and luminous classrooms endowed with digital Blackboards and connection to internet (WIFI and c
CROSS DISCIPLINE: One of the aims of the present didactic is to learn the use of ICTs, this knowledge could be used in whatever other subject, esp
linguistic project, students and teachers are making a blog, so they upload certain basic content, on which basis students book.
T
UNIT 1: SWICH ON
OBJECTIVES
To acquire vocabulary
about technological
devices related to
apps
EVALUATION CRITERIA
To learn the
appropriate use of
frequency expressions
To talk about Internet

videos
To express opinions
TIME TO
Revision sections.
To review and assess all the grammar and
vocabulary
To use ICTs as a successful tool to learn
English
To enhance their writing and reading skills
ACTIVITIES
An App for everything
10 minutes: Work with words. Make a list of de

picture. Work in pairs.
5 min.Listen and repeat the sound /ae/ in the wo
30 min: Watch a video. Talk about their favourit
5 min: Oral presentation, speak about topics.
10 min: Write a short composition. My diary
15 min: Work in groups: write questions about h
15 min: Write a short composition. Can you live
mobile phone?
CONTENTS
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LANGUAGE KNOWLEDGE
Grammar
Present simple
Adverbs
Expression of frequency
LANGUAGE SKILLS
Listening
Speaking
Lexis
Writing
Computer parts
Vocabulary related to app
Phonetics

the sound /ae/
Reading
matters.

TIMING: 1ST TERM.7 LESSONS.
UNIT2: HOME AND AWAY

OBJECTIVES
To learn vocabulary related

to jobs around the house.
To learn vocabulary of
household objects and jobs.
To read and listen for
specific information.
To produce target language
in written exercises and in a
speaking task.
EVALUATION CRITERIA
Revision exercises in the Workbook.

Revision sections.
To review and assess all the
grammar and vocabulary
To use ICTs as a successful tool to
learn English
To enhance their writing and
reading skills
ACTIVITIES
Students Book pages: 20-31
10 min: Work in pairs. Ask and answer information abou

10 min: Hear a phone conversation. Complete the con
present continuous.
5 min: Introduce the idea of soap operas.
10 min: Come up with a Soap story.
5 min: Discuss about soap operas.
5 min: Look at a problem and discuss different points of
20 Min: SHOW + TELL DAY: Students start out by g
brought from home. They have to show their item to t
we, as teachers should ask each student questions to
about their item. The other students are invited to ask a f
20 Min: What are the benefits of Show-and-Tell? The
the opportunity to speak in front of others. Each stud
center of attention. Students choose items that are mea
talk about
CONTENTS
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LANGUAGE KNOWLEDGE
Grammar:
Present continuous and present simple
Present continuous for future arrangements.
Explore the use of and, also and too. Clarify the difference between two, to and
too. Exchange updates with others and find similarities
Lexis
Recycle language from the previous lesson and discuss the advantages and
disadvantages of family life.
Compare your family life and express personal opinions on the topic of living
together.
Phonetics
The silent letters in a word
LANGUAGE SKILLS
Listening
To listen and understand oral messages such as instruc
questions, comments, and dialogues.
Speaking
To speak fluency English. To speak about the advanta
life.
Writing
To produce simple text with the specific vocabulary re
unit.
Reading
To understand texts and oral expressions about predict
everyday matters.
UNIT3: WILD WORLD
ons
TIMING: 1 ST TERM 6 LESSONS
EVALUATION CRITERIA
ACTIVITIES
KEY COMPE
ral
Oral presentation about being green.

Revision exercises in the Workbook
Attitude and Participation in class
1st Progress Test. Revision and extension
in the Workbook.
Grading
40%
T IME TO STUDY AT HOME:
ICT Project
20%
Oral Presentation
10%
10%
Notebook
GUAGE KNOWLEDGE
Grammar
he past simple and the past continuous.
he lesson and check if students are confident
ast simple.
e and revise how to form questions and
ntences.
Evaluation Test
20%
20 min. Watch the video and check your answers to exercises.

10 min. Complete a description of the picture.
10 min. Work in pairs. Think of a natural features in your country and
describe it.
20 min: Read the magazine profile of a teenage ecocampaigner. Express
personal opinions on the topic.
10 min : Complete sentences with the past simple form of the verbs.
10min; Complete a biography.
15 min. Writing: A holiday story Write and edit a story: a holiday
story
15 min. Exchange stories with others and decide which is the funnies :)!.
15 min. Vocabulary review: play the hangman game. Use the
vocabulary of wildlife.
C1.Linguistic Competence: to u
Have a conversation. To read, un
C2 Mathematical Competenc
cardinal numbers. Dates and me
and interpretation of graphical da
C3:Knowledge and Interactio
To listen and to write text wit
healthy habits, consumerism, his
C4: Digital Competence. To use
C5: Social and Civic Competen
Autonomy and Personal Initiati
learners
C6: Cultural and Artistic E
create with an artistic and cultura
C7: Learning to learn Compete
C8: Autonomy and Entrepre
learn as independent learners.
CONTENTS
LANGUAGE SKILLS
Listening
LEARNING REFLEX
To accept mistakes as a part of the lea

positive attitude to overcome it.
Speaking
To speak fluency English. Interview a partner about his/her early
METHODOLOGY
22
Lexis
ed to wildlife, natural features, environment.
school years.
Due to English is a practical language

mixture among the different techniqu
emphasize the active role of our stude
democratic participation student-teac
Writing
To produce simple text with the specific vocabulary related to the
unitThe biography.
Phonetics
e/ /i/ /o/ /u/
Reading
To understand texts and oral expressions about predictable and
everyday matters.
ECTS: The use of technological devices to apps.
ITY: The content of this unit will be adapted if it is necessary with Reinforcement activities
ES: Interactive, wide and luminous classrooms endowed with digital Blackboards and connection to internet (WIFI and cable), CD/ Cassette player , Computers, flashcards
e of the aims of the present didactic is to learn the use of ICTs, this knowledge could be used in whatever other subject, especially in the subjects of Computing and Technology. I
and teachers are making a blog, so they upload certain basic content, on which basis students book.
NIT 4: WHATS COOKING?
VES
TIMING: 2ND TERM.9 LESSONS.
EVALUATION CRITERIA
theme the food.

abulary: kitchen
ooking.
age from the
rspeoplesneeds
TIME TO STUDY AT
ACTIVITIES
KEY COMPE
StudentsBookpages:4250
Revision exercises in the
Workbook
Attitude and Participation in
class
Write and edit a recipe.
Publish the recipes on our
blog;
<http://learnplay.tumblr.com/>
and decide which is your
favourite
C1.Linguistic Competence: to u
Have a conversation. To read, unde
C2 Mathematical Competence
cardinal numbers. Dates and me
and interpretation of graphical data
C3:Knowledge and Interaction w
listen and to write text with the t
habits, consumerism, history and s
C4: Digital Competence. To use I
C5: Social and Civic Competenc
Autonomy and Personal Initiativ
learners
C6: Cultural and Artistic Expre
with an artistic and cultural topics.
C7: Learning to learn Competen
C8: Autonomy and Entrepreneu
as independent
20 min. Reading Zachs favourite recipe

15 min. Ask your classmates about his/her eating habits.
40 min. Vocabulary: Play a game to recycle vocabulary.
20 min. At a restaurant: Role-playing: Prepare and present a
conversation.
20 min. Writing: My favourite recipe. Plan a recipe. write a cooking
recipe. Publish it on the blog <http://learnplay.tumblr.com/>
20 min. Project: make a list of food for your party. Create music
playlist for this party taking other peoples tastes in music into account.
CONTENTS
LANGUAGE KNOWLEDGE
Grammar
uantity.
uncountable nouns
uns; some, no, any and every
ea of indefinite pronouns.
uestions.
lete the grammar explanation for indefinite pronouns and discuss
e of some, no, any and every.
Lexis
od and cooking, topic of special diets, peoples needs and
Phonetics
LANGUAGE SKILLS
Listening
To listen and understand oral messages such as
instructions, questions, comments, and dialogues.
Speaking
To speak fluency English. Interview a partner about
his/her early school years.
Writing
To produce simple text with the specific vocabulary
related to the unit The biography.
LEARNING REFLE
METHODOLOG
Reading
To understand texts and oral expressions about predictable and
everyday matters.
nunciation of /u/ in food /fud/ and // in cook /kk/ and introduce
To accept mistakes as a part of t

show a positive attitude to overc
23
Due to English is a practical lan

will be a mixture among the diff
objective will be to emphasize t
students. It will be important the
unit.
RCES: Resources available in the school: Interactive, wide and luminous classrooms endowed with digital Blackboards and connection to internet (WIFI and cable), CD/ Casse
flashcards
of the aims of the present didactic is to learn the use of ICTs, this knowledge could be used in whatever other subject, especially in the subjects of Computing and Technology. In
ers are making a blog, so they upload certain basic content, on which basis students book.
UNIT 5: WHO AM I?
OBJECTIVES
Knowledge of personality adjectives
Express personal opinions on people
characters
Grammar: Adjectives with prepositions +
-ing form.
Express where you were born? Vocabulary
of countries, nationalities and languages.
Grammar: past simple to Be
Express hopes, plans and predictions.
The use of definitely, probably, may and
might.
Learn the meaning of skills and how to
categorize it.
Use of Ill + verb for predict details of a
situation.
Use of the future. Use of because and so.
Write a letter to your future self.
Unit review grammar and vocabulary seen
in unit 5.
TIMING: 2ND TERM.9 LESSONS
EVALUATION CRITERIA
Acquisition of grammar and
vocabulary
Comprehension of oral text
Activities to apply and check learning.
Write a letter and a composition about
yourself, your skills.
Progress tests.
Revision and Extension in the
Workbook.
ACTIVITIES
20 min. Role-play a character and

personality profile.
Talk about where you

parents were born.
15 min. Speaking: Play a memor

Ill + verb.
Watch or listen for spe

information in two con
Role-play talking abo
and offering help.
30 min. Writing: A letter to mysel
future
Make predictions abou
Speak about attitudes t

Read a letter that a gir
to her future self.
Explore the use of bec

in the text.
LANGUAGE KNOWLEDGE
Grammar
TIME TO STU
Adjectives with prepositions + -ing form

Read and listen for specific information.
Use a text to explore adjective + preposition +

-ing patterns.
Hopes, plans and predictions
Lexis:
Vocabulary of personality adjectives, skills
Phonetics:
Pronunciation of specific vocabulary of this unit.
CONTENTS
LANGUAGE SKILLS
Listening
Understand oral messages such as instructions, questions, comments,
Writing
Write short composition of letters and about yourself.
Speaking
Express personal opinions, hopes, plans and predictions
Reading
Understanding texts and oral expressions about predictable and ever
Comprehension of basic instructions
We will ensure a great fluency in English for our students.
24
CLASSROOM RESOURCES: Resources available in the school: Interactive, wide and luminous classrooms endowed with digital Blackboards a
flashcards
CROSSDISCIPLINE One of the aims of the present didactic is to learn the use of ICTs, this knowledge could be used in whatever other subject, espe
project, students and teachers are making a blog, so they upload certain basic content, on w
TIMING: 2ND TERM.6 LESSONS
UNIT 6: MIND AND BODY

OBJECTIVES
40%
20%
20%
10%
10%
Vocabulary of household
objects and jobs. Watch
and listen to a video for
specific information.
Pronounce words that

have silent letters.
Use the vocabulary from

the lesson to ask and
Evaluation
Test
answer questions
ICT Project
Talk about different types
Oral Presentation
of games and puzzles.
Learn how to read
quickly (a reading
Notebook
subskill).
EVALUATION CRITERIA
Read an article for specific information.

Talk about your family life and express personal
opinions on the topic
Revision and Extension in the Workbook.
2nd Progress Test. Revision and extension in the
Workbook.
ACTIVITIES
Grading
30 min.Create an avatar: Talk ab

30 min. Recycle and learn body
vocabulary. Do a body parts quiz.
15 min. Draw a personal avatar a
it to a partner.
READING: Train your brain
20 min. Define the key vocabulary
lesson.
20 min. Read a website page abou
puzzles.
20 min. WRITING: Whats your a
20 min. Discuss what is importan
giving a talk in order to communi
message.
60 min.Prepare and give a short ta
feedback to other students
CONTENTS
LANGUAGE KNOWLEDGE
Grammar
Ask for and give opinions about brain puzzles.
Zero conditional, should
Talk about rules at school.
Read some quiz questions. Encounter the target grammar in context.
Use the reading text to deduce grammar explanations.
Practice verb forms in zero conditional sentences and if-clauses and in sentences with
should.
First conditional
Articles: Defining and Non-defining (a/the)
Vocabulary of the body parts
Lexis
Phonetics
LANGUAGE S
Listening
To listen and understand oral mes

comments,
Listening and understanding o

questions, comm
Understanding texts and oral expression
matters.
Speaking

Writing
To produce simple text with the sp

Reading
Comprehension of basic instructio
We will ensure a great fluency in

25
UNIT 7: TIME FOR WORK
TIMING: 3RD TERM6 LESSONS.
OBJECTIVES
EVALUATION CRITERIA
Categorise vocabulary of work and study

Practise using phrases to start and finish
emails.
Practise oral expression, express personal
opinion related to this unit.
Progresstests.
Practise
past
participles and the
present perfect in
controlled tasks.
Revision and
Extension in the
Workbook.
ACTIVITIES
LANGUAGE KNOWLEDGE
Grammar
Must and mustnt, have to and dont have to
Complete explanations about the form and use of must and mustnt, have to
and dont have to and have to, must and dont have to in the past.
Practise using have to/must, dont have to, mustnt, had to and didnt have to to
talk about jobs.
Vocabulary: Introduce the theme of work and jobs.
Recycle jobs vocabulary. Introduce and use vocabulary sets for

jobs and workplaces.
Talk about the jobs of people you know.
Lexis
Vocabulary related to jobs, tips for visitors your country, write emails.
Phonetics
30 min. Introduce new vocabulary; drawing, Manga

apps
20 min. Talk about how you personally spend time a
about attitudes to lateness in your country.
30 min. Write tips for visitors to your country, inclu
ones about time.
SPEAKING
20 min. Speculate about what is happening in a film
20 min. Role-play making apologies in different
situations.
WRITING: My week
60 min. Talk about your week.
20 min. Practise using phrases to start and finish em
CONTENTS
LANGUAGE SKILLS
Listening
To listen and understand oral messages such as in

questions, comments, and dialogues.
Listening and understanding oral messages s

instructions, questions, comments, and dialo
Understanding texts and oral expressions about predicta
everyday matters.
Speaking

Writing
To produce simple text with the specific vocabula

to the unit.
Reading
Comprehension of basic instructions
We will ensure a great fluency in English for our stud

UNIT 8: MEDIA MIX
OBJECTIVES
TIMING: 3RD TERM.6 LESSONS.

EVALUATION CRITERIA
ACTIVITIES
26
Brainstorm jobs around the house.

Vocabulary of household objects and jobs
Watch and listen to a video for specific
information. Pronounce words that have silent
letters.
Use the vocabulary from the lesson to ask and
answer questions
Match nouns to make five noun +

noun phrases (ie compound nouns)
used in the lesson.
Progress tests.
Workbook
LANGUAGE KNOWLEDGE
Grammar
Present perfect with ever and never
Do a word search to find past participles.
Read about a radio and television programme.
Use examples from the text to complete explanations about the use and form of
the present perfect with ever and never.
Do some controlled practice of the present perfect with ever and never.
Present perfect with already, yet and just
Lexis
Vocabulary: Recycle vocabulary for different forms of media. Learn and practise
vocabulary for different types of television programme and film.
Phonetics
Listen to the /t/ sound in the word watch.
20 min. READING: A long time ago

an article about Star Wars
10 min. Oral presentation: SPEAKING: T
about news programmes .Use expressions
as I know what you mean but
20 min. Role-play a discussion about a fil
Write a blog post on
http://learningenglishisfun3.edublogs.org
10 min. Read and discuss each others blo
CONTENTS
LANGUAGE SKILLS
Listening
To listen and understand oral messa

instructions, questions, comments, a
Speaking

Writing
To produce simple text with the spec

vocabulary related to the unit.
Reading
To understand texts and oral express

predictable and everyday matters.

UNIT 9: SPORTS REPORT
TIMING: 6 LESSONS.
OBJECTIVES
Brainstorm : Strange sports

Play a word game and introduce
the title of the lesson
Recycle sports and sports
equipment and learn about two
strange sports. Watch a video
about strange sports and discuss
if you would like to play these
games.
Tell your partner about a
popular sport or your favourite
sport.
EVALUATION CRITERIA
Progress tests.
Workbook.
ACTIVITIES
40 min. READING: The power of football . Play

a game to recycle vocabulary from the previous
lesson.
10 min. Express personal opinions on the topic.
15 min. Play a game to recycle adjectives
15 min. Complete the grammar explanations about
comparative and superlative adjectives and less,
the least, (not) as as ,too and (not) enough.
30 min. READING: the effects of stress on three
teenagers. Discuss how the tips to beat stress
can help students in their own lives.
30 min. Create a poster
20 min. Read and watch or read and listen
CONTENTS
27
LANGUAGE KNOWLEDGE
Grammar:
Relative Clauses.
Use the text to complete rules about relative clauses.
Complete the descriptions with the correct relative
pronouns.
Lexis
LANGUAGE SKILLS
Listening
To listen and understand oral messages such as instructions, quest
Speaking
Writing
To produce simple text with the specific vocabulary related to the un
Reading
Sports equipment
Phonetics
Pronounce the vocabulary related to this unit.
To understand texts and oral expressions about predictable and eve

matters.

CROSS DISCIPLINE: One of the aims of the present didactic is to learn the use of ICTs, this knowledge could be used in whatever other subject
linguistic project, students and teachers are making a blog, so they upload certain basic content,
28
TIMING 3RD TERM
VES
EVALUATION CRITERIA
aterials.
: Learn verbs related

talk about what
f.
cycle irregular past
tions using relative

40%
a building.
20%
g facts and opinions
20%
topic of
mobile
10%
for things
10%you dont
f (a speaking
6 LESSONS.TIME TO STUD
ACTIVITIES
Progress tests.
Revision and Extension in the Workbook.
UNIT REVIEW
3rd Progress Test. Revision and extension in the
Workbook.
Grading
Evaluation Test
ICT Project
Oral Presentation
Notebook
20 min. Play a word game: parts of a

building
30 min. Read an article: mobile phones .
Speak about your needs in the society.
30 min. Revise how to form past participles.
30 min. Describe everyday objects. Listen to a
museum audio.
20 min. Role play: At the hardware store
30 min. WRITING: In my opinion
Introduce the difference between

fact and opinion and the topic of
important inventions.
te an essay
KEY COMPETE
C1.Linguistic Competence: to unders

a conversation. To read, understand and
C2 Mathematical Competence: to u
numbers. Dates and measures, e
interpretation of graphical data.
C3:Knowledge and Interaction with t
and to write text with the topics: en
consumerism, history and science.
C4: Digital Competence. To use ICTs
C5: Social and Civic Competence: To
Autonomy and Personal Initiative: to le
C6: Cultural and Artistic Expression
an artistic and cultural topics.
C7: Learning to learn Competence: to
C8: Autonomy and Entrepreneursh
independent lea
CONTENTS
GUAGE KNOWLEDGE
Grammar
ple passive
mar explanations and underline examples in the
LANGUAGE SKILLS
Listening
Speaking
Writing
Lexis
Inventions and materials
Phonetics
The /v/ sound

tion of the vocabulary related to this unit.
Reading
LEARNING REFL
Accept mistakes as a part o
show a positive attit
METHODOLO
Due to English is a practical
will be a mixture among t
objective will be to empha
students. We will base ou
methods and approaches to
our students. We will m
autonomy of our students.
democratic participation stud

matters.
ES: Interactive, wide and luminous classrooms endowed with digital Blackboards and connection to internet (WIFI and cable), CD/ Cassette player , Computers, flashcards
of the aims of the present didactic is to learn the use of ICTs, this knowledge could be used in whatever other subject, especially in the subjects of Computing and Technology. In
ers are making a blog, so they upload certain basic content, on which basis students book.
29
8. INNOVATIVE DIDACTIC UNITS

8.1.BLOGGING
Timing: One Academic Year.
Title: Learning English is Fun.
Blog: http://learningenglishisfun3.edublogs.org/
OBJECTIVES
Throughout this unit, the student will be able to achieve the following points:
Students should get to know how to use the Internet and other new technologies
to acquire and consolidate knowledge, to search for information and to carry out
a variety of tasks. They should learn how to post in the English blog.
Students should learn to accept responsibilities. Take blogging seriously and try
to get a positive experience about blogging news in group Works.

Select, organise, classify and sequence information appropriately. Copy and
paste from Wikipedia it is not valid! We want creativity! Now we are dealing
with what has been called creative, expressive writing, composition or writing
for fluency
Work with elements that can be found in the mass media, newspapers, and
magazines among others.

Get to know and respects other customs and traditions (Halloween, Chinese
New Years eve.
CONTENTS
These are some of the possible activities:
Writing film reviews.
Writing essays.
.Thesislink (research blog)
0. Thesislink (research blog) Retrieved March 20,

2013, from: http://social-mediafootprints.com/5-ways-to-promote-your-business-onpinterest/
Blogging about: sports, thanking, expressing likes and dislikes, apologies,

giving personal details, hopes and desires, interests, instructions
Journal writing.
Comparing and recommending films, books, series.
Reasons for using a blog:
To provide extra reading practice for students
To guide students to online resources appropriate for their level
To increase the sense of community in a class
To encourage shy students to participate
To help build a closer relationship between students in large classes
Listening
To listen the video activities proposed on the blog. Activities such as: Halloween
https://www.youtube.com/watch?v=RUVNHh2hkGU.
Listening Activities Will Be Post In The Blog and we will use THE WEB
http://vaughanradio.com/ and we will also post songs.
Reading
To read British literature: Shakespeare fragments

To knowledge British literature. The book British and American Festivities by
Gina d.b. CLEMEN will be read.
Writing
Film reviews
Songs review
we will try to avoid song translation! We will try to use the target language even
when is difficult. New vocabulary will be introduced by means of memorizing
songs.
Speaking
To sing a song. Play Singstar!!!!
Songs are great for pronunciation practice especially sound linking and reduction.
EVALUATION
The student must publish at least one article per year.
This is a Complementary and extracurricular activity with emphasis on critical thinking,
creativity and problem solving.
We, as teachers, have created a blog http://learningenglishisfun3.edublogs.org/ where
students can edit and participate among the course. We will have to make sure that all
students have e-mail accounts, which are needed.
Reading and writing texts online are basic skills that students need to acquire. Teaching
with blogs provides the opportunity to have fun learning and engage our students in our
English lessons. Our topics will be interesting and adapted according to our students
interests
We will provide students with critical and Analytical Thinking. Students will become
bloggers; they will show responsibility, confidence, and willingness. They will become
confident leaders. They can also have a lot of fun! The students will appreciate artistic
creations and understand the language of different types of artistic creations, using
different expression and representation means.
We will practise all the vocabulary learnt among the course. Students are the center of
the teaching- learning process. They learn how to learn and write, and they also promote
their own autonomy. Students develop their communicative competence.
ONLINE TESTS SUCH AS http://www.onlineexambuilder.com/halloween-test/exam10366
E.g. QUESTIONS SUCH AS :
Halloween is celebrated on 31 October
in
The ancient origins of Halloween are:

Example of questions
1.Great Britain only

2.the united states only
3. The United States and Great Britain
1. Roman
2. Iris
3. Celtic
Socio cultural aspects and intercultural awareness
History: Halloween, Chinese New Year, eve

Language and literature
ATTITUDES AND VALUES
Politeness in the other language.

Effort with new vocabulary and structures.
Interest and respect in the classmates opinions, articles, etc.
Use of target language in the blog
KEY COMPETENCES:
Innovation
Unit:
Blogging
C1
Basic Competence
Activity
Linguistic
Communicative
competence.
All the activities of the unit use the language as an

instrument of communication. Activities:
Journal writing.
Narrating.
Comparing and recommending films, books, series. And try
to not spoil the ending
Evaluation Criteria
Show interest in learning English and

participating on the blog.
Try to learn new songs
Try to comment on others publications, be
respectful.
C2
C3
Mathematical
competence.
Knowledge of and
interaction with the
physical world.
Students have to discover the social needs.

To provide extra reading practice for students
To guide students to online resources appropriate for their
level
To increase the sense of community in a class
Express curiosity in learning about Social needs.
C4
Competence
Information
communication
technologies
in
&
Students have to learn how to publish on a blog

They have to search for information using new
technologies
C5
Education for Peace: The importance of respecting other

cultures. We will learn about other cultures with the book*
WE WILL READ Halloween from the book British and
American Festivities by Gina d.b. CLEMEN
Education for Leisure:
The importance of enjoying celebrations and festivals.
Social and civil

competence.
C6
Cultural and artistic

competence.
Reading the book British and American

Festivities by Gina d.b. CLEMEN
of
Students complete the Progress Check section evaluating

their own work.
BE ABLE TO USE DICTIONARIES ONLINE SUCH AS
WORDREFERENCE
C7
The competence
learning to learn.
C8
The competence of
personal
autonomy
and initiative.
Accept responsibilities. Take blogging as an activity to

learn.
Initiative to work in pairs.
C9
The Emotional
Competence.
Students learn to work in groups respecting each other and

admitting both their own success and their classmates.
E.g. discussing the best articles
Choosing a film, and a song
Use the blog in order revise and extend w

they have learnt.
Students should get to know how to use
Internet and other new technologies to ac
and consolidate knowledge, to search
information and to carry out a variety of t
They should learn how to post in the En
blog.
Understand the importance of technology
our lives.
Be willing to respect everybodys opinion
and articles
Accept responsibilities. Take blog
seriously and try to get a positive experi
about blogging news in group Works.
Show pleasure in learning cultural facts fr

other countries..
Work with elements that can be found in
mass media, newspapers, and maga
among others.
Show interest in learning how to learn

English.
Select, organise, classify and sequence
information appropriately. Copy and paste
from Wikipedia it is not valid! We want
creativity!
Be willing to listen to and interact with ot

Have a positive attitude towards own abil
to participate
Enjoy group participation.

Show respect for others in the group.
CONTENTS IN PROGRESS:
ACTIVITY 1:
UNIT 1: Switch Off .Communication and Media World. 1st term (17 September to 19
December) and unit 2 Home and Away
Objectives
Vocabulary of technological devices related to apps.
Talk about internet videos.
Reading articles of magazines and newspapers.
WE WILL SEE ORIGINAL NEWSPAPERS
NEWS PAPER ELEMENTS WILL BE DEFINED:
Publish and write an article on the blog with journalist style.
MAKE YOUR
BUSINESS BETTER. Discover the bestprofessionaldocuments andcontentresources to helpstart and growyourbusiness
.Retrieved, 4/16/2014 from: http://www.docstoc.com/docs/168592186/Parts-of-a-newspaper
They can publish their SHOW + TELL DAY experiences on the blog.
Students start out by getting an item they brought from home. They have to show their
item to the rest of the class. we, as teachers should ask each student questions to invite
them to talk about their item. The other students are invited to ask a few questions too.
ACTIVITY 2:
UNIT 3: Wild World and UNIT 4: Whats Cooking?
Publish your favourite recipe! AT

http://learningenglishisfun3.edublogs.org/2014/10/22/unit-4-whats-cooking-getcooking-with-words/
ACTIVITY 3:
UNIT 4: whats cooking? Get cooking with words! Activity name:
UNIT 5: Who am I? students can publish articles about themselves, their favourite
music, sports, etc
UNIT 6: Mind and Body
ACTIVITY 4:
UNIT 7: Time for Work rock and roll life? Compare your family life and express
personal opinions on the topic. do you want to life as an rock and roll icon?
rock and roll history.
Scholastic.Retrieved, 2014 from: http://teachrock.org/for-teachers/
ACTIVITY 5
UNIT 8: Media Mix
READING the book British and American Festivities by Gina d.b. CLEMEN
we will read chapter 2 Halloween from the book British

and American Festivities by Gina d.b. CLEMEN and
they will have to publish a nice story about Halloween in
our blog.
Clemen, G. D. (1999). British and American
Festivities.Cideb.
Shakespeare WouldHaveHad A Blog

Retrieved, 2014from:
http://mollyflatt.co.uk/
Shakespeare Blog Section:
An important point will be to make British literature interesting and atractive for teens.
ACTIVITY 6:
Reading activity Why is Shakespeare famous?

Who was William Shakespeare?
William Shakespeare is one of the world's greatest writers.

He wrote plays for the theatre. He wrote poetry too.
Shakespeare was born in Stratford-upon-Avon, in
England. Later he went to London, to be an actor. But
WillianShakespeare,bbcRetrieved,
2014from:http://www.bbc.co.uk/sc
hools/primaryhistory/famouspeople
/william_shakespeare/
he became famous for writing plays. His friends said he was the best writer of his time.
Most people now say he was the best of all time.
Shakespeare, W. (1908). The complete works of William Shakespeare (Vol. 20).
Harper& brothers.
WE WILL MAKE SHAKESPEARE ATTRACTIVE TO STUDENTS
ACTIVITY 7
UNIT 9: SPORTS REPORT
Progress tests on the blog.
READING: The power of football
complete the crossword online:

http://learningenglishisfun3.edublogs.org/2014/10/22/53/
ACTIVITY 8:
UNIT 10: BRAINWAVES
To learn how to write a movie critic review using all the vocabulary and grammar learnt
among the course.
Step 1: Choose a movie.

Step 2:Introduce the movie by title and mention any stars or the name of
the director if famous.

Step 3:make a short and nice summary
Step 4:genre.
Approximately timing: 3 classes + homework: we will watch the movie during a lesson
and we will vote which movie from the selection given by the teacher.
Conclude with your recommendation to see the movie or not, giving specific reasons as
to whether it is worth the price of admission.
We will have prices for the best bloggers:
MR. CLEVER
MR.FUNNY
RewardsRetrieved, 2014
from: amazon.co.uk
RewardsRetrieved, 2014
from: amazon.co.uk
ACTIVITY 9:
English Jokes are Welcome!
At the end of each semester we will play karaoke with the most voted song of the blog.
this will encourage students to learn songs and new vocabulary also to pronounce
correctly.
KARAOKE :Fools Garden Lemon Tree Lyrics
http://learningenglishisfun3.edublogs.org/2014/10/22/singstar/
Students learn the FOOLS
right GARDEN:
pronunciation
in English through listening songs
THE LEMON TREE
Students also practice their pronunciation in English through singing songs.
It's just another rainy Sunday afternoon

I'm wasting my time
nothingLyrics.
to do
Activity: Fools Garden LemonI gotTree
Artist: Fools Garden Lyrics
I'm hanging around
I'm waiting for you
But nothing ever happens and I wonder
I'm driving around in my car
I'm driving too fast
I'm driving too far
I'd like to change my point of view
I feel so lonely
I'm waiting for you
I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just a yellow lemon-tree
I'm turning my head up and down
I'm turning turningturningturningturning around
And all that I can see is just another lemon-tree
I'm sitting here
I miss the power
I'd like to go out taking a shower
But there's a heavy cloud inside my head
I feel so tired
Put myself into bed
While nothing ever happens and I wonder
Isolation is not good for me
Isolation I don't want to sit on the lemon-tree
I'm steppin' around in the desert of joy
Baby anyhow I'll get another toy
And everything will happen and you wonder
I wonder how
I wonder why
And I wonder, wonder
I wonder how
I wonder why
And all that I can see, and all that I can see, and all that I can see
Is just a yellow lemon-tree
ACTIVITY 10:
USING STORY CUBES IN THE ENGLISH CLASS.
Objectives:Creativity and imagination. Students
should create an original and imaginative story with
the story cubes, they should use the time tenses
studied during the lessons.
The activity is been developed following the
learning to learn competence (Show interest in
learning how to learn English. To Select, organise,
classify and sequence information appropriately)
Rory'sStory CubesRetrieved, 2014
from: www.storycubes.com/
Activity:
1.Introduce the vocabulary of the story cubes.
2.Give them an enthusiastic good shake.
3. Roll them out, and start storytelling!.Start your story with Once upon a time.. and
try to connect all the 9 images.
4. Share your stories! After
we will decide who is the
winner and we will upload the
story on the blog.Work in
small groups and have 'story
telling' sessions where the
group works together to tell a
story, which involves all nine
of the pictures.

8.2. S TART UP
Timing: 4 Sessions
Title: Financial Workshop
OBJECTIVES
The aims of this project is that the students acquire the basic competences to develop
their owns idea in a foreign languages, in this case English. They will be able to express
themselves and research solutions for the real world problems using the specific
vocabulary and contents of the didactic unit 7.
This unit methodology is based in design thinking. Design thinking is "a way of
thinking" to find solutions using empathy, rationality and creativity. Actually this
methodology is being apply in business area and we will introduce it in the school as a
project to development the creation and innovation using a second language and to
realize the needs in our today society.
Understand, memorize and correctly use vocabulary related to money,
to
describe objects (C1)(C3)

Knowledge about the history of money. (C1)
Identify problems from the real world.(C1)(C2)
Understand and correctly use grammar structures related to the presents simple
and present continues(C1) (C7)
Learn how to present an innovation project. (C1) (C2) (C5)
Identify general content of a text on history of money.(C1) (C5) (C6)
Look for information on Problems of the real world using ICT (C1) (C3) (C4)
(C6)
Write a presentation (C1) (C3) (C5) (C6)
Assimilate the learning tips and study the Language Guide from the unit (C1)
(C7) (C8)
CONTENTS
LANGUAGE SKILLS
Listening
Listen and repeat words related to money.
Listen to some children talking about the value of the objects.
Listen and choose the correct words in some sentences.
Listen to people talking and answer some questions.
Listen and repeat words related to the money.
Listen and repeat some words so as to practise the pronunciation of the sound /s/.
Listen and repeat sentences noticing the sound /s/.
Reading
Read and translate some words into their own language.

Read a text and find words for some definitions.
Read some grammar explanations about the use of be going to.
Read a language note about time expressions with be going to.
Read some grammar explanations about the use of questions and short answers with
be going to.
Look at some sentences and decide the correct order for questions.
Writing
Order some words to make sentences with be going to.

Write sentences about money using the words given.
Order words to make questions from a dialogue.
Write a presentation following some guidelines.
Evaluate the progress done
Speaking
Work in pairs asking and answering questions about the value of different objects.
Talk about the problems of the real world.
Prepare and practise a dialogue about the group project.
LANGUAGE KNOWLEDGE
Grammar
be going to: affirmative and negative
be going to: questions and short answers
Recycled grammar
Present continuous
Past simple
Lexis
Vocabulary related to Money and Design Thinking Process.
Vocabulary related to description of a product and to make a presentation of the
product
Phonetics
Pronunciation
Students learn the right pronunciation in English through the

Listening activities.
Students also practice their pronunciation in English through the

Speaking activities.
LEARNING REFLEXION:
Read a text about the history of money.

Read a text about Design Thinking process.
Read about information in ICTs
Write a postcard in four steps: plan, write, check and write
Listen the explanation about history of money and Design Thinking process.
Ask and answer questions about needs
Participate in a class vote on business ideas.
Prepare and write a presentation on your business idea.
LEARNING STRATEGIES
Reading the context to understand vocabulary
METHODOLOGY
The Methodology implanted in the classroom is a mixture of the different languageteaching methods, see Methodology.
The students will prepared to the future world with innovative resources.
BASIC COMPETENCES
C1
Basic Competence
Linguistic
Activity
All the activities of the unit use the language as
Evaluation Criteria
Show interest in learning English
communicative
an instrument of communication..
C2
competence.
Mathematical
Students have to present a prototype using Lego
The prototype design.
C3
competence.
Knowledge of and
structures.
Express curiosity in learning about
interaction with the

C4
physical world.
Competence in
Social needs.
Students have to search information using ICTs
Feel pleasure in using new
information and
technologies in order to revise and
communication
extend what they have learnt.
technologies
C5
Social and civil
Understand the importance of
competence.
The importance of realising the society needs and
technology in our lives.
how can they search a solution .
Be willing to respect everybody.
Education for Peace: The importance of

C6
respecting other cultures.

Students are be able to create from one idea a real
Show pleasure in learning cultural
C7
competence.
The competence of
prototype with different material

Students complete the Progress Check section
facts from other countries.

Show interest in learning how to
learning to learn.
evaluating their own work.
learn English.
The competence of
Initiative to work in pairs. Section: talking about
Be willing to listen to and interact
personal autonomy and
prototypes.
with others. Have a positive
C8
initiative.
attitude towards own ability to

participate
in class activities.
C9
The Emotional
Students learn to work in groups respecting each
Competence.
other and admitting both their own success and
Show respect for others in the
their classmates.
group.
E.g. discussing the best prototype
Knowledge of the history of the money
Value of the things
LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom.

Appreciation of literature as a source of pleasure showing criticism towards it.
Development of reading autonomy.
CROSS-CURRICULAR ITEMS
History: the history of money
Language and literature: conventions for writing a presentation

Interest and respect in the classmates opinions, mother tongue, accent, origin, etc.
Overcome mental blocking when meeting new people in the target language
Attentive-assertive listening
Use of target language in class
EVALUATION CRITERIA
Formative evaluation
Classroom observation to check both individual and global progress

The oral presentation
Skills: reading, writing, listening exercises
Accumulative evaluation.
Understand the general message of texts about the history of the money,
and identify relevant details in oral messages related with them. (C1, C3,
C5, C6, C8)

Express himself/herself with fluency and using the write pronunciation -
intonation in conversations about parties. (C1, C5, C8)

Recognise the general idea and be able to get specific information of
written texts coming from different sources. (C1, C3, C6, C8)
Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a postcard. (C1, C6, C7, C8)
Use consciously his/her linguistic knowledge in order to listen to people
talking about the financial workshop. (C1, C5, C6, C8)

Use information and communication technologies in a guided way in
order to look for information by doing the website activities. (C1, C4,
C7, C8)
Identify learning strategies used to progress in the learning process. (C1,
C7, C8)
RESOURCES
ICTs: the students will be able to find information in internet

Post it: to develop the project.
Money stencil
Paints, crayons, etc.
Lego Structures, paper, recycling objects, etc.
CONTENTS IN PROGRESS
DAY 1
ACTIVITY 1:First Session. WHAT IS MONEY?
Warm-up. To introduce the history of money (10 min). To ask about money.
Video presentation: https://www.youtube.com/watch?v=ADaY6THQp3Y
Imagine living a long time ago in a time without money. about 9000 b.c. instead of money they treat. but there were
problems with these.
It was very confused to barter because:
- the value of the objects depends on the seller and the buyer. There is no agreed standard measure according to the
value.
-They use to trade salt, rice, barley... go bad.
-Too heavy to carry
However in China they start using Cowrie Shells as money. In Europe started to use metals like gold, silver and cooper.
It was useful because you can carry it on. They used coins and banknotes......
To talk about the history of money and to discuss the information contained in
the video presentation. To answer these questions. (20min)
-What is barter? Do you want a apple for an orange?
-What sort of products did they treat?
-Why is very confused to barter?...
-Why it is used shells?
Quiz: www.kahoot.it : "The story of money" To check if the students understand

the previously knowledge.
ACTIVITY 2: First Session. MAKING MONEY
The class is divided into four groups. Each group receives a coin or note stencil.
The students have to draw their own money. Timing (30 min.)
To draw considering two factors: the value of money and the theme to draw
To show some drawings as samples
GROUP 1,2
GROUP 3,4
BANKNOTE
COIN
DAY 2
ACTIVITY 3: Second Session. WHAT IS A COMPANY?
Warm-up: To introduce the concept of company and start up. What is a

company/Start up? Timing 30 min.
To use brainstorming. The students have to say in English concepts or
vocabulary about this theme. Remember the vocabulary of unit 2: Home
and Away
To use ICTs we will introduce the concepts and develop with examples
of the real world. The students have to search information about this
concepts and to explain it in class.
Company: an association or
collection of individuals who
share a common purpose.
To ask the students if a School is a company. Express personal opinion.

Relate a list of companies you know, explain what they sell or offer.
To define Startup. Use ICTs.
Quiz: www.kahoot.it: "Start up" to check if the students have understand the
concepts.
Startup: Start up is an organized group

of people who create a product or
service high needed for the society.
ACTIVITY 4: Second Session. THE START UP
To teach the Steps in a Design Thinking Process.
To show this image and describe the 6 steps. Timing 30 min.
Steps in a Design Thinking Process
design_thinking_process.png Retrieved, 2014 from:

https://dschool.stanford.edu/groups/k12/wiki/6c04c/images/__thumbs__/5319d.png
1.- Understand: Know the concept of design thinking process. Develop background
knowledge through experiences.
2.-. Observe: Try to value the needs of the society. Observe the people, spaces and
places and collect these ideas using post-it.
3.-Points of view: Analyze your own needs, your neighbors or friends. Choose one
needs and find a solution using imagination.
USER
Design Process to define the insights
NEED
INSIGH
T
4.-Ideate: Storm braining. Remake Ideas. There is no limits, no bad ideas. The aims
is just to create a product idea that you think is needed for the society.
5.-Prototype: The students have to design prototyping. It is easier to present a idea.
6.Test.Good idea?. Right or Wrong ?learn from the error and make it better again.
ACTIVITY 4 Second Session. THE START UP
Brainstorming: The students write in post-it the needs of the society. Timing
15 min
Brainstorming in CEM (2014)
Homework:
Observe the reality in search of social needs.
Ask to your family, friends and neighbors about their needs.
Make a list of the conclusions.
DAY 3
ACTIVITY 5 Third Session. THE START UP
Warm-up about Design Thinking. (10 min)
Collect the need of the society and select the idea that we are going to work.
The students collect on the blackboard the pos-it with the society needs.
They talk about the experience. (15 min)
The class will divided into 4 groups, each group select one need.
E.g.
I SPEND HOURS IN TRAFFIC
Ideate: Storm braining. Remake Ideas. There is no limits, no bad ideas. The
aims is just to create a product idea that you think is needed for the society.
Each group give solutions to the problems. Use post-it.
E.g. Solution...(35 min)
FLYCAR
FLYMOTORBICKE
ACTIVITY6:Third Session. THE START UP
Prototype: Each group chooses the materials for his prototype. For example:
Using the LEGO pieces is a easy way to transmit an idea. The
students can also try a card or whatever they want. Timing 30
min.
Homework: write a short composition describing your

product.
DAY 4
ACTIVITY7Fourth Session. THE START UP. Timing 50 min.
Test. Good idea?. Right or Wrong ?
The students have to present their innovative products answering:

-
For what the product is used, made, etc.?
What problem solves?.
How much it cost?.
To the market. The students have to sell and buy with the money they previously
made.
To validate your product you have to realize the social response. If people want
to buy your product is a good idea. If not, you have to change your design.
MAKE IDEAS POSIBLE AND

EXPRESS YOURSELF
Conclusions. Talk about the experience. Timing 10 min.
8.3.ECOLOGICAL FOOTPRINT
Timing: 4 Sessions
Title: The Ecological Footprint
OBJECTIVES
The aims of this project is that the students acquire the basic competences to develop
their owns idea in a foreign languages, in this case English. They will be able to express
themselves and research solutions of the real world using the specific vocabulary and
contents of the didactic unit.
The students ensure live well in the present and in the future and to realize the impact of
human in the world. To change this situation the students will acquire the knowledge to
improve an initiative in their consume habits and in general in their life.
Understand, memorize and correctly use vocabulary related to Footprint.(C1)(C3)

Knowledge about the ecological footprint. (C1)(C3)
Identify problems from the real world.(C1)(C3)
Understand and correctly use grammar structures related to the presents simple
and present continues, how much and how many. Temporal adverbs.(C1) (C7)
Learn how to present an innovation project. (C1) (C2) (C5)
Identify general content of quiz text.(C1) (C5) (C6)
Look for information on Problems of the real world using ICT (C1) (C3) (C4)
(C6)
Write a presentation (C1) (C3) (C5) (C6)
Assimilate the learning tips and study the Language Guide from the unit (C1)
(C7) (C8)
CONTENTS
LANGUAGE SKILLS
Listening
Listen and repeat words related ecological footprint.

Listen to some children talking about their footprint and how can minimize.
Listen and choose the correct words in some sentences.
Listen to people talking and answer some questions.
Listen and repeat words related to ecological footprint like food, transport, etc.
Listen and repeat some words so as to practise the pronunciation of the vocabulary
about ecological footprint.
Reading
Read and translate some words.
Read a text and find words for some definitions.
Read some grammar explanations about the use of how much/how many.
Read a language note about time expressions.
Writing
Write sentences about porcelain using the words given.

Write a presentation following some guidelines.
Evaluate the progress done
Speaking
Work in pairs asking and answering questions about the daily habits.
Talk about the problems of the real world.
Prepare and practise a dialogue about the group project.
LANGUAGE KNOWLEDGE
Grammar
How much, how many

Frequency adverbs
Recycled grammar
o Modal verbs
o Future
Lexis
Ecologic vocabulary.
Vocabulary related to description of a product and to make a presentation of the
product
Phonetics
Pronunciation
o The sound of words related unit.
o Students learn the right pronunciation in English through the Listening
activities.
o Students also practice their pronunciation in English through the Speaking
activities.
LEARNING REFLEXION:
Read a text about the ecological print and make the quiz.
Read about information in ICTs
Write a presentation in four steps: plan, write, check and write
Listen the explanation about the ecological Footprint.
Ask and answer questions about needs
Participate in a class vote on prototypes ideas.
Prepare and write a presentation on your business idea.
LEARNING STRATEGIES
Reading the context to understand vocabulary
METHODOLOGY
The Methodology implanted in the classroom is a mixture of the different languageteaching methods, see Methodology.
The students will prepared to the future world with innovative resources.
BASIC COMPETENCES
Basic Competence
C1
Activity
Linguistic
All the activities of the unit use the language as an
communicative
instrument of communication.
Evaluation Criteria
Show interest in learning English
competence.
C2
C3
Mathematical
Students have to present a prototype using
competence.
ecological material.
Students have to elaborate a receipt using measures
Knowledge
of
and
interaction
with
the
The prototype design.

The quality of the product.
Express curiosity in learning about

Social needs.
physical world.
C4
Competence
in
information
and
Students have to search information using ICTs
Feel pleasure in using new technologies

in order to revise and extend what they
communication
have learnt.
technologies
C5
Social
and
civil
competence.

The importance of realising the society needs and
how can they search a solution .
Education for Peace: The importance of respecting
Understand
the
importance
of
technology in our lives.

Be willing to respect everybody.
other cultures.
C6
Students are be able to create from one idea a real
Show pleasure in learning cultural facts
competence.
prototype with different material
from other countries.

Create a prototype with biodegradable
material.
C7
The
competence
of
learning to learn.
C8
The
competence
personal
of
autonomy
Students complete the Progress Check section
Show interest in learning how to learn
evaluating their own work.
English.
Initiative to work in pairs. Section: talking about
Be willing to listen to and interact with
prototypes.
others. Have a positive attitude towards
and initiative.
C9
own ability to participate

in class activities.
The Emotional
Students learn to work in groups respecting each
Competence.
other and admitting both their own success and their

classmates.
E.g. discussing the best prototype

Show respect for others in the group.
Knowledge of the ecological print.
Value of the things
LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom.
Appreciation of literature as a source of pleasure showing criticism towards it.
Development of reading autonomy.
CROSS-CURRICULAR ITEMS
History: Knowledge of the human impact in the world.
Language and literature: conventions for writing a presentation
Interest and respect in the classmates opinions, mother tongue, accent, origin,
etc.
Overcome mental blocking when meeting new people in the target language
Attentive-assertive listening
Use of target language in class
EVALUATION CRITERIA
Formative evaluation
Classroom observation to check both individual and global progress
The oral presentation
Skills: reading, writing, listening exercises
Accumulative evaluation
Understand the general message of texts about the ecological footprint,
and identify relevant details in oral messages related with them. (C1, C3,
C5, C6, C8)

Express himself/herself with fluency and using the write pronunciation -
intonation in conversations about parties. (C1, C5, C8)

Recognise the general idea and be able to get specific information of
written texts coming from different sources. (C1, C3, C6, C8)
Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a presentation. (C1, C6, C7,
C8)
Use consciously his/her linguistic knowledge in order to listen to people
talking about the financial workshop. (C1, C5, C6, C8)

Use information and communication technologies in a guided way in
order to look for information by doing the website activities. (C1, C4,
C7, C8)
Identify learning strategies used to progress in the learning process. (C1,
C7, C8)
RESOURCES
ICTs: the students will be able to find information in internet
Post it: to develop the project.
Money stencil
Paints
Room: Lab Room
Vinegar
White glue
Cornstarch
Vaseline
CONTENTS IN PROGRESS
DAY 1
ACTIVITY 1:First Session. WHAT IS ECOLOGICAL FOOTPRINT?
Warm-up. To introduce the concept of ecological footprint. Ask the students.

Timing 10 min.
Video presentation: https://www.youtube.com/watch?v=nP1nzCqoT9g. Timing

10 min.
Conclusions: Speak about the concept of ecological footprint. What is that?

Timing 10 min
Ecological Footprint: The
human impact on earth. It is
associated with food, mobility,
and goods.
ACTIVITY 2: First Session. WHAT IS YOUR ECOLOGICAL FOOTPRINT?
Lets talk about Footprint. Timing 20 min.

o Vocabulary: present the vocabulary with flashcards.
o Talk about our lifestyle and the changes in individual
behavior to minimize our impact.
o Present the flash cards to help students talk about it. Ask
Service
Food
Goods
Shelter
Mobility
questions:
Power Point presentation
(2014) CEM
COMSUMPTION
CATEGORIE: SERVICE
Travel by car. How far? With someone else?
Fuel consumption of the car?
Travel by public transit? How far?
Do you fly?
Power Point presentation (2014) CEM
Take the quiz. How many planets does it take to support your lifestyle? . Using ICTs
the students will know their impact in the world. Go to the web site:
http://www.footprintnetwork.org/en/index.php/gfn/page/calculators and calculate your

ecological footprint.
o After the Quiz students will speak about their conclusions.
Your Ecological Footprint, Retrieved from: http://www.epa.vic.gov.au/get-involved/measure-your-impact/ecological-footprint
DAY 2
ACTIVITY 3: Second Session. HOW CAN I REDUCE MY ECOLOGICAL

FOOTPRINT?
Warm-up: oral expression about the concept of ecological footprint. Timing 10 min.
Introduction about the Cornstarch Porcelain. Introduce the concept of
biodegradable materials and non biodegradable materials. Timing10 min
Using ICTs fill the table.
BIODEGRADABLE
NON BIODEGRADABLE
MATERIALS
MATERIALS
Definition:
Impact:
Examples of biodegradable
materials
ACTIVITY 4: Second Session. HOW CAN I REDUCE MY ECOLOGICAL

FOOTPRINT?
Explore simple actions to change your footprint. Using brainstorming. Timing 30

min
The class will be divided into 4 groups.

Write about the actions you can take to reduce your ecological
impact.
Give solutions to each consumption category.
Conclusions: Talk about it. Timing 10 min.
DAY 3
ACTIVITY 5: Third Session. HOW CAN I REDUCE MY ECOLOGICAL
FOOTPRINT?
Warm up: Ask about the Ecological Footprint, the human impact, what is a
biodegradable material, how can you reduce/increase your Ecological Footprint.

My receipt of Ecological Material "Cornstarch Porcelain". Read and understand
the receipt. Timing 20 min
PROCESS
Weigh and mess the ingredients
Mix the ingredients in a large bowl. Place the cornstarch,
white glue and the vinegar in a bowl. Use your hands to blend
MATERIAL
the ingredients well.
50 g cornstarch
Add the Vaseline.
-50 g white glue
You must knead the dough until the ingredients are well
-5 ml vinegar
combined.
-15 g Vaseline
Make forms
Let it dry
You can paint it
Prototype your product. The students have to create different products like
plates, bowls, glass, etc. Design in a paper. Timing 20 min.
DAY 4
ACTIVITY 6: Fourth Session. MAKING PORCELEIN
Lab Room: go to the Lab room and following the receipt create your design.
Timing 1 hour.
Making Porcelain, 2014 CEM
Write a short presentation about the product and its footprint impact. Knowledge
of biodegradable products, recycling, and the benefits of the products. Give a
value of the products.
DAY 5
To the market. Students have to present their products in a market in the class.
Timing 40 min
Validate your product. Sell and buy using money previously made from unit
Start up. Timing 20 min.
9.CONCLUSIONS
In this section, we will state the main conclusions obtained after finishing this English
teaching programme. This English Teaching Programme 2014 has been designed to
meet the needs of students following the Secondary education, our results indicate that
teachers should emphasize on the use of the language promoting the oral competence.
Innovation activities have been created with this purpose.
Creating a year- long 1st of ESO course design involves the integration of a great variety
of tasks. It also implies taking into account Cross-circular contents. Linguistic
immersion during all our programme teaching has been one of our main goals.
In the process of creating this course design we have chosen to employ mixed
inductive/deductive learning strategies. Moreover the methodological resources and the
materials will be adapted to students needs. Difficulties such as the lack of motivation
or the students who need special attention and require help to make them feel interested
in the project had appeared but the solution proposed has been the innovation promotion
in our units. To create high interest on the students and make interesting lessons.
The main language used in classes had been English making when it is necessary brief
explanations in the target language. Even our project has high expectations; the main
aim of the project is to get students involved in it, through touching, feeling, playing
and learning.
As it is mentioned in the introduction, the following official documents had been used:
ROYAL DECREE 1631/2006, 29th December, establishing the minimum

educational requirements for the Secondary Education and the Core Curriculum
corresponding Lower Compulsory Secondary.
Spanish Organic Law (LOE) with principal aims such as: The quality education
for all students; Equity for equal opportunities, education inclusion and no
discrimination, Flexibility to adapt education to special needs.
ISO 900 to keep our quality system
PCD-05 a procedure to ensure the constant improvement in quality
Common European Framework for Languages
Royal Decree 23/2007, 10th May Consejo de Gobierno, establishing the Core
Curriculum requirements for the Secondary Education in Madrid (BOCM de 29
de mayo)
The materials used were
Interactive, wide and luminous classrooms endowed with digital Blackboards

and connection to internet (WIFI and cable).
CD/ Cassette player.
Computers.
Flashcards
Games such as story cubes, Lego games.
Students had achieved the following indicators:
Internet and other new technologies are been used to acquire and consolidate
knowledge, to search for information and to carry out a variety of tasks.

Students accept responsibilities in the classroom and outside school. And Select,
organise, classify and sequence information appropriately.

Ask and give information in oral and written texts using the most appropriate
communication strategies. They write on the blog with the most appropiate
linguistic strategies.
Show respectful and tolerant attitude towards other peoples opinions, ideas,
beliefs, etc.
Get to know and respects other customs and traditions
Work with elements that can be found in the mass media, newspapers, and
magazines among others.

Become aware of the importance of taking care of the environment (unit THE
ECOLOGICAL FOOTPRINT)
Therefore, this student teaching programme allows students to develop English

language knowledge, and to be prepared in an active and responsible way for their
multicultural future. The promotion of multiculturalism is one of the main goals. As the
foreign language classroom is an ideal place for it. Holiday customs, food, environment
and country histories will be shared in the English language.
10. BIBLIOGRAPHY
Battersby, Alan, East 43rd Street. Cambridge. CUP, 2010.
Calendario de aplicacin de la LOE: Real Decreto 806/2006, de 30 de junio, por

el que se establece el calendario de aplicacin de la nueva ordenacin del
sistema educativo y Correccin de errores del Real Decreto 806/2006, de 30 de
junio, por el que se establece el calendario de aplicacin de la nueva ordenacin
del sistema educativo, establecida por la Ley Orgnica 2/2006, de 3 de mayo, de
Educacin.
Clemen, G. D. (1999). British and American Festivities. Cideb.
Colegio Europeo De Madrid (Las Rozas) (2014). Retrieved August 21 th, 2014
from http://www.colegioeuropeodemadrid.com/ingles.
Council of Europe. Common European Framework of Reference for Languages:

Learning, teaching, assessment. CUP 2001.
Decree 1631/2006, December 29 th (BOE of January, 5 th 2007).
Decree 23/2007, May 10th. (BOCM of May, 29th 2007).
Design_thinking_process.png. (2012). Retrieved August 21th ,2014, from

https://dschool.stanford.edu/groups/k12/wiki/17cff/Steps_in_a_Design_Thinkin
g_Process.html
Global Footprint Network. (2014). Retrieved October 6, 2014, from

http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/
Howatt, A. P. R. A History of English Language Teaching. Oxford. OUP, 1984
Key Competences In The Education System- Oxford University. (2014).

Retreived August 6th, 2014, from Press
http://promo.oupe.es/competenciaselt/pdf/key-competences-in-the-educationsystem.pdf
Learning English is Fun. English Project by Maria Dolores Lartategui and Maria
Regal <http://learnplay.tumblr.com/>
Mac Millan English. (2014) Retreived October 6 th , 2014, from

http://www.macmillanenglish.com/.
Metcalf, L., Robb Benne, R., Campbell, R (2014) Beyond A+. London: Mac
Millan.
Neilsen, Rod, The Sugar Glider, CUP 2011.
Porter Ladousse, Gillian; Role Play (Oxford 1987)
Proyectos, Decretos y rdenes que desarrollan la Ley Orgnica para la Mejora

de la Calidad Educativa (LOMCE) BOE 10/12/2013] Ley Orgnica 8/2013, de 9
de diciembre, para la mejora de la calidad educativa.
Savater, Fernando. El valor de educar. Ariel. Barcelona, 1997.
Scrivener, J. Learning teadching: A Guidebook for English Language Teaching.

Oxford. Macmillan, 1994.
Scrivener, J. Teaching English Grammar: What to Teach and How to teach it.
Oxford. Macmillan, 2011.
Spanish Organic Education Law (LOE) 2/2006 of May 3 rd (BOE 4/5/2006).
Teaching Kids business. (2014). Retrieved October 21, 2014, from

http://teachingkidsbusiness.com/how-to-start-your-own-business.htm
The
K12
Lab
Wiki.
(2012).
Retrieved
October
2014,
from
https://dschool.stanford.edu/groups/k12/wiki/17cff/Steps_in_a_Design_Thinkin
g_Process.html
Vez, Jos Manuel. Fundamentos lingsticos en la enseanza de lenguas

extranjeras. Ariel. Barcelona 2000.
11. ANNEX.
1) Common European Framework of Reference for Languages
CommonEuropean Framework of Reference

Retrieved, 2014
from: http://www.oea-vietnam.com/en/oea-news/cefr-common-european-framework-of-reference-for-languages/tdip-32/idn714.htm
2) Units sheet activities:
UNIT 1
Timing: 7 minutes- 1st Class :klass
Activity: Fools Garden Lemon Tree Lyrics
Artist: Fools Garden Lyrics

I'm sitting here in the boring room
It's just another rainy Sunday afternoon
I'm wasting my time
I got nothing to do
I'm hanging around
I'm waiting for you
I'm driving around in my car
I'm driving too fast
I'm driving too far
I'd like to change my point of view
I feel so lonely
I'm waiting for you
I wonder how
I wonder why
I'm sitting here
I miss the power
I'd like to go out taking a shower
But there's a heavy cloud inside my head
I feel so tired
Put myself into bed
While nothing ever happens and I wonder
Isolation is not good for me

Isolation I don't want to sit on the lemon-tree
I'm steppin' around in the desert of joy
Baby anyhow I'll get another toy
And everything will happen and you wonder
I wonder how
I wonder why
And I wonder, wonder
I wonder how
I wonder why
And all that I can see, and all that I can see, and all that I can see
Is just a yellow lemon-tree
Halloween test at http://www.onlineexambuilder.com/
HALLOWEEN IS CELEBRATED ON 31 OCTOBER IN
THE UNITED STATES AND GREAT BRITAIN

THE UNITED STATES ONLY
GREAT BRITAIN ONLY
THE ANCIENT ORIGINS OF HALLOWEEN ARE
CELTIC
ROMAN
IRISH
THE WORD HALLOWEEN COMES FROM
ALL HALLOWS' EVE

A ROMAN WORD
AN IRISH SONG
AMERICAN CHILDREN IN ELEMENTARY SCHOOLS
MAKE HALLOWEEN CARDS

HAVE A HALLOWEEN PARTY AT SCHOOL
SING CELTIC SONGS
Storytellingwithstory cubes:
Rory'sStoryCubesRetrieved, 2014Fromwww.storycubes.com/
EXAMPLES OF STORY TELLING CUBES:
Ilustracin 1 STORY CUBES FROM YOUTUBE
Ilustracin 2 FROM http://happytracksinthesnow.wordpress.com
INNOVATION UNIT
8.2. START UP
Kahoot (2014) Retreived from: https://getkahoot.com/
Kahoot (2014) Retreived from: https://create.kahoot.it/#quiz/b5ac5fb2-9159-4fa3-ab3a523a76ab0f82
Kahoot (2014) Retreived from: https://create.kahoot.it/#quiz/abd350c0-9790-4aa0-a6dfe86669278cc4
8.3. THE ECOLOGICAL FOOTPRINT
Power Point Presentation: Lets talk about...
The Quiz. How is your impact in the world?
The Ecological Footprint (2014) Retrieved from:

http://footprintnetwork.org/en/index.php/GFN/page/calculators/


SELF EVALUATION
COOPERATIVE LEARNING RUBRIC

WILLINGLY ACCEPTED ASSIGNED TASKS
CONTRIBUTION TO THE GROUP GOALS:

ORGANISATION, IDEAS,ETC.
COMPLETED WORK ON TIME

CONTRIBUTED POSITIVELY TO GROUP DISCUSSIONS
HELPED OTHERS WITH THEIR WORK WHEN NEEDED
OVERALL WAS A VALUABLE MEMBER OF THE TEAM
CONSIDERATION OF OTHERS
TOTAL OVERALL SCORE

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PROJECT. TFM.

MSTER EN FORMACIN DEL PROFESORADO DE EDUCACIN

ENGLISH TEACHING PROGRAMME

TFM UEM | RewardsRetrieved, 2014

The Colegio Europeo de Madrid is a multilingual private school located at Ctra. La

more in reinforcement activities. They also participate in the extra-curricular activities

TFM UEM | RewardsRetrieved, 2014

TFM UEM | RewardsRetrieved, 2014

Interactive, wide and luminous classrooms endowed with digital Blackboards

and connection to internet (WIFI and cable).

Rooms / spaces available in the school:

The Students Book.

Some key competences have been identified: Communication in the

mother tongue, Communication in foreign languages, Mathematical competence

What is a Key Competence?

Know which emotions they are feeling and why

Recognize how their feelings affect their performance

Have a guiding awareness of their values and goals

We will develop the students knowledge of the language in terms of grammar,

C1- Competence in Linguistic Communication

morphology, syntax and pronunciation.

C2- Mathematical Competence

and basic competences in science

Listening and reading texts with the following topics:

C3- Knowledge and Interaction with the

History and science.

C4- Digital Competence and Information

Treatment Competence. We will encourage the

research by students through print and digital

TFM UEM | RewardsRetrieved, 2014

C5- Social and Civic Competence

We will read texts about cultural and artistic topics.

We will have time for reflection and learning how to study.

C7- Learningtolearn Competence

Students will develop as independent learners.

C8- Autonomy and Enterpreneurship

TFM UEM | RewardsRetrieved, 2014

TFM UEM | RewardsRetrieved, 2014

Uses ICTs and mass media to acquire and consolidate knowledge.

4.2. AREA OBJECTIVES

Listen and understand general and specific information in oral texts.

orally and in writing.

and as a tool to learn about different cultures.

4.3. COURSE O BJECTIVES

Identification of basic and common use of language morphological elements: article,

Use of basic structures and functions related to more predictable everyday

TFM UEM | RewardsRetrieved, 2014

Express obligation. Must / must not.

Identification and use of common expressions, simple phrases and vocabulary

Identification of some phonetic symbols with the pronunciation of phonemes

Recognition and production of basic patterns of rhythm, intonation and stress of

Pronunciation of vocabulary related to the units.

The vowels: /a/ /e/ /i/ /o/ /u/; the // sound

TFM UEM | RewardsRetrieved, 2014

Methodology consists in the different practices, procedures and techniques that a

Other guessing games:

Guess the picture/sentence/action

Find the differences/similarities

Games-like activities involving humour:

TFM UEM | RewardsRetrieved, 2014

Projects, Notebook and Portfolio

Attitude and Participation

TFM UEM | RewardsRetrieved, 2014