TFM Model - 1st Year of CSE

“English as the key
to our globalised world”
Annual syllabus for 1st year of

Compulsory Secondary Education
Master’s Degree in Student’s name: [ ] Call: 1st Call

Teacher Training ID number: [ ]
Academic year Supervisor’s name: [ ] Defense date:

2017 – 2018 June 2018
2 Master’s Degree in Teacher Training | Academic Year 2017-2018 2
[Supervisor’s signature]
Master’s dissertation | Annual syllabus for 1st year of compulsory secondary education 3 3
Anexo 3 - Compromiso de aceptación de dirección de Trabajos Fin de Máster
Dña. [supervisor’s name], con D.N.I. núm. [number], como profesora del Máster Universitario en
Formación del Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación
Profesional y Enseñanza de Idiomas de la Universidad Internacional Valenciana (VIU) se
compromete, por este escrito, a asumir las tareas de dirección necesarias para el desarrollo
adecuado del Trabajo Fin de Máster de [student’s name], alumno de la especialidad de inglés.
Para lo cual firma el presente documento.
Fdo. : [supervisor’s name and signature]
Valencia, 27 de enero de 2018
[Qualification certifícate]

Table of Contents
1 INTRODUCTION ............................................................................................................. 6
1.1 JUSTIFICATION ............................................................................................................ 6
1.2 CONTEXTUALISATION ................................................................................................... 7
1.2.1 The school and students ...................................................................................... 8
1.2.2 Legal framework ................................................................................................ 10
2 OBJECTIVES ................................................................................................................ 12
3 KEY COMPETENCES ................................................................................................... 13

3.1 CONTRIBUTION OF THIS SYLLABUS TO THE ACQUISITION OF KEY COMPETENCES .......... 14
4 CONTENT ..................................................................................................................... 17
5 DIDACTIC UNITS .......................................................................................................... 20

5.1 TIMING AND SEQUENCE OF ALL DIDACTIC UNITS ........................................................... 20
6 METHODOLOGY. DIDACTIC GUIDELINES ................................................................. 24

6.1 GENERAL AND SUBJECT-SPECIFIC METHODOLOGY. ...................................................... 24
6.2 DIDACTIC AND ORGANISATIONAL RESOURCES. ............................................................. 26
7.3 LEARNING AND TEACHING STRATEGIES AND ACTIVITIES. COMPLEMENTARY ACTIVITIES. ..... 27
7 ASSESSMENT .............................................................................................................. 29
7.1 ASSESSMENT CRITERIA .............................................................................................. 29
7.2 TYPES OF ASSESSMENT ............................................................................................. 33
7.3 ASSESSMENT TOOLS.................................................................................................. 34
7.4 EVALUATION OF THE TEACHING-LEARNING PROCESS .................................................... 35
7.5 MARKING CRITERIA .................................................................................................... 36
7.6 REINFORCEMENT AND EXTENSION ACTIVITIES .............................................................. 37
8 ATTENTION TO DIVERSITY ......................................................................................... 37
9 CROSS-CURRICULAR COMPETENCES ..................................................................... 39
10 DIDACTIC UNITS ........................................................................................................ 41
11 CONCLUSION............................................................................................................. 56
12 LIMITATIONS AND REFLECTIONS ........................................................................... 56
13 REFERENCES ............................................................................................................ 58
14 ANNEXES ................................................................................................................... 63
1 Introduction
1.1 Justification
An annual syllabus is an academic document that establishes the guidelines of the education
process and serves as a framework for teachers, students, institutions and society in
general. Objectives, methodology, sequenced contents and evaluation designed for a
particular subject and level are the main components of this document which, according to
Yalden (1984), responds to two types of needs: pragmatic, as it economises time and
finances, and pedagogical, as it manages the learning process. The annual syllabus
corresponds to the third level of curricular compliance, which adapts the Basic Curricular
Design, formulated by the official authorities, and the School Curricular Project, developed by
the school board, to the learning needs of a particular classroom group. In addition, the
syllabus design process must contemplate the specifications included in the School
Educational Project which defines “the identity of the school and establishes its organisation
system, internal rules, links with the community, priorities, etc.” (Rodríguez, 2010, p. 7). This
is of particular importance in view of the fact that the broader curricular guidelines provided
by education and school authorities cannot cater for the diversity of learners unless they are
tailored to the necessities of the particular classroom group profile.
Nowadays, syllabus design is overwhelmingly process-oriented as a result of the urgency to

develop competences way beyond the mere knowledge of the subject matter. The ability to
learn is one of the fundamental general competences established by UNESCO for the
education in the new millennium (Bokova, 2015; Delors, Al Mufti, Amagi, Carneiro, Chung,
Geremek, Gorham et al.) because the new global contexts require the school to provide
learners with motivation and strategies for lifelong learning. Teaching high-order thinking
skills that develop learner autonomy and flexible mindset has become a must in modern
pedagogy being aimed at facing the constantly changing world of today. These pedagogical
notions have been taken into account in the design of the present annual syllabus in an
attempt to comply with the humanistic principles postulated by the United Nations.

In terms of English as a Foreign Language (EFL), process-oriented syllabuses “share a
concern with the classroom processes which stimulate learning” (Nunan, 1988, p. 42). This
statement takes us to the next point of this introduction – the concept of learning. It could be
considered the backbone of any annual syllabus since the conception of the learning process
conditions the choice of objectives, methodologies, contents and evaluation. Most of the
modern learning trends are influenced by the constructivists Piaget (1968) and Vygotsky
(1978) who redefined the nature of knowledge and the act of learning. Constructivism
envisions learning as an active process involving learner’s needs and previous knowledge,
context, time, motivation and, most importantly, collaboration and socializing. Dewey (1929),
who laid the foundations of this pedagogical approach, posited that learning is a lifelong
process of self-improvement and that the teacher’s role is to provide learners with real
experience and opportunities to think and construct the new knowledge.
Finally, no foreign language syllabus can overlook the contributions made by the Common
European Framework of Reference for Languages: Learning, Teaching, Assessment
(CERFL, 2001), which regulate the language teaching-learning processes in the European
continent with far-reaching consequences in the matter of language and communication
theory, methodological choices, assessment criteria and procedures, among others. The
CEFRL (2001) understands a language, be it foreign or native, as a social construct, thus, a
learner or a user of the language is a social agent who performs given tasks in society.
Hence the Action-Oriented Approach adopted in the document that promotes a teaching of
language rooted in its authentic use and made possible by the acquisition of general and
communicative competences. The principles recommended by the CEFRL have been
contemplated in the present annual syllabus to ensure a genuine learning experience
through practical use of the English language in all its dimensions.
1.2 Contextualisation
Following my recent teaching internship, I am going to focus this master’s dissertation on the
educational centre where I have completed my Practicum: [include school’s name], located in
Madrid. The target group for the purpose of this dissertation is a 1st Year class of Compulsory
Secondary Education (CSE), which I have had the opportunity to teach during this
experience.
1.2.1 The school and students
In the process of creating this annual syllabus, four important facts have been taken into
account in relation to the target group of students: their background (the characteristics of
the town, the school and their families’ profile), their psychological characteristics
according to their age, their multiple intelligences and their learning process in the so-
called Knowledge Era.
 Student´s background. This annual syllabus has been designed for a group of 30
students (14 girls and 16 boys) of 1st Year of CSE of a Secondary School [school’s
name], located in a residential area, which is part of the urban development of [place],
a town located in the Northeast of the Community of Madrid. The population is about
23,000 inhabitants, of which around 7,000 range between 0 and 19 years. It is a
population in constant growth, very young and of an immediate industrial and
commercial future.
The educational center has 1,880 students, 480 in CSE and 280 in Baccalaureate.
The school is semi-private and offers Early Childhood Education, Primary and
Compulsory Secondary Education (CSE) along with Infant Education and
Baccalaureate (private).Therefore, most students spend all their educational years up
to University in this centre. One of the main characteristics of this school is that it
offers Complementary Academic Enrichment Activities (ACEA) outside the official
curriculum and voluntarily paid by students’ families. As this increases the cost of
school attendance significantly compared to a state school, the background of most
students is upper-middle class. Within these activities, additional sessions are offered
to prepare for offical Cambridge (English), Goethe (German) and Alliance (French)
exams. 97% of students are enrolled in this extra curricular project and therefore
benefit from this additional reinforcement in the learning process of foreign
languages. These ACEA subjects are also linked to language immersion and
exchange programmes. Particularly, the school is twinned with [school’s name] with
which exchanges take place. The school’s ACEA programme is a recognition of the
great importance that learning foreign languages has in our globalised world.
Additionally, and following this interest in offering global opportunities to their
students, the school offers the Dual International Baccalaureate, in order to obtain an
American High School degree along with the Baccalaureate certificate.

The school’s atmosphere is open, accommodating and tolerant with diversity (i.e.
Ethnic minorities, disabilities, sex change, nationalities, etc.). Particularly, in the target
group of this dissertation, there are 6 students who speak a language other than
Spanish at home due to their multicultural family background. These languages are
English, Romanian, Dutch and German. The target group is quite homogeneous,
there are no special needs students and the relationship among classmates is
amicable as well as with their teachers.
The great majority of students performed well during Primary years and they aspire to
advance to Baccalaureate after Compulsory Secondary Education. Surprisingly, half
of this target group already have an idea of what professional path they would like to
follow after completing CSE.
Regarding their interest in English as a subject, they seem to prefer Listening and
Speaking activities as they feel more prepared for them. They admit to struggling with
Reading and Writing exercises. Therefore, to address this deficiency in their
competence, as part of my syllabus design, I decided to include a personal initiative
called “Comic Book Challenge” which I will fully describe in the relevant section of this
dissertation.
 Psychological characteristics. It is important to consider the fact that Compulsory

Secondary Education is one of the most complex stages in the educational system,
since it is a multi-faceted stage. Regarding the students’ psychological
characteristics, and according to Piaget’s theory of the stages of cognitive
development (1976), the target students of this annual syllabus are entering the
Formal Operational Stage. It is the final stage identified by Piaget and it begins at
approximately age eleven. It is characterised by the development of abstract thinking
and deductive reasoning skills, their first concerns about social issues and identity,
the need to be socially accepted, the growing independence from their parents and
sudden mood swings due to hormonal changes amongst other challenging
characteristics.
 Multiple Intelligences. Contrary to the traditional IQ tests, Gardner (2006) conceives
human intelligence in a holistic way as a mixture of eight abilities, each of them
developed to a different degree, namely, the visual-spatial, the bodily-kinaesthetic,
the musical, the interpersonal, the intrapersonal, the linguistic, the mathematical-
logical and the naturalistic intelligences. It is important that the teaching of didactic
units along with the creation of annual syllabuses acknowledge the potential variety of
intelligences within a given group. In my opinion, the best teacher is the one that
encompasses a range of instructional styles and employs a great variety of resources
in order to reach all multiple intelligences and different learning capabilities within a
group.
 Learning process. It is important to emphasize the relevance of the students’ new
needs and ways of learning in the current society. According to Prensky (2001), we
must take into account that ‘our students have changed radically. Today’s students
are no longer the people our educational system was designed to teach’. Students
have spent their entire lives surrounded by and using computers, video-games, digital
music players, tablets, smart phones, and all the other toys and tools of the digital
age. They are integral parts of their lives. Therefore, ‘today’s students think and
process information fundamentally differently from their predecessors’. Information
and Communication Technologies (ICTs) play an increasingly important role in the
way we communicate, learn and live; and our target students are the most
representative example of it, since they belong to the first generations of the so-called
digital natives.
To sum up, all these four factors fully detailed above have been taken into account when
designing this annual syllabus in order to fulfill all learning needs of the Year group, their
interests and appeal to all their peculiarities, motivations and abilities.
1.2.2 Legal framework
The present annual syllabus takes into consideration the oficial European, state and regional
regulations in Spain:
 European
 Common European Framework of Reference for Languages (CEFR, p. 1) which

“provides a common basis for the elaboration of language syllabuses, curriculum
guidelines, examinations, textbooks, etc. across Europe”.
 European Parliament Recommendation 2006/962/EC on key competences for
lifelong learning.
 National
 Statute Law 8/2013 (BOE 295, 9th December 2013) on the Improvement of the Quality
of Education, legislates the traditional components of the syllabus alongside the

competence-based learning and reformulates the process of evaluation and
assessment.
 Royal Decree 310/2016 (BOE 183, 30th July 2016), which regulates final assessment
at the end of Compulsory Secondary Education and Baccalaureate.
 Regional (Community of Madrid)
 Decree 48/2015 (BOCM, 14th May 2015), recently modified by Decree 39/2017
(BOCM, 7th April 2017) that establishes the curriculum for the Compulsory Secondary
Education in the Autonomous Community of Madrid, provides the contents, the
overall methodology and a detailed approach to the evaluation and assessment
criteria.
 Order 2398/2016, (BOCM, 9th August 2016), from Education, Youth and Sports
Council of the Community of Madrid, which regulates certain aspects of organisation,
functioning and evaluation in Compulsory Secondary Education in the Autonomous
Community of Madrid.
EUROPEAN
CEFR EPR 2006/962/EC
NATIONAL REGIONAL
PEC Decree 48/2015
Statute Law
PGA Order 2398/2016
8/2013
PAT Decree 39/2017
PA
Royal Decree
310/2016 D
Figure 1. Legal framework for this syllabus. Source: own creation
These documents lay the foundations of the school documentation that have also been
essential when designing this syllabus: the PEC (School Educative Project), the PGA
(School Curricular Project), the PAT (Tutorial Action Plan) and the PAD (Attention to
Diversity Plan). The PEC, as an instrument to register the ideology of the school, has been
useful to understand the framework that encompasses the school educative principles. The
PGA, where the different levels of curricular compliance for a particular year are registered,
has also been indispensable in getting to know the objectives of the academic year.
2 Objectives
Article 3 of the regional Decree 48/2015, 14th May, from the Governing Council of Community
of Madrid refers to the national Royal Decree 1105/2014, 26th December, regarding the
general objectives to be accomplished in the Compulsory Secondary Education stage (CSE).
According to the Royal Decree, Compulsory Secondary Education will contribute to develop
in the students the capacities that will allow them:
a) To assume their duties in a responsible way, to know and exercise their rights while
respecting others, to practice tolerance, cooperation and solidarity among people and
groups, to promote dialogue strengthening human rights and equal treatment and
opportunities between men and women, as common values of a plural society and to
prepare themselves to become democratic citizens.
b) To develop and consolidate habits of discipline, study and both individual and team
work as a necessary condition to fulfill tasks of the learning process effectively and as
means of personal development.
c) To value and respect the difference between sexes and the equality of rights and
opportunities for both men and women. To reject discrimination of people based on
their sex or any other condition or personal or social circumstance. To reject
stereotypes which suppose discrimination between men and women as well as any
manifestation of violence against women.
d) To strengthen their affective abilities in all aspects related to their personality and in
their relationships with others, as well as to reject violence, any kind of prejudice,
sexist behaviour and to solve conflicts peacefully.
e) To develop basic skills using information sources in order to acquire new knowledge
in a critical way. To achieve a basic understanding of the field of technologies,
especially information and communication.
f) To conceive scientific knowledge as integrated knowledge, structured in different
disciplines, as well as to know and apply methods to identify problems in different
fields of knowledge and experience.

g) To develop entrepreneurship, self-confidence, participation, critical sense, personal
initiative and the ability of learning to learn, to plan, take decisions and assume
responsibilities.
h) To understand texts and complex messages and to express oneself correctly, orally
and in writing, in Spanish and, if this is the case, in the co-official language of the
Autonomous Community, and to start reading and studying literature in order to
acquire knowledge about it.
i) To understand and communicate appropriately in one or more foreign languages.
j) To know, value and respect basic aspects of one’s own and other people’s culture
and history as well as the artistic and cultural heritage.
k) To know and accept how the body works and respect any differences, to establish
habits related to health and body care and to introduce physical education and
practising sports to favour personal and social development. To know and value the
human aspects related to sex in all its diversity. To assess critically social habits
related to health, consumption, taking care of human beings and the environment,
contributing to its preservation and improvement.
l) To value any artistic creation and to understand the language of different artistic
performances, using different means of expression and representation.
All these general objectives set the foundations for the specific objectives of the annual
syllabus of this dissertation as I will explain in subsequent sections. Additionally, these
objectives are necessarily related to the competences or the ability to activate and apply the
contents of each subject and educational stage in an integrated way. The general objectives
for this level are connected with the competences which students will have to use in all areas
and that are explained in the following section.
3 Key competences
According to the European Parliament Recommendation 2006/962/EC, key competences are

an indispensable component of lifelong learning. Therefore all the European governments
have been urged to adopt competence-based teaching in their education policies in order to
provide appropriate tools for European citizens to build social cohesion, well-being and
economic stability.
This competence-based approach pursues a more practical skill-based learning than the
traditional content-based model. The term itself started to be gradually used in the general
education levels in the 1990s when the education authorities (Delors, et al., 1996) required
the curriculum to be more in tune with the necessities of the global economic and social
challenges, which in turn required not only mere knowledge accumulation in academic
subjects, but the development of skills, abilities, strategies and values.
In Spain, Article 2 of Royal Decree 1105/2014, 26th December, that establishes the basic
curriculum for Compulsory Secondary Education and Baccalaureate, is based on promoting
learning by competences integrated in the curriculum areas. LOMCE defines seven key
competences as established by the European Union: Linguistic Communication Competence
(LCC), Mathematical Competence and Basic Science and Technology Competences
(MSTC), Digital Competence (DC), Learning to Learn (LL), Social and Civic Competences
(SCC), Sense of Initiative and Entrepreneurship (SIE), Cultural Conscience and Expressions
(CCE).
3.1 Contribution of this English Syllabus to the Acquisition of Key Competences
Following the recommendation of the European Parliament and of the Council of 18th
December 2006 on Key Competences for Lifelong Learning (2006/962/EC), I hereby define
all key competences present in this annual syllabus:
 Linguistic Communication Competence and, in particular, communication in a

foreign language, is the ability to express and interpret information using the
appropriate linguistic, sociolinguistic and pragmatic resources. The primary focus
of every task and activity in this annual syllabus is the development of students’
linguistic competence in the English language. In particular, the range of activities
and resources improves their linguistic knowledge, helps them communicate
fluently and express themselves in a wide range of real-life contexts.
 Mathematical Competence involves logical and spatial thinking while the Basic
Science and Technology Competences refer to the ability to interpret the
phenomena of the natural world using the scientific method. Although it is not a
central competence in the present annual syllabus, its acquisition is carried out by
means of logical reasoning needed to understand and assimilate grammar rules
and structures as well as reading and interpreting statistics, charts and other
content representing this key competence. In addition to this, it is also enhanced
by a series of cross-curricular topics about science and technology (scientific and
technological discoveries, environmental and climate issues).

 During recent years, Digital Competence has become a key concept in the
discussion of what kind of skills people should have in the Knowledge Era. ICTs
offer the possibility to access any kind of information at any time, as well as the
opportunity to communicate with people of any part of the world. The tasks
designed for this annual syllabus develop this competence since students are
required to do online research and to interact using different tools on the internet.
 Learning to Learn Competence is related to the ability to pursue and organise

one’s own learning, either individually or in groups, in accordance with one’s own
needs. Learning a language contributes to the acquisition of this competence
because it increases the student’s general linguistic competence, providing
different resources for comprehension and expression, facilitating student’s ability
to interpret and represent reality. On one hand, this syllabus is designed to
promote opportunities for students to practice their communicative skills like
paraphrasing, anticipating and deducting, as well as situations for them to
formulate hypotheses and opinions, and express and analyse their own feelings
and emotions and those of others. On the other hand, the integration of group
activities also contributes to the acquisition of this competence, since it leads
students to learn to organise information, plan, understand other’s point of view
and accept errors as part of the learning process.
 According to the Common European Framework of Reference, the Social and

Civic Competences refer to a personal, interpersonal and intercultural
competence and all forms of behaviour that equip individuals to participate in an
effective and constructive way in social and working life. It is linked to personal
and social well-being and the understanding and respect of codes of conduct and
customs in the different environments in which individuals live. Through the study
of other languages, students gain a knowledge and understanding of the cultures
that use that language. Moreover, students cannot truly master the language until
they have also mastered the cultural contexts in which the language occurs. The
topics, activities and tasks proposed for this annual syllabus foster situations
where role plays, debates and research give students the opportunity to learn,
understand, compare and appreciate both similarities and differences between
their own language and culture and those of others. The use of English as a
vehicular language in class is also a strategy not only to develop student’s
communicative skills, but also to make them understand that learning English
becomes a space to build bridges among people, cultures, and countries since it
is currently the lingua franca of our globalised world.
 The Sense of Initiative and Entrepreneurship is the ability to turn ideas into
action. It involves creativity, innovation and risk-taking, as well as the ability to
plan and manage tasks in order to achieve objectives. In order to attain these
goals, this annual syllabus integrates activities and tasks where students have to
develop their own strategies and autonomy to achieve their objectives or the ones
in their work groups. Given the Communicative and Action-Oriented nature of this
syllabus, students are encouraged to make decisions, plan, organise and manage
their work. Students are also required to use their creativity, innovation skills,
responsibility and a critical approach in the development of their work, when
carried out individually, in pairs and in groups.
 The Cultural Awareness and Expression Competence emerges in the ability to

appreciate creativity in different types of artistic expression including music,
performing arts, literature, and visual arts. Learning the English language
necessarily implies exposure to English-speaking cultures across the globe with
their corresponding art forms. On one hand, this annual syllabus is designed
following the idea of promoting this competence by the introduction of works or
authors that have contributed to the artistic heritage of different cultures.
Therefore, cultural phenomenon and artistic productions (texts, songs, etc.) are
included in every didactic unit in an attempt to provide a better understanding of
the world through art; facilitating knowledge and appreciation of cultural diversity.
On the other hand, the topics and tasks proposed, such as preparation of posters,
sketches and stories, give students the possibility to express their ideas and
feelings through different means and to develop their creativity.
These competences comprise a series of theoretical and practical knowledge that should be
acquired transversally by the students. The curricular contents of all the subject areas of
compulsory education must pursue their acquisition and evaluation, and assessment must
follow achievement indicators which vary depending on the year. The LOMCE along with the
guidelines established by the Council of Europe in the Common European Framework of
Reference for Languages, are the key elements that have given shape to the design of the

current syllabus.
4 Content
As established by the Common European Framework of Reference for Languages, any

annual syllabus for First Foreign Language (FFL) learning in Secondary Education should be
based around four blocks of activities. As per Decree 48/2015, dated 26th December, that
establishes the curriculum for the Compulsory Secondary Education in the Autonomous
Community of Madrid, these are the curricular contents for First Foreign Language (English)
learning in Year 1 of Compulsory Secondary Education (CSE):
BLOCK 1. COMPREHENSION OF ORAL TEXTS
 Sear of previous information about kind of task and topic

 Identification of text type, adapting comprehension to it.
 Distinguishing comprehension types (general meaning -skimming-, essential information-
COMPREHENSION STRATEGIES  scanning-, key points, and relevant details).
 Formulating hypothesis about content ant context.
 Inferring and formulating hypothesis about meanings from the comprehension of meaningful
linguistic and paralinguistic elements.
 Reformulating hypothesis from the comprehension of new elements.
SOCIO-CULTURAL AND SOCIO-  Social conventions, courtesy rules, and registers; costumes, values, beliefs and attitudes: non
LINGUISTIC CONSIDERATIONS verbal language.
 Initiating and maintaining personal and social relationships.

 Description of physical and abstract qualities of people, objects, places and activities.
 Narrating punctual and frequent past events, describing states, places and present situations
 and expressing future events.
 Requesting and offering information, directions, opinions and points of view, advice, warnings
COMMUNICATIVE FUNCTIONS and notices.
 Expressing knowledge (ability), certainty, doubt, and hypothesis.
 Expressing volition, intention, decision, promise, orders, allowance, and prohibition.
 Expressing interest, acceptance, appreciation, sympathy, satisfaction, hope, confidence,
surprise and their opposites.
 Formulating suggestions, wishes, conditions and hypothesis.
 Establishing and maintaining communication and discourse organisation.
 Regarding personal identification; house, home and endeavour; daily life
COMMON ORAL activities; family and friends; job and occupations, free and leisure time
SYNTATIC-DISCURSIVE VOCABULARY and sports; travelling and holidays; health and body care; education and
(RECEPTION) studies; shopping and business activities; food and cooking; transport;
CONTENTS
language and communication; our environment, climate and natural
endeavouring; TIC, information and mass media technologies.
SOUND, ACCENT, RHYTHM AND INTONATION PATTERNS
BLOCK 2. PRODUCTION OF ORAL TEXTS (EXPRESSION AND INTERACTION)
 Create a clear message, distinguishing its idea or main ideas and its basic
PRODUCTION STRATEGIES structure.
PLANNING
 Adequate the text to the recipient, context and channel, using the suitable
register and structure of the discourse in every situation.
EXECUTION  Express the message clearly, coherently, structuring it in a suitable way and
adjusting conveniently to the patterns and formulae of every text type.
 Readjust the task (making it simpler) or the message (making concessions
to what one would really like to express) after evaluating the difficulties and
the available resources.
 Rely on and make the most of the previous knowledge (using prefabricated
language, etc.).
 Compensate the linguistic deficiency with linguistic, paralinguistic or para
textual procedures:
LINGUISTIC
 Modify words with similar meaning.
 Define or paraphrase a term or expression.
PARALINGUISTIC & PARA TEXTUAL

 Asking for help.
 Point at objects, use deictic words or carry out actions that make the
meaning clearer.
 Use body language which is culturally adequate (gestures, face
expressions, postures, visual or body contact, proxemics).
 Use extralinguistic sounds and conventional prosodic qualities.
Social conventions, courtesy rules and registers; customs, values, beliefs and attitudes; non verbal
SOCIO-CULTURAL AND SOCIO- language.
LINGUISTIC CONSIDERATIONS

and expressing future events.
COMMUNICATIVE FUNCTIONS  and notices.
 surprise and their opposites.
 Establishing and maintaining communication and the discourse organization.
 Regarding personal identification; house, home and endeavour; daily
COMMON ORAL life activities; family and friends; job and occupations, free and leisure
VOCABULARY time and sports; travelling and holidays; health and body care;
SYNTATIC-DISCURSIVE education and studies; shopping and business activities; food and
(PRODUCTION)
CONTENTS cooking; transport; language and communication; our environment,
climate and natural endeavouring; TIC, information and mass media
technologies.
SOUND, ACCENT, RHYTHM AND INTONATION PATTERNS
BLOCK 3. COMPREHENSION OF WRITTEN TEXTS

 Search of previous information about kind of task and topic.
 Identification of text type, adapting comprehension to it.
 Distinguishing comprehension types (general meaning -skimming-, essential information-
COMPREHENSION STRATEGIES  scanning-, key points, and relevant details).
 Formulating hypothesis about content ant context.
 Inferring and formulating hypothesis about meanings from the comprehension of meaningful
 linguistic and paralinguistic elements.
 Reformulating hypothesis from the comprehension of new elements.
SOCIO-CULTURAL AND SOCIO-  Social conventions, courtesy rules and registers; customs, values, beliefs and attitudes; non

COMMUNICATIVE FUNCTIONS  Narrating punctual and frequent past events, describing states, places and present situations
and notices.

surprise and their opposites.
 Establishing and maintaining communication and discourse organisation.
 Regarding personal identification; house, home and endeavour; daily
COMMON life activities; family and friends; job and occupations, free and leisure
WRITTEN time and sports; travelling and holidays; health and body care;
SYNTATIC-DISCURSIVE VOCABULARY education and studies; shopping and business activities; food and
CONTENTS (RECEPTION) cooking; transport; language and communication; our environment,
climate and natural endeavouring; TIC, information and mass media
technologies.
CHART PATTERNS AND SPELLING CONVENTIONS
BLOCK 4. PRODUCTION OF WRITTEN TEXTS (EXPRESSION AND INTERACTION)

 Activate and coordinate the own general and communication strategies
PLANNING with the aim of carrying out the task successfully (review what is known
about the topic and what is said or is meant to say, etc.).
 Find and use linguistic or theme resources (use of a dictionary or a
grammar book, asking for help, etc.).
PRODUCTION STRATEGIES  Express the message clearly, coherently, structuring it in a suitable way
and adjusting conveniently to the patterns and formulae of every text type.
EXECUTION  Readjust the task (making it simpler) or the message (making
concessions to what one would really like to express) after evaluating the
difficulties and the available resources.
 Rely on and make the most of the previous knowledge (using “pre made”
language, etc.).
SOCIO-CULTURAL AND SOCIO-  Social conventions, courtesy rules, and registers; costumes, values, beliefs and attitudes: non

COMMUNICATIVE FUNCTIONS and notices.
 surprise and their opposites.
 Establishing and maintaining communication and the discourse organisation.
COMMON  Regarding personal identification; house, home and endeavour; daily life
WRITTEN activities; family and friends; job and occupations, free and leisure time
SYNTATIC-DISCURSIVE VOCABULARY and sports; travelling and holidays; health and body care; education and
CONTENTS (PRODUCTION) studies; shopping and business activities; food and cooking; transport;
language and communication; our environment, climate and natural
endeavouring; TIC, information and mass media technologies.
CHART PATTERNS AND SPELLING CONVENTIONS
Table 1. Content blocks of this syllabus. Source: own creation
These four main blocks are the basis for the evaluation criteria and gradable learning
standards as well as the syllabus contents; that is, all the knowledge, abilities, competences
and attitudes that contribute to reaching the planned objectives and acquiring competences.
5 Didactic units
5.1 Timing and sequence of all didactic units
The following section contains a table displaying an overview of the twelve didactic units of
this annual syllabus. The school academic calendar of the Community of Madrid has been
taken into account in order to calculate the number of sessions corresponding to each term.
School and local public holidays are excluded, as well as a couple of sessions for the initial
assessment at the beginning of the academic year, outings, school festivals, school cultural
activities and other sessions dedicated to review contents every two units and end of term
exams. As a result, the twelve units have been evenly spread along the three academic
trimesters.
The annual syllabus displayed below has been adapted from Citizen Z A2 Teacher´s book
published by Cambridge University Press (2016). There is an extensive work behind editorial
teams to make sure all their educational content respond to current regulations, which would
have been impossible for me to replicate as an individual. Therefore, I have decided to follow
the proven accuracy that Cambridge University Press provides in their syllabus as the basis
of the one described in this dissertation. However, I must state that the two didactic units fully
detailed below, although inspired by Cambridge Citizen Z A2, both contain original activities
of my own creation, supported by other resources. The didactic units’ topics follow the
content stipulated for Year 1 of Compulsory Secondary Education (ESO), and also the
characteristics of the age group. This is a period where adolescence starts and teenagers
begin to explore and assert their personal identities. During this period, students engage in a
process of searching for where they fit in with peers and society at large.
Many of the topics are very familiar to students: their body and personality, their family and
home, their school and their city. Additionally, this syllabus focuses on the world beyond
students’ home and family. In the process of moving away from dependence on parents,
early teens enjoy participating in activities away from home, while seeking recognition from
their peers and social acceptance. Therefore, some of the topics are related to friendship,
their hobbies and interests, the job of their dreams and entertainment activities such as
dance, art, music and cinema. Finally, the rest of topics go beyond the student’s environment
in order to explore the world where they are growing up. This involves the world of sports,
technology, globalization, travelling and the environment.

UNITS TIMING GRAMMAR VOCABULARY READING WRITING LISTENING SPEAKING
FIRST TERM
Present simple Hobbies Quiz about routines About routines Conversations about About routines and everyday
review hobbies activities
Collocations Blog and photostory about
5 lessons
Like + -ing with have hobbies Expressing likes and dislikes
1. HAVING FUN (50 min each)
Adverbs of Giving warnings and stating
frequency prohibition
/s/, /z/, /iz/ sounds
Present continuous Shops Soap opera: Shopping Informal email to Shop dialogues Role play: Buying things in a shop
5 lessons say what you’re
2. MONEY AND HOW TO (50 min each) Sense verbs Clothes Webchat: How not to spend doing Talking about what people are
SPEND IT money doing at the moment
Present simple vs.
present continuous Culture: World markets Contractions
REVIEW UNITS 1 & 2
Countable and Food and drink Article: Food facts or food A paragraph Ordering food in a Talking about food
uncountable nouns fiction? about your café
Adjectives to favourite or least Ordering a meal
5 lessons a/an, some, any talk about food Bog: My brother´s cooking favourite meal Apologising
3. FOOD FOR LIFE (50 min each) How much/many, Expressions Photostory: The picnic
with have got Vowel sounds: /i/ and /i:/
a lot of/ lots of
Too and (not)
enough
Possessive Family Article: TV Families An invitation Why my family drive Talking about families
adjectives and members me mad
pronouns Article: The swimming pool Asking for permission
5 lessons Feelings héroes
Whose and -er /a/ at the end of words
4. FAMILY TIES (50 min each) Culture: Around the world on
possessives
Children’s Day
Was / were
REVIEW UNITS 3 & 4
21 Master’s dissertation | Annual syllabus for 1st year of compulsory secondary education 21
SECOND TERM
Past simple (regular Parts of a Article: LEGO House A blog post and What is home? Talking about events in the past
verbs) house and a summary of a
furniture Blog: Dad gets it right! (finally) text Making suggestions
5 lessons Modifiers: quite,
5. IT FEELS LIKE HOME (50 min each) very, really Adjectives with Photostory: Hey, look at that Role play: Buying furniture for
–ed / -ing guy! your youth club –ed endings /d/,
/t/, /id/
Phrasal verbs
with look
Past simple Past time Article: Together An apology A story about Saying what you like doing alone
(irregular verbs) expressions Cristiano Ronaldo and with others
Article: How we met
5 lessons
Double genitive Personality Talking about past events
6. BEST FRIENDS (50 min each) Culture: Friendship myths
adjectives
Past simple Talking about friends and
questions friendships
Stressed syllables in words
REVIEW UNITS 5 & 6
Have to / don’t have Gadgets Article: Just because I didn’t A paragraph Radio programme – Giving advice
to want to take a bath about advice for Young
5 lessons Housework housework inventors Talking about rules
(50 min each) Should / shouldn’t Website: Product reviews
Expressions Asking for repetition and
7. THE EASY LIFE
Mustn’t vs. don’t with like Photostory: The treasure hunt clarification
have to
Role play: A phone call
Vowel sounds: /u/ and /u:/
Past continuous Sport and Article: If you don’t give up, you An article about Teens talking about Talking about sports
sports verbs can’t fail a sporting event sport
5 lessons Past continuous vs. Talking about feelings
(50 min each) past simple Adverbs of Web forum: Your favourite
8. SPORTING MOMENTS Strong and weak forms of was
sequence sport fails!
When and while and were
Culture: The Olympic Games –
the good and the not so good
REVIEW UNITS 7 & 8
Table 2. Overview of this annual syllabus. Source: own

TaTa
creation
Master’s Degree in Teacher Training | Academic Year 2017-2018 22

THIRD TERM
Comparative Geographical features Article: New tribe found in Amazon Producing Listen to an article Talking about the weather
adjectives rainforest presentations about a New tribe
The weather about the way found in Amazon Modern life discussion
Superlative Article: Changing Arctic Conditions of living of rainforest.
adjectives Phrases with with Threaten Polar Bears Talking about different ways
other of living
communities Listen to a recording
5 lessons Can / can’t for Article: Could you live there? about how Changing
9. THE WONDERS OF THE (50 min each) ability (tribes). Paying compliments
Read a story set in a given continent Arctic Conditions
WORLD
Producing Threaten Polar Vowel sounds: /i/ and /ai/
Video transcript: How to pay a book reviews Bears.
compliment
Watch and
understand a video
on How to pay
compliments.
Be going to for Places in a town Article: The Taipei 101 Building Writing Listening: Our Town: Debate: different cultures,
intentions proposals What’s wrong and ghost towns and our own
Things in a town: Culture: Some of the most creepy what we can do town
5 lessons Present compound nouns ghost towns around the world An informal about it?
10. AROUND TOWN (50 min each) continuous for email Role play: phone call game
arrangements
Rally Robin: My exciting life
Adverbs
Voiced / and unvoiced
consonants
REVIEW UNITS 9 & 10
Will / won’t for Parts of the body Article: Changing bodies A phone Dialogues about Role play: A health problem
5 lessons future predictions message physical problems
When and if Webchats: Crazy things that parents Making predictions
11. FUTURE BODIES (50 min each) First conditional say to their kids
Expressions with do Sympathising
Time clauses with Photostory: The phone call
when / as soon as The /h/ consonant sound
Present perfect Transport and travel Blog: The non-stop traveller An essay A traveller talking to Talking about travel and
simple about children at his old transport
Travel verbs Interview: The taxi driver someone you school
5 lessons Present perfect admire Talking about life
(50 min each) with ever / never Culture: Hard Journeys for experiences
12. TRAVELLER´S TALES schoolchildren
Present perfect vs. Role play: Life as a bus driver
past simple / flight attendant
Sentence stress
REVIEW UNITS 10 & 12
Master’s dissertation | Annual syllabus for 1st year of compulsory secondary education 23
For the purpose of this dissertation, I have chosen to develop Unit 9 and 10 of the
annual syllabus above, as the subjects involved are close to my interests and I also
believe they contain very appealling content to the target group already described.
Additionally, I have also had the opportunity to teach Unit 9 during my teaching
internship as part of this Master’s Degree, so the content of that particular unit has
been obtained from my own Internship report (Bueno, 2018).
6 Methodology. Didactic guidelines
6.1 General and subject-specific methodology.
When it comes to choosing a methodology for teaching a foreign language, it is crucial

to bear in mind that the main purpose of learning is the effective use of the language in
a real communicative context. Therefore, the communicative approach, together with
the task-based approach and the CEFRL’s action-oriented approach, constitute the
methodological framework of this annual syllabus.
According to Spada (2007), communicative language teaching “is a meaning-based,

learner-centered approach to L2 teaching where fluency is given priority over accuracy
and the emphasis is on the comprehension and production of messages, not the
teaching or correction of the language form” (p. 272). The general principles of the
communicative approach are the fundamental pillar of this syllabus. Individualised
instruction refers to those classroom practices of teaching which recognise the
uniqueness of each student, and whose aim is to provide a learning environment that
maximises the potential for student success. Autonomy will result from the above, an
essential concept related to lifelong learning and that emphasizes the importance of
encouraging students to work independently and to make decisions by themselves. In
this line, discovery and significant learning play an important role as well, since they
promote the idea of learning through discovery and through establishing a relationship
between the new knowledge and the previous knowledge. In making their own
decisions and organising their work, students adopt an active role, following the
constructivist principle that states that learning occurs as learners are actively involved
in a process of knowledge construction as opposed to passively receiving information.
At this regard, cooperative work helps capitalise on one another’s resources and skills,
preparing students to succeed in a diverse society.
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2
In line with these principles, this syllabus includes tasks that focus on skills and
practices that enable independent problem-solving, taking into account students’
different learning styles. Regarding their completion, students are encouraged to use
the strategies that will help them to meet their goals in the most efficient way. The
research students must carry out in certain tasks leads them to the discovery of new
vocabulary and expressions related to the context of each situation, subsequently
broadening their knowledge of the topic they are studying in class. Besides individual
work, pair and group work will be effective methods to motivate students and improve
communication skills, whilst also promoting negotiation strategies and decision-making
skills. Students’ levels of motivation are crucial, and as a result their interests have
been taken into account when choosing the way in which the different topics are
introduced, as well as the way they are put into practice. During the process, students
employ their creativity and imagination, using their autonomy to make decisions.
Following the methodological principles of the communicative approach, the teacher

maximises the use of the target language by using techniques such as elicitation,
giving instructions and explanations, rephrasing and setting up activities that require or
replicate real communication. All the contents are presented within a context which
allows students to come into contact with the topic in a natural way. The teacher
introduces an item of language in a meaningful context to convey its meaning in a
variety of ways: through a PowerPoint presentation, a piece of news, a picture, etc.
This situation creates the necessity to use specific language for a specific purpose,
leading them to carry out the different tasks proposed along the unit. Afterwards, this
part is followed by a practice stage, where activities are controlled as students have
only just met the new language. Students work not only individually, but also
collaboratively in order to boost their confidence and to use the language in a real
communicative context. This part contains activities in different formats to keep them
motivated. In addition, this is the stage where the teacher guides students to
understand what they can do well and what needs to be reinforced, monitoring their
acquisition of language. Once students have mastered the structures and the new
vocabulary, more autonomous work takes place, allowing students to use the language
the way they want. Here, they have the chance to completely personalise the
language, being allowed to include more complex structures by reusing previously
learnt language. The input selected for the didactic units aspires to be meaningful,
comprehensible and elaborated, and rules are presented in an inductive way most of
the time. To finish, a cultural section (be it the culture of English-speaking countries or
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2
the wider world) is included in each unit in order to educate students about diversity
and to foster respect for other cultures and belief systems.
This syllabus is based on the idea that “new knowledge is better integrated into long-
term memory if tied to real-world events and activities” (Doughty & Long, 2003, p. 58).
In line with the task-based approach, the notion of learning by doing is present
alongside the didactic units, allowing students to track their progress according to their
ability to carry out realistic tasks. As defined by Nunan (2004, p. 4), all pedagogical
tasks included in this syllabus “involve communicative language use in which the user’s
attention is focused on meaning rather than grammatical form” although “grammar
exists to enable the language user to express different communicative meanings”.
Based on these principles, students must work cooperatively on a language-learning
task and collaboratively by achieving the goal through communicative use of the target
language. The target language, then, is understood as a necessary instrument to
develop the tasks. Learners do not simply listen to input, but instead they are active
conversational participants who interact and negotiate the type of input they receive.
Finally, no foreign language syllabus can overlook the contributions made by the
Common European Framework of Reference for Languages: Learning, Teaching,
Assessment (CERFL, 2001) which regulates the language-teaching processes within
Europe. CERFL promotes an action-oriented approach that focuses mainly on
communicative language competence. The aim of this approach is “to present the
subject matter so that students can see that it is action (communication) as opposed to
knowledge (a system of rules)” (Negga, Kwang Guan Chan & Szirmai, 2017, p. 47).
Therefore, based on the methodological principles of the action-oriented approach, this
annual syllabus requires action and self-management, as well as the use of technical,
methodological and social competences. Students do not accumulate banks of new
vocabulary, but rather develop the competence and strategies to communicate
effectively and to manage their use of the language within the context of various
situations and the tasks to be accomplished. Interaction takes place through listening,
speaking, reading, and writing in actual or simulated real-life situations.
6.2 Didactic and organisational resources.
This annual syllabus follows the structure of Cambridge Citizen Z A2 and therefore this
book has been used as an essential source of reference when designing the two
specific units developed in this dissertation. Particularly, these two units employ a great
variety of physical and digital resources in order to enhance the teaching-learning
process and appeal to multiple intelligences present in the classroom.
26
Firstly, the fundamental set up when carrying out these lessons requires a PC with
Internet connection, a blackboard, an interactive whiteboard and a projector, as well as
the usual stationary, notebook and relevant worksheets. Additionally, students also
require access to the Chromebooks available in each classroom in order to participate
in the programmed digital interactive activities. Authentic materials such as pictures,
articles, audio and video clips are a must in the communicative classroom and
presentation platforms like www.prezi.com or the traditional PowerPoint are used at
different stages of many of the sessions.
Game applications such as Kahoot or Plickers provide an additional medium for

learning in an interactive way, when introducing/reviewing concepts and as a way of
evaluation.
Materials from specific English learning websites (see web references) have been
employed throughout these two didactic units in order to design efficient grammar and
vocabulary activities.
The school website and platform provides the necessary support for communication
with the families and homework and exams scheduling.
7.3 Learning and teaching strategies and activities. Complementary activities.
In line with the communicative approach, the use of authentic materials helps
students transfer what they learn in the classroom to the outside world and to expose
them to natural language in a variety of situations. Information gap activities provide an
opportunity for extended speaking practice, fostering the development of linguistic skills
and sub-skills when asking for clarification, rephrasing or making decisions. Problem
solving tasks are structured to allow students to work together to arrive at a solution.
Language games, quizzes, puzzles and fun warm-up activities are used in class, since
they are amusing and challenging at the same time. To finish, role-play activities,
dialogues and small-group discussions are essential to help students foresee how they
would cope in the second language.
A critical element in the implementation of the task-based approach is providing a

choice of tasks and activities. The content, process, and products must be adapted to
meet learners’ needs. The tasks and activities are planned in order to use flexible
groupings, providing opportunities for students to work in pairs, in small groups, and as
a whole class. Interviews, writing and speaking activities in pairs and vocabulary
games provide multiple opportunities for practice prior to summative assessments.
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2
Within the principles of the action-oriented approach, all the sessions require the
students’ active participation. Problem-solving and decision-making activities, together
with researching and summarising demand the use of several strategies that achieve
their true significance when used in a real social context.
All the approaches in this annual syllabus advocate student-centred learning,

therefore classroom participation, collaborative work, learning strategy development
and self-reflection are fostered in the activities with the aim of developing learner
autonomy and responsibility. Thus the teacher’s function is not that of transmitting
knowledge to a passive group of students as in more traditional and behaviouristic
approaches. The teacher is in charge of managing and revitalising the classroom,
providing instructions and feedback, monitoring, guiding and encouraging the students,
as well as fostering positive learning atmosphere. The teacher´s role is that of a
facilitator who encourages students to take responsibility for their own learning
process.
Additionally, lessons are carried out making recourse to Gardner’s theory of Multiple
Intelligences (2006). Language use is a must at all times; explanation and
comprehension is done through the use of spatial, situational and visual clues, and the
teacher encourages the students to combine physical actions with linguistic responses
when possible (i.e. saying “how much is it?” pulling out their wallet at the same time).
Interpersonal intelligence is reinforced through pair and group work, and intrapersonal
intelligence is employed when making use of different learning strategies and working
independently. Logical and deductive thinking is applied to classify information and to
solve problems. To finish, music is introduced as part of some activities or tasks to
illustrate different aspects of the language. As Gardner (2006) stated, making students
aware of the different ways they learn and help them to develop these ‘intelligences’,
will make them “feel more engaged and competent and therefore more inclined to
serve society in a constructive way” (p. 9).
Finally, The target class of this annual syllabus is composed by a group of the so-called
digital natives. Students who present this profile need to work in a varied and media-
rich environment that helps them hold attention and strengthen motivation. A variety of
formats have been introduced to benefit from the advantages supplied by the Internet,
audiovisual media and the ICT in general. This methodological decision has been
made in accordance with the regional education policies regarding cross-curricular
inclusion of ICT and audiovisual communication skills.
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7 Assessment
7.1 Assessment criteria
The assessment criteria corresponding to the foreign language in Year 1 of CSE is

included in Decree 48/2015 (BOCM, 14th May 2015) that establishes the curriculum for
the Compulsory Secondary Education in the Autonomous Community of Madrid,
provides the contents, the overall methodology and a detailed approach to the
evaluation and assessment criteria. In order to provide an approved translation, this
assessment criteria, which is exposed below, has been extracted from the manual
“Complementary Training for Foreign Language Discipline” (Miravet, 2017) and has
been adapted to the characteristics of this Annual Syllabus. They are divided into four
blocks.
Block 1. Comprehension of oral texts.

 Identify the essential Information, the main points and the most relevant details in
short and well structured texts conveyed orally or by technical means and
articulated at a slow or middle pace, in a formal, informal or neutral register and
which are about daily issues in usual situations or about general topics or from the
interest field in the personal, public, educational or occupational fields, given that
the acoustic conditions in the class don’t distort the message and there are more
chances to listen to what has been said.
 Get to know and know the most suitable strategies for the understanding of the
general meaning, the essential information, the main points and ideas or the
relevant details of the text.
 Know and use, for the understanding of the text, the sociocultural and sociolinguistic
aspects related to the daily life (study and work habits, leisure activities) life
conditions (environment, social structure) , interpersonal relationships (between
men and women at work, in the educational centre, in the institutions), behaviour
(gestures, face expressions, use of voice, visual contact) and social conventions
(customs, traditions).
 Distinguish the most relevant communicative function or functions and a repertoire of
the most commons exponents, as well as the discursive patterns of frequent use
related to the textual organisation (theme introduction, development and topic
change and text closing).
 Apply to the understanding of the text the knowledge about the constituents and the
syntactic and discursive organisation of frequent use patterns in oral
communication, as well as its associated meanings (i.e. Interrogation pattern for a
29
2
suggestion).
 Recognise oral lexicon of common use related to the daily issues and to general
topics or related to the particular interests, studies and occupations and infer the
context and co-text, with visual aids, the meanings of words and expressions of
less frequent or less specific use.
 Distinguish common use of sound accent rhythm and intonation patterns and
recognise the communicative and general meanings and intentions related to them.
Block 2. Production of oral texts: expression and interaction.

 Produce short and comprehensible texts, in face to face conversations, on the phone
or on other technical means, in a neutral or informal register, with an easy
language, in which information about important topics of the daily life and known
issues from personal, educational or occupational interests are given, requested or
exchanged; and the reasons for determined actions or plans are briefly justified
although sometimes there are interruptions or vacillations and pauses are evident,
and rephrasing to organise discourse and select expressions and structures and
the interlocutor has to ask for repetition of what has been said.
 Know and know how to apply the most suitable strategies to produce short and
simple structured monologue or dialogue oral texts, using, among others,
procedures such as the adaptation of the message to L1 or other language
patterns, or with the use of approximate lexical elements if other more precise can’t
be found.
 Include in the production of the monologue or dialogue oral text, the sociocultural
and sociolinguistic acquired knowledge, which is related to the social structures,
interpersonal relationships, behavioural conventional and social convention
patterns, by acting in with due adequacy and respecting the most important
courtesy rules in the corresponding contexts.
 Carry out the demanded functions by the communicative purpose, using the most
common exponents of such functions and the discourse patterns which are most
used to organise the text in a simple way with the sufficient inner cohesion and
coherence regarding the communicative context.
 Show control over a limited repertoire of common use syntactic structures and use to
communicate simple mechanisms adjusted enough to the context and to the
communicative intention (lexical repetition, ellipsis, personal deixis, spacial and
temporal, juxtaposition, and frequent and conversational connectors and markers).
 Know and use a sufficient oral lexical repertoire to convey information, opinions,
short simple and direct points of view in daily and common situations, although in
30
less common situations one has to adapt the message.
 Pronounce and and use intonation in a clear and intelligible way, although
sometimes the foreign accent is clear, or although sporadic pronunciation errors
are made as long as they don’t interrupt communication, and interlocutors
sometimes have to ask for repetitions.
 Deal with phrases, groups of words and formulae to cope well enough in short turn
takings in common and daily life situations, interrupting sometimes discourse to
look for expressions, utter less frequent words and repair communication in less
common situations.
 Interact in an easy way in clearly structured turn taking, by using formulae or simple
gestures to take or give the turn-taking, although one is mostly dependent on the
interlocutor’s actions.
Block 3. Comprehension of Written texts.

 Identify, as much on printed layouts as on digital aids, the essential information, the
most relevant points and important details in texts that are short and well
structured, written in a formal, informal or neutral register, and which deal with daily
issues about interesting topics for the proper studies and occupations and which
contain simple structures and a common lexicon.
 Get to know and know the most suitable strategies for the understanding of the
general meaning, the essential information, the main points and ideas or the
relevant details of the text.
 Know and use, for the understanding of the text, the sociocultural and sociolinguistic
aspects related to the daily life (study and work habits, leisure activities-as artistic
manifestations as music or cinema), life conditions (environment, social structure) ,
interpersonal relationships (between men and women at work, in the educational
centre, in the institutions),and social conventions (customs, traditions).
 Distinguish the most relevant communicative function or functions and a repertoire of
the most commons exponents, as well as the discursive patterns of frequent use
related to the textual organisation (theme introduction, development and topic
change and text closing).
 Recognise and apply to the understanding of the text the knowledge about the
constituents and the syntactic and discursive organisation of frequent use patterns
in oral communication, as well as its associated meanings (i.e. Interrogation pattern
for a suggestion).
 Recognise written lexicon of common use related to the daily issues and to general
topics or related to the particular interests, studies and occupations and infer the
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3
context and co-text, with visual aids, the meanings of words and expressions of
less frequent or less specific use.
 Recognise the main spelling, typographic and punctuation conventions, as well as
common use abbreviations and symbols (i. e.�, %,>), and their meanings.
Block 4. Production of written texts: expressing and interacting.

 Write, on paper or electronic devices, short, simple and clearly structured texts
about daily or personal interests topics, in a formal, neutral or informal register, by
using, properly, the basic cohesive resources, the basic spelling conventions and
the most common punctuation signs with a reasonable control of expressions and
simple structures and a frequent use lexicon.
 Know and know how to apply the suitable strategies to elaborate easy simple written
texts and simple structured texts, i. e. copying layouts, formulae and conventional
samples of every text typology.
 Include in the written text production the sociocultural and sociolinguistic knowledge
acquired which are related to the social structures, to the interpersonal
relationships, acting behaviour patterns and social conventions, respecting the
most important courtesy rules in the corresponding contexts.
 Carry out the demanded functions by the communicative purpose, using the most
common exponents of such functions and the discourse patterns which are mostly
used to organise the written text in a simple way with the sufficient inner cohesion
and coherence regarding the communicative context.
 Show control over a limited repertoire of common use syntactic structures and use to
communicate simple mechanisms adjusted enough to the context and to the
communicative intention (lexical repetition, ellipsis, personal deixis, spacial and
temporal, juxtaposition, and frequent and discourse connectors and markers).
 Know and use a sufficient oral lexical repertoire to convey information, opinions,
short simple and direct points of view in daily and common situations, although in
less common situations and about less known topics one has to adapt the
message.
 Know and apply in a suitable way to make oneself be usually understood, the
elementary punctuation signs (i- e. full stop, comma) and the basic spelling rules
(use of capital or lower case letters, or splitting words at the end of the line), as well
as the most usual spelling conventions in the writing of texts with electronic aids
(i.e. SMS, WhatsApp).
These assessment criteria constitute the reference norms which establish the type of
32
learning and also the extent to which each student can be expected to acquire
knowledge and competence (Citizen Z, 2016).
7.2 Types of assessment
In traditional curriculum models, evaluation was carried out by the teacher at the end of
the learning period and only conceptual contents were evaluated. Nowadays,
evaluation is required to be present at all stages of the teaching-learning process
(Varela, 2003), therefore there are several types of evaluation that can be conducted.
This annual syllabus counts on a diagnostic evaluation, a formative evaluation and a
summative evaluation.
Diagnostic evaluation takes place at the start of the academic year and at the
beginning of each didactic unit of this annual syllabus. Its aim is to gather as much
information as possible about the students to help them throughout their learning
process. At the start of the year, the diagnostic evaluation identifies students’ needs
and interests, their learning styles and strategies and their previous knowledge. At the
beginning of each unit, it indicates the familiarity of students with its topics and
contents.
Formative evaluation is embedded within the teaching-learning process. Its goal is to

monitor students’ learning to provide ongoing feedback that can be used by teachers to
improve their teaching and by students to improve their learning. It provides information
about the students’ strengths and weaknesses and target areas that need work,
helping to recognise where students struggle in order to address problems without
delay. Formative evaluation is carried out alongside the development of all the didactic
units in order to obtain feedback to help the teacher to program extension and
reinforcement activities, offering remedial work for the students who are not able to
keep up with the class and optional activities to those who want to move ahead.
In order to know the degree to which the proposed objectives have been achieved,
summative evaluation is carried out in this annual syllabus after a specific point in the
process: at the end of a didactic unit, a term or an academic year. When concluding a
didactic unit, it gives information about the students’ learning outcomes and it indicates
the adequacy of the process followed. Before the year finishes, it determines the level
in which students accomplish the acquisition of the key competences, as well as the
objectives previously established. To finish, it serves to reflect and decide if students
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are ready or not to move onto the next stage of the learning process, so it concentrates
on results.
These three types of evaluation are based on the stages along the teaching-learning
process. Focusing on the subject, other three types are present over this annual
syllabus: self-evaluation, peer evaluation and evaluation of the process.
In order to become lifelong learners, students need to learn the importance of self-
evaluation. When students evaluate themselves, they begin to recognize their own
strengths and weaknesses, developing their capacity for monitoring their learning. After
they self-evaluate they will be able to set goals that they feel they can attain with the
new knowledge they have about themselves. Self-evaluation is carried out during and
at the end of each didactic unit of this annual syllabus to make the most of the
teaching-learning process.
Peer evaluation involves students taking responsibility for assessing the work of their
peers against set assessment criteria. This type of evaluation encourages students’
involvement and responsibility, develops their judgement skills, provides more relevant
feedback (as it is generated by their peers) and encourages them to reflect on their role
and contribution when working in groups. Peer evaluation takes place during and at the
end of the didactic units, especially to assess those activities carried out in groups.
To finish, evaluation of the process plays an essential role along this annual syllabus.
Students’ feedback is a fundamental source of information for the teacher to improve
their teaching practices and to provide students with better learning experiences.
Therefore, the evaluation of the process is carried out at the end of each didactic unit.
7.3 Assessment tools
A couple of sessions are used at the beginning of the academic year to get information
about students’ individual prior knowledge, skills and learning styles. In order to do so,
a diagnostic evaluation test includes questions oriented to determine the type of
learners they are (see Annex 2), as well as different activities designed to assess their
prior knowledge, their speaking and writing production and understanding, paying
special attention to speaking interaction. At the beginning of each didactic unit, the
brainstorming technique is used in order to gather information about students’ prior
knowledge. Guided questions are used to encourage learners to generate ideas based
around a topic, conducting them in the use of vocabulary and structures that are
34
supposed to be worked in each unit. This information is registered in a record sheet
(see Annex 3).
Secondly, observation, task revision and correction are the source of information for
the formative evaluation. The teacher has record sheets at their disposal to register
the information related to the students’ reading (see Annex 4), speaking and interacting
(see Annex 5), listening (see Annex 6) and writing skills (see Annex 7). There is also a
group work rubric in order to broaden their feedback on each student’s skills, attitude,
motivation and participation (see Annex 8).
Thirdly, summative evaluation is carried out at the end of each unit through the
information gathered in the last writing activity related to each topic (an e-mail, a
summary, etc.), as well as through the correction of students’ written final task work,
their oral presentation and the short speaking interaction that takes place after the
exposition (see Annex 9). At the end of each term and the year, all the rubrics used
along the didactic units, together with an individual exam, inform about the level of
accomplishment of the proposed objectives and the acquisition of the key
competences.
Based on the subjects of the evaluation, self-evaluation and peer evaluation have to be
carried out along the lessons, encouraged by the teacher. However, a formal feedback
record takes place at the end of each unit through a questionnaire where students track
their progress toward meeting their goals (see Annex 10), and where they evaluate the
mini-project and each member of the group (see Annex 11). In relation to the
evaluation of process, students answer an anonymous short questionnaire at the end
of each didactic unit (see Annex 12), though they are encouraged to contribute to the
teaching-learning process with their comments at any time.
7.4 Evaluation of the teaching-learning process
The teaching-learning process can only be robust if it is properly evaluated. Therefore,

it is important to carry out appropriate assessments to check on the achievement of
planned objectives and consequently, adapt the educational process to student´s
needs and particularities. Assessment must provide information about all components
of educational systems, that is, students’ learning process and teachers’ teaching
practices.
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The comprehensive evaluation of the teaching-learning process will provide us with the
success rate of all factors involved. Although all components of educational systems
must be evaluated and can be improved, at present we tend to assume that the main
objective of evaluation is student’s academic progress, either as individuals or as a
group.
However, the evaluation of the teaching practice is as important as the assessment of

the learning achievements. If the teaching methods are not appropriate or optimum, the
learning results will most definitely be impacted. Therefore, although it is not yet
common practice in our current educational system, it is important students get
involved in the evaluation of the process and teaching practices. This could be carried
out via a questionnaire (see Annex 12), in a quick, concise, practical and anonymous
way; a structured group interview; self-evaluation and peer-evaluation.
7.5 Marking criteria
[School’s name]´s English department carries out the summative evaluation marking
criteria per term as follows. Firstly, the end-of-term test constitutes 60% of the total
mark, evaluating oral production (10%), oral interaction (10%), listening (10%), writing
(10%), reading (10%) and use of English (10%). Secondly, end-of-unit tasks and tasks
carried out in class (marking the level of attachment to the objectives agreed in class
and the students’ ability to cooperate in groups) account for 25% of the total mark.
Thirdly, student’s attitude, motivation and participation constitute 15% of the total mark.
Summative evaluation marking criteria (per term)

15%
End of term test

25%
60% End of unit tasks
Attitude & participation
Figure 2. Summative evaluation marking criteria. Source: own creation
As part of the marking criteria, it is also worth mentioning that any dishonest
attitude, such as plagiarism of any colleague’s work or copying in exams, will
automatically reduce the student’s total score in the term it takes place as a way of
penalising the misconduct.
36
7.6 Reinforcement and extension activities
As suggested by Ireson & Hallam (2001), teachers need to recognise that a class is
mixed ability because students have different strengths and weaknesses and develop
at different rates. Therefore, the syllabus should reflect this and have the capacity to
adapt to students’ needs accordingly. It is important to keep the motivation and
stimulation in the group across all abilities. Hence, reinforcement and extension
activities play an important part in the design of the didactic units. These activities can
be used both with students who need additional support, to reinforce concepts, and
with more able students who finish the initial task early and have more capacity to
extend the original lesson workload. The Activity Book associated to Citizen Z A2
Student´s Book, followed by this syllabus, offers key content of each unit to use as
reinforcement and extension activities both in the classroom or as homework.
Additionally, Cambridge also provides a wide range of digital interactive activities
related to the annual syllabus that the school’s English Department recommends to do
at home as a mean to review concepts, as continual revision is an important part of the
learning process.
Additionally, as mentioned in section 1.2.1 The school and students of this dissertation,
one of the extension activities proposed for this syllabus is the activity called “Comic
Book Challenge”. The purpose of this task is to encourage creative writing in order to
practice writing skills and put the student’s grammar knowledge of the language in use,
in a fun and motivational way. The activity has been designed to be carried out in
groups of four members so teamwork and cooperation is encouraged in this particular
task. The activity needs to meet some established criteria to fulfill its educational
purpose, that is, 10 grammar points (related to the annual curricular content) need to
be included in the 12 panels of the comic (Annex 13). A rubric will be used to evaluate
the comics and the winning stories of each class will be published in the school’s
magazine and news channel as a positive reward.
8 Attention to diversity
Being diverse is a condition inherent to human development: each student has his
own different individual characteristics which will affect their learning process
(different aptitudes, interests, cognitive styles, personality, etc.). Therefore all our
teaching methodology should adjust to all the potential diversity in a classroom.
Among all these differences, we know that the students who need the greatest
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attention regarding educational adjustment are those who need specific
educational help, and according to Cambridge University Press (2016), that base
their teaching programmes on the LOMCE, they fall into the following categories:
1- Special educational needs due to an inability or serious behaviour

disorders
Their disability may be physical (sensory or movement), intellectual or
connected with language disability.
1.1 Physical disability. The most common problems are related to sight,
hearing and movement. These issues tend to affect certain linguistic
abilities so the objectives and methodology should be adapted as required
(ie. emphasising visual access, taking into account the student´s hearing
problems, etc.)
1.2 Intellectual disability and language disorder (expression and
comprehension). Objectives, contents and assessment need to be highly
adapted therefore this adaptation normally requires the Orientation
Department input as some of these students do no usually achieve the
objectives set in terms of competences in each stage.
1.3 Behaviour disorder. This is usually related to attention deficit hyperactivity
disorder. The regular course of action in these cases is: balancing the right
class routine with new, motivating teaching approaches, positioning
students carefully, reinforcing success, valuing effort more than results,
modifying assessment tools, etc. The syllabus should only be adapted
when there is a discrepancy regarding the objectives, bearing in mind the
competences which have to be acquired in order to go forward or obtain
qualifications.
2 High intellectual capacity. This group tends to lack motivation as everything
seems below their capacity. Challenging activities should be planned for these
students in order to widen their knowledge and capture their attention and
motivation.
3 Late enrolment students. Those that join our educational system late and
therefore they require special support in order to keep pace with the rest of the
group’s rhythm.
4 Specific learning difficulties. Learning disorders that affect language reading and
writing such as dyslexia should be addressed early in order to adapt the syllabus
and methods to optimise the teaching-learning process.
38
5 Special educational needs due to personal conditions or school history. This
group is determined by the Department of Orientation and it is this department that
decides how to deal with this educationally.
All points explained above are regulated by Royal Decree 1105/2014, 26th December,
that establishes the basic curriculum for Compulsory Secondary Education and
Baccalaureate. Section 9 of this decree deals with the Students with specific
educational support needs already mentioned and gives autonomy to the educational
centres to develop the curriculum and organise the resources so that they facilitate the
development of all basic abilities to all students, as well as stage achievements with an
inclusive focus and establishing the process of continuous improvement which favours
maximum development, integral formation and equality of opportunity. All these points
should be included in the Diversity Attention Plan (PAD) of any educational centre.
This annual syllabus, which follows the contents of Citizen Z A2, proposes content
attractively presented in a stimulating way in order to deal with diversity. It also has a
cyclical structure that goes from most familiar to more complex linguistic subjects. The
editorial provides teachers’ resources, interactive online activities and digital content
that help teachers deal with specific needs in the classroom. Particularly, the target
group of this annual syllabus doesn’t include students with special needs or learning
disabilities; it is a homogeneous group. Additionally, the evaluation should be flexible
and adaptable to each group’s peculiarities. It is important to set minimum contents
according to the needs, abilities and rhythm at which the students learn.
9 Cross-curricular competences
Decree 48/2015, 26th December, that establishes the curriculum for Compulsory
Secondary Education in the Autonomous Community of Madrid, provides the cross-
curricular competences observed in this annual syllabus:
 Reading comprehension
 Oral and written expression
 Audiovisual communication
 Information and Communication Technology (ICT)
 Entrepreneurship
 Civic and constitutional education
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As dictated by the Community of Madrid, this annual syllabus contains elements to
promote equality among men and women, prevent gender violence, and the principle of
no discrimination due to any personal or social condition. Therefore, it condemns any
form of violence (gender, terrorist, etc.), racism, xenophobia, etc. Additionally, this
annual syllabus avoids sexist content, behaviour and stereotypes that might represent
any kind of discrimination.
According to Decree 48/2015, 26th December, the curriculum for Compulsory

Secondary Education must include curricular elements related to sustainable
development and the environment, situations of risk arising from the use of information
and communication technologies, as well as protection against emergencies and
catastrophes. These points are all included in the topics of this annual syllabus.
In accordance with the provisions of Law 2/2016, 29th March, on Identity and
Expression of Gender and Social Equality and Non-Discrimination of the Community of
Madrid, and Law 3/2016, 22nd July, on Comprehensive Protection against LGTBiphobia
and Discrimination for Reason of Sexual Orientation and Identity in the Community of
Madrid, this annual syllabus contains appropriate pedagogies for the recognition and
respect of LGTBI people and their rights.
Likewise, in compliance with the provisions of Royal Decree 1105/2014, 26th

December, this annual syllabus incorporates curricular elements aimed at the
development and strengthening of the entrepreneurial spirit, the acquisition of
competences for the creation and development of various business models and the
promotion of equal opportunities and respect for the entrepreneur and the business
owner, as well as business ethics. This syllabus promotes measures for students to
participate in activities that allow them to strengthen the entrepreneurial spirit and
entrepreneurship based on skills such as creativity, autonomy, initiative, teamwork,
self-confidence and critical sense.
As dictated by the Community of Madrid, this annual syllabus also promotes healthy
habits such as a balanced diet and physical activity in order to encourage healthy
lifestyles among our teenagers.
Regarding road safety, curricular elements are incorporated and certain actions are
promoted to improve coexistence and the prevention of traffic accidents, so that
students know their rights and duties as road users, pedestrians, travellers and drivers
of bicycles or motor vehicles, respect the rules and signals, and promote coexistence,
tolerance, prudence, self-control, dialogue and empathy with appropriate actions in
order to prevent traffic accidents and their aftermath.
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10 Didactic units
As mentioned in previous sections, the chosen units to develop in this dissertation are
Units 9 and 10 of the annual syllabus , which belong to the third term of the school
year.
Both units are explained below and for the purpose of simplification, several
abbreviations have been used:
SKILLS INTERACTION COMPETENCES
OC – Oral Ind – Individual LC – Linguistic competence

Comprehension
P – in pairs MSCT – Mathematical competence and basic
OE - Oral competences in Science and Technology
SG – small
Expression
groups DC – Digital competence
RC - Reading
LG – large LL – Learning to Learn
Comprehension
group / the
SCC – Social and Civic competence
WE – Writing whole class
Expression SIE – Sense of Initiative and Entrepeneurship
CCE – Cultural Conscience and Expressions
Table 3. Abbreviations used in didactic units. Source: own creation
Additionally, all activities mentioned below, can be found in Annex 1 of this dissertation,
in order of appearance.
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UNIT 9. WONDERS OF THE WORLD
Stage Year Timing Lessons
Third term
Compulsory Secondary Education Year 1 5
CONTENT
Block 1. Comprehension of oral Block 2. Production of oral texts Block 3. Comprehension of Block 4. Production of written
texts written texts texts
 Listen to and understand an  Oral interaction about the weather.  Reading an article about a  Doing exercises for practising
article about a New tribe found  Conversations paying compliments. New tribe found in Amazon the grammar studied in the
in Amazon rainforest.  Exchange questions and answers. rainforest. unit.
 Listen to and understand a  Exchange opinions.  Reading an article (transcript)  Producing sentences for
recording about how  Compare answers in pairs. about places with extreme practising the vocabulary
Changing Arctic Conditions  Do activities in pairs or groups. climates. presented in the unit.
Threaten Polar Bears.  Pupils discuss the questions raised in pairs.  Reading short stories set in  Pupils answer the
 Do the oral activity about the situation various continents. comprehension questions for
 Watch and understand a video
given. the written and oral texts.
on How to pay compliments.
 Producing oral presentations  Showcase presentations and reviews for peer  Producing posters about the way
about the way of living of other knowledge and evaluation. of living of other communities
communities (tribes). (tribes).
 Producing book reviews.
Assessment criteria Assessment tools Key competences
 Name, recognise and present

 Formative evaluation
vocabulary connected with In this unit students will:
 Summative evaluation
geographical features and  Revise vocabulary related to geography and weather (LC, SCC,
 Self-evaluation
climate. CCE)
 Peer-evaluation
 Use comparative and  Talk about the value of the natural world (LC, SCC, CCE)
 Evaluation of teaching/learning process
superlative adjectives and can /  Learn to use comparative and superlative adjectives (LC, MSCT)
can’t correctly.  Describe people’s abilities (LC, LL, MSCT)
 Use correct pronunciation and  For more information see section 8.3 and  Learn about different lifestyles and environments (LC, CCE)
intonation of vowel sounds. Annexes 3-12  Explore literature, discuss and interpret artistic forms of expression
 Be familiar with and use basic (LL, CCE)
sociocultural and sociolinguistic  Discuss ways in which they can help other communities (SCC)
aspects such as valuing our  Use ICTs in many instances (DC)
world, and helping the
community.
 Write comprehensible texts
(presentations and reviews) with
clear structures.
Cross-curricular elements
Moral and civic education Education for equality Values Cooperative work
 Show interest participating actively  Show respect for other people’s opinions,  Environmental values: value our  Be able to work in pairs or
 Recognise the importance of regardless of their gender world and take care of it groups effectively, respecting
being creative others and being cooperative
 Accept other people’s opinions
 Show interest in classmate’s
opinions and ideas
Learning outcome
Functions Grammar Vocabulary
 Paying  Comparative/superlative adjectives  Geographical features

compliments  Can/can’t for ability  The weather
 Talking about
the weather
Methodology
Communicative Approach, Task-Based Approach, Action-Oriented Approach, Multiple Intelligences (see section 7 for more information)
Resources, materials and facilities
Citizen Z A2 Student’s Book, worksheets, Plickers QR codes, notebooks, whiteboard, blackboard, internet access, computer, tablet, chromebooks, stationery
UNIT 9. THE WONDERS OF THE WORLD – LESSON 1
OBJECTIVES:
- Introduction of unit theme vocabulary

- Cooperative learning
- Practise reading/oral comprehension
- Develop critical thought. Students reflect knowing how to value our modern world and respect other cultures and ways of living
STAGE ACTIVITIES SKILLS INTERACTION COMPETENCES MATERIALS
Beginning of the  (5 min) Brainstorm with vocabulary to describe pictures found in the OC LG LC Worksheet:
worksheet (ie. river, tourists, water, waterfall, sunset, rocks, wall,
lesson P Phenomenal
pyramid) OE LL
 (5 min) In pairs, name the places and countries where these wonders of Wonders of
the world are located SCC
the World
 (5 min) Debate: Why are they called wonders of the world? Has anyone
visited any of them? Which one they’d like to visit and why? CCE
Lesson order  (10 min) Read and listen to the article; explain new vocabulary present in RC Ind LC Article: New
the article
tribe found in
OC LG LL
 (5 min) Reading comprehension: True or False activity Amazon
OE SCC
rainforest
WE CCE
End of the lesson  (15 min) Modern life discussion in two large groups. Different questions OC P LC Worksheet:
will be distributed to Student A and Student B to exchange opinions
Modern Life
OE SCC
Discussion
CCE
Homework  (5 min to explain) Investigation and presentation work via a webquest RC SG LC Webquest:
about tribal way of living. Share how they live in comparison with your The Kazakhs
own way of living in lesson 5 and 6 WE SCC

Tribe
CCE
Internet
LL
connection
DC
Computer
MSCT
Posters
OBJECTIVES:
- Introduce vocabulary connected with geographical features

- Practise oral/reading comprehension
- Learn about the value of the natural world and the effect of environmental changes
- Revise the grammar taught in previous levels: can / can’t
Beginning of the  (15 min) Practise vocabulary connected with geographical features RC LG LC Chromebooks
through a Kahoot competition
lesson (Kahoot)
WE Ind DC
Whiteboard
MSCT
Lesson order  (15 min) Practise oral/reading comprehension with a listening and OC Ind LC Listening +
its transcript. Complete multiple choice exercise based on this
Transcript: Changing
transcript OE P LL
Arctic Conditions
 (10 min) Use of can/can’t to express abilities. In pairs, make a list RC LG SCC
Threaten Polar
of things (min. 10) you can and can’t do and share with the rest of
the class WE Bears
Multiple choice
comprehension
activity
Notebook
End of the lesson  (10 min) Fill the gap activity with songs containing use of can/can’t OC LG LC Whiteboard
to express abilities (“I can’t dance” by Genesis and “I believe I can
fly” by R. Kelly). Digital activity via www.lyricstraining.com, OE LL Chromebooks
selecting “intermediate level” and “selection mode”
CCE (Lyricstraining.com)
DC
OBJECTIVES:
- Reinforce vocabulary connected with: climate

- Read an article: Could you live there?
- Revise and reinforce the grammar concepts studied during previous courses: comparative and superlative adjectives
Beginning of the lesson  (15 min) Review vocabulary related to climate in a small competition RC LG LC Plickers QR
using previously prepared QR codes for Plickers application
codes
Ind DC
Classroom
digital set up
(Whiteboard,
tablet,
Internet)
Lesson order  (5 min) Look at the pictures of Death Valley (California) and Antarctica OC LG LC Worksheet:
and describe them Could you live
OE Ind SCC
 (10 min) Read the article Could you live there? about the hottest place there?
on Earth, Antarctica – the place with the most weather records and the RC
(Student’s
world’s best and worst weather. Answer the reading comprehension
questions related to the article.

book p. 104)
WE
 (10 min) Review and practise comparative / superlative adjective forms
completing a table, following grammatical rules Worksheet:
Comparative/
Superlative
adjectives
End of the lesson  (5 min) Revise what has been done and learned in this lesson OC LG LC Blackboard
 (5 min) Explain homework OE LL Notebook
Homework  Read a story set in a given continent that the teacher will provide the RC SG LC Various
group with
literary
WE SCC
 Write a short book review following the book review template provided resources
LL
Worksheet:
CCE
Let’s write a
book review
OBJECTIVES:
- Use literature as a source of pleasure and knowledge

- Produce a book review and develop critical thought
- Learn expressions to improve fluency
- Learn expressions to pay compliments
Beginning of the  (30 min) Students present their book reviews for group discussion OE SG LC Homework
lesson book reviews
 (5 min) Mention most common mistakes in the presented reviews and OC LG LL
correct them Blackboard
CCE
Lesson order  (5 min) Watch and listen to a video on How to pay a compliment. OC LG LC Video: How to
pay a
 (5 min) Provide with transcript of the video and ask students to highlight RC Ind SCC
different ways to pay a compliment on the given transcript compliment
OE
Transcript:
How to pay a
compliment
End of the lesson  (5 min) Debate on how easy/difficult is to pay or accept compliments OE LG LC Blackboard
OC SCC
OBJECTIVES:
- Develop social skills and critical thought: helping the community

- Promote respect for other ways of living
- Encourage research, digital skills and group work
- Peer evaluation
Beginning of the  (5 min) Brief recap of Lesson 1 theme as an introduction to OC LG LC Blackboard

student’s presentations
lesson
OE SCC
Lesson order  (35 min) Students present their posters about tribal way of living in OE SG LC Whiteboard
comparison to their own, as per the webquest instructions provided
OC
in lesson 1 LG SCC Blackboard
 (5 min) Q&A session among students based on the presented DC Presentation

posters posters
SIE

End of the lesson  (5 min) Peer evaluation on the presentations according to the rubric RC LG LC Assessment
provided in the webquest
rubrics from
WE LL
webquest
SCC
MSCT
SIE
UNIT 10. AROUND TOWN
STAGE YEAR TIMING LESSONS
Third term
Compulsory Secondary Education Year 1 5
CONTENT
BLOCK 3.
BLOCK 1. COMPREHENSION OF ORAL BLOCK 4. PRODUCTION OF WRITTEN
BLOCK 2. PRODUCTION OF ORAL COMPREHENSION OF
TEXTS TEXTS
TEXTS WRITTEN TEXTS
 Oral interaction about plans.

 Conversations giving invitations and  Producing an informal e-mail about
answering invitations.  Read an article: The visiting a friend.
 Listening to radio podcast about diverse  Exchange questions and answers. Taipei 101 Building.  Pupils complete the grammar rules
problems in towns  Exchange opinions.  Reading a cultural text about the use of be going to, the
 Listening to and understanding a  Compare answers in pairs. about ghost towns. present continuous and do exercises
cultural text about ghost towns.  Do activities in pairs or groups.  Reading an e-mail as a to practice.
 Pupils discuss the questions raised model for writing your  Producing sentences for practising the
in pairs. own. vocabulary presented in the unit.
 Do the oral activity about the  Pupils answer the comprehension
situation given. questions for the written and oral texts.
ASSESSMENT CRITERIA KEY COMPETENCES

ASSESSMENT TOOLS
 Name, recognise and present  Formative evaluation In this unit students will:
vocabulary connected with places and  Summative evaluation  Revise vocabulary related to urban living (LC, SCC)
things in the city.  Self-evaluation  Discuss and decide the best ways of appreciating other cultures (LC, SCC,
 Use be going to, the present  Peer-evaluation CCE)
continuous and adverbs correctly.  Evaluation of teaching/learning  Learn to use future verb forms to discuss intentions and arrangements
 Use correct pronunciation and process (LC, MSCT, SIE)
intonation. Voiced /ð/ and unvoiced /θ.  Consider problematic issues in urban communities (LC, SCC)
 Finding out about and using basic  For more information see section  Revise the use of adverbs (LC, MSCT)
sociocultural and sociolinguistic 8.3 and Annexes 3-12  Develop their writing skills in electronic mail formats (LC, DC, LL)
aspects such as appreciating other  Raise their awareness of typical learner errors and learn to correct them
cultures. (LC, LL, MSCT)
 Producing short, comprehensible oral  Review material and test themselves to reflect on their learning progress
texts which give, request and (LC, LL, SIE)
exchange information: a  Use ICTs in many instances (DC)
conversation/role-play about plans.
 Write brief, simple texts and with clear
structures: an informal e-mail.
CROSS-CURRICULAR ELEMENTS
Moral and civic education Education for equality Values Cooperative work
 Show interest participating actively
 Show respect for other
 Recognise the importance of being  Be able to work in pairs or groups
people’s opinions,  Multicultural education:
creative effectively, respecting others and
regardless of their knowing how to appreciate
 Accept other people’s opinions being cooperative
gender other cultures.
 Show interest in classmate’s
opinions and ideas
LEARNING OUTCOMES
FUNCTIONS GRAMMAR VOCABULARY
 Places in town
 Be going to for intentions
 Inviting and making arrangements  Things in town
 Present continuous for arrangements
 Talking about plans  Compound nouns
 Adverbs
METHODOLOGY
Communicative Approach, Task-Based Approach, Action-Oriented Approach, Multiple Intelligences (see section 7 for more information)

RESOURCES, MATERIALS AND FACILITIES
Citizen Z A2 Student’s Book, worksheets, Plickers QR codes, notebooks, whiteboard, blackboard, internet access, computer, tablet, chromebooks, stationery
UNIT 10. AROUND TOWN – LESSON 1
OBJECTIVES:
- Read an article: The Taipei 101 Building
- Introduce vocabulary connected with places in the city
- Practice grammar and reading comprehension
- Develop critical thought. Reflect on valuing other cultures
Beginning of the  (10 min) Introduce word bank (Places in the city); explain new OC LG LC Quizlet:
lesson vocabulary through a digital resource (Quizlet) in a graphical and Places in the
OE Ind LL
auditory way city
RC
Whiteboard
 (5 min) Use the introduced vocabulary to talk about nearby places
Lesson order  (10 min) Grammar practice – Fill up the gaps with the provided RC P LC Worksheet:
words to complete the article “The Taipei 101 Building” The Taipei
WE Ind
LL 101 Building
 (5 min) Read article “The Taipei 101 Building” after filling up the
gaps SSC
 (5 min) Reading comprehension exercise (True or False)
End of the lesson  (10 min) Debate on questions related to the article OC LG LC Worksheet:
The Taipei
OE SCC
 (5 min) Explanation of homework 101 Building
CCE
Homework  Watch Prezi presentation on the use of be going to (for intentions) OC Ind LC Prezi link
and present continuous (for arrangements) (flipped
RC DC
classroom)
WE LL
OBJECTIVES:
- Revise basic grammar ideas taught in previous levels: be going to & present continuous to express future tense
- Make arrangements using be going to
- Express plans using the present continuous
- Reinforce oral interaction in English
Beginning of the  (15 min) Revise what they have done and learned in the Prezi OC LG LC Blackboard
lesson lesson (mind map)
OE LL
MSCT
Lesson order  (15 min) Role play – Phone call game (be going to practice) OC LG LC Worksheet on
future practices
P
 (15 min) Rally Robin – My exciting life (present continuous as OE LL
future practice)
WE SCC
End of the lesson  (5 min) Revise what has been done and learned in this lesson. OC LG LC Blackboard
LL
OE Notebook
OBJECTIVES:
- Listen to radio podcast about problems in towns
- Practice oral expression and comprehension
- Develop thought: solving problems
- Introduce vocabulary connected with things in the city: compound nouns (present in the podcast)
Beginning of the  (15 min) Brief introduction of lesson by looking at pictures that could OE LG LC Worksheet:
lesson be found in any town and discuss them Our Town:
OC Ind LL
What’s wrong

 (5 min) Exercise on vocabulary related to pictures and following and what we
RC SCC
activity. Link words to create compound nouns can do about
CCE it?
Lesson order  (10 min) Listen to radio podcast on problems in towns (twice) OC Ind LC Listening: Our
Town: What’s
LG
 (5 min) Comprehension exercise (True or False) related to the radio OE LL wrong and
podcast what we can
SCC do about it?
Worksheet:
CCE
Our Town:
What’s wrong
and what we
can do about
it?
End of the lesson  (20 min) Debate in pairs: What would you change in your town. Why OE P LC Notebook
and how? Present main ideas to recap
LG LL
OC Blackboard
SCC
WE
OBJECTIVES:
- Pupils read a cultural text: Some of the most creepy ghost towns around the world
- Use culture reading as a source of pleasure and knowledge
- Promote critical thinking
- Review rules regarding informal electronic writing
- Produce a written text: an informal e-mail
Beginning of the  (5 min) Introduce the theme: Ghost towns OC LG LC Blackboard

lesson
OE LL
 (10 min) Discuss: what is a ghost town? Why do towns get deserted?
Do you know any ghost town? SCC
CCE
Lesson order  (10 min) Reading: Some of the most creepy ghost towns around the RC Ind LC Worksheet:
world Some of the
CCE most creepy
ghost towns
around the
world
End of the lesson  (10 min) Reading comprehension questions based on the article, using RC Ind LC Plickers QR
Plickers codes
LL
Classroom
 (15 min) Explanation of homework and review about informal email DC
digital set up
writing tips (Whiteboard,
tablet,
Internet)
Homework  Introduction to informal email writing through an explanatory video OC Ind LC Interactive
video (flipped
LL
 Write an informal email in response to a friend’s email included in the RC classroom):
worksheet DC http://www.ca
WE mbridgeengli
SCC
sh.org/learni
ng-
english/activit
ies-for-
learners/b2w
002b-how-to-
write-an-
informal-
email
Worksheet:
Writing an
informal
email

OBJECTIVES:
- Encourage peer evaluation for significative learning
- Revise and reinforce grammatical concepts: adjectives vs adverbs (-ly)
- Review of all concepts (vocabulary & grammar) learned in this unit
Beginning of the  (15 min) Distribute homework emails to students for peer evaluation, RC Ind LC Homework
lesson based on assessment rubrics emails
OE P LL
Assessment
 (5 min) Discuss most common mistakes and correct them OC LG
rubrics
Lesson order  (5 min) Review grammar rules on adjectives /adverbs. How to convert RC Ind LC Worksheet:
adjectives into adverbs by adding -ly Adjective or
LG
WE LL Adverb
 (10 min) Practise exercises on the correct use of adjectives and
adverbs & correct them OC
OE
End of the lesson  (15 min) Kahoot to review all concepts learned in Unit 10 (grammar WC LG LC Chromebook
points, vocabulary, etc.)
LL (Kahoot)
WE
DC
Table 4. Overview of didactic units 9 & 10 of this annual syllabus. Source: own creation
11 Conclusion
It is widely known that being able to speak fluent English has become a necessity in
our globalized world as English is currently the lingua franca of our international
community. However, this is not always a good enough reason for our students to be
motivated to learn English and they perceive it as another compulsory school subject to
pass but not as an important tool for communication in our society. Therefore, as
teachers, it is our duty to meet all education objectives stipulated by law in a
motivational way in order achieve the most meaningful learning from our students and
increase their fondness for the English language.
The design of this annual syllabus follows this maxim and enables students to acquire
the key competences in an appealing way; the topics are very appealing for their group
age and it encompasses a wide variety of activities. The interactivity, diversity of
materials, class dynamics, and the focus on oral skills and students’ creativity are the
strengths of this syllabus. This is coupled with an extensive use of ICT, which is so
relevant in today’s society and much needed in current education. All activities are
designed to give students the chance to interact dynamically in pairs and groups,
promoting a culture of cooperative learning. The implementation of the activities and
tasks also cater for different “intelligences”; helping students succeed in their learning
process according to their peculiarities and capabilities. The school, the context, their
facilities, resources and characteristics of the students have also been taken into
account when giving shape to this syllabus.
Students learn about the existence of other lifestyles and societies; opening their minds
and bringing an appreciation for different cultures. All in all, students are encouraged to
make use of English as a real tool for communication and creative expression, which is
generally the main objective of any EFL syllabus. Consequently, students can see that
English is more than a subject; it is a space to build bridges among people.
12 Limitations and reflections
As a way to conclude this dissertation, I would like to highlight those areas that I would
have explored further had the circumstances allowed. As per the established
chronology of this Master’s, the bulk of this dissertation was composed prior to the
attendance to what I believe are the most relevant subjects in terms of syllabus
56
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creation. These subjects are the ones dedicated not only to the accurate creation of
syllabi, didactic units and lesson plans, but also to teaching innovation, latest teaching
methodologies, digital resources, etc. Consequently, I feel that I could have created an
even more innovative syllabus had I been provided with the necessary tools and
knowledge at the most appropriate times.
Specifically, I would have liked to explore the following areas further:
Rubric creation and application.

The rubric assessment in my syllabus could be enhanced further with the multiple
options available in digital rubric creation.
Emotional intelligence and ELT.

Our classrooms nowadays are melting pots; full of great cultural diversity.
Unfortunately, due to time constraints and other limitations, it is difficult to attend to all
the demands of this diversity. However, all students, as individuals, have a common
ground which are their emotions and therefore we should appeal to these emotions
while teaching. Although emotional intelligence has already a space in this syllabus
through its activities such as group work, brainstorming and debates, I would have liked
to exploit its possibilities even further as I think it is a very interesting approach for the
optimum development of our students as individuals. I share Darn’s posture (2008)
who believes that emotional intelligence in ELT promotes students’ “academic success
while reducing anxiety and negative feelings during the learning process”.
Although I wasn’t able to explore these aspects further during the creation of my
dissertation, I am very much looking forward to applying them throughout my upcoming
career to ensure I can make the most positive impact possible on my future student’s
education and development.
57
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13 References
SCIENTIFIC REFERENCES
 Bokova, I. (2015). Rethinking Education. Towards a Global Common Good?

UNESCO. Retrieved from http://unesdoc.unesco.org
 Bueno, C. (2018). Internship report. Madrid: Universidad Internacional de Valencia.
 Darn, S. (2008). Emotional Intelligence and ELT. Retrieved from: https://learning-

development.britishcouncil.org/file.php/1608/SD_soft_skills_EI_and_ELT.pdf
 Delors, Al Mufti, Amagi, Carneiro, Chung, Geremek, Gorham et al. (1996). Learning:
The Treasure Within. UNESCO Publishing. Retrieved from
http://unesdoc.unesco.org/images/0010/001095/109590eo.pdf
 Dewey, J. (1929). My pedagogic creed. Retrieved from:

http://www.infed.org/archives/e-texts/e-dew-pc.htm.
 Doughty, C.J. & Long, M.H. (2003). Optimal Psycholinguistic Environments for
Distance Foreign Language Learning. Language Learning and Technology.
Retrieved from: http://llt.msu.edu/vol7num3/doughty/
 Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice.

New York: Basic Books.
 Ireson J. & Hallam S. (2001). Ability Grouping in Education. London: University of

London.
 Lewis-Jones P., Puchta H. & Stranks J. (2016). Citizen Z A2 Student’s Book.

Madrid: Cambridge University Press.
 Lewis-Jones P., Puchta H., Rezmuves Z. & Stranks J. (2016). Citizen Z A2

Teacher’s Book. Madrid: Cambridge University Press.
 Miravet, N. (2017). Complementary Training for Foreign Language Discipline.

Valencia: Universidad Internacional de Valencia.
 Negga D., Kwang Guan Chan D. and Szirmai M. (2017). Language Policy, Ideology
and Educational Practices in a Globalized World. Selected Papers From the
PLIDAM 2014 Conference on “Policy and Ideology in Language Teaching and
Learning: Actors and Discourses”. Paris: Éditions des archives contemporaines.
 Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
58
 Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge
University Press.
 Piaget, J. (1968). The psychology of intelligence. Totowa. NJ. Litlefield: Adams.
 Prensky, M. (2001). “Digital Natives, Digital Immigrants Part 1”, On the Horizon, Vol.
9 Issue: 5, pp.1-6. Retrieved from: https://doi.org/10.1108/10748120110424816
 Rodríguez, B. (2010). The Area of the Foreign Language in the Curriculum. Criteria
to be Reflected in the PEC and in the PCC. Madrid: UNED.
 Spada, N. (2007). International Handbook of English Language Teaching. Chapter

18. Toronto: Springer International Handbooks of Education.
 Varela, R. (2003). All About Teaching English, A Course for Teachers of English
(Pre-school through Secondary). Madrid: Editorial Centro de Estudios Areces, S.A.
 Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological

Processes. Harvard: Harvard University Press.
 Yalden, J (1984). “Syllabus Design in General Education: Options for ELT”. In C.

Brumfit (Ed.), General English Syllabus Design. Oxford: Pergamon Press.
LEGAL REFERENCES
Council of Europe (2001). Common European Framework of Reference for Languages:

Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Retrieved
from:https://www.coe.int
Decree 48/2015 recently modified by Decree 39/2017 (BOCM, 7th April 2017) that
establishes the curriculum for the Compulsory Secondary Education in the
Autonomous Community of Madrid, (BOCM, 14th May 2015).
Guadiela Sociedad Cooperativa Madrileña. (January 2007). Proyecto Educativo de

Centro. Madrid, Spain.
Guadiela Sociedad Cooperativa Madrileña. (October 2015). Plan de Convivencia.

Madrid, Spain.
Guadiela Sociedad Cooperativa Madrileña. (October 2017). Programación General

Anual. Madrid, Spain.
Guadiela Sociedad Cooperativa Madrileña. (January 2007). Plan Atención a la

Diversidad. Madrid, Spain.
59
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Order 2398/2016 from Education, Youth and Sports Council of the Community of
Madrid, which regulates certain aspects of organisation, functioning and evaluation in
Compulsory Secondary Education in the Autonomous Community of Madrid, (BOCM,
9th August 2016).
Recommendation of the European Parliament and of the Council of 18th December

2006 on Key Competences for Lifelong Learning (2006/962/EC).
Royal Decree 310/2016 which regulates final assessment at the end of Compulsory
Secondary Education and Baccalaureate, (BOE 183, 30th July 2016).
Statute Law 8/2013 on the Improvement of the Quality of Education, (BOE 295, 9th
December 2013).
WEB REFERENCES
www.allthingstopics.com
www.breakingnewsenglish.com
www.cambridgeenglish.org
https://en.islcollective.com
https://es.scribd.com/doc/55097371/Paying-Attention-to-Diversity
https://www.independent.co.uk
www. kahoot.com
https://learnenglish.britishcouncil.org
https://learningenglish.voanews.com
http://learnenglishteens.britishcouncil.org
www.plickers.com
www.quizlet.com
www.tefl.net
https://www.usingenglish.com
FIGURES REFERENCES
Figure 1. Legal framework for this syllabus. Source: own creation.
Figure 2. Summative evaluation marking criteria. Source: own creation.
60
Figure 3. Phenomenal Wonders of the World worksheet. Source: adapted from
https://en.islcollective.com/resources/printables/worksheets_doc_docx/wonders_of_the
_world/world-onders-of/18186
Figure 4. Various screenshots of the webquest ”The Kazakhs Tribe”. Source: Banato
T., Bueno C., Larrea C., Martín B., Sevillano T., Vasco G. (2018) The Kazakhs Tribe
Webquest. Retrieved from: http://questgarden.com/199/03/4/180422034156/
Figure 5. Text extract from “New Tribe Found in Amazon Rainforest”. Source:
http://www.breakingnewsenglish.com/0806/080602-rainforest.html
Figure 6. Screenshots from Kahoot geographical terms. Source:

https://create.kahoot.it/details/geographical-terms/1fbd240a-a671-498f-ab0d-
6fb83d7bd2b8
Figure 7. Screenshots from Plickers climate vocabulary. Source: own creation.
Figure 8. Various screenshots from “Intentions and Arrangements in the Future”

(Prezi). Source: own creation.
Figure 9. Screenshot from “Places in the City” (Quizlet). Source: own creation.
Figure 10. Screenshot of The Taipei 101 Building worksheet. Source:
https://www.allthingstopics.com/uploads/2/3/2/9/23290220/lesson_taiwan-taipei101.pdf
Figure 11. Screenshots of Plickers reading comprehension exercise. Source: own

creation.
Figure 12. Screenshot of email writing exercise. Source:

https://learnenglishteens.britishcouncil.org/sites/teens/files/an_informal_email_-
_exercises.pdf
Figure 13. Screenshots of review activity (Kahoot). Source: own creation.
Figure 14. Screenshots of “What´s your learning style” questionnaire. Source:

https://www.schoolonwheels.org/pdfs/3121/Learning-Styles.pdf
Figure 15. Screenshot of “Comic Book Challenge” presentation. Source: own creation.
IMAGES REFERENCES
Image 1. Icy. Source: https://arctic-stock.deviantart.com/art/Icy-cave-4-56522967
Image 2. Cloudy. Source: https://arctic-stock.deviantart.com/art/Icy-cave-4-56522967
Image 3. Graffiti on shop window. Source: http://www.alamy.com/stock-photo/graffiti-

shop-window-windows-vandalism-graffiti-on-shop-windows.html
Image 4. Litter on Street. Source: https://www.statisticbrain.com/littering-statistics/
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Image 5. Youngsters. Source: https://1.bp.blogspot.com/-
kA_fz8z80Ns/WfNMCY0l9TI/AAAAAAAABF0/4ZSGUv8sfg8Bfh6xavO18tDUf4gV679ig
CLcBGAs/s1600/chavs%2Bstreet.jpg
Image 6. Traffic in Manhattan. Source: https://www.shutterstock.com/video/clip-
31718617-stock-footage-new-york-circa-heavy-traffic-in-the-narrow-streets-of-
manhattan-with-stunning-heights-of.html
TABLES REFERENCES
Table 1. Content blocks of this syllabus. Source: own creation.
Table 2. Overview of this annual syllabus. Source: own creation with reference to
http://www.cambridge.es/catalogo/secundaria/cursos/citizen-z/programaciones
Table 3. Abbreviations used in didactic units. Source: own creation with reference to
http://www.cambridge.es/catalogo/secundaria/cursos/citizen-z/programaciones
Table 4. Overview of didactic units 9 & 10 of this annual syllabus. Source: own creation
with reference to http://www.cambridge.es/catalogo/secundaria/cursos/citizen-
z/programaciones
Table 5. Comparative adjectives worksheet. Source: adapted from Lewis-Jones P.,

Puchta H. & Stranks J. (2016). Citizen Z A2 Student’s Book. Madrid: Cambridge
University Press.
Table 6. Book review template. Source: own creation.
Table 7. Initial evalulation. Source: own creation.
Table 8. Formative evaluation (Table 1 and 2). Source: own creation.
Table 9. Speaking and interacting evaluation. Source: own creation.
Table 10. Listening evaluation. Source: own creation.
Table 11. Writing evaluation. Source: own creation.
Table 12. Group work evaluation. Source: own creation.
Table 13. Summative evaluation. Source: own creation.
Table 14. Self evaluation questionnaire. Source: own creation.
Table 15. Peer evaluation rubric. Source: own creation.
Table 16. Process evaluation. Source: own creation.
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14 Annexes
ANNEX 1 – DIDACTIC UNITS’ ACTIVITIES
Unit 9_Lesson 1 – Phenomenal Wonders of the World
Niagara Falls – Great Barrier Reef – Grand Canyon – Giant’s Causeway – Sailing stones - Northern and
1-
Southern Lights - Chichien Itza – Great Pyramid of Giza – Petra – Great wall of China – Machu Pichu –
Taj Mahal -
Name & Country: _____ Name & Country: _____ Name & Country: ________
Name & Country: _____ Name & Country: _____
Name & Country: _____ Name & Country: _____ Name & Country: _____
Name & Country: _____ Name & Country: _____
Figure 3 . Phenomenal Wonders of the World worksheet
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Unit 9_Lesson 1 - New Tribe Found in Amazon Rainforest
The Brazilian government has published photographs of an isolated community of

indigenous people living in the Amazon rainforest. It is the first time the world has seen this
tribe and the first time for the tribe to see the outside world. Brazil’s National Indian
Foundation (NIF) put the photos on its web site on May 29th. The foundation is a
government agency that looks after the interests of the country’s disappearing tribes. José
Carlos dos Reis Meirelles, an NIF official, said the photographs were taken over several
weeks in April and May. He explained: “We did the flights to show their houses, to show they
are there, to show they exist.” He is worried that the tribes-people will catch diseases they
have never experienced before, such as influenza. There are also concerns that the spread
of illegal logging will destroy their ancient way of life.
The newly-found tribe is surely one of the last remaining peoples on Earth never to have
had contact with modern life. The name of the tribe and its exact location are being kept a
secret. The only information released so far is that the tribe lives in a remote part of the
rainforest near the Brazil-Peru border. The photographs that were taken show painted men
dressed in warrior costumes with bows and arrows. They were trying to shoot down the
photographer’s plane as it flew past. Another shot shows villagers standing in front of their
primitive thatched huts. Survival International, a group that fights for the rights of indigenous
people, warned the group and its unique culture is “in grave danger” of disappearing. It said:
"The world needs to wake up…and ensure that their territory is protected…Otherwise, they
will soon be made extinct."
Figure 4. Text extract from “New Tribe Found in Amazon Rainforest”
After Reading / Listening

TRUE / FALSE: Based on the listening/transcript, say whether these sentences are true (T) or
false (F):
a. Million-year-old fossils of an ancient tribe have been found in Brazil. T/F
b. Brazil’s government put photos of the tribe’s houses on the Internet. T/F
c. Influenza is a completely new disease to the tribe. T/F
d. Logging is probably the key to the economic future of the tribe. T/F
e. Hundreds more of Earth’s tribes have had no contact with modern life. T/F
f. Brazil’s government is not disclosing the name or location of the tribe. T/F
g. Men from the tribe tried to shoot down a plane with bows and arrows. T/F
h. An indigenous rights group said the tribe’s extinction is not a worry. T/F
Modern Life Discussion
STUDENT A’s QUESTIONS (Do not show these to student B)

1- What do you understand by “indigenous tribe”?
2- After showing pictures, do you think the tribe will now be destroyed by the modern world?
3- Do you think modern life is better than this way of living? Why?
4- Who is to blame for the loss of so many tribes in our current society?
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STUDENT B’s QUESTIONS (Do not show these to student A)
1- What adjectives would you use to describe modern life?
2- What adjectives would you use to describe primitive life?
3- Would you go back in time to live as these tribes do?
4- What if your culture was in danger of disapperaring? How would you feel and what would you
do?
Unit 9_Lesson 1- The Kazakhs Tribe Webquest
Figure 5. Various screenshots of the webquest ”The Kazakhs Tribe”
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Unit 9_Lesson 2 – Geographical Features
Figure 6. Screenshots from Kahoot geographical terms
Unit 9_Lesson 2_Listening – Changing Arctic Conditions Threaten Polar Bears

Transcript of “Changing Arctic Conditions Threaten Polar Bears”. Source:
https://learningenglish.voanews.com/a/changing-arctic-conditions-threaten-polar-
bears/2873751.html
American researchers spent two summers studying polar bears on the Arctic sea ice. They
found that sea ice, where polar bears spend much of their lives, is melting faster than experts
predicted it would. The researchers say this change in the animals’ home territory is threatening
their survival.
The scientists published a report on their study in the journal Science. The report says polar
bears face a difficult future unless countries reduce air pollution.
Polar bears live on the ice. It is where they hunt, mate and raise their young. But a team of
researchers has found that the animals’ ice habitat is warming up, and shrinking.
The team was from the University of Wyoming. Its members worked in the Arctic between 2008
and 2010. Merav Ben David was among the researchers. She says they learned that polar
bears often have trouble finding food. She says the lack of food can affect their mental health.
“So if shortening of the spring hunting season, lengthening of the summer season where they
are food-deprived and still experiencing difficulties in getting food in the winter, polar bears are
stressed physiologically."
66
Ms. Ben David says if the animals do not eat enough food in the spring, they are in poor health
when winter arrives.
The researchers travelled on helicopters and ships. They captured more than 20 polar bears,
and tested their blood. Before releasing the animals, the researchers equipped them with
devices to measure temperature. They then followed the movement of the polar bears on ice
and on land.
Other studies had suggested that the bears could deal with a lack of food in the summer by
reducing their activity -- like the animals do when they hibernate in the winter. But Ms. Ben
David says the researchers discovered that did not happen.
“We found that polar bears -- like their nearest relatives the brown bears -- are incapable of
reducing their metabolic rate to the level that we see during winter hibernation. So there are
limits on how long they can go without feeding in the summer.”
Ms. Ben David says 20,000 to 25,000 polar bears live in the Arctic. She says the world should
take action to protect them.
“If we want to be responsible citizens of this planet, we have to do everything in our power to
stop, reverse the trend of sea ice loss.”
She says countries must work to limit the greenhouse gases that studies have linked to rising
temperatures. She says if that does not happen, polar bears could one day disappear from our
planet.
Multiple Choice Comprehension Activity
For questions 1-5, choose A, B or C.

1 American researchers found that sea ice is
A melting faster than experts predicted it would
B not melting faster than experts predicted it would
C melting slower than experts predicted it would
2 Polar bears’ future depend on
A reduction of air warming
B reduction of sea ice
C reduction of air pollution
3 The lack of food affects polar bears’
A physical health
B mental health
C bodies
4 Ms. Ben David says
A 20,000 polar bears live in the Artic
B 20,000 to 25,000 polar bears live in the Artic
C 25,000 polar bears live in the Artic
5 Countries must work to limit …
A greenhouse gases
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B greenhouse phases
C greenhouse plants
Unit 9_lesson 3_Plickers_Climate Vocabulary
Figure 7. Screenshots from Plickers climate vocabulary. Source: own creation

Image 1. Icy
Image 2. Cloudy
Unit 9_Lesson 3 – Comparative Adjectives Worksheet (adapted from Citizen Z A2

Student’s Book)
Please complete the table below and give one more example of each category:
ADJECTIVES COMPARATIVE FORM

1. Short adjectives (one syllable) small smaller (than)
big bigger (than)
hot …
2. Adjectives ending in happy happier (than)
consonant + -Y dry … (than)
early … (than)
3. Longer adjectives (two or beautiful … (than)
more syllables) intelligent more intelligent (than)
4. Irregular adjectives bad Worse (than)
good … (than)
far farther/further (than)
Table 5. Comparative adjectives worksheet. Source: own creation
Unit 9_Lesson 3 – Let’s write a book review!
TEACHING GUIDELINES:
 Divide the class into groups
 Provide each group with a short story set in a given country
 All groups should have different countries
 Show where these countries are on the wall map of the classroom
68
INSTRUCTIONS FOR STUDENTS:
 All members of the group need to read the given story
 Write a book review together, answering the questions of the template below
 Illustrate your book review with a drawing that summarizes the story
 Read your reviews in front of the other groups and discuss any questions may arise
 Display your book reviews next to their corresponding continent on the wall map
BOOK REVIEW TEMPLATE
A BOOK REVIEW BY (Please add all group members)
Title
Author
Short summary of the story Where is the story set?
--------------------------------------------------------------------
--
----------------------------------------------
-------------------------------------------------------------------- How do you know it is set

----------------------------------------------
-------------------------------------------------------------------- there?
----------------------------------------------
-------------------------------------------------------------------- ----------------------------------------------
----------------------------------------- ----------------------------------------------
-----------------------
-
LIKES DISLIKES What is the best part of
the story for you? Why?

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

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

-------------------------------------------
----------------------------------------------
-------------------------------------------
----------------------------------------------
Represent the story with a drawing ------------------------------
----------------------------- --------------------------
-
----------------------------- -------------------------- -------------------------------------------
----------------------------- -------------------------- -------------------------------------------
----------------------------- -------------------------- -------------------------------------------
----------------------------- -------------------------- -------------------------------------------
----------------------------- --------------------------
Table 6. Book review template. Source: own--creation
----------------------------- --------------------------
---------------------------- --------------------------
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6
UNIT 9_LESSON 4_PAYING COMPLIMENTS
Transcript of “How to pay a compliment” video. Source:
https://learnenglish.britishcouncil.org/sites/podcasts/files/LearnEnglish-How-to-pay-a-
compliment.pdf)
Man: Good morning!
Woman: Morning! Woman: Do you think so?
Man: By the way, I just wanted to say well Man: Oh yeah. Very ... fashionable.
done on clinching that deal!
Woman: Oh, it’s just an old thing.
Woman: Oh, thanks. It wasn’t too difficult.
Man: Well, you’ve got a great sense of style.
Man: You’re being modest! You did really well.
Woman: Thank you, you too.
Woman: Thank you.
Man: Thank you.
Man: You’re a great manager, you know.
(pause)
Woman: Do you think so?
Man: Nice perfume, too. Is that Dream?
Man: Oh yeah.
Woman: Well, yes, it is actually.
Woman: I appreciate that.
Man: You wear it well.
(pause)
Woman: I’m flattered.
Man: Have you cut your hair?
Man: My pleasure.
Woman: Oh yes, I did actually. Thanks for
Woman: Listen, do you want something?
noticing!
Man: No. I’m just being polite, you know.
Man: Where did you get it done?
Woman: Hmmm.
Woman: Oh, just that place on the high street.
Man: They did a great job and it looks great

with the outfit.
70
UNIT 10_LESSON 1 - INTENTIONS AND ARRANGEMENTS IN THE FUTURE
(PREZI)
Figure 8. Various screenshots from “Intentions and Arrangements in the Future” (Prezi). Source: own
creation
UNIT 10_LESSON 1 – QUIZLET – PLACES IN THE CITY
Figure 9. Screenshot from “Places in the City” (Quizlet). Source: own creation
71
7
UNIT 10_LESSON 1_TAIPEI 101
Figure 10. Screenshot of The Taipei 101 Building worksheet
READING COMPREHENSION
Write “T” (True) or “F” (False) next to each statement
1……….. Taipei 1010 building is in Hong Kong.
2……….. It is the tallest building in the world.
3………..Sometimes you cannot see its top.
4………..There are more than one hundred floors in the building.
5………..You can visit the 91st floor for free.
LET’S TALK!
 Why do you think that eight is a lucky number in China? Is there a lucky number in
Spain?
 Would you like to live at the top of building? Yes/no? Why?
 Why do you think they build so many tall buildings in cities?
 What other tall buildings do you know?
72
UNIT 10_LESSON 2 – FUTURE PRACTICE
1- Practice on Be going to (future)

Making Arrangements- Phone Calls Game (adapted from
https://www.usingenglish.com/files/pdf/telephoning-making-arrangements.pdf)
What are your arrangements and plans for tomorrow, this weekend and the beginning of next
week?
Write all of your real arrangements (sport activities, parties, shopping trips, dentist appointments
etc.) in the spaces below, perhaps with plans like going for a jog on your own if you like.
Tomorrow This Next month Next summer

weekend
Pretend to phone people in the class to make as many arrangements as you can. You must
change the person you speak to after each attempt, but you can then go back to the same
person if you like. Write all the successfully made new arrangements above. The person with
most new arrangements will win the game.
Report your new arrangements to the class, starting with the person who thinks they have most
new arrangements, mentioning the day, time and person you are meeting. If anyone else says
that arrangement is wrong or if you have made two arrangements for the same time, play
passes to the next person.
2- Practice on Present continuous (future)
My Exciting Life (adapted from https://www.tefl.net/elt/ideas/games/practice-present-

continuous-arrangements/)
Students try to outdo each other boasting about their exciting schedules with sentences like “I’m
going to Katy Perry’s house for a party tonight” and “I’m climbing mount Everest tomorrow”.
Students can also play the opposite game of trying to make their future arrangements sound
like more of a pain with sentences like “I’m taking seven tests in the next two days” and “I’m
moving to another country tomorrow morning so I have to pack everything tonight”.
73
7
UNIT 10_LESSON 3 – OUR TOWN: WHAT’S WRONG AND WHAT CAN WE DO
ABOUT IT? (exercises adapted from Citizen Z A2 Student’s Book – p. 114-115)
1-LET’S LOOK AND DISCUSS

Look at the photos. What problem does each one show?
Image 3. Graffiti on shop window

Image 4. Litter on Street
Image 5. Youngsters
Image 6. Traffic in Manhattan
2-VOCABULARY EXERCISE (COMPOUND NOUNS)

Link words from column A with words in columns B to make things you can find in a
town
A B
zebra wall
youth street
speed camera
graffiti bin
cycle lane
litter crossing
high board
bill club
74
3-OUR TOWN: WHAT´S WRONG AND WHAT WE CAN DO ABOUT IT? (text adapted from
Citizen Z A2 Student´s Book) - Transcript
Radio presenter: Hi, what´s your name and where are you calling from?
Mark : Hi, my name´s Mark and I´m calling from Manchester. I wanted to say that our city
currently looks a mess and that’s not good for tourism. I hate the litter in our streets. Why can´t
people put it in the bins? It´s not difficult. We need to educate people quickly. We need more
litter bins and billboards saying “Don’t drop it – Bin it!” and things like that. We also need to
punish people who drop litter. I think they should spend a day picking it up.
Radio presenter: Thanks Mark for sharing with us. We have someone else on the line…
Susie: Hi, my name is Susie and I’m calling from Hassocks. People always complain about the
kids in our town. They don’t like us hanging out in the shopping centre. They say they don’t feel
safe. But they’re wrong. We never cause trouble. We only meet up there because there’s
nowhere for us to go. It’s not easy being a kid. We need more things for young people to do and
more places for us to go. A youth club would be great. There are lots of empty buildings in our
town centre. They could use one of them.
Radio presenter: Thanks Susie, that’s a very good point. We also have Kylie on the line. Kylie,
where are you calling from?
Kylie: Hi Steven, I’m calling from Birmingham. The biggest problem in our city is the cars. There
are too many cars on our roads and the drivers don’t care about the pedestrians. They drive
really fast. Some of them don’t even stop at zebra crossings! I ride my bike everywhere and I
just don’t feel very safe, even when I’m in a cycle lane. We can stop this problem easily. Let’s
get more speed cameras to catch these fast drivers and then stop them from driving in our
town.
Radio presenter: Thanks for your comments Kylie. Let’s hear what John has to share about his
town. Hi John, where do you live?
John: Hi Steven, I live in Brighton. People like to complain about the graffiti on the shops in the
high street. They think it’s ugly. I agree that a lot of it is. But if you look closely some of this art is
really good. Some of these people paint really well. Why don’t we use them to make the town
more attractive? I think we should create graffiti walls where these artists can show off their art.
Maybe this will stop the problem of them doing it illegally.
Radio presenter: Thanks everyone for all your comments…let’s discuss…
4-COMPREHENSION EXERCISE
1. Looking at the previous photos, which one relates to each of the problems
reported in the podcast?
2. True or False:
a. Mark complains about too much noise in his town

True False
b. Mark suggests people who drop litter should be punished
True False
c. Susie lives in Manchester
True False
d. Susie proposes that youth clubs should be outside the town centre in new
buildings
True False
e. Kylie complains about too much traffic in Birmingham
True False
f. Kylie’s solution to the problem is riding bikes through the town centre instead of
driving
True False
75
7
g. John thinks all graffiti artists paint really badly
True False
h. John proposes all graffiti artist try to make his town more attractive
True False
UNIT 10_LESSON 4 – SOME OF THE MOST CREEPY GHOST TOWNS AROUND

THE WORLD (text adapted from https://www.independent.co.uk/travel/the-13-most-
creepy-and-incredible-ghost-towns-around-the-world-a7792041.html)
Nothing can quite intrigue and horrify us in equal parts like a town that was abandoned in its
entirety.
And while ghost towns have captivated people for years, they're becoming even more popular
with time. According to Pinterest, users looking for unique day trips and vacation ideas are
searching for "ghost towns" 181% more this year.
Whether you're looking for a creepy, off-the-beaten-path way to spend a day or a backdrop for a
chilling photo series, here are some terrifying ghost towns around the world.
Craco, Italy
This hillside ghost down was founded in the 8th century, and sits on a cliff that's 1,312 feet off
the ground. The city emptied due to various natural disasters. In 1963, many evacuated after a
landslide; in 1972 a flood made conditions even more precarious; and in 1980 an earthquake
caused the town to be abandoned in its entirety.
Despite the fact that the area is a ticking time bomb, the city has been used for several films,
including "Passion of the Christ."
Pripyat, Ukraine
This city in northern Ukraine is probably the most famous ghost town in the world. It was home
to almost 50,000 people before everyone was evacuated in April 1986, when part of a nearby
power plant — the Chernobyl Nuclear Station — exploded.
The Chernobyl disaster caused such high levels of radiation that people were forced to
evacuate immediately and leave non-essentials behind. It's those items, which include dolls,
gas masks, clothes and furniture, that draw in photographers and thrill-seekers year after year.
The radiation levels have finally dropped enough for scientists to mark the area as safe to visit,
meaning that you can explore the creepy town and its many schools, hospitals, stores, gyms,
cinemas, factories, and even its amusement park to your heart's content.
Hashima Island, Japan
Hashima Island was once known for its undersea coal mines, which began operations in 1881.
The island hit peak population in 1959 with over 5,000 residents (mine workers and their
families), but once the mines started to run dry in 1974 most people left.
The once thriving island is now completely abandoned, with the exception of the sightseeing
tours that drop off boatloads of tourists each day who come to see the abandoned homes,
stores, and streets.
Kolmanskop, Namibia
Kolmanskop was at its liveliest in the early 1900s, when German miners came to the area to
hunt for diamonds. With them, they brought German architecture, giving the desert area an
76
opulent, out of place look. The town featured a ballroom, a hospital, and a bowling alley among
other amenities.
The town's decline began shortly after World War I, but the final nail in the coffin was the 1928
discovery of a diamond-rich area along the coast. Most of Kolmanskop's residents hurried to the
new hotspot, leaving their belongings and the town behind.
Kolmanskop has been slowly getting eaten by the desert ever since.
READING COMPREHENSION EXERCISE - PLICKERS
Figure 11 . Screenshots of Plickers reading comprehension exercise. Source: own creation
UNIT 10_LESSON 4 – WRITING AN INFORMAL EMAIL (adapted from

http://learnenglishteens.britishcouncil.org/skills/writing-skills-practice/informal-email-or-
letter)
1. Begin and end appropriately

a. Beginning: Dear / Hi + name
b. Ending: Best wishes / Love + name
2. Use an informal style. Use contractions and informal expressions
3. Group similar ideas in the same paragraph
4. Use a phrase to close the email or letter
a. Hope it all goes well
b. Hope to hear from you soon
c. Best of luck with…
d. Write soon
5. Include complex language to show your range of vocabulary and expression
6. Use I’d prefer + infinitive to say which option you want to do
7. Respond to your friend’s email in a friendly, chatty style
8. Don’t forget to respond to all the points in your friend’s email
Video - http://www.cambridgeenglish.org/learning-english/activities-for-learners/b2w002b-how-to-write-an-
informal-email
77
7
Figure 12. Screenshot of email writing exercise
UNIT 10_LESSON 5 – REVIEW – KAHOOT
78
Figure 13. Screenshots of review activity (Kahoot). Source: own creation
79
7
UNIT 10_LESSON 5 – ADJECTIVE OR ADVERB (Source: own creation)
HOW TO CONVERT ADJECTIVES INTO ADVERBS?
We add –ly to adjectives to make them adverbs.
friend > friendly quick > quickly usual > usually slow > slowly
GENERAL RULES
The words ending in –y changes to – -le changes to –ly
ily (if more than two syllables gentle > gently
happy > happily We keep the “e”
crazy > crazily desperate > desperately

APPENDIX 1 – WHAT´S YOUR LEARNING STYLE? (sample extracted from
sincere > sincerely
https://www.schoolonwheels.org/pdfs/3121/Learning-Styles.pdf)
easy > easily
We change “e” to “y” in (-ble, -ple,

-l changes to –lly
-tle, -gle, -dle, -kle)
careful > carefully gentle > gently
cruel > cruelly
simple > simply
general > generally
terrible > terribly
EXCEPTIONS
“FAST-HARD-LATE-LITTLE” have the same form as the adjectives.

She drives fast. He is a fast driver.
He works hard. His work is hard.
HARDLY and LATELY have different meanings. They are not adverbs.
GOOD=WELL
80
Adjective or adverb?
A) Tom is (slow) -------------------- . He works (slow) ------------------ .
B) My sister is a (careful) ------------- girl. She didn’t break anything because she always
skies very (careful) -----------------.
C) My dad is (angry) -------------- . He talked to us (angry) --------------.
D) Tom sang (excellent) --------------- . He's an (excellent) --------------- singer.
E) They learn English (easy) . They think English is an (easy) language.
F) Sally is a (good) teacher. She explains very (good) ----------------.
G) It was (awful) --------------- hot yesterday. It was 40 degrees!.
H) The little boy looked (sad) -------------- . I went over to comfort him and he looked at me
(sad) ------------------ .
Choose the correct answer.
1) I answered all questions carefully/careful although all exercises were very
easily/easy.
2) Those policemen were helpfully/helpful. They behaved helpfully/helpful toward
us.
3) My uncle is a healthy/healthily man. He is very careful/carefully about his
meals. He lives healthy/healthily.
4) Our teacher speaks very quick/quickly. I cannot understand her lessons
complete/completely.
5) My friend is a very fast/fastly runner . He runs fast/fastly.
6) My neighbour played music very loud/loudly and my parents got angry/angrily. I
think my neighbour felt bad/badly at the end.
7) My mum was very tired yesterday. Because he worked hard/hardly.
81
8
ANNEX 2 – WHAT´S YOUR LEARNING STYLE?
82
Figure 14. Screenshots of “What´s your learning style” questionnaire
ANNEX 3 – INITIAL EVALUATION
SCHOOL YEAR: GROUP: UNIT__: TITLE OF THE UNIT
VOCABULARY ALL STUDENTS SOME STUDENTS ISSUES
GRAMMAR ALL STUDENTS SOME STUDENTS ISSUES

STRUCTURES
SPEAKING ALL STUDENTS SOME ISSUES

(PRODUCTION/INTERACTION) STUDENTS
LISTENING ALL STUDENTS SOME STUDENTS ISSUES
Table 7. Initial evalulation. Source: own creation
ANNEX 4 – FORMATIVE EVALUATION
READING: COMPREHENSION OF ORAL TEXTS
TABLE 1
NAME: SURNAME: GROUP:
GENERAL UNDERSTANDING 1 2 3 4 5
SPECIFIC UNDERSTANDING 1 2 3 4 5
COMMENTS
MARKS: 1: Very bad; 2: Needs to improve; 3: Good; 4: Very good; 5: Excellent
83
8
TABLE 2
Name of the student With difficulty With minor difficulty Without difficulty
has shown to be
able to
Understand the
main point of the
text
Skim
Scan
Deduce the meaning

of the text
Table 8. Formative evaluation (Table 1 and 2). Source: own creation
ANNEX 5 – SPEAKING AND INTERACTING
PRONUNCIATION 1 2 3 4 5
INTONATION 1 2 3 4 5
FLUENCY 1 2 3 4 5
VOCABULARY 1 2 3 4 5
GRAMMAR 1 2 3 4 5
SPEECH ORGANISATION: 1 2 3 4 5
- Ideas follow a logical

sequence
- Use of connectors
ACCURACY OF THE MESSAGE (the 1 2 3 4 5

information is relevant to the
communicative context)
COMMENTS
Table 9. Speaking and interacting evaluation. Source: own creation
84
ANNEX 6 – LISTENING
GENERAL UNDERSTANDING 1 2 3 4 5
SPECIFIC UNDERSTANDING 1 2 3 4 5
COMPREHENSION STRATEGIES 1 2 3 4 5
COMMENTS
Table 10. Listening evaluation. Source: own creation
ANNEX 7 – WRITING
GRAMMAR 1 2 3 4 5
VOCABULARY 1 2 3 4 5
PUNCTUATION 1 2 3 4 5
ACCURACY 1 2 3 4 5
CONTENT 1 2 3 4 5
STRUCTURE 1 2 3 4 5
TEXT ORGANISATION: 1 2 3 4 5
- Ideas follow a logical

sequence
- Use of connectors
COMMENTS
Table 11. Writing evaluation. Source: own creation
ANNEX 8 – GROUP WORK
GROUP WORK
STUDENT PREPARATION CONTRIBUTION ATTITUDE: LISTENING OTHER
TO THE TASK - Openness to COMMENTS
other’s ideas
- Helpful with
other group
members
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
85
8
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Table 12. Group work evaluation. Source: own creation
ANNEX 9 – SUMMATIVE EVALUATION
SUMMATIVE EVALUATION
NAME: SURNAME:
MARK: /20 DATE:
SKILL COMPONENTS DESCRIPTORS COMMENTS
PRONUNCIATION / Pronunciation / Intonation

INTONATION is correct
____Always
____Most of the time
____Much of the time
1 2 3 4 5 ____Sometimes
____Rarely
FLUENCY ____Uses native-like flow of speech

____Uses fluent connected speech
____Uses fluent connected speech,
occasionally disrupted by search for
correct form of expression
____Speech is connected but
frequently disrupted by search for
correct form of expression
1 2 3 4 5 ____Uses simple sentences
VOCABULARY ____Uses varied language and

accurate vocabulary
____Uses enough vocabulary to
1 2 3 4 5 communicate
____Uses only basic vocabulary with
occassional use of first language
GRAMMAR Uses appropriate tenses:

____Present
____Past
1 2 3 4 5 ____Future
____Complex structures
____Subject-verb agreement
____Singular/plural
Table 13. Summative evaluation. Source: own creation
86
ANNEX 10 – SELF EVALUATION QUESTIONNAIRE
SELF EVALUATION QUESTIONNAIRE
1st YEAR of CSE
NAME: GROUP: DATE: UNIT:
1. Do you feel your English has progressed during the unit?
2. Do you feel your vocabulary related to the topic of this unit has grown?
3. What have you learnt about the language?
4. What topics have you read about?
5. What have you listened to?
6. What topics have you spoken about?
7. How much time did you spend at home working on this unit?
8. Did you find this unit interesting?
9. Which activity didn't you like?
*Other comments:
Table 14. Self evaluation questionnaire. Source: own creation
ANNEX 11 – PEER EVALUATION RUBRIC
PEER EVALUATION RUBRIC
STUDENT’S NAME: GROUP: DATE:
Write the names of your group members in the numbered boxes. Assign each person a
value for each attribute.
1. WEAK 2. BELOW AVERAGE 3. AVERAGE 4.ABOVE AVERAGE

5. SUPERIOR
ATTRIBUTE 1. 2. 3.
He/she participated
in group
discussions and
contributed with
useful ideas
He/she did their part

of the work in class
and at home
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8
He/she helped other
members of the
group
He/she spoke
clearly during the
presentation
OTHER COMMENTS:
Table 15. Peer evaluation rubric. Source: own creation
ANNEX 12 – PROCESS EVALUATION
PROCESS EVALUATION
1= I strongly 1 2 3 4 5
disagree
5= I strongly
agree
The contents
and
materials
were
appropriate
to my level
The teacher
presented
and
explained
the concepts
in ways I
could
understand
The teacher
stimulated
my interest
The teacher
was helpful
and helped
me make
progress
The teacher
was
available for
consultation
88
The
atmosphere
in the class
was pleasant
TOTAL ____________/30
Table 16. Process evaluation. Source: own creation
ANNEX 13 – COMIC BOOK CHALLENGE
Figure 15. Screenshot of “Comic Book Challenge” presentation. Source: own creation
89

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“English as the key

to our globalised world”

Annual syllabus for 1st year of

Master’s Degree in Student’s name: [ ] Call: 1st Call

Academic year Supervisor’s name: [ ] Defense date:

Para lo cual firma el presente documento.

Fdo. : [supervisor’s name and signature]

Valencia, 27 de enero de 2018

4 Master’s Degree in Teacher Training | Academic Year 2017-2018 4

3 KEY COMPETENCES ................................................................................................... 13

5 DIDACTIC UNITS .......................................................................................................... 20

6 METHODOLOGY. DIDACTIC GUIDELINES ................................................................. 24

8 ATTENTION TO DIVERSITY ......................................................................................... 37

9 CROSS-CURRICULAR COMPETENCES ..................................................................... 39

10 DIDACTIC UNITS ........................................................................................................ 41

12 LIMITATIONS AND REFLECTIONS ........................................................................... 56

Nowadays, syllabus design is overwhelmingly process-oriented as a result of the urgency to

6 Master’s Degree in Teacher Training | Academic Year 2017-2018 6

8 Master’s Degree in Teacher Training | Academic Year 2017-2018 8

 Psychological characteristics. It is important to consider the fact that Compulsory

1.2.2 Legal framework

 Common European Framework of Reference for Languages (CEFR, p. 1) which

10 Master’s Degree in Teacher Training | Academic Year 2017-2018 10

 Regional (Community of Madrid)

12 Master’s Degree in Teacher Training | Academic Year 2017-2018 12

According to the European Parliament Recommendation 2006/962/EC, key competences are

3.1 Contribution of this English Syllabus to the Acquisition of Key Competences

 Linguistic Communication Competence and, in particular, communication in a

14 Master’s Degree in Teacher Training | Academic Year 2017-2018 14

 Learning to Learn Competence is related to the ability to pursue and organise

 According to the Common European Framework of Reference, the Social and

 The Cultural Awareness and Expression Competence emerges in the ability to

16 Master’s Degree in Teacher Training | Academic Year 2017-2018 16

As established by the Common European Framework of Reference for Languages, any

BLOCK 1. COMPREHENSION OF ORAL TEXTS

 Sear of previous information about kind of task and topic

 Initiating and maintaining personal and social relationships.

BLOCK 2. PRODUCTION OF ORAL TEXTS (EXPRESSION AND INTERACTION)

PARALINGUISTIC & PARA TEXTUAL

 Initiating and maintaining personal and social relationships.

BLOCK 3. COMPREHENSION OF WRITTEN TEXTS

 Initiating and maintaining personal and social relationships.

18 Master’s Degree in Teacher Training | Academic Year 2017-2018 18

BLOCK 4. PRODUCTION OF WRITTEN TEXTS (EXPRESSION AND INTERACTION)

 Initiating and maintaining personal and social relationships.

Table 1. Content blocks of this syllabus. Source: own creation

5.1 Timing and sequence of all didactic units

20 Master’s Degree in Teacher Training | Academic Year 2017-2018 20

REVIEW UNITS 3 & 4

REVIEW UNITS 7 & 8

Table 2. Overview of this annual syllabus. Source: own

Master’s Degree in Teacher Training | Academic Year 2017-2018 22

6 Methodology. Didactic guidelines

6.1 General and subject-specific methodology.

When it comes to choosing a methodology for teaching a foreign language, it is crucial

According to Spada (2007), communicative language teaching “is a meaning-based,

Following the methodological principles of the communicative approach, the teacher

6.2 Didactic and organisational resources.

Game applications such as Kahoot or Plickers provide an additional medium for

7.3 Learning and teaching strategies and activities. Complementary activities.

A critical element in the implementation of the task-based approach is providing a

All the approaches in this annual syllabus advocate student-centred learning,

7.1 Assessment criteria