Universidad Mayor

Pedagogía en inglés para enseñanza básica y media

Didáctica de la Especialidad Media II- 2021-1

Evaluation 1: Self -study guidelines

Task: Integrated skills in an emergency remote teaching context.

Date: June 7th

Imagine you are teaching a secondary level at school (7 th, 8th, 9th, 10th, 11th, or 12th grade). Select a
unit to design a self-study guide to use in an emergency remote learning context. You will have to
provide guidelines to your cooperating teacher and the students.

Follow these guidelines:

Part 1:

General instructions to the cooperating teacher:

Song activity

SONG ACTIVITY
Course: EFL program unit (number and name)
10th grade
Unit 2: Technology and its effects

Language focus (grammar structure / lexical items developed):

Grammar structure:
Past simple (regular and irregular verbs), Present simple.
Lexical items: music reproduction technology and its evolution. (VCR, rewind, wireless, etc)

Language Skill(s) developed (listening, speaking, reading, writing):

LISTENING, SPEAKING AND WRITING.

Song activity type Name of song: Link to website:

selected: The Buggles - Video https://www.youtube.com/watch?v=W8r-
Language grammar, Killed The Radio Star tXRLazs
lexis, and summarize the
song

Learning outcomes: (What do you expect your students to accomplish?)

By the end of the lesson students will be able to:
- Identify the topic of a song about the impact of technologies in daily lives.
- Produce sentences using the grammatical contents of the lesson to provide an opinion
about the topic.
- Identify the irregular form of several verbs used in the son (heard, was, were, took, met,
came, etc.)
- Express agreement or disagreement.

Activities developed
Universidad Mayor
Pedagogía en inglés para enseñanza básica y media
Didáctica de la Especialidad Media II- 2021-1

Pre listening activity (how will the teacher motivate/engage the students before the students
listen to the song?)

As a pre listening activity the teacher should introduce the topic asking the students about the
different ways in which people can listen to music, providing examples such as YouTube,
Spotify, Television and finally the radio. The teacher will refer to the last one asking the students
if they are familiarized with the term Radio Star. The teacher will ask the students to guess the
meaning and will write the different answers on the zoom presentation depending of the
context of the lesson.
When the teacher delivers the self-study guide the students will have a similar introduction to
the topic. They will ask their parents about how they and their grandparents used to listen to
music.

During Listening activity (describe in detail and step by step the activity that the students will
develop. Attach a worksheet to this activity)
The main activity will be introduced by a worksheet provided by the teacher. The teacher will
hand over a copy of the file and after all the students have a copy, the teacher will explain the
different activities that will be developed during the lesson. It is important that the teacher
explain the guidelines for the self-study worksheet during a lesson.

The teacher will read the instructions aloud and explain the different items of it.

The items of the worksheet will be the following:

1) Match each word with its meaning.
2) Number the appearance of each verb and write the correct form.
3) Complete the song lyrics using the verbs from exercise 2)
4) Questions about the song’s message and impressions of the students. * For the
development of this item its important that the teacher provides support to the
students.
5) Record a video response about item 4) and express your agreement or disagreement to
the following statement: “internet killed video star”.

After explaining the worksheet’s activities, the teacher will remind the students if they have any
doubt they can ask for clarification via email.

For item number 5) it is advisable to give students a tutorial about the use of Flipgrid.

Post listening activity (what will the students do as output activity? Will they write or speak
about something?)

As a post activity the students will write, record and share their thoughts about the questions of
item IV) from the worksheet and the following prompt:

“Internet killed video star”

The teacher will ask students to express if they agree or disagree with the previous statement
Universidad Mayor
Pedagogía en inglés para enseñanza básica y media
Didáctica de la Especialidad Media II- 2021-1

and students will also provide examples to support their opinion.

Examples:

Agreement.

“I agree with the statement. People does not watch music videos on the television, because you
can watch them on YouTube”

Disagreement.

“I disagree with the statement. Music videos still exist and they use internet as a new platform
just like the television”.

Once the students have written their answers, they will use the following platform to record
their answers about the topic. https://flipgrid.com/bbc89be4

Video activity

VIDEO ACTIVITY
Course at school: EFL program unit at school:
10th grade
Unit 2: Technology and its effects

Language focus (grammar structure / lexical items developed):

Grammar structure future simple (will).
Lexical items about technology (Artificial intelligence, Cyber security, Big Data Analysis, Coding,
App developer, social media consultant, etc.)

Language Skill(s) developed (listening, speaking, reading, writing):

Listening, writing, speaking.

Video activity type Name of video: Link to website:

selected (e.g. https://www.youtube.com/watch?v=oQQbPhfsASI
sound on- picture Technology - Its
off, note-taking, impact on your
etc) : world of work

Listen for it
Learning outcomes: (What do you expect your students to accomplish after developing the
activities?)
Universidad Mayor
Pedagogía en inglés para enseñanza básica y media
Didáctica de la Especialidad Media II- 2021-1

By the end of the lesson students will be able to:

- Identify and produce sentences using the grammar content of the lesson.
- Identify and produce sentences using vocabulary related to topic of the lesson.
- Express their opinion about the topic of the video and record a response.

Activities developed
Pre viewing activity (how will the teacher motivate/engage the students before the students
watch the video?)

As a pre activity the worksheet will provide a general overview of the topic and will present
some questions for the students that they should answer prior watching the video. These
questions are related to the topic and should inquire about the personal experience of the
student’s family about works that existed in the past, but due to technology they do not exist
anymore.

During viewing activity (describe in detail and step by step the activity that the students will
develop while watching the video. Attach a worksheet to this activity)

As a during viewing activity the students will complete a worksheet containing a “Listen for it”
activity. The students will be required to fill the gaps according to what they listen in the video.
The focus of the vocabulary is on technology related occupations. It is important to advice
students to not use the subtitle option if possible because it would diminish their learning process.
The students will hear information about the changes in job offers due the development of
technology and how technology improvements can be present in many aspects of our life.
After paying attention to the contents of the video, students will be able identify some new jobs
which are related to the digital area.
Finally, the second activity of the self-study guide ask the students to identify and write 3 of the
predictions mentioned on the video.

Post viewing activity (what will the students do as output activity? Will they write or speak
about something?)

As post viewing activity the students will be required to write an answer to the prompts: “What
future job I would like to do?” and “Can you think of a job that cannot be replaced by
Universidad Mayor
Pedagogía en inglés para enseñanza básica y media
Didáctica de la Especialidad Media II- 2021-1

technology?”. Students will need to do some web research to identify the main traits of these
jobs. The teacher should provide an example:

- I think that the Big data analyst was very interesting. I like it because it has many
possible applications.
- I think that a job that cannot be replaced by machines is teaching, because it requires to
human contact to be significant for the student.

After writing their answers, they will be required to record a video using the platform Flipgrid
(https://flipgrid.com/6e8c242e )

It is very important for the teacher to teach the students about the use of this platform prior the
activity. Also, a tutorial in Spanish should be attached to the worksheet.

PART 2:

Design attractive and engaging self- study guidelines to practise language skills through a song and
a video. You need to give clear instructions and step by step directions on how to perform the
tasks, remember that the students might be working on their own.

RUBRIC TO ASSESS TASKS

General information to teacher- PART 1 1 2 3 4 Observations

The student teacher provides information about the
course, unit, and language focus that the activities
develop.
Learning outcomes for these lessons are well defined
and correspond to topic unit, students’ level, and
communicative purpose.
Instructions and description of pre – during and post
listening to the song activities are clearly provided to the
cooperating teacher.
Instructions and description of pre – viewing, while
Universidad Mayor
Pedagogía en inglés para enseñanza básica y media
Didáctica de la Especialidad Media II- 2021-1

viewing and post viewing activities are clearly provided to

the cooperating teacher.
Activities for the student (stages in the lesson)
Song activity
Pre listening activities are engaging and coherent to the
rest of the stages.
During listening activities provide relevant and
appropriate tasks to develop listening subskills. This
activity is coherent to the students’ level and unit topic.
Post listening activities include different productive skills
to develop (speaking or writing) and they are coherent to
the students’ level and unit topic.
Video activity
Pre viewing activities are engaging and coherent to the
rest of the stages.
While viewing activities provide relevant and appropriate
tasks to develop language skills. This activity is coherent
to the students’ level and unit topic.
Post viewing activities include different productive skills
to develop (speaking or writing) and they are coherent to
the students’ level and unit topic.
Resources (website links to recording or other materials)
Lesson includes link to recording.
The recording is appropriate to the students’ level and
unit topic.
Knowledge of content ( Teacher manages content)
Directions to each of the activities are clear, well
organized and comprehensible. Guidelines are easy-to-
follow for the student.
Teacher’s use of language is correct and conforms to
standard English (grammar, vocabulary)
Organization
The worksheet includes pictures, variety of activities
and/or proper layout to engage the student.