TYPES OF FAMILIES

TEACHER IN CHARGE: ROMERO VALERIA

STUDENT:
ALFREDO, CARLOS JAVIER

August 2021
LENSE II
 ⮚ Level: Beginners.
⮚ Course: 6th Year.
⮚ Time: 250 minutes.
⮚ Teacher in charge: Alfredo Javier.

THE DIGNOSIS¿?

THE RATIONALE?

FOLLOW THE INSTRUCTIONS I DELIVERED PLEASE.

THE PROCESS:
In order to start delivering the lessons I will get the list of my students. Then I will create a
WhatsApp group, since I consider this is the app that most parents know how to manage. Once the
group is formed I will send a video through a YouTube link (in order to avoid problems with the
storage of each cell phone), in this video I will introduce myself and I will explain that the group will
serve as a tool to be in touch and for me to send the material for each class.

Apart from that I will send a written message in Spanish explaining the methodology of the
classes.

Classes will be delivered via Zoom, for those who can not be present I will send via
WhatsApp a Drive link with the recorded version of the class. As regards homework, they will
receive a PDF with the activities they will have to solve (or screenshots if they do not have the
appropriate app to read PDF). Finally, I will clarify that they must send the activities solved to a
private chat, to avoid the rest copying the answers.

COMMUNICATIVE GOALS?

OUTCOME?

PURPOSES
✔ Foster collaborative work.
✔ Create a good working atmosphere.
✔ Open the channel of communication for the students to express their opinions.
✔ Offer a wide variety of learning experiences.
✔ Offer multimodal texts to improve students’ learning experience.
✔ Encourage students to think critically and reflect on family structures.
OBJECTIVES
During the unit students will develop their ability and knowledge necessary to:

✔ Make hypotheses about a text.

✔ Understand written texts related to the topic through the identification of transparent
words and words they know.
✔ Understand oral texts related to the topic by going from general to specific comprehension
activities.
✔ Give oral information describing different aspects of the family organization.
✔ Read and identify relevant information.
✔ Reflect on family structures.

CONTENT
● Thematic Aspect: Types of Families.

● Linguistic content:

Recycled:

Lexical Area Lexical Items

Nouns Mother, father, sister, brother, aunt, uncle,

grandma, grandpa (and all the family
members they can recall).

New:

Lexical Area Lexical Items

Nouns (Family members) Ex-wife, Ex-couple, step-mother, step-

daughter, step-sister, step-brother.
 Nouns (Types of families) Nuclear family, extended family, single
parent family, childless family, step family.

Recycled:

Functional Exponents of Grammatical Lexical Content Other

Content functions Content aspects

Describing He/She lives SUBJECT+VERB+WIT Adjectives -

family. with. H+HIS/HER+NOUN. (family
members- type
of family)

FINAL TASK
As a final task, students will create a Wikipedia profile as if they were famous people and
they will talk about their families, the members of the family and the type of family they belong to.
They will share this with their partners to have a final reflection about changes in society and family
structures.
CLASS N1
ZOOM MEETING

LINK OF THE GOOGLE SLIDE PRESENTATION:

HTTPS://DOCS.GOOGLE.COM/PRESENTATION/D/1GLF_9YHJX6LIVSO2YODJ72D_S46RPFKP2CRWGEPGINK/EDIT?
USP=SHARING

LINK FOR THE ONES WHO COULD NOT ENTER THE CLASS (CREATED AFTER THE TEACHER DELIVERS THE CLASS)

WARMING UP: 10’- WHOLE CLASS

 First of all I will say Hi to my students and we will begin with the class.

  Then I will show them the following slide:

I will explain to them that we are going to refresh vocabulary about the family members. In order to
do this I will send them the following link and a code using the chat box:

www.mentimeter.com
I CANT OPEN THE ACTIVTY. CHECK
THIS PLEASE BECAUSE I NEED TO
ANALYZE THE MATERIAL YOU
PREPARED
CODE : 5134237
This page will direct them to a kind of survey in which they will have to complete with the family
members in English, they will include all the ones they can remember. I will open the page and we
will be visualizing at the moment the word cloud that will be formed with their contributions. Once
all of them have participated we will read the words and talk about their meaning. If there is a word
that does not correspond we will highlight it using the pad and if there is a spelling mistake I will
correct it by sending the correct version of the word using the chat box.

Once we have finished working with this I will show them the following image:
 We will work on the following questions:

Do you know them?

Who are they?

How is the family formed? We will label altogether the family members we saw.

Do you think they are a traditional family? Why/why not? If necessary we will discuss this in
Spanish.

BEFORE READING 5’ – WHOLE CLASS.

Then I will go to the following slide:

I will make the same questions and we will pay attention to the last question, we will talk
about the differences as regards the members that integrate both families.

Then I will tell them that we are going to read something about this last famous person.

WHILE READING 10’

I will show my students the following text that I will send after via WhatsApp.
 Ezequiel Iván Cwirkaluk known as “El Polaco” is an Argentinian singer
and actor.
Private Life
In 2007 he married Karina (La Princesita) and they had a daughter,
Sol Cwirkaluk. In 2012 they got divorced so now Karina is El Polaco
´s ex-wife. In 2013 he had his second daughter, Alma Cwirkaluk, with
Valeria Aquino. Nowadays, he is dating Barbara Silenzi, in 2020 they
had a daughter, Abril Cwirkaluk. Barbara has her own daughter,
Elena, From an ex-couple so now El Polaco is Elena´s step-father.
They live happily together and they formed a great Step-family.

We will focus on the paratextual features first, I will guide them by making the following questions:

Where do you think we can find this kind of text?

Do you know this web page?

What kind of information can you find there?

Once we have exploited the paratextual features we will go over the text. I will use the pad and I
will ask my students to tell me all the transparent words they can see. After that I will ask them if
they can find words related to the family members.

I will ask them to pay attention to the words in bold ALL OFTHEM ARE IN BOLD. CHECK THE
MATERIAL PLEASE,.and we will talk about its meaning. I will guide them making the following
question:

Taking into account the relationship between all the people mentioned in this biography: What do
you think “step” means?

READING COMPREHENSION ´10- WHOLE CLASS

In order to check the understanding of the text I will show my students the following slide where
they have false statements. We will read them and correct them altogether with all the information
they can recall.
SYSTEMATIZATION 5´- INDIVIDUAL WORK

Now I will tell them that they are going to look for the new words on a letter soup.

I will send them the link using the chat box and I will give them some minutes to solve it.

https://wordwall.net/resource/11791925
At the end we will visualise the results.

FINAL TASK 10´- INDIVIDUAL WORK.

We will reflect on the new vocabulary that they do not usually learn in English. I will tell them that
now respecting each family structure they will have to create their own family tree. I will tell them
that it is not going to be the traditional family tree with the blank spaces. They will choose the
members they want to include and they will put them on cards that finally they will place as they
wish on the empty tree. I will give them some minutes to work with this activity, as I suppose they
will not finish it now, they will show me how they are going with this activity and I will tell them
that they can finish it later and send it to me via WhatsApp.

We will keep this production for the final task.

CLOSING

Finally I will check if they have some doubt and we will say goodbye till the following class.

CLASS N2
ZOOM MEETING

LINK OF THE GOOGLE SLIDE PRESENTATION:

https://docs.google.com/presentation/d/
19_BMcOLto7WeZuq0OIuXWjBliTFmn1XRdRVdO52gBoI/edit?usp=sharing

LINK FOR THE ONES WHO COULD NOT ENTER THE CLASS (CREATED AFTER THE TEACHER DELIVERS THE CLASS)
WARMING UP: 10’- WHOLE CLASS

 First of all, I will say Hi to my students and we will begin with the class.

  Then I will show them the following slide:

I will tell them that I will show them some pictures and that they will have to answer some
questions. I will go to the following slide where they will visualize the pictures better and we will
revise again family members. Students will have to tell me what they can see.

I will start saying “! I CAN SEE…” and they will have to complete the sentence with the family
member. Eg. I can see a father (he is Marley).

BEFORE WATCHING 5´- WHOLE CLASS

I will give them a minute to have a look at the pictures and I will ask the following questions:

Do you know them?

Who are they?

What can you observe as regards their families?

Do you like them? Why/why not?

Is there something that calls your attention as regards the structure of these families?

FIRST WATCHING 5´- WHOLE CLASS (GENERAL COMPREHENSION)

I will share my YouTube screen in order to watch the video. I will ask my students to pay attention
to it because they will have to answer some questions.

I will share the link on the WhatsApp group for the ones who were absent and for those who want
to watch it again.

Modified version:

https://youtu.be/mCRnuNQ-Gsc

Real version before making modifications:

https://www.youtube.com/watch?v=ajLqOJrRLqI&t=63s&ab_channel=WallaceFernando

After that we will go back to the Google Slide and we will work on the following questions:
I will ask random students to answer the questions and we will see with the rest if they are ok.

SECOND LISTENING 5´- INDIVIDUAL WORK (GENERAL COMPREHENSION)

I will show them the following slide and I will tell them that this time they are going to listen to the
audio instead of watching the video.

This time they will have to listen and order the words in order of appearance. I will tell them that
they can take down notes to solve the activities altogether once the audio finishes. OK

Then, using the pad I will order the words in the way they indicate.

Finally, we will talk about the meaning of these words. Students will make predictions.

THIRD LISTENING ’5 – WHOLE CLASS (SPECIFIC COMPREHENSION)

In order to practice specific comprehension, I will show students this online video with gaps they
will have to complete.

I will share my screen and we will solve this altogether.

https://en.islcollective.com/video-lessons/family-types-1

I CANT OPEN THIS LINK. WHAT ARE THEY SUPPOSED TO DO HERE?

Finally, I will share the link via WhatsApp for those who were absent or for those who wish to
repeat the activity.

SYSTEMATIZATION 10´-INDIVIDUAL WORK

In order to systematize the new vocabulary, I will send my students the following link using the chat
box:

https://wordwall.net/resource/11798026

Once they open it, I will explain to them that they will have to match the type of family with the
picture that corresponds. If it is necessary, I will ask them if they need to have another look at the
video. Then I will give them some minutes to solve it. Finally, we will go back in order to check their
answers.

FINAL TASK - INDIVIDUAL WORK

Now I will show them the following text:

GOOD

Then I will ask the following questions:

What kind of text do you think it is?

Where can we find it?

What do you think it is about?

Finally, I will tell them that they are going to complete the information in the brochure. In order to
do that I will share the screen with the list of the words they will have to place in the blank spaces,
for them to have a guide.
CLOSING

I will use the last minutes of the zoom meeting to see if they have doubts and guide them on the
last writing activity.

Finally, I will say goodbye and I will tell them that I will be looking forward to seeing their
productions.

CLASS N3
ZOOM MEETING

LINK OF THE GOOGLE SLIDE PRESENTATION:

https://docs.google.com/presentation/d/
1HrjsgmBCyx4rtmQSVpzLW4YXX7i6Nw57R_OUxUwuRDk/edit?usp=sharing
LINK FOR THE ONES WHO COULD NOT ENTER THE CLASS (CREATED AFTER THE TEACHER DELIVERS THE CLASS)

WARMING UP: 10’- WHOLE CLASS

 First of all, I will say Hi to my students and we will begin with the class.

  Then I will show them the following slide:

As a warming up activity, I will play the video once without subtitles and we will share what they
saw, what they could understand and what they think about the video.

I will share the link on the WhatsApp group for the ones who were absent and for those who want
to watch it again.

Modified version:

https://www.youtube.com/watch?v=4OSlsALzwEc&ab_channel=carlosjavieralfredo

Real version before making modifications:

https://www.youtube.com/watch?
v=cTqC4U_98Xo&t=365s&ab_channel=NotInOurTown

FIRST WATCHING 5´- WHOLE CLASS (GENERAL COMPREHENSION)

After watching the video, I will go to the following slide and they will choose the correct option.

SECOND LISTENING 5´- INDIVIDUAL WORK (GENERAL COMPREHENSION)

I will show them the following slide and I will tell them that this time they are going to listen to the
audio instead of watching the video. I will explain that they will have to tick the words that they
already know that are mentioned on the video.

They will do this individually but after they listen and thick they will share their answers.

After they share their answers we will pay special attention to the new terms.
I will ask them if they know the meaning of those words, if they do not know we will go back to the
video and I will show them the moment when those words appear and they will infer the meaning
altogether.

THIRD LISTENING ’5 – WHOLE CLASS (SPECIFIC COMPREHENSION)

In order to practice specific comprehension, I will show students this online video with gaps they
will have to complete.

https://en.islcollective.com/video-lessons/family-stories

SYSTEMATIZATION 10´-INDIVIDUAL WORK

In order to systematize the new vocabulary, I will show my students the following slide and I will
give them some minutes to solve the activity alone. Then we will check the answers with the whole
class.

In this activity students will have to match the images to the correct vocabulary. I will include all the
family types they have been working with. Finally, I will move the images and the words to the
correspondent places sharing my screen, listening to the student’s answers using the pad.

FINAL TASK - INDIVIDUAL WORK

As a final task students will choose one of their classmates to perform a survey and write a brief
report with their findings. I will share the survey via WhatsApp and a guide for them to write.
CLOSING

Before finishing with the class we will devote the last moments of the class to make a reflection, in
Spanish. In order to start I will ask them some questions.

If someone’s family is very different from yours is that okay?

What if your friend’s family likes to eat food that is different from your family? Is that okay?

Is it okay if some families have a lot of children and some have a few?
Is it okay if some children have a mother and a father?

Is it okay if some children have two mothers or two fathers?

Finally, I will check if they have some doubt and we will say goodbye till the following class.

AFTER THE DISCUSSION IN SPANISH, YOU CAN DESIGN AN ACTIVITY FOR THEM TO ANSWER TO THE
SAME QUESTIONS BUT IN ENGLISH( CLEAR AND COMPREHENSIVE) AND TO ANSWER USING EMOJIS
ETC

CORRECT

CLASS N4
ZOOM MEETING

LINK OF THE GOOGLE SLIDE PRESENTATION:

https://docs.google.com/presentation/d/17fsJwH_R-6VNtm0vctv-
RVwg0hHeAXV_IdgKpJ9mFOU/edit?usp=sharing

LINK FOR THE ONES WHO COULD NOT ENTER THE CLASS (CREATED AFTER THE TEACHER DELIVERS THE CLASS)

WARM UP ´10 – WHOLE CLASS

As a warming up activity, students will talk about the survey they have done and they will share
their findings.
BEFORE WRITING ’15- INDIVIDUAL WORK

Now I will tell students that most of the time we do not know which family type our classmates
belong to, so now they will devote some minutes of the class to draw the family in order to share
with our classmates. I will tell them that they can draw silhouettes or use their cellphones to make
a collage with their family members. If they do so, I will ask them to share that picture with me so I
can share it on my screen when all the students have finished.

Once they have the drawings or pictures, or collages students will show their productions on the
screen. Once they do this I will ask them to find coincidences. When they discover which of their
partners have the same family type and members I will proceed to group them. Then I will share on
my screen a writing guide and they will have to write. Each group will be paired with the one that
has the same family type and members.

WRITING ´15- GROUP WORK

I will share the writing guide and I will ask if they have any doubts before starting with the writing.
Then I will send them to break out rooms in order to let them write and I will be monitoring the
activity entering a few moments to each room. 

FINAL TASK –GROUP WORK

As a final task, students will have to introduce their families with their similarities. They will take
turns to speak, I will suggest that they try to speak, but if they cannot remember how to, they can
read from what they have written.

 CLOSING

Finally, I will check if they have some doubt and we will say goodbye till the following class.

CLASS N5 FINAL TASK

ZOOM MEETING

LINK OF THE GOOGLE SLIDE PRESENTATION:

https://docs.google.com/presentation/d/
1VcBIN2XbVqaU8xmdRkJPxZSXoLQ2W4e6GXWUGuff12M/edit?usp=sharing

LINK FOR THE ONES WHO COULD NOT ENTER THE CLASS (CREATED AFTER THE TEACHER DELIVERS THE CLASS)

WARM UP ´5 – WHOLE CLASS.

As a warming up activity I will ask my students to enter Mentimeter again and enter the vocabulary
they have learned and the ones they liked most.

Then I will show them the following slide:

I will send them the following link and a code using the chat box:

www.mentimeter.com
I CANT FIND THE SPACE TO ENTER
THAT CODE.
CODE : 5134237
REVIEW GAME ´15 WHOLE CLASS

As a review game, I will send in a private chat one word to each of my students and they will have
to do a miming game. Students will try to represent the word and the rest will have to pay attention
and guess the word.

If they are shy or have problems with turning on their cameras, I will share my pad and they will
have to make the rest guess by representing the word with a drawing.
FINAL TASK ´15

As a final task I will show my students the following slide:

Then I will send my students the following empty Wikipedia page:

The writing process is complex and it demands steps to

order the info and the relevance of each concept, sentence,
etc. A previous activity is necessary before this final task (I
changed this activity and I decided to use it as a final task
so students could have more classes in between so they
can practice and be able to write)
They will have to complete the text with all the information we have been dealing with as if they
were famous people and we will share this with the rest of the school.
CHANGE THIS. USE SOCIAL MEDIA THAT STS KNOW AND USE TO POST ABOUT THEMSELVES.

CLOSING ´5 SELF ASSESSMENT

Finally, we will make a final reflection about the topic worked and students will do the self-
assessment (attached in section “Evaluation Plan”).

In order to finish with this unit, I will make a video with all the student´s productions.

EVALUATION PLAN

SELF-ASSESSMENT

Name: Last Name: Course: Date:

I can identify text types

I can interpret images

I can understand videos

I can understand the

variety of family types

I can understand the

definition of each family
type.

I can use vocabulary related

to the members of the
family

I can use vocabulary related

to the different family types

I participate in class

I understand what the

teacher says

I listen to my partners

I do my homework on time

I follow the teacher's

directions
INFORMAL ASSESSMENT

CRITERIA

Linguistic aspects

4- VERY GOOD

3- GOOD

2- REGULAR

1- POOR
2- CHANGE THIS . WHAT DOES “POOR “ MEAN TO YOU? DESCRIBE YOUR
EXPECTATIONS ABOUT THE STS. USE DESCRIPTIVE SCALES-
3- CORRECT

Non-Linguistic aspects

A- ALWAYS

S- SOMETIMES

N- NEVER
References

Linguistic content

LISTENING

Poor Cannot identify the main idea.

Cannot apply listening strategies (For the gist/For specific details)

Cannot understand simple instructions.

Regular Finds it difficult to identify the main idea.

Finds it difficult to apply listening strategies (For the gist/For specific details)

Finds it difficult to understand simple instructions.

Good Can identify the main idea with some difficulty.

Can apply listening strategies (For the gist/For specific details)

Can understand simple instructions.

Very Good No difficulties in identifying the main idea.

No difficulties in applying listening strategies (For the gist/For Specific details)

No difficulties in understanding simple instructions.

WRITING

Poor Cannot write the new lexical content accurately.

 Cannot apply the new vocabulary and structures.

Cannot organize ideas in the text.

Regular Finds it difficult to write the new lexical content accurately.

Finds it difficult to apply the new vocabulary and structures.

Finds it difficult to organize ideas in a text.

Good Can write the new lexical content accurately with some difficulty.

Can apply the new vocabulary and structures with some difficulty.

Can organize ideas in a text with some difficulty.

Very Good No difficulties in writing the new lexical content accurately.

No difficulties in applying the new vocabulary and structures.

No difficulties in organizing ideas in a text.

SPEAKING

Poor Cannot express his/her ideas.

Cannot participate in class.

Cannot use basic structures and the target language.

Regular Finds it difficult to express his/her ideas.

Finds it difficult to participate in class.

Finds it difficult to use basic structures and the target language.

Good Can express his/her ideas with some difficulty.

Can participate in class with some difficulty.

Can use the basic structures and the target language with difficulty.
 Very Good No difficulties in expressing his/her ideas.

No difficulties in participating in class.

No difficulties using the basic structures and the target language.

Non linguistic content

Attitude ALWAYS (A)

Is always active in class.

Is always cooperative with the teacher and peers.

Is always willing to receive help.

SOMETIMES (S)

Is often active in class.

Is often co-operative with the teacher and peers.

Is often willing to receive help.

NEVER (N)

Is not active in class.

Is not cooperative with the teacher and peers.

Is not willing to receive help.

Responsibility ALWAYS (A)

Is always interested in presenting his/her works on time.

Is always interested in attending the subject.

 Is always interested in asking doubts when it’s necessary.

SOMETIMES (S)

Is often interested in presenting his/her works on time.

Is often interested in attending the subject.

Is often interested in asking doubts when it’s necessary.

NEVER (N)

Is not interested in presenting his/her works on time.

Is not interested in attending the subject.

Is not interested in asking doubts when it’s necessary.

Independence ALWAYS (A)

Is always able to plan and organize pieces of work

without help.

Is always able to self-correct when necessary.

Is always able to share ideas and knowledge.

SOMETIMES (S)

Is often able to plan and organize pieces of work without

help.

Is often able to self-correct.

Is often able to share ideas and knowledge.

NEVER (N)

Is not able to plan and organize pieces of work without

 help.

Is not able to self-correct.

Is not able to share ideas and knowledge.

REPORT

During the development of these lessons I will consider of high importance the evaluation
process. Not only to be aware of success but also to be aware of failure. This will leave space to
improve as a teacher and test the different proposals, at the same time I will take knowledge of the
difficulties my students have and plan different strategies to help them during the learning process.

The final task will be the last activity in which they will have to produce a text using the
vocabulary learned and will serve as the final evidence of the success or failure of the plan.

As the virtual context is difficult to manage, as it is a “new” reality out of the normal
classroom environment, I will assess my students through their participation in the Zoom meetings.
The ones that do not participate will be tested through the activities they will have to hand in. I
have chosen this topic because it is controversial and students nowadays like to express themselves
and have discussions about modern topics like this. Apart from that I want to show them that it is
not wrong to belong to a different family organization, because all of us face different problems
that make these structures vary.

Is in this way that students will be assessed regularly through the informal assessment
following the scales described.

Finally, the last step of evaluation will be the self-assessment, this will help students reflect
about the learning process; and it will help the teacher to collect information about their learning

process, at the same time through these results the teacher can adjust and improve the lessons and
its content. It is a very important tool too, because apart from collecting information about the
lessons, the teacher can get to know the student's feelings towards the lessons and how appealing
was the topic chosen for them.

Good work. You have passed the subject.

For the final exam, read the instructions carefully and the the Unit
12 days before the date exam for me to correct and make
comments on your work

BIBLIOGRAPHY:

For teacher

▪ Gobierno de la Provincia de Buenos Aires/ Dirección General de Cultura y Educación. (2018)

Diseño Curricular

para la Educación Primaria- Segundo Ciclo.

▪ Shin, J; Crandall, J (2013) Teaching Young Learners English:From Theory to Practice. HEINLE . NGL.
Pp.160-210

▪ Nunnan, D. (1999) Second Language Teaching and Learning. Newbury House Teacher
Development

▪ Harris & Mc. Cann Assessment Heinemann.

For learners

CLASS 1
LINK OF THE ZOOM MEETING

(CREATED WHEN THE CLASS IS DELIVERED)

LINK OF THE GOOGLE SLIDE PRESENTATION

HTTPS://DOCS.GOOGLE.COM/PRESENTATION/D/1GLF_9YHJX6LIVSO2YODJ72D_S46RPFKP2CRWGEPGINK/EDIT?USP=SHARING

LINK OF THE ZOOM MEETING RECORDING

(CREATED WHEN THE CLASS IS DELIVERED)

LINK OF THE PAGE FOR THE WARMING UP

WWW.MENTIMETER.COM

TEXT VIA WHATSAPP

Ezequiel Iván Cwirkaluk known as “El

Polaco” is an Argentinian singer and
actor.
Private Life
In 2007 he married Karina (La
Princesita) and they had a daughter,
Sol Cwirkaluk. In 2012 they got
divorced so now Karina is El Polaco´s
ex-wife. In 2013 he had his second
SYSTEMATIZATION
daughter, Alma LINKCwirkaluk, with
Valeria Aquino. Nowadays, he is
dating Barbara Silenzi, in 2020 they
https://wordwall.net/resource/11791925
had a daughter, Abril Cwirkaluk.
Barbara has her own daughter, Elena,
From an ex-couple so now El Polaco is
Elena´s step-father. They live happily
together and they formed a great Step-
family.

FINAL TASK IMAGE TO DRAW OR PRINT

CLASS 2
LINK OF THE ZOOM MEETING

(CREATED WHEN THE CLASS IS DELIVERED)

LINK OF THE GOOGLE SLIDE PRESENTATION

https://docs.google.com/presentation/d/
19_BMcOLto7WeZuq0OIuXWjBliTFmn1XRdRVdO52gBoI/edit?usp=sharing
LINK OF THE ZOOM MEETING RECORDING

(CREATED WHEN THE CLASS IS DELIVERED)

LINK OF THE VIDEO (MODIFIED VERSION)

https://youtu.be/mCRnuNQ-Gsc

LINK OF THE REAL VERSION OF THE VIDEO

https://www.youtube.com/watch?v=ajLqOJrRLqI&t=63s&ab_channel=WallaceFernando

SYSTEMATIZATION LINK

https://wordwall.net/resource/11798026

FINAL TASK (BROCHURE)

CLASS 3
LINK OF THE ZOOM MEETING

(CREATED WHEN THE CLASS IS DELIVERED)

LINK OF THE GOOGLE SLIDE PRESENTATION

https://docs.google.com/presentation/d/
1HrjsgmBCyx4rtmQSVpzLW4YXX7i6Nw57R_OUxUwuRDk/edit?usp=sharing

Modified version:

https://www.youtube.com/watch?v=4OSlsALzwEc&ab_channel=carlosjavieralfredo

Real version before making modifications:

https://www.youtube.com/watch?v=cTqC4U_98Xo&t=365s&ab_channel=NotInOurTown

LISTENING FOR SPECIFIC COMPREHENSION

https://en.islcollective.com/video-lessons/family-stories
SURVEY (SELF MADE)

CLASS 4
LINK OF THE ZOOM MEETING

(CREATED WHEN THE CLASS IS DELIVERED)

LINK OF THE GOOGLE SLIDE PRESENTATION

https://docs.google.com/presentation/d/17fsJwH_R-6VNtm0vctv-
RVwg0hHeAXV_IdgKpJ9mFOU/edit?usp=sharing

CLASS 5
LINK OF THE ZOOM MEETING

(CREATED WHEN THE CLASS IS DELIVERED)

LINK OF THE GOOGLE SLIDE PRESENTATION

https://docs.google.com/presentation/d/
1VcBIN2XbVqaU8xmdRkJPxZSXoLQ2W4e6GXWUGuff12M/edit?usp=sharing
LINK OF THE PAGE FOR THE WARMING UP

WWW.MENTIMETER.COM

FINAL TASK (SELF MADE)

JAVIER:
CORRECT THE ASPECTS I MENTIONED.

BE READY TO DEFEND THIS UNIT AND TO EXPLAIN

HOW YOU CONNECT THIS WITH ESI AND THE
OFFICIAL DOCUMENTS.
SEND THE FINAL VERSION BEFORE AUGUST 5TH