1

Unit plan
You will need to have passed this unit plan before you can start your practicum.

VERY GOOD WORK ON THE OUTLINE FOR THE FIRST FOR LESSONS. THE REST OF THE UNIT PLAN IS AT TIMES A BIT CONFUSING. PLEASE SUBMIT
THIRD DRAFT WITH THE OUTLINE FOR ALL THE LESSONS AND IMPROVE THE UNIT PLAN IN GENERAL BASED ON MY COMMENTS.

I´M AFRAID THIS PLAN IS NOT RELATED TO THE UNIT. SEE THE COMMENTS AND RESUBMIT SECOND DRAFT, INCLUDING PART 3 PLUS THE OUTLINE
FOR THE FIRST FOUR LESSONS.

Student Teacher/s: Garcia Deborah Lourdes and Palomino Maria School: Wenceslao Posse
Macarena Course assigned: 4°A
Year-semester: 1st term 2023 Teacher in charge: Maria Florencia Zambonini
Subject in TTC: Taller 4 Timetable: Tuesday 5th, Thursday 4th, Friday 5th
Main topic/s for the project: Food Classroom
Floor: 1st
Number of periods for this project: 8
 2

PART 1: DIAGNOSIS

Description of the learners

There are 17 students. (we have to specify the exact number of boys and girls) The group participates in the class from the very
beginning, for example, they sing the Hello song and answer some questions such as How are you today? For this, they use visual aid,
which is stuck on the board. If they have a question, they approach the teacher to solve it. But, there are some students at the back who
struggle to follow the class. Some of them have reading comprehension problems. In the third draft, provide strategies for promoting
literacy development(Cameron) and for creating engagement (Mercer)
Promoting Literacy Development (Cameron):

Read Aloud: Read aloud to students regularly, exposing them to a variety of texts and modeling fluent reading.

Independent Reading: Encourage independent reading by providing a wide selection of books at appropriate reading levels. Create a
reading-friendly environment with comfortable reading spaces. INTERESTING SUGGESTION BUT PROBABLY BEYOND THE SCOPE
OF TALLER 4

Shared Reading: Engage in shared reading activities where students actively participate in reading and discussing texts together.

Vocabulary Instruction: Teach vocabulary explicitly by introducing new words, providing definitions, and engaging students in activities
that deepen their understanding and use of vocabulary.
 3
Writing Opportunities: Provide regular writing opportunities for students to express their thoughts, ideas, and creativity. Offer feedback and
guidance to help them improve their writing skills.

Literacy Integration: Integrate literacy across the curriculum by incorporating reading and writing activities in subjects such as science,
social studies, and math.
VERY GOOD SUGGESTIONS BUT WE WILL NEED TO ADAPT TO OUR CONTEXT

Creating Engagement (Mercer):

Real-World Connections: Make learning relevant by connecting concepts and skills to real-world examples, experiences, and current
events.

Project-Based Learning: Engage students in hands-on projects that require problem-solving, critical thinking, and creativity. Provide
opportunities for collaboration and self-directed learning.

Technology Integration: Incorporate technology tools and resources to enhance engagement, such as interactive presentations,
educational apps, and multimedia projects.

Varied Instructional Strategies: Use a variety of instructional strategies, such as cooperative learning, debates, simulations, and role-
playing, to cater to different learning styles and interests.

Choice and Personalization: Provide students with choices in assignments, topics, or approaches to encourage ownership and
engagement. Differentiate instruction to meet individual needs.

Formative Assessment: Use formative assessment strategies, such as quick quizzes, exit tickets, and group discussions, to gauge
student understanding and adjust instruction accordingly.

GREAT WORK ON ENGAGEMENT

There are two students with special needs. One of them has hearing loss so he uses a hearing aid. Some possible solutions:
-Make seating changes
-Face the student when we speak
 4
-Use lots of pictures, graphics and text labels
-Celebrate differences
-Encourage participation
Good!

The other student works with a SEN teacher. There is no clear diagnosis about him. Some of his characteristics are that he’s got a shorter
attention span than their classmates, needs movement and struggles to sit, there are times in which he feels overwhelmed by the situation
and leaves the classroom. Some possible solutions:
-Encourage participation and include him in the class
-Give clear instructions and repeat as much as necessary
-Use visuals: charts, pictures, color coding
- Include games or activities in which movement is applied.
-Students with ADHD need a calm classroom. Keep your classroom as tidy as possible.
-Seat students near you and always away from distractions
-Some students benefit from having their own desk
-Set clear time limits for work
-Always notice and praise appropriate behavior
-If you have to discipline a student, say what you want to happen. Avoid long explanations. Be direct
-Motivating rewards: it can be stickers, a note to take home, looking after the class pet, etc.
-Timeout plan: give them the opportunity to do something physical, for example, jogging on the spot
-Allow them to take breaks between activities if necessary

Good ideas. There is a chapter in Delaney for ADD and children with behavioural difficulties, which may help you. See if there is
something else you can add here in the third draft.
GOOD WORK ON SENS!

Level & prior knowledge

 5

The students’ level according the Common European Framework is A1

The topics they have previously explored are:
-Introduce themselves: my name’s…/I’m…years old
-Colours
-Days of the week
-Have got/has got
-How are you today? I’m…/What’s the weather like today? It’s…
-Family: mother, father, sister, brother, grandmother, grandfather.
Previous Unit: Welcome Unit. We will work with Unit 1 (Food)

Textbook & unit assigned

F. Foster, B. Brown, A. Verdelli & Ma. S. Cormick (2018). Hey Friends! 2 - Pearson
Student’s Book: Hey friends 2.pdf WHICH UNIT???Unit 1 - Healthy Food -
 6
Workbook: Hey_Friends_2_WB.pdf
Audios: 15: https://drive.google.com/file/d/1QOSG07NCA_8nQOwl6wesnG_B0Ydat1KK/view?usp=sharing
16: https://drive.google.com/file/d/14Ln8SDu-Xat0cv2y6BivxgHEcj6Dy1yy/view?usp=sharing
19: https://drive.google.com/file/d/1iif6JjvmhQq_Cmb1agmlW4DDzLe8a4gd/view?usp=sharing
Flashcards:Hey_Friends_2_Flashcards.pdf

Songs: Do You Like Broccoli Ice Cream? | Super Simple Songs VERY NICE.

PART 2: THE TASKS & THE NARRATIVE GOALS Preliminary analysis

WILL YOU BE TEACHING UNIT 1???

Macro Micro questions Tasks for Summary of content for Time

questions
Distributio

FOREGROUND NARRATIVE
(Main non-linguistic tasks)
What is healthy ● What is good for your
and unhealthy body, fruits or candy?
food?
● Why is it important to eat
fruits and vegetables?
What fruits and ● Can you name some
vegetables can healthy snacks you can
we find in Latin eat?
America?
● What are some foods that
make you feel strong and
energetic?
● What fruits and
vegetables do you usually
eat at home?
● Can you tell us which is
your favorite fruit and
vegetable? Do you like
eating them?
● Sorting Activity: Prepare a
variety of food pictures or
cards representing different
food items. Instruct the
students to sort them into
two categories: healthy and
unhealthy. Provide visual
aids or labels to help them
understand the criteria for
categorization. Encourage
discussions and
explanations for their
choices.
● Sorting Activity:Prepare a
variety of fruits and
vegetables cards. Instruct
the students to sort them
into two categories:
Common and exotic.
Provide visual aids or
labels to help them
understand the criteria for
categorization. Encourage
7
BACKGROUND NARRATIVE n
( linguistic, strategic, intercultural
(Number
and/or cross-curricular)
of
periods)
Understanding the concepts of 84 periods
healthy and unhealthy food is crucial
for maintaining a balanced and
nutritious diet. This cross-curricular
topic integrates elements of health
education, science, and critical
thinking skills while promoting
linguistic, strategic, and intercultural
competencies
The macro question "What fruits and
vegetables are common in Latin
America?" provides an opportunity
to explore the rich and diverse
culinary traditions of the region.
Latin America, comprising countries
in Central and South America, is
known for its vibrant flavors and
abundant use of fresh produce in
traditional dishes.Each Latin
American country has its unique
fruits and vegetables that are

discussions and
explanations for their
choices. GOOD.
ANOTHER CATEGORY
CAN BE FOOD AND
VEGETABLES.
● Map Exploration: Provide a
map of Argentina and its
provinces to the students.
Then, instruct them to
identify and mark the
provinces known for
specific types of vegetables
and fruits food or culinary
specialties.
IS THIS SO CLEAR CUT?
BE CAREFUL!
For example, they can mark La
Pampa as famous because of the
production of Strawberries. (We
can adapt this interactive map
YES, BUT STRAWBERRIES ARE
ALSO PRODUCED IN MANY
OTHER PROVINCES
(CORRIENTES, CHUBUT, RIO
NEGRO, JUST OUT OF MY
8
emblematic of their culinary
traditions. For instance, in Colombia,
tropical fruits like lulo, guanabana,
and maracuyá (passion fruit) are
widely consumed and used in
beverages and desserts. In
Argentina, besides the ubiquitous
fruits, popular vegetables include
spinach, Swiss chard, and eggplant,
which are used in dishes like
empanadas and tarts.Exploring the
fruits and vegetables of Latin
America reveals a tapestry of
flavors, colors, and textures. The
region's cuisine celebrates the
abundance of fresh produce and
incorporates it into traditional dishes
that are enjoyed by locals and
visitors alike. From the vibrant
markets to family recipes passed
down through generations, fruits and
vegetables form an integral part of
Latin American gastronomy,
reflecting the cultural richness and
agricultural diversity of the region.
 9
HEAD) - I DON´T THINK THIS IS
A VALID ACTIVITY. PÉRHAPS
YOU CAN GO FOR COMMON
FRUITS AND VEGETABLES IN
ARGENTINA VS EXOTIC
VEGETABLES.

https://fruteatuescuela.com.ar/202
2/mapa-interactivo-conoce-que-
frutas-se-producen-en-cada-
provincia/
ALL IN SPANISH. YOU´LL NEED
TO THINK OF SOMETHING
ELSE.
to show them in the screen instead
of using a paper map)

● Cultural Exhibition: Arrange

a cultural exhibition in the
classroom. Each student
will do a poster showing
their favourite fruit or
vegetable. In that poster
they have to tell us which is
his/her favourite
fruit/vegetable, and the
 10
colour and size of it.
CULTURAL?? IF YOU DO
THIS., GO FOR AN
EXOTIC FRUIT.

● representing different food

from Argentina. Encourage
students to interact with
their peers and share
information about the
typical food. I DON´T
UNDERSTAND.

● “ Visiting Cusco Market” by

creating a presentation with
videos, photos and games.
THIS IS OK. BUT YOU
NEED TO MAKE THIS
LANGUAGE RICH.
 11

Main output tasks (non-linguistic, speaking and / or writing tasks)

Main output:
The students will be able to talk about different types of fruit and vegetables and also they will be able to describe them ( colours and
size). different types of food. TALK IS VERY VAGUE. WHAT WILL THEY DO? WHAT WILL THEY COMMUNICATE ABOUT FRUITS
AND VEGETABLES?
Final task with Tangible End Product:
Poster describing a typical food they like. ( Say if it healthy/unhealthy, colour, and where it is from)
Poster describing their favorite fruit or vegetable ( Say if it is healthy/unhealthy, colour, and where it is from) ARE THERE ANY
UNHEALTHY FRUITS? GO FOR COMMON VS EXOTIC FRUITS TO MAKE IT MORE ENGAGING A RICHER IN LANGUAGE. GO
BEYOND ARGENTINA IF NECESSARY.

NO INPUT OR INTAKE FOR THIS. CAREFUL WITH HEALTHY VS UNHEALTHY FOR FOOD. IT´S NOT SO CLEARCUT Ok Cecilia! We
understood what you told us and we made some changes in the entire plan. We are going to show the difference between healthy and
unhealthy because we are going to work with “The Very Hungry Caterpillar '' but then we are going to focus only on Fruits and vegetables
as the book suggests.
SOME SUGGESTED TASKS:
CREATE A FRUIT RIDDLE (THIS IS A VERY SHORT TASK, WHICH WILL NEED TO BE FOLLOWED BY ONE OF THE TWO TASKS
BELOW) FIND OUT WHAT FRUITS AND VEGETABLES ARE SOLD IN X MARKET (PAGE 15). IT COULD BE THE CENTRAL
MARKET IN BUENOS AIRES OR THE SAN PEDRO MARKET AS SUGGESTED IN THE UNIT OR EACH GROUP CAN RESEARCH A
 12
DIFFERENT MARKET. THEY CAN USE THE NETBOOKS FOR THIS AND DO SOME INTERNET RESEARCH. AFTER THIS THEY
CAN WORK IN GROUPS AND PREPARE POSTERS.

OR
THEY CAN WORK ON SOMETHING SIMILAR TO PAGE 21, PERHAPS DESCRIBING EXOTIC FRUITS OR VEGETABLES, RELATED
TO THE WHAT THEIR FAMILIES EAT IF THERE ARE FAMILIES COMING FROM OTHER PROVINCES OR COUNTRIES. We chose
this activity as the CORE TASK! We like the idea of making a poster in order to show to the rest of the class what they like. We thought of
this activity because it fosters creativity, interaction, challenge, and connection which is included in Mercer’s engagement criteria.
OK. THEY WILL ALSO HAVE TO TALK, NOT JUST WRITING

IN BOTH CASES THERE SHOULD BE INTERACTION ABOUT WHAT CHILDREN LIKE OR DON´T LIKE.

Narrative goals
In this unit, we will travel around Argentina exploring different food customs and traditions. We will think about whether food around
Argentina is healthy or not. We will create posters to talk about our favorite food around the country and tell our partners where they are
from, and if it is healthy or not. As we go along, we will compare and contrast different dishes. While working on this unit, we will
understand cultural traditions and diversity and develop students' knowledge and awareness of healthy and unhealthy food choices,
emphasizing the importance of nutrition in maintaining overall health and well-being. All in all, by incorporating these narrative goals into
the unit plan, students can gain a comprehensive understanding of typical food in Argentina while developing essential skills and
knowledge related to health, culture, critical thinking, and language. PLEASE USE THE SUGGESTING TOOL TO ERASE WHAT DOES
NOT GO.
 13
In this unit, we will travel around Argentina exploring different fruits and vegetables.???? We will think about agriculture around Argentina.
???? LOTS OF VAGUE STUFF IN THESE TWO INITIAL SENTENCES.We will create posters to talk about our favorite fruit or vegetable
around the country and tell our partners where it is from, and provide a short description of it. As we go along, we will compare and
contrast different fruit and vegetables colors and sizes. While working on this unit, we will understand cultural traditions and diversity
REALLY? HOW?
RATHER VAGUE.KEEP ON WORKING ON THIS.

Project title
Typical Food in Argentina: Is It Healthy or Unhealthy? ADJUST PLEASE.
Fruits and Vegetables Around Latin America. THE TITLE SHOULD REFLECT WHAT YOU DO IN THE UNIT. DEFINE THE TASKS
PLEASE AND KEEP ON WORKING ON THE TITLE.

Part 3: The unit plan

Task deconstruction
 14

Tasks Narrative goal Lexical content / Grammatical Other content Input

lexicalized content (cross curricular,
grammar procedural,
strategic,
intercultural, etc).

OPENING SWBAT greet others REVISION. Hello. Procedural

ROUTINE and talk about How are you? language: “look at
Hello song: Super
feelings the board” “listen”
simple songs.
“sing” “stand up”
Feelings “dance with us” Hello! | Super Simple
Songs
REVISION: I´m fine /
happy / not so good

NEW: wonderful /
tired / hungry / great.

OPENING SWBAT talk about NEW: Procedural Weather song.

ROUTINE the weather language Super simple songs.
How's the weather
today? NEW: Look out of
the window.
 15

Is it ….. (sunny)?

Yes, it is. No it isn´t.

It´s….

NEW:

Words connected
with the weather

hot - warm -cold

sunny- rainy-
cloudy- snowy.

OPENING SWBAT Talk about What day is it Procedural Days of the week
ROUTINE days of the week today? language song

It is ……… NEW: Look at the https://

timetable. www.youtube.com/
 16
watch?
v=8GKmCQOy88Y
Words connected
with days of the
week: Monday,
Tuesday,
Wednesday,
Thursday, Friday,
Saturday, Sunday

CLOSING SWBAT Say Actions: Procedural Bye Bye Goodbye |

ROUTINE goodbye to others language: “put your Goodbye Song for Kids
Clap your hands things away” “Let’s | Super Simple Songs
sing””see you next
Stamp your feet
class”

Introducing fruit SWBAT learn some NEW: NEW: It is a/an… / Procedural Watching:
and vegetables new vocabulary They´re … language: “look at
Fruits: apple, pears, Google
before watching the pictures” “is it
the presentation. strawberries, common?” “Is it presentation which
exotic?” “Do you eat contains
oranges, plums,
fruits and flashcards, games,
watermelon and videos.
vegetables?”
Vegetables:
Tomatoes, potatoes,
 17
carrots, lettuce

Common
fruit/vegetables/
Exotic
fruit/vegetable

Describing fruit SWBAT describe a Revision: Riddles: Procedural Visual aid:

and vegetables fruit or a vegetable language: “look at
Flashcards
by saying the color Colours Making sentences page 16” “read and
and size with It’s …../ match” “write” “swap Hey_Friends_2_Flashc
Big/small books” ards.pdf
They’re ….
It’s … (red and
Revision:
small) Work together on
Verb to-be page 16:

It´s ……..
They’re…….
 18

Saying what SWBAT say what “I like…” Present simple: Procedural Do You Like Broccoli
fruit/vegetable fruit they like or not. language: “look at Ice Cream? | Super
they like or don’t “I don’t like…” Do you like….? the board” “look at Simple Songs
like the flashcards”
Yes, I do/ No, I “Sing” “watch the
don’t video”

Talking about SW-BAT learn about Revision: Can: Procedural Interactive map:
Fruits and fruit and vegetable language: “turn on
https://
vegetables around diversity around Fruits: apple, pears, What your netbooks” “go
fruteatuescuela.com
Argentina Argentina. strawberries, fruits/vegetables to this link” “click on
.ar/2022/mapa-
(Jujuy)”
oranges, plums, can you find in interactivo-conoce-
que-frutas-se-
watermelon (Jujuy)? producen-en-cada-
provincia
Vegetables:
Tomatoes, potatoes,
carrots, lettuce
 19
New:

Exotic fruit and

vegetables around
the country

Visiting San Pedro SWBAT learn about Discover different Can: Procedural Presentation on
Cusco Market fruit and vegetable types of fruits and language: “turn on San Pedro Cusco
diversity in different What your netbooks” “go Market, with
vegetables.
Latin American fruits/vegetables to this link” “explore information taken
countries. the market” from: Peru Local
can you find in San
Market STREET FOOD
Pedro Cusco Tour of San Pedro
market? Market in Cusco(we
aren’t going to use
the video but the
information)

Making a poster SWBAT integrate all I’m ___________ Verb to-be Procedural Input:
the new knowledge language: “make a
Reading page 21:
in order to create a I’m from ________ Present simple poster””present it to
poster about an the class” “look at
exotic fruit or I like __________ Have got the board for
vegetable.
 20
I don’t like _______ help””ask for help”

My favorite
fruit/vegetable is
____________

They are + color

Have got

YOU ARE ONLY EXPECTED TO ANALYSE THE MAIN NON LINGUISTIC TASK ABOVE. PLEASE ADJUST.

Assessment

In the unit plan focusing on fruits and vegetables around Latin America, formative assessment will play a crucial role in gauging student
progress and understanding throughout the learning process.

Additionally, incorporating class discussions, group activities, and interactive tasks will provide opportunities for ongoing observation of
students' participation, engagement, and understanding. The teacher can actively monitor students' contributions during these activities to
gain insights into their grasp of the subject matter.
 21

Self-assessment can also be integrated into the unit plan. For instance, students can be given self-reflection exercises where they
evaluate their own learning progress, identify areas of improvement, and set personal goals. This encourages metacognition and
empowers students to take ownership of their learning.

Rubrics can be a valuable tool for assessing students' performance and progress. When designing rubrics, specific criteria related to the
unit's learning objectives can be outlined, covering aspects such as knowledge of fruits and vegetables, cultural awareness,
communication skills, and critical thinking. The rubrics can be used to assess student work, such as presentations, projects, or written
assignments, providing clear guidelines and expectations for grading.

Use of ICT

In the classroom, there is a T.V set and it can also be connected to a laptop.
We will use this device in different moments during our classes
-Google Presentations
- Genially
-Interactive map of Argentina

In case we cannot use the TV because it is in the other classroom we are going to make them use their laptops to see the interactive
map of Argentina. VISIT THE LIBRARY WHEN YOU GO TO THE SCHOOL.
 22

PART 3. FROM THE UNIT PLAN TO THE DAILY PLANS. UNIT OVERVIEW
Excel Sheet: Daily Plan

Lessons 1.2
Date: June 6th

Time: Tuesday 5th (11:30-12:10)

Topic: Introducing ourselves

CORE TASK

Opening routine Showing our Making the Find someone True or False Closing Routine
Hello! | Super crowns and crown. who about us Bye Bye Goodbye
Simple Songs introducing Walk around the | Goodbye Song
ourselves classroom.
for Kids | Super
Days Of The
Simple Songs
Week Addams
Family (Parody) |
Fun songs for Big
Kids,
 23
Preschoolers and
Toddlers

NICE CLASS but you will run short of material for two periods. go for the topic presentation here as well.
Lessons 2 this is lesson 3, isn´t it?
Date: June 8th

Time: Thursday 4th (10:30-11:40)

Topic: Introducing the topic - in the library -

CORE TASK

Opening routine Unit Play the odd Closing Routine

presentation: one out. Exotic Bye Bye Goodbye
Hello! | Super ● Google vs commom | Goodbye Song
Simple Songs presenta
for Kids | Super
tion.
 24
Days Of The - Exotic Simple Songs
Week Addams fruits/veg
etables
Family (Parody) |
- Common
Fun songs for Big fruits/veg
Kids, etables
Preschoolers and - Topics
Toddlers that we
are
going to
deal with
in our
lessons
- Guessin
g game

GOOD! but this will go for lesson 2

here start exploiting the first task. INPUT-AND PERHAPS SOME INTAKE

Lessons 3
Date: June 9th

Time: Friday 4th (11:25-12:10)

Topic: “Visiting San Pedro Cusco Market”

 25
CORE TASK

Opening routine Recap! Worksheet Visiting Cusco Wordwall Closing Routine

colours and fruits San Pedro (interactive
Days Of The Memory game! Market. game) Bye Bye Goodbye
Week Addams (Flashcards) WHAT DO YOU (Google WHAT | Goodbye Song
Family (Parody) | HAVE IN MIND? presentation, LANGUAGE? for Kids | Super
Fun songs for Big LET´S DISCUSS videos, WHAT AIM? Simple Songs
Kids, interactive web
IN CLASS.
page)
Preschoolers and
WHAT WILL
ToddlersHello! | YOU FOCUS
Super Simple ON?
Songs

ANY SIMPLE OUTPUT IN CONNECTION WITH THE MARKET? I´M NOT SURE WHAT TASK YOU ARE WORKING TOWARDS. REMEMBER WE USE THE
BACKWARD DESIGN PROCESS
Lessons 4
Date: June 13th

Time: Tuesday 5th (11:30-12:10)

Topic: Riddles
 26
CORE TASK

Opening routine Page 16- sts Guessing Page 16- sts Swap books Closing Routine
Hello! | Super book. riddles! book. with their sitting Bye Bye Goodbye
Simple Songs Riddles (activity partner and | Goodbye Song
Days Of The 4) Riddles (activity make him/her
5) for Kids | Super
Week Addams guess.
Simple Songs
Family (Parody) | Create a riddle
Fun songs for Big
Kids,
Preschoolers and
Toddlers

PLEASE MAKE SURE THAT I CAN VIEW THE PAGE YOU ARE LINKING. THE MINIATURE IS SO SMALL THAT I CAN´T READ IT AND THUS I CANNOT
GIVE YOU FEEDBACK ON THIS LESSON

This is just one way of organizing your class but there are many ways in which you can organize it, depending on the time available, the number of
core tasks, whether all the class will be working on the same task or not, etc. You can see Casamassima´s The Planning Fractal for more information
and for more ways in which the didactic sequences can be organized. Some sample fractals taken from Casamassima´s (2022) have also been
provided below.
Here are some more examples:
 27

Source: Casamassima (2022)

 28

Source: Casamassima (2022)

 29

Source: Casamassima (2022)

 30

Source: Casamassima (2022)

 31

Checklist for tasks (based on Casamassima’s Ch. 2):

1. Do your tasks encourage social interaction?
2. Do your tasks foster language awareness?
3. Are the tasks an occasion to construct meaning with others? In other words, are they social events?
4. Do your tasks encourage 21st century skills (collaboration, critical thinking, communication or
creativity)?
5. Are the tasks contained in genres or textual types, thus promoting an authentic use of the language for
communication?
6. Are the tasks threaded into a topic?