UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA

FACULTAD DE EDUCACIÓN

MÁSTER UNIVERSITARIO EN FORMACIÓN DEL

PROFESORADO DE EDUCACIÓN SECUNDARIA
OBLIGATORIA Y BACHILLERATO, FORMACIÓN
PROFESIONAL Y ENSEÑANZAS DE IDIOMAS

Especialidad de Lenguas Modernas: Inglés

TRABAJO FIN DE MÁSTER

Unlocking a boundless world by the learning of

English!

Natalia Jiménez Pérez

Dirigido por: Dra. Aurelia Carranza

CURSO 2022/2023
 TABLE OF CONTENTS
1. INTRODUCTION ........................................................................................................................ 2
2. CONTEXT .................................................................................................................................... 3
2.1. Legal Framework ......................................................................................................................... 4
2.2. The school ...................................................................................................................................... 4
2.3. The students .................................................................................................................................. 5
3. GENERAL OBJECTIVES of ESO ............................................................................................. 7
4. COMPETENCES ......................................................................................................................... 8
4.1. Introduction .................................................................................................................................. 8
4.2. Contribution of this English syllabus to the acquisition of the key competences ................... 9
5. METHODOLOGY ..................................................................................................................... 11
5.1. Approaches and methods ........................................................................................................... 11
5.2. Methodological principles .......................................................................................................... 13
5.2.1. General principles ...................................................................................................................... 13
5.2.2. Specific principles ....................................................................................................................... 14
5.3. Methodological techniques and strategies ................................................................................ 15
5.4. Other methodological decisions................................................................................................. 16
6. EVALUATION ........................................................................................................................... 18
6.1. Evaluation types, techniques and instruments ........................................................................ 18
6.1.1. Diagnostic and initial evaluation ............................................................................................... 19
6.1.2. Continuous evaluation................................................................................................................ 20
6.1.3. Peer evaluation............................................................................................................................ 20
6.1.4. Final evaluation .......................................................................................................................... 21
6.1.5. Self-evaluation............................................................................................................................. 21
6.1.6. Evaluation of the teaching process ............................................................................................ 22
6.2. Marking criteria ......................................................................................................................... 23
6.3. Evaluation of the syllabus .......................................................................................................... 24
7. DIFFERENTIATION ................................................................................................................ 24
7.1. Ordinary measures ..................................................................................................................... 25
7.2. Extraordinary measures ............................................................................................................ 26
8. SUPPLEMENTARY AND EXTRACURRICULAR ACTIVITIES...................................... 26
9. PLANNING OF DIDACTIC UNITS ........................................................................................ 27
9.1. Introduction ................................................................................................................................ 27
9.2. Course planning .......................................................................................................................... 29
9.3. Unit planning .............................................................................................................................. 36
10. DIDACTIC APPLICATION OF AN ICT TOOL ................................................................... 42
10.1. Pedagogical basis ........................................................................................................................ 43
10.2. Tasks description ........................................................................................................................ 49
11. CONCLUSION ........................................................................................................................... 56
12. FINAL REFLECTIONS ............................................................................................................ 58
REFERENCES.......................................................................................................................................... 61
APPENDIX ................................................................................................................................................ 67
1. INTRODUCTION
The annual syllabus is an academic document that establishes the guidelines of the
education process and comprises all aspects in relation to its structure and organization, serving
as a frame of reference for teachers, students, institutions and society as a whole. It provides an
answer to the questions of what, what for, how, when to teach and how to evaluate by
encompassing the learning objectives, methodologies, evaluation criteria, learning standards,
contents and the competences and skills that are expected to be developed during the academic
year. According to Yalden (1984), this document addresses two kinds of needs: pragmatic, by
efficiently managing time and resources, and pedagogical, by managing and overseeing the
learning process. It corresponds to the third level of curricular concretion, responsible for
adapting the Basic Curricular Design formulated by the official authorities, to the learning needs
of a specific classroom group (Álvarez, 2011). Furthermore, the process of designing the annual
syllabus must consider the details and requirements outlined in the School Educational Project,
which defines “the identity of the school and establishes its organization system, internal rules,
links with the community, priorities, etc.” (Rodríguez, 2010b, p. 7). This is particularly
important when taking into consideration that the general curricular guidelines set forth by
educational and school authorities cannot adequately address the diverse needs of learners
unless they are customised to accommodate the specific profile and requirements of the
individual classroom group.

In recent decades, the design of the annual syllabus has emerged as a prominent topic in
educational discussions; this stems from the determination that teaching should focus on
fostering competences in response to the evolving global landscape, where schools are expected
to equip learners with the necessary motivation and strategies for lifelong learning. This
initiative started in the last decade thanks to the European Commission, which encouraged all
member states to embrace a new approach based on competences, so that teaching would go
beyond the mere knowledge acquisition of the subject matter to focus on skills and attitudes as
well (European Commissions, 2017). Currently, this is being encouraged all throughout the
world by the UNESCO’s “Education 2030: Incheon Declaration”, where competences are
presented as key to the implementation of sustainable action (2016). The following annual
syllabus will have as its essence the acquisition of competences in the learning of English as a
Foreign Language (EFL).

However, beyond the need for an educational syllabus to be shaped around key
competences, another essential element to take into consideration is how the learning process
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works and how our understanding of it conditions the choice of objectives, methodologies,
contents and evaluation. In this sense, the main modern pedagogical currents are heavily
influenced by last century’s emergence of student-centred constructivist theories, emerging as
a radical response to traditional teacher-centred practices. Promoting a shift towards fostering
collaboration between teacher-students and students-students by emphasising the co-
construction of knowledge, they were influenced by authors such as Piaget (1964) and Vygotsky
(1978), both of whom redefined our understanding of the nature of knowledge as well as the
learning process. Thus, Constructivism conceives of learning as an active journey engaging the
learner’s needs and prior knowledge, as well as context, time, motivation, and, most notably,
collaboration and social interaction. Moreover, as Dewey (1897) explains, Constructivism
embraces the concept of “learning by doing”, claiming that learning takes place through
personal experiences and active engagement rather than passive observation of others. This
suggests that the teacher’s role is to provide students with opportunities to interact with their
surroundings in real-world scenarios in order to adapt and construct new knowledge.

In order to implement these ideas into an annual syllabus, the Common European
Framework of Reference for Languages (CERFL) becomes the essential standard to be
followed. The CERFL was developed by the Council of Europe in 2001 with the aim of
regulating the language teaching-learning process across Europe with extensive implications in
the matter of language and communication theory, methodological decisions, assessment
criteria and procedures, among others (2018). The CERFL (2001) views language, either
foreign or native, as a construct product of social interactions. In this sense, a language learner
or user is considered a social participant who carries out specific tasks within society.
Consequently, the document adopts what is known as Action-Oriented Approach (AOA), which
promotes language teaching centred around its authentic use and facilitated by the acquisition
of both general and communicative competences. The principles advocated by the CERFL have
been incorporated into the following annual syllabus to ensure an authentic learning of English
in all its dimensions.

2. CONTEXT
As stated before, when developing an annual syllable, one of the most important aspects
to take into consideration is the context in which it is going to be put into practice, that is, the
legal framework which conditions it, the school and the specific group of students that are going
to become protagonists of the teaching-learning process.

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 2.1. Legal Framework
The present annual syllabus has been designed for the teaching of the subject of English
to a group of 4th of Compulsory Secondary Education (ESO), for which the legislation followed
has been the Organic Law for Quality Improvement of Education (LOMCE), still applicable for
the even academic years as opposed to the odd ones, that have already started following the
new educational law (LOMLOE). LOMLOE modifies the 6tharticle in the Organic Law of
Education (LOE, passed in 2006), and includes, among other aspects, the objectives, contents
and teaching methodology for ESO and Bachillerato in Spain. In addition to the LOMCE, the
Royal Decree 1105/2014 passed on January 3rd 2014, establishing the basic curriculum for the
aforementioned educational stages has also been taken into consideration.

As for the specific region in which this syllabus takes place, Navarre, the Chartered
Decree 24/2015 that establishes the curriculum for ESO and Bachillerato in the Community of
Navarre will be followed.

Also, at the level of the educational institution for which this syllabus is designed, the
School Educational Project (PEC), describing the school’s identity and core values, together
with its educational principles and organisational structure, will be vital to the composition of
this syllabus.

2.2. The school

The school for which this annual syllabus is designed is situated at the outskirts of
Tudela, the main city of Southern Navarre. It was founded in 1966 and it is a public school
dependent on the Department of Education of the Government of Navarre. It caters to Tudela
as well as its municipality, La Ribera, an area of medium-low average income per capita. It is
very big, currently having 1,477 enrolled students. The students’ families come from different
backgrounds besides Spanish, like South America, Africa, Asia and Western Europe. In any
case, the great majority are from Spanish and North African descent. The school’s resources
range from classrooms devoted to ICTs, usually used for projecting films or courses on
photography, as well as a library in which students can work as well as borrow from a vast
catalogue of both books and audio-visual content, with an up-to-date catalogue of films and
shows that the students can project in the aforementioned classroom.

Concerning the school’s mission, the Educational Project of the School declares four
main strategic lines carried out throughout all its variety of models and programmes. First, the
school aims to integrally form and educate autonomous, critical and creative students, so that

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they are fully developed personally and professionally in an everchanging and globalised world.
Second, to educate students taking into account the diversity of their personal characteristics
(such as different kinds of intelligence and identity diversity); in this sense, great importance is
given to individualised learning through constant contact with the families and the tutored
students. Third, to provide students, with the help of their own efforts and the school’s help,
with a good education, so that they are appropriately prepared for the subsequent stages of their
lives. Fourth, to give an education defined by quality and on board with constantly evolving
social changes. The latter, then, focuses on pedagogical and technological innovation,
encouraging the implementation of active methodologies that define the school’s innovation
plan. This is also why all students are given Chromebooks so as to complement their textbooks,
and digital boards are used in every class. The school promotes the use of Information and
Communication Technology (ICT), especially the use of Google Classroom as well as different
kinds of technologically focused visual aids for school tasks and projects, such as PowerPoint.

Furthermore, the school states its commitment to an education of quality in a process of

constant improvement, which is based on five main pedagogic strategies. The first one states
the school’s commitment to actively look for social integration (heterogeneity) and for
providing a variety of options for the consecution of individualised success in educational
performance, guaranteeing the necessary measures for curricular adaptation. Secondly, the
school aims at boosting the learning of languages in collaboration with other European centres
and their programmes. Thirdly, to stimulate the programming of educational courses through
the use of didactic units, establishing different levels of consolidation and including common
objectives to the curricular project. Fourthly, the school aims at working with a unified method
throughout the different educational didactic departments. And, finally, it aims to boost the
formation and constant educative innovation of the teachers and staff, promoting plans and
projects of common interest and in relation to the necessities of the school.

2.3. The students

This annual syllabus has been designed for a group of 25 students of 4 th of ESO, with
ages comprising 16 to 17 years old, and divided into 13 girls and 12 boys. Despite their different
origins, including, besides Spanish students, others from nationalities such as Moroccan and
Romanian, they are all fluent in Spanish as they have been brought up in Spain. This is a
remarkable group in terms of collaboration and good behaviour, which will be especially
advantageous in the design of this annual syllabus. As for their performance on the subject, they
are a rather mediocre group in terms of grades, with an average class grade between 6 and 7.

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Accordingly, they do not participate in English as much as they do in their other subjects
because of fear to engage in a classroom activity and make a grammatical or pronunciation
error. In any case, they also show to be a very cohesive group, capable of making the effort to
work even if they do not understand much of the subject, and showing that most of them are
very responsible.

In order to get to know the students’ individual characteristics (that is, their individual
preferences as well as their relationship to the English subject and English in general) so as to
better adapt the curriculum to their specific needs as a group, a questionnaire and a test will be
used (see Appendix 1 and 2). The questionnaire will be devoted to finding out about their
preferences in terms of hobbies, as well as to how they interact with said hobbies, whether they
do it in English or Spanish or both. After this, their relation to the English subject will be
analysed by asking them about their perceived levels of English along with their feelings
towards it, with special emphasis on their perception of the teaching-learning process and how
they think they would learn and enjoy the subject better (Appendix 1). Furthermore, the test
will be used so that the teacher is able to determine the predominant intelligences within the
group, and, in this way, adapt the classroom dynamics and activities to the data found, so that
the students’ learning experiences can be enhanced (Appendix 2).

In addition to the data analysed through the questionnaire, however, for the teacher to
understand their psychological characteristics better, Piaget’s theory of the stages of cognitive
development should be taken into consideration(1964), which explains that adolescents of 15-
16 years (like these students) are immersed in the midst of their Formal Operational Stage,
marking the final stage in the development and creation of their personality that starts at age 11.
Additionally, at about 14-15 years of age, teenagers acquire the ability for abstraction (Piaget,
J & Inheler, B, 1958), enabling them to make use of hypothetical-deductive thinking. In this
new stage, they begin an exploratory journey that involves the contextual use of various topics,
as well as their capacity to abstract knowledge from its context and apply it to other topics. This
is especially interesting in the sense that they begin to be capable of processing abstract
information, which encourages reflection on their own learning-process of the English
language.

Apart from this, others authors’ theories should be taken into consideration, such as
Erikson’s (1968), who studied the development of teenager’s identity, identifying eight distinct
stages that show to be crucial for the development of their ego identity. Each of these stages is
marked by a crisis, which, if successfully navigated, will lead to the strengthening of the ego

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and the acquisition of new individual attributes. Conversely, if the crises are not overcome
successfully, adolescents develop neurotic traits in their personalities, making it exponentially
difficult to navigate subsequent developmental stages and crises. This implies that the students
for which this syllabus is designed are currently experiencing developmental stage where they
may easily encounter feelings of stress or be overwhelmed. Even if they will gradually learn to
cope with this kind of feelings, their emotional state can indeed impact their progress in the
context of the teaching-learning process (Sánchez & Herranz, 2010). Because of this, educators
must take this aspect into special consideration when preparing the annual syllabus, as their
mood may influence their motivation and classroom participation, along with the overall
classroom environment.

Furthermore, as they are shaping their own personality and individual identities, they
are heavily dependent on their peers’ recognition. Thus, group work might provide them with a
chance to reach social acceptance and might serve as a motivating factor for collaborative
learning and a deeper understanding of English if they find it interesting enough. This should
be taken into consideration along with their learning styles, in which interpersonal and verbo-
linguistic intelligences stand out, as these students show both the capacity to perceive and
comprehend other people’s emotions and moods and the ability to analyse and create products
that involve written and, especially, oral language (Davis et al., 2011); because of this,
interactions and practical situations where they can develop their speaking and interacting
abilities are preferred. Finally, the fact that this syllabus’ target group belongs to one of the first
generation of digital natives (Prensky, 2001) is of the utmost importance, as the teacher will
need to provide them with a media-rich immersive learning environment that enables them to
make the most of the classes and sustain their attention. Luckily, the school has already
equipped all classrooms with a computer and digital board, as well as an individual
Chromebook for each student.

3. GENERAL OBJECTIVES of ESO

Based on the article 11th of the Royal Decree 1105/2014 (BOE 3, 3rdJanuary 2015) that
establishes the basic curriculum for the Compulsory Secondary Education and Bachillerato, the
Chartered Decree 24/2015 (BON 22nd April 2015) for the Community of Navarre, for which
the ESO and Bachillerato curricula are established, presents in the article 4th the following
general objectives for the educational stage of ESO as included in Appendix 3 (the translation
is the authour’s).

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4. COMPETENCES
Coming back to what was said in the introduction about last decades’ turn toward a more
competence-focused approach in the field of education, it should be remembered that for
students to be properly prepared for an evolving global landscape, teachers must make sure that
their annual syllabi are not only compatible but actively contribute to the acquisition of the key
competences. Hence, the following pages will be devoted to analysing the role this specific
annual syllabus has in their development and acquisition.

4.1. Introduction
The concept of competence could be generally defined as the “ability to do something
efficiently”. In any case, it gained importance in the field of education in the decade of 1990s,
when it started to be used more specifically as the skills or values that are necessary for students
to acquire in order to become fully efficient and capable citizens, more in tune with the needs
of a globalised economy and the social challenges it presents. The topic’s relevance would
increase during the following decades, with projects such as the “Learning: the treasure within”
report by Jacques Delors (1996) and the Definition and Selection of Competencies (DeSeCo)
project developed in the early 2000s (OECD, 2001). These projects became essential in the
definition of the key concepts, understood by the authors as the needed competences for a
successful and efficient life of citizens in a well-functioning society. Furthermore, during the
same period, the PISA project was started with the aim of evaluating the students’ capacity to
apply their knowledge to real-life like hypothetical scenarios, rather than simply assessing their
knowledge itself. Providing with an international ranking of students, the project had a
significant effect on public perception of the needed changes for education, which in turn
showed a profound influence on curricula worldwide (Halász & Michel, 2011).

In 2006, influenced by the circumstances mentioned above, the European Commission

introduced their theory of key competences, urging all member states to embrace their
recommendations and adapt their teaching curricula accordingly. These key competences are
defined as a conjunction of the knowledge, skills and attitudes necessary to students for their
personal development in order to become active members in society and increase their
employment opportunities (European Commission, 2017). Thus, this approach emphasises
practical, skill-based learning, where students are conceived as fully developed and well-
prepared individuals capable of dealing with complex real-world problems through their
acquired knowledge and skills. As a member state, Spain has transformed its learning curricula

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accordingly, defining in its legislation the seven key competences that are going to be dealt with
in the next section (Real Decreto 1105/2014).

4.2. Contribution of this English syllabus to the acquisition of the key competences
Linguistic Communication Competence (LCC), especially in foreign language
communication, entails the ability to effectively express and comprehend information using the
appropriate linguistic, sociolinguistic and pragmatic resources. This annual syllabus contributes
explicitly to this competence, as the main objective of an English class is for students to become
capable of communicating effectively in English, thus centring each one of its tasks and
activities outlined below around enhancing students’ Linguistic Competence in the English
language. Actually, the wide range of activities and resources provided is meant to enhance
students’ linguistic knowledge, as well as to enable them to communicate fluently and express
themselves proficiently in a wide spectrum of real-life communicative situations.

Mathematical Competence and Basic Competences in Science and Technology (MSTC)

involves both logical and spatial thinking (Mathematical Competence) and the capacity for
individuals to interpret the various natural world phenomena through the scientific method.
Even though it will not have a central role in this syllabus, its acquisition is fostered through
the logical reasoning necessary for understanding and assimilating grammar rules and structures
in addition to interpreting statistical data, charts and other similar contents in relation to this
competence. Moreover, it will also be enhanced by the integration of cross-curricular topics
related to science and technology, such as scientific discoveries or environmental and climate
issues.

Further on, Digital Competence (DC) is related to the ability to search for, process, and
communicate data though the use of ICTs, transforming that data into valuable knowledge. It
goes without saying that proficiency in a foreign language, especially one as widespread as
English, opens up boundless opportunities for digital communication. As mentioned above,
technology and ICTs are a central topic in this syllabus, both indirectly, in its continued use in
order to develop each didactic unit (for example, by doing research online for the various topics
with which they will work), and directly, as it will also be dealt with explicitly in some of the
units’ topics. In this process, students will make use of critical thinking to assess the significance
of information, discern between reliable and unreliable sources, and differentiate between
factual, objective information and personal, subjective opinion.

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 The Learning to Learn Competence (LLC) refers to the ability to engage or activate
cognitive, meta-cognitive, social and emotional resources so as to optimise the learning process.
With elements such as attention, concentration, memory, comprehension and motivation,
among others, this competence is essential to foreign language acquisition, hence playing a
central part in this syllabus throughout activities related to self-reflection, peer-correction, study
and monitoring techniques, etc. Additionally, most if not all tasks in the syllabus contribute to
enhancing it through the use of learning strategies such as anticipation, deduction, paraphrasing,
hypothesis formulation and reaching agreements.

The Social and Civic Competences (SCC) is crucial in that it promotes and encourages
the necessary social skills required for cooperation and mutual understanding in authentic
situations. This competence will be developed via the use of discussions, simulations, role-plays
and other varied real-life tasks, so as to improve the students’ communicative strategies as well
as their aptitude to work together in pairs and groups. In this sense, cross-cultural skills will be
cultivated through a range of practical activities aimed at raising awareness, since language
acquisition cannot really occur but within the context of cultural understanding. Moreover, the
expected limited use for the students’ mother tongue in the classroom will help cultivate an
environment where the foreign language will become a genuine medium for communication
and cultural appreciation.

The Sense of Initiative and Entrepreneurship Competence (SIE) is also key as it

cultivates autonomy, creativity, responsibility and critical thinking. What is more, in the context
of a foreign language classroom, as is the case with this annual syllabus, it plays a crucial role
in that it fosters the use of real-life tasks that demand the students’ planning, organization,
problem-solving and decision-making skills, both individually and as a group, as well as in
speaking and writing activities, all encouraging active participation.

Finally, the competence in Cultural Awareness and Expression (CAE) deals with the
ability to recognize and value creativity in a variety of artistic expressions, such as music,
performing arts, literature and the visual arts. The learning-process of EFL inherently involves
exposure to English-speaking culture forms, including their respective art forms. Thus, this
syllabus will incorporate such forms of artistic expression directly or indirectly in order to
enable students to foster comprehension and respect of different cultures.

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5. METHODOLOGY
As a fundamental aspect of any educational syllabus or curriculum, the present syllabus
will take special care in delimiting and outlining its methodology, so that it can inform
consciously and effectively every part of its programming. The methodology used in this
syllabus is heavily influenced by current trends in foreign language teaching, which is rooted
in the alternative pedagogic model where teachers assume an active investigator role that helps
them effectively coordinate the teaching-learning process inside the classroom. During this
process, the teacher will strive to find always the most appropriate way to adapt the activities
planned to the students’ needs and individual circumstances, fostering their responsibility for
constructing and reconstructing their own knowledge. This will be done by following the
Communicative Approach (CA), and within it, the Task-Based Approach (TBA) and Action-
Oriented Approach (AOA) methods. The present section will be devoted to delving deeper into
these approach and methods, so as to provide a comprehensive exploration of their principles,
methods, techniques and strategies and how they will be applied within this syllabus.

5.1. Approaches and methods

Following the school’s English Department’s own annual syllabus, this subject deals
with a language, English, that is, used for communicative purposes, and as such, it is only
logical that the methodology used should be communicative in its nature. The emergence of the
CA can be attributed to the efforts of experts appointed by the Council of Europe in the 1970s.
It represented a theoretical standpoint “about the nature of language and language learning and
teaching (Rodríguez, 2010a, p. 13), whose core principle revolves around the idea that for
students to be able to learn a language effectively, they must first and foremost acquire
communicative competence in it. The underlying principles of CA can be traced back to Hymes’
work (1972), where the author explained his views on language as a medium to achieve
communication that could not be fully understood without considering the role of social
interaction. In his article, Hymes expressed the importance of mastering the communicative
competence when learning a language, since it encompassed both grammatical and
sociolinguistic competences that are crucial for developing real knowledge of a language.
Additionally, in the decade of 1970s, the Council of Europe embarked on an initiative to
develop, along with the collaboration of experts, a framework for foreign language teaching.
This project was developed by Wilkins, in whose book “Notional Syllabuses”, published in
1976, presented a new approach for the teaching-learning process based on what he called

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notional-functional syllabuses, promoting the central role of the communicative competence
(Rodríguez, 2004).

Therefore, both Hymes (1972) and Wilkins (1976) are considered to be the fathers of
this approach, that has since proven to be one of the most successful approaches in language
education. Their approach signified a radical shift in the way the teaching-learning process was
understood, the primary objective of the CA being to prioritise fluency over accuracy
(grammatical and lexical precision, etc.). This notion is based also on the understanding that
making mistakes is a natural part of the language learning process. Similar to the way in which
children acquire their first language, where communication by far precedes accuracy or the
absence of errors, learners of a foreign language should never be discouraged from making
mistakes during their learning process. Furthermore, an excessive emphasis on accuracy could
actually hinder the students’ development of an authentic communicative competence. As a
result, this annual syllabus will have as its root the need for encouraging students to embrace
and learn from their mistakes in all their tasks, so that it will be emphasised that it is more
important for them to be able to manage effective communication than to do it accurately from
the beginning.

As for TBA, it is a methodology that operates within the framework of CA. Its
emergence can be traced back to the late 20th century in relation to Prabhu and the Bangalore
Project (1987), where the concept of task was used to talk about any kind of activity conducted
in the context of the classroom. It was rooted on its belief that rather than pure knowledge
memorization or de-contextualised practice, “language has to be acquired as a result of some
deeper experience than the concentration on a grammar point” (Rodríguez, 2010a, p. 25). Thus,
TBA advocates for tasks based on meaningful situations that may allow students to practice the
language within its genuine social context, just as it will work as a motivational force that
empowers students by making them feel they are learning something real and useful. Because
of this, the tasks selected in this annual syllabus will all be based on actual real-life oral or
written texts (newspaper articles, interviews, documentaries…), just as each didactic unit’s final
tasks will be based off of real-life activities such as narrating a story in a comic or being a
marketing advisor to a celebrity. Homework will also be encouraged as it will help students
integrate English in their real, outside-of-school lives.

Finally, the AOA is a methodology that was introduced by the CEFRL proposal of the
Council of Europe (2001) as further development for the TOA. At its core, it emphasizes the
practical use of language, that is, that it includes actions (related to TBA’s concept of meaningful

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task) performed by students who are understood to be individuals and social agents. This shift
was intended precisely to shift the focus towards a set of competences that citizens are expected
to have developed, hence the need for these competences to be practiced and acquired by
students, who must learn to develop their roles as social agents through the use of meaningful
tasks in the classroom. In this sense, the AOA highlights competences that transcend the
Linguistic or Communicative ones; for instance, students are encouraged to cooperate with one
another so as to learn to play the role of social agents within the microcosmos of the classroom.
Consequently, this annual syllabus will make regular use of pair and group work.

5.2. Methodological principles

5.2.1. General principles

For this annual syllabus’ methodology to align with the aforementioned approach and
methods, it is vital for some general principles for the process of teaching-learning in general
to be made clear and followed with special care throughout the syllabus. The first of these
general principles is the need for Individualisation or individualised instruction, that is, the
acknowledgement that students are unique individuals who therefore have unique needs and
learning styles, for which there will have to be made adaptations that secure the students’
highest motivation and best learning outcome as possible. In line with this, the second principle
is Constructivism, or the need for teachers to take into consideration the students’ former
knowledge as a foundation for successful language acquisition and for the development of
meaningful learning.

Another crucial principle at the centre of this syllabus of Autonomy, in that the need for
students to work independently, making decisions on their own throughout the learning process
and how that reflects on their work is strongly emphasised. One of the reasons why this is so
important is that it ensures the development of lifelong autonomous learning skills, especially
vital in language acquisition. As opposed to this principle, the principle of Cooperation among
students is also highlighted, as it provides them with opportunities for learning from and helping
each other during the learning process.

The principle of Learning-by-discovery is also essential, since it allows students to not

have the content just exposed to them, but to actively discovering and learning by their own
personal experiences and interactions with the environment. This aligns with the principle of
Integrative Learning, that enables students to connect their various skills and parcels of
knowledge so as to create links across previously separate curricular elements.

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 Finally, we have the principles of Meaningful Learning and of Creative Learning. The
former implies that any acquired information may be used to make new connections with
previously acquired knowledge, leading to deeper comprehension. The latter encourages for
students to develop their own theories, analysis and problem-solving approaches in order to
solve any problem presented in the classroom, whereby they will be able to create knowledge
in a way that feels real and natural to them instead of mere memorising of information.

5.2.2. Specific principles

As for the methodological principles that directly stem from the approach and methods
used, for CA it is essential to note that the teacher assumes the role of a facilitator that manages
the tasks and activities and constantly encourages communication in English. Evidently, this
role is taken gradually, as more help from the teacher is needed in the first sessions, needing the
teacher to take full control over the tasks at first, and little by little loosing that control so that
students have more and more freedom and responsibility in their interactions with each other,
either in pairs or groups. This is done to empower students to take responsibilities for managing
their own learning process (Rodríguez, 2004). Following this, language skills and the
Communicative Competence are central to each individual didactic unit in this annual syllabus,
being in turn trained with authentic materials. The tasks are purposefully designed to keep
students’ motivation in the learning process high, by selecting topics that are attractive and
relevant to them, so that they foster meaningful social interactions. As explained before, during
their interactions, errors will be tolerated as long as they do not hinder effective communication,
since mistakes are a natural consequence of the acquisition process.

As for the methods followed, on the one hand, TBA rests on the fundamental principle
of learning by doing, hence being at the cornerstone of the present syllabus (Sánchez, 2004). In
this sense, students will be encouraged to actively participate in the classroom, either by
undertaking the proposed tasks or by interacting with their peers and cultivating their
Communicative Competence in authentic situations. By ensuring that they collaborate in a
supportive environment in which critical and analytical thinking skills are employed, they will
be enabled to succeed in the completion of their tasks. Once again, the teacher will limit himself
or herself to being a mere facilitator that evaluates the accuracy of task execution and language
fluency, with the students being always the centre and protagonists of their learning process.

On the other hand, the AOA methodological principles complement this syllabus by
incorporating a social dimension that bridges the gap between the classroom and real-life—
already needed according to the CA and TOA—more fully. Thus, this methodology promotes
14
the interaction between students, triggering the development of many competences in general
along with Communicative Competence, and, in consequence, the development of linguistic
and general skills and overall knowledge; this will all be done by integrating all the different
linguistic skills, so that listening, speaking, reading, writing and interacting will be practiced
through actual or simulated real-life situations.

5.3. Methodological techniques and strategies

Following the methodologies explained above, each of the methodological techniques
prescribed by each approach and method will be followed by this annual syllabus. To start with,
CA emphasizes the use of pair and group activities for sharing thoughts and solving
communicative problems. This has been implemented in this syllabus through the inclusion in
the different didactic units of communicative games such as Baamboozle or Kahoot!. Authentic
materials have also been preferred so as to show real-life situations that may be discussed in
class, singling out in that way the usefulness of English as a vehicular language; needless to
say, the material has been selected with their individual circumstances in mind, either personal
preferences or psychological characteristics. Guessing games related to each unit’s content
(cultural norms, for example) will also be incorporated as the content phase before the tasks.
Additionally, role-plays as well as language games will be used so as to further demonstrate the
usefulness of English as a tool for playful purposes, so that significant learning may occur.

Secondly, TBA prefers the sequence of pre-task, task and post-task stages. In this way,
this methodology favours the introduction of new elements in a gradual manner during an initial
task that allows for students to activate their previous knowledge on the subject-matter. During
the task phase, students are encouraged to put the newly acquired knowledge into practice by
building upon the knowledge activated in the pre-task phase. Afterwards, the post-task phase
prompts students to reflect on their experiences within the task, so as to be able to draw
conclusions and, in this way, activate their metalinguistic competence by becoming aware of
their own learning process. In a similar manner, the learning process within each didactic unit
has also been designed to progress incrementally. Moreover, motivation will be fostered by
establishing personal connections between each unit’s contents and student’s own preferences,
such as giving the students freedom to make their celebrity makeover (see section 9.3 for this
as an example of a final task) on a celebrity of their liking.

Finally, in alignment with AOA, the techniques employed in this annual syllabus will
always be explicitly linked to their communicative and social aspects. Thus, the aforementioned
warm-up activities are also designed to highlight the real purpose behind each task, such as
15
discussing actual extreme weather issues in the world. Students will be encouraged to
collaborate in pairs or groups, engaging in group decision-making and problem-solving
activities that will require social interaction and, hence, foster the development of their social
competences. Additionally, the integration of Information and Communication Technology
(ICT) will be emphasised in all the didactic units so as to create meaningful learning situations
via authentic materials, particularly during creative and autonomous activities such as the
preparation for each final task, where students are required to independently search for
information on the internet. Such activities will also promote autonomous English practice,
enabling students to take responsibility for their own learning process and recognize English as
a real and valuable language that they can develop through their own efforts.

5.4. Other methodological decisions

As for the way in which this whole syllabus is going to be put into practice, delimiting
the role of the teacher and the students, as well as the way in which the classroom environment
(spatio-temporally, among other things) is managed will be of vital importance.

Regarding the teacher’s role, it has already been mentioned that it should be that of a
facilitator; in this sense, the teacher will assume the role for a mentor that, according to this
annual syllabus’ methodologies, promotes for students to take responsibility for their own
learning process, so that they will become independent as both learners and users of the English
language. Because of this, the teacher will be in charge of fostering a collaborative learning
environment, building positive relationships with the students and among them, as well as
providing guidance and supervision during each one of the tasks and serving as a role model
for the students. The students, on the other hand, will be expected to actively engage in and
discuss the tasks proposed by the teacher, just as they learn from each other collaboratively and
peer-tutor one another in order to share and refine their skills as well as those of their classmates;
this will be done with the help of the teacher, by creating controlled environments at first, that
will turn freer and freer as the students progress in the development of their own skills and
competences.

This is, of course, specifically tailored so that students’ central role and active
engagement in the classroom is ensured. Thus, by actively involving them and catering to their
needs and preferences, the teacher will effectively manage to create a conducive learning
environment where students feel motivated and confident to participate. Thus, it is essential for
students to have a clear sense of agency and involvement in the selection of the materials and
tasks; they should feel empowered enough to make the choices that resonate best with their
16
interests and needs within each task, and even negotiate with the teacher bigger changes in the
didactic units by finding common ground. Besides enhancing motivation, a collaborative
decision-making process such as this is aimed at cultivating a trusting and positive teacher-
student relationship, moving away from the traditional perception of teachers as authoritative
figures. Students will also be made to feel like protagonists of their own learning process when
encouraged to assess themselves and their own classmates, be it at games and tasks within the
unit or at the more formal final tasks, where they will evaluate their own performance as well
as their classmates’. This will be done to ensure that they do not feel estranged with the
evaluation process, seeing it rather as a challenge and an opportunity for them to assess their
strengths and flaws, hence making it possible for them to become their best versions at their
own terms.

Another essential aspect to take into consideration when deciding the students’ role is
to reflect on their nature as digital natives. In this sense, it is crucial to bear in mind that this
annual syllabus’ target group consists of students that thrive in a diverse and technology-driven
learning environment that manages to get their attention, enhancing, in turn, their motivation.
They will also be central in the choice of formats, not only by being given the opportunity to
choose them themselves, but also by making sure that the formats presented cater to their needs
by capitalizing on the advantages offered by the internet and other audiovisual media and ICT
in general. These decisions will, therefore, align with regional and national, as well as European,
policies that ask for the cross-curricular integration of ICTs and the development of skills
related to audiovisual communication. Because of this, this annual syllabus will take advantage
of the classroom’s computer and digital board, as well as the students’ individual Chromebooks.
In this way, most if not all the classroom and home activities will be done via ICTs, either for
the students’ research and completion of each task or for the logistical decisions involving
interaction and the submission of the tasks themselves, by using tools such as Google
Classroom or mail.

As for the classroom management, the way this classroom is arranged will divert
radically from the more conventional arrangement of individual desks for each student; on the
contrary, efforts will be made to ensure that all the individual desks are organised in groups of
two, as most of the tasks will be performed in pairs to ensure interaction and a meaningful
practice of the language. However, the desks will also be positioned in a way that makes it
possible both to move within the classroom and to quickly organise the desks in bigger groups
for each day’s group work. This will prevent students from losing motivation by getting bored

17
by themselves, as well as ensure that they develop their social competences; as for ensuring the
teacher’s role as mentor, his or her desk will be located in front of the students and next to the
projection screen, so that it is possible for the teacher to observe and guide the students as well
as to move between the desks and observe the students.

Moreover, the teacher will adhere to clear guidelines known and negotiated beforehand
with the students. Of course, some of them are non-negotiable, like the fact that each session
will have 55 minutes; however, the length of the activities will be kept to a minimum and
flexible, so that it can be negotiated and re-negotiated as the teacher observes the students’
performance and rhythm, or by the students’ themselves and their perception of their own needs.
Finally, clear objectives will be set at the beginning of each session, along with the following
of a well-structured lesson plan that will promote clarity and create a sense of stability and
accomplishment for both the teacher and the students.

6. EVALUATION
As of late, the concept of evaluation has undergone a significant transformation, going
from a process conceived as a final control measure, where students’ formal knowledge of the
subject was assessed, to a more comprehensive and integrated concept embedded throughout
the entire learning process, understood rather as a systematic, planned and guided process that
aims at identifying, collecting and providing teachers with reliable and valid data in relation to
the completion of different educational aspects. In this sense, its primary objective is to assess
the achievement of the syllabus’ objectives and content based on previously outlined evaluation
criteria and standards, with the purpose of making various decisions in regard to the collected
data. These decisions, additionally, go beyond the traditional assessment of mere formal
knowledge on the part of the students, but it is rather viewed as a tool for measuring all
throughout the teaching-learning process every distinct element, be it the students’ performance
or the teachers’, also including varied perspectives, so that a more complex and realistic picture
of the teaching-learning process emerges and the teacher is able to identify areas requiring
enhancement or correction, so as to address them accordingly.

6.1. Evaluation types, techniques and instruments

The present section provides a comprehensive overview of each one of the various types
of evaluation with their corresponding techniques and instruments as well as how they are going
to be used in this annual syllabus, emphasizing the significance of each method of evaluation

18
in assessing the progress and performance of each educational agent in the teaching-learning
process.

6.1.1. Diagnostic and initial evaluation

The diagnostic evaluation consists of making a diagnosis of the students’ prior
knowledge and skills at the very beginning of the academic year (Cantón & Pino-Juste, 2018);
accordingly, this evaluation takes place in September, during the first two sessions, where the
teacher will evaluate the students’ knowledge as well as gather information about their personal
preferences, needs and preferred learning methods. This information will be gathered through
questionnaires (see Appendix 1 & 4) along with class interviews (all the data concerning the
interviews will be gathered on the Classroom Logs, see Appendix 5), which will provide
insights into the students’ backgrounds, expectations and any challenges they may perceive.
The results to this evaluation will heavily influence the teaching-process, as the teacher will
adapt accordingly the tasks, evaluation methods and techniques previously prepared on the
annual syllabus so that it is appropriately adapted to the students’ individual needs. Following
the completion of this evaluation, the students’ families will be notified about the results through
a comprehensive report detailing their knowledge and skills level along with their competence
attainment degree. Particular emphasis will be placed on students who exhibit lower levels of
knowledge, skills and competence in comparison to their peers, who will receive closer
monitoring from the teacher so that they have the necessary support to achieve the established
objectives, with the help of reinforcement activities when needed.

In addition, a similar process will take place at the beginning of each didactic unit (first
session), where through an initial evaluation the students’ prior knowledge in relation to the
unit’s content (grammar, vocabulary and the topic being covered) will be assessed. This initial
evaluation will rely on observation techniques, and it will involve brainstorming activities and
guided questions aimed at fostering class discussions. The most relevant information gathered
from these discussions will be recorded in a classroom log (Appendix 5) and, like with the
diagnostic evaluation, it may influence that specific unit’s teaching practice, so that it is
appropriately tailored to the students’ needs. During this evaluation, specific criteria and
learning standards will guide the teacher’s reflections, which are selected by the instructor from
those defined by the legislation (see Decreto Foral 24/2015). For each specific criterion and
associated learning standard, a predetermined expected level of achievement will be set in the
form of a percentage; because this evaluation aims to assess the students’ already acquired
knowledge, the expected attainment levels will be typically over 60%. In any case, this

19
evaluation will not contribute to the students’ grades, so the results will help merely for
organizational and teaching purposes only (for example, to assess a lack of knowledge that will
condition the development of the unit, and which may result in potential changes and
adaptations).

6.1.2. Continuous evaluation

Continuous or formative evaluation refers to the kind of evaluation conducted in the
midst of the teaching-learning process within each didactic unit, between the initial and final
evaluations. Its main purpose is to provide data for potential changes in the teaching techniques
and activities, so as to adjust it more effectively to the students’ needs during the completion of
each unit. Thus, it monitors students’ performance and provides valuable insights into their
strengths and weaknesses or areas of difficulty, allowing for teachers to identify situations
where reinforcement or extension activities may be required (Cantón & Pino-Juste, 2018). It is
carried out through the revision and correction of tasks and activities, as well as through
classroom observation. These data are assorted via rubrics that evaluate various aspects and
skills, such as reading (Appendix 6), listening (Appendix 7), writing (Appendix 8), speaking
(Appendix 9) and interacting (Appendix 10), along with their attitude, motivation and
participation (Appendix 11) and their performance in group work (Appendix 12). These
instruments enable both students and teachers to gather the sufficient information about the
students’ progress in relation to the objectives from each unit as well as the learning standards
associated with the development of each key competence, so that they can take responsibility
over their own learning process by knowing what they need to improve. Unlike initial
evaluation, in this evaluation students are not expected to know the contents perfectly, hence
the expected achievement is around 40-50%, and a small marking criterion (15% of the final
grade of each didactic unit for the group work and 25% for the overall mark of the unit) is
applied.

6.1.3. Peer evaluation

Another very important type of evaluation that will be included in this syllabus is the
peer evaluation, that is, assessment taken by the students themselves of their classmates. Peer
evaluation is essential in the development of autonomy on the part of students, as it makes them
participant of the assessing process, thereby showing them how and why assessment takes
place. This process will take place via observation techniques and rubrics (Appendices 13 and
14), both during the completion of each didactic unit, either in tasks or games, and in the final

20
task; both times will give students opportunities to assess their classmates, either within a pair
or a group.

6.1.4. Final evaluation

The final or summative evaluation takes place at the end of each didactic unit, in the
final sessions, as well as at the end of each term. Its aim is to assess students’ level of
competence in relation to the previously defined learning objectives and knowledge of the unit’s
content (Cantón & Pino-Juste, 2018).

On the one hand, at the end of each didactic unit, and following the TBA method, a final
task will take place, performed by groups of students where their speaking and interaction skills
(during the presentation, where each group will have 9 minutes: 1 minute per student to do their
presentation and 4 extra minutes for them to answer the teacher’s and their classmates’
questions) as well as their writing skills (when a more developed, written form of the final task
will be submitted individually to the teacher) will be assessed. Additionally, in order to assess
the other two language skills required in the syllabus, they will have special tasks devoted to
listening and to reading, one of them on the penultimate session and the other on the final
session, during the remaining 10 minutes before the final task presentation. The evaluation
process will include task correction, observation techniques and correction rubrics (see the
rubrics used for each skill and for group work in the continuous evaluation in Appendices 6-10
and 11, as well as Appendix 15 for a final task overall rubric).

On the other hand, at the end of each term, a written exam will take place in two sessions,
where students will be comprehensively evaluated on their reading, listening and writing skills
so as to complement the grades resulted from each unit’s final evaluation; for this, the same
rubrics as in the continuous evaluation and in the didactic units’ final evaluation will be used
(Appendices 6-8). The contents assessed will include that term and the previous ones, except
for the first term, where they will only be assessed on the term’s contents; this comes from the
notion that language acquisition is a cumulative process. The activities used within the tests
will mainly involve multiple-choice questions, gap-filling activities, true or false statements and
matching or answering questions. Their writing skills will be evaluated through the production
of a 150-200 words text related to the topics studied in that term.

6.1.5. Self-evaluation
Additionally, at the end of each didactic unit, students will be given the opportunity to
assess their own learning progress in regards to both the contents studied and their development

21
as individuals through a self-evaluation questionnaire (Appendix 17). The aim of this kind of
evaluation is to enable students to reflect on their own learning process, thus developing their
metalinguistic competence, as well as making them protagonists of the learning process, so that
they are also responsible for taking corrective measures in order to improve any deficient or
problematic area.

6.1.6. Evaluation of the teaching process

Teaching is a complex process that encompasses various essential elements such as
meticulous planning, effective implementation, thorough evaluation and, most importantly,
constant reflection. In order to excel in this process, teachers must master the subject-matter as
well as be constantly eager to continue learning and improving their teaching style. Similarly,
it is crucial that teachers recognise and address the unique characteristics and needs of their
students, while fostering lifelong motivation for learning in them. Apart from that, a teacher
must take special care of other aspects such as classroom management, balance of students’
needs so as to create an open and motivating environment, and classroom routines and
procedures, among others. Thus, it is of paramount importance for teachers to create an
environment of continuous improvement, where they are eager to embrace any opportunity to
enhance their skills as well as take valuable lessons from their experiences, either positive or
negative (Cantón & Pino-Juste, 2018). Because of all these reasons, evaluating the teacher’s
performance is as important as evaluating the students’ learning. Therefore, the teacher will be
assessed both by his or her students and by himself or herself.

On the one hand, students will be given the opportunity to assess their teacher at the end
of each term via a questionnaire (Appendix 18), where they will be encouraged to give their
feedback without fear so that the teacher may learn and improve to adapt more appropriately to
their own needs and preferences. Because of the importance of this kind of evaluation, the
teacher will pay special attention to the students’ feedback.

On the other hand, the teacher himself or herself must evaluate his or her teaching
process; because of this, at the end of every term, the teacher will perform a special form of
self-assessment based on specific skill acquisition indicators that will offer a straightforward
way for the teacher to assess achievement and/or reflect on the success changes implemented
during the teaching process. This will all be done through a self-assessment rubric (Appendix
19).

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 6.2. Marking criteria
As for the marking or grading criteria, it is important to explain how this annual syllabus
will grade both each term and the course as a whole.

Regarding the evaluation of each term, most of the mark will come from the summative
evaluation (85%); however, a small part (15%) must also be reserved for the grades coming
from the continuous evaluation, as mandated by the legislation. Thus, an average of all the
continuous evaluation grades for the group work from each didactic unit will weight 15% of
the final term grade. This will be done not because the function of the continuous assessment is
to grade students, but because it is understood that through the continuous evaluation aspects
such as group work, participation and overall performance within the classroom can be given
weight. As for the summative evaluation, 25% out of the 85% will be devoted to an average of
that term’s didactic units’ grades for each final task. The remaining 60% out of the 85% devoted
to summative evaluation will be divided into an average of the speaking and interacting skills
as graded within each didactic unit (15% and 10%, respectively) and that term’s final exam’s
grades, which will in turn be divided into reading (10%), listening (10%) and writing (15%).
Moreover, it is essential that the students pass their exams with a grade of at least 5/10, as each
one of the skills and aspects evaluated is crucial to the development of the competences required
legally.

As for the evaluation of the whole academic year, a basic principle must be taken into
careful consideration, namely, the fact that, as a language, the acquisition of English is
cumulative, making it imperative that the knowledge and skills assessed in each term count for
the next one. Therefore, once the weighted average of each term’s marks is calculated, each one
of them will receive the weight that corresponds to the content assessed; in other words, it is
only logical that each term weighs more than the previous one, as it will include new knowledge
plus the already acquired knowledge from the previous term. Because of this, the terms will
have the following weight in the final grade: 20% for the first term, 30% for the second term,
and 50% for the third term. Students will be considered apt as long as they get 5/10 or more of
the final grade, regardless of whether they failed one or more terms. Finally, it is important to
explain the rounding-up criteria. In this sense, this annual syllabus will consider the following
criteria, following the school’s English Department’s guidelines: from 0 to 4.9, there will be no
rounding-up; from 5.0 to 5.8, the student will get a 5; from 5.9 to 6.7, a 6; from 6.8 to 7.6, a 7;
from 7.7 to 8.5, an 8; from 8.6 to 9.4, a 9; and, finally, from 9.5 to 10, a 10.

23
 6.3. Evaluation of the syllabus
Finally, it must be remembered that, as pointed out above, a syllabus is an academic
document, hence designed in accordance with the current legislation that establishes specific
guidelines for the teaching-learning process as well as all aspects pertaining to its structure and
organisation. Therefore, it is crucial for educators to evaluate their annual syllabus’ design so
as to always improve their proposals, by identifying and correcting any problem that the
syllabus may have shown in its application. Furthermore, it is also of vital importance that the
teacher assesses, during the evaluation of the syllabus, whether it has been performed
accordingly to the appropriate legislation, taking note of any amendments or modifications in
the matter of educational laws. This process will take place at the end of every academic year,
when the teacher will assess through a rubric (Appendix 20) aspects such as the appropriateness
of the methodological strategies, sequencing, evaluation process and tools and the teaching
materials.

7. DIFFERENTIATION
Even though this annual syllabus’ target group does not require any curricular
diversification measures as of now, the teacher will still take into consideration the various
learning styles and intelligences the students may present, such as visual, bodily, auditory,
sociable, reflexive and verbal-logical styles; this is done so that the teacher will be able to
anticipate any difficulty in learning that the students might find, having prepared a wide variety
of activities that may appeal to all of the learning styles. To cater to these learning styles, the
syllabus draws upon Gardner’s Multiple Intelligences theory (2006), as the technique of choice
to establish learning styles in the classroom. Thus, a wide range of activities will be incorporated
to the syllabus, including visual and spatial elements, sounds, movement, interaction and
individual work, as well as both influencing classroom arrangements and out-of-classroom
experiences. Furthermore, a test will be conducted in order for the teacher to be able to
determine the predominant intelligences within the group, and, in this way, adapt the classroom
dynamics and activities to the data found, so that the students’ learning experiences can be
enhanced (Appendix 2). Pedagogical and psychological support will also be available to the
students upon request so as to address any difficulties with the subject-matter that may arise,
for example, to teach the students study techniques or assist them with any personal issues that
may affect the learning process.

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 7.1. Ordinary measures
Along with the measures taken to assist students with different learning paces, this
annual syllabus incorporates organizational and curricular measures specifically designed to
create an optimal learning environment. Thus, from an organizational perspective, this school
has established a specific timetable including English language lessons, which will take place
in the same classroom where other subjects are taught so that the need for students to switch
classrooms will be eradicated. Moreover, these classrooms will be equipped with appropriate
materials, such as projectors, speakers, digital boards and internet access, enabling both the
students and the teacher to utilize their own laptops (Chromebooks in the case of the students)
for any in-class activity. The school also has a library with an ample range of English materials,
from books and comics to DVDs with various TV shows and films for the students’ use. Also,
a specific spare session (not included within the three-hour weekly English lessons, but a spare
session within the general syllabus) will be set out weekly so that proficient students can
participate in an English cineforum and prepare activities for the class, while those students
who find problems with the subject-matter will be able to have more specialised help from their
teacher.

As for other curricular measures, the present syllabus contains all the necessary
methodological adaptations designed for the target group, such as collaborative group in
heterogeneous groups, learning though varied tasks, individual and autonomous as well as peer
feedback activities, ICTs usage and entrepreneurial activities that may stimulate the students’
creativity while being adapted to real-life situations. Furthermore, the assessment tools to be
used are already adapted to the group and to the different activities, comprising an impartial
and effective evaluation system associated to the proposed objectives.

Similarly, each one of the present syllabus’ units includes a series of reinforcement
activities especially designed for slower learners, and, in the same way, another series of
extension activities designed with more advanced students in mind, so managing to
accommodate the diversity of learning paces. On the one hand, the former will focus primarily
on the new lexis and structures introduced in the unit, which may pose potential challenges for
certain students. These activities will not be traditional grammar or vocabulary exercises,
however, but their aim is to provide stimulating extra practice as well as to incorporate ICTs to
engage the students, following the way the classroom and homework activities already work.
On the other hand, the latter’s main purpose will be to offer proficient students the opportunity
to apply their knowledge and skills to less common tasks involving mental challenges, attending

25
to an event conducting interviews or research, using their creativity or even designing
entertaining classroom activities for their peers. These activities will more often than not require
the use of ICTs too.

7.2. Extraordinary measures

Regarding educational reinforcement from and/or other teachers’ support in the
classroom, the present syllabus does not include any provision for such cases, since there are
no students with special needs in the target group who may require individual attention or
curricular adaptations. Because of this, there will be no extraordinary measures, as there will
be no significant adaptations to this actual syllabus.

8. SUPPLEMENTARY AND EXTRACURRICULAR ACTIVITIES

The school’s English Department carries out various initiatives that promote and
enhance English language learning. First, every year there are language immersion courses,
exchange programmes and trips to English-speaking countries on an annual basis. The
department is also responsible for selecting and accompanying the participating subjects, as
well as welcoming incoming students for exchange programs. The current annual syllabus
includes tasks related to these trips and stays. Moreover, the department also coordinates the
school’s bilingual programme along with facilitating Official School of Languages of Navarre
and other certification exams to give students the opportunity to get official English
qualifications. Actually, the present annual syllabus incorporates several Official School of
Languages exam-style tasks for students to be able to have authentic practice in all skills.
Finally, each English teacher will be responsible for recommending and organising outings to
cinemas, theatres and other performances or events where students can immerse themselves in
real English and so practice the language. In this sense, extension activities within each unit
will encourage students to attend local events and share their experiences in class.

Furthermore, this annual syllabus features several tasks centred around official school’s
outings, such as visits to Navarre’s castles and similar historical monuments, which will be
prepared by a whole didactic unit devoted to Geography and History, especially that of Navarre.
There will also be a special didactic unit related to Science and the effects the weather,
sometimes extreme, can have in the survival of species, which will be culminated with a visit
to specific centres in the area devoted to the study of dinosaurs and other natural phenomena,
like Navarre’s dessert, the Bardenas Reales, paying special attention to Castel di tierra hill. The
syllabus will also help in the students’ preparation for the Premios a la Creación or Creation

26
Awards, where students of all kinds and ages are encouraged to present creative projects, from
science and math essays to poems and short stories; hence, the present syllabus will devote a
whole unit to literature, giving students the chance to practice their literary projects through
their final tasks and present them to the awards. It will also contribute to compulsory seminars
on physical and mental health on its first two didactic units. Also, as previously mentioned, a
specific spare session (not included within the three-hour weekly English lessons, but a spare
session within the general syllabus) will be set out weekly for proficient students to participate
in an English cineforum and prepare activities for the class, while students who find problems
with the subject-matter will be able to have more specialised help from their teacher. Last but
not least, this annual syllabus takes into consideration the school’s educational plans outlined
in the School’s Educational Project (PEC), including the Plan of Attention to Diversity, the Plan
for Professional and Academic Orientantion and the Cohabitation Plan, by including content
related to integration, diversity and personal and professional development. Likewise, the
school’s Reading Plan will be central on the syllabus not only in what concerns each one of the
units’ readings but also within the units’ themes themselves, which are expected to promote
research on both literary and non-literary texts, either online or on the school’s library.

9. PLANNING OF DIDACTIC UNITS

It is now the time to turn to the central part of this annual syllabus, the outline of the
planning of all the didactic units; for this, the next sections aim at describing how the syllabus’
target course is going to be divided into terms or how many sessions each unit will have, as
well as a layout of the essential aspects of each didactic unit (communicative functions,
vocabulary and grammar, final tasks and life, study and culture skills), with a detailed account
of some of its most important aspects and one of its didactic units.

9.1. Introduction
This annual syllabus will be composed of 10 didactic units, as mandated by the
Community of Navarre, where it will be implemented. In order to organise said didactic units,
this syllabus has taken into consideration the two big holidays that divide the school year into
three more or less equal parts (Christmas break from December 23rd to January 8th and Easter
break from April 6th to April 16th), and the official first and last day dates (the former falling on
September 7th and the latter on June 20th), as well as the odd holidays (October 12th and 31st,
November 1st, December 5th-6th and 8th, February 20-24th for the Carnival Week and, finally,
May 1st); from this and the fact that there are only three sessions of English per week, the
following terms come about:
27
 - A 1st term of 16 weeks (2nd week of September up to 4th week of December), 43
sessions and four didactic units.

- A 2nd term of 12 weeks (2nd week of January up to 2nd week of April), 34 sessions
and three didactic units.

- A 3rd term of 10 weeks (4th week of April up to 4th week of June), 28 sessions
and three didactic units.

It should also be taken into consideration that not all these sessions will be applied to
the didactic units, as two days from the first term must be devoted to the diagnostic evaluation
and another two at the end of each term will have to be reserved for each term’s final evaluation.
Similarly, it must be taken into account that there will be two compulsory seminars on the first
term devoted to mental and physical health, coinciding with the first and second didactic units’
topics, as well as three outings on the second term devoted to History and Geograhy (Navarre’s
castles and similar monuments) and Science, with one devoted to dinosaurs and the other to the
Bardenas Reales. Because of this, the sessions per didactic unit ratio is around 8-10, depending
on the unit’s difficulty.

28
 9.2. Course planning
UNITS
TITLE TOPIC SESSIO LANGUAGE ACTIVITIES / VOCABULARY GRAMMAR FINAL TASK LIFE SKILLS / STUDY CULTURE SKILLS KC
NS COMMUNICATIVE SKILLS
FUNCTIONS
DE 2
FT Mens sana Physical 9 - Describing physical and Lexis related to topic (high - Present Taking care of Self-knowledge: how Analysis: how a specific 1, 2,
in corpore health. abstract qualities of people, frequency and more perfect vs your body in a exercise and a physical physical routine may affect 3, 4,
sano (part objects and places when specialised receptive past simple. day. routines may help us stay somebody’s health. 5, 6,
1) talking about physical health. vocabulary: sports, - Present healthy. 7.
- Narrating specific and physical health, the body, perfect with
habitual past events, adjectives to describe already, just, Outline of somebody’s
description of present states physical states, formulas yet, still, for physical routine and the
and situations when talking and expressions related to and since. effects it has.
about physical health. the aforementioned).
Mens sana Mental 10 - Narrating specific and Lexis related to topic (high - Past perfect Healing you Self-knowledge: how taking Self-awareness: being 1, 2,
in corpore health habitual past events, frequency and more vs past mind as means care of our mental health conscious of the role 3, 4,
sano (part and description of present states specialised receptive simple. for survival. may help us stay healthy somebody routine plays on 5, 6,
2) personal and situations when talking vocabulary: mental health, - Past perfect and feel in control of our their mental health and 7.
identity. about mental health and phsychology, adjectives to with enough, own identity. how that self-awareness
personal identity. describe personal identity, (a) few, (a) may help to improve it.
formulas and expressions little, lots, Management of emotions
related to the plenty of, too and feelings.
aforementioned). much, too
many. Summary and paraphrasing
of a mental health case.
Eureka: Interpers 10 - Initiating and maintaining Lexis related to topic (high - Present The perfect Personal relationships: how Resourcefulness: 1, 2,
mastering onal personal and social frequency and more perfect piece of social to foster healthy and identifying problems and 3, 4,
the art of relations relationships when talking specialised receptive continuous media! fulfilling interpersonal effectively finding proper 5, 6,
social hips about interpersonal vocabulary: family, vs present relationships through solutions for them in a 7.
alchemy! relationships. friends, social gatherings, perfect different media. creative way.
- Expressing knowledge, adjectives to describe simple.
certainty, doubt and interpersonal relationships, - Modal Paraphrasing and
conjuncture when talking formulas and expressions verbs can, transformation of different
about interpersonal related to the be able, theoretical concepts into an
relationships. aforementioned). may, must. appropriate solution.

29
 What Celebriti 8 - Describing physical and Lexis related to topic (high - Second and Celebrity Critical thinking: how social Empathy for celebrities: 1, 2,
makes es and abstract qualities of people, frequency and more third Makeover! media affects our perception beyond their personal 3, 4,
celebrities their star objects, places and activities. specialised receptive conditional of our personal image and image, they are humans 5, 6,
so persona - Asking for and giving vocabulary: film, TV, vs zero and how it is all a construct. too. 7.
popular? (public advice, warnings and notices. music, fashion, first
image). - Formulating suggestions, experiences, adjectives to conditional. Comparative chart of a Problem-solving skills:
conditions and hypotheses describe personal - Modals celebrity’s past and how it being able to identify a
when talking about celebrities. identification, formulas might, could could change if said problem in a celebrity’s
and expressions related to and should. celebrity followed a specific trajectory and solve it
the aforementioned). strategy. appropriately.

SE 2

ST Navarre: a Navarre’ 10 - Describing physical and Lexis related to topic (high - Passive in (Hi)Story Creative thinking: creating Analysis: being able to 1, 2,
game of s History abstract qualities of people, frequency and more the tenses time! something beautiful out of analyse a present reality 3, 4,
castles and and objects, places and activities specialised receptive seen (vs often forgotten-about and extract conclusions 5, 6,
ruins! Geograp when talking about historic vocabulary: History, active voice monuments and historical from its past. 7.
hy. Navarre and its geography. Geography, monuments, of past, landmarks.
- Narrating specific and adjectives to describe present and
habitual past events, physical places, formulas future Summary and recapitulation
description of present states and expressions related to tenses). of different facts into a
and situations when talking the aforementioned). - Use of coherent story.
about historic Navarre and its passive
geography. voice for
impersonal
events.
- Reflexive
pronouns,
each other
and one
another.
- Omission
of by in
passive
voice
sentences.
Nature’s Science 9 - Describing physical and Lexis related to topic (high - Question Following the Critical thinking: how Sense of curiosity: 1, 2,
dramatic and the abstract qualities of people, frequency and more forms: thread of asking the right questions fostering curiosity as 3, 4,
forces: effects of objects, places and activities specialised receptive subject and curiosity. about science and natural means for understanding 5, 6,
unravelling Natural when talking about science vocabulary: nature, object phenomena may take us to the world and its problems. 7.
the Earth’s Phenome and nature. science, adjectives to questions unexpected conclusions.
secrets. na. - Expressing knowledge, describe natural (active and
certainty, doubt and conjecture phenomena, formulas and passive Reading comprehension:
when talking about science expressions related to the voice) vs understanding the
and nature. aforementioned). yes/no underlying problems to
- Expressing will, intention, questions. certain realities and being
decision, promise, command,

30
 authorisation and prohibition - Verbs with able to come up with the
when talking about science gerund and necessary questions.
and nature. infinitive.
Exploring National 10 - Expressing interest, Lexis related to topic (high - Reported Create your Decision making: how to Potential for growth: being 1, 2,
home or… and local approval, appreciation, frequency and more speech own travel improve the current touristic able to assess an existing 3, 4,
how to tourism. sympathy, satisfaction, hope, specialised receptive questions vs agency! conglomerate into a more conglomerate like tourism 5, 6,
unveil confidence, surprise and their vocabulary: tourist reported sustainable approach. and how it can be 7.
hidden opposites when talking about destinations, travelling and statements. improved according to
gems national and local tourism. travel agencies, adjectives - Reported Conceptual maps: sustainable principles.
around us! - Describing physical and to describe tourism, suggestions, understanding the most
abstract qualities of people, formulas and expressions offers and essential aspects of tourism
objects, places and activities related to the commands. and how to improve them.
when talking about national aforementioned).
and local tourism.
SE 2
TT There will Literary 9 - Describing present states and Lexis related to topic (high - Future Writing her Creative thinking: fighting Leadership: letting the 1, 2,
be time, geniuses situations, and expression of frequency and more continuous into the future! for feminism from literary literary leaders of the past 3, 4,
there will and future events when talking specialised receptive vs future creation. influence us so as to create 5, 6,
be time. feminism about literary authors. vocabulary: literature and simple. a. better future according 7.
. - Formulating suggestions, its genres and sub-genres, - Future Summary and to the feminist principles.
wishes, conditions and feminism, adjectives to perfect vs recapitulation:
hypotheses when talking about describe literary works and future understanding the past in
literary authors. authors, formulas and simple. order to make plausible
- Expressing interest, expressions related to the - Indefinite hypothesis expressed
approval, appreciation, aforementioned). pronouns through creative means.
sympathy, satisfaction, hope, some, any,
confidence, surprise and their no and every
opposites when talking about compounds.
literary authors.
Music is Music. 8 - Describing physical and Lexis related to topic (high - Fine-tuning Critical thinking: Analysis: ability to assess 1, 2,
my soul! abstract qualities of people, frequency and more Comparative your favourite understanding the role our an artist’s figure and role 3, 4,
objects, places and activities specialised receptive s and artist! favourite artists play in the they play in society and 5, 6,
when talking about music. vocabulary: musical superlatives: cultural landscape. culture. 7.
- Establishing and maintaining trends, instruments, special
communication and adjectives to describe forms Index card and files:
organising discourse when musical works and artists, (spelling understanding abstract
talking about music. formulas and expressions changes) vs information about an artist
related to the regular and how that plays into their
aforementioned). forms. role in general.
- Articles a,
an, the and
zero article.

31
 Film and Film and 9 - Requesting and offering Lexis related to topic (high - Defining Critique-ing Assertive communication: Empathy: being able to 1, 2,
TV: the TV. information, opinions and frequency and more and non- away! how to express ourselves understand others’ 3, 4,
mirror that reviews when talking about specialised receptive defining and our opinions preferences and share ours 5, 6,
can change film and TV. vocabulary: film relative respectfully and clearly, in a respectfully. 7.
the world! - Expressing interest, production, characters, clauses with nuanced way.
approval, appreciation, directors and screenwriters the passive
sympathy, satisfaction, hope, adjectives to describe film voice and/or Comparative charts and
confidence, surprise and their and TV, formulas and reported summaries: understanding
opposites when talking about expressions related to the speech. the essence of audio-visual
TV. aforementioned). - Relative products and comparing
pronouns. them.
SE 2
DE: DIAGNOSTIC EVALUATION FT: FIRST TERM SE: SUMMATIVE EVALUATION ST: SECOND TERM TT: THIRD TERM KC: KEY COMPETENCES

32
 As for the justification of the present annual syllabus’ choice of topics, they have all
been carefully selected for them not only to naturally suit the students’ preferences, but also for
their lexico-grammatical potential to come naturally with the subject-matter.

Regarding the first term, the first and second units have been selected to complement to
two compulsory seminars for students of 4th of ESO and 1st and 2nd of Bachillerato. These
courses deal with physical and mental health, respectively, and their main aim is to highlight
the importance of taking care of both aspects of health. On the one hand, the first topic deals
with physical health and how one can create a fun lifestyle around physical exercise, that helps
to keep good physical health. The second one, on the other hand, deals with how to form one’s
identity while keeping good care of one’s mental health, thus ensuring one’s happiness and
sense of fulfilment in life. Following from these very concrete topics on personal health, the
third didactic unit’s topic deals with the importance of maintaining good social relationships,
while making a nuanced analysis of the way social media affect social relationships. Finally,
the last term’s didactic unit deals with celebrities’ personal image, and how, in the end, it is all
a social construct—its main aim is for the students to be able to abstract, with the help of the
first three units, a healthy and emphatic way to look at others.

As for the second term, and following the school year’s official outings (a visit to
Navarre’s Medieval historical past through its castles, as well as a visit to both a dinosaur tour
and a scientific tour of the Bardenas), this term’s more general topics will be closely related to
science and history and how they affect the local and national scenery, with a culmination in a
reflection on sustainable national and local tourism. Thus, the fifth unit deals with Navarre’s
History and Geography, with a special emphasis on its Midde Ages’ past. The sixth one, on the
other hand, deals with Science and how the different Natural Phenomena may condition the
environment as a whole—for example, how several natural disasters lead to the dinosaurs’
extinction, and how the slow effect of the weather formed, little by little, the Bardenas as we
know them today. Lastly, the seventh unit will unite what the fourth and fifth units’ subject-
matter to foster a deep reflection on the effects of tourism.

Lastly, the third term deals with more abstract topics, however close they may be to the
students: literature, music and film. The term’s aim is to help students see beyond their most
common hobbies and understand all its potentialities. The eighth unit will focus on female
writers, and how, however overlooked, they have also shaped our culture. The ninth unit deals
with music and the importance it has in our culture, as does the tenth unit with cinema and TV
shows, helping them to think more deeply on their favourite cultural products.

33
 Similarly, each didactic unit’s final task has been carefully selected by the teacher with
the aim for them to actually recreate life-like situations, so that the students can learn English
in a meaningful way; also, it has been crucial that all of them include writing skills as well as
speaking and interacting skills. All of the tasks will be presented through Canva or Genially by
default, except for when the students properly justify to the teacher the use of another tool.

Concerning the first term, the first unit’s final task has been devoted to writing a comic
storyboard where the students are expected to showcase a day in a person’s physical routine
and how each one of the physical activities done contribute to the person’s physical health. The
second unit’s final task keeps the visual element of the story by changing the storyboard to a
short film where a person’s mental health struggles are expected to be explored in as much
depth as time allows; the students will also have to introduce and conclude the short story, so
that the teacher can assess their English in real time as well as in the short film. The third
didactic unit’s final task will be devoted to the design of a whole new social media platform,
where students will be expected to show creative ways in which social media is turned into a
platform for social interaction and not isolation and estrangement. Finally, the fourth term’s
didactic unit’s final task will deal with a more abstract reflection on personal image and social
media, where students will be expected to reflect on the life of a celebrity of their own and how
their personal choices affect their personal image by making a professional celebrity profile.

As for the second term, the fifth unit’s final task will involve a creative historical fiction-
like account of some of Navarre’s most important historical monuments, where they will be
expected to showcase their importance; similarly, the sixth final task deals with contemplating
a local natural phenomenon and, as scientists, reflect the questions that may arise from it (how
it came to happen, what does its existence imply…), so that curiosity will be activated. Lastly,
the seventh didactic unit’s final task deals with an in-depth reflection on national and local
tourism, where current approaches to tourism will be questioned by assessing carefully the
current approaches to tourism in a national or local place of the students’ choice, and how they
are viewed from the point of view of sustainability, so that the students’ environmental
awareness will be developed.

Finally, the third term’s eight final task deals with writing a poem or short story where
the students are expected to imagine a more feminist world, where female writers occupy the
same space as male writers; this task is very special because it is chosen so that it may also be
presented to the school’s creative awards. The ninth final task deals with an in-depth profile of

34
an artist of their choice so that their role in the music industry can be assessed, similarly to the
tenth’ final task, in which students will review and compare their favourite films.

35
 9.3. Unit planning
UNIT 4 – WHAT MAKES CELEBRITIES SO POPULAR? - 4THESO – 3RD TERM. 1ST, 2ND AND 3RD WEEK OF DECEMBER - 8 SESSIONS OF 55 MINUTES
LC MSTC DC LL SCC SIE CAE
LEARNING OBJECTIVES GENERAL OBJECTIVES OF ESO
DECRETO FORAL 24/2015
1. To infer and identify the main points and relevant details in formal or informal conversations, X X i) To understand and express oneself fluently and
presentations and media programs (e.g. interviews, TV shows, documentaries, films, appropriately in one or more foreign languages.
internet…) about celebrities, anticipating and inferring information from context.
2. To understand formal and informal written texts (including instructions, problem solving…) X X f) To conceive scientific knowledge as an integrated
about celebrities, anticipating and inferring information from context. knowledge, which is structured in different disciplines, as
well as to know and apply the methods to identify
problems in the different fields of knowledge and
experience.
i) To understand and express oneself fluently and
appropriately in one or more foreign languages.
3. To produce well-organised and fluent oral and written texts, rich in structure and meanings X X i) To understand and express oneself fluently and
about celebrities, with sufficient clarity and correct explanation of the main ideas with appropriately in one or more foreign languages.
reasonable precision.
4. To participate efficiently in formal and informal conversations (whether face-to-face, via X X i) To understand and express oneself fluently and
telephone or other technical means), in which opinions, reactions and ideas about celebrities’ appropriately in one or more foreign languages.
image and star persona are described in some detail using adequate strategies (e.g. using
intonation and other cohesion strategies communication, as well as body language).
5. To identify some social and cultural features of English and English-speaking countries X X X i) To understand and express oneself fluently and
related to popular culture (film and TV, music, fashion…) valuing languages as a means for appropriately in one or more foreign languages.
communication when consuming different kinds of media (such as social media). m) To appreciate artistic creation and to understand the
language of different artistic manifestations, using
different means of expression and representation.
6. To develop and use different learning strategies, including ICT, in relation to celebrities. X X X X e) To develop basic skills in the use of information
sources in order to acquire new knowledge with a critical
sense. To acquire a basic preparation in the field of
technologies, especially information and communication
technologies.
g) To develop an entrepreneurial spirit and self-
confidence, participation, a critical sense, personal
initiative and the ability to learn to learn, plan, take
decisions and assume responsibilities.
Contents (DF) Key Competences Activities and Tasks
Block 1. CS Mobilisation of prior information about task type and topic when talking X X LISTENING
OTC about celebrities. - I’m not naturally “edgy, sexy or cool”.

36
 Comprehension of hypotheses from the understanding of X - These costumes are stories, they’re statements!
new elements related to food experiences. - What happens when people fall out of love with you?
Distinguishing types of comprehension (general meaning, essential X X - Robert Downey Jr asks forgiveness for Mel Gibson.
information, main points, relevant details) when talking about celebrities. - I’m sorry, the old Taylor can’t come to the phone right
SSA Comprehension of oral texts related to social conventions, norms of X X X X X now—cause she’s dead!
politeness and register, customs, values, beliefs and attitudes and non-verbal - The Taylor Swift formula: the creation of a successful
language related to celebrities. brand.
CF Comprehension of oral texts about celebrities: X X X - The paradox of courthouses as public theatres.
- Describing physical and abstract qualities of people, objects, places and - Taylor Swift’s Woman of the Decade acceptance
activities. speech
- Asking for and giving advice, warnings and notices. GRAMMAR
- Formulating suggestions, conditions and hypotheses when talking about - What happens when people fall out of love with you?
celebrities. - Robert Downey Jr asks forgiveness for Mel Gibson.
SDS Comprehension (when talking about celebrities) of: X - The Taylor Swift formula: the creation of a successful
- Third conditional to express hypothesis of how a different choice in a brand.
celebrities’ personal life could have conditioned their image VOCABULARY
-Second conditional with modals might/could/should (vs first and second - I’m not naturally “edgy, sexy or cool”.
conditional). - These costumes are stories, they’re statements!
- Word stress in adjectives when talking about celebrities. REINFORCEMENT ACTIVITIES
-Lexis related to topic (high frequency and more specialised receptive
- Always keep making art despite the scrutiny!
vocabulary: film, TV, music, fashion, experiences, adjectives to describe
- The Taylor Swift formula: the creation of a successful
personal identification, formulas and expressions related to the
brand.
aforementioned).
EXTENSION ACTIVITIES
- Projecting professionalism.
- I’m sorry, the old Taylor can’t come to the phone right
now—cause she’s dead!
BLOCK 2. PS Exchange information and opinions about celebrities in social interaction X SPEAKING/INTERACTING
OTP and appropriate spontaneous informal conversations. - If people think you’re not cool, you can just shake it
Production of descriptions, narratives, and short presentations both X off!
spontaneous and prepared on celebrities. - Warm-up: Building up vocabulary.
SSA Oral production of some social conventions, politeness and registers, X X X X X - Speaking interaction game: Hot potato!
customs, values, beliefs and attitudes and non-verbal language when talking - Game: Guess who?
about celebrities. - Warm-up: Baamboozle.
CF Oral expression about celebrities: X X X - Game: Dictogloss!
- Describing physical and abstract qualities of people, objects, places and - Game: ranking celebrities’ popularity.
activities. - Warm-up: Baamboozle. Would’ve, could’ve,
- Asking for and giving advice, warnings and notices. should’ve.
- Formulating suggestions, conditions and hypotheses when talking about - Sharing reflections from previous sessions.
celebrities.

37
 SDS Use (when talking about celebrities) of: X - Final Task: Celebrity Makeover!
- Third conditional to express hypothesis of how a different choice in a GRAMMAR
celebrities’ personal life could have conditioned their image - Speaking interaction game: Hot potato!
-Second conditional with modals might/could/should (vs first and second - Game: Dictogloss!
conditional) - Game: ranking celebrities’ popularity.
- Word stress in adjectives when talking about celebrities.
VOCABULARY
-Lexis related to topic (high frequency and more specialised receptive
vocabulary: film, TV, music, fashion, experiences, adjectives to describe - If people think you’re not cool, you can just shake it
personal identification, formulas and expressions related to the off!
aforementioned). - Warm-up: Building up vocabulary.
- Speaking interaction game: Hot potato!
REINFORCEMENT ACTIVITIES
- Introducing your favourite celebrity!
- Comparing faves!
EXTENSION ACTIVITIES
- Sofía Ellar vs Mademoiselle Madame.
- Interview roleplay.
CS Mobilisation of prior information about task type and topic when talking X X X READING
BLOCK 3. about celebrities. - What makes Taylor Swift not cool? (24 Times Taylor
WTC Distinguishing types of comprehension (general meaning, essential X X Swift Proved She's Still the Girl Next Door)
information, main points) when talking about celebrities. - 10 Types of Fashion Aesthetics.
Prediction of content about celebrities before reading and reformulation of X X - Warm-up: Kahoot! How do you read people’s looks?
content prediction after reading. - Nothing New.
SSA Comprehension in written texts of social conventions, norms of politeness X X X X X - Warm-up: Baamboozle. What if…?
and register, customs, values, beliefs and attitudes and non-verbal language - Hugh Grant looks back on surviving prostitute scandal
when talking about celebrities. and how he handled the situation.
CF Comprehension of written texts about celebrities: X X X - Warm-up: Kahoot! How do you read people’s looks?
- Describing physical and abstract qualities of people, objects, places and - Sacrificing the victim in order to survive.
activities. - Keeping yourself new to survive.
- Asking for and giving advice, warnings and notices. - Warm-up: Baamboozle. Would’ve, could’ve,
- Formulating suggestions, conditions and hypotheses when talking about should’ve.
celebrities. - Dressing for success—and for innocence!
SDS Comprehension (when reading about celebrities) of: X GRAMMAR
- Third conditional to express hypothesis of how a different choice in a - What makes Taylor Swift not cool? (24 Times Taylor
celebrities’ personal life could have conditioned their image Swift Proved She's Still the Girl Next Door).
-Second conditional with modals might/could/should (vs first and second - Nothing New.
conditional) - Warm-up: Baamboozle. What if…?
-Lexis related to topic (high frequency and more specialised receptive - Game: Baamboozle. Would’ve, could’ve, should’ve.
vocabulary: film, TV, music, fashion, experiences, adjectives to describe VOCABULARY
- 10 Types of Fashion Aesthetics.
38
 personal identification, formulas and expressions related to the - Warm-up: Kahoot! How do you read people’s looks?
aforementioned) and spelling differences when talking about celebrities. - Dressing for success—and for innocence!
REINFORCEMENT ACTIVITIES
- How does Emma Watson influence on society?
- Keeping yourself new to survive.
EXTENSION ACTIVITIES
- How to Interview a Celebrity.
- Sacrificing the victim in order to survive.
BLOCK 4. PS Production of descriptions, narratives, and short presentations both X WRITING
WTP spontaneous and prepared on celebrities. - Homework: A celebrity you admire.
SSA Written production of some social conventions, norms of politeness and X X X X X - Game: Guess who?
register, customs, values, beliefs and attitudes and non-verbal language - Homework: Celebrity interview.
when talking about celebrities.
- Homework: Making a celebrity profile.
CF Written production when talking about celebrities: X X X
- Game: ranking celebrities’ popularity.
- Describing physical and abstract qualities of people, objects, places and
- Homework: Hypothesise in your celebrity’s profile!
activities.
- Asking for and giving advice, warnings and notices. - Warm-up: Word map.
- Formulating suggestions, conditions and hypotheses when talking about - Homework: celebrity study.
celebrities. - Warm-up: Scavenger Hunt.
SDS Use (when writing about celebrities) of: X - Homework reflections after each class
- Third conditional to express hypothesis of how a different choice in a - Final Task: Celebrity Makeover!
celebrities’ personal life could have conditioned their image
GRAMMAR
-Second conditional with modals might/could/should (vs first and second
conditional) - Game: Guess who?.
-Lexis related to topic (high frequency and more specialised receptive - Homework: Celebrity interview.
vocabulary: film, TV, music, fashion, experiences, adjectives to describe - Game: ranking celebrities’ popularity.
personal identification, formulas and expressions related to the VOCABULARY
aforementioned). - Warm-up: Word map.
- Warm-up: Scavenger Hunt.
- Homework glossary after each class
REINFORCEMENT ACTIVITIES
- Turning your relative into a celebrity!
- Making a celebrity profile.
EXTENSION ACTIVITIES
- Interview a celebrity for your mass magazine.
- Hypothethise in your celebrities’ profile!
AC Understanding of cultural features of different media (TV, film, music, X - These costumes are stories, they’re statements!
fashion…). - 10 Types of Fashion Aesthetics.
39
 - Dressing for success—and for innocence!
CE - Final Task: Celebrity Makeover!
ICT Use of websites and the internet in general to obtain information about X X - Game: ranking celebrities’ popularity.
celebrities’ personal and professional trajectories in order to form an - Final Task: Celebrity Makeover!
opinion about their star persona.
CE Learning to empathise with and humanise celebrities, so that the same X X - What happens when people fall out of love with you?
empathy can be applied in turn to their peers regardless of the perception - Robert Downey Jr asks forgiveness for Mel Gibson.
they have of them through social media. - Nothing New.
- Final Task: Celebrity Makeover!
EVALUATION EVALUATION CRITERIA LEARNING STANDARDS* DSA MC INSTRUMENTS
TYPES (APPENDIX 20) GW RU CO
INITIAL EC2.2. LS2.3. X X 70% 0% 0%
EVALUATION SLS2.2.5.
EC4.6. LS4.4. X X 70% 0% 0%
SLS4.4.5.
FORMATIVE EC1.4. LS1.3. X 40% 0% 0% 0%
EVALUATION SLS1.6.4.
EC2.2. LS2.1. X 50% 10% 5% 5%
SLS2.4.3.
EC2.3. LS2.3. X 40% 0% 0%
SLS2.1.3.
EC3.2. LS3.5. X 40% 0% 0%
SLS3.2.2.
EC4.2. LS4.4. X X 50% 5% 5%
SLS4.5.2.
EC1.1. LS1.6. X X 50% 15% 15%
SUMMATIVE SLS1.6.1
EVALUATION EC2.1. LS2.1. X X 50% 15% 15%
SLS2.1.5.
EC2.4. LS2.3. X 50% 15% 15%
SLS2.3.7.
EC3.1. LS3.3. X 50% 20% 10% 10%
SLS3.5.1.
EC4.1. LS4.5. X X 50% 20% 20%
SLS4.5.1.

KEY COMPETENCES
- Linguistic Communication (LC)

40
- Mathematical Competence and basic competences in science and technology (MSTC)
- Digital Competence (DC)
- Learning to learn (LL)
- Social and civic Competences (SCC)
- Sense of initiative and entrepreneurship (SIE)
- Cultural awareness and expression (CAE)

CONTENTS (adaptar en función de la normativa de la Comunidad Autónoma)

- ORAL TEXTS COMPREHENSION (OTC) * Comprehension strategies (CS)
- ORAL TEXTS PRODUCTION: EXPRESSION AND INTERACTION (OTP) * Sociocultural and sociolinguistic aspects (SSA)
- WRITTEN TEXTS COMPREHENSION (WTC) * Communicative functions (CF)
- WRITTEN TEXTS PRODUCTION: EXPRESSION AND INTERACTION (WTP) * Syntactic-discursive structures (SDS)
* Production strategies (PS)

CROSSCURRICULAR ELEMENTS (CE) EVALUATION

- Audio-visual Communication (AC) Degree of standard attainment (DSA) - Marking criteria (MC)
- Information and Communication Technologies (ICT) Techniques and Instruments
- Civic Education (CE) Group Work (GW) - Rubrics (R) - Classroom Observation (CO)

41
10. DIDACTIC APPLICATION OF AN ICT TOOL
It has been repeatedly suggested that technology has progressed at such a rapid rate over
the last decades while adding tools prepared for the teaching-learning process that teachers
should seriously consider taking an advantage of such accessibility and include applications
like Genially or Kahoot! in their teaching plans (Lye, 2018).

On the one hand, ICT tools have been praised for their potential as perfect tools for
interactive communication (Congo Cervantes, 2022, p. 12), which makes it compelling enough
for researching in EFL contexts. Congo Cervantes also emphasises their capacity for
multiplatforming, with tools such as Genially “work[ing] perfectly with almost any platform or
external tool, making it easy to insert YouTube videos, images, audios, animations, educational
activities, google maps, and more into […] Genially creations” (p. 12). In this sense, the author
states that with ICT tools teachers can explain virtually any subject, as well as make it possible
for them to “bring significant collaborative experiences to all learners” (p. 13). Because of this,
authors who have done extensive research and experimentation on game-based learning in
higher education such as Cabrera-Solano (2022) have concluded that “[t]he usability and
attractiveness of interactive […] games highly [increases] students’ motivation to practice EFL
grammar and vocabulary in order to meet the learning outcomes established in the course” (p.
726). Similarly, Vargas Zapata (2023) concluded his own research by defending that this method
works “regardless of the learning style of each student […] [all while allowing] educators to
track student progress and identify areas of weakness” (p. 62).

On the other hand, it has been stated that game-based ICT tools such as Kahoot! or
Bamboozle make it possible for classrooms to become actual game shows, with interactive tools
such as quizzes or surveys, providing for a perfect space for assessment, as its “immediate
feedback and automated scoring […] can help students immediately correct themselves and
their misconceptions” (Mohammed Nuri et al., 2022, p. 234; see also Reynolds & Taylor, 2020),
making it much more appropriate for formative assessment as it “is more likely to assist learners
than traditional paper-based assessment because it can provide immediate grading of student
performance” (Mohammed Nuri et al., 2022, p. 237).

Hence, the next two sections will focus on reviewing the most recent literature on the
didactic potential of two ICT tools, Genially and Kahoot!, along with presenting didactic
proposals in which this potential is shown.

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 10.1. Pedagogical basis
Now, as for the didactic potential of the use of Genially and Kahoot! in the classroom
in the context of EFL teaching, the literature is constantly updating itself as new functionalities
are being found, researched and experimented on. This annual syllabus’ focus, however, will be
on the most up-to-date literature, so that the latest findings on the subject-matter can be properly
taken into consideration and analysed. Thus, a thorough outline of the most recent literature on
both Genially and Kahoot!, with a special emphasis on evaluation on the latter, will be presented
in this section.

First, Cabrera-Solano (2022) introduces a very compelling discussion on the

pedagogical effect that Genially games have in the context of online instruction. Written in the
context of the COVID-19 pandemic, Cabrera-Solano recognised the importance of counting on
ICTs to counterbalance the challenges brought about by a sanitary crisis that had forced students
to learn from their homes, far away from their classmates and teachers. In this context, it seems
more than clear that any solution to look for has to be looked for within the realm of ICTs
(Khatoony and Nezhadmehr, 2020). This challenge could not come at a more appropriate time,
as the rapid growth of ICTs had already made teachers start to wonder about their many
possibilities and about the problems that they may pose, as well as how to solve them. More
interestingly even, the question had arisen a long time ago of whether ICTs might not provide
a providential solution to some of the most important challenges in EFL education, like
motivating students to learn and practice the grammar and lexical skills. In this sense, the
benefits of using gamification in the teaching of EFL has been repeatedly highlighted by authors
such as Mikaste (2018) and Mohandas et al. (2020), with extensive research conducted to
demonstrate its effectiveness (Hoshang et al., 2020; Sobocinski, 2018 and Atmojo and Nugroho,
2020).

Thus, Cabrera-Solano bases her research on studies such as Castillo-Cuesta’s (2020),

who analysed “the use of digital games to enhance English as a Foreign Language (EFL)
grammar and vocabulary” (2020, p. 721), revealing that gamification had been useful to
improve the students’ grammar knowledge as well as their vocabulary, as it “promoted students’
active learning and […] was a factor that contributed to increasing their interest in the target
language” (p. 721). Cabrera-Solano’s aim is to apply this to Genially, along with identifying the
“students’ perceptions in relation to [its use]” (p. 725) via a diagnostic survey, a pre-test, a post-
test, a students’ perception survey and a semi-structured interview. Her findings revealed that
the students who belonged to the experimental group “significantly increased their academic

43
performance after using Genially games, in comparison to learners who were part of the control
group. [Thus, they confirmed other authors’ findings that] games in distance education ha[ve]
the potential to contribute to the sustainability of the learning process” (p. 725). As for the
students’ perception, they confirmed to have found their performance in English much
improved, and that the use of Genially increased greatly their motivation “to practice EFL
grammar and vocabulary in order to mee the learning outcomes established in the course” (p.
726); similarly, the study found “their concentration and ability to use new worlds and
grammatical constructions in context” to have improved (p. 726).

As for its use for the improvement and practice of pronunciation in students, Congo-
Cervantes presents her findings in using Genially programs as a strategy for improving the
pronunciation of the /θ/ and /ð/ sounds (2022). In her master’s thesis, Congo-Cervantes
recognises a very important problem in the teaching of EFL, namely, that pronunciation is often
overlooked in the classroom, with some studies claiming that “a large percentage of [EFL]
teachers do not receive any pronunciation training” (2022, p. 2). This is of especial importance
considering the fact that English has some sounds that do not exist in Spanish, making it
extremely difficult for Spanish native speakers to not only pronounce but even distinguish the
nuances between different sounds such as /θ/ and /ð/, whose distinction is essential for English
grammar. Furthermore, it is important that this problem gets solved early on, with the danger
of it ending up fossilised. Thus, by presenting the experimental group with different words
including either one of the sounds, which the students were expected to identify, it was found
out that Genially greatly increased the students’ motivation in creating dynamic activities to
practice the difference in both sounds, as well as other phonetic sounds.

In this sense, the use of Genially games as a tool for enhancing EFL reading and writing
skills has also been thoroughly studied by authors such as Castillo-Cuesta (2022) and Vargas-
Zapata (2023). On the one hand, and similarly to Cabrera-Solano (2020), Castillo-Cuesta
studied the way in which the global pandemic had affected teaching techniques, in that it was
only possible “through the use of information and communication technologies” (2022, p. 340).
In this context, Castillo-Cuesta presents Genially as one of the “most innovative tools to create
games […], [with] an intuitive and easy-to-use interface that facilitates content gamification
and interactive communicative experiences” (2022, p. 341; González, 2019). The benefits of
gamification in EFL become especially relevant when taking into account that “higher
education students face many challenges when reading and writing in a foreign language, which
influences their academic performance” (2022, p. 341), making it crucial that teachers look for

44
tools that enable students to acquire the language in a motivating and helpful way (Kirovska-
Simjanoska, 2019). In this sense, Yavuz et al. (2020) found that the use of gamification in EFL
significantly reduced students’ anxiety levels, as opposed to learners who still used the “old-
fashioned pen and paper to complete their assignments” (Castillo-Cuesta, 2022, p. 345).

In her study, Castillo-Cuesta concludes that Genially games were especially effective in
enhancing the students’ reading and writing skills, and that “an increase in participants’ scores
favouring those in the experimental group [indicated] the positive impact of game-based
activities on their academic performance” (2022, p. 349-50). What is more, Genially proved to
motivate learners through its easy access and interactivity, fostering learner commitment and
participation. While it proved to help enhance students’ reading skills by helping them practice
“identifying main ideas, supporting details, and other elements of a reading passage while
[playing] games” (p. 350), they also helped students in recognising and using “grammatical
structures, identifying appropriate transitions, organising ideas in paragraphs, and
demonstrating awareness of essay organisation” (p. 350) along with increasing their vocabulary
knowledge, all contributing to fostering their writing skills.

On the other hand, Vargas-Zapata (2023) starts her paper by emphasising the way in
which the last decades have been marked by an ever-increasing interest in the study of EFL,
making it crucial to develop teaching techniques that take into consideration the recent
improvements in the understanding of the need for students’ different learning styles and the
essential role they play on the teaching-learning process. Similarly, she highlights the
importance of developing new ways of teaching that steer away from the more traditional
methodologies focused in learning literally in favour of a more modern approach that looks for
the achievement of meaningful meaning in the students; thus, Genially is perfect for giving the
students the opportunity to practice English though attractive and playful tools. In her study,
Vargas-Zapata makes use of the VARK test in order to find a qualitative result, as well as a
reading test to complement it with a quantitative result, in a way that the school dynamics may
be properly observed so as to better understand the developments in the use of Genially
gamification. The results obtained in the study suggest that Genially gamification would
“greatly improve English reading comprehension at school regardless of the learning style of
each student […] [as it] provide [sic] a fun and engaging way for students to practice their
reading skills [while allowing for] educators to track student progress and identify areas of
weakness” (2023, p. 62). Thus, she encourages teachers to take advantage of the students’ status
as digital natives that should by no means be ignored.

45
 Moving on to the didactic potential of Kahoot!, especially in assessment, Mohammed
et al.’s research is of the utmost relevance. They start by posing a very important problem in
the field of EFL, namely, the fact that “despite instructors’ awareness of the significance and
effectiveness of the use of ICT in their classes, they appear not to be able to use them beyond
the role of a repository or a provider of authentic input and, in very few cases, as a tool to
enhance meaningful interaction” (2022, p. 231; Cárdenas-Moncada et al., 2020). Against this
lack of involvement on the part of EFL teachers, Mohammed et al. ask for making classes “more
effective, livelier, and interactive, […] [so as] to make learning more fun and engaging for
students” (p. 231); however, they also acknowledge the need for this approach to be based on
appropriate technological tools, and how this largely depends on the students’ perception of said
tools, hence the need to study their perceptions of tools such as Kahoot! to improve, as much
as possible, the student-centred teaching-learning process. As a mobile-based assessment tool,
Kahoot! provides a medium for personalised learning, in which the delivery of assessment
activities is facilitated no matter the time or place. Moreover, it includes “music, timed
questions, and competitive ranking” (p. 231; Charbonneau, 2018), further showcasing its
radical differences from more traditional formative assessment techniques. Thus, it has been
widely shown that it can impact learners’ performance, motivation and attitudes (Nikou &
Economides, 2018), making it possible to practice and develop most, if not all, communicative
and linguistic skills.

Therefore, Mohammed et al.’s study responds to the need to further investigate learners’
perceptions of Kahoot! and its usefulness in the context of formative assessment. According to
them, “the current educational setting lacks [for] practical formative assessment, and most
assessment is summative in that 70% of the final grade goes to final and midterm exams” (2022,
p. 232); using Kahoot!, however may help students through its audiovisual effects to reduce the
stress and anxiety that summative evaluation implies, as well as give them more opportunities
for practicing their performance and getting a grade that responds to their competences more
purely, away from any external circumstance that may hinder their performance in more
traditional evaluations. In this sense, Mohammed et al.’s highlight the role of formative
assessment as a way for teachers to constantly “inform and guide instruction, determin[ing]
students’ progress towards the learning target, and assess[ing] the effectiveness of their
curriculum” (p. 237; Charbonneau, 2018); hence, it is of vital importance within the teaching-
learning process, as with it teachers can identify any potential problem that may arise among
students and properly tackle it by trying alternative, more appropriate instructional approaches.

46
 In addition, Kahoot! can help students by not only offering them immediate grading of
their own performances (Charbonneau, 2018), but also help them with conceptual
understanding. It has also been found that Kahoot! may assist students in “detecting their
learning deficiencies, preparing for formal exams, studying more before taking quizzes,
eliminating unlearned topics, having a sense of entertainment during the assessment, and
creating an interactive social learning environment” (Mohammed et al., 2022, p. 237; Hadijah
et al., 2020; Şad & Özer, 2019). The study found that most students favoured the use of Kahoot!
as a form of gamified formative assessment from both its attitudinal and pedagogical aspects,
as it “fostered collaboration among students, add[ed] enjoyment, variety, and fun to the class,
enchance[d] competency [sic] in English, maintain[ed] focus, strengthen[ed] the interaction
between students and teachers as well as ma[d]e EFL classes more interactive and livelier”
(Mohammed et al., 2022, p. 246). However, students also reported to have found some
difficulties with the tool, such as “lack of [enough] time to answer the questions, [problems
with] the internet [connection], time limit and the competitive nature of the tool that could often
make them anxious to [win]” (p. 264).

Similar problems were found in Lofti and Pratolo’s students’ perception study (2021),
which also confirmed the students’ perception of an unmet need in Kahoot! to hinder completely
any discussion between the teacher and the students to see and understand the right answers, as
the game is by nature quick in moving to the next question, hence the lack of a proper
explanation on the part of the teacher about the correct and wrong answers. However, it should
be noted that the teacher has the possibility of pausing the game between questions, so that any
explanation needed can be given, albeit without the questions and answers on the screen, which
only shows the scores. In any case, this study’s results were generally positive, as it
demonstrated that students “are able to foster positive attitudes and show a higher level of
motivation towards language learning using the Kahoot! game platform” (Lofti & Pratolo,
2021, p. 282), as it has shown most students that they have appropriately assimilated their
learning, as well as creating a more appealing and interactive classroom environment. It also
proved to effectively improve their motivation by allowing for them to have a healthy level of
competitiveness, where if they did not like English for itself, they now found new meaningful
ways in which it could be useful to them, if only because that way they could win the Kahoot!
game; in this sense, it also helped skyrocketing the students’ participation. Finally, it also found
that students’ felt Kahoot! helped them understand and remember better the didactic units’

47
subject-matter, not only by increasing their attention, but also by presenting the unit’s content
in a colourful, structured way.

All these findings have also been confirmed by studies specialised in Kahoot!’s use
within the area of vocabulary building, such as Guaqueta and Castro-Garces (2018) and
Reynolds and Taylor (2020). On the one hand, Guaqueta and Castro-Garces have found that, in
order to accommodate the increasing individual differences among students, teachers need more
than ever to constantly inquire their teaching process; in this sense, their study aimed at
uncovering the students’ feelings, attitudes and preferences in regards to EFL, in such a way
that the target population that was to be benefitted from this innovations would be at the centre.
Moreover, this study’s importance lies in the context in which it has been developed, as it
targeted “a community whose social problems interfere[d] with the[ir] desire for learning” (p.
70), in that they did not have a proper internet connexion which, in turn, heavily decreased their
motivation to learn EFL. With the principles of individualisation or particularity (having the
students’ individual needs and characteristics at the centre), practicality (aiming at effectively
bridging the gap between theory and practice) and for the social practices to successfully
empower students, Kahoot! was employed with the objective of “helping students improve and
gain tools that would accompany them once the project was over” (p. 70).

Additionally, and with the main objective for the students to achieve meaningful
learning, it was found that “vocabulary development was the starting point for students to enjoy
English learning as they improved their language skills and gained strategies to work on their
own in the future” (p. 70). Thus, all students agreed to have found their participation in the
study useful and beneficial both for their current and future learning of English, while also
manifesting interest in keeping Kahoot! as their preferred way of learning, as they now saw
English as a part of their lives and not only a subject to study within school. This is more than
understandable, as Kahoot! presents a radical shift from standardised exams, that have proved
to be a huge challenge to the target students, whose results are well below the national average
in both English and the rest of subjects.

On the other hand, Reynolds and Taylor (2020) concluded in their own study that their
results did not “support the use of ‘traditional methods’ over Kahoot!” (p. 86), albeit showing
an important need for the subject to be fully studied in all EFL skills. They also maintained that
Kahoot! had shown to help the students have more fun and use their phones appropriately, along
with effectively supplementing the text-book in the teaching-learning process. However, it is of
the greatest importance to take into consideration that the researchers also warned against

48
demotivation in some students. In any case, Kahoot! still showed surprisingly good results in
contrast to traditional learning techniques such as manual note-making in vocabulary building.

10.2. Tasks description

Activity 1: Topic presentation: what makes celebrities so popular? (5 minutes)
This Genially activity is aimed at presenting a didactic unit’s topic (see Appendix 21):
https://view.genial.ly/6464f0ccfdf67b00190a3fa1/presentation-celebrities-what-makes-them-
so-famous. Now, as the didactic unit’s topics may sound abstract in themselves, it is vital that
students are given visual aids while the unit’s topic is presented to them. Also, the main aim of
a topic presentation activity is for the teacher to be able to accurately evaluate the students’
previous knowledge on the topic as well as its subject-matter; in this sense, and not to influence
the students’ answers by too many words on the topic revealed by the teacher, it is more than
clear that one of the best ways to activate their previous knowledge is by showing them audio-
visual content that will stimulate their knowledge and imagination. Thus, the teacher’s
contributions are the least possible, only writing on the whiteboard a guiding question to start
the students’ brainstorming (in this case: “Celebrities: what makes them so popular?”) and write
their ideas on the question below.

After this, the teacher starts a quiz in which they are shown a variety of celebrities from
different categories (actor, singer, model…), and are asked to answer to questions related to
their job and what they are most famous for. If they make a mistake, a slide will appear with a
sound that signals that the answer was incorrect and then they will be able to start again. The
aim of the quiz is not only for students to be able to name the main categories of celebrities, but
to reflect on the implication that each category has and how they can be related to each other.
In order to make the students protagonist of the activity, the teacher will not click on the answer
until all the students have agreed on a correct option, with its corresponding discussion on why
that is the right answer.

Now the teacher shows each category one by one, so that the students can identify different
celebrities and talk briefly about what they make them feel, as the unit’s main aim is to reflect
on the importance of celebrities’ personal image. The teacher suggests questions such as: Do
you know these celebrities? Do they feel relatable to you? Do you like them or not, and why?
Finally, the teacher explains that in this unit they will learn how to describe celebrities in terms
of aesthetics and their auras or vibes, that is, what they express by their body language, look
and personality, and how that affects the perception of their fans or the general public; also,
they will learn how to analyse a celebrity’s story and the effect it has on their personal image,
49
as well as how they can mend their public image after they lose popularity due to a scandal or
any stagnation in their career. The teacher explains that they will make a profile of a celebrity
of their choice in order to advise them how to make their personal image over, as if they were
public relations professionals; the objectives of the didactic unit are also explained. Moreover,
they are told that throughout the unit most of the analysis will be done to a specific celebrity,
Taylor Swift, so that they have an example of how their celebrity profiles can be done. All this
is done in order for the students to become aware of the sort of information they will be expected
to collect throughout the didactic unit.

Activity 2: I’m not naturally “edgy, sexy or cool” (10 minutes)

This activity’s objective is to introduce the students to vocabulary about personal traits,
for which a Genially presentation will be used (see Appendix 22):
https://view.genial.ly/646513e10360370018579530/presentation-character-traits. In this
presentation, a set of positive and negative character traits (adapted from Redman, 1997) are
presented in two columns, respectively; they are positioned in such a way that students will
understand that they are opposites, also in the way they have been coloured (red vs. blue). As
some of them they may have heard before and others resemble quite faithfully their Spanish
translation, the students are given a couple of minutes to work on their meaning on their own
in pairs. The teacher has also provided with examples of each word used in context, so that
students who may find them difficult may infer their meaning from their use. After this, the
teacher asks the students for their conclusions: if they know the words’ meaning, they are
expected to define them, and if they do not, they are expected to try and figure their meaning
out. While the students participate, the teacher writes their answers down on the whiteboard,
and once they have finished the teacher guides them to the right answers, not telling them
literally but giving them clues.

After writing both columns in their notebooks and writing the conclusions they have
arrived at as well as the examples their classmates have given, of which the teacher will make
sure by walking around class, the next slide on the Genially is shown, and a filling-the-gaps
game starts where they have to put into practice their newly acquired knowledge. In order to
make the students protagonist of the activity, the teacher will not click on the answer until all
the students have agreed on a correct option, with its corresponding discussion on why that is
the right answer.

50
Activity 3: If people think you’re not cool, you can just shake it off! (10 minutes)
Opening a new Genially (Appendix 23), the teacher plays a music video from Taylor
Swift’s popular song Shake It Off (https://youtu.be/nfWlot6h_JM) that has been prepared on a
genially presentation:
https://view.genial.ly/64663077a77bcf00192dd827/presentation-shake-it-off.
While the students are watching the video for the first time, the teacher writes on the
whiteboard the following words (some of which have already been seen in the former
activities): elegant, classy, quirky, sexy, dorky, graceful, confident, adventurous, fearless,
natural, fun, humble. When the video is finished, the teacher asks the students if they know the
words and helps them guess their meaning in pairs encouraging them to write them on their
notebooks, as well as possible examples of how to use them in context. After this, the teacher
asks the students for their conclusions: if they know the words’ meaning, they are expected to
define them, and if they do not, they are expected to try and figure their meaning out. While the
students participate, the teacher writes their answers down on the whiteboard, and once they
have finished the teacher plays a quiz for them to fill in the gaps with the different words they
have learned, guiding them to the right answers, not telling them literally but giving them clues.
The quiz is highly interactive, as it is themed after outer space and uses futuristic sounds. In
order to make the students protagonist of the activity, the teacher will not click on the answer
until all the students have agreed on a correct option, with its corresponding discussion on why
that is the right answer.

Once they are finished, the teacher plays the video again on the Genially presentation
and asks the students to take notes on how each character may embody the newly learnt words.
Then, the teacher shows a slide in which different people from the video are shown. The
students are expected to share their conclusions from the second viewing, the teacher will not
write the answer until all the students have agreed on a correct option, with its corresponding
discussion on why that is the right answer.

Activity 4: 10 Types of Fashion Aesthetics (10 minutes)

The teacher shares an adaptation of an article from Grazia:

(https://www.grazia.co.in/fashion/10-type-of-fashion-aesthetics-to-showcase-your-
individual-style-in-2022_-8802-1.html) with the students through Google Classroom, which
has been adapted inside a Genially presentation into a reading comprehension text with its
corresponding questions (Appendix 24):
51
 https://view.genial.ly/6469f632bb05610012558d68/presentation-10-types-of-fashion-
aesthetics-to-showcase-your-individual-style.

The teacher gives the students a couple of minutes to read the text and answer the
questions on their notebooks. After this, the teacher corrects their answers aloud, writing them
down on the whiteboard.

After a couple of minutes the reading comprehension activity has ended, to check the
vocabulary learnt from the reading, the students will do a quiz in which all the different styles
and aesthetics are presented and they can interiorise the names in relation to the images
presented. When the quiz is finished, the teacher displays a slide in which all the styles are
shown with their respective names, and students are expected to relate the words and concepts
learnt on the reading comprehension as well as the other words and concepts they may
remember from other sessions to the people and aesthetics in the photos. The teacher writes all
their answers down on the whiteboard. After this, they are asked to divide the groups of people
in two categories: cool and normal/relatable. The teacher then relates this task to the former
task by explaining that the song’s intention is for Taylor to defend her awkwardness (this word
is key for the unit) in the way she dances, and how that makes her a normal person, like the
groups of people that appear in the end of the video dancing with her. The teacher then asks
questions like the following: Are these character traits negative? Why? Does Taylor perceive
them as negative? Are some of the words that we learnt on the second activity today categorised
as negative, but are presented by Taylor to be positive? Why is that? Once again, the students
are expected to understand that Taylor is making her awkwardness look as what makes her one
of us, relatable, and hence appealing to us as a public.

Activity 5: Quentin Tarantino explains how to write and direct movies (15 minutes)
The following activity’s aim is for the students to practice their listening skills while
they learn about cinema for their unit’s topic from an interview in which Tarantino explains his
writing and directing process (https://youtu.be/6V1Sm0WCtHU). The video is played twice
within the following Genially presentation (see Appendix 25):

https://view.genial.ly/64a5dc5dd0175f001b575c6f/interactive-content-quiz-quentin-
tarantino.

The teacher explains the students that they are expected to write a summary of the main
ideas shared by the popular writer and director down in their notebooks. After watching twice,
they are told to share their summaries with their classmates, so that they agree on a common
52
answer. The teacher will supervise their work by walking around class and answering to any
possible question that may arise.

Once they have agreed on a common answer, the following part of the genially appears,
where they will have to find the right answer to each one of the questions out of the notes they
have taken on the video. In order to make the students protagonist of the activity, the teacher
will not click on the answer until all the students have agreed on a correct option, with its
corresponding discussion on why that is the right answer.

Activity 6: Keeping yourself new to survive (10 minutes)

This activity is aimed at doing a group work activity in which the students’
understanding of the previous session is checked and expanded through the new concept of
rebranding, and with the help of their own classmates. To start with, the teacher writes
“rebranding” (with the “branding” part highlighted) on the whiteboard and asks the students
what they remember from the previous sessions that may be related to that concept. They are
supposed to deduce from the highlighted part that it is related to commercial brands, and
extrapolate from that how celebrities’ personal image is no other thing than a commercial brand.
After having understood the concept of branding, the students are introduced to celebrities’ need
to rebrand themselves. For this, the teacher projects a Genially presentation in which Taylor
Swift’s different rebrandings (or eras) are shown (Appendix 26):
https://view.genial.ly/646bb20f6329a600128c7563/presentation-presentacion-historica. The
teacher also writes the following quotes from Taylor Swift’s songs on the whiteboard: “I come
back stronger than a 90s trend” and “Ask me why so many fade but I’m still here”.

The students are divided into heterogenous pairs, in which a spokesperson appointed by
the students with the help of the teacher; they are told to reflect for a couple of minutes on what
relation there may be between the quotes and Taylor Swift’s eras. They are told to write their
ideas on their notebooks for later. While they write their ideas, the teacher checks on them
carefully, so that the teacher makes sure that all students are participating and contributing with
their own ideas. The teacher answers any question that may arise.

Once they are finished, the teacher asks each group’s spokesperson to share the group’s
conclusions and writes them all in the whiteboard. Then, the teacher guides a discussion in
which the students are supposed to answer to their classmates and elaborate on their ideas with
their own ideas.

53
Activity 7: Warm-up: Scavenger Hunt (5 minutes)
This activity is aimed at enabling the students to practice globally all the concepts of the
unit, as well as to see how they may have progressed and help each other before the term’s final
exam. The teacher explains the students that they are going to do a scavenger hunt, that is, a
game for which consists of having to find different lists of things. They are divided into
heterogenous pairs and are supposed to use a notebook to write their answers, and the first pair
that finishes with all the lists wins. They can use an internet dictionary or Google in general to
find out any information they may need. When all the instructions have been understood, the
teacher projects the following presentation (Appendix 27):
https://view.genial.ly/646bbe0a1eeb420012a2d996/presentation-presentacion-psicodelica-ii.

Activity 8: Warm-up: Kahoot! How do you read people’s looks? (5 minutes)

This activity is aimed for the students to revise the concepts learnt in the previous
session through a Kahoot! game. The teacher explains the students that they are going to play
a Kahoot! to revise the vocabulary they have been learning on the previous sessions (Appendix
28): https://create.kahoot.it/share/s5-1-warm-up/1b3a1629-85e1-462a-b108-0bdd1a8785f9.
After each question is answered, the teacher explains the correct answer, as well as why the
others were not correct.

Activity 9: Game: Kahoot! How do you read people’s looks? (10 minutes)
This activity’s aim is for the teacher to do a formative evaluation on the students’
acquisition of the unit’s vocabulary in a fun way through a Kahoot! game at the end of the class
and right before they are given time to work on their final tasks. Thus, the teacher explains the
students that they are going to play a Kahoot! to revise the vocabulary and grammar they have
been learning on the previous sessions: https://create.kahoot.it/share/s3-1-warm-up/cd6ea82c-
9854-4b24-aded-4b2be9bfe7fb (Appendix 29). The formative assessment is done in this way,
as opposed to the quizzes done in Genially, so that the students answer to the questions
individually and are able to put their knowledge of the unit to the test, thus being able to learn
in more detail about their learning process (on the contrary, on the Genially quizzes the teacher
waits till they have decided on a correct answer to click on the selected answer, hence being
meditated, group answer). After each question is answered, the teacher explains the correct
answer, as well as why the others were not correct.

54
Activity 10: Warm-up: Kahoot! Check on the castles crumbling! (5 minutes)
This activity’s aim is for the students to check on their learning process and acquisition
of the unit’s vocabulary and concepts in a fun way through a Kahoot! game as a warm-up at the
beginning of class. The teacher explains the students that they are going to play a Kahoot! to
revise the vocabulary and grammar they have been learning on the previous sessions:
https://create.kahoot.it/share/navarre-a-game-of-castles-and-ruins/9196fd82-7630-49b0-aad8-
6146eb2c5f15 (Appendix 30). This Kahoot! has a mixture of true/false and filling-the-gaps
questions, as well as regular test closed questions with four possible answers. By doing this
warm-up on Kahoot!, the students are able to check on what they have learnt without the help
of internet or their classmates, as they have very little time to complete the questions and have
to do them individually. After each question is answered, the teacher explains the correct
answer, as well as why the others were not correct.

Activity 11: Listening: A recital of “Funeral Blues” by Tom Hiddleston (10 minutes)
This activity’s aim is for the teacher to do a formative evaluation on the students’ spoken
comprehension level. Thus, the teacher explains the students that they are going to play a
Kahoot! to show their level of listening as a formative evaluation assessment:
https://create.kahoot.it/share/listening-funeral-blues-read-by-tom-hiddleston/5d391391-26c9-
4fda-be43-7ac795b837af (Appendix 31). This Kahoot! has all closed questions where the
students have to either fill in the gaps with words that they have to decipher or interpret the
poet’s metaphors and use of poetic conventions, as a part of a didactic unit devoted to literature
and, in particular, poetry. After each question is answered, the teacher explains the correct
answer, as well as why the others were not correct.

Activity 12: Reading: Why Aren’t More Pop-stars Being Born (15 minutes)
This activity’s aim is for the teacher to do a formative evaluation on the students’ written
comprehension level. For this reading, the students will have some minutes to read the
following article by Billboard (https://www.billboard.com/music/pop/new-pop-stars-rare-why-
music-fans-ideas-1235398872/), that they will have shared on Google Classroom. They will be
encouraged to take as many notes as possible on the article, so that they assimilate the text’s
key points and are able to answer the Kahoot! questions as quickly as possible. After they have

55
finished taking notes, the teacher explains to the students that they are going to play a Kahoot!
to show their level of reading as a formative evaluation assessment:
https://create.kahoot.it/share/why-arent-more-pop-stars-being-born/04149247-f976-412b-
8ce8-48c7b64af481 (Appendix 32). This Kahoot! has all closed questions related to the didactic
unit’s topic (the music industry and comparing musical artists) where the students have to either
interpret the article’s quotes, thus demonstrating that they have understood the message, or
answer to true/false questions. After each question is answered, the teacher explains the correct
answer, as well as why the others were not correct.

11. CONCLUSION
If the contemporary world is defined by anything, it is by its globalised nature, where
people of any class and any country may come together through the different kinds of social
media that internet has facilitated, if not by travelling physically. Moreover, these connections
are not done solely for leisure, but more and more contemporary jobs are evolving
internationally, so that anyone may need to travel or talk to people from other countries even if
working on their own country of origin. This is one of the reasons why English has become—
and remains as—the world’s lingua franca, heightening the necessity for individuals to acquire
the language if they want to live and work in the contemporary environment. Fortunately,
national and international institutions, among them the Spanish government, have helped in the
development of strategies that centre around the students’ acquisition of English as a real
language, with real world competence. At the same time, with the help of the world wide web,
access to real-life instances of English (videos, documentaries, songs, films…) is in reach for
most people, without the necessity to travel to English-speaking countries to practice.
It is in this context that the present annual syllabus has been created, so that the specific
students to whom it is targeted will be able to practice and develop their linguistic competence,
as well as all the other key competences demanded by national and international institutions,
making the most of the materia prima that the ICTs offer them. In order to properly apply to
the students, this annual syllabus has carefully considered their individual social characteristics,
psychological traits and individual attributes, as well as the specific school environment in
which it is going to be applied (facilities, resources…). Besides, through the choice of topics,
this annual syllabus aims to meet the requirements set by law, by presenting topics and tasks
appropriate for the students’ age group as well as their cognitive and social maturity, so that
they find them attractive and intriguing. The teacher has also taken into account their level of
English, which, without being bilingual, is high enough (4th of ESO) for them not to require too

56
much sheltering, and, more importantly, for them to be able to engage with authentic materials
that may raise in them interest and motivation as well as provide a truly communicative
experience suited for a variety of learning styles. In this sense, however, it has to be
acknowledged that this annual syllabus would be difficult to be applied to a different school or
group of students without further adaptation into their own interests and personal
characteristics.
As for the methodological principles in which the present syllabus is based, the
application of the Communicative Approach and the Task-Based Approach ensures dynamic
and authentic practice that reflects real-life situations, fostering the students’ development as
active participants in society. This idea, advocated by the CEFRL (2001) through its Action-
Based concept, forms the underlying theoretical and methodological foundation of the syllabus,
which conceives of language not just as a set of linguistic rules but, more importantly, as a
social construct and a tool for communication. As a result, this syllabus places significant
emphasis on honing productive, receptive and interactive skills. Moreover, and as mentioned
above, this annual syllabus enables students to develop the key competences required for facing
adult life with the necessary knowledge, skills and values as well as learning strategies; hence,
these competences will play a central role in all the learning objectives and, consequently, in
each and every one of the didactic units and learning standards used for their assessment.
Similarly, the supplementary and extracurricular activities in relation to the studied topics, such
as the cineforum, have also been planned with the objective of providing students with more
opportunities of using English in real-life situations.
Nonetheless, it must also be acknowledged that, even with all the diligence with which
this comprehensive syllabus has been prepared, always taking into account the current
legislation and guidelines, it is, like all syllabi, a document under constant state of refinement.
There is always room for improvement in any educational material, with teachers acting also as
investigators that, when applying their educational designs, test which aspects to enhance in the
teaching-learning process and which ones to alter or even erase according to the students’ needs.
As for the present document, it has not been given the opportunity to be applied in real life, as
the didactic unit prepared for application in the master’s internship was extremely limited by
the demands of the school’s mentor-teacher assigned to the author. Because of all this, it is
impossible to know how the planned syllabus would work in real life, but it seems sensible to
assume that it still needs of the improvement and enrichment that can only come with its being
put into practice. Hence, future revisions will help for this design to become as successful as

57
possible and as closely adapted to the students’ day-to-day necessities, concerning particularly
the role of motivation and the use of ICTs in the class.

12. FINAL REFLECTIONS

In this second section, I will examine my development of the professional skills outlined
in the Order ECI/3858/2007, dated December 27th.
The practicum period has been an invaluable phase for me to extensively acquire and
consolidate the curriculum, particularly with the subject of “Estudios Ingleses”, among others.
Prior to these studies, my understanding of educational practices, curriculum design, and
legislative aspects was quite limited. Furthermore, the activity “Comparison of two Annual
Syllabus” has furnished me with a deeper insight into how a specific educational context, like
the school in which I did my internship, interprets educational laws. It has highlighted the
disparities between theory and practical application, underscoring the importance of both
dimensions. Moreover, the chance to design and implement a didactic unit has provided me
with a comprehensive understanding of the intricate process involved in creating such a task,
demanding a wide-ranging knowledge base.
Designing, implementing, and assessing the teaching-learning process has emerged as
one of the most challenging facets of both the practicum and the final dissertation. It demands
a substantial amount of expertise and finesse to be able to effectively execute a didactic unit,
let alone a whole educational year in which all the topics and grammatical points must be
perfectly interwoven for them to make sense logistically but also for the students, who, after
all, are the main protagonists. This endeavour encompasses a multitude of considerations; the
notion of diversity is paramount in understanding how to approach this task, for example, as a
classroom essentially serves as a microcosm where various elements intersect. It falls upon the
teacher to factor in all these variables to craft a meaningful didactic unit that corresponds to the
students’ skill level. To attain this, I have had to engage in collaboration and function as a
cohesive teaching team with the mentor-teacher, which, against my previous belief that teaching
was primarily an individual endeavour, shows that, in reality, teamwork and collaboration, as
well as openness to change and adaptation, are integral components of the teaching profession.
Regarding the following competence, I must acknowledge that it is something that I am
quite familiar with. I strongly believe that a teacher’s role should co-exist with that of a
researcher. Firstly, understanding the socio-cultural environment within which students are
immersed holds great significance. Secondly, the exploration, acquisition, and assimilation of
knowledge are fundamental dimensions of this profession. As previously discussed, teachers

58
play a transformative role and should determine the most efficient methods of imparting
information and concepts. In this sense, I have strived to identify information that holds
relevance and practicality for my students.
Acquiring the next competence has presented challenges due to the complex and abstract
nature of the curriculum. Fortunately, the staff at the school has played a crucial role in guiding
me through this process. However, it is worth noting that the school’s approach to English
instruction, at least in the case of the teacher I was partnered with, lacks the necessary didactic
methodologies for effective teaching. Nonetheless, every experience brings valuable insights,
and, thanks to that, I have come to confirm that the methodology advocated for by the UNED
is the most fitting in the contemporary context.
The responsibilities of a teacher are profound and extend beyond merely directing
students towards predetermined goals. A teacher serves as a role model not only to the students
but also to the broader society. Within the teaching profession, fundamental principles such as
fairness, equal rights, equitable opportunities, and a deep regard for human rights are embedded.
Moreover, fostering emotional intelligence is vital in forging a bond with students. A teacher
should be adept at active listening and effective communication, demonstrating assertiveness
and resilience.
Teachers hold a central position within the educational community, underscoring the
need for approaches that encourage active student participation and cultivate both individual
and collaborative learning. Moreover, teachers must continue to learn from their own
experiences in the classroom. During my practicum, I have witnessed how teachers mutually
assist one another, pooling their collective wisdom and passing it on to their students.
Furthermore, my time in the classroom has emphasised the value of self-reliance for a teacher.
I have gained an appreciation for the importance of self-assuredness in effectively conveying
knowledge and instilling confidence in others.
Going through the phases of designing, delivering, and assessing a didactic unit has
granted me valuable perspectives into the interplay and communication dynamics within a
classroom. Moreover, witnessing the interactions and communication of my peers with their
own classes has highlighted the significance of these procedures, classroom environment, and
their substantial influence on students and everyone engaged in the school setting.
Because my mentor-teacher had the role of a tutor for one of the groups, I had the chance
to directly witness the advantages and difficulties that come with assuming such position. This
aspect intrigued me, especially because my theoretical studies prior to the practicum indicated
that very few teachers are willing to take on this responsibility. My time at the school validated
59
this observation, as being a tutor demands exceptional dedication and effort. In a conversation
with one teacher, she shared with me the emotional challenges she faces in relation to her group
of students, given the notable dropout rate. This experience highlighted to me that being a
teacher also involves emotional implications, necessitating the ability to navigate such
situations. I firmly believe that educators should possess emotional intelligence to effectively
manage their daily responsibilities.
Gaining an understanding of the rules and structural setup of both the educational
institution and the wider educational system holds essential significance in formal education.
During my practicum, I have managed to grasp the critical role that an educational centre plays
not only as an academic focal point but also as a space that places substantial emphasis on
compliance with regulations. Throughout my time in the school, I have become acquainted with
the legal frameworks governing the organisation of educational institutions and observed how
these rules profoundly influence the routines of teachers on a daily basis.
The notion that comprehending the present depends on an awareness of the past is highly
applicable in the field of education. In order to grasp the current status of the educational
system, its structure, and its specifics, a deep exploration of its historical roots is crucial. While
the practicum themselves did not offer an extensive exploration of this subject, the course on
Educational Processes and Contexts did offer illumination on the evolution of Spanish
educational culture into its current shape. Moreover, the continuous shifts in legislation have
provided valuable insights into how schools adjust to incorporate new directives.
Finally, the absence of direct interaction with families during the practicum is a notable
aspect. Families play a crucial part in the educational journey, yet this facet was not directly
experienced by me or even most of my colleagues. Nonetheless, teachers have generously
shared their experiences with me, and the majority of these accounts have been affirmative,
depicting instances where cooperation between students, families, and teachers has led to the
attainment of shared objectives.

60
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implementation of Sustainable Development Goal 4: Ensure inclusive and equitable

quality education and promote lifelong learning opportunities for all.

https://unesdoc.unesco.org/ark:/48223/pf0000245656.

66
APPENDIX
– Appendix 1

Google Forms Questionnaire:

https://forms.gle/PNpYhvvZFQfWLqzN8.

67
 – Appendix 2

(This test is based off of the one found in:

https://www.literacynet.org/mi/assessment/findyourstrengths.html)

Instructions: Read each statement carefully. Choose one of the five buttons for each statement indicating how well
that statement describes you.

1 = Statement does not describe you at all

2 = Statement describes you very little
3 = Statement describes you somewhat
4 = Statement describes you pretty well
5 = Statement describes you exactly

1 2 3 4 5

1. I pride myself on having a large vocabulary.

2. Using numbers and numerical symbols is

easy for me.

3. Music is very important to me in daily life.

4. I always know where I am in relation to my

home.

5. I consider myself an athlete.

6. I feel like people of all ages like me.

7. I often look for weaknesses in myself that I

see in others.

8. The world of plants and animals is important

to me.

9. I enjoy learning new words and do so easily.

10. I often develop equations to describe

relationships and/or to explain my observations.

11. I have wide and varied musical interests

including both classical and contemporary.

12. I do not get lost easily and can orient

myself with either maps or landmarks.

13. I feel really good about being physically fit.

14. I like to be with all different types of people.

15. I often think about the influence I have on

others.

16. I enjoy my pets.

17. I love to read and do so daily.

68
18. I often see mathematical ratios in the world
around me.

19. I have a very good sense of pitch, tempo,

and rhythm.

20. Knowing directions is easy for me.

21. I have good balance and eye-hand

coordination and enjoy sports which use a ball.

22. I respond to all people enthusiastically, free

of bias or prejudice.

23. I believe that I am responsible for my

actions and who I am.

24. I like learning about nature.

25. I enjoy hearing challenging lectures.

26. Math has always been one of my favorite

classes.

27. My music education began when I was

younger and still continues today.

28. I have the ability to represent what I see by

drawing or painting.

29. My outstanding coordination and balance let

me excel in high-speed activities.

30. I enjoy new or unique social situations.

31. I try not to waste my time on trivial

pursuits.

32. I enjoy caring for my house plants.

33. I like to keep a daily journal of my daily

experiences.

34. I like to think about numerical issues and

examine statistics.

35. I am good at playing an instrument and

singing.

36. My ability to draw is recognized and

complimented by others.

37. I like being outdoors, enjoy the change in

seasons, and look forward to different physical
activities each season.

69
38. I enjoy complimenting others when they
have done well.

39. I often think about the problems in my

community, state, and/or world and what I can
do to help rectify any of them.

40. I enjoy hunting and fishing.

41. I read and enjoy poetry and occasionally

write my own.

42. I seem to understand things around me

through a mathematical sense.

43. I can remember the tune of a song when

asked.

44. I can easily duplicate color, form, shading,

and texture in my work.

45. I like the excitement of personal and team

competition.

46. I am quick to sense in others dishonesty

and desire to control me.

47. I am always totally honest with myself.

48. I enjoy hiking in natural places.

49. I talk a lot and enjoy telling stories.

50. I enjoy doing puzzles.

51. I take pride in my musical

accomplishments.

52. Seeing things in three dimensions is easy

for me, and I like to make things in three
dimensions.

53. I like to move around a lot.

54. I feel safe when I am with strangers.

55. I enjoy being alone and thinking about my

life and myself.

56. I look forward to visiting the zoo.

70
 – Appendix 3
GENERAL OBJECTIVES of ESO
(DECRETO FORAL 24/2015, in BON 22nd April 2015)

a) To responsibly assume their duties, to know and exercise their rights with respect for
others, to practise tolerance, cooperation and solidarity among individuals and groups, to
engage in dialogue by strengthening human rights and equal treatment and opportunities
between women and men, as common values of a pluralistic society and to prepare for the
exercise of democratic citizenship.

b) To develop and consolidate habits of discipline, study and individual and teamwork
as a necessary condition for the effective performance of learning tasks and as a means of
personal development.

c) To value and respect the difference between the sexes and the equality of rights and
opportunities between them. Reject discrimination against people on the basis of sex or any
other personal or social condition or circumstance. To reject stereotypes that discriminate
between men and women, as well as any manifestation of violence against women.

d) To strengthen their affective capacities in all areas of their personality and in their
relationships with others, as well as to reject violence, prejudice of any kind, sexist behaviour
and to resolve conflicts peacefully.

e) To develop basic skills in the use of information sources in order to acquire new
knowledge with a critical sense. To acquire a basic preparation in the field of technologies,
especially information and communication technologies.

f) To conceive scientific knowledge as an integrated knowledge, which is structured in

different disciplines, as well as to know and apply the methods to identify problems in the
different fields of knowledge and experience.

g) To develop an entrepreneurial spirit and self-confidence, participation, a critical

sense, personal initiative and the ability to learn to learn, plan, take decisions and assume
responsibilities.

h) To understand and express themselves correctly, orally and in writing, in the Castilian
language and, where appropriate, in the Basque language, complex texts and messages, and to
initiate themselves in the knowledge, reading and study of literature.

i) To understand and express themselves in one or more foreign languages in an

appropriate manner.
71
 j) To know, value and respect geography, history and universal culture, in general, and
that of Spain, in particular.

k) To know the geography and history of Navarre and the diversity of languages, cultures
and customs that make it special.

l) To know and accept the functioning of one's own body and that of others, to respect
differences, to consolidate habits of body care and health, and to incorporate physical education
and the practice of sport in order to favour personal and social development. To know and value
the human dimension of sexuality in all its diversity. To critically assess social habits related to
health, consumption, care of living beings and the environment, contributing to their
conservation and improvement.

m) To appreciate artistic creation and understand the language of different artistic

manifestations, using different means of expression and representation.

72
 – Appendix 4

How do you learn?

Please, circle 0 (never), 1 (sometimes), 2 (often), 3 (always) in each item:

Section 1
1. I think I know a lot of words and/or enjoy learning new words. 0 1 2 3
2. I remember things when I read or make notes. 0 1 2 3
3. Telling or writing stories or poetry is pleasurable. 0 1 2 3
4. I like to learn foreign languages. 0 1 2 3
5. I find that I read for enjoyment most days. 0 1 2 3
6. I am good at puzzles such as crosswords and anagrams. 0 1 2 3

Section 2
1. One of my favourite classes at school is/was math. 0 1 2 3
2. I can easily calculate sums in my head. 0 1 2 3
3. Logic puzzles are fun and a strength of mine. 0 1 2 3
4. I like to solve problems in a logical, step-by-step manner. 0 1 2 3
5. I enjoy playing strategy games such as chess. 0 1 2 3
6. I like to organise my things into logical categories. 0 1 2 3

Section 3
1. I like to sing or play a musical instrument. 0 1 2 3
2. I cannot imagine a day going by without having listened to music. 0 1 2 3
3. I pick up rhythms very easily. 0 1 2 3
4. I know when a person or instrument is out of tune. 0 1 2 3
5. I remember songs tunes and lyrics easily. 0 1 2 3
6. I prefer to watch a musical rather than a play. 0 1 2 3

Section 4
1. Art is one of my favourite classes. 0 1 2 3
2. I have a good sense of direction and like map reading. 0 1 2 3
3. Doing puzzles or construction-type toys is one of my hobbies. 0 1 2 3
4. Fashion is something I notice and care about. 0 1 2 3
5. I like to play videogames. 0 1 2 3
6. I remember images and faces easily. 0 1 2 3

Section 5
1. Exercise is an important part of my life. 0 1 2 3
2. I love playing physical games. 0 1 2 3
3. I think I have good balance and coordination. 0 1 2 3
4. Arts, crafts and hands-on activities appeal to me. 0 1 2 3
5. I enjoy watching sports games or seeing dancers perform. 0 1 2 3
6. I would rather play a sport than read or study. 0 1 2 3

Section 6
1. I have a large group of friends and think that I am well liked. 0 1 2 3
2. My friends come to me if they are upset. 0 1 2 3
3. I would rather be with friends than be by myself. 0 1 2 3

73
 4. I work best in a group or team setting. 0 1 2 3
5. I care about what is happening in the world. 0 1 2 3
6. Meeting new people is fun for me. 0 1 2 3

Section 7
1. I would rather work alone than as part of a group. 0 1 2 3
2. I am good at formulating and analyzing my own theories. 0 1 2 3
3. I enjoy writing my thoughts in a journal. 0 1 2 3
4. Spending a lot of time playing computer or video games alone is fun for
me. 0 1 2 3
5. I have deep personal and moral beliefs. 0 1 2 3
6. I am confident of my own abilities and work well without direction.0 1 23

Section 8
1. I love playing with my pets or wish I had pets to play with. 0 1 2 3
2. I love to spend a lot of time outside enjoying nature. 0 1 2 3
3. When I grow up, I think I would like to work in a nature or animal related
field. 01 2 3
4. Protecting the environment by recycling, conserving water, or exploring
alternative sources of energy, etc., are things I believe in. 0 1 2 3
5. I enjoy gardening and have or would like to have flowers or vegetables to
take care of. 0123
6. I enjoy visiting zoos, aquariums and wildlife parks whenever I have time.
0123

(Adapted from Kunesh, 2019)

74
– Appendix 5
CLASSROOM LOG

VOCABULARY ALL STUDENTS SOME STUDENTS ISSUES FOUND

GRAMMAR
ALL STUDENTS SOME STUDENTS ISSUES FOUND
STRUCTURES

75
 - Appendix 6

READING RUBRIC

Surname: ................................... Name: ................................. Date: .................... Unit:

..................................
Class: .......................
All of Most Some None
Reader... the of the of the of the
time time time time
25 20 15 10

...focuses attention on the text. Stays actively during the

activity.

...responds appropriately to the activity.

...asks questions pertaining to the activity.

...participates actively and successfully in post-reading

activity and/or completes an appropriate assignment with a
high level of accuracy.

TOTAL: /100
COMMENTS:

76
 - Appendix 7

LISTENING RUBRIC

Surname: ................................... Name: ................................. Date: .................... Unit: ..................................

Class: .......................
Some
All of Most of None
of the
Listener... the time the time of the
time
25 20 time
15
10

...focuses attention on the speaker. Makes eye

contact with the speaker or stays actively during
the activity.

...responds appropriately to the other speakers or

answers the activity correctly.

...asks questions pertaining to the activity

...participates actively and successfully in post-

listening activity and/or completes an appropriate
assignment with a high accuracy.

Comments: TOTAL
/100

77
 - Appendix 8

WRITING RUBRIC
Surname: ................................... Name: ................................. Date: .................... Unit..................................
Class: .......................
25 20 15 10

There may be The

There are some
All content is errors and content is
minor errors and/or
relevant to the task. misinterpretati completely
Content omissions. The
The target reader is on of the task. irrelevant.
objective reader is
fully informed. The target The target
informed for the
reader is reader is
most part.
uninformed not
informed.
Uses everyday
vocabulary in
Uses the
general in an There may be
communicative There are
appropriate way, errors and
conventions of the many errors
Vocabulary although he misinterpretati
task to capture the that prevent
and occasionally abuses on of the task.
reader's attention. understandi
Grammar certain lexicon. The target
Communicates ng of the
Uses simple reader is
ideas clearly. text.
grammatical forms uninformed
with a good degree
of control.
Produces a text
Uses the that
communicative Uses the
conventions of the communicates
conventions of the simple Production is
Communicative communicative task,
task to capture the communicative not
Achievement in general,
reader's attention. ideas in a understandab
Communicates ideas adequately to le
communicate clear simple way.
clearly.
ideas.

Uses the The text is The text is

The text is
communicative connected, disorganised,
connected and
conventions of the using and it is not
coherent, using
Organisation task to capture the frequently used possible to
basic discourse links
reader's attention. basic understand it.
and a limited
Communicates ideas discursive
number of cohesive
clearly. elements.
elements.

78
Comments: TOTAL:
/100

79
 - Appendix 9

SPEAKING RUBRIC
Surname: ................................... Name: ................................. Date: ....................
Unit:.................................. Class: .......................

25 20 15 10
Speech is slow,
Speech is hesitant and
Smooth and fluent Smooth and relatively smooth. strained except
speech; few to no fluid speech. Some hesitation for short,
hesitations. No Few and unevenness memorized
Fluency and
attempts to search hesitations. caused by phrases.
pronunciation
for words. A slight rephrasing and Difficulty to
Pronunciation is search for constant searching perceive
excellently words. for words. continuity in
intelligible. Pronunciation Pronunciation is speech.
is intelligible. mostly Pronunciation is
intelligible. lacking and hard
to understand.

Good
Excellent control Adequate
language Weak
of language language control.
control. Good language
features. A wide Basic vocabulary
Vocabulary range of control.
range of well- choice, there is an
vocabulary. Vocabulary does
chosen attempt try to use
Use of some not match the
vocabulary, vocabulary related
words related topic or the task.
especially those to the topic.
to the topic.
related to the
topic.
Frequent Frequent
Accuracy and grammatical errors grammatical
variety of Some errors that do not obscure errors that might
grammatical in meaning. Little obscure meaning
Grammar structures, especially grammatical variety in at some times.
those studied during structures, structures. There's Grammatical
the unit. possibly a try to use the structures seen in
caused by grammar studied the unit are
attempt to use during the unit. scarce.
variety.

Description lacks
Good level of some details, but it Description is so
Excellent level of
description, is adequate in lacking that the
description,
Details all required
additional details general. listener cannot
information is understand.
beyond the required. Some additional
present.
details should be
provided.

80
Comments: TOTAL:
/100

81
 - Appendix 10

INTERACTION RUBRIC
Surname: ................................... Name: ................................. Date: .................... Unit: .............................
Class: .......................
25 20 15 10

Student hardly
Student interacts Student interacts on interacts and,
Student interacts
dynamically, a few occasions although some
dynamically,
Engagement speaking in using both English English words
using English
English and their mother are present, the
most of the time.
throughout the tongue in equal intervention is
session. parts done in
Spanish.

Student
Student sometimes listens
Student listens Student hardly
sometimes when other talk,
when others talk or never
Listening listens when but sometimes
and reacts to the understands
skills other talk, may needs further
teacher's what the
need synonyms information or
instructions. teacher says.
to understand. synonyms to
understand

Student behaviour Student

Student's behaviour
Behaviour is good at almost Student behaviour behaviour is not
is excellent times.
all times. is good in general. good.

The attitude is
Student's attitude is Student's attitude not positive and
excellent, always is excellent, Attitude ranges affects the
Attitude performance of
helping his/her trying to help from good to fair,
classmates. classmates in the but is generally others.
activity. good

TOTAL:
Comments: /100

82
 - Appendix 11

CLASS PARTICIPATION RUBRIC

Surname: Name: Date: / /Unit:

Class:
25 20 15 10
Student hardly
Student interacts interacts and,
Student interacts Student although some
on a few
dynamically, interacts English words
Engagement occasions using
speaking in dynamically, are present, the
both English and
English through using English intervention is
their mother
the session. most of the done in Spanish.
tongue in equal
time.
parts.
Student
Student sometimes
listens when Student hardly
Student listens sometimes
other talk, but or never
Listening skills when others talk listens when
sometimes understands
and reacts to the other talk,
needs further what the teacher
teacher's may need
information or says.
instructions. synonyms to
understand. synonyms to
understand.
Student's Student Student Student is
behaviour is sometimes exchanges some continuously
excellent times. exchanges comments with exchanging
Behaviour and May exchange some classmates. comments with
attitude some comments comments These may be classmates,
with classmates, with disruptive at showing a
but these are classmates. some moments. disruptive
never disruptive. These are attitude.
rarely
disruptive.

Student is
Student is almost never
Student is almost Student is rarely
Preparation usually prepared for
always prepared prepared for
prepared for class with
for class with class with
class with assignments and
assignments and assignment and
assignments required class
required class required
and required materials.
materials. materials.
class
materials.

COMMENTS: TOTAL: /100

83
 - Appendix 12

GROUP WORK RUBRIC

Attitude:
- Openness to Listening
Contribution other's ideas and
Student Preparation Comments
to the task - Helpful with speaking
other members skills
of the group
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345

12345 12345 12345 12345

12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345
12345 12345 12345 12345

Marks: 1: very bad, 2: improvement needed, 3: good, 4: very good, 5: excellent

84
 - Appendix 13

PEER EVALUATION
RUBRIC

Name and surname:…………………………… Group:.………………… Date: ……………………..

Write the names of your group members in the numbered boxes. Assign each person a value for each
attribute.
Myself 1................. 2.................. 3................. 4..................

has participated in group

discussions and has contributed
with useful ideas.

did its part of the work in class

and as homework.

has helped other members of

the group.

has interacted with the rest of

the group members during the
presentation.

1. NOT ENOUGH 2. BELOW AVERAGE 3. AVERAGE 4. ABOVE AVERAGE 5. SUPERIOR

85
 - Appendix 14

PEER EVALUATION CHECKLIST

Surname: ................................... Name: ................................. Date: .................... Unit:

..................................
Class: .......................
Decide which answer best suits the way you and your team worked together. Then, complete the remaining
sentences.

YES NO

We finished the task on time, and we did a good job

We encouraged each other and we cooperated with each other

We used quiet voices in our communications

We each shared our ideas, then listened and valued each other's
ideas

We did best at ......................................................................................................

Next time we could improve at ................................................................................

86
 - Appendix 15

FINAL TASK
EVALUATION
Name: Surname:
Group: Date:
Mark: /20 Unit:

FINAL TASK
RUBRIC
25 20 15 10

Pronunciation Pronunciation Pronunciation

Pronunciation and intonation and intonation and intonation
PRONUNCIATION and intonation are intelligible are sometimes are never
are always most of the intelligible. intelligible.
intelligible. time.
Uses fluent
Speech is
connected
connected,
speech,
but it is
SPEAKING Uses a fluent Uses fluent occasionally
frequently
AND flow of connected disrupted by
disrupted by
INTERACTION speech. speech. the search for
the search
the correct of
for the
the expression.
correct
expression.
Uses only
basic
Uses
Uses sufficient vocabulary, Uses
varied
VOCABULARY vocabulary in with recurring Spanish
language
order to use of the vocabulary
and
communicate native over English
accurate
language. one.
vocabulary
Use of few
Use of a wide grammatical
Use of
variety of structures. There is no use
grammatical
grammatical There is an of correct
structures,
structures, attempt to use grammatical
GRAMMAR especially those
especially those those that have structures.
worked on in the
worked on in the been studied Errors prevent
unit. If there are
unit. There are in the unit. understanding.
errors, they are
hardly any errors. There are
minor.
several errors.
TOTAL /100

87
 - Appendix 16

SELF-EVALUATION QUESTIONAIRE
UNIT …: ………………………………
Name: Group: Date:

- Do you feel your English progressed during the unit? Why or how?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

- Do you feel your vocabulary related to the topic “tasty food” has improved?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

- What have you learned about the language?

…………………………………………………………………………………………
……………………………………………………………………………………
………………………………………………………………………………………

- What topics have you read about?

…………………………………………………………………………………………
……………………………………………………………………………………
………………………………………………………………………………………

- What have you listened to?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
- What topics have you spoken about?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
- How much time did you spend at home working on this unit?
………………………………………………………………………………………

88
………………………………………………………………………………………
………………………………………………………………………………………
- Did you find this unit interesting?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
- Which activity did you like the best?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
- Which activity did you like the least?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
- Other comments:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

89
 - Appendix 17

EVALUATION OF THE
TEACHING PROCESS
Strongly Strongly
Agree Disagree
agree disagree
20 15
25 10

The contents and material were appropriate to my level

The teacher presented and explained the concepts in ways

which I could understand

The teacher stimulated my interest

The teacher was helpful and helped me make progress

The teacher was available for consultation

The atmosphere in class was pleasant

TOTAL: /100

Comments and suggestions:

90
 - Appendix 18

SELF-ASSESSMENT OF THE
TEACHING PROCESS
1 2 3 4
1. The level of difficulty corresponds to the students’
characteristics.
2. Cognitive conflict was created, which promoted learning.
3. Motivation to achieve intellectual and physical activity of
students was achieved
4. Active participation of all students was achieved
5. Families were supported and involved in the work of the
pupils.
6. Regular contact was maintained with the family by the
teaching staff.
7. The diversity of the student body was adequately catered
for.
8. Different assessment tools were used.

9. Real weight is given to observation of the classroom

work.
10. The collaborative work of the students within the group
was appropriately valued.
11. As a general rule, general explanations were given to all
students.
12. Individualised explanations were given to each pupil
when required.
13. Different methodological strategies were used depending
on the topics to be dealt with.
14. Individual and team work was combined.
15. Strategies to encourage reading were promoted.
16. Strategies for oral and written expression and
comprehension were promoted.
17. ICTs were incorporated into the teaching-learning
process.
18. Attention was given to the cross-curricular elements
linked to each standard.
19. Students were provided with the results of
tests/assignments, etc., in a timely manner.
20. The most significant aspects derived from the correction
of tests, assignments, etc., were analysed and discussed
with the students.
21. Learners were given the possibility to visualise and
comment on their successes and mistakes.
22. The effectiveness of support, reinforcement, recovery,
extension, etc., programmes was assessed.

91
 - Appendix 19

EVALUATION RUBRIC OF THE

ANNUAL SYLLABUS
1 2 3 4
1. Adequacy of the design of teaching units, topics or projects on the basis of the elements
of the curriculum.
2. Adequacy of the sequencing and timing of teaching units/topics/tasks
3. Development of the programming according to the planned sequencing and timing.
4. Appropriateness of the sequencing of the standards for each one of the units, topics or
tasks.
5. Adequacy of the minimum level of attainment set for each standard.
6. Assignation of the corresponding weight in the rating to each standard.
7. Linking each standard to one or more instruments for its assignment.
8. Association of each standard with the transversal elements to be developed.
9. Establishment of a common methodological strategy for the whole department.
10. Adequacy of the sequence of work within the classroom.
11. Adequacy of the teaching materials used.
12. Adequacy of the initial assessment plan designed, including the consequences of the
test.
13. Adequacy of the initial assessment test, developed on the basis of standards.
14. Adaptation of the general guidelines established for continuous assessment: tests, work,
etc.
15. Adequacy of the criteria established for the recovery of a test and an assessment.
16. Adequacy of the criteria established for the final assessment.
17. Adequacy of the criteria established for the extraordinary assessment.
18. Adequacy of the criteria established for the monitoring of pending subjects.
19. Adequacy of the criteria established for the assessment of said pending subjects.
20. Adequacy of examinations, taking into account the value of each standard.
21. Adequacy of support programmes, remedial programmes, etc., linked to standards.
22. Degree of development of the complementary and extracurricular activities planned.
23. Adequacy of mechanisms for informing families about assessment criteria, standards
and instruments.
24. Adequacy of mechanisms to inform families about promotion criteria.
25. Adequacy of the monitoring and review of the syllabus throughout the course.
26. Contribution from the subject to the school’s educational plan.
27. Degree of integration of ICT in the development of the subject.
Remarks:

92
 - Appendix 20

EVALUATION CRITERIA AND LEARNING STANDARDS

(DECRETO FORAL 24/2015, in BON 22nd April 2015)

EC1.1. To be able to identify the general meaning, essential information, main

points and relevant details in short or medium-length oral texts, clearly structured,
delivered orally or by technical means and articulated at an average speed, in a formal,
informal or neutral register, dealing with concrete or abstract aspects of general topics,
everyday matters in familiar or less familiar situations, or one’s own interests in the
personal, public, educational and occupational domains, provided that the acoustic
conditions do not distort the message and that it is possible to listen to what is said again.

LS1.3. Can identify the main ideas and relevant details of a formal or informal
conversation of some duration between two or more interlocutors taking place in his/her
presence on familiar, general or everyday topics, when the discourse is clearly articulated
and in a standard variety of the language.

EC1.4. To distinguish the most relevant communicative function(s) of the text and
a repertoire of its most common exponents, as well as frequently used discourse patterns
related to the organisation and extension or restructuring of information (e.g. new vs.
known; exemplification; summarisation).

LS1.6. Can identify the main idea and significant aspects of clearly articulated
television news when there is visual support to complement the discourse, as well as the
gist of well-structured and clearly articulated advertisements, series and films, in a
standard variety of the language, and when the images facilitate comprehension.

SLS1.6.1 Listens to conversations about the topic and extracts the essential
information.

SLS1.6.4. Listens to talks or lectures on the topic of the unit and captures and
interprets the fundamental information.

EC2.1. To produce short or medium-length texts, both in face-to-face

conversation and by telephone or other technical means, in a formal, neutral or informal
register, in which information, ideas and opinions are exchanged, the reasons for actions
and plans are justified in a simple but sufficient way, and hypotheses are formulated,
although there may be hesitations to search for expressions, pauses to reformulate and

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organise the discourse and it is necessary to repeat what has been said to help the
interlocutor understand some details.

LS2.1. Can give short, well-structured, pre-rehearsed presentations with visual

aids (e.g. PowerPoint) on specific aspects of academic or occupational subjects of interest,
organising basic information coherently, explaining main ideas briefly and clearly, and
responding to simple questions from listeners articulated clearlyand at medium speed.

SLS2.1.3. Talks about cross-curricular topics, showing his/her knowledge of

them.

SLS2.1.5. Participates in cooperative work (projects, presentations, etc.) and

presents them to the class.

EC2.2. To know, and know how to apply the most appropriate strategies to
produce short or medium-length monologic or dialogic oral texts, with a simple and clear
structure, exploiting the resources available and limiting the expression to them;
resorting, among others, to procedures such as the simple definition of elements for which
the precise words are not available, or starting again with a new strategy when the
communication fails.

SLS2.2.5. Answers questions correctly on a specific topic.

EC2.3. To incorporate acquired sociocultural and sociolinguistic knowledge of

interpersonal relations and social conventions in personal, public, educational and
occupational/work environments into the production of monologic or dialogic oral texts,
selecting and providing necessary and relevant information, adjusting expression
appropriately to the addressee, the communicative purpose, the subject matter and the
channel of communication, and expressing opinions and points of view with the necessary
courtesy.

LS2.3. Can participate appropriately in formal face-to-face or telephone or other

technical conversation on familiar or less familiar topics, exchanging information and
briefly expressing and justifying opinions and points of view; narrating and describing
coherently past events or real or imagined plans for the future; hypothesising; making
suggestions; asking for and giving directions or instructions in some detail; expressing
and justifying feelings, and describing concrete and abstract aspects of topics such as
music, film, literature or current affairs.

SLS2.3.7. Asks questions to classmates and answers respecting social convention.

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 EC2.4. To carry out the functions required by the communicative purpose, using
a repertoire of common exponents of these functions and the usual discourse patterns to
initiate and conclude the text appropriately, organise the information clearly, expand on
it with examples or summarise it.

SLS2.4.3. Expresses opinions on formal issues, respecting the opinions of others

specially when working in groups.

EC3.1. To identify the essential information, salient points and important details
in short, medium-length, well-structured texts in both printed and digital format, written
in a formal, informal or neutral register, dealing with everyday or less familiar matters,
topics of interest or relevant to one’s studies, occupation or work and containing
commonly used structures and lexis, both of a general and more specific nature.

EC3.2. To know, and know how to apply the most appropriate strategies for
understanding the general meaning, essential information, main points and ideas or
relevant details of the text.

SLS3.2.2. Uses the digital resources of the course to deepen the knowledge
acquired in the unit.

LS3.3. Can understand personal correspondence, in any medium including online

forums or blogs, describing in some detail facts and experiences, impressions and
feelings; recounting facts and experiences, real or imagined, and exchanging information,
ideas and opinions on both abstract and concrete aspects of general, familiar or interesting
topics.

LS3.5. Can easily locate specific information of a concrete nature in well-

structured, medium length journalistic texts in any medium, such as glossed news items;
recognises significant ideas in simple informative articles, and identifies the main
conclusions in clearly argumentative texts, provided he/she can reread difficult sections.

SLS3.5.1. Reads argumentative texts and extracts relevant conclusions.

EC4.1. To write, on paper or electronically, short or medium-length texts,

coherent and clearly structured, on topics of personal interest, or everyday or less usual
matters, in a formal, neutral or informal register, making appropriate use of cohesion
resources, spelling conventions and the most common punctuation marks, and showing
reasonable control of expressions, structures and frequently used lexis, both of a general
nature and more specific within one’s area of specialisation or interest.

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 EC4.2. To know, select and apply the most appropriate strategies to produce short
or medium-length written texts, e.g. by rephrasing structures from other texts with similar
communicative features and purposes, or by writing earlier drafts.

LS4.4. Can write notes, announcements, messages and short comments, in any
medium, requesting and conveying simple information and opinions and highlighting
important points (e.g. on a website or in a youth magazine, or addressed to a teacher or
classmate), respecting the conventions and rules of politeness and netiquette.

SLS4.4.5. Writes information about a specific topic.

LS4.5. Can write, in a conventional format, short or simple reports giving essential
information on an academic, occupational, or less usual topic (e.g. an accident), briefly
describing situations, people, objects and places; narrating events in a clear linear
sequence, and explaining in simple terms the reasons for certain actions.

SLS4.5.1. Writes a review, a biography, a report, a summary, etc. using specific

information.

SLS4.5.2. Writes descriptions of people, places, feelings, etc., respectfully

collaborating with classmates in the production of texts.

EC4.6. To know and use commonly used written vocabulary related to everyday
matters and general topics or topics related to one’s own interests, studies and
occupations, and a limited repertoire of frequently used expressions and idioms.

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- Appendix 21

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- Appendix 22

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- Appendix 23

99
- Appendix 24

100
- Appendix 25

101
- Appendix 26

102
- Appendix 27

103
- Appendix 28

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- Appendix 29

105
- Appendix 30

106
- Appendix 31

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- Appendix 32

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