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- DIDACTIC GUIDELINES -

General guidelines for teachers

This project is made up of six different missions whose main topic is The Town. There are activities to do individually, in pairs or in teams. 

Amsterdam
Andrés Nieto Porras. Amsterdam streets (CC BY-SA)

This project is part of a set of ten projects designed to  cover all the learning standards of the curriculum of Secondary Education are published at the BOE (January 3rd 2015), pages 424 - 427.  With this project you will be able to let your students be autonomous learners and guide them through their learning.

There are activities which involve both individual work, collaborative pair work and group work.

We strongly recommend to work with them through daily aims to get to the end of the project and accomplish each challenge successfully. This means at the beginning of each lesson you should take five minutes to check where your students are and to tell them where you would like them to get at the end of the mission.

For example: 'At the end of the mission each student will have had to finish the listening activities, which will be checked by the teacher'.

Each project is student-centred and has several areas of interest:

  • In each project, students have to accomplish a task, in order to learn something useful for their big final task.
  • There is also a challenge in each project, where they have to collaboratively design a product. They are expected to actively work with information and communication technologies. They will create a post for their blog. This blog will be a portfolio to show all their knowlegde along this set of projects. 
  • Students also have to complete a learning diary, using a Google Drive Document a the different tips we offer to the students at the end of each mission.
  • Student will also have a personal portfolio, using a personal blog where they have to reflect on the different contents they are working on, they have to upload the different audios and videos they produce, and they have to share the link to the different post of their project.

Apart from this project-based approach, each project is also focused on different vocabulary, grammar structures and text types. There are several activities to work on the different skills: listening, writing, reading, speaking and interaction to satisfactorily achieve every goal from a linguistic point of view.

To sum it up, they are going to work on all the contents of the syllabus of their level with a project-based learning orientation.

Assessment

For assessment, both you as a teacher, and your students, are expected to use the rubric: 'Rubric to evaluate the project: My town'

Question Mark
Alexander Henning Drach. Question Mark in Esbjerg (CC BY-SA)

Every mission will include a final task to consolidate all the learning. This final task will be assessed using the following rubrics:

This project is designed to be assessed following this pattern:

  • The Teacher will evaluate the final post on the blog - portfolio with all the products produced during the project following the rubric. It will be 40% of the final score.
  • The partners will carry out peer assessment the work and grade about how their teamwork has worked. It will be 20% of the final score . The students can generate the different criteria or items to be assessed.
  • Students will self-assess the final task using the rubric. It will be 20% of the final score.

The final score will also include a 20% for the teacher to evaluate how the students have been involved in the project or tackled the different activities.

Both teachers and students are suggested to use the available rubric to assess both the process and the outcome.

At the end of the project the student will have been able to:

  • Make comparisons using comparative adjectives.
  • Ask and answer how to get to a place in a city.
  • Identify the vocabulary of different places in a city.
  • Understand a conversation about a city.
  • Get the main information from a text (a flyer).
  • Express good sides of a city using a flyer format.
  • Show in a video the good sides of a city.

Timing

This project implies the use of about ten fifty-minute lessons. The timing is, obviously, approximate. It will depend on the learning pace of the students and on their interests and the activities done in class.

Bahnsteiguhr.jpg
Sese Ingolstadt. Bahnsteiguhr.jpg (CC BY-SA)

The ten lessons could be used according to this guide:

  • Five of the lessons will be used for the first five missions.
  • The sixth mission (Promoting my town) will take us three lessons.
  • Another lesson will be used to create the final post with all the information for the Portfolio.
  • And the last lesson will be a good opportunity to assess students and do the collaborative assesment. And also it would be great to evaluate the project itself.

Resources

ICT resources/apps/tools

For this project you will need the following links to different sites.

How to

These videotutorials could help you cope with activities and missions within the project.

    Mindmap of the project

    mapa_concetual_My_town.png

    Key Competences

    At the end of the project the student will have worked and developed these language competences:

    • Knowing and using vocabulary regarding the city and directions
    • Promoting a city using the present simple of some verbs.
    • Interacting with certain autonomy when having a conversation about directions on a place.
    • Working collaboratively as a group.
    • Evaluating their work and their partners' giving opinion and feedback.

    Students will also develop different ICT competences:

    • Sharing and working with Google Docs.
    • Recording a video and editing it with an online tool. (WeVideo)
    • Starting running a journal - portfolio.

    Contents

    Vocabulary

    • City places.
    • Prepositions.
    • Directions.
    • How to have a conversation.

    Grammar

    • Present simple to describe places.
    • Comparative Adjectives.

    Objectives

    • To know and to use the vocabulary regarding the city.
    • To be able to ask and answer about how to get a place in a city.
    • To make comparisons.
    • To produce a video clip about the good sides of a city.

    Learning Standars (LOMCE)

    All the Learning Standards of the curriculum of Secundary Education are published at the BOE (January 3rd 2015), pages 424 - 427

    Bloque 1. Comprensión de textos orales

    1. Capta los puntos principales y detalles relevantes de indicaciones, anuncios, mensajes y comunicados breves y articulados de manera lenta y clara (p. e. cambio de puerta de embarque en un aeropuerto, información sobre actividades en un campamento de verano, o en el contestador automático de un cine), siempre que las condiciones acústicas sean buenas y el sonido no esté distorsionado.

    2. Entiende lo esencial de lo que se le dice en transacciones y gestiones cotidianas y estructuradas (p. e. en hoteles, tiendas, albergues, restaurantes, centros de ocio, de estudios o trabajo).

    3. Identifica el sentido general y los puntos principales de una conversación formal o informal entre dos o más interlocutores que tiene lugar en su presencia, cuando el tema le resulta conocido y el discurso está articulado con claridad, a velocidad media y en una variedad estándar de la lengua.

    4. Comprende, en una conversación informal en la que participa, descripciones, narraciones, puntos de vista y opiniones sobre asuntos prácticos de la vida diaria y sobre temas de su interés, cuando se le habla con claridad, despacio y directamente y si el interlocutor está dispuesto a repetir o reformular lo dicho.

    Bloque 2. Producción de textos orales: expresión e interacción

    1. Hace presentaciones breves y ensayadas, bien estructuradas y con apoyo visual (p. e. transparencias o PowerPoint), sobre aspectos concretos de temas de su interés o relacionados con sus estudios u ocupación, y responde a preguntas breves y sencillas de los oyentes sobre el contenido de las mismas.

    2. Se desenvuelve correctamente en gestiones y transacciones cotidianas, como son los viajes, el alojamiento, el transporte, las compras y el ocio, siguiendo normas de cortesía básicas (saludo y tratamiento).

    3. Participa en conversaciones informales cara a cara o por teléfono u otros medios técnicos, en las que establece contacto social, intercambia información y expresa opiniones y puntos de vista, hace invitaciones y ofrecimientos, pide y ofrece cosas, pide y da indicaciones o instrucciones, o discute los pasos que hay que seguir para realizar una actividad conjunta.

    Bloque 3: Comprensión de textos escritos

    1. Identifica, con ayuda de la imagen, instrucciones de funcionamiento y manejo de aparatos electrónicos o de máquinas, así como instrucciones para la realización de actividades y normas de seguridad (p. e., en un centro escolar, un lugar público o una zona de ocio).

    2. Entiende los puntos principales de anuncios y material publicitario de revistas o Internet formulados de manera simple y clara, y relacionados con asuntos de su interés, en los ámbitos personal, académico y ocupacional.

    3. Comprende correspondencia personal en cualquier formato en la que se habla de uno mismo; se describen personas, objetos y lugares; se narran acontecimientos pasados, presentes y futuros, reales o imaginarios, y se expresan sentimientos, deseos y opiniones sobre temas generales, conocidos o de su interés.

    4. Entiende lo esencial de correspondencia formal en la que se le informa sobre asuntos de su interés en el contexto personal, educativo u ocupacional (p. e. sobre un curso de idiomas o una compra por Internet).

    5. Entiende información específica esencial en páginas Web y otros materiales de referencia o consulta claramente estructurados sobre temas relativos a materias académicas, asuntos ocupacionales, o de su interés (p. e. sobre un tema curricular, un programa informático, una ciudad, un deporte o el medio ambiente), siempre que pueda releer las secciones difíciles.

    Bloque 4. Producción de textos escritos: expresión e interacción

    1. Escribe notas y mensajes (SMS, WhatsApp, chats), en los que se hacen breves comentarios o se dan instrucciones e indicaciones relacionadas con actividades y situaciones de la vida cotidiana y de su interés.

    2. Escribe notas, anuncios y mensajes breves (p. e. en Twitter o Facebook) relacionados con actividades y situaciones de la vida cotidiana, de su interés personal o sobre temas de actualidad, respetando las convenciones y normas de cortesía y de la etiqueta.

    3. Escribe correspondencia personal en la que se establece y mantiene el contacto social (p. e., con amigos en otros países), se intercambia información, se describen en términos sencillos sucesos importantes y experiencias personales (p. e. la victoria en una competición); se dan instrucciones, se hacen y aceptan ofrecimientos y sugerencias (p. e. se cancelan, confirman o modifican una invitación o unos planes), y se expresan opiniones de manera sencilla.

    Glossary

    • Thinking Routine: Rutina de pensamiento.
    • Wonder: Preguntarse.
    • Flyer: Folleto.
    • Beginning of the story: Introducción, planteamiento del vídeo.
    • Nub: nudo del vídeo.
    • Ending: desenlace, despedida del vídeo.