9h tu rodriguez_quintana_irma

DDeessiiggnn ooff aa TTeeaacchhiinngg UUnniitt::
WWhhyy ccaann’’tt lleeaarrnniinngg bbee ffuunn??
Irma Rodríguez Quintana

TU INDEX
1. RATIONALE
2. CONTEXT DESCRIPTION
3. OVERALL DESCRIPTION OF THE TU
4. DETAILED SESSION PLANS
5. ASSESSMENT CRITERIA
6. SELF-APPRAISAL
7. BIBLIOGRAPHY

RATIONALE
This Teaching Unit focuses on gamification. It has been designed for a two week period with two
lessons per week being taught to EOI’s L5 students. But, why did I choose gamification as topic?
Some of the factors related to L2 learning 1
are aptitude, motivation tolerance of ambiguity or risk-
taking, amongst others. Games entail some of these components, which make games a useful tool to
L2 learning.
A game is an entertaining and engaging activity, which is also often challenging and involves
interaction. All these elements appear in language learning processes, especially in L2 acquisition.
Learning is challenging, and reaching a command of L2 to the extent that you can make yourself
understood, is hard work; is time consuming; involves a large amount of language risk-taking,
requires a proactive attitude, and demands a high level of tolerance to ambiguity, since some
meanings and uses of L2 may differ from the ones in L1.
Moreover, language is the most important communicative tool, and communication cannot be
understood without interaction. Besides, since language learning represents a hard task, games may
help learners relax, while still sustaining their interest and work.
All this has been taken into account under the perspective of the so called “Communicative
Approach”, which is a L2 teaching and learning method which focuses on functions (use), not
structures (grammar); promotes the use of communicative strategies; generates opportunities to
use language creatively and to participate in task negotiations, while being based on authentic
(meaningful) materials.
Therefore, if teachers focus on the language input provided by the game, rather than considering it
as a way of passing the time, games can display intensive and meaningful language practice. This,
though, requires time to think and prepare the activities thoroughly. That is why many teachers
reject to use games in the classroom, because of the amount of work hidden behind activities that
not always work as expected.
What is more, another drawback teachers can find is that not all students like games. Games involve
cooperation, and provide many opportunities to work in groups dynamically, but some students,
especially adults, can be reluctant to work in groups, or, what is worst can understand games in the
classroom as a waste of time.
Nevertheless, I thought that the advantages of gamification were many, compared to its drawbacks.
I tried to choose meaningful materials that would provide students with opportunities to use the
language in real contexts (role-play), while most of the sessions were prepared to perform
communicative tasks, always giving especial value to working in groups (cooperative learning) and
oral practice. All this, embellished with the entertaining, engaging and challenging elements that
games provide.
1
Oxford and Ehrman, 1993.

CONTEXT DESCRIPTION
The Official Language School of Santa Coloma started its activities in 1999. It depends on the
Department of Education of the Generalitat of Catalunya. It is, therefore, a public center specialized
in teaching modern languages to adults. There is a network of over hundred official schools of
languages all over Spain.
The main purpose of Official Language Schools is to train students to achieve effective use of
language as a vehicle of communication. In order to meet this objective (DOGC 1442 13-5-91),
language schools include studies of languages in three levels (LOE 2/2006): the basic level (first and
second courses), the intermediate (third course) and advanced level (fourth and fifth courses).
All certificates are issued by EOIs are official, that means that they are recognized at state level, and
can be compared to the levels described in the Common European Framework of Reference. The
Certificate of Advanced Level corresponds to B2 CEFR, which is considered within the definition of
independent user.
L5 EOI Santa Coloma de Gramanet enrolls students within a broad range of backgrounds, previous
educational experiences, interests, motivations and levels of prior knowledge and skills. In many
instances, this diversity is manageable and, if handled skillfully, can provide substantial benefits to
the educational context of the classroom.
Adult learners, such as the ones at EOI’s L5, are often guided by instrumental motivation, meaning
that they already know what they want to get out of their language learning. Due to this fact, adult
learners can be critical of teaching methods they are not familiar with (such as games). Despite this,
some teachers still prefer adult students to youngsters, since adults do not present many
management challenges and are more prepared to the struggle that language learning represents.
Nevertheless, adults tend to be less imaginative and creative than teenagers, which means that the
flow of the class can sometime less dynamic and much more theoretical.
Students at EOI Santa Coloma L5 are used to grammar focused sessions and therefore are not very
used to interacting with each other in large groups or doing communicative tasks. I thought games
could give them the sense of fun and challenge needed to enhance their motivation and, thus, their
learning.

OOvveerraallll ddeessccrriippttiioonn ooff tthhee TTUU

TEACHING UNIT
TU Topic: Why can’t learning be fun? Year: 2014-15
Area: English
Language
Level:
L5/B2
Sessions: 4 Duration: 2h
KEY COMPETENCES BY SKILLS RELATED TO THE UNIT
ORAL EXPRESSION AND INTERACTION
WRITTEN EXPRESSION AND
INTERACTION
ORAL COMPREHENSION READING COMPREHENSION
To perform long speeches and
presentations, with different objectives
and tasks, structured coherently and
comprehensively.
To engage in conversations,
discussions and debates on general
topics, arguing their opinions and using
appropriate discursive strategies.
To communicate appropriately, in a
variety of situations, on a wide range
of topics related to areas of their own
interest.
To write long , clear and well-
Structured Texts with different
objectives and functions over a wide
range of topics, arguing and expressing
their opinions, and highlights with
precision and mastery of different
registers.
To understand the overall message,
argumentative lines and relevant
details of oral texts on concrete and
abstract topics in standard language,
articulated at normal speed,
from various sources (media , movies,
lectures, speeches, recorded messages,
telephone and face to face
conversations)
To understand long texts of certain
complexity on concrete and abstract
topics, without difficulty, identifying
main ideas and communicative
intention, and finding specific
information.
To draw conclusions of clearly-
structured argumentative texts.
COVERED SESSIONS COVERED SESSIONS COVERED SESSIONS COVERED SESSIONS
1 X 2 X 3 X 4 X 1 X 2 X 3 X 4 X 1 X 2 X 3 X 4 X 1 X 2 X 3 X 4 X
CONTENTS GENERERAL ASSESSMENT CRITERIA
1. Ellipsis and substitution.
2. Vocabulary: The natural world
3. Weak and strong pronunciation of
auxiliaries and to.
1. Adding emphasis (cleft sentences).
2. Vocabulary: Immigration, your city,
school, etc.
How assessment is implemented
Assessment ASSE how when who %
Session 1: Socrative results 1 F SR1 S1 S 5
Session 4: Participation and interest F R3 S4 S 5
Tutorial: Rubric 5 on oral skills S R5 TU T 5
Rubric 1: General competences S TO ALL T 35
Rubric 2: Oral performance S TO ALL T 15
Rubric 3: Participation and interest in class S TO ALL T 25

GENERAL GOALS FOR ADVANCED LEVEL – L5
SESSION1
SESSION2
SESSION3
SESSION4
TUTORIAL
1
To use the language efficiently and fluently with a high level of accuracy, throughout a wide range of situations of everyday life
and learning contexts, as a means of personal expression, showing certain command of formal and discursive aspects of the
language, with a significant level of discourse adaptation to the communicative act, as well as showing a wide range of
vocabulary.
X X X X X
2
To optimize knowledge of the values of other cultures, comparing them to their own, with the aim of promoting
and enriching communication.
X X
3
To use language and learning strategies developed to reflect and correct their own mistakes and shortcomings in
expression and comprehension, both oral and written.
X X X X X
4
To show some command of uses and social conventions of language on different registers. Recognize and understand the
different varieties of the language.
X
5
To continue learning the target language, and even other languages, in an autonomous way, once finished their
study of the language on this level.
X X X X X
6
To integrate and combine all the skills , abilities , attitudes and strategies that form part of previous personal
baggage or those skills acquired during the learning process or belonging to the knowledge of some other
language that help develop a multilingual and multicultural competence.
X X X X X

Icons description
Using the screen or board Displaying Socrative
Using texts or sheets Using mobile devices
Using Power Point S taking notes
Using any game items Communicative task
Audio-visuals Feedback
Peer assessment Self-assessment
TYPES OF INTERACTION
O/C Open class
G/W Group work
I/W Individual work
P/W Peer Work

DDeettaaiilleedd SSeessssiioonn PPllaannss
SSEESSSSIIOONN 11

2
See icon description at the end of the session.
Detailed Lesson Plan of the TU: “Why can’t
learning be fun?
Session title: “Animal quiz”
Section 6B Session: 1/ PART 1
Date:
09/03/15
Duration: 1h
Previous Content Content of the whole session (Parts 1 and 2)
Specific Learning Goals
Grammar Vocabulary Pronunciation Grammar Vocabulary Pronunciation
Expressing
future plans
Travel and
tourism
Homophones
Ellipsis and
substitution
Vocabulary on
the natural
world, and
specifically on
animals of a
farm
Weak and
strong
pronunciation
of auxiliary
verbs
Oral comprehension
To understand the overall message, argumentative
lines and relevant details of T explanation over the
methodology and assessment criteria of the TU.
Oral expression and interaction
To elicit questions and opinions on T explanation.
To ccommunicate appropriatelyy the meaning of
vocabulary related to the natural world, learnt
throughout previous sessions.
Reading comprehension
To uunderstand the questions of a vocabulary quiz
displayed on the board and choose the correct
answer.
Procedure Methodology I Materials T
How assessment is implemented in the
session
Introduction
Since it is the first day T is teaching a whole
class, T will explain S about the TU topic and
purpose, methods and assessment criteria.
T will display a ppt titled “Gamification in
the classroom, which will introduce the
methodology of the classes and set the
classroom teams.
The class will be split into 3 teams. Each
team will have a logo and there will be a
podium posted on the class wall where the
This is considered an introductory (and
necessary) approach to what the classes will
be. That is why T devotes so much time on
it. T wants to be sure that S understand the
procedure and therefore there will not be
necessary to devote more time on such
explanations.
T wants S get familiar with the concept of
gamification, and wants them see it as a
formal part of the instruction, therefore, it
O/C
2
Podiums,
logos and
stickers
15’
Only S interest and attention to the instructions will
be graded here. (Formative assessment performed
by T, based on Rubric 3 items)

logos of each team will be placed regarding
their performance.
may be a motivational tool integrated in the
classroom.
Body
S will be provided with stickers of their logos
in order to be rapidly identified by T and
peers and to provide a sense of belonging to
their own team.
As it has been already explained, S are
going to play a jeopardy game consisting of
several questions on new vocabulary (animal
idioms)
Firstly S will have to guess the meaning of
the idioms in context (some sentences will
be displayed on ppt)
Secondly S will watch some short videos on
the same topic
Finally, in their teams, they will have to
answer to some “fill in the gaps” questions
displayed on the board. They will get points
for their correct answers. S will have to
make collaborative decisions on which
answer to choose. The team with more
points wins.
T wants this class to become a small
rehearsal of what sessions are going to be.
The aim here is to make S get used with the
pedagogical procedures that are going to be
introduced.
By introducing game format, T wants S get
motivated and interested on what they are
learning in a different way.
Competition is not introduced here as a
negative component, since the competing
factor remains impersonalized. S play as a
team and decisions are made collaboratively.
As games will be played on every class, each
team has the chance to win every now and
then.
Besides, since S are adults, the competing
factor will not be regarded as negative, but
as a natural part of their lives.
G/W
Podiums,
logos,
stickers and
game points
25’
Closing
A Socrative test will be performed. Since S
are not familiar with the procedure, T will
give them the instructions to perform the
quiz. (How to sign in for the quiz and how
to proceed)
Now S are going to perform an easy quiz
also on vocabulary. (farm animals)
T will give the signal to start the quiz. S will
have to make collaborative decisions on
which answer to choose.
Once all the questions will have been
answered, T will display a formative
assessment test also on Socrative consisting
of two questions. (What they have learnt,
The use of mobiles will introduce an
innovative component here, which may
enhance S motivation.
Mobiles are an important part of S lives.
Since they are so familiar with this kind of
technology, they may feel closer to what
they are learning and therefore the sense of
fun might become strengthened.
T has given Socrative a go during one of the
previous classes and some S came to her to
tell that they had enjoyed the session very
much. This is the aim of teaching, here. We
want S to learn by doing.
G/W
and O/C
Board,
Socrative
report,
phones
15’
The results of the Socrative test will be used as
formative assessment on this session. Socrative
provides with results displayed on excel format
that can be a fantastic tool to use in assessment.

what they liked or not)
Anticipated problems Attention to diversity and follow-up activities
T will check the internet connection before the starting of the class (during the break) If it
does not work, an alternative plan must be performed. Therefore, the usual PPP
methodology will be applied, meaning that S will be doing the exercises in the book.
Anyway, Socrative has been already used by the trainee and everything worked as expected.
T will make sure that all S understand the procedure of the class and will check S
understanding on it.
Competition may become sort of a problem; therefore T will assure that the competing
factor remains impersonalized. S play as a team and decisions are made collaboratively. As
games will be played on every class, each team will have several chances to win.
Besides, as teams were created randomly by T, S’s Knowledge and skills are distributed and
compensated within each team.
DIVERSITY
During the class T will help S repeating concepts, words or meanings, especially to
slow learners. T will throw questions to motivate the class. T also will try to avoid
extended speeches and will give opportunities to all S to express their opinions.
In one of the L5 classes we have a “troublesome”student who tends to contradict the
teacher and his peers. He tends to catch T’s attention and distract the rest of his
classmates. T will be aware of that fact and will try to avoid conflict and unease
amongst students over all.
The ppt of the session will be available on the classroom moodle, as well as a pdf
version of the Socrative quiz, for S revision and self-check.
FOLLOW-UP AND REINFORCEMENT
Fast learners can use the GRAMMAR BUILDING BOX , which contains diverse
grammar materials to sort out prepositional verbs and build words by matching verbs
and nouns with prefixes and prefixes.
Anyone, but especially those students who need reinforcement, shall do NEFSB ex. C
on page 99 to revise the same vocabulary given in class.

Detailed Lesson Plan of the TU: “Why can’t
learning be fun?”
Session title: “Babe split text”
Section 6B Session: 1/ PART 2
Date:
09/03/15
Duration: 1h
Expressing
future plans
Travel and
tourism
Homophones
Ellipsis and
substitution
Vocabulary on
the natural
world, and
specifically on
animals of a
farm
Weak and
strong
pronunciation
of auxiliary
verbs
To perform a coherently structured and
comprehensive speech or presentation on the topic
of natural world.
To engage in conversations, discussions and
debates on the topic of natural world, arguing their
opinions and using appropriate discursive
strategies.
Oral comprehension
To understand the overall message, argumentative
lines and relevant details of an extract of a film on
the natural world.
Written comprehension
To understand long texts of certain complexity on
the given topic (natural world), without difficulty,
identifying main ideas and communicative
intention, and finding specific information.
Draw conclusions over a narrative text.
session
Pre-task
T will bring S attention to a split text that is
on the walls of the class. S have to sort the
text out collaboratively (in 3 groups)
T explains about the task.
T explains about the author, the type of text
and explores previous knowledge of S on
some essential vocabulary about farms and
farm animals contended in the text they are
To make S autonomous and self-responsible
for their work and learning T has to make
sure that teaching procedures, class rules
and assessment criteria are clearly known by
S.
Introducing the task clearly is essential to S
to get their objective: gather the text in
order. The class is split into 2 groups to add
a motivational element to the task. As
groups compete, there is a challenge that
O/C
Several
sheets of
paper with
pieces of a
text spread
over the
class walls
15’

going to sort out.
T uses the board to write down the
vocabulary emerged.
The task starts.
surely fosters motivation.
I have chosen two groups because it is a
high demanding task, but also because S are
often split in pairs, but seldom in larger
groups. I want to see how it works, as it
might be a cohesional ingredient, as well as
a much motivating experience. What’s more,
interacting with a larger number of peers
shall enhance S learning, as learning is an
act of cooperation.
Board
Task Planning
T has informed S that she will be sat at one
of the corners and they may ask for help if
needed, but one of the rules of the task is
that they just can ask for teacher’s help 3
times during the planning period.
The two class groups have to move around
the class and compile information in order to
be able to sort out the different parts of the
text. Afterwards, they have to give oral
report to the other group about how and
why they gathered the text in that precise
way.
T has a passive role here, as I want to
enhance autonomy. This “3-time” ask for
help, presents another challenge, as they
will have to decide whenever it is worth
using teacher’s help. Otherwise they would
run out of chances of being helped when it
shall be really needed.
The text is split on the walls to add a
kinesthetic component that may also be
motivating for S, as they are not used to
moving around the class.
The fact that S have to give an oral
explanation of the task has different
purposes:
a) S will have to reflect on the process
b) S will have to collaborate to come to
decisions
c) S will have to use their speaking skills
to build up an oral argumentative text
3 Class
Groups
Several
sheets of
paper with
pieces of a
text spread
over the
class walls
20’
Task Report
T gives a dice to one of the components of
group A. They roll the dice. Then group B
rolls the dice, and then group C. The group
which gets the lowest number starts
reporting.
Once the reports are through, groups are
welcomed to exchange opinions.
The dice gives the task the sense of a game.
It also eludes T from actively participating in
the task.
This part will enhance the use of
argumentative skills and S intercultural
competence.
O/C
Dice
10’
T will assess S performance on an oral
performance rubric (Rubric 2) provided at the end
of the detailed Lesson Plan.

Task Analysis
S watch a fragment of the film babe that
corresponds to the split text.
S (in pairs) will try to answer to some
questions on the extract they have read and
seen.
S can get the feedback of their task through
this video that will show the order of the
text they sorted out.
This will lead to S deeper understanding and
will help T see whether S have understood
the task and content.
O/C
P/W
15´
Once the task is over, the answers will be given to
them on the screen as formative feedback.
Final Report
T will play a comprehensive quiz on the
vocabulary of the text.
Team results are given to the class on the
screen. The results will be shown to the
class in a form of a space race.
This will enhance S oral comprehension and
will help integrate the vocabulary they have
learnt along the session.
The quiz will be played on “Socrative”, an
ICT tool that compiles assessment data and
lets T have report files on S results to be
further analyzed if necessary.
As S will have to use their phones to answer
the questions, we have here another
motivational ingredient.
At the end, we have transformed the session
into a game.
G/W 10’
T will provide the class with the split text before S arrive. T will prepare the video and will
check that it can be displayed beforehand.
DIVERSITY
Anyone, but especially those students who need reinforcement, shall do NEFSB ex. A

SSEESSSSIIOONN 22

Detailed Lesson Plan of the Teaching Unit Section 6B Session: 2/ PART 1
Date:
11/03/15
Duration: 1h
Vocabulary on
the natural
world, and
specifically on
animals of a
farm
Animal idioms
Ellipsis and
substitution
Vocabulary on
the natural
world
Animal testing
Weak and
strong
pronunciation of
auxiliary verbs
Reading Comprehension
To understand a non-verbal video (written) on
animal testing, without difficulty, identifying main
ideas and communicative intention, and finding
specific information.
Draw conclusions of a non-verbal video (written) on
animal testing.
Oral Comprehension
To understand the overall message,
argumentative lines and relevant details of 2 videos
on animal testing and the report of their peers.
To perform a report over animal testing, using the
information given in the videos.
To engage in a role-played debate arguing their
opinions and using appropriate discursive
strategies.
Written expression and interaction
To write a draft of the report arguing and
expressing their opinions, and highlights with
precision and mastery of formal register.
To write a well- structured essay on animal testing,
arguing and expressing their opinions and
highlights with precision and mastery of formal
register.
session
Pre-task

T will explain the topic of the session and
procedure. They are going to see 3 short
videos that will provide them with
information about animal testing.
S will have to perform a role-play related to
the topic and content. They have to imagine
they are members of a NGO which
advocates against animal testing and have
to talk about the issue in the EU Parliament.
(+/- 5 min.)
T wants S to promote S communicative
skills. By performing this task S will have to
use oral and intercultural competences.
T has been approaching to some S and most
of the commented that they wanted to
devote more time to communicative tasks
and not so much on grammar focused tasks.
O/C
Task Planning
S (in their groups) watch the videos and
take notes. The videos will not be displayed
twice.
S in their teams write down some notes and
ideas to perform the task.
S have to be attentive to what is said in
the videos. T wants them to make an
effort of comprehension, as if they
were not in class, but in a natural
language environment.
This effort may help S develop their
oral comprehension and interaction,
which are key in communication.
G/W
Task Report
S in their groups perform the task. They
have to take into account the specified
timing and the required language code
(formal)
The role-play will help S to get into different
contexts where to use different language
formats to different audiences. This will
enrich S communication skills. The practice
of oral expositions will make S get used to
using the language orally.
G/W
T will assess S performance on an oral
performance rubric (Rubric 2) provided at the end
of the detailed Lesson Plan.
Task analysis
During the oral performance, S will be
assessing their peers.
S are provided with assessing sheets and will
have to assess other team’s performances.
This will add the task a sense of seriousness
(grades are always taken seriously by S) and
S will have to be attentive on other’s
performances, which will lead to a self-
reflection on their own task reports.
G/W
S’s assessment sheets will be collected, analyzed
and taken into account for the session grading.
Final Report
T will revise vocabulary and most common
mistakes on the board.
T has provided S with some materials to
This will be used as general feedback on the
task.
This will help S develop their writing skills.
O/C
T will correct the writings and give them back to S.
Mistakes will only pointed out and sorted out by a
code that has been already handed out and
explained.

finish the task at home. They will have to
write down a "for and against" essay on
animal testing. S have to hand in the writing
plan and once their writings will be
corrected, will have to use the self-
correction writing grid also delivered and
explained on a previous session.
The purpose of using a writing plan is to
make S used to planning before writing.
The hand in of the writing is compulsory as
to make sure that each student uses this, or
at least this technique is familiar to them.
T is here enhancing S’s autonomy. They are
“learning to learn”. In other words, they
learn how to organize their learning, which
makes it more effective.
S must correct their mistakes by using a correcting
sheet hat has already been given out to them and
explained.
T will check that the videos can be displayed without problems.
T will ensure that all S understand the procedure of the class and will check S understanding
on it.
T will provide with an inclusive environment to ensure that are S feel comfortable during the
task, especially during the reporting phase, where S have to speak in front of others. Since
some S may feel embarrassed of talking in front of others, S may choose representative
speakers, and not all of them are supposed to talk during the reporting phase, if they do not
wish to.
DIVERSITY
Fast learners can do NEFSB p.166 Exercise 1 and to revise previous knowledge
(Natural world)

Detailed Lesson Plan of the Teaching Unit Section 6B Session: 2/ PART 2
Date:
11/03/15
Duration: 1h
Vocabulary on
the natural
world, and
specifically on
animals of a
farm
Animal idioms
Ellipsis and
substitution
Vocabulary on
the natural
world
Animal testing
Weak and
strong
pronunciation
of auxiliary
verbs
To understand the content of a power point
containing grammar explanations.
Oral Comprehension
To understand the overall message of some
grammar videos.
To communicate appropriately with their peers to
fulfil a communicative task.
session
Pre-task
T will explain about the work to be done
along the class.
S will get introduced to a new grammar
concept and do will do an exercise on ellipsis
and substitution.
T will display a ppt on the screen based on
grammar explanation of pronunciation of
auxiliaries.
T have to read a sentence out loud and find
out the differences in pronunciation of
different words within the sentence. They
have to pronounce an example with their
partner.
Then, they have to watch a video on
“Forming the /ə/ sound”
They will have to read out loud in pairs a
given short text, to practise what was
explained in the video. Then, they will watch
a short video that summarizes all the given
theory.
It is essential that S understand what the
procedure will be, only then will they be able
to perform the task successfully.
Grammar is introduced by constant
questioning (inductive method) It is S that
have to find out the grammar answers, but
always being guided by the teacher
(scaffolding)
They read out loud, because it is only by
practice that they will be able to notice
themselves the differences in sound. By
hearing their peers they will also be able to
learn.
O/C
P/W
20’

Task planning
S have Split into their teams. Each of the 3
teams in the class is given the same 5
sentences.
They must practise the sentences given by
reading them out loud and try to answer to
the questions displayed on the board.
In the next stage they will have to answer to
the questions with their phones in Socrative.
The aim here is to make them reflect on
what they have learnt and check if they are
able to apply it.
Collaborative work will make the task easier,
as they will have the chance to consult with
the team, since they just heard about this
grammar point a while ago.
Given that, T will clarify general doubts if
needed.
G/W 15’
Task Report
S have to get with their phones to
socrative.com/room number (displayed on
the screen)
Some yes/no questions will be displayed in
Socrative, so the previous exercise will be
transformed into a quiz.
This is an opportunity for T to show S that
grammar can also be learnt in another way.
It can also be fun.
As S have answered the questions previously
in their teams, this task will become faster
and easier, and S will be able to relax and
have fun for a while.
G/W 5’
Task analysis
The answers will be displayed on the screen,
and S will have to explain why they are right
or wrong.
This is the part in which S have to reflect on
what they have learnt. By asking questions
about “WHY” is that answer right or wrong,
they are interiorizing the grammar.
O/C 10’
Final Report
Individual results will be displayed on
screen. T will answer to individual doubts
this time.
This is the “metacognitive” part in which
they reflect on their own learning answering
questions such as “Why did I answered
that?”, “Do I understand the procedure? etc.
T will help to answer to these questions
individually.
O/C 10’

T will check that the videos can be displayed without problems.
T will ensure that all S understand the procedure of the class and will check S understanding
on it.
Some adults do not like games for learning. This will be taken into account by T and will try
to make everybody comfortable during the session, meaning that if any student does not
want to use their phones, they do not have to.
DIVERSITY
Fast learners or those students who need it, can do NEFSB p.89 Exercise 2 and 3 to
practise speaking and vocabulary by doing this exercise on the book.

SSEESSSSIIOONN 33

Detailed Lesson Plan of the Teaching Unit Section 6C Session: 3/ PART 1
Date:
16/03/15
Duration: 1h
Ellipsis and
substitution
Vocabulary on
the natural
world
Animal testing
Weak and
strong
pronunciation
of auxiliary
verbs
Adding
emphasis (cleft
sentences)
Vocabulary:
Immigration,
your city,
school, etc.
To understand the contents of the power point
presented in class.
Oral Comprehension
To understand the oral instructions of the teacher.
To report orally a presentation of their own work: a
dialogue.
To engage in conversations, discussions and
debates on the topic of immigration.
To communicate appropriately in class, given the
topic of immigration.
To write a clear and well- structured dialogue on
The topic of immigration.
session
Introduction
We project the 1st slide with the photo of
Jimmy and the headline. Asks S to talk in
pairs about the conditions Jimmy must live
in.
This is a warm-up activity to introduce S to
the topic. Any chance to improve their oral
skills is welcomed.
O/C 5’

Body
T asks S to think of possible fake conditions
Jimmy tells his family he is in. They have to
list the actual conditions vs the fake
conditions.
S write a short dialogue in pairs
S report their dialogues
We want to transform this activity into a
grammar activity that will be performed in
the second part of the class. As we are
going to work on cleft sentences, we want S
provide with contrast actions that will be
used to produce cleft sentences.
P/W
O/C
25’
Closing
T lists real conditions and fake conditions S
suggest from their previous work. (on the
board) We leave this there on the board.
T introduces cleft sentences (slide 6) by
asking S the difference in meaning of two
sentences.
With this, S can improve their writing and
oral skills. We leave the board ready for next
class. T explains this is going to be used.
By eliciting this question T makes S think on
the possible grammar point/cause.
(emphasis) and lets the door open to
introducing cleft sentences after the break.
O/C
O/C
15’
10’
T will check beforehand that the ICT items in the class are fully operative, so the power
point can be projected.
T will have a list of possible topic vocabulary to have in mind before the class.
The timing might a bit rough. The activities might take longer than expected. T has to
anticipate to timing problems by knowing that not all that activities can always be done; by
dynamiting the class and be also prepared for if activities are shorter than expected, by
having prepared additional materials. (e.g. exercises on the book)
DIVERSITY
The ppt of the session will be available on the classroom moodle.
Fast learners in the introduction part can perform NEFSB ex.F.1 on page 92-
A worksheet will be delivered to all S as homework practice.

Date:
16/03/15
Duration: 1h
Ellipsis and
substitution
Vocabulary on
the natural
world
Animal testing
Weak and
strong
pronunciation
of auxiliary
verbs
Adding
emphasis (cleft
sentences)
Vocabulary:
Immigration,
your city,
school, etc.
presented in class.
Oral Comprehension
To understand the overall message of an oral
extract on immigration.
To engage in conversations an discussions with
their peers to perform a task (producing cleft
sentences out of their own dialogue ideas)
To produce written answers and notes from an oral
text.
session
Introduction
Grammar explanation on CLEFT SENTENCES
They have been working on emphasis before
(inversions), so they will be able to
understand the conveyed meaning of the
grammar session.
O/C 15’
Body
S in pairs have to build cleft sentences
based on the dialogue ideas on the board.
They will be given points for each correct
answer.
Practice will help them acquire the grammar.
Working in pairs they can help each other.
This makes learning more dynamic.
P/W 10’

Closing
Listening (O/C) Immigrant story. They read
the questions first.
S will listen to an audio extract twice. T will
hand out an answer sheet for the listening.
T asks S for the answers to the listening
The transcript is handed out and answers
are posted on the screen. Homework: Try to
create cleft sentences using Paul’s story.
Once we have finished with the grammar
explanation and practice, we go back to the
session topic: immigration. We listen to this
real material from
http://immigrantcolorado.blogspot.com.es/?
view=snapshot. It will be a bit difficult,
because they do not have to catch simple
words, but they have to catch ideas. By
doing this T wants S be exposed to real
language materials. This can be a good
practice for the exam.
O/C
G/W
30’
The listening will be assessed by a Socrative quiz.
T will make sure that all multimedia materials are fully operative. T will have sent to the
mentor the audio clip to install it in the classroom computer. T will bring a copy of the
Socrative test in pdf, ready to be printed if necessary.
DIVERSITY
The ppt of the session and the Socrative pdf will be available on the classroom
moodle.
Anyone, but especially those students who need reinforcement, shall do NEFWB ex. 2
on page 55 to revise the same vocabulary given in class previously.
Homework: Cleft sentences on Paul’s story.

SSEESSSSIIOONN 44

Date:
18/03/15
Duration: 1h
Adding
emphasis
(cleft
sentences)
Vocabulary:
Immigration,
your city,
school, etc.
Vocabulary:
Immigration,
your city,
school, etc.
Cultural
differences
presented in class.
Oral Comprehension
To understand the overall message of an oral
extract and a video.
To engage in conversations an discussions with
their peers about a certain topic (cultural
differences)
To produce written to the exercises in the book.
session
Introduction
throughout the class.
T will introduce some questions about living
abroad and its advantages and
disadvantages. S have to tell each other in
pairs
T asks S to do exercises 1c, d and e on page
92. A listening will be displayed to perform
the task (6.11/6.12) S will listen about some
people’s experiences abroad. S have to fill in
a chart with information from the listening.
They do this exercise individually.
Answers will be checked on the board
(electronic book) T will drive S attention to
some expressions that appeared in the
listening and will ask students to guess what
they mean from the context.
This is a warm-up activity that allows T
introduce the topic and practice some
vocabulary and speaking.
Here S have the opportunity to practice their
listening skills individually, and at the same
time, they can learn some new words and
expressions.
O/C
P/W
10’

Exercise 1e is done in open class.
Body
Now T displays a video where S have to find
cultural mistakes. It is about a Chinese girl
who is introducing her fiancée to her
parents. Rich, the fiancé, is American.
S will have to check their answers with their
partner. Then, T will ask for the answers in
O/C and finally, the answers will be shown
on the board.
This activity will let S practice some oral
comprehension. I chose it because I found
the video really interesting. The cultural
mistakes are very strange, but, as they are
narrated, S can get them more easily. The
language input is a bit higher than S level,
but T thinks that S will be able to
understand the overall message, as words
are followed by images.
T displays the instructions on the board to
give time to think about what they have to
do for the task. T does the same with the
following quiz questions.
O/C
I/W
P/W
O/C
20’
Closing
T puts a blank sticker in her forehead and
asks one of the students to write down any
nationality on it. As the sticker is on her
forehead, she cannot see what is written on
it. T has to make questions and guess where
she is from (as it is written on the sticker)
Then, it is S turn to play the game in pairs.
As this is the last class, T wants to close it
with a game, to give all the sequence a
sense of fun.
This is a communicative task where S can
practice speaking while learning some
vocabulary… and have fun.
O/C 20’
T has a Socrative quiz prepared, in case the closing activity does not work.
DIVERSITY

Fast learners can do NEFWB p.60 Exercise 3 to practice reading on this topic.

Date:
18/03/15
Duration: 1h
Adding
emphasis
(cleft
sentences)
Vocabulary:
Immigration,
your city,
school, etc.
Vocabulary:
Immigration,
your city,
school, etc.
Cultural
differences
Words often
confused
presented in class.
To engage in conversations and discussions with
their peers about a certain topic. (Words often
confused) to perform a quiz.
To produce written answers to the exercises in the
book.
session
Introduction
throughout the class. This class will be on
vocabulary.
T displays a ppt with examples of words that
are confused.
S have to think of similar examples that T
writes down on the board.
Here T tries to explore S previous knowledge
on this kind of words. This will also help S to
think about the spelling and pronunciation of
both words.
T will have to make descriptions of the
words; therefore they will have to make use
of their speaking skills and vocabulary to
perform the task.
O/C 10’ S oral skills will be assessed here (Rubric 2)
Body
T asks S to do exercise 5 on page 95.
The answers to the exercise will be
displayed on the screen.
These words are meant to appear in the
final exam, so T finds important to practice
them by doing this exercise.
I/W 20’
Closing
T displays an exercise on the screen (fill in
the gaps on confusing words)
T wants to give S time to familiarize with the
questions before the Socrative quiz is
G/W 25’ This part will be assessed by a Socrative quiz.

T have to meet their teams and prepare
their phones for the task.
The results of the test will be displayed on
the screen and then, analyzed.
displayed.
This is an opportunity to practice similar
vocabulary in a different way. This is a
chance for S to learn by doing, and a funny
way to finish the TU. It started with a
Socrative quiz, and it ends with another one.
DIVERSITY
Those students, who want, can do NEFSB p.95 Exercise c, to practice vocabulary and
speaking.
Anyone, but especially those students who need reinforcement, shall do NEFSB ex. an

TTuuttoorriinngg sseessssiioonn

TUTORING SESSION Date: Duration: 1h
Oral comprehension
To understand the overall message, argumentative lines and relevant details of oral texts on concrete and abstract topics in
standard language, performed at normal speed, from face to face conversations.
To perform long speeches and presentations, with different objectives and tasks, structured coherently and comprehensively.
To engage in conversations, discussions and debates on general topics, arguing their opinions and using appropriate discursive strategies.
To communicate appropriately, in a variety of situations, on a wide range of topics related to areas of their own interest.
Reading comprehension
To understand long texts of certain complexity on concrete and abstract topics, without difficulty, identifying main ideas and communicative intention, and
finding specific information.
To draw conclusions of clearly-structured argumentative texts.
Procedure Methodology I Materials T How assessment is implemented in the
session
PRE-PHASE: INSTRUCTIONS AND READING
T gives overall instructions. S have 5’ to read
their texts.
This phase is essential to let S familiarize
with the task procedure. This stage shall let
S think and organize what they are going to
say.
O/C 5’
T takes notes on the assessment sheet (Rubric 4),
which is based on EOI’s oral expression and
interaction assessment criteria.
PHASE 1: INDIVIDUAL PART
S have to read a text and summarize it
orally. After that they have to relate to a
personal experience/opinion on the topic.
This stage is for S to show individual
command of language.
S/S 10’
PHASE 2: COOPERATIVE PART
S have to answer to some given questions
on the topic and give their opinions in turn,
trying to maintain a conversation on the
topic.
Here S have to show their communicative
skills, as well as their command of language.
S/S 10’

GGeenneerraall aasssseessssmmeenntt ccrriitteerriiaa

3
See Decree 4/2009 (2009/1/13) published at DOGC 5297 on 2009/1/ 15.
RUBRIC 1 : COMPETENCES AND SUMMATIVE ASSESSMENT CRITERIA BASED ON THE EOI CURRICULUM3
CRITERIA OF EOIs
KEY COMPETENCES BY SKILLS Intermediate Level - L4 Advanced Level - L5 Advanced Level - C1
ORAL EXPRESSION AND
INTERACTION
Present simple and prepared presentations on topics of
their interest, explaining the important points with some
accuracy.
Initiate and participate in conversations and discussions in
standard language, or general topics related to their
interests, respecting social conventions.
Communicate consistently and comprehensively in
everyday and learning situations, being able to tell a
story, share ideas and information and express feelings.
Perform long speeches and presentations, with different
objectives and tasks, structured coherently and
comprehensively.
Engage in conversations, discussions and debates on
general topics, arguing their opinions and using appropriate
discursive strategies.
Communicate appropriately, in a variety of situations, on a
wide range of topics related to areas of their own interest.
Produce, with a high degree of grammatical correctness
and a broad lexical repertoire and precision , well-
structured, clear and detailed texts on different fields (
personal , social , professional and academic ), and on
diverse subjects, with different functions , even on
emotional, allusive or humorous uses , in interaction
and directed to a single contact, small group or
collective wide audience .
Express themselves spontaneously, with flexibility and
fluidity and almost without effort, in a variety of
situations, using, where appropriate, the Information
and Communications Technology to formulate ideas and
opinions with precision and take and keep the word and
easily relating their own contribution to the discourse of
the other partners, using a wide repertoire of
vocabulary and structures, and replacing shortcomings
easily with the use of appropriate strategies.
Summarize and synthesize information from texts of
different types and complexity.
Select the appropriate style and register according to
the speaker or speakers.
WRITTEN EXPRESSION AND
INTERACTION
Write short texts about facts and events that address to a
variety of general topics, adapting vocabulary and
structures to the topic and the communicative situation.
Write personal informal and semi- formal letters, following
the appropriate conventions and formats to each type of
Write long , clear and well- structured texts with different
objectives and functions over a wide range of topics ,
arguing and expressing their opinions, and highlights with
precision and mastery of different registers.
and a broad and precise lexical repertoire, clear,
detailed ,cohesive and well-structured texts of any
length, for many purposes, different functions and
different levels ( personal , social , professional and
academic).

text.
Express themselves with flexibility, fluidity and almost
effortlessly , using , where appropriate, the Information
opinions accurately and easily relating their own
contribution to the discourse of the other partners ,
filling the gaps with the use of appropriate strategies.
different types and complexity issues in different areas
with a high degree of grammatical correctness and the
use of a broad lexical repertoire and rich.
Select the appropriate style and register depending on
the reader.
ORAL COMPREHENSION
Understand the overall message and easily identifiable
main ideas and details in oral texts on general topics, in a
clearly articulated standard language, at a normal speed,
in face to face conversations.
Understand the essentials of oral texts issued by the
media on issues of everyday life and their own interests.
Understand the overall message , argumentative lines and
relevant details of oral texts on concrete and abstract topics
in standard language , articulated at normal speed , from
various sources ( media , movies, lectures, speeches,
recorded messages , telephone and face to face
conversations )
Understand, in some detail , and without much effort
even in acoustic non-favourable conditions-
,conceptually
and linguistically complex oral texts on concrete and
abstract topics , though not being on their specialty ,
articulated at normal speed or faster, if accent is not
unfamiliar or there is time to get used to it.
Recognize and use the implicit and connotative and
allusive uses of the language when there is
sufficient context, as well as identify the meaning of a
wide range of idiomatic and colloquial expressions.
Identify changes in register and recognize non-standard
varieties of language and specific language of a social,
generational or professional group.
WRITTEN COMPREHENSION
Understand the main ideas and locate specific information
in texts of varying length and type on general topics and
identify their communicative intention.
Understand long texts of certain complexity on concrete
and abstract topics, without difficulty, identifying main ideas
and communicative intention, and finding specific
information.
Draw conclusions of clearly-structured argumentative texts.
Understand conceptually and linguistically rich and
complex long texts in detail on concrete and abstract
topics , whether related to their field of professional
specialization , or not ; grasp the implicit connotative
and allusive uses of the language and subtle nuances ,
as well as identifying the meaning of a wide range of
idiomatic a colloquial expressions whenever they can
re-read the sections that can be difficult.
MARK: C (UNDER AVERAGE) = NOT A PASS MARK: B ( AVERAGE) = PASS MARK: A (OVER AVERAGE) = PASS

RUBRIC 2: ORAL EXPRESSION AND INTERACTION (To assess each task report during the TU)
Intermediate Level - L4 Advanced Level - L5 Advanced Level - C1
Present simple and prepared presentations on topics of
their interest, explaining the important points with some
accuracy.
Perform long speeches and presentations, with
different objectives and tasks, structured coherently
and comprehensively.
and a broad lexical repertoire and precision , well-
structured, clear and detailed texts on different fields (
personal , social , professional and academic ), and on
diverse subjects, with different functions , even on
emotional, allusive or humorous uses , in interaction
and directed to a single contact, small group or
collective wide audience.
Initiate and participate in conversations and discussions in
standard language, or general topics related to their
interests, respecting social conventions.
Engage in conversations, discussions and debates on
general topics, arguing their opinions and using
appropriate discursive strategies.
Express themselves spontaneously, with flexibility and
fluidity and almost without effort, in a variety of
situations, using, where appropriate, the Information
opinions with precision and take and keep the word and
easily relating their own contribution to the discourse of
the other partners, using a wide repertoire of
vocabulary and structures, and replacing shortcomings
easily with the use of appropriate strategies.
Communicate consistently and comprehensively in
everyday and learning situations, being able to tell a
story, share ideas and information and express feelings.
Communicate appropriately, in a variety of
situations, on a wide range of topics related to areas
of their own interest.
different types and complexity.
Select the appropriate style and register according to
the speaker or speakers.
MARK: C: (Under Average: 5-6) (Pass is 6,5) MARK: B:6-7 (Pass) MARK: A (OVER AVERAGE) = 8-10

RUBRIC 3: SUMMATIVE ASSESSMENT ON CLASSROOM PARTICIPATION AND INTEREST
Approaching Expectations
C RANGE: 5-6
Meets expectations
B RANGE: 7-8
Exceeds expectations
A RANGE: 9-10
A B C
Listens to others, but might not be always respectful or
considerate.
Usually stays on task and listens to others Listens attentively
Attempts to stay on task, but may be sometimes
distracted
Rarely talks while others are talking Does not talk while others are talking
Sometimes contributes with an interesting comment or
question
Contributes with several comments and questions that
are interesting for the class.
Contributes a steady flow of questions or comments
that enhance classroom dynamics.
Non-verbal send mixed signals about interest and
attention to tasks and people
Non-verbals indicate interest and attention to tasks and
people most of the time.
Non-verbals indicate interest and attention to tasks and
people.
Sometimes contributes with an interesting comment or
question
Offers relevant and thoughtful comments during class
discussion.
Offers relevant, insightful and thoughtful comments
during class discussion.
Occasionally evidences ongoing interaction with peers Often evidences ongoing interaction with peers Frequently evidences ongoing interaction with peers

TUTORIAL: ASSESSMENT ON ORAL EXPRESSION AND INTERACTION (Rubric 4)
FULFILLED
ALMOST
FULFILLED
SCARCELY
FULFILLED
NOT
FULFILLED
4 3 2 1
PART
1
EXPOSITION
The performance corresponds perfectly to the task. It is clear, consistent and fluid. The candidate structures their speech
logically and efficiently.
PART
2
INTERACTION
The candidate participates confidently and perfectly follows the thread of the conversation. Knows how to take and give the
word and how to develop ideas and argue expressing themselves appropriately to the situation. Contributes to the
maintenance of the conversation and their contributions give coherence to the whole conversation.
PARTS
1/ 2
Pronunciation
The pronunciation is correct. The accent, intonation and rhythm are specific to the target language, although some influence
by L2 is detected.
Grammar
The candidate uses a wide range of syntactic and morphological elements correctly and without errors.
The vocabulary is rich, accurate and appropriate. It allows the candidate to express everything you want to say fluently and
with nuances.
Comments Teacher’s notes on the performance
TOTAL SCORED (Maximum 20 points)

AAddddiittiioonnaall aasssseessssmmeenntt mmaatteerriiaallss

MY WRITING PLAN
WHO (Audience)
WHAT (letter, essay, etc.)
TOPIC (What are you going to talk
about?)
DISTRIBUTION OF THE MAIN IDEAS
(Organize your ideas throughout the
text)
Introduction Body Closing
VOCABULARY
(Write down some of the words you
might need)
LINKING WORDS OR EXPRESSIONS
(You must use at least 5 linking
words and 3 linking expressions)
IDEAS FOR THE TITLE
(The title must be original and
engaging, so, give it a thought!)

TEAM ASSESSMENT GRID
ASSESSED TEAM:
Acceptable
Good
Verygood
Impressive
DELIVERY COMMENTS
Was the pace of the speech, or flow
of ideas, too fast or too slow?
Was the presenter making eye
contact across the audience?
Was the presenter’s posture upright
and confident?
Was timing accurate?
CONTENT/ORGANIZATION
Were content and approach relevant,
interesting and engaging?
Was the structure of the speech
clearly outlined?
Was content appropriate to the
audience and context? (EU)
Was the vocabulary appropriate for
the topic and audience?

SELF CORRECTION GRID FOR WRITINGS
Name: Date: Class: Writing Topic:
SENTENCE OR WORD I FIRST
USED
Circle the error type NEW PROPOSAL
^ # WO WW VF WF T P A ? Sp

SELF LEVEL CHECK
STAGE A STAGE B STAGE C A B C
Production
WrittenProduction
I can write straightforward connected
text on topics, which are familiar, or
of personal interest
I can write clear, detailed texts on a
wide range of subjects related to my
interests. I can write an essay or
report, passing on information or giving
reasons in support of or against a
particular point of view.
I can express myself in clear, well-
structured text, expressing points of
view at some length. I can write
detailed expositions of complex
subjects in an essay or a report,
underlining what I consider to be the
salient issues. I can write different
kinds of texts in a style appropriate
to the reader in mind.
SpokenProduction
I can connect phrases in a simple
way in order to describe experiences
and events, my dreams, hopes
& ambitions. I can briefly give
reasons and explanations for opinions
and plans. I can narrate a story or
relate the plot of a book or film and
describe my reactions.
I can present clear, detailed
descriptions on a wide range of
subjects related to my field of interest.
I can explain a viewpoint on a topical
issue giving the advantages and
disadvantages of various options.
I can present clear, detailed
descriptions of complex subjects
integrating sub-themes, developing
particular points and rounding off
with an appropriate conclusion
Interaction
Written
Interaction
I can write personal letters describing
experiences and impressions.
I can write letters highlighting the
personal significance of events and
experiences.
I can express myself with clarity and
precision, relating to the addressee
flexibly and effectively in an assured,
personal, style.
SpokenInteraction
I can deal with most situations likely
to arise whilst travelling in an area
where the language is spoken. I can
enter unprepared into conversation
on topics that are familiar, of personal
interest or pertinent to everyday life
(e.g. family, hobbies, work, travel and
current events).
I can interact with a degree of fluency
and spontaneity that makes regular
interaction with native speakers quite
possible. I can take an active part in
discussion in familiar contexts,
accounting for and sustaining my views.
I can express myself fluently and
spontaneously without much obvious
searching for expressions. I can use
language flexibly and effectively for
social and professional purposes. I
can formulate ideas and opinions
with precision and relate my
contribution skilfully to those of
other speakers
Reception
Reading
I can understand texts that consist
mainly of high frequency every day or
job-related language. I can
understand the description of events,
feelings and wishes in personal letters
I can read articles and reports
concerned with contemporary problems
in which the writers adopt particular
stances or viewpoints. I can understand
contemporary literary prose.
I can understand long and complex
factual and literary texts, appreciating
distinctions of style. I can understand
specialized articles and longer
technical instructions, even when they
do not relate to my field
Listening
I can understand the main points of
clear standard speech on familiar
matters regularly encountered in work,
school, leisure, etc.
I can understand extended speech and
lectures and follow even complex lines of
argument provided the topic is
reasonably familiar.
I can understand extended speech
even when it is not clearly structured
and when relationships are only
implied and not signalled explicitly. I
can understand television programmes
and films without too much effort.

SELF APPRAISAL
Over the next few lines, I will try to evaluate my teaching during the practicum phase. I will
comment on different aspects that affect the teaching act, as the learning atmosphere in the
classroom, the motivational element, the teaching approach (teacher-centred/student-
centred), self-managing techniques on presentation, or the nature and quality of
assessment.
I would like to underline that becoming a teacher is not an easy task, as becoming a good
teacher is even harder. It requires a lot of experience, motivation and resistance to failure.
As teachers, we often shall find that everything we programmed for a certain session could
have been implemented differently or simply did not work at all. Therefore, a teacher must
be resilient to frustration but proactive. I tried to meet both needs. Despite coping with
frustration at these early stages provokes a large amount of stress, I think I managed quite
well, simply because the fulfillness of teaching erased all the negative thoughts I could have
had.
As for the learning atmosphere I have to say that I tried my best to encourage pupils to
express and examine their ideas and opinions. I attempted to develop empathy among
members of the class and encouraged students with constructive feedback.
Regarding the motivational environment required in a L5 language class, I have to say that I
approached my lessons with enthusiasm, though am conscious of the fact that I might need
some more practice over some presenting aspects, such as voice tone management or
giving information to students always in advance. Surprisingly enough, I feel I was quite
good at “drama”, and also think that I managed quite well at encouraging students’ work.
Moreover, I tried to maintain a judicious balance between “teacher-centred” and “student-
centred” activities, though I could experience that students sometimes needed some more
time to prepare and do the proposed tasks. Eventually, though, most of the task could be
finished at a reasonable time.
I would like to mention that I tried to provide writing and oral assignments that required
critical thinking4
. I used assignment sheets and programmed learning materials of my own
confection5
; I provided my own assessment materials and gave students the opportunity to
assess their peers6
or self-evaluate their own language proficiency. Finally, I would like to
add that Socrative proved to be a fantastic tool to help students assess their learning, by
displaying charts of results that could be either individual or by groups.
All in all, I tried to be respectful towards students, tried to build self-confidence in each
student, by giving them positive feedback and making them understand that failure forms
part of the learning process, trying to be approachable and with a sympathetic ear, when
needed.
4
E.g. Second session animal debate’s part.
5
See the “writing plan”, wich I am proud to say that shared with one of the teachers of the EOI (Ribamar, L4)
6
See session 2.

43
BIBLIOGRAPHY
DECRET 4/2009, de 13 de gener, pel qual s’estableix l’ordenació i el currículum dels
ensenyaments d’idiomes de règim especial.
Harmer, J. (1989) 3rd
Edition. The practice of English Language teaching, Longman, London.
Lightbown, P.M. & Spada, N. (2013) 4th
Edition. How languages are learnt. Oxford University
Press. Oxford.
Resolució de 20 de juny de 2014 per la qual s’aproven els documents per a l’organització i la
gestió dels centres per al curs 2014-2015.

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