London - Didactic Guiguelines
General guidelines for teachers
"London" is part of the "English Speaking cities" projects. These projects can be done either following a pre-established order or without following it. There are activities to do individually, in pairs or collaboratively in groups of 2 / 3 people. Teamwork is really important in these series of projects because they have to work collaboratively to produce the challenge of each of the projects. If you wish to read a little bit more about the importance of teaching your students teamwork, click on the following link: importance of teamwork. following link: importance of team
Each project is student-centred and has several areas of interest:
In each project, students have to accomplish a task, which is different in each project. There is a visit to an English-speaking city in every project and each session of work is designed to happen in a famous landmark of the city.
There is also a challenge in each project, where they have to design collaboratively a Google Sites with information about each of the cities they are visiting along the projects. They are expected to actively work with information and communication technologies. They have to complete a Google Site with certain information about the city that students have to search on the Internet.
Students also have to complete a learning diary, 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 Google Site of their project. among other questions.
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.
All the following sections published in this guide for teachers are referred to the "London" project.
Assessment
For assessment, both you as a teacher, and your students, are expected to use the rubric: Assessment rubric 'Project London'.
This project is designed to be assessed following this pattern:
The Teacher will evaluate the challenge (article of opinion) and the Google Site Project (London) following the rubric. It will be 40% of the final score.
The partners will carry out peer assessment on the Google Site Project 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 outcomes.
Timing
The London project is designed to be worked in at least ten different sessions, each of them lasting one to two hours of class, taking into account that some of them may take a little bit longer. Each session takes place in a different landmark of the city of London.
Sometimes, it can be prepared in advance by students following the flipped classroom approach: students can watch some of the videos, listen to a recording, search some information at home and the tasks can be done in class with teachers and students discussing and solving questions.
The timing is, obviously, approximate. It will depend on the learning pace of the students and of their interests and the activities done in class.
Resources
There is a list of resources that both teachers & students can use in order to know more about how to use ICT for the different tasks in this "London" project.
How to...?
Mind map
Key Competences
At the end of the project the student will have worked and developed specific competences:
Knowing and using vocabulary regarding different ways of entertainment and free time for teenagers,
Revising the use of the present simple to write an article of opinion,
Revising the use of adverbs of frequency and question words,
Making conversations to answer and ask for opinions,
Working collaboratively in groups,
Evaluating their own work and their partners', giving opinions and feedback.
Social and civic competence
Students will also develop different ICT competences:
Sharing and working using Google Sites,
Recording a video of their dialogues and editting it with an online tool https://www.wevideo.com/
Starting running a blog which they are going to use as a portfolio.
Brainstorming their ideas using http://en.linoit.com/
Contents
At the end of the project, students will have worked on:
Present Simple and its forms.
Adverbs of frequency.
How often...?
Asking and giving opinions.
Discourse Type: article of opinion.
Reading activities: Menu at a restaurant.
Listening activities regarding London.
Vocabulary: entertainment, restaurants and things to do in London.
Learning standards (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.