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GUIDED ACTIVITIES 1-2

Brittany Gray
Curso 2013-2014

Aprendizaje y enseanza
Aspectos especficos de la especialidad de Lengua Extranjera

M s t e r U n i v e r s i t a r i o e n F o r m a c i n d e l P r o f e s o r a d o d e E d u c a c i n
S e c u n d a r i a O b l i g a t o r i a ,
B a c h i l l e r a t o , F o r m a c i n P r o f e s i o n a l y E n s e a n z a d e I d i o m a s .

Brittany Gray

Guided Activites 1-2

Introduction
This didactic unit has been designed for the 2nd of ESO and has been developed
in accordance with the following legal documents:

Organic Law of Education 2/2006 (LOE), May 3rd, and the modifications it
has been subjected to by the Organic Law of Education 4/2011, March 11th,
which requires all ESO students to communicate effectively in at least one
foreign language.

Royal Decree 1629/2006, December 29th, establishing basic guidelines for

and the later Royal Decree 1146/2011, July 29th

Royal Decree 291/2007, September 14th, a regional decree in the

Autonomous Region of Murcia established by the Secondary Compulsory
Education curriculum

Royal Decree 23/2007, May 10th, which lays down the assessment criteria
needed to evaluate students of this level

IES Juan Carlos I is a public secondary school that can be found just outside the
city center of Murcia in a working class neighborhood. The school itself is fairly
new, as it was opened in 1992, and it offers modern and up-to-date equipment and
facilities. There is also a bilingual program for students who wish to study in French
or English and a gifted students program for those who learn at a faster pace.

The area in which the school is located is one of middle to high socio-economic
standing, therefore the majority of the students at the school are well taken care of
and many even have complementary private classes in various subjects.
Objectives

To learn vocabulary related to Christmas

To get to know holiday traditions from around the world

Brittany Gray

Guided Activites 1-2

To learn and understand grammar points: present simple and adverbs of

frequency

To efficiently ask and answer questions in present simple

To be able to describe and also write about Christmas traditions around

the world

To understand people talking about their holiday traditions

Competences
According to the reference framework the following eight competences are to be
considered:

1. Competence in linguistic communication
2. Mathematics competence
3. Competence in the knowledge and interaction with the physical world
4. Treatment of the information and digital competence.
5. Social and civic competence
6. Cultural and artistic competence
7. Competence for learning to learn
8. Personal autonomy and initiation

This didactic unit has been designed with these competences in mind,
specifically the competence in linguistic communication. Most of the activities
require students to communicate effectively with one another and also with the
teacher. Emphasis is also placed on treatment of the information and digital
competences, as we will be learning from videos on the web and making power
points to present to the rest of the class. Cultural and artistic competences also play
a great role in this didactic unit because we will be learning about how various
cultures celebrate Christmas around the world.

Brittany Gray

Guided Activites 1-2

Contents
Listening, speaking

Oral presentation based on

country of choice
Understand online video in which
children discuss holiday
traditions in their countries
Questionnaire in pairs where
students formulate questions in
present simple about global
Christmas customs

Reading, writing

Knowledge of Language

Socio-cultural aspects

Reading on Christmas in Australia

and Hanukkah
Students write texts to include in
their power point presentations
on their country of choice
Linguistic functions and Grammar
Present simple
Adverbs of frequency
Lexis
Christmas vocabulary
Country names and adjectives
Phonetics
Words beginning with S,
avoiding es sound common
in Spanish speakers
[s]/[z] discrimination practice
Reflection on Learning
Active participation in pair work,
classroom discussions and
individual presentations
Understanding of Christmas
traditions around the world
Application of TIC in order to find
information on a global scale
Identification of various religious
and winter solstice celebrations
and customs and understanding
that there are many ways of
celebrating Christmas

Brittany Gray

Guided Activites 1-2

Criteria of Evaluation
Apart from the four skills (reading, listening, speaking and writing) students will
also be assessed on their attitude and classroom procedures. The majority of the
evaluation will be done by observation, but the students will also be given a self-
evaluation sheet where they can evaluate all of the aforementioned criteria. The
evaluation will be mainly formative, assessing the students on-going work and
effort.

Contents (60%)
Listening (15%):

Video listening Christmas around the world and comprehension questions

Understanding of classmates oral presentations

Speaking (15%):

Direct observation of class participation, pair work and also of questions

formulated and asked at the end of classmates presentations

Evaluation of oral presentation

Reading (15%):

Reading comprehension questions on Christmas in Australia

Reading comprehension questions on Hanukkah

Writing (15%)

Composition of power point content

Present simple grammar homework

Procedures (20%)

Completion of homework

Note taking in class

Completion of final project

Brittany Gray

Guided Activites 1-2

Participation in and completion of classwork

Attitude (20%)

Effort

Participation

Attitude

Attendance

Motivation

Behavior

Interest