Level<\/strong>:<\/p>\n 3\u00baD<\/p>\n Date<\/strong>: 3rd<\/sup>-17th<\/sup> February (2nd<\/sup> term).<\/p>\n Final Task<\/strong>: Flipbook of a relative’s biography.<\/p>\n My secondary school is placed in a working and humble neighbourhood<\/b>, made up of a variety of families of different sociocultural and socioeconomic levels. This requires the school to adapt its educational response. 3rd CSE-D<\/b> is a mixed ability group<\/b>, and it is quite heterogeneous <\/b>because we can find different learning rhythms and motivation<\/b>. Some of the students roughly fall within the category of \u201cbasic users\u201d of English, according to the CEFR<\/i><\/b>. There are four students who repeat<\/b> the course and a student with ADHD<\/b>.<\/p>\n In the second term, the learning framework relates to past events. Working on the past allows students to explore the lives of people who belong to their families and have made a difference in the world. It can also help students to develop their research, writing, and critical thinking skills, as well as their creativity, imagination, feelings and emotions. Through this unit, they can discover new aspects of their families, express their socio-affective relations, and share their knowledge with others. <\/p>\n The main goal is that students learn how to write a biography. In doing so, they are able to:<\/p>\n explore history, culture, and more through an individual’s achievements and experiences (stage objectives \u2018c, j\u2019).<\/p>\n<\/li>\n find inspiration in stories of people overcoming challenges and contributing to the world (stage objective \u2018a\u2019).<\/p>\n<\/li>\n practise expository writing and revise the use and form of the past tense (stage obj. \u2018i\u2019).<\/p>\n<\/li>\n organise information chronologically and coherently for an engaging final presentation (stage objective \u2018l\u2019).<\/p>\n<\/li>\n<\/ul>\n The final task consists of writing a biography <\/i><\/b>about one of the students’ relatives, making a flipbook<\/i><\/b> and presenting<\/i><\/b> it to the rest of the class.<\/p>\n ASSESSMENT CRITERIA 1.1. Extract and analyse the global meaning and the main ideas from oral, written and multimodal texts on everyday issues.<\/p>\n CONTENTS (BASIC KNOWLEDGE) <\/strong><\/p>\n LEX.3.A.2.<\/strong> Basic strategies to understand oral, written and multimodal texts, and techniques to extract the main and secondary ideas.<\/p>\n LEX.3.A.5.<\/strong> Recognition of the context, organisation and structuring according to genre, textual function and structure.<\/p>\n LEX.3.A.7.<\/strong> Vocabulary of common use and of interest to students daily life: family, jobs and professions, verbs, etc.<\/p>\n ASSESSMENT CRITERIA 2.1. Express orally medium extension texts, structured and appropriate to the communicative situation on personal relevance, to explain and describe in different supports and gradually autonomous.<\/p>\n CONTENTS (BASIC KNOWLEDGE)<\/p>\n LEX.3.A.4. Commonly used communicative functions: introduce oneself, describe people, narrate past events, paraphrase and summarise.<\/p>\n LEX.3.A.6. Linguistic units of meanings associated with the expression of space and spatial relations, time and temporal relations, affirmation, denial and logical relations.<\/p>\n LEX.3.A.7. See above.<\/p>\n LEX.3.A.8. Commonly used sound, accent, rhythmic and intonation patterns.<\/p>\n ASSESSMENT CRITERIA 3.1. Plan and collaborate actively, through different supports, in interactive situations, on daily issues close to their experience, adapting to different genres, showing initiative, empathy and respect for linguistic courtesy, as well as for the different ideas, concerns and motivations of the interlocutors, determining responsible communication<\/p>\n CONTENTS (BASIC KNOWLEDGE)<\/p>\n LEX.3.A.8. See above.<\/p>\n LEX.3.B.1. Strategies and techniques to respond effectively and with increasing levels of fluency, adequacy and correctness to a specific communicative need despite the limitations derived from the level of competence in the foreign language and in the other languages of one’s linguistic repertoire<\/p>\n ASSESSMENT CRITERIA 4.1. Infer, analyse and explain brief and simple texts and messages, showing respect and empathy for the interlocutors, relying on various resources.<\/p>\n CONTENTS (BASIC KNOWLEDGE)<\/p>\n LEX.3.A.1. Self-confidence and initiative. Error as an integral part of the learning process and an instrument for improvement. Respect for intellectual property and copyright on the sources consulted.<\/p>\n LEX.3.A.3. Knowledge, skills and attitudes that allow carrying out mediation activities in everyday situations.<\/p>\n LEX.3.C.1. The foreign language as a source of information and as a tool for social participation and personal enrichment.<\/p>\n ASSESSMENT CRITERIA <\/p>\n 5.2. Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign language, in real situations with support from other participants and analog and digital tools adapted to an intermediate level of complexity for oral and written co-production.<\/p>\n CONTENTS (BASIC KNOWLEDGE)<\/p>\n LEX.3.B.1. Strategies and techniques to respond effectively and with increasing levels of fluency, adequacy and correctness to a specific communicative need.<\/p>\n LEX.3.B.2. Commonly used strategies to identify, organise, retain, recover and creatively use linguistic units, lexicon, morphosyntax, sound patterns, orthographic, based on the comparison of the languages.<\/p>\n 5.3. Register and analyse the progress and learning of foreign languages by selecting the most effective strategies to overcome the difficulties and consolidate their learning, carrying out self-assessment activities.<\/p>\n CONTENTS (BASIC KNOWLEDGE)<\/p>\n LEX.3.A.1. See above.<\/p>\n LEX.3.B.3. Commonly used strategies and tools for self-assessment, co-assessment and self-repair, analog and digital, individual and cooperative.<\/p>\n ASSESSMENT CRITERIA 6.1. Act adequately, empathically and respectfully in common intercultural situations, building links between different languages, rejecting any type of discrimination, prejudice and stereotype in daily communicative contexts.<\/p>\n CONTENTS (BASIC KNOWLEDGE)<\/p>\n LEX.3.C.3. Cultural patterns of the foreign language and sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships.<\/p>\n LEX.3.C.4. Commonly used social conventions; non-verbal language, linguistic courtesy and digital etiquette; culture, customs and values of countries where the FL is spoken.<\/p>\n Based on the Decree 102\/2023. Art.6. Pedagogical principles, this unit follows a project-based learning (PBL) method together with learning stations and flipped classroom. It helps students develop skills such as critical thinking, collaboration, creativity, and communication, as well as deep content knowledge. Regarding a biography as a non-fiction text that tells the story of someone\u2019s life, highlighting their achievements, challenges, and experiences, involves students in research, reflection and, at the same time, dealing with Sustainable Development Goals, by sharing knowledge about influential individuals and gender equality (4\/5) and with the Andalusia\u2019s culture as a cross-curricular topic. This unit is directly related to other linguistic subjects (Spanish and French), art, in which students will design and draw their relatives\u2019 portraits to make the flipbook and ICT, since students will develop the activity in google slides.<\/p>\n All lessons include a warm-up activity (think outside the box, tongue-twister, word-ladder, brain teaser. Regarding the grouping, students will work individually on learning stations. As far as resources are concerned students will use their notebook, oral and written texts, worksheets and their flipbook. As a final task, after every lesson, students will complete their learning logs.<\/p>\n The lessons\/activities students will do in this teaching unit\/learning situation are the following:<\/p>\n Initial assessment<\/a> and working with vocabulary related to family, verbs, etc. Memory game, crossword and wordsearch, fill-in-the-blanks<\/a>\u2026 + Google classroom (flipitty cards<\/a>) for revision. + Flipped classroom<\/a>.<\/p>\n Read about what a biography is and how it is structured<\/a> + apart from analysing the different information included in the text. Grammatical aspects: past simple liveworksheets <\/a><\/strong>and story cubes<\/a>.<\/p>\n Listen to different videos dealing with biographies and answer some questions about them, paying attention to the different elements included in a biography:<\/p>\n Video-Audio Material<\/b><\/p>\nContextualization<\/h2>\n
Justification\/Objectives<\/h2>\n
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Description of the Final Task<\/h2>\n
Curricular elements<\/h2>\n
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Methodology<\/h2>\n
Lessons Sequence<\/h2>\n
1<\/h2>\n
2<\/h2>\n
3<\/h2>\n