- Didactic Guidelines -

Didactic proposal

A TV Programme is the fourth resource included in the series of open educational resources entitled What a Digital World! and it has been designed for EFL students of 2nd year of CSE. However, as a teacher, you can implement this material on other levels by adapting or modifying its contents.

The topic of this resource is television, a technological device that is still an important entertaining and informative source for many people despite the modern online streaming platforms that more and more teenagers use nowadays.

This project will enable students to learn and develop contents, procedures and attitudes related to the basic knowledge areas of communication, multilingualism and intercultural values of the new educational curriculum. Here, for example, students will find out and report about people's viewing habits and will have the chance to describe a TV guide and explain about the contents of several TV programs.

A TV Programme-Canvas — *Download this Didactic Guideline in editable format or in PDF.*

By working on this resource, students will face some individual activities, but also some collaborative tasks and a final project in which they will use all their knowledge and will demonstrate how able they are to develop and consolidate some specific and key competences in several learning situations similar to those in which people may get involved in real life.

A TV Programme has been designed to achieve the following objectives:

to learn while working on a project.
to encourage collaborative work, since most assignments require information sharing and interaction with other students.
to foster students' self-learning process by using IT resources.
to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks in which they must produce their own oral and written messages.

The project includes several stages that students will need to go through to eventually do the final challenge based on the design and production of a TV magazine. Within this learning resource, relevant language contents can be practised and a wide range of tasks (named missions in this OER) is presented so that students get encouraged to practise and improve the linguistic skills required for their final output.

About the project is the first section of the project containing information about the channels that students will use to publish and share all their work as we think that they will be happy to showcase their outputs to both, familiy and classmates. From the wide range of websites and social networks available, we suggest that students have their own site at weebly.com, just like a portfolio, where they can post all their work and complete a Learning diary that will help them reflect on their own learning process.

Encourage students to design their site following a clear structure. Their site must contain at least these pages:

Homepage, the first and main page which must include a title, index, images and a description of the project.
My writing guide. This page will include all the student's writing tasks and tips for good writing.
Key vocabulary . Students will include here links to the wordmaps and charts that they create using key vocabulary.
My digital resources.. On this page, students will publish the links to the digital material that they will have created in their tasks like a TV guide or a video explaining different professional tasks within the world of television.

On the other hand, students can use Pinterest to share their outcome with the people they like. Google drive apps will be also used for writing texts and preparing presentations collaborativelly. Besides, students can collect and add notes about vocabulary and grammar using online tools such as Cacoo and Canva.

The other stages of this resource are listed in the Learning Path section of this didactic guideline, in which we have included the learning objectives as well as the recommended timing for each stage of the project.

Curricular Framework

Competencias clave

Competencia en comunicación lingüística (CCL)
Competencia Plurilingüe (CP)
Competencia en conciencia y expresiones culturales (CEC)
Competencia digital (CD)
Competencia personal, social y de aprender a aprender (CPSAA)
Competencia ciudadana (CC)
Competencia emprendedora (CE)

Competencias específicas y criterios de evaluación

Competencia específica 1: Comprender e interpretar el sentido general y los detalles más relevantes de textos expresados de forma clara y en la lengua estándar
Criterios de evaluación 1.1. Interpretar y analizar el sentido global y la información específica y explícita de textos orales, escritos y multimodales breves y sencillos sobre temas frecuentes y cotidianos, de relevancia personal y próximos a la experiencia del alumnado 1.2. Seleccionar, organizar y aplicar de forma guiada las estrategias y conocimientos más adecuados en situaciones comunicativas cotidianas para comprender el sentido general, la información esencial y los detalles más relevantes de los textos.
Competencia específica 2: Producir textos originales, de extensión media, sencillos y con una organización clara, usando estrategias tales como la planificación, la compensación o la autorreparación, para expresar de forma creativa, adecuada y coherente mensajes relevantes y responder a propósitos comunicativos concretos.
Criterios de evaluación 2.1. Expresar oralmente textos breves, sencillos, estructurados, comprensibles y adecuados a la situación comunicativa sobre asuntos cotidianos y frecuentes, de relevancia para el alumnado 2.2. Organizar y redactar textos breves y comprensibles con aceptable claridad, coherencia, cohesión y adecuación a la situación comunicativa propuesta, siguiendo pautas establecidas, a través de herramientas analógicas y digitales. 2.3. Seleccionar, organizar y aplicar de forma guiada conocimientos y estrategias para planificar, producir y revisar textos comprensibles, coherentes y adecuados a las intenciones comunicativas.
Competencia específica 3: Interactuar con otras personas con creciente autonomía, usando estrategias de cooperación y empleando recursos analógicos y digitales, para responder a propósitos comunicativos concretos en intercambios respetuosos con las normas de cortesía.
Criterios de evaluación 3.1. Planificar y participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a la experiencia del alumnado. 3.2. Seleccionar y utilizar, de forma guiada y en entornos próximos, estrategias elementales para saludar, despedirse y presentarse; expresar mensajes sencillos y breves; y formular y contestar preguntas básicas para la comunicación.
Competencia específica 4: Mediar en situaciones cotidianas entre distintas lenguas, usando estrategias y conocimientos sencillos orientados a explicar conceptos o simplificar mensajes, para transmitir información de manera eficaz, clara y responsable.
Criterios de evaluación 4.1 Inferir y explicar textos, conceptos y comunicaciones breves y sencillas en situaciones en las que atender a la diversidad, mostrando respeto y empatía por interlocutores e interlocutoras y por las lenguas empleadas, e interés por participar en la solución de problemas de intercomprensión y de entendimiento en el entorno próximo, apoyándose en diversos recursos y soportes. 4.2. Aplicar, de forma guiada, estrategias que ayuden a crear puentes y faciliten la comprensión y producción de información y la comunicación, adecuadas a las intenciones comunicativas, usando recursos y apoyos físicos o digitales en función de las necesidades de cada momento.
Competencia específica 5: Ampliar y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando de forma crítica sobre su funcionamiento y tomando conciencia de las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas.
Criterios de evaluación 5.1. Comparar y contrastar las semejanzas y diferencias entre distintas lenguas reflexionando de manera progresivamente autónoma sobre su funcionamiento. 5.2. Utilizar y diferenciar los conocimientos y estrategias de mejora de la capacidad de comunicar y de aprender la lengua extranjera con apoyo de otros participantes y de soportes analógicos y digitales. 5.3. Identificar y registrar, siguiendo modelos, los progresos y dificultades de aprendizaje de la lengua extranjera, seleccionando de forma guiada las estrategias más eficaces para superar esas dificultades y progresar en el aprendizaje, realizando actividades de autoevaluación y coevaluación.
Competencia específica 6: Valorar críticamente y adecuarse a la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y compartiendo las semejanzas y las diferencias entre lenguas y culturas, para actuar de forma empática y respetuosa en situaciones interculturales.
Criterios de evaluación 6.1. Actuar de forma empática y respetuosa en situaciones interculturales construyendo vínculos entre las diferentes lenguas y culturas. 6.2. Aceptar y adecuarse a la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera, reconociéndola como fuente de enriquecimiento personal. 6.3 Aplicar, de forma guiada, estrategias para explicar y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos y respetando los principios de justicia, equidad e igualdad.

Saberes básicos

A. Comunicación

Autoconfianza. El error como instrumento de mejora y propuesta de reparación.
Estrategias básicas para la planificación, ejecución, control y reparación de la comprensión, la producción y la coproducción de textos orales, escritos y multimodales.
Conocimientos, destrezas y actitudes que permitan detectar y colaborar en actividades de mediación en situaciones cotidianas sencillas.
Funciones comunicativas básicas adecuadas al ámbito y al contexto comunicativo: describir programas de televisión, preguntar sobre hábitos saludables, dar opinión sobre un programa de televisión o una película, explicar lo que está sucediendo en el momento, entrevistar a trabajadores de una compañía de medios de comunicación, presentar una noticia.
Modelos contextuales y géneros discursivos básicos en la comprensión, producción y coproducción de textos orales, escritos y multimodales, breves y sencillos, literarios y no literarios: características y reconocimiento del contexto (participantes y situación), expectativas generadas por el contexto; organización y estructuración según el género y la función textual.
Unidades lingüísticas básicas y significados asociados a dichas unidades tales el espacio y las relaciones espaciales, el tiempo y las relaciones temporales, la afirmación, la negación, la interrogación, relaciones lógicas básicas. Tiempos verbales: Present Simple, Present Continuous, Past Simple, Present Perfect; Pronombres interrogativos.
Léxico de uso común y de interés para el alumnado: tipos de programas de televisión y géneros de cine; estilos de vida saludables, actividades de tiempo libre; adjetivos para expresar opinión; profesiones y tareas relacionadas con el mundo televisivo.
Patrones sonoros, acentuales, rítmicos y de entonación básicos, y significados e intenciones comunicativas generales asociadas a dichos patrones.
Convenciones ortográficas básicas y significados e intenciones comunicativas asociados a los formatos, patrones y elementos gráficos.
Convenciones y estrategias conversacionales básicas, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, etc.
Recursos para el aprendizaje y estrategias básicas de búsqueda de información: diccionarios, libros de consulta, bibliotecas, recursos digitales e informáticos, etc.
Identificación de la autoría de las fuentes consultadas y los contenidos utilizados.
Herramientas analógicas y digitales básicas para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa (aulas virtuales, videoconferencias, herramientas digitales colaborativas, etc.) para el aprendizaje, la comunicación y el desarrollo de proyectos con hablantes o estudiantes de la lengua extranjera.

B. Plurilingüismo

Estrategias y técnicas para responder eficazmente a una necesidad comunicativa básica y concreta de forma comprensible, a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.
Estrategias básicas para identificar, organizar, retener, recuperar y utilizar creativamente unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal.
Estrategias y herramientas básicas de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas.
Léxico y expresiones de uso común para comprender enunciados sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje).
Comparación básica entre lenguas a partir de elementos de la lengua extranjera y otras lenguas: origen y parentescos.

C. Interculturalidad

La lengua extranjera como medio de comunicación interpersonal e internacional, como fuente de información y como herramienta para el enriquecimiento personal.
Interés e iniciativa en la realización de intercambios comunicativos a través de diferentes medios con hablantes o estudiantes de la lengua extranjera.
Aspectos socioculturales y sociolingüísticos básicos relativos a la vida cotidiana, las condiciones de vida y las relaciones interpersonales; convenciones sociales básicas; lenguaje no verbal, cortesía lingüística y etiqueta digital; cultura, costumbres y valores propios de países donde se habla la lengua extranjera.
Estrategias básicas para entender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos.
Estrategias básicas de detección y actuación ante usos discriminatorios del lenguaje verbal y no verbal.

	What's on TV? (Intro to resource)	About the project	Don't be a Couch Potato	The Good Side of TV	Broadcasting	News Report	Your TV program
CCL	-	X	X	X	X	X	X
CP	-	X	X	X	X	X	X
STEM	-		X		X	X
CD	-	X	X	X	X	X	X
CPSAA	-	X	X	X	X	X
CC	-		X	X
CE	-		X			X	X
CCEC	-		X	X	X	X	X
Competencia en comunicación lingüística (CCL), Competencia plurilingüe (CP), Competencia matemática, ciencia, tecnología, ingeniería (STEM), Competencia digital (CD), Competencia personal, social y de aprender a aprender (CPSAA), Competencia ciudadana(CC), Competencia emprendedora (CE), Competencia en conciencia y expresión culturales (CCEC)

Learning Path

Section	Objectives	Sessions
What's on TV?	Introduce the topic to students.	3 sessions
About the Project	Make students become familiar with the structure of the project and the tools they will use to perform, publish and self-assess the tasks and the final challenge. Learn and revise vocabulary related to TV programmes and types of films. Ask about students' favourite TV programmes. Create a TV guide.	3 sessions
Don't be a Couch Potato!	Read about unhealthy lifestyles. Revise and learn vocabulary related to free time activities. Listen to a conversation. Revise and learn adjectives to describe TV programmes. Prepare and ask a questionnaire on people's viewing habits.	2 sessions
The Good Side of TV	Watch some excerpts of TV series. talk about what students can learn from TV shows. write a review of a TV show or a film. dub an excerpt of a TV show or a film.	2 sessions
Broadcasting	Learn about TV jobs and broadcasting tasks. Learn and revise the Present Continuous tense. Explain what is going on. Interview TV workers.	3 sessions
News Report	Watch and listen to a news report. Learn and revise question words. Revise and practise the Past Simple and the Present Perfect tenses. Create and present a news report.	3 sessions
Your TV Programme	Gather and organize all the information necessary to produce and broadcast a TV programme. Design the structure of a TV show. Write the scripts before recording. Produce and edit the different parts of the programme. Promote the students' work on the web and social networks.	2 sessions

The tasks and the final challenge in this resource can be approached from several didactic departments working in a collaborative way. Here, we suggest some ways in which different departments could contribute.

We consider Multilingualism as really important as we think that students can enrich their linguistic learning and acquire intercultural values more easily if they develop their communicative competence not only in the official language/-s from where they live, but also in the foreign language/-s that they study. A way in which both, the English teacher and the Spanish teacher can coordinate their work together is by making students design a chart with English linguistic loans and with linguistic calques so that they reflect on the big influence of the English language on their mother tongue.
Also, the Maths teacher can contribute in this project by helping students get statistics after carrying out the survey on teenagers' viewing habits.
The IT department can collaborate by advising students on how to use the apps and tools to design and share their outputs.
The Physical Education teacher can focus on the students' healthy lifestyles included in this resource and promote a contest in which students could suggest the best set of physical activities that they can do in their free time instead of spending most of their time watching TV or using their smartphones.
Finally, the Arts teacher can help students with the design of the TV guide and of the opening credits of the TV magazine.

All the Didactic Departments somehow can take action on the resource contents, think them over and suggest other optional tasks that facilitate students the acquisiton of linguistic knowledge and the development of the key and specific competences contemplated within the curriculum of the English subject.

Assessment

We highlight the formative character of the evaluation process within this resource. Along the project, teachers will be observing and monitoring the students' work and will use a system of rubrics to assess their performance in every task. These rubrics contain relevant criteria to detect any difficulties in the students' competential development and, with the feedback that these tools provide, teachers can readjust contents and take action in one way or another to help students perform their work successfully.

The evaluation process will also have both, a diagnostic nature and a summative nature.. All in all, the students' work will be assessed throughout the whole learning process. Find below some more information about the stages in the assessment process.

At the beginning of the resource

Diagnostic assessment. By means of some prompt questions, teachers can get some feedback from their students and check their previous knowledge about the topic they are about to study. Also, at this stage, teachers should inform students about the tools that will be used to assess their work, that is, rubrics, learning diary to assess students' own work and assessment sheets to evaluate their peers' work.

During the process

Teachers will assess their students' work by observation in class and they will use the rubrics listed below. These rubrics contain the relevant criteria to identify progress or difficulties in the students' leaning process. Each rubric is associated with a task in each section.

Rubric for assessing a digital poster.
Rubric for assessing a presentation. ( TV guide and the results of the students' TV questionnaire).
Rubric for assessing a questionnaire.
Rubric for assessing a podcast.
Rubric for assessing a video in the classroom ( the visit around the TV studio and the production of a news report).
Rubric for assessing a video challenge recording.
Rubric for assessing your digital site. This refers to Weebly site where students will publish all their work of this and other projects.

Apart from the rubrics, students will be able to self-assess their work by completing a learning diary with which they can reflect on how well they are doing.

Peer evaluation. Throughout the project, students will be able to assess their classmates' work with an assessment sheet with the items that they consider as relevant. This assessing tool can enrich the learning process since students are required to take on a critical point of view and so they can contribute to improve their classmates' outputs.

At the end of the process

Summative evaluation. Considering that the final challenge of the project must gather all the contents that students have learned and practiced, this OER includes a final project rubric containing the necessary items so that teachers check to what extent students can cope with the learning situation suggested in the last stage: the design and production of a TV magazine.

Tips for teachers

As a teacher, you may feel free to use the entire resource or just the sections that best match your teaching demands and the real conditions of your class group. Notwithstanding, if you decide to use this resource in its totality, we recommend that you consider the guidelines below before your students start working on the contents.

Info about structure & contents

Each section features the learning objectives, the contents and the activities that students must do to eventually be able to perform a task. Make sure your students know about the nature of the different tasks and of the final challenge they will be carrying out. You can devote one or two lessons to clarify the different stages throughout the resource and the tools and apps which students are required to use to produce and promote their work.

Assessment info

Raise students' awareness about how and what you will consider to evaluate their work. Focus their attention on the rubrics of the different tasks and of the final challenge so that they get to know about the way their performance will be assessed.

Encourage students to use their learning diary so that they can reflect on how well they are performing in their learning process. This learning diary may help students themselves detect some learning difficulties that can be overcome with reinforcement activities facilitated by the teacher.

Within this resource, students can become teachers for a while and assess their classmates' outputs by designing and completing an assessment sheet with items that provide them with some feedback about their peers' performance. After completing this assessment sheet, you can have a class discussion with your students to analize the most common errors and the main difficulties that your class group has detected while analizing their peers' work.

Info about tools

Clearly, this resource fosters the use of digital devices and includes a wide range of apps to produce and share the students' outputs. However, in case that your students or school suffer from a digital divide, we encourage you to use this resource as a guide and make students work in an analogic way by using cardboards instead of digital posters, notebooks as learning diaries of for writing tasks or your classroom notice board, which can be used to publish and share your pupils' work.

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