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Didactic Guidelines

General guidelines for teachers

This project is part of a set of projects entitled 'What a Digital World!' which is based on the curriculum for the 2nd year of compulsory secondary education.

The following objectives have been considered in the design of this project:

  • 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 production of a magazine programme. Within this learning resource, relevant language contents can be practised and a wide range of tasks is presented so that students are encouraged to practise and improve the linguistic skills required for their final output.

didactic guidelines

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 familiy and classmates all the outcomes that they will be doing throughout the project. 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 word maps 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 missions.

On the other hand, students can use Pinterest to share their outcome with the people they like. Google drive apps can 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 rest of sections in the project include several stages that students will need to go through to eventually do the final challenge, which is described in the section entitled 'Your TV programme' and is based on the production of a TV magazine. 

Assessment

Evaluation

As a teacher, you can use the rubrics included in each mission and in the challenge to evaluate your students. This will be 40% of the final mark.

These rubrics are listed below.

what and how to assess

Alexander Henning DrachQuestion Mark in Esbjerg (CC BY-SA)

Students will also play an important and active role in the evaluation process.

  • peer evaluation: students will assess other partners by creating their own assessment sheet with the items that they consider as appropriate or by using the assessment rubrics listed above. This will be 20% of the final mark.

Teacher's observation in class based on the students' degree of participation in the project and how well they perform all the missions will be 20%.

Timing

This project has been designed to be worked on along approximately fifteen sessions of 50 minutes each one. However, feel free to adjust the time sequence according to your students' learning pace and needs.

timing

Sese IngolstadtBahnsteiguhr.jpg (CC BY-SA)

For carrying out this project, remember that you can follow the flipped classroom-based pedagogical model with which the majority of assignments such as watching videos, reading texts, doing collaborative work online or writing down doubts about contents can be done at students' home. Later on, in the classroom, you can revisit the contents students do not understand and offer them support in the realization of their missions and final challenge.

Resources

The following links offer some useful resources for the development of this project and, also, of other projects based on the topic of mass media.

Language Resources

In this project, students are presented several language contents that they can practise by clicking on the links below:

Video on American TV shows

TV Vocabulary

How to tell the time

TV guide - guide samples

Types of films . Vocabulary

Television - Extra-vocabulary

Conversation on TV - Listening practice

Reality TV - Reading practice

Viewers' habits - Listening Practice

Tips to avoid being a couch potato - Reading

List of leisure time activities

Quiz

Listening - conversation

Realia: TV guide

TV programmes – Useful expressions

List of adjectives to describe TV shows

Conversation questions

Interrogative sentences - Theory

TV series excerpts

Interrogative sentences - Practice

Listening practice - Television

Video resources to learn English

Vocabulary: TV jobs

Videos

Present Continuous: theory & practice

Online bank of news

Past Simple - Use & Form

Past time expressions

Present Perfect - theory

How to create your news report - video

News story: writing help

Online apps

Throughout this project, we suggest a wide range of open source apps and tools with which students will carry out their missions and final challenge. However, feel free to replace them or recommend your students others which you think are more suitable according to their profiles and needs.

How to

Some links to tutorials are provided throughout the project to help your students  learn about how several online tools work so that they can perform their work more easily.

Remember that you can find more tutorials about other online apps and tools on YouTube.

Project Mindmap

Project mindmap

Contents (LOMCE Curriculum)

At the end of the project, students will have been able to work on the following contents:

  • Listening, speaking and interaction:
  • Comprehension and identification of general and specific information of oral texts.
  • Production of short and coherent oral texts.
  • Participation in conversations and role plays in the classroom.
  • Use of correct answers in communicative situations in the classroom.
  • Reading and Writing:
  • Students understand general information and identify specific information in written texts.
  • Preparing and writing a questionnaire.
  • Writing  a basic and logical paragraph on a TV show review.
  • Writing a news report.
  • Knowledge of the language
  • Sentences in Present and Past tenses.
  • Past- time expressions.
  • Sentences in Present Perfect.
  • Question words.
  • Vocabulary: TV shows and film genres.
  • Vocabulary: telling the time and days of the week.
  • Expressions and adjectives to describe TV shows.
  • Vocabulary on TV jobs and broadcasting tasks.
  • Use of open and closed questions to find out relevant information in a questionnaire.
  • Pronunciation practice:scene dubbing; intonation in open and closed questions.
  • Use of IT resources for self-learning
  • Participation in self-assessment and peer-assessment activities.
  • Organization of personal work.
  • Participation in group work.
  • Socio-cultural aspects:
  • Recognition of a foreign language as a tool for international communication.

Notice that all the contents are related to the four blocks stated in the new curriculum for the first foreign language area in the first cycle of compulsory secondary education. These four blocks are comprehension of oral messages, production of oral messages: expression and interaction, comprehension of written texts and production of written texts: expression and interaction.

Learning Standards (LOMCE)

At the end of the project, students will have been able to practise and acquire the following learning standards stated in the BOE (3rd January 2015) regarding the curriculum for the first cycle of CSE.

 

Bloque 1. Comprensión de textos orales

  • 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.
  • 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.
  • 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.
  • Comprende, en una conversación formal, o entrevista (p. e. en centros de estudios o de trabajo) en la que participa lo que se le pregunta sobre asuntos personales, educativos, ocupacionales o de su interés, así como comentarios sencillos y predecibles relacionados con los mismos, siempre que pueda pedir que se le repita, aclare o elabore algo de lo que se le ha dicho.
  • Distingue, con el apoyo de la imagen, las ideas principales e información relevante en presentaciones sobre temas educativos, ocupacionales o de su interés (p. e., sobre un tema curricular, o una charla para organizar el trabajo en equipo).

 

Bloque 2. Producción de textos orales: expresión e interacción

  • 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.
  • 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.
  • Toma parte en una conversación formal, reunión o entrevista de carácter académico u ocupacional (p. e. para realizar un curso de verano, o integrarse en un grupo de voluntariado), intercambiando información suficiente, expresando sus ideas sobre temas habituales, dando su opinión sobre problemas prácticos cuando se le pregunta directamente, y reaccionando de forma sencilla ante comentarios, siempre que pueda pedir que se le repitan los puntos clave si lo necesita.

 

Bloque 3: Comprensión de textos escritos

  • 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).
  • 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.
  • Capta las ideas principales de textos periodísticos breves en cualquier soporte si los números, los nombres, las ilustraciones y los títulos vehiculan gran parte del mensaje.
  • 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

  • Completa un cuestionario sencillo con información personal y relativa a su formación, ocupación, intereses o aficiones (p. e. para suscribirse a una publicación digital, matricularse en un taller, o asociarse a un club deportivo).
  • 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.
  • 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 netiqueta.
  • Escribe informes muy breves en formato convencional con información sencilla y relevante sobre hechos habituales y los motivos de ciertas acciones, en los ámbitos académico y ocupacional, describiendo de manera sencilla situaciones, personas, objetos y lugares y señalando los principales acontecimientos de forma esquemática.

Key competences

By working on this project, students will be able to develop and acquire the following key competences published in the organic law on the improvement of the quality of education (LOMCE).

  • Linguistic competence: students are able to use and interact with othe people using the English language, both in oral and written registers.
  • Digital competence: students are able to use IT resources to obtain, analize, produce and share information.
  • Learning to learn: students are able to manage their tasks and time throughout their learning process and can work in an individual and collaborative way to achieve an objective.
  • Social and civic competences: students are able to ineract with other students and participate actively in different missions following codes of good behaviour.
  • Sense of initiative and entrepreneurship: students show themselves as creative and are able to take risks, plan and manage their projects.