TFM FINAL 1-5

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PROJECT. TFM.

MÁSTER EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN

SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN

PROFESIONAL Y ENSEÑANZAS DE IDIOMAS.

EDICIÓN MAYO.

CURSO 2013/14.

ENGLISH TEACHING PROGRAMME

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1. ABSTRACT.................................................................................................3

2. INTRODUCTION..........................................................................................4

3. CONTEXT................................................................................................... 7

3.1 JUSTIFICATION.......................................................................................7

3.2. LEGAL FRAMEWORK .............................................................................7

3.3. RESOURCES......................................................................................... 8

3.4. COMPETENCES.........................................................................................9

3.5. ATTENTION TO DIVERSITY ..................................................................11

4. OBJECTIVES.............................................................................................. 12

4.1. STAGE OBJECTIVES.............................................................................12

4.2. AREA OBJECTIVES..............................................................................13

4.3. COURSE OBJECTIVES..........................................................................13

5. METHODOLOGY .........................................................................................16

6. EVALUATION CRITERIA...............................................................................18

.TEACHING UNITS.......................................................................................19

8. INNOVATIVE DIDACTIC UNITS.........................................................................32

8.1.BLOGGING..............................................................................................32

8.2. FINANCIAL WORKSHOP............................................................................48

8.3.ECOLOGICAL FOOTPRINT.........................................................................52

9. CONCLUSIONS..............................................................................................61

10. BIBLIOGRAPHY...........................................................................................63

11. ANNEX...................................................................................................65

1. ABSTRACT

TFM UEM | RewardsRetrieved, 2014 2

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This English Teaching Program 2014 has been designed to meet the needs of students

following for the first year of the Secondary Education, in the area of English as a

foreign language in Colegio Europeo de adrid in adrid!

The Program has been designed following the guidelines in official documents" The

Spanish #rganic Education $aw %$#E& 2'200(, may )rd %*#E of ay, 4th 200(&, the

+ecree 1()1'200(, +ecember 2th %*#E of -anuary, .th 200/& which establishes the

minimum education of ES# and the +ecree 2)'200/, may 10th %*#E of ay, 2th

200/& for the Compulsory Secondary Education in the egion of adrid!

The aim of this Program is to help the teacher to plan and the English area and deelop

the contents, methodologies, sills, ob3ecties, ey competences, ealuation criteria and

attention to diersity! ll the contents hae been diided into ten didactic units and three

innoation units to assure that the students ac5uire the basic nowledge re5uirements

such a cultural elements, especially regarding the humanistic, artistic, scientific and

technological fields to prepare them for further studies or for starting their woring

lies! 6e also prepare them for the e7ercise of their rights and their obligations in their

citi8en lies, and to ac5uire studying and woring habits!

Este Programa de 9ngl:s 2014 ha sido dise;ado para cumplir con las necesidades de los

estudiante durante el primer ciclo de la Ense;an8a de Secundaria #bligatoria en el <rea

de ingl:s como ense;an8a de un idioma e7tran3ero en el Colegio Europeo de adrid

situado en adrid!

$a Programaci=n ha sido dise;ada siguiendo los criterios de documentos oficiales

como" $ey #rg<nica de Educaci=n de ) de mayo de 200( %*#E, 4 de mayo de 200(&,

eal +ecreto 1()1'200( de 2 de diciembre %*#E, . de 3unio de 200/& 5ue establece

los re5uerimiento m>nimos para la Educaci=n Secundaria #bligatoria y eal +ecreto2)'200/ de 10 de mayo %*#E, 2 de mayo de 200/& 5ue establece el curr>culo b<sico

para la Comunidad de adrid!

El ob3etio de esta Programaci=n es ayudar al profesor a planificar la asignatura de

9ngl:s y desarrollar los contenidos, metodolog>as, habilidades, ob3etios, competencias,

criterios de ealuaci=n y la atenci=n a la diersidad! Todos los contenidos han sido

diididos en die8 unidades did<cticas y tres unidades de innoaci=n para asegurar 5ue

los estudiantes ad5uieran los conocimientos b<sicos y los re5uisitos como elementenculturales, especialmente relacionados con los campos de humanidades, artes, ciencia y


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tecnolog>a 5ue les preparar<n para los estudios posteriores o para su ida laboral!

simismo les preparamos para el e3ercicio de sus derechos y obligaciones en su ida

social y a ad5uirir los h<bitos de estudio y de traba3o!

2. INTRODUCTION


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The Colegio Europeo de adrid is a multilingual priate school located at Ctra! $a

Coru;a m! 1 C ' C=l5uide 14?1( in the town of $as o8as!

$as o8as is one of the largest towns in the proince of adrid with an area of .,14

hectares! 9n recent years it has a strong growth population and has currently @,1.1

registered inhabitants! The profile of the residents is young couples with children from

high socio?economic and educational leel" represented the highest income per capita in

the community of adrid! ost hae college and wor as managers or professionals in

more than (0A!

The priileged surroundings as the nature, close to the capital and good communications

mae this town an ideal place for Colegio Europeo de adrid, which opens its doors in

1@!

They based their education on the principle of 5uality education and they pay special

attention to the incorporation of new methodologies to improe the learning process!

They proide the students with the necessary sills to achiee their full potential

academically, socially and personally!

CE count on a professional team who promotes education in alue, care and 5uality in

a climate of cooperation! This team has a pedagogical orientation, personal relationships

caring, attentie to the initiaties and teamwor!

The internal structure is composed of"

B +irector ' Coordinator

B +irector of Studies

B Teachers

B epresentatie of the administratie and serice center B Secretary of the center

#ne of the points of success in CE is the indiidual attention to the students and

families! ccording to a alue education in a multicultural conte7t" life, freedom,

3ustice, peace!!!This year begin a new pro3ect under the guidelines of cooperation and

integration!

The English +epartment is made up of three teachers, one of them is the coordinator of this department! They teach four hours per wee in the Secondary School and 2 hours


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more in reinforcement actiities! They also participate in the e7tra?curricular actiities

such e7change programs!

3. CONTEXT

3.1 JUSTIFICATION


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The present document refers to the programming of the first year of Compulsory

Secondary Education for the sub3ect matter of English!

#ur country, as a member of the European nion, has committed itself promoting the

nowledge of other E languages and, apart from that, the Council of Europe in the

Common European Dramewor for Doreign $anguages, establishes the guidelines both

for learning languages and for assessing the speaers competence in the different

languages!

This program has been designed to meet the needs of students following the Secondary

education, in the area of foreign languages and has been deeloped following the legal

guidelines set out in the Doreign $anguages rea, whose curricular ob3ectie is not 3ust

teaching a language itself, but teaching how to communicate through it, according to the

Council of Europe and following the Common European Dramewor of eference for

$anguages, according to which, students must be able to carry out progressie

communicatie tass in order to gradually deelop the communicatie competence in

the foreign language!

3.2. LEGAL FRAMEOR!

This English Teaching Program bases following the guidelines included in official

documents"F The Sp!"#h O$%!"& L' (LOE) *+*00, , may )rd %*#E of ay, 4th 200(&

with principal aims such as" The 5uality education for all studentsG E5uity for e5ual

opportunities, education inclusion and no discrimination, Dle7ibility to adapt education

to special needs!F ROYAL DECREE 1,31+*00,, +ecember 2th %*#E of -anuary, .th 200/&

establishing the minimum educational re5uirements for the Secondary Education and

the Core Curriculum corresponding $ower Compulsory Secondary!F ISO 9000 to eep our 5uality system!F PCD-0 a procedure to ensure the constant improement in 5uality!F C//! E$/pe! F$e'/$2 /$ L!%%e#. 2001 %#C+E of Hoember

11&! 9tIs a guideline to describe achieements of learners proiding a method of

learning, teaching and assessing in Europe! 9t is a system of alidation on language

ability into si7 reference leels!F R/5 De&$ee *3+*0067may 10th %*#E of may, 2th 200/& establishing the Core

Curriculum re5uirements for the Secondary Education in adrid!


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3.3. RESOURCES

To guarantee a 5uality education CE count with the following resources wich are

aailable"

F 9nteractie, wide and luminous classrooms endowed with digital *lacboards

and connection to internet %69D9 and cable&!F C+' Cassette playerF Computers

F ooms ' spaces aailable in the school"

F $anguage $aboratoryF Computer room

F PlaygroundF JymnasiumF TheatreF usicF PlasticartsF $ibraryF ComputerlabF 6e will organi8e the class in KL shapeF Speciali8ed laboratories" Physics, Chemistry, *iology and $anguages

StudentMsresources"

F The StudentMs *oo!F personal folder!F #thers

3.4.COMPETENCES

The Council of Europe recommends basic competences for lifelong learning which are a

combination of nowledge, sills and attitudes which young people in compulsory

education should ac5uire!

F Some ey competences hae been identified" Communication in the

mother tongue, Communication in foreign languages, athematical competence

and basic competences in science and technology, +igital competence, $earning

to learn, 9nterpersonal, intercultural and social competences, ciic competence,

Entrepreneurship, Cultural e7pression and emotional competence!


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6hat is a Ney CompetenceO

“The ability to integrate knowledge, skills and attitudes in a practical way to solve

problems and react appropriately in a variety of contexts and situations.

In other words, it is the integration and application of

theoretical and practical knowledge in settings outside the

academic context”. %CED, 2001"1&

The Educatie system establishes that are eight basis competences that the students hae

to ac5uire! 9n this case the emotional competence has been included to consider that

emotional awareness is 5uiet important to our students in the way they recogni8e oneMs

emotions and their effects! This competence has been deeloped to"

F Nnow which emotions they are feeling and why

F eali8e the lins between their feelings and what they thin, do, and say

F ecogni8e how their feelings affect their performance

F ae a guiding awareness of their alues and goals

6e will deelop the studentsM nowledge of the language in terms of grammar,

morphology, synta7 and pronunciation!

The ability to understand spoen messages

ae a conersation

ead, understand and produce te7t!

C1- C/pee!&e "! L"!%"#"& C/!"&"/!

The ordinal and cardinal numbers!

+ates and measures, encouraging the use and interpretation of graphical data!

C*- Mhe"&5 C/pee!&e

and basic competences in science

and technology!

$istening and reading te7ts with the following topics"

F The enironment!F ealthy habits!F Consumerism!

F istory and science!

C3- !/'5e:%e !: I!e$&"/! '"h he

ph#"&5 '/$5:.

6e hae created a blog and our students will publish their creations"

Qhttp"''learningenglishisfun)!edublogs!org'R

Practice and become familiar with the functioning of arious digital and 9Tcompetences ia the course using the components of the method and the #nline

C4- D"%"5 C/pee!&e !: I!/$"/!

T$ee! C/pee!&e. 6e will encourage the

research by students through print and digitalmedia!


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$earning one"

? The 6orld 6ide 6eb ia the 9nternet!

? 9nteractie whiteboards %9nteractie whiteboards&

*logs as https"''blogger!com'start

? 6iis or websites created and edited by a group of people, for e7ample, or

http"''pbwors!com'academic!wii http"''www!wiispaces!com

? Podcasts and audio or ideo files that can be iewed or listened to on the

computer!The students will wor together in the classroom! C- S/&"5 !: C";"& C/pee!&e

6e will read te7ts about cultural and artistic topics!

C,- C5$5 !: A$"#"& E<p$e##"/!

C/pee!&e

6e will hae time for reflection and learning how to study! C6- Le$!"!%/5e$! C/pee!&e

Students will deelop as independent learners! C8- A/!/ !: E!e$p$e!e$#h"p

C/pee!&e

Students will e7press, interpret and respond to feelings in yourself and others!

$earn to be assertie!

C9-E/"/!5 C/pee!&e

3.".ATTENTION TO DI#ERSITY

CE has attention to diersity because they pay special attention to the students! They

offer reinforcement actiities to students who need a support to follow the ob3ecties of

each area and to reinforce and consolidate the nowledge!9n addition, students who are preparing for the entrance e7am to the niersity are

proided of e7tra reinforcement classes!


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$. OBJECTI#ES

$.1. STAGE OBJECTI#ES

The secondary education will contribute to the studentsM deelopment of the sills that

will enable them to"

• ssume their duties with responsibility, now and e7ercise their rights• Nnow and accept their own body and the otherMs! They should consolidate

healthy habits! Secondary school incorporates physical education and sports practice in

order to promote personal deelopment!• einforce their Emotional bilities!• nderstand and be able to e7press themseles in one or more foreign languages!• +eelop and consolidate discipline, studying and woring habits!


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• Nnow, alue and respect the basic cultural and historical aspects of the studentsM

own country and the others, as well as the cultural and historical patrimony!• Show criticism towards social habits related to health!• ppreciate artistic creations and understand the language of different types of

artistic creations, using different e7pression and representation means!• Nnow and appreciate scientific nowledge!• *e able to e7press oneself in a foreign languages!

CE will pay special attention to the achieement indicators for Secondary Education!

• ses 9CTIs and mass media to ac5uire and consolidate nowledge!• 9dentifies his'her most effectie learning strategies!• ccepts responsibilities in the classroom and outside the school!• Selects, organi8es, classifies and se5uences information appropriately• ss and gies information in oral and written te7ts using the appropriate

communication strategies!• ses dictionaries to search for the meaning of new le7ical items• Elaborates personal te7ts using creatiity and imagination• ses logical reasoning to sole problems that might arise in communication!

$.2. AREA OBJECTI#ES

9n accordance with the official syllabus laid down for the Secondary Education, this

program aims at deeloping in students the abilities listed in the specific ob3ecties for

the area of foreign languages"

• $isten and understand general and specific information in oral te7ts!• E7press and interact in eeryday oral situations!• 6rite simple te7ts with different topics using the appropriate resources for cohesion

and coherence!• se correctly basic phonetic, le7ical, structural!• +eelop a learning autonomy!• se learning strategies and all the aailable means, including new information and

communication technologies, in order to get, select and present information both

orally and in writing!• ppreciate the foreign language as an instrument to hae access to communication

and as a tool to learn about different cultures!• ssess the foreign language, and all languages in general, as a means of

communication and understanding between people proceeding from different places,

with different languages and cultures, aoiding any sort of discrimination or cultural

or linguistic stereotypes!


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• Show a receptie attitude and self?confidence in the own learning ability and the use

of the foreign language!

$.3. COURSE OBJECTI#ES

The aim in this stage is that students hae to be able to use the English language to

e7press themseles in an orally and written way and interact in different situations! *y

the end of the Course the students hae to ac5uire the necessary sills to deal with most

situation and describe e7periences, plans and mae complains!

The boo *E#H 2U will be used as guideline to ac5uire this ob3ecties, with an

online worboo that proides interactie actiities, e7tra ocabulary, audio and ideo?

material and an instant feedbac of the progress of the students!

A) L!%%e !&"/!# !: %$$

• 9dentification of basic and common use of language morphological elements" article,

noun, erb, ad3ectie, aderb, preposition, etc!

• se of basic structures and functions related to more predictable eeryday

situations!

• Jreet! Jie, as for personal information! Verbs be and hae got! Personal,

demonstratie and interrogatie pronouns! 9tems! Singular and plural noun! 6ord

#rder" ad3ectie U noun! d3ecties in predicatie position! Possessie! Sa7on

genitie! Prepositions" on, in, from, at, etc! Phone numbers! Cardinal numerals!

6ord formation!

• Jie and as for directions and instructions! 9mperaties! Dormulas" ow can 9 get

to the Post #fficeO #rdinal numbers!• +escribe and compare people, places and things, asing for and giing information

about them! Simple present! There is ' there are! d3ecties! Prepositions of place!

Countable ncountable nouns!

• E7pressing habits, tastes, sills, nowledge, and physical and mental states! Present

simple with aderbs of fre5uency! Can! $ie ' loe ' dislie ' donIt lie ' hate U

nouns! Prepositions of place and time! derbs! Connectors! E7pressions denoting

time, day and date!


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• Jie, as for and understand information on going actiities in contrast to the usual!

Present Continuous in contrast with the present simple! Time e7pressions" now,

today, etc! 9ndefinite!

• +escribe and narrate past eents! Past simple of be! There was ' were! Past simple of

regular and irregular erbs! derbs and aderbial phrases" yesterday, last wee, etc!

E7press plans and intentions for the future! Present continuous with future alue! *e

going to! derbs and aderbial phrases" tomorrow, ne7t wee, etc!

• ae suggestions and answer! $ets! 6hy do not weWO Shall we U infinitie!

esponses of acceptance or re3ection" JreatX Thats a good idea! #h noX

• E7press obligation! ust ' must not!

B) Le<"&/!

• 9dentification and use of common e7pressions, simple phrases and ocabulary

related to concrete and eeryday conte7ts and contents of other sub3ects of the

curriculum!

• The date! The days of the wee! The seasons and months of the year! The weather!

Countries and nationalities! The classroom! The parts of the body! The family and

school enironment! The buildings ' places in a town ' city! Colors!

• E7pressions!

C) Ph/!e"&#

• 9dentification of some phonetic symbols with the pronunciation of phonemesfre5uent use" pronunciation of the ending ' s ', ' 8 ', ' i8 ' in the present simple,

pronunciation completion ?ing, pronunciation completion ?ed in past simple, wea

forms!

• ecognition and production of basic patterns of rhythm, intonation and stress of

words and phrases through the Speaing' $istening actiities

• Pronunciation of ocabulary related to the units!

• The owels" 'a' 'e' 'i' 'o' 'u'G the ' ' soundɔː


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• Practise the pronunciation of 'u ' inː food 'fu d' and ' ' inː ʊ cook ' ' and introduceʊ

the theme of the unit!

". METHODOLOGY

ethodology consists in the different practices, procedures and techni5ues that a

teacher uses to teach! The different methodologies we now are the +irect ethod,

Jrammar?translation, udio?lingual, The structural approach, Suggestopedia, Total

Physical esponse %TP&, Communicatie language teaching %C$T&, The Silent 6ay,

Community $anguage $earning, Jamification, 9mmersion, Tas?based language

learning, The Hatural pproach and The $e7ical Syllabus!

+ue to English is a practical language, our methodology will be a mi7ture among the

different techni5ues mentioned before! The ob3ectie will be to emphasi8e the actie

role of our students! The lessons will be based on a mi7ture of methods and approaches

to meet the different needs of our students! t the same way the creatiity and autonomyof our students will be motiated! 9t will be important the democratic participation

student?teacher! The class will be distributed with the dess in a KL shape in order to

faor the students participation!

Y6arm up actiitiesM are used before each unit! fter each unit the teacher will mae a

reiew e7ercise! Each student will hae a folder that will be use as a portfolio, where

they will sae the e7tra material proided! #nce a month it will used the multimedia

room in order to faor the use of technology and the importance of English in this field!


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The students will be teached that internet is a great source of information, so it will be

important to learn how to use it safety! The personal blog will be an e7tra actiity!

Students will hae to organi8e role?playing actiities, but what is a role?playingO role

playing is Kany speaing actiity when you either put yourself into somebody elses

shoes, or when you stay in your own shoes but put yourself into an imaginary situationL!

The contents will be slightly ad3usted during the class deelopment when students will

need it! 9n order to facilitate the students with learning problems! These adaptations will

not affect the curriculum! Dor e7ampleG e7pending more time on e7plaining, using more

group woring and ideos! The students with certain deficiencies will hae

reinforcement actiities! E7tension actiities will be proided in order to e7pand the

nowledge of the students more adanced in the class! Teachers must consider thestudentMs diersity as a principle and adapt the educational practice to the studentMs

personal needs and interests! einforcement actiities will be offered for those student

with learning difficulties, for whom the English language is e7tremely difficult because

the large number of combinations of phonemes! To improe their results it will

encouraged the use of audioisual systems with presentations, ideos and more practical

actiities!

sing James in the English Second or Doreign $anguage classroom will be reinforced

the theoretical nowledge ac5uired by the students!

Jetting to now games"

F 6hatIs my lineOF Dind someone who!!!F Juess things about your partner'your teacher

#ther guessing games"F Juess the picture'sentence'actionF +oing what and whereOF Twenty 5uestions

#ther games"

F Dind the differences'similaritiesF +escribe and arrangeF Story'poem reconstruction

James?lie actiities inoling humour"


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F Soling riddlesF Telling 3oes and giing humorous speechesF 6riting funny storiesF eading anecdotes, limerics

%. E#ALUATION CRITERIA

The learning process will be ealuated to now if the ob3ecties and competences hae

been achieed! 9t will be used different tools in order to carry out the course ealuation!

9t will be taen into account the daily progress of each students, and at the end of each

unit students will be able to chec their own progress! Students will be re5uired to

demonstrate their ability to"

1! 9nitial Ealuation" to chec the preious nowledge!

2! +ay to day ealuation" to chec the progress through specific actiities,

participate in discussion by speaing and listening, attitude and participation in

class, adopt roles and communicate, note and worboo, pro3ects!

)! Test ealuation" to chec the four sills" reading comprehension, writing,

listening and speaing with" multiple choice, word building, rewrites, matching!

4! #ral practice" to chec the ability and resources to communicate clearly and

imaginatiely with" role play, dialogue in pairs, e7ercises in class!

.! Self?assessment" to chec their learning progress!

G$:"!%=


Dinal Test ealuation" grammar, ocabulary speaing, listening

and reading sills

(0A

Pro3ects, Hoteboo and Portfolio )0A

ttitude and Participation 10A

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&.TEACHING UNITS

+uring the first term students will reiew basic grammar learned in preious courses, to

chec the English nowledge! These basic structures include present simple and

continuous and past simple!

To deelop the socio?cultural aspects of English speaing countries such as alloweenand Christmas festiities the students will participate in the actiities that CE offers!

9n the second term will be introduced the 6h?5uestions, e7pressions of 5uantify,

ad3ecties with prepositions! 9n other way it will be introduced more comple7

grammatical content as Conditional" if clauses and sentences with should! The socio?

cultural aspect will deelop with the festiities of Hew ear and St! Valentine! t the

end of +ecember will be deeloped the pro3ect ZStart pZ where the students will create

their own business idea!

The third term will be used to implement the reised grammatical structures learned

throughout the course emphasi8ing ocabulary ac5uisition! To introduce must' must not

to e7press obligation, the present perfect, relatie clauses and the past simple passie!

To ac5uire this, some interesting topics in class will be discussedG such as fashion,

adertising and film! t the end of pril will be deeloped the pro3ect ZThe Ecological

DootprintZ where the students will create their own ecological products!

To emphasi8e the importance of 5uality education, we will deelop different pro3ects

throughout the course, such as a Z*loggingZ among the whole year, the pro3ect ZStart

upZ in the second term and the ZEcological DootprintZ in the third term!


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Timing"

• 1st term %1/ September to 1 +ecember&"

F Starter nit" +ay in +ylanMs $ife!F H9T 1" Switch #ffF H9T 2" ome and way!F H9T )" 6ild 6orld!

• 2nd term %/ -anuary to 2/ march&"F H9T 4" 6hatMs CooingO!F H9T ." 6ho am 9O!F H9T (" ind and *ody!

• )rd term %( pril to 2) -une&"F H9T /" Time for 6or!F H9T @" edia i7!F H9T "Sports eportF H9T 10" *rainwaes!

• 9nnoatie +idactic nits"

F *logging! mong the academic year!

F Start p! 4 Sessions %+ecember&!

F The Ecological Dootprint ! 4 Sessions %pril&

STARTER UNIT= A DAY IN DYLAN>S LIFE

TIME TO

OB@ECTIVES EVALUATION CRITERIA ACTIVITIES

• To reiew ocabulary

of clothes, family andactiities!

• To learn the

appropriate use offre5uency e7pressions

• To tal about the

actiities you donetoday!

• eision sections!• To reiew and assess all the grammar and

ocabulary• To enhance their writing and reading sills!

StudentIs *oo pages (?

• 10 minutes" 6arm?up" #ral presentation• 10 minutes" ead the te7t and complete the se

VE J#T!• )0 min! Complete the sentences use TEE 9S

9SHIT'EHIT!• . min! Spea about whatIs in your schoolbag!• Tal about actiities that you do after school!• . min" 6or in pairs! s and answer 5uestions

your school bag


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CONTENTS

LANGUAGE NOLEDGE

G$$

• P$e#e! #"p5e

• H;e %/

• The$e "#+The$e $e

Le<"#

• V/&5$ / &5/he#7 "5 !: &";""e#

Ph/!e"&#

• P$/!!&""/! / ;/&5$ $e5e: / h"# !"

LANGUAGE SILLS

L"#e!"!%

• To listen and understand oral messages such as instructions, 5uestions,

comments, and dialogues!

Spe2"!%

To spea fluency English!

$""!%

To produce simple te7t with the specific ocabulary related to the unit!

Re:"!%

• To understand te7ts and oral e7pressions about predictable and eeryday

matters!

SOCIO-CULTURAL ASPECTS= The #e / e&h!/5/%"&5 :e;"&e# / pp#.

ATTENTION TO DIVERSITY= The &/!e! / h"# !" '"55 e :pe: " " "# !e&e##$ '"h Re"!/$&ee! &";""e#

CLASSROOM RESOURCES= I!e$&";e7 '":e !: 5"!/# &5##$//# e!:/'e: '"h :"%"5 B5&2/$:# !: &/!!e&"/! / "!e$!e (IFI !: &

CROSS DISCIPLINE= O!e / he "# / he p$e#e! :":&"& "# / 5e$! he #e / ICT#7 h"# 2!/'5e:%e &/5: e #e: "! 'he;e$ /he$ #e&7 e#

5"!%"#"& p$/e&7 #:e!# !: e&he$# $e 2"!% 5/%7 #/ he p5/: &e$"! #"& &/!e!7 /! 'h"&h #"# #:e!# //2.

UNIT1= SICH ON T9E T


• To ac5uire ocabulary

about technologicaldeices related to

apps

• To learn the

appropriate use offre5uency e7pressions

• To tal about 9nternet

ideos

• To e7press opinions

• eision sections!• To reiew and assess all the grammar and

ocabulary• To use 9CTs as a successful tool to learn

English• To enhance their writing and reading sills

StudentIs *oo pages 10?1A! App /$ e;e$h"!%

•

10 minutes" 6or with words! ae a list of de picture! 6or in pairs!• . min!$isten and repeat the sound 'ae' in the w• )0 min" 6atch a ideo! Tal about their faouri• . min" #ral presentation, spea about topics!• 10 min" 6rite a short composition! y diary• 1. min" 6or in groups" write 5uestions about• 1. min" 6rite a short composition! Can you li

mobile phoneO

CONTENTS


7/23/2019 TFM FINAL 1-5


LANGUAGE NOLEDGE

G$$

• P$e#e! #"p5e

• A:;e$#

• E<p$e##"/! / $ee!&

Le<"#

• C/pe$ p$#

• V/&5$ $e5e: / pp

Ph/!e"&#

• P$/!!&""/! / ;/&5$ $e5e: / h"# !"

• he #/!: +e+

LANGUAGE SILLS

L"#e!"!%



Spe2"!%


$""!%


Re:"!%


matters!






UNIT*= HOME AND AAY TIMING= ?1ST TERM.6 LESSONS.


• T/ 5e$! ;/&5$ $e5e:

/ /# $/!: he h/#e.

• T/ 5e$! ;/&5$ /

h/#eh/5: /e&# !: /#.

• T/ $e: !: 5"#e! /$

#pe&""& "!/$"/!.

• T/ p$/:&e $%e 5!%%e

"! '$"e! e<e$&"#e# !: "!

#pe2"!% #2.

• eision e7ercises in the 6orboo!• eision sections!• To reiew and assess all the

grammar and ocabulary• To use 9CTs as a successful tool to

learn English• To enhance their writing and

reading sills

StudentIs *oo pages" 20?)1

• 10 min" 6or in pairs! s and answer information abo• 10 min" ear a phone conersation! Complete the co

present continuous!• . min" 9ntroduce the idea of soap operas!• 10 min" Come up with a Soap story!• . min" +iscuss about soap operas!• . min" $oo at a problem and discuss different points of• 20 in" S#6 U TE$$ +" Students start out by

brought from home! They hae to show their item towe, as teachers should as each student 5uestions toabout their item! The other students are inited to as a

• 20 in" 6hat are the benefits of Show?and?TellO Ththe opportunity to spea in front of others! Each stucenter of attention! Students choose items that are metal about

CONTENTS


7/23/2019 TFM FINAL 1-5


LANGUAGE NOLEDGE

G$$=

• P$e#e! &/!"!/# !: p$e#e! #"p5e

• P$e#e! &/!"!/# /$ $e $$!%ee!#.

• E<p5/$e he #e / and 7 also !: too. C5$" he :"e$e!&e e'ee! two7 to !:

too. E<&h!%e p:e# '"h /he$# !: "!: #""5$""e#

Le<"#

• Re&&5e 5!%%e $/ he p$e;"/# 5e##/! !: :"#&## he :;!%e# !:

:"#:;!%e# / "5 5"e.

• C/p$e /$ "5 5"e !: e<p$e## pe$#/!5 /p"!"/!# /! he /p"& / 5";"!%

/%ehe$.

Ph/!e"&#

• The #"5e! 5ee$# "! '/$:

LANGUAGE SILLS

L"#e!"!%

• To listen and understand oral messages such as instruc

5uestions, comments, and dialogues!

Spe2"!%

To spea fluency English! To spea about the adant

life!

$""!%

To produce simple te7t with the specific ocabulary re

unit!

Re:"!%

• To understand te7ts and oral e7pressions about predic

eeryday matters!






IT3= ILD ORLD TIMING= ?1ST TERM , LESSONS TIME TO STUDY AT HOME=

EVALUATION CRITERIA ACTIVITIES EY COMP

• #ral presentation about being green!• eision e7ercises in the 6orboo • ttitude and Participation in class• 1st Progress Test! eision and e7tension

in the 6orboo!G$:"!%

40A Ealuation Test

20A 9CT Pro3ect

20A #ral Presentation

10A ttitude and Participation

10A Hoteboo

StudentIs *oo pages )2?41

• 20 min! 6atch the ideo and chec your answers to e7ercises!• 10 min! Complete a description of the picture!• 10 min! 6or in pairs! Thin of a natural features in your country and

describe it!• 20 min" ead the maga8ine profile of a teenage ecocampaigner! E7press

personal opinions on the topic!• 10 min " Complete sentences with the past simple form of the erbs!• 10minG Complete a biography!• 1. min! 6riting" K holiday storyL 6rite and edit a story" Ka holiday

storyL•

1. min! E7change stories with others and decide which is the funnies "&X!• 1. min! Vocabulary reiew" Kplay the hangman gameL! se the

ocabulary of wildlife!

C1.L"!%"#"& C/pee!&e= toae a conersation! To read, uC* Mhe"&5 C/pee!

cardinal numbers! +ates and mand interpretation of graphical dC3=!/'5e:%e !: I!e$&"/

To listen and to write te7t wihealthy habits, consumerism, hisC4= D"%"5 C/pee!&e. To usC= S/&"5 !: C";"& C/pee

utonomy and Personal 9nitiatlearnersC,= C5$5 !: A$"#"& E

create with an artistic and cultur C6= Le$!"!% / 5e$! C/pe

C8= A/!/ !: E!$ep$

learn as independent learners!

CONTENTS

GE NOLEDGE

G$$

# #"p5e !: he p# &/!"!/#.

##/! !: &he&2 " #:e!# $e &/!":e!

p5e.

: $e;"#e h/' / /$ e#"/!# !:e#.

LANGUAGE SILLS

L"#e!"!%



Spe2"!%

To spea fluency English! 9nteriew a partner about his'her early

LEARNING REFLE

• To accept mistaes as a part of the le

positie attitude to oercome it!

METHODOLOG


7/23/2019 TFM FINAL 1-5


Le<"#

'"5:5"e7 !$5 e$e#7 e!;"$/!e!.

Ph/!e"&#

/+ ++

school years!

$""!%

To produce simple te7t with the specific ocabulary related to the

unitThe biography!

Re:"!%

• To understand te7ts and oral e7pressions about predictable andeeryday matters!

• +ue to English is a practical languag

mi7ture among the different techni5emphasi8e the actie role of our studdemocratic participation student?teac

S= The #e / e&h!/5/%"&5 :e;"&e# / pp#.

The &/!e! / h"# !" '"55 e :pe: " " "# !e&e##$ '"h Re"!/$&ee! &";""e#

!e$&";e7 '":e !: 5"!/# &5##$//# e!:/'e: '"h :"%"5 B5&2/$:# !: &/!!e&"/! / "!e$!e (IFI !: &5e)7 CD+ C##ee p5e$ 7 C/pe$#7 5#h&$:#

he "# / he p$e#e! :":&"& "# / 5e$! he #e / ICT#7 h"# 2!/'5e:%e &/5: e #e: "! 'he;e$ /he$ #e&7 e#pe&"55 "! he #e&# / C/p"!% !: Te&h!/5/%.

e&he$# $e 2"!% 5/%7 #/ he p5/: &e$"! #"& &/!e!7 /! 'h"&h #"# #:e!# //2.

4= HAT>S COOING TIMING= *ND TERM.9 LESSONS. TIME TO STUDY AT

EVALUATION CRITERIA ACTIVITIES EY COMPE

e he //:>.

$= 2"&he!

!%.

/ he

eople´s needs

• eision e7ercises in the

6orboo

ttitude and Participation in

class• 6rite and edit a recipe!• Publish the recipes on our

blogGQhttp"''learnplay!tumblr!com'Rand decide which is yourfaourite

Student´s Book pages: 42-50

• 20 min! eading YachMs faourite recipeM• 1. min! s your classmates about his'her eating habits!• 40 min! Vocabulary" Play a game to recycle ocabulary!• 20 min! t a restaurant" ole?playing" Prepare and present a

conersation!• 20 min! 6riting" y faourite recipe! Plan a recipe! write a cooing

recipe! Publish it on the blog Qhttp"''learnplay!tumblr!com' R• 20 min! Pro3ect" mae a list of food for your party! Create music

playlist for this party taing other peopleIs tastes in music into account!

C1.L"!%"#"& C/pee!&e= toae a conersation! To read, undC* Mhe"&5 C/pee!&

cardinal numbers! +ates and meand interpretation of graphical datC3=!/'5e:%e !: I!e$&"/!

listen and to write te7t with the thabits, consumerism, history and sC4= D"%"5 C/pee!&e. To useC= S/&"5 !: C";"& C/pee!&

utonomy and Personal 9nitiatilearnersC,= C5$5 !: A$"#"& E<p$e

with an artistic and cultural topics!C6= Le$!"!% / 5e$! C/pee

C8= A/!/ !: E!$ep$e!e

as independenC#HTEHTS

LANGUAGE NOLEDGE

G$$

.

!5e !/!#

#/e7 !/7 ! !: e;e$

"!:e"!"e p$/!/!#.

/!#.

he %$$ e<p5!"/! /$ "!:e"!"e p$/!/!# !: :"#&##

ome7 no7 any !: every.

Le<"#

!: &//2"!%7 /p"& / #pe&"5 :"e#7 pe/p5e># !ee:# !:

Ph/!e"&#

"/! / + + "!ː food + :+ !: + + "!ː ʊ cook +2 2+ !: "!$/:&eʊ

LANGUAGE SILLS

L"#e!"!%• To listen and understand oral messages such as

instructions, 5uestions, comments, and dialogues!

Spe2"!%

To spea fluency English! 9nteriew a partner about

his'her early school years!

$""!%

To produce simple te7t with the specific ocabulary

related to the unit The biography!

Re:"!%

To understand te7ts and oral e7pressions about predictable and

eeryday matters!

LEARNING REFL

• To accept mistaes as a part of

show a positie attitude to oer

METHODOLO

• +ue to English is a practical la

will be a mi7ture among the dif ob3ectie will be to emphasi8e tstudents! 9t will be important th


http://learnplay.tumblr.com/


7/23/2019 TFM FINAL 1-5


S= The #e / e&h!/5/%"&5 :e;"&e# / pp#.


S= Re#/$&e# ;"55e "! he #&h//5= I!e$&";e7 '":e !: 5"!/# &5##$//# e!:/'e: '"h :"%"5 B5&2/$:# !: &/!!e&"/! / "!e$!e (IFI !: &5e)7 CD+ C##

5#h&$:#

"# / he p$e#e! :":&"& "# / 5e$! he #e / ICT#7 h"# 2!/'5e:%e &/5: e #e: "! 'he;e$ /he$ #e&7 e#pe&"55 "! he #e&# / C/p"!% !: Te&h!/5/%. I

$e 2"!% 5/%7 #/ he p5/: &e$"! #"& &/!e!7 /! 'h"&h #"# #:e!# //2.

UNIT = HO AM I TIMING= *ND TERM.9 LESSONS TIME TO ST


• Nnowledge of personality ad3ecties• E7press personal opinions on people

characters• Jrammar" d3ecties with prepositions U

?ing form!• E7press where you were bornO Vocabulary

of countries, nationalities and languages!Jrammar" past simple to *e

• E7press hopes, plans and predictions!

• The use of definitely, probably, may andmight!

• $earn the meaning of sills and how to

categori8e it!• se of 9Ill U erb for predict details of a

situation!• se of the future! se of because and so!

6rite a letter to your future self!• nit reiew grammar and ocabulary seen

in unit .!

• c5uisition of grammar and

ocabulary• Comprehension of oral te7t• ctiities to apply and chec learning!• 6rite a letter and a composition about

yourself, your sills!• Progress tests!• eision and E7tension in the

6orboo!


• 20 min! ole?play a character an

personality profile!F Tal about where you

parents were born!

• 1. min! Speaing" Play a memor

I’ll U erb!

F 6atch or listen for speinformation in two co ole?play taling aboand offering help!

• )0 min! 6riting" letter to myse

futureF ae predictions aboF Spea about atti tudes

ead a letter that a girto her future self!

F E7plore the use of bec

in the te7t!

CONTENTS

LANGUAGE NOLEDGEG$$

• A:e&";e# '"h p$ep/#""/!# -ing /$

• Re: !: 5"#e! /$ #pe&""& "!/$"/!.

F U#e e< / e<p5/$e :e&";e p$ep/#""/!

-ing pe$!#.

• ?H/pe#7 p5!# !: p$e:"&"/!#

Le<"#=

• V/&5$ / pe$#/!5" :e&";e#7 #2"55#

Ph/!e"&#=

• P$/!!&""/! / #pe&""& ;/&5$ / h"# !".

LANGUAGE SILLSL"#e!"!%

• nderstand oral messages such as instructions, 5uestions, comments$""!%

• 6rite short composition of letters and about yourself!Spe2"!%

• E7press personal opinions, hopes, plans and predictionsRe:"!%

• Fnderstanding te7ts and oral e7pressions about predictable and eer• Comprehension of basic instructions• 6e will ensure a great fluency in English for our students!



7/23/2019 TFM FINAL 1-5



CLASSROOM RESOURCES= Re#/$&e# ;"55e "! he #&h//5= I!e$&";e7 '":e !: 5"!/# &5##$//# e!:/'e: '"h :"%"5 B5&2/$:#

5#h&$:#

CROSSDISCIPLINE O!e / he "# / he p$e#e! :":&"& "# / 5e$! he #e / ICT#7 h"# 2!/'5e:%e &/5: e #e: "! 'he;e$ /he$ #e&7 e#p

p$/e&7 #:e!# !: e&he$# $e 2"!% 5/%7 #/ he p5/: &e$"! #"& &/!e!7 /! '

UNIT ,= MIND AND BODY T99HJ" 2 H+ TE!( $ESS#HS


• V/&5$ / h/#eh/5:

/e&# !: /#. &h

!: 5"#e! / ;":e/ /$

#pe&""& "!/$"/!.

• P$/!/!&e '/$:# h

h;e #"5e! 5ee$#.

• U#e he ;/&5$ $/

he 5e##/! / #2 !:

!#'e$ e#"/!#

• T52 / :"e$e! pe#

/ %e# !: pJJ5e#.

Le$! h/' / $e:"&25 ( $e:"!%

##2"55).

• ead an article for specific information!• Tal about your family life and e7press personal

opinions on the topic• eision and E7tension in the 6orboo!• 2nd Progress Test! eision and e7tension in the

6orboo!

G$:"!%


• )0 min!Create an aatar" Tal ab• )0 min! ecycle and learn body

ocabulary! +o a body parts 5ui8!• 1. min! +raw a personal aatar a

it to a partner!• E+9HJ" Train your brain• 20 min! +efine the ey ocabular

lesson!• 20 min! ead a website page abo

pu88les!• 20 min! 69T9HJ" 6hatMs your• 20 min! +iscuss what is importa

giing a tal in order to communimessage!

• (0 min!Prepare and gie a short t

feedbac to other students

CONTENTS

LANGUAGE NOLEDGE

G$$

• A#2 /$ !: %";e /p"!"/!# / $"! pJJ5e#.

• Ke$/ &/!:""/!57 should

• T52 / $5e# #&h//5.

• Re: #/e "J e#"/!#. E!&/!e$ he $%e %$$ "! &/!e<.

• U#e he $e:"!% e< / :e:&e %$$ e<p5!"/!#.

•P$&"&e ;e$ /$# "! Je$/ &/!:""/!5 #e!e!&e# !: if -&5#e# !: "! #e!e!&e# '"hshould .

• F"$# &/!:""/!5

• A$"&5e#= De"!"!% !: N/!-:e"!"!% (+he)

Le<"#

• V/&5$ / he /: p$#

Ph/!e"&#

• P$/!!&""/! / ;/&5$ $e5e: / h"# !"

LANGUAGE

L"#e!"!

• To listen and understand oral mes

comments,• $istening and understanding o

5uestions, comFnderstanding te7ts and oral e7pression

matters!Spe2"!


$""!

To produce simple te7t with the s

Re:"!

• Comprehension of basic instructi

• 6e will ensure a great fluency in





40A Ealuation Test

20A 9CT Pro3ect


10A ttitude and Participation10A Hoteboo

7/23/2019 TFM FINAL 1-5


7/23/2019 TFM FINAL 1-5


• *rainstorm 3obs around the house!• Vocabulary of household ob3ects and 3obs• 6atch and listen to a ideo for specific

information! Pronounce words that hae silentletters!

• se the ocabulary from the lesson to as and

answer 5uestions

• atch nouns to mae fie noun U

noun phrases %ie compound nouns&used in the lesson!

• Progress tests!• eision and E7tension in the

6orboo


• 20 min! E+9HJ" K long time ago [

an article about tar !ars

• 10 min! #ral presentation" SPEN9HJ"

about news programmes !se e7pressionas Y9 now what you mean but

• 20 min! ole?play a discussion about a fil• 6rite a blog post on

http"''learningenglishisfun)!edublogs!org• 10 min! ead and discuss each otherMs blo

CONTENTS

LANGUAGE NOLEDGE

G$$

• P$e#e! pe$e& '"h ever !: never

F D/ '/$: #e$&h / "!: p# p$"&"p5e#.F Re: / $:"/ !: e5e;"#"/! p$/%$e.

F U#e e<p5e# $/ he e< / &/p5ee e<p5!"/!# / he #e !: /$ /

he p$e#e! pe$e& '"h ever !: never .

F D/ #/e &/!$/55e: p$&"&e / he p$e#e! pe$e& '"h ever !: never .

• P$e#e! pe$e& '"h already, yet !: just

Le<"#

• V/&5$= Re&&5e ;/&5$ /$ :"e$e! /$# / e:". Le$! !: p$&"#e

;/&5$ /$ :"e$e! pe# / e5e;"#"/! p$/%$e !: "5.

• Ph/!e"&#

• L"#e! / he + ʃ + #/!: "! he '/$: '&h.

LANGUAGE SILLS

L"#e!"!%

• To listen and understand oral mess

instructions, 5uestions, comments, a

Spe2"!%


$""!%

To produce simple te7t with the spe

ocabulary related to the unit!

Re:"!%

• To understand te7ts and oral e7press

predictable and eeryday matters!






UNIT 9= SPORTS REPORT TIMING= ?, LESSONS.


• B$"!#/$ = S$!%e #p/$#

• P5 '/$: %e !: "!$/:&e

he "5e / he 5e##/!

• Re&&5e #p/$# !: #p/$#

e"pe! !: 5e$! / '/

#$!%e #p/$#. &h ;":e/

/ #$!%e #p/$# !: :"#&##

" / '/5: 5"2e / p5 he#e

%e#.

• Te55 /$ p$!e$ /

p/p5$ #p/$ /$ /$ ;/$"e

#p/$.

• Progress tests!• eision and E7tension in the

6orboo!


• 40 min! E+9HJ" The power of football ! Play

a game to recycle ocabulary from the preiouslesson!

• 10 min! E7press personal opinions on the topic!• 1. min! Play a game to recycle ad3ecties• 1. min! Complete the grammar e7planations about

comparatie and superlatie ad3ecties and less,the least , %not & as [ as [ ,too and %not & enough!

• )0 min! E+9HJ" the effects of stress on three

teenagers! F F +iscuss how the tips to beat stresscan help studentsM in their own lies!

• )0 min! Create a poster• 20 min! ead and watch or read and listen F

CONTENTS


http://learningenglishisfun3.edublogs.org/


7/23/2019 TFM FINAL 1-5


LANGUAGE NOLEDGE

G$$=

• Re5";e C5#e#.

• U#e he e< / &/p5ee $5e# / $e5";e &5#e#.

• C/p5ee he :e#&$"p"/!# '"h he &/$$e& $e5";e

p$/!/!#.

Le<"#

• Sp/$# e"pe!

Ph/!e"&#

• P$/!/!&e he ;/&5$ $e5e: / h"# !".

LANGUAGE SILLS

L"#e!"!%

• To listen and understand oral messages such as instructions, 5ues


Spe2"!%


$""!%

To produce simple te7t with the specific ocabulary related to the u

Re:"!%

• To understand te7ts and oral e7pressions about predictable and e

matters!




CROSS DISCIPLINE= O!e / he "# / he p$e#e! :":&"& "# / 5e$! he #e / ICT#7 h"# 2!/'5e:%e &/5: e #e: "! 'he;e$ /he$ #e&

5"!%"#"& p$/e&7 #:e!# !: e&he$# $e 2"!% 5/%7 #/ he p5/: &e$"! #"& &/!e!7


7/23/2019 TFM FINAL 1-5


TIMING 3RD TERM , LESSONS.TIME TO STUD

EVALUATION CRITERIA ACTIVITIES EY COMPET

ls!

n erbs relatedbout what

irregular past

using relatie

ding!ts and opinionsof mobile

hings you donMteaing

essay

•

Progress tests!• eision and E7tension in the 6orboo!• H9T EV9E6• )rd Progress Test! eision and e7tension in the

6orboo!

G$:"!%


• 20 min! Play a word game" Yparts of a

buildingM• )0 min! ead an article" Ymobile phonesM !

Spea about your needs in the society!• )0 min! eise how to form past participles!• )0 min! +escribe eeryday ob3ects! $isten to a

museum audio!• 20 min! ole play" t the hardware store• )0 min! 69T9HJ" 9n my opinion

F 9ntroduce the difference betweenfact and opinion and the topic ofimportant inentions!

C1.L"!%"#"& C/pee!&e" to undersa conersation! To read, understand andC* Mhe"&5 C/pee!&e" tonumbers! +ates and measures, einterpretation of graphical data!C3=!/'5e:%e !: I!e$&"/! '"h

and to write te7t with the topics" econsumerism, history and science!C4= D"%"5 C/pee!&e. To use 9CTsC= S/&"5 !: C";"& C/pee!&e= Toutonomy and Personal 9nitiatie" to leC,= C5$5 !: A$"#"& E<p$e##"/

an artistic and cultural topics!C6= Le$!"!% / 5e$! C/pee!&e= t

C8= A/!/ !: E!$ep$e!e$#independent lea

CONTENTS

GE NOLEDGE

G$$

##";e

p5!"/!# !: !:e$5"!e e<p5e# "! he

Le<"#

!"/!# !: e$"5#

Ph/!e"&#

The /v/ sound

he ;/&5$ $e5e: / h"# !".

LANGUAGE SILLS

L"#e!"!%



Spe2"!%


$""!%


Re:"!%


matters!

LEARNING REF

• ccept mistaes as a part

show a positie atti

METHODOL

• +ue to English is a practica

will be a mi7ture among tob3ectie will be to emph

students! 6e will base oumethods and approaches toour students! 6e will mautonomy of our studentsdemocratic participation stu

S= The #e / e&h!/5/%"&5 :e;"&e# / pp#.


!e$&";e7 '":e !: 5"!/# &5##$//# e!:/'e: '"h :"%"5 B5&2/$:# !: &/!!e&"/! / "!e$!e (IFI !: &5e)7 CD+ C##ee p5e$ 7 C/pe$#7 5#h&$:#

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40A Ealuation Test

20A 9CT Pro3ect


10A ttitude and Participation

10A Hoteboo

7/23/2019 TFM FINAL 1-5


8. INNOVATIVE DIDACTIC UNITS

8.1.BLOGGING

T""!%= #ne cademic ear!

T"5e" $earning English is Dun!

B5/%" http"''learningenglishisfun)!edublogs!org'

OB@ECTIVES

Throughout this unit, the student will be able to achiee the following points"

• Students should get to now how to use the 9nternet and other new technologies

to ac5uire and consolidate nowledge, to search for information and to carry out

a ariety of tass! They should learn how to post in the English blog!• Students should learn to accept responsibilities! Tae blogging seriously and try

to get a positie e7perience about blogging news in group 6ors!• Select, organise, classify and se5uence information appropriately! Copy and

paste from 6iipedia it is not alidX 6e want creatiityX How we are dealing

with what has been called creatie, e7pressie writing, composition or writing

for fluency• 6or with elements that can be found in the mass media, newspapers, and

maga8ines among others!• Jet to now and respects other customs and traditions %alloween, Chinese

Hew ears ee!

CONTENTS

•

These are some of the possible actiities"

• 6riting film reiews!

• 6riting essays!

.Thesislin %research blog& 0! Thesislin %research blog& Re$"e;e: arch 20,

201), $/= http"''social?mediafootprints!com'.?ways?to?promote?your?business?on?interest'


http://social-mediafootprints.com/5-ways-to-promote-your-business-on-pinterest/






7/23/2019 TFM FINAL 1-5


• *logging about" sports, thaning, e7pressing lies and dislies, apologies,

giing personal details, hopes and desires, interests, instructions[

•

-ournal writing!• Comparing and recommending films, boos, series!

• easons for using a blog"

F To proide e7tra reading practice for students

F To guide students to online resources appropriate for their leel

F To increase the sense of community in a class

F To encourage shy students to participate

F To help build a closer relationship between students in large classes

L"#e!"!%

• To listen the ideo actiities proposed on the blog! ctiities such as" alloween

https"''www!youtube!com'watchO\VHh2hJ!• $istening ctiities 6ill *e Post 9n The *log and we will use TE 6E*

http"''aughanradio!com' and we will also post songs!

Re:"!%

• To read *ritish literature" Shaespeare fragments• To nowledge *ritish literature! The boo K*ritish and merican DestiitiesL by

Jina d!b! C$EEH will be read!

$""!%

• Dilm reiews•

Songs reiew

• we will try to aoid song translationX 6e will try to use the target language een

when is difficult! Hew ocabulary will be introduced by means of memori8ing

songs!

Spe2"!%

• To sing a song! Play S"!%#$XXXX

• Songs are great for pronunciation practice especially sound lining and reduction!

https://www.youtube.com/watch?v=RUVNHh2hkGU

http://vaughanradio.com/





7/23/2019 TFM FINAL 1-5


EVALUATION

The student must publish at least one article per year!

This is a Complementary and e7tracurricular actiity with emphasis on critical thining,

creatiity and problem soling!

6e, as teachers, hae created a blog http"##learningenglishisfun$.edublogs.org# where

students can edit and participate among the course! 6e will hae to mae sure that all

students hae e?mail accounts, which are needed!

eading and writing te7ts online are basic sills that students need to ac5uire! Teaching

with blogs proides the opportunity to hae fun learning and engage our students in our English lessons! #ur topics will be interesting and adapted according to our students

interests

6e will proide students with critical and nalytical Thining! Students will become

bloggersG they will show responsibility, confidence, and willingness! They will become

confident leaders! They can also hae a lot of funX The students will appreciate artistic

creations and understand the language of different types of artistic creations, using

different e7pression and representation means!

6e will practise all the ocabulary learnt among the course! Students are the center of

the teaching? learning process! They learn how to learn and write, and they also promote

their own autonomy! Students deelop their communicatie competence!

#H$9HE TESTS SC S http"##www.onlineexambuilder.com#halloween%test#exam%

&'$((

E!g! ]EST9#HS SC S "

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1.G+%!, B+',!'& #&"

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3. T/% U&',%- S,!,%( !&- G+%!, B+',!'&

T/% !&)'%&, #+''&( # H!""#$%%& !+% 1. Roman

2. Iris

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E7ample of 5uestions




http://www.onlineexambuilder.com/halloween-test/exam-10366





7/23/2019 TFM FINAL 1-5


S/&"/ &5$5 #pe&# !: "!e$&5$5 '$e!e##

• istory" alloween, Chinese Hew ear, ee• $anguage and literature

ATTITUDES AND VALUES

• Politeness in the other language!• Effort with new ocabulary and structures!• 9nterest and respect in the classmatesM opinions, articles, etc!• se of target language in the blog

NE C#PETEHCES"

I!!/;"/!

U!"=

B5/%%"!%

B#"& C/pee!&e A&";" E;5"/! C$"e$"

C1

$inguisticCommunicatie

competence!

ll the actiities of the unit use the language as aninstrument of communication! ctiities"-ournal writing! Harrating!

Comparing and recommending films, boos, series! nd tryto not spoil the ending

• Show interest in learning English and

participating on the blog!• Try to learn new songs• Try to comment on others publications, b

respectful!

7/23/2019 TFM FINAL 1-5


C2athematicalcompetence!

' '

C)

Nnowledge of andinteraction with the physical world!

Students hae to discoer the social needs!To provide extra reading practice for students

To guide students to online resources appropriate for their

level

To increase the sense of community in a class

E7press curiosity in learning about Social needs!

C4

Competence in9nformation ^communicationtechnologies

Students hae to learn how to publish on a blogThey hae to search for information using newtechnologies

• se the blog in order reise and e7tend

they hae learnt!• Students should get to now how to us

9nternet and other new technologies to acand consolidate nowledge, to searcinformation and to carry out a ariety of tThey should learn how to post in the E blog!

C.

Social and ciilcompetence!

Education for Peace" The importance of respecting othercultures! 6e will learn about other cultures with the boo_6E 69$$ E+ alloween from the boo *ritish andmerican DestiitiesL by Jina d!b! C$EEH

Education for $eisure"The importance of en3oying celebrations and festials!

• nderstand the importance of technolog

our lies!• *e willing to respect eerybodyMs opinio

and articles• ccept responsibilities! Tae blo

seriously and try to get a positie e7per about blogging news in group 6ors!

C( Cultural and artisticcompetence!

• eading the boo *ritish and merican

DestiitiesL by Jina d!b! C$EEH

• Show pleasure in learning cultural facts f

other countries!!• 6or with elements that can be found i

mass media, newspapers, and magaamong others!

C/The competence of learning to learn!

Students complete the )rogress *heck section ealuatingtheir own wor!*E *$E T# SE +9CT9#H9ES #H$9HE SC S6#+EDEEHCE

• Show interest in learning how to learn

English!• Select, organise, classify and se5uence

information appropriately! Copy and pastfrom 6iipedia it is not alidX 6e want

creatiityX

C@

The competence of personal autonomyand initiatie!

ccept responsibilities! Tae blogging as an actiity tolearn!9nitiatie to wor in pairs!

• *e willing to listen to and interact with ot

ae a positie attitude towards own abilto participate

CThe EmotionalCompetence!

Students learn to wor in groups respecting each other andadmitting both their own success and their classmatesM!E!g! discussing the best articlesChoosing a film, and a song

• En3oy group participation!• Show respect for others in the group!

7/23/2019 TFM FINAL 1-5


CONTENTS IN PROGRESS=

CT9V9T 1"

H9T 1" Switch #ff !Communication and edia 6orld! F1st term %1/ September to 1

+ecember& and unit 2 H/e !: A'

#b3ectiesF Vocabulary of technological deices related to apps!FF Tal about internet ideos!F eading articles of maga8ines and newspapers!F 6E 69$$ SEE #9J9H$ HE6SPPES

HE6S PPE E$EEHTS 69$$ *E +ED9HE+"

• Publish and write an article on the blog with 3ournalist style!

NE #

*S9HESS *ETTE! +iscoer the bestprofessionaldocuments andcontentresources to helpstart and growyourbusiness

!etrieed, 4+1,+*014 from" http"''www!docstoc!com'docs'1(@.21@('Parts?of?a?newspaper

They can publish their SHO TELL DAY e<pe$"e!&e# /! he 5/%.

FStudents start out by getting an item they brought from home! They hae to show their

item to the rest of the class! we, as teachers should as each student 5uestions to inite

them to tal about their item! The other students are inited to as a few 5uestions too!

CT9V9T 2"

H9T )" 6ild 6orld and H9T 4" 6hatMs CooingO

7/23/2019 TFM FINAL 1-5


Publish your faourite recipeX T

http"''learningenglishisfun)!edublogs!org'2014'10'22'unit?4?whats?cooing?get?

cooing?with?words'

CT9V9T )"

H9T 4" whatMs cooingO Jet cooing with wordsX ctiity name"

H9T ." 6ho am 9O students can publish articles about themseles, their faourite

music, sports, etc

H9T (" ind and *ody

CT9V9T 4"

H9T /" Time for 6or roc and roll lifeO Compare your family life and e7press

personal opinions on the topic! do you want to life as an roc and roll iconO

roc and roll history!

CT9V9T .

H9T @" edia i7• E+9HJ the boo K*ritish and merican DestiitiesL by Jina d!b! C$EEH

Scholastic!etrieed, 2014from" http"''teachroc!org'for?teachers'

http://learningenglishisfun3.edublogs.org/2014/10/22/unit-4-whats-cooking-get-cooking-with-words/




7/23/2019 TFM FINAL 1-5


we will read chapter 2 Kalloween from the boo *ritish

and merican DestiitiesL by Jina d!b! C$EEH and

they will hae to publish a nice story about alloween in

our blog!

Clemen, J! +! %1&! +ritish and merican

-estivities!Cideb!

• Shaespeare *log Section"

n important point will be to mae *ritish literature interesting and atractie for teens!

CT9V9T ("

• eading actiity 6hy is Shaespeare famousO• 6ho was 6illiam ShaespeareO

K6illiam Shaespeare is one of the worlds greatest writers!

e wrote plays for the theatre! e wrote poetry too!

Shaespeare was born in Stratford?upon?on, in

England! $ater he went to $ondon, to be an actor ! *ut

he became famous for writing plays! is friends said he was the best writer of his time!

ost people now say he was the best of all time!

Shaespeare, 6! %10@&! The complete works of !illiam hakespeare %Vol! 20&!

arper^ brothers!

6E 69$$ NE SNESPEE TTCT9VE T# ST+EHTS

CT9V9T /

H9T " SP#TS EP#T

Progress tests on the blog!

E+9HJ" The power of football

Shaespeare 6ouldaead *log

etrieed, 2014from"

htt "''moll flatt!co!u'

6illianShaespeare,bbcetrieed,

2014from"http"''www!bbc!co!u'sc

hools'primaryhistory'famouspeople

'william`shaespeare'

http://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/glossary/index.shtml



http://mollyflatt.co.uk/




7/23/2019 TFM FINAL 1-5


complete the crossword online"

http"''learningenglishisfun)!edublogs!org'2014'10'22'.)'

CT9V9T @"

H9T 10" *9H6VES

To learn how to write a moie critic reiew using all the ocabulary and grammar learnt

among the course!

F Step 1" Choose a moie!F Step 2"9ntroduce the moie by title and mention any stars or the name of

the director if famous!F Step )"mae a short and nice summaryF Step 4"genre!

ppro7imately timing" ) classes U homewor" we will watch the moie during a lesson

and we will ote which moie from the selection gien by the teacher!

Conclude with your recommendation to see the moie or not, giing specific reasons as

to whether it is worth the price of admission!

6e will hae prices for the best bloggers"

! C$EVE

ewardsetrieed, 2014

from" amazon.co.uk

!DHH

ewardsetrieed, 2014

from" amazon.co.uk

English -oes are 6elcomeX

CT9V9T "

http://learningenglishisfun3.edublogs.org/2014/10/22/53/

http://learningenglishisfun3.edublogs.org/2014/10/22/53/

7/23/2019 TFM FINAL 1-5


t the end of each semester we will play araoe with the most oted song of the blog!

this will encourage students to learn songs and new ocabulary also to pronounce

correctly!

N#NE "Dools Jarden $emon Tree $yrics

http"''learningenglishisfun)!edublogs!org'2014'10'22'singstar'

Students learn the right pronunciation in English through listening songs

Students also practice their pronunciation in English through singing songs!

• ctiity" Dools Jarden $emon Tree $yrics! rtist" Dools Jarden $yrics

D##$S J+EH" TE $E#H TEE

9ts 3ust another rainy Sunday afternoon9m wasting my time9 got nothing to do9m hanging around9m waiting for you

*ut nothing eer happens and 9 wonder

9m driing around in my car 9m driing too fast9m driing too far

9d lie to change my point of iew9 feel so lonely

9m waiting for you*ut nothing eer happens and 9 wonder

9 wonder how9 wonder why

esterday you told me bout the blue blue synd all that 9 can see is 3ust a yellow lemon?tree

9m turning my head up and down9m turning turningturningturningturning aroundnd all that 9 can see is 3ust another lemon?tree

9m sitting here9 miss the power

9d lie to go out taing a shower *ut theres a heay cloud inside my head

9 feel so tiredPut myself into bed

6hile nothing eer happens and 9 wonder

9solation is not good for me9solation 9 dont want to sit on the lemon?tree

9m steppin around in the desert of 3oy*aby anyhow 9ll get another toy

nd eerything will happen and you wonder


esterday you told me bout the blue blue synd all that 9 can see is 3ust another lemon?tree

9m turning my head up and down9m turning turningturningturningturning aroundnd all that 9 can see is 3ust a yellow lemon?tree

nd 9 wonder, wonder


esterday you told me bout the blue blue synd all that 9 can see, and all that 9 can see, and all that 9 can see

9s 3ust a yellow lemon?tree

http://learningenglishisfun3.edublogs.org/2014/10/22/singstar/

http://www.lyrics007.com/Fools%20Garden%20Lyrics.html

http://learningenglishisfun3.edublogs.org/2014/10/22/singstar/


7/23/2019 TFM FINAL 1-5


CT9V9T 10"

S9HJ ST# C*ES 9H TE EHJ$9S C$SS!

#b3ecties"Creatiity and imagination! Students

should create an original and imaginatie story with

the story cubes, they should use the time tenses

studied during the lessons!

The actiity is been deeloped following the

learning to learn competence %Show interest in

learning how to learn English! To Select, organise,

classify and se5uence information appropriately&

ctiity"

1!9ntroduce the ocabulary of the story cubes!

2!Jie them an enthusiastic good shae!

orysStory CubesRe$"e;e:7 2014from" www!#/$&e#!com'

http://www.storycubes.com/


7/23/2019 TFM FINAL 1-5


)! oll them out, and start storytellingX!Start your story with Y#nce upon a time!!M and

try to connect all the images!

4! Share your storiesX fter

we will decide who is the

winner and we will upload the

story on the blog!6or in

small groups and hae story

telling sessions where the

group wors together to tell a

story, which inoles all nine

of the pictures!

orysStory CubesRe$"e;e:7 2014from" www!#/$&e#!com' orysStory CubesRe$"e;e:7 2014

from" www!#/$&e#!com'





7/23/2019 TFM FINAL 1-5


8.*. START UP

T""!%= 4 Sessions

T"5e= Dinancial 6orshop

OB@ECTIVES

The aims of this pro3ect is that the students ac5uire the basic competences to deelop

their owns idea in a foreign languages, in this case English! They will be able to e7pressthemseles and research solutions for the real world problems using the specific

ocabulary and contents of the didactic unit /!

This unit methodology is based in design thining! +esign thining is Za way of

thiningZ to find solutions using empathy, rationality and creatiity! ctually this

methodology is being apply in business area and we will introduce it in the school as a

pro3ect to deelopment the creation and innoation using a second language and to

reali8e the needs in our today society!


• nderstand, memori8e and correctly use ocabulary related to money, to

describe ob3ects %C1&%C)&• Nnowledge about the history of money! %C1&• 9dentify problems from the real world!%C1&%C2&• nderstand and correctly use grammar structures related to the presents simple

and present continues%C1& %C/&• $earn how to present an innoation pro3ect! %C1& %C2& %C.&• 9dentify general content of a te7t on history of money!%C1& %C.& %C(&• $oo for information on Problems of the real world using 9CT %C1& %C)& %C4&

%C(&• 6rite a presentation %C1& %C)& %C.& %C(&• ssimilate the learning tips and study the $anguage Juide from the unit %C1&

%C/& %C@&

7/23/2019 TFM FINAL 1-5


CONTENTS

$HJJE SN9$$S

L"#e!"!%

• $isten and repeat words related to money!

• $isten to some children taling about the alue of the ob3ects!

• $isten and choose the correct words in some sentences!

• $isten to people taling and answer some 5uestions!

• $isten and repeat words related to the money!

• $isten and repeat some words so as to practise the pronunciation of the sound 's'!

• $isten and repeat sentences noticing the sound 's'!

Re:"!%

•

ead and translate some words into their own language!• ead a te7t and find words for some definitions!• ead some grammar e7planations about the use of be going to!• ead a language note about time e7pressions with be going to!• ead some grammar e7planations about the use of 5uestions and short answers with

be going to!• $oo at some sentences and decide the correct order for 5uestions!

$""!%

7/23/2019 TFM FINAL 1-5


• #rder some words to mae sentences with be going to!• 6rite sentences about money using the words gien!• #rder words to mae 5uestions from a dialogue!• 6rite a presentation following some guidelines!• Ealuate the progress done

Spe2"!%

• 6or in pairs asing and answering 5uestions about the alue of different ob3ects!• Tal about the problems of the real world!• Prepare and practise a dialogue about the group pro3ect!

$HJJE NH#6$E+JE

G$$

be going to" affirmatie and negatiebe going to" 5uestions and short answers

• ecycled grammar

F Present continuous

F Past simple

Le<"#

• Vocabulary related to oney and +esign Thining Process!• Vocabulary related to description of a product and to mae a presentation of the

product

Ph/!e"&#

PronunciationF Students learn the right pronunciation in English through the

$istening actiities!

F Students also practice their pronunciation in English through the

Speaing actiities!

7/23/2019 TFM FINAL 1-5


LEARNING REFLEION=

• ead a te7t about the history of money!• ead a te7t about +esign Thining process!• ead about information in 9CTs• 6rite a postcard in four steps" plan, write, chec and write• $isten the e7planation about history of money and +esign Thining process!• s and answer 5uestions about needs• Participate in a class ote on business ideas!• Prepare and write a presentation on your business idea!

LEARNING STRATEGIES

• eading the conte7t to understand ocabulary

METHODOLOGY




pro3ect to deelopment the creation and innoation using a second language and toreali8e the needs in our today society!

The ethodology implanted in the classroom is a mi7ture of the different language?

teaching methods, see ethodology!

The students will prepared to the future world with innoatie resources!

7/23/2019 TFM FINAL 1-5


BASIC COMPETENCES

B#"& C/pee!&e A&";" E;5"/! C$"e$"

C1 $inguistic

communicatie

competence!

ll the actiities of the unit use the language as

an instrument of communication!!

Show interest in learning English

C2 athematical

competence!

Students hae to present a prototype using $ego

structures!

The prototype design!

C) Nnowledge of and

interaction with the

physical world!

Students hae to discoer the social needs! E7press curiosity in learning about

Social needs!

C4 Competence in

information and

communication

technologies

Students hae to search information using 9CTs Deel pleasure in using new

technologies in order to reise and

e7tend what they hae learnt!

C. Social and ciil

competence!

Education for $eisure"

The importance of realising the society needs and

how can they search a solution !

Education for Peace" The importance of

respecting other cultures!

nderstand the importance of

technology in our lies!

*e willing to respect eerybody!

C( Cultural and artistic

competence!

Students are be able to create from one idea a real

prototype with different material

Show pleasure in learning cultural

facts from other countries!C/ The competence of

learning to learn!

Students complete the )rogress *heck section

ealuating their own wor!

Show interest in learning how to

learn English!

C@ The competence of

personal autonomy and

initiatie!

9nitiatie to wor in pairs! Section" taling about

prototypes!

*e willing to listen to and interact

with others! ae a positie

attitude towards own ability to

participate

in class actiities!

C The Emotional

Competence!

Students learn to wor in groups respecting each

other and admitting both their own success and

their classmatesM!

E!g! discussing the best prototype

En3oy group participation!

Show respect for others in the

group!

7/23/2019 TFM FINAL 1-5


S/&"/ &5$5 #pe&# !: "!e$&5$5 '$e!e##

• Nnowledge of the history of the money

• Value of the things

LITERARY EDUCATION

• ssessment and actie participation in literary actiities in the classroom!• ppreciation of literature as a source of pleasure showing criticism towards it!• +eelopment of reading autonomy!

CROSS-CURRICULAR ITEMS

• istory" the history of money

• $anguage and literature" conentions for writing a presentation


• Politeness in the other language!• Effort with new ocabulary and structures!• 9nterest and respect in the classmatesM opinions, mother tongue, accent, origin, etc!• #ercome mental blocing when meeting new people in the target language• ttentie?assertie listening• se of target language in class

EVALUATION CRITERIA

F/$";e e;5"/!

7/23/2019 TFM FINAL 1-5


F Classroom obseration to chec both indiidual and global progressF The oral presentationF Sills" reading, writing, listening e7ercises

A&&5";e e;5"/!.

F nderstand the general message of te7ts about the history of the money,

and identify releant details in oral messages related with them! %C1, C),

C., C(, C@&F E7press himself'herself with fluency and using the write pronunciation ?

intonation in conersations about parties! %C1, C., C@&F ecognise the general idea and be able to get specific information of

written te7ts coming from different sources! %C1, C), C(, C@&F 6rite short te7ts in different supports, using the appropriate structures,

functions and ocabulary, such as writing a postcard! %C1, C(, C/, C@&F se consciously his'her linguistic nowledge in order to listen to people

taling about the financial worshop! %C1, C., C(, C@&F se information and communication technologies in a guided way in

order to loo for information by doing the website actiities! %C1, C4,

C/, C@&

F 9dentify learning strategies used to progress in the learning process! %C1,C/, C@&

RESOURCES

• 9CTs" the students will be able to find information in internet• Post it" to deelop the pro3ect!• oney stencil• Paints, crayons, etc!• $ego Structures, paper, recycling ob3ects, etc!

7/23/2019 TFM FINAL 1-5


CONTENTS IN PROGRESS

DAY 1

CT9V9T 1"Dirst Session! 6T 9S #HEO

• 6arm?up! To introduce the history of money %10 min&! To as about money!• Video presentation" https"''www!youtube!com'watchO\+a(T]p)

To tal about the history of money and to discuss the information contained in

the ideo presentation! To answer these 5uestions! %20min&

?6hat is barterO +o you want a apple for an orangeO

?6hat sort of products did they treatO

?6hy is ery confused to barterO!!!

?6hy it is used shellsO

• ]ui8" www!kahoot.it " ZThe story of moneyZ To chec if the students understand

the preiously nowledge!

CT9V9T 2" Dirst Session! N9HJ #HE

• The class is diided into four groups! Each group receies a coin or note stencil!

The students hae to draw their own money! Timing %)0 min!&• To draw considering two factors" the alue of money and the theme to draw

9magine liing a long time ago in a time without money! about 000 b!c! instead of money they treat! but there were

problems with these!

9t was ery confused to barter because"

? the alue of the ob3ects depends on the seller and the buyer! There is no agreed standard measure according to the

alue!?They use to trade salt, rice, barley!!! go bad!

?Too heay to carry

oweer in China they start using Cowrie Shells as money! 9n Europe started to use metals lie gold, siler and cooper!

9t was useful because you can carry it on! They used coins and bannotes!!!!!!

https://www.youtube.com/watch?v=ADaY6THQp3Y

https://www.youtube.com/watch?v=ADaY6THQp3Y

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• To show some drawings as samples

GROUP 17* GROUP 374

BANNOTE C#9H

DAY *

CT9V9T )" Second Session! 6T 9S C#PHO

• 6arm?up" To introduce the concept of company and start up. !hat is a

company#tart up Timing )0 min!F To use brainstorming! The students hae to say in English concepts or

ocabulary about this theme! emember the ocabulary of unit 2" ome

and wayF To use 9CTs we will introduce the concepts and deelop with e7amples

of the real world! The students hae to search information about this

concepts and to e7plain it in class!

• To as the students if a School is a company! E7press personal opinion!• elate a list of companies you now, e7plain what they sell or offer!

• To define Startup! se 9CTs!

C'()*+- an ass!iatin r

!""e!tin # individ$a"s w%

s%are a !&&n '$r'se.

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$S%R N%%& INSI'H

(

• ]ui8" www.kahoot.it " ZStart upZ to chec if the students hae understand the

concepts!

CT9V9T 4" Second Session! TE STT P

• To teach the Steps in a +esign Thining Process!

• To show this image and describe the ( steps! Timing )0 min!

Steps in a +esign Thining Process

design`thining`process!png etrieed, 2014 from"

https"''dschool!stanford!edu'groups'12'wii'(c04c'images'``thumbs``'.)1d!png

1.- U!:e$#!:" Nnow the concept of design thining process! +eelop bacground

nowledge through e7periences!

*.-. O#e$;e= Try to alue the needs of the society! #bsere the people, spaces and

places and collect these ideas using post?it!

3.-P/"!# / ;"e'" naly8e your own needs, your neighbors or friends! Choose one

needs and find a solution using imagination!

+esign Process to define the insights

S$p" Start up is an organi8ed groupof people who create a product orserice high needed for the society!

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4.-I:ee" Storm braining! emae 9deas! There is no limits, no bad ideas! The aims

is 3ust to create a product idea that you thin is needed for the society!

.-P$//pe" The students hae to design prototyping! 9t is easier to present a idea!

,.Te#!Jood ideaO! ight or 6rong Olearn from the error and mae it better again!

CT9V9T 4 Second Session! TE STT P

• *rainstorming" The students write in post?it the needs of the society! Timing

1. min

*rainstorming in CE %2014&

• omewor"

F #bsere the reality in search of social needs!

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F s to your family, friends and neighbors about their needs!

F ae a list of the conclusions!

DAY 3

CT9V9T . Third Session! TE STT P

• 6arm?up about +esign Thining! %10 min&

• Collect the need of the society and select the idea that we are going to wor!

The students collect on the blacboard the pos?it with the society needs!

They tal about the e7perience! %1. min&

• The class will diided into 4 groups, each group select one need!

• E!g!

• I:ee= Storm braining! emae 9deas! There is no limits, no bad ideas! The

aims is 3ust to create a product idea that you thin is needed for the society!

Each group gie solutions to the problems! se post?it!

• E!g! Solution!!!%). min&

( )*E+ -UR) (+ TR/FF(

F/R FMTR(E

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CT9V9T("Third Session! TE STT P

• P$//pe" Each group chooses the materials for his prototype! Dor e7ample"sing the $EJ# pieces is a easy way to transmit an idea! The

students can also try a card or whateer they want! Timing )0

min!

• omewor" write a short composition describing your

product!

DAY 4

CT9V9T/Dourth Session! TE STT P! Timing .0 min!

• Te#! Jood ideaO! ight or 6rong O

? The students hae to present their innoatie products answering"

- Dor what the product is used, made, etc!O

- 6hat problem solesO!

- ow much it costO!

F To the maret! The students hae to sell and buy with the money they preiously

made!

F To alidate your product you hae to reali8e the social response! 9f people want

to buy your product is a good idea! 9f not, you hae to change your design!

MAKE IDEAS OSIBLE AND

EXRESS YOURSELF

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• Conclusions! Tal about the e7perience! Timing 10 min!

8.3.ECOLOGICAL FOOTPRINT

T""!%= 4 Sessions

T"5e= The Ecological Dootprint

OB@ECTIVES

The aims of this pro3ect is that the students ac5uire the basic competences to deelop

their owns idea in a foreign languages, in this case English! They will be able to e7press

themseles and research solutions of the real world using the specific ocabulary andcontents of the didactic unit!

The students ensure lie well in the present and in the future and to reali8e the impact of

human in the world! To change this situation the students will ac5uire the nowledge to

improe an initiatie in their consume habits and in general in their life!


• nderstand, memori8e and correctly use ocabulary related to Dootprint!%C1&%C)&• Nnowledge about the ecological footprint! %C1&%C)&• 9dentify problems from the real world!%C1&%C)&• nderstand and correctly use grammar structures related to the presents simple

and present continues, how much and how many! Temporal aderbs!%C1& %C/&• $earn how to present an innoation pro3ect! %C1& %C2& %C.&• 9dentify general content of 5ui8 te7t!%C1& %C.& %C(&• $oo for information on Problems of the real world using 9CT %C1& %C)& %C4&

%C(&• 6rite a presentation %C1& %C)& %C.& %C(&

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• ssimilate the learning tips and study the $anguage Juide from the unit %C1&

%C/& %C@&•

CONTENTS

$HJJE SN9$$S

L"#e!"!%

• $isten and repeat words related ecological footprint!• $isten to some children taling about their footprint and how can minimi8e!• $isten and choose the correct words in some sentences!• $isten to people taling and answer some 5uestions!• $isten and repeat words related to ecological footprint lie food, transport, etc!• $isten and repeat some words so as to practise the pronunciation of the ocabulary

about ecological footprint!

Re:"!%

• ead and translate some words!

• ead a te7t and find words for some definitions!

• ead some grammar e7planations about the use of how much'how many!

• ead a language note about time e7pressions!

$""!%

• 6rite sentences about porcelain using the words gien!• 6rite a presentation following some guidelines!• Ealuate the progress done

Spe2"!%

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• 6or in pairs asing and answering 5uestions about the daily habits!• Tal about the problems of the real world!• Prepare and practise a dialogue about the group pro3ect!

$HJJE NH#6$E+JE

G$$

• /ow much, how many

• Dre5uency aderbs• ecycled grammar

o odal erbs

o Duture

Le<"#

• Ecologic ocabulary!•

Vocabulary related to description of a product and to mae a presentation of the product

Ph/!e"&#

• Pronunciationo The sound of words related unit!o Students learn the right pronunciation in English through the $istening

actiities!o Students also practice their pronunciation in English through the Speaing

actiities!

LEARNING REFLEION=

• ead a te7t about the ecological print and mae the 5ui8!• ead about information in 9CTs• 6rite a presentation in four steps" plan, write, chec and write• $isten the e7planation about the ecological Dootprint!• s and answer 5uestions about needs• Participate in a class ote on prototypes ideas!

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• Prepare and write a presentation on your business idea!

LEARNING STRATEGIES

eading the conte7t to understand ocabulary

METHODOLOGY




pro3ect to deelopment the creation and innoation using a second language and to

reali8e the needs in our today society!

The ethodology implanted in the classroom is a mi7ture of the different language?

teaching methods, see ethodology!

The students will prepared to the future world with innoatie resources!

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BASIC COMPETENCES

B#"& C/pee!&e A&";" E;5"/! C$"e$"

C1 $inguisticcommunicatie

competence!

ll the actiities of the unit use the language as aninstrument of communication!

Show interest in learning English

C2 athematical

competence!

Students hae to present a prototype using

ecological material!Students hae to elaborate a receipt using measures

The prototype design!The 5uality of the product!

C) Nnowledge of and

interaction with the

physical world!

Students hae to discoer the social needs! E7press curiosity in learning about

Social needs!

C4 Competence in

information and

communication

technologies

Students hae to search information using 9CTs Deel pleasure in using new technologies

in order to reise and e7tend what they

hae learnt!

C. Social and ciil

competence!

Education for $eisure"The importance of realising the society needs and

how can they search a solution !Education for Peace" The importance of respecting

other cultures!

nderstand the importance of

technology in our lies!*e willing to respect eerybody!

C( Cultural and artistic

competence!

Students are be able to create from one idea a real

prototype with different material

Show pleasure in learning cultural facts

from other countries!Create a prototype with biodegradable

material!

C/ The competence of

learning to learn!

Students complete the )rogress *heck section

ealuating their own wor!

Show interest in learning how to learn

English!

C@ The competence of personal autonomy

and initiatie!

9nitiatie to wor in pairs! Section" taling about prototypes!

*e willing to listen to and interact withothers! ae a positie attitude towards

own ability to participatein class actiities!

C The Emotional

Competence!

Students learn to wor in groups respecting each

other and admitting both their own success and their

classmatesM!E!g! discussing the best prototype

En3oy group participation!Show respect for others in the group!

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S/&"/ &5$5 #pe&# !: "!e$&5$5 '$e!e##

• Nnowledge of the ecological print!

• Value of the things

LITERARY EDUCATION

• ssessment and actie participation in literary actiities in the classroom!

•

ppreciation of literature as a source of pleasure showing criticism towards it!• +eelopment of reading autonomy!

CROSS-CURRICULAR ITEMS

• istory" Nnowledge of the human impact in the world!

• $anguage and literature" conentions for writing a presentation


• Politeness in the other language!

• Effort with new ocabulary and structures!

• 9nterest and respect in the classmatesM opinions, mother tongue, accent, origin,

etc!

• #ercome mental blocing when meeting new people in the target language

• ttentie?assertie listening

• se of target language in class

EVALUATION CRITERIA

F/$";e e;5"/!

F Classroom obseration to chec both indiidual and global progressF The oral presentation

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F Sills" reading, writing, listening e7ercises

A&&5";e e;5"/!

F nderstand the general message of te7ts about the ecological footprint,

and identify releant details in oral messages related with them! %C1, C),

C., C(, C@&F E7press himself'herself with fluency and using the write pronunciation ?

intonation in conersations about parties! %C1, C., C@&

F ecognise the general idea and be able to get specific information of written te7ts coming from different sources! %C1, C), C(, C@&

F 6rite short te7ts in different supports, using the appropriate structures,

functions and ocabulary, such as writing a presentation! %C1, C(, C/,

C@&F se consciously his'her linguistic nowledge in order to listen to people

taling about the financial worshop! %C1, C., C(, C@&F se information and communication technologies in a guided way in

order to loo for information by doing the website actiities! %C1, C4,C/, C@&

F 9dentify learning strategies used to progress in the learning process! %C1,

C/, C@&

RESOURCES

• 9CTs" the students will be able to find information in internet

•

Post it" to deelop the pro3ect!• oney stencil

• Paints

• oom" $ab oom

• Vinegar

• 6hite glue

• Cornstarch

• Vaseline

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Foo)S*!"r+o,i!i"-'oo)sSr.i#

CONTENTS IN PROGRESS

DAY 1

CT9V9T 1"Dirst Session! 6T 9S EC#$#J9C$ D##TP9HTO

• 6arm?up! To introduce the concept of ecological footprint! s the students!

Timing 10 min!

Video presentation" https"''www!youtube!com'watchO\nP1n8C5oTg! Timing

10 min!

•

Conclusions" Spea about the concept of ecological footprint! 6hat is thatOTiming 10 min

CT9V9T 2" Dirst Session! 6T 9S # EC#$#J9C$ D##TP9HTO

• $etIs tal about Dootprint! Timing 20 min!o Vocabulary" present the ocabulary with flashcards!o Tal about our lifestyle and the changes in indiidual

behaior to minimi8e our impact!o Present the flash cards to help students tal about it! s

5uestions"COMSUMPTION CATEGORIE= SERVICE

• Trael by car! ow farO 6ith someone elseO• Duel consumption of the carO• Trael by public transitO ow farO• +o you flyO

Power Point presentation %2014& CE

Tae the 5ui8! ow many planets does it tae to support your lifestyleO ! sing 9CTs

the students will now their impact in the world! Jo to the web site"

E&/5/%"&5 F//p$"!= Thehuman impact on earth! 9t isassociated with food, mobility,and goods!

Power Point presentation%2014& EM

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http"''www!footprintnetwor!org'en'inde7!php'gfn'page'calculators and calculate your

ecological footprint!

o fter the ]ui8 students will spea about their conclusions!

our Ecological Dootprint, etrieed from" http"''www!epa!ic!go!au'get?inoled'measure?your?impact'ecological?footprint

DAY *

CT9V9T )" Second Session! #6 CH 9 E+CE EC#$#J9C$

D##TP9HTO

• 6arm?up" oral e7pression about the concept of ecological footprint! Timing 10 min!• 9ntroduction about the C/$!#$&h P/$&e5"!. 9ntroduce the concept of

biodegradable materials and non biodegradable materials! Timing10 minF sing 9CTs fill the table!

*9#+EJ+*$E

TE9$S

NON BIODEGRADABLE

MATERIALS

De"!""/!=

Ip&=

E<p5e# / "/:e%$:5e

e$"5#

CT9V9T 4" Second Session! #6 CH 9 E+CE EC#$#J9C$

D##TP9HTO

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• E7plore simple actions to change your footprint! sing brainstorming! Timing )0

minF The class will be diided into 4 groups!

6rite about the actions you can tae to reduce your ecological

impact! Jie solutions to each consumption category!

• Conclusions" Tal about it! Timing 10 min!

DAY 3

CT9V9T ." Third Session! #6 CH 9 E+CE EC#$#J9C$

D##TP9HTO

• 6arm up" s about the Ecological Dootprint, the human impact, what is a

biodegradable material, how can you reduce'increase your Ecological Dootprint!• y receipt of Ecological aterial Z*ornstarch )orcelainZ! ead and understand

the receipt! Timing 20 min

• Prototype your product! The students hae to create different products lie

plates, bowls, glass, etc! +esign in a paper! Timing 20 min!

P#CESS

6eigh and mess the ingredientsi7 the ingredients in a large bowl! Place the cornstarch,

white glue and the inegar in a bowl! se your hands to blend

the ingredients well!

dd the Vaseline!

ou must nead the dough until the ingredients are well

combined!

ae forms

$et it dry

ou can paint it

TE9$

.0 g cornstarch

?.0 g white glue

?. ml inegar

?1. g Vaseline

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DAY 4

CT9V9T (" Dourth Session! N9HJ P#CE$E9H

• $ab oom" go to the $ab room and following the receipt create your design!

Timing 1 hour!

• 6rite a short presentation about the product and its footprint impact! Nnowledge

of biodegradable products, recycling, and the benefits of the products! Jie a

alue of the products!

DAY

• To the maret! Students hae to present their products in a maret in the class!

Timing 40 min

• Validate your product! Sell and buy using money preiously made from unit

Start up! Timing 20 min!

Main *r!e"ain, 2014 EM

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9.CONCLUSIONS

9n this section, we will state the main conclusions obtained after finishing this English

teaching programme! This English Teaching Programme 2014 has been designed to

meet the needs of students following the Secondary education, our results indicate that

teachers should emphasi8e on the use of the language promoting the oral competence!

9nnoation actiities hae been created with this purpose!

Creating a year? long 1st of ES# course design inoles the integration of a great ariety

of tass! 9t also implies taing into account Cross?circular contents! $inguistic

immersion during all our programme teaching has been one of our main goals!

9n the process of creating this course design we hae chosen to employ mi7ed

inductie'deductie learning strategies! oreoer the methodological resources and the

materials will be adapted to students needs! +ifficulties such as the lac of motiation

or the students who need special attention and re5uire help to mae them feel interested

in the pro3ect had appeared but the solution proposed has been the innoation promotion

in our units! To create high interest on the students and mae interesting lessons!

The main language used in classes had been English maing when it is necessary brief

e7planations in the target language! Een our pro3ect has high e7pectationsG the main

aim of the pro3ect is to get students inoled in it, through touching, feeling, playing

and learning!

s it is mentioned in the introduction, the following official documents had been used"

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• #$ +ECEE 1()1'200(, 2th +ecember, establishing the minimum

educational re5uirements for the Secondary Education and the Core Curriculum

corresponding $ower Compulsory Secondary!

•

Spanish #rganic $aw %$#E& with principal aims such as" The 5uality educationfor all studentsG E5uity for e5ual opportunities, education inclusion and no

discrimination, Dle7ibility to adapt education to special needs!

• 9S# 00 to eep our 5uality system

• PC+?0. a procedure to ensure the constant improement in 5uality

• Common European Dramewor for $anguages

• oyal +ecree 2)'200/, 10th ay Conse3o de Jobierno, establishing the Core

Curriculum re5uirements for the Secondary Education in adrid %*#C de 2de mayo&

The materials used were

• 9nteractie, wide and luminous classrooms endowed with digital *lacboards

and connection to internet %69D9 and cable&!

• C+' Cassette player!

• Computers!

• Dlashcards

• James such as story cubes, $ego games!

Students had achieed the following indicators"

• 9nternet and other new technologies are been used to ac5uire and consolidate

nowledge, to search for information and to carry out a ariety of tass!• Students accept responsibilities in the classroom and outside school! nd Select,

organise, classify and se5uence information appropriately!• s and gie information in oral and written te7ts using the most appropriate

communication strategies! They write on the blog with the most appropiate

linguistic strategies!• Show respectful and tolerant attitude towards other peopleMs opinions, ideas,

beliefs, etc!• Jet to now and respects other customs and traditions

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• 6or with elements that can be found in the mass media, newspapers, and

maga8ines among others!• *ecome aware of the importance of taing care of the enironment %unit TE

EC#$#J9C$ D##TP9HT&

Therefore, this student teaching programme allows students to deelop English

language nowledge, and to be prepared in an actie and responsible way for their

multicultural future! The promotion of multiculturalism is one of the main goals! s the

foreign language classroom is an ideal place for it! oliday customs, food, enironment

and country histories will be shared in the English language!

10. BIBLIOGRAPHY

F *attersby, lan, East 4)rd Street! Cambridge! CP, 2010!

F Calendario de aplicaci=n de la $#E" eal +ecreto @0('200(, de )0 de 3unio, por

el 5ue se establece el calendario de aplicaci=n de la nuea ordenaci=n delsistema educatio y Correcci=n de errores del eal +ecreto @0('200(, de )0 de

3unio, por el 5ue se establece el calendario de aplicaci=n de la nuea ordenaci=n

del sistema educatio, establecida por la $ey #rg<nica 2'200(, de ) de mayo, de

Educaci=n!

F Clemen, J! +! %1&! *ritish and merican Destiities! Cideb!

F Colegio Europeo +e adrid %$as o8as& %2014&! etrieed ugust 21 th, 2014

from http"''www!colegioeuropeodemadrid!com'ingles! F Council of Europe! Common European Dramewor of eference for $anguages"

$earning, teaching, assessment! CP 2001!

F +ecree 1()1'200(, +ecember 2 th %*#E of -anuary, . th 200/&!

F +ecree 2)'200/, ay 10th! %*#C of ay, 2th 200/&!

F +esign`thining`process!png! %2012&! etrieed ugust 21th ,2014, from

https"''dschool!stanford!edu'groups'12'wii'1/cff'Stepsìnà`+esign`Thinin

g`Process!html

http://www.colegioeuropeodemadrid.com/ingles



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F Jlobal Dootprint Hetwor! %2014&! etrieed #ctober (, 2014, from

http"''www!footprintnetwor!org'en'inde7!php'JDH'page'calculators'

F owatt, ! P! ! istory of English $anguage Teaching! #7ford! #P, 1@4

F Ney Competences 9n The Education System? #7ford niersity! %2014&!

etreied ugust (th, 2014, from Press

http"''promo!oupe!es'competenciaselt'pdf'ey?competences?in?the?education?

system!pdf

F $earning English is Dun! English Pro3ect by aria +olores $artategui and aria

egal Qhttp"''learnplay!tumblr!com' R

F ac illan English! %2014& etreied #ctober ( th , 2014, from

http"''www!macmillanenglish!com'!

F etcalf, $!, obb *enne, !, Campbell, %2014& *eyond U! $ondon" ac

illan!

F Heilsen, od, The Sugar Jlider, CP 2011!

F Porter $adousse, JillianG ole Play %#7ford 1@/&

F Proyectos, +ecretos y rdenes 5ue desarrollan la $ey #rg<nica para la e3ora

de la Calidad Educatia %$#CE& *#E 10'12'201) $ey #rg<nica @'201), de

de diciembre, para la me3ora de la calidad educatia!

F Saater, Dernando! El alor de educar! riel! *arcelona, 1/!

F Scriener, -! $earning teadching" Juideboo for English $anguage Teaching!

#7ford! acmillan, 14!

F Scriener, -! Teaching English Jrammar" 6hat to Teach and ow to teach it!

#7ford! acmillan, 2011!

F Spanish #rganic Education $aw %$#E& 2'200( of ay ) rd %*#E 4'.'200(&!

F Teaching Nids business! %2014&! etrieed #ctober 21, 2014, from

http"''teachingidsbusiness!com'how?to?start?your?own?business!htmF The N12 $ab 6ii! %2012&! etrieed #ctober 2014, from

https"''dschool!stanford!edu'groups'12'wii'1/cff'Stepsìnà`+esign`Thinin

g`Process!html

F Ve8, -os: anuel! Dundamentos ling>sticos en la ense;an8a de lenguas

e7tran3eras! riel! *arcelona 2000!

http://promo.oupe.es/competenciaselt/pdf/key-competences-in-the-education-system.pdf




http://www.macmillanenglish.com/







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11. ANNE.

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1& Common European Dramewor of eference for $anguages

CommonEuropean Dramewor of eferenceRe$"e;e:7 2014

from" http"''www!oea?ietnam!com'en'oea?news'cefr?common?european?framewor?of?reference?for?languages'tdip?)2'idn?/14!htm

2& nits sheet actiities"

http://www.youtube.com/watch?v=UAehOcVfr3Y

http://www.youtube.com/watch?v=UAehOcVfr3Y

7/23/2019 TFM FINAL 1-5


H9T 1 Timing" / minutes? 1st Class "lass

• ctiity" Dools Jarden $emon Tree $yrics

rtist" Dools Jarden $yrics

9m sitting here in the boring room9ts 3ust another rainy Sunday afternoon

9m wasting my time

9 got nothing to do

9m hanging around

9m waiting for you


9m driing around in my car

9m driing too fast

9m driing too far

9d lie to change my point of iew

9 feel so lonely

9m waiting for you


9 wonder how

9 wonder why

esterday you told me bout the blue blue sy

nd all that 9 can see is 3ust a yellow lemon?tree

9m turning my head up and down

9m turning turningturningturningturning around

nd all that 9 can see is 3ust another lemon?tree

9m sitting here

9 miss the power

9d lie to go out taing a shower

*ut theres a heay cloud inside my head

9 feel so tired

Put myself into bed6hile nothing eer happens and 9 wonder



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9solation is not good for me

9solation 9 dont want to sit on the lemon?tree

9m steppin around in the desert of 3oy

*aby anyhow 9ll get another toy

nd eerything will happen and you wonder

9 wonder how

9 wonder why


nd all that 9 can see is 3ust another lemon?tree

9m turning my head up and down

9m turning turningturningturningturning around

nd all that 9 can see is 3ust a yellow lemon?tree

nd 9 wonder, wonder

9 wonder how

9 wonder why


nd all that 9 can see, and all that 9 can see, and all that 9 can see

9s 3ust a yellow lemon?tree

7/23/2019 TFM FINAL 1-5


alloween test at http"''www!onlinee7ambuilder!com'

$$#6EEH 9S CE$E*TE+ #H )1 #CT#*E 9H

• TE H9TE+ STTES H+ JET *9T9H• TE H9TE+ STTES #H$

• JET *9T9H #H$

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