Aprendizaje y enseanza de las materias 28/03/2017

MICROLESSON ACTIVITY
1. Learning objectives & key competences.
2. Contents.
3. Methodology (including resources & materials) & sequence of tasks.
4. Assessment criteria, evaluable learning standards & assessment tools.
5. Appendix: real tasks.

Title: ANIMAL WORLD

Duration: 1 lesson (50 min)
Class: 1st ESO (First Foreign Language)
Sequence: Unit 6 (out of 9) Second term

Final task: creation of a postcard for a foreign friend writing about their pets or their
favorite animal.
1. Learning objectives & key competences.

Foreign language objectives

Objectives for reading activities:
3. Read and understand diverse texts of a level appropriate to the abilities and interests
of the students, in order to extract general and specific information, complementing
this information with other sources to, with critical sense, acquire new knowledge.
7. To develop the learning autonomy discipline, study and work habits. To think about
their own learning process, transfer the knowledge and communicative strategies to
the foreign language.
9. To use learning strategies correctly and all of the media at their reach including the
technology of information orally and written in the foreign language (for both kinds
of activities).
11. To appreciate the foreign language as an instrument of Access to information and a
learning tool of diverse contents, as a means of artistic expression and for the
development of learning to learn capacity.

Objectives for writing activities:

5. Write simple texts with different purposes of different topics using appropriate
cohesion and coherence resources.
6. To use correctly phonetics, lexical, syntactic-discursive, and functional basic
elements of the foreign language in real communicative situation.

Stage objectives
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For reading activities:

a) Accept duties with responsibility, be aware of and make use of rights in relation to
other people, be tolerant, cooperate and empathise with other people and groups,
dialogue and observe human rights and equality of treatment and opportunities between
men and women, the common values of a plural society and train to form part of a
democratic society.

b) Develop and consolidate disciplined habits, individual work and studying and
working in teams as necessities for effective learning and personal development.

For reading and writing activities:

e) Develop basic skills for using sources of information in order to acquire new
knowledge using critical awareness. Obtain basic knowledge about technology,
especially information and communication technology.

i) Understanding and make yourself understood in one or more foreign language.

2. Contents.

Block 3. Comprehension of written texts

Strategies:
- To mobilize and coordinate the general and communicative competencies with the
purpose of doing tasks efficiently (revising about the topic, what can or want to be
said, etc).
- To locate and use adequately linguistic and thematic (use of dictionary or grammar,
getting help, etc).
- Writing short texts in paper and digital media.

- To express the message with enough clarity adjusting to the models and formulas of
every type of text.

- To base on previous knowledge and make full use of it (using pre-fabricated

language).

Socio-cultural aspects:
- To identify and understand basic meaningful elements.
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- To get information by using different means, among which Internet and ICT will be
included.

Communicative functions:
- Description of physical and abstract qualities of persons, commonly used objects,
places and activities.
- Expression of habits.

Language and discourse:

- Personal identification, house and home, environment.
- Free time.

Block 4. Production of written texts: expression and interaction.

Strategies:
- To mobilize previous information about the kind of task and topic.
- To distinguish different comprehension types (general sense, essential information,
main points), in different authentic texts about different topics adequate to their age
and related with contents of other subjects in the curriculum.

Socio-cultural aspects:
- Identifying and understanding basic relevant linguistic elements.

Communicative functions:
- Description of physical and abstract qualities of people, daily objects, places and
activities.

Language and discourse:

- Lexicon: Environment

1. Methodology (including resources & materials) & sequence of tasks.

First of all, the lesson starts with a warming-up activity in which students are asked to
write the date and the weather. The students will develop two main skills: speaking and
listening. The competence teachers will work on is the linguistic communication
competence (LC). The expected time will be around 2 minutes and the only resource to
be used mainly is the blackboard.

Secondly, a video will be played to introduce the topic of the reading and elicit previous
knowledge from the students. The students will develop their listening skills to foster
the linguistic communication competence. The expected time will be around 3 minutes
Aprendizaje y enseanza de las materias 28/03/2017

because the listening lasts 1.30 and it will be repeated twice. The resource will be a
video from Youtube in the White Interactive Board: https://www.youtube.com/watch?
v=uQHXGIXCUFU

Thirdly, the teacher will provide students with a short story with scrambled paragraphs
and without an end about pets. The resources will be the White Interactive Board (WIB)
and the worksheets with the texts. Students work in pairs and they elicit meaning from
their partners about the new vocabulary. The teacher teaches them a strategy to elicit
the necessary information: What does ____mean? Finally, words that are totally new for
students can be explained in the blackboard with examples (and pronunciation too). The
skills that will be developed are reading and speaking. The competences are Linguistic
Communication (LC) and learning to learn (LL). The expected time will be in total 20
minutes approximately. Within this time, 7 minutes will be spent in the reading of the
short story, 6 to the location of unknown vocabulary and discuss with their partners and
7 to the teachers explanations.
Next, students have to order the paragraphs in pairs and invent the end of the story. The
skills used will be reading and writing. The competences to be developed will the
Linguistic Communication (LC), Learning to Learn (LL) and sense of Initiative and
Entrepreneurship (SIE). The expected time will be 10 minutes, 3 of them for the
ordering of the paragraphs and 7 to write the end of the story.
Therefore, students give the teacher their invented endings and the teacher also reads the
real end. The teacher will explain all the necessary steps to follow for writing a postcard
and an example will be given to them. The skill to be dealt with will be listening. The
competences to be developed will be Linguistic Communication (LC). The expected
time will take 5 minutes.

Finally, the students are asked to write their own postcards individually, they can
elaborate it in paper or in digital format and also search for vocabulary and grammar.
The resources to be used are computers for every student. The skill to be developed is
writing and the competences are Linguistic Communication (LC), digital competence
(DC) and Learning to Learn (LL). The expected time for this activity is 10 minutes. In
case the postcard is not finished, they can do it at home and give it to the teacher the
following day.

4. Assessment criteria, evaluable learning standards & assessment tools.

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Production of Written texts

- To write on paper or digital media, short and simple texts with a clear structure
about daily topics or personal interests, in a formal, neutral or informal register,
using adequately basic cohesive resources, orthographical conventions and the most
frequent punctuation marks, and exhibiting a reasonable control of simple
expressions and structures and frequently-used lexicon.
- To know about suitable strategies as well as applying them regarding the
development of brief written and simply structured texts, such as to copy format,
formulate and conventional models of every kind of text.
- To know and apply basic punctuation marks (such as semicolons) as well as basic
orthographic rules (like the use of capital or lower case letters or apostrophes) so as
to make a text as understandable as possible, and also to know and apply the most
common orthographic conventions in the writing of digital texts like SMS.

Learning Standards
- Writes personal correspondence in which social contact is established and
maintained (e.g. with foreign friends), information exchange, important events and
personal experiences are described in a simple way (e.g. the winning of a
competition), instructions are given, offers and suggestions are made and accepted
(e.g. to cancel, confirm or modify an invitations or any other plan) and opinions are
expressed in a simple way.
Comprehension of written texts
- Identifying essential information, the most relevant points and important details in
texts, both printed and on digital devices, short and well structured, written in
formal, informal or neutral registers, dealing with daily matters, and relevant
matters of interest for studying or work, which include simple structures and
commonly used vocabulary.
- Knowing and knowing how to use the most appropriate strategies for understanding
general meaning, essential information, the main points and ideas or the most
relevant details in a text.

Learning Standards

- Understands the essential (e.g. readings for young people) of well-structured short
fictional stories and understands every characters personality, their relationships
and the plot.

Assessment Tools
Active participation: observation (instrument).
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Indicators:
- Below Standard: student is not active in class.
- Approaching Standard: student participated only if the teacher asks a question.
- At Standard: student has an active participation and asks for doubts resolution.
- Above Standard: student is active 100% of the time, shows interest and suggests
new ideas.
For the writing (end of the story): essay test (instrument).
Open questionnaire that lets the students answer with their own ideas.
e.g. What do you think will happen next?
Indicator: creativity, use of vocabulary and grammar structures.

For the creation of the postcard: Control list (instrument).

It will be used in writings to check if students added all the learnt vocabulary and
grammar structures among others.
Indicator: Students will be able to use vocabulary related to animals and descriptions.
Students will be able to use grammar structures such as present simple, past simple and
modal verbs.
Students will be able to make use of adjectives such as feelings (e.g. lazy, happy, tired)

5. Appendix: real tasks

Material 1: Comprehension reading, short fictional story.

Cody and his sister April decide they want a dog. They went to the local pet store and
have a look around.

It is a very small pet store that doesn't have many animals.

The owner of the shop is a nice old man named Mr. Smith. He greets Cody and April.

"How can I help you?" he asks.

"We would like to buy a dog," April responds.

"Ah, well, we are not a big pet shop," Mr. Smith tells her. "So we only have two dogs to
choose from."

They ask Mr. Smith to show them the dogs.

Mr. Smith takes them where the two dogs are. One of them is a very big bulldog named
Buster. The other is a very tiny chihuahua named Teacup.

April wants Teacup. Cody wants Buster. They walk outside to discuss.

They cant agree on a dog. April suggests they race home for it. The winner of the race
chooses the dog.
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Cody runs as hard as he can. He really wants that bulldog. He looks back. April is so far
behind he cant even see her.

Cody finally gets home. He is tired but he is happy. He knows he is the winner.

April arrives a few minutes after Cody. She congratulates him. They return to the pet
store to purchase Buster the bulldog.

However, when they arrive they only see Teacup the chihuahua.

They ask Mr. Smith where Buster is.

Mr. Smith gives the details. He explains that a few minutes after April and Cody leave,
two boys walk in and buy the bulldog.

Cody looks at April, and smiles. He turns back to Mr. Smith.

"Sometimes you win the race, but not the prize!" Cody smiles sadly. "Well take the
chihuahua, please."

Material 2. How to write a postcard (scaffolding)

1st step: write your complete friends name, address, city, post code and country.
2nd step: start by a Dear_____ structure
3rd step: describe your animal and what you like to do together.
4th step: use to end the postcard structures such as: Kisses, Love, Kind regards and your
signature.