Universidad Nacional de Educacin a Distancia

Mster en Tecnologas de la Informacin y la Comunicacin en la Enseanza y el Tratamiento de Lenguas.

Asignatura: Nuevas Tendencias en la Elaboracin y Utilizacin de Materiales digitales para la Enseanza de Lenguas,
2016/17.
Tarea 2: Realizacin de una Unidad Didctica con el empleo de herramientas digitales.
Equipo Docente: Esteban Vzquez Cano y Elena Martn Monje
Entregado por Nina Vocilka el 8 de septiembre de 2017

DIDACTIC UNIT 10:

DIFFERENT LIFESTYLES:

DESCRIBING AND COMPARING PICTURES

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1. INTRODUCTION

One of the biggest challenges in an ESL classroom at a secondary school nowadays is the large number of
students and the diversity among them regarding abilities and interests. In a first year of A-levels with
students aged between 16 and 17 years a teacher might easily be faced with proficiency levels ranging from
A1 to C1. As language teachers we would like them to achieve their maximum potential by engaging them in
the learning process and making learning meaningful to them. However, in a class of 35 students this is very
complicated.
Therefore, this Didactic Unit focuses on enhancing speaking skills, namely pictures description and
comparison using a web-based tool, so that each student chooses his/her topic individually.
This Didactic Unit has been created for a 1st Year of Bachillerato at a Secondary school in the Region of
Murcia (Spain). Therewith, the curriculum is based on the LOMCE (Organic Law on the improvement of the
quality of education, 9th of December 2013) and the Real Decreto 1105/2014 of the 26th of December which
defines the curriculum. It is the last didactic unit of the year and embraces different topics studied
throughout the year, such as food, music, sports, holidays, means of transport, urban vs. rural life etc. by the
general topic of different lifestyles. The final task is for each student to create a short presentation using
the web-based tool Fotobabble in order to describe and compare two pictures.
First of all, it must be clear that if we use technology it is to enhance and promote learning: The effect of
technology use should support teachers productivity and students accomplishments with regard to language
learning. (Thousny and Bradley, 2011: 2).
In this unit a specific web-based tool, namely Fotobabble is going to be used. Although the four
communicative skills are interwoven and speaking is closely connected to listening, this didactic unit aims
primarily at enhancing speaking skills outside the classroom.
In the case of this didactic unit, students are going to record their text in the computer rooms at the school.
However, it would also be possible to do it at home, as it does not require high technical skills.
Before naming the concrete task cycle and its potential, the objectives and the methodological framework,
which will be underneath the proposed activity will be introduced.

2. OBJECTIVES
At the end of this didactic unit, the students should be able to:
- use vocabulary related to their specific topic concerning different lifestyles.
- use expressions in order to describe and compare images.
- use expressions to speculate.
- use expressions to give his/her personal opinion.
- use a clear structure and transmit the message clearly and coherently.
- use a range of vocabulary to describe the topic they are dealing with.
- speak clearly and fluently with a clear pronunciation and intonation.
- use the new technologies adequately in order to produce and share the recording.

3. METHODOLOGICAL FRAMEWORK

First of all, it is according to the LOMCE and the Common European Framework of Reference for
Languages: Learning, Teaching, Assessment (CEFR), based on the communicative approach which
emphasizes language in use enabling people to interact with one another. Current theories highlight the
connection between linguistic competence, strategic competence, pragmatic competence and intercultural
competence in interrelation with the four communicative skills in order to gain communicative competence
(Us-Juan and Martnez-Flor, 2006: 16).
The following speaking tasks are also seen as a way of increasing self-confidence of the learner, as he or she
does not feel as exposed (e.g. ridicule or embarrassment) if no one can actually see them, and thus may
experience less apprehension about communication. (Drnyei and Ushioda, 2011: 111). As Zoltn Drnyei
and Ema Ushioda (2011) state in their book on motivation it is decisive how to maintain and increase the
students self-confidence and self-esteem in a context - the language classroom - which is inherently face-
threatening for the learner: they often have to babble like a child in the L2 for a lack of sufficient resources,
and further anxiety is usually created by the salient grading system. (120).
By choosing the topic and preparing the the tasks at home each student is given the time he/she needs. A
further benefit lies in the possibility that each student can use the structures and vocabulary which adjust to
his/her level and therewith we can provide some way of personalisation.

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With the term task it is referred to communicative language activities in which purposeful communication,
authentic situations and active learner engagement are key concerns. The focus lies on conveying meaning
and it differs from grammatical exercises in that learners are free to use a range of language structures to
achieve task outcomes - the forms are not specified in advance (Nunan, 2001: 4). Task-based learning
implies a learner-centredness and higher level of student engagement and autonomy, whereas the teacher acts
as a facilitator (Hughes, 2011: 149). Important is that the content is meaningful and therewith engaging for
them.
In order to guarantee reliability an assessment scale is used according to the learning objectives marking the
following criteria: grammar and vocabulary, discourse management, pronunciation including intonation,
fluency, naturalness and interactive communication. Although this task, which is based on a prepared speech
does not imply spontaneous interaction. But there is a defined language component which had previously
been studied in class. Subsequently, the work done can be assessed and feedback can be given, not only by
the instructor, but also by other students, as one of the most important advantages of ICT is that the outcome
of an activity given to the students can easily be shared with other students (Bahrani, 2011: 297). Apart from
that, most tasks also enhance other decisive skills related to higher order thinking skills, such as research
skills, critical thinking and creativity. (Thousny and Bradley, 2011: 3)

4. MATERIALS AND RESOURCES

There will be written material which includes a summary of the structure and useful language they should
use in their presentation, as can be seen in ANNEX 1.
Apart from that, video/audio material which consists of other people carrying out the task of describing
pictures, so that students can find target language and classify it.
Thirdly, the web-based digital tool Fotobabble and a microphone to record. It is free, easily accessible with
no need to download any software and very simple to use which means that relatively little technical
knowledge is necessary. At school, we therewith use an internet connection, a microphone and speakers.
Finally, there will be a common online platform to share the different results of picture descriptions and
comment each others.

5. THE ACTIVITIES DIVIDED INTO DIFFERENT SESSIONS

LESSON 1:
Students are going to listen to two examples of a picture description and comparison and come across useful
language that they should be able to use for their picture description and write down the useful language:
Useful expressions to describe pictures and linking words to compare.
Example 1: https://www.youtube.com/watch?v=k98AZ67T63I (from 2:32 to 05:50)
Example 2: https://www.youtube.com/watch?v=UbicR-jHX2k
Students are going to start using this language with images projected by the teacher:
https://www.slideshare.net/DavidMainwood/compare-and-contrast-photos?ref=http://
efllecturer.blogspot.com.es/2011/09/describing-photos-comparing-contrasting.html
Homework: Students shall find two pictures with a Creative Commons License related to different lifestyles
with a topic they choose (e.g. food, music, clothing) and bring them to class with them.

LESSON 2:
Students prepare a 2-3 minutes presentation describing and comparing the two pictures they have chosen.
Therefore they use the expressions they learnt the previous lesson and they look up the general and specific
words they need, using an online dictionary, such as: http://www.wordreference.com, or http://
dictionary.cambridge.org/es/
In pairs students are going to give their presentation to a partner and the partner gives feedback using the
feedback by using the rubric questionnaire you can see in ANNEX 2.

LESSON 3:
In the computer room students go onto the page fotobabble: http://www.fotobabble.com, upload their
photos and then the students add their description and comparison of the two pictures.

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LESSON 4:
Some examples are projected and listened to in class and students get feedback from their classmates and the
teacher concerning the different items which are going to be evaluated.
After each comparison, the topic the pictures deal with are going to be discussed in class.

6. ASSESSMENT: CRITERIA AND INSTRUMENTS

Assssment is directly connected to the objectives stated in point 2.

According to the LOMCE, the final product (digital photo comparison) would be directly related to the
learning standard 2.1 which refers to prepared and structured talks.
Furthermore, throughout this unit the learning standard 2.3, which refers to informal conversation taking
place in the classroom, is going to be evaluated through teacher observation, as well as a self-assessment
questionnaire at the end of the didactic unit.
In order to guarantee reliability an assessment scale is used according to the learning objectives marking the
following criteria: grammar and vocabulary, discourse management, pronunciation including intonation,
fluency, naturalness and interactive communication based on the grid used in Cambridge Exams and which
can be seen in Annex 2.
To make sure students have acquired the skills and use the expression successfully a marking grid will be
elaborated marking between 0 and 10.
In order to make the assessment more transparent for students are going to receive a grading rubric which
includes different levels of achievement and in order to peer-assess the presentation different questions
related to the criteria are going to be handed over to each student, such as can be seen in Annex 2.

7. CONCLUSION

This didactic unit aimed at using the web-based digital tools Fotobabble in order to enhance speaking
skills of EFL learners.
There are many web-based recording tools, such as http://vocaroo.com. Other tools named in the book
Nuevas tendencias en la elaboracin y utilizacin de materiales digitales para la enseanza de
lenguas (Vzquez Cano and Martn Monje, 2014), such as http://www.voki.com, http://blabberize.com or
by creating a podcast using the community https://www.ivoox.com to fulfill any task according to their
individual proficiency level with easier or more complicated structures and vocabulary. These tools can also
be used in order for the students to realize tasks at home according to their own possibilities and in their own
rhythm and then it can be shared, baring in mind that one of the most important advantages of ICT is that the
outcome of an activity given to the students should be shared with other students (Bahrani 2011: 297).
Therewith learning is made more meaningful and engaging for the students and they can become more
comfortable speaking in English and more motivated and active participants in classroom discussions.
Finally, I would like to mention another positive effect of working with the presented digital tools, namely
the promotion of learner autonomy and reflection. This could be further increased by the use of another web-
based tool which is the E-Portfolio: Authentic assessments such as projects and portfolios help students
develop real world skills and empower them to take responsibility for their own learning. (Bahrani, 2011:
173)

As teachers it is decisive to keep-up-to date with new technological advances and methodological theories
and practices. There is a need to continuously develop pedagogical, as well as technical knowledge and
skills. This can be done for example through face-to-face teacher training, class observations or through the
internet. Therefore, I would like to close this paper with a link to a website I created which contains many
links to stimulating and interesting sites, blogs and tools in order to promote teacher development and
introduce language teachers to web-based tools: http://efl- orchard.sandvox.net

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8. BIBLIOGRAPHY

Bahrani, T. (2011). Technology as an Assessment Tool in Language Learning. International Journal of

English Linguistics, Vol. 1, No.2, 295-298.

Drnyei, Zoltn / Ushioda, Ema (2011). Teaching and Researching Motivation. Edinburgh: Pearson
Education Limited.

Jamieson, J. (2005). Trends in Computer-Based Second Language Assessment. Annual Review of Applied
Linguistics, Volume 25, 228-242

Hughes, Rebecca (2011): Teaching and Researching Speaking. Edinburgh: Pearson Education Limited.

Levy, M. (1997). Computer Assisted Language Learning: Context and Conceptualization. Oxford: Oxford
University Press.

Nunan, D. (2001): Designing Tasks for the Communicative Classroom. New York: Cambridge University
Press.

Thousny, S. /Bradley, L. (2011). Second Language Teaching and Learning with Technology: Views of
Emergent Researchers. Dublin: Research-Publishing.net.
.
Vzquez Cano, E. / Martn Monje, E. (2014). Nuevas tendencias en la elaboracin y utilizacin de
materiales digitales para la enseanza de lenguas. Madrid: McGraw-Hill-Interamericana.

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ANNEX 1

Unit 10 - SPEAKING TASK - Third Term 2016/17, 1Bachillerato

Picture description and comparison: Different Lifestyles.

TASK: You choose two pictures that deal with the same main topic (e.g. music, free time activities, food),
but show it in a different way. You can either take the photos yourself or you can find them on the internet,
but make sure they have a Creative Commons licence by searching on this website:
https://search.creativecommons.org

WHAT YOU NEED TO INCLUDE IN YOUR Picture description (about 2 minutes)

1) You say the common topic, for example: MUSIC
2) You describe each picture and then compare them: For example: The first picture shows a classical
music hall, probably from the 19th century. People are sitting on chairs, watching the orchestra and
listening to the music silently. On the contrary, picture 2 shows an outdoor music festival in which people
are standing in a crowd, they are screaming and holding up their arms. Etc.
3) You give your personal opinion about it: For example: Personally, Id be prefer to go to a classical musk
concert, because I enjoy listening to it live, whereas the rock music concerts must be deafening and I
couldnt stand the crowds neither.

You should use the useful language to describe and compare pictures (SB + photocopy) and further useful
language to give presentations + connectors. Possible topics could be: Food, Sports, Houses, Cities or
villages, different cultures, music, free time activities, means of transport, films, shopping, tourism,
environment, traveling, social media, ETC.

Make sure that your description takes no longer than 2-3 minutes.

USEFUL LANGUAGE TO DESCRIBE AND COMPARE TWO PHOTOS

1. Describing the common topic of both pictures
Both pictures show / deal with .
I think the common theme here is
communication
2. Describing the photographs
This photo shows
This is a photo of a / some
In this photo, we can see
On the right / left, theres / there are . / you
can see
In the foreground / background / centre, you can
see
Behind the / In front of / Next to
4. Comparing / Contrasting the photographs
In the first picture while / whereas in the other
Photo 1 shows , Photos 2, on the other hand, shows
The photos are similar in that
Unlike / In contrast to the first photo, the second one .
On thing both picture have in common is
One difference is that
5. Speculating about the pictures
They / He / She / It might / may / could be
They / He / She / It cant be
They / He / She / It must be
Theyre definitely / probably
Perhaps / maybe theyre

3. Describing activities 6. Personal opinion

Remember to use the present continuous to say Personally, Id .
what people are doing and people are wearing The first photo reminds me of .

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ANNEX 2:

Assessment Grid, as used to evaluate Speaking Performance of the First Certificate at a B2 level.
http://www.cambridgeenglish.org/images/168619-assessing-speaking-performance-at-level-b2.pdf

Example of the questionnaire used for peer-assessment, based on Assessing Speaking Performance:
http://www.cambridgeenglish.org/images/168619-assessing-speaking-performance-at-level-b2.pdf

GRAMMAR & VOCABULARY GOOD NEEDS TO BE IMPROVED

Does the speaker use simple

grammatical forms with control?
Does the speaker use complex
grammatical forms?
Does the speaker use a range of
appropriate vocabulary?

PRONUNCIATION GOOD NEEDS TO BE IMPROVED

Can the speaker be generally

understood?
Is the speakers intonation
appropriate?
Are individual sounds clear? Are
they correctly produced?