Teaching sequence by ivety

TEACHING SEQUENCE PLANNING FORM Title of my teaching sequence: UK festivities Name: Ivette Palau Montanyà School: Abat Marcet Grade Level(s): Grade 4 *Subject(s): English

Summary of the theme or ‘big ideas’ for this teaching sequence (the big picture)



This teaching sequence is focused on comparing how children in the UK celebrate Halloween, Christmas and Easter and how we do it here, in Catalonia. So, children would need to answer the following question: Do we have the same traditions as people in the UK have?



This teaching sequence starts when some students from the Trafalgar School in the UK send us a letter asking for information about how we celebrate these three festivities.

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As the teaching sequence is within the project based language learning approach, it has a final product. It consists of a video addressed to the British children and it will also be uploaded in the school blog.

Identification of ways in which this teaching sequence fits into the school project plan

On the one hand, this teaching sequence fits into the school project because it is addressed to the students of Trafalgar Junior School in the UK. During the last few years, this school has already been doing exchange projects and activities with students in Abat Marcet School. Actually, they have just sent some Christmas cards to our school in Catalonia this year. Therefore, pupils from Abat Marcet already know them.

On the other hand, this teaching sequence also fits into the school project because it follows the contents of the English book of grade 4.

TEACHING SEQUENCE PLANNING FORM SWBATs: Students will be able to …



Produce short oral texts in English to explain the three main UK festivities.



Give their opinion in English.

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See the English language as an instrument to communicate with others and to become familiar with other cultures.

Students are expected to… 

Participate actively in the class interactions.

Key competences and knowledge students will learn in this teaching sequence (consult the national curriculum of competences for primary education in FL)

In this teaching sequence students will develop the following competences of the national curriculum: 

Communicative, audio-visual and linguistic competence.



Learning to learn competence



Cultural competence

Assessment Outline:

Products to assess during the teaching sequence: Early in the teaching sequence: -

Students’ participation and contributions when presenting the teaching unit.

During the teaching sequence: -

Oral presentation

Poster of the oral presentation

End of the teaching sequence: -

Final self-assessment questionnaire

TEACHING SEQUENCE PLANNING FORM Criteria and assessment tools (how the output/activities will be assessed):

The assessment of this teaching sequence has a formative objective, so not only the final product will be evaluated but also the whole process. Moreover, the assessment is opened as the teaching sequence is within the project based language learning approach.

Instruments: -

Co-assessment rubric to evaluate the oral presentation.

Observation grid for the teacher to assess pupilsâ&#x20AC;&#x2122; contributions and participation in class with simple criteria.

Final self-assessment questionnaire for the students to evaluate their development during the whole classes. Timetable

The following table shows the studentsâ&#x20AC;&#x2122; timetable. They study English three times a week. On Tuesdays and Wednesdays they only have a 45 minute class, but they are divided into two groups of 12 and 13 students; whereas on Friday, they have one hour of English, but they are altogether (25 students).

TEACHING SEQUENCE PLANNING FORM Summary of the sessions (main aim(s), principal activities, type of interaction & outcomes, how sessions are connected)

Session 1: This first session has a twofold focus: presenting and contextualizing the didactic sequence; and finding out the pupils’ previous knowledge about the contents that are going to be taught during the whole teaching sequence. In order to make a starting point, the teacher prepares different activities for her students to know the purpose of the teaching sequence, as well as to remember the dates of the three festivities that they will be working on. Activities: 1 The teacher makes an introduction to the teaching sequence. (She tells them the purpose of the teaching sequence and contextualises it.) 2 Pupils start working on the ordinals with flashcards. 3 They finish the first session doing an activity to know when we celebrate Halloween, Christmas and Easter.

Session 2: This session is focused on starting to prepare the video which is the final product. Students are working with the whole group together. In order to provide them with the information required to do the video, they create an enormous mental map on the board. Activities: 1 The whole class together create an enormous mental map on the board. A trainee student from England provides the children with the necessary information about UK celebrations.

Session 3: This session is focused on continue preparing the video which is the final product. The teacher introduces how to do a good oral presentation and get the students into groups to start working. Activities: 1 The teacher reminds them of the final product.

TEACHING SEQUENCE PLANNING FORM 2 They start preparing the oral presentations and the posters. In order to do it, they see a good example and a bad example of an oral presentation and decide which the key points of a good oral presentation are. These points are the ones that will be included in the co-assessment rubrics. After that, the teacher presents to her students the structures they need to give opinions, as they will have to do it when co-assessing their mates. 4 They make groups of four and start preparing the oral presentation about one specific festivity.

Session 4: During this session pupils continue working per groups to prepare the oral presentation. Activities: 1 They work in small groups to go on preparing the oral presentation. 2 Students rehearse their oral presentations in front of the teachers.

Session 5: This session is focused on celebrating Easter as we are in April. The teacher decides to celebrate an Easter hunt, just like children in the UK do, and record it to show it to the students from Trafalgar School. Activities: 1 Students make an egg hunt in the playground. They work individually. 2 They find out one egg and describe it in front of the class.

Session 6: During this session pupils do the oral presentations. While the teacher records them with a video camera, their classmates co-assess them with a rubric. Activities: 1 They do the oral presentations. The teacher records them with a video camera. 2 Pupils co-assess their classmates.

TEACHING SEQUENCE PLANNING FORM Session 7: This session is the end of the didactic sequence. Students watch their final video and write an email to send it to the students from Trafalgar Junior School. Finally, they make a self-assessment to evaluate their development during the teaching sequence. 1 Pupils watch their final product and write an email to send it. 2 They complete a self-assessment questionnaire.

(After finishing the didactic sequence, we will have an extra class to do an activity about pupils’ birthdays): Extra class: The aim of this second session is to continue working on dates. In order to prepare a meaningful activity, the teacher relates the dates with a survey of all the class’ birthdays. Activities: 1 They remember the ordinals by playing loop cards. They do it twice: without and with time. 2 Pupils make a class survey of the students’ birthdays and create an enormous bar chart on the board.

TEACHING SEQUENCE PLANNING FORM Description in detail of each session Session: 1 This first session has a twofold focus: presenting and contextualizing the Summary

didactic sequence; and finding out the pupils’ previous knowledge about the contents that are going to be taught during the whole teaching sequence.

Main competences Previous language knowledge needed Other knowledge needed New knowledge/language to be introduced Specific Output

Communicative and linguistic competence

None. None.

By the end of this session, students will know what the purpose and the audience of the didactic sequence are and how to say the ordinals in English correctly. Saying the ordinals.

2. Preparation Teacher Materials Student Materials

Preparation Needed

Special instructions (e.g. for interaction such as group work)

Notes

The letter from the students in the UK The collaborative flashcards about the ordinals.

The letter from the students in the UK and the collaborative flashcards about the ordinals. The teacher needs to prepare the flashcards about the ordinals and take the letter from the UK students.

I need one volunteer. Let’s read the letter sent by our friends from the UK. Come to the board and stick it on the correct place. I want you to make two queues. I’m going to say an ordinal number and what I want you to do is to run and point it on the board.

This is an introductory lesson, so it provides the students a low language challenge.

Lesson Procedure

3. The lesson plan

Introduction

Pupils do their starting routine that consists of a song to say hello. It says: “Hello, hello; How are you? How are you?; I’m fine thanks; I’m fine thanks, and you? And you?”

Time: 5 min.

TEACHING SEQUENCE PLANNING FORM

Activity & Teaching strategy/ interaction

Closure/Conclusion

Presenting the teaching sequence: The teacher shows her students an e-mail sent by 4th grade students from Trafalgar Junior school. As they are exchange friends, they ask them how they celebrate Halloween, Christmas and Easter in Catalonia because they’re doing a school project about festivities. The teacher also reveals the final product: a video. Interaction: Teacher-Students. Remembering the ordinals. As one of the requirements from the British students is to know when the Catalan students celebrate the three festivities, students have to work on how to say dates in English. The teacher creates flashcards to let her students remember the ordinals. The activity is done by the students’ participation, because they have to complete the flashcards. Interaction: Teacher-Students Discovering the festivities’ dates. Students do an activity to know when we celebrate Halloween, Christmas and Easter. They use the same flashcards as before and add the festivities and months. The teacher discuss with her students: What’s the reason why we celebrate Halloween and Christmas always the same day, but Easter changes? Interaction: Teacher- students. Pupils finish the class doing their ending routine. It consists of singing the following song: “This is the way we say goodbye, say goodbye, say goodbye; This is the way we say goodbye to finish our English class”.

Time: 15 min

Time: 10 min

Time: 5 min

Session: 2 Summary

Main competences

Previous language knowledge needed

This session is focused on starting to prepare the video which is the final product of the teaching sequence Communicative and linguistic competence, learning to learn and cultural competence. Students should know how to say the dates in English.

Other knowledge needed

They should know how we celebrate Halloween, Christmas and Easter in Catalonia.

New knowledge/language to be introduced

By the end of this session, students will know which are our traditions in Catalonia and which are the ones celebrated in the UK.

TEACHING SEQUENCE PLANNING FORM Specific Output

Creating a mental map to compare celebrations in Catalonia and in the UK.

An envelope with some photos which represent celebrations in the UK and in Catalonia.

2. Preparation Teacher Materials Student Materials

Preparation Needed

The teacher needs to print pictures related to British and Catalan celebrations. -

Special instructions (e.g. for interaction such as group work)

Notes

I want you to see the similarities and differences between UK and Catalonia. Can you tell me when do we celebrate…? Now, let’s explain to Emily what we do here in Catalonia.

Students come into contact with the main information related to celebrations in Catalonia and the UK.

3. The lesson plan

Introduction

Pupils do their starting routine that consists of a song to say hello. It says: “Hello, hello; How are you? How are you?; I’m fine thanks; I’m fine thanks, and you? And you?”

Designing an enormous mental map on the board: In order to

Time: 5 min.

Time: 50 min

Lesson Procedure

do it, the teacher asks questions to Emily related to Uk celebrations. Emily shows students some photos and stick them Activity & Teaching strategy/ interaction

on the board. From their part, students collaborate by explaining to Emily how we celebrate festivities in Catalonia. The

teacher

sticks

some

pictures

catalan

celebrations. At the end of the lesson, they have an enormous map created on the board. Interaction: Teacher- Students (Whole class).

Closure/Conclusion

Pupils finish the class doing their ending routine. It consists of singing the following song: “This is the way we say goodbye, say goodbye, say goodbye; This is the way we say goodbye to finish our English class”.

Time: 5 min

TEACHING SEQUENCE PLANNING FORM Session: 3 Summary

Main competences

Previous language knowledge needed

Other knowledge needed

New knowledge/language to be introduced Specific Output

By the end of this session, students will know how to make a good oral presentation and how to organise themselves to work in groups. -

Deciding what are the key points of a good oral presentation.

Two videos: one video about one example of a good oral presentation: https://www.youtube.com/watch?v=-aU9RikWtEg and another with a bad example: https://www.youtube.com/watch?v=2spEe00FxXQ

Images to decorate the posters.

Materials to create and decorate the posters: scissors, glue stick, crayons, felt tips, etc.

2. Preparation

Teacher Materials

Student Materials

Preparation Needed

The teacher needs to prepare the two videos and the envelopes with the images to decorate the posters. -

Special instructions (e.g. for interaction such as group work)

Notes

I want you to watch these two videos and see their similarities and differences. So, can you tell the key points to do a good oral presentation? Now, letâ&#x20AC;&#x2122;s divide you into groups of four. I will give each group an envelope. When you open it, you will see some images related to the Catalan and UK celebrations. Remember, that each person will have to say a sentence to explain one of these items: the date, the food, the decorations or the activities.

Students start to work in small groups in this session, so the teacher has to make sure that they manage how to organize their work.

3. The lesson plan Introduction

Le ss on Pr oc ed ur e

Time:

TEACHING SEQUENCE PLANNING FORM Pupils do their starting routine that consists of a song to say hello. It says: “Hello, hello; How are you? How are you?; I’m fine thanks; I’m fine thanks, and you? And you?” Preparing the oral presentation. In order to do it, they see a

5 min.

Time: 25 min

good example and a bad example of an oral presentation and decide which the key points of a good oral presentation are. Activity & Teaching strategy/ interaction

These points will be included in the co-assessment rubrics. After that, the teacher presents to her students the structures they need to give opinions, as they will have to use them when co-assessing their mates (I really liked…/ You should improve…) Interaction: Teacher- Students.

Working in groups: Students get into groups of four and start Activity & Teaching strategy/ interaction

Time: 25 min

preparing the oral presentation about one specific festivity. They use the information in the mental map which is on the board and the images that they have in their envelope. Interaction: Students- Students.

Closure/Conclusion

Time: 5 min

Session: 4 Summary

Main competences

Previous language knowledge needed

Other knowledge needed

New knowledge/language to be introduced

During this session pupils continue working per groups to prepare the oral presentation. Communicative and linguistic competence, learning to learn and cultural competence. Students should know how to prepare a good oral presentation. They should now how we celebrate Halloween, Christmas and Easter in Catalonia. They should also know how British children celebrate one of these three festivities.

By the end of this session, students will know how to prepare a good oral presentation and how to organise themselves to work in groups. Moreover they will know the cultural similarities and differences between how we

TEACHING SEQUENCE PLANNING FORM celebrate festivities in our country and how British do.

Specific Output

Creating a poster and preparing sentences to do an oral presentation about festivities.

2. Preparation Teacher Materials Student Materials

None -

Preparation Needed

Special instructions (e.g. for interaction such as group work)

Materials to create and decorate the posters: scissors, glue stick, crayons, fell tips, etc. English- Catalan/ Catalan- English dictionary.

None.

I want you to get into the same groups as the last day. Speak softly, please. Have you got any questions? Remember that you have to prepare one sentence and memorize it for the oral presentation. Remember the key points to do a good oral presentation.

Students continue working in groups. The teacher should pay attention to their written sentences.

Notes 3. The lesson plan

Introduction

Pupils do their starting routine that consists of a song to say hello. It says: “Hello, hello; How are you? How are you?; I’m fine thanks; I’m fine thanks, and you? And you?”

Working in groups: Students work in small groups to go on

Time: 5 min.

Time: 25 min

Lesson Procedure

preparing the oral presentation. They have to decorate the poster with visual photos to compare the cultural traditions of Activity & Teaching strategy/ interaction

the UK and Catalonia. Moreover, they have to produce short sentences and memorize them for the oral presentation that will be done next day. In order to prepare a good piece of work, they will have to take into account the key points established the last day to do a good oral presentation. Interaction: Students- students. Rehearsing the oral presentation. Students rehearse their oral

Activity & Teaching strategy/ interaction

presentations in front of the teachers. The teachers tell them which aspects of the rubrics they can improve.

Time: 10 min

TEACHING SEQUENCE PLANNING FORM

Closure/Conclusion

Pupils finish the class doing their ending routine. It consists of singing the following song: â&#x20AC;&#x153;This is the way we say goodbye, say goodbye, say goodbye; This is the way we say goodbye to finish our English classâ&#x20AC;?.

Time: 5 min

Session: 5 This session is focused on celebrating Easter as we are in April. The Summary

teacher decide to celebrate an Easter hunt, just like children in the UK do, and record it to show it to the students from Trafalgar school.

Main competences Previous language knowledge needed Other knowledge needed New knowledge/language to be introduced Specific Output

Communicative and linguistic competence and cultural competence.

None. They should know how British people celebrate Easter.

By the end of this session, students will know how to celebrate an egg hunt and how to make short descriptions of objects. -

Describing an Easter Egg.

Power point with the Easter Bunny story. Easter eggs.

Easter eggs worksheet.

Making a power point with the Easter Bunny story. Printing colourful Easter eggs. Hiding the eggs in the playground. Writing the Easter eggs worksheet.

Now, we are going to listen to the story of the Easter Bunny. I want you to tell me what an Egg hunt is. We are going to go to the playground and find all the eggs. Each group has to take only one egg and then, describe it on the worksheet. Are you ready?

2. Preparation Teacher Materials Student Materials

Preparation Needed

Special instructions (e.g. for interaction such as group work)

Notes

This session is focused on celebrating Easter just as British children do in order to know other cultures and practice their traditions.

3. The lesson plan

TEACHING SEQUENCE PLANNING FORM

Introduction

Activity & Teaching strategy/ interaction

Lesson Procedure

Activity & Teaching strategy/ interaction

Closure/Conclusion

Pupils do their starting routine that consists of a song to say hello. It says: “Hello, hello; How are you? How are you?; I’m fine thanks; I’m fine thanks, and you? And you?” Celebrating an Easter Hunt. The teacher hides some paper eggs in the playground and the students have to find one. The teacher records the Easter hunt with a video camera in order to include it in the video for the British children. Interaction: Students- student Describing the eggs. Each student describes his/her egg in front of the class. He/she has to say this sentence “I found this (colours)…………………………………… egg.” And add some more information if he/she wants. Pupils finish the class doing their ending routine. It consists of singing the following song: “This is the way we say goodbye, say goodbye, say goodbye; This is the way we say goodbye to finish our English class”.

Time: 5 min.

Time: 20 min

Time: 35 min

Time: 5 min

Session: 6 During this session pupils do the oral presentations. While the teacher Summary

records them with a video camera, their classmates co-assess them with a rubric.

Main competences

Communicative and linguistic competence, learning to learn and cultural competence.

Previous language knowledge needed

Students should know how to prepare a good oral presentation and memorize one sentence about their festivity.

Other knowledge needed

They should know how to be critic when co-assessing their classmates with a rubric.

New knowledge/language to be introduced Specific Output

By the end of this session, students will know how to do a good oral presentation and how to give their own opinions and comments about their classmates. - Doing an oral presentation about a festivity. - Co-assessing the classmates.

2. Preparation Teacher Materials Student Materials

Co-assessment rubric. (The criteria will be the ones decided by the students themselves two days before).

Co-assessment rubric.

TEACHING SEQUENCE PLANNING FORM

Preparation Needed

Special instructions (e.g. for interaction such as group work)

Notes

Printing and making photocopies of the co-assessment rubrics.

I will record you with this video camera. Please, I want you to be in silence and listen carefully to what your classmates say because you have to assess them. Remember that your principal audience are the students from Trafalgar Junior School. Are you ready? Who wants to give his/her opinion?

This session is essential as students record their presentations for the video. Then, they will send it to the students from Trafalgar Junior school.

3. The lesson plan

Introduction

Activity & Teaching strategy/ interaction

Pupils do their starting routine that consists of a song to say hello. It says: “Hello, hello; How are you? How are you?; I’m fine thanks; I’m fine thanks, and you? And you?” Recording the oral presentations: Students present their posters during the whole session. While the teacher records them with a video camera, the other classmates co-assessment with a rubrics. So, students take the teachers’ role. They use the structures learned two days before. It’s very important that they address their presentation to the video-camera as their main audience are the British children.

Time: 5 min.

Time: 35 min

Lesson Procedure

Interaction: Students- students

Closure/Conclusion

Time: 5 min

Session: 7 This session is the end of the didactic sequence. Students watch their Summary

final video and write an email to send it to the students from Trafalgar Junior School. Finally, they make a self-assessment to evaluate their development during the teaching sequence.

TEACHING SEQUENCE PLANNING FORM

Main competences Previous language knowledge needed Other knowledge needed

New knowledge/language to be introduced

Communicative and linguistic competence and learning to learn.

All the language learnt during the didactic sequence. All the knowledge learnt during the didactic sequence.

By the end of this session, students will know how to Produce short oral texts in English to explain one aspect of an UK festivity. They will also know how collaborate all together for a communicative purpose.

Specific Output

An email for the British students. The video. A self-assessment grid.

The video. The video. The self-assessment grid.

Preparing the video to show it to the students. Making the self-assessment grid.

We are going to watch our video. Do you think that the students from Trafalgar School would enjoy it? Let’s write an email message for them to present our video. Do you want to ask them some questions related to festivities? I want you to self-assess your development through the seven classes. Which activities have you enjoy most? And least?

2. Preparation Teacher Materials Student Materials

Preparation Needed

Special instructions (e.g. for interaction such as group work)

Notes

This session is used to conclude the didactic sequence and to fulfil the main goal: send the video to the students from Trafalgar school.

3. The lesson plan

Lesson Procedure

Introduction

Activity & Teaching strategy/ interaction

Pupils do their starting routine that consists of a song to say hello. It says: “Hello, hello; How are you? How are you?; I’m fine thanks; I’m fine thanks, and you? And you?” Watching and sending the video. The teacher shows her students the final video. They comment it and then, decide altogether what to write on the email. They could also ask questions to the Students from Trafalgar school.

Time: 5 min.

Time: 20 min

TEACHING SEQUENCE PLANNING FORM

Activity & Teaching strategy/ interaction

Closure/Conclusion

Interaction: Teacher- students Completing a self-assessment questionnaire. Students complete a self-assessment questionnaire individually. This grid will be focused on procedures and contents about both linguistic and non-linguistic skills/learning. Pupils finish the class doing their ending routine. It consists of singing the following song: “This is the way we say goodbye, say goodbye, say goodbye; This is the way we say goodbye to finish our English class”.

Time: 10 min

Time: 5 min

Few days later, the teacher shows them the e-mail answered by the British students. It has to be elaborated so that children can confirm that they saw their videos.

After finishing the didactic sequence, we will have an extra class to do an activity about pupils’ birthdays: Extra class The aim of this session is to continue working on dates. In order to Summary

prepare a meaningful class, the teacher relates the dates with a survey of the students’ birthdays.

Main competences Previous language knowledge needed Other knowledge needed

New knowledge/language to be introduced

Specific Output

Communicative and linguistic competence.

Students should know how to say the dates in English. None.

By the end of this session, students will know how to ask someone for his/her birthday and how to answer the question. So they will be able to produce a short conversation. Moreover, they will know how to create a bar chart with data. - When is your birthday? - My birthday is on the___ of____.

2. Preparation Teacher Materials Student Materials

Flashcards about the months of the year.

Worksheet to draw the bar chart.

TEACHING SEQUENCE PLANNING FORM

Preparation Needed

Special instructions (e.g. for interaction such as group work)

Notes

The teacher needs to prepare the flashcards about the months of the year.

Stand up and interview five classmates. I’d like you to talk to each other and ask for your birthdays’ dates. Remember that you have to ask: “when is your birthday?” and then, answer it: “It’s on the___ of___” Now, come to the board and say aloud the date of your birthday. Then add your rectangle on the correct month of the bar chart.

Two sessions are focused on working on dates in order to make them clear for the students, as they are in grade 4.

3. The lesson plan

Introduction

Activity & Teaching strategy/ interaction

Pupils do their starting routine that consists of a song to say hello. It says: “Hello, hello; How are you? How are you?; I’m fine thanks; I’m fine thanks, and you? And you?”

Playing loop cards. Students play with loop cards to remember the ordinal numbers that they studied the last session. It is a chained game that implies the participation of all the students of the class to success. They play this game twice: first without time, but then with time.

Time: 5 min.

Time: 5 min

Interaction: Teacher- Students.

Lesson Procedure

Activity & Teaching strategy/ interaction

Remembering the ordinals. As one of the requirements from the British students is to know when the Catalan students celebrate the three festivities, students have to work on how to say dates in English. The teacher creates flashcards to let her students remember the ordinals. The activity is done by the students’ participation, because they have to complete the flashcards. Interaction: Teacher-Students Making a class survey of the birthdays’ of the students. Pupils interview each other to collect data about their birthdays’ dates. Then, they make a bar chart. Finally, all the students collaborate to create on the board the bar chart of all the pupils’ birthdays.

Time: 30 min

Time: 5 min

TEACHING SEQUENCE PLANNING FORM

Closure/Conclusion

Time: ___

TEACHING SEQUENCE PLANNING FORM ANNEX I.

Example of the flashcards about the ordinal numbers/ festivities and months:

Halloween

October

Christmas

December

Easter

March April

TEACHING SEQUENCE PLANNING FORM II.

III.

Worksheet to describe the Egg found in the Egg hunt:

Example of a poster design:

TEACHING SEQUENCE PLANNING FORM IV.

E-mail sent by Trafalgar School grade 4 students:

Dear Students from Catalonia, How are you? Here, in Britain, we are very excited doing a project about festivities and need your help. We are working on Halloween, Christmas and Easter and want to know how you celebrate them. Can you help us? Thank you very much! Love, Grade 4 students from Trafalgar School.

Observation grid for the teacher to assess pupilsâ&#x20AC;&#x2122; contributions and participation in class with simple criteria. (The teacher completes it writing a tick or a cross in each square.)

Student

Participates actively in classroom interactions

Contributes many ideas to his/her group work

Has a good behaviour in class.

TEACHING SEQUENCE PLANNING FORM VI.

Co-assesment of students

After listening to the oral presentations, students will have one green face and a red one in order to give their opinion. Therefore, they would say:

- I liked your oral presentation because… (While showing them a green face) - I didn’t like your oral presentation because… (While showing them a red face)

Their opinions will be based on the rubric to assess oral presentation. The following grid is an example:

GROUP:

They only speak in English

They speak English and Catalan

They look at the public

They read their papers

They point to the pictures

They don’t point to the pictures

Formal

Informal

Language

Memory

Pictures

Attitude

TEACHING SEQUENCE PLANNING FORM

VII.

Final self-assessment questionnaire to evaluate the development during the whole classes.

Name: -------------------------I talked in English

I learnt new information about festivities

I participate with my group

What’s my opinion about the classes?

All the time

Sometimes

Never, I only spoke Catalan.

Yes! Now I can compare our traditions with British ones!

Yes, but I only learnt about my group’s festivity.

Not at all. I think didn’t learn anything new.

Yes! I contributed many ideas to my group and I worked so much.

Yes, but I only prepared my own part and didn’t help my mates.

No, I didn’t understand anything, so I didn’t do anything.

I really enjoyed all the classes. Preparing the video was great!

I liked preparing the video, but I would have preferred to do anything different.

No, I didn’t like preparing the video.

TEACHING SEQUENCE PLANNING FORM

VIII.

IX.

Example of loop cards:

Worksheet for the students to make the birthdaysâ&#x20AC;&#x2122; bar chart: