Designing an advert

Welcome to this amazing new learning adventure in which you are going to improve both your English skills and your ICT ones. 

In this project, you have to think of a product (real or imaginary) with its main features and a multimedia campaign to advertise it.

At the same time, you will also learn how to express ability and comparison in English while making the advert. Try to do your best and to enjoy your learning process.

wonderferret. Urban decay (CC BY)

Along this resource, you will work on different products, technology and advertising campaigns. You will also think about the way to disseminate your product with your relatives, friends and school classmates and students.

Throughout this project, you will be proposed five missions and a final challenge. You will also work individually, but you will have pair and above all, team work.

Open Educational Resource by EDIA Project - Cedec.
English. Compulsory Secondary Education.
Author: Leonardo Boix Tapia.

Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)

Breaking the ice

Your project: general information

The final outcome will be a multimedia presentation or a video in which you will have to advertise a product: it can be real or made up by you, it can be used at home or at school, etc.

This final product will be focused on giving some specific details about the product you are advertising through different means: images, some sentences, a short video, etc.

Torley. The avatar machine (CC BY-SA)

In order to be able to create it, you will surf and overcome different missions that will help you gain knowledge and acquire strategies to prepare and publish your presentation or video.

This project will be dealt with in a collaborative way. There will be individual, pair and above all, team work. This means that the knowledge will be created by the teacher's explanations, as well as by self-investigation and by interaction among the partners. You can work in teams of three classmates in order to create your advert.

One of the best points in this project will be the possibility of inventing different crazy machines or new ways of advertising well-known products.

It will be really important for the success of this project to follow all the instructions given in each activity, using the Internet and the links as a source of information.

Before starting with your project, there are some points you must check.

Assessment

This project will be evaluated following this pattern:

Your teacher will evaluate the final product (last post including the advert in your blog) following the rubric to assess the final product. 

Your partners will carry out peer assessment and will grade your collaborative teamwork. The students can generate the different levels or items to evaluate.

Students will self-evaluate the final product using the rubric. 

The teacher will also evaluate how the students have involved in the project or tackled the different missions.

The  'Assessment rubric for the project: Designing an advert'  will be your reference for the global project.

At the end the project, if you have done all the missions successfully, your teacher can give you a badge.

Let's try and do your best!

Every mission will include a final task to consolidate all the learning. Some of these final tasks will be assessed using the following rubrics:

Breaking the ice: 'Rubric to assess an oral presentation'

Choosing the product: 'Rubric to assess a digital poster'

Broadcast your advert: 'Rubric to assess an advert'

Your personal blog

You will also use a blog that will work as your digital portfolio. Each of you must have your own blog.

The tutorial 'How to start a blog on blogger' will help you create the blog in a very easy way. The 'Rubric to assess blog posts' will help you do a great job on your blog posts.

Along the missions, you'll be asked to make some posts to share and present the project activities. At the end of all of them, you will be asked to design a final post with all the knowledge and products you will have come up with throughout this project.

All your posts in the blog must be identified with the tag "Designing an advert".

This project is part of a group of projects. If you have learnt through the rest of these projects, use always the same blog. If you work only on this one, you must create one for your work.

Dissemination

It would be a pity if just the teacher, you and some of your partners enjoyed your final work and your blog. Why don't you use other ways to disseminate your advertising campaign?

Send your blog link to your parents, friends, etc. They will really appreciate what you are doing at school.

Get a Twitter account for the class that will be run by your teachers. Tweet what you want to publish promoting your final post and some of the works using the #EDIAadvert hashtag and you can even create one with the name of your group (e.g. #iescedecgroupthekings). Remember: 280 characters including the link and the official hashtag or the one your class has decided for this project. Because of your age, the Twitter account will be run by your teachers, so you will write the tweet and then your teacher will recap all the class tweets in list.ly.

The 'Rubric to assess a tweet' will help you create a good tweet.

Is everything clear? If you have any questions, ask your teacher (or your partners). Perhaps they may have suggestions to make your project and work easier and more useful and, at the same time, more complete.

What do you want to advertise?

To start with this topic, you are going to play and talk a bit with a classmate about which product you would like to advertise. 

markhung1712. Time Machine (Public Domain)

Steps for this task

Step 1: Write questions about objects to be advertised

First of all, you need to get familiar with some of the possible products that can be sold and that you can make an advert about. You are going to write down a pair of questions. They are going to be content questions about the possible object to be advertised.

Two websites will help you learn about how to build the questions and the vocabulary about things that can be sold that you will need. Have a look at them:

'Vocabulary: Savings Guide: Things that can be sold'

'My English pages: Wh- questions'

Step 2: Asking my classmates

When you have already written the questions, you have to look for the classmates you are going to do the project with and talk to them about these questions. The worksheet 'Things that I can advertise' will help you with this task. You have to ask your classmates about a trade mark that they can recall of each of the categories in the worksheet. You can add your own categories if you want. Remember to register the information into the chart. 

Step 3: A presentation about the objects

Then, your team has to do a short oral information to tell the rest of the class the objects that are now being advertised on media and that you have written down in the worksheet. The 'Rubric to assess an oral presentation' can help you do a great job.

You can include your chart and the text of your oral presentation into your blog creating a post. (Don't forget to identify your post with the tag "Designing an advert").

Step 4: Disseminating your ideas

Apart from this, if you want, your teacher can disseminate your post using the classroom's Twitter account. For that reason, you have to write down the text of the tweet for the teacher. Remember: 

You can use up to 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAadvert

The 'Rubric to assess a tweet' will help you know how to do a great job with the tweet.

Before posting your text, you must ask one of your classmates in another team to check your work and make any suggestions or corrections he or she can think of. You must do the same task with at least one of your mates' outcomes, too.

Don't be afraid. Making mistakes is a good way to learn!

With this task, we have learnt and dealt with lots of vocabulary about objects and also you have also known more details about your classmates. 

Learning Diary

In this mission, you are going to start your Learning Diary. It will help you reflect on what you are learning and what is most important: what the best way for learning is.

You will have to open a document (you can use Google Document, a text document or any other collaborative document you may prefer) with the title 'Designing an advert'. This is going to be your 'Learning Diary'.

It would complete your learning experience if the answer to these questions is also linked in a post in your blog. 

devansee. Laptop (CC0)

You will reflect about your learning using some of the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learnt?

Are there any other aspects you did not understand?

It would be great if you also shared these feelings and thoughts with your classmates. You will have some minutes to complete this part.

Feedback

It's also very important for you to reflect and think about the evolution of your project:

What are you really learning during the project?

What are the most difficult aspects?

Value how you are working as a team and try to solve the problems you have had until now. 

Please try and clarify everything you did not understand before continuing with the following mission.

Creado con eXeLearning (Ventana nueva)

Choosing the product

Let's choose the product!

At the end of this mission, you will have chosen the product you are going to advertise.

You will also work the listening and writing skills.

Falkenpost. signs-road-signs-usa-america (CC0)

To introduce the topic of "choosing the product", you are going to start listening about it. 

Before doing this listening activity, think about the following questions:

Do you think people usually spend too much money when they go shopping?

Do they usually buy things they do not really need?

Can you find out what a shop-o-holic is?

Do people buy what they watch on TV?

After discussing the answers to these questions in class, do the listening activity. 

In the listening 'Ad Space', you can find a short conversation in which Melissa talks about what ads influence her and why and there are also some questions to check your comprehension.

Do you like TV ads?

People are always exposed to advertising: on television, at the newspaper, on the Internet, at the radio, on the street, etc. It is the same around the world. People are always in touch with new products through adverts. Their main features are specified in those adverts.

Your purpose in this mission is to choose which product you are going to advertise.

qimono. Question Mark (CC0)

As your final mission will be to create a digital poster or a video of an advert of the product you have previously chosen, it is now the moment to choose the product you would like to create the advert about.

Steps for your mission

Previous investigation

The following websites will help you with your investigation and will give you some ideas about the product that you can choose in order to do the advert. You can also create your own ad (which is the short form for advert) using an interactive website:

'Video: Best Commercials' 

'Anyone is a designer'

Choosing the product

From the previous information, choose now the product you are going to advertise and create a digital poster with the following information:

Name of the product

Photos

What is it for?

Who can use it?

How do you use it?

You can create a digital poster or if you prefer a short video. In order to create the poster or the video you can choose from among some of the following digital tools: 

Piktochart

Easel.ly

Genial.ly

WeVideo

Your final mission will be to create that final poster. It must be attractive and clear. Remember to include at some illustrations (pictures, drawings, etc) about the product you are going to advertise. Don't forget that the 'Rubric to assess a digital poster'  will help you know how to do a great job.

Dissemination

You can also include the poster or video into your blog. 

Don't forget to identify the post with the tag "Designing an advert".

Your teacher can spread your post using the classroom's Twitter account. Before publishing it, you have to write it down for the teacher. Remember: 

You can use 280 characters.

You have to include the link to your post. 

Use the hashtag of the project: #EDIAadvert

The 'Rubric to assess a tweet'  will help you know how to do a great job. 

Before posting your text, ask your colleagues to check your work and make suggestions to improve it, make corrections... You must do the same work with some of your mates' outcomes, too. You don´t have to get discouraged because making mistakes is obviously a good way to learn!

With this task, you have focused on which product is going to be advertised. This will be very useful for your final task. What's more, your poster or video could include, for example, some information about different models of the same product.

Learning Diary

It's time to continue with your Learning Diary. Remember it helps you reflect on what you are learning and what is even more important: what the best way for learning is.

It would complete your learning experience if the answer to these questions is also linked in a post in your blog.

devansee. Laptop (CC0)

Go back to the document you opened in the previous mission as a Learning Diary. Below your previous writing, you will create a new section entitled: 'Choosing the product'. You will reflect about your learning using and answering the questions below:

What were the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learnt?

Are there any other aspects you did not understand?

It would be great if you shared those feelings and thoughts with your classmates. You will have some minutes to complete this part.

Feedback

It's very important for you to reflect and think about the evolution of the project:

What are you really learning during the project?

What are the most difficult aspects for you?

Value how you are working as a group and try to solve the problems you have had until now. 

Please try and clarify everything you did not understand in this mission.

Creado con eXeLearning (Ventana nueva)

What can my product do?

What can my product offer to others?

At the end of this mission, you will be able to talk about the main features of your product and the reasons why people should buy it.  

We will work the writing and speaking skills.

Pexels. Advertising (CC0)

Imagine all the things your product can do:

What can people use it for?

Where can you use it?

Does it need electrical supply?

You have to create a short text with at least three things that your product can do. Maybe you could ask your classmates, parents, brothers and sisters... They could give you some more ideas.

With all those ideas, why doesn't your team create a visual map of the qualities and features of your product? Make a drawing of your product and think of all the other features it could be used for and share it with the rest of the class teams.

A special product

Your team has to continue working with the product you have chosen. In this mission, your team has to write down the three most important facts about it. You are going to create the text for your advert.

Bill Smith. advert (CC BY)

Your final mission will be to compose the text with your product's three main features. Think about the three main facts that can make people buy your product in shops.

Steps for your mission

Previous investigation

Decide which are your product's three main features. These characteristics must be something interesting. Remember that with that information, people may buy your product. Ask other people about their opinion. Maybe your classmates and relatives can help you with this task.

In order to explain what your product is able to do, you will need to review how to use the modal verb 'can / cannot' in English.  

Creating the text for the advert

Remember that you have to create a video or a digital presentation to show you advert:

If you decide to record a video, write down the sentences using the modal verb 'can' that you are going to say while advertising your product. Try to be creative.

If you decide to create a digital presentation, write down the sentences using the modal verb 'can' as well, that are going to appear along with the pictures of the product you have already chosen. 

Dissemination

You can include the text you have created into your blog. 

Don't forget to identify the post with the tag "The text of my advert".

If you want, your teacher can disseminate your post using the classroom's Twitter account. For that purpose, you have to write down the tweet for the teacher. Remember: 

You can use only 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAadvert

The 'Rubric to assess a tweet'  will help you know how to do a great job. 

Before posting your text, you should also ask another classmate to check your work and make suggestions or corrections. You must do the same work with some of your mates' outcomes, too. And remember that you don't have to get discouraged because making mistakes is a good way to learn!

With this task you have thought and written what your product can and can't do.

Learning Diary

It's time to continue with your Learning Diary. Remember it helps you reflect on what you are learning and most important: what the best way for learning is.

It would complete your learning experience if the answer to these questions is also linked in a post in your blog.

devansee. Laptop (CC0)

Let's go back to the document we opened in the previous mission as a Learning Diary. Below your previous writing you will create a new section entitled: 'What can my product do?'. You will reflect about your learning using the following questions:

What were the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learnt?

Are there any aspects you did not understand?

It would be great if you shared these feelings and thoughts with your classmates. You will have some minutes to complete this part.

Feedback

It is very important for you to reflect and think about the evolution of the project:

What are you really learning during the project?

What are the most difficult aspects for you?

Value how you are working as a group and try to solve the problems you have had until now. 

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

My product is the best!

My product is the best!

At the end of this mission we will be able to compare your product with others and to say why your product is the best.  

You will work the writing and speaking skills.

Pete. Comparing and Contrasting (CC BY-SA)

What do you usually think before buying a product in a supermarket or in a shop? Raise your hand if you think about this:

I only think if I have got enough money.

I think if the quality of the product is good or not.

I think if I know the trade mark.

I think if I really need it.

I think if I don't need it but I have got a craving for that product

I think if I want it because I you have seen an advert on TV.

I think about the size and the performance of that product.

Which option has more votes? What makes you buy one product and not another one? Discuss about the final result.

Now, you have to compare the product you are going to advertise to others and decide which is its best feature. You have to think of different characteristics of your product and to compare it to others using some comparative adjectives.

Then, you have to decide which is your product's best feature and express it using a superlative adjective. Finally, your team will have to explain to the rest of your classmates which are the main features of your product.

You must buy my product!

When you watch an advert on TV, the advertisers normally let you know why you must buy their product. You can choose one product or another depending on how well its features are explained.

So, this is the moment to compare your product to others and to explain why yours is the best!

VIA Gallery. Three 4.8" UMPCs comparison (CC BY)

Your final product for this mission will be to write down at least four comparative and two superlative sentences about the product that you are going to do your advert about. 

Steps for your mission

Previous investigation

You need to review how to express comparative and superlative adjective in English.

To express comparison in English you have to review how to use these adjectives.  

The main purpose of this mission is to write down at least four comparative sentences and two superlative ones.

Creating the sentences

Read carefully the following information and write down the sentences:

Comparative adjectives

Exercises on comparative adjectives

Once you have finished n case we have problems about how to deal and work with the tool you have a couple of really useful tutorials to learn about it:

Superlative adjectives

Exercises on comparative and superlative adjectives

You can also play a Kahoot game to check if you have fully understood how to make comparative and superlative adjectives. If you need further information about how to play with kahoot, learn with a Kahoot tutorial video.

Dissemination

Your final product for this mission will be to create the comparative and superlative sentences to be used in your advert. Remember that these sentences must be clear and appealing. 

You can include these sentences into you blog. You must remember to identify your post with the tag "My product is the best".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that reason, you have to write down the tweet for the teacher. Remember:

we can use 280 characters.

Include your blog's link to your post.

Use the hashtag of the project: #EDIAadvert

The 'Rubric to assess a tweet' will help us know how to do a great job.

Before posting your text, you should ask your classmates to check your work and make suggestions, corrections.etc. You have to do the same work with some of your mates' outcomes, too. And remember not to get discouraged because making mistakes is a very good way to learn!

Knowing about your product is the best way to sell it. Don't forget all the things you have learnt in this mission.

Learning Diary

It's time to continue with your Learning Diary. Remember that it helps you reflect on what you are learning and one of the most important aspects is what is the best way to learn. 

It would complete your learning experience if you also add the answer to these questions to a post in your blog.

Devansee. Laptop (CC0)

Go back to the document you opened in the previous mission as a Learning Diary. Below your previous writing, you will create a new section entitled: "My product is the best". You will have to reflect on your learning using the following questions:

What were the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learnt?

Are there any aspects you did not understand completely?

It would be great if you shared these feelings and thoughts with your classmates. You will have some minutes to complete this part.

Feedback

It is very important for you to reflect and think about the evolution of your project:

What you are really learning during the project.

What the difficult aspects are.

Value how you are working as a group and try to solve the problems you have had until now. 

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Broadcast your advert!

Ready, Steady, Go!

At the end of this mission, you will be able to share your advert with the rest of the classmates, school and relatives. 

You will work the writing, speaking and reading skills.

The Elite Ayrshire Business Circle Follow. House price growth in Scotland gathers pace as market conditions tighten (CC0)

In this project, you have focused on commercial adverts, but there are other different types of adverts, such as adverts to buy a house or to find a job.

In this case, you have to do the following a reading activity to get in touch with this last kind of adverts: Applying for a job.

After doing this exercise, think about all different jobs that can be advertised on the Internet. Using the website list.ly, make a complete list of job advertisements that you can find on a newspaper or in the Internet. If you need extra help with the vocabulary, you can check a list with the job definitions.

Let's shoot the advert!

Remember that at this stage, you have decided the product, the things it can do, the comparison with other products and the things your product is the best at. Now, it is the turn to finally shoot your advert, whether it is going to be a video or a digital presentation.

So, as a final mission of this project we are going to create a digital poster or a video to show why your product is the best. 

Dan Germain. shooting an advert (CC BY-SA)

Your final product for this mission will be a post to include your advert. The 'Rubric to assess the project: Designing an advert' will guide you to know how to do a great job.

Resources and guides

Contents of your advert

The digital poster or video should include:

Photos of your product.

At least three things your product can do.

Four comparative sentences about your product.

Two superlative sentences about your product.

You can also add a motto to advertise your product:

It has to be short and a good summary of your product.

It has to be easy to remember.

Ideas and tools

Some points you should consider to create a good advert whether in a poster or a video are:

Clear and short message.

Good pictures.

Attractive design.

Important to say why you think your product is the best.

You can use different free websites to create your poster:

Canva

Poster My Wall

Picktochart

But if you decide to do a video instead, you can use the following websites:

WeVideo   

The final post with your digital poster or video

Your final product for this mission will be to create the post to include your poster. These points can help you remember all the information we should include in your post.

An explanation about the task.

Embed the digital poster or video.

The link to your Learning Diary.

A short reflection about what you have learnt and how you have learnt it.

Don't forget to identify your post with the tag "Project: Designing an advert".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that reason, you have to write down the tweet for the teacher. Remember:

You can use 280 characters.

Include the link to your post.

Use the hashtag of the project: #EDIAadvert

The 'Rubric to assess a tweet' will help you know how to do a great job.

Before posting your text, let's ask your colleagues to check your work and make suggestions, corrections. You have to do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

Organizing and sharing

Now, it's time to share and disseminate your wonderful advert. Along the project, you have published different posts in your digital portfolio.

As a summary, you will create a complete post (digital portfolio) in your blog with a reflection about what you have learnt along this project. As in other missions, you have to disseminate this product. You are invited to make a public presentation of your class works (audios, videos, etc) and of course, a special work with social networks.

PublicDomainPictures . Transfer (CC0)

Steps for this mission

Creating the post

Some items will guide you to create the post. Don't forget to identify your post with the tag "Project:Designing an advert":

Main vocabulary of the project.

Grammar reference.

All the activities related with the topic.

Final outcome of the project: The digital poster or video to advertise a product.

A good idea would be to include the links to all the posts you have created along the whole project.

You can also include the link to your Learning Diary.

Public presentation

You are invited to make a public presentation of your posters/videos. Don't you think it could be a great activity to organize an event at our school/classroom?

Teachers, students, parents and maybe other people could know what you have been doing and value all your effort.

Each group must introduce the posters. The resource 'Linking words: Sequence' will help you with general sentences to prepare your speech.

The 'Rubric to assess an oral presentation' will help you know how to do a great job.

Dissemination

Now it is time to disseminate your final post through the social networks. Remember to use the classroom's Twitter account run by your teacher. So it is time for you to create a tweet to disseminate your post. It will be published through the class account. Take this into account:

You can use 280 characters.

Include the link to your post.

Let's Use the hashtag of the project: #EDIAadvert

The 'Rubric to assess a tweet' will help you know how to do a great job.

Learning Diary: final evaluation

You have finished the project, but there is a very important aspect to focus on now: you will assess all the work you have done. It is very easy; you are going to think on everything you have learnt and how you have learnt it: you have to think on all the missions you have crafted.

It would complete your learning experience if the answer to these questions is also linked in a post in your blog.

devansee. Laptop (CC0)

Below your previous writing, you will create a new section entitled: "Designing an advert"

Assessment is very important because it will help both you and the teacher solve and change all the aspects that might not work properly and continue using all the ones which have helped you learn more and better. But it is especially meaningful for you to identify how you learn better.

To carry out this assessment, you have to complete this document:

'Assessment of the experience and project'

You can work on this individually and then share it with your mate (the one you have been working with). Finally, you will share it with the whole group.

What's more, if the final assessment is positive, your teacher will give you a badge recognizing this effort that you can include in your Learning Diary. By doing so, you will be awarded an accomplishment badge by your teacher who will be able to create them using this website.

You can publish a summary of your learning process in the final post with all your outcomes.

Feedback

At this point, it could very useful for each of you to focus on these questions:

Did you have the same difficulties as your classmates in the accomplishment of the missions?

Which missions did you find the most difficult to carry out?

Has collaborative work been a positive experience to you? Why/ why not?

Do you prefer learning from textbooks or from online projects like this one?

Creado con eXeLearning (Ventana nueva)

- Didactic Guidelines -

Didactic proposal

This open educational resource entitled Designing an advert is based on the curriculum of English as a foreign language and it is aimed at students of the 1st year of compulsory secondary education. However, it can be implemented on other levels,. As a teacher, you can adapt or modify its contents. Likewise, feel free to use the whole resource or just the sections that best fit your teaching demands.  

The main topic of this resource will make easy to apply the grammar and vocabulary content to a real situation: think on a product with it main features and a multimedia campaign to advertise it. 

Here, students will learn  and practice contents, procedures and attitudes related to the basic knowledge areas  of communication, multilingualism and intercultural values.

Download the Didactic Proposal  in editable format or in pdf.

By working on this resource, students will face some individual activities, but also some collaborative  tasks  and a final project in which they will use all their knowledge and will demonstrate how able they are to develop and consolidate some specific and key competences  in several  learning situations very similar to those in which people may get involved in real life.

This project is part of a set of projects entitled "English in my daily life'"which is based on the curriculum for the 1st year of compulsory secondary education.

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

to learn while working on a project.

to encourage collaborative work, since most assignments require information sharing and interaction with other students.

to foster students' self-learning process by using IT resources.

to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks in which they must produce their own oral and written messages.

The project includes several stages that students will need to go through to eventually do the final challenge : think on a product with it main features and a multimedia campaign to advertise it. Within this learning scenario, relevant language contents can be practised and a wide range of tasks is presented so that students are encouraged to practise and improve the linguistic skills required for their final output.

This unit starts with the Breaking the ice section in which students are going to focus their attention into the project and how it will work. By using a Thinking routine students and teachers will identify the previous knowledge. Then students will start working with questions and set the beginning of their Learning Diary.

Choosing the product. In this section, students will focus their attention on the product they are going to advertise. They will create a digital poster with some information about the product.

What can you my product do? presents mainly the vocabulary and grammar necessary to talk about the main features and the reasons why people should buy it. 

My product is the best one provides students the opportunity of comparing the product the students will advertise with other ones. They will write comparative and superlative sentences about it. 

Finally, the Broadcast your advert! section offers the student the final challenge in which students will show how much they have learnt about the topic. They will have to create a video with an advert of the product with the characteristics of it, all of this by using the grammar and the vocabulary they achieved along the whole project. 

Curricular Framework

Competencias clave

Competencia en comunicación lingüística (CCL) 

Competencia Plurilingüe (CP)

Competencia en conciencia y expresiones culturales (CEC) 

Competencia digital (CD) 

Competencia personal, social y de aprender a aprender (CPSAA) 

Competencia ciudadana (CC) 

Competencia emprendedora (CE)

Competencias específicas y criterios de evaluación

Competencia específica 1: Comprender e interpretar el sentido general y los detalles más relevantes de textos expresados de forma clara y en la lengua estándar, buscando fuentes fiables y haciendo uso de estrategias como la inferencia de significados, para responder a necesidades comunicativas concretas.

Criterios de evaluación
1.1 Interpretar y analizar el sentido global y la información específica y explícita de textos orales, escritos y multimodales breves y sencillos sobre temas frecuentes y cotidianos, de relevancia personal y próximos a la experiencia del alumnado, propios de los ámbitos de las relaciones interpersonales, del aprendizaje, de los medios de comunicación y de la ficción expresados de forma clara y en la lengua estándar a través de diversos soportes.

1.2 Seleccionar, organizar y aplicar de forma guiada las estrategias y conocimientos más adecuados en situaciones comunicativas cotidianas para comprender el sentido general, la información esencial y los detalles más relevantes de los textos; interpretar elementos no verbales; y buscar y seleccionar información.

Competencia específica 2: Producir textos originales, de extensión media, sencillos y con una organización clara, usando estrategias tales como la planificación, la compensación o la autorreparación, para expresar de forma creativa, adecuada y coherente mensajes relevantes y responder a propósitos comunicativos concretos.

Criterios de evaluación

2.1 Expresar oralmente textos breves, sencillos, estructurados, comprensibles y adecuados a la situación comunicativa sobre asuntos cotidianos y frecuentes, de relevancia para el alumnado, con el fin de describir, narrar e informar sobre temas concretos, en diferentes soportes, utilizando de forma guiada recursos verbales y no verbales, así como estrategias de planificación y control de la producción.

2.2 Organizar y redactar textos breves y comprensibles con aceptable claridad, coherencia, cohesión y adecuación a la situación comunicativa propuesta, siguiendo pautas establecidas, a través de herramientas analógicas y digitales, sobre asuntos cotidianos y frecuentes de relevancia para el alumnado y próximos a su experiencia.

2.3 Seleccionar, organizar y aplicar de forma guiada conocimientos y estrategias para planificar, producir y revisar textos comprensibles, coherentes y adecuados a las intenciones comunicativas, a las características contextuales y a la tipología textual, usando con ayuda los recursos físicos o digitales más adecuados en función de la tarea y las necesidades de cada momento, teniendo en cuenta la personas a quienes va dirigido el texto.

Competencia específica 3: Interactuar con otras personas con creciente autonomía, usando estrategias de cooperación y empleando recursos analógicos y digitales, para responder a propósitos comunicativos concretos en intercambios respetuosos con las normas de cortesía.

Criterios de evaluación

3.1 Planificar y participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a la experiencia del alumnado, a través de diversos soportes, apoyándose en recursos tales como la repetición, el ritmo pausado o el lenguaje no verbal, y mostrando empatía y respeto por la cortesía lingüística y la etiquetadigital, así como por las diferentes necesidades, ideas, inquietudes, iniciativas y motivaciones de los interlocutores e interlocutoras.

3.2 Seleccionar, organizar y utilizar, de forma guiada y en entornos próximos, estrategias adecuadas para iniciar, mantener y terminar la comunicación; tomar y ceder la palabra; y solicitar y formular aclaraciones y explicaciones.

Competencia específica 4: Mediar en situaciones cotidianas entre distintas lenguas, usando estrategias y conocimientos sencillos orientados a explicar conceptos o simplificar mensajes, para transmitir información de manera eficaz, clara y responsable.

Criterios de evaluación

4.1 Inferir y explicar textos, conceptos y comunicaciones breves y sencillas en situaciones en las que atender a la diversidad, mostrando respeto y empatía por interlocutores e interlocutoras y por las lenguas empleadas, e interés por participar en la solución de problemas de intercomprensión y de entendimiento en el entorno próximo, apoyándose en diversos recursos y soportes.

4.2. Aplicar, de forma guiada, estrategias que ayuden a crear puentes y faciliten la comprensión y producción de información y la comunicación, adecuadas a las intenciones comunicativas, usando recursos y apoyos físicos o digitales en función de las necesidades de cada momento.

Competencia específica 5: Ampliar y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando de forma crítica sobre su funcionamiento y tomando conciencia de las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas.

Criterios de evaluación

5.2 Utilizar y diferenciar los conocimientos y estrategias de mejora de la capacidad de comunicar y de aprender la lengua extranjera con apoyo de otros participantes y de soportes analógicos y digitales.

5.3 Identificar y registrar, siguiendo modelos, los progresos y dificultades de aprendizaje de la lengua extranjera, seleccionando de forma guiada las estrategias más eficaces para superar esas dificultades y progresar en el aprendizaje, realizando actividades de autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) o en un diario de aprendizaje, haciendo esos progresos y dificultades explícitos y compartiéndolos.

Competencia específica 6: Valorar críticamente y adecuarse a la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y compartiendo las semejanzas y las diferencias entre lenguas y culturas, para actuar de forma empática y respetuosa en situaciones interculturales.

Criterios de evaluación

6.2 Aceptar y adecuarse a la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera, reconociéndola como fuente de enriquecimiento personal y mostrando interés por compartir elementos culturales y lingüísticos que fomenten la sostenibilidad y la democracia.

Saberes básicos

A. Comunicación

Autoconfianza. El error como instrumento de mejora y propuesta de reparación.

Estrategias básicas para la planificación, ejecución, control y reparación de la comprensión, la producción y la coproducción de textos orales, escritos y multimodales.

Conocimientos, destrezas y actitudes que permitan detectar y colaborar en actividades de mediación en situaciones cotidianas sencillas.

Funciones comunicativas básicas adecuadas al ámbito y al contexto comunicativo: saludar, despedirse, presentar y presentarse; describir personas, objetos y lugares; situar eventos en el tiempo; situar objetos, personas y lugares en el espacio; pedir e intercambiar información sobre cuestiones cotidianas; dar y pedir instrucciones y órdenes; ofrecer, aceptar y rechazar ayuda, proposiciones o sugerencias; expresar parcialmente el gusto o el interés y emociones básicas; narrar acontecimientos pasados, describir situaciones presentes y enunciar sucesos futuros; expresar la opinión, la posibilidad, la capacidad, la obligación y la prohibición.

Modelos contextuales y géneros discursivos básicos en la comprensión, producción y coproducción de textos orales, escritos y multimodales, breves y sencillos, literarios y no literarios: características y reconocimiento del contexto (participantes y situación), expectativas generadas por el contexto; organización y estructuración según el género y la función textual.

Unidades lingüísticas básicas y significados asociados a dichas unidades tales como la expresión de la entidad y sus propiedades, cantidad y cualidad, el espacio y las relaciones espaciales, el tiempo y las relaciones temporales, la afirmación, la negación, la interrogación y la exclamación, relaciones lógicas básicas.

Léxico de uso común y de interés para el alumnado relativo a identificación personal, relaciones interpersonales, lugares y entornos cercanos, ocio y tiempo libre, vida cotidiana, salud y actividad física, vivienda y hogar, clima y entorno natural, tecnologías de la información y la comunicación.

Patrones sonoros, acentuales, rítmicos y de entonación básicos, y significados e intenciones comunicativas generales asociadas a dichos patrones.

Convenciones ortográficas básicas y significados e intenciones comunicativas asociados a los formatos, patrones y elementos gráficos.

Convenciones y estrategias conversacionales básicas, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, etc.

Recursos para el aprendizaje y estrategias básicas de búsqueda de información: diccionarios, libros de consulta, bibliotecas, recursos digitales e informáticos, etc.

Identificación de la autoría de las fuentes consultadas y los contenidos utilizados.

Herramientas analógicas y digitales básicas para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa (aulas virtuales, videoconferencias, herramientas digitales colaborativas, etc.) para el aprendizaje, la comunicación y el desarrollo de proyectos con hablantes o estudiantes de la lengua extranjera.

B. Plurilingüismo

Estrategias y técnicas para responder eficazmente a una necesidad comunicativa básica y concreta de forma comprensible, a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.

Estrategias básicas para identificar, organizar, retener, recuperar y utilizar creativamente unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal.

Estrategias y herramientas básicas de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas.

Léxico y expresiones de uso común para comprender enunciados sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje).

C. Interculturalidad

La lengua extranjera como medio de comunicación interpersonal e internacional, como fuente de información y como herramienta para el enriquecimiento personal.

Interés e iniciativa en la realización de intercambios comunicativos a través de diferentes medios con hablantes o estudiantes de la lengua extranjera.

Aspectos socioculturales y sociolingüísticos básicos relativos a la vida cotidiana, las condiciones de vida y las relaciones interpersonales; convenciones sociales básicas; lenguaje no verbal, cortesía lingüística y etiqueta digital; cultura, costumbres y valores propios de países donde se habla la lengua extranjera.

Estrategias básicas para entender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos.

Estrategias básicas de detección y actuación ante usos discriminatorios del lenguaje verbal y no verbal.

Breaking the ice

Choosing the product

What can my product do?

My product is the best.

Brodcast your advert!

CCL
X
X
X
X
X

CP
X
X
X
X
X

STEM

X

CD
X
X
X
X
X

CPSAA
X
X
X
X
X

CC

X

CE

X
X
X
X

CCEC

X

Competencia en comunicación lingüística (CCL), Competencia plurilingüe (CP), Competencia matemática, ciencia, tecnología, ingeniería (STEAM), Competencia digital (CD), Competencia personal, social y de aprender a aprender (CPSAA), Competencia ciudadana(CC), Competencia emprendedora (CE), Competencia en conciencia y expresión culturales (CCEC)

Learning Path

Section

Objectives

Sessions

Breaking the ice

Have a general idea about the topic.

Play and talk a bit with the other students about the product the want to advertise.

 2 sessions

Choosing the product

The student should choose the product they are going to advertise.

They will work on listening and writing skills.

2 Sessions

What can my product do?

The students should identify the main characteristics of their product. 

They will work on writing and speaking skills. 

 2 sessions

My product is the best one

The students should be able to compare their product with other ones. 

They will work on speaking and writing skills.

2 sessions

Broadcast your advert

The student will record an advert about their product and share with their classmates.

They will work on writing, speaking and reading skills.

 2 sessions

By the nature of the resource topic, the English teacher can work in collaboration with teachers of other didactic departments to coordinate the students' tasks.

Information and Communication Technology. The IT teacher can take part by helping students with the different apps and digital tools they are going to use. 

Arts. The Arts teacher can offer the students information about adverts and what techniques are the best one to do a good one. 

Last, but not least,  students can study the grammar structures and key vocabulary of the English subject and compare them with those in their mother tongue. This way, they will be able to reflect on both languages and will be able to understand better how they work. Specially the mother tongue teacher could talk about slogans and how to do a good one. 

Assessment

Teachers can use different tools to evaluate students' performance throughout their learning process. Likewise, students, will be able to self-assess their work. The evaluation will be formative and it will take place at the stages listed below. The assessment should be formative, it looks continuously to improve the learning process of the student. By working on this way the teacher will help on what, how, when and how much the students are learning. After that, it would be possible to adjust the lesson activities, the resources or the strategies in order to achieve better resources. 

At the beginning of the resource

Teachers can assess their students' previous knowledge about cities and their different part, also about the interest of the topic by using the thinking routine ate the beginning. Teachers should inform students about the project rubric so that they know how their work will be assessed.

During the process

Teachers will assess their students'work by observation in class and, also, using a rubric for each of the tasks they are required to do

Students will be also able to assess their own learning process by completing a learning diary  with which they can reflect on how well they are  doing.

Do not forget that the digital portfolio that students will create to publish and share their tasks and final challenge can also be used by teachers as an assessing tool.  

At the end of the process

This resource includes a project rubric that includes  the necessary items for teachers to check to what extent students are able to achieve the required learning objectives.

This final rubric can be use also for student to do the self - assessment or peer assessment to check their partners final product. 

Tips for teachers

As a teacher, you may feel free to use the entire resource or just the sections that best match your teaching demands and the real conditions of your class group. Notwithstanding, if you decide to use this resource in its totality, we recommend that you consider the guidelines below before your students start working on the contents.

Info about structure & contents

Make sure your students know about the different tasks and the final challenge  they will be carrying out. You can devote one or two lessons to clarify the different stages throughout the resource and the tools which students are required to use to produce their work. As much as you work this aspect, the best you will develop autonomy in work of your students. 

Assessment info

Raise students' awareness about how and what you will consider to evaluate their work. Focus their attention on the rubrics of the different tasks and of the final challenge so that they get to know about the way their performance will be assessed.

Encourage students to use their learnnig diary so that they can reflect on how well they are performing in their learning process. If you read it on a daily basis and comment with the student, they will find the importance of it. 

Info about tools

Clearly, this resource fosters the use of digital devices and includes a wide range of apps to produce and share the students' outputs. However, in case that your students or school suffer from a digital divide , we encourage you to use this resource as a guide and  make students work in an analogue way by using cardboards instead of digital posters, notebooks as learning diaries or your class notice board, which can be used to publish and share your pupils' work.

Also it will be great, in case you want to work following this digital project, to let the students to investigate the different tools and look for videotutorials. If they find useful, they can share with their mates. 

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Title | Designing an advert | English in my daily life
Coordination | Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios (Cedec)
Authorship | Leonardo Boix Tàpia 
License | Creative Commons BY-SA 4.0

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This open educational resource has got a CC BY-SA license and therefore it can be used, downloaded, modified and adapted, as long as the name of the creator is provided, and in case of being transformed and publishing a new version, it must be done under the same CC BY-SA license as the original.

The following text can be used to acknowledge authorship in case of modification of the resource:

This material is an adaptation of the original resource "Designing an Advert" from Cedec's  EDIA project.

Creado con eXeLearning (Ventana nueva)

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Creado con eXeLearning (Ventana nueva)