My town

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

This project is about Towns and what you can find on them. Try to do your best and to enjoy your learning process. 

John M. Birmingham:city centre scene at corner of New Street and Corporation Street (CC BY-SA)

Along this resource, you will work on cities, the different places you can find there, and compare between them; you will also learn how to give directions and ask questions to get somewhere. You will study the present simple and focus on the third person singular to describe a place.

Along this project, you will be proposed five missions and a final challenge. The main aim of this project is to learn about cities. At the same time you will also learn about comparative adjectives and the present simple to describe things.

Open Educational Resource by EDIA Project - Cedec.
English. Compulsory Secondary Education.
Author: Javier Ramos Sancha

Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)

Breaking the ice

Our project: general information

The final outcome will be a video clip in which you are going to promote your city, town, village or neighbourhood. In order to be able to create the final product, you will surf and overcome different missions that will help you gain knowledge and acquire strategies.

This project will be worked in a collaborative way. There will be pair work, team work and individual work. This means that the knowledge will be created by the teacher's explanation, as well as self investigation and interaction among the partners.

John T. Howard. City Lights (CC BY-SA)

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

We will use a blog that works as your digital portfolio. Each of you must have his/her own blog. This tutorial will help you create the blog in a very easy way.

Along the project, you'll be asked to make some posts to share and present the works and activities you will be doing. 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 along this project.

All your posts in the blog will be identified with the tag "Project my town".

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 use other ways to disseminate your tasks?

Send the blog link to your parents, friends... They will really like to know what you are doing at school.

Get a Twitter account for the class, it will be run by the teachers. Tweet what you want to publish promoting your final post and some of the works using the #EDIAmytown hashtag and create one with the name of your group (#iescedecgroupthekings). As in the posts, all your tweets must include the hashtag #EDIAmytown". Remember: 280 characters including the link and the hashtag the 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 following rubric will help you to create a good tweet: 'Rubric to assess a tweet'.

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 are working only on this one, you must create one for your work.

At the end of each mission your teacher will give you a badge if you do a great job. Let's try and do our best!

Rubrics to assess the missions

Every mission will include a final task to consolidate all the learning. This final task will be assessed using these rubrics:

Working with maps: 'Rubric to assess a video assignment'

What can you find in a city: 'Rubric to assess a slide presentation'

Liverpool on a flyer: 'Rubric to assess a digital poster'

My town is the best one: 'Rubric for informative / explanatory text'

Promoting my town: 'Rubric to assess a video assignment'

Global evaluation of this project

This project will be evaluated following this pattern.

Your teacher will evaluate the final product following the rubric. 

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 final assessment will also include a teacher's evaluation on how the students have been involved in the project or tackled the different activities.

This document will be your reference for the evaluation: ''Rubric to evaluate the project: My town'.

This is New York City

Let’s start thinking and reflecting a bit on what is going to be our topic during the next ten lessons. We are going to deal with cities.

At the end of this mission, you should be able to:

have a general idea about the topic.

compare different things using comparative adjectives.

You will work on listening, writing and speaking skills.

You will start working with the next video through a Thinking Routine: I view, I think, I wonder.

Let's have a look at New York City trough this video:

NYC Mayor's Office. This is New York City (Licencia estándar de YouTube)

While you are watching the video you should complete the chart:

What can you see in the video?

What do you think about what you see?

What are you wondering about these images?

You may use this document to carry out your thinking routine: 'Thinking Routine Guidelines'

It is a good time to start with the post of our blog. Remember that the blog will your personal portfolio. So, create one blog or use one you had created before.

Let's write a short one with a photo of New York and your answers to the Thinking Routine. Don't forget to identify your post with the tag "Project my town".

If you want your teacher can disseminate your post using the classroom Twitter account. To do so, 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: #EDIAmytown

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

Grammar point: comparative adjectives

As a final mission, write at least 5 sentences comparing your town to New York.

Maybe this grammar site will be useful to you: 'comparative and superlative adjectives'

PDPics. Gramática, Ampliador, Lupa Libro (CC0)

This mission will help you learn new vocabulary and grammar structures. They will help you cope with the final challenge when you will have to describe your city. 

Learning diary

In this mission you are going to start creating your 'Learning Diary'. It will help you reflect on what you are learning in this project.

Peter O'Shea. Writing tools (CC BY)

You will open a Google Document with the title 'My Town'. This is going to be your 'Learning Diary'. You will reflect about your learning using 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 learned?

Are there any aspects you didn't understand?

Do not forget that it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part. 

Feedback

Please, it is strongly recommended to reflect and think about the evolution of your project:

What are you really learning with this project?

What were the difficult aspects?

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

Please, try to clarify with your teacher everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Working with maps

How to get to a place in my town

At the end of this mission, you should be able to ask and answer about how to get to a place in a city.

We will work on listening, writing and speaking skills.

You have to watch this video about how to ask and answer when someone needs to get to a place in a city. Please, take notes about what you think is important in such a situation.

Luis Manuel Gonzalez Nava. 12.1 Asking for and giving directions (Licencia estándar de YouTube)

Another important thing you will need to do this is to practise prepositions of place to use when you are going to explain where something is.

In this link, you will practise and remember them: 'Prepositions of place'

Now, it is time to work on something real. In the next link, you are going to find a map and some activities to do with it. Please, pay special attention to these activities and how to do them well, as you will then have to do the same with a map of your town: 'Places in a city'.

Speaking activity: How can I get .....?

Let’s meet a partner and work with him or her using a map of your town (or invent a good one in a piece of paper). Play your role: one of you is lost and the other one has to give directions to get to a place.

Jim Pennucci. Tourists (CC BY)

If you are a fast finisher or you want to have a special badge for this mission we are suggesting you go on an extra mission. This one will help you use all you have learned.

After planning and rehearsing the dialogue with your mate, why don't you video record it? This will be a good way of showing your learning. You can do it all year long with all the dialogues you produce; then you can have them into your portfolio and register all your learning. At the end of the project you will be able to check how much you have improved your English.

These tips can help you overcome the mission:

Let’s go out to the street.

One of you both will be the lost tourist with the map and the other one will be the citizen who is going to help.

You have to be polite so say 'Hello' to start the conversation and 'Thanks' when you are finished.

Use some of the structures you have learned during this mission.

The most important thing is being creative!

Then you can edit the clip with an online tool such as: Wevideo

Once you have finished your video, it would be very useful if you uploaded it to a website such as Youtube or Vimeo.

Prepositions of place may help you when you describe the points of interest in your city in the final challenge. So don't forget them please!!

The 'Rubric to assess a video assignment' will help you know to do a great job. 

Finally, to end with this mission, you can write a post into your blog showing what you have learned (prepositions of place) and the video you recorded. Don't forget the tag "Project my town".

If you want your teacher can spread your post using the classroom Twitter account. To do so, 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: #EDIAmytown.

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

Learning diary

It's time to continue with your 'Learning Diary'. Remember that it helps you reflect on what you are learning at this project.

Peter O'Shea. Writing tools (CC BY)

You will reflect about your learning using 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 learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part. 

Feedback

Please, it is strongly recommended to reflect and think about the evolution of your project:

What are you really learning with this project?

What were the difficult aspects?

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

Please, try to clarify with your teacher everything you did not understand.

Creado con eXeLearning (Ventana nueva)

What can you find in a city?

Different places in a city

At the end of this mission you should be able to:

identify the vocabulary of the different places in a city.

understand a conversation about a city.

We will work on listening and speaking skills.

It will be very useful for you to play this interactive game to revise or learn new vocabulary about the different places in the city. Give a try at 'Places in a town'.

G-Man. Rugby town centre (CC BY)

Now, it is time to listen about the city. At the resource 'Travel arrangements' you will have some pre-listening activities, the track and some questions to answer later.

Speaking activity: Important places in a city

You have learned lots of new vocabulary along this mission about the places you can find in a city. Now it is time to create something to put it into practice and help you consolidate all your knowledge.

Pedro Ribeiro. Old tourist couple (CC BY)

With a partner you will decide on a city or a town to talk about (it could be yours or not, and you can also talk about your neighbourhood). You will identify places and create a presentation to show to your classmates.

These tips will help you design a good presentation:

Slide 1: Title (name of the city) - Photo - Name of the authors.

Slide 2: First Place you want to share - Photo - A sentence about it (where is it? How can you get there?....)

Slide 3: Second Place you want to share - Photo - A sentence about it (where is it? How can you get there?....)

Slide 4: Third Place you want to share - Photo - A sentence about it (where is it? How can you get there?....)

Slide 5: Fourth Place you want to share - Photo - A sentence about it (where is it? How can you get there?....)

Slide 6: Farewell.

Do not forget the main purpose of this presentation is to show it to your classmates. Try to be original, interesting and creative.

We recommend you to use Google Drive Slideshow to make it easier to share with everybody and also it would be easier to the whole team at the same time. 

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

To sum up and finish this mission we recommend you to create a post for your portfolio (Don't forget the tag "Project my town"). You will upload your Slide Presentation. Also if you consider you can write a short paragraph in which you explain: What is the most beautiful place in your town? or which one is the most busy one? 

If you want your teacher can spread your post using the Twitter account of the classroom. For that you have to write down 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: #EDIAmytown.

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

Learning Diary

It's time to continue with your 'Learning Diary'. Remember it helps you reflect on what you are learning in this project.

Peter O'Shea. Writing tools (CC BY)

You will reflect about your learning using 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 learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part. 

Feedback

Please, it is strongly recommended to reflect and think about the evolution of your project:

What are you really learning with this project?

What were the difficult aspects?

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

Please, try to clarify with your teacher everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Liverpool on a flyer

Liverpool on a flyer

At the end of this mission you should be able to understand the main information from a text (a flyer).

We will work on reading skills.

In this mission you will read lots of information of a city, Liverpool, from a flyer.

Let's start with the activities of the resource 'My city'. You have to read all the information carefully and then you can do all the activities to check your comprehension. Pay attention to the vocabulary and grammar structures. They will be useful for you.

LivingOS. Liverpool city centre (CC BY-SA)

As you may have guessed by now, a flyer is a good way to promote your city, because it is very visual, specific and easy to understand. 

Researching: Images and information about my town

As we have learned in this mission, a flyer is a good way of promoting a city and showing it to everybody in a very easy way. 

This time you and your partner will be the editors of a flyer like the one we have worked on. First of all you have to gather the information you are going to include in it.

Then you need to look for wonderful pictures about your city. These pictures will be shown with the information, so try to look for pictures related with the information you have decided to include in the flyer (remember they have to be free or Creative Commons)

The final flyer can be designed using the website Poster My Wall. It should be creative, original, attractive, so try to be a good salesperson of your city.  

In case you find difficult to use the website, you can use paper instead.

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

At the end of this mission we recommend you to create a post in your portfolio to collect all your learning along the task.

In the post you will upload the digital poster or a photo of your flyer on a paper. If you want, you could also write a paragraph in which you explain: 

3 good things of the city from your point of view, 

2 interesting things you can do in Liverpool, 

1 important reason why you want to travel to this city.

Don't forget the tag "Project my town",

If you want your teacher can disseminate your post using the classroom Twitter account. To do so,  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: #EDIAmytown.

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

Learning Diary

Now, t's time to continue with your 'Learning Diary'. Remember that it helps you reflect on what you are learning in this project. 

Peter O'Shea. Writing tools (CC BY)

You will reflect about your learning using the following questions:

What are the most difficult aspects?

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

What do you think that is the most important aspect you have learned?

Are there any aspects you did not understand or are still not clear?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part. 

Feedback

Please, it is strongly recommended to reflect and think about the evolution of your project:

What are you really learning with this project?

What were the difficult aspects?

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

Please, try to clarify with your teacher everything you did not understand.

Creado con eXeLearning (Ventana nueva)

My town is the best one

What is important in a city?

At the end of this mission you should be able to express good points of interest in a city using a text.

We will work on writing skills.

We are going to start designing our final challenge to promote our city. But first of all we want you to reflect on what things are important in a city and where it will be useful to gather information.

Yann Gar. Place de l'Hotel de Ville 8mm (CC BY-SA)

To start this mission you are going to create a mindmap in which the main knot will be the city.

And then, you will add the different points of interest you consider are important to talk about when you are going to promote your city. For example: monuments, tourist sites, etc.

Writing Mission: Good points of my city

The final challenge of the previous mission was to create a flyer to promote your city. Along the previous mission you learnt a lot about you town. Now you have to express all this information in a text giving reasons about why someone should visit or live in your town. 

Unsplash. Blogging (CC0)

The aim of this mission is to write about your city. We will write about the good sides of living in your city.

You will be writing in pairs, so you should reach an agreement with your mate.

You should write it on a Google Document so you can share with your teacher.

You have to talk about 10 good aspects about your city.

This document will be the basis for the final outcome: a video about your city. Let's do a good job!

The 'Rubric to assess an informative / explanatory text' will help you know how to do a great job. 

We recommend you to create a post in your blog to summarize all your learning through this mission. The post could include a photo of your mind map, the text you have written with your classmate, and a couple of photos of your city. (Don't forget the tag "Project my town").

If you want your teacher can spread your post using the Twitter account of the classroom. For that you have to write down 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: #EDIAmytown.

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

Learning diary

Now, you have to continue with your 'Learning Diary'. Remember that it helps you reflect on what you are are learning in your project.

Peter O'Shea. Writing tools (CC BY)

You will reflect about your learning using 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 learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please, it is strongly recommended to reflect and think about the evolution of your project:

What are you really learning with this project?

What were the difficult aspects?

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

Please, try to clarify with your teacher everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Promoting my town

My video about my city

At the end of this mission you should be able to:

produce a video about your town/city.

reflect on the good sides of the city/town.

We will work on speaking and writing skills.

This mission will take us four lessons, so you can work calmly but please do not stop focusing on your final aim: creating a video clip about your city/town.

Video recording of scientific research (Dominio público)

You will work in teams of four. To make it easier you have to follow the steps below:

Let’s take all the relevant aspects of your writings and decide what 10 you are going to record about.

Write a storyboard for you video. You may use an online tool such as StoryboardThat to design it. The storyboard should have:

Beginning: How to start, title, images, etc.

Development: What is going on in the video? How are you going to show these ten aspects? What are you going to say?

End: Search for a slogan to promote your city.

Your teacher will check if the storyboard is correct.

Start recording the video. Each student will be responsible for their own role: cameraman, speaker, actors, film editor.

You can use the online tool WeVideo to create, edit and publish your final outcome. 

When you finish with it, you can upload it to Youtube. If choose this option, your teacher will create a channel for your project and every clip will be gathered and shown there. Each team should write a little introduction of the video to publish it on the channel.

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

When you finish and upload your video, it is time to create a post in your blog. Describe the work you have done and embed the video. The link to the classroom's channel must be part of the post too. Don't forget the tag "Project my town".

If you want, your teacher can disseminate your post using the classroom Twitter account. To do so, you have to write down the tweet for the him/her. Remember: 

You can use up to 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAmytown

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

Organising and sharing

Now it's time to share and spread your fantastic word. As a first step, create a complete post (digital portfolio) with a reflection about what you have learned during this project. The following items will guide you to create this post (Don't forget the tag "Project my town"):

Main vocabulary of the project.

Grammar reference.

All the activities related with this topic.

Final outcome of the project: The video promoting your town.

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

PublicDomainPictures. Sharing Transfer (CC0)

In addition, you are invited to make a public presentation of your videos. Don't you think it could be a great activity to organize and event at your school/classroom? Teachers, students, parents and maybe other people could know what you have done and all your effort. 

This document 'Rubric to assess an oral presentation' will help you know how to do a great job: 

Now it is time to spread your final post through the social networks. Remember we have a Twitter account for the class, it is run by the teacher. So it is time for you to create a tweet to spread your post. It will be published through the class account. Remember:

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAmytown.

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 activities and missions you have done. It is very easy, you are going to think on all the things you have learned and how you have learned them. To do so, you must think on all the missions you have worked on.

Peter O'Shea. Writing tools (CC BY)

Assessment is very important, because it will help 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 assessment chart: 

'Assessment for the classroom experience'

You can do this work individually and then share it with your mates (those you have been directly working with). Finally, you will have to 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 are invited to talk to your parents about all this. 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 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 My Town 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: describing and promoting their city. 

Here, students will learn and practise 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 : create a video to promote tourism into their city. Within this learning scenario, relevant language contents can be practiced and a wide range of tasks is presented so that students are encouraged to practice 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 comparative adjectives and set the beginning of their Learning Diary.

Working with maps. In this section, students will focus their attention on a map and how they will ask for directions when they need to get a certain place into a new city. They will record a video with a dialogue with a situation in which someone is asking about a place on a new city.

What can you find in a city? presents mainly the vocabulary and grammar necessary to talk about the main places you can find in a city so students will be able to explain the main points of a city at the end of this section. 

Liverpool on a flyer provides students the opportunity of checking, by reading, how to create a flyer or a digital poster with important information of a city, so they will decide later which information could they write about their own cities. 

The My town is the best one section offers the students the moment to start thinking and writing about what makes their towns the best ones. In this section the students will practice the writing skills. 

Finally, the Promoting my town 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 to promote their own towns, their landmarks and why it is important to visit, 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

4.2. 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

Working with maps

What can you fin in a city?

Liverpool on a flyer

My town is the best one

Promoting my town

CCL
X
X
X
X
X
 X

CP
X
X
X
X
X
X

STEM

X

X

X

CD
X
X
X
X
X
X

CPSAA
X
X
X
X
X
 X

CC

X
X
X
X
 X

CE

X
X

X

CCEC
X
X
X
X
X
 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.

Compare different things using comparative adjectives.

2 sessions

Working with maps

You should be able to ask and answer about how to get to a place in a city.

We will work on listening, writing and speaking skills.

2 sessions

What can you find on a city?

Identify the vocabulary of the different places in a city.

Understand a conversation about a city.

2 sessions

Liverpool on a flyer

You should be able to understand the main information from a text (a flyer).

We will work on reading skills.

2 sessions

My town is the best one.

 Express good points of interest in a city using a text.

We will work on writing skills.

2 sessions

Promoting my town

Produce a video about your town/city.

Reflect on the good sides of the city/town.

3 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.

Geography and History. The teacher giving this subject can encourage students use maps of a city but also can look for information to explain the history of the city and its monuments. 

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 the main artistic elements of the city. 

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.

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.

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 learnig 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. 

Creado con eXeLearning (Ventana nueva)

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Title | My town | English in my daily life
Coordination | Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios (Cedec)
Authorship | Javier Ramos Sancha
License | Creative Commons BY-SA 4.0

This content was created with eXeLearning, your free and open source editor to create educational resources.

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Information on licensing and use

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 "My Town" from Cedec's  EDIA project.

Creado con eXeLearning (Ventana nueva)

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Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)