TRABAJO FIN DE ESTUDIOS

TRABAJO FIN DE ESTUDIOS MÁSTER UNIVERSITARIO EN PROFESORADO DE ESO, BACHILLERATO, FP Y ENSEÑANZA DE IDIOMAS INGLÉS Master s degree final project: Theoretical framework, Bachillerato syllabus & research project Christopher John Hadfield Tutor: María del Pilar Agustín Llach Facultad de Letras y de la Educación Curso 2011-2012

Master s degree final project: Theoretical framework, Bachillerato syllabus & research project, trabajo fin de estudios de Christopher John Hadfield, dirigido por María del Pilar Agustín Llach (publicado por la Universidad de La Rioja), se difunde bajo una Licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 Unported. Permisos que vayan más allá de lo cubierto por esta licencia pueden solicitarse a los titulares del copyright. El autor Universidad de La Rioja, Servicio de Publicaciones, 2012 publicaciones.unirioja.es E-mail: publicaciones@unirioja.es

MASTER S DEGREE FINAL PROJECT THEORETICAL FRAMEWORK, BACHILLERATO SYLLABUS & RESEARCH PROJECT Christopher J. Hadfield Trabajo Fin de Master, 2012 Master en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas

TABLE OF CONTENTS INTRODUCTION: 01 1. THEORETICAL FRAMEWORK OF THE SUBJECTS OF MASTER S DEGREE 01 2. SYLLABUS 06 2.1. INTRODUCTION 06 2.2. EDUCATIONAL CONTEXT 08 2.3. OBJECTIVES 12 2.4. COMPETENCES 15 2.5. CONTENTS 19 2.6. METHODOLOGY 25 2.7. ATTENTION TO DIVERSITY 26 2.8. ASSESSMENT 27 2.8.1. ASSESSMENT CRITERIA 27 2.8.2. ASSESSMENT PLAN 28 2.9. DIDACTIC UNITS 30 2.9.1. DISTRIBUTION OF UNITS IN TIME 38 2.9.2. UNIT 5: RUBBISH! 39 2.9.2.1. INTRODUCTION 39 2.9.2.2. OBJECTIVES 39 2.9.2.3. COMPETENCES 40 2.9.2.4. CONTENTS 41 2.9.2.5. METHODOLOGY 43 2.9.2.6. ATTENTION TO DIVERSITY 43

2.9.2.7. ACTIVITIES 45 2.9.2.8. ASSESSMENT 51 2.9.2.9. MATERIALS & RESOURCES 52 2.10. MATERIALS AND RESOURCES 52 3. RESEARCH PROJECT 53 3.1. INTRODUCTION 54 3.1.1. WEBQUESTS 55 3.2. REVIEW OF LITERATURE 58 3.3. RESEARCH QUESTIONS 64 3.4. METHOD AND DESIGN 64 3.4.1. PARTICIPANTS 65 3.4.2. INSTRUMENTS 65 3.4.3. PROCEDURES 67 3.4.4. WORKING PLAN 69 3.5. CONCLUSIONS 69 REFERENCES 70 APPENDIX 73

INTRODUCTION This final project strives to reflect and express the skills and academic knowledge acquired over the period of the academic year at the University of La Rioja from 2011 to 2012. It is an accumulation of academic training attained by the trainee teacher, Christopher J. Hadfield of Secondary School Teaching. The project is split into three parts or sections. Section One is composed of the theoretical framework necessary for the modules within the Master s Degree regarding the teaching and learning process. Section Two reveals and develops a syllabus for a group of students in the second year of Bachillerato. The syllabus is developed from a textbook used at a Secondary School in Spain and it fulfils the criteria set forth by the Spanish State Curriculum for this educational level. Section Three presents a Research Project on the advantages of WebQuests over traditional methods on the acquisition and learning of vocabulary. 1. THEORETICAL FRAMEWORK OF THE MODULES OF MASTER S DEGREE The content of the following section will be a theoretical framework providing details of the modules covered within the Master s Degree with respect to the teacherlearning process. It includes and explains an account of the competences assimilated from these subject disciplines and an explanation on the interaction and contribution of these modules in the materialization of teaching and teacher practice. The subjects of the Master s Degree are divided into two modules. The first module is the Generic or Common Modules, which concern themselves essentially with non-

linguistically minded matters but ones which provide the trainee teacher with the bedrock of teaching, namely: sociology, psychology and pedagogy. The second module relates to more specific or specialized matters, which deal with hands-on teacher related matters like the legal side, and an in depth outline of theory and practice. Regarding the generic side of the degree and more specifically sociology, it can be said to be weighed in favour of education but takes on board more statistical matters which are unconnected with education per se, but could be construed as having implications if one considers that statistics are part of the make-up of education. The module focuses on the social elements of education and the influence of the family on education in general. Great emphasis is placed on teachers and the conditions of the work place and the effects that teaching has on the life of the teacher as a whole. The social problems and welfare of the teacher is covered, not just the rookie but also the old-hand. The statistics is an element introduced to compare schools, teachers and other countries and conclude ideas from the lectures and transform them into conclusive reports in the tutorials. The psychology module is dedicated to the cognitive, social, personal, physical and mental behaviour of the child through to adolescence, with special emphasis placed on the teenager. It also includes the learning processes undertaken by children and the models of educational learning. It deals with the psychological problems like bullying, peer pressure and distractions both sexually and intellectually, which are experienced by the adolescent. Forms of punishment are dealt with in tutorials and ways of motivating the student. Re-enactments are acted out and tests are given to the trainee teachers as part of their own educational process. The trainee teachers glean adequate

knowledge about the adolescent from this module and feel prepared to tackle many a conflictive moment in the classroom. The pedagogy module is mainly concerned with the mechanics of teaching and the design of curricula and education plans and syllabuses. The major thinkers in this field are taught and the seminars are packed with the mechanics of teaching and designing. The subject matter is didactics and educational centres and school organization in the Spanish Education system. The course provides the trainee teacher with the basic knowledge and strategic know-how which are essential for any trainee teacher just starting out. Topics such as organizational structure within the secondary school, the staff and workers within the colleges, the rooms and layout of any centre and the official state laws of the education system in Spain. The seminars are more active and more feedback is responded to. Projects are issued and presentations are given, all of which facilitates the procedure and practice of the trainee teacher in preparation. The specific module, or specialized subjects, is made up of the following thematic units: Complements for the Training of Foreign Language Teachers, Foreign Language Learning and Teaching, and, Educational Innovation and Research. Complements for the Training of Foreign Language Teachers deals with foreign language teaching or in this case, English Language Teaching as an academic subject and the teacher training within the subject. The module covers the history of foreign language teaching and learning from early methods through to the modern methods. Humanistic, linguistic, content and communicative approaches are covered within this period. This is a very useful course as day-to-day problems in the classroom are covered like testing, discipline, classroom layout, classroom interaction,

motivation, using the four skills and approaches and feedback. The fact that so many approaches are covered is reflected in the point that foreign language teaching has always been a popular subject with education. Foreign Language Teaching and Learning is spilt three-fold. It consists of a theoretical input and starts off with the greatest thinkers in language learning and how each has left a mark or has influenced the following generation. The theoretical side explains everything from Structuralism through to Behaviorism to Communicative Competence and Discourse Analysis. Certain theories are explained like the Monitor Theory and Metaphors. Moreover, the legal aspect is also explained and the organic laws and decrees presiding over Spanish language education. The foreign language curriculum is dissected and analysed and teaching programmes from most methods and approaches. The practical side deals with text books and grammar books available on the market today (and previously) with clear grading and explanations. The second part of this module deals with multiculturalism in the school and the effects of multicultural and multilingual schools. Cultural misunderstandings are clarified, intercultural communication is elucidated and concepts such as languaculture are explained. Differences between intercultural, cross-cultural, multicultural and monocultural are given space with the module and readings reflecting the differences. Competence is also covered and the concepts of cultural competence, plurilingual competence and intercultural competence compared and contrasted. The course highlights the growing awareness inside the education establishments of a different future and a highly mixed classroom with varied needs. The third and final part of this subject concerns itself with syllabus planning and materials design with special emphasis on webquests and CLIL. These tools and

materials are innovative methods and a modern way of teaching. The use of computer assisted tools is introduced and demonstrated, and online webpages to aid the teacher are utilized for making crosswords, projects, videos, recordings, timelines, nodes, sketches and newspapers. All of these are suggested as classroom tools. CLIL is given special attention and the advantages and pitfalls of using it as a classroom tool. The final module, Educational Innovation and Research, deals with educational and pedagogic innovation in foreign language teaching. The subject is heavily balanced in favour of research projects and the styles, ways and methods used to do research. Questionnaires and interviews are explained carefully and test cases are visualized and studied. The subject matter permits the trainee teacher to recognize and pick out possible shortcomings from case studies. Readings and seminars complement the course and explain it in fuller detail.

2. SYLLABUS 2.1. INTRODUCTION The main objective of this section is to lay out and develop a syllabus for the English class in the foreign language curriculum for a second year class of bachillerato. A syllabus can be defined as an organization or plan of a series of classes within a curriculum. This syllabus enables the teacher to impart classes following a procedure and informs the teacher of what to teach, where and when to teach it, how long to spend on the units or themes, which tools to use and how to do it. It is usually descriptive unlike a curriculum which is rather rigid and prescriptive. A syllabus contains relevant information about the course. Also included in a syllabus is an evaluation, a guide to testing or exam information. For the syllabus to be binding it ought to follow the legal guidelines concerning its design, contents and structure and follow the legal framework established by the following official documents: Ley Orgánica de Educación 2/2006, 3 de mayo (BOE 2006) Real Decreto 1467/2007, 2 de noviembre (BOE 2007), which explains the structure of Bachillerato and the minimum requirements for this stage. Decreto 45/2008, 27 de junio (BOR 2008a), which sets out the structure of Bachillerato in La Rioja. Decreto 47/2010, 19 de agosto (BOR 2010), which modifies Decreto 45/2008. Orden 21/2008, 4 de septiembre (BOR 2008b), which regulates the implementation of Bachillerato in the education establishments of La Rioja. Orden 6/2009, 16 de enero (BOR 2009), which regulates the assessment, promotion and graduation of Bachillerato students in La Rioja.

This legal framework establishes, regarding foreign language instruction in Spain, a standard which is to be followed in the social structure. According to the Council of Europe instruments are needed in order to create a common language and changes in European society in the 20 th century have led to an impulse in language learning. Humanistic concepts of understanding and their cultural heritage propel us towards a social cohesion within the European states. The Council of Europe has published a white paper on intercultural dialogue in order to project these aims. Functional purposes have grown in importance, also as a result of geo-labour and mobility freedom of work within the European Union. As a consequence of the need to become a multilingual society within a plurilinguistic and multicultural European community, the curriculum pays heed to these callings and falls in line with these guidelines and concepts. Language teaching and learning not only facilitates and enables the student to become a more integrated European citizen, but moreover, promotes and stimulates interest in other languages and cultures. The need to respect other cultures and view them with a tolerant way of thinking is vital to this understanding as well. Ultimately, by heeding the Council of Europe s policies, and the Common European Framework of Reference for Languages (CEFR), whose main aim is to provide a common method of teaching and learning to all languages by using six reference levels, [Table 1: vide infra] the proficiency of foreign language assimilation and competence, will increase. Finally, with the help of, and following the guidelines of the European Portfolio for Languages, the learner will be able to support the development of autonomous education, plurilingualism and intercultural awareness and competence.

COMMON EUROPEAN FRAMEWORK of REFERENCE for LANGUAGES BASIC USER INDEPENDENT USER PROFICIENT USER A1 breakthrough B1 threshold C1 operational proficiency or beginner or intermediate or advanced A2 waystage B2 vantage C2 mastery or elementary or upper intermediate or proficiency Table 1 2.2 EDUCATIONAL CONTEXT The enclosed syllabus has been prepared and devised for a class of students at the State Secondary Education Centre called Mateo Práxedes Sagasta of Logroño. The school is located in the centre of Logroño next to the main square of the town. The surrounding area is mainly commercial with several public buildings close by such as the town hall, and a couple of ministries. Otherwise, there is a small area of residential dwelling and there are also entertainment facilities. The school is housed in an old building which has changed over the years and is not considered to be a school with a modern look. The actual building where the school is today is around a century old. There used to be an old convent on the site which was demolished to make way for the new building. While the new building was being built the school moved to Barriocepo Street. Then, in 1900 the new school premises was opened and renamed General Institute. According to the Ley Orgánica 10/2002, 23 de diciembre of Quality in Education, the public education centres for bachillerato and Professional Training will be called Institutes of Secondary Education

The current Institute has a surface area of 8,200 square metres. Its main buildings surround two square courtyards used as playgrounds. [Table 2: vide infra] On the ground floor there are: 17 classrooms, a gym, three special computer classrooms, a technology workshop, a library, a special music classroom, the main offices and the offices that deal with distance bachillerato. It also has a small cafeteria and a canteen service area. On the first floor, the Institute has 21 classrooms, a physics laboratory, a chemistry laboratory, a natural sciences laboratory, a performance room, a main assembly hall and two staff rooms, and a special drawing room. Educational department sub-rooms are situated on the second floor along with three extra classrooms THE BUILDING OF THE INSTITUTE IN FIGURES MAIN OFFICES 100 M 2 LOCKER ROOMS 50 M 2 DEPARMENTS 300 M 2 SECRETARIAL 70 M 2 CLASSROOMS 2,370 M 2 OFFICES 30 M 2 LIBRARY 350 M 2 STAFF ROOM 120 M 2 WORKSHOP/LABS 570 M 2 CORRIDORS/STAIRS 2000 M 2 AUDIOVISUAL 80 M 2 TOILETS 150 M 2 COMPUTER 130 M 2 STOREROOM 300 M 2 ROOM GYMNASIUM 130 M 2 BOILER ROOM 20 M 2 ASSEMBLY ROOM 350 M 2 KITCHEN 30 M 2 8200 M 2 Table 2 The points of origin of the students of the Institute are very widespread, coming from both old and newer areas of Logroño. According to the educational project, students

come from many different parts of La Rioja, and it should also be taken into account the large number of immigrant students living in and around Logroño. They come from European countries like Portugal, Ukraine, Bulgaria, Moldova, Romania, Russia and France. Additionally, African countries namely: Morocco, Senegal, Cameroon, Guinea, Mauritius, Equatorial Guinea and Algeria. From Asian countries there are pupils from India, China, Pakistan and Georgia, and American countries like Colombia, Ecuador, Bolivia, Brazil, Peru, Venezuela, Uruguay, Argentina, Dominican Republic, Chile and Cuba; and even from the USA and Canada. It is also particularly heterogeneous given the Gypsy ethnic diversity, since many of them live in the old town of Logroño. The socio-cultural profile is equally diverse, and mingled in the classrooms there are pupils from very different social classes with which the centre maintains its base values in an open, flexible and liberal line. As already mentioned, the syllabus was devised for the school subject of Foreign Language for the second year of bachillerato within the Upper Secondary Education. This subject is compulsory and carries a load of 3 lessons per week, which corresponds to nearly 3 hours class time. The students have already received a base knowledge of English at the Lower Secondary level and by now their English has covered many areas of grammar, vocabulary and use. They also have been exposed to listening exercises and written exercises as well as practising their orals skills. It is usually the oral skills that have the lowest level. This is unsurprising as neither the teacher nor the pupils have the time to individually go round the class speaking to each and every person. The main objectives now are to develop existing skills and manage communication skills and enrich their vocabulary intake. Furthermore, the range of topics in the text

books is more satisfying and knowledgeable for this age group. They should now be developing oral skills better and an improved extent to their rhetoric. Social relations receive particular interest and special attention to scientific and technical subjects as well as the media and cultural and literary speech. While undergoing the bachillerato course it is important to carry on strengthening the autonomy of the students because their interests and needs are more defined, so completing the cycle of education that at this level is vital in order to fulfil the completion and continue the consolidation of existing knowledge and increase further development in new themes which are specialized in terms of academic abilities. Regarding the class to which this syllabus is aimed; it is a second year class of bachillerato, with 20 students of mixed gender. In the class there are 13 native Spanish students, and 7 immigrants: (2 from Pakistan, 2 from Romania, 2 from the Dominican Republic, 1 from Bolivia and one from Bulgaria.) They have quite a high passive level, i.e., written and comprehension, and a lower active level, i.e., spoken and aural. They all have a healthy interest in the subject; however, the girls tend to be stronger than the boys and more participatory. The fact that the immigrant quota is a quarter of the class leans towards multiculturalism. However, in my experience with this class, multiculturalism is too grand a word to describe the atmosphere. They accept each other without any disdain for race or creed. They are all welcoming, helpful and indifferent to cultural diversity. The classroom is equipped with a standard blackboard, a projector and speakers and it has internet possibility. The layout is in rows or two desks with spaces in between. The text book used with this group is called Distinction 2 by Sheila Dignen.

2.3 OBJECTIVES As is clearly promulgated in the Real Decreto 1467/2007 (BOE 2007) and the Decreto 45/2008 (BOR 2008a), foreign language teaching for bachillerato will help to develop the following skills: The school aims to provide students with education, maturity, intellectual and human, knowledge and skills that enable them to develop social functions and participating in an active life with responsibility and competence. In this way, students will also be able to access higher education. The Objectives of the bachillerato student are indicated in article 3 of the BOE, and are the following: Exercise democratic citizenship, from a global perspective, and acquire a responsible civic awareness, inspired by the values of the Constitution and human rights, which promote co-responsibility in the construction of a just and equitable society and promotes sustainability. Consolidate a personal and social maturity allowing them to act responsibly and autonomously and develop his/her critical spirit. Anticipate and resolve personal, family and social conflicts peacefully. Promote effective equality of rights and opportunities between men and women, analyze and critically assess existing inequalities and promote real equality and non-discrimination of persons with disabilities. Strengthen the habits of reading, study and discipline, as necessary conditions for the effective use of learning, and as a means of personal development.

Master, both in their oral expression as well as written, the Spanish language and, where appropriate, the co-official language of their autonomous community. Express themselves fluently and correctly in one or more foreign languages. Use information and communication technologies with solvency and responsibility. Know and critically assess the realities of the contemporary world, its historical background and the main factors of its evolution. Participate in solidarity in the development and improvement of their social environment. Access basic scientific and technological knowledge and master the basic skills of the chosen mode. Understand the elements and fundamental procedures of research and scientific methods. Know and evaluate in a critical way the contribution of science and technology in the changing conditions of life as well as strengthen the sensitivity and respect for the environment. Strengthen the entrepreneurial spirit with attitudes of creativity, flexibility, initiative, and teamwork, confidence in one same and heartfelt critique. Develop literary and artistic sensitivity, as well as an aesthetic criterion, as sources of training and cultural enrichment. Use sport and physical education for personal and social development. Strengthen attitudes of respect and prevention in the field of road safety. With this in mind, the teacher is well prepared for all eventualities with the students and is minded to concentrate on the overall objectives of the subject, which are the following:

Express themselves and interact in an oral way spontaneously, respectfully and be understood by using adequate strategies according to each and every situation which may arise. Write different types of language in a precise, clear and well-structured way, using the appropriate style for communication according to the situation. Understand world information as well as specific information spoken and be able to follow the thread of current affairs in an appropriate and communicative way. Understand various written texts of a general and specific nature and be able to critically interpret them using understandable and comprehensive strategies according to the required tasks and identifying the most important elements within the text and being able to grasp their meaning. Read texts autonomously with several purposes and be able to assess the meaning of the information supplied and take an interest in it for entertainment and / or leisure. Be able to speak and write correctly by means of using the knowledge of the language and the linguistic rules and to start thinking about the way languages function and their roles in different communication situations. Acquire and develop several different learning strategies and use their means with a freehand including information and communication technologies with the aim of using foreign languages autonomously and to maintain a constant interest in learning. Understand and know the basic social and cultural features of the foreign language being learned in order to interpret and understand different cultures and languages.

Value the foreign language in terms of appreciation of the culture of other languages and cultures and recognize its importance as an international vehicle of communication and comprehension in a multicultural society, and also to be conscious of the similarities and differences that exist between different cultures. Strengthen strategies of self-assessment in order to acquire a communicative competence in the foreign language being learned including having initiative, confidence and a responsible outlook concerning attitude. 2.4. COMPETENCES According to the Ley Orgánica 2/2006 de Educación (BOE 2006), there are eight stringently key competences that must be adhered to regarding secondary school education in the Spanish system. The competences relate to attitudes, skills, knowledge and ability. The competences within the syllabus have been devised and designed to boost the student s communicative confidence, as one might expect, and to advance their expertise in the other areas which depend upon competence to aid them in progress. The key competences are the following: Competence in linguistic communication: this competence deals with the role of language as a tool in spoken and written communication, representation, interpretation and comprehension of real life as a means of a knowledgeable construction and organization. It is also seen as a mode of self-regulation of thoughts, emotions and behaviour. Regarding knowledge and attitudes characteristic of this competence, it will allow students to articulate emotions, experiences and their own points of view as well as discussing and

constructing a critical and ethical opinion, organizing and regenerating ideas, creating their own thoughts, manipulating a coherent and cohesive style of speech, making decisions and making the most of skills pertaining to listening, reading, speaking and writing. These anilities will also add to the development of self-regard and self-esteem. By learning a different language it obviously contributes to the acquisition of this competence as the students progress in spoken and written skills by using it. Furthermore, it will improve this competence by endorsing students ability to use language in the proper way according to the context. Besides this, acquiring and understanding the rules of the foreign language champions the procurement of this competence. The syllabus develops the students ready awareness of the language and their linguistic expertise along with their comprehension of social and cultural aspects regarding oral communication. Competence in mathematical abilities: this deals with the capability to use figures, numbers and control simple operations, perform mathematical reasoning, identify symbols and characters with the purpose of producing and interpreting information to study more about the spatial and quantitative sides of reality and to have the ability to decipher problems related to everyday comings and goings in life. Although the main objective of the foreign language subject is not to develop too much the students competence in mathematics while undertaking the activities of this syllabus they must learn to reason and debate, formulate hypothesis, deduce and apply rules, which backs up the attainment of this competence. Students will also go through the dates

in the foreign language and learn to use measures in another tongue and identify ordinal and cardinal numbers in a linguistically challenging way. Competence in knowledge about the physical world and an interaction with it: this competence deals with the skills needed to interact in the physical world, not only with the natural side of things but also regarding the human one. This ability facilitates the comprehension of occurrences and foresees the consequences and also recognizes the activities tackled in order to better maintain and preserve life and the conditions of all living creatures and beings. This syllabus adds to the development of this competence through student discussions and reflections on matters directly connected to the world around us like the environment, health issues, scientific and technological questions and history, social sciences and the modern day world like consumerism and economy. Competence in digital and computer technology: this competence facilitates the understanding of computer technology and helps us to search, receive and obtain digital information and transform, process and communicate it into real knowledge. It deals with a number of abilities and skills like information access and processing, the different media for transmitting captured information the skill at communicating it on all levels. This syllabus consists of developing this competence in a spoken and written way and they learn how to extract key information and organize it correctly and to be able to assimilate and discuss it properly.

Competence in social and public skills: this competence consists of students understanding of the society around them and helps them learn to interact, coexist and address a democratic citizenship. By studying the foreign language, a new culture will be opened for them and they will learn how to respect that culture. Furthermore, they will be expected to show an interest in that new culture and start communicating with other foreign speakers. Henceforward, they will contribute to the growth of this competence. During the development of the course students will learn about the socio-cultural side of the foreign language and be expected to collaborate and cooperate. Competence in cultural and artistic skills: this competence refers to the knowledge, comprehension, appreciation and structural criticism regarding cultural and artistic aspects, and will enable them to encourage and enjoy a particular cultural tradition. Included in the syllabus is an array of activities and events in order to facilitate the competence. Competence in learning to learn: this competence deals with the skills necessary to acquire and initiate a learning process and encourage the student to continue learning in an effective and autonomous way. Moreover, it alerts the student to the conscious needs that enable the learner to process education and learning; including memory, concentration, attention and linguistic expression. The syllabus inspires learners to think about their own education and reflect on different learning patterns and approaches and sift through them to discover and ideal one.

Competence in personal autonomy and initiative: this competence consists of obtaining an awareness and setting in motion a series of values and particular outlooks and then having the ability to formulate and take decisions following the students own judgements; furthermore, conceive of projects then take action in order to develop personal thoughts and plans and to take responsibility for them. The process of studying a foreign language openly contributes to obtaining this competence. The more the students learn about this competence, the more fully they will understand all about planning, organizing, managing work related issues. Moreover, it encourages cooperation and social skills because the student relies on his or her colleagues in order to undertake language tasks and communication, both of which improve autonomy and initiative in life. 2.5. CONTENTS The following contents are compliant with the Decreto 45/2008 (BOR 2008a) and are categorized into four parts or blocks: listening and speaking, reading and writing, language awareness and socio-cultural matters. Listening and Speaking: o Regarding oral comprehension. There should be a general understanding of the meaning and certain parts relating to specific themes are manageable. There should be a comprehensive listening of messages of different people with varied accents and a general comprehension of interpersonal communication related to everyday topics and subjects related to

personal interest. Students should be able to give quick answers at this time. They should be able to use strategies in order to glean the most important ideas from the dialogues and furthermore, they should also be able to confirm and verify the understanding of sentences and discussions. They ought to be able to identify elements of reference and link the words in a spoken text with the goal of recognizing cohesion and coherence and have an awareness concerning the key issues of the messages and not actually needing to understand every single word. o Regarding oral production: They should be able to plan what a person wants to say and know how to say it and use a variety of resources to enable communication and implement the mechanics which can further provide articulate speech. This provides lucid production of different types of oral texts concerning themes connected with certain interests and being able to produce earlier prepared presentations related to various topics with reasonable accuracy and appropriate pronunciation, intonation and rhythm. They should also be able to convey different points of view on topics familiar to the speaker and be ready to participate in conversations and discussions concerning current affairs. Moreover, they should be able to defend a belief and display a respectful and critical stance regarding other people s opinions. They should also be able to implement spontaneous and correct responses when communicating in the classroom. Finally, the students ought to be able to describe and narrate ideas based on personal experience in a precise and correct manner and present and discuss ideas with fluency, spontaneity and accuracy.

Reading and Writing: o Regarding written comprehension: Students are encouraged in being able to predict facts and figures from textual and non-textual sections in written texts concerning different subjects and be able to have a general and a specific opinion on comprehensive and detailed information on a variety of subjects. They should be able to identify the communicative intention, both textually and with paratextual elements and understand the way information is organized. Furthermore, they will be able to recognize the different parts of a sentence and text. They will have a good comprehension of implicit information and attitudes and points of view in essays and reports on current affairs. Additionally, they will be able to read long academic texts for personal and professional reasons autonomously and use different reading strategies depending on the text and the ultimate goal. They should appreciate that reading is not only enabled as a source of knowledge but also for enjoyment as well. They should be able to use computer technology to present written work or get more data on chosen themes whenever the teacher deems it necessary or appropriate. o Regarding written production: The students will be expected to plan and write using well organized and comprehensive tools and write tracts of text with a certain amount of complexity on personal, topical or academic affairs in a strong accurate manner regarding grammar and vocabulary and use appropriate register and whenever necessary graphic or paratextual aids in order to make comprehension easier. They should have an interest in producing comprehensive written texts providing for diverse prerequisites and purposes.

Language awareness: o Regarding linguistic knowledge: The language functions and grammar are covered including revision and extension of the important grammar structures and functions adapted to distinct types of written work and communicative objectives. They will be able to strengthen and use freely various constructions and functions adapted to communicative situations of a varied nature. There will be instruction about describing the appearance, personality and physical condition of nouns and situations. There will be instruction on comparing, contrasting and discriminating between relevant information and opinions. They will also be able to express preferences, likes, dislikes, interests about a variety of subjects. Instruction in the use of present simple and present continuous and using verbs like: love, adore, like, enjoy, hate plus the gerund. They will revise verbs like: want plus noun or pronoun or, to plus infinitive. Instruction in the use of stative verbs, adjectives, phrasal verbs, prepositional phrases and adjective plus preposition like: good at something or keen on something. Use of the relative pronouns and relative clauses: I would rather plus infinitive or I would prefer to plus infinitive, and being able to contract these examples. They will be able to talk about past experiences and habits and state change with respect to the past, or use the past simple and past continuous correctly. They will use the modals: would or used to plus infinitive. Use of be / get used to plus noun / or gerund. There will also be instruction in the uses of gerund or infinitive after some verbs, prepositions and also as subject of sentences. The correct use of adverbs and intensifiers or modifiers. The present perfect with: just, already or yet. Practice in the use of the past perfect and the passive voice. They will be able to express plans using temporal references and make plans or appointments as well as predicting. They will be able to use the present continuous correctly and the

modals: will or be going to plus infinitive or, using adverbial conjunctions like: when, after, or as soon as. It will be important to use the future continuous and the future perfect in the proper way. It is expected that they can express obligation, lack of obligation, necessity, ability, possibility or permission. Or being able to ask for and give advice. The modals in both negative and affirmative will be taught like: must, should, ought to, need, have to, can, be able to, could, might and may. Furthermore, they will use correctly the conditionals which express probability, possibility and impossibility and be able to postulate hypotheses with the first, second and third conditionals. Being able to report what someone has stated, said, asked, ordered, suggested, threatened or insinuated is important. Using direct and indirect speech styles when using questions, declarative sentences, orders, suggestions and son on. Using correctly the introductory verbs like: ask, say, tell, suggest and so on. They must be able to make estimations or guesses or deductions and speculate on past and present events by using the modal verbs: must, can, could, may, might, should plus the past participle. They will learn to use the causative construction mood: have something done. Finally, they will be able to convey meaning to causes, consequences and results using subordinate clauses introduced by linking words: because, so, since, consequently and so on. o Regarding vocabulary: The acquisition of vocabulary surmounts to an intake of words on general topics of interest for the students such as hobbies, sports, experiences, TV & films, celebrity life, cities, the internet and so on. These will be connected to other subjects on the curriculum. The proper use of word building and formation will be expressed by using

prefixes, suffixes, compound nouns, synonyms and antonyms and so on and the learning of expressions, collocations and idioms will be covered. o Regarding pronunciation: They will be able to identify symbols in the phonetic alphabet for ease of use with past tenses, silent letters, homographs, homophones and homonyms. They will be expected to produce and interpret different stress, intonation and pitch styles for emphasis to be able to distinguish moods, feelings and aspects of language. Moreover, the correct pronunciation of problematic phonemes of especial effort and confusion will be covered such as weak forms, intrusion, silent letters, linking sounds and so on. o Regarding the learning process: The students will be able to recognize various scenarios regarding the usage of language like register, formal and informal use, slang, colloquial use and spoken. There will be encouragement to use resources like libraries and the internet to be able to improve awareness and have cohesion, discourse, and extent under control. As well as being able to consolidate their abilities, they will reflect on translation abilities and compare the differences between certain words and phrases. Being able to selfcriticize and self-assess and self-correct will be at the forefront and taking an interest in new modern skills like computers, the Web, social networks and other modern appliances. Finally, the student will come to terms with self-encouragement and a will to improve oneself and further one s enrichment of the language learning process.

Socio-cultural matters: Within this section there will be a general appreciation of the target language culture and a will to want to learn more about that country from a social and cultural point of view. Taking an interest in all aspects of this culture will be important like films, literature, newspapers, people and history are expected. There will also be an acknowledgement of the presence of the foreign language around us and in every possible aspect of our modern lives like blogs, comment pages, magazines, TV, music and so on. Being able to compare and contrast the mother and target culture will be essential and an awareness of the foreign culture in the classroom in books, text books, readers condensed books, dictionaries, encyclopedias and the internet. 2.6. METHODOLOGY This part of the project is dedicated to the key measures that the trainee teacher uses in the classroom and the pedagogical guide that is to be followed. Primarily, the four skills will be underlined in this section, paying close attention to grammar rules and especially verbal structure and use. The unit has to be well balanced so that the student can get a sense of what it is like outside the realms of the classroom to participate and interact in a foreign language. Oral skills will be deemed essential for focusing on authentic speech and relevant conversation and communication. Materials and teacher resources will have a useful approach and a technical one. Naturally, traditional tools will have to be implemented and made use of but also newer methods and resources such as computer-assisted tools, web pages or digital materials will have input. Authentic resources are important and listening to

authentic language talking about real life episodes will help enthrall and motivate the student, which will lead to responsible autonomous learning and an avid awareness in self-confidence and fascination in the subject. English should be the classroom language at this point but at times, for example, to explain rules or instructions, the mother tongue could possibly be used. Finally, the teacher s role will be one of instructor, facilitator, educator, listener and practitioner. Assessing the students and carefully guiding them on the correct way will be a priority. But most important of all will be the role of motivator and encourager. The students need to feel motivated at this level. They need to be given responsibility to speak and communicate and moreover, to gain more confidence when they interact. 2.7. ATTENTION TO DIVERSITY Earlier on it was mentioned that the class is of a mixed gender. Therefore, the subject matter is reflected in this diversity. There are no units dedicated solely to football, boxing or stereotypical male topics. Conversely, the clichés for females are not covered and therefore there will be no conflicts of interest. Nevertheless, the class does have an immigrant percentage and this will be taken into consideration and wherever necessary diversification will be employed and covered, taking heed of possibly delicate subjects or embarrassing ones. It will also cater for those pupils who may have learning difficulties. The level of the class is second year bachillerato, therefore the level is of a good standard and give or take one or two students, the level band is more or less gelled. However, whenever the case arises when extra material is needed for any particular reason, this will be accommodated for with the accompanying work book.

2.8. ASSESSMENT 2.8.1. ASSESSMENT CRITERIA As laid out in the Decreto 45/2008 (BOR 2008a), the criteria for assessing students of bachillerato are the following: 1. To understand the key points and identify the main parts of the spoken word produced in interactive communication, and to understand the media regarding current affairs or general themes connected to the educational interests or cultural elements related to the foreign language, on condition that they are properly and clearly articulated in the standardized language. 2. To be able to express themselves fluently and maintain a correct pronunciation and stress intonation in day-to-day conversations, discussions, arguments or debates by using the appropriate linguistic tools for each and every situation. 3. To be able to fully comprehend on their own all the relevant information that is included in the written word from various sources which are of interest to their studies such as, websites, newspapers, magazines, books and so on. 4. To be able to write legibly and in detail about several different topics using the correct grammar, vocabulary, spelling and so on, and to be able to plan and revise it. 5. To be able to use the linguistic resources available and use adequate register and be able to self-assess and self-correct. In order to reinforce their learning. 6. To analyze authentic texts either digitally or by means of audiovisual tools and paper, and be able to read geographical, historical, artistic, literary or social matters about the foreign language and its country.

7. To utilize resources, reference materials, other information sources on their own so that they can verify and consolidate learning. 8. To be able to distinguish the target language as a resource in order to facilitate communication and generate respect to understand other speakers. 9. To have a deep understanding and knowledge about their own culture by studying aspects of the foreign language. 2.8.2. ASSESSMENT PLAN The main idea of adopting an assessment plan is ostensibly to keep tabs on the students progress and to check both the prognostics and diagnostics of their aptitude. It will also be used to run continual checks progress checks to better monitor their advancement, or lack thereof. There will be a diagnostic test at the beginning of the academic year to see whether certain students are at the required level of bachillerato 2, or if any remedial work is necessary. This check-up, rather than test, ought to be relaxed but complete. The main grammar points will be set and a brief comprehension will be established along with a short written narrative regarding letter writing or descriptive work. Throughout the course, the work should be continuously assessed. More than likely, on a monthly basis in the form of a fact test or consolidation review concerning the work that has been covered during the previous month. The results of each test will be accumulated and used as a borderline check at the end of the year. This is also useful to go through with the students to see

whether or not anybody is lacking in a particular aspect of the foreign language. A difficult and not very common test will be short oral tests to maintain a sense of self-confidence and commitment to the foreign language. These tests should not be taken into account at the end, but a sense of confidence generates interest and interest brings on curiosity and advancement. The tests will be simple photo descriptions timed to make the students more assertive and spontaneous. According to the European Language Portfolio for Secondary Education, the students can assess themselves thus creating more responsibility regarding their education and increasing more autonomy amongst them. During the academic year there are two obligatory exams per semester. These exams will include written, listening and comprehension work. They are implemented to monitor the students progress and they carry quite a high percentage of the year s mark. Other types of marked work will be based on the students course work. This will include presentations, team work regarding webquests or light research, homework in general and any other work like, web work, reading tasks, activities and so on. Naturally, attendance and attitude will also carry a percentage of the final mark, and the student will be expected to be forthcoming, participative, helpful, friendly and willing.

2.9. DIDACTIC UNITS The didactic units are made up of 15 themed units in total from the official bachillerato course book called Distinction. As with all didactic units in course books, they are neatly tabled and classified into: Reading, Grammar, Vocabulary, Listening, Speaking, Writing and Progress Check. Below is a schematic view of all the units contained in the course book. UNIT 0: REVIEW READING GRAMMAR VOCABULARY PROGRESS CHECK New student Tenses: Present tenses Past tenses Future forms Words associated with hometown WRITING SPEAKING LISTENING Write short account of your hometown Compare & contrast two towns Listening for information Identifying verbs

UNIT 1: STUDENT LIFE READING GRAMMAR VOCABULARY PROGRESS CHECK Girls vs. Boys Relative clauses: Education Grammar & vocabulary READING STRATEGY: Reading for gist Defining relative clauses No-defining relative clauses Who s & whose Prefixes Adjectives Prepositions False friends Test units: 0-1 WRITING SPEAKING LISTENING IMPROVE YOUR WRITING Linkers of addition Giving & responding to opinions Studying at University LISTENING STRATEGY: WRITING STRATEGY: + DICTATION A discussion essay + PRONUNCIATION UNIT 2: IT S A DATE READING GRAMMAR VOCABULARY PROGRESS CHECK It started with a :-# READING STRATEGY: Answering true or false questions Modal verbs Ability & permission Possibility & certainty Advice, necessity, obligation & prohibition modals + perfect infinitives love & relationships negative prefixes extreme adjectives phrasal verbs (1): relationships WRITING SPEAKING LISTENING Grammar & vocabulary test units: 1-2 A dialogue WRITING STRATEGY: making & responding to suggestions Relationships LISTENING STRATEGY: short answers writing a dialogue improving your listening vocabulary + DICTATION + PRONUNCIATION

UNIT 3: ADVENTURE READING GRAMMAR VOCABULARY PROGRESS CHECK Against the Odds Complex clauses & linkers Travel & adventure Grammar & vocabulary READING STRATEGY: answering questions in your own words complex clauses linkers of contrast linkers of purpose & reason linkers of result noun suffixes collocations: get, lose, take phrasal verbs (2): travel Test units: 0-2 WRITING SPEAKING LISTENING A dialogue: WRITING STRATEGY: reacting to what people say A Holiday to Remember LISTENING STRATEGY: adverbs writing a narrative Making logical predictions + DICTATION + PRONUNCIATION UNIT 4: CRIME AND JUSTICE READING GRAMMAR VOCABULARY PROGRESS CHECK Teen justice! Reported speech Law & justice Grammar & vocabulary READING STRATEGY: Completing sentences Reported statements, commands, requests & questions Time & place expressions Reporting verbs Compound nouns Prepositions & noun phrases Crime & criminals Test units: 0-4 WRITING SPEAKING LISTENING A summary: WRITING STRATEGY: Expressing possibility & certainty Ashley & the Mugger LISTENING STRATEGY: Linkers of contrast Writing a summary Staying calm + DICTATION + PRONUNCIATION

UNIT 5: RUBBISH! READING GRAMMAR VOCABULARY PROGRESS CHECK What a Waste! The Passive Shopping Grammar & vocabulary READING STRATEGY: Answering MCQs Passive with & without BY Transformations: active > passive Verbs with two objects Passive & reporting verbs Adjective suffixes Collocations: the environment Phrasal verbs (3): problems & solutions Test units: 0-5 WRITING SPEAKING LISTENING An opinion essay Expressing Freeganism preferences using WRITING STRATEGY; modifying adverbs LISTENING STRATEGY; Fact & opinion Writing an opinion essay Listening for repetition + DICTATION + PRONUNCIATION UNIT 6: FOOD READING GRAMMAR VOCABULARY PROGRESS CHECK Food for Thought READING STRATEGY: Working out the meaning of words Conditionals First, second & third conditionals: as long as, even if, providing that, unless Transformations: conditional sentences Wishes & regrets WRITING SPEAKING LISTENING Food & diet Nouns & prepositions Words with similar meanings Senses Grammar & vocabulary Test units: 0-6 A biography WRITING STRATEGY; Time expressions Writing a biography Making recommendations 7 requests Eating Competition LISTENING STRATEGY Answering difficult questions + DICTATION + PRONUNCIATION

UNIT 7: PERSONALITY READING GRAMMAR VOCABULARY PROGRESS CHECK Born with it? READING STRATEGY: Rewriting sentences Gerund / infinitive; articles Uses of gerund & infinitive Verbs + gerunds / infinitives Articles Personality adjectives compound adjectives nouns from phrasal verbs similes & idioms Grammar & vocabulary Test units: 0-7 WRITING SPEAKING LISTENING A description of a person WRITING STRATEGY: Describing a person Making comparisons Brother & sisters LISTENING STRATEGY: Order of adjectives Writing a description of a person answering MCQ + DICTATION + PRONUNCIATION UNIT 8: GET A JOB! READING GRAMMAR VOCABULARY PROGRESS CHECK From classroom to office Grammar review Work Grammar & vocabulary READING STRATEGY: reading in exams modals reported speech the passive conditionals verbs & prepositions word families phrasal verbs (4): get, put Test units: 0-8 WRITING SPEAKING LISTENING A formal letter WRITING STRATEGY: checking & clarifying information Job Interview LISTENING STRATEGY: formal & informal language writing a formal letter Approaching a listening test DICTATION PRONUNCIATION

UNIT 9: HORROR STORY READING GRAMMAR VOCABULARY PROGRESS CHECK The Shining Impersonal pronouns Horror stories Grammar & vocabulary Signs & messages MCQ It is There is Adjectives: Ed / ING Unit tests: 0-9 WRITING SPEAKING LISTENING Writing a postcard Writing a story Talking about a film Discussion Dracula experience Note completion UNIT 10:DOWN TOWN READING GRAMMAR VOCABULARY PROGRESS CHECK A Terrible fire Gap filling The past perfect Buildings & location Grammar & vocabulary Test units: 0-10 WRITING SPEAKING LISTENING Letter writing Rules of letter writing Situations: things to do in town Short recordings

UNIT 11: A DAY S WORK READING GRAMMAR VOCABULARY PROGRESS CHECK Charlotte Church Cloze test Verb + infinitive Using connectors Jobs Words connected with work Grammar & vocabulary Test units: 0-11 WRITING SPEAKING LISTENING Writing an email Informal language Describing photographs Opinions Jobs for actors Note completion UNIT 12: WHAT S IT LIKE OUTSIDE READING GRAMMAR VOCABULARY PROGRESS CHECK The Weather Matching texts Direct & indirect speech In the country Words easily confused Grammar & vocabulary Test units: 0-12 WRITING SPEAKING LISTENING Letter writing rules Situation: outside activities Conversation about a film True or false

UNIT 13: STUDENT LIFE READING GRAMMAR VOCABULARY PROGRESS CHECK English schools comprehension Rules & regulations Obligation, permission Negative In school Classroom objects Grammar & vocabulary Test units: 0-13 WRITING SPEAKING LISTENING Writing emails Situation: different ways of studying Discussion Learning to drive True or false UNIT 14: GOING ON HOLIDAY READING GRAMMAR VOCABULARY PROGRESS CHECK The use of a good thick skirt Matching things to do in New Zealand Present perfect with yet, already, just, ever, never Negative Holiday activities & things to buy Grammar & vocabulary Test units: 0-14 WRITING SPEAKING LISTENING Postcard writing Situation: choosing a souvenir English Adventure Course: Note completion

2.9.1. DISTRIBUTION OF UNITS IN TIME The distribution of the textbook s units throughout the academic year is going to span out at approximately 15 weeks per term (not taking into account any saint s days, long weekends, local or national festivals or public holidays). These 15 weeks can be further broken up into roughly 3 weeks per unit. It is proposed that the distribution be allotted thus: DISTRIBUTION OF UNITS IN TERMS First term: Second term: Third term: September 2012 ~ January 2013 ~ April 2013 ~ December 2012 March 2013 June 2013 UNITS 1, 2, 3, 4, 5 6, 7, 8, 9, 10 11, 12, 13, 14, 15 Table 3 DISTRIBUTION OF A TERM IN UNITS Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 Review Student Life It s a Date Adventure Crime & Justice Table 4

2.9.2. UNIT 5: RUBBISH! 2.9.2.1. INTRODUCTION The didactic unit: Unit 5: Rubbish! is taken from the book Distinction 2, by Sheila Dignen. The publisher is Oxford and the original year of publication is 2008, however, the book is updated and has been re-published in 2012. The school is a State Secondary Education Centre called Mateo Práxedes Sagasta of Logroño. The course is designed for students of second year bachillerato. This unit is an interesting unit as it deals with waste and recycling and shopping. These are three topical themes nowadays and usually create a lot of mixed views and opinions and healthy debate. There are sub-themes about brands and brand buying, buy nothing day, fashion, waste and the economy. The unit is evenly placed in the middle of the units and therefore the students should now know perfectly well how the units are formatted and designed. They should know about which points to expect debate and what are the key issues being covered, as well as important grammatical points they need to know. 2.9.2.2. OBJECTIVES The objectives of the unit are to get a good grasp of themes about waste and recycling and the environment. They will cover grammatical points like the passive voice both using BY and not using it, along with verbs with two objects like, GIVE, BUY, EXPLAIN, and so on. The vocabulary is heavily weighted in favour of shopping and there are phrasal verbs like, CARRY OUT, FACE UP TO and PUT OFF. There are

also collocations connected with the environment like, ENVIRONMENTALLY FRIENDLY, OZONE LAYER, CARBON EMISSIONS, GLOBAL WARMING and so on. The listening is about alternative lifestyles, namely freeganism, which is a portmanteau word coming from free + vegan, and means someone who sifts through the supermarket rubbish at the end of the day to find edible food. Students will also have to be able to write their own opinion in essay form about recycling. Finally, there is a test about the previous units. 2.9.2.3. COMPETENCES: The preceding unit compliments and contributes in the development of the following competences: The competence of linguistic communication: the students will grasp the meaning and develop appreciation and knowledge of the foreign language and learn to formulate linguistic skills as well as a social and cultural understanding of the foreign language being learned. The competence of mathematical understanding: the students will learn to discuss, hypothesize and defend opinions along with learning to apply rules and figure out and formulate. The competence in knowledge and interaction with the physical world: the students will learn to use language and rhetoric related to the physical world around them and develop awareness of the state of things related to everyday life.

The competence of digital and computer technology: the students will learn to apply and use computer-generated information and data and recycle it. The competence of social and civil use: the students will learn to respect classmates regarding sharing information, task assignment and turn-taking. The competence of cultural and artistic knowledge: the students will learn all about the cultural and artistic elements of a certain way of life. The competence of learning to learn: the students will learn to be autonomous in their learning and develop strategies for improving themselves and assessing the work they have fulfilled. The competence of autonomy and initiative: the students will learn to organize themselves and carry out certain tasks and projects. 2.9.2.4. CONTENTS The contents will be presented as a linguistic content first and then the procedures of the content. They are as follows: 1. LINGUISTIC CONTENT: Vocabulary: words associated with recycling, the environment, shopping and fashion. Grammar: structures associated with the passive voice and transforming sentences from passive to active and then from active to passive. Also using two objects with certain verbs. Pronunciation: practising phonemes like /f/ /s/ /dʒ/ ʃ/, as well as dictation with linking words and weak forms.

Oral practice: voicing opinions and giving suggestions and expressing preferences. Written practice: writing an essay based on fact and opinion. Socio-cultural aspect: environmental matters and unusual pastimes. 2. PROCEDURE CONTENT Applying grammar rules Using opinions to express oneself Finding key words in texts Identifying key elements in sentences Asking for and giving information Listening for relevant data Predicting words Matching collocations Identifying stress and non-stress Oral reproduction of sentences Writing factual passages 3. ATTITUDES Expressing an interest in the environment Relating personal interests about brands and shopping Expressing ethical points of view about globalization Reading about unusual pastimes and campaigns Learning about certain NGOs Contrasting and translating certain terms and expressions into mother tongue

Correcting errors and assessing Reflecting on environmental matters 2.9.2.5. METHODOLOGY The unit places emphasis on the development of all four skills. The reading sections and listening sections present and practise a variety of strategies to ensure students develop their ability to understand both the general meaning of a text as well as to pick out specific information. The writing sections include models of different text types and provide step-by-step training to help students improve their writing. The speaking section gives students the opportunity to develop their speaking skills to communicate in a variety of situations. It also consolidates and builds on what students already know. It ensures all new language is clearly presented and thoroughly practised. Students are helped to overcome typical mistakes and word-building takes an active role in phrasal verbs, idioms, collocations. The theme is authentic and deals with cultural and social matters in an adult and friendly way juxtaposing lives of real people in an academic situation. 2.9.2.6. ATTENTION TO DIVERSITY The class is a second year class of bachillerato, with 20 students. In the class there are 13 native Spanish students and 7 immigrants from Pakistan, Romania, the Dominican

Republic, Bolivia and Bulgaria. The class is of a mixed gender. Therefore, the subject matter is reflected in this diversity. They have quite a high passive level in written and comprehension, and a lower active level in spoken and aural. They all have interest in the subject but the girls tend to be stronger than the boys and more participatory. The fact that the immigrant level is a quarter of the class lends assistance to the factor of multiculturalism.

2.9.2.7. ACTIVITIES First session Initial Activity: [25 mins] Brainstorm vocabulary about shopping in general: o What type of shopper are you? o How often do you go shopping? o Do you only buy Brand names? o Do you shop around? o Is there something you would pay a lot of money for? Ask students to interview each other about shopping and favourite shops etc. Students can bring in an object they have recently bought and describe the process: I bought it at, It cost me, I bought it because Training Activity: [10 mins] Read article about shopping and translate certain words. [p.57] Choose most appropriate word in sentences. [p.57] Development Activity: [15 mins] Read article together about waste and answer MCQs. [pp.58-59] Talk about waste and how it affects the environment. Back-up Activity: Homework: check out the passive voice and do short exercise [p.60].

Second session Initial Activity: [25 mins] Start lesson by checking homework and going through passive voice rules. Do the passive-active transformations [p.61] Explain impersonal it when using passive and do examples. Play Logo Quiz students identify as many logos as possible from the online game: http://www.quizrevolution.com/ch/a610/go/the_great_logo_quiz_ Training Activity: [10 mins] Read example about History of Adidas [p.60] and ask students to do similar exercise in pairs. Then read them aloud to class. Development Activity: [15 mins] Adjective suffixes: using and learning the different suffixes for adjectives: o able o -ible o al o ful o ish o ive o less o ly o ous o y Try exercise [p.62] and then ad-lib some words and sentences from students. Back-up Activity: Homework: collocations about the environment and ecology.

Third session Initial Activity: [25 mins] Go through homework and lead this into ecology and the environment. Elicit information about UNICEF and its aim. Read article on shopping & fashion business [p.63] & learn new phrasal verbs. The do the exercise. Speaking game: 10-of-a-kind. Students are split into teams and one person must go through a list of ten objects by describing them without saying the word. Team-mates have to guess the 10 words in 2 minutes. Training Activity: [10 mins] Talk about different ways to save money and help the environment using words like: o Vegetarians, vegans, fair trade, Development Activity: [15 mins] Do the listening activity [p.64] about freegans, people who rummage through supermarket rubbish at night in search of edible food. o Would you do it? o Would you eat something that has been thrown away? While listening students do exercises about the report. Read the transcription together going through difficult words and expressions. Back-up Activity: Homework: Find out about a famous brand and take down 5 facts about it.

Fourth session Initial Activity: [25 mins] Give students quick test about learned vocabulary. Then go through it in class together. Students give a potted history about a famous brand (homework) Training Activity: [10 mins] Giving opinions and using appropriate phrases: o I would say that o There are definitely o It s a fact that o I think that o It is widely known that o Personally, I believe that Development Activity: [15 mins] Short exercise to practise above phrases [p.66] Go through rules of writing models and read example essay [p.66] Back-up Activity: Homework: writing an opinion essay: o Describe ecology and write an opinion about society today. o The title of the essay: People who don t recycle their rubbish should be fined.

Fifth session Initial Activity: [25 mins] Talk about recycling with students. Brainstorm and elicit words connected with this. Speaking tasks associated with recycling and using passive voice. o Plastic should be turned into containers o All paper is recycled and will be used again. o Bottles and glass can be used to make windows. Training Activity: [10 mins] Describe photographs [p.67] Development Activity: [15 mins] Read article about recycled rubbish turned into fashion and choose correct words in text: Passive or active. Back-up Activity: Homework: [p.66] Fact and opinion: practising the short writing sentences on opinions and facts.

Sixth session Initial Activity: [25 mins] Talk about ways of helping out with students. Brainstorm and elicit words connected with this. Feedback on ways of helping out using specific vocabulary. o Charity, sponsor, raise money, volunteer work Training Activity: [10 mins] Check homework sentences [p.66] for opinions and facts. o It is clear that, it is a fact that, I think that, in my opinion Development Activity: [15 mins] Watch the two short UNICEF videos about child poverty and sweatshops. Students will be expected to take notes during the videos and remark on them afterwards. http://www.youtube.com/watch?v=ig-ookwf5r0 http://www.youtube.com/watch?v=zzyfvb2ggvs&feature=related Back-up Activity: Read paragraph about a house made from recycled rubbish and do vocabulary exercise.

During the six sessions the students have been being exposed slowly to the darker side of consumerism: recycling, environmental problems, rubbish tips and sweatshops. This was intentional and it was meant to prepare them for an additional and experimental exercise, and something to reinforce autonomy within the classroom. The session is made up of a web-based task based on environmental matters: in this case poverty. It has been linked to the unit as the unit concerns itself with consumerism, ecology, recycling, brands and alternative lifestyles, and this fits neatly with the theme. In the appendix there is a complete webquest devised for several hour s teamwork. 2.9.2.8 ASSESSMENT The assessment measures for this unit are the following: Glean specific & general information regarding environment & global issues. Express oneself concerning delicate topics like recycling, poverty, consumerism, contamination and globalization. Give opinions and express factual information about all of the above. Exhibit responsibility & maturity regarding opinions about ecology & poverty. Produce precise, clear and managed speech. Write texts and essays giving opinions about all of the above. Use resources to glean information. Identify the target language as a vehicle for expressing oneself. Handle internet links maturely in order to perform web-based tasks. Utilize linguistic skills in expression and production.

2.9.2.9. MATERIALS & RESOURCES The resources used throughout the six sessions are the following: Textbook: Distinction Student s Book 2 by Sheila Dignen Textbook: Distinction Teacher s Guide 2 by Sheila Dignen Blackboard Dictionaries CD player Computers Internet connexion Speakers Projector Worksheet 2.10. MATERIALS AND RESOURCES While preparing this syllabus, several types of resources and various materials are used in order to expedite students with real life situations and day-to-day communicative interactions while using the foreign language. The primary tools used are basic pedagogical materials which can be seen in and around the school or classroom: textbooks, workbooks, photocopies, projector, computer, blackboard, dictionaries and websites. The secondary resources are more literary and methodical in use like: Grammar book: Michael Swan: A Practical English Usage Monolingual dictionary: Oxford Encyclopaedic Dictionary Bilingual dictionary: Collins Universal Picture dictionary: Dorling Kindersley Visual Dictionary

3. RESEARCH PROJECT WebQuests Vs. Textbooks: the benefits of using WebQuests over traditional textbooks in EFL vocabulary learning. ABSTRACT The main purpose of this project is to investigate the educational implications and beneficial effects of using a modern controlled method of teaching English in the classroom versus a more traditional and experienced approach of WebQuests. The research will take place in a controlled environment in a classroom in a high school in northern Spain. The group will consist of 50 students in total: twenty-five pertaining to one group and twenty-five pertaining to the second group. The level of the group and age will be 1 0 Bachillerato, between 16 and 17 years old. Data will be collected in evaluation form at the beginning of the experiment and at the end to compare results. The research project will explore the outcome of the students in terms of vocabulary, content and language use. The first question to be answered is whether WebQuest instruction is more effective than traditional textbook and pen methods in vocabulary acquisition. The second question is whether the learners in the experimental group will achieve higher levels of oral interactional skills in content and language use than the traditional group. Keywords: EFL, WebQuest, textbook, language skills, vocabulary, computer skills

3.1. INTRODUCTION In February 1995, Bernie Dodge from the San Diego State University devised a way to keep students busy and interested while surfing the web. He gave the students tasks to perform and they had to gather information from the Web and collate it while performing the task. The idea was finely tuned by Tom March in the early stages of the development. Since then, many other teachers and instructors have adopted WebQuests in order to benefit from the internet while involving the class in modern thinking. It has now spread all over the globe from Holland to China, from Spain to Australia and Brazil to Japan. Foreign language teaching must accept that WebQuests and to a certain extent, CLILQuests which were spawned by the former, are here to stay and students will surf the web happily looking for information of any sort that they find mildly interesting. However, the WebQuest is a way of channelling that nonchalant information into something useful and educational. Most students nowadays are computer-savvy to a certain degree and most young students can and do perform several web-based tasks comfortably and with little effort. However, is the internet actually useful and being used in a useful way by our students / teachers? According to Stapleton & Radia (2010: 175) ICT influence with Second Language Acquisition and Foreign Language Learning has not received nearly enough attention. In light of this, it is necessary to give more emphasis to new web-based tools and teaching aids as well as online resources.

Taking all of this into consideration, it should be kept in mind that in order for teachers to keep abreast of new developments in Information and Communication Technologies (ICT) they should whole-heartedly take on board technological advances on the World Wide Web (WWW). Pennington (2004: 296) suggests that teachers should not ignore the new developments of technology, but engage with ICTs, giving the Internet and the World Wide Web a place in foreign language pedagogy. Therefore, it is believed that by paying attention to WebQuest skills in the context of educational advancement and computer-generated education, it will have an effective repercussion on the student, which in turn will reflect fruitfully on the teacher. In the next section the term WebQuest is clarified and several key people in the development of this approach are mentioned. In the following section a review on the most recent literature is presented and after that the research questions will be posed. Finally, the research method will be presented including the design, the participants, the tools, procedures and the working plan. 3.1.1. WEBQUESTS A WebQuest is different from other Internet-based research by means of three criteria: firstly, it is a classroom-based task involving the whole class. Albeit ideally prepared for group work, it can also be used individually. Secondly, it underlines and outlines a different way of thought process, or more descriptively, as a higher-order of thinking. This involves analysis, creativity and criticism rather than only surfing and gathering. Finally, it is up to the teacher to pre-select the sources that are going to be used and

involved in the task. This implies that the information sought after is relevant and not unconnected and extraneous Dodge (1997). As mentioned above, WebQuests are ideally suited to group work rather than individual work. The class is split into several groups, and then roles are issued to the team members. Each individual within the group is responsible for collating or collecting some kind of data and / or information. A WebQuest is made up of 6 parts: adapted from Dodge [op.cit.]. They are: 1. Introduction. This part provides background information and adds meaning and substance to the work. This part should contain an incentive of some sort which can motivate the students and prepare them emotionally for the exercise. 2. Task. This consists of a formal descriptive element which the students are supposed to produce while undertaking the task. The teacher should try to make it meaningful, thought-provoking and, naturally, fun to do. For the teacher this can be the most entertaining part of the process. 3. Process. This lays out the stages or steps that the students have to take in order to fulfil the task. This part could put the students off; therefore it is important to make it inviting and demonstrative. 4. Resources. These are all found and included by the teacher beforehand and they provide the students with the vital and appropriate links where they can process the information. The teacher pastes the links within the quests so that the students do not get lost in the internet maelstrom.

5. Evaluation. This is the manner in which the student s performance and results will be tested and graded. They should reflect the degree of difficulty of the WebQuest. 6. Conclusion. This is done after the WebQuests have been finished and it is a time for reflection and structural criticism. It could also be used to find ways of improving the quest or altering it. The benefits of WebQuests are myriad in my opinion. Not only do they keep students concentrated on-task while being on-line, but they also raise the students thinking to higher levels within Bloom s Taxonomy, which was first published in 1956. The student is enabled to cipher, sift and consider what is relevant and is irrelevant. It empowers critical thinking and problem solving by means of genuine material, real assessment, group work and technical knowledge and integration. Furthermore, it is firmly understood that they maintain collective responsibility and foster cooperation while encouraging independent thinking. Students are forced to read, scan and summarize chunks of text in English. Furthermore, they establish writing skills as well as reading skills by reading and summarizing authentic texts and articles. This is where the higher degree of thought process is put into action. The students feel they are in control, to a certain degree and this promotes and motivates them to think independently and wisely. They are debating and working things out for themselves. The tasks usually involve themes which are political, academic, geographic, historic, and scientific and they involve travelling, current affairs, the media and a whole range of other topics. Finally, the student is constantly

practising not only foreign language skills but also technological ones both of which are transferable skills which can bridge the gap between school and the outside world. 3.2. REVIEW OF THE LITERATURE The idea of comparing the traditional textbook way of learning vocabulary with more recent or modern approaches like webquests is a daunting task as there seems to be a dearth of literary commentaries on this comparison. However, it is believed that there is a glut of information on vocabulary learning from textbooks, and enough literature on using the web to improve one s vocabulary building. More closely defined, it can be said that a WebQuest is a learning structure with scaffolding which makes use of resources on the Internet to fulfil tasks and in the process motivates students to look into a serious subject matter and collate information from several sources then uses them to answer and research the same subject matter. The process calls for a sophisticated and intellectualized process conjoining forces with colleagues. Punching in certain words on a Google search did not bring forth anything concrete. Observe the chart to see the results: RANDOM WEB HITS CHART for WEBQUEST SEARCH Words punched in: Webquest Webquest + textbook Webquest + textbook + vocabulary Vocabulary learning using webquests Results rounded off: 5.5 million results 3.5 million results 2 million results 500,000 results Table 1

However, by accessing the webquest.org research page through Google Scholar dozens of Ph.D. theses surface. http://webquest.org/index-research.php In spite of such seemingly vast results, the links were unhelpful as nothing specifically dedicated to the two appeared. Therefore, a review of literature based solely on webquests is necessary before any comparisons can be made. In Girón García s work (2000) on webquests, she stresses the importance of autonomy to kick start any interest. In her article she indirectly quotes Vygotski (1962) by paraphrasing that the teacher has to encourage the students plan from a dependent position towards a more independent position. She continues to suggest that students have to become autonomous in their learning. Autonomy is the key to any webquest. A student must learn to surf and handle correctly the webpages, links and hyperlinks and be organized and strict. Secondly, students must re-learn to learn by means of using webquests, or as Girón García calls them, cybertasks. She goes on to say about them: The application of this methodology approach to virtual communication environments and, in particular, to information exchange in the Internet, calls for investigating both the presence of the existing genres and the possible appearance of new ones, cybergenres [p.79] Girón García.[op.cit] She did her research with third year English Philology students in Castellón, Spain. By going about it, she designed a two-hour cybertask for her students to complete

based on promoting new literacy skills and using it to develop language learning autonomy. The results of the research cybertask were unfinished but at the time of writing she had discovered that there was a change in representation on what the Internet offers and a change in the representation about the management on the Internet. She adds that how-to tasks must be appropriate to the level of language and must correspond to the written competence level. Another experiment carried out using the Web was completed by Fotos (2004). It tested the effects of emails on writing proficiency. She discovered that students corresponding to emails with their teachers gained proficient levels and were motivated more after having corresponded. Of course, it is always more trying to get students enthused, involved and motivated when introducing writing tasks, so this is all the more commendable not only for its proficient results but also for its influencing effects. Bernie Dodge, in the interview conducted by Education World (2012), when asked if he thought that web-based tasks would ever replace text-based learning, replied: I think at some point it will make economic sense to distribute textbooks in purely digital form. That means that the information will probably be much more up-to-date and supplemented by access to human tutors and a community of other learners. He continues to cite two successful webquests about two diverse subjects. The first experiment was carried out by Cynthia Matzat, entitled Radio Days (2007). This webquest encouraged students to recreate the era of radio in the 1930s and 1940s. The students had to make use of the web to gather information and make their own radio play. They had scaffolding to help them find sounds and even advertisements. The

organization was distributed as prescribed by a webquest and the results were so successful that the plays are aired on local radio stations. The second example was something more scientific, less artistic. It was created by Keith Nuthall and was called Hello Dolly, (2003) and dealt with cloning. The class had to find information namely government policy about the ethics of cloning. The task led to debate and consensus and, as it was such a complex and controversial subject, the opinions expressed were strong and extreme and resulted in high motivation again. As a tool for enhancing reading skills, Tsai (2005) as her PhD thesis, used CAI enhancement (Computer Assisted Instruction) on reading skills. The main aim of the research was to measure the vocabulary level of the students reading skills on EFL learners. She used CAI instruction over traditional methods. The students were studying English in Taiwan and were given pre- and post-tests to determine the outcome. The controlled group were taught using traditional methods of reading, for example, textbooks, while the experimental group were instructed in webbased reading texts designed to enhance their level. The results indicated a positive intake and development of both reading and vocabulary skills with the group using CAI enhancement. Furthermore, a significant correlation existed between student attitudes and student perceptions of the experiment. Regarding writing skills, Chuo (2004) wrote on the effects of writing by using the internet and computer assisted instruction. With the basic tenet of thought that the web can boost real language input and enhance positive learning, she gathered

students from two classrooms in Taiwan. They were second year students in a college. She divided the groups into an experimental one and a traditional one. The experimental class received webquest tasks and lessons aimed at improving their intake while surfing for resources, and the traditional class were taught using more teacher-centred methods to improve their writing skills. The research project was conducted over a 14-week period with positive results. The results showed a salient improvement on the traditional way of teaching writing. Additionally, the students acquired a favourable stance towards the experimental method and this proved motivational. The findings also discovered that by using a webquest technique the students writing performance was enhanced and provided a helpful learning experience. Chuo (2011) studied the effects of task-based English learning based on the basic framework of a webquest. A questionnaire was given to students at the start of the experiment to check their attitude to this type of activity. The experiment was a success and the research suggested an increase in their reading skills and a meaningful intake of vocabulary while carrying out the task. Barros and Carvalho (2007) conducted their research on eighth grade Portuguese students of English. They realized that their students were bored while reading long texts as they could not maintain concentration and take in all the new vocabulary, as a result, the students reading skills dropped and they became poor readers. The WebQuest, or ReadingQuest, was devised as a direct result of these phenomena. They chose a text which was part of the National Portuguese curriculum called A Scandal in Bohemia, A. C. Doyle. It was a Sherlock Holmes tale and it was to be read

in 5 sessions of 90 minutes including the accompanying exercises that finished each chapter. They wanted to investigate if students would engage more freely in a web-based reading task. The experiment had three questions to investigate. The first was to check if an interactive environment would make any difference to an extensive reading task; secondly, to see if the tuition would encourage understanding in reading, and thirdly, to verify if this would encourage the students to take the exercise a step further and read more texts in the foreign language. The results were not as predictable as one would imagine. In the first place, the students were slightly disorientated by the task, especially seeing that the whole text was in English and even the instructions which they had to follow. Additionally, by not having teacher help, which is the traditional way, and a way that usually involves translation, the students felt uneasy and unconfident in the beginning. Nevertheless, according to the results, they suggest that it is an invaluable activity as it showed a much higher interest from the students and generated much discussion among them while performing the task. The students had to solve problems together and share points of view. They had to construct meaning from the text by talking, discussing and negotiating with peers. Finally, the whole exercise inspired autonomy, which has been a main theme throughout this review of the literature. It seems that without student autonomy, none of these tasks would be possible. To paraphrase Dodge, webquests are meant for students to look up information on the Internet. This process encourages autonomy and independence when carrying out a particular task. The aim of the webquests is for them to stimulate students to handle a great deal of facts that are meaningful to them.

3.3. RESEARCH QUESTIONS As the previous section on the review of the literature has demonstrated, WebQuests are diverse and multi-varied and can be used in a multitude of ways to perfect and improve skills in organizational matters as well as textual, grammatical, pragmatic, functional and sociolinguistic aspects. In light of this, it beckons many and multifarious questions. However, the two questions that this research project will be concentrating on are: 1. Is WebQuest instruction more effective than traditional textbook and pen methods concerning vocabulary acquisition? 2. By exposing students to WebQuest methods will they achieve higher levels of oral interactional skills than the traditional group? By evaluating the effects of WebQuest methods on students vocabulary skills it will become apparent that exposure to modern methods of learning will hopefully increase their intake ratio and, furthermore, will promote motivation in the field and a more mature learning approach instigating responsibility and management skills as well as discourse management and interactive communication regarding extent, relevance, coherence and cohesion. Moreover, their vocabulary input will augment the range, control and appropriacy. 3.4. METHOD AND DESIGN This will be an experimental research study that will incorporate a controlled group and a monitored group. Quantitative methods will be used to finalize and determine

the effects of using WebQuests in order to improve vocabulary skills over traditional textbook methods. 3.4.1. PARTICIPANTS The 50 participants for this research project pertain to two mixed classes: each class having 25 students. The students are all in the first year of Bachillerato, so they are 16 or 17 years old. The students will have had education in English from an early age around 6 or 7 years old as part of the Spanish official curriculum. The level of English should be around B1 level according to the Common European Framework Reference for Languages. The school is situated in the north of Spain and is a state comprehensive school / college. 3.4.2. INSTRUMENTS For the collection of data for this research project and the initial analysis, a questionnaire will be used in order to review general information (gender, age, first language, nationality, how many years of English instruction, exams taken, reasons for learning, etc.). Additionally, two tests will be handed out to the bachillerato students: one before the experiment and one after. The pre-experiment test will serve as a prognosis and naturally as a comparison for the second test which will be given at the end of the experiment. As the test must follow strict guidelines on testing and assessing the vocabulary level of a student, the methods and approaches of Read (2000) will be used. The test will consist of various vocabulary testing methods, namely, multiple choice questions,

completion tests, matching and translation. The test will have 100 points reflecting the input and it will be weighted for different strengths within the vocabulary range. Multiple choice questions will carry a point a piece as this test gives the students a choice of four possibilities. There will be a total of twenty-five questions in this section. Text completion (or open cloze test) will carry more weight as the students will not have any options to choose from and they must think of the word. This part will carry fifty points. The matching part will have a fifteen point weight as the students will have the answers opposite and they only need to connect the words. Finally, some words will be inserted and the students will translate them into Spanish. This part will carry ten points. Hopefully, this way of testing will satisfy all students and the means to evaluate vocabulary correctly by being fair yet integrative. Finally, the test is going to be thematic as the students are learning about travelling and tourism. So the test will be as much an integrative way of testing as it is in discrete-point testing. The words which are going to be evaluated will be those used in the WebQuest tasks. TYPE OF TEST CHART TEST TYPE CONTAINS THE WORD POINTS MULTIPLE-CHOICE YES 25 COMPLETION NO 50 MATCHING YES 15 TRANSLATION NO 10 Table 2

3.4.3. PROCEDURES At the beginning of the school year in September and October, the research team will hand out the questionnaire to all of the fifty participants. The students will begin by filling out the questionnaire and returning it. Later, the first test will be distributed to all of the fifty students from both groups and then they will complete the test. After this, the research team will introduce the WebQuest method to the experimental group. The other group will have nothing to do with WebQuests, nevertheless, they will continue with their work as per usual without any special treatment. Both groups will continue their classes with regularity and continuity taking into account the usual school breaks. In March of the following year all of the fifty students will complete the same type of test again. The tests will be marked and assessed by the research team and rendered appropriately. Each test will be marked exactly as the previous test. That is, the same weight per type of vocabulary input: multiple-choice, completion, matching and translation, (See Table 2). In the analysis of the data, the final results will be rendered into percentages and compared. They will be compared not only on the final result out of one hundred, but also on the four categories that will be compared to assess the student knowledge of the chosen theme. The reason the test has several different types of testing is to make allowances for chance or random correctness or error. Furthermore, if the student scores high on the

multiple-choice test but low on the completion test this will show limitations in free thinking. The translation test is included for possible errors of judgment. The WebQuests will be designed, prepared, researched and formatted by the research team, using relevant and active hyperlinks and websites. There will be a total of one WebQuest per month for the students in the experimental group to follow. The research team will prepare the five WebQuests beforehand and distribute them at the beginning of the month. The first month will be spent on basic training in computers and on familiarizing the students with WebQuests and their usefulness and learning how to do technical stuff and sorting the good links from the wasteful ones. The five themes will be decided by the research team but will revolve around big themes like: the ecology, world poverty, the Euro crisis, the environment and charities. The students in the experimental group will be asked to split up into teams within the group and for one person to play the role of team leader within each group. The members of each team will have roles to carry out and will have to work to deadlines. All the WebQuest work will be carried out during classroom hours and the students will not be expected to perform any extra-curricular work amongst themselves unless it is part of the normal homework package.

3.4.4. WORKING PLAN September 2012: General questionnaire to be handed out and completed at beginning of course to both groups. Initial prognostic test to be handed out at the beginning of term with vocabulary tests to both groups. Experimental group to be initiated into WebQuest learning method. Traditional group to follow curriculum according to Spanish educational system. October 2012 March 2013: Running of development of the experiment with the experimental group. Handing-out of second test at the end of March 2013 to both groups. March 2013 June 2013: Evaluation and assessment of the tests by research team. Analysis of the collated data and general synopsis of experiment. Presentation of the results and promulgation of said results. 3.5.CONCLUSIONS This Research Project will show that the acquiring of vocabulary, in light of teaching and learning approaches, is multi-fold. The Master s Degree provides the trainee teacher with various possibilities and competences for the implementation of teaching in secondary education. The varied and various modules and subject matters offer a

realistic outlook on the theoretical side of language teaching and learning. The course also provides the platform for strategic implementation of the approaches available. The trainee teacher is aware of the authentic classroom opportunities and is exposed to the management and organization of educational institutions. By trying to discover and investigate new ways to improve skills, the trainee teacher is constantly evaluating and re-evaluating the common ground in education. Improvements in education are always welcomed, and any quest for a better understanding of students social behaviour and academic fortitude should be regarded with open arms and eyes. REFERENCES Adell, J (2004) Internet en el Aula: A la Caza del Tesoro. Revista Electrónica de Tecnología Educativa, 16. www.uib.es/depart/gte/edutec-e/revelec16/adell.htm Arbulu, C (2004) Webquest en el Perú. www.usuarios.lycos.es/webquestperu/ Barba, C (2008) La Webquest: una Metodología con Futuro. Quaderns Digitals / Quaderns No. 51. Barros, A & Carvalho, A (2007) From a WebQuest to a ReadingQuest: learners' reactions in an EFL extensive reading class. Interactive Educational Multimedia 15. Chiou-Hui, Chou (2011) An inquiry into the effects of incorporating WebQuest in an EFL college course. Taiwan: National Hsinchu University. Chuo, I (2004) The effect of the WebQuest writing instruction on EFL learners' writing performance, writing apprehension, & perception. La Sierra University. Dodge, B (1997) Some Thoughts About WebQuests. San Diego State University.

Dodge, B (2001) FOCUS: Five Rules for Writing a Great WebQuest. www.tinyurl.com/c3xrzr Dodge, B (1995) WebQuest: A Technique for Internet-Based Learning. Distance Educator: San Diego State University. Fernández, M (2008) WebQuests: Un Modelo Educativo Basado en el Uso de Internet en Formación e Innovación. Educativa Universitaria, Vol. 1, No. 2, (pp.58-60) Fotos, S (2004) Writing as Talking: Email Exchange for promoting proficiency and Motivation in the Foreign Language Classroom. In Fotos, S & Browne, C [eds.] New Perspectives on CALL for Second Language Classrooms (pp.93-107) New Jersey: Lawrence Erlbaum Associates. Girón García, C (2000) The Use of Webquest as a Pedagogical Proposal for the Development of Language Learning Autonomy in the Foreign Language Learning Classroom. In Brady, I [Ed.] Helping People to Learn Foreign Languages: Teachniques and Teach-nologies. Murcia: UCAM. Grisolia, C & Pagano, C (2009) WebQuests, Wikis y Blogs: Un Trio que se las Trae! Didáctica, Innovación y Multimedia. No. 13, (p.9) Hamilton, S (1999) Scavenger Hunts. www.cybercom.net/- jham/beagle/pages/scavenger_hunt.htm March, T (2000) The 3 R s of WebQuests. Multimedia Schools, 7, 6 (pp.62-63) March, T (2003) The Learning Power of WebQuests. Educational Leadership, 61, 4. Meara, P (1992) EFL Vocabulary Tests. Swansea: University of Wales. Pagano, C (2008) La WebQuest, una estrategia didáctica actual. Ed. Lulu, USA.

Pérez Torres, I (2010) Webquests y Webtasks, en el Aprendizaje de una Segunda Lengua. In Cuadernos de Pedagogía No 401 (pp.57-59) Pérez, I (2002) Estrategias de Aprendizaje a Través de la Red: WebQuests y Otros Proyectos Interactivos y de Colaboración. www.tinyurl.com/dzrtr5 Read, J (2000) Assessing Vocabulary. Cambridge: CUP. Richards, J & Rodgers, T (2011) Approaches and Methods in Language Teaching. New York: CUP. Stapleton, P & Radia, P (2010) Tech-era L2 Writing: Towards a New Kind of Process. ELT Journal, Volume 64/2 (pp.175-183) Starr, L (2012) Meet Bernie Dodge: The Frank Lloyd Wright of Learning Environments. Education World. Swan, M (1997) Practical English Usage. Oxford: OUP. Tsai, Shwu Hui Ellen (2005) The effect of EFL reading instruction by using a WebQuest learning module as a CAI enhancement on college students' reading performance in Taiwan. Idaho State University.

APPENDIX Webquest: Christopher J. Hadfield Topic: World Poverty Subtopic: Sponsored Bike Ride Level: Bachillerato 2 Hello fundraisers! We are the charity Oxfam and we would like to offer your school the amazing opportunity to take part in our campaign to stop world poverty. How can you help? Easy, all you have to do is think of an event you would like to organize, find sponsors and just do it! It s as easy as that. We have had people doing sponsored marathons, walks, swimming the English Channel, even shaving their hair off! Yes, there are many ways you can raise funds and awareness. Fund-raising is easy. All you need to do is advertise what your school or class is trying to achieve and ask the public, family, schoolmates, local newspapers etc., to sponsor you. Oxfam helps fight poverty in many parts of the world: from Angola to Zimbabwe; from Tsunami refugees to homeless people in European cities; from war zones to farmers, so as you can see there are so many reasons for helping. We need dynamic people to do charitable events and raise money in order to eradicate poverty around the world. Anything you can think of that could help us to raise money will be appreciated. So, what do you have to do now? a. Ask your teacher or head to get involved b. Think of an idea to raise funds c. Organize it d. Find sponsors e. Do it Yours in appreciation of the important work you are going to do, Michael Ngogo Chair of Oxfam

You have decided to take on the challenge to raise money and awareness in order to eradicate world poverty and work voluntarily for Oxfam. You all like cycling and speaking English, so have chosen to ride the length of Great Britain from John o Groats to Land s End. The sponsored event is not new and has been walked, cycled and run many times before, but this will be a great opportunity to get involved and do something you have not done before. You are going to do it in July after term breaks up so the weather will be more or less fine. You have to organize transportation to and from Great Britain, sort out accommodation and plan a route. There will also be the sponsor forms to design and posters advertising your event. Roles: You will split up into 4 groups and take responsibilities for preparing the tasks within the group. Each group will go away and fulfil the tasks and reconvene at a later date to collate all the information and start the webquest. Within each team there will be a team leader who will check up on the work and make sure everyone is pulling his or her weight. TEAM 1 This team will be responsible for accommodation. You are cycling the length of Great Britain so the cheapest way of doing it is to go youth-hostelling. You must visit the website of Youth Hostel Association (YHA) and the Scottish YHA site and join up. You will then apply for the YHA cards and order them. You must also look for Youth Hostels along the route and work out which ones you will be staying at. TEAM 2 This team will have to organize the transportation to Scotland from Spain and the return journey from England to Spain. As you are travelling with bikes you will have to check with the airline how to do it. As you will be starting your sponsored bike trip from the top of Scotland, you will need to find the nearest airport and then if there are buses running to the starting point. The return leg will be easier. There is a ferry that leaves Plymouth for Santander every day. TEAM 3 This team will have to work out a route from John o Groats in Scotland to Land s End in England. You will have to find a safe way to do it; no major roads. You will have to work out how many miles you can do in a day and where to stay the evening. As you are going to stay in youth hostels you will have to work closely with Team 1. TEAM 4 This team will be looking for sponsorship, preparing sponsor sheets, writing letters, campaigning, fund-raising, and doing artwork for your sponsored bike trip.

TEST Before you start your webquest you must be tested on your skills: knowledge about Oxfam, skills about bikes and geography of Great Britain and some first-aid requirements. RESOURCES 1. Do some reading about the history of Oxfam here: http://www.oxfam.org.uk/what-we-do/about-us/history-of-oxfam Some more links here: http://en.wikipedia.org/wiki/oxfam http://www.bing.com/videos/search?q=oxfam&qpvt=oxfam&form=vdre http://www.oxfam.org/ http://www.oxfam.org/en/campaigns/health-education/robin-hood-tax 2. Find out what these words mean in Spanish: a. Fundraising b. Poverty c. Famine d. Drought e. Refugee f. I.D.P. g. Fair trade h. Donation i. Aid worker j. Robin Hood tax 3. Answer these questions about Oxfam: a. Explain the Robin Hood tax. b. What two words does Oxfam come from? c. Find out about the Make Poverty History campaign by watching these video clips. http://www.youtube.com/watch?v=b4qbp2xlplw http://www.myspace.com/video/vid/41252590 http://www.youtube.com/watch?v=5wogcqcvecy

4. Find out what Oxfam has recently done to help fight poverty in parts of the world. 5. Read the Oxfam webpage and write down at least 3 ways you can help Oxfam. ABOUT BIKES You will be cycling around 1500 kilometres so it is important to know a little bit about bike maintenance. 6. Look for the names of these bike parts in English: a. El manillar b. El sillín c. El radio d. La llanta e. La cadena f. El neumático g. El piñón h. Los frenos i. El eje j. El pedal 7. Find out how to: a. Repair a puncture b. Take the tyre off c. Put the chain back on 8. What tools do you think you will need for the trip? http://wvcycling.wordpress.com/2010/03/01/essential-list-for-your-bike-repair-toolkit/ 9. Write a list of possible accidents you could have while cycling. What do you think you should include in your first-aid kit? http://www.lbcma.org.uk/newsarticles/firstaidkit.asp

GEOGRAPHY 10. Look at this map of Great Britain. Do the task to discover places in Great Britain. Geography of Great Britain Read the clues and locate the 25 places on the map: 1. London is between Canterbury and Oxford. 2. Cardiff is the capital of Wales on the south coast. 3. Glasgow is opposite Edinburgh. 4. John o Groats is the most northern town in Great Britain. 5. Southampton is on the south coast in the centre. 6. Wrexham is in north-east Wales south-west of Manchester. 7. Manchester is near Liverpool but not on the coast. 8. Durham is south of Newcastle. 9. Edinburgh, the capital of Scotland, is east of Glasgow. 10. Canterbury is in the south-east of England. 11. The Isle of Man is north of the Isle of Anglesey. 12. Birmingham is in the centre of England. 13. Land s End is in the south-west corner of England. 14. Aberdeen is on the east coast of Scotland. 15. Plymouth is between Land s End and Southampton. 16. Bristol is across the water from Cardiff. 17. Carlisle is on the border of Scotland & England. 18. Hull is between York and Lincoln. 19. York is north-west of Hull. 20. Norwich is east of Birmingham.

QUEST 1 GOALS FOR TEAM 1: This team will be responsible for accommodation. You are cycling the length of Great Britain so the cheapest way of doing it is to go youth-hostelling. You must visit the website of Youth Hostel Association (YHA) and the Scottish YHA site and join up. You will then apply for the YHA cards and order them. You must also look for Youth Hostels along the route and work out which ones you will be staying at. Join the Youth Hostel Association Gather information & passport photos of all cyclists Choose the best places along the route (with Team 3) STEPS & OUTCOME: Your team must take into account the number of cyclists doing the fundraising mission and keep a file with all YHA documents inside. Also, it is important to collect and collate all information of riders: names, addresses, phone numbers etc. TIME: Approximately 2-3 hours USEFUL LINKS: http://www.yha.org.uk/ http://www.syha.org.uk/ http://www.syha.org.uk/membership/information.aspx http://www.yha.org.uk/membership

QUEST 2 GOALS FOR TEAM 2: This team will have to organize the transportation to Scotland from Spain and the return journey from England to Spain. As you are travelling with bikes you will have to check with the airline how to do it. Furthermore, as you will be starting your sponsored bike trip from the top of Scotland, you will need to find the nearest airport and then if there are buses running to the starting point. The return leg will be easier. There is a ferry that leaves Plymouth for Santander regularly. STEPS & OUTCOME: Check the websites for airlines and the possibility of carrying bikes aboard. Then check bus links to John o Groats. Next important arrangement is the return journey. You will be taking a ferry so again check dates and availability. TIME: Go online and find information on travelling with bikes Book tickets and bus trips to John o Groats Reserve return journey from Plymouth and bus trips to Plymouth 2-3 hours USEFUL LINKS: http://www.easyjet.com/en http://www.brittany-ferries.co.uk/ferry-routes/ferries-spain/plymouth-santander http://www.stagecoachbus.com/pdfuploads/timetable_11338_caithness%2077%20 80%2081%20181.pdf

QUEST 3 GOALS FOR TEAM 3: This team will have to work out a route from John o Groats in Scotland to Land s End in England. You will have to find a safe way to do it; no major roads. You will have to work out how many miles you can do in a day and where to stay the evening. As you are going to stay in youth hostels you will have to work closely with Team 1. STEPS & OUTCOME: Go online and find a route that does not involve major roads. Work closely with Team 1 and liaise about how many kilometres to do in a day and where to stay. Make a dossier with all relevant information. Check route-planners and calculate how many kilometres per day you will be able to do Print maps for everyone Sort out bike maintenance and first-aid kits: make lists TIME: 3-4 hours USEFUL LINKS: http://www.cycle-route.com/routes/john_ogroats_to_lands_end_complete-cycle- Route-724.html http://www.metoffice.gov.uk/weather/uk/uk_forecast_weather.html http://www.britishcycling.org.uk/

QUEST 4 GOALS FOR TEAM 4: This team will be looking for sponsorship, preparing sponsor sheets, writing letters, campaigning, fund-raising, and doing artwork for your sponsored bike trip. As this group has the most organization it should contain more people to distribute the work more evenly. STEPS & OUTCOME: First of all make sponsor sheets: a simple A4 form with name, donation, telephone number and signature. This can be done on the computer and printed off. Choose somebody to organize and campaign cycling shops, clubs and teams to write letters to and target for sponsorship. Start making posters to highlight your event. They should be A2 or larger and hang them in relevant places like your school, the Town Hall, supermarkets etc. TIME: Make sponsor sheets Design and print posters for the event Write a covering letter to all possible sponsors 4-5 hours + USEFUL LINKS: http://www.oxfam.org.uk/ http://www.oxfam.org.uk/education/ http://www.oxfam.org.uk/get-involved/fundraising http://en.wikipedia.org/wiki/main_page http://www.bullying.co.uk/content/start-poster-creator?gclid=cp_m- 7L6668CFUdItAodwSlLzQ http://www.thefreedictionary.com/