Juliana Leguizamn - 26121105 Lorena Daz - 26122086

Julio Martnez - 26131046

Johana Moreno - 26131057

La Salle University
Education sciences faculty
Spanish, english and french bachelors degree
Literacies and ELT
Case

Population: 10th grade, public school in Bogota. Number of students: 42 students (22 girls
and
120
boys)
Age:
15
to
17
years
old.
Classroom

characteristics:

The room is not very big and looks packed. Equipment and internet available when
requested. Organized in single rows with desks and chairs. Classes are from 7:00 am to
2:00 pm. There are two 20-minutes break at 9:15 am and 11.30 am. Every week, they have
6 hours of English, 8 of Math, 8 of Social Sciences, 4 of Spanish, 4 of arts, 6 of social
service, and 4 of physical education. Most students enjoy music and sports.Students like
working
in
small
groups.
Language

level:

Students can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment). They can communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and routine matters. They can describe
in simple terms aspects of their background, immediate environment and matters in areas of
immediate need.
UNIT OVERVIEW
This unit is intended to
reinforce grammatical tenses in
order to apply them to the creation
of a digital magazine in order to
develop cooperative learning at the
same time.

OVERALL AIMS/OBJECTIVES
1. Create a digital magazine
using grammar learned in class.
(Present
simple,
Present
Continuous, Past Simple, Present
Perfect)
2. To develop and improve the
ability of the students to use the
english language in situations based
in digital projects.
3. To
develop
students
creativity, speaking, reading and
writing skills through digital literacies
use (digital magazine).
4. To achieve in the students
the use of new technologies to make
a digital projects.

Juliana Leguizamn - 26121105 Lorena Daz - 26122086

Julio Martnez - 26131046
Johana Moreno - 26131057
5. To reinforce grammar about
tenses.
ASSESSMENT

ANTICIPATED PROBLEMS

The students will be assessed by means of

diverse kind of activities, these activities will
provide some information that will help us
to realize the level of learning of the
students, involve them in a creation of a
digital magazine .

1. Problems with technological

tools.
2. Improper space to develop
the activities.
3. Students behaviour
4. Denied request for
equipment

LESSON AIM/OBJECTIVE

STAGES AND MAIN

PROCEDURES

RESOURCES

LESSON #1

Warming up:The students

will listen to a song thats
the way you are by Bruno
Mars in order to guess the
topic of the class.

https://www.youtube.com/wa
tch?v=LjhCEhWiKXk

Present Simple:
Daily routines
Permanent
situations
Create videos online and
offline

https://www.powtoon.com/ho
me/es/?
edgetrackerid=10099087263
932&gclid=CjwKEAjws5zAB
RDqkoOniLqfywESJACjdoiG
SePfbSJs4IC0O4kP4cjhVVr
bA9xkeW6Tv5aVro0nXRoC
XRDw_wcB

Explanation: The teacher

will
introduce
her/his
students to the idea of
create a digital magazine
with a free topic using the
grammar that they already
learn in class, then they will Movie Maker
have some time to explore
different softwares to make
videos.
Wrapping up: According to
the previous topics and the
tools we have explained,
the students will create a
digital magazine.

LESSON #2

Explanation: The teacher https://www.befunky.com/es/

will show ss different photo crear/

Juliana Leguizamn - 26121105 Lorena Daz - 26122086

Julio Martnez - 26131046
Johana Moreno - 26131057
Photo editors
Download videos from
Youtube
Present Continuous:
Time
expressions as
currently, lately or
these days.
Use of going to

LESSON #3
Past simple:

Irregular verbs

editors in order to use it in

the
project
(digital
magazine).
Also the ss will have some
time to make a review with
the teacher about present
continuous.

http://editor.pho.to/es/edit/
http://photoretrica.com/es/
http://www.youtubemp3.org/es

Wrapping up: At the of the http://www.clipconverter.cc/e

session, the ss will give to s/
teacher ideas about the
topic of their projects.
https://www.onlinevideoconv
erter.com/es/mp3-converter
Explanation: The teacher http://www.pelispedia.tv/pelic
will make a review of past ula/blindspot-season-1simple.The students will episode-1/
watch an episode of a tv
serie Blindspot and then
they have to change the end
of the story using past
simple.
Wrapping up: The ss will
have a time to work in their
projects using the topic
learned in class.

LESSON #4
Present Perfect:
Present perfect
structure
Creation of the Digital
magazine

Warming up: The students https://www.youtube.com/wa

and the teacher will play a tch?v=vc3mkG21ob4
game I never have never.
http://es.wix.com/freesitebuil
Explanation: The teacher der/900es?
will explain the uses of experiment_id=wix^e^60445
Present Perfect and then 134835^1t2&gclid=CjwKEAj
they will work on the ws5zABRDqkoOniLqfywESJ
projects. The teacher will ACjdoiGcJ1QF_Oq4G9ZMR
show
them
different JIzkLnlnxBDnosJ0ruwVItlNg
softwares to create the gihoCiSPw_wcB&utm_camp
digital magazine.
aign=161792515^10070311
435&utm_medium=cpc&utm
Wrapping up: The ss will _source=google
watch a trailer of a movie
The bucket list then the https://www.blogger.com/abo
have to create their own list, ut/?r=1-null_user
using perfect perfect and
use this list in their projects.

LESSON #5

Warming up: The students

will share their bucket lists.

Creation of the Digital

magazine (Using previous

Explanation: The ss will

have this session to finish

Juliana Leguizamn - 26121105 Lorena Daz - 26122086

Julio Martnez - 26131046
Johana Moreno - 26131057
topics)

PEDAGOGICAL
THEORETICAL
RATIONALE

their projects.

AND TASK-BASED LANGUAGE LEARNING

According to Pauline Foster, the task-based approach to
language allows a better understanding of how
languages are learned. Teachers present the target
language starting with the easiest parts and advancing to
the hardest parts.(Foster, 1999). What this method looks
for is to increase language use, which promotes his
development. Although, is necessary to be focused in
some aspects of the form of the target language to
improve his acquisition. (Willis, 2001)
Promoting the use of the language leads the students to
the realisation of specifically tasks of context, for example
making a phone call or an interview. All of this taking into
account that the student has the vocabulary necessary to
understand and complete the task assigned. (Ludwig,
2016)
We use this approach because we want our students to
involve real communication, which are essential for
learning the English language, on the other hand, we as
teachers use task as tool and goal-oriented of learning
in which students develop a real and authentic product.
The assignment of tasks related to literacies and the
application of different modes facilitates the use of
different learning strategies such as videos, songs and
activities online, and these strategies improve and
promote the activation of the learning process through
spaces in which this may involve both previous
knowledge and new knowledge; this is very important
because the students mixing meanings and getting
involved in the natural use of different skills within their
autonomous learning.
Taking into account the context in which the students are,
we can say that the resources in this school are not
enough for them, due to the number of computers and
the time to do the activities, and also the internet
access it is not the best and this avoid the students
perform their tasks quickly.
COOPERATIVE LEARNING
Students learning goals may be structured to promote
cooperative, competitive, or individualistic efforts. In
every classroom, instructional activities are aimed at
accomplishing goals and are conducted under a goal
structure. A learning goal is a desired future state of

Juliana Leguizamn - 26121105 Lorena Daz - 26122086

Julio Martnez - 26131046
Johana Moreno - 26131057
demonstrating competence or mastery in the subject
area being studied. The goal structure specifies the
ways in which students will interact with each other and
the teacher during the instructional session. Each goal
structure has its place (Johnson & Johnson, 1989, 1999).
In the ideal classroom, all students would learn how to
work cooperatively with others, compete for fun and
enjoyment, and work autonomously on their own. The
teacher decides which goal structure to implement within
each lesson. The most important goal structure, and the
one that should be used the majority of the time in
learning situations, is cooperation.
We can see cooperation as an help between the
students and how they seek a mutual learning and
knowledge.
Cooperative learning is characterized by a behavior
based on cooperation, this is a cooperative incentive
structure, work and motivations. That is why we use
cooperative learning activities that encourage peer
interaction, which helps language development and
learning of concepts and content. It is important to assign
students to different groups of work because they can
benefit from the different an easy way to learn English.
Groups of work allows students to come together and
support each other to have greater willingness and
successful work in english class, on the other hand, the
use of literacies within this approach allows students not
only to discover further information about songs or videos
of interest on different tenses. Cooperation is necessary
within these activities because many of the students do
not achieve an understanding of what to do or simply do
not have knowledge about handling certain types of
technologies, so
me of these students limited to know the basic
information linked to their likes and preferences, for this
reason, we as teachers, we decided to implement
strategies that they use in their daily lives such as songs
or videos from Youtube, some simple songs not only
catch the attention this is a easy way to learn through the
ability of listening and the class become into a place of
learning and fun avoiding a tedious learning classroom
full of grammar and vocabulary.
Carter, R. Nun. D, & Willis, J. D. (2001). Chapter 25.
Task-based language learning In Willis, J. D., The
Cambridge Guide to Teaching English to Speakers of
Other Languages (172 - 173). New York: Cambridge
University Press
Foster, P. Author, (1999). Task-based learning and
pedagogy. Oxford Journals, ELT journals, 53(1), (69).
http://eltj.oxfordjournals.org

Juliana Leguizamn - 26121105 Lorena Daz - 26122086

Julio Martnez - 26131046
Johana Moreno - 26131057

Johnson D. W., & Johnson, R. (1989). Cooperation

and competition: Theory and research. Edina, MN:
interaction Book Company.
J, Ludwig, General educator blog. The Real World:
Classroom Edition! 5 Task-based Language Teaching
Activities to Simulate Key Situations [Web log article].
Retrieved
from:
http://www.fluentu.com/educator/blog/task-basedlanguage-teaching-activities/