1.

1 RESOURCES AND MATERIALS

According to the aims we want to achieve, the contents we want to work on
and the competences we wish to develop, we will choose different supports. It is very
important to remember that materials provide a stimulus for learning, in fact, good
materials do not teach, they encourage our learners to learn. They help to organise the
teaching-learning process and should provide a clear and coherent unit structure
which will guide teacher and learner through various activities in such a way so as to
maximise the chances of learning. Thus, materials should be interesting and
stimulating to facilitate students’ learning. They must be clear and systematic but
flexible enough to allow creativity.

PRINTED MATERIAL: the use of real English materials such as magazines,

adverts, newspapers, songs, film trailers, leaflets or recipes is very important to provide
as many authentic situations for our students as we can. Additionally, the use for
bilingual and monolingual dictionaries in class will also be boosted and supplemented
as well by online resources. Regarding non-authentic material, some texts and
activities from textbooks (see bibliography) have been adapted and recordings from
different publishing houses used. This material includes activities to work with during
the sessions, homework and extension and reinforcement activities.
AUDIO-VISUAL MATERIAL: nowadays, a CD & DVD player, computers
and digital cameras are a must-have device in any language class for all the audio
activities. Similarly, a projector with a computer and access to the Internet would be
desirable for students to watch videos and websites directly from the web and guided
by the teacher. Additionally, on the Internet we can find an immense source of online
English learning materials for our students. Furthermore, audio-visual materials will
become cornerstone so as to help us face the possible unexpected situations while in
class, and above all, it will ease the task and provide a further resource for a better
understanding of concepts.

1.2 ICT ACTIVITIES

Encouraging pupils to incorporate, use and enjoy ICT while working on the four
skills should be mandatory for 21st century teachers. An active use of new technologies
would help them develop creativity and autonomy, using resources they are completely
used to using in everyday situations and boost their capacity of “learning to learn”. Such
technologies will have an important weight in the present programming. First, students
will jointly build a “wiki” as a cooperative space where all of them will have a vital role
so as to scaffold knowledge, sharing status with the teacher. Secondly, a Google’s
Classroom platform will also be created so as to assure tutorial learning. Last, they will
be using different apps to create infographics, to record audios and videos or to brush up
functions. The most innovative ICT activities within this teaching plan are listed under
below:

Vocabulary and /or phrasal verbs will be recorded by the students into an
interactive picture book, which they would add to their Classroom virtual portfolio at
the end of the school year. Students will use www.powtoon.com for that. It will
encourage the learner’s autonomy and the development of positive study habits. Our
pupils will look for adequate pictures on an online picture bank. They will create a
presentation where they should link the picture with the word, state word category and
include a record pronouncing the word. They could watch and listen to this interactive
picture book-created by themselves, which is quite appealing- on their mobiles, wiki, on
their computer…allowing them to separate from the “old” books to be closer to
technologies they are much more familiar with.

A particular use of flipped classroom activities will be carried out. Instead of

preparing lessons in advance at home through resources filtered by the teacher, they will
be creating their own videos, which will be focused on brushing up functions. These
activities would require our pupils to look for information about how to convey
functional meaning in English. They will use several resources, such as YouTube
videos or FlipGrid presentations to explain their partners, in a collaborative way, how
to express the selected function. We will make sure there are enough resources (flexible,
adaptable, appealing and user-friendly) to use in classroom. Our pupils, therefore, will
be able to overcome their fears when facing grammar functions while learning in a
different, modern and even entertaining way. They will post their flipped-classroom
videos on the classroom’s wiki. These videos will be used as traditional “flipped
classroom materials” for other lower courses, while 4th CSE pupils will be able to use
them when treating errors during session 8. This activity will also boost pupils’ ICT
skills, critical spirit and sense of responsibility, and will make them become more
sensible about their own work.

A wiki will be created, maintained and updated by students, including different

contexts allowing them to create an interactive environment for learning. Apart from
allowing shared knowledge and know how, pupils will upload their Flipped classroom
videos and cooperative writings, as well as mini-projects and end-of-term projects,
which will be also available for other courses, so these projects can become useful for
lower levels. Natives’ presentations will also be uploaded to this wiki, to allow
revisiting when needed. Recordings, videos or podcasts will also be uploaded to the
wiki.

For research tasks, pupils will be provided of a proper “scaffolding” using

WebQuest activities, which are guided activities that support a well-defined and
structured task, providing the resources needed to carry it out. Students do not need to
waste time looking for information; they “grab”, interpret and exploit the specific
information offered. These activities will normally be carried out in session 1.

Virtually-mediated writings will be carried out cooperatively, in mixed-level

groups, in which each member will play a different role: project manager, grammar &
vocabulary checker, writer, reviewer and editor. They will get to know the main points
to be taken into account for an adequate writing, boost entrepreneurship and cooperative
working. They will have to fulfil certain assignment requirements such as format, type
of letter… as well as those of the task itself. They will find the activity more attractive,
activating their “learning to learn” ability than when doing writings on their own.
Writings will be self-evaluated, receiving feedback from teacher and peers. Finally,
their compositions will be uploaded to their Google Classroom platform: a final version
(product) as well as the previous writing steps (process): brainstorming, drafts, etc., so
as to create their own virtual e-portfolio.

1.3 Material and resources

The selection of suitable materials in terms of students’ age, level, interests and necessities is
essential to achieve the objectives and develop the key competences previously established.
This material helps both student and teacher to organise the learning process and should
provide a clear structure and a variety of activities that provide sufficient comprehensible
input and opportunities to produce the language orally and in written. Besides, the material
included in this SoW has been designed taking into account students’ motivation. Activities
that involved the use of ICT’s or based on topics they are interested in facilitate the
engagement with language and stimulates them towards learning.
It is important to mention that near the high school there is a Guadalinfo centre where
students who do not have access at home to the internet can go to retrieve information, use
the different websites proposed in this SoW or dictionaries, etc.
Taking into considerations all these aspects, I have designed my own material which is
made of authentic, non-authentic material and the use of ICTs.
AUTHENTIC MATERIAL
◦ Prepare learners for real ◦ Extracts from films (Invictus)
communicative situations. ◦ Interviews
◦ The relevance to the real world ◦ Ted talks
increases interest and motivation ◦ Excerpts from novels (Oliver Twist)
among learners. ◦ Songs
◦ Source of cultural content.
NON-AUTHENTIC MATERIAL
◦ Specially designed for teaching ◦ Worksheets
purposes based on the national and ◦ Recordings
regional curricular guidelines.
◦ Adapted and based on leaners’ level.
ICT’s
◦ Enrich the language learning Devices:
experience and improve students’ • Interactive whiteboard
motivation.
◦ Allow collaborative and cooperative • Projector
working. • Computer (teacher’s desk)
◦ Provide instant correction.
• ICT classroom (30 computers)
• Trolley with 15 laptops
 Websites and programmes:
• Edmodo
• Nearpod
• Sketchpad
• Lyricstraining
• Englishcentral
• Mentimeter
• Memrise

1.1 AUTHENTIC MATERIALS AND ICTS

Authentic materials are those contents which were not conceived for intentional use in
the English classroom. This Scheme of Work includes some of them, as they provide
real communication contexts, they deliver cultural information, and they hold a creative
approach to teaching. It is proven that they make the learning process more engaging,
imaginative, and attractive for learners, as they lose feeling of being in a formal lesson.
Some realia (real objects) that the proposed units of work include are
photographs, works of art, signs, postcards, maps, a CV, or schedules. Some other
examples of authentic materials in newspaper articles, magazine articles, excerpts
from novels, short documentaries, commercials, movie clips, radio podcasts, emails,
letters, websites, and songs. Every unit includes a clip from a sitcom (mostly) or other
type of TV show. Sometimes, this kind of content will be adapted (from the use of
subtitles to text adaptation) to avoid situations that hinder communication.
With the widespread provision of computers and technology, Information and
Communication Technologies (ICTs) have become major players in education
nowadays. Besides that, developing the Digital Competence is essential for twentieth
century students. Employing ICTs in the classroom enhances our learners’ motivation
and their autonomy, as they become more responsible self-directing their own learning.
Some of the social barriers that impede communication in the classroom are lowered;
and ICTs applications, websites, and programmes are flexible and adaptable to different
learning paces. In conclusion, they are a breath of fresh air, facilitate class work and
provide a real contextualisation for the language contents.
ICTs are part of the learning process in terms of organisation and management,
from the use of apps for teachers’ notes and rubrics with Additio and mainly Séneca, to
teacher-student communication with Google Classroom, which will also be used to
submit tasks and provide feedback. In terms of communication with the families, the
applications provided by public institutions: iPasen and iSéneca.
In this Scheme of Work, ICTs are exploited in almost every session, from
playing a video for the whole group to the active use of the laptops to carry out a task.
However, ICTs are not all-encompassing solutions, the tasks and activities that imply
the use of technology have been judiciously selected considering students’ age, level,
interests, and their potential for effective learning. Some relevant websites and
applications included in the units of work for input material are:

Similarly, students will be

encouraged to use apps and computer
programmes in the EFL lessons. It
would seem necessary to make clear
the rules and sanctions for misuse in
the classroom, as for many students,
ICTs might be a source of
distraction. Students will use these
apps and programmes for the
completion of a final task or for class
activities. Some of them, such as
Wordwall.net, Quizizz.com,
Kahoot.com and Plickers.com, allow
teachers to check results for
assessment.

1.2 Information and Communication Technologies (ICTs)

Following the national guidelines and Andalusian programmes, ICTs and digital materials are
widely used in this Scheme of Work: slide presentations, digital vocabulary flashcards,
interactive activities and videos develop students’ learning to learn competence.
 Computer-assisted language learning and ICT programmes also enrich the language
learning experience giving opportunities for rehearsal, practice and support and making it
more accessible (e.g. computer-assisted pronunciation). This variety of resources (video-based,
music and Internet or audio recording) allows interacting, engaging students and collaborating
with others. They will be especially employed in film-devoted sessions. The school is able to
provide these resources.

These are the main digital applications that will be used (there are others, like Pixton in
Unit 12, that are used only once):

Genially

Edmodo
Thestorystarter

Plickers ICTs Bamboozled

Memrise Forvo

Kahoot

An instruction based on the development of competences,

that is, competences which are to become operative,
requires a selection of teaching resources according to
criteria such as variety, authenticity and above all,
functionality.
In the symbaloo below, I have gathered together the main
digital tools I will use in the implementation of the different
learning situations with a focus on the productive skills,
especially oral, of my students through tools such as Flipgrid,
Vocaroo, Qwiqr and PowerPoint and Canva for oral
presentations, contributing to the development of their
digital skills.

The use of audio-visual material offers invaluable

opportunities for the EFL classroom and it is also key in
catering for students ‘diversity. In the image above you can
see a selection of the main ICTs used in this course planning
divided into four major groups: material for the selection of
resources for the learning situations, interactive tools,
classroom management tools and the main collaborative
platforms used.