apliense.xtec.catapliense.xtec.cat/arc/sites/default/files/Live Forever.doc · Web viewComunicació oral Comprensió lectora Expressió escrita Speaks quite clearly, fluently and

Live forever English level: Anglès 3

Live forever?

Rosa Mendoza • [email protected] • [email protected] / Eva Senserrich • [email protected] • [email protected] / Belen Francia •

[email protected] Public domain images from google.com

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mailto:[email protected]




English project designed by Rosa Mendoza, Eva Senserrich and Belén Francia • February - May 2017

Project/sequence GUIDELINE

1. Preface2. The project/sequence /sequence



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2.1. The context2.2. Objectives, competences, contents and assessment criteria2.3. Activities2.4. Evaluation2.5. Class management and methodology

3. Final thought



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Project/sequence GUIDELINE

1. Preface

A project about longevity and ageing could be interesting for our students and us. We’re living longer than our previous generations and we’re all interested in maintaining a good quality of life for as long as possible. The goal of our project is to create a group planning to improve our lifestyle, taking into account these different aspects:

● Diet.



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● Social net: Family & friends. ● Physical & brain activity. ● Future plans. Life propose

2. The project/sequence

2.1. The context

This project is focused on a group of level 3 students. Our students are between 55-65 years old. Most of them have University studies and have a wide range of interests. They are usually well informed about



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what’s going on and have curiosity about learning and keep their brains working.

They have a competent base of grammar, vocabulary and expressions that made them a perfect guest for that project. We’ll propose “real-life” situations from which they will be able to developed the final project.

Talking about timing, we should take 5-6 sessions (two hours each) approximately to develop all the project quite well and all the activities we had promoted and a finally session to explain their oral presentation.

2.2. Objectives, competences, contents and assessment criteria



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a. Objectives:

We divide our objectives among four different topics. At the end of the unit students will be able:

● Diet: To know more about the importance of what we eat. Which the healthiest foodstuff is to live longer and keep illness away. They will be able to give advice on what the good eating habits are.

● Social net Family & friends: To reflect about friendships, how we can make new friends and how to maintain the old ones, and how family can help us to be happy.

● Physical & brain activity: To give advice on how to keep their brains and bodies active.● Future plans. Life purposes: To express their future plans and talk about their life purposes.

At the end of the project students will create in groups of 4 an ideal planning to improve their lifestyles taking into account the previous aspects.



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b. Competences:

● Linguistic competence:

Written



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● Read and understand the main important information from the texts they’ll read about the several topics of the project.

● Write using the appropriate language and new vocabulary they’ve learnt.

Oral

● Understand the audios and videos related to the topics. ● Develop the ability to express themselves while speaking and interacting with

others using the vocabulary and grammar skills presented in the project.



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● Digital competence:

● Use podcasts to practice oral texts.● Use popplet to create collaboratively a concept map.● Use presentation tools like Prezi or similar to performance their oral expositions.

● Autonomy and collaborative work:

● Develop own initiative giving suggestions and expressing own opinions when



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working with others.● Develop the ability to interact, participate and share in a group respecting the

different opinions and being able to work collaboratively for the benefit of the whole group.

● Summarize their own group plan.

c. Contents of the curriculum :

Competència pragmàtica Competència Competència lingüística discursiva



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Funcions i aspectes sociolingüístics

Organització del discurs i tipus de text

Lèxic i aspectes semàntics

Morfosintaxi Ortografia i aspectes gràfics

Fonètica i fonologia

Family & friends: Relations with family and friends, how to manage them and improve.

Go deep into different kinds of relationships and how to maintain them

Give opinions and express agreement and disagreement on different ways of making friends

Describe what do they do to keep their brains active.

Vocabulary referring to family and friends and activities we can share together

Vocabularyabout food

Vocabulary related to physical exercise and brain activity

Past tenses: talking about past actions related with family and old friends. Regular / irregular verbs

Comparatives: using them for different times in our lives

Present Simple and adverbs of frequency: describing what do we do regarding physical and brain activity

Language for giving advice: I think/don’t think you should.../ you shouldn’t… / Why

Using thecorrect spelling

Using thecorrectpunctuation

Pronunciation -ed endings

Pronunciation past simple verbs

/ə/, sentence stress



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Giving advice on what to do to keep yourself active, both physically and mentally.

Giving advice on healthy diet

Describe the physical activity during a week.Show interest on what the others do (What about you? Really?...)

Give advices to implement a healthy diet or to stay more active

Use basic sequencers in the final oral exposition (then, after that…) and connectors (because, but, so….)

don’t you…?/ You could…

Present Perfect: I’d never been there before

Future tenses: be going to (plans and predictions), will / won’t (predictions)



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d. Assessment criteria (Descriptors d’avaluació de la dimensió comunicativa)



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Comunicació oral Comprensió lectora Expressió escrita

● Speaks quite clearly, fluently and has the ability to understand the videos without subtitles and their new vocabulary.

● Asks and answers questions from their peers, with teacher’s help if needed.

● Understands and creates phrases with grammatical and linguistic structures and uses simple basic connectors.

● Recognises what is the topic about through short oral

● Understands the basic information of the texts about food, healthy diet and the rest of the topics.

● Understands the videos with subtitles.

● Elicits the new vocabulary while working in group.

● Uses a rich and appropriate vocabulary related to the topics.

● Creates basic texts in posters or using ITC tools ( digital board, computer, e.g) talking about own experiences and giving advices.

● Writes advises using the appropriate language.

● Understands the basic spelling rules and uses them correctly.

● Uses the correct elements to connect the text (basic connectors and punctuation)

● Revises the texts with the group in order to improve the writing, the content, the



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activities and interacts with the small group and the group-class talking about own experiences.

● Uses non-verbal strategies, non-verbal language to make other peers understand, with teacher’s help if needed.

● Uses L1 just in cases where there is a misunderstanding.

punctuation, the spelling, e.g.



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2.3. Activities

Presentation: We are going to divide this project into different topics: Diet, family and friends and life purposes. For each topic you are going to do a final activity: recording a podcast, a poster and the final product, which is an oral presentation about a perfect planning to improve your lifestyles. These activities are going to be assessed in different ways. The assessment is really important, so you are going to be assessed at the beginning, meanwhile and at the end of the project. The two first activities’ evaluation



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involves peer assessment, whereas the final product involves a specific rubric, which we are going to give you to know which skills you are going to be evaluated. So we encourage you to work together and participate actively while enjoying yourselves. To start with let’s do an activity to find out what you have already known about that topics!

Students will be given the document: https://drive.google.com/open?id=1yCNL3M-0cZ-hhn3vBA6E4dyzqos7TeSN6UJfDgwXMuc and they’ll be ask to keep a track of their physical activity during a week with the target of 150min activity.

Session 1 : Diet. Do we follow a healthy diet?



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https://drive.google.com/open?id=1yCNL3M-0cZ-hhn3vBA6E4dyzqos7TeSN6UJfDgwXMuc



TIMING : 1 session ( 2 hours)

RESOURCES: A complete article about some tips to follow a healthy diet .

● https://www.helpguide.org/articles/healthy-eating/healthy-eating.htm

PROCEDURE: In groups of 5-6 students are expected to read the article and underline the words that are new for them, then we comment on these words. We can use “Padlet” to have the new vocabulary organised (each group is in charge of one part of the article). Then they talk about their own diets, what they eat, their healthy habits and what they do wrong using the new vocabulary. Students have to give some pieces of advice to their partners telling them what they should/shouldn’t change/what they

must/mustn’t do.



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https://www.helpguide.org/articles/healthy-eating/healthy-eating.htm


DYNAMICS: Small group and individual work.

Session 2: Family & Friends. The friendship algorithm.

We will learn about friendships and how we can make friends and maintain the old ones.

TIMING : 1 session ( 2 hours)

RESOURCES:



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● Audio recorder with http://vocaroo.com/ , ● One scene of the Big Bang Theory serial http://www.youtube.com/watch?v=k0xgjUhEG3U ● A starting presentation with https://animoto.com● Computer, projector and digital dictionaries

Starting: We’ll start with the topic through the video https://animoto.com/play/hO5quqbkgkKE0p6ixgZaew as a presentacion. It’s perfect for breaking the ice!

PROCEDURE: What steps result in a new friendship? Students are expected to watch the scene of the Big Bang Theory, The friendship algorithm, and take notes. We elicit new vocabulary and with the group-class we discuss if we agree or not with that method of making new friends we’ve just watched and what about our own experiences with new and old friends. We’ll discuss about what activities we can do with our friends and family and why should we keep our social relations to make our life happier. Then they make a summary and individually they record an oral exposition using vocaroo.com in order to improve their pronunciation. The recordings will be listened in class and assessed by the peers.I extend the explanation in the following podcast http://vocaroo.com/i/s0FHT5DUK9wm



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http://vocaroo.com/i/s0FHT5DUK9wm

http://vocaroo.com/

https://animoto.com/play/hO5quqbkgkKE0p6ixgZaew

https://animoto.com/

http://www.youtube.com/watch?v=k0xgjUhEG3U

http://vocaroo.com/


DYNAMICS: Small group work.

The assessment criteria of this session 2 have been created with the help of Rubistar. It will help to students to know the level and the objectives that should be assessed. As we said, they will be recorded individually and they will know in advance what are the criteria assessment in order to do it as well as possible. Together with that assessment, I'll give them a peer-assessment grid in order to assess their classmates. Give them an active role is an interesting way to keep them attentive too.



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Oral Presentation Rubric : Recording a podcast

Teacher Name:__________________________________

Student Name: ________________________________________



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CATEGORY 4 Excellent 3 Very good 2 Good 1 Needs assessment

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of

Uses vocabulary appropriate for the audience. Does not include any vocabulary that

Uses several (5 or more) words or phrases that are not understood by the audience.



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that might be new to most of the audience.

the audience, but does not define them.

might be new to the audience.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Pitch Pitch was often used and it conveyed emotions appropriately.

Pitch was often used but the emotion it conveyed sometimes did not fit the content.

Pitch was rarely used OR the emotion it conveyed often did not fit the content.

Pitch was not used to convey emotion.



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Pauses Pauses were effectively used 2 or more times to improve meaning and/or dramatic impact.

Pauses were effectively used once to improve meaning and/or dramatic impact.

Pauses were intentionally used but were not effective in improving meaning or dramatic impact.

Pauses were not intentionally used.

Volume Volume is loud enough to be heard by all audience members throughout the recording.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Time-Limit Presentation is 5-6 minutes long.

Presentation is 4 minutes long.


Presentation is less than 3 minutes OR more than 6 minutes.



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Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.



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Peer assessment grid: Recording a podcast



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The subject of the next session will be introduced and students will watch at home the video about Brain Training included in the Popplet http://popplet.com/app/#/3970079 (https://youtu.be/riiWdBiTUKE). As collaborators they will complete the concept map with the vocabulary and expressions from the video on what to do to keep our brain active and protect it against possible mental illnesses like strokes.Students might suggest other activities that don’t appear in the video and add them into the popplet.

Session 3: 92 YEARS YOUNG!

What do you do to keep your body and brain active?



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https://youtu.be/riiWdBiTUKE

http://popplet.com/app/#/3970079


We will talk about what to do to keep and improve our brain and body activity as well as give some advice.

TIMING: 1 session ( 2 hours)

RESOURCES:

● http://popplet.com/app/#/3970079 ● https://drive.google.com/open?id=1yCNL3M-0cZ-hhn3vBA6E4dyzqos7TeSN6UJfDgwXMuc ● https://docs.google.com/document/d/14LhLwtekdeNuORw6rBu0gLL8YADJ8ZDZ5ePuNHuF-

7Q/edit● DINA1 posters and the stationery they could need.

PROCEDURE: After watching the video at home about Brain Training and completing the Popplet with new vocabulary and expressions on how to keep our brains active, students will be able now to orally comment, in small groups of 3 - 4 people, what do they do to keep their brains active. They’ll explain if



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https://docs.google.com/document/d/14LhLwtekdeNuORw6rBu0gLL8YADJ8ZDZ5ePuNHuF-7Q/edit



http://popplet.com/app/#/3970079


they do any of the activities proposed in the video (playing chess, memorizing lists of words, learning music, etc.) and they will also talk about any other activities that they might do (Use of Present Simple and Frequency adverbs). Regarding the physical activity, students would have completed the chart and kept a track of their physical activity for a week. (https://drive.google.com/open?id=1yCNL3M-0cZ-hhn3vBA6E4dyzqos7TeSN6UJfDgwXMuc)

They will check and compare with their group partners if they’ve reached the target of 150min of activity a week.

Students will be given cards with some sentences that might sound familiar when all of us try to avoid doing exercise e.g.: “I don’t have time”, “ I’m too tired” etc.

(https://docs.google.com/document/d/14LhLwtekdeNuORw6rBu0gLL8YADJ8ZDZ5ePuNHuF-7Q/edit)

Individually they turn the negative into positive and write advices for each situation using the language for giving advice: (I think / don’t think) you should….You shouldn’t....Why don’t you…? You could…In groups of four they read the different advices and decide which ones are the best for each situation.

Each group will create a poster to display in the class with the title What's stopping you from staying active?

The poster will have the size of DIN A1 and will have to content the card’s sentences and their advices.There will be peer assessment for this activity.

Students will use the following rubric to assess the other teams’ posters:



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Poster: What’s stopping you from staying active? Assessment rubric

Poor8 pts

Fair12 pts

Good15 pts

Exceeds20 pts



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Content Knowledge

Poor

The poster is lacking in elements required. There are many gaps in information presented. Confusing.

Fair

Does not have all of the relevant information of the poster. There is not enough information presented. Information is presented in an unorganized fashion and may be hard to understand.

Good

Poster includes all relevant information; however, it is not well-organized or easily understood..

Exceeds

The poster includes all information relevant to the topic. The poster is creative, clear and concise. The student added information above what was taught in class or required for assignment.

Work quality/effort Poor Fair Good Exceeds



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Work is done with little effort, quality is not what the learners are capable of. It is evident that the work was rushed and little time was spent on the final product. Work is incomplete.

Work is done with fair effort, but the quality is still not what the learners are capable of. It is evident that the work was rushed.

The work was done with good effort that shows what the learners are capable of. It is evident that time was put into this poster and presentation.

The work done exceeds all expectations and shows that the learners are proud of his/her work. The effort that was put into this task is the best it can be by the learner.

Expectations/Potential

Poor Fair Good Exceeds



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Does not meet teachers expectations or students potential.

Few areas of project meets teachers expectations or students potential.

Numerous areas of project meets teachers expectations and students potential.

Meets teachers expectations and students potential.

Organization Poor

The poster does not align with the outline

Fair

The poster strays from the outline in 2+ areas

Good

The poster strays from the outline in one area

Exceeds

The poster reflects the approved outline



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DYNAMICS: small groups, open class, individual work

Session 4: FUTURE PLANS. LIFE PURPOSES



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TIMING: 1 session ( 2 hours)

RESOURCES:

● http://www.bbc.com/news/magazine-39184023 ● Computer, projector and digital dictionaries

PROCEDURE: Students are introduced by the teacher to the following topic through a BBC TV programme called “The Real Hotel Marigold” where a group of British celebrities travel and live together in India. In the open group we talk and comment on the following:

Does getting to know completely different countries and cultures change our lives and minds? How does it change our lifes? Does it help us to keep up with life purposes at a certain age? Would students be willing



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http://www.bbc.com/news/magazine-39184023


to engage into a similar experience? Would do they like to travel with people that they don’t know? Then students will read the article individually and: - underline Past Simple and Present Perfect tenses and answer to: How has this experience changed Sheila’s life?

They check their answers, first with a partner, then in the open group.

Sheila’s date videoBefore watching the video about Sheila’s date students make guesses about how would it be to have a first date with someone from a completely different country (with someone from India, eg.). Individually, they think of two tips or advices to give to someone in that situation. Then they check their tips with a partner.We watch the video and check if their tips could have been useful. Then, in pairs, students create a new dialogue according to the images.

Next step will be to plan a trip to an exotic country where none of them has been yet. This will be included in the final project. So they will work in the project’s groups of 4 people and they will have to agree on:

● Where to travel● When to travel● Who with (they’ll have to travel with their group partners but they can invite those friends with

whom they’ve never had the time to travel)



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● How long● What to wear● Cultural aspects to take into account

DYNAMICS: Open group, individual work, pairs, small group



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Final session 5: FINAL IDEAL PLANNING

TIMING: 1 / 2 sessions ( 2/4 hours)

RESOURCES:

● Computer● Projector

PROCEDURE: This will be the final product. In groups, they orally present their perfect planning to improve their lifestyles taking into account what they’ve learnt in the previous sessions. It should be detailed the ideal food, new and old friends and family, keep the brain and body active and future plans.

DYNAMICS: Group oral presentation



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The oral presentation will be assessed using this rubric:

Oral Presentation Rubric : Live Forever?



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Teacher Name: _______________________________________

Student Name: ______________________________________

CATEGORY 4 3 2 1

Content Shows a full understanding of

Shows a good understanding of

Shows a good understanding of

Does not seem to understand



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the topic. the topic. parts of the topic.

the topic very well.

Vocabulary Uses vocabulary appropriate for the audience.

Extends audience

vocabulary by defining words that might be

new to most of the audience.

Uses vocabulary appropriate for the

audience. Includes 1-2

words that might be new to most of the audience, but does not define

them.

Uses vocabulary appropriate for the audience.

Does not include any vocabulary that might be

new to the audience.

Uses several (5 or more) words or phrases that

are not understood by the audience.

Uses Complete Sentences

Always (99-100% of time)

speaks in

Mostly (80-98%) speaks in complete

Sometimes (70-80%) speaks in

complete

Rarely speaks in complete

sentences.



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complete sentences.

sentences. sentences.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the

time, and mispronounces

no words.

Speaks clearly and distinctly all (100-95%) the

time, but mispronounces

one word.

Speaks clearly and distinctly

most ( 94-85%) of the time.

Mispronounces no more than

one word.

Often mumbles or can not be

understood OR mispronounces more than one

word.

Enthusiasm Facial expressions and body language

generate a strong interest

and enthusiasm

Facial expressions and body language

sometimes generate a strong

interest and

Facial expressions and body language are used to try

to generate enthusiasm, but

Very little use of facial

expressions or body language.

Did not generate much interest in



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about the topic in others.

enthusiasm about the topic in others.

seem somewhat faked.

topic being presented.

Time-Limit Presentation is 5-6 minutes

long.



Presentation is less than 3 minutes OR more than 6

minutes.



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2.4. Evaluation

It is important that students know from the beginning what will be expected from them. Although assessment not only happens at the end, students will be given the final task of the project as well as the assessment criteria during the first session of the project. Having this information in mind, they’ll be able to become more aware of their own learning process and improve their learning outcomes.

● PROCESS: Students working on the activities. The teacher takes notes while the students are working on the activities. The students assess their classmates’ podcasts and posters.

● PRODUCTS: The results of different activities will be assessed: a podcast (session 2), a poster (session 3)

● FINAL PRODUCT: The final oral presentation of the ideal planning to improve their lifestyles.



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2.5. Class management and methodology

It is very important to plan what the students will need beforehand, give the student an active role in the learning process and create a good learning atmosphere in order to build up the learner's confidence.Giving clear instructions from the beginning about the content, the procedure, the assessment criteria and the final objective of the project will give the students the confidence to know in which step of the process are they at any moment, reassuring they’re smoothly heading towards the final target.

Creating a good learning atmosphere depends mainly on the teacher’s attitude. Showing and providing enthusiasm, helping and supporting the students during the development of the activities, being aware of the group needs as well as the individuals’ will create the appropriate atmosphere to foster the learning process.Moreover, some other aspects should be taken into account when we’re in class:



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● the use of the appropriate language and voice to make sure all the students understand the instructions given

● make sure no one is left behind, adapting the tasks if the students need ● assure that all the opinions are respected and that everyone has a role when working in groups.

Most of the project activities are designed to work in pairs or small groups and the final task requires to work collaboratively to reach the final objective. Individual work is neither left behind and some activities propose an individual reflection before sharing with the partners or the whole group.

We believe that peer assessment encourages the students involvement and responsibility. It also develops the students’ judgement skills and the feedback provided by the peers might be more relevant. Therefore the podcast and the poster will be peer assessed.

Through the different activities the students should do, teachers will correct them depending on the activity. It can be explicit correction, recast, clarification request, metalinguistic feedback, elicitation, repetition or delayed correction. Moreover spontaneous self-correction and peer-correction will be right too. However in the oral presentation the correction won’t be immediate, because it is not our target. We prefer them speaking fluently and without any interruption. We want them to get self-confidence on speaking and forget the pressure of thinking in grammar all the time. We must tell them that making errors is not bad, it is a way



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of learning and acquiring the language.

As teachers, we know that every student learns differently. So we must take it into account. Learning styles fall into three categories: visual, auditory, and kinaesthetic. Some students are auditory learners, while others are visual or kinaesthetic learners. While students use all of their senses to take in information, they seem to have preferences in how they learn best. So, to help our students, we incorporated these learning styles in these activities so that students are able to succeed in their classes. Because allowing students to access information in terms they are comfortable with will increase their academic confidence, and that’s what we want!

2.6. Resources

● ICT tools : www.popplet.com; http://vocaroo.com/ audio recorder; ● https://youtube/riiWdBiTUKE ● http://www.bbc.com/news/magazine-21806197 ● https://drive.google.com/open?id=1yCNL3M-0cZ-hhn3vBA6E4dyzqos7TeSN6UJfDgwXMuc



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http://www.bbc.com/news/magazine-21806197

https://youtu.be/riiWdBiTUKE

http://vocaroo.com/

http://www.popplet.com/


(adapted from https://www.bhf.org.uk/publications/being-active/get-active-stay-active)

● https://docs.google.com/document/d/14LhLwtekdeNuORw6rBu0gLL8YADJ8ZDZ5ePuNHuF- 7Q/edit

● https://animoto.com , starting presentation● http://www.wordreference.com as a useful tool to look for vocabulary● A digital board ● Computer and projector● Stationery



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http://www.wordreference.com/

https://animoto.com/



https://www.bhf.org.uk/publications/being-active/get-active-stay-active


3. Final thought

The main point to think about is engage our students with all the topics and make them think about them and connect them as a whole. One is not important without the other and the way round. A future plan to improve their lifestyles is the top one and we want them to build it using all the new aspects we have been working during all the activities. We want the students to work all together as a team and to interact in English. It is very important for them to learn while enjoying and having fun.



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Documents

apliense.xtec.catapliense.xtec.cat/arc/sites/default/files/Live Forever.doc · Web viewComunicació oral Comprensió lectora Expressió escrita Speaks quite clearly, fluently and