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TRABAJO FIN DE ESTUDIOS Master’s degree final project: Theoretical framework, Bachillerato syllabus & research project Christopher John Hadfield MÁSTER UNIVERSITARIO EN PROFESORADO DE ESO, BACHILLERATO, FP Y ENSEÑANZA DE IDIOMAS Tutor: María del Pilar Agustín Llach Facultad de Letras y de la Educación Curso 2011-2012 INGLÉS
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Page 1: Master's degree final project: Theoretical framework, Bachillerato

TRABAJO FIN DE ESTUDIOS

Master’s degree final project: Theoreticalframework, Bachillerato syllabus & research project

Christopher John Hadfield

MÁSTER UNIVERSITARIO EN PROFESORADO DE ESO, BACHILLERATO, FPY ENSEÑANZA DE IDIOMAS

Tutor: María del Pilar Agustín LlachFacultad de Letras y de la Educación

Curso 2011-2012

INGLÉS

Page 2: Master's degree final project: Theoretical framework, Bachillerato

© El autor© Universidad de La Rioja, Servicio de Publicaciones, 2012

publicaciones.unirioja.esE-mail: [email protected]

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 laUniversidad 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.

Page 3: Master's degree final project: Theoretical framework, Bachillerato

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

Page 4: Master's degree final project: Theoretical framework, Bachillerato

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

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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

Page 6: Master's degree final project: Theoretical framework, Bachillerato

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 teacher-

learning 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-

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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

Page 8: Master's degree final project: Theoretical framework, Bachillerato

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,

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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

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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.

Page 11: Master's degree final project: Theoretical framework, Bachillerato

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.

Page 12: Master's degree final project: Theoretical framework, Bachillerato

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 20th 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.

Page 13: Master's degree final project: Theoretical framework, Bachillerato

COMMON EUROPEAN FRAMEWORK of REFERENCE for LANGUAGES

BASIC USER INDEPENDENT USER PROFICIENT USER

A1 breakthrough

or beginner

B1 threshold

or intermediate

C1 operational proficiency

or advanced

A2 waystage

or elementary

B2 vantage

or upper intermediate

C2 mastery

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

Page 14: Master's degree final project: Theoretical framework, Bachillerato

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 M2 LOCKER ROOMS 50 M2

DEPARMENTS 300 M2 SECRETARIAL 70 M2

CLASSROOMS 2,370 M2 OFFICES 30 M2

LIBRARY 350 M2 STAFF ROOM 120 M2

WORKSHOP/LABS 570 M2 CORRIDORS/STAIRS 2000 M2

AUDIOVISUAL 80 M2 TOILETS 150 M2

COMPUTER

ROOM

130 M2 STOREROOM 300 M2

GYMNASIUM 130 M2 BOILER ROOM 20 M2

ASSEMBLY ROOM 350 M2 KITCHEN 30 M2 8200 M2

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

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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

Page 16: Master's degree final project: Theoretical framework, Bachillerato

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.

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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.

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• 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:

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• 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.

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• 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

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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

Page 22: Master's degree final project: Theoretical framework, Bachillerato

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.

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• 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.

Page 24: Master's degree final project: Theoretical framework, Bachillerato

• 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

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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.

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• 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.

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• 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

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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

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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 self-

criticize 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.

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• 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

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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.

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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.

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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

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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.

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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

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UNIT 1: STUDENT LIFE

READING GRAMMAR VOCABULARY PROGRESS CHECK

Girls vs. Boys

READING STRATEGY:

• Reading for gist

Relative clauses:

• Defining relative clauses

• No-defining relative clauses

• Who’s & whose

Education

• Prefixes • Adjectives • Prepositions • False friends

Grammar & vocabulary

Test units: 0-1

WRITING SPEAKING LISTENING

IMPROVE YOUR WRITING

Linkers of addition

WRITING STRATEGY:

• A discussion essay

Giving & responding to opinions

Studying at University

LISTENING STRATEGY:

+ DICTATION

+ 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

Grammar & vocabulary

test units: 1-2

WRITING SPEAKING LISTENING

A dialogue

WRITING STRATEGY:

• short answers • writing a dialogue

• making & responding to suggestions

Relationships

LISTENING STRATEGY:

• improving your listening vocabulary

+ DICTATION

+ PRONUNCIATION

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UNIT 3: ADVENTURE

READING GRAMMAR VOCABULARY PROGRESS CHECK

Against the Odds

READING STRATEGY:

• answering questions in your own words

Complex clauses & linkers

• complex clauses • linkers of contrast • linkers of purpose

& reason • linkers of result

Travel & adventure

• noun suffixes • collocations: get,

lose, take • phrasal verbs (2):

travel

Grammar & vocabulary

Test units: 0-2

WRITING SPEAKING LISTENING

A dialogue:

WRITING STRATEGY:

• adverbs • writing a narrative

• reacting to what people say

A Holiday to Remember

LISTENING STRATEGY:

• Making logical predictions

+ DICTATION

+ PRONUNCIATION

UNIT 4: CRIME AND JUSTICE

READING GRAMMAR VOCABULARY PROGRESS CHECK

Teen justice!

READING STRATEGY:

• Completing sentences

Reported speech

• Reported statements, commands, requests & questions

• Time & place expressions

• Reporting verbs

Law & justice

• Compound nouns • Prepositions &

noun phrases • Crime & criminals

Grammar & vocabulary

Test units: 0-4

WRITING SPEAKING LISTENING

A summary:

WRITING STRATEGY:

• Linkers of contrast • Writing a summary

Expressing possibility & certainty

Ashley & the Mugger

LISTENING STRATEGY:

• Staying calm

+ DICTATION

+ PRONUNCIATION

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UNIT 5: RUBBISH!

READING GRAMMAR VOCABULARY PROGRESS CHECK

What a Waste!

READING STRATEGY:

• Answering MCQs

The Passive

• Passive with & without BY

• Transformations: active > passive

• Verbs with two objects

• Passive & reporting verbs

Shopping

• Adjective suffixes • Collocations: the

environment • Phrasal verbs (3):

problems & solutions

Grammar & vocabulary

Test units: 0-5

WRITING SPEAKING LISTENING An opinion essay

WRITING STRATEGY;

• Fact & opinion • Writing an opinion

essay

• Expressing preferences using modifying adverbs

Freeganism

LISTENING STRATEGY;

• 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

Food & diet • Nouns &

prepositions • Words with similar

meanings • Senses

Grammar & vocabulary Test units: 0-6

WRITING SPEAKING LISTENING

A biography WRITING STRATEGY;

• Time expressions • Writing a biography

• Making recommendations 7 requests

Eating Competition LISTENING STRATEGY

• Answering difficult questions

+ DICTATION + PRONUNCIATION

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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:

• Order of adjectives • Writing a

description of a person

• Describing a person • Making

comparisons

Brother & sisters

LISTENING STRATEGY:

• answering MCQ

+ DICTATION

+ PRONUNCIATION

UNIT 8: GET A JOB!

READING GRAMMAR VOCABULARY PROGRESS CHECK

From classroom to office

READING STRATEGY:

• reading in exams

Grammar review

• modals • reported speech • the passive • conditionals

Work

• verbs & prepositions

• word families • phrasal verbs (4):

get, put

Grammar & vocabulary

Test units: 0-8

WRITING SPEAKING LISTENING

A formal letter

WRITING STRATEGY:

• formal & informal language

• writing a formal letter

• checking & clarifying information

Job Interview

LISTENING STRATEGY:

• Approaching a listening test

DICTATION

PRONUNCIATION

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UNIT 9: HORROR STORY

READING GRAMMAR VOCABULARY PROGRESS CHECK

The Shining

• Signs & messages • MCQ

Impersonal pronouns

• It is … • There is …

Horror stories

• Adjectives: Ed / ING

Grammar & vocabulary

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

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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

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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

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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:

September 2012 ~ December 2012

Second term:

January 2013 ~ March 2013

Third term:

April 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

Review

UNIT 2

Student Life

UNIT 3

It’s a Date

UNIT 4

Adventure

UNIT 5

Crime &

Justice

Table 4

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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

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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.

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• 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.

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• 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

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• 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

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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.

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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].

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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 10 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

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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.

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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

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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.

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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

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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: Results rounded off:

Webquest 5.5 million results

Webquest + textbook 3.5 million results

Webquest + textbook + vocabulary 2 million results

Vocabulary learning using webquests 500,000 results

Table 1

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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

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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

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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 web-

based 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

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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

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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.

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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

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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,

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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

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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

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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.

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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

Page 75: Master's degree final project: Theoretical framework, Bachillerato

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.

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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: Teach-

niques 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.

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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.

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APPENDIX

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

Webquest: Christopher J. Hadfield

Topic: World Poverty

Subtopic: Sponsored Bike Ride

Level: Bachillerato 2

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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.

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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

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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-tool-kit/

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

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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.

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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

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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.

• 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

TIME:

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

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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/

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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.

• Make sponsor sheets

• Design and print posters for the event

• Write a covering letter to all possible sponsors

TIME:

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/

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