spanish secondary learners’ most common mistakes ... · spanish secondary learners’ most common...

Eder Iglesias Rodríguez

María del Pilar Agustín Llach

Máster universitario en Profesorado de ESO, Bachillerato, FP y Enseñanza de Idiomas

Inglés

2015-2016

Título

Director/es

Facultad

Titulación

Departamento

TRABAJO FIN DE ESTUDIOS

Curso Académico

Spanish secondary learners’ most common mistakesconcerning english pronunciation

Autor/es

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

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

Spanish secondary learners’ most common mistakes concerning englishpronunciation, trabajo fin de estudios

de Eder Iglesias Rodríguez, 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.

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Table of contents

1. THEORETICAL FRAMEWORK: a review on my Master. ............................ 4

1.1. Introduction ..................................................................................... 4

1.2. Generic modules ............................................................................. 5

1.2.1. Aprendizaje y desarrollo de la personalidad ................................... 5

1.2.2. Procesos y contextos educativos .................................................... 6

1.2.3. Sociedad, familia y educación ........................................................ 7

1.3. Specific modules ............................................................................. 8

1.3.1. Apredizaje y enseñanza de la lengua extranjera: inglés ................. 8

1.3.2. Complementos para la formación disciplinar: inglés ..................... 10

1.3.3. Innovación e introducción a la investigación educativa ................ 11

1.3.4. Practicum ...................................................................................... 12

1.4. Conclusion .................................................................................... 13

1.5. Reference list ................................................................................ 14

2. COURSE SYLLABUS ................................................................................ 16

2.1. Introduction ................................................................................... 16

2.2. Context ......................................................................................... 16

2.3. Objectives ..................................................................................... 17

2.4. Contents ....................................................................................... 19

2.5. Key competences ......................................................................... 20

2.6. Methodology ................................................................................. 20

2.7. Assessment criteria ...................................................................... 21

2.8. Attention to diversity ..................................................................... 25

2.9. Teaching programme .................................................................... 26

2.10. Developed unit .............................................................................. 42

2.11. References ................................................................................... 56

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3. RESEARCH PROJECT: ............................................................................ 57

3.1. Introduction ................................................................................... 59

3.2. Literature review ........................................................................... 61

3.3. Research question and hypothesis ............................................... 65

3.4. Methodology ................................................................................. 66

3.4.1. Subjects ........................................................................................ 66

3.4.2. Research materials and data collection ........................................ 66

3.4.3. Procedure and data analysis. ....................................................... 69

3.5. Expected results and discussion ................................................... 72

3.6. Budget .......................................................................................... 73

3.7. Conclusion, pedagogical implications and further research .......... 74

1.1. References ................................................................................... 77

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1. THEORETICAL FRAMEWORK: a review on my Master.

1.1. Introduction This final project aims at analysing my post-graduate training, both during the

theoretical subjects and the Practicum, and the multiple way’s in which it has

contributed to the acquisition of a firm theoretical framework in education as

much as a range of teaching strategies.

The present paper is divided into three parts. The first one consists on a

critical review (description and personal reflection) of my post-graduate

experience regarding the formal and practical instructions I received during the

present academic year 2015-2016. It covers the most relevant theoretical

aspects I reached concerning both the theoretical and practical experiences I

had in the different modules of this Master. Therefore, the different areas of

study coursed along the year can be divided into two parts. In the first one I

present those common subjects block (generic module) that have provided us

with a general setting of the teaching process: the different issues that influence

on learners’ cognitive and neurological enhancement and on the way in which

their learning process works, the sociocultural context in which teaching

practice is set, as well as the evolution Spanish education law has suffered. In

the second block, I explain those subjects that have given us specific instruction

on the field of English as a Foreign Language (EFL) teaching, in relation to, first,

the methodology and techniques employed in the teaching of the English

language, second, the implementation of Information and Communication

Technologies (ICT) in the English class, third, the enhancement of the

Intercultural Competence (IC) and, finally, the role of a teacher as investigator.

The second part of my Trabajo Fin de Estudios (TFE) presents a whole year

syllabus for the English subject, designed for 3rd year ESO learners, centred on

my own experiences and impressions along my Practicum. In the third and last

section, I suggest a research project dealing with the most common

pronunciation mistakes and problems regarding English vowels and consonants

the 4th year ESO Spanish learners make.

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1.2. Generic modules 1.2.1. Aprendizaje y desarrollo de la personalidad

A Secondary Education teacher should start from a high qualitied and well-

formed knowledge of the intellectual and personal characteristics of secondary

students. The teacher has also to know the individual differences of the learners

so as to act according to students’ personal needs and deficiencies. Therefore,

the teacher must be aware of the present classroom context, which is dynamic

and based on peer interactions.

Focused on these theoretical premises, this subject has as main goal to

establish the foundations of human development and learning, that is, the

Psychology of Secondary Education. To do this, I was provided with a general

background and knowledge of the teenager development, both physical and

intellectual, and how those interpersonal and intrapersonal factors affect upon

their learning capacity. The adolescents’ personality, together with motivation

and peer relationship, has been another relevant pillar of this subject and which

has provided me with some important keys. First, it has given me relevant steps

and knowledge in order to know teenagers’ personality. Second, it has provided

me with some notions to tackle learners’ attitudes toward themselves and the

current world situation, and finally it has taught me how to manage their

emotions.

This subject, which approaches to the psychological side of teaching, has

been useful for me both so as to understand the distinct learning styles of

students, what the Theory of the Multiple Intelligences written by Gardner

(2006) names “frames of mind” (p. 228), and to become aware of the relevance

of giving each of them a specific and personalized approach, depending on their

way of learning and working pace.

Likely what I have enjoyed the most of this subject has been the part devoted

to the special educational needs and how to adapt the teaching to those

‘special’ students who need special educational attention. We learnt themes

regarding autism, high capacity students and how to deal with students

suffering from Attention Deficit Disorder (ADD) enabled by hyperactivity.

However, I did not decide to apply this topic to develop and carry out the

experimental project based on APA citation rules asked by the professor of this

subject (Eduardo Fonseca Pedrero). Instead, I created a specific research with

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the aim of identifying and knowing to what extend the students of 2nd and 4th

ESO (about forty-three students around thirteen to sixteen years old) are

homophobe or reveal homophobic behaviours. In other words, ‘measure’ the

homophobic attitudes in the secondary school.

The practical weekly sessions helped me to consolidate the theoretical

framework of the subject. Consequently, some of the practices I did were

centred on the executive functions; emotional intelligence; the different cognitive

styles; teaching-learning models such as the classic conditioning (Pavlov) and

the different learning of interpersonal factors, for instance, memory and

attention (motivation). The practice I found more useful for my teaching planning

was that of using positive reinforces in the classroom, such as the token

economy, which represents two complementary psychological techniques of

behaviour modification based on the principles of operant conditioning

behaviour and on the reinforcement of the target behaviour, that is, to acquire a

good behaviour in class. Hence, when the professor asked us to make a

dossier on a particular topic studied in the practical sessions, I employed the

classic conditioning theme, specifically, the Pygmalion Effect which explains the

actual and influential effect the teachers’ expectations and prejudices have

upon students’ aptitudes and academic success.

Above all the subjects I was taught during my Master, doubtlessly, this

subject has been the most I liked, since it has been the most practical one in

regards to teaching English as a Foreign Language (EFL) in secondary levels.

1.2.2. Procesos y contextos educativos

This subject is part of the general theoretical module of my Master. It has

both a theoretical and practical framework in the area of Teaching and School

Organization as well as a strong interdisciplinary with aprendizaje y desarrollo

de la personalidad and sociedad, familia y educación subjects of the general

module. Hence, this course has provided me with both theoretical and

methodological aspects as well as pedagogical strategies required in order to

understand the crucial aspects with regard to the teaching-learning process.

Concerning the theoretical part of the course and taking into account the

professor’s book (Navaridas 2013) my classmates and I have seen some

aspects regarding the classroom management, organization and structure such

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as attention to diversity, pedagogical guidance and in-class conflict resolution.

Moreover, lesson planning and assessment of Secondary Education students

have been two of the basic supports of this subject. In addition, we have been

provided with a set of useful tools for school organization and planning as well.

At the same time, Navaridas also taught us the current Spanish educational

system and legislation.

One of the main points of this course has been the study and analysis of the

structure and contents of the Curriculum applied in secondary schools, such as

Proyecto Educativo del Centro (PEC), Programación General Anual (PGA) and

Proyecto Curricular del Centro (PCC). All of them provided not only the basic

guidance for a successful classroom management but also information about

the education centre. This subject has been specifically applicable to me in the

production of my Practicum and management of a real educative context.

The practical part, which was taught by Raul Santiago professor, has been

principally centred on the particular strategies for teaching-learning process in

Secondary Education, specifically concerning the implementation of the role of

ICT, such as Flipped Classroom educative approach, in the classroom. With

regard to this approach, it has enabled us to put into practice the theory part of

the course in real-based educational context since we had to work with an

innovative teaching model (Flipped Classroom) designing activities, materials

and performing a flipped lesson. In my own point of view, the most applicable

and useful ICT resources seen in the practical sessions regarding the way of

establishing an interaction between teachers and students are, among many

others: EdPuzzle, Kahoot, and the foundation of Wiki Spaces.

1.2.3. Sociedad, familia y educación

This course is a theoretical subject which consists of both an overview of the

sociological role of social education and its socio-functional aspects. This

sociological course has also provided us with the option of acquiring particular

abilities about how to deal with the contact with the families, the students’ social

environment and those educational institutions to enhance the teachers’

didactic and pedagogical roles in the classroom. We have been also aware of

not only how to link education to the social context, understanding the very

relevant role of the family upon the education, but also to relate teaching

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practice to the individual rights and freedoms, same opportunities for everyone

regardless of gender and non-discrimination treatment toward people with

disabilities

Other significant factors of this subject have been the practical sessions,

which were focused on debating about education and social issues in which the

whole class participated.

The way of working in this course has been very useful and advantageous for

me, since we always worked in groups. This fact has allowed us to learn how to

work collaboratively; to accept group decisions; to distribute time and task in an

equal and fear manner; to take responsibilities and come to terms among the

members of the group. In this way, we worked about Programme

for International Student Assessment (PISA) report, Centro de Investigaciones

Sociales (CIS) barometer and a review about four different films concerning the

relationship between teachers and students, and different teaching styles. This

allowed us to immerse ourselves deeper in the sociology of education field.

Apart from this, some of the topics we dealt with during this course are:

marriage rates and structure of current families, the social prestige according to

people’s opinion and statements, changes in Spanish educational system and

gender inequalities, among other themes.

1.3. Specific modules 1.3.1. Apredizaje y enseñanza de la lengua extranjera: inglés

This is an annual subject that has been divided into two parts. The first one,

given by Professor Almudena Fernández Fontecha introduced us to the

theoretical framework of second language acquisition and the data needed to

contextualise an EFL syllabus, that is, Spanish educational legislation (key

competences, contents and objectives, among other items). We also learnt the

diverse linguistic theories that dealt in one way or another with language

teaching, such as Skinner’s Structuralism (Assiqeli 2013), Hyme’s

Communicative Competence theory (Hymes 1972) and Krashen’s input

(Krashen 1982) or Scaffolding. This historic and linguistic new scenery has

allowed us to face English textbooks in a different way, that is to say, analysing

the linguistic tendency of the textbooks and underlying the key linguistic

principles it is behind them and they follow.

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Other interesting aspect I worked during this part of the course was the

implementation of ICT resources in the EFL context, including innovative ways

of teaching, online applications, teaching models such as SAMR model which

comprised four main issues: substitution, augmentation, modification and

redefinition (Puentedura 2013) and Bloom’s Taxonomy of Educational

Objectives (Churches 2009). We were also taught different web tools

(innovative teaching tools), for instance, LexTutor (for measuring the word

frequency in a text and adjust the text level to the required English level);

Storybird (for the creation of tales and stories or writing the final part of an open

ending tale), Wordpress (for the creation of blogs), Genial.ly or Prezi (for

making amazing an visual presentations as innovative alternative for

PowerPoint), Pawtoon (for providing images with movement), Kahoot (for the

creation of dynamic games, such as quizzes), and Visua.ly or Infogr.am (for

creating infographics), among other applicable and interesting web teaching

tools.

The Content Language Integrated Learning (CLIL) and the several ways in

which it can be employed in EFL context was another relevant support in this

first part. Hence, based on Fontecha’s (2008, 2010) proposal we designed our

own CLIL framework for the English class titled The Investigation the Theft of a

Painting including original materials. The principal goal of this task was

changing the traditional way of providing linguistic contexts in which the

students learn the content of the subject without noticing it. The purpose of my

group’s work designed for this task comprised the investigation of a painting

that has been stolen, in which each student represents a private expert

investigator of an especific art movement (Baroque, Neoclassicism,

Romanticism, Realism and Impressionism).

Finally, we dedicated our last days of class to practice Task-Based Learning

methodology in language teaching, analysing its advantages and distinct ways

of putting it into practice on the EFL contexts. Actually, my group and I worked

on Task-Based Syllabus (fifth task in which we had to work on a particular

syllabus type).

The second and final part deals with the development of Intercultural

Competence (IC) and how to improve in an EFL context. Professor Andrés

Canga Alonso provided us with several articles to introduce us some basic

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concepts, for instance, cultural both awareness and mediator; the interrelation

between language and culture, and some steps so as to avoid

miscommunication in the English class. The second relevant support of this part

of the subject consists on the assessment of IC in language teaching. To do

this, we read Scarino’s assessment cycle (Scarino 2009), which comprised four

main steps: conceptualising, eliciting, judging and validating. I also worked on

an article by Professor Kramsch (2010) consisting on the symbolic dimension of

the intercultural.

One of the things I have enjoyed the most in this part of the course was

designing and presenting my intercultural task since through it I became aware

of both the importance of introducing culture to our students and promoting the

intercultural competence in our educational context, for instance, telling them

the importance of acquiring intercultural knowledge, that is, cultural anecdotes,

curiosities and ways to avoid cultural misunderstandings. Regarding this fact,

the professor provided us with innovative techniques in order to introduce IC in

the class, such as e-Twinning platform which promotes collaboration,

communication and projects development among different European Union

schools through the use of ICT and make intercultural experience available for

everyone.

1.3.2. Complementos para la formación disciplinar: inglés

This subject suggests a general view of the history of the English language

teaching, from the pioneer linguistic approaches and methods to the most

modern, current and innovative tendencies. Moreover, this course not only

gives the necessary instruction for EFL teachers of ESO, but also some

strategies and pedagogical tools.

Led by Mª Pilar Agustín Llach, we began by setting up some basic theoretical

aspects such as foreign language teaching and learning and defining the

differences between approach, method and technique. The principal aim of the

subject was to analyse and reflect on the development and history of foreign

language teaching working on the different methods of teaching English, which

are: the linguistic approaches (Grammar Translation, Silent Way, Audio-lingual

and Direct Methods), the humanistic ones (Suggestopedia, Community

Language and Total Physical Response), the communicative methods

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(Communicative Approach and Task-Based language teaching) and finally

content approaches (CLIL).

The last part of the course concerned the teacher training, which includes

some notions about types of teachers, ways of avoiding misbehaviour in class

and motivating learners, and how to be an effective language teacher. We also

learnt Krashen’s (1982) hypothesis referring comprehensible input, modified

input and intake concepts.

I have a good remembrance of studying this subject, not only for the content

given but also for the teaching methodology the professor followed. Regarding

the ten teaching methods mentioned above, each of students was assigned a

particular method that, afterwards, he had to present it orally in front of the class

simulating a real English session. In my case, and employing Lozanov (2005),

Tamura (2005) and Larsen-Freeman (2008) studies, my group and I chose

Suggestopedia teaching method for our oral presentation. We split the

presentation into five parts: definition and historical background of the method

(origins and influences), the aims of the method, its main features, ways of

applying it in a EFL context (activities, materials, teacher’s and learner’s role),

the assessment criteria employed in this type of methods, the advantages and

disadvanteges of Suggestopedia and finally, a functional lesson exercise. In

general, I felt highly rewarded and fulfilled, since I learned a lot of useful and

practical concepts for both my professional future and Practicum.

1.3.3. Innovación e introducción a la investigación educativa

Both this and the previous subject were the only subjects we coursed after

the Practicum. Generaly speaking, the goal of the subject is both to learnt how

to carry out a research or innovative project in the field of education and English

teaching, and to know how to apply some new techonologies and methologies

in the teaching and learning of English.

Both Mª Pilar Agustín Llach and Andrés Canga Alonso imparted the subject,

which was split into two parts. The first part of the subject consisted on five

months in which Agustín Llach given us with a broad theoretical framework of

teaching research in an EFL context. During this first part of the course, we

studied the elementary concepts in EFL classrooms research, including ways of

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data collection and analysis, type of studies and steps for a professional

investigation, among many other terminologies.

Similarly, the second part of the subject, which was imparted by Canga

Alonso, aims at putting into practice the theoretical aspects we acquired in the

first part of the course. We were also provided with many academic articles that

dealt with the main features of the models of change discussed by Hyland &

Wong (2014), the use of literature review, hypothesis and researchable

questions in an academic research, that is, useful steps to plan a good research

project (Bell 2005).

Apart from all these mentioned aspects, a design of an innovative tool for

EFL classroom was one of the principal tasks we were asked to do. I really

enjoyed that activity as, indirectly, it asked me to strength, enhance and

demonstrate my self-creativeness, imagination and autonomy. My group and I

finally designed an online tool (GoConqr) by means of which the 3rd year ESO

students (in groups) can upload their contributions to work on the design of a

‘virtual handout’ in which they will have to write down all the important aspects

regarding the four linguistic skills (Use of English, reading, listening and writing)

they learnt at the English subject during the whole academic year, and which

will be useful and available for them when they have to study for the exam.

Undoubtedly, this part of the subject has been a kind of guide of the

innovation and research project that is added in this paper, not only in terms of

planning, but also in the enhancement of specific parts such as the abstract, the

key words, the literature review, the research questions, the hypothesis and

both the introduction and conclusion, among other parts.

1.3.4. Practicum

During the two months (from the 29th of February to 29th of April) that lasted

my internship in I.E.S. Hermanos D’Elhuyar secondary school (Logroño (La

Rioja)-Spain) I taught English to students of 3rd ESO and 1st of Bachillerato

during one month. Thanks to that experience I had the chance to employ

effectively all the knowledge acquired during my Master.

As a brief reflexion about the internship experience, I have to highlight that it

has helped me to become aware of the fact that teaching is an exhausting and

energy consumer job. However, it is also a rewarding and fulfilling employment.

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It makes me feel complete as a human being. I could also realise that I feel

happy teaching teenagers English.

In brief, the internship has basically helped me to be aware of two factors. On

the one hand, that I want to devote myself to the teaching activity and, on the

other hand, that it is harder than I previously thought, though it rewards.

1.4. Conclusion In short, and as a final consideration, each of the subjects (those of the

generic and specific modules) I have coursed during this Master has helped me

to create a real and accurate perspective of both the education system and the

principle elements of the teaching and learning of EFL.

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1.5. Reference list Assiqeli, A. (2013). Theories of language learning: A contrasting view. Scholarly

Journal of Scientific Research and Essay (SJSRE), 34-43.

Bell, J. (2005). The eview of the literature. In J. Bell, Doing your Research

Project (pp. 99-112). Berkshire: Open University Press.

Churches, A. (2009, April 01). Bloom's Digital Taxonomy. Retrieved from

Edorigami Wikispaces:

http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+

v3.01.pdf

Fontecha, A. F. (2008). Sample Programme of Modules. Retrieved from CLIL in

Spanish Education: Proposal of a Framework for Implementing a

Technology-Enhanced Model of Content and Language Integrated

Learning.: https://unirioja.blackboard.com/bbcswebdav/pid-350541-dt-

content-rid-874976_1/courses/C1516-

0926/Programa%20m%C3%B3dulos%20A.Fdez%20%28CLIL%20%2B

%20TBLT%29.pdf?target=blank

Fontecha, A. F. (2010). The CLILQuest: A Type of Language WebQuest for

Content and Language Integrated Learning (CLIL). Computer Resources

for Language Learning, 45-64.

Gardner, H., & Moran, S. (2006). The Science of Multiple Intelligences Theory:

A Response to Lynn Waterhouse. Educational Psychologist, 227-232.

Hyland, K., & Wong, L. (2014, May). Models of Change and Innovation. In C.

Kennedy, Innovation and Change in English Language Education (pp.

13-27). London: Routledge.

Hymes, D. (1972). On Communicative Competence. Sociolinguistics. Selected

Readings, 269-293.

Kramsch, C. (2010). The symbolic dimensions of the intercultural. Berkeley:

Cambridge University Press.

15

Krashen, S. (1982). Principles and Practice in Second LAnguage Acquisition.

Oxford: Pergamon Press.

Larsen-Freeman, D. (2008). Desuggestopedia. In D. Larsen-Freeman,

Techniques and Principles in Language Teaching (pp. 73-89). New York:

Oxford University Press.

Lozanov, G. (2005). Suggestopedia – Desuggestive Teaching Communicative

Method on the Level of the Hidden Reserves of the Humand Mind.

Viena: International Centre for Desuggestology.

Navaridas, F. (2013). Procesos y contextos educativos: nuevas perspectivas

para la práctica docente. Logroño: Genueve Ediciones.

Puentedura, R. (2013, April 26). SAMR: Beyond the Basics. Retrieved from

Kathy Schrock's Guide to Everything:

http://www.hippasus.com/rrpweblog/archives/2013/04/26/SAMRBeyondT

heBasics.pdf

Scarino, A. (2009). The Purpose of Assesment. In A. Scarino, & A. Liddicoat,

Teaching and Learning Languages: A Guide (pp. 67-76). Sydney:

Australian Government Department of Education, Employment and

Workplace Relations.

Tamura, F. (2005). The Development of Community Langauge Learning, The

Silent Way and Suggestopedia in Comparison with other Methods.

Retrieved from Trends in Language Methodology in the United States:

http://libir.josai.ac.jp/il/user_contents/02/G0000284repository/pdf/JOS-

KJ00000164120.pdf

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2. COURSE SYLLABUS

2.1. Introduction Many factors have been taken into account when designing, planning and

organizing this second part, which are: the sequencing of the objectives,

content, attention to diversity, methodology and, activities and materials, among

other issues. The main goal is, then, to improve learning strategies in students.

I have chosen the 3rd ESO to base my Teaching Programme as I consider it

to be a relevant period in learner’s educational process. In general terms, the

students of this course are characterized by a low degree of motivation in

comparison to Bachilllerato learners. They need to be motivated and settled

down, thus teacher’s behaviour toward the students, his enthusiasm in teaching

the subject and, in brief, the effect of teacher’s behaviour is much influential in

this kind of students (about fourteen to fifteen years old).

The demands and needs of 21st-century society have brought changes to

the school environment, preparing students to live in an international,

multicultural, multilingual and technologically more advanced world. As a

member of the European Union, the Council of Europe in the Common

European Framework of Reference (CEFR) for the learning of foreign

languages set commands for the learning of languages, as well as for the

assessment of competence in different languages.

In this context, the present study is framed within the subject of English as a

Foreign Language for the 3rd year ESO. The entire legal framework has its

basis on the Spanish Educational Law (Ley Orgánica 8/2013, de 9 de

diciembre, para la Mejora de la Calidad Educativa (LOMCE)) as well as on the

Royal Decree 1105/2014 26th December, which states the ESO Curriculum in

the Autonomous Community of La Rioja (BOR no 79, 19/06/2015).

2.2. Context This teaching programme is designed to be taught at IES Hermanos

D’Elhuyar.

In this context, the whole syllabus is planned for the 3rd year ESO, more

specifically for 3rd D.

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As regards the class, there are twenty-two students around fourteen and

fifteen years old. It is a very heterogonous class, with more female presence

and with many foreign students (seven). They are all sat down in pairs.

However, they still have to improve their intellectual capacities and the required

skills for a good group working.

Concerning the equipment of the classroom, it has a conventional

blackboard, a pull-down screen and a projector placed on the ceiling. Likewise,

in the teacher’s desk there is a computer.

According to the timetable set by the centre, English classes are held four

times a week, on Mondays, Tuesdays, Wednesdays and Fridays. Therefore, the

teaching programme is divided into fifteen units, each of them with around nine-

ten full sessions, fifty minutes each and during the ten month-period of the

academic year.

One of the textbook employed in this course is Advanced Real English 3,

edited by Charlotte Addison and Ryan Norcott and published by Burlington

Books. It is 2011 edition and covers every linguistic competence: grammar,

vocabulary, reading, listening, speaking and writing.

However, in order to carry out the fifteen units I needed another extra

textbook employed at this level (B1) named English Alive 3, written by Ben

Wetz in 2009 and published by Oxford University Press.

Both books include five CD ROOMs with many listening and pronunciation

activities, and the complementary book named ‘Workbook’.

To finish with, the title of my didactic unit which I will develop in detail is

‘Clean-up time’ and corresponds to the tenth unit of the whole syllabus, the last

unit of the second term.

2.3. Objectives The chapter two, article eleven, of the Organic Law (LOMCE 8/2013 on

December 9th) of Spanish Education lists and involves the main objectives that

the Obligatory Secondary Education stage is expected to develop in learners.

It is noteworthy the fact that the goals established in this section of the

Spanish educational curriculum are neither focused on any particular subject or

area, nor they refer to a particular grade of ESO. Instead, they constitute a list

of achievements regarding the integrative personal fulfilment the learners must

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acquire along the length of the whole Obligatory Secondary Education stage

(Navaridas 2013).

In this section I have selected those objectives that I consider to be the most

important for the English language and their personal development as

autonomous people.

a) Desarrollar y consolidar hábitos de disciplina, estudio y trabajo

individual y en equipo como condición necesaria para una realización

eficaz de las tareas del aprendizaje y como medio de desarrollo

personal.

b) Valorar y respetar la diferencia de sexos y la igualdad de derechos y

oportunidades entre ellos. Rechazar la discriminación de las personas

por razón de sexo o por cualquier otra condición o circunstancia

personal o social. Rechazar los estereotipos que supongan

discriminación entre hombres y mujeres, así como cualquier

manifestación de violencia contra la mujer.

c) Fortalecer sus capacidades afectivas en todos los ámbitos de la

personalidad y en sus relaciones con los demás, así como rechazar la

violencia, los prejuicios de cualquier tipo, los comportamientos

sexistas y resolver pacíficamente los conflictos.

d) Desarrollar el espíritu emprendedor y la confianza en sí mismo, la

participación, el sentido crítico, la iniciativa personal y la capacidad

para aprender a aprender, planificar, tomar decisiones y asumir

responsabilidades.

e) Comprender y expresar con corrección, oralmente y por escrito, en la

lengua castellana y, si la hubiere, en la lengua cooficial de la

Comunidad Autónoma, textos y mensajes complejos, e iniciarse en el

conocimiento, la lectura y el estudio de la literatura.

f) Comprender y expresarse en una o más lenguas extranjeras de

manera apropiada.

g) Conocer, valorar y respetar los aspectos básicos de la cultura y la

historia propias y de los demás, así como el patrimonio artístico y

cultural.

19

2.4. Contents As established in the LOMCE and in the Royal Decree 1105/2014 26th

December, which states the ESO Curriculum in the Autonomous Community of

La Rioja (BOR no 79, 19/06/2015), the contents that belong to the English

subject for the 3rd year ESO are divided into four blocks of contents1:

Identificación del tipo textual, adaptando la comprensión al mismo.

Descripción de cualidades físicas y abstractas de personas, objetos,

lugares y actividades.

Narración de acontecimientos pasados puntuales y habituales,

descripción de estados y situaciones presentes, y expresión de

sucesos futuros.

Petición y ofrecimiento de información, indicaciones, opiniones y

puntos de vista, consejos, advertencias y avisos.

Léxico oral de uso común (recepción) relativo a identificación

personal; vivienda, hogar y entorno; actividades de la vida diaria;

familia y amigos; trabajo y ocupaciones; tiempo libre, ocio y deporte;

viajes y vacaciones; salud y cuidados físicos; educación y estudio;

compras y actividades comerciales; alimentación y restauración;

transporte; lengua y comunicación; medio ambiente, clima y entorno

natural; y tecnologías de la información y la comunicación.

Patrones sonoros, acentuales, rítmicos y de entonación.

Expresión del conocimiento, la certeza, la duda y la conjetura.

Expresión de la voluntad, la intención, la decisión, la promesa, la

orden, la autorización y la prohibición.

Expresión del interés, la aprobación, el aprecio, la simpatía, la

satisfacción, la esperanza, la confianza, la sorpresa, y sus contrarios.

Formulación de sugerencias, deseos, condiciones e hipótesis.

Adecuar el texto al destinatario, contexto y canal, aplicando el registro

y la estructura de discurso adecuados a cada caso.

Expresar el mensaje con claridad, coherencia, estructurándolo

adecuadamente y ajustándose, en su caso, a los modelos y fórmulas

de cada tipo de texto. 1 All the contents are the same in the four blocks

20

Pedir ayuda.

Señalar objetos, usar deícticos o realizar acciones que aclaran el

significado.

Usar lenguaje corporal culturalmente pertinente

Descripción de cualidades físicas y abstractas de personas, objetos,

lugares y actividades.

2.5. Key competences According to the LOMCE and the Royal Decree 1105/2014 26th December,

the seven key competences of Obligatory Secondary Education Curriculum are:

Comunicación lingüística.

Competencia matemática y competencias básicas en ciencia y

tecnología.

Competencia digital.

Aprender a aprender.

Competencias sociales y cívicas.

Sentido de iniciativa y espíritu emprendedor.

Conciencia y expresiones culturales.

These competences are essential so as to allow students to accomplish both

the objectives and the contents of EFL. Moreover, these competences should

be contextualised and functional in the students’ lives. Due to this fact, it is

required a big effort to bring them closer to learners’ education.

2.6. Methodology The methodology that will be followed throughout this syllabus mixed both

the Communicative skills (Communicative Language approach), and functional

and structural aspects of the English language (Task-Based approach), since

assuming communicative perspective in the classroom gives a more open,

flexible, plural and autonomous learning. Thus, I will try to create a commutative

atmosphere in the classroom which will encourage students’ participation.

Moreover, the teaching-learning strategies will be oriented toward both

students’ autonomous and progressive learning, and their active participation in

class.

21

I will try to focus my teaching method on the meaningful learning as it lets

teachers display the relevance of the learning process. Furthermore, it helps

students put into practice and develop their creativity, be aware of what they are

studying and be critical with it, the reasons for do it, and, in brief, to be

conscious of their own progress.

Another learning strategy I consider essential to be employed in the

methodology of this Teaching Programme is to guide the teaching-learning

process on the way to activate students’ intrinsic motivation which encourages

them to learn.

Another relevant issue in relation to the methodology of the sessions is the

treatment of mistakes. Undoubtedly, I will conceive the errors as a normal step

forward in the process of their learning process, thus I would not adopt any

negative reaction or behaviour in the class toward any student, as mistakes

serve to learn. Therefore, unless the error committed was too serious for the

English level required at that stage, I would not correct it. The students should

feel free to talk without any kind of pressure so as not to feel inhibit and tense.

As we will see in the developed unit, the type of interaction I would apply in

each session will be the teacher-student, student-teacher and student-student

one.

2.7. Assessment criteria In relation to the assessment of this syllabus, I will employ two types of

assessment. On the one hand, the summative evaluation which entails some

tests at the end of every unit that covers vocabulary, grammar, reading and

listening skills. In this way, three main tests are performed at the end of each

term, one in December, other in March and the other one in June. On the other

hand, the formative assessment in which both writing and speaking skills will be

assessed progressively along the unit by a self-elaborated rubric (Appendix 1)

so as to verify whether the learners have achieved the expected goals of the

units. The results (marks) will be written down in a particular chart (Appendix 2).

Regarding writing ability, students will carry out six different types of writings

(two per trimester) around 120-150 words in the class concerning a particular

topic. In relation to speaking skill, learners (in pairs) will have to deliver three

22

oral presentations along the whole year (one per trimester) and make some

discussions between groups in class about a specific theme.

Obviously, the participation, class-work, motivation toward the activities and

the subject, and in-class behaviour will be taken into account for the students’

assessment.

Since English is a formative subject, the learner who fails the first two

trimesters will have the chance to resit the whole subject in the third trimester.

It is noteworthy that as established in the Royal Decree 1105/2014 26th

December, which states the ESO Curriculum in the Autonomous Community of

La Rioja (BOR no 79, 19/06/2015), the criteria that belong to the English subject

for the 3rd year ESO are divided into four main blocks of criteria2:

BLOCK I. Comprensión de textos orales:

Identificar la información esencial, los puntos principales y los detalles

más relevantes en textos orales breves y bien estructurados,

transmitidos de viva voz o por medios técnicos, y articulados a

velocidad lenta o media, en un registro formal, informal o neutro, y

que versen sobre asuntos cotidianos en situaciones habituales o

sobre temas generales o del propio campo de interés en los ámbitos

personal, público, educativo y ocupacional, siempre que las

condiciones acústicas no distorsionen el mensaje y se pueda volver a

escuchar lo dicho.

Conocer y utilizar para la comprensión del texto los aspectos

socioculturales y sociolingüísticos relativos a la vida cotidiana (hábitos

de estudio y de trabajo, actividades de ocio), condiciones de vida

(entorno, estructura social), relaciones interpersonales (entre hombres

y mujeres, en el trabajo, en el centro educativo, en las instituciones),

comportamiento (gestos, expresiones faciales, uso de la voz, contacto

visual), y convenciones sociales (costumbres, tradiciones).

BLOCK II. Producción de textos orales: expresión e interacción

Distinguir la función o funciones comunicativas más relevantes del

texto y un repertorio de sus exponentes más comunes, así como

patrones discursivos de uso frecuente relativos a la organización

2 All of them will be further developed in each unit of my Didactic Programme.

23

textual (introducción del tema, desarrollo y cambio temático, y cierre

textual).

Producir textos breves y comprensibles, tanto en conversación cara a

cara como por teléfono u otros medios técnicos, en un registro neutro

o informal, con un lenguaje sencillo, en los que se da, solicita e

intercambia información sobre temas de importancia en la vida

cotidiana y asuntos conocidos o de interés personal, educativo u

ocupacional, y se justifican brevemente los motivos de determinadas

acciones y planes, aunque a veces haya interrupciones o

vacilaciones, resulten evidentes las pausas y la reformulación para

organizar el discurso y seleccionar expresiones y estructuras, y el

interlocutor tenga que solicitar a veces que se le repita lo dicho.

BLOCK III. Comprensión de textos escritos

Conocer y utilizar un repertorio léxico oral suficiente para comunicar

información y opiniones simples y directas en situaciones cotidianas y

habituales, aunque en situaciones menos corrientes haya que adaptar

el mensaje.

Pronunciar y entonar de manera clara e inteligible, aunque a veces

resulte evidente el acento extranjero, o se cometan errores de

pronunciación siempre que no interrumpan la comunicación, y los

interlocutores tengan que solicitar repeticiones de vez en cuando.

Identificar la información esencial, los puntos más relevantes y

detalles importantes en textos, tanto en formato impreso como en

soporte digital, breves y bien estructurados, escritos en un registro

formal, informal o neutro, que traten de asuntos cotidianos, de temas

de interés o relevantes para los propios estudios y ocupaciones, y que

contengan estructuras sencillas y un léxico de uso común.

Reconocer, y aplicar a la comprensión del texto, los constituyentes y

la organización de estructuras sintácticas de uso frecuente en la

comunicación escrita, así como sus significados asociados (p. e.

estructura interrogativa para hacer una sugerencia).

Reconocer léxico escrito de uso común relativo a asuntos cotidianos y

a temas generales o relacionados con los propios intereses, estudios

y ocupaciones, e inferir del contexto, con apoyo visual, los

24

significados de palabras y expresiones de uso menos frecuente o más

específico.

BLOCK IV. Producción de textos escritos: expresión e interacción

Escribir, en papel o en soporte electrónico, textos breves, sencillos y

de estructura clara sobre temas cotidianos o del propio interés, en un

registro formal, neutro o informal, utilizando adecuadamente los

recursos básicos de cohesión, las convenciones ortográficas básicas

y los signos de puntuación más comunes, con un control razonable de

expresiones y estructuras sencillas y un léxico de uso frecuente.

Incorporar a la producción del texto escrito los conocimientos

socioculturales y sociolingüísticos adquiridos relativos a estructuras

sociales, relaciones interpersonales, patrones de actuación,

comportamiento y convenciones sociales, respetando las normas de

cortesía más importantes en los contextos respectivos.

Conocer y utilizar un repertorio léxico escrito suficiente para

comunicar información, opiniones y puntos de vista breves, simples y

directos en situaciones habituales y cotidianas, aunque en situaciones

menos corrientes y sobre temas menos conocidos haya que adaptar

el mensaje.

Conocer y aplicar, de manera adecuada para hacerse comprensible

casi siempre, los signos de puntuación elementales (p. e. punto,

coma) y las reglas ortográficas básicas (p. e. uso de mayúsculas y

minúsculas, o separación de palabras al final de línea), así como las

convenciones ortográficas más habituales.

25

Finally, the different skills will be marked following the next criteria:

2.8. Attention to diversity The goals of this plan are, first, to favour the learning process of the students

who have problems in their school progress, second, to develop the academic

achievement of the students, third, to pay more attention to the personal

situations that require greater teacher’s support and, finally, to facilitate the

progress of the students’ personal development. Therefore, teachers should

pay more attention to diversity; actually, three main areas of diversity have been

taken into consideration in the creation of the syllabus. The first one is the

capacity of learning to learn. Each learner has his own capacity to learn. Due to

this fact, it has been planned different exercises that propose wide opportunities

either to strengthen the abilities of students with difficulties or to facilitate the

enhancement of those with lower proficient. The second one is the motivation to

learn. The learners’ motivation toward learning is a very relevant and complex

aspect. If the students are not motivated enough to study and learn, their

academic success will be absent. Furthermore, the motivation depends on two

factors. On the one hand, the level of success or failure of the students in the

English subject and on the other hand, the influence of the teachers’ behaviour

over the students attitude. Hence, I have adjusted the content to students’ age

and academic background, making the teaching process attractive to them and

20%

15%

15% 15%

15%

20%

Grammar and Vocabulary

Writing

Reading

Listening

Speaking

Attitude

26

centring the attention on their personal needs and interests. That is why I

included a great variety of themes in my syllabus, trying to make the course

both varied and interesting. Finally, the third main area of diversity is the

students’ learning styles. The students’ preferred way of learning, that is,

visually has to be taken into account, since presenting all the content of the unit

on a project will help students pay more attention and take part in class.

2.9. Teaching programme I will structure the development of this syllabus in charts, one per unit. Each

of them will be divided into five different sections, which are; the objectives of

the unit, the key contents according to the four blocks set by the LOMCE

(abbreviated by block I, block II, block III and block IV), the basic competences

(abbreviated by CI, C2, C3, C4, C5, C6 and C7), the materials, the methodology

and the evaluation.

Each unit, which covers around eight to eleven sessions of fifty minutes,

contains a specific title which will be linked to the main theme of the unit so that

students can foresee the topic of the vocabulary, speaking, writing, reading and

listening parts.

Concerning the term division, the fifteen units will be divided into three

groups, according to the trimester they correspond to, as the following charts

summarises:

1st TERM 2nd TERM 3rd TERM

Unit 0 Unit 5 Unit 10





27

UNIT 0: STARTER UNIT

GOALS

Identify and employ the elementary verbs to describe daily actions, activities and routines.

Revise personal pronouns and possessive adjectives; present simple of verbs and question forms.

Identify and correct the grammar mistakes (Error correction).

Understand texts and oral information both in a general and specific way.

Revise expressions of common and frequent conversation in spoken communication.

Practice the pronunciation of diphthongs (Diphthongs).

CONTENTS

Block I. Listen to a dialogue comparing answers. Indicate which sentences are listened

to Listen and read some sentences connected with comparing answers and

indicate which sentence is heard. Listen again and repeat the conversation. Block II

Practice some suggested dialogues. Change the words in blue of the previous dialogues and try to make up new dialogues

Ask and answer the questions of a questionnaire using the expressions of Phrase Bank

Block III Complete some dialogues with the suitable phrase chosen from some options Read a dialogue where answers are compared and indicate the sentences

listened to, choosing from two proposed options Block IV

Write a message correctly after finding the five grammar mistakes in it Write a dictation

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Complete a crossword to revise vocabulary. Complete some sentences with the correct form of the verbs

in a box. Write sentences using the present simple and the adverbs

given. Correct some sentences. Differentiate the correct pronoun from several options. Read a text and show understanding by answering some

questions. Listen to a conversation and choose the correct answers for

some questions from three options. Write a composition about the perfect day for the student.

MATERIALS

The computer and projector Internet for the videos activities Tape recorders for the pronunciation

part The Textbook (TB) and the

Workbook (WB)

METHODOLOGY

Communicative Language Approach

Task-Based Approach

28

UNIT 1: THE REAL ME

GOALS

Recognise and apply descriptive adjectives to describe a personality.

Learn how to use adjectives ending in –ed o -ing to describe feelings.

Employ English and the grammar structures learnt in the unit in a daily common conversation context.

Identify and interpret global and more specific information in written texts.

Understand and use grammar aspects such as relative pronouns, the adverbs, and the present continuous of verbs (compare it with the present simple).

Understand oral texts with expressions to describe feelings Make communicative exchanges, talking about feelings Produce a self-portrait by describing oneself employing structures

and expressions worked in the unit. Learn a song and get information about the music. Practice the stress in some special words in a sentence

(sentence stress).

CONTENTS

Block I Listen to five sentences and write them down (Dictation) Listen to a radio programme, where some people call to speak about some

annoying situations and answer comprehension questions Block II

Express feelings. Ask and answer questions to express how the students feel about certain situations. Employ the expressions given in the Phrase Bank.

Prepare a dialogue to identify other people at a party. Use the suggested dialogue as a pattern. Practice this dialogue with a partner

Block III Read a text about the first impressions people have on us and answer

some comprehension questions. Read an article in a magazine and answer true or false to some sentences

connected with it. Read and listen to a dialogue with common expressions to ask/answer

about people’s identity. Answer a comprehension question. Block IV

Translate some sentences into the mother tongue where adverbs of degree are used

Write a description or a personal “life picture” (TASK), using the suggested plan and the book pattern

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Choose the correct adjective from three options and write down

their opposites. Rewrite some sentences using adverbs of possibility. Complete a dialogue choosing the present simple or continuous. Read a text and indicate whether the sentences are true or false

and answer to some comprehension questions. Listen to a conversation about two brothers and choose the

correct option out of three. Write a composition about the student’s favourite place or thing.

MATERIALS

The computer and projector Internet for the videos

activities Tape recorders for the

pronunciation part The TB and the WB

METHODOLOGY


Task-Based Approach

29

UNIT 2: SUPER NATURE

GOALS

Recognise and apply vocabulary connected with natural phenomena.

Study the Past Simple to speak about the effects of bad weather. Employ the English language and structures learnt in this unit in

the context of a daily common conversation. Identify and interpret global and more specific information in

written texts. Understand and apply grammar aspects such as making up

sentences with the past tense of verbs; (was/were, there was/there were) in affirmative, negative and interrogative forms; learn the past simple of regular and irregular verbs and be able to use and form the past simple and/or the past continuous in a suitable way.

Use time expressions such as: ago, for, during. Learn other cultural and social patterns and compare them with

their own culture. Practice the pronunciation of the ending of regular verbs in the

past (/ɪd/)

CONTENTS

Block I Listen to a person who follows and takes photographs of terrible storms and

answer some comprehension questions. Listen to an interview connected with the effects of a tsunami and write

some notes about it. Listen to a dialogue asking and giving information about how to get to a

specific place and, afterwards, answer comprehension questions. Block II

In pairs, practice asking and answering about how, where, when and why a big storm took place.

Practice a dialogue about places and activities in the teenagers’ atmosphere. Use the suggested dialogue as a pattern.

Block III Read a text about volcanoes and answer some comprehension questions. Find in the text the opposite words to the ones suggested Read an article about a tsunami and connect some sentences with each

paragraph of the text, and answer some comprehension questions. Read a dialogue asking and giving information about how to get to a

specific place. Answer a comprehension question. Block IV

Write a composition about a survival experience in a natural disaster, using the suggested plan, the book pattern and the previous ideas.

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Complete some sentences with the correct verb form was/were,

there was/there were. Complete some sentences using the past simple or continuous of

the verbs in a box. Read a text and indicate whether the sentences are true or false

and answer to some comprehension questions. Listen to a conversation about exciting experiences and indicate

whether the sentences are true or false. Write a composition about a dangerous experience.

MATERIALS

The computer and projector Internet for the videos

activities Tape recorders for the


METHODOLOGY


Task-Based Approach

30

UNIT 3: LIFESTYLE

GOALS

Understand and use vocabulary about health and lifestyles connected with it.

Be able to apply descriptive vocabulary. Understand and use grammar aspects such as: countable and

uncountable nouns (some, any, much, many, a lot of); quantity expressions (too / enough), and comparative and superlative adjectives.

Understand oral texts about people with unusual appearances Be able to express agreement and disagreement, and choosing

a meal from a menu. Produce a publicity brochure for a sport using structures and

expressions worked in the unit. Learn a song and get information about the music and group.

(Weezer). Practice the stress in specific parts of a word.

CONTENTS

Block I. Listen to five sentences and write them down (dictation) Listen to a radio programme speaking about people with an unusual

appearance and choose the correct word in some sentences Block II

Carry out communicative exchanges comparing opinions. Use adjectives in the superlative form.

Express agreement or disagreement with opinions about plastic surgery and compare these opinions with the others.

Practice a dialogue to explain the content of a menu to a foreign friend. Block III

Look up the meaning of some words from the text Read and listen to a text about a dietetic experiment and say whether the

sentences are true or false. Gives reason for the answer. Complete a chart with food and drinks showing likes and dislikes. Also,

say which are countable or uncountable Read to an article about plastic surgery and answer some comprehension

questions. Read a dialogue with common expressions to choose a menu and answer

a comprehension question. Block IV

Translate some sentences into the mother tongue using conjunctions Write a dictation

Write a brochure for a fitness club, using the pattern in the book.

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Complete some adjectives and write down their antonyms. Complete the sentences with too, too much/ many, enough. Complete some sentences with the comparative or superlative

of the adjectives given. Read a text and indicate whether the sentences are true or

false and answer to some comprehension questions. Listen to a conversation about health and nutrition and choose

the correct option. Write a composition about personal health and diet.

MATERIALS

The computer and projector Internet for the videos activities Tape recorders for the

pronunciation part The Textbook (TB) and the

Workbook (WB)

METHODOLOGY


Task-Based Approach.

31

UNIT 4: ON THE MOVE

GOALS

Learn the vocabulary connected with travelling. Learn how to use compound nouns Apply the present perfect of verbs, in the affirmative,

negative and question forms, and learn the use and position in the sentences of the adverb just.

Understand oral texts with comments about unusual cars Be able to speak about travel experiences (descriptive

activity). Write and email using expressions of time Learn about other cultural and social patterns and compare

them with the student’s own culture. Practice the rhythm and intonation of spoken English.

CONTENTS

Block I Listen to an interview about unusual cars and answer a question of general

comprehension. Listen to a programme of events of a festival “The Birdman” and check the

answers of some comprehension questions Listen to a programme of events with common expressions to describe a

festival-competition. Answer a comprehension question. Block II

Make up explanations for hypothetical situations, using the adverb just and the present perfect.

Ask and answer questions giving opinions and reasons about vacational preferences and likes

Prepare and practice a dialogue (Activate Your English) describing the events that may take place in the students environment.

Block III Read and listen to a text about alternative holidays. Deduct the correct heading

choosing from four options Find some words in the text and connect them with their correct definition Read the programme of events for a festival-competition and answer some

comprehension questions. Block IV

Write an email describing a trip to a country, using the pattern in the book Write a dialogue giving information about the events that take palace in Notting

Hill’s carnival

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Choose the correct preposition in some sentences. Complete the compound words in the appropriate way. Complete some sentences with the present perfect of the

verbs in a box. Complete sentences using just and the present perfect. Read a text and indicate whether the sentences are true or

false and answer to some comprehension questions. Listen to a conversation about travelling experiences. Show

comprehension and choose in some sentences the correct option from the three suggestions given

Write a composition about the travelling experiences in a gap year.

MATERIALS



METHODOLOGY


Task-Based Approach

32

UNIT 5: CRAZY ABOUT IT

GOALS

Understand and use vocabulary about cultural events. Be able to apply the verbs and nouns connected with

competitions. . Understand and use present perfect and past simple of

verbs, as well as expressions of time which are used with the present perfect; for and since.

Understand oral texts about toys and gadgets which were very popular in the past.

Be able to speak about life experiences. Write a profile about a sport or fashion. Learn a song and get information about its music and

composer (Ms Dynamite). Practice the sound of weak vowels: (weak vowel: /ə/).

CONTENTS

Block I. Listen to a radio programme speaking about toys which have been very popular

in the past and choose the correct answer out of four. Listen to a dialogue about some people who phone to buy some tickets, and

answer a comprehension question. Block II

Give opinions about fans and culture likes. Ask and answer some questions using either the past simple or present perfect Practice a dialogue with a partner about buying tickets by phone.

Block III Read a couple of texts written by some fans of a rock group and TV series and

answer some comprehension questions. Read an advertisement about shows and sports and say if the sentences in it are

true or false. Read and listen to a dialogue about buying some tickets by phone. Answer a

comprehension question. Block IV

Write a profile, using the pattern in the book. Carry out a dialogue to buy tickets for the play Treasure Island with the

sentences in a box and the information of the play poster

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Complete some sentences with suitable verbs and nouns. Complete a chart with the past simple and present perfect

of the suggested infinitives. Complete some sentences with the past simple or present

perfect of the verbs in a box, and the prepositions for or since

Read a text and indicate whether the sentences are true or false and answer to some comprehension questions.

Listen to some people and say what sports and hobbies are mentioned.

Write a composition about a favorite sport or hobby.

MATERIALS


part The Textbook (TB) and the

Workbook (WB)

METHODOLOGY



33

UNIT 6: YOUR FUTURE

GOALS

Understand and use vocabulary connected with human evolution.

Be able to apply vocabulary about science and technology. Understand and apply grammar aspects such as the future

of verbs (will and might), the first conditional and the verbs can, could, will be able to.

Carry out communicative interchanges expressing possibility and talking about the future.

Write a composition about the future using structures and expressions learnt along the unit.

Learn about other cultural and social patterns and compare them with the student’s own culture.

Practice the pronunciation of the suffix –tion in nouns

CONTENTS

Block I Listen to a dialogue about some people who phone to buy some tickets, and

answer a comprehension question some comprehension questions. Listen to three teenagers talking about some science fiction books and answer

some questions. Listen to three teenagers talking about some science fiction books and answer

some questions Listen to a dialogue comparing two mobiles. Answer a comprehension question

Block II Compare sentences with a partner about one own’s life in the past, present and

future. Give opinions about some ideas connected with science and future. Prepare and practice a dialogue comparing a game machine. Use the suggested

dialogue as a guide Block III

Read an interview about the evolution of the human being and connect some questions with each paragraph.

Read the summaries of some science fiction books and predict the information left out in them

Read to a dialogue comparing some mobiles. Answer a comprehension question Block IV

Write a composition about the future, using the pattern in the book. Write a dialogue comparing digital cameras.

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Complete a chart with some words connected with science

and technology Complete some conditional sentences with the correct verb

form of the verbs in a box. Transform some positive sentences into negatives

changing the verb given. Read a text and indicate whether the sentences are true or

false and answer to some comprehension questions. Listen to a conversation about genetically manipulated

food. Show comprehension and choose the correct option from two.

Write an opinion article about the future of the environment.

MATERIALS


part The TB and the WB.

METHODOLOGY



34

UNIT 7: AMBITION

GOALS

Understand and use vocabulary connected with professions.

Be able to apply correctly descriptive adjectives. Understand and apply grammar aspects such as: would,

have to/don’t have to, and be going to and will. Be able to present ideas for a business Write a formal letter using formats and expressions worked

in the unit. Learn a song and get some information about the music

and the composer (Kelly Clarkson). Practice the pronunciation of the contracted forms in written

and spoken English.

CONTENTS

Block I Listen to a text where four teens speak about their professional ambitions for the

future and answer to some comprehensive questions. Listen to a text speaking about and presenting the results of a competition with

some singers. Listen to a dialogue about a work interview. Answer an opinion question

Block II Give opinions and reasons about personal and professional ambitions. In pairs, choose a business to present ideas from some symbolic pictures.

Block III Read a text with four teenagers talking about their professional ambitions for the

future and answer some comprehension questions. Read a text and a questionnaire and find specific information to transfer from the

questionnaire to the text and complete it. Read the dialogue about a work interview. Read and put a dialogue in the right order

Block IV Complete a letter choosing the correct words from two options. Write a formal letter using the pattern in the book. Write a dialogue for a work interview

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Find in an alphabet soup ten qualificative adjectives. Complete some sentences with the correct form of have

to/don’t have to. Write some sentences using going to in the affirmative,

negative or interrogative form. Complete some sentences using the future forms be going

to and will. Read a text and indicate whether the sentences are true or

false and answer to some comprehension questions. Listen to five people and say what professions they are

talking about. Choose two professions from a list and write about them

using a suggested plan.

MATERIALS



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35

UNIT 8: DANGER

GOALS

Understand and use verbs with propositions. Be able to learn how to use adverbs. Understand and apply grammar aspects such as: the

second conditional, the structure (not) as… as…, and the modal verbs should, must and have to.

Understand an oral interview about dangers in Australia Be able to speaking about rules and offering advice. Have knowledge of other cultural and social patterns and

compare them with the students’ culture. Practice the pronunciation of the verbs: could, should,

would.

CONTENTS

Block I Listen to a text about dangerous animals in Australia and answer the

comprehension questions. Listen and complete a text about police advice to prevent murders and crime. Listen to a text with expressions to ask for and give advice

Block II Give opinions and reasons about risky and exciting experiences. Practice a dialogue about one of the suggested situations, using expressions to

give and ask for advice and expressing preoccupation. Answer some opinion questions connected with a text read before and compare

and contrast cultures Block III

Read a text regarding the roller coaster and say if the sentences are true or false. Read and complete a text about police advice to prevent murders and crime. Use

the vocabulary from a box. Read a text with expressions to ask for and give advice and ask people why they

are worried. Block IV

Write a letter answering the letter using the pattern in the book. Prepare a dialogue about one of the suggested situations using expressions to

give and ask for advice and expressing preoccupation. Read an extract about a young man asking for advice about a problem and write

a similar dialogue

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Write down the opposites of some verbs. Complete a chart with adjectives and their

corresponding adverbs. Complete some sentences with a verb and a

preposition. Write some sentences using the expression not as…as

+ adjective. Read a text and indicate whether the sentences are

true or false and answer to some comprehension questions.

Listen to two conversations and identify the people they refer to in each sentence

Write an email giving a friend some advice about travelling on a bicycle around the country.

MATERIALS



METHODOLOGY



36

UNIT 9: IT'S A TREAT TO LISTEN TO

GOALS

Understand a radio programme about classical music. Be able to follow a video of a musical casting for an

American talent show. Be able to compare and discuss orally some images

regarding changes in popular artists. Use correctly gerunds and infinites. Use infinitives of purpose. Employ the adjective suffixes: -y, -ing, -ed Understand an article about some of the most popular

bands (Rolling Stone) and compare it with Spanish ones. Write about the description of any singer students admire. Express preferences and physical and psychological

description of a famous person. Produce and differentiate /s/ and /z/ sounds

CONTENTS

Block I Listen to a radio programme about classical music Listen to a video of a casting for an American talent show.

Block II In pairs, talk about the physical changes some famous artist suffer.

Block III Read an article regarding some of the most popular tribute bands.

Block IV Describe a singer the learners admire

MATERIALS


pronunciation part The TB and the WB.

METHODOLOGY


Task-Based Approach. COMPETENCES

C3, C4, C5, C7

ASSESSMENT Understand the general and specific information about a

radio contest on music and dialogue that a customer will order a ticket for a concert by phone.

Write a guided way a critique of a song, watching the lexicon, structures, and elements of cohesion and coherence.

Pronounce / s / and / z / sounds. Identify the most important cultural aspects of the countries

where the language is spoken regarding musical taste and preferences, countries of origin of certain type of music showing a positive assessment of the different cultural patterns own.

37

UNIT 10: CLEAN-UP TIME

GOALS

Use correctly the indirect style (Reported Speech) Read comprehensively and independently an article on the

amount of waste generated in a British home and another on a school project related to the environment.

Listen comprehensively a radio and a telephone interview. Talk about daily routines and daily activities. Make and interviewing. Write the description of an event paying attention to the

structure of the text. Learn the words stress.

CONTENTS

Block I Deducing the meaning of certain words and / or expressions through context. Listening and understanding of a radio program about recycling to answer

questions and draw up a list of products that cannot be recycled, and an interview with several members of an environmental organization to identify the item and choose the right answer.

Listening and understanding comments on walking dogs to complete missing information.

Block II Discussion of the theme of unity from some questions. Dialogue with partner on the type of waste created in the classroom and what

should be recycled. Participation in conversations and simulations with the partner to talk about daily

routines and daily activities, and for interviews. Block III

Identification of the content of an article on the amount of waste generated in a British home and the importance of recycling.

Read a text about how it is recycled in Zimbabwe, Japan and Germany. Read an article about the use of new technologies to promote recycling in a

Sweden company Block IV

Guided production of a text describing how it is recycled the waste generated in a particular event.

Production written text on an environmental project.

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Formative assessment: individual and group tasks,

participation, in-class behaviour, attitude and motivation toward the subject, and the students’ progression regarding writing and speaking skills. Both will be assessed by means of a rubric once per each trimester making the average.

Summative assessment: vocabulary, grammar, reading and listening skills. The first two will be assessed once the unit is finished and the rest once per trimester by a writing test.

MATERIALS The computer and projector Internet for the videos activities Tape recorders for the pronunciation


METHODOLOGY



38

UNIT 11: BRICK BY BRICK

GOALS

Understand and use vocabulary referred to buildings. Understand and apply grammar aspects, such as passive

voice in the present and past (present and past passive) in the affirmative, negative and interrogative forms. Also be able to change the active into the passive form

Understand oral texts about an interview describing a design and ecological house and about great and famous monuments.

Be able to talk about a dream house and give directions in a building.

Be able to write about the description of a building employing the format and expressions learnt along the unit

Learn about a song and its composer (Doves). Be able to produce weak vowel sound /ə/.

CONTENTS

Block I Listen to a questionnaire about famous monuments and answer some questions

of specific information. Listen to a guided visit to the Tate Modern art gallery in London. Complete some

comprehension questions Listen to a dialogue asking for information to get to a place inside a big building

and deduct the position of the person who is asking for help. Block II

Give opinions and reasons about preferences regarding buildings and town patterns.

Practice a dialogue to give directions to a visitor who wants some information and directions about the student’s school.

Block III Read a text regarding a particular Skyscraper (Empire State Building) in

American English and answer some comprehension questions. Read a text about Patagonia and answer true or false to some sentences

connected with them, and answer some comprehension questions. Read a dialogue asking for information to get to a place inside a big building.

Observe a plan and deduct the position of the person who is asking for help. Block IV

Write about a description of a building using the pattern in the book. Complete a dialogue with the words from a box asking and giving information and

directions in some big department stores. Write a similar dialogue to the one above asking and giving directions in a cultural centre.

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Complete some compound nouns with the words from a

box. Complete a text with the passive in the present. Write some sentences using the passive in the past. Transform some active sentences into passive. Change some active sentences into passive Read a text and indicate whether the sentences are true or

false and answer to some comprehension questions. Listen to recording about the football ground Santiago

Bernabeu. Answer some questions with short answers. Write a composition about the Guggenheim museum in

Bilbao.

MATERIALS



METHODOLOGY



39

UNIT 12: TALKING FASHION

GOALS

Make a correct use of relative pronouns who, which, that, where, when and whose.

Make a correct use of whatever, wherever, wherever, whoever.

Skip the appropriate relative pronouns. Read comprehensively and independently an article on the

ban on wearing certain clothing put in some countries and another on the concern of British preadolescent girls by physical appearance.

Listen and understand how three teenagers like to dress Talking about dress code and fashion. Write a text describing their favorite dress clothes, paying

attention to the order of adjectives in prayer Identify and pronounce the sound / f / in "laugh".

CONTENTS

Block I Listen to a dialogue of three partners on how they like to dress, and complete

some questions. Listen to a radio interview with an expert in fashion and answer some questions.

Block II Describe four garments using relative pronouns so that the partner guesses what

the garment in question is. Describe with the partner two pictures In pairs, discuss the most appropriate clothes depending on the social situation.

Block III Identification of the content of an article of a digital newspaper on the prohibition

to wear any certain clothing in public places in some countries and three texts on different places to shop and equivalence clothing sizes in Europe , United Kingdom and United States.

Block IV Guided production of a text describing their favorite dress clothing Written production apologizing for losing a garment borrowed.

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Guided draft form of a text describing their favorite dress

clothes, taking care of the lexicon, structures, and elements of cohesion and coherence.

Produce consciously sound / f /. Identify the most important cultural aspects of the countries

where the language is spoken in relation to data on the dress code in schools, put a ban on wearing certain clothing in public places in some countries, as well as shopping in Montreal, Bangkok or via the Internet and equivalence in clothing sizes in Europe, UK and the US, showing a positive evaluation of cultural patterns different from their own.

MATERIALS



METHODOLOGY



40

UNIT 13: HOME SWEET HOME!

GOALS

Use properly the new vocabulary about the house. Listen to an interview about modern house design. Understand a video (subtitled) about the home return of

three students. Be able to discuss about the houses of the future. Be able to write a description of a particular place. Be able to make wishes and regrets. Use correctly possibility and probability expressions. Differentiate the two verb collocations with “make” and

“do”. To get familiarised with two English varieties: Indian and

Australian ones.

CONTENTS

Block I Listen to an interview regarding an architect about fashionable tendencies in

house design. Listen to a video of a three students who come back home after two years

working abroad. Block II

In pairs, discuss about what they think about the design of the future houses. Block III

Read about a magazine article about how to decorate a flat. Block IV

Write a composition describing a place.

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Understanding of the usage of wish subordinated

sentences Acquisition of vocabulary related to the house Ability to both understand and produce oral and written

texts. Identify, describe and respect the aspects of cultures from

English-speaking countries.

MATERIALS



METHODOLOGY



41

UNIT 14: 21 GUNS

GOALS

Understand the song and try to transcribe the lyrics. Watch the original version video without subtitles and try to

figure out the message. Be able to discuss and share opinions about the topic of

the song. Understand a newspaper column about university life by a

true and false exercise Write a farewell composition. Be able to demonstrate they acquired all the most

important grammatical points covered during the whole year.

Be able to employ some new vocabulary about different festivals around the world, as well as diverse linkers and connectors in writing.

Be able to bid farewell in many ways according to the degree of politeness.

Know how to carry out a PET model exam.

CONTENTS

Block I Listen to Green day’s famous hit ‘21 Guns’. Listen to a university student talking about how he survived in his first year of

university. Block II

Talk in class about their plans for their university period. Block III

Read a newspaper column about university life. Block IV

Write a farewell speech.

COMPETENCES

C3, C4, C5, C7

ASSESSMENT Carry out a PET test model successfully so as to review the

whole subject.

MATERIALS



METHODOLOGY



42

2.10. Developed unit UNIT 10: ‘CLEAN-UP TIME’

I have applied the following acronyms and abbreviations:

SB = Student’s Book

WB = Workbook

TM = Teacher’s Manual

TAIOP = Teacher’s All-in-One Pack

LB = Language Builder

p. = Page

pp. = Pages

T= Teacher

S= Students

The key competences have been indicated keeping the same number and order

in which they appear in the BOE. The numbering is detailed now:

No. Key Competences

1 Competencia en comunicación

lingüística

2

Competencia matemática y

competencias básicas en

ciencia y tecnología.

3 Competencia digital.

4 Aprender a aprender.

5 Competencia sociales y cívicas

6 Sentido de iniciativa y espíritu emprendedor

7 Conciencia y expresiones culturales.

43


No. of

sessions

Materials and Activities

Competences

Objectives

Interaction

Homework

1st

session

Comment the title of the unit and guess what the unit is

going to talk about. SB, p. 85

1,5,7

Get the students

familiarize with the topic of the unit

ST T S

5’

Introduce the students to the subject connecting them

with the real world by means of some videos that explain how paper, glass and plastic are recycled.

Paperhttps://www.youtube.com/watch?v=7mn9RhxS8kg

Glasshttps://www.youtube.com/watch?v=obJTNzEn218

Plastichttps://www.youtube.com/watch?v=m1DL5prkDz0

1,5,7

Connect the students with the real world.

TS

10’

Comment aloud what they have seen in the videos and

summarise the main points. Then, write down on the blackboard all the vocabulary (related to the unit)

mentioned in the video.

1,5,7

Activate their previous

knowledge and analyse their

communicative capacity

TS ST

5’

Getting Started.

Observe the images showed on the projector and relate the appeared objects to the timeline. SB, p.84

1,3,5,6,7

Become familiar with

the contents of the unit

TS ST

5’

44

Vocabulary: Recycling. Observe the green words of the advertisement and answer the questions. SB, p.

85.

1,3,6,7,5

Learn new vocabulary

related to recycling and practice the oral

skill

T S ST

5’

Ex. 1-3

WB, p. 57

Listening and Speaking. Listen to a radio programme about recycling and answer the question. SB, p. 86;

Class CD 3, track 2.

1,3,6,7,5

Practice the oral

comprehension and obtain the specific data

TS ST

5’

Listen to the record again and decide whether the

phrases are true or flase. SB, p. 86; Class CD 3, track 2

1,3,6,7,5

Obtain the main data

from an oral text.

TS ST

5’

Answer the questions about the record so as to check

their understanding. SB, p. 86

1,3,6,7,5

Obtain specific

information from an oral text

TS ST

5’

In pairs, talk about both what they recycle and do not. SB, p. 86

1,3,6,7,5

Talk about recycling

employing the vocabulary studied in

the unit

SS

5’


45

2nd

session

Correct the homework

1,4

Remember what they have already learnt in the previous session

and solve the possible doubts.

TS ST

5’

Revise aloud the vocabulary seen in the previous

session. Projector.

1,3,6,7,5

Remember and

activate what they already know, at the same time that they

accelerate the learning process.

TS ST

5’

Reading: A Webpage.

1. Present the reading strategy, read aloud the text and guess the meaning of the words in bold. SB,

p. 86; Class CD 3, track 3

1, 3,5,6,7,

Put into practice the

reading strategy soas to guess the meaning of the words in bold.

TS ST

10’

2. Choose the correct phrase to fill the gaps of the

text in. Then, listen to the record and check the answers. SB, p. 86; Class CD 3, track 4

1, 3, 6

Practice the listening

skill .

10’

3. Seek the words in the text to fill in the definitions. SB, p. 86

1,6

Practice the new vocabulary mentioned

in the text

5’

46

Advance Your Language.

Relate the words in British English with its equivalent in American English. SB, p. 86

1,4,6

Increase the content of

the unit.

TS ST

5’

Word Power.

Comment the meaning of the words appearing in this section and make new phrases employ them.SB, p. 86

1, 4

Increase the vocabulary.

10’


3rd

session

Grammar: Reported Speech.

Show two videos about Reported Speech, https://edpuzzle.com/assignments/571491d

1b17a1886416f9195/watch https://edpuzzle.com/assignments/571495e

3b17a1886416f9df1/watch

1,5,7

Introduce the students

to the grammar content in a dynamic

and visual way

TS ST

10’

Grammar: Reported Speech.

1. Choose the correct answers to complete the phrases in the indirect speech and answer the

question. SB, p. 88

1,3,6,7

Put into practice the Reported Speech

10’

47

2. Use the indirect style in some phrases. SB, p.

88

1, 3, 6,7

Practice the Reported

Speech

5’


89

1, 3, 6,7

Practice the Reported Speech

5’


89

1, 3, 6,7


Speech

5’

5. Write the paragraph in Reported Speech

applying say or told. SB, p. 89

1, 3, 6,7


Speech

10’

Ex. 1-4.

WB, p. 58


4th

session


1, 4



TS ST

5’

48

In pairs, answer the questions about saving water and, afterwards, tell aloud what the partner has said. SB, p.

89

1, 3, 6, 5

Put into practice the Reported Speech

TS ST SS

10’

Advance Your Language.

Complete the Reported Speech phrases to produce what someone thought and knew.SB, p. 89

1, 6

Increase the contents

of the unit

5’

Ex. 5-8.

WB, p. 59

Reading: A Magazine

1. Read loud the article about a school project, and answer the questions.SB, p. 90; Class

CD 3, track 6

1, 7, 3, 5, 6

Practice the reading

comprehension

TS ST

5’

2. Seek words and expressions in the text that

correspond to the definitions given.SB, p. 90

1, 6

Practice the

vocabulary of the text

5’

3. Locate California in the map and answer the

questions regarding USA.SB, p.90

1,5,6,7

Increase their

geography knowledge

TS ST

5’

49

Word Power.

Comment the meaning of the words appeared in this unit and put them into practice creating phrases.SB, p.

90

1, 4

Increase the

vocabulary of the unit. .

TS ST

10’


5th

session


1, 4



TS ST

5’

Advance Yout Language.

1. Do the exercises of this section so as to revise and consolidate the vocabulary and the

grammar seen along the units 1-9. SB, p. 91

1,7,3,6,4

Revise the learnt vocabulary and

grammar sections.

TS ST

10’

2. Relate the idioms in bold with the definitions

given. Then, complete the phrases with those idioms. SB, p. 92

1,6

Increase the content of

the unit

TS ST

5’

Vocabulary Verbs.

1. Combine the verbs with the names provided. SB, p.92

1,3,6

Reflect about the

meaning of the learnt expressions.

5’

50

2. Indicate which combinations of the previous

exercise are positive and negative. SB, p.92

1,3,6

Reflect about the

meaning of the learnt expressions.

5’

3. Correct the phrases given. SB, p. 92

1,3,6

Practice the

vocabulary of the unit

TS ST

5’

Listening

1. Listen to a radio programme and answer the questions. SB, p. 92; Class CD 3, track 8

1, 3, 6, 7, 5

Practice the listening skill and obtain the

specific information.

TS ST

10’

2. Listen to an interview and choose the correct

answer. SB, p. 92; Class CD 3, track 9

1, 3, 6, 7, 5

Practice the listening skill and obtain the

specific information of the interview

5’

Ex. 1-3.

WB, p. 60


6th

session


1, 4



TS ST

5’

51

Speaking

1. Make an interview to the partner employing the information of the p.145 and the questions of

the exercise 6.SB, p. 93

1, 4, 6, 3, 5

Become familiar with

the linguistic rules that are employed in the

interview.

SS

5’

2. Interchange the roles and use the information

of the 146 to make the interview. SB, p. 93

1, 4, 6, 3, 5

Put into practice the oral skill: make an

interview.

SS

10’

Ex. 1-3, 6 WB, p. 61

Writing Help: Word Order

1. Read the phrases and choose the correct answers to fill in the rules gaps about the word

order. SB, p. 94

1, 3, 6

Reflect upon the word order in a sentence.

5’

2. Write the words in the correct order. SB, p. 94

1, 3, 6


word order rules

5’

3. Read a description about a particular event

and complete it with the adverbs of frequency and temporary expressions given. SB, p. 94

1, 3, 8


order of both adverbs of frequency and

temporary expressions.

5’

52

4. Answer the questions about the previous

description and indicate in which paragraph the students have found the answer. SB, p. 94

1, 3

Get information from

the text provided.

TS ST

5’

Task: Write a description of an event

After answering the questions of the exercise 4 about an specific event, write a description following the

model provided by the textbook.SB, p. 94

1, 7, 3, 6

Practice the writing skill applying the

knowledge acquired in this section.

10’

Ex. 7-10

WB, p. 62


7th

session


1, 4



TS ST

5’

Advance Your Exam Skills.

Do the exercises regarding oral and writing expression and comprehension. SB, pp. 95-96; Class CD 3, track

11

1,7,3,5,4,6

Evaluate the students’

knowldege so far.

45’


53

8th

session

Real World Extra: Recycling Programmes

1. Read and listen to some texts. SB, pp. 136-137; Class CD 4, track 7

1, 6, 3, 6, 7

Learn some cultural

aspects.

10’

2. Do the proposed exercises. SB, p. 137

1, 6, 4, 8, 5

Increase their cultural

knowledge.

20’

Listening

Do 4 and 5 exercises. WB, p. 61; Class CD 5, pista 14

1, 4, 8

Improve their listening

skill

Look the

dialogue. TM, T188

10’

Dictation

Listen to a record and write what they heard. WB, p. 63; Class CD 5, track 15

1, 8

Revise the vocabulary of the unit and put into practice the listening

comprehension.

Look the phrases. TM, T189

10’

Ex. 1-2.

LB, p. 19. Web Extra


9th

session


1, 4



TS ST

10’

54

Do the photocopiable activities from Extra Practice o Extension sections. After that, correct the activities.

TAIOP, p.144-145,158.

1

Revise and increase

the knowledge acquired along the

unit.

TS ST

30’

Extra Speaking.

In pairs, do the exercise. TAIOP, p. 176

1, 3, 6, 5

Make an interview

SS

10’

Check Your Progress.

WB, pp. 63-64


10th

session

Check Your Progress.

Correct the exercises of the section. WB, pp. 63-64

1, 7, 6

Revise the contents of

the unit 7 and solve doubts.

TS ST

5’

Carry out the Unit 7 test (Appendix 3): vocabulary and

grammar sections.

1

Demonstrate what

they really have learnt along the unit.

35’

55

Play the song ‘Heal the World’ by Michael Jackson and

fill in the gaps in the lyrics. Videohttps://www.youtube.com/watch?v=BWf-

eARnf6U).

1,4,6

Get the necessary information to fill the

gaps in. Improve their listening skill.

10’

56

2.11. References Addison, C., & Norcott, R. (2011). Advanced Real English 3. London: Burlington

Books.

Navaridas, F. (2013). Procesos y contextos educativos: nuevas perspectivas para

la práctica docente. Logroño: Genueve Ediciones.

Wetz, B. (2009). English Alive 3. New York: Oxford University Press.

Ley Orgánica 8/2013, de 9 de diciembre, de Educación

Real Decreto 1105/2014, de 26 de diciembre por el que se establece el currículo

de la Educación Secundaria Obligatoria y se regulan determinados

aspectos sobre su organización así como la evaluación, promoción y

titulación del alumnado de la Comunidad Autónoma de La Rioja (BOR no

79, 19/06/2015).

57

3. RESEARCH PROJECT:

SPANISH 4TH YEAR ESO LEARNERS’ MOST COMMON ENGLISH VOWELS AND

CONSONANTS PRONUNCIATION MISTAKES.

Abstract

For a long time, different researchers have tended to focus on the main

pronunciation problems Spanish students of English in secondary school have

owing to the differences between the English phonological system of sounds and

the Spanish one. The aim of the current research is not only to identify and,

afterwards, classify the most common English pronunciation errors Spanish

students’ of 4th ESO make concerning vowels and consonants sounds, but also to

propose ways to improve it. The study is based on forty students aged 15-16 which

will take part in the experiment, conducting weekly two tasks: ‘photo description’

and a ‘text reading’. The analysis is expected to show that several English vowels

sounds, namely the trap, nurse, fleece, schwa and goose, and several English

consonants phonemes such as fricative post-alveolar voice; fricative dental voice;

fricative alveolar voice; affricative postalveolar voiced and fricative post-alveolar

voiceless continue to be difficult for students of 4th ESO either to distinguish or

pronounce. Thus, the teaching of these sounds should be crucial and highlighted at

earlier stages (primary school).

Keywords: mistakes, consonants, vowels, pronunciation, English as a Foreign

Language (EFL).

58

Resumen

Durante mucho tiempo, diferentes investigadores han centrado su atención

investigadora en los problemas de pronunciación que los estudiantes españoles

de secundaria de inglés tienen debido a que el sistema de sonidos fonológicos de

la lengua inglesa difiere en gran medida con el del español. El objetivo del

presente estudio no es solo identificar y clasificar los errores de pronunciación en

inglés más comunes que los estudiantes españoles de secundaria cometen

tocante a los sonidos vocálicos y consonánticos, sino que también explicar las

razones de tal problema. La investigación está basada en el estudio de cuarenta

estudiantes de entre 16 y 17 años los cuales van a tener que semanalmente

(cuatro estudiantes por semana) llevar a cabo dos tareas: photo description y text

reading durante más de dos meses. Los hipotéticos resultados que se obtendrían

de este estudio mostrarían que ciertos sonidos vocálicos ingleses, especialmente

los sonidos trap, nurse, fleece, schwa y goose y ciertos sonidos consonánticos

ingleses como la fricativa post-alveolar sonora; fricativa dental sonora; fricativa

alveolar sonora; africada postalveolar sonora y la fricativa post-alveolar sorda

continúan suponiendo para los estudiantes de 4º de ESO un reto poder

distinguirlos.

Palabras clave: errores, consonantes, vocales, pronunciación, Inglés como Lengua

Extranjera (ILE).

59

3.1. Introduction

In contemporary society, travelling is part of our daily life. Some time ago people

travelled only for business reasons. However, nowadays is common to see people

traveling abroad on holiday or just for fun. Obviously, the lingua franca is English;

hence it becomes an almost essential tool and vehicle for communication outside

our native country. For this reason, in an educational setting, the practicality and

effectiveness of knowing how to pronounce English words can be a stimulus and a

motivation for EFL students.

Nevertheless, the reality is quite different. In fact, a special common situation

aroused my curiosity. From the very first time that a Spaniard, who is proficient in

English but who has never had any contact with native people, starts talking in

English, they (people from English-speaking countries) undoubtedly know that the

speaker is from Spain. Why? How do the Spanish students pronounce English

words? Which are those English phonemes that the Spaniards have more difficulty

to convey?

Having this in mind, the experimental research is specifically focused on the

importance of English pronunciation and its possible educational implications in an

EFL context, since, as I will try to display later on, there are some activities that can

be a decisive contributors to the development of 4th year Educación Secundaria

Oblgatoria (ESO) students’ pronunciation in English.

Therefore, the current pilot study aims at, first, identifying and, afterwards

classifying the most common English pronunciation errors Spanish students’ of 4th

ESO make, and secondly, provide some educational implications that might be

implemented in EFL so as to improve students’ proficiency in English

pronunciation. I chose that course because they are almost ending the secondary

obligatory education and I am interested in knowing how well teenagers around

fifteen to sixteen years old pronounce English vowels and consonants. After all, in

the near future they will start either traveling or working, and it is very useful to

have a good proficient in English pronunciation, particularly when they are applying

for a job or going abroad. In addition, 4th ESO course leads an appropriate

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opportunity to recognise if the teaching of these sounds should be strengthened

and highlighted at earlier stages (either primary school or 1st ESO).

With this intention, I will first give a general review of literature concerning the

most important topics covered in this study emphasising and comparing the

relevant results of previous research. Then, I will provide the methodology

comprising two tests (photo description and a reading text), the description of the

participants as much as the instruments and the details of the study procedure.

Finally, the expected results will be commented on, together with educational

implications, proposals and future lines for further investigation.

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3.2. Literature review

English pronunciation is one of the most difficult, if not the most difficult part of

the English language for foreign learners (Aliaga Garcia 2007). However, over the

last few years pronunciation part has not received as much attention in the

teaching of English as a Foreign Language (EFL) as other sections of language as

grammar, vocabulary, reading and writing (Wei 2006). Yet, the way in which

teachers nowadays give instructions of pronunciation in EFL are very often the

same ones that were employed several years ago, mainly listening-repeating tasks

(Underhill 2010). Many scholars argued that the main reason for this is because

teaching pronunciation is quite often regarded as waste of time and time-

consuming, referring to the fact that it requires too much time and effort. Also, there

is a “lack of clear guidelines and rules available in course books” (Griffiths 2004).

In the case of Spain, the teaching of EFL is also focused on reading, writing,

grammar and vocabulary skills, obviating oral ones i.e., listening and speaking

(pronunciation). That is why oral skills continue to be the principal weakness of

Spanish EFL students and, paradoxically, it is the language area that requires most

attention in the classrooms, since the main aim of a language is to communicate

each other.

Spanish high school students of English tend to have several problems when

facing English pronunciation. In fact, over recent decades many research have

attempted to provide insights into the problems that Spanish students find with

English pronunciation, and reveal that it is principally owing to “the lack of

similarities between the phonological systems of the two languages” (Calvo 2013,

p.38). For example, the amount of Standard English vowels is undoubtedly wider

than in Spanish. In fact, most of the English vowels do not exist in Spanish.

Besides, Spanish words follow a completely straightforward and transparent

system of relation between spelling and pronunciation, whereas in English there is

no transparency and clarity between the orthographical and phonological systems

(Kenwrothy 1987).

In some other studies (Calvo, 2013; Kenwrothy, 1987; Wei 2006; Estebas

Vilaplana, 2009; Gallardo and Gomez, 2008; Farnen 2012) that also deal with

62

pronunciation in English but subjected to advanced Spanish students or university

ones, many researchers have observed that concerning vowels, three of the main

problems commonly ascribed to Spanish EFL learners’ pronunciation is, firstly,

recognising the distinction between long and short vowels (<beat> /bi:t/ vs <bit>

/bit/). Secondly, identify the difference between strut /ᴧ/ and schwa /ə/ vowels.

Thirdly, be able to distinguish a mid-low central half open vowel /ᴧ/; a mid-low front

half open vowel one /æ/ and a low back open vowel /ɑ/ and, finally, be able to

produce nurse /З:/ and north /ɔ:/ vowels.

Calvo (2013) acknowledges that the main difference between the English

vocalic system and the Spanish one is the fact that the latter only has five

monophonic sounds: “1) an open central vowel /a/; 2) a semi-open front vowel /e/;

3) a semi-open back vowel /o/; 4) a closed front vowel /i/; and 5) a closed back

vowel /u/, whereas Standard British English has twelve monophthongal vowels: 1)

a high front close vowel /i:/; 2) a mid-high, front, half close vowel /ɪ/; 3) a mid-front,

half close vowel /e/; 4) a mid-low front half open vowel /æ/; 5) a mid-high central

half close vowel /З:/; 6) a mid-central half open vowel /Ə/; 7) a mid-low central half

open vowel /ᴧ/; 8) a high back close vowel /u:/; 9) a mid-high back half close vowel

/Ʊ/; 10) a mid-low back half open vowel /ɔ:/; 11) a mid-low back half open vowel /ɒ/

and, 12) a low back open vowel /ɑ/” (p. 39).

As can be seen from the above, in none of the five Spanish vowels the place of

articulation entirely coincides with any of their possible equivalents in English. For

instance, the Spanish open central-mid vowel /a/ is not pronounced in the same

way as the mid-low front half open /æ/; the mid-low central half open vowel /ᴧ/, and

the low back open vowel /ɑ:/ (Estebas Vilaplana 2009).

In relation to the aforementioned studies, Gallardo and Gomez (2008) made the

following statement: “Si comparamos la cualidad de las vocales inglesas y castellanas,

comprobamos que sus áreas de realizaciones posibles no coinciden en ningún

caso. [...] El castellano, al no poseer sonidos en el centro del diagrama vocálico,

no tiene vocales que se le acerquen a las vocales centrales y débiles inglesas /З:,

Ə, ɪ, Ʊ/. Además, mientras que en inglés la /ɒ/ y la /ɑ:/ ocupan la parte inferior

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derecha del diagrama vocálico, en castellano este espacio se encuentra vacío”.

(Gallardo and Gómez 2008, p.47).

Concerning consonants, advanced Spanish students have difficulties

recognizing the differences between the voiced consonant /d/ and the voiceless

consonant /th/, since many of Spanish-speaking students are not conscious that /d/

and /th/ have different ways of articulation (Lin 2014). For instance, “/d/ consonant

is pronounced as /th/ in the word “dare” ” (p. 18). Furthermore, in Spanish, both

letters “v” and “b” are pronounced as the sound /b/, such as the word “vasco” is

likely to be pronounced as “basco” (Frederick 2005), since “in English /v/ is a

voiced fricative using teeth and lip, and /b/ is a voiced plosive using the lips”

(Hudson 2013). Additionally, they also mix up “s” and “z” sounds. For example,

they will pronounce “Sue” term, which contains the “z” phoneme as in “zoo”, with

“s”. It is also frequent the fact that Spanish learners do not pronounce the “s” at the

beginning of a word. Instead, they add the “e” sound. Thus, they will pronounce

“snake” word as “esnake” (Farnen 2012). Another problem commonly attributed to

Spanish EFL students’ pronunciation is the lack of distinction between /s/ and /ʃ/.

The latter one is made by “slightly rounding the lips and pulling the tongue a bit

further back in the mouth than it would be for /s/” (Hudson 2013), and Spanish

speakers often do not do this. Also, /ŋ/ English phoneme is made at the back of the

mouth in the same place as /k/ and /g/, yet when Spanish EFL learners see <ng>

in the end of a word, they sometimes pronounce it as alveolar /n/ raising the tip of

their tongue to touch the ridge area (Hudson 2013) (Hayeck 2013). According to

Hayeck (2013), advanced or undergraduate Spanish learners have several trouble

so as to recognise the difference between /θ/ and /ð/. Both consonants require that

speaker place “the tip of the tongue between the teeth and let the air

escape through a little gap between the tongue and teeth but Spanish learners

keep their tongue inside and press the tongue tip against their teeth resulting in /t/

instead of /θ/ and /d/ instead of /ð/” (Hayeck 2013). Another error that Spanish

students make is the pronunciation of /h/. In English, the voiceless consonant /h/ is

“made by relaxing the tongue completely and letting the air flow out of the mouth

without interference from the tongue, and the Spanish learners move the root of

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the tongue back towards the velum narrowing the air passage considerably” (Case

2012). Spanish students find it extremely difficult to begin a word with consonant /j

/ as in <yes>. In order to produce correctly that sound we have to “hold our tongue

up very high and close to the hard palate without touching it" (Hayeck 2013),

whereas Spanish learners “touch involuntarily palate with the tongue resulting in a

consonant that sounds very similar to /ʤ/“ (Case 2012).

As we can notice, the current research mentioned above tended to deal with all

those aspects and problems regarding the pronunciation of English vowels and

consonants and the problem they cause to advanced or undergraduate Spanish

learners. They provide detailed phonological data and comparisons of the two

languages in question (English and Spanish). However, they do not take into

consideration learners of ESO (just undergraduate ones) or whether they are

native or non-native speakers of English.

The present paper is intended to contribute to those studies offering some

empirical facts concerning the specific problems found in the acquisition of English

vowels and consonants by a group of 4th year ESO Spanish leaners.

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3.3. Research question and hypothesis

The current paper aims at researching the most usual problems Spanish

students of 4th ESO have regarding the pronunciation and distinction of English

vowels and consonants. In this way, the gap this study is intended to fill in is based

on the importance of the improvement in the teenagers’ (around fifteen to sixteen

years old) English vowels and consonants pronunciation in an educational context.

Keeping this target in mind, and taking the reviewed literature above into

account, my paper is planned to address the following research question:

Which are the main difficulties Spanish students of 4th year of E.S.O.

have concerning English vowels and consonants pronunciation?

Based on this question, I put the next hypothesis forward:

Most of the Spanish students of 4th ESO have several problems when

they have to pronounce or identify English vowels and consonants.

Particularly long and short English vowels, the schwa, trap, strut and

nurse sounds, and fricative and approximant English consonants.

Of course, this theory holds up a favourable relationship between the dependent

variable (i.e. learners’ performance in photo description and a text reading tests)

and the independent variable (i.e. treatment).

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3.4. Methodology

This study represents an experimental research designed to identify and

overcome the problems Spanish 4th ESO students have regarding the vowels and

consonants pronunciation in English by means of the implementation of two tasks

and some pedagogical implications. That is, find out the students’ strengths and

weakness referring to pronunciation and develop further teaching implications.

In order to contextualise the study, Rittel (1999) states that an experimental

method is “an approach to educational research in which a theory or hypothesis is

either verified or refuted by establishing situations in which the relationship

between the different participants or variables can be determined” (p.903).

3.4.1. Subjects

A total of fourteen of 4th year ESO students of IES Hermanos D’Elhuyar

secondary school (Logroño (La Rioja) – Spain) participated in the experiment.

The subjects were boys and girls, their ages ranging from fifteen to sixteen.

They had been exposed to English in EFL classes for around nine to ten years,

and all volunteered to take part, having been invited to do it by their EFL teacher.

All of them were monolingual (Castilian Spanish), the requisites for inclusion was

not to be a native speaker of English, not to have B1 level of proficiency in English

(certification) and not to have lived in an English-speaking country for a long period

of time.

3.4.2. Research materials and data collection

Two forms of extraction were used to identify, collect and classify the data: a

photo-description and the reading aloud of a text. The photo-description task

follows a completely spoken format (describing), whereas the reading activity

represented in a written text had to be interpreted orally. Both activities differed in

several ways. On the one hand, the photo description shows a more spontaneous

nature, as the subjects had not enough time for planning and improvise. What is

more, some affective factors (anxiety and hesitation) more naturally occur in this

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type of tasks. On the other hand, the reading task was more controlled in nature as

the students are able to see the written version. However, in this type of task there

is an adverse effect: a possible mix-up between spelling and pronunciation.

It is worth mentioning the fact that, as the main goal of this study is to develop

oral skills, I will record every part (describing and reading) of the study. The main

aim of the use of this instrument is gathering objective evidence of subject’s

participation and work. Thus, it will easier for me to analyse and classify the

outcomes and participants’ pronunciation mistakes. After that, by means of the

recording I will transcribe what they have performed and conveyed in both tests.

In the picture description task (Figure 1), subjects are asked to describe a series

of pictures that represent a particular story with a particular beginning and ending.

Specifically, they have to describe “a bad day in a man’s life” (Calvo 2013, p. 42).

This activity contains a wide range of English monophthongs, such as, /ɑː/ in

bathroom, bath, past; /æ/ in tap, man; and /əʊ/ as in robe, goes.

Figure 1- A tell story with a series of images about ‘a bad day in a man’s life (Calvo 2013, p.45).

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A possible description is provided in the appendix 4 as an example designed by

Calvo (2013, p.44).

Finally, in the text reading task, the students have to read aloud a brief text (160-

words) titled Downloading music (Figure 2). It was taken from the textbook English

Alive 4 designed by Wetz (2011) which is addressed to 4th year ESO. It was

selected due to some reasons. On the one hand, because it contains examples of

words with the majority of British English vowels (we can find examples of ten

English vowels in the first two sentences of the text: music /u:, ɪ/, business /Ə/,

shops /ɒ/, U.K /eɪ/, sold /ƏƱ/, more /Ɔ:/, hundred /^/, CDs /i:/, thousand /aƱ/), and

on the other hand , it is considered as an authentic text on a well-known topic,

since most students probably listen to music regularly, and at some point or other

they will have downloaded a song, film, etc., perhaps without being aware of the

consequences of this illegal practice. This is the text reading task:

Figure 2 - The employed text for the second task of the study (Calvo 2013, p.44).

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3.4.3. Procedure and data analysis.

The data collection period will take place in a nearly 3-month period, in the

second term of an academic year, from January to the first two weeks of March.

For all of the tasks each of the students will be tested individually in the library.

Meanwhile, the rest of the students will be working with the EFL teacher in the

classroom.

Each student will last about twenty minutes to do the whole task (ten minutes

per test). Therefore, I will require thirteen hours and twenty minutes in total in order

to assess both tests carried out by the forty students. To do this, I will assess two

students in a session of forty minutes and the other two in another forty minutes

session. That is, I will test four students per week. In total, I will need ten weeks

(two months and two weeks) so as to assess the forty students and carry out the

whole study.

The same chart (Figure 3) has been applied so as to interpret and analyse 4th

ESO Spanish EFL learners’ pronunciation outcomes in both tests (describing and

reading). This is the table employed:

70

Figure 3 – The chart applied to gather and interpret the pronunciation mistakes (self-elaborated).

Name______________________________________________________Surname: ________________________________ Date:____________ Task:_______________________________ __

Some vowels and consonants phonemes

Number of mistakes

Examples Description of the incorrect pronunciation

/ə/

/i:/ & /i/

/a: / & /a/

/e/ & /e:/

/u/ & /u:/

/θ/ & /ð/

/s/ & /ʃ/

/ʃ/ & /ʒ/

/h/

/j/ & /ʤ/

/b/ & /v/

The most common error(s)

71

At the top of the chart, in the number of mistakes titled box I will write down the

amount of pronunciation errors the student make of a particular phoneme. In the

following box (examples) the teacher is going to write the words and terms that

have been mispronounced. In the box description of the incorrect pronunciation

I will note down, on the one hand, the mistake conveyed by the learners and, on

the other hand, the correct way of pronouncing. Finally, at the bottom of the

table, in the box named the most common error(s), I will write down those

vowels or consonants phonemes that have been more often mispronounced by

the participants.

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3.5. Expected results and discussion

The expected findings of the present research have important implications for

EFL teaching in Spanish high schools.

To begin with, six vowels, specifically schwa /ə/, trap /æ/, fleece /i: /, goat

/əʊ/, nurse /З:/ and goose /uː/, are expected to present most difficult for these

4th year ESO students. Schwa and the long vowels (fleece and goose) are very

often the most problematic ones.

As mentioned in the literature review part, schwa does not exist in Spanish

(Kenwrothy 1987). Consequently, Spanish learners of English are inclined to

produce it as a full vowel, adopting a vowel sound corresponding to the spelling

to the term. For example, it is highly likely that most of the participants

pronounced the final sounds in answer, however and computer as /e/ + /r/,

rather than schwa.

Likewise, previous studies have centred their attention and interest on the

distinctions between short and long vowels as another pronunciation problem of

advanced Spanish learners. Nevertheless, the current research has also

pointed out the analysis of not only the vowels sounds, but also consonants

ones, and the analysis of the problems regarding trap /æ/, nurse /3:/, fleece /i:/,

schwa /ə/ and goose /uː/ English vowels phonemes students of basic level of

proficiency (B1) may have. Calvo (2013) says that the main reason why these

English sounds may arise so many problems to the students is owing to the

absence of them in Spanish.

By contrast, the consonants phonemes are expected to be easier either to

recognise or pronounce at this level of proficiency (B1) students than vowels

sounds. However, several English consonants phonemes such as fricative post-

alveolar voice /ʒ/; fricative dental voice /ð/; fricative alveolar voice /z/; affricative

postalveolar voiced /ʤ/ and fricative post-alveolar voiceless /ʃ/ are expected to

involve some problems to many learners. It seems that the absence of those

sounds in Spanish makes it difficult for Spanish EFL learners to pronounce.

Finally, and as for the limitations of the paper, some limitations will be made.

Firstly, the requisites for inclusion was not to be a native speaker of English, not

to have B1 level of proficiency in English and not to have lived in an English-

speaking country for a long period of time. Secondly, the focus of the study will

https://en.wikipedia.org/wiki/Voiced_palato-alveolar_sibilant

73

be on oral skills, other aspects of the English language such as Use of English,

listening or writing will be neither assessed nor analysed in this paper. Finally,

we should also bear in mind that although EFL textbooks used in Spain focus

mainly on the teaching of RP English, there are many other native varieties of

English that our students may be interested in acquiring such as American or

Australian English.

3.6. Budget

In case the high school did not provide me any recorder, it will represent the

only aspect to be included in the budget of this study, as the rest of the research

materials and tools required are expected to be found in the secondary school

(library and printed materials).

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3.7. Conclusion, pedagogical implications and further research

Comparing the expected outcomes with the previous investigations in this

area, the following conclusions can be drawn. First, even though schwa is one

of the most commonly employed vowels in British English, learners with a basic

knowledge of English (as is the case with these students) continue to make

many errors with it, perhaps because it does not exist in Spanish and, thus is

more difficult to imitate and use spontaneously. Second, regarding the

differences between English long and short vowels, mistakes were expected to

make with trap, nurse, fleece and goose long vowels.

In general terms, all the mistakes made by 4th year ESO students were owing

to the L1 (first language) interference. In fact, the participants showed problems

regarding some English sounds due to the fact that they do not exist in Spanish,

such as schwa and long and short vowels.

Taking into account the two kinds of research materials used for this

investigation, I can conclude that, in the case of the reading task, which

includes the spelling of words, is likely to have influenced participants’

pronunciation as their mispronunciation words were close to the vowels as

spelled that their correct oral production. For example, in the case of “legal”,

many students would pronounce the first vowel with the dress vowel /e/ rather

than the fleece one /i:/ (Calvo 2013). Regarding the oral description task, the

majority of the mistakes made in this task concerned long and short vowels. A

possible explanation for this fact is that “learners are more familiar with written

texts than oral ones” (Calvo 2013, p.53).

After knowing the pronunciation problems 4th ESO students make, I strongly

believe that pronunciation is one of the most complex, if not the most complex

part of the English language for foreign learners. Nevertheless, over the last few

years, in the case of Spain, the teaching of EFL was just focused on reading,

writing, grammar and vocabulary skills, obviating speaking part (pronunciation).

That is why English pronunciation continues to be the principal weakness of the

Spanish EFL students. Another important element to keep in mind is that further investigation should

be made to know whether students are happy and feel comfortable with aiming

at British variety or, by contrast, they would rather be exposed to other varieties

75

(American or Australian English). Thus, further research is required to explore

whether non-native Spanish speakers can communicate efficiency in English,

that is, whether they make themselves understood and intelligible in English

conversations, or whether bilingual non-native Spanish students obtain better

results than monolingual ones, or if girls are more proficient in English

pronunciation than boys.

As mentioned in the introduction, this paper is part of a research project

committed to the identification and analysis of the role that 4th year ESO

learners’ pronunciation nowadays has in EFL classes in Logroño, and by

extension, in Spain. Up to now, it seems that pronunciation continue to be a

subordinated role in EFL classrooms. Actually, its role in EFL textbooks that are

employed in Spain is also poor, often containing no more than a “few isolated

sections with listen and repeat tasks” (Calvo 2013, p.53). This leads us to

wonder whether the bad position of pronunciation at the lower levels of teaching

in Spain, mainly in Primary Schools, could be one of the main reasons why

students with a basic level of English (B1) continue to have many problems with

particular English vowels and consonants sounds which they might be expected

to have overcome after exposure to the English language in Primary EFL

classes (Frederick 2005). Further research is needed here, since pronunciation

requires to be highlighted at the EFL classes, not only at the Primary stages,

but also at Secondary levels. Therefore, I provide a list below of some tips and

solutions for enhancing Spanish students’ English vowels and consonants

pronunciation: a) to know the IPA and the individual sounds of English. The

International Phonetic Alphabet (IPA) is a collection of symbols that represent

the different sounds of a language. If the teacher teaches students all the

sounds of English and the symbols that represent those sounds, they will be

able to pronounce any word in English. The following web page might be useful

for teachers to achieve what I have mentioned above:

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/; b)

whenever students find/learn a new word, encourage them to learn how to

pronounce it correctly. The longer you say a word incorrectly, the harder it

becomes to learn to say it correctly. Therefore, whenever the teacher finds a

new word or expression, they have to tell student how to pronounce it. To do

this, they can apply Cambridge Online Dictionary; c) to try to imitate spoken

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/

http://www.macmillandictionary.com/dictionary/american/outrageous

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English. The ‘imitate’ term means to “copy someone, to do something in the

same way or to do the same things as someone else” (Soanes & Stevenson

2005, p.866). The teacher and students can have a good time in class making

fun of someone from Anglo-Saxon country by imitating his accent. Therefore,

the teacher can ask the students to close their eyes while they are listening to

something on English (podcast, interview, pronunciation videos, TV news…).

Teacher may encourage them to listen carefully to what the speaker is saying

and try to make the same sounds. Here is an interesting resource that can be

useful for this: https://www.youtube.com/user/dailydictation. Finally, to record

students’ performance. It is useful for students to hear what they sound like

speaking English so they know what they need to improve. Recording

themselves, they can compare what they sound like to what they want to sound

like. For instance, they can record themselves reading a sentence from a

podcast downloaded by the teacher and compare it with the original (native)

pronunciation.

To conclude, this study has shown that 4th ESO learners appear to lack

enough practise in the pronunciation of English vowels and consonants, thereby

we could claim that pronunciation needs to be given more attention both in

Spanish secondary schools and at earlies stages of teaching (primary school)

so as to “avoid the fossilisation of incorrect pronunciations due to the influence

of spelling” (Calvo 2013, p. 54).

A general goal should be that learners acquire an understandable and

intelligible pronunciation, at the same time that pronunciation is given a more

relevant role in EFL teaching in Spain at early stages of learning. That way, it is

more likely that secondary students will have overcome many of the problems

seen in this study by the time they arrive at post-Secondary Obligatory

Education.

https://www.youtube.com/user/dailydictation

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1.1. References Calvo, Y. J. (2013). Advanced Spanish university students' problems with the

pronunciation of English vowels. Identification, analysis and teaching

implications. ODISEA, 37-56.

Casas, R. M. (2001). Profiling the phonological processes shaping the frozen IL

of adult learners of english as a foreign language. International Journal of

English Studies, 1(1), pp. 157-217.

Case, A. (2012, July). Pronunciation Problems For Spanish-Speaking Learners

Of English. Retrieved 2 19, 2016, from TEFL.net:

http://edition.tefl.net/articles/teacher-technique/spanish-speaker-

pronunciation-problems/

ESLAN. (n.d.). Common Pronunciation Problems for Spanish Learners of

English. Retrieved 2 20, 2016, from

http://englishspeaklikenative.com/resources/common-pronunciation-

problems/spanish-pronunciation-problems/

Estebas Vilaplana, E. (2009). Teach yourself English pronunciation. An

interactive course for Spanish speakers. Oleiros: Netbiblo.

Farnen, K. (2012). Dificultades comunes para los estudiantes de habla hispana

en el aprendizaje de inglés como segunda lengua. Retrieved 2 20, 2016,

from http://www.ehowenespanol.com/dificultades-comunes-estudiantes-

habla-hispana-aprendizaje-ingles-segunda-lengua-lista_43539/

Frederick, M. (2005). Common articulation variations between English and

Spanish. Retrieved from Super Duper: Handy Handouts:

https://www.superduperinc.com/handouts/pdf/82_commonArticulation.pdf

Gallardo del Puerto, F., & Gómez Lacabex, E. (2008). La enseñanza de las

vocales inglesas. Pulso, 37-66.

Griffiths, B. (2004). Integrating pronunciation into classroom activites. Retrieved

from Teaching English:

http://www.teachingenglish.org.uk/articles/integrating-pronunciation-

classroomactivities

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Hayeck, P. (2013). Common Pronunciation Problems for Spanish Learners of

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problems/spanish-pronunciation-problems/

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errors/

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Oxford University Press.

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Unviersity Press.

APPENDIX 1. Two rubrics employed to assess both speaking and writing skills.

Speaking

Category Excellent (9-10)

Very Good (7-8)

Sufficient (5-6)

Not Enough (1-4)

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Time-Limit Presentation is 5-6 minutes long.

Presentation is 4 minutes long.


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

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

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

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

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

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Writing


Very Good (7-8)

Sufficient (5-6)

Not Enough (1-4)

Focus or Thesis statement

The thesis statement names the topic of the essay and outlines the main points to be discussed.

The thesis statement names the topic of the essay.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic and does not preview what will be discussed.

Capitalization and punctuation

Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Sentence structure

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not well-constructed or varied.

Grammar and spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.


Very Good (7-8)

Sufficient (5-6)

Not Enough (1-4)

Comprehension

Student is able to accurately answer almost all

Student is able to accurately answer most questions

Student is able to accurately answer a few questions

Student is unable to accurately answer questions

questions posed by classmates about the topic.

posed by classmates about the topic.



Time-Limit Presentation is 5-6 minutes long.



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

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

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

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

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

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

APPENDIX 2. The chart employed to fill in with students’ results in writing and

speaking disciplines.

Formative Record Sheet

Name ________________________________________

Class ________________________________________

School Year ___________________________________

Unit 1 2 3 4 5 6 7 8 9

Date

Communication

Skills

Writing

Speaking

Observations:

Score: 1 – 10

1 = Insufficient

5 = Sufficient

10 = Outstanding

APPENDIX 3. Unit 7 Test.

1. Complete the sentences with the words below. (2p.)

1) You can keep the biscuits in that …………………………………………

2) Could you throw the ……………………….. into the rubbish bin,

please?

3) We obtain…………………………… from trees.

4) Those flowers are no real. They are made of ………………………. .

5) Can you buy a ……………………………………… of milk on the way

home?

6) The yellow recycling bin is for ……………………………………. .

7) Diego is drinking a…………………………………………..of cola.

2. Write the corresponding VERB under the pictures. (2p.)

paper • carton • jar • can • plastic • glass • food waste

1)…………………………………

..

2)…………………………………

..

3)…………………………………

..

3. Complete the reported statement. (3.5p)

1) “My son doesn’t eat meet”

The woman said that ……………………………………..

2) “Diego plays the guitar very well”

Diego told me that………………………………………….

3) “They have always wanted to visit New York”

Lisa told us that………………………………………………….

4) “I forgot to turn off my mobile in class”

The teacher said that………………………………………………………...

5) “I can run very fast”

Jorge told us that …………………………………………………………….

6) “She didn’t go to the party”

My friends told me that…………………………………………….

7) “We are doing the English exam”

Samgar said that ………………………………………………………….

8) “I don’t know her name”

Mery said that …………………………………………………………………

4. Complete the reported statements and change the word in bold. (2.5p)

1) “I will go to the park tomorrow”

Jan told us that ……………………………………………………….

2) “We painted our room yesterday”

Your brother told me that……………………………………………

3) “I hate this exam”

Lucas said that ……………………………………………………

4) “I found Alberto here”

Fernando said that ………………………………………………

APPENDIX 4. Example of the text description (Task 1)

“In the first picture, we can see a man who is getting ready to have a bath at a

quarter to eight in the morning. Suddenly, his phone starts ringing and, after

speaking on the phone, he returns to the bathroom and discovers that the floor

is flooded because he left the tap running.

At lunchtime, he is on his lunch break and decides to use the lift to go back to

his office, but suddenly the lift stops working; he gets stuck on the third floor and

has to wait for over half an hour to be rescued by someone.

Finally, in the evening, he is riding home on his bike after a hard day at work

and he does not see the red traffic lights; he goes round the corner and crashes

into a car. In the end, we can see the man walking home with his clothes dirty,

his bicycle broken and with an angry expression on his face as a result of the

really bad day he has had” (Calvo 2013, p.44).

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