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FL curriculum competences, VIP Interviews, recipe, Competence 3: Make use…

- - - - Competencia 2: Planificar i produir textos orals de tipologia diversa adequats a la situació communicativa.
        
        Present to your students a topic to debate on, sharing with the rest of the class their for and against arguments.
        
        Playing educational games such as 'Role plays', 'Topic dice', 'Desert Island', 'Taboo', etc.
        
        Giving a situation that the students have to act out.
        
        Asking questions to the students to make them participate actively, like for example watching a video in class and commenting on it.
        
        Work in pairs. Ask students to introduce themselves to the person sitting next to them and explain where they would like to go this Summer.
- - - - Individual reading + sharing ideas + group explanation of the text
      - Highlighting keywords and trying to explain their meaning
      - Pronounciation of different words and sentences
      - Identifying what the text is about: who? where? when? what? (and sometimes why?)
    - - Collaborative brainstorming (through digital tools)
      - Commenting features of the text that catch our attention at first glance: identifying the type of text, its genre, organisation, etc.)
      - Guessing the main ideas of the text
      - Scanning the text looking for proper nouns (such as names of people and places), dates and capital letters
    - - Performing the text in a collaborative way (in groups)
      - Understanding the text: Asking questions about the text content in order to check that the students understood it. They will have to answer them with the group, ensuring everyone's collaboration
      - Recording themselves explaining the text (Flipgrap, digital tools, apps, etc.)
- - - - Key Content
        -Written Interaction Strategies
        -Selection and Assessment
        -Information Research and Process
        -Pragmatics
        -Planning strategy
        -Use of Dictionaries
      - Methodological Guide
        -Reflexion on the author
        -Purposefulness
        -Recipient identification
        -Use of resources
        -Creation of ideas
        -Workteam
      - Assessment Levels: to evaluate specific strategies, such as producing and organizing ideas, selection of lexis and morfo-syntax, through visual mediums.
        1- Indicates students who follow scaffolding
        2- Indicates students who are quite autonomous
        3- Indicates students who are completely autonomous
      - Elements from the communicative situation:
        -Aim of the task
        -Purpose
        -Recipient
        -Structure and Register
        -Types of text
      - Gradation:
        
        Planning and production of simple texts through the generation of ideas
        -2. Planning and production of simple texts through the organisation of ideas
        -3. Planning the production of well-structured texts through the selection of ideas.
      - EXERCISE 1
        Brainstorming. Students will be asked to think of different concepts related to a specific topic before starting to write a text. These concepts will be written on the blackboard so that everyone can read them.
      - Exercise 2
        Students are divided into two groups and provided with different text-type models.
        The need to focus on keywords and common elements in their texts. Finally, they discuss their findings with the rest of the groups and try to crreate a similar text model.
- - - - Use of the language in a creative way.
      - Reading, reciting, singing and dramatizing orally in English can help students improve their pronunciation.
      - Adapted or authentic texts.
      - Group-working, memory and dramatizing games are great to practice socialization in the language being learned.
      - Gestuality as a key element to ease comprehension and helping to express emotions and thoughts fluently.
      - 3 levels of gradation
        
        10.1 – Pronouncing in an acceptable way, recite and dramatize short literary texts with a limited linguistic complexity.
        
        10.2 – Reproduce orally in a clear and understandable way. Dramatize and recite simple texts with a moderate difficulty in terms of linguistic complexity
        
        10.3 – Autonomous and understandable oral production. Diversity of topics.
      - Key Contents
        
        Communication systems and digital work environment in order to ease the collaborative learning.
        
        Personal learning environment and personal learning portfolio (digital).
        
        Oral interpretation and out-loud reading, singing and represetnation of oral and written texts.
        
        Oral (orally transmitted pieces) and audiovisual texts based on literary texts.
        
        Out-loud reading in a natural and expressive voice. Voice-expression resources: tone, intensity, silences…
        
        Oral production strategies: compensation, introduction forms, oral text's maintenance and finalization. Semiformal and non-formal, planned or non-planned, digital or in-person texts.
  - - - KEY ELEMENTS
        
        Oral and written commentaries on literary works or fragments
        
        Comprehension strategies in oral and written expressions
        
        Creative production
        
        Use of dictionaries
        
        Pragmatics, phonetics and phonology
      - 3 LEVELS OF GRADATION
        
        Understanding adapted or authentic texts of a certain leght and compleixity. Evaluating with basic reasoning
        
        Understanding adapted or authentic texts on a variety of topics. Evaluating with reasonings of a certain complexity and referecing to their authors
        
        Understanding adapted or authentic texts on topics close to the student's interests, with guidelines and evaluating with minimal reasoning.
      - Exercise 1: Students work in groups, each group gets a different type of text and they have to identify the main traits, such as the genre, subgenres and content. Afterwards, they will have to explain the class which type of text they got and explain the topic.
        
        Exercise 2: Students choose a fragment of a text they are interested in (a list of texts given by the teacher) and as the aim of this competence is to evaluate the students' understanding of the text, they have to answer a couple of questions.