Memoria de Las Prácticas

MÁSTER EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN
SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN

PROFESIONAL Y ENSEÑANZAS DE IDIOMAS
MEMORIA DE LAS PRÁCTICAS

CURSO 2020-2021
APELLIDOS Y NOMBRE: Miranda Soriano, Vanora
DNI: 0528157-T
ESPECIALIDAD: Segunda Lengua Extranjera: Inglés
TUTOR/A DE LA UNIVERSIDAD: María José Rodríguez Rodríguez

Departamento de Estudios Ingleses: Lingüística y Literatura
Facultad de Filología
CONVOCATORIA: JUNIO
TABLE OF CONTENTS
1. Description of the Center ……………………………………………………… 2

1.1. Center 's History………………………………………………………….. 2
1.2. Location and Surroundings. Characteristics of the
Educational Community …………………………………………………. 2
1.3. Student’s Characteristics ……………………………………………… 3
1.4. Center 's Staff …………………………………………………………….. 4
1.4.1. Teaching Staff ……………………………………………………. 5
1.4.2. Non-Teaching Staff …………………………………………....... 5
1.5. Facilities …………………………………………………………………… 5
2. Programming and Development of the Didactic Unit …………………….. 6
2.1. Programming of the Didactic Unit …………………………………… 6
2.1.1. Educational Objectives and Methodological Principles …….. 6
2.1.2. Contents: Knowledge, Abilities and Skills ……………………. 7
2.1.3. Student’s Previous Ideas on the Subject …………………….. 9
2.1.4. Initial Motivation Strategy ……………………………………... 9
2.1.5. Activities …………………………………………………………. 10
2.1.6. Teaching Materials and Resources ………………………….. 12
2.1.7. Evaluation of the Students and the Process: Criteria,
Instruments and Learning Standards ………………………… 13
2.2. Development of the Didactic Unit …………………………………… 16
2.2.1. Sequence of Activities …………………………………………. 16
2.2.2. Analysis of the Evaluation Results ………………………….... 20
2.2.3. Learning Difficulties and Problems …………………………… 21
2.2.4. Materials Made by Students ………………………………….. 22
3. Analysis of the Internship in the Center Outside the Classroom …….. 26
4. Global Assessment of the Internship’s Development ………………….. 28
5. Bibliography ……………………………………………………………………. 29
6. Annexes ……………………………………………………………………….... 30
6.1. Annex 1: Lesson Plans ……………………………………………… 31
6.2. Annex 2: Evaluation Rubrics …………………………………………. 51
6.3. Annex 3: Final Exam Sample ………………………………………… 54
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1. DESCRIPTION OF THE CENTER
1.1. Center’s History
The present internship

has taken place in Juan de la
Cierva Secondary Education
School, which is a public center
located in the Arganzuela district,
in the Madrid area, at no. 1
Caoba Street. Its ownership
corresponds to the Ministry of
Education of the Community of
Madrid, Directorate of the
Territorial Area of Madrid Capital.
It has contributed to the training
of Madrid students since 1939
with a recognized prestige.
Its origins, this center was dedicated to the training of qualified workforce with which
to nurture the increasingly advanced industry; it was then decided to create the Labor
Schools, in the image of the existing Virgen de la Paloma Trade Union Institution, dependent
on the Ministry of Labor. It was not until the early 1990s that it was decided to move Juan de
la Cierva IPFP to a new building that would be built on the sites where, until a few years ago,
the old Peñuelas railway station had been located. This change of location, which coincides
with the disappearance of 1st and 2nd Grade Vocational Training, carries with it the change
of name, changing its name to Juan de la Cierva Secondary Education School, the name it
currently holds. In 1999, with the transfer of competences to the autonomous communities,
the transfer of competences in education from the Community of Madrid look place; in the
center it depends on that one
1.2. Location and Surroundings. Characteristics of the Educational Community
The School develops day and evening classes at different educational stages:
Compulsory Secondary Education (ESO), Baccalaureate, Basic Vocational Training Cycles
(CFGB), Middle Grade (CFGM) and Higher Grade (CFGS). Similarly, the socio-economic
environment of the center corresponds to a medium-high level for the are of Madrid in which
it is located (Arganzuela district), although the students come from very different places,
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sometimes very far away, especially in training professional courses, since they choose this
center for its characteristics and wide educational offer.
The participation of families in school life is very high. Communication with teachers
in general and with tutors in particular is very fluid and common. There are a large number of
families associated with the AMPA, who collaborate very actively in the life of the center,
organizing extracurricular activities and facilitating communication with families, contributing
ideas.
It is a large and complex center, with an approximate number of 1,900 students, a
number that is maintained in the last years. Some 1,400 students correspond to the day shift
and 5,000 to the afternoon shift. Of these, approximately 30% are from ESO, 20% from
Baccalaureate and 50% from Vocational Training, distributed as follows: line 5-6 in ESO, 5 in
Baccalaureate, between 3 and 5 in CFBG and 30 in Formative Cycles GM and GS. The
distribution of the students by sex would be approximately 30-35% of women and 65_70% of
men. This inequality is due to the existence of mainly male students in FP, while in ESO and
Baccalaureate the distribution by sex is balanced.
1.3. Students’ Characteristics
The peculiarities described depending on the environment and the educational offer
itself mean that a great diversity of students coexist in the classrooms. On the one hand,
there are students with a high degree of motivation and preparation, who require a
high-quality educational response. The history of good academic results in external tests
such as the PAU and the level of demand necessary to achieve enhancement of these
characteristics makes them choose the center. Also, there is a Diversity Attention Plan for all
students (attention to diversity is for everyone) with a wide range of alternative programs that
can be taken without leaving the center. At the end of the 2nd or 3rd year of ESO,
approximately between 5 and 7% of students enter Basic Professional Training programs or
Performance and Learning Improvement Programs. Likewise, the High Capacities Program
of Madrid capital is carried out in the center’s facilities.
In the afternoon shift, students present peculiar characteristics that require
specialized attention to adapt to their possibilities and work rhythms. Individual effort is
valued, since many combine studies with work activities.
As it has been mentioned before, the academic results obtained by students of the
center are good in secondary school both in the Diagnostic Assessment Test, which is
carried out in 2nd year of ESO, and in the Knowledge and Indispensable Skills Test, which is
passed in 3rd of ESO, the grades are above the Community average. A large percentage of
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students are presented to the PAU, with very positive results, given that the percentage of
passed is not less than 98% and the average grade is not lower than 7.
The expectations of a large majority of high school students is to enroll in an
University degree. Perhaps it is the students who plan to study vocational training or directly
enter into the working world. Many students choose the center because of its extensive
experience in FP. Several awards have been obtained both from the Community of Madrid
and national higher level education. Similarly, many of the students who enter the higher
degree cycles are university graduates who seek better employment and training exceptions
by taking Vocational Training. The expectations of students of both the intermediate and
higher vocational training cycles is to access the labour market with the best qualification
thanks to the teachings they receive at the center.
1.4. Center’s Staff
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1.4.1. Teaching Staff
The staff varies each year and in recent years it has been reduced
considerably. In 2015 it had 127 people (119.83 teachers) including teachers,
secondary school teachers and technical professional training teachers.
Every year “trainee” civil servants are received who must take their first
course at the center. Likewise, it collaborates with different universities in the
practical phase of students taking the Master’s Degree in Secondary Teacher
Training and also with undergraduate students of different university degrees.
1.4.2.Non-teaching Staff
For the daily operation of the center there are professionals from different
sectors. The administrative staff has six people who, in addition to the files of the
students themselves, must manage those of others from different private and
subsidized centers in the area, which requires a permanent administrative and
control relationship with them.
As auxiliary control and information personnel the center has six workers on
the day shift and another two on the evening shift, who collaborate with the telephone
service, the control of students and visits, the reprography services, etc…In addition,
the center has a contract, through a maintenance company, with a person who
attends to the constant repair needs that arise daily. As for the cleaning service, this
is hired directly by the Community of Madrid through private companies and nine
people are part of it. Finally, the cafeteria service responds to an award, through a
public tender.
1.5 Facilities
The center is equipped with the following facilities:forty conventional classrooms,

three split and reinforcement classrooms, two music classrooms, five computer classrooms
for common use, a technology workshop, three Art classrooms, three conventional
classrooms with PDI, a natural science laboratory, a chemistry laboratory, ten classrooms of,
electricity-electronic laboratories and five of manufacturing laboratories, a physics laboratory,
eigh computer laboratories, a gym, two sports courts, a library, a service office for
orientation, fifteen departments, an office of the AMPA, the department of AACCEE, a staff
room, a meeting room, reprography service, five offices of the management team, a
concierge, an administrative secretary and a cafeteria.
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2. PROGRAMMING AND DEVELOPING OF THE DIDACTIC UNIT
The name of this didactic unit is “Song & Dance”, and it is within English as a Second
Language subject. It is focused on music and is divided into eight lesson plans. It was aimed
at 7th grade (1º ESO) students in which it was assumed that students would have A2 level of
English. The number of students was estimated to be twenty. The center where the unit took
place was IES Juan de la Cierva, a public Secondary Educational School in Spain.
2.1. Programming of the Didactic Unit
2.1.1.Educational Objectives and Methodological Principles
The methodological basis of this didactic unit is based on the Communicative

Language Teaching (CLT) which is an educational approach whose emphasis is on
helping students to use other languages than their mother tongue in diverse contexts,
considering of great relevance the learning of the functions of the language. The
Communicative Language Teaching takes its principles from the more general
Counseling-Learning approach developed by Charles A. Curran.
The objective of this didactic model is to enable the person who is learning a
second language to be able to produce real communication, both oral and written,
with other speakers of that foreign language. To meet this objective, teachers of a
foreign language - for example, English- will use texts, recordings, and various
materials with which they will carry out activities that seek to imitate with the greatest
possible fidelity situations that the student may experience outside the classroom.
From a basic conversation in a supermarket to exposing your thoughts in a circle of
friends or classmates.
The basis of this methodology is that communication is a process that is
carried out with a specific objective in a specific situation. To achieve successful
communication, it is not enough for the person who is learning a language to
memorize endless lists of vocabulary, grammar rules or exceptions to the use of
certain words or sentences, it is necessary that they learn to use that knowledge
correctly. For this reason, the communicative approach uses activities, projects,
games and real tasks in which the foreign language serves as a vehicle to achieve a
goal, promoting interaction between students and the development of communicative
dynamics in which participants receive feedback working in groups or pairs.
The means and teaching resources used were: textbooks, powerpoints,
YouTube videos, notebooks, cardboards, crayons, computer and projector. The
organization of the learning environment will be within the classroom.
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Taking these premises into account and that the subject on which the didactic
unit revolves is about music, the objectives that have been set for the unit have been
the following:
OBJECTIVES AND KEY COMPETENCES1:
1. Students will be able to understand and memorize words related to

instruments and musicians (CLC, CAE).
2. Students will be able to use and apply music vocabulary to speak
about their musical likes and dislikes (CLC, SCC, CAE).
3. Students will be able to understand and correctly use grammar
structures related to the past and draw parallels to L1 (CLC, L2L).
4. Students will be able to read and apply the past simple of regular and
irregular verbs to fulfill an incomplete biographical text (CLC).
5. Students will learn to contrast and compare different types of
discrimination and racism throughout the US history being able to
identify and locate relevant figures such as Franklin D. Roosevelt and
Martin Luther King (CLC, DC, SCC, CAE).
6. Students will be able to write an opinion essay about if music can
change the world (CLC, CMST).
7. Students will be able to memorize and correctly use adjectives of
opinion (CLC).
8. Students will be able to roleplay as a music band that is being
interviewed in a TV programme (CLC, L2L, SCC, SIE).
9. Students will be able to create their own music festival announcement.
(CLC, SIE, CAE).
10. Students will be able to identify information and memorize a
biographical text in order to make an oral presentation about a famous
composer (CLC, DC).
11. Students will be able to listen and understand clips from Amadeus’
movie and extract relevant information about Mozart’s life and work.
(CLC, CAE)-
12. Students will learn to extend their cultural awareness on American and
classical music (CAE).
1
Key competences: CLC (Competence in linguistic communication); CMST (Competence in mathematics,
science and technology); DC (Digital competence); L2L (Learning to learn); SCC (Social and civic competences);
SIE (Sense and initiative and entrepreneurship); CAE (Cultural awareness and expression).
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2.1.2. Contents: Knowledge, Abilities and Skills
The didactic unit has been designed to work on all the skills and abilities
(reading, listening, speaking and writing), placing special emphasis on written and
spoken production:
ABILITIES AND SKILLS
Reading
● Read biographical texts about Michael Jackson, Mozart and
Beethoven.
● Read a music festival announcement.
Writing
● Write an opinion essay.
● Write a music festival announcement.
Listening
● Listen and sing “They don’t care about us” Michael Jackson’s song.
● Listen to a fragment from Kung Fu Panda’s movie.
● Listen to some clips from Amadeus’ movie.
Spoken interaction
● Exchange information about musical preferences.
● Ask and answer questions about events in the past.
Spoken production
● Prepare and act a TV programme interview to a music band.
● Prepare and make an oral presentation about a composer.
LINGUISTIC CONTENTS:
Main Vocabulary
● Instruments and musicians: guitar, guitarist, piano, pianist,bass, bass
player, violin, violinist, drums, drummer, singer, choir, orchestra,
conductor, keyboards, keyboard player, etc.
● Adjectives of opinion: boring, lively, great, traditional, terrible, amazing,
rubbish, surprising, annoying, unusual, original, loud, quiet, catchy.
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Grammar
● Past simple regular and irregular verbs affirmative and negative.
● Past simple questions and short answers.
Functional language
● Phrases for talking about the past: Last night/ weekend/ month/ year;
in May/ 2014; two hours/days/ months ago.
2.1.3. Student’s Previous Ideas on the Subject
At the beginning of the first lesson’s class, the teacher asked students some
questions related to music, such as:
● What kind of music do you like?

● Are you a good singer?
● Can you concentrate on other things when you are listening to music?
● Can you play an instrument? If so, what do you play?
● Can you read music?
● Do you enjoy videoclips?
● Do you know any music composers?
The purpose of asking students the questions was to activate prior knowledge
regarding music. It was possible to verify with the answers that, in general, the music
that contemporary students listen to is related to trap. It was also found that there
was little cultural awareness regarding classical music and names of composers. As
for whether students play an instrument, the majority of responses were the piano,
the recorder and some commented that they had been part of a choir while they were
in primary school. Overall, students’ responses implied that they had both basic ideas
and vocabulary on the topic.
2.1.4. Initial Motivation Strategy
At the end of the question's initial period, a visual strategy is used, displaying
a YouTube video, “What’s music”. In it a series of people of different ages express
what music means to them. The purpose of using this strategy was to encourage
among students critical thinking about the concept of music. At the end of the
visualization, a small debate began in which students were able to practice speaking
production expressing their own opinions. This type of strategy works perfectly with
those students with visual and auditory memory. The use of subtitles was due to the
9
fact that at an A2 level students continue to have sound discrimination problems, with
which the use of subtitle enables the teacher with a support tool to visualize the word
that is heard. Similarly, throughout the unit, specifically in the third lesson, students
will be asked to write an opinion essay on whether music can change the world.
2.1.5. Activities
This didactic unit, as previously mentioned, consists of eight lessons. Each of

the lessons consists of an introductory or motivational activity, a presentation of the
theoretical content through the use of powerpoints, application and practice activities
of the theory, a review activity and, finally, an extension activity. Due to the limits of
this report, it is impossible to detail each activity carried out in each of the lessons.
Consequently, a selection of four activities has been made from the eight lessons. If
there is interest to know about all the activities carried out in this didactic unit, all the
lesson plans are attached in Annex 1. Similarly, in the sequence section of this report
it can be seen the chronology of the activities carried out.
In the case of lesson two, multiple activities were carried out. Two stand out
among them. In this lesson the theory on the formation of the past simple affirmative
and negative was explained. The Name Three strategy was used as a practical
activity. The teacher asked students to form a circle. After students were in the circle,
the teacher directed them to begin passing a ball around the circle. The teacher
closed her eyes and after some time had passed, clapped her hands to indicate that
it was time to stop passing the ball. Whichever student had the ball in his/her hands
had to name three examples of using ago in past simple sentences.If he/she failed to
name the sentences, he/she would have to stand up and keep passing the ball
around the class and repeat the process.
The second interesting activity in this lesson was the listening that was
carried out from the visualization of a fragment of the film Kung Fu Panda. The
teacher gave students a handout with questions related to the video. The teacher
informed students that they would be going to watch a fragment of the movie and that
they had to listen to the video and be able to answer the questions in the past simple
tense. The teacher used stop that video strategy, stopping the video at key points,
allowing students time to process the information individually, either in their heads or
on paper. The video was visualized twice.
In the case of lesson three, singing strategy was used. Although the lesson
was based on cultural awareness, it focused on improving spoken production and
pronunciation. The choice for the song to work with was “They don’t care about us”
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by Michael Jackson. After a brief presentation of the figure of Jackson and certain
cultural references of the song, the teacher, after functioning as a personal dictionary
to clarify the meaning of the words unknown by the students, will divide students into
three groups. Each group had been assigned a word from each verse. Michael
Jackson’s music video was displayed and students had to sing with it rhythmically.
They sang the chorus together. As an extension activity, the teacher proposed to
students to write an opinion essay about if they think that music can change the
world and to justify their answer. The length of the essay had to be within 100 words.
On the other hand, in lesson four, based on the memorization of adjectives of
opinion, it was decided to carry out less dynamic activities. To make sure that
students had understood the concepts, the teacher asked them to make the Venn
diagram into their notebooks. Students had to put the adjectives in the sections for
positive or negative adjectives, or in the overlapping section for adjectives that could
be either positive or negative (neutral). Also, an activity making a small modification
of the ABC strategy, the teacher played songs of different styles of music. Students
had to use one or more of the adjectives seen during the lesson to describe the
songs.
In addition, lesson five was used exclusively to prepare a role play. Students
were informed that they were going to be divided into groups of 5 people. In each
group, four of them would have to be the band members and the one left the
interviewer. As a group, they had to think of 10 questions to interview the band and
the correspondent answers. The extension task consisted of finishing the interview at
home and preparing it to present it to the class in the next lesson.
For the last lessons, activities focused on spoken production were proposed.
In this sense, lessons seven and eight were devoted to even more dynamic and
creative activities. In the case of lesson seven, the activity was focused on making an
announcement on a sheet of paper for a music festival. They had to include the
name of the festival, when it was celebrated, the location, the duration, the price, the
artist that performed, if there was going to be food and drinks available, a catchy
phrase to draw people to go and create and draw a logo of the festival. By contrast,
the last lesson of the unit was devoted to a research project on a music composer.
They had to find out about relevant information about the composer and write a brief
text using past simple text. This text was memorized and presented orally in class.
The intention was to make students use past simple tense time expressions and
vocabulary for instruments and adjectives of opinion seen along the unit. They had to
make a poster using pictures and they were only allowed to write keywords in them.
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2.1.6. Teaching Materials and Resources
For each of the lessons a powerpoint was prepared by the teacher which
included the theoretical content. In turn, as resources a computer and a projector
were used for each of the presentations, and the whiteboard to make certain theory
explanations. Also, the teacher in training used a notebook where she wrote down
the grades and the daily monitoring of the students’ work. At the end of the
evaluation, an excel document was created where all the grades of the activities and
the final results were recorded.
As a reference for the contents addressed along the didactic unit, Pulse 1
Student’s book and Workbook from Macmillan publishing house were used. In
addition, objects such as a ball have been employed on one occasion to play a
didactic game. In addition, for the lesson on how to ask questions in the past simple
tense and formulate your short answers,the British Council website was used to
employ two didactic games to practice the theory.
In the same way, a series of handouts/ worksheets were developed for some
of the lessons. Specifically, two handouts/worksheets were developed for a listening
activity and a simple past review activity. For the lesson focused on Michael
Jackson’s song, a handout was delivered with the lyrics of the song and a
bibliographic text of Michael Jackson was used to practice past simple tense. This is
also the case of the last lesson in which a Mozart’s biographical text was also used
as a sample to the proposed project. Also, for the last lesson, in which the project on
composers was proposed, Mozart was used as an example. To make the class
dynamic and enjoyable, the DVD of the film Amadeus by Milos Forman was
visualized.
Similarly, youtube videos were employed in almost every lesson as
motivational activities. Visuals strategy has been employed in this unit several times.
This is due to the fact that during the observation period and comments made by
some students, it became clear that they were students who had a tendency to visual
memory. As it is impossible to list each one of the videos used in the teaching unit
due to the space limit of this report, each of the videos that were used appeared in
the lesson plans attached in annex 1. In addition, a small mention is made of them in
the bibliography of this report.
Finally, students were required to use a notebook to write down the theoretical
foundations and carry out the activities in the student’s book. The use of pens or
pencils was essential.In some creative activity they were required to use crayons,
color pencils and cardboards.
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2.1.7. Evaluation of the Student and the Process: Criteria, Instruments and Learning
Standards.
Process and Instruments
The process starts from the idea that secondary school evaluation constitutes
a complex process in which different agents (teachers and students) are involved,
which can affect different aspects (student progress, curricular materials, etc.), which
encompasses several purposes (provide a rating, illustrate a process), and that can
occur at different times. its function must be fundamentally formative, so that it
enables the adoption by all of the appropriate measures to overcome the deficiencies
detected. This has also been intended to facilitate the awarding of a fair and
weighted grade by students.
Daily work was valued (participation in the classroom, homework); class
attendance, taking into account repeated and unjustified absences when evaluating
and naturally taking formalized tests, activities and projects. Here are some of the
features that the tests gathered:
● Based on the interaction, between teacher and student or between

two more students
● Have a degree of unpredictability
● With a definite purpose
● Authentic and related to what people do in real life
● The test technique was not unknown to students, it was previously
tested in class.
Thus, the assessment instruments that were used were oral and written
rubrics (see annex 2). Orally through individual and group projects that reflect the
ability to convey a message, its pronunciation and creativity. Comprehension of
authentic material was also assessed through Listening and Reading
Comprehension activities. The written test was given by an opinion essay,
reinforcement exercises and the creation of an announcement.
Criteria
Students’ grades were the result of the application of the following strategies.
The final exam (see annex 3) accounted for 70% of the final grade and 20% was
given by other variables, mainly by the quantity and quality of the work developed in
the class follow-up notebook, in addition to carrying out activities and projects such
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as oral presentations Finally, the remaining 10% represented the student’s attitude
towards the subject, their degree of disposition towards learning the subject, their
commitment to individualized and group work and their active participation in class
activities.
Learning Standards
Block 1. Comprehension of oral texts

Comprehension strategies
- Mobilization of prior information on the type of task and topic.
- Identification of the textual type, adapting the understanding of it.
- Distinction of types of understanding (general sense, essential
information, main points, relevant details).
- Formulation of hypotheses about content and context.
Communicative functions
- Initiation and maintenance of personal and social relationships.
- Description of physical and abstract qualities of people, objects,
places and activities.
- Narration of specific and habitual past events.
- Request and offer information, indications, opinions and points of view,
advice, warnings and notices.
Syntactic-discursive structures
- Oral lexicon of common use (reception) related to personal
identification; housing, home and environment; daily activities; family
and friends; work and occupations; free time, leisure and sports.
Block 2. Production of oral texts: expression and interaction

Production strategies:
Planning
- Conceive the message clearly, distinguishing its main idea or ideas
and its basic structure.
- Adapt the text to the addressee, context and channel, applying the
register and the discourse structure appropriate to each case
Execution
- Express the message with clarity, coherence, structuring it
appropriately and adjusting, in where appropriate, to the models and
formulas of each type of text.
- Readjust the task (undertake a more modest version of the task) or
the message (do concessions on what you would really like to
express), after assessing the difficulties and resources available.
- Lean on and make the most of previous knowledge (use language
“prefabricated”, etc).
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SPECIFIC CONTENTS
- Production of short oral texts related to classroom activities:
instructions, questions, comments, dialogues.
- Production of oral texts about everyday and predictable matters such
as numbers, prices, times, names or places.
- Production of basic instructions for the correct resolution of activities.
Block 3. Comprehension of written texts

Comprehension strategies:
- Mobilization of prior information on the type of task and topic.
- Identification of the textual type, adapting the understanding to it.
- Use of basic reading comprehension strategies: identification of the
topic of a text with help of textual and non-textual elements, use of
prior knowledge, inference from meanings by context, by comparing
similar words or phrases in languages that they know.
Block 4. Production of written texts: expression and interaction

Production strategies:
Planning
- Mobilize and coordinate their own general and communication skills in
order to carry out the task effectively (review what is known about the
subject, what can or is meant to be said, etc.)
- Locate and use linguistic or thematic resources appropriately (use of a
dictionary or grammar, getting help, etc.)
Execution
- Express the message with clarity, coherence, structuring it
appropriately and adjusting, where appropriate, to the models and
formulas for each type of text.
- Readjust the task (undertake a more modest version of the task) or
the message (do concessions on what you would really like to
express), after assessing the difficulties and resources available.
- Lean on and make the most previous knowledge (use language
“prefabricated,etc).
Communicative functions
- Initiation and maintenance of personal and social relationships.
- Narration of specific and habitual past events, description of states
and present situations.
- Request and offer of information, indications, opinions and points of
view, advice, warnings and notices.
(LOMCE, 2015: 133-137)
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2.2. Development of the Didactic Unit
2.2.1. Sequence of Activities
LESSON ONE: MUSICAL INSTRUMENTS AND MUSICIANS
55 min Skills Interaction

Pattern
Step Steps (Activities) Domains L S R W Resources

(time)
5 min. Motivation. Brainstorm. Idea Cognitive. Affective. X X T-S Blackboard. Computer.

wave. Projector.
5min. Presentation. Instruments and Cognitive. Affective. X X X T-S Powerpoint

musicians
25min. Practice. Visuals. Everybody Cognitive. Affective. X X X X T-S Powerpoint. Video on

Gets a Chance. S-S Instruments and
musicians.
Notebooks
Student’s book
10min. Review/Assessment. Everybody Cognitive. X X X X T-S Powerpoint

Gets a Chance S-S
5min. Extension. Challenge Cognitive. X X X T-S Workbook

Michael Jackson’s
song
LESSON TWO: MUSIC BEFORE OUR TIME

Pattern

(time)
10min. Motivation. Visuals Cognitive. Affective. X X T-S Computer. Projector.

S-S Video about the
Hardest languages to
learn
5 min. Presentation. Past Simple Cognitive. Affective. X X X X T-S Powerpoint. Computer.

Affirmative and Negative. Ago. Projector.
Notebooks
25min. Practice. Name Three Game. Cognitive. Affective. X X X T-S Powerpoint

Psychomotor. S-S A ball
10min. Review/Assessment. Stop that Cognitive. X X X T-S Kung Fu Panda video

video Handout
5min. Extension. The Most Important Cognitive. Affective. X X S-S Notebooks. Workbook.
Point. The Muddiest Point.
16
LESSON THREE: THE KING OF POP

Pattern

(time)
10min. Motivation. Every Student Gets Cognitive. Affective. X X X T-S Computer. Projector.
a Chance Powerpoint. Michael
Jackson’s biographical
text.
15min. Presentation. Black Lives Cognitive. Affective. X X X T-S Computer. Projector.

Matter. Michael Jackson. S-S Powerpoint.
Cultural Awareness.
20min. Practice. Personal Dictionary. Cognitive. Affective. X X X T-S Computer. Projector.

Singing Strategy. Psychomotor. S-S Video of Michael
Jackson’s song.
5min. Review/Assessment. Singing Cognitive. X X X S-S Computer. Projector.

Strategy. Psychomotor Video of Michael
Jackson's karaoke
version.
5min. Extension. Writing an opinion Cognitive. Affective. X S-S Notebooks.

essay. Rubric
LESSON FOUR: HOW TO MAKE SONG’S REVIEWS

Pattern

(time)
10min. Motivation.. Brainstorm Cognitive. Affective. X X T-S Whiteboard
15min. Presentation. Adjectives of Cognitive. Affective. X X X T-S Powerpoint

opinion. S-S
20min. Practice. Every Student Gets a Cognitive. Affective. X X X T-S Notebook

Chance. Venn Diagram Psychomotor. S-S Student’s book
5min. Review/Assessment. ABC Cognitive. X X S-S Songs from youtube

Strategy (modify) Psychomotor
5min. Extension. Homework Cognitive. Affective. X X S-S Workbook
17
LESSON FIVE: AT A MUSIC TV PROGRAMME

Pattern

(time)
5min. Motivation. Visuals Cognitive. Affective. X T-S Computer. Projector.

Green Day’s interview
video.
15min. Presentation. Cultural Awareness Cognitive. Affective. X X X T-S Computer. Projector.

Powerpoint.
20min. Practice. Use it! Cognitive. Affective. X X X X T-S Handout. Sheet of

Psychomotor. S-S paper
5min. Review/Assessment. Personal Cognitive. X X S-S Sheet of paper

Dictionaries Psychomotor
5min. Extension. Role-Play Cognitive. Affective. X X S-S Rubric

Psychomotor
LESSON SIX: HAVE YOU LISTENED TO MOZART’S REQUIEM?

Pattern

(time)
5min. Motivation. Idea Wave Cognitive. X X T-S Whiteboard

S-S
20min. Presentation. Past simple Cognitive. Affective. X X X X T-S Computer. Projector.

questions and short answers. Powerpoint.m
Visuals. Every Student Gets a Student’s Book.
Chance Notebook.
15min. Practice. Every Student Gets a Cognitive. Affective. X X X X T-S Student’s Book.
Chance S-S Notebook.
10min. Review/Assessment. Cognitive. Affective. X X X S-S Computer. Projector.

Gamification Strategy T-S British Council’s
online game
5min. Extension. Handout revision past Cognitive. X X T-S Past Simple Tense
simple Review Handout
18
LESSON SEVEN: A MUSIC FESTIVAL ANNOUNCEMENT

Pattern

(time)
5min. Motivation. ABC Strategy Cognitive. Affective. X X X T-S Folded paper

Whiteboard
15min. Presentation. Cultural Cognitive. Affective. X X X T-S Computer. Projector.

Awareness. Visuals. Powerpoint. Videos
Every Student Gets a Chance. from Youtube
25min. Practice. Make Your Own Music Cognitive. Affective. X X X X S-S Sheet of paper
Festival Announcement. Psychomotor. T-S Crayons/pencils
Personal Dictionaries. Music Festivals
Announcements
samples
5min. Review/Assessment. Group Cognitive. Affective. X X S-S

Review Game Psychomotor.
5min. Extension. Cognitive. Affective. X X T-S Review handout
LESSON EIGHT: THE MOST FAMOUS MUSIC COMPOSERS IN HISTORY

Pattern

(time)
10min. Motivation. Brainstorming Cognitive. Affective. X X T-S Whiteboard.
10min. Presentation. Explanation of Cognitive. Affective. X X X T-S Powerpoint.

Oral project. Jigsaw.
20min. Practice.Visuals. Every Student Cognitive. Affective. X X X T-S Computer. Projector.

Gets a Chance. Stop that video. Psychomotor. S-S Powerpoint. Mozart’s
Biography Text.Clips
from Amadeus movie
10min. Review/Assessment. Stop that Cognitive. X X T-S Clips from Amadeus

video. Psychomotor S-S movie
5min. Extension. Do research on music Cognitive. Affective. X X X T-S Rubric

composer (Jigsaw) S-S
19
2.2.2. Analysis of the Evaluation Results
To assess the extent to which what was developed in the classroom was
adjusted to the planning carried out and the established objectives, at the end of the
didactic unit a survey was carried out with the students as well as some discussion
with the whole class about what the didactic unit seemed to them.
Among the fundamental objectives of this didactic unit was the fact that it was
fun and entertaining for students to learn a second foreign language. In the survey
carried out with students, 98% of them answered that they had enjoyed learning
English during the unit, some even answered that they strongly agreed with this
statement. In addition, they were asked which of all the activities carried out in class
they enjoyed the most and which oral presentations and group projects such as
role-play came out winning. Nevertheless, regarding the jigsaw project of looking for
information about a music composer, making a poster and presenting the information
as a presentation, a higher participation was expected.
Regarding the level of success, 60% of the class passed the final exam and
regarding the grades obtained in the oral presentations, both individual and in
groups, improvement was observed in the way of expressing themselves, resorting to
a wide range of vocabulary and losing the shame of making mistakes. However, a
higher level of success would have been expected when it comes to the final exam.
This may have been due to the fact that the didactic unit has been approached from
the communicative perspective and this fact has affected in some way the results,
even though students were given a review handout with similar exercises that
appeared in the final exam.
As a final note I would like to add that perhaps the unit would have required
some extension reading, but due to the time and areas of interest in the research that
was carried out during the internship, it was thought it may be too much content for
the students. It should be added that it did not seem too necessary either, since
reading comprehension was a dominated skill by students of the group. Likewise,
despite the fact that many of the students lost a certain shyness when it comes to
expressing themselves in English, others showed in the surveys a certain fear that
their classmates would laugh at them when they spoke English making mistakes.
Despite this, in general, a positive evaluation of the didactic unit and learning
process is made by the trainee teacher. Thanks to the observations made during the
evaluation of the unit, it has been possible to locate the faults so that in the future
they will not occur again.
20
2.2.3. Learning difficulties and problems
In reference to the learning difficulties and problems encountered throughout

the classes, there have been several. In the first place, both in the observation period
and throughout the implementation of the didactic unit, great difficulties were
encountered for students to memorize the irregular verbs. Students understood the
grammar rules of the past simple in regular verbs, but had difficulty assimilating the
exceptions such as when to add only -d or when to add -ied. Not learning irregular
verbs have made them make mistakes when doing exercises and when expressing
themselves, since many times they asked hot to say a verb in English that should be
known because it is on the list of irregular verbs.
Secondly, some students in the class had special educational needs. One
student had crossed laterality, which on certain occasions made it difficult for him to
write words correctly. Another of them had an autism spectrum that caused him
social problems and he refused to participate in group activities. Similarly, there was
a student who suffered from selective mutism, any spoken production activity was
impossible to do with him. Finally, a student had a curricular delay, specifically a
difference in level of two academic years, therefore only minimal objectives were
required of the student.
Also, despite the fact that apparently most of the students seemed to
understand the role of the auxiliary didn’t in the formation of the past simple negative,
many in the exam had the same mistake to put the verb after the auxiliary in the past
simple instead of using infinitives. Analyzing this data in depth, I came to the
conclusion that, in some respects, quite a few students had a linguistic gap in their
own language that interferes with understanding certain grammatical structures that
do not exist in their mother tongue. On the other hand, during the listening activities
certain deficiencies were detected on the part of students when it came to
discriminating sounds or recognizing words unknown to them. To some extent, this
showed that students often do not watch movies in the original version or listen to
music in English very often.
Finally, within the classroom there were certain days in which internal conflicts
occurred within the group of students. These types of situations cannot be
programmed and when they occur, the conflict must be resolved before starting any
class at all. As a result, running the class as originally scheduled may not occur and
certain activities may have to be postponed to the next day’s lesson. Despite
seeming to be a small detail of no importance, a poorly resolved group conflict can
cause the class to not run on good terms.
21
2.2.4. Materials made by Students
Throughout this didactic unit, students have made a series of materials that
include essays, worksheets, the creation of announcements and posters with
information of a music composer. Due to the limit of sheets established for the
development of this report, it is impossible to make a sample of all the materials
made by the students. Therefore, a small selection of some activities is shown below.
As a first extension activity, students were asked to write an opinion essay on
whether they thought music can change the world. They were asked to write the
essay on a separate sheet so that it could be corrected by the teacher without the
students missing their notebooks to work with. Below are shown some samples of
the essays.
In turn, students had to fill in worksheets in which revision activities were

proposed. On the one hand, they did the exercises from Kung Fu Panda listening
handout and the exercises to review the past simple tense. These handouts have
been sampled because they served as a guide for the teacher to know how the
acquisition of concepts was evolving before the exam. Due to the limited length of
this report, a small selection of both handouts was made which are shown below:
22
23
Another of the materials that students had to elaborate was a music festival
announcement. This activity was carried out in pairs and they found it very enjoyable.
In the result of their work it is seen that they put effort and imagination while carrying
out the task. Below is shown a small sample of the announcements:
24
As a final project to close the unit, students had to make a poster with
information on a music composer chosen by them. In the poster it was not allowed to
write paragraphs with information, but keywords or dates that would help them
remember while they made the oral presentation. here is a small sample of some of
them:
25
3. ANALYSIS OF THE INTERNSHIP IN THE CENTER OUTSIDE THE CLASSROOM
During the internship I was allowed to attend other activities apart from teaching. The
relationship with other collegiate bodies beyond that of my tutor has been practically null,
except on rare occasions. One of these occasions were the meetings of 7th grade (1ºESO)
tutors. In them I had the opportunity to meet the head of studies and other members of the
teaching body of different specialities. These meetings were held on Mondays during the
school period from 11:25 to 12:20 am, however the meetings did not take place every
Monday. They mainly discussed the problem of scholar absenteeism and, on some
occasions, conflicts that had arisen between students. Also, references to the AMPA were
sometimes made, since it was very active and played a very important role in deciding
important matters within the center. In the last meeting, tutors were recommended by the
head of studies to start evaluating who of their students could be proposed next year for
PMAR or those who were considered to repeat a school year.
Another of the meetings I attended regularly was the English department meetings.
They were held on Fridays in the school period from 11:25 to 12:20 am and, like tutor’s
meetings, meetings did not take place every Friday. Among the topics discussed in the
meetings: informing 7th grade (1ºESO) students about a scholarship to study at an English
academy; conducting official Cambridge exams for 10th grade (4ºESO) students, and
planning dates for recovery exams. Overall, the peer relationship in the department was
fantastic and it was obvious that the great environment in which they worked made them feel
comfortable to debate, discuss and contribute ideas at meetings.
The second trimester assessment/evaluation meeting was also attended. The
evaluation sessions imply a great responsibility for all teachers. It is a time when the entire
teaching team of a course meets, as well as a member of the board of directors, and the
counsellor department. In the case of the center of my internship, the head of studies was in
charge of setting the meeting times and the tutor was responsible for managing their time. In
general, the tutor’s comments appeared when a student had failed the course. The session
serves to reach certain agreements between the teaching team if there is any discrepancy in
the academic results of a specific student.
Another of the activities in which I was able to participate, even if it was inside the
classroom, was the tutoring of 1º ESO F. Tutoring sessions took place on Mondays from
9:10 to 10:05 am. I found it very interesting to participate in the tutorials since very important
topics were dealt with in them for correct educational development. Topics such as
International Women’s Day, rumors, self-perception and the resolution of a conflict that
occured between two girl students were discussed. Although all this took place inside the
classroom, it seemed appropriate to mention it in this section.
26
In turn, I had to maintain a close and communicative relationship with the teacher
assistants. During the development of the didactic unit I explained through e-mails the
materials that they had to prepare for the classes in which they had to attend. Specifically,
Cristina, 1ºESO A teacher assistant, attended on Wednesdays and Sam, 1ºESO F teacher
assistant, attended on Tuesdays.The relationship was always very good and cordial.
Likewise, they were always open to the ideas that were proposed to them and to prepare
quality materials for the students. During the projects that I developed with their
collaboration,their support for the students was remarkable.
Due to the pandemic, few extracurricular activities were scheduled. As far as I am
concerned, within the internship period, I did not do any extracurricular activities, except
attending on 18th March a class that simulated visiting the Lázaro Galdiano Museum in 2º
PMAR class. A museum guide came to the school with a powerpoint and a series of objects
that could be seen in the museum. This activity was one of the ones that I enjoyed the most
during the internship since I discovered that the museum had paintings by Goya and
Zurbarán, as well as a wide collection of still lifes. Also, I found the explanation that the guide
gave of how gold leaf is made very interesting and didactic.It would have been great to have
been able to go to the museum in person, but as I said at the beginning of the paragraph, for
security reasons and the capacity reduction measures due to Covid made such a visit
impossible to take place.
Special mention should be made of the reprography team of the center, which has
had exceptional treatment with me throughout the internship period. Their service is
essential for the proper functioning of the classes. Having the photocopies, the material, on
time is essential for the teacher. Whenever I brought my materials to make copies, I was
attended to at the moment, always with a smile on their faces and with encouragement for
the development of my internship.This mention also goes to the cafeteria service of the
center. It is true that at break time it was almost impossible to be in the cafeteria because it
was crowded with students, but during the rest periods I had while my tutor was in charge of
watching over classes where the teacher was absent, having a coffee in the cafeteria was
pleasant. Finally, another of the places where I spent some time was the center’s library. In
periods when my presence was not required I would go to the library to review the notes that
I had taken during the observation of the classes and to correct the exercises and exams
that students were doing during the development of the didactic unit.
27
4. GLOBAL ASSESSMENT OF THE INTERNSHIP’S DEVELOPMENT
From a global perspective, the internship’s development has been an enriching and
motivating experience. In particular, it has been stimulating to face teaching several courses
with a wide variety of characteristics among students. Internships are essential in the training
of future teachers, since it involves a learning process necessary for a professional who
really wants to be prepared to face the challenges of a teacher career. Through it, teachers
in training are encouraged to get to know the educational spaces by coming into contact with
the sociocultural reality of the population they are going to serve in the future.
In other words, we have to take it as a preparation to what will be the effective
performance in the classrooms, the practices are configured as a possibility of concretely
establishing a relationship between the theory studied and practice, to know the reality of the
profession we chose to develop. Therefore, when the teacher in the training process until
now comes into contact with the activities that practices provide, begins the understanding of
everything that had previously been studied and begins to establish the interfaces with the
daily routine of the profession.
On the other hand, learning is much more efficient when it is obtained through the
experience; in practice, knowledge is assimilated much more efficiently, a way that it
becomes much more common for the trainee to remember activities during the course of the
internship than the activities carried out in class during the master. In effective classroom
practice, the teacher in training has the possibility of understanding various concepts that
were taught only from the beginning theoretical perspective.
As a result, the internship function constitutes an unique opportunity in the training of
the future teacher. The responsibility for transformation and social development falls on
education, and, therefore, it is necessary and important that future teachers are aware of
embracing something that will require them to give themselves body and soul. And, in this
sense, the teacher needs to be thirsty to teach, a reality that will only be effective if, when
still in training, seeks a commitment to their practices.
Regarding the application of the theoretical concepts studied in the master, in
practice it becomes a little more complicated to achieve. In this sense, it may be that theory
and practice are very different from what we find everyday in the classroom. In practice, it is
rarely possible to address everything that one would like since, as a general rule, students
are constantly talking and this slows down the pace of classes. In other words, theory has
nothing to do with reality. Also, throughout this master’s degree, learning strategies have
been indicated to us in a series of subjects that in many cases are impossible to really put
into practice in a class. The cultural level of students varies a lot and that is often an
impediment to carrying out certain programmed activities as well as finding students with
28
special needs. With the latter, who represent that group of students who deserve every
possible effort on the part of the teacher, are the ones who have taught me the most as a
future teacher. They are the students who have shown me my shortcomings and lack of
training to meet their needs. It would have been helpful to have delved into this aspect in
some of the master’s subjects.
In reference to the facilities and/ or problems encountered, I must say that I have not
got on well with my tutor at the center. I do not deny its availability to help, but she has also
prevented me from conducting certain aspects of my research. At the same time, we have
not agreed on certain aspects of normative nature in which compulsory education is
developed. On certain occasions, I have felt that due to my tutor’s lack of experience, since
she passed the competitive examinations just two years ago, she was not sure about the
guidelines I have to follow in order to propose ideas that could have really helped me.
It could be said that my relationship with other educational bodies has been
practically null, except on rare occasions. In a way, this may be because my approach has
focused more on the affective relationship with students. Due to this fact, I have been able to
confirm that many of the problems found in the educational system also lie in the fact that
their needs are not being properly addressed. The current ratios are a big problem when it
comes to working in the classroom, as well as dividing school courses by age. If courses
were based on the level and needs of the student body, rather than age, teachers could
focus on gaps more closely just as they would work in a more individualized way.
I also want to highlight the scant information I have received in relation to the
completion of the assignments once the class period was over. I think this information has
arrived late, it has accumulated with other works in the second semester and instructions
have not been clear enough. I personally have had trouble figuring out the most correct way
to perform this internship’s report. I say this so that next year this problem will be solved,
since training in time can correct it. In the same way, it would be great if during the classes of
Design and Assessment: Unit Plans and Teaching Strategies subject students were informed
of how to carry out a didactic program as requested in the competitive examinations or how
to carry out a didactic program as requested in the internship’s report.
Despite these caveats, I rate this experience as positive and I consider it to be an
important step for my incorporation into the educational field. I have been able to do
self-assessment and locate bugs and things in my way of teaching that need to be
improved.Thanks to this experience, I can say that I feel a little more prepared to face a
school year and different problems that may arise within a classroom. I think that this type of
internship should be remunerated since that would encourage the motivation of future
teachers as well as help them financially during the training process.
29
BIBLIOGRAPHY
“Carl Off- O Fortuna - Carmina Burana”, Youtube, uploaded by Beatriz, 17 April 2013
https://www.youtube.com/watch?v=GXFSK0ogeg4&t=201s
“Crazy Frog - Axel F (official video)”, Youtube, uploaded by Crazy Frog, 17 June 2009.
https://www.youtube.com/watch?v=k85mRPqvMbE
“Dolly Parton-Jolene (Audio)” Youtube, uploaded by Dolly Parton, 27 June 2017

https://www.youtube.com/watch?v=Ixrje2rXLMA
Forman, Milos. (1984). Amadeus. United States: The Saul Zaentz Company.
“Green Day is Proud to be the “Father” of so Many Rock Bands”, Youtube, uploaded by The
Late Showwith James Corden, 11 February 2020
https://www.youtube.com/watch?v=NFAs5ky_VlM&t=7s
“Kids vocabulary- Musical Instruments-Orchestra instruments- English educational video for

kids”. Youtube, uploaded by English Singsing, 4 august 2016.
https://www.youtube.com/watch?v=LhZ2N5KAWak&t=212s
“Kung Fu Panda 2 Simple Past”, Youtube, uploaded by Marjorie Rocio Chacon Lamus, 25
July 2014.
https://www.youtube.com/watch?v=z4B43IIq-Sg
Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa (LOMCE),

Boletín Oficial del Estado (BOE ).10 de diciembre de 2013.
McBeth, C. (2013). Pulse 1 Student 's Book. Londres, Reino Unido: McMillan.
- (2013). Pulse 1. Workbook. Londres, Reino Unido: McMillan.
“Michael Jackson-They Dont Care About Us (Brazil Version) (Official Video)”, Youtube,
uploaded by Michael Jackson, 3 Oct 2009.
https://www.youtube.com/watch?v=QNJL6nfu__Q
“Musical Instruments Names: Useful List of Musical Instruments in English with Pictures”.
Youtube, uploaded by 7ESL Learning English, 15 may 2018.
https://www.youtube.com/watch?v=x5S9RPVZyRw
Richards, Jack et al. (1988). Approaches and Methods in Language Teaching. Cambridge:
CUP.
“This is the Hardest Language in The World” Youtube, uploaded by The Infographics Show,
6 July 2018.
https://www.youtube.com/watch?v=EsekToq3xx4
“Traditional Square Dance USA- I.R.M.E. (Idaho)”, Youtube, uploaded by Thuiringer, 13 July
2015.
https://www.youtube.com/watch?v=Upu1l3eLid4
“What 's music”. Youtube, uploaded by Michal Joachimowski, 4 May 2013.

https://www.youtube.com/watch?v=XRjVioW3uxA
30
ANNEX 1: LESSON PLANS
DAY 1
MUSICAL INSTRUMENTS AND MUSICIANS
OBJECTIVES
- LANGUAGE
1. Students will be able to understand and memorize words related to

instruments and musicians.
2. Students will be able to use and apply music vocabulary to speak about their
musical likes and dislikes.
3. Students will be able to choose and apply the correct suffixes (-ist/-er) to talk
about musicians.
- CONTENT
1. Students will be able to contrast and categorize different types of music.

2. Students will be able to identify and compare different instruments' sounds.
3. Students will be able to name and recognize relevant musicians along music’s
history.
LEARNING STRATEGIES
- Idea Wave (modify)

- Every Student Gets a Change
- Visuals
- Listen and Repeat
KEY VOCABULARY
Guitar, piano, keyboards, harp, oboe, drums, trombone, maracas, xylophone, lyre, tuba,
viola, conga, microphone, basson, banjo, clarinet, contrabass, saxophone, cello, french
horn, violin, trumpet, harmonica, recorder, flute, cymbals, microphone, drummer, cymbalist,
pianist, contrabassist, singer, cellist, violist, harpist, bassist, xylophonist, violoncellist, hornist,
bassoonist, guitarist, conductor, oboist, saxophonist, tubaist, trumpeter, violinist, bass player,
choir, orquestra
MATERIALS
● Computer and projector

● What’s music video
https://www.youtube.com/watch?v=XRjVioW3uxA
● Instruments video
https://www.youtube.com/watch?v=x5S9RPVZyRw
31
● Orchestra instruments and musicians video
https://www.youtube.com/watch?v=LhZ2N5KAWak&t=212s
● Powerpoint
● Student’s Book Pulse 1
● Workbook Pulse 1
● Notebooks
MOTIVATION
At the beginning of the class, the teacher will ask students some questions related to music:
● What kind of music do you like?

● Are you a good singer?
● Can you concentrate on other things when you are listening to music?
● Can you play a musical instrument? If so, what do you play? How long have you
been playing? ...
● Can you play the drums?
● Can you play the guitar?
● Can you read music?
● Do you enjoy music videos?
The teacher will ask each question to a particular student in order to practice mainly
speaking production.
PRESENTATION
To activate prior knowledge and build background for the students as well as for revision
from previous years, at the beginning of the class a video talking about musical instruments
will be displayed. The intention of using this video is to expand the vocabulary contained in
the Student’s book.
PRACTICE/ APPLICATION
1. Activity 1. While watching the video about instruments, the teacher will ask students
to write down in their notebooks the instruments that appear in the video. Similarly, at
the end of the video there is a section in which students will have to repeat the name
of the instrument out loud.
2. Activity 2. The teacher will show a powerpoint with a series of keywords and
photographs to exemplify them. The photographs will be of representative musicians
along music history. Likewise, another video will be displayed from YouTube in which
a series of names of musicians appear. Students will have to write down in their
notebooks the name of the musicians in order to learn when to apply suffixes -ist/er.
There will also be a section at the end of the video in which students will have to
repeat aloud the word that appears.
32
REVIEW/ASSESSMENT
3. Activity 3. The teacher will return to the powerpoint to show how different styles of
music are written in English. The teacher will ask students what style of music they
listen to the most. After getting a response from several students, in order to make
students able to distinguish between different styles of music, the teacher will tell
them to look at page 84 from their Student’s Book, specifically exercise 4. They will
hear five short pieces of music. They should match them with the words for different
types of music. The styles of music that they will have to identify will be: classical,
country, rock, jazz and Latin.
EXTENSION
4. Activity 4. As homework, the teacher will ask students to do exercises 1, 2 and 3

from page 65 of their workbook. Similarly, they will be challenged. The teacher will
inform them that in lesson 3 they will have to sing the song “They don’t care about
us” by Michael Jackson. The intention of giving them advance notice is for them to
search the song on their own.
33
DAY 2
MUSIC BEFORE OUR TIME
OBJECTIVES
- LANGUAGE
1. Students will be able to apply the past simple affirmative and negative of
regular and irregular verbs.
2. Students will be able to construct and write sentences using ago.
3. Students will be able to identify, discriminate and articulate different sounds
and pronunciation of the past simple tense extracted from a video.
- CONTENT
1. Students will be able to locate and name the hardest language in the world to
learn.
2. Students will be able to identify how many irregular verbs exist in English
language.
3. Students will be able to summarize relevant information taken from a video in
order to answer a series of questions.
LEARNING STRATEGIES
- Visuals
- Every Student Gets a Chance
- Name Three Game
- Stop that video
- The Most Important Point & The Muddiest Point
KEY VOCABULARY
To be, to become, to begin, to bet, to bite, to bleed, to blow, to break, to bring, to build, to
buy, to catch, to choose, to come, to cost, to cut, to deal, to do, to draw, to dream, to drink, to
eat, to fall, to feed, to feel, to fight, to find, to fly, to forget, to forgive, to freeze, to get, to
grow, to have, to hear, to hide, to hit, to hold, to hurt, to keep, to know, to lead, to learn, to
leave, to lie, to lose, to make, to mean, to meet, to pay, to put, to read, to ride, to ring, to run,
to say, to see, to sell, to shake, to shine, to shoot, to show, to shut, to sing, to sit, to sleep, to
speak, to spend, to swim, to take, to teach, to tell, to think, to understand, to wake, to win, to
write, to perform, to watch, to wear, to listen, to continue, to celebrate, to start.
MATERIALS
● Computer
● Projector
● This is the hardest language in the world video
https://www.youtube.com/watch?v=EsekToq3xx4
● Kung Fu Panda video
https://www.youtube.com/watch?v=z4B43IIq-Sg
● Powerpoint
34
● A ball
● Kung Fu Panda Handout
● Student’s Book Pulse 1
● Workbook Pulse 1
● Notebook
MOTIVATION
In order to make students put their heart into the activity, the video “The hardest language in
the world” will be displayed. The intention is to introduce students to different languages of
the world. This will provide them with some scaffolding and make it less difficult to memorize
irregular verbs in English, since in their own native language, Spanish, verb tenses are much
more difficult to learn.
PRESENTATION
To activate prior knowledge and build background for the students as well as for revision
from previous years on Spanish subject, after watching the video, the teacher will show a
powerpoint to the class. In it, the teacher will include the total number of irregulars verbs in
English and will ask students to answer the following questions:
● Do you know any irregular verbs in your language?

● Do you know how many irregular verbs are in your language?
The intention of the activity is to create a discussion among the class where all students
have the opportunity to contribute ideas. At the end of the debate the teacher contributes a
series of irregular verbs in Spanish.
Previously to the activities, the teacher will give a handout with a list of questions related to
Kung Fu Panda video that will be displayed during one of the activities. The teacher will
make a brief explanation of the difference structures between the past simple affirmative and
negative in the Powerpoint. In the same way, the teacher will give a brief explanation of
when to use the adverb of time ago.
1. Activity 1. Students will be shown two photographs. One of them with adolescents
from the 1950s and the other one with adolescents from the 21st century. The
teacher will give students 5 minutes to think about things that teens in the 1950s did
and didn’t do. They will be explained that they will have to think of several sentences
which they have to say something teenagers didn’t do and what they did instead,
such as:
● They didn’t watch DVDs. They went to the cinema.

● They didn’t listen to hip hop. They listen to rock ‘n’ roll.
35
2. Activity 2. The teacher will ask students to form a circle. After students are in the
circle, direct them to begin passing a ball around the circle. The teacher should close
her eyes and after some time has passed, clap her hands to indicate that it is time to
stop passing the ball. Whichever student has the ball in his or her hands must name
three examples of using ago in past simple sentences. The student then begins
passing the ball around the circle again and has until the ball reaches him again to
finish naming three examples of the assigned category.
REVIEW/ASSESSMENT
3. Activity 3. The teacher will remind students to take out the handout that was given to
them at the beginning of the class. The teacher will inform students that they are
going to watch a fragment from Kung Fu Panda’s movie. Students should listen to
the video and be able to answer the questions in the past simple tense. The teacher
will stop the video at a key point, allowing students time to process the information
individually, either in their heads or on paper.
EXTENSION
4. Activity 4. At the end of the class, the teacher will suggest students to write on their
notebooks the Most Important Points and The Muddiest Points about Simple Past
Tense structure. In the Most Important Points students will have to reflect on the
content of the lesson and summarize it. On the contrary, in The Muddiest Points
students will write what they find unclear or confusing about the lesson. Likewise,
students will have to do exercises 1,2 & 3 from page 65 of their homework.
36
DAY 3
THE KING OF POP
OBJECTIVES
- LANGUAGE
1. Students will be able to read and apply the past simple of regular and
irregular verbs to fulfill an incomplete biographical text.
2. Students will be able to articulate a correct pronunciation of unknown words
related to marginalization.
3. Students will be able to write an opinion essay about if music can change the
world.
- CONTENT
1. Students will be able to define what Black Lives Matter Movement is and
determine its relevance in US culture.
2. Students will be able to contrast and compare different types of discrimination
and racism throughout the US history.
3. Students will be able to identify and locate relevant figures such as Franklin
D. Roosevelt and Martin Luther King throughout US history.
LEARNING STRATEGIES

- Personal Dictionary (modify)
- Singing Strategy
- Writing an Opinion Essay
KEY VOCABULARY
Skinhead, dead head, aggravation, dog food, to care, to beat, to hate, to thrill, to jew, to sue,
to kick, to kike, police brutality, to rip, trepidation, allegation, blackmail, to throw , to fulfill,
shame, to bash, tired, Black Lives Matter Movement, Civil Rights Movement, New Deal.
MATERIALS
● Computer
● Projector
● Michael Jackson’s “They don’t care about us (Brazil Version)” videoclip
https://www.youtube.com/watch?v=QNJL6nfu__
● Karaoke “They don’t care about us”
https://www.youtube.com/watch?v=nG8FZ9yRev8
● “They don’t care about us” lyric’s Handout
● Michael Jackson’s past simple tense biography text
● Powerpoint
● Rubric
37
MOTIVATION
In order to make students put their heart into the activity, a biographical text about Michael
Jackson will be shown to students in a powerpoint made by the teacher. The teacher will ask
several students to read the text and fill in the gaps using the past simple. In this way, the
activity will not only serve to introduce the figure of Michael Jackson but also to review the
prior knowledge about the past simple.
ADAPTATION: There may be students who know more relevant facts about the figure of
Michael Jackson, so it should be taken into account that the activity may take a few minutes
longer than expected
PRESENTATION
In the powerpoint, the teacher will show students a series of photographs related to police
brutality against black people. The teacher will give them time to think about the images and
they will be asked if they know anything about Black Lives Matter movement. It is expected
that students create some sort of debate about the answers.
Previously to the activity, the teacher will give a handout with the lyrics of the song “They
don’t care about us” in order to make sure that they can look at any moment.
1. Activity 1. The teacher will ask several students to read a verse of the song. Thus, it
is intended that students ask the teacher the words that are unknown to them. The
teacher will work with students as a personal dictionary to clarify the meaning of the
new words and expressions.
2. Activity 2. The teacher will divide students into three groups. Each group will be
assigned a word from each verse. Michael Jackson’s music video will be displayed
and students will have to sing with it rhythmically. They will all sing the chorus
together.
REVIEW/ASSESSMENT
3. Activity 3. When students have practiced twice listening to Michael Jackson sing,
the teacher will ask them to sing it with a karaoke version. It may not be perfect the
first time, but the teacher will try to improve it with a second attempt.
EXTENSION
4. Activity 4. As homework, the teacher will propose to students to write an opinion

essay. The teacher will ask them if they think that music can change the world and to
justify their answer. The length of the essay must be within 100 words. They will have
to hand in the essay for the next lesson.
38
DAY 4
HOW TO MAKE SONGS’ REVIEWS
OBJECTIVES
- LANGUAGE
1. Students will be able to memorize and define some adjectives of opinion.

2. Students will be able to listen and comment about songs using adjectives of
opinion.
3. Students will be able to identify diphthongs’ sounds.
- CONTENT
1. Students will be able to associate different songs with their correspondent

music style.
2. Students will be able to extend their cultural awareness on American and
classical music.
3. Students will be able to implement previous musical knowledge through the
activities.
LEARNING STRATEGIES

- Visuals
- Venn Diagram
- ABC Strategy (modify)
KEY VOCABULARY
Great, traditional, boring, terrible, amazing, rubbish, surprising, annoying, unusual, original,
loud, quiet, lively, catchy, fantastic, wonderful, horrible, disturbing
MATERIALS
- Powerpoint
- Jolene song
https://www.youtube.com/watch?v=Ixrje2rXLMA
- Crazy Frog song
https://www.youtube.com/watch?v=k85mRPqvMbE
- Carmina Burana - O Fortuna song
https://www.youtube.com/watch?v=GXFSK0ogeg4&t=201s
- Notebooks
- Student’s Book Pulse 1
- Workbook Pulse 1
39
MOTIVATION
In order to motivate students and make them remember what was previously seen in the
previous lesson, the teacher will ask students randomly about the formation of the past
simple in affirmative and negative form. Likewise, they will be asked about the adverb ago.
In this way, it will be possible for each student to have the chance to participate during the
review.
PRESENTATION
From now on, the teacher will present the words to be studied in a Powerpoint The words
that will appear will be the following: Great, traditional, boring, terrible, amazing, rubbish,
surprising, annoying, unusual, original, loud, quiet, lively, catchy.
1. Activity 1. In order to make students speak in English, the words will be supported
by some photographs. The idea is that every student gets the chance to express if
they agree or disagree with the adjective that describes the photograph. This activity
may last longer than the stipulated time depending on the level of student’s
participation.
2. Activity 2. To make sure that students have understood the concepts of the
adjectives of opinion, the teacher will ask them to make the Venn diagram into their
notebooks. They will have to put the adjectives from page 87 of their Student’s book
in the sections for positive or negative adjectives, or in the overlapping section for
adjectives that could be either positive or negative (neutral). The answers will be
checked as a class.
REVIEW/ASSESSMENT
3. Activity 3. Making a small modification of the ABC Strategy, the teacher will put three
songs of different styles of music. Students will have to use one or more of the
adjectives seen during the lesson to describe, in their opinion, the songs they just
heard.Each song will be displayed for about a minute. This activity will give students
the chance to be motivated to express themselves in English and use vocabulary
without having to fill in the gaps in an exercise.
EXTENSION
4. Activity 4. As homework, the teacher will ask students to do exercises 1, 2, 3 & 4 of

page 66 from their Workbooks. The exercises will be corrected together in class in
the next lesson.Exercise 5 will be done in class orally. In addition, students will be
asked to review what has been seen so far in class to ask questions and doubts in
the next lesson.
40
DAY 5
AT A MUSIC TV PROGRAMME
OBJECTIVES
- LANGUAGE
1. Students will be able to make use of vocabulary from the unit and relevant
information to talk about the members of a music band.
2. Students will be able to write and elaborate an interview.
3. Students will be able to roleplay as a music band that is being interviewed in
a TV programme.
- CONTENT
1. Students will be able to collaborate actively working in groups.

2. Students will be able to solve problems that may arise in group projects.
3. Students will be able to recall content from the previous unit.
LEARNING STRATEGIES
- Visuals
- Use it! (modify)
- Personal Dictionaries (modify)
- Role-play
KEY VOCABULARY
To rehearse, to record, to be on a tour, to inspire, to collaborate, rehearsal, instrument, style
of music, album, joke, censorship, tickets, stadium, incredible, sold out, to hang out with,
coming out, throw one’s seed.
MATERIALS
- Computer
- Projector
- Powerpoint
- Handout with sample questions
- Green Day’s Talk Show Interview
https://www.youtube.com/watch?v=NFAs5ky_VlM&t=7s
- TV Talk Show Intro Music
https://www.youtube.com/watch?v=QWMKWLY74do
- Rubric
41
MOTIVATION
In order to make students put their heart into the activity, the video “Green Day is Proud To
Be The “Father” Of So Many Rock Bands”. The intention is to introduce students to activities
they will be asked to do in groups. The video will show striking questions that could be used
later as an example in the role-play activity. Similarly, it will also serve to make students
remember certain concepts seen in the previous unit (unit 7).
PRESENTATION
The teacher will inform the students that they will be shown a Powerpoint with a series of
music bands of different styles within the American culture. The Powerpoint will not be very
long, it will last just 15 minutes.In this case, the Powerpoint will be elaborated by the teacher
assistant. The intention of the Powerpoint is to create cultural awareness in students in order
to later develop a creative collaborative project. At the end of the presentation, students will
have a turn to speak to ask about anything that seemed relevant to them.
After the Powerpoint presentation, the teacher will be ready to explain the activity. The
students will be informed that they are going to be divided into groups of 5 people. In each
group, four of them will be the band members and one will be the interviewer. As a group,
they will have to think of 10 questions to interview the band and the correspondent answers.
The context of the role-play is that they will have to imagine that they are on a talk show in
which a music band visits the Tv show.
1. Activity 1. After the explanation of the instructions, groups will be made up and they
will be given time to work on their ideas. Similarly, to provide scaffolding, the teacher
will provide students a handout which will contain sample questions.
REVIEW/ASSESSMENT
2. Activity 2. While the groups are working on their ideas, the teacher will become a
personal dictionary to which students can go as a resource to answer questions
about grammar, vocabulary or spelling. In addition, the support of the teacher
assistant will make it possible to attend all the demands of each group.This activity is
stipulated to last until the end of the class.
EXTENSION
3. Activity 3. The extension task will consist of finishing the interview at home and
preparing it to present it to the class in the next lesson. To create a television
atmosphere, the teacher will play an introductory song from a TV programme.
Students will be evaluated based on the criteria stipulated in the rubric. Before the
presentations, students will spend about 10 minutes peer-reviewing.
42
DAY 6
DID YOU LISTEN TO MOZART’S REQUIEM LAST NIGHT?
OBJECTIVES
- LANGUAGE
1. Students will be able to implement the past simple of regular and irregular
verbs in order to make questions.
2. Students will be able to express, ask and answer wh-questions in past simple
tense.
3. Students will be able to apply past time expressions in writing and speaking
production.
- CONTENT
1. Students will be able to describe and enumerate details about Beethoven’s

life and work.
2. Students will be able to compare and distinguish differences between Spanish
and English affirmative and negative formation of the past simple.
3. Students will be able to use digital devices in order to play interactive
pedagogical games.
LEARNING STRATEGIES
- Idea Wave
- Visuals
- Gamification Strategy
KEY VOCABULARY
Bagpipes, fireworks, sword, deaf, performance, organ, to compose, sonata, opera, to begin,
to wear, to bring, to give, to become, to write, to buy, to go, to have, to perform, last night/
weekend/ month/ year, in May/ 2014, two hours/days/ months ago, on Saturday night.
MATERIALS
- Computer & Projector

- Powerpoint
- Past Simple Questions Game
https://learnenglishkids.britishcouncil.org/grammar-practice/past-simple-questions
- Past Simple Revision Handout (Annex 1)
- Student’s Book Pulse 1
- Workbook Pulse 1
- Notebooks
43
MOTIVATION
To activate prior knowledge, the teacher will use the Idea Wave strategy to provide frequent
opportunities for interactions and discussion among students. Each student will list 3-5 ideas
about past simple tense formation. One volunteer will begin the “idea wave” by sharing
his/her idea. The student to the right of the volunteer shares one idea; the next student to
rights shares one idea. Teacher directs the idea wave until several different ideas have been
shared. At the end of the formal idea wave, a few volunteers who were not included may
contribute.
PRESENTATION
Then, the teacher will project a Powerpoint on the computer that will include the theory on
how to create questions and answers in the past simple tense. After the explanation, the
teacher will ask students to take out their notebooks and complete exercise 1 on page 89 of
their Student’s book.
1. Activity 1. To put what they have learned into practice, the teacher will ask students
to do exercises 2 on page 89 of their Student’s book in their notebooks. In it students
will have to write past simple questions for sentences 1-5. The exercise will be
corrected in class all together.
2. Activity 2. The teacher will ask students to do exercises 6 on page 89 of their

Student’s book in their notebooks. Students will have a bibliographic text of
Beethoven. They will have to complete the text with the past simple form of the verbs
in brackets. Then, they would listen and check their answers. This text will serve as a
scaffolding for the final project of the unit.
REVIEW/ASSESSMENT
3. Activity 3. The review will consist of two interactive games from the British Council’s
Learn English Kids page. The first one will require students to click on the words in
the right order to make a sentence. The second one will consist of putting the words
into the correct order.
EXTENSION
4. Activity 4. As homework, the teacher will distribute a handout to each student.

Students will have to complete all exercises and turn them in in the next lesson to be
scored. The intention of the task is to review the affirmative and negative form of the
past simple tense of regular and irregular verbs.
44
DAY 7
A MUSIC FESTIVAL ANNOUNCEMENT
OBJECTIVES
- LANGUAGE
1. Students will be able to work on all four skills to produce a pair activity.
2. Students will be able to act out their dialogue based on their previous ideas.
3. Students will be able to create their own music festival announcement.
- CONTENT
1. Students will be able to discover and recognize traditional dances in the USA.
2. Students will be able to locate and name America’s most popular music
festivals.
3. Students will be able to explain and describe different Spain’s most popular
music festivals using expressions seen along the previous lessons.
LEARNING STRATEGIES
- ABC Strategy
- Visuals
- Make Your Own Music Festival Announcement
- Personal Dictionary (modify)
- Group Review Game (modify)
KEY VOCABULARY
Announcement, festival, tickets, price, available, square dance, cowboy dance, swing, native
american dance and regalia.
MATERIALS
- Computer and projector

- Powerpoint
- “Square dance” video
https://www.youtube.com/watch?v=Upu1l3eLid4
- “Cowboy dance” video
https://www.youtube.com/watch?v=uitiuo7MwPU
- “Swing dance” video
https://www.youtube.com/watch?v=jbhM7sKksFQ
- Lollapalooza Music Festival video
https://www.youtube.com/watch?v=XKe106WAyYg
- Teacher’s Book Pulse 1
- Music Festival Announcement Samples
- Sheets of paper
45
- Crayons/ pencils and pens
- Review handout
- Rubric
MOTIVATION
To activate prior knowledge and remember vocabulary from previous lessons, the teacher
will distribute folded papers which will contain a letter from the alphabet. In this way, each
student in the class will be assigned a different letter of the alphabet and they will have to
select a word starting with that letter in relation to the vocabulary of instruments and
musicians and adjectives of opinion seen in previous lessons.
PRESENTATION
The teacher will project on the computer a Powerpoint that will deal with traditional dances
and the most popular music festivals in the United States. The presentation will be supported
by viewing a series of videos of both traditional dances and popular music festivals.
Similarly, it is intended that students make comments during the presentation, contributing
their knowledge of music festivals or traditional dances in Spain.
After the presentation, the teacher will explain the activity that students will have to do in
pairs in class. The activity will consist of making an announcement on a sheet of paper for a
music festival. The sheet of paper must include the following:
● Name the music festival

● When is it going to be celebrated
● The location where is it going to be celebrated
● The duration of the festival (in hours/weeks)
● How much will cost to buy a ticket
● Who are the artist that will perform on the festival
● Is it going to be food and drinks available
● Who is the festival for (adolescentes, adults, all ages)
● Include a catchy phrase to draw people to go
● Create and draw a logo of the festival
To help students and provide a certain type of scaffolding, the teacher will show them two
examples of an announcement from a music festival.
1. Activity 1. After pairing students, the teacher will give them time in class to carry out
the activity. The teacher will distribute blank sheets to each pair. The whole time, they
will have the powerpoint with the instructions to follow. Both the teacher and the
teacher assistant will function as personal dictionaries for any vocabulary or grammar
questions that may arise throughout the activity.
46
REVIEW/ ASSESSMENT
2. Activity 2. If some of the pairs finish the task early, they will be put together with
other pairs to practice with each other when they will present their announcement in
front of the class. This will give them more confidence when it comes to presenting
their announcement in front of the class.
EXTENSION
3. Activity 3. As it is likely that many couples will not have time to finish the activity in
class, as homework the teacher will ask them to finish the activity so that it can be
presented as a speaking activity in the next lesson. The presentations will be
evaluated following a rubric previously prepared by the teacher. In addition, the
teacher will give students a handout with exercises similar to those that will appear in
the unit exam.
47
DAY 8
THE MOST FAMOUS MUSIC COMPOSERS IN HISTORY
OBJECTIVES
- LANGUAGE
1. Students will be able to create a biographical text using the past simple.
2. Students will be able to memorize a biographical text in order to make an oral
presentation.
3. Students will be able to listen and understand clips from Amadeus’ movie and
extract relevant information about Mozart’s life and work.
- CONTENT
1. Students will be able to describe and enumerate details about Mozart’s life
and work.
2. Students will be able to point out the importance and relevance of Amadeus’
movie in the anglosaxon culture.
3. Students will be able to identify and describe some details about the English
playwright Peter Shaffer.
LEARNING STRATEGIES
- Brainstorming
- Jigsaw
- Visuals
- Stop that video
KEY VOCABULARY
Pulse, bassoon, horns, oboe, note, clarinet, delight, this was not a composition of a
performing monkey, F major, A minor, beat, tenor, measure, orchestra, trombones, bass,
trumpets, tonic, dominant, harmony, strings, in unison, ostinato, C major, soprano,
arpeggios,
MATERIALS
- Computer and Projector

- Powerpoint
- Mozart’s biography in past simple
- Amadeus by Milos Forman clips
○ Opening scene
https://www.youtube.com/watch?time_continue=6&v=qrAIDtyLlw0&feature=e
mb_title
○ That was Mozart
https://www.youtube.com/watch?v=j9NG_NPLktA
48
○ Salieri describes Mozart’s music
https://www.youtube.com/watch?v=xYHJRhRym1U
○ Queen of the Night Aria scene
https://www.youtube.com/watch?v=5wfp8EB179g&t=2s
○ Mozart and Salieri write Requiem in D menor
https://www.youtube.com/watch?v=USe-wZ0AOQQ&t=1s
- Rubric
MOTIVATION
To activate prior knowledge, the teacher will ask students to briefly explain what the unit as a
whole consisted of. The intention is to focus on the concept of music, to reflect on how music
can exist. The main idea is to create a small introductory discussion to the final project that
they will have to carry out individually. Student’s contributions will be written on the board by
the teacher.
PRESENTATION
After brainstorming, the teacher will inform the students that they will have to carry out an
individual project (Jigsaw). They will have two weeks to get the task done. The teacher will
inform them that they will have to find out about a famous composer and write a brief text
answering the following questions using past simple tense:
● Who was that composer?

● Which instruments did s/he play?
● When and where was s/he born?
● What are some of his/her life details?
● What are his/her most famous works?
This text will be the reference for them to memorize it for the oral presentation (2-3 minutes
long). They should use time expressions past simple tense and vocabulary for instruments
and adjectives of opinion seen along the unit. They will have to make a poster using pictures
and they will only be allowed to write keywords in them. All the instructions will be shown in a
Powerpoint.
In order to provide clear examples of what they will have to do in the oral presentation, the
teacher will include a biographical text on the life and achievements of the Austrian
composer Mozart in the Powerpoint.
1. Activity 1. For this reason, the first practical activity is proposed with a reading of
Mozart’s text by the help of some volunteers. At the end of the reading, the teacher
will ask if they find time expressions in the text. The intention of the activity is that
they have a text as an example to follow and that they learn certain expressions
when recounting events in the past simple.
49
2. Activity 2. Then, the teacher will inform students that they are going to watch a
series of clips from the film Amadeus directed by Milos Forman. In addition, the
teacher will provide them with a brief introduction to the cultural context of the film in
the Anglo-Saxon language and also within the cinematographic world. In this part of
the activity, the beginning of the film will be shown with some scenes in which Salieri
describes Mozart’s personality and compositions.
REVIEW/ASSESSMENT
3. Activity 3. In this part, the teacher will continue playing a few more fragments of the
film. Specifically, the scene in which Mozart and Salieri are writing the Requiem. The
visualization of this scene is very relevant since it contains vocabulary seen
throughout the unit and an interesting extension of it such as the name of the notes.
To help students understand the dialogues, the teacher will pause the visualization
when she deems it convenient to make some clarification or observation.
EXTENSION
4. Activity 4. As homework, students will have to carry out the proposed project at the
beginning of the class. The teacher will give students two weeks to prepare and
complete the task. In the next lesson, each student will have to present their research
on the composer with a poster and with the information required by the activity.
Students will be evaluated by means of the rubric elaborated by the teacher.
50
ANNEX 2: EVALUATION RUBRICS
OPINION ESSAY’S RUBRIC
CRITERIA 1 2 3
INTRODUCTION There is no clear The introduction The introduction is

AND CONCLUSION introduction of the presents the main very attractive and
main topic or any topic, but it is not focuses on the main
visible structure. No very attractive. The issue. There is a
clear conclusion or conclusion is not clear conclusion
no conclusion at all. very clear.
SEQUENCE AND No logical order. Some details are not Details are placed in
CONTENT There is little sense in a logical order a logical order,
of organization. Very and cause devoting a
few ideas. confusion, many paragraph to each
ideas are repeated. idea. Content is
Content is not very original/ many ideas
original but it follows present.
the model
GRAMMAR AND More than 4 errors There are up to 4 No errors in

SPELLING in grammar, grammar or spelling grammar or spelling
spelling, errors or some or capitalization or
capitalization and/or capitalization/ punctuation, so the
punctuation which punctuation paper is
make understanding mistakes exceptionally easy
difficult. to read.
VOCABULARY The writer uses a Occasionally the The selection and

very limited words are used placement of words
vocabulary. improperly or are precise and
Colloquialisms may overused/repeated show a wide range
appear. of vocabulary
SCORE: ______/ 12
51
ROLE-PLAY RUBRIC
CRITERIA 1 2 3 4
LIMITED ADEQUATE PROFICIENT EXCELLENT
Participation Rarely willing Sometimes Usually willing Always willing

in, Preparation and focused willing and and focused and focused
and during group focused during during work and during group
Presentation work and group work and presentation work and
presentation presentation presentation
Presentation Limited Adequate Competent Convincing

of Character communication communication communication communication
of character’s of character’s of character’s of character’s
feelings, feelings, feelings, feelings,
situation and situation and situations and situation and
motives. motives motives motives
Achievement Purpose is Purpose is Purpose is Purpose is

of Purpose vaguely established but clearly clearly
established and may not be established and established and
may not be sustained generally effectively
sustained sustained sustained
Use of Limited variety Satisfactory Good variety of Impressive

Non-Verbal of non-verbal variety of non-verbal cues variety of
Cues (voice, cues are used non-verbal cues are used in a non-verbal cues
gestures, eye in a developing used in an competent way are used in an
contact, props, way acceptable way exemplary way
costumes)
Imagination Choices Choices Choices Choices

and Creativity demonstrate demonstrate demonstrate demonstrate
little awareness awareness and thoughtfulness insight and
and do little to developing and completely powerfully
enhance role acceptably enhance role enhance role
play enhance role play play
play
Score ____/20
52
RUBRIC FOR COMPOSERS’ ORAL PRESENTATION
CRITERIA 1 2 3 4
GREETING/ The student The student The student The student

FAREWELL doesn’t greet, the doesn’t greet the greets and greets and
student doesn’t audience or the introduces the introduces the
introduce the students doesn’t topic to the topic to the
topic to the introduce the audience. The audience. The
audience and the topic to the main idea is not main idea is
main idea is not audience but the repeated at the repeated at the
repeated at the main idea is end to sum up end to sum up
end to sum up repeated at the
end to sum up
ORGANIZATION The speech isn’t The speech is The speech is not The speech is
organized organized but not always organized always organized
sequentially. The in the logical sequentially. The sequentially. The
main ideas are order: first the main ideas are main ideas are
not shown first, main ideas, and normally shown shown first, and
and then, the then the rest. first, and then, then, the
secondary ones the secondary secondary ones
ones
BODY The student isn’t The student is The student is not The student is
LANGUAGE orientated to the continuously continuously continuously
audience. The orientated to the orientated to the orientated to the
student doesn’t audience. The audience. The audience. The
try to keep eye student doesn’t student tries to student tries to
contact during the try to keep eye keep eye contact keep eye contact
speech. There contact during the during the during the
are some nerves speech. There speech. There speech. There
expressions are some nerves aren’t any nerves aren’t any nerves
expressions. expressions. expressions.
VOCABULARY The student The student uses The student uses The student uses
tends to repeat some new quite a wide a wide range of
words all the time vocabulary and a range of vocabulary and
few new vocabulary and there is no
expressions. there is not a lot repetition
of repetition
MATERIALS The student The student uses The student uses The student uses
doesn’t use the the material in the good quality high quality
material in the right way but it is material to material to
right way and it is not high quality support the support the
not high quality one and/or the speech. And the speech. And the
one other way round material is usually material is used
used in the right in the right way.
way
SCORE ______/ 20
ANNEX 3 : FINAL EXAM SAMPLE
53
ENGLISH EXAM
UNIT 8: SONGS AND DANCE
VOCABULARY
1. Read the definitions and write the words (1 point).
1. This is a group of people who sing together ______________

2. This person plays the piano ______________
3. This person directs an orchestra ______________
4. This person sings the songs ______________
5. This person plays the drums. ______________
6. This is a group of musicians who play classical music ______________
7. You hit these instruments with sticks _______________
8. This person plays the bass _______________
9. This instrument has got a long neck and six strings _______________
10. This instrument has black and white keys _______________
2. Complete the sentences with adjectives of opinion (1 point).
1 Turn up the radio. It’s too q____________.

2 Charlie thinks football is really interesting but I think it’s b ____________.
3 I wasn’t expecting to win. It’s very u____________.
4 I’ve got some t____________ news. I failed the test!
5 This music makes me want to dance. It’s so l____________.
6 This band is really bad. Their songs are r____________.
7 I don’t like rock music. I think it’s too l______________.
8 I love to see bands playing at concerts. It’s a______________.
9 You always want to go first. It’s so a____________!
10 Her songs are unique. She’s really o____________.
GRAMMAR
3. Complete the sentences with the past simple form of the verbs (1 point).
perform write have arrive wear go join give
1. We _________ a great time at the party last night.

2. Dan and Joshua _________really well on stage.
3. I love my watch. My grandma ________it to me.
4. Carmen 's here. She________ten minutes ago.
5. At the concert we _________T-shirts with a picture of the band on them.
6. I _____________an email to Lucas yesterday.
7. Sadie __________the school choir last week.
8. You____________ home early yesterday. Were you ill?
4. Rewrite the sentences in the negative form (1 point).
54
1. The bus arrived this morning.
2. I saw Martin in the library yesterday.
3. Hugo and Isaac visited the Guggenheim Museum in Bilbao.
4. The film began at half past seven.
5. We went to the shopping centre on foot.
1.
2.
3.
4.
5.
5. Write questions using the past simple. Then complete the short answers (1 point).
1. Paco/go surfing on Saturday? _______________________________

Yes, __________________
2. the train/ stop at the station? _______________________________
No, ___________________
3. you and Ana/ have a good time in London? _______________________________
Yes, ___________________
4. you/ play basketball last week? _______________________________
No, _____________________
5. Carmen/ take any photos? _______________________________
Yes, ____________________
READING
6. Read the text and circle T (true) or F (false) (1 point).
Eva, 13
On Saturday night, I went to see Billy Elliot in London with my mum and dad. It’s a musical about a boy who
loves ballet. His dad doesn't want him to be a dancer. He wants him to be a boxer, so Billy practises in secret.
I thought that Billy Elliot was fantastic. The music was really lively and the story was great.
Sophie, 12
I went to the cinema with my best friend, Katie, for her birthday. When we got there, there was a problem with
the sound. The film was really quiet and I didn’t hear anything. There were also some annoying people behind
us. They were really noisy. It was a rubbish night out!
Thomas, 13
Last weekend I went to a music festival with my aunt and uncle. I watched lots of different bands perform on
stage. My favourite band, Coldplay, played on the main stage. The only problem was that I was near the back.
I didn’t see much, but I still had a great time!
1. Everyone had a good time at the weekend T / F

2. Thomas watched his favourite band. T/F
3. Eva went to see a musical. T/F
4. Sophie went out with her best friend. T/F
5. Sophie went to the theatre. T/F
7. Read the text again and answer the questions (1 point).
55
1. Who did Thomas go to the festival with? _______________________________
2. What was Thomas’ problem? ________________________________________
3. What is Billy Elliot about? ___________________________________________
4. What did Eva think of Billy Elliot? _____________________________________
5. What did Sophie think of her night out? ________________________________
LISTENING
8. Listen and circle the correct answers (1 point).
1. David _____ a good holiday.

a) had b) didn’t have
2. He travelled by _____
a) boat b) plane
3. He _____his passport
a) forgot b) didn’t forget
4. There ______snow and ice in London
a) was b) wasn’t any
5. David’s bag ______at the airport in Madrid
a) arrived b) didn’t arrive
9. Listen again and complete the sentence (1 point).
1. David went to the airport on ___________

2. The plane didn’t leave because there was a problem with the _____________
3. David slept on a _______________
4. David arrive in Madrid on Monday ____________
5. David’s bag was in ________________
WRITING
10. You are going to describe an amazing experience for a school competition. Write about 80
words. Include the following information (1 point):
- where you went

- what you saw/ did
- who was with you
- how you felt
- any other interesting details
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
56

Memoria de Las Prácticas

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MÁSTER EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN

SECUNDARIA OBLIGATORIA, BACHILLERATO, FORMACIÓN

MEMORIA DE LAS PRÁCTICAS

APELLIDOS Y NOMBRE: Miranda Soriano, Vanora

ESPECIALIDAD: Segunda Lengua Extranjera: Inglés

TUTOR/A DE LA UNIVERSIDAD: María José Rodríguez Rodríguez

1. Description of the Center ……………………………………………………… 2

1.1. Center’s History

The present internship

1.2. Location and Surroundings. Characteristics of the Educational Community

1.3. Students’ Characteristics

1.4. Center’s Staff

The center is equipped with the following facilities:forty conventional classrooms,

2.1. Programming of the Didactic Unit

2.1.1.Educational Objectives and Methodological Principles

The methodological basis of this didactic unit is based on the Communicative

OBJECTIVES AND KEY COMPETENCES1:

1. Students will be able to understand and memorize words related to

ABILITIES AND SKILLS

2.1.3. Student’s Previous Ideas on the Subject

● What kind of music do you like?

2.1.4. Initial Motivation Strategy

This didactic unit, as previously mentioned, consists of eight lessons. Each of

Process and Instruments

● Based on the interaction, between teacher and student or between

Block 1. Comprehension of oral texts

Block 2. Production of oral texts: expression and interaction

Block 3. Comprehension of written texts

Block 4. Production of written texts: expression and interaction

(LOMCE, 2015: 133-137)

2.2.1. Sequence of Activities

LESSON ONE: MUSICAL INSTRUMENTS AND MUSICIANS

55 min Skills Interaction

Step Steps (Activities) Domains L S R W Resources

5 min. Motivation. Brainstorm. Idea Cognitive. Affective. X X T-S Blackboard. Computer.

5min. Presentation. Instruments and Cognitive. Affective. X X X T-S Powerpoint

25min. Practice. Visuals. Everybody Cognitive. Affective. X X X X T-S Powerpoint. Video on

10min. Review/Assessment. Everybody Cognitive. X X X X T-S Powerpoint

5min. Extension. Challenge Cognitive. X X X T-S Workbook

LESSON TWO: MUSIC BEFORE OUR TIME

55 min Skills Interaction

Step Steps (Activities) Domains L S R W Resources

10min. Motivation. Visuals Cognitive. Affective. X X T-S Computer. Projector.

5 min. Presentation. Past Simple Cognitive. Affective. X X X X T-S Powerpoint. Computer.

25min. Practice. Name Three Game. Cognitive. Affective. X X X T-S Powerpoint

10min. Review/Assessment. Stop that Cognitive. X X X T-S Kung Fu Panda video

55 min Skills Interaction

Step Steps (Activities) Domains L S R W Resources

15min. Presentation. Black Lives Cognitive. Affective. X X X T-S Computer. Projector.

20min. Practice. Personal Dictionary. Cognitive. Affective. X X X T-S Computer. Projector.

5min. Review/Assessment. Singing Cognitive. X X X S-S Computer. Projector.

5min. Extension. Writing an opinion Cognitive. Affective. X S-S Notebooks.

LESSON FOUR: HOW TO MAKE SONG’S REVIEWS

55 min Skills Interaction

Step Steps (Activities) Domains L S R W Resources

10min. Motivation.. Brainstorm Cognitive. Affective. X X T-S Whiteboard

15min. Presentation. Adjectives of Cognitive. Affective. X X X T-S Powerpoint

20min. Practice. Every Student Gets a Cognitive. Affective. X X X T-S Notebook