16.

APPENDIX

16.1 Assessment

1) Intra-group Assessment / Peer-Assessment [General Rubric]:

Activity:………………………………………..

Creator(s):…………………..

Assessor(s):…………………..

Comments:
[correct elements/strategies]
Criteria:
[alternative options]
[elements/strategies to improve]

1. The task is completed and all the

requirements for the task have
been fulfilled.

2. The language used is

sophisticated and according to the
register and the text type.

3. The information is well organised

and there is no need to re-read any
fragments.

4. The task shows a variety of

structures and vocabulary.

5. There aren’t any ‘No-no’

mistakes.

6. New structures correctly used:

(Adapted from Sanmartí, N. (2010))

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2) Teacher Self-Reflection tool:
Was the lesson too
easy or too difficult
for the students? Did I teach to ensure
students comprehended
the information?
Were my lesson
instructions clear?

Was I perceptive Did the materials

and sensitive to my used in class
students’ needs? helped?

How effective was the Was I delivering the

lesson overall? course material at a
reasonable pace?
Did all the students
participate in the
activity?

Adapted from: (https://resumes-for-teachers.com/blog/professional-development/

teachers-use-self-reflection-self-evaluation-education/)

3) Menti as formative assessment tool for Ss:

This results are not real. They have been created for illustrative purposes only.

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4) Menti as formative assessment tool for teachers:

This results are not real. They have been created for illustrative purposes only.

5) Writing self-assessment criteria – Written Mediation:

Content Management .
I have selected and used only the information necessary to fulfil the task.

I have adapted the information for the recipient(s) needs.

I have adapted the information to communicative context.

I use synonyms, antonyms and general words not to repeat vocabulary.

Content Transmission .
I use:

- the register required by the task.

- several paragraphs for the different main ideas.

- a variety of connectors and transitions with precision

- some show-off (Appendix 11) structures and/or vocabulary

I have checked that there are no “no-no mistakes” (see list – Appendix 10)

YES: NO: NOT SURE:

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6) Writing self-assessment criteria – Graph interpretation:

Task .
I have fulfilled the task requirements.

I have used a suitable register required by the task.

I have used a broad variety of connectors and transitions with precision.

The ideas are coherently organised.

Content .
I have been able to understand and interpret the graph.

I start offering a global/general view of the graph and focus on the details
later on.

I have described and interpreted the data and the trends in the graph.

I finish the text with an overall conclusion.

Show-off Structures .
I use some show-off structures and/or vocabulary.

I use appropriate collocations.

I use specific vocabulary related to trends and statistics.

I use synonyms, antonyms and general words not to repeat vocabulary.

No-no Mistakes .
I have checked that there are no “no-no mistakes”

YES: NO: NOT SURE:

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7) Writing self-assessment criteria – Argumentative Essay:

Task .
I have fulfilled the task requirements.

I have used a suitable register required by the task.

I have used a broad variety of connectors and transitions with precision.

The ideas are coherently organised.

Content .
I have used statement sentence in the introduction.

I have used different paragraphs to develop different ideas.

I have developed different arguments.

I have exemplified my arguments.

I have NOT introduced new information in the conclusion.

Show-off Structures .
I use some show-off structures and/or vocabulary.

I use appropriate collocations.

I use specific vocabulary related to trends and statistics.

I use synonyms, antonyms and general words not to repeat vocabulary.

No-no Mistakes .
I have checked that there are no “no-no mistakes”

YES: NO: NOT SURE:

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8) End of unit self-assessment:

Start of the unit [Objectives]:

In this unit you will…

- discuss issues related to first impressions, art interpretations and the online self.
- learn how to give opinions and report someone else’s opinions.
- expand your vocabulary by learning positive and negative personality traits; phrasal
verbs; collocations and idioms related to art.
- learn how to select the relevant information from a News report.
- learn to react to a work of art
- acquire skills and strategies that will help you in the C1 exam such as: note-taking.

End of the unit [Self-assessment]:

Now I can…
- discuss issues related to first impressions, art interpretations and the online self.
- give opinions and report someone else’s opinions.
- use vocabulary about positive and negative personality traits; phrasal verbs; collocations
and idioms related to art.
- Select the relevant ideas from a news report.
- react to a work of art
- take notes

[Adapted from: Pioneer Level C1/C1+]

9) ‘No-no mistakes:

“No-no Mistakes” at C1 level

~ Sentence and word order
~ Problems with referential words (he vs they; it vs there; it
vs them; this vs these; what vs that/which; etc.)
~ Missing subjects or double subjects
~ Verb tenses and verb forms
~ Problems with plural forms
~ Adjectives in plural

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 10) Show-off Structures:

● Inversion
Not only did the systematic clearing of forests in the United States create farmland, but it also
caused erosion and very quickly deforested whole regions.
Never before has one generation of American teenagers been less healthy.
Little can one imagine that one is committing a crime simply by accessing a neighbor's unsecured
wireless network.
Such was the earthquake that the city was destroyed.
Young as he is, he’s very knowledgeable.
● Emphatic “do”, “does”, or “did”
They have led voters to believe they do understand the problems and they do think the country is at
a crossroads crisis.
● Cleft sentences
That may be hard for Americans to understand, since it was the United States invasion that
toppled Saddam Hussein and helped the Shiite majority to power.
What we’re trying to deal with here is just absolutely horrible.
● Relative clauses with prepositions
There was a significant fall in crime in the last decade, a large part of which was attributed to rising
living standards.
The year isn’t over yet, and police have already killed at least 1,023 people, many of whom were
unarmed, mentally ill, and people of color.
● The more..., the more…
The more things change, the more they stay the same.
● Modified comparatives and superlatives
Florida is by far the most dangerous state to be homeless.
Taxes are far and away the largest and fastest-increasing expense in the average household
budget.
Research consistently shows that medication alone is nowhere near as effective as medication in
conjunction with therapy.
Step by step, Trump is assembling an administration far more conservative than his campaign.
● Intensifying adverbs
It’s blatantly obvious that the intention is to establish a long-term rule of wage austerity
This celebrity website is good fun but most of the information is wildly inaccurate.
● Participle clauses
Having said that, there is another point we must bear in mind.
Not understanding the language, I tried to make myself understood using signs and gestures.
Being vegetarians, they don’t eat meat.
● Comment adverbials
This is obviously very unsettling to us but also to anyone in Australia.
Surprisingly enough, the result is totally different from what she expected.
● Conditionals without “if”
Had the government taken into account the citizens’ opinion, such a disaster could have been
avoided.
● Impersonal passive
The information provided is thought to be reliable but is not guaranteed to be accurate.
She is rumoured to have had an affair.

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16.2 Activities

11) Speed Dating:

12) The Cleverest Person in the Room:

Game inspired in the TV programme QI from BBC Two.

The whole class stands up. Everything that you ask Ss is T/F (in this case, Ss will have to
decide whether the works of art have been made by a British or an American artist). It Ss
think the answer is T (British), they must put their hands on their heads. If it is false, they
must place their hands on their bottoms. And then, if they get it wrong, the must sit down.
The last standing S in the class is The Cleverest Person in the Room.

https://www.youtube.com/watch?v=vcQW1amvSEo

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13) Would I lie to you?

Game inspired in the TV programme with the same name from BBC Two.

It is a game to spot if someone is lying or is telling the truth and it is played in groups of 4
(with two teams of two). One S reads an opening statement, such as: ‘my motto is, never
give a child a one-syllable name because life has taught me that people with one-syllable
names are generally dimmer.’ The other team needs to ask 5 specific Qs about the
statement/story and determine with the information provided and the body language
whether the story is true or false.

https://www.youtube.com/watch?v=3raaJx13fVw

14) Carrot in a box:

Game inspired in the TV programme 8 Out of 10 Cats from E4.

It is a game of bluff. In pairs, one S has got a card with a carrot and the other one has got a
card with no carrot on it. With both cards facing down, SA checks if the carrot is on the card.
If the carrot is there, the objective is to keep the card, but, if it is not, SA needs to get SB to
swap the card. Firstly, SA presents the arguments to make SB decide what to do (SB
listens). SB’s role is to decide whether to swap the cards or leave them as they are. SB has
got the final word. The winner is the S with the card with the carrot.

https://www.youtube.com/watch?v=0UGuPvrsG3E

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15) Graph Bingo:

The traditional game of Bingo, but with graphs.

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16) Battleship with graphs:
The traditional game of Battleship, but with graphs.

17) Who’s Who with graphs:

The traditional game of Who’s Who, but with graphs.

Player’s Card

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18) The Price is Right:

In groups of 4, Ss will be shown different items and baskets with different products in them.
Each group will have to guess the total price of the basket.
According to the accuracy of their predictions they will receive points (from 5 points for the
closest prediction, 3 points for the second closest and 1 point for the of predictions). They
keep the points for later. The points will determine which type of family they are and what
can they buy from the supermarket.
Ss are shown the definition of Social Privilage (from the article below) and they discuss its
relationship between doing grocery shopping.
Puzzle Reading: From the article ‘Social Privilege and Its Impact on Food Choices’ from
www.ecoandbeyond.co, give one fragment to each Ss in the group (income, free time, race
and class). Ss read their fragment and then they will have to explain it to the other Ss in the
group.
With the points they have obtained from the first activity and with the help from the texts
they have read and shared, they will have to create a family profile: Rich Family (45-35
points), Middle Class (34 – 25 points), Lower Middle Class (24 - 15) and Lower Class
Family (14 - 1).
With the points, a representative of the group will ‘go grocery shopping’. In order words,
different grammatical categories have different point values, the more complex the
grammatical item is, the more points it costs.
After the shopping, the groups will have 30 minutes to write a personal account of their
situation (family profile) and the consequences on their shopping basket.
Ss will present their situation to the rest of the class.

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19) Participle and verbless clauses Noughts and Crosses:

There are to different set of phrases, one for SA and another one SB, which they have to
rephrase using participle and verbless clauses. Each S has the other Ss answers.

The aim of the game is to say the sentences correctly so that the Ss have the chance to
place a nought or a cross on the board. The first to achieve three in a line is the winner.

Example: adapted from the sentences in [English Hub, pg. 103 and 139]

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20) Brain Freezers from [www.scholastic.com]:

21) Jigsaw Presentation:

Divide the class in 4 groups of 4. Each group prepares a short presentation about a topic [In
this syllabus, Ss will be given the name of an important historical activist]. Ss need to search
the information on the Internet using their phones.

After they finish preparing the presentation, new groups are formed with one member of
each group. Each S will present their historical activist to the rest of the group while the
other Ss take notes.

This is the pre-activity for another activity. In this particular case, Ss will play ‘Be an Activist’
game.

22) Jigsaw Listening:

Puzzle Listening – Divide the class into two groups: Group 1 watches ‘Alex Wheatle on the
gentrification of Brixton’ from The Guardian and Group 2 watches ‘My Block: A eighborhood
changed by gentrification’ from TMJ4 News, in another available room.
Ss watch the videos: 1) Answer multiple-choice Qs; 2) Take notes, share them with the
other Ss in the same group and prepare a small presentation of the video. After this, new
groups are formed (SA and SB) and by comparing the content of both videos they need to
come up with a definition of gentrification.

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23) Jigsaw Written Mediation:

Part 1:
(In the previous activity, Ss have accumulated points).
Using the scores from the previous activity, split the class into two groups (A and B). Group
A, remains in the class and Group B goes to another classroom/cafeteria.
Group A: the watch the video ‘German Citizenship - How much is it worth? | People &
Politics’ from [DW News] and take notes to later produce a written mediation. After watching
the video, Ss share and compare the notes;
Goup B (while A is watching the video) is given a bunch of cutouts with transcribed sections
from the video. In small groups, Ss need to rearrange the cutouts. The different groups
share their options;
Part 2:
3) Both groups get back together and new groups of four are formed (2 Ss from A and 2 Ss
from B). With the information both teams have (A – the notes from the video and B- the
transcript of certain sections), they need to reconstruct the news story and both teams
correct each other.
Part 3: Ss write a formal letter in response to the letter that appears on the video.

24) Be an Activist - Boardgame

To play this game, Ss will remain in the same groups they were during the presentation
activity. The group will be split into two groups. Using the teacher produced board game ‘Be
an Activist’, each group needs to sort out different challenges: 1) Trivia Qs about the
activists from the Puzzle Presentation (if they get it right they stay where they are. If they
fail, they go back one space); 2) Grammar/Vocabulary Qs if they get it right they stay where
they are. If they fail, they go back one space); 3) Special Spaces (you’ve been arrested –
miss a turn, you have achieved your goals – roll the dice again, you join a movement –
move to the next counter on the board).

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25) ‘Pasaplabra’:

Based on the Spanish TV programme with the same name.

The T announces if the word starts or includes on letter of the alphabet and then reads the
definition. Ss need to write the word.

16.3 Resources

26) Google Classroom:

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27) Kialo:

28) Self-Study Resources

Grammar (may include vocabulary):

Destination C1 & C2 Grammar and Vocabulary (with key). M. Mann & S. Taylore-Knowles. Ed. Macmillan.
My Grammar Lab C1/C2 (with key). M. Foley & D. Hall. Ed. Pearson
Vocabulary:
English Vocabulary in Use (Advanced). M. McCarthy & F. O’Dell. Ed. Cambridge.
English Idioms in Use. M. McCarthy & F. O’Dell. Ed. Cambridge.
English Phrasal Verbs in Use (Advanced). M. McCarthy & F. O’Dell. Ed. Cambridge.
Dictionaries:
Cambridge Dictionary Online - dictionary.cambridge.org Urban Dictionary - ww.urbandictionary.com
Just the Word (Collocation look up) - www.just-the-word.com Netspeak (Collocation look up) - www.netspeak.org
Reading:
Online Newspapers: The Guardian, The Independent, The Times...
Online Magazines: The Economist, Intelligent Life, National Geographic, The New Yorker…
Listening:
TED Talks - http://www.ted.com/talks 99U - http://99u.com/videos
Big Think - http://bigthink.com/videos BIL Conference – https://bilconference.com/talk/
IdeaCity – http://www.ideacity.ca/watch-talks/ YouTube, Netflix, HBO…

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29) Spoken Mediation Gallery:

These are all the works of art used in the instructional units:

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