Professional Documents
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Online Class Design: School of Education (EDX) : Group Members
Online Class Design: School of Education (EDX) : Group Members
Index
I. Project Motivation.
teaching for over forty years already. In 2020, due to the pandemic of Covid-19,
teaching has shifted and taken beyond the classroom boundaries. We have been forced
to use online teaching in order to handle the need of education in our country.
Due to the health difficulties caused by the pandemic, teachers have been forced to
change our workplaces, teaching materials and, of course, adapt our classes to a virtual
mode.
That is why today we will be presenting the design of our online unit: Life and Health.
This is a sample unit where students will have the opportunity to continue with their
centered methodology where learners take more responsibility and learn at their
rhythm.
IV
Class proposal
This course is aimed for 13-14 year-old students of 2nd grade of Secondary School. By
the end of the unit, students will be able to talk about health problems and give advice
During the unit, students will learn new vocabulary related to illnesses, they will use
should or shouldn`t for advice, they will also read different texts about illnesses and
centered and communicative approach to meet our students` learning needs and
connect previous knowledge. We will use the Learning Management System (LMS)
Google Classroom for asynchronous learning and the application Google Meet for
synchronous classes with our learners. We will have diverse sources, such as videos,
dialogs, recordings, interactive activities, group activities, readings, quizzes and audios.
V
Oral comprehension:
Understands short and simple oral speeches, referring to specific needs and everyday
Oral production:
Orally produce a series of basic phrases and sentences linked by simple connectors,
referring to specific needs and everyday topics, although with pauses and
reformulations.
Written comprehension:
Understands short and simple written texts, referring to specific needs and everyday
when necessary.
Written production:
Write a series of simple phrases and sentences, linked with connectors, referring to
specific needs and everyday topics, although with some basic errors.
VI
Oral Comprehension:
Responds appropriately to questions and directions, from listening to short and simple
Oral Production:
Ask for and give advice and suggestions, using short, simple phrases and sentences.
Written comprehension:
Responds appropriately to questions and directions, from reading short, simple texts
Written production:
Asks for and gives advice and suggestions, using short, simple written sentences and
phrases.
VII
Expected learnings
General Objectives:
By the end of this unit students will be able to:
about illnesses.
illnesses.
Writing Write a composition/conversation
overcome an illness.
Listening Listen and demonstrate
illnesses.
Speaking Participate in a role play between
We organized our unit in Google Classroom to follow a coherent order where students
will self-study material (input) and practice what they have seen in order to reinforce
their learning and produce language through the speaking and writing sections. We will
use Google meet for our synchronic classes to follow up our learners needs to develop
the expected competences. During our synchronic classes we will emphasize speaking
activities, etc…
This project is achievable because the students have prior knowledge of the language,
and the activities have been developed according to their proficiency level and
language skills. These digital tools will provide both safety and encourage our students
to develop their speaking, writing, listening and reading skills at our learner`s own
pace. Students will also be able to revisit activities and take the time they need to
Students need:
Internet Connection.
introducing the vocabulary, then a short video depicting the grammar of the lesson in
context and then practice activities. Afterwards, we had the reading comprehension and
listening skills through a number of activities for skimming and scanning and getting
the gist or main ideas. Finally, after bombarding our students with scaffold activities
where they received the necessary input, they are ready for the written and oral
production.
By providing input first, students get the information they need to produce the language
step by step. Students build their own patterns and associate ideas to create original
posts, dialogues, and other productive skills activities. Readings and audios are used
prior to the productive skills activities as they serve as model for students.
Google Classroom because it integrates with Google’s other tools like Docs, Drive, and
Also we chose it because we can plan, organize, adapt, modify, reuse, grade and
feedback our student’s classes in a user-friendly way. Another strong point of using
On the other hand, we chose Google Meet because of the limitless time of the
meetings, we can share our screen, the whiteboard, documents and we just need
internet connection, besides we can record our meetings and it is very user friendly in
This experience has been very rewarding for us, because as we developed our project,
we learned new ways and means to reach our achievement descriptors, as well as we
could develop technological skills learned in the past, and at the same time we learned
many more.
Words of gratitude
XII
Last but not least, we want to thank our facilitators, they have been exactly that for all
of us, they have been there at all times, breaking the barriers of distance and generously
giving their off-work time to clarify doubts and guide us throughout this process, which
Thank you for opening your heart and also opening our minds to new knowledge and
Thanks a lot