PRACTICAL CASES

1. INTRODUCTION
Importance of the topic and some legal and pedagogical references (name the key
competences and the communicative competence and how this topic can increase
students’ ones).
Given this, in order to solve this practical case, I shall first set/describe the context in
which my practical proposal shall be implemented; next I shall establish the case
relation with the official curriculum; to finally present an original practical proposal and
some concluding remarks.

2. CONTEXTUALIZATION
Starting from the very beginning, the unit selected to illustrate this paper is entitled
_________________. lt is aimed at a group of ____ students in the year _____, in
which I shall bear in mind the natural heterogeneity, different abilities, learning styles
and students' preferences, taking special attention to the students with specific needs for
educational care.
In this unit, proposed for the _____ term, the learners shall discover _____.

3. CURRICULAR CONNECTION
It is commonly acknowledged that, planning the practical proposals in a unit should first
go through the necessary connection with the curricular elements. Therefore, I shall now
proceed to spell out the most important curricular relations as for __________________.
3.1. Key competences. (10th Article D26/2016)
How this topic develops the seven key competences.
3.2. Cross-curricular elements. (11th Article D26/2016)
How this topic develops any of the cross-curricular elements. For example:

1. Oral and written comprehension and expression, audio-visual communication and

Information and Communication Technologies.
2. Equality of opportunities among different genres, races, capacities and/or
identities, non-discrimination, civic and constitutional education and prevention
against any form of violence.
3. Physical activity and balanced diet.

3.3. Objectives.
Specific objectives and aim for this Unit Plan/ Topic. Some generic objectives:
  To develop habits of group work.
 To know, understand and respect different cultures and customs.
 To acquire and develop the communicative competence.
 To know the most relevant facts about…
 To start to use ICT for learning…

3. 4. Contents.
The content blocks that ate going to be worked and, if needed, the content progress.
(*)
CS Interest in knowing customs and people from… /Valuation of the FL…/ Grammar,
vocabulary.
Comprehension of Oral Texts S1. mobilization and use of previous knowledge about…/
rhymes & sounds, tone.
Production of Oral Texts S2. Clearly expression of a message/ Use the non-verbal language/
Phonetics imitation.
Comprehension of written texts S3. Inference of meanings from the comprehension of…/ Use
of the dictionary.
Production of written texts S4. Use of the communicative competence to do the task
effectively/ writing clearly taken into account the spelling and orthographic rules.
3.5. Methodology.

Curricular methodological orientations, different methodologies that could be used and the one
we are going to follow.

3.6. Materials and resources.

Course book, worksheets, computer, books, magazines, apps, games, recordings…

3.7. Classroom organization.

Classroom arrangement, grouping.
3.8. Attention to students with specific needs for educational care.
Specific recommendations if any.

3.9. Assessment and evaluation.

As established in the Article 12 of the Royal Decree 126/2014, of 28 February, as well

as in the third section of the Decree 26/2016 the assessment and evaluation must take
place at three levels: the pupils, the didactic program, and the teaching practice.

As far as evaluation of pupils is concerned, the criteria for assessment and evaluation
and the measurable learning standards will be the guide to check the level of acquisition
of the competences and the achievement of the objectives proposed. I'd like to propose a
rubric to cover this process, a document that considers the expectations to get and
sequence them by level of acquisition. In addition, the student will cover personal
evaluation sheets and assessment activities. The students’ notebooks will be also an
important part within pupils’ evaluation.

4. PRACTICAL PROPOSAL/ LESSON PLANS

 5-7 lesson plans or proposals (*).
 Introduction and evaluation.
 All language skills.
 Key competences and cross-curricular elements.
 Sociocultural elements.

5. CONCLUSION
6. BIBLIOGRAPHY

(*)

LESSON 1

 Prior knowledge detection about… (brainstorming).

 Reading a story about…
 Selection of vocabulary in ipicthat.com (Picture that Pictionary).
 Pictionary.
LESSON 2/ 3/ 4
Worksheets  poems, songs, I spy, riddles matching, searching, guessing, crosswords.
LESSON 5

 Communicative activity  roleplaying.

 Game  matching pairs, sentence auctions, Pelmanism, create an island…
LESSON 6

 Phonics Alpha blocks

Or

 Cartoon chapter Peppa Pig, TeenTitons Go…

LESSON 7

 Evaluation Kahoot + individual test, project, lapbook, notebooks…