Portfolio

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TABLE OF CONTENTS
Introduction ....................................................................................................................4
1. Summary of the theoretical aspects …………………………………………………………………….5
2. Tasks (Basic Writing & Explanatory Essay) ...............................................................7

2.1. Initial assessment ................................................................................................7
2.2. In class talk: based on your initial assessment task ............................................8
2.3. Explanatory essay: topic ...................................................................................10
2.3.1. Brainstorming (steps 1-6) .........................................................................10
2.3.2. Thesis Statement (1&2) ...........................................................................12
2.3.3. Outline (1 basic & 2 Detailed) ..................................................................14
2.3.4. Body paragraphs (1&2) ............................................................................17
2.3.5. Hook .........................................................................................................19
2.3.6. Introduction (1&2) ……..............................................................................20
2.3.7. Conclusion ……………………………………………………………………………………………21
2.3.8. 1st draft ....................................................................................................22
2.3.9. Peer review (1&2) ....................................................................................25
2.3.9.1 Peer review (from me to my classmate) ……………………….…………25
2.3.9.2 Peer review (From my classmate to me) …………………………………28
2.3.9.3 Peer review (My essay and the received corrections) …………..…31
2.3.9.4 Peer review (Partner’s essay and my correction) ……………….……34
2.3.10. Title (1&2) ..............................................................................................36
2.3.11. 2nd Draft (1&2) ......................................................................................37
2.3.11.1 First draft ………………………………………………………………………………37
2.3.11.2 Second draft ………………………………………………………………………….40
2.3.12. Self-assessment form .............................................................................43
3. Problem solution project ..........................................................................................44

3.1. Brainstorming and topic………………………………………………………………..…………44
3.2. Research task on educational (1&2) factsheets ..........................................45
3.2.1 The CLIL approach………………………………………………………………………45
3.2.2. Integrate technology to improve communication skills in L2….….47
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3.2.3. Cooperative learning………………………………………………………….………49
3.3. Research task 3 (individual).........................................................................51
3.4. Team: providing solution/s………………………………………………………………………53
3.5. Thesis problem solution essay ....................................................................54
3.6. Introduction…………………………………………………………………………………….………55
3.7. Introduction review………………………………………………………………………….………57
3.7.1. Introduction of our classmates and our comments………….………..57
3.7.2. Correction from our classmates on our introduction…………………60
3.8. Detailed outline……………………………………………………………………………………….61
3.9. Body paragraphs………………………………………………………………………..…………….63
3.10. Conclusion………………………………………………………………………………………..……65
3.11. First draft……………………………………………………………………………………….………67
3.12. Peer review……………………………………………………………………………………………70
3.12.1. Peer review by us to group 4……………………………………………………70
3.12.2. Peer review by group 1 to us……………………………………………………74
4. Writing for teachers………………………………………………………………………………………………78

4.1. Mind map…………………………………………………………………………….……………….…78
4.2. Project poster………………………………………………………………………………………….79
5. Conclusion………………….………………………………..……………………………………………………….80
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INTRODUCTION
A Portfolio is a collection of documents or work done during the academic year. It is a
very effective tool to present all the points worked on in the classroom in an organised
and easily accessible way, so that in the future, when we have doubts about any point
we have worked on, we can take a quick look at it and clear up any doubts.
In this portfolio I have compiled all the work and tasks I have done during the Advanced
English Writing course. In it we can find different tasks; from the initial essay at the
beginning of the course, where we had to demonstrate our previous knowledge, to the
elaboration of an explanatory essay step by step. Also, the completion of a laborious
group work where we had to reflect on the problems to properly develop
communicative skills in a second language in schools and how we could solve such
problems by providing solutions and, finally, a project in which we analyzed the writing
in a second language in primary school and how we could improve it through the
realization of a mind map and a scientific poster where all the information provided is
summarized.
Through these projects, I have developed skills in research, critical analysis and
creativity, addressing challenges and presenting solutions in a clear and persuasive
manner. I invite you to explore my portfolio to get a fuller picture of my work and how I
have applied my skills in different academic contexts.
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1. SUMMARY OF THE THEORETICAL ASPECTS
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2. TASKS (BASIC WRITING & EXPLANATORY ESSAY)
2.1. INITIAL ASSESSMENT
ADVANTAGES AND DISADVANTAGES ASPECTS OF HOMEWORK IN PRIMARY EDUCATION
At present, the educational system is being questioned by experts, teachers and parents,
since they believe that learning methods must be updated. Homework is one of the most
questioned methods.
Some of the advantages to take into account are: use of homework to consolidate
classroom learning, because students practice through exercises and improve
significantly with practice; homework gets parents involved in their children’s live; In
addition, these tasks help students to organize themselves, plan time and solve
problems, etc.
However, there are also some disadvantages to consider: Homework can causes
unnecessary stress and anxiety for students causing demotivation; Also, if a lot of
homework is assigned it is frustrating for students and it takes away their free time.
Lastly, it is not always effective to perform homework, there are certain contents that
require other methods of reinforcement.
Afore mentioned, there are advantages and disadvantages when it comes to homework
but I think the crux of the matter is that we should ensure that our students to learn with
various tools and not use homework as the only method of learning. So, it is up to
everybody to decide to what extent you use this tool and make good use of it.
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2.2. IN CLASS TALK: BASED ON YOUR INITIAL ASSESSMENT TASK
0. WHAT HAVE YOU DONE BEFORE STARTING TO WRITE YOUR ESSAY?
First of all, think about the topic.
Later, I have written ideas on a paper and I have organized them.
Also, I have taken into account the structure to create an essay.
When I had everything structured, I started writing and finally I checked the essay and
its possible grammatical errors.
1. HAVE YOU USED A PARAGRAPH DIVISION?
Yes, to mark different points and properly order the essay.
2. HAVE YOU INCLUDED A TITLE?
Yes, “Advantages and disadvantages aspects of homework in primary education”.
3. CAN YOU IDENTIFY AN INTRODUCTION?
Yes, in the first paragraph.
4. CAN YOU IDENTIFY A CONCLUSION?
Yes, in the last paragraph.
5. WHAT TYPE OF INFORMATION HAVE YOU INCLUDED IN YOUR INTRODUCTION
AND, IN YOUR CONCLUSION?
In the introduction I talked about the fact that today the educational system is constantly
being questioned and, in the conclusion, I have given my opinion on the topic.
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6. HOW MANY IDEAS HAVE YOU INCLUDED FOR EACH PARAGRAPH?
Second paragraph some advantages and third paragraph some disadvantages.
6. HAVE YOU USED ANY TYPE OF INDENTATION?
Yes, because it looks better.
7. WHICH IS THE IDEAL READER OF YOUR ESSAY?
Someone who has doubts about the advantages and disadvantages of homework.
8. DO YOU THINK YOUR ESSAY IS INTERESTING?
I think it's ok but could be more interesting.
9. WHAT THINGS WOULD YOU IMPROVE IN YOUR ESSAY?
Surely grammar and vocabulary.
10. WHICH WAS THE MOST DIFFICULT THING WHEN WRITING YOUR ESSAY?
Grammar and vocabulary.
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2.3. EXPLANATORY ESSAY: TOPIC
2.3.1. BRAINSTORMING (STEPS 1-6)
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2.3.2. THESIS STATEMENT (1&2)
1. Write your thesis statement. Exchange it with a partner and analyze each other's
thesis. (Booklet page 23, your turn)
1. does the partner's thesis name the topic?
2. does it give your partner's opinion?
3. is it clear and specific?
4. Do you have any comments or suggestions for your partner?
2. Once your classmate has revised your thesis statement, include it in your portfolio.
Write down your classmate's name.
1. My initial thesis statement: I never thought I would find the love of my life in
England and that it would change my life completely.
The thesis statement from my classmate: consider CLIL to be the future of
second (or third) language teaching because of its versatility, duality and
motivational properties.
▪ does the partner's thesis name the topic? Yes, the thesis makes it very
clear what the essay is going to talk about.
▪ does it give your partner's opinion? Yes, he is making a statement of
opinion with this thesis.
▪ is it clear and specific? Yes, it summarizes the author’s intention in this
essay very well.
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▪ Do you have any comments or suggestions for your partner? I think my
partner has done a good job. The thesis is well structured and gives the
necessary examples.
2. My final thesis statement: I found the love of my life in England and it changed
my life completely on a personal, emotional and family level.
Classmate: David Piqué Noguera
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2.3.3. OUTLINE (1 BASIC & 2 DETAILED)
Now you have to create 2 outlines:
1. Basic outline (Templates - booklet 1, page 25)
2. Complete your basic outline to make it a Detailed outline (Use the example of
practice 8 - booklet 1, page 25)
Basic outline
I. INTRODUCTION: Thesis statement: I found the love of my life in England and
it changed my life completely on a personal, emotional and family level.
II. My trip to England.
III. How I meet my boyfriend: emotions and feelings.
IV. My transformation: previous relationships and recovered feelings.
V. CONCLUTION: I felt freed from social conventions and made my dreams
come true.
Detailed outline
I. INTRODUCTION: Thesis statement: I found the love of my life in England and
it changed my life completely on a personal, emotional and family level.
II. FIRST POINT: My trip to England meant a big changed in my personality and
attitude to life.
A. My trip to England
- Motive
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- Age
- Job
B. Cultural shock
- Curiosity
- A big experience
- Change the way I see things
III. SECOND POINT: I grew from an insecure girl to a stronger and resolute
woman.
A. Felt alone
- Emotions and feelings
- New friends
B. I met my boyfriend
- Same town
- Different ages
- Insecurities and prejudices
IV. THIRD POINT: My transformation wasn’t easy
A. Previous relationships
- In love since Primary school
- Deception
- 8 years alone
B. Recovered feelings
- Thoughts and doubts
- Free from social conventions

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- Final decision
V. CONCLUTION: I felt freed from social conventions and made my dreams
come true.
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2.3.4. BODY PARAGRAPHS (1&2)
1. Using the ideas and examples of your DETAILED OUTLINE:

Body paragraph one:
•Topic = main idea of this paragraph
•1st supporting idea+ examples
•2nd supporting idea + examples
Body paragraph two:

•Topic= main idea of this pragraph
Body paragraph three:

•Topic = main idea of this paragraph
2. Write your 3 body paragraphs following this structure:

• Topic sentence (main idea+supporting ideas)
• Supporting idea 1 with examples
• Concluding sentence
I was 23 and I had finished my degree on Primary teaching and my marks in English had
never been good. Spending a time in England was very expensive at the moment and
this made it impossible to travel abroad to learn English. When I found a company that
offered jobs in England, I understood it was my opportunity. Then, I found myself in a
hotel in a foreign country, it was like landing in Mars, I found everything strange, nothing
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was the way I was used to. At first, I was terrified, then I felt curiosity and I ended up
having a great experience which changed my personality and my attitude to life.
This experience wasn’t that easy, at first, I felt isolated and insecure because of the
language but, unexpectedly, I made friends and got integrated with the rest of the staff.
As I said before you can never plan finding love. The day I met my future boyfriend, I felt
tired and homesick and I didn’t feel like going out but my friends insisted so much that I
couldn’t say no. The rest of the story would be easy to imagine if it wasn’t because I
found a boy from my town who lives to blocks from my house and is 6 years younger
than me. It was a wonderful night, we liked each other very much, we talked a lot and I
felt as if I had known him all my live and we say goodnight with a kiss. The following days
were very difficult for me, I felt uneasy with our ages difference. I thought everybody
was looking at me and thinking horrible things and this forced me to decide to continue
as friends.
I had had a previous relationship with a boy who had been my crush since primary
school. After all those years we started going together but it was a short relationship. I
felt terribly alone and disappointed. I was in shock for a long time and I didn’t like any of
the boys I met and for this reason I spent 8 years without a boyfriend. Everything
changed after the terribly long month that Gerard and I spent as friends in England. My
transformation wasn’t easy because of my thoughts and doubts but we felt very happy
together and finally, we felt free from social conventions and decided to go out together.
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2.3.5. HOOK (1&2)
Write at least 2-3 possible hooks for your essay, remember that is very important that
the hook is catchy and attracts audience/reader attention.
Possible hooks include questions, quotations, personal experience or idea, facts and
figures, surprising information....
2. Share the possible hooks with a classmate and upload the different hooks and the
chosen one, 3. Justify.
Possible hooks:
- Would it be Destiny who interceded for us?
- Was it our destiny to meet in England?
- Is it necessary to go far to find love?
Final hook: Is it necessary to go far to find love? Justify: I have chosen this hook because
it is more general and I think it will appeal to more readers. I think this question will
intrigue readers and make them want to read more.
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2.3.6. INTRODUCTION (1&2)
1. Write here your:
HOOK
The BACKGROUND INFORMATION that you consider is necessary for your readers
(reasons behind your experience, how it started ...):
THESIS
2. Put together the previous information in a way that make sense and write your
introduction paragraph
1. Write:
HOOK: Is it necessary to go far to find love?
BACKGROUND INFORMATION: When I decided to go to England, finding love wasn’t in
my plans but this is not something you can decide in advance.
THESIS: I found the love of my life in England and it changed my life completely in a
personal, emotional and family level.
2. Put together the previous information in a way that make sense and write your
introduction paragraph:
Is it necessary to go far to find love? Well, I don´t think so. Many friends of mine have
travelled abroad and nothing of this has happened. When I decided to go to England,
finding love wasn’t in my plans but this is not something you can decide in advance. I
found the love of my life in England and it changed my life completely on a personal,
emotional and family level.

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2.3.7. CONCLUSION
Remember in the conclusion you can:
• restate the idea you used for your hook
• summarize what you’ve written in your essay (write your thesis in other words)
And do one or two of the following things:
• Make a prediction
• Ask the reader to take action
• Offer a closing thought or comment
My trip to England was more beneficial than expected. I learned English, it was a great
experience where I met a lot of friends, I grew from an insecure girl to a stronger and
resolute woman, I overcame my insecurities and social prejudices and, above all, I found
the love of my life. And yes, in my case it was necessary so far to find real love. Now, I
think it was the best decision. After seven years together, we continue to love each other
and we have many plans and wishes for the future together.
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2.3.8. FIRST DRAFT
INTRODUCTION:
Hook (underline it), background information and thesis statement (underline it).
•BODY PARAGRAPHS:
Each one with its topic sentence (underline each topic sentence) and supporting ideas
with examples
•CONCLUSION
RESTATE THE IDEA YOU USED FOR YOUR HOOK, SUMMARIZE WHAT YOU’VE WRITTEN
IN YOUR ESSAY AND DO ONE OR TWO OF THE FOLLOWING THINGS (underline it in
your essay):
ømake a prediction
øask the reader to take action
øoffer a closing thought or comment
AN ADVENTURE, TWO HEARTS AND A SINGLE DESTINY
Is it necessary to go far to find love? HOOK Well, I don´t think so. Many friends of mine
have travelled abroad and nothing of this has happened. When I decided to go to
England, finding love wasn’t in my plans but this is not something you can decide in
advance. I found the love of my life in England and it changed my life completely on a
personal, emotional and family level. THESIS.
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having a great experience which changed my personality and my attitude to life thanks
to my trip to England. TOPIC.
This experience wasn’t that easy. At first, I felt isolated and insecure because of the
Soon I went from being an insecure girl to a stronger and more determined woman but
I had no idea what the future would bring. TOPIC As I said before you can never plan
finding love. The day I met my future boyfriend, I felt tired and homesick and I didn’t feel
like going out but my friends insisted so much that I couldn’t say no. The rest of the story
would be easy to imagine if it wasn’t because I found a boy from my town who lives to
blocks from my house and is 6 years younger than me. It was a wonderful night, we liked
each other very much, we talked a lot and I felt as if I had known him all my live and we
say goodnight with a kiss. The following days were very difficult for me, I felt uneasy with
our ages difference. I thought everybody was looking at me and thinking horrible things
and this forced me to decide to continue as friends.
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TOPIC.
the love of my life. SUMMARY. And yes, in my case it was necessary so far to find real
love. Now, I think it was the best decision. After seven years together, we continue to
love each other and we have many plans and wishes for the future together. CLOSING
THOUGHT.
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2.3.9. PEER REVIEW
2.3.9.1 PEER REVIEW (FROM ME TO MY CLASSMATE)
1. Exchange essays with a partner and fill out the form (page 33) about your partner’s
essay, then return the FORM and discuss your answers.
2. When you both have completed the form go over it together, one at a time.
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1. Introduction:
• Does the introduction have an interesting hook?
I think it is an academical hook but not really attractive for the reader. Probably,
something that doesn’t appeal to the imagination of people.
• Does the introduction include background information?
Yes, it does. It gives a clear summary of the main concepts involved in CLIL.
• Is the thesis statement in the introduction?
Yes, it is.
2. On your partner’s essay, underline the thesis statement twice.
3. Thesis statement:
• Does the thesis statement tell you the topic?
Yes, in a way. He states his opinion about the future of the approach.
• Does the thesis statement tell you the writer’s opinion?
Yes, it does.
4. Underline the topic sentence of each body paragraph.
5. Did you understand the explanation in each body paragraph? If not, write the
number of the paragraphs you didn’t understand here:
I understand the explanation in each body paragraph because the text is very well
organized.
6. Conclusion:
• Does the conclusion summarize the writer’s main points?
Yes, it does.
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• Does the conclusion make any new main points?
No, it doesn’t.
• Does the conclusion refer back to the hook or introduction?
Yes, it does. The conclusion takes into account the main ideas in the text and the
hook.
7. On the essay, draw a star in the margin by your favorite sentences. Choose two or
three.
8. Were there any sentences you didn’t understand? If so, write a question mark
(cross) in the margin next to the sentence.
“CLIL is an innovative educational approach…” The concept CLIL appeared in 1994, so
it’s not really innovative.
9. Look for transitions such as FANBOYS, in addition, however, because, and
therefore. Circle them. How many of these transitions did the write use?
8.
10. Any other comments:
I think it is a good essay; it is very well written and explained. I found the topic very
interesting and I agree with David on the point in which he explains that schools need to
make an effort to provide adequate training for teachers and the development of
teaching materials.
On the other side, perhaps the text is a bit repetitive in the sense that we find the same
expressions along the text. Although, it seems a hard task being a very technical
vocabulary.
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2.3.9.2 PEER REVIEW (FROM MY CLASSMATE TO ME)
3. Exchange essays with a partner and fill out the form (page 33) about your partner’s
essay, then return the FORM and discuss your answers.
4. When you both have completed the form go over it together, one at a time.
PAULA GARCÍA BORRÁS 10/04/2023
DAVID PIQUÉ NOGUERA
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1. Introduction:
• Does the introduction have an interesting hook?
I think it could be a little bit better in the sense that if anyone answers “no” then
they would probably lose interest.
• Does the introduction include background information?
Yes, it does. It is enough to understand what’s coming.
• Is the thesis statement in the introduction?
Yes, it is.
2. On your partner’s essay, underline the thesis statement twice.
3. Thesis statement:
• Does the thesis statement tell you the topic?
Yes, it does.
• Does the thesis statement tell you the writer’s opinion?
No really. You can more or less tell her opinion because of the love part but it is
not written in the thesis statement.
4. Underline the topic sentence of each body paragraph.
5. Did you understand the explanation in each body paragraph? If not, write the
number of the paragraphs you didn’t understand here: 1.
I did understand most of them. There is one I am not so sure about and I wrote a
comment about it.
6. Conclusion:
• Does the conclusion summarize the writer’s main points?
Yes, it does include the writer’s main points.
• Does the conclusion make any new main points?
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No, it doesn’t.
• Does the conclusion refer back to the hook or introduction?
Yes, it does. It goes back to the introduction when she summarizes.
7. On the essay, draw a star in the margin by your favorite sentences. Choose two or
three.
8. Were there any sentences you didn’t understand? If so, write a question mark
(cross) in the margin next to the sentence.
9. Look for transitions such as FANBOYS, in addition, however, because, and
therefore. Circle them. How many of these transitions did the write use?
10. Any other comments:
I think it is a good essay, maybe many thoughts thrown in and would have liked a little
more explanation or story behind them but with the number of words we have it is very
hard to do. In general, I consider it is a good essay, some little things to change but a
good essay overall.
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2.3.9.3 PEER REVIEW (MY ESSAY AND THE RECEIVED CORRECTIONS)
Writer’s name: Paula García Borrás
Reviewer’s name: David Piqué Noguera
Is it necessary to go far to find love? HOOK Well, (it sounds a little bit too slang to me) I
don´t think so. Many friends of mine have travelled abroad and nothing of this nothing
of this sort / nothing like this has happened. When I decided to go to England, finding
love wasn’t in my plans but this is not something you can decide in advance. I found the
love of my life in England and it changed my life completely on a personal, emotional
and family level. THESIS.
never been good. I was 23, just out of college but my English level was not where I
wanted it to be. Spending a time in England was very expensive at the moment and this
which made it impossible to travel abroad to learn English. When I found a company that
offered jobs in England, I understood it was my opportunity. Then, Soon after that I found
myself in a hotel in a foreign country, it was just like landing in Mars, I found everything
strange, nothing was the way I was used to. At first, I was terrified, but then curiosity
came upon me I felt curiosity and . I ended up having a great experience which changed
my personality and my attitude to towards life thanks to my trip to England. TOPIC.
This experience wasn’t that easy. The experience was not as easy as one may think. At
first, I felt isolated and insecure because of the language barrier but, unexpectedly, I
made friends and got integrated with the rest of the staff. Soon All of a sudden I went
from being an insecure girl to a stronger and more determined woman but I had no idea
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what the future had instore for me would bring. TOPIC As I said before you can never
plan finding love when love will find you. The day I met my future boyfriend the person
I am with today / the person I share my life with today, I felt was/was feeling tired and
homesick and I didn’t feel like going out but my friends insisted so much that I couldn’t
say no. The rest of the story would be easy to imagine if it wasn’t because I found a boy
from my town who lives to blocks from my house and is 6 years younger than me (I think
I know what you want to say but I’m not sure it’s the correct way to say it). It was a
wonderful night, we liked each other very much, we talked a lot couldn’t stop talking
and I felt as if I had known him all my live life and we say said goodnight with a kiss. The
following days were very difficult for me, I felt uneasy with our ages difference. I thought
everybody was looking at me and thinking horrible things and this forced me to decide
to continue stay as friends.
school. After all those years we started going out together but it was a short relationship.
I felt terribly alone and disappointed. I was in shock for a long time and I didn’t like any
of the boys I met and for this reason I spent 8 years without a boyfriend the last 8 years
alone. Everything changed after the terribly long month that Gerard and I spent as
friends in England. My transformation wasn’t easy because of my thoughts and doubts
but we felt very happy together and finally, we felt free from social conventions and
decided to go out together become a couple. TOPIC.
My trip to England was more beneficial (it sounds strange to me, maybe better to use
“better”, or “way better”, or “…England exceeded my expectations”, I don’t know) than
expected. I learned English, it was a great experience where I met a lot of friends, I grew
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from an insecure girl to a stronger and resolute woman, I overcame my insecurities and
social prejudices and, above all most importantly, I found the love of my life. SUMMARY.
And So (not sure its correct but it sounds better in my head, or even only using “Yes”)
yes, in my case it was necessary to go this so far to find real love. Now, I think it was the
best decision. After seven years together, we continue to love each other and we have
many plans and wishes for the future together. CLOSING THOUGHT.
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2.3.9.4 PEER REVIEW (PARTNER’S ESSAY AND MY CORRECTION)
Writer’s name: David Piqué Noguera

Reviewer’s name: Paula García Borrás
David Piqué Noguera
LACK OF TITLE
As Gierlinger (2007) said, Content and Language Integrated Learning offers "two for the
price of one". HOOK CLIL is an innovative (not so, 1994) educational approach that has
gained popularity in recent years. The concept of CLIL involves teaching subjects such as
science, history, and geography in a second language, often English. The primary
objective of CLIL is to provide the students with an opportunity to develop their language
proficiency while simultaneously learning about a particular subject. For this reason, I
consider CLIL to be the future of second (or third) language teaching because of its
versatility, duality and motivational properties THESIS.
CLIL has several advantages over traditional language learning approaches TOPIC. First,
CLIL provides a contextualized approach to learning a second language, as students learn
language in the context of the subject they are studying. This approach enables students
to acquire the language naturally, as they are using it in real-life situations. Second (next/
secondly), CLIL enhances students’ motivation to learn a second language, as they are
learning about a subject they are interested in while developing their language skills.
Third, (finally, last) CLIL fosters students’ critical thinking skills, as they are encouraged
to analyze, evaluate and synthesize information in the second language.
Despite numerous benefits, the implementation of CLIL presents several challenges
TOPIC. One of the main challenges is the shortage of qualified teachers who are
proficient in the subject matter and the second language. Another challenge is the lack
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of appropriate teaching materials that combine the subject matter and the second
language effectively. Additionally, CLIL requires a significant amount of time and
resources to implement successfully, which can be a significant barrier for schools.
To address these challenges TOPIC, it is essential to provide adequate training for
teachers in both the subject matter and the second language. Moreover, schools need
to invest in developing appropriate teaching materials that are aligned with the
curriculum and the language proficiency levels of the students. Additionally,(Repetition/
in addition or furthermore) schools need to provide adequate resources and support to
ensure the successful implementation of CLIL.
In conclusion, CLIL is an effective educational approach that provides students with an
opportunity to learn a second language while simultaneously learning about a particular
subject (I think I would try to express this a little differently to give a little variety in the
expression. Although I think it’s difficult due to the topic) SUMMARY. Despite the
challenges associated with its implementation, CLIL has numerous benefits, including
providing a contextualized approach to language learning, enhancing student
motivation, and fostering critical thinking skills. To ensure the successful implementation
of CLIL, schools must invest in providing adequate training for teachers, developing
appropriate teaching materials, and providing adequate resources and support CLOSING
THOUGHT.
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2.3.10. TITLE (1&2)
1. look at your essay and write three possible titles. Remember, the title:
1.It doesn’t need to be long.
2.It should be catchy. (That’s the first thing a reader reads).
3.It should summarize the subject, or focus of your essay.
4.Titles are usually not a complete sentence.
5.Capitalize only the main words of the title, not the articles and prepositions.
2. Share your titles with a partner and give and receive feedback about them. Choose
one.
1. look at your essay and write three possible titles. Remember, the title:
- Finding love abroad
- An adventure, two hearts and single destiny
- Coincidences of destiny
2. Share your title with a partner and give and receive feedback about them. Choose
one.
After discussion with my colleagues, we came to the conclusion that the best title for my
essay is: “An adventure, two hearts and single destiny” because it summarizes the
subject of my essay and can catch the reader’s attention.
Final title: An adventure, two hearts and single destiny.
Name of my colleagues: Daniela Belén López Nieto and Sara Peiró Giner
36
2.3.11. SECOND DRAFT
1. CORRECT YOUR ESSAY:
• Get the outline and check that all the ideas you intended to express are met.
• Get the peer review you have received and decide what ideas you would like
to use to improve your essay.
• Make sure the grammar, the spelling and the punctuation are correct.
• Use the right format for your essay (booklet: page 4)
• Make sure you mark all the changes you have done and explain the reason to
do so.
2. CONVERT THE DOCUMENT (1ST DRAFT + 2ND DRAFT WITH CHANGES AND
CHANGES EXPLAINED) INTO A PDF AND UPLOAD IT HERE.
2.3.11.1 FIRST DRAFT
Is it necessary to go far to find love? HOOK Well, I don´t think so. Many friends of mine
have travelled abroad and nothing of this has happened. When I decided to go to

37
having a great experience which changed my personality and my attitude to life thanks
to my trip to England. TOPIC.
This experience wasn’t that easy. At first, I felt isolated and insecure because of the
Soon I went from being an insecure girl to a stronger and more determined woman but
I had no idea what the future would bring. TOPIC As I said before you can never plan
finding love. The day I met my future boyfriend, I felt tired and homesick and I didn’t feel
like going out but my friends insisted so much that I couldn’t say no. The rest of the story
would be easy to imagine if it wasn’t because I found a boy from my town who lives to
blocks from my house and is 6 years younger than me. It was a wonderful night, we liked
each other very much, we talked a lot and I felt as if I had known him all my live and we
say goodnight with a kiss. The following days were very difficult for me, I felt uneasy with
our ages difference. I thought everybody was looking at me and thinking horrible things
and this forced me to decide to continue as friends.
38
TOPIC.
the love of my life. SUMMARY. And yes, in my case it was necessary so far to find real
love. Now, I think it was the best decision. After seven years together, we continue to
love each other and we have many plans and wishes for the future together. CLOSING
THOUGHT
39
2.3.11.2 SECOND DRAFT
Student: Paula García Borrás

Explanatory essay
Teacher: Neus Álvarez
May 6, 2023
Is it necessary to go far to find love? HOOK Well, I don´t think so. Many friends of
mine have travelled abroad and nothing like this has happened. When I decided to go to
I was 23 and I had finished my degree on Primary teaching and my marks in
English had never been good. Spending a time in England was very expensive at the
moment and this made it impossible to travel abroad to learn English. When I found a
company that offered jobs in England, I understood it was my opportunity. Soon after
that, I found myself in a hotel in a foreign country, it was just like landing in Mars, I found
everything strange, nothing was the way I was used to. At first, I was terrified, then I felt
curious and I ended up having a great experience which changed my personality and my
attitude to life thanks to my trip to England. TOPIC.
The experience was not as easy as one may think. At first, I felt isolated and
insecure because of the language barrier but, unexpectedly, I made friends and got
integrated with the rest of the staff. Soon I went from being an insecure girl to a stronger
and more determined woman but I had no idea what the future had instore for me.
TOPIC As I said before you can never plan finding love. The day I met the person I am
40
with today, I was feeling tired and homesick and I didn’t feel like going out but my friends
insisted so much that I couldn’t say no. The rest of the story would be easy to imagine if
it wasn’t because I found a boy from my town who lives to blocks from my house and is
6 years younger than me. It was a wonderful night, we liked each other very much, we
talked a lot and I felt as if I had known him all my life and we said goodnight with a kiss.
The following days were very difficult for me, I felt uneasy with our age difference. I
thought everybody was looking at me and thinking horrible things and this forced me to
decide to stay as friends.
school. After all those years we started going out together but it was a short relationship.
I felt terribly alone and disappointed. I was in shock for a long time and I didn’t like any
of the boys I met and for this reason I spent the last 8 years alone. Everything changed
after the terribly long month that Gerard and I spent as friends in England. My
together and finally, we felt free from social conventions and decided to become a
couple. TOPIC.
England exceeded my expectations. I learned English, it was a great experience
where I met a lot of friends, I grew from an insecure girl to a stronger and resolute
woman, I overcame my insecurities and social prejudices and, above all, I found the love
of my life. SUMMARY. And yes, in my case it was necessary to go this far to find real love.
Now, I think it was the best decision. After seven years together, we continue to love
each other and we have many plans and wishes for the future together. CLOSING
THOUGHT.
41
CHANGES EXPLAINED:
- Words or phrases that I have changed because I think they look better the way
he wrote them: nothing like this, soon after that, just, the experience was not as
easy as one may think, barrier, had instore for me, the person I am with today,
was feeling, stay, going out, the last 8 years alone, to become a couple, England
exceeded my expectations.
- Grammatical mistakes: stronger (lack of er), life (I had put live), said (I had put
say).
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2.3.12. SELF-ASSESSMENT FORM
Date: 28/04/2023
Essay title: An adventure, two hearts and a single destiny.
Things I did well in this essay: I consider that I have followed all the steps to do an essay
in the right way, taking into account each of these points and working on them to
achieve good results.
Things I need to work on in my next essay: I think the most important thing is to keep
practising all the steps so that in the future I will be able to do each essay in a more
organised and dynamic way.
Was it at the right pace for you? (Too slow? too fast?) Yes, we went at a very
appropriate pace.
Do the different steps make sense? anything to be added or removed? It makes sense
to me. There were some steps that I had never done before and the truth is that they
help a lot in the realization of a good essay.
Would you change something? No.
Would you like to mention something you really liked? I really liked the hook, to think
of something that hooks the reader from the first moment. I also enjoyed giving constant
feedback to my colleagues so that I could improve every part of the essay.
Something new you learned? In fact, almost all the steps to follow, I didn't know the
Thesis statement, the hook, the topic sentences, etc.
Something too obvious and therefore boring? Not for me.
Any other thoughts about this part of the course: I liked it a lot and I could say that I
think it will be very useful for my future essays.
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3. PROBLEM SOLUTION PROJECT
3.1. BRAINSTORMING AND TOPIC
MEMBERS OF THE GROUP:
- Daniela Belén López Nieto

- David Piqué Noguera
- Paula García Borrás
- Sara Peiró Giner
TOPIC: Improve communication skills
BRAINSTORMING:
What's the problem of communication skills in schools?
The problem is a multifaceted issue that impacts students, teachers, and the education
system as a whole.
• Lack of resources
• Limited exposure to language
• Cultural and linguistic barriers
• Emphasis on grammar over communication
• Lack of motivation
• Standardized testing pressures
How to innovate to improve communication skills in L2?
• Integrate technology
• Personalize learning
• Collaborative learning
• Use authentic materials
• Cultivate language immersion
• Monitor progress
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3.2. RESEACH TASK ON EDUCATIONAL (1&2) FACTSHEETS
3.2.1 THE CLIL APPROACH
Title: Linguistic Benefits of the CLIL Approach: Measuring Linguistic Competences.
International CLIL Research Journal 1(3), 67-79. 2010.
Authors: Anna Várkuti (University of Pannonia, Veszprém, Hungary)
Type of study: Empirical study of two language learning methodologies.
Analyzed Problem: causes and effects.
Two groups of Hungarian students, studying language following two different
methodologies, were submitted to the same tests which were designed to measure
their social and academic language competence.
Problem definition and main theories:
The problem was to see whether their traditional bilingual education system could be
compared to the newly adopted CLIL methodology in terms of students’ outcomes in
L2 communication vis-à-vis content.
Objectives:
Analysis of language achievement comparing students who followed the CLIL or the
non-CLIL approach. Both programs intended to prepare students to achieve a C1 level
of English.
Educational context:
The students under study were randomly selected from different Hungarian high
schools, in grades 9-12, who had been studying English following two different
methodologies.
45
Methodology:
1) Procedure:
The study was based on data collected from a two-part language
competence text and a student questionnaire during a 45-minute teaching
class period.
2) Participants:
a) The CLIL group, called the experimental group, consisted of 816 students
from eight different Hungarian-English secondary schools. This group
received 5.15 periods of English as a subject per week and at least three
subjects in English.
b) The non-CLIL group, or control group, consisted of 631 students. This
group received an average of 5.30 periods a week of English as a foreign
language.
A summary of the results:
The results drawn from this research suggest that the CLIL approach is a more effective
means of language learning than intensive language programs. CLIL methodology
demands from students a cognitive effort which is reflected in the fact that both
content and language are learned simultaneously and, what is more important, more
effectively. As the author herself wrote, “by having CLIL students use the language in
the cognitively highly demanding environment of subject classes they learn more
language due to the meaningful nature of the communication than is the case in more
traditional intensive foreign language teaching” (p. 76).
46
3.2.1. INTEGRATE TECHNOLOGY TO IMPROVE COMMUNICATION SKILLS IN L2
Title: Technology in teaching speaking skill. Acme International Journal of
Multidisciplinary Research ISSN: 2320 – 236X.
Authors: Maryam Bahadorfar and Reza Omidvar.
Type of study: Analysis of technological tools that can help students improve their
language skills, such as speaking.
Despite the importance of communication skills in English language teaching, for many
years the teaching of speaking has been undervalued and English teachers have
continued to teach speaking only as repetition of exercises or memorisation of
dialogues. In other words, the wrong way of teaching has been carried out. a change
in the style of teaching communicative skills in educational classrooms is necessary.
The main problem is that the teaching methods used in classrooms for learning and
acquiring communicative skills have become outdated and need to be updated. For
them, there is a need to integrate modern technologies to improve the level of English
language teaching.
Today's world demands a change in the teaching of oral expression to improve
students' communicative skills, because only in this way can students express and learn
to follow appropriate social and cultural norms in every communicative circumstance.
Objectives:
The objective is to provide the reader with different technological tools to improve the
development of second language communication skills in the classroom.

47
Educational context:
The study, carried out to provide the reader with good tools to work on communication
skills, does not specify from what age this technological study and learning tools can
be applied, but it is thought that they could be introduced in the classroom in upper
primary and secondary school. It could also be used for self-learning at any age.
Methodology:
1) Procedure:
The study is a proposal for the use of technological tools in classrooms to
improve second language communicative skills following the detection of
various difficulties in teaching foreign language speaking and learning this
language adequately by students.
2) Participants:
This is research conducted by the two authors of the article, Maryam
Bahadorfar and Reza Omidvar.
A summary of the results
The results of this research suggest that the use of technology in second language
learning has become a real need today. This paper has briefly explained how technology
can be used to improve oral communication.
As a conclusion of the study, it could be highlighted that it is really important to
incorporate new technologies in the classroom to improve the communicative learning
of our students, as well as for schools to start modernising and incorporating these new
48
technological methods of study to guarantee quality, motivation, interest and help to
the student.
3.2.2. COOPERATIVE LEARNING
Title: Cooperative Learning in Acquisition of the English Language Skills.
Authors: Ozlem Yavuz and Ali Arslan
Type of study: This is a research study that seeks to examine the effect of cooperative
learning on students' academic achievement in the subject of English, more specifically
in grammar, reading, listening, speaking and vocabulary.
The main problem addressed in this article is the lack of motivation of learners to learn
the main skills (grammar, reading, listening, speaking and vocabulary) of the English
language. Through the study, the reader is made to understand that with good student
motivation, better academic results can be achieved.
The problem that this study examines is the effectiveness of cooperative teaching
compared to traditional teaching in the development of grammar, reading, listening
and vocabulary skills in the subject of English, specifically in one particular course.
Objectives: The purpose of this study is to make the reader understand that it is very
important to implement cooperative teaching in the English classroom in order to
improve academic performance in each of the above-mentioned skills.
Educational context: The study has been conducted in an English course for 10th-grade
students at an Anatolian high school in the district of Karadeniz Eregli in Zonguldak
during the fall term of the 2015-2016 academic year.

49
It should also be noted that the study can be aimed at anyone seeking to improve
motivation in any educational classroom.
Methodology:
1) Procedure:
The study was carried out in an educational classroom in which cooperative
learning activities were compared with traditional teaching activities in an
experimental group and a control group.
The experimental group engaged in cooperative learning activities, while the
control group engaged in traditional teaching activities. To measure the results
and test the theory of the study, a pre-test and post-test were conducted.
Finally, a written test and a questionnaire were conducted to obtain the final
results of the study through statistical analysis.
2) Participants: Two groups participated in this study: an experimental group
and a control group, from the same classroom.
A summary of the results
After conducting this experimental study, the results showed that cooperative learning
was more effective than traditional teaching methods in improving the aforementioned
skills. The study concludes that the group of students who worked cooperatively
enjoyed the classes more and that the students will be able to establish better
relationships among themselves, promoting better academic results.
50
3.3. RESEARCH TASK 3 (INDIVIDUAL)
- Sara Peiró Giner
DEFINE THE PROBLEM: The problem is a multifaceted issue that impacts students,
teachers, and the education system as a whole. There are different aspects such as lack
of resources, limited exposure to the language, emphasis on grammar over
communication, lack of motivation or cultural and linguistic barriers that are causing our
students to have communication problems.
SPECIFY WHEN AND WHERE IT OCCURS: It occurs in every L2 class in the school.
SPECIFY ITS CAUSES:
• Lack of resources
• Limited exposure to language
• Cultural and linguistic barriers
• Emphasis on grammar over communication
• Lack of motivation
• Standardized testing pressures
SPECIFY ITS CONSEQUENCES: Students don’t develop the necessary communication
skills possibly due to a number of causes listed above.
51
SPECIFY WHO IS AFFECTED BY THE PROBLEM: Both students and teachers are affected
by it. Students don’t achieve the proficiency they should and that affects teachers not
being able to teach everything they should, both in terms of quality and quantity.
POSSIBLE SOLUTIONS:
1st solution: Cultivate language immersion
2nd solution: Integrate technology
3rd solution: Collaborative learning
52
3.4. TEAM: PROVIDING SOLUTION/S
- Sara Peiró Giner
Check all the possible answers provided by your team members and decide the 3 best
possible solutions. Do not forget that they must be reasonable and feasible.
POSSIBLE SOLUTIONS:
1st solution: Cultivate language immersion
2nd solution: Integrate technology
3rd solution: Collaborative learning
53
3.5. THESIS PROBLEM SOLUTION ESSAY
- Sara Peiró Giner
In a problem-solution essay the thesis statement usually restate the problems
and proposes the solution. It usually comes at the end of the introduction after the
description of the problem.
THESIS STATEMENT : Poor communication skills is a problem that affects both teachers
and students, for this reason we propose a series of solutions such as cultivate language
immersion, use collaborative learning and integrate technology.
54
3.6. INTRODUCTION
- Sara Peiró Giner
INTRODUCTION: introduction describes the problem.
1. HOOK (DON'T FORGET TO INCLUDE YOUR READER
2. PROBLEM DESCRIPTION (SEE YOUR WORKSHEET ON PROBLEM ANALYSIS, what the
problem is, who or what causes the problem, who is affected by the problem and how)
• DEFINITION
• CAUSES AND CONSEQUENCES
• PEOPLE AFFECTED
3. THESIS STATEMENT: SHORT REFERENCE TO THE PROBLEM + SOLUTIONS (SEE YOU
SOLUTION WORKSHEET The final part of the introduction is often the thesis statement
and it introduces the solution (s) that is/are presented in the body paragraphs.)
HOOK: According to a survey conducted by the National Assosiation of Colleges and
Employers, the ability to communicate effectively is the most desirable quality
employers look for.
PROBLEM DESCRIPTION
▪ Definition
▪ Causes and consequences
▪ People affected
55
system as a whole. There are different aspects such as lack of resources, limited
exposure to the language, emphasis on grammar over communication, lack of motivation
or cultural and linguistic barriers that are causing our students to have communication
problems. Having poor communication skills will affect teachers when explaining new
information as well as students as it will take longer for them to express and understand
the content.
THESIS STATEMENT : Poor communication skills is a problem that affects both teachers
and students, for this reason we propose a series of solutions such as cultivate language
FINAL INTRODUCTION:
According to a survey conducted by the National Assosiation of Colleges and Employers,
the ability to communicate effectively is the most desirable quality employers look for.
system as a whole. There are different aspects such as lack of resources, limited
exposure to the language, emphasis on grammar over communication, lack of
motivation or cultural and linguistic barriers that are causing our students to have
communication problems. Having poor communication skills will affect teachers when
explaining new information as well as students as it will take longer for them to express
and understand the content. Poor communication skills are a problem that affects both
teachers and students, for this reason we propose a series of solutions such as cultivate
language immersion, use collaborative learning and integrate technology.
56
3.7. INTRODUCTION REVIEW
- Sara Peiró Giner
Share your introduction with another group person and get someone's introduction.
When you get your classmate's introduction read it carefully and check for the
following elements:
1. HOOK: is the reader included?
2. PROBLEM DESCRIPTION
• Has it been defined?
• Are the causes and consequences of the problem described?
• Can you understand when and where the problem occurs?
• What people are affected by the problem?
3. THESIS STATEMENT
• Does the thesis statement include a short reference to the problem and a short
description of its solutions?
3.7.1. INTRODUCTION OF OUR CLASSMATES AND OUR COMMENTS
1.HOOK (DON'T FORGET TO INCLUDE YOUR READER): A reader lives a thousand lives
before he dies . . . The man who never reads lives only one. - George R.R. Martin.
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2.PROBLEM DESCRIPTION (SEE YOUR WORKSHEET ON PROBLEM ANALYSIS)
▪ DEFINITION
▪ CAUSES AND CONSEQUENCES
▪ PEOPLE AFFECTED
After our experience working with primary children, we have noticed that kids have a
lack of motivation in reading. This problem is causing problems for the students in the
different subjects and in their lives. One of the consequences this problem is carrying
with them is the writing process and grammar mistakes they have in their essays. From
our experience as teachers, these bad habits start in pre-school and stay until the end
of their studies.
3. THESIS STATEMENT SHORT REFERENCE TO THE PROBLEM SOLUTIONS (SEE YOU
SOLUTION WORKSHEET) INCLUDE IT INTO YOUR PORTFOLIO
Making reading more fun for kids can be a great way to encourage them to read more
and develop a lifelong love for reading. Therefore, we have decided to focus on the
following problems: Motivation for reading, less reading skills and providing reading
support to the ones who have problems with their reading or other disease.
Based on our experience working in schools we have seen that students don’t read
enough and one of the reasons is the lack of motivation and pleasure for reading. But it
is very important to have good skills in reading as it is needed in all aspects of our lives.
Students: Juan Manuel Luque Sanchez, Beatriz Vela Carbó, Raquel Roselló Bertomeu,
Carla Barberá Roselló.
58
OUR COMMENTS
About the hook:
Is the reader included? Yes, it is. But we think that the first part of the hook sounds good
and the quotation is nice but the second part may sound negative to those who do not
read regularly. Moreover, there are other ways of living other lives like watching a tv
series.
About problem description:
Has it been defined? Yes, it has been well defined, but there are some grammar errors.
Are the causes and consequences of the problem described? The consequences are
described but we don’t understand the causes. In case the problem is “reading habits”,
the cause may be motivation but it is not explained. In case the problem is “lack of
motivation to read” the problem remains, we still don’t see the causes for that lack of
motivation to read.
Can you understand when and where the problem occurs? Yes, as the introduction
says, from preschool until they finish studying.
What people are affected by the problem? According to the text, Primary children.
About the Thesis statement:
Does the thesis statement include a short reference to the problem and a short
description of its solutions?
Assuming this is the thesis statement: “Based on our experience working in schools we
have seen that students don’t read enough and one of the reasons is the lack of
motivation and pleasure for reading.”
We consider the first part is not needed in the thesis statement as it would be more
suitable to be placed in the background information.

59
3.7.2. CORRECTION FROM OUR CLASSMATES ON OUR INTRODUCTION
- Antoni Camarena Colomar
- Gabriela Davó
- Neus de los Santos
- Lucía Pilar Vila Bordino
HOOK: is the reader included?
We believe that perhaps not because it fails to make the reader feel identified.
PROBLEM DESCRIPTION
▪ Has it been defined? Yes.
▪ Are the causes and consequences of the problem described? Yes.
▪ Can you understand when and where the problem occurs? Yes.
▪ What people are affected by the problem? Yes, teachers and students.
THESIS STATEMENT
Does the thesis statement include a short reference to the problem and a short
description of its solutions? Yes, it’s a very complete thesis statement.
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3.8. DETAILED OUTLINE

- Sara Peiró Giner
DETAILED OUTLINE:
I. INTRODUCTION: thesis statement
II. FIRST MAIN IDEA: 1st solution
III. SECOND MAIN IDEA: 2nd solution
IV. THIRD MAIN IDEA: 3rd solution
V. CONCLUSION
DETAILED OUTLINE:
I. INTRODUCTION: Thesis statement: Poor communication skills is a problem
that affects both teachers and students, for this reason we propose a series
of solutions such as cultivate language immersion, use collaborative learning
and integrate technology.
II. FIRST POINT: Integrate technology
Supporting idea: Using internet tools and platforms can enhance
communication skills in L2.
• Mobile apps like: duolingo or babbel
• Video conferences, teams, discord…
61
III. SECOND POINT: Collaborative learning
Supporting idea: Group activities and projects can provide students with
opportunities to practice their communication skills in L2 while also fostering
teamwork and cultural understanding.
• Group discussions and debates
• Collaborative projects
IV. THIRD POINT: Cultivate language immersion
Supporting idea: It is good to improve communication skills because it
provides a full language experience by exposing learners to authentic
situations and conversations.
• study abroad experiences
• interact with native speakers
• participate in language exchange programs
V. CONCLUSION
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3.9. BODY PARAGRAPHS

- Sara Peiró Giner
BODY PARAGRAPHS:
Once you’ve checked all your solution are effective, decide and write your
body paragraphs
1.Remember to include for each paragraph:
I. Topic sentence (main idea of the paragraph= 1st solution)
II. Supporting ideas = how you can employ the solution.
Give examples.
BODY PARAGRAPHS:
Integrating technology is a good idea to solve the communication skills problem because
it offers innovative and engaging ways to improve language learning. Technology can
provide access to a wide range of multimedia resources such as videos, podcasts, and
interactive activities that can enhance language comprehension and retention. It also
enables learners to practice their communication skills in a variety of contexts, including
virtual conversations with native speakers and online collaboration with classmates.
Moreover, technology can provide personalized feedback, progress tracking, and
adaptive learning paths that refer to individual needs and preferences. By utilizing
technology, learners can benefit from a more efficient, effective, and flexible language
learning experience that suits their goals.
63
In turn, collaborative learning can also have a big impact in the improvement of the
students’ communication skills. It provides a social and interactive environment that
encourages learners to practice their communication skills with others. It enables
learners to exchange ideas, give and receive feedback, and negotiate meaning in real-
time, which enhances their comprehension, expression, and critical thinking abilities. It
also promotes teamwork, cooperations, and cultural awareness, which are essential
skills in today’s globalized and interconnected world. Collaborative learning can take
many forms, such as pair work, group discussions, role-playing, and project-based
activities, and can be facilitated both online and offline. By fostering a collaborative
learning environment, learners can develop their communication skills in a supportive,
challenging, and enjoyable way that prepares them for effective communication in
various personal, academic, and professional contexts.
Last but not least is cultivating language immersion. This approach will help solving the
communication skills problem by providing learners with an authentic and meaningful
language experience that stimulates real-life communication situations. This method
can be implemented in their own classroom and facilitates language acquisition by
engaging all the senses and reinforcing language learning through repetition, context,
and feedback. Additionally, language immersion can be tailored to individual needs and
interests by choosing immersive activities that align with learners’ goals, preferences,
and learning styles. It is important to note that teachers implementing this approach
should only teach in one language to the target group, and not mix languages with other
subjects to maintain the immersion all around the school. By cultivating language
immersion, learners can improve their communications skills by developing fluency,
accuracy, and confidence in the target language.

64
3.10. CONCLUSION

- Sara Peiró Giner
Write your conclusion:

1.Refer back to the hook (similar idea but a different way of expressing it) ,
2.Summarize the body paragraphs
3.Comment optimistically about the solution(s)
4.EXCHANGE YOUR CONCLUSION WITH A CLASSMATE FROM ANOTHER TEAM
5.Read your classmate’s conclusion and check if the structure and content are correct.
6.Check for possible language mistakes
7.Take notes of everything while you’re checking
8.Exchange and comment your notes with your classmate.
CONCLUSION
In conclusion, the lack of communication skills is a complex problem that affects both
students and teachers, and requires innovative and effective solutions to be addressed.
Technology integration can provide access to a wide variety of multimedia resources that
enhance language comprehension and retention, and allow students to practice
communication skills in a variety of contexts. In addition, collaborative learning
encourages the practice of communication skills through the exchange of ideas and
feedback in real time, also promoting skills such as teamwork and cultural awareness.
Finally, language immersion is another effective strategy for improving communication
skills through authentic and meaningful experiences that stimulate real-life
communication situations. By implementing these solutions, educators can help prepare
65
students for effective communication in a variety of personal, academic and professional
contexts.
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3.11. FIRST DRAFT

- Sara Peiró Giner
EFFECTIVE COMMUNICATION SKILLS IN L2: STRATEGIES FOR SUCCESS
INTRODUCTION: HOOK: According to a survey conducted by the National
Assosiation of Colleges and Employers, the ability to communicate effectively is the most
desirable quality employers look for. BACKGROUND: The problem is a multifaceted
issue that impacts students, teachers, and the education system as a whole. There are
different aspects such as lack of resources, limited exposure to the language, emphasis
on grammar over communication, lack of motivation or cultural and linguistic barriers
that are causing our students to have communication problems. Having poor
communication skills will affect teachers when explaining new information as well as
students as it will take longer for them to express and understand the content. THESIS
STATEMENT: Poor communication skills are a problem that affects both teachers and
students, for this reason we propose a series of solutions such as cultivate language
FIRST PARAGRAGH: Integrating technology is a good idea to solve the
communication skills problem because it offers innovative and engaging ways to
improve language learning. Technology can provide access to a wide range of
67
multimedia resources such as videos, podcasts, and interactive activities that can
enhance language comprehension and retention. It also enables learners to practice
their communication skills in a variety of contexts, including virtual conversations with
native speakers and online collaboration with classmates. Moreover, technology can
provide personalized feedback, progress tracking, and adaptive learning paths that refer
to individual needs and preferences. By utilizing technology, learners can benefit from a
more efficient, effective, and flexible language learning experience that suits their
goals.
SECOND PARAGRAPH: In turn, collaborative learning can also have a big impact
in the improvement of the students’ communication skills. It provides a social and
interactive environment that encourages learners to practice their communication skills
with others. It enables learners to exchange ideas, give and receive feedback, and
negotiate meaning in real-time, which enhances their comprehension, expression, and
critical thinking abilities. It also promotes teamwork, cooperations, and cultural
awareness, which are essential skills in today’s globalized and interconnected world.
Collaborative learning can take many forms, such as pair work, group discussions, role-
playing, and project-based activities, and can be facilitated both online and offline. By
fostering a collaborative learning environment, learners can develop their
communication skills in a supportive, challenging, and enjoyable way that prepares
them for effective communication in various personal, academic, and professional
contexts.
THIRD PARAGRAPH: Last but not least is cultivating language immersion. This
approach will help solving the communication skills problem by providing learners with
an authentic and meaningful language experience that stimulates real-life

68
communication situations. This method can be implemented in their own classroom and
facilitates language acquisition by engaging all the senses and reinforcing language
learning through repetition, context, and feedback. Additionally, language immersion
can be tailored to individual needs and interests by choosing immersive activities that
align with learners’ goals, preferences, and learning styles. It is important to note that
teachers implementing this approach should only teach in one language to the target
group, and not mix languages with other subjects to maintain the immersion all around
the school. By cultivating language immersion, learners can improve their
communications skills by developing fluency, accuracy, and confidence in the target
language.
CONCLUSION: SUMMARY: In conclusion, the lack of communication skills is a
complex problem that affects both students and teachers, and requires innovative and
effective solutions to be addressed. Technology integration can provide access to a wide
variety of multimedia resources that enhance language comprehension and retention,
and allow students to practice communication skills in a variety of contexts. In addition,
collaborative learning encourages the practice of communication skills through the
exchange of ideas and feedback in real time, also promoting skills such as teamwork and
cultural awareness. Finally, language immersion is another effective strategy for
improving communication skills through authentic and meaningful experiences that
stimulate real-life communication situations. By implementing these solutions,
educators can help prepare students for effective communication in a variety of
personal, academic and professional contexts. CLOSING THOUGHT.
69
3.12. PEER REVIEW
3.12.1. PEER REVIEW BY US TO GROUP 4

- Sara Peiró Giner
PROBLEM BASED PROJECT ENCOURAGE READING
TITLE: Reading = Future (We don’t really like the title, maybe something like:
cultivating a love of reading: Motivation, skills and support for young readers).
INTRODUCTION:
HOOK: A reader lives a thousand lives before he dies . . . (we are not sure what these
means since the quotation is as follows: “A reader lives a thousand lives before he dies,
said Jojen. The man who never reads lives only one.”
George R.R. Martin, A Dance with Dragons” and we think the writer should be named)
The man who never reads lives only one.
After our experience working with primary children, we have noticed that kids have a
lack of motivation in reading. This problem (maybe issue or a different synonym) is
causing problems for the students in the different subjects and in their lives LIFES. One
of the consequences this problem is carrying with them is the writing process and
grammar mistakes they have in their essays. From our experience as teachers, these bad
habits start in pre-school and stay until the end of their studies. OUTLINE (this shouldn’t
be here): Reading for pleasure is an activity that demonstrates a solid consolidation of
70
lots of desirable skills that, without any doubt, assure a fundamental feature in a society
(this looks like it has been translated and it doesn’t really make sense in English, maybe:
“Pleasure reading is an activity that consolidates a number of desirable skills that
contribute to a trait in a society”). THESIS STATEMENT: Making reading more fun for kids
can be a great way to encourage them to read more and develop a lifelong love for
reading. Therefore, we have decided to focus on the following problems: Motivation for
reading, less reading skills and providing reading support to the ones who have problems
with their reading or other diseases.
Based on our experience working in schools we have seen that students don’t read
enough and one of the reasons is the lack of motivation and pleasure for reading. But it
is very important to have good skills in reading as it is needed in all aspects of our lives.
(We still think this thesis statement is too long and maybe something like: “Reading has
to be fun for kids so they are motivated to read developing a lifelong love for reading
which can be achieved through tackling some problems such as motivation for reading,
improving reading skills and support for those who have problems”.)
BODY PARAGRAPHS:
FIRST POINT: The first point to consider is motivation for reading. Developing a lifelong
love of reading in children is crucial, as it not only improves their literacy skills but also
opens up new worlds of knowledge and imagination. When children are motivated to
read, they are more likely to read more often and enjoy it. To make reading more fun for
children, parents and educators can incorporate interactive activities, such as reading
aloud and asking questions about the story. Encouraging children to choose physical
books over electronic devices can also help foster a love of reading. By providing a variety
of books that match their interests and allowing them to choose what they want to read,
children can feel ownership (maybe use a different word such as “included”, ownership
71
doesn’t sound too good in this context) over their reading choices, making it more
enjoyable for them.
SECOND POINT: Children who have less developed reading skills may struggle with
reading comprehension, vocabulary, and fluency. These difficulties can cause problems
on their ability to understand and learn from other books or even on their
communication skills, so this will affect them in the future. Fortunately, there are some
strategies we can use to help them on their skills, like reading aloud, using TIC’s (you say
in the previous paragraph that we should encourage children to choose physical books
over electronic devices, isn’t this proposing the opposite?), practicing regularly, and
providing support. By implementing these strategies and others, children can build ON
their reading skills and become more confident readers.
THIRD POINT: Another of the problems (sounds translated from Spanish, we would say
“Another problem”) we encounter when encouraging reading, both in schools and at
home (we find this redundant, if they read badly at home they will read the same way
in school and vice versa), refers to the low level of reading skills among children. This is
why we must make them see the importance of reading in different areas outside the
school, as it is a skill that they use daily. It is also important to find different ways in which
we can increase our students' interest in reading, for which we can use different
resources such as increasing the number of books they can access in the school library,
offering them different alternatives to conventional reading such as comics, or even
introducing them to titles that make them feel related to the main characters. In the
same way, it is important to adapt ourselves to the current times in which technology is
present in most children's daily lives, so it is also important that we can make reading
72
accessible to them through different devices, so in that way the act of not reading does
not become an excuse due to lack of resources. (After reading about TICs in the 2 body
paragraphs we would just delete the sentence in the 1st body paragraph and keep the
other two)
CONCLUSION: In conclusion, offering children the opportunity to explore and develop a
(the) love for literature can have a profound impact on their future. Reading helps to
develop new cognitive abilities and increases academic performance. In addition, it
collaborates (helps/improves/…) with the development of empathy, emotional
intelligence, and critical thinking skills. Therefore, providing children with access to
books that suit their interests and thereby fostering a (the) love of (for) literature can be
a powerful tool in empowering (to empower) them to reach their full potential and
achieve success in their future endeavors.
Our team has realized that students do not engage in enough reading activities, and this
could be attributed to the lack of motivation and pleasure in reading. However, having
good reading skills is crucial as it is essential in all aspects of life. Therefore, we strive to
promote reading as an enjoyable activity that can help enhance children's reading skills
and encourage them to read more. Additionally, we aim to provide reading support to
students who struggle with reading difficulties or have other conditions that affect their
ability to read. (This was probably used to inspire you but should have been deleted
afterwards).
Students: Juan Manuel Luque Sanchez, Beatriz Vela Carbó, Raquel Roselló Bertomeu,
Carla Barberá Rosello
73
3.12.2. PEER REVIEW BY GROUP 1 TO US
FIRST DRAFT

- Sara Peiró Giner
EFFECTIVE COMMUNICATION SKILLS IN L2: STRATEGIES FOR SUCCESS
According to a survey conducted by the National Assosiation (Association) of
Colleges and Employers, the ability to communicate effectively is the most desirable
quality employers look for. The problem is a multifaceted issue that impacts students,
teachers, and the education system as a whole. There are different aspects such as lack
of resources, limited exposure to the language, emphasis on grammar over
communication, lack of motivation or cultural and linguistic barriers that are causing our
students to have communication problems. Having poor communication skills will affect
teachers when explaining new information as well as students, as it will take longer for
them to express and understand the content. Poor communication skills are a problem
that affects both teachers and students, for this reason we propose a series of solutions
such as cultivate language immersion, use collaborative learning and integrate
technology.
74
Integrating technology is a good idea to solve the communication skills problem
because it offers innovative and engaging ways to improve language learning.
Technology can provide access to a wide range of multimedia resources, such as videos,
podcasts, and interactive activities that can enhance language comprehension and
retention. It also enables learners to practice their communication skills in a variety of
contexts, including virtual conversations with native speakers and online collaboration
with classmates. Moreover, technology can provide personalized feedback, progress
tracking, and adaptive learning paths that refer to individual needs and preferences. By
utilizing technology, learners can benefit from a more efficient, effective, and flexible
language learning experience that suits their goals.
In turn, collaborative learning can also have a big impact in the improvement of
the students’ communication skills. It provides a social and interactive environment that
encourages learners to practice their communication skills with others. It enables
learners to exchange ideas, give and receive feedback, and negotiate meaning in real-
time, which enhances their comprehension, expression, and critical thinking abilities. It
also promotes teamwork, cooperations, and cultural awareness, which are essential
skills in today’s globalized and interconnected world. Collaborative learning can take
many forms, such as pair work, group discussions, role-playing, and project-based
activities, and can be facilitated both online and offline. By fostering a collaborative
learning environment, learners can develop their communication skills in a supportive,
challenging, and enjoyable way that prepares them for effective communication in
various personal, academic, and professional contexts.
75
Last but not least is cultivating language immersion. This approach will help
solving (to solve or solve) the communication skills problem by providing learners with
an authentic and meaningful language experience that stimulates real-life
communication situations. This method can be implemented in their own classroom and
facilitates language acquisition by engaging all the senses and reinforcing language
learning through repetition, context, and feedback. Additionally, language immersion
can be tailored to individual needs and interests by choosing immersive activities that
align with learners’ goals, preferences, and learning styles. It is important to note that
teachers implementing this approach should only teach in one language to the target
group, and not mix languages with other subjects to maintain the immersion all around
the school. By cultivating language immersion, learners can improve their
communications skills by developing fluency, accuracy, and confidence in the target
language.
In conclusion, the lack of communication skills is a complex problem that affects
both students and teachers, and requires innovative and effective solutions to be
addressed. Technology integration can provide access to a wide variety of multimedia
resources that enhance language comprehension and retention, and allow students to
practice communication skills in a variety of contexts. In addition, collaborative learning
encourages the practice of communication skills through the exchange of ideas and
feedback in real time, also promoting skills such as teamwork and cultural awareness.
Finally, language immersion is another effective strategy for improving communication
skills through authentic and meaningful experiences that stimulate real-life
communication situations. By implementing these solutions, educators can help prepare
76
students for effective communication in a variety of personal, academic and professional
contexts.
Group 1 feedback:
Regarding the introduction, referring to the hook, it’s not very convincing and doesn’t
engage you to continue reading because perhaps it doesn’t teach us anything new or
surprising. On the other hand, the thesis statement is very clear and the solutions they
provide are innovative and clear, as well as the solution to the problem.
Regarding the body paragraphs, all three solutions to the issue (Integrating technology,
collaborative learning and language immersion) are well explained and look beneficial.
Lastly, the conclusion adequately reformulates the solutions of the body paragraphs,
synthesizing them correctly and the thesis reformulation is accurate.
Remember to check the grammar, we have indicated the possible improvements in
yellow.
77
4.WRITING FOR TEACHERS
4.1. MIND MAP
78
4.2. PROJECT POSTER
79
CONCLUSION
In summary, this subject has been a significant personal challenge for me. At the
beginning of the course, I had no idea about the steps to follow in order to write a good
essay, but I believe that throughout the course, I have learned how to do it, and I think
that all these lessons will help me improve in the future. I consider that the effort,
dedication, and commitment I have invested throughout this course have been
worthwhile. Each of the projects I have presented in this portfolio, from the step-by-
step explanatory essay to the Problem Solution Project, and the creation of the Main
Map and the scientific poster, reflect the acquisition of knowledge and its practical
application.
Regarding the group work, I believe we did a good job as we were able to identify a
problem, research potential solutions, and present a detailed and feasible proposal.
Throughout this process, we have recognized the importance of communication, task
delegation, and the ability to work harmoniously to achieve our common goals.
Furthermore, the creation of the Main Map and the scientific poster posed a challenge
as synthesizing all the information in a clear and concise manner was difficult. This
experience allowed me to enhance my presentation skills and understand how to
effectively convey information in both visual and written formats.
In conclusion, these projects have been a fantastic opportunity to strengthen each of
the topics covered in the subject, and I am confident that these skills will be highly
valuable in my future academic and professional endeavors.
80

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1

1. Summary of the theoretical aspects …………………………………………………………………….5

2. Tasks (Basic Writing & Explanatory Essay) ...............................................................7

3. Problem solution project ..........................................................................................44

4. Writing for teachers………………………………………………………………………………………………78

A Portfolio is a collection of documents or work done during the academic year. It is a

elaboration of an explanatory essay step by step. Also, the completion of a laborious

group work where we had to reflect on the problems to properly develop

creativity, addressing challenges and presenting solutions in a clear and persuasive

have applied my skills in different academic contexts.

ADVANTAGES AND DISADVANTAGES ASPECTS OF HOMEWORK IN PRIMARY EDUCATION

classroom learning, because students practice through exercises and improve

require other methods of reinforcement.

0. WHAT HAVE YOU DONE BEFORE STARTING TO WRITE YOUR ESSAY?

First of all, think about the topic.

Later, I have written ideas on a paper and I have organized them.

Also, I have taken into account the structure to create an essay.

its possible grammatical errors.

1. HAVE YOU USED A PARAGRAPH DIVISION?

Yes, to mark different points and properly order the essay.

2. HAVE YOU INCLUDED A TITLE?

Yes, “Advantages and disadvantages aspects of homework in primary education”.

3. CAN YOU IDENTIFY AN INTRODUCTION?

Yes, in the first paragraph.

4. CAN YOU IDENTIFY A CONCLUSION?

Yes, in the last paragraph.

5. WHAT TYPE OF INFORMATION HAVE YOU INCLUDED IN YOUR INTRODUCTION

AND, IN YOUR CONCLUSION?

Second paragraph some advantages and third paragraph some disadvantages.

6. HAVE YOU USED ANY TYPE OF INDENTATION?

Yes, because it looks better.

7. WHICH IS THE IDEAL READER OF YOUR ESSAY?

8. DO YOU THINK YOUR ESSAY IS INTERESTING?

I think it's ok but could be more interesting.

9. WHAT THINGS WOULD YOU IMPROVE IN YOUR ESSAY?

Surely grammar and vocabulary.

Grammar and vocabulary.

thesis. (Booklet page 23, your turn)

1. does the partner's thesis name the topic?

2. does it give your partner's opinion?

3. is it clear and specific?

4. Do you have any comments or suggestions for your partner?

Write down your classmate's name.

England and that it would change my life completely.

The thesis statement from my classmate: consider CLIL to be the future of

clear what the essay is going to talk about.

▪ does it give your partner's opinion? Yes, he is making a statement of

opinion with this thesis.

▪ is it clear and specific? Yes, it summarizes the author’s intention in this

essay very well.

my life completely on a personal, emotional and family level.

Classmate: David Piqué Noguera

Now you have to create 2 outlines:

1. Basic outline (Templates - booklet 1, page 25)

practice 8 - booklet 1, page 25)

I. INTRODUCTION: Thesis statement: I found the love of my life in England and

it changed my life completely on a personal, emotional and family level.

II. My trip to England.

III. How I meet my boyfriend: emotions and feelings.