Methodology 4

METHODOLOGY 3
Student name & number

Juan Camilo Teheran Gomez – 1812468
Part-time
Course code: OAVT-HVAKD3-20

Student’s class: OASP-D2-INT-2
Course teacher: Nives Kreuh
Date: 27-05-2023
1
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Table of contents
CHAPTER 1 – COURSE BOOK ANALYSIS ........................................................................ 2

1.1 Introduction.................................................................................................................. 2
1.2 Target group ................................................................................................................ 2
1.3 Description .................................................................................................................. 4
1.4 Chapter Analysis ......................................................................................................... 8
1.5 Conclusion................................................................................................................. 23
CHAPTER 2 - CHAPTER PLANNING ................................................................................ 25
2.1 A plan for six lessons ................................................................................................. 25
2.2 Pentapie lesson with a focus on vocabulary .............................................................. 30
2.3 Pentapie lesson with a focus on grammar ................................................................. 42
CHAPTER 3 - SUMMATIVE TEST ..................................................................................... 56
3.1 Examen Sumativo ..................................................................................................... 56
3.2 Answer key ................................................................................................................ 71
3.3 Rubrics for speaking and writing. ............................................................................... 82
MFL feedback .................................................................................................................... 86
Rationale and Reflection Methodology 3 MFL ................................................................ 99
A. MATERIALS................................................................................................................ 99
B. LESSON DESIGNS .................................................................................................... 99
C. SUMMATIVE TEST .................................................................................................. 102
D. REFLECTION ........................................................................................................... 104
Bibliography .................................................................................................................... 108
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CHAPTER 1 – COURSE BOOK ANALYSIS
1.1 Introduction
The name of the coursebook used at

my workplace/internship is Paso
Adelante - Deel 2 published by
Noordhoff Uitgevers. The book is
renowned for its all-encompassing
approach to learning Spanish
language, which covers grammar,
vocabulary, and cultural knowledge in
addition to the four language skills of
speaking, listening, reading, and
writing. A focus on meaningful
communication and useful language is
incorporated into the materials'
interactive and engaging design.
El Paso is a Spanish language

learning method published by
Noordhoff Uitgevers, a Dutch
educational publisher. It is designed
for high school students in the
Netherlands and includes textbooks,
workbooks, and online resources. The
program is divided into four levels,
each with multiple units that cover
various language topics and cultural
aspects of Spanish-speaking countries. El Paso emphasises a communicative approach to
language learning, with a focus on developing practical language skills in listening, speaking,
reading, and writing. The program also includes interactive activities, online games, and
multimedia resources to engage learners and make the learning process more enjoyable.
1.2 Target group
The target group consists of HAVO 2 pupils, aged between 14 and 15 years old, who follow a
curriculum with extra attention for Spanish art and culture because of its international profile.
The subject chosen is part of their regular programme which includes a modern foreign
language. For those who selected Spanish as MFL, they not only learn to speak and write the
language well, but they also learn everything about the culture of the Spanish-speaking
countries. For third-graders who want to get to know Spain from the inside out, there is an
exchange program every year. Students attend a school in Spain under the project Camino
Español, a collaboration between the Dutch ministry of education and the Spanish Ministry of
education (Morsch, 2018).
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Paso Adelante - Deel 2 will be analysed meticulously by using the criteria proposed to this
course (Ur, 2012). In general, the target group will consolidate a A2 level in Spanish
considering that they are following a trajectory in the language since this is an elective course
in their curriculum. Pupils are already familiarised with the structure of the book, activities,
homework and online material since they already have worked with Paso adelante - Deel 1
during their first year.
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1.3 Description
El Paso is a Spanish language method suitable for different levels. It is available for beginners
(A1), but also for advanced students (C1), in accordance with the Common European
Reference Framework for Languages (CEFR) and the academic curriculum of the Cervantes
Institute. El Paso is therefore suitable for students at different levels in secondary education
and higher education.
There are four textbooks El Paso for different levels of proficiency in Spanish. Below are the
titles of the books and the levels they are intended for:
● El Paso Adelante deel 1 (for beginners)

● El Paso Adelante deel 2 (for intermediate learners)
● El Paso Adelante deel 3 (for advanced learners)
● El Paso Adelante deel 4 (for proficiency level learners)
In this portfolio, the focus is on the textbook "El Paso Adelante deel 2", which has several
chapters that focus on developing the ability to describe in Spanish. These chapters cover
various topics, such as describing people, objects, places, and situations. Different
grammatical structures and vocabulary are used to create these descriptions. For example,
when describing people, body parts and character traits are often mentioned, and when
describing places, prepositions are often used to indicate location. In addition to practising
grammar and vocabulary, attention is also paid to pronunciation and intonation when
describing in Spanish. Various exercises and assignments are available to develop this skill,
such as describing images and writing short texts. To enable pupils to communicate effectively
in Spanish, both orally and in writing, this competence is to be developed. This can be useful
while going to Spanish-speaking nations or conversing with Spanish-speaking co-workers or
clients, among other scenarios.
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The Textbook Paso Adelante - deel 2

consists of 6 chapters. Each chapter has a
fixed structure that allows students to
navigate easily and purposefully through
the material. Students work in fixed steps
from receptive to productive based on the
action-oriented approach (Council of
Europe, 2018). Then, students learn basic
skills of the target language to perform in
real-life scenarios. The Books’ index
displays in each chapter (Capítulo in
Spanish) a topic, learning objectives,
vocabulary, grammar rules and
homeworks. At the end of each chapter,
attention is paid to the D-test (diagnosis
test) and CEFR (European Framework of
Reference). The D-tests are intended as
diagnostic tests to evaluate how much the
student has learned and where
improvement is needed. The CEFR
overview and the D-tests are useful tools
for students and teachers to keep track of
the student's progress.
D- toets ( Formative assessment)

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CEFR – Competences and level per chapter. I can do – statements per skill at the end
of each chapter are displayed. Self-assessment after finishing a chapter.
Additionally, a workbook is given to the students which

provides many exercises, Paso Adelante offers a lot
of practice material. There are different types of
exercises, such as multiple choice, fill in the blanks,
translations and open questions. In addition, the book
also contains digital resources, such as audio and
video fragments and online exercises, to make the
learning process interactive and varied.
The book also follows the CLT (communicative

language instruction) method, which involves students
in the active production of the target language.
Fostering communicative competence, according to
Brandl (2018), will enable students to use language in
everyday situations.
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In the last 40 pages, El Paso Adelante deel 2 provides learning tips, grammar, maps and a
glossary about the content of the chapters. The learning tips help the students to improve all
the skills, giving special attention to the grammar explanation which helps them to understand
Spanish language rules. The glossary provides an overview of the new words learned in class
and is useful for keeping track of vocabulary. The maps are also helpful for locating the cities,
towns, and countries that speak Spanish that are covered in each chapter.
Learning tips:
Glossary: Maps:
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1.4 Chapter Analysis

Every chapter begins with an exercise to activate pre-existent knowledge. Reading
comprehension is greatly influenced by the activation of prior knowledge, which is a crucial
phase in the learning process (Spires & Donley, 1998). After it, listening exercises are added
in which learners work in pairs. Grammar, vocabulary and verbs have their section in the
chapter. As it is shown, each section illustrates the skill expected to applied. At the end, there
is a “housework” with the corresponding CEFR level and an interactive activity, in this case
they will listen the song ´El tiburón´ and complete an activity from the workbook.
Chapter 4 - Coursebook
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As mentioned above, Paso Adelante – deel 2 Havo/vwo presents six different chapters that
help pupils to improve the four skills and the sub-skills necessary to acquire an appropriate
level according to the Schools’ curriculum. To accomplish this, the content of the coursebook
includes individual work or in groups along the workbook. The coursebook is aligned with the
ABCD model (Neuner, 1981). The following steps were made:
A
· New language elements are offered in texts and then semantized
· Receptive: aimed at understanding written and spoken texts
· Example: answer questions with reading or listening text (or video): multiple choice
questions, true / false questions, fill in schedules and parts of text in one put in good order.
B
· Reproductive, strong-controlled and “ closed ”
· Example: fill-in exercises, matching ( words or routines combine ), words and combine and
classify plates.
C:
· Communicate in controlled exercises
· Productive: semi-open, possibilities for limited personal input
· Example: answer questions, finish sentences, keep conversations of which the content is
partly given and create writing assignments that are already structured.
D:
· Real communication, unmanaged in the most real possible situations
· Productive: large personal input
· Example: role-playing games, writing letters / reports, extracurricular assignments and have
discussions and conversations.
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In order to analyse the coursebook, the following ten criteria (Ur, 2012) have been used to
elaborate a conclusion on how effective the coursebook is.
NOTE: The workbook was also examined because all of the exercises are found there rather
than in the coursebook. Workbook CHAPTER 4.pdf
Criterion 1 -The learning outcomes are clearly explained.
The learning outcomes are presented in the Book’s index. Each chapter illustrates two or three
clear outcomes based on the grammar and vocabulary learned during the class. For instance,
in chapter 4, De Aventura en Perú, pupils will be able to talk about what they do on vacations
and what they are planning to do in the future during the holidays.
To evaluate students’ performance, they will write a story about their holidays in a level A2
(CERF, 2018) as the book proposed. The formative assessment might be challenging for
some learners considering that most of them are more proficient in receptive skills rather than
in their productive skills.
Furthermore, along the coursebook, the workbook

indicates what the student is able to do, what he
will recognize and know about Chapter 4. Before
going through the exercises, a previous self-
assessment on previous knowledge about the
main topic of the lesson (Ur, 2012)
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As final self-evaluation, ¡Ya está!, each student

will evaluate himself/herself after finishing the
chapter in the four different skills in an A2 level.
This final step before starting a new chapter
allows students to assess what they can do,
recognize and know about the topic introduced
in the lesson, grammar. For example, in
Chapter 4, they should have learnt about Peru,
the Incas, Machu Picchu, the use of the
present simple, estar + gerundio, the use of the
verbs Ser and Estar, and recognize different
animals that live in Peru.
Criterion 2 - The text and tasks are interesting.
The texts represent typical

conversations in daily-life situations
(Brandl, 2018). For instance, in Chapter
4, Las fiestas Patrias de Perú, it
illustrates the meaning of the national
holidays in Peru and its meaning to
Peruvians. As well, in the Reading
activity C, chapter 4, Los animales de
Perú, the text includes a short, clear and
enriching description of the South
American animals in Peru which some
of them are used for different purposes,
such clothes, or just typical dishes.
Additionally, during the extra reading activity in the chapter

4, Chatear de Madrid a Perú, it compares the variation of
the Spanish language between Peru and Spain, such
activity guides students to identify the differences of the
target language according to the place where it is spoken
(Ur, 2012).
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As well, a reading activity about the Machu

Picchu and Nazca line is introduced by a tourist
agency which promotes the most emblematic
places in Peru. Such texts are engaging since it
grabs the attention of the students by
mentioning the greatness of those places in
terms of indigenous history in South America.
Tasks are characterised by following the

coursebook. For example, the assignment
1 in the workbook encourages students to
respond to questions on what they learnt
about Peru, including a map of the
Peruvian territory to have a visual aid
(Pachler, 2007) of its location and
neighbouring countries.
Also, speaking activities are constantly

implemented with the aim of speaking the target
language (Pachler, Barnes & Field, 2009). In the
activity 23, students are instructed to do a radio-
interview to discuss their favourite places in the
Netherlands where they like to spend their
holidays. Such activities help students to talk
about their preferences based on their personal
experiences in their homeland while using the
present simple and the vocabulary learnt during
lessons.
Criterion 3 - There are tasks that activate the students in listening, speaking, reading,
and writing.
While designing lessons within a CLT approach, the coursebook needs to ensure that the four
skills: listening, speaking, writing and reading are included in order to assure that the students
acquire accuracy and fluency in the target language in communicative activities (Ur, 2012).
The coursebook El paso - deel 2 presents all four skills in equal weight in each lesson. Instead
of requiring students to use each ability throughout every lesson, the coursebook has chosen
this strategy since the purpose of the school along the editorial is to provide integrated skills
in the classrooms.
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For example, in exercise 33, page 35, it mixes three

skills: reading, writing and speaking in one task. Initially,
students read three touristic places in Peru, Argentina,
and Spain. After that, they should write down where they
are located and why they are considered wonderful
places. Then, they will write on their own where they
would like to go if they have the opportunity to go. Such
activity allows students to express their opinions based
on their personal preferences (Dönszelman, 2020) and
helps the teacher to connect with them. Finally, a role-
play by using the estar +gerundio ( present continuous)
is a great way to .encourage them to speak Spanish
during classes (Petrie, 2015). Additionally, a model
conversation is shown to ensure that they are able to
ask and answer each part of the interview questions in
a similar way.
Another brilliant example of the execution of the different skills in the classroom could be seen
in the exercises 3-4, which include a reading activity from the coursebook, a listening activity,
translation and writing. Firstly, students read the text, and after that, they respond to some
questions about the text. Then, a listening exercise is added to complement information about
the reading activity ‘Las fiestas Patrias en Peru’. Finally, based on the vocabulary learnt, they
translate some words related to physical appearance and personality with the aim of writing,
in the final step, a description of a friend by using the verb to-be.
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Criterion 4 - There are visual / interactive materials available: poster, video, flashcards,
online apps / games.
To attract students' attention, the material should

be interactive and contains enough visual aids to
engage them in their learning process (Pachler,
2007). The coursebook Paso Adelante has a lot
of colourful visual aids. For example, in chapter
4, source F (leer y escuchar), there are three
posters about tourism in Peru which intend to
give students an idea on how to write an
advertisement in Spanish. Also, the new
vocabulary is highlighted in a box in the bottom
to catch students' attention.
As well, audio exercises, like the

Source B in chapter 4, students listen
to a conversation between Spanish
speakers and they will be able to
underline the right answer and identify
if some statements are true or false in
the workbook . These exercises help
students improve their listening
comprehension while gaining exposure to various Spanish speaking accents and speaking
styles.
Digital flashcards that aid in the learning and memorization of new vocabulary terms or
sentences, verb conjugations, or grammatical structures by pupils are presented in the
workbook in the section ‘Más ejercicios en el I-libro de ejercicios’ . Students can practice and
review their information by using interactive tools like flashcards, which can also contain visual
aids, audio pronunciations, and other features (Ur, 2012)
Online apps and games correct students' answers right away and offer quick feedback (Hattie,
& Timperley 2007). Drag-and-drop games, fill-in-the-blank exercises, or interactive quizzes
may be used to assess a variety of language abilities, including grammar, vocabulary, reading,
writing, and speaking. However, the book does not use gamification and online apps during
and after the lesson.
Finally, students can practise listening by playing a Spanish song according to their level with
the aim of familiarising with Spanish sounds (Council of Europe, 2001). For example, in the
workbook, a famous Mexican song is played to check students' understanding of the language.
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Criterion 5 - The approach is educationally and culturally acceptable to the target

students.
The resources ought to take the target pupils' cultural experiences and background into
account. This may involve including genuine cultural content, such as texts, videos, and
activities that highlight the practices, viewpoints, and cultures of Spanish-speaking nations, as
well as avoiding insulting or erroneous preconceptions or biases (Mutiara, 2020).
For instance, in chapter 4, source A,

this part of the lesson focuses on the
celebration of ¨Las fiestas Patrias de
Peru (Peruvian National Holidays),
which is traditional Peruvian holiday
to celebrate its independence from
Spain. This activity includes a basic
conversation between some
members of a family who discuss
how they will celebrate it. Moreover,
food, traditional customs and
traditions are presented in the text.
Students benefit from the materials'
cultural significance by
understanding and appreciating the
cultural setting in which Spanish is spoken in addition to learning the language itself. It
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promotes a deeper understanding and appreciation of the language and culture by enabling
students to acquire insight into the perspectives, values, and practices of the target language
community. It also enables them to develop intercultural competence (Fantini, 2006)
El Paso Adelante employs a communicative and task-

based method of language instruction that emphasises
meaningful interaction and tasks that are pertinent to
and interesting to the target students. The outcomes of
students' language learning can be improved by this
method, which encourages active involvement,
engagement, and language use. For example, the
students learn about a famous Mexican band in the
listening activity L̈́ a canción’ . Then, students are
encouraged to understand the music context and the
relationship with the cultural aspects of Mexican culture
in order to gain intercultural competency and cultural
awareness, two crucial traits for efficient communication
in today's globalised society (Deardorff, 2006).
Criterion 6 - The texts and tasks are varied, appropriate for different learning levels,
learning styles, interest, etc.
This coursebook lacks variety as the materials are provided without taking into account the
various learning preferences and aptitudes of the students (Geerts & Van Kralingen, 2018)
For instance, the text in chapter 4, ‘Los

animales en Peru’ presents a text
about different animals which live in
different zones in Peru. However, when
executing the exercises from the
workbook, the comprehension task
becomes more difficult because the
level expected from the students is A2,
however not many have learnt enough
vocabulary to read two full pages in
Spanish. As well, the learning styles or
differentiation have not been
considered.
Thus, instead of reading the whole text, the book misses an audio-software which can be
helpful for dyslexic students. As well for a receptive learners (Pashler, McDaniel & Bjork,
2008), it may be easy if the information would be given not only in the written format.
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In terms of different learning levels (Bloom’s Taxonomy:

Resource for Educators, n.d.), the tasks for students who
desire more challenge, scaffolded exercises for students
who need more support, or further resources for students
who want to delve deeper into the language are evident
in the workbook. For example, in page 37, students do
not only apply the vocabulary learnt related to Holidays,
they also need to imagine and create a dialogue of
possible situations during vacations. Then, learners go
from Remember to Create with the aim of adapting their
individual needs in the process of learning Spanish as a
MFL.
Criterion 7 - The material is attractive and includes digital tools / content.
The chapter has a pleasing appearance thanks to its effective

drawings and visual graphics. For instance, in chapter 4, there are
vibrant images of teenagers at the start of the chapter ‘De Aventura
en Peru’. Additionally, this book is written for HAVO 2 students, who
are between the ages of 15 and 16, they are inspired to learn
because they can identify themselves with the young people in the
chapter. This is consistent with Ur's (2012) assertion that brightly
coloured, attractive course materials encourage adolescent
learners.
In terms of digital content, El Paso Adelante contains videos that give real-world language
input, including clips, interviews, or short movies, letting students practise their speaking and
listening abilities (Brandl, 2008). For example, in chapter 4, students can watch a short-film
about an adolescent who describes his daily life along with his family and friends. The students
have access to the online book by login in their accounts on their Chromebook provided by
the school.
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Interviews - Digital content El Paso Adelante – Deel 2
Short videos - Digital content El paso Adelante -Deel 2
Criterion 8 - Instructions are clear.

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Regarding the coursebook, the instructions are not clear. The structure and instructions of the
book are essential, according to Penny Ur (2012). Both teachers and students need to be able
to understand it easily. The texts ought to be simple to read. In the coursebook, each chapter
is divided into different subcategories to go along with the topic of the unit, however it does
not specify what the students should do with it. Even teachers are not guided on how to go
step-by-step according to the book. For instance, in chapter 4, pages 36-37, it begins with a
text about Peru in Dutch language. Then, in the next page there are listening activities about
national holidays in Peru, but it doesn’t state specifically what students need to do with it.
Therefore, the workbook is mandatory to bring as well into the classroom in order to complete
the assignments given by the teacher.
Looking at the instructions in the workbook, there is a clear structure on what learners need
to do compared to the textbook. For example, in chapter 4, pages 14-15, although there are
clear instructions in Dutch or Spanish on what students need to do, the answers should be
written in the target language, in this case, Spanish language. In that case, instructions in both
languages could be beneficial for students to grasp the context of the exercises and what is
expected from them (García, 2009). However, teacher do not have instructions on how to
build-up the lesson.
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Criterion 9 - The material encourages students to develop their own learning strategies
and to become independent in their learning.
According to Geerts and van Kralingen (2008), autonomy is one of the three fundamental
pillars that must be met for students to be motivated and engaged in their learning process.
Then, the coursebook contains a range of complementary grammar and vocabulary
explanations that foster more independence in their learning process. For example, in chapter
4, pages 38-39 , students are able to be more independent in their writing skills. There is no
right or wrong answer, instead they will tell a story by sharing their own experience and plans
during holidays. This activity reinforces what they have learned in class and gives them the
opportunity to express their own thoughts. Additionally, there are two formats two complete: a
draft letter and the final letter. Then, students can review both models by using the rubrics
given in their assignment.
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Criterion 10 - Digital tools / content supports the acquisition of learning outcomes.
According to Kessler (2018), he underlines how crucial it is to choose digital resources and
technologies that are in line with students' needs and learning goals. Also, technology use is
beneficial for pupils to engage them before, during and after the lesson by providing immediate
feedback. Throughout chapter 4, there are a lot of different online activities, such as a Quizlet
for memorising new words, videos and interactive exercises. Students can find those
exercises by looking at the computer icon in their book. For example, in page 19, students can
find extra exercises to practise the correct use of the verb to be (Ser o Estar) in Spanish. As
soon, the click on it, students have access to all exercises from the chapter.
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1.5 Conclusion
Table 1. Rating the different criterion for the textbook El paso - Deel 2
Criteria Rating 1 -5
Criterion 1 -The learning outcomes are 5

clearly explained.
Criterion 2 - The text and tasks are 5

interesting.
Criterion 3 - There are tasks that activate 5

the students in listening, speaking, reading,
and writing
Criterion 4 - There are visual / interactive 4

materials available: poster, video,
flashcards, online apps / games.
Criterion 5 - The approach is educationally 5

and culturally acceptable to the target
students.
Criterion 6 - The texts and tasks are varied, 3

appropriate for different learning levels,
learning
styles, interest, etc.
Criterion 7 - The material is attractive and 5

includes digital tools / content.
Criterion 8 - Instructions are clear. 3
Criterion 9 - The material encourages 4

students to develop their own learning
strategies and
to become independent in their learning.
Criterion 10 - Digital tools / content supports 5

the acquisition of learning outcomes.
Based on the previous rating, the coursebook El Paso - Deel 2 overall is a good book to
keep using in the classroom. Each chapter presents an attractive layout with colourful
images and digital support in the form of audio and video material, and a range of different
exercises that stimulate students to speak, write, listen and read at the desired level. Eight
out of these criteria were rated above 4 which means that it shows the positive value of its
use during lessons.
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The book has been developed by experts in the field of language teaching and follows a
structured curriculum that is tailored to the language levels of the European Framework of
Reference (CEFR). Also, El Paso - Deel 2 contains not only language lessons, but also
information about Spanish culture and customs. This helps in understanding the language
and learning the right context and nuances. In short, El Paso -Deel 2 is a comprehensive
and varied textbook that strikes a good balance between language, culture, grammar and
digital support, making it an effective tool for learning the Spanish language.
Pros:
• With a number of communicative exercises, the book promotes Ur's (2012) idea of
´fluency over form´
• As Westfoff´s (2009) penta-pie model suggests, every lesson cover receptive and
productive skills.
• Numerous partner and group activities throughout the book encourage students to
collaborate and improve their speaking skills.
• There are numerous tasks in each chapter that encourage learners to use all four
language skills and other sub-skills.
• In each chapter there is green grammar box which summarizes all rules,
explanations, uses and provides some examples.
• CEFR – can do-statements and self-assessment after each chapter are included.
Then, the learning outcomes are clear.
• Digital tools are well-implemented in their website
Cons:
• Missing online apps and games.
• Learning preferences are not considered. The book is only designed for A2 learners.
• Direct instructions for teachers and students are missing in the coursebook.
Recommendations:
● Consider different learning styles. For example, dyslexic students will need extra
support for reading long texts. Therefore, the text could be read by a software in the
online source of the book. For example, the online app text-to-speech
https://www.naturalreaders.com/online/ (KES, 2005).
● Direct instructions for teachers and students could be included in the coursebook
instead of only given them in the workbook. For instance, the book could create a
teacher´s book instead of separating the students´ textbook and workbook.
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CHAPTER 2 - CHAPTER PLANNING
2.1 A plan for six lessons
Additional materials missing in the coursebook (Criterion 4 - There are visual / interactive materials available: poster, video, flashcards, online apps /
games) are highlighted. Also, since instructions were not clear in the coursebook for the teachers and students. LessonUp was used to adequate a
step-by-step for executing the lessons.
Lessons Topic CEFR indicators Textbook Workbook Additional materials

/skills
Lesson 1: De aventura The student can read very short, simple texts. El Paso - Deel 2 El paso - Deel 2 LessonUp – Instructions
en Perú: The student can find specific, predictable and step-by-step during
Listening information in simple everyday material such as Introduction of Chapter 4 ( De the lesson.
and reading Las fiestas advertisements, prospectuses, menus and Chapter 4 (De aventura en Perú)
Patrias en timetables and can understand short simple aventura en Perú) Listening skills: Video de
Perú personal letters. Page 36, 37 – Exercises: presentación Perú -
Text for reading) Destino turístico
La fiesta de The student can understand phrases and the Reading skills: https://www.youtube.com
Barbacoa highest frequency vocabulary related to areas of Page 6: Exercise /watch?v=4l7bVgQpR2g
most immediate personal relevance (e.g. very 1 (contesta)
basic personal and family information, shopping,
local area, employment). Grammar sub-
skills: Page 7:
The student can catch the main point in affairs or Exercise 3
topics of personal (contesta,
short, clear, simple messages or professional subraya y marca)
interest when
and announcements. Reading and
listening skills:
Page 9:
Exercise 6
(subraya, marca y
pon en orden)
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Lesson 2: Los verbos -The student can understand phrases and the El paso - Deel 2 El paso - Deel 2 LessonUp –Instructions
estar y ser. highest frequency vocabulary related to areas of and step-by-step during
Grammar most immediate personal relevance (e.g. very Learning Chapter 4 the lesson.
lesson - see basic personal and family information, shopping, Grammar Chapter
DA. local area, employment). 4 Processing form 1 Listening
Section D Grammar skills: skills(interview): Youtube
- Students can describe in simple terms aspects Page 40 - Page 16. video: This is Barcelona
of his/her background, immediate environment. (Gramática) Exercise 14 (Esta es Barcelona)
(subraya y https://youtu.be/nAtNton
-Students can write short, simple notes and completa) mL-s
questions for an interview relating to matters in
areas of immediate need. Scaffolding Worksheet (Processing
exercise to write content):
the short- True and False activity +
interview: Wh questions about the
Exercise 16. video.
Page 19
Wordwall activities
(Processing form 2):
https://wordwall.net/es/re
source/38862111
Template model
Interview – Output (See
DA lesson)
Writing skills: Google

classroom (Output):
Students use the Google
Classroom Chat option to
create a short-interview.
https://classroom.google.
com/c/NTQ0NTE1MjEzO
Tc3
Flipgrid (Homework):
https://flip.com/9b229f84
27
Lesson 3: Chatear de The student can read very short, simple El Paso - Deel 2 El Paso - Deel 2 LessonUp –Instructions
Madrid a Perú texts. The student can find specific, predictable and step-by-step during
Reading information in simple everyday material such as Reading skills: Chapter 4 the lesson.
skills advertisements, prospectuses, menus and Chapter 4 Page 28
timetables and can understand short simple Section H Input –Introduction. Mis
personal letters. Page 42 Reading skills: vacaciones en Españá
Exercise 25 https://www.youtube.com
The student can understand phrases and the (contesta y /watch?v=-raTnfFhlnw
highest frequency vocabulary related to areas of marca)
most immediate personal relevance (e.g. very Kahoot game based on
basic personal and family information, shopping, Translate: the reading activity.
local area, employment). Exercise 26
(traduce)
The student can catch the main point in affairs or
topics of personal Translate:
short, clear, simple messages or professional Exercise 27
interest when (traduce y
and announcements escribe)
Lesson 4: Los animales -Read very short, simple texts. Students can find El Paso - Deel 2 El Paso - Deel 2 LessonUp –Instructions
en Perú specific, predictable information in simple and step-by-step during
Vocabulary everyday material such as advertisements, Reading skill and Processing the lesson.
lesson - See prospectuses, menus and timetables and you vocabulary Content (Reading
DA. can understand short simple personal letters. :Chapter 4 skills): Padlet:
Section C For receiving teachers´
Book El Paso-
- Write short, simple notes and messages Pages 38-39 and peers´ feedback,
Deel 2 –
relating to matters in areas of immediate needs. learners upload their
Workbook
Students can write a very simple personal letter email on Padlet. A
Chapter 4.
via e-mails. template(modelling) is
Pages 11-12
available in Padlet as a
- Can describe in simple terms aspects of his/her guide for writing their
Processing Form
background, immediate environment. email.
(Vocabulary
skills): Rubrics (Peer feedback)
Book El Paso- ( See DA lesson)
Deel 2 –
Workbook
Chapter 4.
Pages 12-13
28
Lesson 5: Frases Clave Students can communicate in simple and routine El Paso - Deel 2 El Paso - Deel 2 LessonUp –Instructions
- Oraciones tasks requiring a simple and and step-by-step during
Speaking/Wr útiles para direct exchange of information on familiar topics Speaking skills: Chapter 4 the lesson.
iting preguntar y and activities. The student can handle very short Chapter 4 Section Speaking skills -
para social exchanges, even though it’s hard to can’t E - Frases Clave Page 19 Role play game – Record
contestar to keep the conversation going by themselves. Page 40 Exercise 17 it and post it on Tik Tok
(repite, combina y or any social media (Only
habla) in the schools´ account)
Lesson 6: La canción - Students can communicate in simple and El Paso - Deel 2 El Paso - Deel 2 LessonUp –Instructions
Maná - El rey routine tasks requiring a simple and direct and step-by-step during
Final lesson: tiburón. exchange of information on familiar topics and Listening skills: Chapter 4 the lesson.
All skills are activities. The student can handle very short Chapter 4
included Tarea social exchanges, even though it’s hard to can’t Page 44, 47 Writing skills: Song
to keep the conversation going by themselves. Page 38 https://www.youtube.com
Exercise Paso 3 /watch?v=Njbm_MABQJ
Students can write short, simple notes and (hacer) E
messages relating to matters in areas of Paso 4 Worksheet online Song –
immediate need. The students can write a very (evaluar)3r Filling the gap in
simple personal letter, for example thanking LessonUp
someone for something. Reading skills:
Page 40 Listening skills: Lyrics
The student can read very short, simple Exercise 35 Training online game to
texts. The student can find specific, predictable (contesta y practise:
information in simple everyday material such as marca) Grammar: Verbs Ser and
advertisements, prospectuses, menus and Estar.
timetables and can understand short simple Listening Vocabulary: Animals,
personal letters. skills:Exercise 36 nature and adjectives.
(completa y
The student can understand phrases and the contesta)
highest frequency vocabulary related to areas of
most immediate personal relevance (e.g. very Speaking skills:
basic personal and family information, shopping, Page 48 ( Self-
local) Analysis).
29
The learner can catch the main point in affairs or

topics of personal
short, clear, simple messages or professional
interest when
and announcements.
30
2.2 Pentapie lesson with a focus on vocabulary
LESSON PLAN – English ( for Spanish Subject information: General information:

learners) Subject: Spanish Name school: Vissert´ Hooft Lyceum
Student Name: Juan Camilo Teheran Gomez Communicative Skill: reading / listening-watching Type of education: HAVO
/ speaking-conversation / writing Class: 2
Student Number: 1812468 Content focus: nature/ holidays/ animals Date & time: April 4 – 9.15
Duration of lesson: 50 minutes
Student Class: OASP-D2-INT-2
National learning goals: Affective learning goals: Learning outcomes:

12. The learner learns to use strategies to 1. By the end of this lesson, students can The students can…
expand his English vocabulary. respectfully collaborate and compete with
peers. CEFR: A2
13. The learner learns to use strategies to 2. Learners are expected to participate fully in all -Read very short, simple texts. Students can
acquire information from spoken and sung find specific, predictable information in simple
activities.
texts, written in English. everyday material such as advertisements,
3. When working alone, students exhibit
independence, and during group activities, prospectuses, menus and timetables and you
14. The learner learns to maintain informal can understand short simple personal letters.
contacts in English via e-mails, letters and they demonstrate openness to the opinions of
chats. their learning partners.
- Write short, simple notes and messages
Learning preferences: Prior knowledge and skills: relating to matters in areas of immediate
Vocabulary related to nature, animals and needs. Students can write a very simple
Different learning preferences were adapted holidays. As well, they already know the use of personal letter via e-mails.
considering that the coursebook did not offer the verbs SER and ESTAR in present simple.
it. (Criterion 6 - The texts and tasks are Students know the structure of an email. - Can describe in simple terms aspects of
varied, appropriate for different learning his/her background, immediate environment.
levels, learning styles, interest, etc.) Next Lesson: By the end of the lesson, learners can:
Role play game – Record it and post it on Tik Tok
Visual learners: or any social media (Only in the schools´ -identify language related to nature.
Students prefer to use visual resources to aid account). Students will talk about their next trip
in their learning. Lesson Up and Padlet are and use the vocabulary and grammar learnt from -compose an e-mail and write about their
implemented to add positive value. Chapter 4. holidays.
Slow learners:
31
Extra time is giving for those students who -name different animals in South America and
need more time and support to complete in The Netherlands.
tasks.
Social learners:
Students can work in pairs in case they are
not able to do the assignments by their own.
Fast learners play an important role in the
lesson, they can help their peers.
Teacher personal learning goals: Combine reading and writing skills. The use of the target language during the lesson is priority. As well, consider
learning preferences and use ICT tools to engage students as important aspects when designing the lesson. Motivate students to use reading
strategies.
Lesson Up: It was used to guide the teacher during the whole lesson since the book did not have clear instructions (Criterion 8- Instructions are clear).
Time Lesson Student activities Work forms Formative Materials Differentia
Phase assessment tion
Indicate what Indicate in the boxes below what the student activities Indicate Indicate the List the Instruction
the focus point are (e.g. role play), what the outcome could be (e.g. whether it is a type of material the / extension
is of the model). whole class evaluation e.g. teacher uses / choice of
lesson phase. activity/ group peer- eg handouts, texts /
Words indicated in bold are Bloom’s taxonomy verbs. work /pair work / assessment. ppt slides, different
individual work. youtube link tasks
Name the type
of work form
e.g. expert
groups.
5 Introduction – Students are welcome by standing at the door. A small Individual/ - Lesson Up Extra time
mins Welcome talk with them arise as they come in. Students can log Whole class. slides 1-7 (if needed)
themselves into the Lesson Up on their laptops as they for those
take their seats. who need
As soon the bell rings, the teacher begins the lesson. more time
The teacher asks how the students are doing. to
Learning objectives are presented and the lesson complete
design is displayed on the smart board. the activity.
32
A warm-up activity about the different animals and

nature is introduced. Students need to recall them in a
Drag and Drop activity in Lesson Up.
10 Exposure to Oral and written instructions are given simultaneously. Pair work – Peer Lesson Up Students
mins Input Students are observing and listening carefully. After Neighbor. assessment slides 8-9 who need
that, the teacher reads the text “Los Animales de Perú” about some extra
aloud, students recognise words they are already reading support for
familiar with in the material of previous lessons. Then, strategies. completing
they follow the teacher's instructions on how to use Text (In the
effective reading strategies. Consequently, pupils apply Appedix II) : interactive
them to grasp the main idea of the text. As well, Los animales exercise
learners identify vocabulary related to nature and en Peru Book could work
animals in South America. Implicit and explicit El Paso- Deel with
information are identified by the students. 2– stronger
Coursebook pupils.
Each pupil discuss with his neighbor the strategies Chapter 4 –
applied to comprehend the text. Section C
Pages 38-39
10 Processing Students complete a comprehension assignment. It is Individual/pair Self- Lesson Up If pupils
mins content expected that they do all assignments during the 10 work. assessment Slide 10 are done
minutes to check their understanding of the text. (Answer key) (Instructions early, they
Peer given) can
1) Students infer what do they think the text is assessment continue
about and illustrate where some of the animals (Working in Book El with an
can be found in the Netherlands. pairs) Paso- Deel 2 extra
2) They select the right answer in a True and – Workbook exercise.
False activity based on the text. Chapter 4.
3) Learners explain as exactly as possible what Pages 11-12
the figures given in the exercise are saying Exercise 9
about the text. (contesta y
4) Students answer six questions by paraphrasing marca)
the content of the text into their own words. (a,b,c,d)
Students can work in pairs to promote collaborative

work in the classroom.
10 Processing Students use lexical inference to determine whether Individual Self- Lesson Up If students
mins form they grasp the target vocabulary in the text by assessment Slide 11 finish early,
determining the meaning of words based on context. (answer key) they can
33
(Instructions help
1) Students recall the description of the animals given) others. The
and apply it to fill the name of the animal in a best
crossword puzzle. Book El method to
2) Learners obtain a new word between the Paso- Deel 2 learn is by
different row of the crossword puzzle. They – Workbook teaching (
identify the new formed word based on the Chapter 4. Geerts &
vocabulary learned previously and translate it Pages 12-13 Kralingen)
into Dutch language. Exercise 10
3) They match the animal´s pictures shown with (contesta y
its corresponding word in Spanish. marca)
(a,b)
15 Output Students compose between 100-150 words about their Written Peer Instructions Students
mins holidays in an email to one of their classmates by assignment – assessment are given in can check
describing what animals and what kind of nature they Individual work Teacher the Lesson the
have seen. Additionally, they use the grammar learnt in feedback Up slides 12- chapter´s
the previous lesson about the verb “Ser o Estar” to (Comments on 13 vocabulary
describe it. Padlet) in the back
Template of the
Learners evaluate their peers by using the assessment Padlet workbook
rubric and compare their results. El paso –
Peer Deel 2.
For receiving peers´ and teachers´ feedback, learners assessment Then, they
upload their email on Padlet. A template is available in rubric have
Padlet as a guide for writing their email. additional
vocabulary
to add if
necessary.
5 Evaluation In Lesson Up, students answer to an exit ticket. They Individual Individual Exit ticket – N/A
mins assess whether they meet their learning objectives. Lesson Up
Slide 14
5 Conclusion Homework is given for the upcoming class. Students Whole class N/A Lesson up N/A
mins will correct their e-mail after the teachers´ feedback. It is slides 15-16
displayed in the smartboard and it will be upload it in
Magister (Schools´ platform)
34
The teacher expresses his gratitude for students´

participation and wishes to see them again actively
engaged in the next lesson.
Appendix I: overview of (smart)board or powerpoint, nearpod, prezi, etc. slides
Lesson Up: https://www.lessonup.com/en/lesson/gE8EnQrR55Fp5xST5?utm_source=app&utm_campaign=shared-lesson-

app&utm_content=1685191475852&utm_medium=shared-link
35
Padlet: https://padlet.com/jteherangomez/mis-vacaciones-gtk7egvmlw0wsu1m
36
Appendix II:
.
Exposure to Input:
Los animales en Peru Book El Paso- Deel 2 – Coursebook
Chapter 4 – Section C
Pages 38-39
● ….
37
Processing Content:
Book El Paso- Deel 2 – Workbook
Chapter 4.
Pages 11-12
Exercise 9 (contesta y marca) (a,b,c,d)
38
Processing Form:
Chapter 4.
Pages 12-13
Exercise 10 (contesta y marca)
(a,b)
39
Output:
Padlet
Template model
Instruction to write the email
40
Rubrics for peer feedback

41
Appendix III: teacher script
Lesson Phase Student Activities

“ Buenos días chicos, me alegro de verlos de nuevo. Hoy es Martes 15 de Mayo. Ya conocemos las
Introduction reglas de la clase y miraremos los objetivos de hoy. Nuestro principal objetivo es escribir un e-mail, pero
para lograrlo vamos a revisar el vocabulario necesario y la estructura del e-mail para lograrlo. Pero
antes,¿Cómo están hoy? Pueden responderlo en el LessonUp. Vale, pues vamos a recordar un poco los
animales, primero vamos a empezar con una actividad Drag y Drop (Zet de woorden met de goede
groep)”
“Perfecto, muy bien hecho, veo que reconocéis un par de animales. Vamos a iniciar con la lectura del
libro Los animales de Perú. Tenéis 10 minutos para leerlo y trabajar individualmente o con vuestro
Input compañero de al lado. Váis a reconocer el vocabulario nuevo e intentaráis de resumir con tus propias
palabras las ideas principales del texto. No olvidéis, el vocabulario nuevo está en el cuadro de color
amarillo. Os pongo un timer en el lessonup para que controléis vuestro tiempo”
“Vale, pues ya habéis leído el texto correspondiente y creo que habéis entendido la idea general del
texto. ¿Tenéis preguntas?, si no hay preguntas, podemos continuar. Ahora váis a responder los ejercicios
Processing content del libro de ejercicios para verificar lo aprendido. Váis a responde el ejercicio 9 de las páginas 10-11.
Podréis trabajar en grupo si os apetece. Manos a la obra y ya discutiremos acerca de los ejercicios”
Processing form “ Os veo que estáis trabajando muy bien. Para continuar y verificar el vocabulario aprendido, trabajaráis
individulmente en el ejercicio 10 de las páginas 12-13. Allí recordaráis las descripciones de los animales y
completarás un crucigrama. Luego, obtendrás un animal nuevo. Si tenéis dudas, podéis alzar la mano y
vendré a vuestro lugar para proporcionarles ayuda”
Output “Estoy sorprendido por vuesto trabajo en la clase, muy bien. Ahora viene la parte divertida, váis a escribir
un e-mail acerca de vuestras vacaciones. Usarás el vocabulario aprendido. Debéis escribir un mensaje
entre 100 y 150 palabras. Os he puesto un modelo para que podáis seguir el modelo. La información está
en Español y en Holandés. Tan pronto terminéis, váis a darle a tu compañéro feedback. Usarás la rúbrica
y le darás una nota entre 1 a 5. Subirás la carta al Padlet que os doy. Mucha suerte”
Evaluation “Espero que hayas disfrutado de la actividad. Os daré feedback, así que subídla a Padlet. Pero antes,
vamos a evaluar los objetivos de nuestra clase. Os haré una pregunta y hablaremos de lo aprendido”
Conclusion “ Para finalizer nuestra clase, no olvidéis subir vuestro email. Allí os daré feedback y luego váis a corregir
el e-mail como tarea para la próxima clase. Si tenéis preguntas, me podréis escribir al e-mail. Muchas
gracias por vuestra participación. Os deseo un buen día”
42
2.3 Pentapie lesson with a focus on grammar
LESSON PLAN – English ( for Spanish Subject information: General information:

learners) Subject: Spanish Name school: Vissert´ Hooft Lyceum
Student Name: Juan Camilo Teheran Communicative Skill: reading / listening-watching Type of education: HAVO
Gomez / speaking-conversation / writing Class: 2
Content focus: Daily life – Verbs Ser and Estar Date & time: April 4 – 9.15
Student Number: 1812468 Duration of lesson: 50 minutes
Student Class: OASP-D2-INT-2
National learning goals: : Affective learning goals: Learning outcomes:

11. Students learn to become familiar with the 1.By the end of this lesson, students can The students can…
sound of English by listening a lot to spoken respectfully collaborate and compete with peers.
and sung texts. CEFR: A2
2.Learners are expected to participate fully in all
13. Students learns to use strategies to activities. -The student can understand phrases and the
acquire information from spoken and sung highest frequency vocabulary related to areas
texts, written in English. 3.When working alone, students exhibit of most immediate personal relevance (e.g.
independence, and during group activities, they very basic personal and family information,
15. The learner learns to maintain informal demonstrate openness to the opinions of their shopping, local area, employment)..
contacts in English via e-mails, letters and learning partners.
chats. - Students can describe in simple terms
aspects of his/her background, immediate
Learning preferences: Prior knowledge and skills: environment.
Different learning preferences were adapted Students already know the conjugation of the
considering that the coursebook did not offer verbs SER and ESTAR. However, they do not -Students can write short, simple notes and
it. know yet how to use them correctly. They can questions for an interview relating to matters
introduce themselves and talk about their in areas of immediate need.
Visual learners: preferences. Also, learners know how to make
Students prefer to use visual resources to aid WH questions and the structure of a simple
in their learning. Lesson Up and Padlet are interview.
implemented to add positive value. By the end of the lesson, learners can:
Next Lesson:
Slow learners: Students will apply the grammar rules learnt in a • Apply forms of the verbs SER and
Extra time is giving for those students who reading activity while using the verbs SER and ESTAR.
need more time and support to complete ESTAR. Also, they will identify the use of the verb • Formulate questions about their daily
life.
43
tasks. Instructions in Dutch language and TO-BE when talking about Holiday by watching • Differentiate the use of the verb TO BE
extra visual support related to Barcelona. the video UNIDAD 1- Vacaciones. in Spanish language.
• Design a short-written interview while
Dyslexic learners: Subtitles will be shown in using the verb TO-BE.
the video. If necessary, the video speed could
be reduced for those who cannot understand
everything.
Social learners:
Students can work in pairs in case they are
not able to do the assignments by their own.
Fast learners play an important role in the
lesson, they can help their peers.
Teacher personal learning goal: Combining grammar, writing and speaking skills, and using the target language during the lesson are the main goals. As well,
consider learning preferences and use ICT tools (Lesson Up, Flipgrid, Youtube, Wordwall) to engage students as important aspects when designing the lesson.
Lesson Up: It was used to guide the teacher during the whole lesson considering that the book did not have clear instructions (Criterion 8- Instructions are clear).
Tim Lesson Phase Student activities Work forms Formative Materials Differentiati
e assessment on
Indicate what Indicate in the boxes below what the student activities Indicate Indicate the List the Instruction /
the focus point are (e.g. role play), what the outcome could be (e.g. whether it is a type of material the extension /
is of the lesson model). whole class evaluation teacher uses choice of
phase. activity/ group e.g. peer- eg handouts, texts /
work /pair work / assessment. ppt slides, different
individual work. youtube link tasks
Name the type
of work form
e.g. expert
groups.
5 Introduction – Students are welcome by standing at the door. A small Individual/whole - Lesson Up Extra time (if
min Welcome talk with them arise as they come in. Students can log class slides 1- 8 needed) for
s themselves into the Lesson Up on their laptops as they those who
take their seats. need more
time to
44
As soon the bell rings, the teacher begins the lesson. complete
The teacher asks how the students are doing. the activity
Learning objectives as presented and the lesson design
is displayed on the smart board.
A warm-up activity about the verbs SER and ESTAR

(verb to-be). Students need to recall how to conjugate
them according to the personal pronouns in a Drag and
Drop activity in Lesson Up.
10 Exposure to Oral and written instructions are given simultaneously. Individual work. Individual Youtube video- Subtitles will
min Input – Students are observing and listening carefully to the Each student assessment (interview): be shown in
s Listening skills. teacher. watch the video with the This is the video. If
in his/her own teachers´ Barcelona necessary,
A video will be reproduced and students will laptop provided intervention. (Esta es the video
1) By scanning the questions for important words, by the school. Barcelona) speed could
students predict what will happen in the https://youtu.b be reduced
Youtube video. e/nAtNtonmL-s for those
2) When watching the video, students will use and who cannot
apply listening techniques. Lesson Up understand
3) The video's main points will be summarized by slides 9-10 everything.
the students in their own words.
4) The teacher and students will discuss the
listening techniques they have employed.
The video could be played twice, if necessary.
10 Processing Students complete a comprehension assignment. It is Pair work Peer Lesson Up Instructions
min content expected that they complete it during the 10 minutes to assessment slides 11 in Dutch
s check their understanding of the text. language
Worksheet and extra
1) Students select the right answer in a True and True and False visual
False activity based on the audiovisual material activity + Wh support
about Barcelona. They identify if the verb SER questions related to
of ESTAR are used correctly in the sentences about the Barcelona.
(grammar). video.
2) Learners answer six WH-questions about the
video and paraphrase them in their own words.
3) Students compare their answers with their
peers.
45
Students work in pairs to promote collaborative work in

the classroom.
5 Processing Students work in pairs in their workbook to verify their Pair work Peer Lesson Up Students
min form 1 understanding in the use and conjugation of the verbs assessment. Slide 12 can use
s SER and ESTAR. (Instructions their
given) textbook
1) Students recall the use of the verbs SER and Page 40,
ESTAR and apply it to fill the correct form in the Book El Paso- section D to
activity. Deel 2 – remember
2) Learners identify the proper conjugation of SER Workbook the rules of
and ESTAR according to the context of the Chapter 4. the verbs
sentence. Pages 16-17 SER and
3) They notice patterns of the verbs SER and Exercise 14 ESTAR.
ESTAR when using them in descriptions, name, (subraya y
locations and current states. completa)
(a,b,c)
Answer key
(look at the
end of the
book)
5 Processing Students participate actively in an online game in Whole class Immediate Lesson Up Pupils can
min form 2 Wordwall. They will respond an online quiz, spin the feedback Slide 13 add extra
s wheel and open the box activities to recall the from the (Instructions time during
appropriate conjugation of the verbs SER and ESTAR. online given) the
game. Wordwall
1) Learners distinguish the differences between activities.
both verbs, considering that in Dutch language Wordwall There is an
there is only one verb to the same action. activities: option
2) Students choose the conjugation of both verbs https://wordwal available for
in presente indicative. l.net/es/resour those who
ce/38862111 need it.
15 Output Students create a short interview. A model interview is Pair work Peer Lesson Up Vocabulary
min given in the Workbook. They will design a maximum of assessment slides 14-16 list are given
s 10 questions using the verbs SER and ESTAR as the and in the
ones given during the processing content, processing teachers´ Workbook.
form 1 and processing form 2 as part of the scaffolding feedback on Moreover,
process. Google extra
classroom: grammar
46
Learners will conjugate verbs correctly according to the Google https://classroo rules and
person who speaks and the context. They will Classroom. m.google.com/ learning tips
elaborate questions related to their daily life. For c/NTQ0NTE1 are provided
instance, at school or at home. MjEzOTc3 in the
coursebook.
Extra vocabulary is provided in the of workbook to
construct more elaborated sentences. IMPORTAN
T: For those
IMPORTANT: Students use the Google Classroom who still
Chat option to create a chat. Then, students interact in struggle with
real-life by answering and giving questions. Spanish,
they can use
For receiving teachers´ feedback, learners upload their the model in
interview interaction on Google Classroom with their Dutch
institutional email. before
creating
their
interview
(See
Appendix II)
2 Evaluation In Lesson Up, students answer to an exit ticket. They Individual Individual Exit ticket – N/A
min assess whether they meet their learning objectives. Lesson Up 17
s
3 Conclusion Homework is given for the upcoming class. It is Whole class N/A Lesson up N/A
min displayed in the smartboard and it will be upload it in slides 18-19
s Magister (Schools´ platform). Students will record their
conversation on Flipgrid. Homework:
Flipgrid
The teacher expresses his gratitude for students´ https://flip.com
participation and wishes to see them again actively /9b229f84
engaged in the next lesson.
Appendix I: overview of (smart)board or powerpoint, nearpod, prezi, etc. slides

47
LessonUp: https://www.lessonup.com/en/lesson/ireShusgjX9ztRreR?utm_source=app&utm_campaign=shared-lesson-
app&utm_content=1685194884420&utm_medium=shared-link
48
Youtube video (interview):

This is Barcelona (Esta es Barcelona) https://youtu.be/nAtNtonmL-s
Wordwall activities: https://wordwall.net/es/resource/38862111

49
Google classroom: https://classroom.google.com/c/NTQ0NTE1MjEzOTc3
Flipgrid (Homework): https://flip.com/9b229f84

50
Appendix II: assignments
Processing content
Worksheet True and False activity + Wh questions about the video.

51
Processing Form 1:
Chapter 4.
Pages 16-17
Exercise 14 (subraya y completa)
52
Processing Form 2:
Wordwall activities: https://wordwall.net/es/resource/38862111
53
Output:
Template model Interview (Workbook – Page 19 – Exercise 16) For those whose still struggle with Spanish, they can use the example giving in
Dutch.
● ….
54
Homework (Record their interview in Flipgrid):

55
Appendix III: teacher script
Lesson Phase Student Activities

“ Buenos días chicos, me alegro de verlos de nuevo. Hoy es Martes 23 de Mayo. Ya conocemos las
Introduction reglas de la clase y miraremos los objetivos de hoy. Nuestro principal objetivo es escribir un pequeña
entrevista, pero para lograrlo vamos a revisar el vocabulario necesario y la estructura de una entrevista
para lograrlo. Además, revisaremos el uso de los verbos SER y ESTAR. Pero antes,¿Cómo están hoy?
Pueden responderlo en el LessonUp. Vale, pues vamos a recordar un poco la conjugación de SER y
ESTAR. primero vamos a empezar con una actividad Drag y Drop (Zet de woorden met de goede groep)”.
“Perfecto, muy bien hecho, veo que reconocéis los verbos SER y ESTAR. Vamos a mirar un Youtube
video sobre Barcelona. Váis a reconocer el uso gramatical de SER y ESTAR e intentaráis de resumir con
Input tus propias palabras las ideas principales del texto. No olvidéis, intentad recordar lo más importante del
video”
“Vale, pues ya habéis visto el vídeo correspondiente y creo que habéis entendido la idea general del
vídeo. ¿Tenéis preguntas?, si no hay preguntas, podemos continuar. Ahora váis a responder las
Processing content actividades que os daré, responderáis Verdadero o Falso. De igual manera, las preguntas abiertas las
debéis responder””
Processing form “ Os veo que estáis trabajando muy bien. Para continuar y verificar la gramática aprendida, trabajaráis
individulmente en el ejercicio 14, páginas 16-17. Allí identificarás y aplicarás el uso de los verbos SER y
ESTAR. Si tenéis dudas, podéis alzar la mano y vendré a vuestro lugar para proporcionarles ayuda”.
Processing form 2 “Estoy sorprendido por vuesto trabajo en la clase, muy bien. Ahora viene la parte divertida, váis a abrir el
link de WORDWALL. Allí practicarás una vez más el uso de los verbos SER y ESTAR” Si tenéis dudas,
podéis alzar la mano y vendré a vuestro lugar para proporcionarles ayuda
Output “ Ahora llegamos a la parte productiva. Váis a escribir una pequeña entrevista junto a vuestro compañéro.
Atención: Debes realizar un máximo de 10 preguntas usando los verbos SER y ESTAR. Si necesitáis
vocabulario extra, lo encontrarás al final del libro.También hay un modelo disponible. IMPORTANTE: Váis
a usar Google Classroom Chat con tu compañero para realizar el diálogo. Al final, subirás vuestra
conversación al grupo de Google classroom para recibir feedback. Vamos a trabajar”
Evaluation “Espero que hayas disfrutado de la actividad. Os daré feedback, así que subídla a Google classroom..
Pero antes, vamos a evaluar los objetivos de nuestra clase. Os haré una pregunta y hablaremos de lo
aprendido”
Conclusion “ Para finalizer nuestra clase, no olvidéis subir vuestra entrevista. Allí os daré feedback y luego váis a
grabar la entrevista en Flipgrid como tarea para la próxima clase. Si tenéis preguntas, me podréis escribir
al e-mail. Muchas gracias por vuestra participación. Os deseo un buen día”.
.
56
CHAPTER 3 - SUMMATIVE TEST
3.1 Examen Sumativo

¡Mucha suerte!
➢ Paso Adelante 2
➢ Capítulo 4
Nombre ______________________________________________________________________
Clase __________ Fecha ___________________
Instrucciones:
• Escribe tu nombre, clase y fecha en los espacios en blanco proporcionados.
• Cada alumno 60 minutos para completar la prueba. Esta prueba consta de 4 criterios (escuchar, leer, escribir y hablar) y las destrezas de
gramática y vocabulario. Usted tiene unos 20 minutos por criterio. El temporizador en línea se mostrará en el tablero inteligente.
• La prueba oral se llevará acabo mañana durante la clase. Serán 90 minutos destinados para esta prueba.
• Las instrucciones se dan en holandés al comienzo de cada prueba. Lea las instrucciones cuidadosamente antes de comenzar el examen.
• Lea las preguntas cuidadosamente en cada sección.
• No se olvide de comprobar sus respuestas después de completar cada Criterio.
• Obtienes una calificación separada para cada Criterio. El promedio de todos los criterios(escuchar, leer, escribir y hablar) y las destrezas de
gramática y vocabulario será la nota final.
57
Instructies:
• Voer je naam, klasse en datum in de meegeleverde blanco's in.
• Elke student 60 minuten om de test te voltooien. Deze test bestaat uit 4 criteria ( luisteren, lezen, schrijven en spreken ) en grammatica en
vocabulaire vaardigheden. Je hebt ongeveer 20 minuten per criterium. De online timer wordt weergegeven op het smartboard.
• De mondelinge test wordt morgen tijdens de les gehouden (100 minuten les uur voor de toets).
• Aan het begin van elke test worden instructies in het Nederlands gegeven. Lees de instructies zorgvuldig door voordat u met de test begint.
• Lees de vragen zorgvuldig in elke sectie.
• Vergeet niet je antwoorden te controleren na het voltooien van elk criterium.
• U krijgt voor elk criterium een aparte beoordeling. Het gemiddelde van alle criteria ( luisteren, lezen, schrijven en spreken ) en grammatica
en vocabulaire vaardigheden zullen het eindcijfer zijn.
PUNTOS TOTALES: 60
Destreza Resultado Nota final Puntos Nota final Resultado

Escuchar ____/ 8 obtenidos final
School cijfer
Leer ____/ 8 57-60 10 Pass
54-56 9 Pass
Gramática ____/ 10 48-53 8 Pass
Vocabulario ____/ 14 42-47 7 Pass
36-41 6 Pass
Escribir ____/ 10 33-35 5,5 Pass
30-32 5 -
Hablar ____/ 10
25-30 4 -
Nota final 60 _____ / 60 19-24 3 -
58
EXAMEN SUMATIVO
¡Mucha suerte!
➢ Paso Adelante 2
➢ Capítulo 4
Nombre ______________________________________________________________________
Clase ________________________ Fecha ___________________________________
1 ESCUCHAR (LUISTEREN) Puntaje: ____ / 8
Instrucciones:
• El audio se reproducirá 2 veces.

• Lea las preguntas y responda correctamente marcando con una X la opción correcta.
• Escriba con un bolígrafo NEGRO o AZUL. NO se permite el uso de lápiz.
• Está PROHIBIDO hablar o emitir sonidos que interrumpan el audio.
• Cada pregunta equivale a 1 punto. En total, usted puede obtener 8 puntos.
Instructies:
• De audio wordt tweemaal afgespeeld.
• Lees de vragen en beantwoord correct door de juiste optie te markeren met een X.
• Schrijf met een ZWARTE of BLAUWE pen. Potlood is NIET toegestaan.
• Het is VERBODEN om geluiden te spreken of uit te zenden die de audio onderbreken.
• Elke vraag is gelijk aan 1 punt. In totaal krijg je 8 punten.
59
a Lee primero las siguientes frases. Escucha el diálogo entre Andrés y Maite. Marca la respuesta
correcta con una X.
Ejemplo:
0. Andrés vio en Perú...
a0 un perro sin pelo

b0 una alpaca
c0 un león
1 Andrés habla con su...

a0 hermana.
b0 novia.
c0 madre.
2 ¿Dónde está Andrés en este momento?

a0 En un café internet en Lima.
b0 En casa de su tío y tia en Cuzco.
c0 En el hotel en Lima.
3 ¿De qué NO están hablando Maite y Andrés?

a0 Acerca de la comida y bebidas peruanas.
b0 Acerca de hacer compras en Lima.
c0 Acerca de cuando Andrés volverá a casa.
b Lee primero las siguientes frases. Escucha otra vez el diálogo. Marca la respuesta correcta: verdadero o falso.
verdadero falso
1 Andrés ama especialmente las montañas en Perú 0 0

2 Andrés y su familia llegaron a Lima ayer. 0 0
3 Andrés irá de compras mañana 0 0
4 Volverá a casa el próximo domingo 0 0
5 Es la mañana en Perú. 0 0
60
2 LEER (LEZEN) Puntaje: ____ / 8
Instrucciones:
• Lea el e-mail detenidamente y subraye palabras claves para responder las preguntas.
• Lea las preguntas y responda correctamente en español o marcando con una X la opción correcta.
Instructies:
• Lees de e-mail aandachtig en markeer trefwoorden om de vragen te beantwoorden.

• Lees de vragen en beantwoord correct in het Spaans of door de juiste optie te markeren met een X.
Hola Cristina,
¿Qué tal amiga? Todavía estoy en Perú, en casa de mis tíos en Cuzco. Es una ciudad muy bonita. Ya hemos hecho muchas cosas, por eso estoy bastante cansada hoy. Hemos ido
a Lima, es la capital de Perú. Y hemos visto el Machu Picchu, es la ciudad antigua de los Incas. También hemos caminado por la selva. ¡Ha sido fenomenal! Mañana vamos al
lago Titicaca. Es el lago más grande de Latinoamérica. Me gusta mucho este país y la gente es muy simpática.
Estamos viajando mucho, por eso estoy muy cansada. Pero me da igual, porque es todo tan interesante. Perú es súper bonito, tiene de todo: playas bonitas, montañas,
altiplano, selva … y muchos animales diferentes. También he sacado unas fotos muy bonitas de los animales que viven en la selva. Tengo una foto muy bonita de mi hermano
con un mono pequeño: los dos monos juntos ☺.
Ahora duermo en casa de mis tíos. Tienen una casa muy grande en el centro de la ciudad. Mi tío se llama Juan y ya es bastante mayor. Es un hombre muy gracioso, tiene mucho
sentido del humor. Todo el tiempo hace bromas*, me río mucho con él. Mi tía se llama Isabel, es la hermana de mi madre. Ella es una mujer muy tranquila y seria, pero también
un poco aburrida ☺. Ella no se ríe nunca. Mis tíos también tienen un hijo, se llama Omar, es mi primo. Omar es muy gracioso también y muy deportivo. ¡Tiene 16 años y es muy
guapo! Seguro que te gusta, es tu tipo. ☺ El problema es que vive un poco lejos.
Bueno, voy a dormir. Casi vuelvo a casa, me quedo hasta el domingo que viene. Nos vemos el lunes en clase de ballet. ¡Te echo de menos!
Un beso muy grande,

Paula
*la broma: de grap
61
a Lee el título y el primer párrafo del email en la página siguiente. Responde a las preguntas en español o
marca la respuesta correcta.
1 ¿Dónde está Paula escribiendo esto?_________________________________________
2 ¿Cuál es la relación entre Cristina y Paula? ______________________________________
3 ¿De qué trata el primer párrafo?

a0 lo que la familia ha hecho y va a hacer
b0 sobre la familia de Paula
c0 sobre los animales en la selva
b Lee el texto otra vez y responde a las siguientes preguntas en español.
1 Nombra tres cosas que Paula hizo en Perú: __________________, ______________________, _______________________.
2 ¿Qué opina Paula de la población peruana? _________________________________________________________________
3 ¿Qué dice Paula sobre el paisaje en Perú? Nombre tres cosas: _____________________, ____________________, ______________.
4 ¿Qué escribe Paula sobre su tío? Nombra dos cosas. ___________________, _____________________.
5 ¿Hasta cuándo Paula se quedará en Perú? __________________________________________

62
3 GRAMÁTICA Puntaje: ____ / 10
Instrucciones:
• Lea el e-mail detenidamente y rellene el verbo correspondiente.

• Lea las oraciones y conjugue los verbos correctamente.
Instructies:
• Lees de e-mail zorgvuldig en vul het bijbehorende werkwoord in.

• Lees de zinnen en vervoeg de werkwoorden in het juiste manier.
a Lea el e-mail. Complete las oraciones introduciendo la forma correcta de SER o ESTAR en el presente.
Hola Marta:
¿Qué tal amiga? Mañana (1) ___________________ mi cumpleaños y por eso voy a dar una fiesta. La fiesta (2) ______________________
el sábado que viene. Mis padres no (3) ________________ en casa, ¡qué bien! Mi amigo Pedro viene también. Pedro y yo (4)
_________________ compañeros de clase.
Pedro (5) _________________ muy guapo y simpático. ¡Espero verte el sábado!
Besos, Nuria.
b En las oraciones de abajo, introduzca la forma correcta del verbo entre paréntesis en el presente.
1. Ana y yo (ser)____________________________ de España

2. Nosotros (estar)_______________________ en un restaurante.
63
3. Tú y tu amigo (ser) _________________________ profesores.

4. La ensalada (estar)____________________________ muy rica.
5. Raquel y Carmen (ser)________________ muy espontáneas.
64
4 VOCABULARIO Puntaje: ____ / 14
Instrucciones:
• Observe las columnas y clasifique las palabras según la categoría correspondiente.

• Lea las descripciones de las personas y su correcta traducción.
Instructies:
• Bekijk de kolommen en rangschik de woorden volgens de overeenkomstige categorie.

• Lees de beschrijvingen van de mensen en hun juiste vertaling.
a ¿En qué columna pertenecen las siguientes palabras? Escribe las palabras en el lugar correcto.
el oso la serpiente el desierto el tigre el lago
el conejo el gato la isla el perro
Los animales domésticos Los animales peligrosos La naturaleza

65
b. Lea las siguientes descripciones de personas. Dibuje una línea de las descripciones a la traducción correcta.
Ejemplo : 0 Esta persona hace ejercicio. deportista
1 Esta persona mide casi dos metros. inteligente
2 Esta persona no habla mucho. Y se pone roja. tímida
3 Esta persona es muy bonita. tranquila
4 Esta persona sabe mucho. guapa
5 Esta persona no habla y no hace mucho alta

66
5 ESCRITURA Puntaje: ____ / 10
Instrucciones:
• Leas las condiciones necesarias que debe tener su e-mail. Incluya TODOS los puntos.
• Escriba entre 70-100 palabras.
• No se permite el uso de diccionarios.
• No olvide la estructura general de un e-mail.
Instructies:
• Lees de noodzakelijke voorwaarden die je e-mail zou moeten hebben. Voeg ALLE punten toe.
• Schrijf tussen 70-100 woorden op.
• Woordenboeken zijn niet toegestaan.
• Vergeet de algemene structuur van een e-mail niet.
a Usted está viajando al extranjero con su familia o un(a) amigo(a). Usted escribe un e-mail a su mejor amigo en el cual usted dice
cómo está allí. Completar los siguientes puntos:
- saludos y pregunta cómo va.

- diga que está tomando muchas fotos.
- pregunte si su amigo tiene planes para este fin de semana.
- di que quieres ir a la fiesta de un amigo.
- di que vas con tu amigo.
- di que te vas a casa mañana.
- concluir con un saludo.
67
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Palabras en total: ______________

68
6 HABLAR (MONDELING - SPREKEN) Puntaje: ____ / 10
• Esta parte del examen se realizará mañana durante la clase de 100 minutos De mondelinge test wordt
morgen tijdens de les gehouden (100 minuten les uur voor de toets).
INSTRUCCIONES:
• La prueba se realizará en parejas. Usted puede escoger a la persona con la que le gustaría realizar la prueba oral.
• La prueba cuenta con 2 tareas:
Tarea 1: Descripción de una imagen. (5 puntos)
Cada alumno describirá la imagen que quiera aproximadamente 2 minutos. Hay 3 en total. El uso de los verbos SER y ESTAR es
mandatorio.
Tarea 2: Interacción con el docente – Conversación. (5 puntos)
Cada alumno debe describir al otro. Lo debe hacer durante 2 minutos basado en la gramática y vocabulario aprendido. Use los verbos SER
y ESTAR. El docente realiza preguntas adicionales.
En total cada grupo tiene 5 minutos para preparar la prueba. Usted puede tomar apuntar notas antes de la prueba, sin embargo no se
pueden leer durante la prueba oral.
IMPORTANTE: Usted no puede usar el mismo vocabulario que su compañero o repetir las mismas frases.
INSTRUCTIES:
• De test wordt in paren uitgevoerd. U kunt de persoon kiezen met wie u de mondelinge test wilt uitvoeren.
• De test heeft 2 taken:
Taak 1: Beschrijving van een afbeelding. ( 5 punten)

69
Elke student beschrijft de afbeelding die hij wil ongeveer 2 minuten. Er zijn 3 in totaal. Het gebruik van de
werkwoorden SER en ESTAR is verplicht.
Taak 2: Interactie met de leraar - Gesprek. ( 5 punten)
Elke student moet de ander beschrijven. Het gebruik van de werkwoorden SER en ESTAR is verplicht.
Allebei gaan dit 2 minuten praten op basis van de geleerde grammatica en woordenschat. De leraar stelt aanvullende vragen.
In totaal heeft elke groep 5 minuten om de test voor te bereiden. U kunt voor de test aantekeningen maken, maar deze kunnen niet worden
gelezen tijdens de mondelinge test.
BELANGRIJK: Je kan niet dezelfde woordenschat gebruiken als je klasgenoot of dezelfde zinnen herhalen.
Tarea 1: Descripción de una imagen.

Imagen 1 Imagen 2
70
Imagen 3
Tarea 2: Interacción con el docente – Conversación
Ejemplos:
• ¿Cómo se llama tu compañero?
• ¿Cuál es su color de ojos?
• ¿Es alto o bajo?
• ¿Dónde está hoy?
• ¿Cómo está hoy?
71
3.2 Answer key
EXAMEN SUMATIVO
¡Mucha suerte!
➢ Paso Adelante 2
➢ Capítulo
Nombre ______________________________________________________________________
Clase __________ Fecha ___________________ Nota ______/ ________
1 ESCUCHAR (LUISTEREN)
a Lee primero las siguientes frases. Escucha el diálogo entre Andrés y Maite. Marca la respuesta correcta con una X.
Ejemplo:
1. Andrés vio en Perú...
a0 un perro sin pelo

b0 una alpaca
c0 un león
1 Andrés habla con su...

a0 hermana.
b0 novia.
c0 madre.
2 ¿Dónde está Andrés en este momento?

a0 En un café internet en Lima.
b0 En casa de su tío y tia en Cuzco.
c0 En el hotel en Lima.
3 ¿De qué NO están hablando Maite y Andrés?

a0 Acerca de la comida y bebidas peruanas.
72
b0 Acerca de hacer compras en Lima.

c0 Acerca de cuando Andrés volverá a casa.
b Lee primero las siguientes frases. Escucha otra vez el diálogo. Marca la respuesta correcta: verdadero o falso.
verdadero falso
1 Andrés ama especialmente las montañas en Perú 0 0

2 Andrés y su familia llegaron a Lima ayer. 0 0
3 Andrés irá de compras mañana 0 0
4 Volverá a casa el próximo domingo 0 0
5 Es la mañana en Perú. 0 0
Explanation: Before starting the audio, the teacher gives the class one minute to read through all the questions. Students have an additional 30
seconds after the game is played for the first time to review the questions and sentences. Finally, the teacher gives students an additional
minute to review their responses at the end of this section of the exam. The terminology and subject matter relating to Peru are also known to
the students because they were covered in the first half of Chapter 4.
73
2 LEER (LEZEN)
Hola Cristina,
¿Qué tal amiga? Todavía estoy en Perú, en casa de mis tíos en Cuzco. Es una ciudad muy bonita. Ya hemos hecho muchas cosas, por eso estoy bastante cansada hoy. Hemos ido
a Lima, es la capital de Perú. Y hemos visto el Machu Picchu, es la ciudad antigua de los Incas. También hemos caminado por la selva. ¡Ha sido fenomenal! Mañana vamos al
lago Titicaca. Es el lago más grande de Latinoamérica. Me gusta mucho este país y la gente es muy simpática.
Estamos viajando mucho, por eso estoy muy cansada. Pero me da igual, porque es todo tan interesante. Perú es súper bonito, tiene de todo: playas bonitas, montañas,
altiplano, selva … y muchos animales diferentes. También he sacado unas fotos muy bonitas de los animales que viven en la selva. Tengo una foto muy bonita de mi hermano
con un mono pequeño: los dos monos juntos ☺.
Ahora duermo en casa de mis tíos. Tienen una casa muy grande en el centro de la ciudad. Mi tío se llama Juan y ya es bastante mayor. Es un hombre muy gracioso, tiene mucho
sentido del humor. Todo el tiempo hace bromas*, me río mucho con él. Mi tía se llama Isabel, es la hermana de mi madre. Ella es una mujer muy tranquila y seria, pero también
un poco aburrida ☺. Ella no se ríe nunca. Mis tíos también tienen un hijo, se llama Omar, es mi primo. Omar es muy gracioso también y muy deportivo. ¡Tiene 16 años y es muy
guapo! Seguro que te gusta, es tu tipo. ☺ El problema es que vive un poco lejos.
Bueno, voy a dormir. Casi vuelvo a casa, me quedo hasta el domingo que viene. Nos vemos el lunes en clase de ballet. ¡Te echo de menos!
Un beso muy grande,

Paula
*la broma: de grap
a Lee el título y el primer párrafo del email en la página siguiente. Responde a las preguntas en español o marca la respuesta
correcta.
1 ¿Dónde está Paula escribiendo esto? Paula está en Perú en casa de sus tíos en Cuzco.
2 ¿Cuál es la relación entre Cristina y Paula? Cristina y Paula son amigas / clase de ballet.
3 ¿De qué trata el primer párrafo?

a0 lo que la familia ha hecho y va a hacer
b0 sobre la familia de Paula
c0 sobre los animales en la selva
b Lee el texto otra vez y responde a las siguientes preguntas en español.

74
1 Nombra tres cosas que Paula hizo en Perú: Paula ha sacado unas fotos muy bonitas de los animales que
viven en la selva, visitar el lago Titicaca.
2 ¿Qué opina Paula de la población peruana? La gente es muy simpática.
3 ¿Qué dice Paula sobre el paisaje en Perú? Nombre tres cosas: Perú es súper bonito, playas bonitas, montañas, , selva.
4 ¿Qué escribe Paula sobre su tío? Nombra dos cosas. Se llama Juan, es un hombre muy gracioso.
5 ¿Hasta cuándo Paula se quedará en Perú? Paula se quedará en Perú hasta el domingo.
Explanation: Students should skim and scan verbs and keywords to get the right answers. They should underline words that lead them to the
correct answer, as stated in the instructions. They will succeed in the reading segment if they read the email twice and pay attention to what is
asked.
75
3 GRAMÁTICA
a Lea el email. Complete las oraciones introduciendo la forma correcta de SER o ESTAR en el presente.
Hola Marta:
¿Qué tal amiga? Mañana (1) es mi cumpleaños y por eso voy a dar una fiesta. La fiesta (2) es el sábado que viene. Mis padres no (3) están
en casa, ¡qué bien! Mi amigo Pedro viene también. Pedro y yo (4) somos compañeros de clase.
Pedro (5) es muy guapo y simpático. ¡Espero verte el sábado!
Besos, Nuria
b En las oraciones de abajo, introduzca la forma correcta del verbo entre paréntesis en el presente.
1. Ana y yo (ser) somos de España

2. Nosotros (estar) estamos en un restaurante.
3. Tú y tu amigo (ser) somos profesores.
4. La ensalada (estar) está muy rica.
5. Raquel y Carmen (ser) son muy espontáneas.
Explanation: Students should recall the use of the verbs SER and ESTAR learnt during class. They can write down in their exam a brief table with
the conjugation of the verb TO BE along with the appropriate personal pronoun. They can pass this section with ease if they know how to
conjugate both verbs and when to use them.
76
4 VOCABULARIO
a ¿En qué columna pertenecen las siguientes palabras? Escribe las palabras en el lugar correcto.
el oso la serpiente el desierto el tigre el lago
el conejo el gato la isla el perro
Los animales domésticos Los animales peligrosos La naturaleza
El gato La serpiente El desierto
El perro El tigre El lago
El conejo El oso La isla
b. Lea las siguientes descripciones de personas. Dibuje una línea de las descripciones a la traducción correcta.
Ejemplo : 0 Esta persona hace ejercicio. deportista
1 Esta persona mide casi dos metros. inteligente
2 Esta persona no habla mucho. Y se pone roja. tímida
3 Esta persona es muy bonita. tranquila
4 Esta persona sabe mucho. guapa
5 Esta persona no habla y no hace mucho alta

Explanation: Students should recall the vocabulary learnt during the lesson. They can initially recognise the words´ meaning in their own language,
and then form groups that fits into the categories. As well, an example is provided in the exercise with the aim of guiding students in their
understanding of the exercise.
77
5 ESCRITURA
a Usted está viajando al extranjero con su familia o un(a) amigo(a). Usted escribe un email a su mejor
amigo en el cual usted dice cómo está allí. Completar los siguientes puntos:
- saludos y pregunta cómo va.
- diga que está tomando muchas fotos.
- pregunte si su amigo tiene planes para este fin de semana.
- di que quieres ir a la fiesta de un amigo.
- di que vas con tu amiga.
- di que te vas a casa mañana.
- concluir con un saludo.
MODELO RESPUESTA
Hola Nives,
¿Qué tal todo?
Estoy en Eslovenia de vacaciones. Estoy tomando muchas fotos. Es un país muy bonito. Hay muchos lagos. La gente es muy simpática. Me
gusta mucho este lugar. ¿Tienes planes para este fin de semana? Hoy quiero ir a la fiesta de un amigo con mi novia para disfrutar el último
día aquí. Mañana me voy a Holanda y estoy en casa en la tarde. ¿Te veo el jueves en la universidad a las 9.00 a.m.?
¡Te echo de menos!

Un saludo,
Juan.
Palabras en total: 87
Explanation: Students can achieve the highest score if they answer all questions. An e-mail was written before during lessons, then they are familiar
with the structure of an e-mail. As well, they only need to follow the order of the requirements of the e-mail, including the word count.
78
6 HABLAR (MONDELING - SPREKEN)
• Esta parte del examen se realizará mañana durante la clase de 100 minutos De mondelinge test wordt
morgen tijdens de les gehouden (100 minuten les uur voor de toets).
INSTRUCCIONES:
• La prueba se realizará en parejas. Usted puede escoger a la persona con la que le gustaría realizar la prueba oral.
• La prueba cuenta con 2 tareas:
Tarea 1: Descripción de una imagen. (5 puntos)
Cada uno describirá la imagen aproximadamente 2 minutos. El uso de los verbos SER y ESTAR es mandatorio.
Tarea 2: Interacción con el docente – Conversación. ( 5 puntos)
Cada alumno debe describir al otro. Lo debe hacer durante 2 minutos basado en la gramática y vocabulario aprendido. Use los verbos SER
y ESTAR. El docente realiza preguntas adicionales.
En total cada grupo tiene 5 minutos para preparar la prueba. Usted puede tomar apuntar notas antes de la prueba, sin embargo no se
pueden leer durante la prueba oral.
INSTRUCTIES:
• De test wordt in paren uitgevoerd. U kunt de persoon kiezen met wie u de mondelinge test wilt uitvoeren.
• De test heeft 2 taken:
Taak 1: Beschrijving van een afbeelding. ( 5 punten)

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Elk beschrijft de afbeelding ongeveer 2 minuten. Het gebruik van de werkwoorden SER en ESTAR is
verplicht.
Taak 2: Interactie met de leraar - Gesprek. ( 5 punten)
Elke student moet de ander beschrijven. Het gebruik van de werkwoorden SER en ESTAR is verplicht.
Ze moeten dit 2 minuten doen op basis van de geleerde grammatica en woordenschat. De leraar stelt aanvullende vragen.
In totaal heeft elke groep 5 minuten om de test voor te bereiden. U kunt voor de test aantekeningen maken, maar deze kunnen niet worden
gelezen tijdens de mondelinge test.
Tarea 1: Descripción de una imagen.
Imagen 1 Imagen 2
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Imagen 3
Tarea 2: Interacción con el docente – Conversación
Ejemplos:
• ¿Cómo se llama tu compañero?
• ¿Cuál es su color de ojos?
• ¿Es alto o bajo?
• ¿Dónde está hoy?
• ¿Cómo está hoy?
Explanation: The key for succeeding in the speaking part, students need to use the verbs SER y ESTAR and ensure that they use them correctly
while interacting. Also, they should use all visual elements from the pictures to describe as much as possible. Finally, an example is provided
with the aim of guiding students on how what is expected from them during the Task 2. If they follow that model, they will get a high score.
Students are familiar with both tasks. The first one is related to the e-mail in which they described to a friend their holidays, themselves and
surrounding nature. The second task is related to the interview with a classmate. During the test, they describe each other by using the verbs
SER and ESTAR used during the interview.
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EXECUTION OF THE SUMMATIVE TEST: The test proposed for this portfolio was implemented at my school since I am teaching this group from
last year. My coordinator approved it after reviewing together.
Results: Out of 21, two students failed. The exam's average score on a scale of 0 to 10 was 7,6. As a result, the summative test indicates its
effectiveness and confirms that the learning outcomes were met.
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3.3 Rubrics for speaking and writing.
Rubric Speaking
Indicadores a 5 4 3 2 1 0 Observaciones Puntaje

evaluar Feedback total
Suficiente rango Existe un control Gama de Estructuras La gama de la

de gramática, adecuado de los gramática, lexis básicas e gramática, el
lexis y errores y dispositivos ideas léxico y los
dispositivos gramaticales. De cohesivos generales. dispositivos
cohesivos para vez en cuando, suficientes No cohesivos son
completar comete errores. para completar obstante, insuficientes
adecuadamente Algunas adecuadament errores para completar Lenguaje
Uso de la las tareas. Los construcciones e las tareas. básicos adecuadamente insuficiente
gramática errores, aunque gramaticales son Los errores siguen las preguntas. para la
pueden ser invertidas. repetidos, siendo evaluación
frecuentes incluso en presente en oral.
incluso cuando frases simples, las
se utiliza un no suelen funciones
lenguaje obstaculizar la gramaticale
sencillo, no comunicación. s en una
dificultan oración.
significativament
e la
comunicación.
Uso adecuado Su capacidad El vocabulario El Las frases
de los verbos y para expresar es utilizado es vocabulario simples
adjetivos a nivel más alta que la suficiente para es limitado. obstaculizan
superior. Las promedio por comunicar Las ideas significativament
Rango de descripciones sus compañeros. ideas. Sin se quedan e la
vocabulario son claras y Puede utilizar embargo, no es sin conectar comunicación.
puede asociarlas elementos lo debido al Uso limitado de
con imágenes. básicos para suficientement uso palabras y
describir. e convincente. inadecuado errores
de palabras frecuentes.
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Puede vincular Su capacidad Puede El nivel de La vacilación

ideas en expresiva es comunicarse producción frecuente y la
oraciones claras significativament en oraciones oral es incapacidad de
y cohesivas, e buena aunque simples a baja. vincular las Lenguaje
aunque con presenta aún pesar de la Aunque ideas de manera insuficiente
notable inseguridad y nerviosidad expresa coherente causa para la
Fluidez, nerviosismo, dudas al considerable. una que una gran tensión evaluación
coherencia, incluso en momento de La otra en el oyente. No oral
profundización.
simples expresar ideas pronunciación palabra, puede producir
senteces. La fluidamente. es inteligible, aún no es oraciones
pronunciación es Algunos sonidos aunque las entendible simples. Crea
inteligible a permaneces mal malas su discurso. tensión en el
pesar del acento pronunciados, pronunciacione Aún existe oyente.
extranjero sin embargo no s y la dificultad
evidente.Las impide que el incapacidad para
pronunciaciones oyente pueda para producir pronunciar
erróneas entender el ciertos sonidos las
ocasionales mensaje. a veces palabras.
ponen cierta pueden impedir
tensión en el la
oyente, pero rara comunicación
vez impiden la del mensaje.
comunicación.
NOTA FINAL:
84
Rubric Writing
Indicadores
para Contenido, interés y task Uso correcto de la Coherencia, cohesion y Observaciones Resultado
evaluar management lengua, ortografía y precision gramatical. Feedback total
puntuación.
Comunica casi toda la información Utiliza una amplia gama Utiliza una amplia gama de
requerida con un claro sentido de de vocabulario. El uso de estructuras gramaticales
audiencia y propósito para la lengua es generalmente con precisión.
5 adaptarse al contexto. El perfectamente usado en Organiza la información de
contentido es rico y posee extra las construcciones manera eficaz y coherente en
información. Se evidencia el gramaticales. un formato adecuado utilizando
interés por crear escritos útiles Ortográficamente el e- una amplia gama de
para su vida diaria. mail carece de errores. dispositivos cohesivos simples y
Además, los signos de algunos complejos. El e-mail es
puntuación son coherente y usa elementos que
empleados reflejan la cohesión de éste.
correctamente.
Comunica la información más Utiliza una gama Utiliza una gama de estructuras
relevante con un sentido de suficiente de gramaticales con algunos
audiencia y propósito para vocabulario. Se errores que no dificultan la
4 adaptarse al contexto. Se observa comenten mínimos comunicación
interés por escribir el e-mail errores ortográficos. La organiza la información en un
correctamente y el contenido estructura del e-mail formato apropiado utilizando
cumple con los requirimientos presenta una buena dispositivos cohesivos simples y
expuestos. ortografía y el uso de la complejos. El uso de
lengua es correcto. Se pronombres, sinónimos,
implementan marcadores temporales
construcciones verbales prevalencen.
correctas.
El contenido se ajusta a lo pedido y Utiliza un vocabulario Existe una coherencia entre una
comunica lo suficiente adecuado. Aún existen y otra línea en el e-mail. Aún
necesariamente. Task errores gramaticales hay problemas existentes en el
management se ajusta al niveo básicos. La falta de hilo conductor entre las ideas. El
3 medio. Falta mayor interés por puntuación sigue siendo uso de pronombres y
profundizar el contenido del e-mail. consistente. El e-mail marcadores textuales se
presenta un uso evidencian en el textos.
aceptable de la lengua.
85
Comunica alguna información Utiliza una gama básica Utiliza una gama básica de
relevante con cierto sentido de de vocabulario. Los estructuras gramaticales con
audiencia y propósito para errores gramaticales son algunos errores que a veces
adaptarse al contexto. El interés aún considerables. Aún dificultan la comunicación.
por crear un e-mail es mínimo. se presentan varios Organiza la información en un
2 errores en la puntuación. formato reconocible utilizando
una gama de dispositivos
cohesivos básicos. La
separación de párrafos y
conexión entre los textos sigue
siendo incorrecta.
Comunica información relevante Uso una gama limitada Uso limitado de estructuras
limitada con algún sentido de de vocabulario. Se gramaticales con muchos erroes
audiencia y propósito para presentan una gran los cuales impiden la
adaptarse al contexto. El contenido cantidad de errores comprensión de lo escrito.
1 es paupérrimo. No muestra interés ortográficos y se Presenta cierta información en
en la escritura del e-mail. evidencia la falta de un formato parcialmente
puntuación. Falta de reconocible utilizando algunos
concordancia. dispositivos cohesivos básicos.
El hilo conductor no se
evidencia correctamente.
Tarea desatendida/parcialmente Ningún léxico relevante Poca o ninguna evidencia de
intentada. No hay suficiente organizado en oraciones, conocimiento gramatical de
lenguaje para hacer una o menos de 10 palabras. estructuras simples, o menos de
0 evaluación (bajo 10words) No hay uso concreto de 10 palabras
la lengua en un texto.
Carece de palabras y no
conecta las ideas.
NOTA FINAL:
86
MFL feedback
Students giving feedback

Names: Violetta Moraru Dima
Date: 26-05-2023
87
Feedback instrument for communicative language skill(s)

Indicator: The teacher … Examples … Give a concrete description of the observed instruction and learning
activities …
… devotes attention in class to the ... conversational skills (dialogues)
development of ... speaking skills (monologues)
... both skills
1.0 … creates a learning environment in … sets up conversation/speaking tasks in small
which all students dare to take part in groups, in order to create a safe learning
conversational/speaking skills environment and give each student speaking time
activities, and are able to do so … discusses before and after the
conversation/speaking activity what the expected
behavior is (e.g. not to laugh at each other, to give
compliments, to encourage everyone to speak in the
target language)
… in a class discussion, ensure that as many students
a possible have input and emphasize fluent before
1. Conversational/Speaking skills
accurate target language use (allowing students to

make errors)
1.1 ... uses functional and/or creative … asks students to do a realistic role-play (e.g.
conversation/speaking activities that conversation in a store) or roleplay a fictional
are connected to students’ perception situation (e.g. meeting a movie star)
and/or imagination … asks students to talk about their own lives (e.g.
about current events that affect their own lives or
what they have done during the weekend)
… has students prepare and conduct an interview
(e.g. someone's profession, someone's favorite
book)
1.2 ... uses conversation/speaking tasks … asks students to use creativity to communicate,
that are in line with the CEFR level of for example by using a drama/improvisation
the target group and which provide assignment or activity, creating a vlog, (jointly)
students with an appropriate level of telling a story
free production … uses a task that contains an information/opinion
gap (i.e.. a task in which speakers each miss/have a
different part of the required information, which
creates urgency for a real conversation), e.g. ask
for/give directions
88
... initiates an activity in which students must express

their own opinion
1.3 ... explicitly connects … discusses with students how they can use what
conversation/speaking activities to a they have learned in an authentic situation (e.g.
communicative learning goal when the students are traveling in a target language
country or in an (online) conversation with other
first or second language speakers of the target
language)
… discusses the CEFR can-do statements to be
worked on in the lesson, e.g. asking questions about
a task instruction from the teacher (as an example of
participating in a simple conversation; speaking at
A1 level)
... explicitly discusses the purpose and audience of a
conversation/speaking task (socio-cultural context)
1.4 … offers students scaffolding at the ... models the linguistic implementation of the
appropriate CEFR level in order to speaking/conversation task for/with students
carry out the conversation/speaking … discusses/practices words/chunks/sentences that
task often occur in the relevant speaking/conversation
task
… gives students time and material (e.g. discussion
guide) to prepare the conversation/speaking task
1.5 ... encourages students to use ... discusses the possibility of using fillers to gain
strategies in order to perform a time to think
conversation/speaking task … encourages students to help each other along in
the target language when a conversation comes to a
halt or communication stops (e.g. adding to each
other’s speech, asking for clarification)
... encourages students to use body language, facial
expressions, gestures and/or descriptions of
concepts when vocabulary is lacking
1.6 … creates insight for himself and for … allows students to formulate assessment criteria
students into where the student for the conversation/speaking task themselves, for
stands in relation to the speaking goal example on the basis of watching/listening to
by using formative evaluation relevant audiovisual recordings and thereby
determining what they feel is good or not, and why
89
... provides feedback on communicative

achievement (i.e. does the intended message reach
the listener?)
… at the end of the conversation/speaking activity,
has students explicitly state what they have learned
and/or still want to learn
90
Indicator: The teacher... Examples… Give a concrete description of the observed instruction and learning
activities …
2.1 ... uses functional and/or creative … has students write a text type which they also Both lessons provide useful outcomes. Students can write emails and
writing activities that are connected to come into contact with in their daily life, such as a a short interview.
students’ perception and/or blog, e-mail or article for social media The lessons focuses on students´ interest. For instance, they talk
imagination ... asks students to write for a realistic and concrete about themselves, nature, animals, holidays.
audience/reader (other than the teacher) and about
a theme that matches their interest
... has students write a comic or a poem
2.2 ... uses writing tasks that are in line ... have students imagine and write down the ending Students compose an e-mail to write about their own holidays. They
with the (CEFR) level of the target of a story have the freedom to use the vocabulary learnt and extra one in the
group and which provide students an … lets students complete information themselves in, book.
appropriate level of free production for example an e-mail (not just translate and/or The email and short-written interview are in line with the CEFR level
select from given options) by giving them the necessary vocabulary and grammar rules to do it.
... has students write an essay about a topic of their
choice
2.3 ... explicitly connects writing activities ... discusses with students prior to the writing The e-mail has a clear instruction on what it is required. Students are
2. Writing skills
to a communicative learning goal activity what type of text they are going to write for able to use their creativity to express themselves.
which audience and pays attention to genre and/or The short-interview activity encourage them to use the verbs Ser and
contextual requirements (e.g. formal or informal use Estar in different scenarios.
of language, intercultural aspects)
... encourages students to work in a goal-oriented
way, for example by letting students read each
other's texts and thus imagine their audience
… discusses how the "small" writing activity that
students perform in this lesson (e.g. formulating
arguments) contributes to/works towards a "large"
writing task (e.g. writing an essay)
2.4 … offers students scaffolding at the ... activates the students' prior knowledge about the The e-mail has been scaffolded even before the lesson in one of the
appropriate CEFR level in order to content of writing topic (e.g. with the help of a mind other pentapie lesson. The students had acquired the necessary
carry out the writing task map, a (digital) quiz, enabling students to come up vocabulary and grammar level to compose it.
with questions about the topic) The short-interview has been scaffolded based on the processing form
… provides students with language resources that activity 1. As well, a model interview is offered to guide them.
they can use in the execution of the writing task (e.g.
a hand-out with chunks, (signaling) words and/or
grammatical constructions, step-by-step plan)
91
... uses modeling (e.g. of the thinking process

towards formulating a clear question) and/or
examples of the product that students should write
2.5 ... encourages students to use ... asks students to follow/make a writing plan The email and short-interview are well-described by mentioning what
strategies in order to perform a writing … teaches students how to use (digital) dictionaries, they need include. On Padlet, the e-mail template indicates the
task online translation machines, reference works, etc, number of words and parameters to complete the assignment.
effectively while writing
... makes students aware of the importance of re-
reading and editing
2.6 … creates insight for himself and for … Discusses in advance the success criteria of the Peer feedback is organized during the e-mail activity. Students are
students into where the student writing task (e.g. on the basis of a rubric or oral able to evaluate each other.
stands in relation to the writing goal by explanation of criteria with regard to An exit ticket in both lessons is giving to reflect on their writing
using formative evaluation message/content, structure and/or correctness) process.
… organizes and supervises peer feedback (i.e. let
students give feedback on each other's work on pre-
communicated aspects, such as attractiveness,
communicative success, completeness, structure,
correctness) and let students use the feedback
received
... reflects together with students on the writing
process: What went well? What could be
better/different next time?
92
Indicator: The teacher... Examples… Give a concrete description of the observed instruction and
learning activities …
3.1 ... uses authentic texts that are ... uses types of functional texts that students might The use of a text from the coursebook is maybe not authentic.
connected to students’ perception encounter in their daily life, such as signs/warnings, However, the book states that the reading text was published in
and/or imagination instructions, blogs, newspaper articles the newspapers.
… uses texts on topics that match interests and/or
students’ prior knowledge
... uses fictional and/or literary texts that are suitable for
the target group (e.g. books, poems, comic books)
3.2 … uses functional reading activities … asks students to look up relevant information in a text Reading strategies were mentioned during the vocabulary lesson.
that are focused on text (i.e., selective reading; for example, look up train times Students look up relevant information.
comprehension, in line with the CEFR and prices in preparation for an outing) The reading text for A2 could be challenging. However, there is a
level of the target group ... has students summarize information from a text in box with new vocabulary related to the text.
their own words (i.e. intensive reading)
… has students form an opinion about a certain text (e.g.
3. Reading skills
book, poem, essay) while reading, in order to argue orally

or in writing why they recommend classmates to read this
text
3.3 … explicitly connects reading activities … writes reading goals on the board and discusses these n/a
to a communicative learning goal with students (e.g. reading movie reviews to determine
which movie you want to go to or reading weather
forecasts in order to plan next day’s program)
… explains how students can apply what they learn in the
reading activity outside this specific lesson situation
… pays attention to the genre, the writer and/or the
intended audience of the text to be read, so that students
can understand the context of the reading activity
3.4 … offers students scaffolding at the ... asks guiding questions in advance that support students Scaffolding is given by reading aloud and recalling familiar
appropriate CEFR level in order to to execute the reading activity vocabulary related to the lesson.
carry out the reading task … pays attention to unfamiliar words and/or grammatical
structures that are essential for understanding the text
(e.g. discussing in class, offering handout)
... models the reading tactics that fit the reading activity in
question
93
3.5 ... encourages students to use … pays attention to strategies to understand unfamiliar Strategies were mentioned as the students read the text.
strategies in order to perform a words (eg recognizing word parts, comparison with other
reading task languages)
... asks students to predict the content of the text, e.g. by
using titles, headings, images, prior knowledge, text
context
… has students read the first and last sentence of each
paragraph to find out more about the subject and the
main idea of the text (i.e., skimming a text)
3.6 … creates insight for himself and for ... has students summarize the text (in class or in Comprehension has been checked during the processing content
students into where the student groups/pairs) to check comprehension and adjust where activity.
stands in relation to the reading goal necessary Vocabulary was acquired from the reading text.
by using formative evaluation … checks, together with students, to what extent the set
reading goals have been achieved (e.g. by
discussing/comparing the results of the reading activity
together and linking them back to the text and reading
purpose)
... asks students to reflect on their reading approach
("what steps did I take during this reading activity?") And
on what could be improved/done differently ("what
would I do next time?")
94
Indicator: The teacher... Examples… Give a concrete description of the observed instruction and
4.1 ... uses authentic listening/watching … uses current listening and watching materials from An authentic video about Barcelonas has been played about the
material that is connected to students’ target language culture(s) (e.g. dialogues, topic from the lesson. The target language is 100% in the video.
perception and/or imagination presentations, music) and uses various AV tools
(including radio, television, Youtube, etc.)
… when selecting authentic listening and watching
material, takes into account and/or pays attention in
class to aspects such as speech rate, deviation from
standard language, background noise, interruptions,
informal spoken language, non-verbal behavior,
visual support
… uses listening and watching materials around
topics/content that are recognizable, relevant
and/or interesting for students
4.2 … uses functional listening/watching … uses activities in which students must listen/watch Students respond a worksheet after the video to verify their
activities that are focused on text in order to respond (e.g. listen to news to give an understanding of the grammar rules.
comprehension, in line with the CEFR level opinion orally or in writing)
of the target group … uses activities in which students must listen/watch
in order to obtain information (e.g. make a summary
based on a presentation)
… uses a variety of engaging activities to stimulate
4. Listening/watching
and check the understanding of the

listening/watching material, e.g. summarizing the
listening text in one's own words, holding a debate
about/starting a conversation about the
listening/watching material, placing information
from the listening /watching material in the right
order
95
4.3 … explicitly connects listening/watching … explicitly states which aspect(s) of Activates students’ prior knowledge regarding the
activities to a communicative learning goal listening/watching skills are being worked on and listening/watching topic and the text type. Students become familiar
how the learning contributes to effective with the verbs SER and ESTAR and its use.
communication
… explicates which type of learning objective is being
worked on, e.g. the goal is to be able to participate
in a conversation and/or to obtain information
and/or to form an opinion
... links the goals of the listening/watching activity to
(a) CEFR can-do statement(s) (e.g. following complex
reasoning; listening at B2 level)
4.4 … offers students scaffolding at the ... helps students deal with unfamiliar words by, for During the introduction of the lesson, the verbs SER and ESTAR are
appropriate CEFR level in order to carry example, explaining a word, offering a word list reviewed. Then, students will be able to use them during the
out the listening/watching task … supports students' understanding of the concept listening activity.
by, for example, showing/listening to the material The activity is designed for the level A2.
several times and/or offering materials with subtitles
... activates students’ prior knowledge regarding the
listening/watching topic and the text type
4.5 ... encourages students to use strategies in … asks students to apply different listening/watching The grammar lesson encourages students to predict which
order to perform a listening/watching task strategies, e.g. searching or selective information can be expected when and how, while listening and
listening/watching (i.e. paying attention to watching
information in a specific part of the text, e.g.
listening to traffic information in order to find out
which traffic jams are on a certain road) and/or
listening/watching for structure (i.e. gathering
information that is spread through a text, e.g.
distilling all information about a certain topic from
an interview), linked to the listening goal
… encourages students to predict which information
can be expected when and how, while listening and
watching (i.e., prediction based on prior knowledge
about text type, speaker(s) and subject)
... encourages students to use the context in order
to facilitate listening/watching, e.g. by using
knowledge from previous tasks or situations outside
of school
96
4.6 … creates insight for himself and for .. checks comprehension by using assignments Students predict and summarize the information about Barcelona.
students into where the student stands in aimed at showing, summarizing, responding or
relation to the listening/watching goal by interpreting (linked to the listening/watching goal), Students compare their answers to check their understanding about
using formative evaluation for example by asking: What was said, what is this the Youtube video ´Esto es Barcelona´.
conversation about, what do you think of this
opinion?
… has students write down (e.g. on a post-it) what
they found difficult about the listening/watching
activity, so that the teacher can respond to these
points in a subsequent lesson
… gives students feedback during the execution of
the listening/watching activity, so that they can
adjust the way they perform their task
Indicator: The teacher ... Examples… Give a concrete description of the observed instruction and
5.1a ... uses the target language as a … uses the target language intensively for greetings,
communication tool with the students instructions ('grab your book'), spontaneous chats with
students, etc., both in class and in one-to-one
interaction
... adjusts the target language use to the CEFR level and
the students' level of understanding, so that the
5.USe of target language
students understand the content of the message (e.g.

instruction) (for example: tempo, choice of words,
segmentation, repetition, modeling)
5.1b ... uses the target language as a learning ... offers targeted support to facilitate the (language)
tool and devotes explicit attention to learning of students (e.g. with the help of gestures
language development and/or selective and conscious use of the mother
tongue)
… explicitly uses and repeats words and structures that
are consistent with the content and goals of the lesson
and thereby creates opportunities for students to
acquire the target language
… is a model for the students (models, asks to repeat
and add)
97
5.2 ... encourages students to use the target ... provides feedback on non-functional use of mother
language in communication with the tongue and does so in a way that ensures safety in the
teacher classroom
… empowers students to use target language, for
example by demanding frequent answers in the target
language, demanding complete sentences (no one-word
answers) and giving compliments (in the target
language)
5.3 ... encourages students to use the target ... uses tasks/roles that elicit target language use, e.g.
language in communication with interview tasks, appointing a student responsible for
classmates ensuring target language use within the group
... organizes some degree of dependence on the target
language among students (can only participate if the
target language is used, rather than always translating),
e.g. preparing or evaluating an assignment in the target
language in pairs/groups
6.1 … focuses students’ attention on form … explains the language forms that are needed to
aspects of language (e.g. grammar, perform a productive, meaningful task (e.g. imperative
vocabulary, pronunciation) in a planned within a writing or speaking task in which students write
way, within a meaningful, an instruction)
communicative context (planned focus … focuses students' attention on those language forms
6. Focus on form
on form) that are needed to understand a certain reading or

listening text (e.g. steps of comparison and specific
vocabulary if in the reading or listening text, countries
and/or people are compared to each other)
6.2 … focuses students’ attention on form … provides feedback on accuracy and/or pronunciation
aspects of language (eg grammar, at appropriate moments (e.g. by repeating what was
vocabulary, pronunciation) in an said in an accurate form/recast), when mistakes stand in
unplanned way, within a meaningful, the way of successful communication
communicative context (unplanned … provides an unplanned explanation of a language
focus on form) form, e.g. in response to a student's question
98
7.1 ... explicates the coherence between .... explains that different skills are needed to achieve a
different skills for achieving communicative goal
communicative learning goals ... links communicative learning objectives of receptive
skills to those of productive skills, e.g. reading a letter in
7.Level of integration
preparation of writing a letter

... explains that creating a mind map/word web is
intended as preparation for a speaking assignment
7.2 ... includes different language skills in an … has students first read a text individually, then has
integrated way in class them interact to identify the main points of the text and
then asks students to write a summary (individually or
together)
… first asks students to formulate written arguments
that they can then use in an oral activity
... asks students to conduct a conversation based on a
listening activity
Indicator: The students ... Examples…

8.1 … are involved in the lesson ... actively participate in communicative activities
8.2 … show that they are motivated .. listen to the teacher and to each other, ask the
8.Student engagement
teacher and each other questions, etc.

8.3 … are actively focused on learning .. ask for teacher support and/or help from each other if
involvement
they do not understand something or are unsure how to

express something in the target language
99
Rationale and Reflection Methodology 3 MFL
A. MATERIALS
1. Selected, adapted, newly designed additional materials
The majority of the instructional plans included gaming components such as Kahoot, Wordwall and LessonUp online games. Since
they foster students' physical, social, emotional, and cognitive growth while also being engaging and enjoyable, games are a great tool
in the classroom (Pachler, 2007, p 21). Games also stress meaning in language acquisition, aiding in better language retention on the
part of students (Tuan and Doan, 2010). Since the book lacks of online games and apps to offer a different way of learning, I decided to
add Padlet, Google classroom, and Flipgrid (homework for grammar) considering that these digital tools foster collaborative learning
and enhance creativity among the students (Pachler, 2007, p. 93). For instance, they post their e-mails in Padlet or create a short-
interview in a chat group in Google classroom.
Also, authentic material about Barcelona, a YouTube video, was implemented during the grammar lesson considering that use of real-
world examples can result in rich linguistic input (Brandl, 2008). Additionally, other YouTube videos were added in the six pentapie
lessons considering that audio visual material ought to simulate situations that pupils would encounter in the actual world (Ur, 2012).
For example, the book only offers information about Peru, but it does not illustrate other Spanish colloquial expressions and accents.
Finally, since the book does not include enough varied texts and tasks that are suited for different learning levels, I created
communicative exercises like the worksheet for the grammar lesson and the rubric for peer feedback. This choice was made
considering that by designing and intentional interactions, communicative language teaching can be accomplished (Richards, 2006)
B. LESSON DESIGNS
2. Target group
Both Westhoff (2008) and Ur (2012) assert that students comprehend MFL materials that are interesting to and appealing to the target
group far more quickly. The target group, Havo 2 students (A2 for all skills), and the text book were taken into consideration when
creating the lessons. As pupils continue learning the language in year 3, 4, and 5, the lessons are therefore designed to be particularly
motivating for them.
100
A connection between the classroom and the students' interests and needs in their daily life must be developed in order to encourage
learners to accomplish their learning objectives (Brandl, 2008). Therefore, a combination of digital tools and the textbook were used in
order to keep the class from getting bored (Bates, 2019). For example, the grammar and the vocabulary lessons start with the warmer
activity Drag and Drop in Lesson Up to activate them from the beginning.
As well, collaborative work was implemented during the reading activity (pairs) by using different strategies to answer the worksheet
given. It is meaningful when students concentrate on the process rather than the outcome, in this example, just reading the text,
because it promotes self-regulation (Schmitt & Schmitt, 2020). Also, in the grammar lesson, the interview task required speaking
production between the students in order to achieve the learning outcome. As Pachler & Redonde (2014) assert communication fills in
the gaps in students' knowledge while pair work results in equally distributed engagement, great enthusiasm, and curiosity among
learners.
Finally, the e-mail and interview activities were relevant to learners because they can use the vocabulary and grammar learnt to
stimulate their productive skills about their everyday life (Brandl, 2008, p. 16)
3. National learning goals and learning outcomes

Vocabulary lesson: Initially, students use reading strategies to infer what the text is about. Predicting and scanning are vital to determine
the gist of the text, including the new vocabulary (NL12-NL13)(Council of Europe, 2001). Also, students learn to maintain informal
contacts in Spanish via e-mail (NL 14), then in the outcome they compose an e-mail to a friend about their holidays while using the
vocabulary and grammar learnt.
Grammar lesson: Students write a short-interview. After translating, filling the gap and using the verbs SER and ESTAR in an interview
model, pupils learn to maintain informal contacts via chats (NL 15). Before writing the interview, students learn to become with the
sound of Spanish by listening to an interview about Barcelona with the aim of acquiring information (NL11-NL13) about the use of the
verb SER and ESTAR (Council of Europe, 2001)
4. Bloom’s taxonomy
Vocabulary lesson:
In the first phase of the lessons, learners demonstrate understanding of a written text by completing a reading comprehension task.
They recognise vocabulary and words they are familiar with in the material of previous lessons related to nature and animals. To check
their understanding of the text, they infer and select the right answer in a True and False activity. Additionally, they explain as exactly as
possible what the figures given in the exercise are saying about the text. To verify their interpretation, students answer six questions by
paraphrasing the content of the text into their own words. When processing form, students recall the description of the animals and its
corresponding word in Spanish by matching them. By engaging in these activities, they are able to develop their Higher Order Thinking
101
Skills (Horváthová & Nadová, 2021). Then, the output (write an email) allow students to compose their own message about their
holidays while using the vocabulary learnt during class. In order to receive feedback from their peers, learners evaluate each other by
using the assessment rubric and compare their results.
Grammar lesson: Learners demonstrate their abilities to recall how to conjugate the verbs SER and ESTAR. Furthermore, they select
the right answer in a True a True and False activity based on the audio-visual material about an interview made in Barcelona. They
identify if the verb SER of ESTAR are used correctly in the sentences (grammar). Also, in the processing form, they identify the proper
conjugation of SER and ESTAR according to the context of the sentence. After it, they notice patterns of the verbs SER and ESTAR
when using them in descriptions, name, locations and current states. All those lower order thinking skills such Remembering,
Understanding and Applying lead students to reach the Higher Order Thinking Skills (Anderson & Krathwohl, 2001). Then, in the output,
students create a short interview which is written in a chat group in Google classroom. They will elaborate questions related to their
daily life. For instance, at school or at home.
5. Digital tools
Lesson Up aided in making the lessons more dynamic, interesting and visual for learners (Geerts & Kralingen, 2018, p.102). Also,
Lesson Up was used since the book did not offer instructions. Then, teachers were able to organize their own lesson for themselves
and for the students. The YouTube video about Barcelona was implemented since the book did not offer enough interactive digital
material. These digital tools increase learning effectiveness and efficiency (Pachler, 2007). The use of interactive tools like Padlet,
Flipgrid, Wordwall, Google classroom and Kahoot improves the lesson since they provide students with a playful, encouraging approach
to study while also ensuring that they comprehend the lesson's content (Pachler, 2007, p.93). Both the teachers and the pupils benefit
from IT. Teachers acquire new digital abilities that aid them in creating effective lessons for their students by using different websites,
applications, and online platforms. While using digital resources, students can work alone or with others to accomplish their learning
objectives (Pachler, 2007, p.94)
6. Grammar
In the input and processing content phases, students were able to understand the usage of the verbs SER and ESTAR. They
recognise how to apply it and its correct pronunciation. While watching the video and completing the worksheet, students became
familiar with the verb TO-BE in Spanish. Therefore, incidental learning was implemented in the lesson as the initial step (Ur, 2012).
Furthermore, the inductive approach was evident during the TRUE and FALSE activity to identify which of the giving examples were
useful to generalize the grammatical rules (Ur, 2012). This approach emphasizes helping pupils find the rules and patterns on their own
rather than giving them a clear explanation of grammar up front (Thornbury, 2015). This student-centred approach promotes critical
thinking and active participation, which might improve the students' comprehension and recall grammatical principles (Bilash, 2009).
102
Also it improves students' capacity to utilize the language in real-world situations and helps them gain a deeper knowledge of the
language by retaining the usage of the verbs SER and ESTAR in the long-term memory (Ludescher, n.d.)
7. Vocabulary
Firstly, in order to contextualize the new vocabulary, students are exposed to the words through a text from the book course El paso
Adelante (Ur,2012). Some terms are presented in a light blue font, while others are written individually in three boxes to capture
attention before pupils are instructed in lexical inference (Schmitt, 2000): Infer word meaning from the context. For instance, after
reading the main clause "El gigante del Amazonas" and the description, students inferred that the animal is a delfín rosa (pink dolphin).
They were then able to deduce which animal is described in the book by extrapolating those terms. In the processing content students
infer what do they think the text is about and illustrate where some of the animals can be found in the Netherlands and answer six
questions by paraphrasing the content of the text into their own words. These activities were used because they enabled learners to
speak freely and creatively apply the new vocabulary to themselves, relating it to their own experiences. (Willis & Willis, 2007).
After it, in the processing form, students complete a one-to-one matching exercise because it helps them learn vocabulary (Ur, 2012).
Schmitt (2000) asserts that learning an idea, understanding what it means, and being able to apply it to your own situation require a
number of exposures. As a result, a crossword puzzle was added to offer more engagement in a funny way while using the workbook.
Finally, the students write an e-mail in which they employ the vocabulary and grammar learnt until now. This creative writing exercise is
in line with the national learning goals and aids in improving students' information retention (Ur, 2012) and productive skills (Pawliczak,
2015).
8. Feedback.
Feedback was given by Violetta Moraru Dima. In her feedback, she pointed out that my reading task (input) during the vocabulary
lesson does not meet the CEFR A2 level. However, I decided to leave it in that way, since this is a reading activity offered from the
book. When students read a text, they should be able to comprehend (Ur, 2012). Therefore, I rather prefer that students go from the
panic zone to the learning zone (Vygotsky, 1978) by using reading strategies and find the main findings of the text. Overall, the
feedback was extremely positive. The other sections were rated favourable.
C. SUMMATIVE TEST
9. Communicative test
Listening (escuchar): To make input rich (Principle 3), the conversation played between two native speakers was used in this section
since it reflect real-life circumstance and authentic language conversations (Brandl, 2008, p.13). When answering the questions and
selecting true or false, the levels of remembering, understanding and applying were applied to complete this section.
Reading (leer): Brandl (2008) asserts that an input cannot be relevant unless it is understandable (Principle 4). The reading section of
the test was made to be comprehensive and pertinent to the ideas covered in the course. The e-mail showed in this section was
103
subtracted from the official website from the bookcourse El Paso Adelante, which offer authentic material to be used for tests. The sub-
skills grammar were also here evaluated. Students should skim and scan verbs and keywords to get the right answers.
Grammar (gramática): According to Brandl (2008), instead than emphasizing grammatical correctness in single sentences, it should
concentrate on the candidates' capacity to communicate clearly and effectively. Therefore, the test evaluates the students' proficiency
with applying grammar rules in genuine and significant situations. For instance, a fill-in-the-blank exercise was designed in an e-mail,
which is part of the main national learning goals for the lesson plan. Also, learners get the chance to solidify and reinforce their
grammar knowledge through gap filling exercises (Hughes, 2013).
Vocabulary (vocabulario): Input is meaningful and elaborated (Brandl, 2008) since the students recognize the words´ meaning in
their own language, and then form groups that fit into the categories given. The vocabulary is related to their lives. An example is
provided in the exercise with the aim of guiding students in their understanding of the adjectives.
Writing (escribir): As a productive skill, learning by doing is highlighted in this section. The writing section is part of task-based
learning (Brandl, 2008) which encourage students to write an e-mail with the aim of using the language in real-world situations.
Speaking (hablar): To make input rich (principle 3), the oral test must be conducted in the target language since exposure to the
Spanish language causes learners to get more input, which improves their language abilities (Brandl, 2008, p.14). Additionally, pair
work was used during the test to promote cooperative and collaborative learning (principle 5) because it increases student output in the
target language and amplifies their speaking ability (Brandl, 2008, p.18). For example, the second task of describing your classmate
helps students to cooperate in their execution of the speaking test by using correctly the verbs SER and ESTAR.
10. Validity
A test's validity and reliability should be balanced. According to Hughes (2013), scoring can help ensure test validity. The test's
"validity" refers to its ability to accurately measure the items it is intended to measure. Therefore, this test has been elaborated to cover
all the skills from the Unit 4 from the book El Paso Adelante. Since it is based on the course syllabus and curriculum, the test’s content
is valid(Nanda, 2018). Even most of the exercises are similar to the ones used during lessons.
On the other hand, the consistency of the test results is referred to as "reliability". There are many strategies to increase the reliability
of a test (Hughes, 2013). For instance, the tests have plain and unambiguous instructions. In the test, instructions for each section were
simple and written in two languages, the target language and students´ mother tongue. Also, keywords were written in bold font. Also,
the test should include adequate variance. Therefore, depending on the exercise, the test evaluates a variety of skills. For example, the
reading section evaluates reading strategies to skim and scan a test, but also the understanding of the verbs SER and ESTAR.
Furthermore, the test should have a clear structure and simple to read (Earle, 2000). Then, the test designed for the UNIT 4 has the
same layout but asking directly what is expected. Finally, since each question could be answered independently of the one before it,
learners could answer each question without reference to the one before it.
11. Rubrics
104
Both rubrics for speaking and writing have been provided to ensure that students comprehend the criteria for succeeding these section
of the summative test. A holistic rubric was used to encourage transparency because it can be quickly filled out and gives the learner a
great overall perspective (Geerts & Kralingen, 2018). To ensure dependability, the learners will be given the rubric in advance. A mock
test will be administered before to the real examination to demonstrate some analogous tasks that can be practiced, which improves
the reliability of the summative test because students are aware of what to expect (Hughes, 1989).
The rubrics have been designed with reference to the DELE (Spanish a foreign language diploma) language acquisition guide used at
school (Instituto Cervantes, n.d.) . To guarantee reliability of scoring, the rubrics for both sections were separated into scales of 1–5
points (Hughes, 2013). Every scale is associated with a set of predetermined factors (Ulker, 2017): For the writing section: 1) Content,
task management and interest 2) Correct use of language, spelling and punctuation and 3) Coherence, cohesion and grammatical
precision. For the speaking section, these were 1) grammar 2) vocabulary and 3) Coherence, accuracy and fluency. The
aforementioned score systems are based on how well learners perform in every single component.
Internal moderation has been incorporated as a further strategy to guarantee the reliability of scoring (Crisp, 2018). This is
accomplished by assembling all of the Spanish teachers in the school to talk on how the same example tests would be marked. To
guarantee consistency in scoring, they reach an agreement and modify results for other learners.
D. REFLECTION
12. Pluricultural competence
Pluricultural competence could be tested in different ways. For example, I would implement an intercultural role play (Council of Europe,
2021) considering that such activity is a suitable technique to understand each other´s cultural background. To achieve that, students
from various backgrounds collaborate in pairs to investigate, evaluate, and reflect on what diversity means in the classroom and in
society. Another common assessment strategy involves assigning students to research and present in teams on a particular country or
culture. They can study a variety of topics through such an activity, including social norms, food, and language. By actively participating
in their communities, learners in this activity develop a feeling of global citizenship and help to create a more inclusive and peaceful
society (CEFR, 2018, p. 157). Also, two YouTube films featuring men and women from other cultures who have the same or different
rights are played to promote gender equality. After that, students work in pairs and compare them. They focus on differences and
similarities, and then a debate will be held to gauge how well they comprehend other cultural viewpoints. Such activity encourages
acceptance, lessens prejudice, and improves pupils' capacity to function in diverse contexts. (CEFR, 2018, p.159)
13. Formative testing

105
Why should formative testing be at the heart of teaching? Give examples. Refer to literature.
Pachler (2009) asserts that formative tests are essential for evaluating a student's stage of learning progress. These assessments
assist teachers in learning about learners' strengths and shortcomings and also serve to help them improve by providing feedback (
Barbosa & Beserra, 2015). Kahoot, Wordwall, Quizziz, exit tickets, think-pair-share (Geerts & Kralingen, 2018) are excellent formative
testing tools. Formative examinations, , assist students in realizing how to modify their learning strategies to meet desired learning
objectives (Bates, 2019). Then, teachers can modify their lesson plans going forward in order to improve future learning by taking into
account student success (Hughes, 2013).
In conclusion, teachers are unable to assess their pupils' proficiency and progress without testing. Additionally, learners are unaware of
how they are learning. There can therefore be no long-term growth. As a result, formative testing should be at the heart of teaching.
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METHODOLOGY 3

Student name & number

Course code: OAVT-HVAKD3-20

Course teacher: Nives Kreuh

CHAPTER 1 – COURSE BOOK ANALYSIS ........................................................................ 2

CHAPTER 1 – COURSE BOOK ANALYSIS

The name of the coursebook used at

El Paso is a Spanish language

1.2 Target group

● El Paso Adelante deel 1 (for beginners)

The Textbook Paso Adelante - deel 2

D- toets ( Formative assessment)

Additionally, a workbook is given to the students which

The book also follows the CLT (communicative

1.4 Chapter Analysis

Criterion 1 -The learning outcomes are clearly explained.

Furthermore, along the coursebook, the workbook

As final self-evaluation, ¡Ya está!, each student

Criterion 2 - The text and tasks are interesting.

The texts represent typical

Additionally, during the extra reading activity in the chapter

As well, a reading activity about the Machu

Tasks are characterised by following the

Also, speaking activities are constantly

For example, in exercise 33, page 35, it mixes three

To attract students' attention, the material should

As well, audio exercises, like the

Criterion 5 - The approach is educationally and culturally acceptable to the target

For instance, in chapter 4, source A,

El Paso Adelante employs a communicative and task-

For instance, the text in chapter 4, ‘Los

In terms of different learning levels (Bloom’s Taxonomy:

Criterion 7 - The material is attractive and includes digital tools / content.

The chapter has a pleasing appearance thanks to its effective

Interviews - Digital content El Paso Adelante – Deel 2

Short videos - Digital content El paso Adelante -Deel 2

Criterion 8 - Instructions are clear.

Criterion 10 - Digital tools / content supports the acquisition of learning outcomes.

Criterion 1 -The learning outcomes are 5

Criterion 2 - The text and tasks are 5

Criterion 3 - There are tasks that activate 5

Criterion 4 - There are visual / interactive 4

Criterion 5 - The approach is educationally 5

Criterion 6 - The texts and tasks are varied, 3

Criterion 7 - The material is attractive and 5

Criterion 8 - Instructions are clear. 3

Criterion 9 - The material encourages 4

Criterion 10 - Digital tools / content supports 5

CHAPTER 2 - CHAPTER PLANNING

2.1 A plan for six lessons

Lessons Topic CEFR indicators Textbook Workbook Additional materials

Writing skills: Google

The learner can catch the main point in affairs or

2.2 Pentapie lesson with a focus on vocabulary

LESSON PLAN – English ( for Spanish Subject information: General information:

National learning goals: Affective learning goals: Learning outcomes:

A warm-up activity about the different animals and

Students can work in pairs to promote collaborative

The teacher expresses his gratitude for students´

Appendix I: overview of (smart)board or powerpoint, nearpod, prezi, etc. slides

Lesson Up: https://www.lessonup.com/en/lesson/gE8EnQrR55Fp5xST5?utm_source=app&utm_campaign=shared-lesson-

Rubrics for peer feedback

Appendix III: teacher script

Lesson Phase Student Activities

Clase Fecha _________

Clase Fecha ___________