SECOND TERM PROYECT

Subject: Literacies and ELT

Professor: Yamith Jose Fandio Parra
Students: Leidy Alexandra Munevar Rojas (26131210)
Carlos Eduardo Avendao Garnica (26131265)SECOND TERM PROYECT
COURSE INFORMATION
N Students: 42 (22 girls and 12 boys)
Sessions: 5 classes of 2 hours (Monday, Wednesday and Friday)
English Level: A2
DIDACTIC UNIT
The aim of this didactic unit is give the opportunity to
teachers and students to work with the media
literacies. The idea of integrate the students
interests with teachers knowledge and the most
important with the new literacies is give the
opportunities to students to produce meaning based
on the way they are receiving it. Thats why in this
unit you will find a series of activities which were
made not only to develop a communicative
competence in English but develop a communicative
skill in general.

OBJECTIVES
Language objective:
Use of: Will and going to express future, might to express
probability
Communication objective:
Talk about plans and possible events in my life.
Learning Objective:
Students are going to manage time properly.

ASSESSMENT

ANTICIPATED PROBLEMS

Use of the English structures: Students have to show

that they have been improving their English level
during the development of the different activities
that are going to be develop in class. To do so,
Students have to do the exercises that teacher set like
(interviews, videos, expositions).

Discipline: One of the most important aspects to take into

account in this course is the behaviour of some students
towards the teacher and the activities he has planned for the
class because students can turn out the activity in a moment
for joke around instead of an opportunity to learn.

Use of Learning strategies: At the same time teacher

is going to assess the students performance during
the process of the project she/he is going to help
them to improve their level of English. So Teacher has
to identify what are the weakness of their students
and they have to show that they have used and
strategy proposed by the teacher or find by them

Cooperation: Most of the students in this period of their lives

tend to be rebel and they dont care about the class, the
content, the activities the teacher has prepared. Most of them
are interested in activities that required other kind of spaces
different from the classroom.

Responsibility: This aspect is essential for the good

development of the class so the teacher has to be conscious of
The Low capacity of responsibility of students when they have
Improving pronunciation: At the same time Ss are been organized to make a team project.
going to be evaluated in terms of production and
pronunciation so they have to identify what are their Resources: Teacher have to be aware of what each student is
weaknesses in term of use of grammar and able to bring at class and at the same time the kind of resources
pronunciation.
the school offer him/her. Teacher have to adapt his/her
activities to the context she/he is, for that he need to replant
Team group: As this project is going to be develop in hi/her activities.
group students have to construct a chronogram
where they have to show what are the steps to follow Time: It is necessary to organize class time in the best possible
to do their project and the
way in order to succeed in the objectives that are set before
the start the class.

LESSON OBJECTIVE

CLASS #1
Introduction class
Communicative objective
Talk about me
Language objective
Use of want to express wishes
Learning objectives
Students are going to learn
how to manage images and
posters

LESSON OBJECTIVE
CLASS #2
Communicative objective
Talk about life plans
Language objective
Use of W questions with
going to
Learning objectives
Students are going to learn
how to analyse the posters

STAGES AND MAIN PROCEDURES

INTRODUCCION (15 minutes)
Teacher is going to present her/himself
showing a poster to their students. This poster
has to simulate teachers life if it was a movie.
TASK (1 hour)
Students are going to receive from the
teacher some materials (those which are in
the right column) to do a mini poster where
they show what they want to do in the life and
the things they like (This movie poster has to
be like the teachers)
OUTCOME (45 minutes)
Students have to do an exposition of their
poster each student have one minute to
expose It.
*Once class have finished Teacher has to take
the mini posters to organize the students in
groups depending on their likes

RESOURCES

STAGES AND MAIN PROCEDURES

INTROUDUCCION (15 minutes)
Teacher is going to introduce the topic of the
class asking the students questions related
with the poster she/he showed last class, using
the grammar for class 2.
TASK (45 minutes)
Teacher is going to organize the classroom
depending on their likes, students showed last
class. After that, teacher is going to give each
group a mini poster of another group. Each
group have to do questions related with the
poster they received. Once they have done the
questions they have to get together with the
posters owners to do the questions, in front
of the classroom as it was a press conference
OUTCOME (15 minutes)
Students have to select what was the best
press conference based on the way their
classmates act as a journalist.

Magazines
Markers
Glue
Paper
Colors

RESOURCES

Notebook
Poster
Pencil
Paper
Markers
One Tape recorder
The mini poster made the class #1

LESSON OBJECTIVE

CLASS #3
Communicative objective
Talking about decisions
Language objective
Using will to express future
Learning objectives
Students are going to be able
to write and speak in a formal
way

LESSON OBJECTIVE
CLASS #4
Communicative objective
Talking about plans and
probabilities
Language objective
The use of going to and will to
express plans and decisions
Learning objectives
Students are going to learn
how to write an essay

STAGES AND MAIN PROCEDURES

INTRODUCCION (15 minutes)
Teacher is going to show students for second
time the movie poster she/he showed the first
class. This time she/he also will show some
fake news about his/her movie poster.
TASK (1 hour)
Based on the mini poster, Students have made
in pass class and the press conference they
did, they have to do a draft of one paper
magazine where they show news about the
famous people they interviewed
OUTCOME (45 minutes)
Each group of students is going to take a
different draft and they are going to check for
mistakes and write some advises to be
improved by the drafts owners
*at this point as students have made and
speaking and a writing activity, teacher has to
give them a feedback to improve
pronunciation a grammar the next class.
*Teacher is going to do the class in the
computer lab

RESOURCES

STAGES AND MAIN PROCEDURES

INTRODUCCION (30minutes)
Teacher is going to clarify how to improve the
most common mistakes about speaking and
writing that students have made a long the
process of the project for being implement by
the students. After that, teacher is going to
say students that they have to present a
master plan of a web site, where they have to
present their magazine.
TASK (1:15 hour)
Students have to improve their one paper
magazine which is about the interview of their
classmates movies life.
OUTCOME (30 minutes)
Students have to show that they have a plan
to improve their mistakes using the strategies
given by the teacher or found by themselves.
At the same they have to hand in master plan
where they show their organization for doing
the web site to present the first edition of
their magazine

Markers
Pencil
Pen
Paper
Colors

RESOURCES

The Magazines made by students

Markers
Paper
Pencil
Pen

LESSON OBJECTIVE

CLASS #5
Communicative objective
Talking about my classmates
plans
Language objective
The use of will and going to, to
express future
Learning objectives
Students are going to be able
to

STAGES AND MAIN PROCEDURES

RESOURCES

INTRODUCCION (15 minutes)

Students are going to go to the system room
where they are going to see the WEB SITE of
each group

TASK (1 hour)

Students have to assess their classmates with

a rubric. In this rubric, they have to focus on
grammar, the images (if they are related with
the topic), the colour (if it is express what they
magazine is about).at the end of the rubric
students have to grade the web site
depending on how assertive it was using
colours, images and content
OUTCOME (45 minutes)
Each group of Students are going to take the
rubric of their own web site and they are going
to see their grades. At the end, teacher is
going to present the group which web site was
graded as the most assertive.

Computers
Rubrics

PEDAGOGICAL AND THEORETICAL RATIONALE

MAKING AUDIO AN ORAL MEANING

Making audio an oral meaning is an ability in which students need to be training. In that order, that is one of the reasons
students have to do an activity who let us experiment and practice a little bit the way of making and audio meaning are
made, Because There are number of crossover spaces; times when speech acts more like writing and times when writing
acts more like speech. Take the case of writing-like-speech. (M. Kalantzis, B. Cope 2012)
MAKING VISUAL MEANINGS
When we are talking about visual meanings, the most important thing is express the message we want with images that
need to be significant to others in the same way they are significant for us. In that sense, one of the most important
points to be developed in an English class by the teacher is; the communication competence, that most of the case are
not develop properly because teacher focus on grammar and vocabulary. Thats why we have to change the way we build
meanings, because with the rise of new media including photography, lithographic printing, radio and television [...] each
of these media offered an alternative or supplement to writing as a way of recording meanings and communicating
meanings across distances. (ibid)
MULTIMODAL DESIGNS MEANINGS
Nowadays that we are talking about multimodal designings meanings which is the use of different element into a
structure to express a meaning in a more accretive way, we want in this didactic unit create an opportunity where
students can develop these abilities in order to engaged the basic content they kind find in an English class with the
elements they find relevant in the media world which are the thing they tend to be more interested in Situated practice
refers to the need to approach whatever meaning-making resource from the starting point of the personal experiences
of students so that they can locate themselves in relation to the study to be done, especially for the fact that meanings
belong to culture, rather than to specific semiotic modes (Kress and van Leeuwen, 2006, p.2).

Mary Kalantzis and Bill Cope. (2012). Chapter 11 Making audio and oral meanings. En Literacies (15-16). New York:
CAMBRIDGE UNIVERSITY PRESS.
Mary Kalantzis and Bill Cope. (2012). Making visual meanings. En Literacies (3). New York: Cambridge University Press
KRESS, G., van LEEUWEN, T. Reading images: the grammar of visual design. (2ed.).
London/NY: Routledge, 2006.