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It brings up a problem that enhances critical thinking through opened questions. It also gives solutions to a real problem, fostering reflection, creating a product that will be shown to an audience and allowing students deciding.

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It begins with a contextualisation and a challenge, through which the learning objectives are introduced, as well as the competences and their assessment criteria. The unit also offers different types of assessment: given between peers, by the teacher, or by themselves; therefore, the progress can be noticed more accurately. Regarding the activities, students, after presenting both the topic and the learning situation, carry out three stages: the pre-task, the main task, and the post-task or final product. Each phase includes a wide variety of tasks and exercises which foster cooperative work that are explained, exemplified and adapted to each learner; for instance, the unit covers universal supports.

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The unit does not completely represent the new methodology that is based on the acquisition of competences. The format of the unit is shown through worksheets in which the instructions are presented initially, and followed by the learning situation and the challenge. Nevertheless, regarding the aims that are requested, they are missed; whereas the competencies are not fully developed, as only the general ones, with their respective assessment criteria, are included. Although some aspects are not considered, the activity is overall well designed, as it comprises a pre-task, the central one and the final product to put the contents into practice; furthermore, they are accompanied by examples and visual support.

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I would say that is well-planned but not realistic. As it is much more focused on worksheets and some fillin gaps activities which seems interesting but not task-based. The goal and the objectives are quite clear since the beginning but there are too many things to do and not clearly defined the assessment and the purpose of the class. 

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I would say that is well-planned but not realistic. As it is much more focused on worksheets and some fillin gaps activities which seems interesting but not task-based. The goal and the objectives are quite clear since the beginning but there are too many things to do and not clearly defined the assessment and the purpose of the class. 

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Definetely this lesson is quite well designed, engaging and appealing both for the students and the teacher. It is worth planning so much in detail, step by step going from the general ideas (vocabulary, pictures) to realia (physical and vivid paintings). I think that the objectives are quite clear and the teacher is following the steps to make students think, be aware of the activity, find informationt, gather it together. Then, after all that input they can output the production and improve it (there is formative assessment)

# data[].attributes.subject
Definetely this lesson is quite well designed, engaging and appealing both for the students and the teacher. It is worth planning so much in detail, step by step going from the general ideas (vocabulary, pictures) to realia (physical and vivid paintings). I think that the objectives are quite clear and the teacher is following the steps to make students think, be aware of the activity, find informationt, gather it together. Then, after all that input they can output the production and improve it (there is formative assessment)

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This competency-based learning unit aims to help students create a challenge related to a real-life situation. The final product is included in the summative assessment but also in the formative assessment (through peer assessment) for both the script and the recording. Everything is detailed according to the curriculum and the content and procedure for each lesson are appropriately planned. Each activity follows a logical development and students are learning about different aspects. Each activity helps them create the final task. The creation process of this ELF unit is followed considering: topic, challenge, objectives & competencies, evaluation, activities. Different types of activities are included (from pre-task to post task). The unit is motivating and engaging for the students and it has a clear purpose.

# data[].attributes.subject
This competency-based learning unit aims to help students create a challenge related to a real-life situation. The final product is included in the summative assessment but also in the formative assessment (through peer assessment) for both the script and the recording. Everything is detailed according to the curriculum and the content and procedure for each lesson are appropriately planned. Each activity follows a logical development and students are learning about different aspects. Each activity helps them create the final task. The creation process of this ELF unit is followed considering: topic, challenge, objectives & competencies, evaluation, activities. Different types of activities are included (from pre-task to post task). The unit is motivating and engaging for the students and it has a clear purpose.

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Although the unit is clearly based on a real-life problem and both the goal and the final product are well reasoned, there's less information available (there's no unit syllabus, we only have access to the students' worksheet dossier) and therefore, we only have the description of each activity, and everything students need to know or do so that they can accomplish the challenge. Designing a digital poster means that students will create something useful for other people (real audience, different, close to the students, reflection activities, realistic purpose...) and they'll be able to give advice on saving water, nowadays, a really important issue. There are different (and varied) activities that help raise awareness and gain knowledge about water shortage. Linking that to other environmental problems could be useful too. The fact that an award could be given to the poster that conveys the message more effectively would be motivating for students. All activities must be done but maybe the dictionary on environmental words could have a specific activity to make them think that this vocabulary is useful. Overall, this EFL unit could be effective but the structure is quite different from the "reali-art" unit.

# data[].attributes.subject
Although the unit is clearly based on a real-life problem and both the goal and the final product are well reasoned, there's less information available (there's no unit syllabus, we only have access to the students' worksheet dossier) and therefore, we only have the description of each activity, and everything students need to know or do so that they can accomplish the challenge. Designing a digital poster means that students will create something useful for other people (real audience, different, close to the students, reflection activities, realistic purpose...) and they'll be able to give advice on saving water, nowadays, a really important issue. There are different (and varied) activities that help raise awareness and gain knowledge about water shortage. Linking that to other environmental problems could be useful too. The fact that an award could be given to the poster that conveys the message more effectively would be motivating for students. All activities must be done but maybe the dictionary on environmental words could have a specific activity to make them think that this vocabulary is useful. Overall, this EFL unit could be effective but the structure is quite different from the "reali-art" unit.

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Even though it has a clear objective and it is related to a real life issue, I believe it is too determined and based on traditional activities as filling the gaps, multiple choice... in other words it is not competency or task based.
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This task-based learning unit has many ingredients that make it an effective EFL unit. The competence that is being trained and assessed is evident and all the activities that lead up to the final task are really well organized in a way that students gain autonomy and knowledge to work on the topic on their own. I really liked how the topic was well-contextualized. The final task requires students to be creative and appreciate each other's digital creations. (Emma)

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As my classmates have stated, this unit may have too many exercises based on traditional dynamics, but I believe that since water saving is a very specific environmental issue, students need to become acquainted with the terminology and also the facts. As it is written at the beginning of the worksheet, the unit wants to develop the mathematical competence of students too, so it makes sense that they are asked to work on data regarding water consumption. Even if the topic could be perceived as less engaging than the Art one, students are asked to use their creativity to create a poster and to give advice to other people, so I would say that it is an effective learning unit. (Emma)

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To start with, I think 3 competences are too many to work in a unit, they should be 2 maximum. Nevertheless, it is contextualised and it is a real life problem that affects everyone, but I miss a first warm-up activity checking what the students already know about the problem, that could have been a sort of brainstorming activity, for example. There is a final product that is going to be presented to a real audience (teachers, students and parents) and a final award to the best poster that will motivate the students. But in general, I didn’t find it quite engaging, the activities are all designed in a traditional way (filling gaps…) and it could have used more resources on the internet to make it more attractive.

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This unit has a contextualisation, presents a challenge and, since the beginning, it is really engaging. It begins with a pre-task that will raise their curiosity on the topic, a variety of activities using different resources that help students get prepared for the final task. Different types of assessment are included along the unit and there is a final product. All the phases are well explained and students will be scaffolded in every stage. Also, there is an Annex to every session that allows students to enhance their knowledge or to go further if they want to.

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It is a meaningful unit. It follows UDL by having the students do different types of activities and exercises to learn the concept. It works on the different language skills. The final task adapts to the student as they can choose how to do it so long as it follows the criteria, which is clear and given to the students beforehand. Letting the students hand in a draft is also effective. -alex