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I will encourage pair and group work to build knowledge collaboratively.

I will use dialogues and debates to promote social interaction.

I will provide scaffolding through teacher and peer support to facilitate learning.

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I will design activities that progress from remembering and understanding to analyzing and evaluating.

I will encourage open-ended questions that stimulate critical thinking and argumentation.

I will use practical application tasks to consolidate knowledge.

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I will provide comprehensible input through visual aids and contextual materials.

I will promote natural and meaningful exposure to the language (comprehensible input).

I will create a relaxed, low-anxiety environment to facilitate language acquisition.

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1. Remember (Recordar):
Students will list the different parts of a bicycle.

2. Understand (Entendre):
Students will explain the function of each bicycle part in simple terms.

3. Apply (Aplicar):
Students will identify the parts of a bicycle on a real or illustrated bike.

4. Analyze (Analitzar):
Students will compare the functions of different bicycle parts and explain how they work together.

5. Evaluate (Avaluar):
Students will assess which parts are most important for safety and performance.

6. Create (Crear):
Students will design a simple diagram labeling all the parts and their functions.

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Objective: To practise technical language in English to describe the equipment and safety conditions required before a mountain bike (BTT) ride.

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Objective: To practise technical language in English to describe the equipment and safety conditions required before a mountain bike (BTT) ride.

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I’m attaching a screenshot of the task creation. I can’t share the link to the task because you would need an account to access it, and I would also have to add you to my class.

https://drive.google.com/file/d/1QUoE-4RenJ0t0xZnvkMlN1uihQiZlqep/view?usp=sharing

What kind of scaffolding did you buy?

SPEAKING 3: Providing speaking frames for structured oral expression.

Why?

Because speaking in English is challenging for vocational students, and providing structured phrases helps them express their ideas confidently and logically while practising technical vocabulary.

Topic:

Pre-ride safety inspection – bike parts and mandatory equipment.

Level:

Vocational Training – Physical Education (BTT module).

Time:

45–60 minutes (including recording).

Describe how it works:

After watching a short video, students record a video within Edpuzzle explaining how to inspect a mountain bike before a route. They follow speaking frames to help organise their ideas. The video includes vocabulary such as brakes, helmet, chain, visibility, water, etc. The task is recorded, submitted, and evaluated inside Edpuzzle, with no need for external tools.

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Objective: To analyse technical route sheets and produce one with a clear and appropriate structure.

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Objective: To analyse technical route sheets and produce one with a clear and appropriate structure.

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https://drive.google.com/drive/folders/1F_pc6uRCvaA7aYPTdluMPazGO8OuKrM5?usp=sharing

What kind of scaffolding did you buy?

WRITING 2: Analysing written models to guide personal production.

Why?

Because reviewing and discussing real examples helps students understand structure, tone, and vocabulary. It prepares them to write their own texts in a more accurate and confident way.

Topic:

Designing a route sheet for a BTT excursion (distance, difficulty, time, warnings...).

Level:

Vocational Training – Physical Education (BTT module).

Time:

60–90 minutes (1–2 sessions).

Describe how it works:

First, students complete a Wordwall game matching route sheet sections and definitions. Then, they read and discuss two real MTB route sheets in English, identifying how they are structured and which technical expressions are used. Finally, students write their own route sheet for a local BTT ride and submit it via Google Docs or Moodle.

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Objective: Activate vocabulary and prior experiences related to bicycles, routes, and safety.

# data[].attributes.subject
Objective: Activate vocabulary and prior experiences related to bicycles, routes, and safety.

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https://padlet.com/rsans9/activity-1-what-do-we-already-know-about-gtsi3j3qgyy73mti

What kind of scaffolding did you buy?

LENGUAGE 18: Draw out background knowledge and anchor new learning to it.

Why?

Because activating prior knowledge helps students build connections between what they already know and the new vocabulary and content in English. It promotes meaningful learning in a CLIL context.

Topic:

Parts of the bike, safety equipment, and basic cycling knowledge.

Level:

Vocational Training – Physical Education (BTT module).

Time:

20–30 minutes.

Describe how it works:

Students access a Padlet board where they write anything they already know about bikes, mountain routes, equipment, and cycling rules. The teacher groups their ideas and introduces technical terms in English. This becomes a visual knowledge map that prepares them for upcoming lessons and vocabulary work.