This video was used to make students aware of not only, the genre they will have to create, but also the effects that the lack of formal speech features (covered in this class) have on the information and the speaker´s performance, making it very engaging and fun.

This was shown on the board for everyone to see.

These materials were designed by the authors to engage and foster the understanding of the contents as well as to facilitate the teachers´work

This was shown to each student on their personal computer for them to watch the video individually.

The second part of the worksheet contains sentences for the second activity of the station ( for further explanation, go to lesson plan).

This as given in a paper form for students to write on it and take notes. it is also less tedious to read and more firndly than placijg it on a PPT slide

It explains the steps necessary in the construction of the speech as well as instructions for the practice section.

This was shown in one computer for all the students in the section , since it needed of constant discussion, inquiring and collaboration to carry out the presentation of the contents

This was handed to each students in paper form so as to provide a tangible source fro m where to identify from. Moreover it aids in the comprehension of the speech and facilitates the analysis.

This gave the students the opportunity to reflect on what they had learned so far , what are their strong and weak points and how prepared they felt for the final task.

This serves as a homework, since what they mark as "very negatively" is what needs to be reinforced at home, so as to create a complete and quality speech.

The meta cognitive chart includes an self-assesment on general knoeledge, specific knoeledge and personal knoeldge

This activity suited perfectly the class since it aids students to improve their performance on the final task

This material provides a complete, yet concise review of signposting devices used the speakers when delivering a speech. It is comprised of examples and useful tips to put into practice.

This PPT, combined with the video shown ( go to sources) made students aware of the importance of siungposting

On the other hand , it contains a large number of nominalized words, parallel structures and signposting, thus providing contextualized examples of the topics studied in each section.

The video was not shown in it its full length, but each section showed a portion of the video which best suited the learning objective.

The video was both a topic input, a language input and a grammatical input .

This was not shown to the students, since it´s not engaging and contains too much information to be processed. The content was selected by the author to fit the learninf objectives.

This was not shown to the students, since it does not provide an engaging, contextualized and inductive way to approach Nominalization, it was only used as research.

This was not shown to the students since it provides de-contextualized examples of parallelism, it was only used as research.

This was not shown to the students since it does nor provide contextualized examples, it was used as research by the authors.

They are grammar and language input which helped with the design and procedure of the class.

This piece of work was created during the month of December of the year 2015 and will become public from the 17th of the same month.

The information provided in this piece of work must be used for professional purposes only.

December 17th, 2015.