It’s an English class of a non bilingual school. There are 24 students in 6th grade of Primary Education. In this case, according to the CEFR the average level is a B1. 

The main objective is to put in practice the four skills integrated in one activity. 

Once the teacher has worked with the students the main characteristics of the animal classification, he/she shows the group a video made with false information about animal classification.
Students will have to work in groups of three listening to the mistakes named in the video. Then, each group have to write in a post-it a comment explaining why it’s wrong and stick it on the blackboard. Finally, all of them will have to read the comments of their classmates and  discuss speaking which comment deserves a “like” for being true and accurate. 

It’s an English class of a non bilingual school. There are 24 students in 6th grade of Primary Education. In this case, according to the CEFR the average level is a B1. 

The main objective of the activity is to improve student’s listening skills. 

First of all, the session starts with a pre-listening activity. Students use flash cards of vocabulary with key words that appear in the song “I want to break free” of Queen. 

Then, while listening students have to listen and complete the words in the app LingoClip. 

Post listening students have to check how did that do in the activity and discuss if they sum up accurately the song meaning. 

The task demands on students the cognitive strategies of USING AND RETRIEVAL PROCESS, since learner will access memory to produce an output. 
The activity will end with a class-group discussion: What other words could sum up the meaning of the song? 

It’s an English class of a non bilingual school. There are 24 students in 5th grade of Primary Education. In this case, according to the CEFR the average level is a A2.  

The main aim is to speak about routines and improvise speaking. 
Moreover, students will talk about the different parts of the day and hours.

The activity puts in practice talk as a transaction, since there is exchange of information and performance (when speaking in public). It focuses on what is said or done, descriptions, asking questions and clarifying understanding. 

The activity is based on TBL method. The context will be that every student in the class-group will live in the same village, each of them will have a different job.

Pre-task: flash cards with a job and some keywords related to the profession.
Task: Individually, every student should create a timetable of his or her daily routine as a worker. Next, they will share their work with their classmates, who is going to provide them feedback. 

It’s an English class of a non bilingual school. There are 24 students in 3rd grade of Primary Education. In this case, according to the CEFR the average level is an A1. 

In this case, it is a student-centered task. Students have to use context to work out the meaning. 

In this case the teacher asks how the students feel today. The teacher has to guide the answers to adjectives, such as: sad, happy, bored… the answers said in L1 will be translated and written in English on the blackboard. 

Then, they will induct the meaning of each emotion from pictures shown and try to guess what it is. It will be reviewed meaningfully in further activities. 

Next, students will read a short personal story to exemplify the meaning of each feeling. 

With pictures they will have to match them with some descriptions of a concrete situation. 

One of the last activities is mimics. The class has to guess which emotion is being represented by their classmates. 

All the new words learnt will be written in their notebooks and for the following days the teacher will ask how they are feeling and they should note down in their notebook. 

The activity is planned for a non bilingual school in the English subject. In this case, there are 24 students in the 3rd grade of primary education. According to the CEFR level, the average class level is A1. 

It is important to remark that most of them have the same level, but this activity is appropriate for the ones that have a higher or a lower level than the rest because they can help each other and provide feedback among them. 

Class organisation: The class will be organized in groups of four. All the groups will have the same nursery rhyme and work cooperating with each other to complete the task. At the end of the class, the groups will share the answers out loud and compare with each other to create an accurate and complete response.

Activity: The task is focused around a nursery rhyme appropriate for students. To start, students will do a brainstorm using L1. The teacher asks who “El hombre del saco” is for them, in Spain. Then, students will be asked if they think he could exist in other places, such as London (in order to introduce “Willie Winkie”). 

Students now work in small groups, each of them have the nursery printed. Then, they have to:

Finally, learners will read out different paragraphs and then, they will have to answer questions about it. 
As an activity for those students stronger on the language that finishes the activity earlier than expected, they will have a riddle proposed to them where they will have to analyze it and solve it the same way they’ve done the nursery rhyme. 

- Whole language approach to achieve the whole meaning of the nursery rhyme. 

- Learn and teach about phonetics because of the reading out loud activity. 

- Skimming the text and underline the words that they can’t understand. 

- Word wall related to the vocabulary in the texts related with the nursery rhyme. This list of words can be printed on the wall so that students have it at first sight and close by. 

- To solve the riddle and understand the nursery rhyme, it's important to use the context to find the meaning for example to relate to the “Hombre del saco“.  

It’s an English class of a non bilingual school. There are 24 students in 4th grade of Primary Education. In this case, according to the CEFR the average level is an A1. 

To write an informal letter students go from controlled activity to free activity so at the end they are able to write a letter on their own. 

CONTROLLED ACTIVITY. MATCHING 

First, we explain the structure of letters by projecting a letter with the different parts. Then we will write on the board the different parts of the letter and they will have to match them with a letter already written. This way they will associate each part and get a clear structure of how to write a letter. 

GUIDED WRITING ACTIVITY. FILL-IN EXERCISE

After doing the first part of the activity, children would have to fill the gaps of a letter in order to understand the structure and to know what steps they have to follow when writing a letter.

FREE WRITING ACTIVITY. CREATE A LETTER 

To conclude, students will written individually a personal letter that the teacher and the group will give feedback to. 

It’s an English class of a non bilingual school. There are 24 students in 6th grade of Primary Education. In this case, according to the CEFR the average level is a B1. 

The grammar content is developed through inductive approach to make rules more meaningful and memorable. Also, students must develop autonomy as well as learn to work in collaborative situations. 

To work on the acquisitions of the 1st conditional students will read a brief text that focuses on this grammar aspect. The language teacher explains the rules of the conditional sentences, its appropriate use, meaning and pronunciation. Then, learners need to identify the conditional sentences by underlining them in pairs, they will compare their results with another pair. 

Once this previous activity has been checked, in group of four students they will play a short game: 

They will win 1 point if they make a grammatically correct sentence and 2 extra points if it is exactly what the partner was referring to. Students with lower marks will be helped by the ones with higher ones to correct their mistakes and solve their doubts. 

Scrolling right-left in the Padlet you find: 

Scrolling up-down in each column you find: 

Every task is sorted following the same scheme to not miss any relevant point: Context & student’s profile;  Objectives; Method & methodology; Activity plan; Resources. Most of them refers to the COUNCIL OF EUROPE (2002). Common European Framework of Reference for Languages: Learning, Teaching, Assessment as CEFR to level the students’ skills in English. 

The activity created is planned for a non–bilingual school. This lesson is orientated to work vocabulary related with Christmas on the English subject. The activity is prepared for 24 students of 3rd grade, according to CEFR they have A1 level. 

The activity proposed goes from easy pronunciation words to more complex ones. Students have to listen and repeat the words to practice pronunciation and learn new vocabulary. Articular methods for description and visualization of the point/place of articulation. 

The topic is related to Christmas, so it is focused on pronunciation and also learn new vocabulary.

*Words about christmas for listen and repeat: Christmas, Santa, Winter, Tree, Presents, snowman, gingerbread man, Rudolph, ornament, lights, advent calendar, wreath, reindeer, sleigh, letter (Words from the crossword). 

The activity created is planned for a bilingual school, in this case, for the music subject. The class this activity is prepared for is 4th grade, with ages between 9 and 10 years old. According to CEFR levels, the students have an A2 level. 

Th activity is based on cooperative-collaborative learning environments. More specifically it is the case of a jigsaw activity, in which there are 5 groups of 4 members representing different countries. 

The content is about Traditional Music and, more specifically, the main music characteristics of European Countries (Spain, Italy, Portugal and Germany). The type of music will be a variation of classical music and the music they listen to on the radio so that they can associate both and learn content to use outside the classroom. 

The project is based on a question: Which are the main characteristics of European Traditional Music? 

Students evaluation will be carried out by the teacher’s observation during the activity development. Also the final product will be evaluated with a rubric elaborated by the students own opinion on what they should know about traditional music. 

We consider that it isn’t a motivational activity because it involves translation, so that they don’t understand the word, they just say it in Spanish. Writing a meaningful sentence is useful but we think this activity makes students passive learners and they don’t learn, they just translate words without understanding. 

Our proposal is appropriate for 4th level of Primary Education as it involves not only manual work of cutting and sticking, but also the need of vocabulary to describe the words. 

Students should work in pairs, one of them will have a card with an English word on one side and the L1 meaning on the other side. The student with the card has to describe the word to the other student using as a support the L1 meaning. The other student, using the description given, has to draw on a piece of paper what he thinks the word is. 

At the end of the activity, pairs will match the cards and the picture by sticking them, so at the end, the whole class will have cards which show an English word on one side and the picture of it on the other side. 

Definition rather than translation, the first one involve more cognitive skills

Connecting words with pictures helps comprehension 

The activity created is planned for English subject in a non-bilingual school. The class this activity is prepared for is 4th grade, with ages between 9 and 10 years old. According to CEFR levels, students have an A2 level. 

This session revolves around getting to know the rest of their classmates’s favourite place. It can be a village, country or city, so that all of them can participate despite where they have been. 

It can be considered an interdisciplinar activity because of the relationship with the subject of Geography. 

Fist, students start with a brainstorm about what are the most important characteristics to get to know a place (traditions, food, people, monuments…). 

They, fill the worksheet with a place they choose and look for information if necessary and show it to the rest of the class. Then it will be shown in a mural. 

Finally, the whole class will play the game ‘Heads up’. One volunteer will go to the front hearing anything, the teacher and students will choose a place. Then the volunteer will guess the place by asking yes/no questions and using the vocabulary learned. 

A rubric will be used to measure their involvement, acquired knowledge and participation. Also, the writing part will be evaluated and the mistakes made by the student’s. All these errors will be registered and classified on a table depending on the error’s type in order to avoid fossilization. 

It’s a bilingual school. There are 24 students of 4th grade in the science subject. According to the CEFR, students have an average A2 level. 

In this case, there are learners with different needs and levels; different motivation, working preferences, working speed. Students with higher level can help students with lower level. Also there are special psychological needs, such as dyslexia, so the materials will be adapted.

Because of what has been mentioned above, doing a collaborative and also guided task is the best option to work with this group. 

To work on the Circulatory system the class will be distributed in two groups; one for students who need content reinforcement and another for students who have a firm understanding. 

It’s a bilingual school, there are 24 students in the science subject of 4th grade of Primary Education. According to the CEFR the students’ level is an A2. 

The methodology used it’s CLIL and the session is going to be developed through Blended Learning method. 

To think about the content and prepare the previous ideas, the teacher will ask students to think about if the water cycle would work if it didn't rain and share the ideas in the next class. 

For the second part of the class, students will start working on a water cycle based on the explanation of the teacher and the information they gathered in the session. If they hadn’t completed it, they will finish it at home. 

For the next lesson students have to present IN CLASS their sketches and then self-assess with the diagram that the teacher presented to the class. 

The assessment for students will be formative, students will be evaluated in different tasks and all the process is taken into account in order to improve their learning. Also it will be process-oriented to know how learning is going and diagnostic to be able to identify areas for improvement. 

In addition, to be able to develop a formative and qualitative  assessment we are going to design an observation portfolio/notebook and rubrics for particular activities. 

To encourage autonomy students will use self-assessment, avoiding the translations and fostering the explanations, by this way students could reflect on their learning leads and gain increasing control over their learning and language processes. By the same token for peer activities we will practice peer-assessment, using a “Peer Self Evaluation Checklist”. 

Moreover for the individual assessment we will develop an European Language Portfolio, which includes three sections: the language biography, the language passport and the dossier. This portfolio will be used to continuously evaluate each unit, and in this way be able to see the progress that each student is having in their process of teaching and learning the language.