2. POPULATION
This blog is addressed to seventh graders (basic users of language) from Institución
Educativa Escuela Normal Superior de Medellín, a public institution with a
pedagogical approach, and extended school days.
English classes: 5 hours per week.
3. Lack of basic vocabulary.
There is no identifiable spoken
output, not even pieces of language.
There is no comprehension about the
inherent dynamic of a dialogue (to greet,
to give and ask for personal information)
Ongoing problems with orthography.
Difficulties with the construction of
very basic sentences (for instance: My
name is… → My name are…)
To move towards some other topics.
To not be corrected that much while
trying to speak (anxiety reduction)
To include topics such as sports,
movies, music, etc. (topic based
instruction)
To not extensively use photocopies
and individual work.
NEEDS ANALYSIS
Students’ lacks Students’ wants
4. BLOG METHODOLOGY
AND PURPOSE
The main purpose of the blog is to support EFL teaching and learning
processes by the use of blended learning.
5. COMMUNICATIVE FUNCTION
The students will be able to compare physical, personality, and emotional
features in written and oral texts in formal and informal situations.
Topic: Famous people/idols
Guiding reflective question: How diverse are we?
6. ACTIVITIES AND RATIONALE
SKILLS INTERACTIVE CONTENT RATIONALE
WRITING FORUMS
COMPARATIVE CHART
For developing the productive skills, students will
make use of different strategies whose main
purpose will be to convey meaning. Those
strategies include forums and recordings through
which they will use language in a more realistic way
by expressing ideas regarding topics of their
interest.
SPEAKING RECORDINGS
LISTENING VIDEOS
VIDEOQUIZZES
SONGS
Following Krashen’s (1982) arguments, a language
learner must receive sufficient input before
producing any piece of language (output). Students
will be in constant receptive activity, such as listening to
songs, watching videos, reading fairy tales or tongue
twister which will enable the implicit acquisition of
lexical, syntactical, morphological and phonological
elements.
READING CROSSWORDS
TALES
TONGUE TWISTER
