This document outlines an English class project for 11-year-old Spanish students focused on North America and the United States. The project aims to teach students about the geography, culture, and language of the US while incorporating information and communication technologies. Students will develop reading, writing, listening, and speaking skills through interactive activities on a class blog. The project involves 4-5 classroom sessions for students to research US topics, create presentations, and complete listening and vocabulary exercises related to US culture. Student progress will be continuously assessed through direct observation rather than tests.

1. My English Class Project
It is a project in which we try to include the ITCs in the development of an English class,
oriented to Primary school.
In this case we are, also, including the culture factor. Our class will be about North America,
USA. So we are working with the language, including ITCs and giving some useful content to
our students.
¿What is My English Class Project?
This project is oriented to 11 years old kids, which are in 6º de Primaria.The group is about 18
kids.
¿Who are we working with?
 To acquire knowledge about an English-Speaking country, geography, culture, etc.
 To get in contact with ITC, working with computers, internet and interactive activities.
 To develop the basics skills:
 Reading
 Writing
 Listening
 Speaking
 To acquire vocabulary, I this case related to the USA.
 To promote autonomous learning.
Objectives
In this case, we will work with our English Class Project both, in class and at
home.
As the exercises are more “passive” we will have to specially work listening and
speaking in class

2. The activities are mainly to be developed in class, but if we have not the equipment, we can
adapt them and work with them part in class and part at home.
Sessions: at least 4/5 sessions
First working with general information, in the wiki the will find them (searching on it at home
or in class), and the will have to make a power point or some kind of presentation with the most
useful information.
We go on trough the materials in our blog: now we will work with the national anthem. It is a
listening reading activity again connected and related to the USA culture.
Then they will get in touch with the USA political geography. They will have an interactive
exercise about that in the blog, we are focusing, also, in the contents. Working or not this
activity in class e think it is important to accompany this activity with a very brief reference to
the USA creation by the teacher.
In his more “content” approach we will work also with some vocabulary through a North
America Animals crossword, that will be followed by a speaking task.
As we introduce cultural factors and elements we will work with the Easter in our crossword, it
is again an interactive activity.
To finish the will have to search some information on their own and present them to the class.
Class planning

3.  Identify basic sociocultural and concrete and significant sociolinguistic.
 Build on paper or electronically, very short, simple texts, composed of simple isolated
phrases, in a neutral or informal register, reasonably accurately using basic spelling
conventions and major punctuation, to talk about himself, his immediate and aspects of
their daily life, family environment and predictable situations.
 Identify the subject, the general sense, main ideas and specific information in texts.
 Know and apply the most appropriate for understanding the general sense basic
strategies, essential information or the main points of the text.
 Know and apply the basic strategies to produce very short, simple monological or
dialogical oral texts, using p. e., formulas and prefabricated language or memorized
expressions or gestures to support what is meant.
 Continuous assessment by direct observation: we will not focus just in one task or focus on
the marks, our goal is to work with the language some contents and make sure the acquire
them. So we propose some kind of open and direct assestment.
Evaluation criteria

4.  Develops its products in an organized way: planning, writing a draft, revision of text and
final version.
 Self-evaluate their own progress to reset the effort.
 Read and find explicit information and make direct inferences about the overall meaning
of the text.
 Use a dictionary and other resources at its disposal in any format to improve
understanding of the text and for the collection and processing of information in different
formats.
 It is able to use elements of the context and background knowledge as an aid to
understanding.
 It is able to identify the essential information through techniques such as underlining and
schema.
 Manages the social skills to interact, cooperate and work in pairs or groups in a
cooperative and flexible.
 It is able to ask pertinent questions for information and requests for clarification.
Learning standards