Unit Design

Lesson No. 1

Grades Length of lesson Number of Average age

students
6th grade 2 hours 42 PER GROUP 12 – 14 years old
APPRX.
Area English level
Rural Urban X A1 X A2 B1

Objectives
To integrate students’ prior knowledge with new information
Research objective related to real-life situations through the implementation of
different tasks.
 Analyze the starting point of the research.
Specific objectives  Implement small concept maps.
 Interact with authentic material (real photos).
 Implement reflection at the end of the lesson.
 Design a family tree including information such as:
kinship relationship, name, and age.
Learning  Exchange personal information related to students’
objectives families.
 Ask questions about information obtained from other
students’ family trees.

Topic People around me

Lesson Title Building my family tree

- Students are asked to bring pictures of their family. If they

OBSERVATIONS do not have pictures, they can draw them.
- Students bring a piece of paper, modelling clay, colors,
markers, glue, and scissors.
Stage Procedure Time and comments
The teacher explains the purpose of the research being 10 min
conducted, and also makes it clear that the results of the
activities that will be made during the next unit are for
academic purposes, as indicated on the consent forms This questionnaire
(See appendices C, D, and E) that both, parents and could be guided taking
students signed on the previous days. into account some
The teacher gives each student the questionnaire (See specific students’ needs
appendix A) that was designed to analyse the students'
initial perceptions related to the English class.
15 min

The teacher writes on the board the title: My Family, and

he/she also writes the guided sentence “I think that Starting the class with
________ is his _________”. Then, the teacher places an activity where
pictures of his own family on the board, and after that, students can see real
he/she puts tags with the real names of the family photos, especially
Pre-task members, and the kinship relationship (mother, father, those of the teacher,
brother, sister, cousin, uncle, aunt, wife, mother in law, increases curiosity and
father in law, brother in law). Students are seated in motivates them to want
pairs, and they are named in the next way: Student A and to know more about the
Student B. rest of the activity.

Giving students a
specific time to share
Each pair tries to guess which photo corresponds to the with each other is a
real name. Students A are the first to guess and share good opportunity to
their opinions with students B, by following the guided bring them closer to
sentence. Example: I think that Monica is his wife. knowledge, and to
contextualize what is
being learned.
The teacher clarifies the correct answers, by giving a 10 min
 Each time the teacher
sets a clear, and real
example, bringing their
short description of each one, related to their own stories, and/or
temperament, age, what each one does, and what they personal experiences,
like to do. an atmosphere of trust
and comfort is created,
in order to receive the
new knowledge.

The students make a list in the notebook with the names 10 min
of the people they live with, and then, they make a circle
for each of them, but in turn, from each one, two other
circles unfold. Students write in the first circle, one of
the names they have on the list; subsequently, they write
in the second one the kinship relationship, and in the
third one, they write the age. This is the way how the
students can practice
using their own
context.

The teacher writes on the board the next guided 15 min

sentences:
- My mother is ________ and she is ______ years
old.
- My father is _________ and he is _______ years
old.
In the same pairs with which the students started the When the students
class, they share the concept map they made. They use share their answers,
the guided sentences they observe on the board. First, they learn from each
students A share during 5 minutes, then, students B share other by correcting
other 5 minutes. their mistakes.
15 min
As students have real, printed photos or drawings of their
family, especially the people they live with; they line up, Creating different
During task students A in front of students B, and begin to share exposure to knowledge
about their family. The sentences to be used during this helps to retain what
activity are: they are learning, even
more so, when they
 - This is my mother, HER name is ________,
she is ______ years old.
- This is my father, HIS name is __________,
he is ______ years old.

know their classmates’

experiences, and also,
when the activities
Then, after two minutes, the students B rotate to the right involve movement.
and the last one will be in first place.

10 min
Once the students are seated in their respective seats, the
teacher shows (it can be printed, drawn on the board,
projected on video beam, or on TV) an example of a Sometimes, it is
family tree based on a TV show called "The Simson" important to relate the
(See appendix F). The teacher elicits some answers, topic of the class to the
leading the students to name each character, kinship likes, and interests of
relationship, and possible age. the students.

Each student has to make their own family tree, using the
materials they have, including family photos, or 25 min
drawings, the person's name, relationship, and age.
Post-task The teacher prepares in advance a giant tree made of 15 min
 cardboard, and places it on the back wall. Each student Post-task phase is a
puts their family trees inside the giant tree made by the good time to practice
teacher, so that they can visualize the work done by the what students did, and
others. Some students can ask some questions like: to reflect on the class.
- Is Monica your mother? Reflections are an
- Yes, Monica is my mother. excellent strategy to
- Is Francisco your father? self-assess the
- No, Francisco is not my father. knowledge that
These questions and answers will be guided by the students learned.
teacher.
At the end, students write on the notebook a short
reflection about one thing they learned during the lesson
(EXIT TICKET).

- Students can use modelling clay to make the concept

map.
Accomodation - Students have the opportunity to make a virtual family
tree, using any design software. (Just in case they do not
want to share it with the whole group at the end of the
lesson)
- Real pictures.
Differentiation - Interaction.
- Individual work.
- Pair work.
Lesson No. 2
Grades Length of lesson Number of Average age
students
6th grade 2 hours 42 PER GROUP 12 – 14 years old
APPRX.
Area English level
Rural Urban X A1 X A2 B1

Objectives
To integrate students’ prior knowledge with new information
Research objective related to real-life situations through the implementation of
different tasks.
 Facilitate “direct experience”
Specific Objectives  Implement “cooperative work” as meaningful learning
principle.
Learning  Identify and express the main emotions.
objectives  Take pictures to express emotions.
 Make a presentation using ICTs.

Topic People around me

Lesson Title How do you feel?

- The students are asked to bring their cellphones. (only

students who can do it)
- The teacher takes selfies representing emotions.
- The teacher prints traffic lights for each student.
OBSERVATIONS - The teacher arranges the classroom in advance, so that
students can work in groups of four.
- The teacher prints emotions flashcards.
- Book the system classroom, video beam, or television, in
advance.
Stage Procedure Time and comments
Pre-task 15 min
As the students enter the room (in case they
rotate classrooms, otherwise this activity is
done while the students are organized in the
assigned groups), the teacher plays the video
of a song called "Feelings" created by
Pinkfong, which can be found on youtube
Playing a song at the
webpage, by following the next link:
beginning of the class is a
https://www.youtube.com/watch?
strategy that can be used to
v=a1NIWCr0R-k
draw the attention of the
Students sit in groups of four, and as they
students and make them to
continue to listen to the song, they observe
be interested during the
some emoticons that the teacher places on the
class. It creates expectation
board (See appendix G), and on the other
in the students.
side of the room, they can see the names of
the emotions of each image. Each group
chooses a leader, who is responsible for
selecting an emotion, and placing it in the
respective image.

Getting the students to

associate the image they
see, with sounds, and at the
Then, the teacher gives the correct answers,
same time with gestures,
guiding the students to repeat after him/her,
helps each of them to
and at the same time, the students try to make
remember more easily what
the gestures corresponding to each emotion.
they learn, since they are
actively involved in the
activity.
The teacher shows the video again, and all 10 min
the students try to sing it, as they act out the Acting helps the students to
words that are in bold. experience learning.
Song
Happy, happy, Wa ha ha!
Sad, sad, Boo, hoo, hoo!
Angry, angry, Grrrrrrr!
Surprised, surprised, Gee, gee, gee!
I laugh when I am happy. Wa ha ha!
I cry when I am sad. Boo, hoo, hoo!
I frown when I am angry. Grrrrr!
I jump up when I am surprised.
Hungry, hungry, Grumble!
Scared, scared. Brrrrrrr!
Shy, shy. Ings,ings!
 Sleepy. Sleepy. Aaaaahhh!
I rumble when I am hungry. Grumble!
I shiver when I am scared. Brrrr!
The teacher writes on the board the question: 10 min
How do you feel today? Similarly, he or she
writes the guided response: Today, I feel
__________. Taking into account the This activity is an important
emotions that each person can observe on the aspect to foster
board, and the guided response; the teacher participation, and at the
asks the students randomly. He also makes same time, the teacher is
some modifications by asking: How does able to give feedback.
Marcos feel today? The students may answer:
Marcos feels happy.
After this moment of participation, the 10 min
teacher shows a second video taken from
Youtube webpage, called: Inside Out:
Guessing the feelings. The video can be
found by following the link below:
https://www.youtube.com/watch?
v=dOkyKyVFnSs
During the video, students can see the
question: How is she feeling? Before the
emotion is shown, they try to answer it,
according to what they did in the previous
activities. When the students share
their answers, they learn
from each other by
How is she feeling? correcting their mistakes.
She is happy.
How is she feeling?
She is sad.
How is she feeling?
She is angry.
How is she feeling?
She is disgusted.
How is she feeling?
She is scared.

During task The teacher removes the images from the 10 min
 It is important that the
board, but leaves the names of the emotions.
teacher models each of the
Then, the teacher projects some pictures
activities that he/she
(selfies taken by himself/herself). Each group
expects students to do, as
chooses another leader, who will be in charge
they need to have a
of completing the sentence:
reference, in order to
The teacher is __________.
accomplish what they are
asked to do.
15 min
In the same groups, they use only one cell
phone, where everyone takes a selfie that
represents the nine emotions they were
working on during the class (happy, sad,
excited, tired, sleepy, angry, scared,
Promoting cooperative
surprised, hungry, and shy). They choose the
work, and let students to
first emotion, and each of the members of the
manipulate material (use of
group takes a selfie by acting it, and they do
ICTs) give opportunities to
the same way with the rest. In the end, they
have meaningful learning.
have to take the selfies as a group (the four
members of the group must appear in each
photo)

40 min

After this activity, the teacher takes the

students to the systems room (reserved in
advance), where they download the images,
and after that, they make a presentation using
the tool they feel more comfortable with. The Integrating ICTs with the
teacher gives them a series of options such topics learned in class can
as: Power point, Powtoon, Canva, or even help increase students'
Paint (for those who do not have much participation.
computer knowledge). Students should write
the title they want, and decorate it according
to the ideas they gather in the group. This
work will be presented the next class.
Finally, the teacher gives each student a 10 min
traffic light drawn on a piece of paper (See
appendix H). Then, he/she indicates that they
will self-assess their work done during the This is the moment where
Post-task class. The teacher explains that in the red students reflect on the
circle, they should write what they did not different moments of the
like about the class; in the yellow circle, they class.
write what they liked, but it could be better;
 and in the green circle, they write what they
liked about the class.

- At the end of the class, the teacher meets with 8 students, who are part of the focus
group, to obtain information about the development of the class (See appendix B).
- The teacher explains the homework for the next class: each student will interview
their family members by asking them the next questions.
- What makes you feel happy? What makes you feel sad?
- They have to ask the same question using each of the emotions they studied in
class.

- Personal printed flashcards for some students to have all

Accomodation the time.
- Some students can draw the emotions instead of taking
selfies.
- Acting
Differentiation - Listening
- Watching
- Use of technology.
Lesson No. 3
Grades Length of lesson Number of Average age
students
6th grade 2 hours 42 PER GROUP 12 – 14 years old
APPRX.
Area English level
Rural Urban X A1 X A2 B1

Objectives
To integrate students’ prior knowledge with new information
Research objective related to real-life situations through the implementation of
different tasks.
 Promote cooperative work.
Spedific objectives  Use graphic organizers.
 Implement role-playing strategy.
Learning  Apply an interview to gather information about the topic.
objectives  Mind-map feelings and causes.

Topic People around me.

Lesson Title Census Company workers

- Students bring their emotion presentations made the

previous class.
OBSERVATIONS - Students bring the answers taken from the interview made
to their families.
- The teacher reserves the video beam, or the television.
Stage Procedure Time and comments
Pre-task To start the class, the teacher plays again the 10 min
song "feelings" from Pinkfong. The students try Reviewing the topics
to sing it by making the gestures of the previous seen in previous classes
class. The teacher places the images of the helps to reinforce the
emotions they were working on before on the knowledge, besides
board. This time, without using the names, the being a great support
students will try to say each emotion. for the current class.

The teacher asks the students to close their eyes, 10 min

and as they listen to each of the emotions (nine in This activity is useful to
total), the learners will think of something, or review the previous
someone that makes them feel that way. Once class, and to introduce
this activity is over, students write their thoughts the new one.
in their notebooks.
Each group goes to the front of the classroom, 20 min
and start presenting the work they did the Presenting the work
previous class. Each learner participates by done is a factor that can
describing their classmates' selfies. Example: In motivate students, as
this picture, Manuela is tired. some of them can be
proud of what they did,
and it can be useful as
an extrinsic motivation
for others.

When all the presentations are done, each group 10 min

gets together to co-evaluate their work. It should This type of assessment
be clarified that this co-evaluation would not teaches students to
imply a grade, but is based on the strengths of the focus more on the
group, and the aspects to be improved for a learning process
future task. without worrying about
The elements that each learner will take into getting good grades.
account are: attitude, teamwork, leadership,
participation, and use of time.
During For the next part of the class, students will be in a 20 min
class different part of the school than the classroom; it
could be in the playground, or in the football Role-playing strategies
field. Before starting the task, the teacher make students be
explains what students have to do. The students involved and develop
are told that they are going to work for an communicative skills.
important census company in Colombia, so they The purpose of this
are asked to do a short survey on what might be activity is to lead the
the possible factor that makes them feel: happy, students to continue
sad, tired, sleepy, shy, angry, scared, and excited. practicing emotions; it
The goal is to ask at least 10 students using does not matter if they
guided sentences such as: What makes you feel do not have the
________? To which others can answer: appropriate vocabulary
___________ makes me feel happy. Everyone to answer this question
should take careful note to use that information in english, as they have
in the next activity. an A1 level proficiency;
furthermore, that would
make them feel
frustrated.

After completing the questions, and answers to at 35 min

least ten people, students are asked to return to
the classroom. Graphic organizers help
The teacher asks the students to make a graphic students connect
organizer, where they include the answers of knowledge with real-
their classmates, and the answers of their families contexts.
(they were asked to do this same activity at
home).
The learners work on their notebooks, and they
are asked to draw a circle in the middle of the
sheet, and they write one emotion inside it. They
draw pictures around the circle that represent the
answers they got during the activity. Each
drawing should be connected with a line. (See
appendix I).

Post-task The students meet in teams of four, where they 15 min

share their graphic organizers, and they select the
most common responses for each emotion. As
 everyone in the group agreed on these responses, This final task
they write their conclusions in the notebook as facilitates a practice
follows: Football makes people feel happy. Soap moment among student.
operas make people feel sad, and so on. The teacher walks
around to check
students work and to
give feedback.

- The teacher can bring some images to help the students

Accomodation with the elaboration of the graphic organizers.
- Guided questions and answers in pieces of paper to be
given to some students.
- Visuals.
- Music.
- Speaking
Differentiation - Development of communicative skills.
- Individual work.
- Group work.
- Movement.
- Changing environment.
Lesson No. 4
Grades Length of lesson Number of Average age
students
6th grade 2 hours 42 PER GROUP 12 – 14 years old
APPRX.
Area English level
Rural Urban X A1 X A2 B1

Objectives
To integrate students’ prior knowledge with new information
Research objective related to real-life situations through the implementation of
different tasks.
 Gather data by collecting “two stars and a wish” activity.
Specific objectives  Implement role-playing.
 Apply knowledge in a real-context.
Learning  Describe people in real-situations.
objectives  Create a poster to describe family members.
 Identify the different classmates’ physical characteristics.

Topic People around me.

Lesson Title What do they look lilke?

- Students need to wear the physical education uniform.

- The physical education teacher is invited to this class, just
for five minutes.
- Have snacks ready.
OBSERVATIONS - Download classical music, and have a device to play it.
- The teacher brings a hamburger to the class.
- Reserve the video beam or television.
- Students bring a piece of paper, modelling clay, colors,
markers, glue, and scissors.
Stage Procedure Time and comments
10 min

Before starting the class, and in order to review the

previous topic, the physical education teacher is
invited (only for five minutes) to perform a series of
cardiovascular exercises with the students. These
When learners
exercises include: high stepping, jumping jacks, side
experience knowledge,
hop, push-ups, and knee push-ups.
involving emotions and
Taking into account the vocabulary worked during the
senses, it is much more
two previous classes (emotions); students express how
likely that they will
they feel after having five minutes of physical
remember what they
exercise. In the following activities, the teacher asks
learned, having
them the same question: "how do you feel?"
meaningful learning.
- The teacher gives each student some crisps.
- Students listen to a piece of classical music.
- The teacher raffles a hamburger.
Pre-task
10 min
Curiosity, laughter, the
After that, the teacher is absent for only 2 minutes.
surprise factor, intrigue,
During this time, he/she dresses up, wrapping clothes
are all elements that
around his/her stomach to look fatter, and puts on a
help engage students
wig (if possible, with long hair).
from the beginning of the
Upon entering the classroom again, students will be
class. It prepares the
surprised, and perhaps laugh for a moment. The
brain, indicating to it,
teacher takes advantage of the moment to ask them
that what is being
what they think the topic of the class might be. The
experienced at the
teacher chooses some answers, and writes them down
moment is really
on the board. When the learners have shared their
interesting, for such
ideas, the teacher writes on the board: Describing
reason, the student has
people around me: What do they look like?
all his/her attention in
the topic.
The teacher shows the learners some slides (See 15 min
 appendix J), where he/she explains four categories to
describe people. Each category has some examples.
The teacher focuses on teaching only four elements:
height, weight, hair, and eyes. Then, he/she asks 6
Having 7 students at the
volunteers to participate during the first part of the
front of the classroom,
activity. A different student comes out in front of the
and the rest of the group
classroom, and draws on the board a chart divided into
sharing ideas, makes the
six columns, with the volunteers' names in each one.
class more participatory.
As the teacher explains each slide (category), the
group tries to describe each volunteer step by step,
while the seventh student writes on the board the
group's ideas.

15 min
Then, the teacher shows a video about the trailer of
the movie "Shrek". The trailer can be watched by
following the next link:
https://www.youtube.com/watch?v=CwXOrWvPBPk
Students are asked to pay close attention to the
characters: Shrek, Donkey, Lord Farquaad, and
Princess Fiona. Based on the previous activity, each
student tries to describe these characters, and writes This activity allows
the answers in the notebook. After sharing their students to approach
descriptions with the group, and clarifying some learning, taking into
doubts; the teacher shows a second trailer of the account their likes, and
movie "Toy Story", which can be watched by interests.
following the next link:
https://www.youtube.com/watch?v=4KPTXpQehio
In this video, the learners are asked to describe the
following characters: Cowboy Woody, Buzz
Lightyear, Mr. Potato Head, and Hamm (pig).

15 min
The teacher asks students to work outside the
classroom (they can work in the football field,
playground, around the cafeteria, or restaurant), and in The purpose of this task
pairs, they will describe every person they see walking is to practice the new
During around (they could see other students in Physical knowledge into real-
class education class, other teachers, secretary staff). contexts.

As the students return to the classroom after the 15 min

previous activity, the teacher gives two students a
chocolate bar (no other students can tell about this).
 This activity awakens the
curiosity and intrigue of
wanting to know the
answer to the problem
posed; but in order to
solve it, students must
practice what they
learned during the pre-
Once everyone is seated in their respective seats, the
task phase. In addition,
teacher tells them that they are going to play the "little
this activity is a role-
detectives" game, and explains that two classmates
play, where the whole
have a delicious treasure, but unfortunately, the
group is involved, where
classmates are incognito. The objective of the activity
a higher level of
is that each student must describe the possible owner
participation can be
of the treasure. Each time a small detective gives a
achieved.
description, the main detective (the teacher) confirms
whether it is a good, or bad clue. After providing the
30 min

The teacher should

On a sheet of paper, or cardboard, students draw, or
provide students with
paste a picture of their family (they can also use
different ways of
modelling clay). Once this step is done, each student
practicing knowledge, in
describes each family member, using the knowledge
order to target different
learned in class.
learning styles, and
specific needs that
students have.

10 min

SELF-ASSESSMENT. TWO STARS AND A

WISH
Students draw two stars and a magic wand. Another useful reflection
Post-task Inside each star, they write one positive perception activity to gather
about the class. In the magic wand, they have to write important data for the
something they would like to improve, to be changed research.
in class, or to modify for next classes.
 After this class, the teacher has the second meeting with the focus group.

- The teacher prints flash cards and places them on the

Accomodation classroom walls.
- Some students can describe their family in an oral way.
- Visual aids.
- Students’ participation.
Differentiation - Different environment.
- Different materials (food, clothes, sweets, wig, paper,
modeling clay).
Lesson No. 5
Grades Length of lesson Number of Average age
students
6th grade 2 hours 42 PER GROUP 12 – 14 years old
APPRX.
Area English level
Rural Urban X A1 X A2 B1

Objectives
To integrate students’ prior knowledge with new information
Research objective related to real-life situations through the implementation of
different tasks.
 Analyze the final students’ perceptions (Final
Specific objectives questionnaire)
 Implement graphic organizers.
 Describe family and friends’ physical characteristics and
Learning emotions.
objectives  Elaborate a power point presentation, or mini book, where
students demonstrate their knowledge.

Topic People around me

Lesson Title “This is my family and friends”

- Reserve the system classroom in advance.

- Students bring a family pictures, or drawings (they can use
OBSERVATIONS the ones they used in the first class), images, or drawings
according to the answers taken from the interviews they
applied in the second, and third class, 5 or more pieces of
paper, colors, markers, glue, and scissors.
Stage Procedure Time and comments
15 min

The teacher places the family photos he/she presented This is a listening
in the first class again, this time without labels of any activity, where students
kind, and starts describing person by person trying to evaluate their level of
Pre-task understanding, and in
link each description into a kind of story. The students
will pay close attention, and they will realize what a turn, the teacher
great advance they have made. observes, and analyzes
the results obtained
throughout the unit.

70 min
The teacher explains to the students the final work
they will do. Each student must hand in a mini book
(those who are going to do it physically), or a power
point presentation (those who want to do it on the
computer). Using the strategy of the graphic
organizers, they must present the family members, and
This type of work,
their best friend, using the information learned during
summarizes all the small
During the previous classes. The next information must be
tasks that were being
task included, using the following guided sentences: This
worked on during the
is my mother Nelly, she is 78 years old, she is short,
unit, it also uses a
she is average weight, she has short black hair, she has
strategy that allows
brown eyes, her sons make her feel happy, physical
meaningful learning.
pain makes her feel sad, violence makes her feel
scared. This same exercise has to be done with the
other people. The teacher shows a model made by him
(See appendix K).

25 min

Students meet in groups of four, they share their work,

by describing the people they included in their mini- By exhibiting the works,
book. Each student should present their work in the students feel proud of
approximately 5 minutes. At the end, the teacher having reached the
Post-task objective proposed at the
organizes a special place in the classroom to exhibit
all the works, and in the same way, he presents in the beginning of the unit,
video beam, or in the television, the work of the moreover, they can see
students who did it in the computer. how much they improved
and progressed.
 10 min

Finally, the same questionnaire implemented at the

beginning of the unit, is applied in this last class, to
analyze how successful the strategies planned were.

Accomodation - Some students can work in pairs.

- Manipulation of materials.
Differentiation - Interaction.
- Listening
Appendix C
INSTITUCIÓN EDUCATIVA ____________________________

Medellín, Antioquia

Estimado estudiante:

En la actualidad estoy realizando una especialización en UNICA (Universidad Colombo Americana).

Para la etapa de investigación estoy ejecutando el proyecto “The implementation of task-based
learning approach to foster meaningful learning”, el objetivo principal es analizar el efecto de la
implementación de actividades que involucren situaciones de la vida diaria para promover un
aprendizaje significativo, aplicando el conocimiento en diferentes contextos. Durante la realización
del proyecto se realizarán entrevistas, grupos focales, videos, audios, observaciones y encuestas.
Le solicito comedidamente la autorización para participar en este proyecto investigativo. La
información y resultados obtenidos serán usados sólo para los propósitos del proyecto,
conservando el anonimato de los participantes, además garantizando que no tendrán efecto en el
desarrollo o resultados escolares.

Agradezco su participación.

Atte,

ANDRES FELIPE ECHEVERRI DUQUE

Yo ____________________________________________________________________________ de ______ años de edad, he

sido informado acerca del proyecto investigativo, el cual solicita mi participación.

Luego de haber sido informado sobre las condiciones mi participación en el proyecto investigativo, resuelto todas las
inquietudes y comprendido en su totalidad la información sobre esta actividad, entiendo que:
• MI participación en este proyecto o los resultados obtenidos por el docente no tendrán repercusiones o consecuencias
en mis actividades escolares, evaluaciones o calificaciones en el curso.
• Mi participación no generará ningún gasto, ni recibiré remuneración alguna por mi participación.
• No habrá ninguna sanción para mi en caso de que no autorice mi participación.
• Mi identidad no será publicada, la información registrada y los resultados obtenidos se utilizarán únicamente para los
propósitos del proyecto investigación.

Atendiendo a la normatividad vigente sobre consentimientos informados, y de forma consciente y voluntaria

[ ] DOY EL CONSENTIMIENTO [ ] NO DOY EL CONSENTIMIENTO

Para mi participación en el proyecto investigativo que adelanta la docente Angela Rocio Castaño Arias en la Institución
Educativa Manuel Antonio Toro del municipio de Frontino.

Firma________________________________________________DI__________________________________

Fecha_______________________________________________________

Para más información puede contactarme al correo electrónico: _____________________________

Appendix D
INSTITUCIÓN EDUCATIVA ___________________________________

Medellín, Antioquia

Estimado Padre de familia y/o acudiente:

En la actualidad estoy realizando una especialización en UNICA (Universidad Colombo Americana).

Para la etapa de investigación estoy ejecutando el proyecto proyecto “The implementation of task-
based learning approach to foster meaningful learning”, el objetivo principal es analizar el efecto
de la implementación de actividades que involucren situaciones de la vida diaria para promover un
aprendizaje significativo, aplicando el conocimiento en diferentes contextos. Durante la realización
del proyecto se realizarán entrevistas, grupos focales, videos, audios, observaciones y encuestas.
Le solicito comedidamente la autorización para la participación del
estudiante____________________________________ en este proyecto investigativo. La
información y resultados obtenidos serán usados sólo para los propósitos del proyecto,
conservando el anonimato de los participantes, además garantizando que no tendrán efecto en el
desarrollo o resultados escolares.

Agradezco su participación.

Atte,

ANDRES FELIPE ECHEVERRI DUQUE

Yo ___________________________________________________________acudiente del
estudiante_________________________________años de __________edad, he sido informado acerca del proyecto investigativo,
el cual solicita la participación de los estudiantes.

Luego de haber sido informado sobre las condiciones de participación en el proyecto investigativo, resuelto todas las
inquietudes y comprendido en su totalidad la información sobre esta actividad, entiendo que:
• La participación en este proyecto o los resultados obtenidos por el docente no tendrán repercusiones o consecuencias
en mis actividades escolares, evaluaciones o calificaciones en el curso.
• La participación no generará ningún gasto, ni se recibirá remuneración alguna por la participación.
• No habrá ninguna sanción en caso de que no autorice la participación del estudiante.
• La identidad de los participantes no será publicada, la información registrada y los resultados obtenidos se utilizarán
únicamente para los propósitos del proyecto investigación.

Atendiendo a la normatividad vigente sobre consentimientos informados, y de forma consciente y voluntaria

[ ] DOY EL CONSENTIMIENTO [ ] NO DOY EL CONSENTIMIENTO

Para la participación del estudiante_____________________________________________ en el proyecto investigativo que

adelanta la docente Angela Rocio Castaño Arias en la Institución Educativa Manuel Antonio Toro del municipio de Frontino.

Firma__________________________________________ CC________________________________

Fecha_____________________________________________
Para más información puede contactarme al correo electrónico: ______________________________
Appendix E
INSTITUCIÓN EDUCATIVA _______________________________________

Medellín, Antioquia

Respetado Rector _________________________

En la actualidad estoy realizando una especialización en UNICA (Universidad Colombo Americana).

Para la etapa de investigación estoy ejecutando el proyecto “The implementation of task-based
learning approach to foster meaningful learning”, el objetivo principal es analizar el efecto de la
implementación de actividades que involucren situaciones de la vida diaria para promover un
aprendizaje significativo, aplicando el conocimiento en diferentes contextos. Durante la realización
del proyecto se realizarán entrevistas, grupos focales, videos, audios, observaciones y encuestas.
Le solicito comedidamente la autorización para desarrollar este proyecto investigativo. La
información y resultados obtenidos serán usados sólo para los propósitos del proyecto,
conservando el anonimato de los participantes, además garantizando que no tendrán efecto en el
desarrollo o resultados escolares.

Agradezco su comprensión.

Atte,

_________________________

ANDRES FELIPE ECHEVERRI DUQUE

Appendix F

THE SIMPSON FAMILY TREE

Retrieved from https://www.englishexercises.org/makeagame/viewgame.asp?id=6239

Appendix G
EMOTIONS
Appendix H

SELF-ASSESSMENT / TRAFFIC LIGHT

Write down what you

didn't like about the class.

Write down what you liked,

but it can get better.

Write down what you

liked about the class.
Appendix I Graphic Organizer - Emotions
Appendix J
DESCRIBING PEOPLE (SLIDES)
Appendix K - FINAL PRODUCT MODEL