WEEK 11 · 150 MIN

Voices for Equality

Focus: Final essay, oral product and portfolio

Create an argumentative essay and transform it into an oral presentation.

15 minVocabulary

20 minVisual explanation

20 minListening

25 minDialogues

30 minPair / Trio

25 minPC Challenge

15 minExit Check

HOUR 1 · Input & Comprehension · 60 min60 MIN

Hour objective: Understand the key vocabulary, visual concept and listening input of this unit.

1 · Vocabulary Lab · 15 min

Study each word, read the Spanish support and school example, then press the speaker to hear the English pronunciation. In pairs, choose four words and create four new school sentences.

draft

borrador

First version of a text.

revise

revisar

Improve ideas and organization.

edit

editar

Correct language and presentation.

feedback

retroalimentación

Information to improve work.

source

fuente

Where information comes from.

claim

postura

Main position.

portfolio

portafolio

Collection of learning evidence.

presentation

presentación

Oral communication to an audience.

2 · Visual Explanation · 20 min

Project production cycle

A good project is not written once. First RESEARCH or collect ideas, then PLAN, WRITE a draft, REVISE with feedback, and finally PRESENT the most important ideas to an audience.

Example 1

Essay: complete reasoning in paragraphs.

Example 2

Presentation: key ideas, examples and signposts.

Example 3

Revision: partner checks thesis, coherence and connectors.

Pair task: Student A explains the diagram. Student B gives a Narciso Matus example. Student C corrects or adds one idea.

3 · Listening First, Transcript Later · 20 min

Before listening: Read the question and predict three words you may hear.

Listening question: How is the written product transformed into an oral presentation?

For the Voices for Equality project, choose one issue connected to equality, diversity or respect in school life. Write a short argumentative essay with a clear thesis, two arguments, a counterargument and a conclusion. Then transform the essay into a two-to-three-minute presentation. Do not simply read the essay aloud; select the most important ideas and speak to your audience.

Hour 1 · Evidence & Submission

HOUR 2 · Interaction & Collaboration · 60 min60 MIN

Hour objective: Use the target language in dialogues and collaborative work with one partner.

4 · Guided Interaction & Dialogues · 25 min

Each dialogue is separated in its own Bootstrap card. Listen first, perform it with your group, then change one idea so the conversation becomes connected to your own school experience.

Dialogue 1

Writer: Can you check whether my thesis is clear?

Reviewer: Yes, but your second paragraph needs an example.

Writer: I'll add one from student participation.

Dialogue 2

Speaker: Should I read my entire essay?

Partner: No. Use cue cards with key ideas and speak naturally.

Dialogue 3

Teacher: What did you change after feedback?

Student: I clarified my counterargument and added therefore before my recommendation.

5 · Pair / Trio Workshop · 30 min

Team task

Student A explains the main concept in simple English.
Student B finds one example, connector or piece of evidence.
Student C asks a follow-up question and reports the group answer.
Rotate roles. Every student must speak before one student speaks twice.

Hour 2 · Pair Work Evidence & Submission

HOUR 3 · PC Challenge, Assessment & Reflection · 60 min60 MIN

Hour objective: Apply the unit concept on the computer, complete the unit quiz and reflect on progress.

6 · PC Challenge · 25 min

Build, Swap & Improve

Create three statements on the computer: one main position, one supporting reason/evidence and one counterargument or limitation. Swap with another pair/trio. The new group identifies each part and improves one sentence.

NJMT Bilingual Platform

Voices for Equality

Project production cycle

Student(s) for this hour

Team task

Student(s) for this hour

Build, Swap & Improve

Student(s) for this hour

A. PC Challenge

B. Unit Quiz

C. Portfolio Reflection