Appendix

Background Information (Context)

This group consists of 15 first-year secondary students, aged 13-14, from a rural school in Salta, Argentina. The class is mixed-ability, with varying levels of exposure to English. Students are generally curious and engaged when activities relate to their personal lives and culture. The lesson is part of the first-term syllabus, focusing on the verb "to be" and vocabulary related to family members and adjectives. The rural setting and small class size allow for more personalized attention, and the inclusion of ESI (Integral Sexual Education) promotes respectful, inclusive language.

Rationale

The topic of "My Family and I" was chosen, as it is familiar and personally meaningful to students, allowing them to connect new language with their own experiences. Integrating listening and speaking supports both receptive and productive communication skills. ICT tools such as Tldraw, YouTube, and Wayground (former Quizizz) make the lesson more dynamic, visually engaging, and interactive, which is especially effective for mixed-ability groups. The lesson aligns with the syllabus by practicing the verb "to be" and relevant vocabulary, while fostering inclusion and respect in line with ESI principles.

Assessment for the Listening & Speaking

SKILL (to assess)	WHEN (to assess)	HOW (to assess)
LISTENING (Receptive Skill)	During the video-based activity and pairwork Q&A.	Formative: Teacher circulates during listening tasks, checking comprehension by asking follow-up questions (“Who is tall? Who is the mother?”). Criteria: Ability to identify main ideas, match words to visuals, and answer yes/no or short questions accurately. Tool: Simple checklist with a ✓ / ✗ for comprehension accuracy.
SPEAKING (Productive Skill)	During the final production task (mini oral presentation + peer Q&A).	Formative: Teacher provides immediate feedback during pair practice. Summative: Students present 1 – 2 sentences about a family member and respond to one peer question. Criteria: Correct use of "to be", relevant vocabulary, clarity of pronunciation, and respectful language use. Tool: Rubric with 4 categories (Accuracy, Vocabulary, Interaction, Inclusion), scored 1 – 3.

Assessment tools

A. Listening Comprehension Checklist

(Receptive Skill – during video activity and Q&A)

Student name	Identifies family member vocabulary	Matches descriptions to images	Answers yes/no questions correctly	Answers “Who”/“What” questions correctly	Notes
	✓ / ✗	✓ / ✗	✓ / ✗	✓ / ✗

B. Speaking Rubric

(Productive Skill – final mini-presentation + peer Q&A)

Criteria	3 – Excellent	2 – Satisfactory	1 – Needs Improvement
Accuracy (to be)	Uses to be correctly in all sentences	Makes 1 – 2 minor errors that do not hinder meaning	Frequent errors that hinder understanding
Vocabulary	Uses varied and appropriate family & adjective words	Uses some correct vocabulary, but repeats or limits range	Limited vocabulary, frequent misuse
Interaction	Answers peer questions clearly and appropriately	Answers most questions but may need prompting	Struggles to answer questions or needs heavy prompting
Inclusive Language	Always uses respectful and inclusive references	Mostly uses respectful language with 1 minor lapse	Uses language that may be non-inclusive or unclear

Scoring: Total out of 12 points

10 – 12 = Excellent
7 – 9 = Good
4 – 6 = Needs Improvement
0 – 3 = Beginning

Expected Student Output Examples

This is my dad. He is short and chubby.
They are my grandparents. They are kind.
Q: "Is she your sister?"
A: "No, she isn’t. She is my aunt."

Timing Buffer

If students finish early: Extra task: Students write one more sentence about another family member, using a different adjective.
If time runs short: Design a similar game for the guided practice focusing on both family members and adjectives so you can move straight to the production stage. The original game could be assigned as homework for reviewing the topic.