1. Ruth Mireya Pinzón Guío. Reflective Teaching and Learning non ICELT. Syllabus Draft
2. Students' characteristics
   1. Aged 14 - 15
   2. Heterogenous group. students belong to 1 and 2 strata
   3. Some students from other school. They do not have the same level that their classmates.
      1. Difficult to understand instructions.
      2. Do not have enough basic vocabulary
   4. Most of them do not like to speak in English, they prefer written tasks
   5. Many familiar conflicts.
   6. They feel afraid of make mistakes
   7. There is a blind girl in the classroom
      1. She reads and write in Braille
      2. She uses "Jaws" software to work in computers
      3. She uses smart phone
3. Main learning objetives
   1. To determine the possible effects of cooperative learning using activities with songs to increase the spoken vocabulary in students with and without visual disabilities.
4. Learning philosophy, assumptions, approach
   1. Students-centered learning
   2. Cooperative Work
   3. Teaching speaking approaches
   4. Teaching spoken vocabulary approaaches
5. Official policy and School policy
   1. Guía 22 Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés
   2. Ley 115
   3. PEI Colegio Gran Yomasa "Vivir mejor compromiso de todos"
6. Resources
   1. Video Beam
   2. Laptop
   3. Video camera
   4. Recorder
   5. Cds
   6. USB
   7. head phones
   8. Adapted material for blind students
   9. Braille printer
   10. Special Education Teacher
   11. Song lyrics
7. Learning activities/facilitation
   1. Activities with song lyrics
      1. Games
      2. Karaoke
      3. Fill in the gaps activities
      4. Interview (likes, dislikes, agreement, disagreements)
8. Following assessing, and linking (lessons, units, courses)
   1. 10 lessons
      1. 1 unit
      2. 2 hours
   2. Cooperative work
      1. Students will be asked to do a specific task using song lyrics.
      2. Self-assessment and peer-assessment