Bloom's taxonomy

Students needs to learn a new language within a communicative approach because certain complex communicative processes must be followed. That is why the lesson plans must have a design and detailed planning according to them. In this way, the activities will have a sequence and organization as requested by the stages of the lesson. For this, it is important to take into account Bloom's taxonomy presented in 1958, which refers to the classification of learning objectives within a hierarchical scale. Bloom makes a separation of cognitive processes, dividing them into lower thinking skills (LOTS) and higher thinking skills (HOTS). In this manner, teachers can classify the activities in an order that begins with the least demanding one.

Planning activities

To begin designing and planning activities,it is important to take into account that teaching should be focused on the student. All the classes that take place in a classroom must have things in common like thinking skills, knowledge and practical skills. Thinking skills are divided into three main functions: - Evaluate: it is based on the ability to judge the value of something. - Analyze: in order to be able to explain or understand something, the topic is divided into parts. -Prioritize: topics and subtopics should be placed according to their order of importance. All these skills have an aim in common: that the students become aware of their own learning while practicing certain strategies for effective thinking. In this way,they can achieve specific purposes such as questioning, planning, solving problems and making decisions, among others. According to Fisher (2005), the collective interest in the development of these thinking skills starts when they wanted to discover how people learn and how to improve students' thinking skills. For this reason, thought was divided into higher and lower order thinking. Although there are many classifications regarding human thinking abilities, the best known is Bloom's taxonomy.

Characteristics of learners at secondary school

The same class of learners can have varied interests as well as different needs. Therefore, teachers must make use of various tools and materials in order to see the students' present language level and their interests. The motivation of teenagers will not depend on a particular technique, but on a set of factors. Students should feel in a safe place, where they can participate without fear of making mistakes. That is why the teacher feedback have to be positive. A game system where students can score points for good behaviour could also be of great help. In that way,they are going to feel motivated to comply with the proposed instructions. Motivation may be external, which can be due to students seeking to pass an exam or enter university. On the other hand, students can feel an internal motivation, such a personal challengue or leaening for fun. The teacher is going to fulfill several roles at the same time, among which stand out as informer, monitor, involver and planner. In this vein, the class will be dynamic and prepare to reach the specific purposes that it seeks to achieve. It is also necessary to group the students according to the needs of the class itself. There are different forms of grouping,such as individual work, pair work, group work and open class, among others. The evaluation and correction of mistakes to the students can be orally or in writing format. Teachers may make use of gestures, ask questions that verify the understanding of the exercise, or offer an alternative to what is said. Feedback can be given directly, teacher can start to say the beginning of the answer so that students finish the sentence or indirectly, by a reformulation of the answer that the student provides.