Unit 2 Task1 -> Students’ Needs

In  my opinion, in a curriculum focused on plurilingualism with the use of English as Second Language, Technology could be one of the less-impossible subjects to implement, due to its practical nature.
Giving a look to the curriculum of 2nd course of Technology, where 13-14 year students are supposed to learn topics like "Analyse production methods and properties of metals used in the manufacture of technological projects." it really looks  like the challenge could be, how can they learn this kind of stuff even in their own language?.

But coming back to our question, the subject of Technology on 2nd course has a limited specific vocabulary like:
 - Technical drawing (circunferences, angles, perpendicular bisector,...)
 - Metal and other materials (torsion, friction, hardness or tenacity...)
 - Structures and mechanisms (beam, pillar, column, forge, gear, pulley...)
 - some ICT vocabulary (network, web, Blog, multimedia presentation...)

In event that students came with a good general English level, I think it would be possible and a good opportunity to teach it in a CLIL context. Technology subject is composed of a lot of practice hours, where students work by groups so communication and interaction are always present on it.

Last year I could visit some Secondary Schools in Iceland, where most of students speak very fluent English, and I saw how this kind of plurilingualism works very well in subjects with a practical and technological nature like Technology, ICT or Computer Science.
But the main problem in Spain is that Secondary School students in 2nd course have very poor English level, and is very difficult even to have a basic conversation with them, let alone ask them to write a teamwork project.