programación

1. JUSTIFICATION

The present document refers to the programming of the 3rd year of Compulsory

Secondary Education (CSE) for the subject matter of English. The didactic programming

serves to aid the instructor in planning and directing the education of the students in specific

course subject matter. In this programming we will set of the students in specific course

subject matter. In this programming we will set the goals we intend to reach (key

competences and objectives); the knowledge, procedures and conduct on which we will work

(contents); the strategies, methods, activities, instruments and means that will help obtain

them (methodology); and finally, the way in which we are going to show the process we have

designed serves to reach what we have planned (evaluation).

In the development of this didactic programming we will consider the characteristics

of the pupils, their surroundings, their interests, their capacity, etc. Since the characteristics

of the students are not uniform, the programming contemplates measures of attention

directed at the diverse nature of the pupils in order to help those, who need it, realise the

objectives and basic competencies of the subject matter.

2. CONTEXT

2.1. Legislative frame

This programming adheres to the rules and values of the Spanish Constitution of 1978

and is based on the Statutory Law 2/2006, May 3, Education (LOE), (BOE of 4-05-2006), as

well as on the Royal Decree 1631/2006, December 29 (BOE of 5-01-07).

The Royal Decree of minimums fixes the common lessons and defines the basic

competencies that the pupil should reach at the end of the educative stage, assuring a

common formation for all the Spaniards.

The Community of Andalusia, within the framework of its educative competences by

means of the Decree 231/2007, July 31 (BOJA of 08-08-2007) and the Order of 10-08-2007

(BOJA of 30-08-2007), has established the curriculum or the Compulsory Secondary

Education. These documents develop the stage objectives, the contribution of the different

subject matters to the acquisition of the basic competencies, as well as the objectives,

contents and evaluation criteria of these.

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The Royal Decree 806/2006, June 30) establishes that, in the academic year 2007-

2008, the lessons corresponding to the 1 and 3 years of the Compulsory Secondary Education

should be implanted.

The Decree an Order of Curriculum of the Community of Andalusia establish that the

teaching of the subject matter of English is common and compulsory and regulate the

development of the compulsory secondary education in the community of Andalusia.

2.2. Characteristics of the Centre

2.2.1. Physical Aspect

The Institute of Secondary Education (IES) is situated in a densely populated working

class district of the city that has already reached 150.000 habitants. In the surrounding area

there is a small, poorly kept park and a few zones dedicated to sport and exercise.

It is a relatively new centre created in the year 1999-2000. It consists of a three-story

building, an outdoor patio with a small garden for sports and a covered pavilion. Inside there

as 18 classrooms, a multi-use room, a library with computers, an audiovisual room, three

laboratories: Physics, Chemistry and Sciences and specific classrooms for Music,

Technology, Computer Science, Language and Art.

2.2.2. Social-economic and cultural aspect

A high percentage of the families of our students are considered middle class or low

middle class, that, that the parent’s levels of studies is low and that there is a high percentage

of unemployment, there is a reduced immigrant population in our institute.

The Neighbours Association sponsor frequent activities in nearby cultural centre and

many of the students participate in them. The mother and fathers association usually take

charge of some excursions or field trips, sport-related activities of the centre in collaboration

with the faculty of Physical Education, as well as provide aid and reinforcement during the

afternoons in the library.

2.2.3 Studies

In our institute, there are four groups per year and two small groups of Curricular

Diversification which integrate into the groups of 3 A of CSE and 4 A of CSE. In

Baccalaureate there exist the modalities of English and of Health and Humanities and Social

Sciences and they have two groups per course. The professional formation maintains in the

centre a cycle of Middle grade of Equipment and Electro technical Installations.

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There are about 700 students distributed among 27 groups. There are 57 teachers in

the centre.

All of the grades in CSE have 30 weekly reading periods.

The subject matter in the 3 year are: Natural Sciences, Social Sciences, Geography

and History, Physical Education, Civic and Human Rights Education, Castilian Language

and Literature, Mathematics, First Foreign Language, Technology. Students will take one

optional subject among: Second Foreign Language, Classic Culture, Social and Genre

Changes.

2.2.4. Departments

A Department is a group of teachers teaching the same subject matters. They

elaborate, follow and evaluate the programs of the teaching process. There are didactic

Departments of: English, Plastic Arts, Economy, Physical Education, Philosophy, and

French, Geography and History, Latin, Greek, English, Language Literature, Mathematics,

Music, Technology and FOL.

There are also a Department of Orientation and a Department of Extracurricular

Activities.

English Department is made of four teachers; one of them is Head of Department and

belongs to the Pedagogical Coordination Technical Team.

The subject is compulsory and common for all and in the 3rd year of CSE there are 4

hours a week.

2.2.5. Schedules

The institute’s morning hours are from 8:30 to 14:20h., with six 50 minute classes a

day and a 30 min break. In the afternoon there are classes for the students with pending

subjects: our department has an hour each week for the students of the 4 of CSE with

pending subjects from the 3 year of CSE and another hour for those students of the second

year of Baccalaureate with and from the first year of Baccalaureate pending. The library is

also used for study activities and education reinforcement in collaboration with the AMPA.

Sports and extracurricular activities are also done in the afternoon.

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2.2.6. Characteristics of the students of the group

The children are 14-15 when they attend the 3rd year of CSE. They are beginning the

age of adolescence. This is a period of notable physical, emotional and behavioural changes,

etc, and a time for the configuration of one’s own identity.

As well, the student in our institute has some very specific characteristics. Among

them all, and for the 3 year of CSE, two stand out: the lack of motivation to study and the

paternal obligation to attend class. These students have not acquired proper study habits; the

average time they dedicate to books and exercises is about an hour and a half a day outside of

the centre.

In the 3rd year of CSE there are four groups with 25-30 students, the majority of

which ascend from the 2nd year of CSE in our institute. Eight new students have matriculated

and have been randomly distributed; also the students who have repeated are distributed in all

groups.

3. KEY COMPETENCES

Key competences may be defined as the ability to combine the knowledge, skills and

attitudes acquired through the Compulsory Secondary Education stage in a way that is

appropriate to different contexts and situations, and to do so in an integrated way.

The inclusion of key competences into the curriculum is a guide to the teaching

process, since it allows teachers to identify the essential, indispensable contents and

assessment criteria, which must be present in the teaching-learning process.

There are eight key competences listed by the European Commission:

1. Competence in Linguistic Communication.

2. Mathematical competence.

3. Knowledge and Interaction with the Physical World.

4. Digital Competence and Information Treatment Competence.

5. Social and Civic Competence.

6. Cultural and Artistic Expression Competence.

7. Competence on Learning to Learn.

8. Competence on Autonomy and Entrepreneurship.

The official curricular document explains how the English Language subject

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contributes to the acquisition of key competences. The English Language subject clearly

contributes to the social, cultural and linguistic elements of these competences, whereas little

can be done regarding mathematical and scientific competences, although this scheme of

work tries to approach these subjects as far as possible. However, English may be much

relevant in order to contribute to the digital competence, in the sense that it may introduce

ICT into everyday classroom use, as well as because of the importance of English as the

language for international communication in business, research and for social purposes. The

physical environment, the tutorial action on the part of the teacher, and the complementary

activities do also reinforce the development of key competences.

The Contribution of the English Language Subject to the Acquisition of Key

Competences

Decree 231/2007, July 31 (BOJA of 08-08-2007), which establishes the arrangement

and the corresponding teachings of Compulsory Secondary Education in Andalusia, shows in

its article number 6 that CSE must include the following Key Competences and its

contribution from the subject according to Royal Decree 1631/2006, December 29 (BOE of

05-01-2007).

On the basis of the official text, we have defined the following competences

corresponding to the 3 year of CSE:

1. Knowledge and interaction with the physical world

Inviting students to be aware of the importance of contributing to preserve our

environment. The subject focuses on the human body, on nutrition, health, ecology,

atmospheric phenomena and other relevant issues as point of interest when dealing with oral

and written comprehension and expression activities. These phenomena are studied at a local,

national and global level.

2. Mathematical competence

The subject is not directly implied in the development of this competence. However,

by contributing to linguistic competence we enable students to reason, argue, formulate

hypotheses, carry out processes of deduction and induction, etc., which will be of use to the

achievement of the mathematical competence.

Finally, numbers and dates are part of the contents of the subject.

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3. Digital competence and treatment of information

Developing the students’ ability to search, process and transmit information obtained

from the Internet and other ICT, and on different supports. The subject also requires the

execution of tasks and projects by means of ICT tools.

The subject contributes to the interaction and exchange of information with people

from other places by means of: chats, forum, image recording, on-line auditions, interactive

tasks, etc., taking advantage of multimedia environments.

4. Social and civic competence

The study of a foreign language conveys the knowledge of rules, laws, customs,

traditions, festivities, etc. of the societies in which the language is spoken, and that facilitates

the overcoming of prejudice and social and cultural stereotypes, fostering tolerance and

acceptance of different lifestyles and points of views and avoiding racist attitudes and

developing a feeling of global citizenship together with that of local identity.

The subject also stimulates the recognition of similitude and differences between

countries and cultures and encourages a critical reflection on the students´ own culture.

5. Cultural and artistic competence

The subject favours the discovery, comprehension and critical appreciation of the

cultural and artistic manifestations of the foreign language cultures and countries. These

expressions enrich the cultural background of students, awakening the aesthetic sense and the

sensibility to understand and appreciate a work of art.

6. Competence in linguistic communication

Contribution to this competence is the main aim of the subject. The learning of

communicative skills is carried out in different domains: personal relationships, the school

domain, associated with everyday situations and actions within the school and the academic

domain, related to the contents of the subject.

Procedures are aimed at achieving effective oral and written communicative

competence. This procedural approach is based on both productive skills (speaking and

writing) and receptive skills (listening and reading) that will allow the student to express

him/herself with progressive fluency and correctness in diverse communicative situations.

At the end of the course, students must be able to use linguistic knowledge to transmit

their ideas, thoughts and feelings, and to participate in communicative exchanges using a

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simple, though varied, model of language. They will also be able to carry out diverse

language functions: for example, to ask for and give personal information, to understand the

main ideas of texts in standard English, etc.

The subject encourages the use of self-evaluation and self-regulation learning

strategies, so that attitudes of entrepreneurship, trust and responsibility are stimulated.

7. Competence on learning to learn

The subject especially contributes to this competence, since it aims at students being

progressively aware of their own abilities, and of the necessary strategies to develop them

promoting strategies to develop attention capacities, as well as to improve concentration,

motivation, memory by means of learning tools such as dictionaries, reference books,

conceptual maps and ICT resources tools such as dictionaries, reference books, conceptual

maps and ICT resources is also fundamental to the subject.

Study techniques, observation and note-taking strategies, as well as peer- and self-

correction, cooperative working, and organization and planning strategies will be encouraged

and fostered in the subject. Autonomy for lifelong learning of the foreign language requires

an attitude of permanent self-evaluation, accepting error as a fundamental part of the learning

process and associating it with a positive attitude to overcome it.

8. Competence on autonomy and entrepreneurship

The subject promotes responsibility, perseverance, self-esteem, creativity, and the

acceptance of errors as a source for learning, together with the encouragement of a positive

attitude to taking risks. Similarly, it relies on the role of motivation in order to carry out tasks

successfully, and in the appropriateness of having a healthy ambition for personal and

academic improvement.

Activities such as interviews, using audiovisual media, and performing small plays,

do reinforce self-esteem, self-esteem, self-confidence and creativity, an allow students to

become aware of their ability to communicate, despite the appearance of errors.

3. OBJECTIVES

3.1. Stage Objectives

The objectives of the Compulsory Secondary Education in Andalusia are listed in the

Royal Decree 1631/2006, December 29 (BOE of 05-01-2007) and in the Decree 231/2007,

July 31 (BOJA of 08-08-2007):

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a) To assume their duties responsibly; to know and exercise their rights respecting

others; to be tolerant, and to foster cooperation and solidarity among people and groups; to

carry out dialogue on the basis of human rights, considering them as common values of a

pluralistic society; to prepare for the exercise of a democratic citizenship.

b) To develop and consolidate habits of discipline, study and individual and team

work, as necessary conditions for successful learning tasks and as means of personal

development.

c) To appreciate and respect the difference among genders and the equality of rights

and opportunities. To refuse stereotypes which are discriminating for men or women.

d) To strengthen their affective capacities in all domains of their personality and in

their relationships with others, as well as to reject violence, prejudice of any kind, and sexist

behaviour, and to solve out conflicts peacefully.

e) To develop basic skills in the use of information sources in order to critically

acquire new knowledge. To acquire basic formation on the field of technologies, specially

information and communication technologies.

g) To develop the entrepreneurship spirit and self-confidence. Participation, critical

sense, personal initiative and the ability to learn, to plan, make decisions and assume

responsibilities.

h) To understand and express with accuracy, orally and in the written form in

Castilian language texts and complex messages, and to initiate themselves in the knowledge,

reading and study of literature.

i) To understand and express themselves in one or more foreign languages in an

appropriate way.

j) To know, appreciate and respect the basic aspects of their own and other cultures

and history as well as the artistic and cultural heritage.

k) To know and accept the functioning of their own and others body, to respect

differences, to reinforce body health and care habits and to incorporate physical education

and sport practice to favour personal and social development. To know and appreciate social

habits related with health, consumerism, care of living creatures and environment,

contributing to its conservation and improvement.

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l) To appreciate the artistic creation and to understand the language of the different

artistic manifestations, by using diverse means of expression and representation.

m) To acquire abilities, which allow them to manage with autonomy in the familiar

and domestic scope, as well as in the social groups they are connected, participating with

solidarity, tolerant and free of prejudices attitudes.

n) To interpret and to produce with accuracy autonomy and creativity messages

which use artistic, scientific and technical codes.

o) To understand the principles and values which govern the functioning of

contemporary democratic societies, especially those related to civic rights and duties.

p) To understand the basic principles, which govern physic and natural environment;

to value the repercussion that human activity has upon it and to actively contribute to its

defence, conservation and improvement as a determining element in the quality of life.

q) To know and appreciate the peculiarities of Andalusia linguistic modality in all its

varieties.

r) To know and respect Andalusia cultural reality, starting from the knowledge and

understanding of Andalusia as a community of meeting of cultures.

3.2. Objectives of the English Language Subject

The objectives for the English Language subject in Compulsory Secondary Education

in Andalusia are those mentioned in the Royal Decree 1631/2006, December 29 (BOE of 05-

01-2007):

a) To listen and understand general and specific information from oral texts in

different communicative situations adopting a respectful and cooperative attitude.

b) To express and interact themselves orally in habitual communicative situations in a

comprehensive, appropriate and autonomous way.

c) To read and understand different texts suitable to the students capacities and

interests with the aim of getting general and specific information using reading as a source of

pleasure and personal enrichment.

d) To write easy texts with varied purposes about different topics making use of

appropriate coherent and cohesive devises.

e) To use with correction phonetic, lexical, structural and functional components of

the foreign language in real communicative contexts.

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f) To develop autonomous learning, to reflect on their own learning process and to

transfer to the foreign language knowledge and communication strategies acquired in other

languages.

g) To use learning strategies and other means within their reach, included

communication and information technologies, to get, to select and to present information

orally and in the written form.

h) To appreciate the foreign language as an instrument to get access to information

and as a tool for learning different contents.

i) To value the foreign language and languages in general as medium of

communication and understanding among people from different origins, language and culture

avoiding any type of discrimination and linguistic and cultural stereotypes.

j) To show a receptive and self-confidence attitude in the learning capacity and use of

the foreign language.

3.3. Course Objectives

For this program, being based on the goals defined in the curriculum, and according

to the context and to the characteristics of our students, we have defined the following

objectives for the subject of English Language:

- To compare and recognise the influence of British and American cultures on the

Spanish and regional societies. To analyse and recognise the influence of the English

language on Spanish.

- To use and appreciate the foreign language as a tool for accessing information from

the Internet, as well as learning about the English-speaking countries and cultures.

- To appreciate the foreign language and languages as a means of communication

with people from other countries in real communicative situations, by using communicative

strategies, in order to discover the foreign language culture first-hand , avoid discrimination

and stereotypes, and respect different lifestyles promoting tolerance and cohabitation.

- To show an attitude of respect toward Anglo-Saxon cultures.

- To develop strategies for autonomous learning: use of previous knowledge; use of

visual aids and support; use of context for inference; use of dictionaries, etc.

- To read specific texts on cultural aspects of the foreign language speaking countries

in order to compare with the students’ own culture.

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- To integrate ICT into everyday activities, both within and outside the classroom. To

carry out tasks and projects based on information retrieved from the Internet.

- To understand global and specific information from oral messages from the teacher,

classmates and from semi-authentic recordings with reference to usual communicative

situations (classroom instructions, etc.) and to the topics included in the course.

- To identify meaning with the support of non-linguistic elements (intonation,

pictures, previous knowledge, context, etc).

- To use specific vocabulary and adequate structures to the communicative intention

of oral messages.

- To practice phonological patterns in order to improve the pronunciation as well as

rhythm and intonation.

- To understand global and specific information of written messages in English.

- To develop strategies which are adequate for extensive and intensive reading.

- To identify the function and intention of the written text.

- To identify the topic of the reading with other subjects, with personal experience

and with the students’ own culture.

- To show a positive, curious attitude towards reading.

- To reflect critically on the reading subject.

- To plan and organize the written message in a coherent way in by means of tasks

and reflection (including all relevant details, word order, sequence connectors, punctuation,

adjectives and adverbs, spelling, presentation, etc).

- To know and appreciate the artistic and cultural manifestations of the foreign

language cultures and countries, including musical and sports phenomena, and to analyze the

influence of these aspects in the everyday life of Spain and our Autonomous Community.

4. CONTENTS

Contents are the knowledge and he skills which we want our students to acquire or

develop through the scheduled period; in our case, the 3 year of the CSE. Until recent years,

emphasis was put on the transmission of knowledge, but nowadays, specially under the point

of view established by LOE, education is aimed at the students´ development of their

abilities, that is to say, to lead students in their own process of learning how to do things and

also how to learn as a lifelong process.

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In the English Language subject, the contents we propose are oriented towards the

acquisition of communicative competence in the foreign language, by means of adopting a

communicative approach that emphasizes language skills (listening, speaking, reading and

writing) as the basis of language mastery. In this sense the relationship with other cultures

and countries is facilitated and encouraged, accepting difference and excluding bias.

The contents for the 3 year of the Compulsory Secondary Education in Andalusia are

listed in the Royal Decree 1631/ 2006, December 29 (BOE of 05-01-2007) and in the Order

of August 10/2007, by which the curriculum corresponding to CSE in Andalusia is developed

(BOJA of 30-10-2007).

4.1. Listening, speaking and talking

- Understanding of instructions in real and simulated contexts.

- Listening and understanding of general and specific information face to face about

specific and known topics.

- Use of comprehension strategies about oral messages; use of the verbal and non

verbal contexts, use of the previous knowledge about the situation, identification of key

words, identification of the speaker intention.

- Oral production of descriptions, narrations and short explanations about events,

experiences and diverse knowledge.

- Participation in conversations and simulations about everyday and personal interest

topics with diverse communicative aims.

- Use of spontaneous answers to communicative situations in the class.

- Progressively autonomous use of the most habitual and appropriate conventions of

conversation in real and simulated communication activities.

- Progressively autonomous use of communication strategies to overcome difficulties

during interactions.

To complete this proposal, our autonomous community comes up with the four skills

(listening, speaking, reading and writing) and so, under this section we should include:

What and how to listen?

For the Andalusia legislation this skill becomes an outstanding nucleus and is

understood as a linguistic skill that is at the centre of our communicative interactions. It

mustn’t be understood as an isolated communicative skill as it keeps a direct connection with

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the other three skills, namely speaking, reading and writing. However it is a starting point to

get a proper acquisition of the language. The following contents deserve special attention:

- Listening with respect different linguistic modalities and diversity of languages in

all its manifestations (mass media, literature, etc…).

- Listening carefully within the class and in the school considering them as places of

socializing.

- Understanding listening in the class a way of considering the teacher an organizer of

the group, a pedagogic guide and a cultural reference.

- Understanding listening in the class as a way of considering students as the target

and protagonist of a practical and dynamic learning from their diversity of origins,

knowledge, cultures and interests.

What and how to speak?

For the Andalusia legislation this skill will allow students the construction of their

own learning. It will also allow the development of their autonomy and personal initiative

when producing their own speeches and besides, it would increase their civic and social

competence. The following contents deserve special attention:

- Understanding speaking as a way of sharing ideas, feelings, necessities.

- Understanding speaking as a way of facilitating communication from respectful talk,

dialogue and conversation among people from different origins, different languages and

different cultures.

- Considering the progressive mastery of English as a foreign language as a way of

showing oneself to speakers of other languages.

- Creating and planning oral messages with a communicative purpose.

4.2. Reading and writing

- Identification of the content of a written text with the help of verbal and non- verbal

elements.

- Comprehension of the general and specific information about authentic texts on

digital and paper formats, about everyday topics of a general interest and related to other

curricular areas.

- Autonomous reading of texts related to their interests.

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- Use of different reading strategies with the help of textual and non textual elements;

use of the context, of dictionaries or application of rules of word formation to infer meanings.

- Guided production of easy and structured texts to clearly with some cohesion

elements to clearly highlight the relationship among ideas and using basic strategies in the

process of written composition (planning, drafting and revision).

- Reflection about the writing process with special attention to the revision of drafts.

- Progressively autonomous use of the appropriate register to the reader to whom the

text is addressed (formal or informal).

- Personal communication with speakers of the foreign language through ordinary

post or computer assisted means.

- Correct use of spelling and punctuation signs.

- Interest for the neat presentation of written texts on different formats, paper or digital.

To complete this proposal, our autonomous community comes up with the four skills

(listening, speaking, reading and writing) and so, under this section we should include:

What and how to read?

For the Andalusia legislation this section presents reading as a process of interaction

between reader and text. The reader shows an active role and reads with an intention. This

position is aimed at the development of the reading habit. Reading must be considered as a

pleasant experience and as a source of information and enrichment. Therefore texts must

have a practical function. The following contents deserve special attention:

- Reading as a way of enjoying ideas, stories and experiences transmitted from

different contexts in the space and time.

- Reading as a way of getting closer to different formats (digital and paper) used to

transmit information.

- Reading as a way of understanding different types of texts according to their

objective and interpreting information from its intention and from its context of production

(personal, official, religious, etc).

- Reading and understanding texts close to the vital, local and regional experience of

the students.

- Reading journalistic texts related to our community and related to different social,

cultural and scientific topics.

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What and how to write?

This skill is at the centre of the planning and structuring of texts with a higher degree

of accuracy. Writing should be associated to the development of reading. We must focus

student’s attention on productions showing motivation and meaning. The following contents

deserve special attention:

- Writing from the close reality of students (places, experiences…).

- Creating and recreating texts with a literary intention.

- Knowledge of literary works, which may allow students the conscious improvement

of their writing

- Direct relation with literary creation experiences (visits to libraries, internet projects,

theatre…) to improve the production generated with a literary intention.

4.3. Knowledge of the language

Linguistic Knowledge

- Progressively autonomous use of common expressions, set phrases and vocabulary

about topics of personal and general interest, everyday topics and topics related to contents of

other curricular areas.

- Identification of antonyms, “false friends” and words with the most common

prefixes and suffixes.

- Use of structures and functions associated to different communicative situations.

- Identification and production of different rhythm, intonation, word and sentence

stress patterns.

Reflection on learning

- Applications of strategies to organize, acquire, remember and use vocabulary.

- Gradually and autonomous use and organization of learning resources, such as

dictionaries, reference books, libraries or information and communication technologies.

- Analysis and reflection about the use and meaning of different grammatical forms

comparing and contrasting them with the languages they know.

- Participation in the evaluation of their own learning and use of self-correction

strategies.

- Organization of personal work as a strategy to progress in their learning.

- Active participation in activities and group work.

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- Self-confidence and initiative to express themselves in public and in the written form.

4.4. Socio-cultural aspects and intercultural awareness

- Appreciation of the use of the foreign language as a means to communicate with

people from different origins.

- Identification of the common features and more significant differences which exist

among customs, uses, attitudes and values of the society whose language is studied and those

of their own language, and respect towards them.

- Appropriate use of linguistic formulae associated to specific communicative

situations (politeness, agreement, disagreement…).

- Knowledge of the most significant cultural elements of the countries where English

is spoken: Literature, arts, music, and cinema through different media.

- Interest and initiative in the execution of communicative exchanges with speakers or

learners of the foreign language, using paper format or digital means.

-Appreciation of the personal enrichment that implies the relation with people from

other cultures.

Sequence of Contents in Didactic Units

The school year has 175 days, i.e. 35 weeks; The English Language subject in the 3

year of CSE has 4 class periods per week, so that the total amount of class periods during the

course is 140. The duration of the class period may vary, and it can be shorter than 1 hour. In

our school, the class period consists of 50 minutes.

Taking into account the data about our students, and the context of the centre contents

of the English Language subject for the 3 year of CSE have been distributed into 15 units.

These fifteen units, five per term, will be developed along an average of 9 class hours.

5. METHODOLOGY

The methodological approach followed by the English Department is grounded on

pedagogical principles, developed through teaching strategies and techniques carried out by

means of specific resources.

5.1. Pedagogical principles

In order to ensure a correct development of the teaching/learning process and of

classroom practice, our work is based on the following learning principles.

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- Meaningful Learning

The teacher is the guide of the teaching-learning process. Learning will be effective

when it departs from the students’ previous knowledge, so that the diagnostic test at the

beginning of each year is absolutely necessary. If students’ previous knowledge is far from

that required for the new contents, meaningful relations between concepts and ideas will not

be made in a natural way; learning, therefore, will only be based on mechanic, memoristic

processes, rather than comprehensive and meaningful. Therefore, it is necessary that the

teacher reviews previous contents and links the new ones to those already studied by student,

in a systematic way, all along the course, so that they become the basis for new knowledge.

- Activity

We want the student to become the protagonist of his/her own learning process,

learning by him/herself, putting knowledge into practice in real situations, since this learning

autonomously favours the development of learning to learn strategies. By means of this

approach, we aim at the active integration of the student within the teaching-learning process

in the classroom, which must show an atmosphere of calmness and respect, which is highly

beneficial for the learning process.

- Interaction

Learning is often carried out by interaction between teacher and student, which is

extremely important and recommendable. However, students do also learn from peers.

Therefore, it is necessary to have students interact and work in pairs and groups. The teacher

must organise class dynamics that favour all kinds of interaction.

-Motivation and self-esteem

Academic results are deeply influenced by the students´ motivation and their level of

self-esteem. By designing and implementing activities with appealing and interesting

contents and interactive procedures, motivation is increased. The same can be said when the

student perceives the usefulness of the contents proposed, both in a real life, functional way

and for academic purposes. Another strategy to augment the degree of motivation is to pose

feasible challenges, rather than complex, difficult activities. When the adolescent is able to

carry out these challenges, self-esteem increases and they feel able to obtain positive results

in the future.

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- Attention to diversity

This principle, to be developed extensively in another section of this work, implies

the teacher’s attention to individual differences, different learning paces and styles, and

different interests and motivations. The aim then is to achieve a comprehensive

customisation of teaching.

- Interdisciplinary

Subject matters are not sealed areas of knowledge. The English language, in

particular, is closely connected with Spanish. The development of the subject’s contents must

take into account this interdisciplinary feature. Permanent contact among the whole of

teachers is a must, in order to implement the curriculum satisfactorily.

- Education in values

According to LOE, education in values will be dealt with cross-curricularly. Students

must know, assume and uphold their rights and obligations with respect for others, being

tolerant, cooperative and solidary with individuals and groups. Dialogue must be encouraged,

grounded on the human rights as common values of a pluralistic society. As LOE and the

order of our regional government establishes, education in values will be treated in all

subjects.

5.2. Methodological strategies and techniques

In the implementation of the above said pedagogical principles, different strategies

will be used within a same session, in the sense that explanatory strategies will be combined

with practical or interactive activities. Basically, four types of strategies will be used:

- Teacher’s explanation to the whole group

It is usually the way to transmit theoretical or conceptual contents, with or without

audiovisual support, together with some practical presentations in the classroom. As a rule,

this methodology should not take up a whole session.

- Pair work

Some oral activities, especially dialogues and role-play activities, are to be carried out

in pairs. It will be used in every unit, and it must be facilitated by the different seating

patterns in the classroom.

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- Projects on specific topics to be carried out outside the classroom

Projects and papers carried out outside the classroom will be individual or in groups,

and may be elaborated by means of ICT resources, since the school’s library has 10

computers for these purposes.

5.3. Activities

The different activities will be carried out according to their purpose and the didactic

unit to which they are applied. We have selected the following ones:

-Initiation activities

Questionnaires of prior ideas that every student will complete individually.

Brainstorming of ideas asked randomly to the students.

Conceptual maps where certain concepts are missing which students will also

complete individually.

These activities are very important because they permit a design of specific activities

for the diverse groups.

- Motivational activities

These should be designed in such a way to help the students become more interested

in the study of the didactic unit. These activities may include:

- Exhibition of videos related with the didactic unit.

- Reading of newspapers and magazines.

- Debates.

- Developmental activities

These should permit the student to obtain the basic knowledge for each didactic unit.

The selection of these activities is related to the initial evaluation of the students. Among

these activities should be included:

- Skill class.

- Problem solving.

- Realization, by the teacher, of simple tasks.

These exercises serve to awaken interest and increase motivation. Because of this,

these activities can be classified as developmental or motivational.

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- Activities of expansion

These serve to expand on the acquired knowledge. In some cases, only one or two of

these activities can be done during the year because they imply an extra effort on the part of

the student. These activities may consist of searching for information and writing reports.

The students will be instructed to find information on topic and prepare a report, what was

traditionally called “work”. They are free to look for the information in the sources they

consider necessary (Internet, the centre’s library, etc.).

- Reinforcement activities

In the case of students with certain learning deficiencies, or if a specific didactic unit

proves to be difficult for them, we will design activities that will help the students overcome

these obstacles and understand the principle concepts of the unit, in order to reach the

objectives with success. These reinforcement activities will be:

-Summaries.

- Elaboration of incomplete conceptual maps to be completed by the student.

-Completion of exercises that, while simple in nature, connect various

concepts explained in class.

These activities are designed individually depending on the progress in the learning of

the concepts of the didactic units.

- Evaluation activities

The evaluation is continuous but all the units will begin with activities to connect

with the knowledge that the student already possesses. For this reason there is always an

initial test. Each trimester there will also be different evaluative exercises, in order to

improve motivation and self-esteem with the accomplishment of short term goals. There is

also a cumulative written exercise at the end of each of each evaluation.

5.4. Resources needed

- By the student

The student needs a textbook, including a workbook, and a notebook, although a

folder is recommended. Within this folder, the student will not only take note of additional

information given by the teacher, but also store and classify the extra materials provided by

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the teacher, as well as reading cards and the compositions done during the course. Highly

recommended is the use of a pocket monolingual or bilingual dictionary.

Students will also read three graded books the course.

- By the institution

Apart from the students´ own class, the school offers these facilities:

- The English Language Classroom has 30 individual desks, a laptop computer

and a projector. Regarding audiovisual means, there is a TV and a DVD player. There are

numerous bilingual dictionaries.

- The Audiovisual room has a DVD player, a laptop and projector, a large screen, and

connection to the Internet. On every floor of the building there is a portable TV set, a DVD

player, and an Overhead Projector.

- The school library also has “Speak up” magazine available and several

encyclopaedias such as Britannica, Encarta CD-ROM, Wikipedia.

- Audiovisual resources: for the English Language, the most outstanding resource is a

collection of 30 DVD Films which can be watched in English and which have English

subtitles available.

- Computer resources: The abundant digital resources available in the Internet may be

used on the library Computers, or screened in the audio-visual rooms, which has a computer

connected to the web.

6. EVALUATION AND PROMOTION

Educational assessment is a valuable tool for monitoring and evaluating the results

obtained, as well as for the improvement of the processes, which allow them to be obtained.

Its field of application is very complex, and shows different dimensions:

- Evaluation of the learning process: we analyze their learning processes, in order to

detect if the objectives and key competences have been achieved.

- Evaluation of the teaching process: the teacher evaluates his/her own teaching

practice, in relation to the achievement of the educational objectives established by the

curriculum, in order to review and update the didactic scheme.

6.1. Evaluation criteria

The assessment criteria are the standards of reference upon which the degree of

achievement of educational objectives is measured. They allow for the appreciation of the

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type and degree of acquisition and learning of objectives, and they are the fundamental

reference in order to assess the achievement of key competences. Here are the assessment

criteria for the English Language subject in the 3 year of CSE in our autonomous community.

The evaluation criteria for the 3 year of the Compulsory Secondary Education in

Andalusia are listed in the Royal Decree 1631/2006, December 29 (BOE of 05-01-2007) and

in the Order of August 10/2007 by which the curriculum corresponding to Compulsory

Secondary Education in Andalusia is developed (BOJA of 30-10-2007)

1. To understand general and specific information, the main idea and some relevant

details of oral texts on specific and known issues, and from simple messages uttered clearly

by audiovisual media.

2. To participate in short conversations and dialogues, related to habitual or of

personal interest situations, with diverse communicative ends, using the conventions proper

of conversation and the strategies necessary to solve out the difficulties found during

interaction.

3. To understand general information and all relevant data from “authentic” written

texts, as well as adapted, of a varied length, differentiating facts and opinions and identifying,

if necessary, the communicative intention of the author.

4. To write, in a gradually autonomous way, diverse texts in different formats, paying

attention to the vocabulary, the structures and the elements of cohesion and coherence, in

order to underline the relation between ideas and to make them comprehensible for the

reader.

5. To use, in a conscious way, in different communicative contexts, the acquired

knowledge about the linguistic system of the foreign language as a tool for self-correction

and self-evaluation of the students´ own oral and written productions, and to understand

others productions.

6. To identify and use in a progressively autonomous way different strategies used to

improve learning.

7. To use the information and communication technologies in a progressively

autonomous way in order to search information, to produce texts from models, to send a

receive e-mails, and to establish oral and written personal relationships, showing interest in

their use.

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8. To identify the most relevant cultural aspects of the foreign language speaking

countries, to point out the most significant characteristics of the customs, rules, attitudes and

values of the society whose language is studied, and to show a positive appraisal of cultural

patterns different to their own.

Our autonomous community highlights the following criteria related to the four skills:

- What and how to listen?

- To respect the interlocutor, the person who is being listened and the content of what

is being listened.

- To get general meaning of oral texts listened in different contexts and to identify the

most relevant information.

- To memorize oral texts knowing its structural and content features.

What and how to speak?

- To express themselves in a clear, accurate and ordered way depending on the

communicative situation using the appropriate vocabulary, intonation, pronunciation and

register.

- To communicate orally facts and experiences with a structure that ensure the global

meaning of what is being said.

- To generate ideas and opinions and the necessary skills to defend them with the self

demand of speaking correctly as a way of controlling their own behaviour and to relate with

the greatest variety of people in English.

- To respect the use of a non-discriminatory language.

What and how to read?

- To process information coming from different texts and formats, identifying,

classifying and comparing it.

- To develop skills in different codes (musical, visual, body expression...) to process

information.

- To present positive attitude towards reading and to relate what is being learnt with

their own experiences.

- To understand oral texts which have previously been read to determine the

acquisition of the process of appropriate decoding, pronunciation, rhythm, speed and

intonation.

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What and how to write?

- To write their own texts appropriate to their level, age and personal experiences

trying to keep a communicative functionality.

- To use writing to learn and organize their own knowledge.

- To show interest towards the literary production through the recreation of genres

suitable to their age.

In our scheme of work, on the grounds of the criteria defined on the official

document, and according to the context and the characteristics of our students, we can precise

these objectives into these specific criteria:

1. To understand oral instructions, warning, dialogues or briefs presentations in real

or simulated situations, dealing with everyday topics, such as leisure, likes and dislikes,

personal experiences, classroom organization, etc., using context and the speaker´s attitude as

tools.

2. To understand the general and specific ideas of oral texts from the media in a

standard variety of English with a standard pronunciation.

3. To participate in oral conversation by using communicative strategies adequate to

understand and express oneself, in order to express likes, needs, feelings, ask for and give

information, give opinions, tell experiences and to describe objects, places and people.

4. To assess the ability to read autonomously: books, items, instructions,

explanations, descriptions, of a certain length, in different supports and different

communicative intentions: to ask for and give information for the execution of a specific

task, to learn contents from other areas, to read for pleasure and entertainment.

5. To communicate by means of written messages, in order to show opinion,

formulate hypotheses and ideas, to summarize and compose information. To initiate

themselves in elaborating and reviewing drafts and choosing an adequate register. Texts will

show a simple syntax, easily comprehensible, and will be correct. The texts will be related to

the direct communicative needs of students, as well as to their usual intentions. Clear, neat

and ordered presentation will be assessed in all written output, as well as the ability to use

digital resources in order to elaborate and hand in texts.

6. To apply the student’s knowledge on the linguistic system in an increasingly

autonomous way, to reflect on the need of formal correction as to allow for comprehension of

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their own learning process, stimulating the autonomy to use and continue learning the foreign

language, fostering personal initiative and the contributions from other languages.

7. To use strategies in order to analyze their own progress and to reflect on their own

learning; use of strategies to store, memorize and review vocabulary; increasingly

autonomous use of dictionaries, and bibliographical, digital and online resources; analysis

and reflection on the use and meaning of different grammatical forms, by means of

comparing and contrasting them to those of the languages he/she knows; conscious use of

learning opportunities both inside and outside the classroom, and use of self-correction

strategies, admitting knowledge as an essential part of the learning process.

8. To use ICT as tools for communication and learning in usual classroom activities,

and to establish personal relationships by means of them, both written and oral. To search,

analyze, organize, organize and understand information and to integrate it previous

knowledge maps with a critical, autonomous, efficient and responsible attitude, choosing and

using the best available data and sources. To appreciate linguistic diversity as an enriching

element as well as the importance of the foreign language, and to try to use in all possible

contexts.

9. To identify some significant and characteristics traits of the culture of the foreign

language speaking countries in oral and written texts; to describe them in a simple, clear way

and to show respect toward the values and norms of other peoples, in order to overcome bias

and stereotype.

6.2. Evaluation plan

6.2.1. Evaluation of the learning process

-Procedures and assessment tools

To assess students, teachers rely on the programmed assessment criteria, but they

need to use different procedures and tools. In this course, we will use:

- A diagnostic test, based on contents and skills of the 2nd year of CSE. It has

exclusively an informative function, which serves to get to know the students´ level.

Short questionnaires, at the start and at the end of each unit, so that previous knowledge and

the learning progress can be measured. The initial test will only have an informative role,

being used as a guide for the learning-teaching process. The final test will also be short, but

will be relevant for the term’s final score.

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- A written test at the end of the term: in order to carry out summative evaluation, one

final test will be taken at the end of the term, so that students get used to the assessment

methodology used in the Baccalaureate stage.

- An oral test, including speaking and listening skills, in every unit.

- Observation of attitudes and behaviour both inside and outside the classroom.

- Notebook and workbook observation, including activities and explanations carried

out during the course: one revision per term.

- Projects: assessing their contents as well as their structure and format, the language

used and their oral presentation.

- Assessment criteria

End-of-units tests qualify for 40% of the term mark. The end-of-term written test

accounts for another 40% of the final mark. The remaining 20% is composed of the oral test,

contributing 10% of the mark, and the qualification of projects or written output, together

with observation of attitudes and procedures.

The final qualification of the course is the average from the three term marks. Even

though arithmetic average is not a requisite for passing the course.

6.2.2. Evaluation of the teaching process

Each month a Department session dedicates itself to a reconsideration of the Didactic

program, realizing the proper adjustments. In January a study of the cumulative grades of all

of the 3rd year of CSE is performed, comparing the results of the different groups with the

initial test. The necessary adjustments are realized to improve the processes so that the

rhythm of teaching is similar.

6.3. Retake planning

- During the course:

The teacher will lead the student during the course so that he/she may recover the

knowledge negatively evaluated, with reinforcing exercises and different recuperation tests.

If the exercises and activities do not help to raise the grade and the student reaches the end of

the year without recuperating, the student should take the extraordinary exam in September.

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- In September:

The students who fails in June will take the test in September of all the subject matter

with a written test, on the minimum required information that figures into the program. The

highest grade in September will be a five.

- Students with pending subjects:

For those students of the 3rd year of CSE that pass to the next year with a failure in

English, the teacher of this level must perform the necessary tests during the course to

evaluate a possible improvement.

7. ATTENTION TO DIVERSITY

In our community Decree 231/2007, July 31 (BOJA of 08-08-2007) which

established the ordering and the teachings corresponding to Compulsory Secondary

Education in Andalusia, points out that the didactic programs should include educational

reinforcement measures directed at the students of CSE that have difficulty learning.

Attention to diversity will be carried out by means of the following curricular

measures: insignificant and significant adaptations and programs of curricular diversification.

- Insignificant curricular adaptations

Realized by the habitual teacher. We inevitably find diversity in the classroom when

we refer to capacities as well as interests, which make necessary an adequate selection of

materials resources and activities with different levels of difficulty. To attend the diversity

initial activities are programmed, which permit the teacher to identify the knowledge that

each student and the group in general possess, in order to introduce some insignificant

curricular modification, if it is necessary to attend to the individual differences. The teaching-

learning activities of the units should have different grades of complexity, including the

reinforcement activities for slower students and expansion for outstanding ones.

- Significant curricular adaptations

They are realized with the support teacher: basically consist of the adjustment of the

educational objectives, the elimination or inclusion determined essential contents and the

consequent modifications of the evaluation criteria. They are individualized curricular

adaptations that have a high grade far from the ordinary curriculum. They are destined for

students with a limitation of a physical, psychic or sensorial nature. These adaptations are

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preceded by a psycho pedagogic evaluation for the special necessities of the student and a

specific curricular proposal.

- Curricular diversification programs (PDC)

The objectives of the stage of Compulsory Secondary Education and its

corresponding title can be achieved by a specific methodology and a content organization,

practical activities, in this case, of subject matters, different to that established with general

character. In the PDC the subject matter is integrated into two scopes: the Scientific –

Technological and the Socio-Linguistic. Specific elective materials are offered to determine a

practical scope. These are destined for those students who have serious problems learning

and have repeated classes. The extreme and exceptional character of this measure he

demands a prior psychopedagogic evaluation, listening to student and parents, and with the

report of the educational inspection.

8. COMPLEMENTARY AND EXTRACURRICULAR ACTIVITIES

In the following pages we mention the activities that our Department organizes to promote

the use and learning of the English language, in which our students of 3rd year of CSE

participate:

- Visits to tourist locations in order to meet and interview English-language speaking

people.

- Visit to the theatre to watch a play in English.

- Cinema in English: a series of thematic showings in the school’s cultural week.

- Special programme: “El periódico en la Escuela”, in the sense searching for

references to foreign language speaking countries in the Spanish dailies.

9. SUMMARY OF DIDACTIC UNITS

UNIT 1: HELLO AGAIN!

1. - Justification and Timing

This unit is related to all blocks of the Royal Decree 1631/2006 and to the Order of

10/08/2007.

One of the main objectives of this stage of education and of English Language subject

is to achieve a mastery of comprehension and expression skills. According to this we will

study greetings and introductions, asking for and giving information, and talking about

everyday activities and customs using the Present Simple and Present Continuous.

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This will be developed in 8 sessions of 50 minutes each during the month of September.

2. Key Competences

- To show a constructive, solidary attitude towards information presented and

towards interaction in the classroom. Recognition of English speaking countries and of some

European flags.

- Respect towards other countries’ customs and languages. Reflection on what other

cultures offer to our way of life.

- Use of strategies, resources and techniques of intellectual work in order to learn to

be aware of the students’ own abilities and knowledge.

- Importance of a respectful attitude towards the teacher and classmates.

- Reflection on the objectives targeted at the beginning of the unit, once it has been

finished.

- Creativity when producing oral and written texts, basing on given models.

- Promotion of cooperative work in the classroom.

3. Objectives

- To read an article and a questionnaire on the use and importance of English in a

comprehensive, autonomous way.

- To produce and understand written and oral messages on the importance of English

as a vehicle for international communication, about actions taking place at the time of

speaking, and about personal information.

- To engage in interaction by greeting and introducing friends.

- To identify and pronounce correctly stressed syllables in English.

- To contrast the use, form and meaning of the Present Simple and the Present

Continuous in a given context.

- To transfer the structures and vocabulary learned to personal output.

- To write a short text on themselves and about the English language speaking

countries, with attention to the use of capital letters.

4. Contents

- Vocabulary: a) Languages and countries.

b) Functional language for greetings and for introducing yourself.

c) False Friends and their translation.

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- Structures and language functions

a) Asking for and giving personal information: customs, routines,

everyday activities: Present Simple and Continuous.

b) Frequency adverbs and time expressions.

- Phonetics: a) Stressed syllables.

b) Pronunciation of the 3rd person singular “s”.

5. Assessment Criteria

- To understand general and specific information from oral and texts and

conversations such as introductions, in which English is considered as a tool for international

communication.

- To engage in interaction in conversation and brief simulations with their classmates,

producing personal introductions and expressing actions and events taking place at the time

of speaking.

- To understand the general information and all relevant data from a written text,

showing comprehension.

- To write a text on personal habits, about oneself and about and English language

speaking country, drawing attention to vocabulary, grammatical structures and elements of

coherence and cohesion.

- To use the knowledge acquired on stress and the use of the Present Simple and the

Present Continuous, using it as a tool for self-correction.

- To identify, use and explain orally different strategies for advancing learning, such

as reflection on self-learning, acceptance of error, and use of techniques to learn and

memorize vocabulary, as well as the use of grammar aids.

- To use ICT resources, in a guided way, in order to search for information and to

establish personal relationships.

- To identify the most relevant cultural aspects of the English language speaking

countries.

6. Cross-curricular elements

We will work on aspects related to geographical and historical information of the

English speaking countries, to information and communication technologies (ICT) and on the

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education of students’ values from the point of view of democracy and respect for others in

all the activities executed.

UNIT 2: DRIVE CAREFULLY!

1. Justification and Timing


10/08/2007.

One of the main objectives of this stage of education and of English Language subject

is to achieve a mastery of comprehension and expression skills. According to this we will

learn how to narrate past events and experiences, to speak about time and to give personal

opinions, reviewing and expanding the Past Simple, as well as time expressions and adverbs

used with the Present Simple.

This will be developed in 10 sessions of 50 minutes.

2. Key Competences

- Reporting about a car crash.

- How to interpret statistics.

- To reflect upon the consequences of careless driving.

- To learn about the best route, road signs and driving norms.

- Elimination of gender stereotypes on driving.

- Respect towards other countries’ customs and languages. Reflection on what other

cultures offer to our way of life.


- Use of strategies, resources and techniques of intellectual work in order to learn to

be aware of the students’ own abilities and knowledge.

- Planning and development strategies for written and oral tasks using creativity.


3. Objectives

- To read about traffic accidents and statistics in a comprehensive and autonomous way.

- To talk about past events and actions. To report on an accident.

- To give personal opinions on the causes and consequences of accidents.

- To use the Past Simple correctly: regular and irregular verbs.

- To identify and pronounce correctly the –ed ending in regular verbs: /d/,/t/,/id/.

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- To listen to an oral text on traffic comprehensively.


- To write a short text on actions taking place at a specific time in the past.

4. Contents

- Vocabulary: a) Road signs and road safety.

b) Kinds of vehicles.

c) True friends.

- Structures and language functions:

a) Narrating past events: Past Simple: time expressions and adverbs.

b) Telling about an accident.

c) Giving personal opinions.

- Phonetics: a) Correct pronunciation of –ed ending in regular verbs:/d/,/t/,/id/.

b) Sentence rhythm.


- To understand general and specific information from oral and written texts and

conversations on a traffic accident, and on media broadcast on the state of roads.

- To engage in brief dialogues for reporting about a traffic accident, giving personal

opinions on causes and consequences.

- To write a text about past events from information drawn from a diary, using capital

letters and word order correctly, drawing attention to vocabulary, grammatical structures and

elements of coherence and cohesion.

- To use the knowledge acquired on the form and the use of the Past Simple and its

pronunciation, using it as a tool for self-correction.

- To identify, use and explain orally different strategies for advancing learning, such

as reflection on self-learning, acceptance of error, and use of techniques to learn and

memorize vocabulary, as well as the use of grammar aids.

- To use ICT resources, in a guided way, in order to search for information and to

establish personal relationships.

- To identify the most relevant cultural aspects of the English speaking countries,

especially with reference to traffic and social behaviour.

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In this unit we will work on aspects related to Mathematics since we will deal with

statistics and their interpretation as well as on geographical and historical data from English

speaking countries, specifically Britain. Information and communication technologies (ICT)

will also be dealt with as well as the education of students’ values from the point of view of

democracy and respect for other in all the activities executed.

UNIT 3: RISKY SPORTS



10/08/2007.

One of the main objectives of this stage and English language subject is to achieve a

mastery of comprehension and expression skills. According to this, this unit focuses on

asking about present and past facts and events and asking for information. To do so,

interrogative forms of the verb tenses studied are reviewed: Present simple, continuous, and

past simple together with the wh- words.

This will be carried out in 9 sessions of 50 minutes.

2. Key Competences

- To reflect on the danger involved in some sports, and the skills and equipment

required.

- Elimination of gender stereotypes related to sport.

- Reading of specialized magazines.

- Importance on a respectful attitude towards the teacher and classmates.

- Respect towards other countries’ customs and languages. Reflection on what

other cultures offer to our way of life.

- Planning and development strategies in written and oral tasks using creativity.


3. Objectives

- To read and interviews from sports magazines in a comprehensive, autonomous

way.

- To listen to an interview comprehensively.

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- To create interrogative questions in the Present Simple, the Present Continuous and

the Past Simple.

- Giving opinions and asking for and giving information.

- To identify and produce words with silent letters.


- To write an interview and a short text on sport, using correct word order and

coherence and cohesion devices.

4. Contents

- Vocabulary: a) Sports and equipment, countries and regions.

b) True Friends and False Friends.

- Structure and language functions:

a) Asking for present and past events and facts; asking for and giving

information. Present Simple, Present Continuous and Past Simple

(interrogative).

b) Wh- questions: Who?, What?, Where?, Why?, How often?

c) Word order in interrogative sentences

- Phonetics: Words containing silent letters.


- To understand general and specific information, from oral and written texts and

conversations on extreme sports and their risks.

- To engage in brief dialogues on the risks and danger of extreme sports, as well as

about past actions using Present Simple, the Present Continuous and the Past Simple.

- To understand the general information from a magazine article on extreme sports,

identifying specific information.

- To write an interview to a famous person, using questions for specific information,

using the adequate word order for interrogative sentences.

- To use the knowledge acquired on silent letters and the word order of interrogative

sentences as a tool for self-correction and self-assessment.

- To use ICT resources in order to search for information and to establish personal

relationships.

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specially with reference to extreme sports.

6.Cross-curricular elements

We will work on aspects related to Physical Education since the unit is centred on

extreme sports and the necessary equipment for its practice. We will also deal with

geographical and historical information from English speaking countries, with information

and communication technologies (ICT) and with the education of students’ values from the

point of view of democracy and respect for others in all the activities executed.

UNIT 4: YOU LOOK FANTASTIC!


This unit is related to all blocks of the Royal Decree 1631/2006 and to the Order

of 10/08/2008.

In order to consolidate and expand the knowledge from other courses, in this unit we

will leave aside verb tenses and concentrate on the review of some issues such as the

expression of quantity (countable, uncountable nouns and the plural), pre-modification

(determiners: a, an, the, some, any) and we will centre on communicative tasks like

describing physical traits of people and expressing present and past habits and customs.

This will be carried out in 9 sessions of 50 minutes each.

2. Key Competences

- Reflection on the relevance of fashion in our times.

- Respect to different fashions and dress styles in different cultures, as well as to that

of classmates.

- Elimination of gender stereotypes on fashion.

- Positive appreciation of the diversity of ideas, customs and traditions related to

fashion and clothing.




3. Objectives

- To read on the development of fashion along history in a comprehensive,

autonomous way.

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- To engage in interaction for buying clothes and to give personal opinions on fashion.

- To use determiners correctly: a, an, the, some, any.

- To distinguish between count and non-count nouns.

- To pronounce the regular plural correctly: /s/, /z/, /iz/.

- To listen to an oral text on fashion on English language speaking countries.

- To know and identify the structure of a paragraph to convey a main idea.

- To write a short text comparing past and present fashion with the correct structuring

in paragraphs according to thematic progression.

4. Contents

- Vocabulary: a) Fashion, shopping and clothes.



a) Physical descriptions with different verb tenses.

b) Expressing habits and customs, both present and past.

c) Count and non-count nouns. Noun plurals.

d) Determiners: a, an, the, some, any.

-Phonetics: Identification and production of the regular plural: /s/, /z/, /iz/.



conversations on contemporary fashion and on the development of fashion in the last decades.

- To engage in brief dialogues on clothes, expressing opinions and appreciation for

opinions of others, trying to be understood.

- To understand the general information from a magazine article on the changes of

fashion along history, identifying specific information.

- To write a paragraph on teenage fashion, taking into account the structure of the

paragraph (introduction of main idea, development and conclusion).

- To use the knowledge acquired on determiners, count and non-count nouns and the

pronunciation of the regular plural as a tool for self-correction and self-assessment.


relationships.

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countries, specially with reference to fashion.


In this unit we will work on aspects related to geographical and historical information

from English speaking countries since we will study fashion and its evolution in those

countries. We will also deal with the information communication technologies (ICT) and

with the education of students’ values from the point of view of democracy and respect for

others in all the activities executed.

UNIT 5: LET’S SAVE THE EARTH!



10/08/2007.

Since this is the last unit of 1st term and in order to integrate the main verb tenses

studied previously, we will centre on speaking about past actions and about facts which took

place at a specific time in the past by using the past continuous and contrasting it with the

past simple.

This will be carried out in 9 sessions of 50 minutes.

2. Key Competences

- Expressing opinions on natural disasters, their causes and the measures to avoid them.

- Narrating past actions: Past Simple and Past Continuous.

- Respect towards the environment and life.

- Natural disasters in different countries.




3. Objectives

- To read articles about natural disaster in a comprehensive and autonomous way.

- To participate in communicative interactions to ask for and give information on past

actions and to express opinions on natural disasters.

- To listen to a radio broadcast on Hurricane Katrina comprehensively.

37

- To contrast the use, the form and the meaning of the Past Simple and the Past

Continuous in a given context.

- To distinguish and pronounce the sounds /b/ y /v/ correctly.

- To know and identify the structure of a paragraph to convey a main idea.

- To write a short newspaper article on a natural disaster with the correct structuring

in paragraphs according to thematic progression.

4. Contents

- Vocabulary: a) Natural disasters. The Earth. The Environment.



a) Expressing abilities.

b) To ask about and talk about actions in the past and facts which

took place at a specific time in the past: Contrast between Past

Continuous and Past Simple.

- Phonetics: a) Distinction between /b/ and /v/.

c) Weak forms of was, were.

d) Sentence rhythm.



conversations on natural disasters, and from people telling about events in their past.

- To engage in brief dialogues on the prevention and the causes of natural disasters, as

well as reporting events in the past trying to be understood.

- To understand the general information from a magazine article on natural threats,


- To write an article on social awareness of problems and threats towards the

environment, taking into account the structure of a press article.

- To use the knowledge acquired on pronunciation of /b/ and /v/, the weak forms of was

and were, and the sentence rhythm as a tool for self-correction and self-assessment.


relationships.

38


countries, specially with reference to the environment and to natural disasters.


We will work on aspects related to Natural and Environmental Sciences and

geographical and historical information from English speaking countries, especially the USA,

as we will focus on Hurricane Katrina. We’ll also deal with the information and

communication technologies (ICT) and with the education of students’ values from the point of

view of democracy and respect for others in all the activities executed.

UNIT 6: SHOPLIFTERS



10/08/2007.

The need to express inexact quantity in everyday life justifies on asking about

numbers and amounts with How much and How many?, quantifiers, and sequencing events

in narration by means of sequencers or time connectors.


2. Key Competences

- To talk about quantity.

- Expressing opinions about thefts and shopliftings, and their causes and consequences.

- Elimination on gender stereotypes on thefts and shoplifting.

- Awareness of the consequences of stealing and breaking the law.


- Planning and development strategies for written and oral tasks using creativity.


3. Objectives

- To read articles and interviews about thefts and shoplifting in a comprehensive and

autonomous way.

- To listen to a report on a robbery comprehensively.

- To use question words for expressing quantity, in combination with indefinite

pronouns and adjectives.

- To engage in interaction when shopping.

39

- To use time connectors in order to show the order of events.

- To distinguish and produce the sounds /s/ and /?/ (soldier/shirt).


- To write a paragraph on going shopping

4. Contents

- Vocabulary: a) Food, thefts and robberies.

b) Quantities and measures.

c) Time connectors.


a) Asking about numbers and quantity: How much and how many.

b) Quantifiers: (a) few, (a) little, several, many, much, some, any, a

lot of, no.

c) Time/sequence connectors: First, Second, Then, Next, Later,

Finally.

- Phonetics: a) Distinction of /s/ and /?/ (soldier/shirt).

b) Sentence intonation.

5. Assessment criteria


conversations on thefts and robberies, and their social and legal consequences.

- To engage in brief dialogues for commenting and giving opinion on shoplifting, and

role-playing situation for shopping.

- To understand the general information from a written text on the social effects of

shoplifting identifying specific information.

- To write a text on the functioning of a shopping mall, and about a usual shopping day.

- To use the knowledge acquired on quantifiers, time and sequence connectors, and in

pronunciation, using it as a tool for self-correction.

- To use ICT resources, in order to search for information and to establish personal

relationships.


specially, with reference to the legal system and to eating habits.

40

6. Cross –curricular elements

We will work on aspects related to geographical and historical information from

English speaking countries, on the education of students’ values, from the point of view of

democracy and respect for others in all the activities executed, and on information and

communication technologies (ICT).

UNIT 7: JUST DO IT!



10/08/2007.

One of the main of the objectives of this stage of education and of English language

subject is to achieve a mastery of comprehension and expression skills. According to this, we

introduce and review contents such as the description of people, the expressions of likes and

preferences, the comparative and superlative degree of adjectives, and the vocabulary

necessary to talk about sports and great sport events.


2. Key Competences

- To appreciate sport as a means for personal improvement and respect for sport rules.

- Elimination of gender stereotypes in sports.

- Existence and respect for different peoples: Native Americans.

- Planning and development strategies.



3. Objectives

- To read texts on sports in a comprehensive, autonomous way.

- To express likes and dislikes, opinions and preferences orally, in interaction, on

sports and sports events.

- To listen to media report on sports events comprehensively.

- To use adjectives for enlivening descriptions.

- To form and use adjectives in the comparative and superlative degrees to compare

similar and different things.

- To distinguish between /g/ and /dz/ (get/large).

41


- To write a paragraph describing a person and another text on a sports event.

4. Contents

- Vocabulary: a) Adjectives for descriptions.

b) Sports: great events (Olympic Games, World Championship, etc).

-Structures and language functions:

a) Expressing likes and preferences: I hate…, I can’t stand,…….

b) Describing people.

c) Comparison of adjectives: as…as, too + adjective + enough,

adjective+-er + than, more + adjective + than,etc.

d) Lexical categories: adjectives and nouns.

- Phonetics: a) Distinction and utterance of the sounds: /g/ and /dz/ (gold/large).

b) Weak forms of than, as.

5. Assessment criteria

- To understand general and specific information, from oral and written texts and

conversations on people who do sports and on major sports events.

- To engage in brief dialogues on sports, its importance for a healthy lifestyle and

social relevance.

- To understand the general information from a press article on famous sportspeople,


- To write a description of a famous person, and a paragraph on a major sports event,

from information drawn from the media.

- To use the knowledge acquired on the form and the use of adjectives for describing

people, as well as their comparative forms, using it as a tool for self-correction.


relationships.


specially with reference to sports and health.



around the world regarding sports events, to Physical Education dealing with the world of

42

sport in education, on information and communication technologies (ICT), and on the

education of students’ values from the point of view of democracy and respect for others in


UNIT 8: TRIP TO THE FUTURE



10/08/2007.

This unit focuses on the expression of the future in two ways: making predictions and

talking about plans and intentions in the future by means of will + infinitive, be going to +

infinitive and the present continuous learning about the expression of the future will enlarge

students’ communicative abilities significantly.


2. Key Competences

- Critical analysis and opinion on inventions which claim to improve our living standards.

- Respect for disabled or handicapped people, both physically and mentally, and

awareness of the need to improve their situation.

- Equality of opportunities for the physically impaired.

- Awareness of the existence of regional and climatic differences around the world.


- Planning and development strategies in written and oral texts using creativity.


3. Objectives

- To read texts on predictions of how life will be in the future in a comprehensive,

autonomous way.

- To engage in conversation in order to arrange holiday plans.

- Expressing personal opinions on future predictions.

- To listen to the weather forecast comprehensively.

- To distinguish between /o/ and /eu/ (shop/broke).

- To analyse the uses and forms of the future: will, be going to, Present Continuous.

- Sentence connection with or, and but.

- To write a paragraph on the student’s future and about a possible invention.

43

4. Contents

- Vocabulary: a) Technology; the weather; the environment.

b) The future, especially in aspects related to school and the city.

d) True Friends and False Friends.


a) Making predictions: will + verb.

b) Talking about plans and intentions in the future: be going to + verb

and the Present Continuous.

c) Time expressions for the future: next, in …time, tomorrow, etc.

- Phonetics: a) Distinguishing the different pronunciations of “o” (shop/broke).

b) Sentence rhythm.


- To understand general and specific information from oral conversations on the

future and the potential changes and inventions that will exist.

- To engage in brief dialogues on plans for the near and long-term future, giving

personal opinions on how life will be in future years.

- To understand the general information from a written text on new technologies and

ICT, identifying specific information.

- To write a text about the student’s hypothetical future and about a future invention.

- To use the knowledge acquired on the form and the use of different forms of

expressing future in English, as well as of the time expressions related to in and the

pronunciation of “o”.


relationships.


specially with reference to the use of technology and of the possible future life standards.



USA as one of the most important countries in technological innovation. We will also work

on aspects related to Technology as we will make predictions on technological advance and

future invention, on the education of students’ values from the point of view of democracy

44

and respect for others in all the activities executed, and on information and communication

technologies (ICT).

UNIT 9: HAVE YOU GOT ANY PROBLEMS?



10/08/2007.

This didactic unit focuses on the expression of modality (giving advice, making

promises, asking for help and for permission, and expressing ability, obligation, necessity,

possibility and prohibition). The learning of modal verbs and their uses will improve the

learner’s communicative competence.


2. Key Competences

- Awareness of teenage problems, and the need to underscore them in order to get

over them.

- Understanding that both genders have problems at this stage, and that they both

need help to overcome them.

- Comparing teenage problems in Spain to those of teenagers from other countries.


- Planning and development strategies.


3. Objectives

- To read letters in a comprehensive, autonomous way.

- To give personal opinions on advice received, as well as giving advice on teenage

problems.

- To analyse the form, use and meaning of modal and semi modal verbs.

- To express ability, obligation, need , advice and permission; to ask for help.

- To identify and produce contracted forms of modal verbs.

- To listen to a conversation between teenagers, talking about their problems, in a

comprehensive way.

- To write a letter to a teenage magazine asking for help and advice.

45

4. Contents

- Vocabulary: Teenagers and their problems.


a) Giving advice: should, shouldn’t, ought to.

b) Making promises: I promise…

c) Asking for help and permission: can, could, may, and would.

d) Expressing ability: can, can’t could, couldn’t.

e) Expressing obligation and need: must, have to, don’t have to.

f) Expressing possibility: may, might.

g) Expressing prohibition: mustn’t.

h) Structure of a letter giving advice.

- Phonetics: a) Contracted forms: shouldn’t / can’t, etc.

b) Sentence intonation.



conversations on teenage problems, and about parents/teenagers relationships.

- To engage in brief dialogues on teenage problems, asking for and giving advice,

asking for permission, negotiation prohibition, etc.

- To understand the general information from a written text on social problems,

especially at a young age, identifying specific information.

- To write a letter to a teenage magazine, asking for advice on a personal problem.

- To use the knowledge acquired on the form and the use of modal and semi modal

verbs and on the pronunciation of their contracted forms, as a tool for self-correction and

self-assessment..


relationships.


especially with reference to teenage problems and situations.


We will work on aspects related to Education for Citizenship and Human Rights

46

Studying the rights and obligations of the members of a community or society to live

peacefully, on information and communication technologies (ICT), and on the education of

students’ values from the point of view of democracy and respect for others in all the

activities executed.

UNIT 10: DIFFERENT COUNTRIES, DIFFERENT NORMS.



10/08/2007.

To achieve a mastery of comprehension and expression skills is one of the main

objectives of this stage and English language subject. According to this, we will focus on

expression agreement and disagreement, comparing customs and norms for public behaviour

by means of manner adverbs and their comparative and superlative degree. These contents

are present in all b locks of the curriculum. Since this is the last unit of 2 nd term we will also

do some review on previous contents. We will carry this out in 9 sessions of 50 minutes each.

2. Key Competences

- To compare customs of social norms for public behaviour and to respect differences

in this sense in European countries.

- Respect for the human body and its dignity.

- To search for information on the politeness convention of English speaking countries.

- To understand gender relations as something natural and ordinary.

- Elimination of the bias on women travelling alone.


- Reflection on the objectives targeted at the beginning of the unit, once it has been

finished.

- Planning and development strategies in order to hand in a written task using creativity.


3. Objectives

- To read a press article on social customs through different cultures in a


- To express agreement and disagreement, and give personal opinions on stereotypes

and social norms in different countries.

47

- To listen to a conversation on customs in a comprehensive way.

- To know and use correctly manner adverbs and adjectives.

- To pronounce correctly the main diphthongs of the English language:/ei/, /ai/,etc

- To write on a funny or awkward situation on the conflict of customs and social

norms related to an English speaking country.

4. Contents

- Vocabulary: a) Countries and regions: revision.

b) Manner adverbs.

d) Social customs and personal abilities.

- Structures and language functions

a) Expressing agreement and disagreement: I agree..,I don’t agree..

b) Comparing customs and norms.

d) Manner adverbs: Use, form and comparative degree: (not) verb +

as + adverb. + as, more + adverb(than), the most + adverb.

- Phonetics: Distinction and utterance of diphthongs: /ei/, /ai/, etc.

5. Objectives

- To read a press article on social customs through different cultures in a


- To express agreement and disagreement, and give personal opinions on stereotypes

and social norms in different countries.

- To listen to a conversation on customs in a comprehensive way.

- To know and use correctly manner adverbs and adjectives.

- To pronounce correctly the main diphthongs of the English language:/ei/,/ai/, etc

- To write on a funny or awkward situation on the conflict of customs and social

norms related to an English speaking country.


- To understand general and specific information from a telephone conversation

between friends dealing with cultural differences, showing agreement and disagreement.

- To engage in brief dialogues on national stereotypes on cultural or social facts,

giving personal opinions on causes and consequences.

48

- To understand the general information from questionnaires and press articles on

stereotypes and customs across the world, identifying specific information.

- To write a text about funny situations in which social customs and norms have

caused conflict.

- To use the knowledge acquired on expressing agreement and disagreement and on

manner adverbs and the pronunciation of diphthongs as a tool for self-correction and self-

assessment.


relationships.


countries, specially with reference to traditions, customs and social conventions.


We will work on aspects related to History and Geography by means of revision of

vocabulary about countries and regions and their different customs and norms, information

and communication technologies (ICT), and students’ education on values such as

democracy and respect for others in all the activities executed.

UNIT 11: AROUND THE WORLD



10/08/2007 and centres on expressing possibility and planning and making arrangement for a

trip, making hotel reservations by means of prepositions of time, place, motion and transport.

We can see a clear communicative focus in this unit since travelling to a foreign country has

become a very popular activity for which English is essential.


2. Key Competences

- Spotting errors on a computer screen with information on transportation.

- Respect and acceptance for other people’ s customs and norms when we visit them.




49

3. Objectives

- To read a travel brochure comprehensively.

- To talk about the possible options when travelling a journey.

- To make travel arrangements: flights and hotels.

- To use prepositions of time, place and motion for places and means of transport.

- To distinguish between /dz/ and /t?/ (jeep/cheap).

- To listen to flight announcements in an airport comprehensively.

- To write a description of a place they have visited and a text on travel plans for

visiting a foreign country.

4. Contents

- Vocabulary: a) Travelling and means of transportation.

b) Hotel booking.


a) Expressing possibility: might.

b) Making arrangements before travelling: I’d like to.., Could you..?

c) Prepositions of time, place and motion. Prepositions for means of

transportation.

- Phonetics: a) Distinction and utterance between /dz/ and /t?/ (jeep/cheap).

b) Intonation of usual phrases.


- To understand general and specific information from a travel brochure to a

European country.

- To engage in brief dialogues about the arrangement of hotel booking and means of

transportation for future journeys.

- To write a text describing a country visited by the student.

- To use the knowledge acquired on the expression of possibility and for making

arrangements before travelling, as well as of prepositions of time, place and motion, and

their use with means of transportation, as a tool for self-correction and self-assessment.


relationships.

50


countries, specially with reference to travelling across Europe and the world.


We’ll work on aspects related to geographical and historical information of

different parts of the world since travelling is the main issue in this unit. We’ll also deal

with the information and communication technologies (ICT) and with the education of

students’ values from the point of view of democracy and respect for others in all the


UNIT 12: BORN TO BE SUCCESSFUL



10/08/2007.

In this unit we will introduce the present perfect and all its uses and the functions of

describing past and present events and talking about experiences. We’ll also learn to

describe personality as well as making suggestions. In this way, we get a balance between

grammatical and communicative issues.

We will do all this in 9 sessions of 50 minutes each.

2. Key Competences

- A selection of female and male people who have been successful in life

independently from their personal circumstances.

- The notion of success as a result from effort and personal ambition and self-

improvement.


- Creativity when producing written and oral texts, based on given models.


- Promotion of cooperative work in the classroom

3. Objectives

- To read about the lives of successful teenagers and grownups in a comprehensive,

autonomous way. To describe a classmate’s personality….

- To make suggestions and describe past and present events.

- To form and use the present perfect.

51

- To identify and produce the sound /h/, and contracted forms of have.

- To listen to an interview comprehensively.

- To write on a famous, successful person, and on important experiences in their lives.

4. Contents

- Vocabulary: a) Personality traits.

b) False Friends.


a) Description of personality.

b) Making suggestions: Shall we...?, Why don’t we..?, What about..?

c) Description of past and present events.

d) Present Perfect(affirmative, negative and interrogative forms),

time expressions for it (for and since) and contrast between the

past simple and the present perfect.

e) Opinion essays.

- Phonetics: a) Contracted and weak forms of have, we’ve, hasn’t, I’ve…

b) The sound /h/.


- To understand general and specific information, from conversations among

different people, describing each other.

- To engage in brief dialogues on personal success and the personality traits

necessary for self-improvement, giving personal opinions

- To understand the general information from a written text on successful people,


- To write an opinion essay arguing for the reasons why a famous person has

become so.

- To use the knowledge acquired on describing people, suggesting and describing

present and past events with the Present Perfect and the time expressions associated to it as

a tool for self-correction and self-assessment.

-To use ICT resources, in order to search for information and to establish personal

relationships.

52


countries, specially with reference to the concept of success and the ways to achieve it in

different cultures.


We’ll work on aspects related to Physical Education and music since we’ll focus on

famous people from the sports and musical fields. Again geographical and historical

information from different parts of the world is dealt with as well as information and

communication technologies. We will keep on working on the education of students’

values from the point of view of democracy and respect for others in all the activities

executed.

UNIT 13: WOMEN ON THE MOON



10/08/2007.

In this unit we’ll introduce the passive voice, which opens a new expressive and

communicative path to learners since it is widely used in English to describe processes and

changes. This will be complemented by expressing and discussing about biographical data

and vocabulary on jobs, professions and space travel.

This will be done in 10 sessions of 50 minutes.

2. Key Competences

- Analysis on the role of women in the workplace and elimination of gender

stereotype and bias in the work market.

- To search for and interpret information from encyclopaedias and digital resources.

- Men and men working together successfully in relations characterized by respect.

- Relevance of the space exploration and of mankind’s arrival to the Moon and to Mars.




3. Objectives

- To read some articles on space exploration and on women at work in a


53

- To express biographical data.

- To ask for and give information on products.

- To form and use the passive voice in English.

- To identify and utter correctly the past participle endings: /d/, /t/, /id/.

- To listen to difficulties in space exploration in a comprehensive way.

- To write a paragraph describing the arrangement of a space journey, and about the

role of women in technological and scientific jobs.

4. Contents

- Vocabulary: a) Space and jobs.

b) Biographical data.

c) True Friends and False Friends.


a) Expressing biographical data.

d) Asking for information about a product.

e) The Passive Voice: Present and Past (all forms).

f) The paragraph as the unit to express a main idea.

- Phonetics: a) Revision of the distinction between the ending of the past participle

/d/, /t/, /id/.



conversations on space exploration, its history and present state, and the contribution of

women.

- To engage in brief dialogues on space exploration and its relevance, and on the

role of women in the workplace.

- To understand the general information from a written text on the differences

between genders in the workplace, identifying specific information.

- To write a text about the arrangements of a space journey, and a paragraph on the

role of women in the workplace, taking into account personal and familiar connotations.

- To use the knowledge acquired on passive voice and the paragraph as the unit for

the expression of a main idea as a tool for self-correction and self-assessment.

54


relationships.


countries, specially with reference to the avoidance of differences between genders in

professional contexts.


We’ll work on aspects related to Technology discussing the characteristics of

spaceships. Also geographical and historical data about the history and evolution of space

travel. Information and communication technologies (ICT) will be dealt with again as the

education on students’ values from the point of view of democracy and respect for others in


UNIT 14: BODY LANGUAGE



10/08/2007.

The central issues in this unit are the expression of possibility, probability and

condition by means of First Conditional. This implies the previous knowledge of the future

with Will and, to some extent, of modal verbs. That’s why this unit must be placed at the

final stages of the course.


2. Key Competences

- Interpretation of information from a self-help book.

- Adequate use of body language in order to avoid misunderstanding, specially in

international communication.

- Respect for animals and criticism of their abuse.


- Creativity when producing written and oral texts, based on given models.



55

3. Objectives

- To read texts on body language and social conventions to express condition,

probability, possibility and promises.

- To ask for and give directions.

- To give personal opinions on body language and social conventions.

- To distinguish, form and use the First Conditional and time clauses with when and before.

- To distinguish between /i/ and /i:/.

- To listen to a conversation on body language across cultures.

- To write a paragraph on situations in which body language is considered to be

very important and where it can cause conflict or misunderstanding.

4. Contents

- Vocabulary: Animals and body language.


a) Expressing probability , possibility and promises: First Conditional.

b) Time Clauses (when, before) and revision of time expressions.

- Phonetics: a) /i/ and /i:/.

b) Sentence intonation (3).



conversations on body language across cultures, and its importance for communication.

- To engage in brief dialogues to ask for and give directions.

- To understand the general information from a written text on body language,


- To write a text on body language between humans and animals, from information

drawn from printed and online resources.

- To use the knowledge acquired on the First Conditional and on time clauses as a

tool for self-correction and self-assessment.


relationships.


countries, specially with reference to the different gestures of polite conversation.

56


We’ll work on aspects related to Natural Science as we will study the parts of the

body. Also geographical and historical data will be present dealing with the differences in

body language around the world. Once again, information and communication technologies

(ICT) will be used and the education of students’ values from the point of view of

democracy and respect for others will be present in all the activities executed.

UNIT 15: YOU GOT IT!



10/08/2007. Since this is the last unit of the course, we think we should focus on the

consolidation of the knowledge already acquired and that’s why we don’t introduce any

new concepts. Therefore we’ll work on basic verb tenses to express present, past and future

actions as well as passive voice and modal verbs. We’ll also revise the major

communicative functions and lexical areas.

We will do this in 9 sessions.

2. Key Competences




3. Objectives

- To read texts on body language and social conventions in a comprehensive,

autonomous way. To express condition, probability, possibility and promises.

- To ask for and give directions.

- To give personal opinions on body language and social conventions.

- To distinguish, form and use the First Conditional and time clauses with when and before.

- To listen to a conversation on body language across cultures.

- To write a paragraph on situations in which body language is considered to be

very important and where it can cause conflict or misunderstanding.

4. Contents

- Vocabulary: a) General revision of the vocabulary learned in the course.

b) False Friends.

57

- Structures and language functions: telling past, present and future events and

intentions: revision and integration of all verb tenses in the course.

- Phonetics: Revision of main features of English pronunciation learned in the course.


- To understand general and specific information, the main idea and some details from

oral and written texts and conversations on a selection of topics treated in the course.

- To engage in brief dialogues on shopping, predicting future events and situations,

discussion subjects, and other areas treated trying to be understood.

- To understand the general information from magazine articles, newspaper items, and

book excerpts on the topics covered identifying specific information.

- To write a text integrating description of people and places, opinions, agreement and

disagreement, on any of the topics treated.

- To use the knowledge acquired vocabulary, grammar and pronunciation as a tool for

self-correction and self-assessment.


relationships.


countries, specially with reference that of the Spanish and Andalusian societies, in order to

contrast them to their own culture and improve mutual comprehension and learning.


The review of the contents of the course will allow us to refer to several subjects of the

school curriculum. Apart from this, as in all the previous units, information and

communication technologies will be dealt with and used and again we’ll work on the education

of students’ values from the point of view of democracy and respect for others in all the


58

10. BIBLIOGRAPHY

General Bibliography

Aparici, R (coord.): La revolucion de los medios audiovisuals. Ed. De la Torre.

Madrid, 1993.

Cabero, J. (ed.): Nuevas tecnologias aplicadas a la educacion. Sintesis. Madrid,2000.

Casamayor, G. (coord): Como dar respuesta a los conflictos La disciplina en la

ense;anza secundaria. Ediciones Grao. Barcelona, 1998.

Gimeno Sacristan, J.: Teoria de la ensenanza y desarrollo del curriculum. Anaya.

Madrid, 1981.

Gimeno Sacristan, J y Perez Gomez, A.: Comprender y transformar la ensenanza.

Morata. Madrid, 1992.

Gimeno Sacristan, J.: El curriculum. Una reflexion sobre la practica. Morata.

Madrid, 1988.

Mager, R.F.: Formulacion operativa de objetivos didacticos. Marova. Madrid, 1980.

Novak, J.D.: Teoria y Practica de la educacion. Alianza. Madrid, 1982.

Rodriguez Dieguez, J,L.: Didactica General. Objetivos y evaluacion.Cincel.

Madrid, 1980.

Stenhouse, I.: Investigacion y desarrollo del curriculum. Morata. Madrid, 1987.

Teacher’s Bibliography

Harmer, J.: The Practice of English Language Teaching with DVD (4th Edition).

Longman, London, 2007.

Herrell, A. and Jordan, M.: Fifty Strategies for Teaching English Language

Learners (3rd Edition). Prentice Hall. London 2007.

Gebhard, J.: Teaching English as a Foreign or Second Language, Second Edition: A

Teacher Self-Development and Methodology Guide. University of Michigan Press.

Chicago, 2006.

Broughton, G.: Teaching English as a Foreign Language (2nd Edition).

Taylor&Francis- Routledge. London, 2007.

Wharton, S.: 500 Tips for Tesol: (Teaching English to Speakers of other

Languages). Taylor&Francis. London, 2007.

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programación

Documents

didactic programming

subject matter of english

education loe

specific course subject

stage objectives

basic competencies

community of andalusia

royal decree of minimums