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COURSE PROGRAMME FOR 4TH OF ESO

ROSA MARIA SEVILLA GARCIA

20026505 Z
CONTENTS:

1. INTRODUCTION

1.1 RATIONALE FOR SYLLABUS

1.2 CONTEXT

1.3 LEGAL FRAMEWORK

2.OBJECTIVES

3. KEY COMPETENCES

4. CONTENTS

5. ASSESMENT CRITERIA

6. ASSESMENT TOOLS IN RELATION TO CRITERIA

7. QUALIFICATION OR EVALUATION CRITERIA

8. METHODOLOGY

9. INCLUSION MEASURES

10. DIDACTIC UNITS

11. TRANSVERSAL ELEMENTS

12. COMPLEMENTARY ACTIVITIES

13. ASSESSMENT OF TEACHING OBJECTIVES VIA ACHIEVEMENT INDICATORS

14. BIBLIOGRAPHY

15. ANNEXES

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1. INTRODUCTION

Communication in a foreign language is nowadays a priority because of social and

educational reasons. Sociocultural and sociolinguistic aspects of learning English open eyes

and doors to other cultures.

This syllabus has communication at its heart and, what’s more, the need for students to

collaborate in groups as well as autonomously. Just as an effective teacher needs to be able

to collaborate with his/her colleagues in the English and non-language departments, so the

students will appreciate the value of teamwork and follow the example set by their teacher.

Furthermore, the status of English as lingua franca means that mastering English will lead to

more opportunities in the world of work, both at home and abroad.

1.1. RATIONALE FOR SYLLABUS

The main aim of this syllabus is to provide students with the language and cultural

awareness they need to succeed in a globalized world, as well as to provide opportunities for

open debate and critical thinking – which is one of the key competences within the LOMQE.

According to the European Commission, “multilingualism is a basic requirement in a

globalised society”. And so, as English teachers we must foster basic skills and key

competences of our students by facilitating mutual learning and exchange of good practice.

The main purpose of this syllabus is to act as a handbook for the English department, but it

is said to be an open document that has to be updated every year.

1.2. CONTEXT

As every school is a different ecosystem, teachers need to know what kind of centre they are

going to work in. Let’s say we are working at an average high school, placed in a town called

Gandia. In this area, we find working-class families, both Spanish and migrants. There are

four secondary schools in town, so most of the students attending our school live in the

neighbourhood. The main source of work in this area is the retail sector, although it is mainly

seasonal work in the summer, since it is located at the beach.

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There are approximately 1000 students in the school and the ratio is between 24 and 28

students per group, the higher courses being bigger. We’ve got CSE, Batxillerato and

different FP modules, such as SMX, ACIS, DAW…

Regarding the facilities, the school offers its students the ordinary amenities, namely: a café,

two computer rooms, a multi-uses room, a library, two laboratories, two Technology

workshops and three specific classrooms, one for Foreign Languages and the other two for

Music and Arts.

This didactic programme is designed for 4 th of ESO. This is the highest level within this stage

and it gives us the opportunity to develop significant contents and attitudes in class. Being

the end of this stage, we must provide our students with the necessary skills and knowledge

to face their wider world.

The group consist of 30 students. They are in the science branch. Although, in general, their

level is low, we can find different levels within on class. Five students failed English subject

in 3rd of ESO. One of them has high capacities, so we have to adapt some material and

motivate students. However, the cohesion of the group is good, and students with more

levels help students with low level.

We will use different types of activities such as role play, projects and new technologies to

encourage them use and learn the English Language.

1.3. LEGAL FRAMEWORK

First of all, we must set up WHAT we are going to teach. When a teacher confronts this

question, they must consult certain documents to guide their input. To design this syllabus, I

have taken into account the Organic Law 8/2013 for the Improvement of Educational

Quality (LOMQE), which modifies the LOE but doesn’t abolish it. We will also consult the

Royal Decree 1105/2014 of the 26th December, which sets up the parameters of the

curriculum for Secondary Education, and the Order ECD 65/2015 of the 21 st January,

which relates the competences to the contents and assessment criteria. The Royal Decree is

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very much in line with the recommendations from the Common European Framework of

Reference for Languages, which set out a series of Key Competences to be at the heart of

learning assessment. The focus changed then from teaching learners simply to KNOW

something, to teaching them to KNOW HOW TO DO something. That is, it describes what

learners need to know in order to use language effectively.

So, following all these documents, our point of departure is Decree 87/2015, where the

contents, goals, criteria for assessment and some considerations about the role of English at

this stage are established for the Valencian Community. This decree has been recently

modified by the Decree 51/2018 and the main change affecting this syllabus is the increase

in number of weekly sessions of English to improve the oral communicative competence.

These decrees include reference to reinforcement, high achievers, interdisciplinary projects,

collaborative working, working together with external agents, etc. Furthermore, in order to

clarify what standards our students must achieve, the Document Pont gives us more

detailed objectives called Performance indicators. They break down the assessment criteria

into smaller units. That way, we know exactly what they should be able to do and know.

We will also take into account the Order 44/2011 to encourage and promote reading and the

Decree-Law 4/2018, promoting plurilingualism in the Valencian education system.

Finally, the last law we must take into account is Decree 104/2018 from last July, to develop

principles of equality and inclusion. This is a particularly important document in my high

school, since the PEC establishes that we are not only a current high school but also a

learning community. This means that the resources we have for inclusion, such as PT

teachers, co-teachers, educators, members from the educational community willing to get

involved in their children’s learning process, etc., are always IN the class and never OUT of

the class. All this makes inclusion real and let us help all the students in the class and not

only those needing the specific resources.

2. OBJECTIVES

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The general purpose of my syllabus is linked to the general aims of CSE, established in the

Chapter III, article 23 of LOMQE, article 2 of the RD 1105/2014 and article 15 of Decree

87/2015. But then it is my job to ensure that my students meet these objectives with the help

of the topics, materials and activities I have included in my didactic units.

Respecting this entire legislative framework, the general objectives for CSE will focus on

enabling students:

A) To acquire a responsible civic attitude, show tolerance and engage in collaboration, and

respect equal opportunities an equal treatment of man and woman. This is achieved through

a careful selection of images that ensures a fair gender balance and avoid of stereotypes

throughout the units. – SCC

B) To establish habits of self-discipline, study and working both individually and in a team to

successfully complete the learning tasks as a means of personal development. The project

based learning methodology in my units promotes a balance of team and individual work and

tries to stimulate their self-awareness and autonomous learning. – L2L / SCC / CLC

C) To reject discrimination by valuing and respecting the differences between genders and

social status and equal rights and opportunities for all. I have included texts and videos in my

units on many issues such as sports and jobs to reinforce this message. – SCC / CLC

D) To strengthen their affective capacities to reject violence, all types of prejudices, sexist

behaviour and to resolve conflicts peacefully. I have included and an oral debate on a

controversial topic such as sexism in sports, so that students learn how to use the language

to express and respect differing opinions. – SCC / SIE / CLC

E) To develop basic skills in using ICT resources critically. Throughout the project my

students will learn not only how to surf the Internet to find information, but they will also have

to question the material they find and create their own digital content: a blog. Furthermore,

many tasks will be completed online because my experience shows that they are much more

engaged in them than in a traditional workbook. – DC / L2L / CLC

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F) To regard scientific knowledge as an integrated knowledge included in different disciplines

which can be related to their own experience. I want to make clear in my units that science

impacts our students’ daily lives and so, I have included texts and activities in which they

have to formulate and confirm hypothesis to solve the task. Moreover, they will mark their

classmates work. – CMST / L2L / CLC / SIE / SCC

G) To consolidate a sense of entrepreneurship and self-esteem, participation, critical

thinking, personal initiative as well as learning to learn, planning and decision-making. My

students are given different roles when working in teams so that they feel an essential part of

the work. This gives sense to the task and so, confidence to my students. – L2L / SIE / CLC /

CLC

H) To consolidate reading and speaking in English, Valencian and Spanish and make a

commitment to reading and studying literature. I use Class Readers to give an insight into

the culture of a country. Also, the more you read the better you communicate. – CLC / L2L /

SCC / CAE

I) To understand and express oneself correctly in on or more foreign languages. – All KC

J) To know, value, and show respect for your own and others’ cultural and artistic heritage

and history. I have selected different texts on cultural and historical aspects so that they

have to use language as learning and thinking tool. – CLC / CAE / SCC

K) To consolidate healthy lifestyle habits and use physical education and sport to develop

personally and socially. I have included a project on Sports and Healthy habits and another

one on Eating Healthy to make students reflect and make the necessary changes to their

lifestyle. – CMST / SCC / L2L / CLC / SIE

L) To appreciate and understand different works and manifestations of art. I have included

different forms of art so that students learn about a variety of cultures. – CAE / L2L / SCC

3. KEY COMPETENCES

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All these objectives must be achieved in order to develop our students’ competences. As I

have said before, the idea of defined competences leading to better learning outcomes came

from the EU. By acquiring the key competences students would achieve their personal,

social and professional development and so, join adult life successfully and develop lifelong

learning. In short, it was a change of focus – instead of working primarily with theoretical

knowledge, it was now accepted that what students needed was to know how to use their

knowledge effectively in real life contexts and situations. The acquisition of these key

competences will lead our students to achieve personal fulfilments, active citizenship, social

cohesion and employability in a knowledge society.

Our educational system, with the LOMQE, established seven key competences that our

students must acquire to face their personal and working challenges:

Competence in Linguistic Communication – CLC

It basically implies being able to use language effectively as an oral and written tool in real

communication contexts. Throughout my units I have designed pair and teamwork activities

with realistic material so that students learn to communicate at a functional level.

Competence in mathematics, science and technology – CMST

It is achieved by applying scientific thinking and tools to describe, interpret and predict

different information/data in context. By contributing to linguistic competence we enable

students to reason, argue, formulate hypothesis and carry out processes of deduction and

induction.

Digital Competence – DC

It consists of providing a safe environment in which students can develop creative and

critical thinking skills and an understanding of the importance of digital technologies in their

lives. My projects include regular use of digital platforms to search, process and transmit

information for different purposes.

Learning to Learn – L2L

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English subject gives students strategies to organise and manage their workload and

motivate them to learn by selecting engaging topics. The use of study techniques,

organization and planning strategies will be fostered all along this syllabus. Moreover, at the

end of each project, students fill in a learning diary in which they reflect on their own learning

process.

Social and Civic Competences – SCC

It implies being aware of social problems in diverse contexts and the ability to contribute to

society by adopting a positive attitude towards difficult situations. Being a learning

community means that students have the chance to work in a democratic group and through

these constructive interactions, students learn to participate actively, express their own ideas

and listen to others. Furthermore, the study of rules, customs and festivities in other societies

facilitates the overcoming of prejudice and sociocultural stereotypes.

Sense of initiative and entrepreneurship – SIE

It is the ability of transforming ideas into actions and setting achievable goals which need to

be planned and managed. To develop this competence in my students, I will assign them

roles when working in a team so that they have to make decisions when planning their work.

This encourages their responsibility, self-esteem, creativity and initiative.

Cultural Awareness and Expression – CAE

Our subject helps students to acquire knowledge, understanding and an appreciation of

other cultures by having an open mind and respecting the differences. At various points in

my syllabus I have included activities about music, cinema, cooking, literature… that

contribute to our students cultural and artistic enrichment.

What is clear is that by assessing competences students should see language learning as

lifelong learning, something useful beyond the classroom. We need to encourage a positive

attitude and open mind if we want them to appreciate cultural diversity and be curious about

language and the culture that goes with it.

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4. CONTENTS

The contents I have created for my syllabus have been designed to reflect HOW the

objectives and KCs will be achieved given that these previous points all need to be linked to

effectively deliver the curriculum contents. As always, I have been guided by both national

and regional legislation with regard to the curriculum contents. This is clearly set out in

Article 2 of RD 1105/2014, where the curriculum is defined as “the regulation of those

elements which determine the teaching and learning for each subject at each level of

education”. At the same time, contents are defined as “the knowledge, skills and attitudes

which contribute to the achievement of the objectives and the acquisition of competences”.

In addition to this, I have consulted Decree 51/2018 (which modifies Decree 87/2015) issued

by the Valencian Government. For the English language teaching, the contents are divided

into five big blocks. It is important to highlight they are cyclical and cumulative, taking into

account the methodology applied to language teaching. The first four blocks are related to

the four language skills: oral comprehension, oral production and interaction, written

comprehension and written production and interaction. The curricular value of each linguistic

block is exactly the same. A fifth block is added to these four linguistic blocks which is

devoted to transversal elements and designed to broaden the scope of the issues dealt with

in the English language classroom.

Furthermore, it is important to mention here that the four blocks devoted to language skills

are, in turn, divided into six sections: strategies, socio-cultural and socio-linguistics aspects,

high-frequency lexis and expression, syntactic and discursive structures, and pronunciation,

spelling, punctuation and capitalization.

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Blocks 1-4 CONTENTS KCs OBJECTIVES
- Activate previous knowledge of task and topic.
- Identify text type, format, structure and register
- Understanding general sense (gist), key information and main points.
CLC
Oral and written - Forming reasonable hypotheses from content and context. Predict topic.
L2L E, F
comprehension strategies - Inferring and forming hypotheses of meaning based on understanding key
DC
linguistic elements, explicit ideas and paralinguistic features.
- Reforming hypotheses based on understanding new elements.
- Using techniques of active listening and reading comprehension (dictionary)
- Expressing message with clarity and coherence adapting structure to suit
text type.
- Reviewing message to simplify, improve and clarify content with available CLC
Oral and written
resources. L2L E,F
production strategies
- Scaffolding via knowledge of other languages. SIE
- Dealing with corrections and missing language
- Using simple sentences to organise the text with cohesion and coherence
- Social formulae appropriate for everyday social contact
- Norms of behaviour.
SCC
Socio-cultural and socio- - Interpersonal & intercultural relationships showing respect to people of
CLC A,C,D
linguistic aspects different cultures and origins.
CAE
- Register and Social conventions in context
- Cultural and artistic manifestations (songs, literary texts, monuments…)
- Starting and sustaining personal and social relationships
- Establishing & maintaining communication, checking for understanding.
- Describing people, objects and places.
SCC
- Narrate common situations in the present and past. Plans and projects.
Communicative functions CLC B,L,A
- Asking for and offering information. Asking for permission or for help.
L2L
- Expressing likes, emotions, doubt, wishes, permission…
- Conceiving language as a tool to learn and reflect on learning process.
- Understanding poetic function of the language.
- Formation of high-frequency words.
- Introduction to basic collocations. CLC
High-frequency lexis and
- Vocabulary for the unit topics (daily life vocabulary) – Document Pont L2L
syntactic structures
- Classroom language and Literary language SIE
- Common structures for daily life use – Document Pont

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- Sound and stress patterns, rhythm and intonation with communicative
purpose.
- Identify and produce basic vowel and consonant sounds
- Recognising and produce basic rhythm, intonation and stress patterns in
Pronunciation, spelling
words and sentences of functional language. CLC E,L,A
and punctuation
- Suprasegmental features – connected speech
- Basic spelling rules, punctuation, typographical conventions, abbreviations,
common symbols and most common spelling norms in written texts on digital
platform: Netiqueta
BLOCK 5 CONTENTS KCs OBJECTIVES
ICT
- Using digital media responsibly, respecting norms & protecting one another
from cyberbullying.
- Searching & filtering strategies
- Using ICT tools for effective communication and in collaborative work to
achieve a common goal
- Knowledge of how to create and print text and multimedia files
- Awareness of copyright and license laws.
Self-awareness
- Developing initiative and innovative thinking
- Recognising personal strengths and weaknesses (self-assessment)
Transversal and cross- - Controlling emotions to overcoming obstacles & setbacks.
B,D,A
curricular elements - Perseverance, critical and alternative thinking.
Planning Project work
- Organisational and management skills; Selection of appropriate resources
- Problem-solving; Converting problems into opportunities
- Communication skills
- Co-operative working, teamwork, taking on variety of roles
- Being supportive, tolerant, respectful and kind to others
Active listening strategies
- Dialogue of equals
- Structures and strategies for co-operative learning
- Language learning as a tool for learning and reflection on all learning.
- Language and communication. Metalanguage. Classroom language.

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5. ASSESSMENT CRITERIA

Assessment and evaluation are perhaps the areas which have undergone the most change

since the introduction of the LOMQE. In the RD 1105/2014 we can find, together with the

contents, two sections in which there is reference to assessment. Hence, we can

differentiate two terms: assessment criteria and assessable learning standards.

Article 2 of this RD clearly states that assessment criteria refer to everything I want to asses

and students should achieve regarding contents and competences. On the other hand,

assessable learning standards settle on and specify what students should know, understand

and know how to do in the English subject. This definition clearly states that these standards

must be visible, measurable and assessable so that we can sequence students’

performance and achievement in relation to the key competences (Article 5 Order ECD

65/2015). In other words, whereas the former alludes to the teacher’s objectives and

idealized outcome, the latter has to do with what students have factually achieved so that

they have met the requirements to successfully pass the subject.

All these standards were broken down last year by the Valencian Government in the

Document Pont, and they were called Performance Indicators. They provide even more

specific detail of individual elements of learning to be assessed. It must be said that they are

cumulative throughout the four years of the CSE.

At the regional level, I have also taken into account the assessment and evaluation

implications of Order 38/2017, which regulate the evaluation process for CSE in the

Valencian Community.

It is important to highlight that the communicative approach implies that continuous

assessment should be the rule. Thus, previous contents will be incorporated to the following

units and students who pass the last term will automatically pass the course.

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CONTENTS
ASSESSMENT CRITERIA PERFORMANCE INDICATORS L.S
BLOCKS 1-4
BL1.1.1/BL3.1.1:Identifies essential information
using listening and reading strategies for
BL1.1/BL3.1: To identify essential information in understanding.
Oral and written very short texts in different formats and registers on BL1.1.2/BL3.1.2: Distinguishes the main ideas and
1,2,3
comprehension topics which match students’ interests relevant details in texts which match their interests.
5,6,7
strategies BL3.2: To read aloud texts with rhythm and BL1.1.3/BL3.1.3: Identifies the type of text in
intonation to aid understanding. various formats as well as the register
BL3.2.1: Reads aloud short texts enunciating words
correctly and automatically to aid understanding.
BL2.1.1/BL4.1.1: Produces or co-produces short
narrative and descriptive texts in different formats
using speaking and writing strategies even though
Oral and written BL2.1/BL4.1: To produce very short, coherent and this may include pauses, hesitation, correction or
1,2,3
production structured texts in a variety of formats and registers grammatical errors.
4,5,6
strategies on topics which match students’ interests BL2.1.2/BL4.1.2: Produces and co-produces short
texts using register appropriate to the
communicative situation with the morphosyntactic
structures, lexis and speech patterns for this level.
BL1.2.1/BL2.2.1/BL3.3.1/BL4.2.1: Recognises and
incorporates with help the social norms appropriate
to everyday relationships (apologies, farewells and
BL1.2/BL2.2/BL3.3/BL4.2: To detect and gratitude)
Socio-cultural and
incorporate with guidance the sociocultural and BL1.2.2/ BL3.3.2: Detects the sociocultural and 1,2,3
socio-linguistic
sociolinguistic aspects of daily life adopting an sociolinguistic aspects in songs, literary texts, 4,5,6
aspects
inclusive approach monuments and characters from an inclusive view.
BL2.2.2/BL4.2.2: Incorporates the social
conventions appropriate to celebrations and special
events showing an inclusive attitude
BL1.3/BL3.4: To distinguish with guidance the BL1.3.1/BL2.3.1/BL3.4.1/BL4.3.1: Distinguishes the
communicative functions, morphosyntactic communicative functions in oral and written texts 1,2,3
Communicative
structures, orthography and the high-frequency lexis and reproduces them in their own production 4,5,6
functions
to aid understanding of very short texts. (description, routines and plans) 7
BL2.3/BL4.3: To produce and co-produce very BL1.3.2/BL2.3.2/BL3.4.2/BL4.3.2: Recognises and

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uses a limited range of high-frequency lexis,
expressions and basic collocations.
short, coherent oral and written texts to suit BL1.3.3/BL2.3.3/BL3.4.3/BL4.3.3: Identifies and
functional communicative purpose using uses the morphosyntactic and discursive structures
grammatical and lexical structures creatively of the level even though errors my arise
BL3.4.4: Distinguishes spelling, typographical and
punctuation conventions to aid understanding.
BL1.3.1-BL1.3.3/BL2.3.1-BL2.3.3/BL3.4.1-BL3.4.3/
BL1.3/ BL2.3/BL3.4/BL4.3: Above
BL4.3.1-BL4.3.3: Above
BL1.4/BL3.5: To infer with guidance the meaning of
BL1.4.1/BL3.5.1: Infers with guidance the meaning
new words and expressions in short oral and written
of new words and expressions with the support of
texts.
High-frequency visual aids and the context and co-text. 1,2,3
BL2.4: To use well-structured linguistic and
lexis and syntactic BL2.4.1: Uses paraphrasing and paralinguistic 4,5,6
paralinguistic strategies in everyday communication
structures techniques such as maintaining eye contact or 7
with guidance.
respectful body and verbal language
BL4.4: To produce personal correspondence in
BL4.4.1: Produces formal and informal
different formats and registers respecting social
correspondence with guidance and the help of
conventions
models.
BL1.5.1: Produces oral texts even though
BL1.5/BL2.5: To recognise speech, stress, rhythm
understanding demands an effort.
and intonation patterns and be able to enunciate
Pronunciation, BL1.5.2/BL2.5.1: Produces oral texts using basic
them clearly to understand communicative purpose 1,2,4
spelling and rhythm, intonation and stress even though the
of short texts 5,6,7
punctuation influence of other languages may be obvious.
BL3.4: To distinguish and produce texts with
BL3.4.4: Distinguishes spelling, typographical and
guidance the spelling and punctuation conventions.
punctuation conventions to aid understanding.
BLOCK 5 ASSESSMENT CRITERIA PERFORMANCE INDICATORS
ICT BL5.1.1/BL5.1.2: Looks for, selects and stores information
BL5.1: To look for and select information from digital in digital media
media filtering and contrasting data BL5.2.1/BL5.2.2: Collaborates and communicates through
Transversal and BL5.2: To collaborate and communicate through social media and virtual learning platforms and prevents,
cross-curricular social media adopting good standards of behaviour. reports and protects others from bad practises
elements BL5.3: To create and edit digital content (cyberbullying)
aesthetically to include them in their tasks being BL5.3.1: Creates and edits text documents and multimedia
aware of licenses. presentation to use the in their projects and knowing how to
Self-awareness use Licenses

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BL5.4.1/BL5.4.2/BL5.4.3: Performs tasks and projects
BL5.4: To perform tasks taking initiative to make
efficiently showing initiative and flexibility when undertaking
suggestions being aware of strengths and
them and showing curiosity and interest during the process.
weaknesses.
BL5.5.1/BL5.5.2/BL5.5.3: Plans the tasks bearing in mind
Planning Project work
the deadlines and adapts to unforeseen changes, assesses
BL5.5: To plan tasks efficiently converting
the final product and the learning process and
challenges into opportunities; to assess the process
communicates the outcomes.
and communicate the results with guidance.
BL5.6.1/BL5.6.2: Recognises the studies and professions
BL5.6: To identify skills and competences related to
related to their knowledge of English; identifies the skills
studies and professions at their level of education to
and competences which these require and relates them to
relate them to their strengths and preferences.
their own strengths and interests.
Active listening strategies
BL5.7.1/BL5.7.2/BL5.7.3: Takes different roles responsibly,
BL5.7: To take part in teamwork to achieve a
supports their classmates and resolves conflicts and
common goal showing empathy and using language
disagreements following models and guidelines.
of equals to resolve conflicts
BL5.8.1/BL5.8.2: Recognises and expresses their
BL5.8: To recognise and use properly in different
knowledge of the English language both orally and writing
contexts the conceptual terminology of the subject.
using conceptual terminology (metalanguage)

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6. ASSESSMENT TOOLS IN RELATION TO CRITERA

But setting up an assessment system must engage not only the administration, but also

teachers and students, in order to create a system as helpful as possible for all of them. This

means that the first priority is to serve the purpose of promoting pupils’ learning and

improvement.

In this sense, I will include three types of assessment in my syllabus: diagnostic (before),

formative (during) summative (after).

The Diagnostic assessment will help me to adapt my syllabus to my students’ skills. Since

people tend to construct their knowledge from what they already know, the first thing I will

take into account will be the starting point of the students, namely their level of English, their

learning style and their interests. I will determine my students’ level of English, their

strengths and weaknesses in the diagnostic test at the beginning of the year, I will give

them a questionnaire to discover their expectations, concerns and interests; and I will also

ask my students to complete an online VAK (Visual, Auditory, Kinaesthetic) questionnaire to

reveal their individual learning style. It is related to Gardner’s multiple intelligences theory

and it will allow us to propose a variety of activities in a lesson to fit everybody’s learning

style.

On the other hand, Formative assessment is the key to assessing my teaching and my

activities as well as the learning and performance of my students throughout the academic

year. By monitoring my students’ learning and providing ongoing feedback, I can identify

their needs, focus on points which I need to recycle and modify my approach and/or

materials. One of the most important formative assessment tools is informal day-to-day

observation of my students across the four skills (class work, homework, presentations) and

their attitude towards the subject (participation and behaviour). Another important tool in this

formative assessment is my students’ blog, which will function as a portfolio. They will

upload their tasks and will comment on their peers’ tasks and this will allow me to assess if

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they are up-to-date with the project, their improvements and their interest in the subject. This

blog is based on the ELP (European Language Portfolio) and it is an interesting tool because

it encourages learners to take responsibility for their own learning and helps them make

progress visible and increase their satisfaction. Furthermore, it allows me to give feedback

through the blog by giving recommendations and ways to improve their work rather than the

mere correction of mistakes.

At the end of each unit, students will have to complete two forms: one related to the unit

contents (self-assessment sheet) and the other one related to the project (learning diary).

The first one is meant for the student to reflect on what they are able to do after each unit

and is aimed to provide students with a record of the linguistic and cultural skills they have

acquired. The learning diary, however, is a reflection on what they are doing. It is more

based on functions and tools since the language and lexical points of the previous sessions

are used in production in the project. This learning diary is very important for them because it

shows students their strengths and weaknesses when working collaboratively. But it is also a

valuable tool for teachers since it tells us where our students are and how they are feeling

when working on the project tasks. It is important to highlight here that this learning diary will

be done using Google Docs so that they are developing their Digital Competence.

Besides that, at the end of each term students will have to fill in a Peer assessment form,

reflecting on their project mates’ performance (Annex I). This mark will be taken into account

for their final mark, so this technique will be useful to motivate my students because they are

being involved in their own learning process.

But teacher’s assessment is as important as the student’s assessment. In that way, both, my

students and myself will assess the teacher. The rubrics I have designed for these purposes

can be found in Annex II.

Finally, the last but not least important type of assessment is the summative assessment. Its

main aim is not so much the process of learning but the outcome. That is, to assess the

17
students’ learning at the end of the units before moving on. In that way, students will sit for a

short test every two units, but it will have the form of a Kahoot Quiz. But as I am working on

a project based approach, students will have to perform different tasks which will be

assessed taking into account the language focus studied in each project lesson. I have

created different rubrics to assess these tasks in which I include many more aspects than

only the linguistic ones. This allows me to be as fair as possible when grading my students’

outcomes because I give chances to those students who have difficulties with language but

may have other excellent skills, such as creativity or digital competence. All these tasks will

lead my students to create the final outcome of the project: a video promoting their town, a

cookbook with a video tutorial and a sports interview. These final tasks need to cover the

main communicative structures and vocabulary studied throughout the term in a functional

and active way and will be uploaded to their blog in order to receive feedback from their

peers and their teacher. Finally, students will sit for a project based exam at the end of each

term where there will be included listening, reading, short writing and language focus. This

test will show me to what extent my students have internalized the main contents of the term.

As a final word, formative and summative assessment go hand in hand so most of the time a

tool used as summative assessment is likewise formative assessment. Let me illustrate one

example: when students are given the test results, they will have a look at it and check

where they have made mistakes and why, so it is also part of the formative process of

learning (being aware of errors and trying to solve them).

7. QUALIFICATION OR EVALUATION CRITERIA

Once I know what and how I am going to assess my students, I need to focus on the

importance I am going to give to each assessable activity or task, that is, what criteria I am

going to use for marking different aspects of my students’ work. In order to do that, I have

been guided by the RD 562/2017 and the RD 310/2016, which regulate attainment and final

18
evaluation of CSE. At a regional level, I have consulted the Order 38/2017, which regulates

the evaluation of CSE in the Valencian Community.

As I have said before, this syllabus is strongly focused on the achievement of communicative

competence. Thus, we cannot only take into account the traditional test. So, in accordance

with the assessment criteria set out in point 5, the evaluation criteria is divided as follows:

- Oral competence (10%). It includes all the activities my students perform in the

weekly lesson which is devoted to developing my students’ oral competence. They

will perform fairy tales, debates and role-plays. My students’ performance will be

recorded using the Speaking Rubric READI as seen in Annex IV.

- Term Projects (30%). It includes oral and PPT presentations, interviews, videos,

writing tasks, collaborative work, reading and listening tasks – 50% – and a final task

– 50% – which covers all the communicative structures and vocabulary they have

been studying. In order to assess all these tasks, I have created specific rubrics for

each outcome which my students will hand in. Although the oral component carries a

huge weight of the overall mark, content, creativity, originality, organisation, social and

digital skills will be rewarded too.

- Project Exam (30%). This is basically to measure performance in the skills of

reading, listening and functional language at the end of each project. It will be only

taken into account for the final mark if my students get a mark over 3.5/4 points out of

10, as it is the tool I use to check my students’ interest and implication in the project

work. If they have worked consciously, they must have internalized the contents

easily.

- Progress-Check (10%). At the end of every two units students will sit for a short test

to check their progress. It will mainly include grammar focus and vocabulary.

- Procedures and attitude (20%). This includes homework, class activities,

participation and attitude in class. In addition to this, I will take into account their

19
peers’ assessment – 5% out of the 20% – only if they hand in their form.

As can be seen, accuracy only plays a symbolic role in the overall evaluation. Accordingly,

production outweighs the other items since we regard the ability to communicate effectively

as the main objective. And of course, attitude must have its place in our evaluation since

CSE also has to do with the consolidation of respectful, hard-working values that will help

shape students as democratic citizens.

The final mark will be out of 10, with marks being rounded up from ,7 provided marks are

above the pass level of 5. Those students who fail to pass the year will have to sit for an

exam in July, which will contain the different aspects we have dealt with throughout the year.

Finally, I would like to mention that there are students who have English as a pending

subject. If they pass the first and second evaluation they will pass the subject. However, they

have another opportunity, and exam at the end of the year.

8. METHODOLOGY

Broadly speaking, the main goal of CSE is to turn students into autonomous individuals with

life-learning strategies which will help them to cope with future problems in their lives. In that

way we will follow a methodology centred on the student where the teacher is basically an

aid to the learning process. That’s why we must build learning environments where students

have to face feasible and realistic challenges. However, the teacher must not only deal with

contents to trigger the learning process. In fact, every resource we have in the classroom

must be focused to ensure that every student can participate effectively in the learning

process, that they develop the interest in reading, as well as the ability to express

themselves properly. This requires the creation of a structured teaching programme just like

the one I am creating here.

Since teaching and learning a foreign language are aimed at communicating in the target

language and so students must be given an active role in the learning process the

communicative approach will be emphasized during the course. This approach focuses on

20
the acquisition of Communicative competence of our students. This means that students will

make use of language in different real-life situations, which trigger communication. Following

this approach, the focus will obviously be on fluency rather than grammatical correctness.

In order to achieve the communicative competence, we will use cooperative learning in

different activities. Through cooperation and team work, students will not only learn how to

use the language, but also how to behave and respect other’s opinion. This will help to

develop our students Social and Civic Competence. For this methodology to be effective, the

teams will be heterogenic so that weak students keep going because they follow the path of

the group as a whole, and strong students may find gaps in their understanding when

helping weaker students, and this gaps can be then fulfilled. The advantage of this

methodology is that it can occur both in and out of the class.

Finally, I will use the Project Based Learning Approach. In that way, a couple of sessions in

every unit will be devoted to an interdisciplinary project in which students must use language

to achieve a specific outcome. These projects reflect real life and so, students see their

learning process as something meaningful. My goal here is to meet meaningful and long-

term learning.

The main aim of these projects is to motivate students and use inclusion as a key factor

because, as I have mention before, when working in teams differences vanish in the air.

Furthermore, we work and evaluate the seven key competences at once. But this will only be

effective if we assign roles within the team so that the teacher merely becomes a guide in

their learning process.

According to the general methodology that will be followed throughout the unit and the

resources available, may main aim will be choosing appropriate tasks to create an English

atmosphere and make my students work and learn through meaningful and challenging

activities.

21
A classroom must be considered as a microcosm which reproduces the present society and

its increasing diversity. It means that we can find a wide diversity of levels among our

students. In that way, apart form individual activities, I have designed pair and group work

activities so that students with different levels can benefit one from another: role-plays,

sponge and mingles activities. This kind of activities creates a dynamic and lively classroom

that ensures a better learning. It must be said that, though we are trying to promote their

autonomy and independence, the activities will be monitored and supervised by the teacher

in order to create a positive working environment.

As for the materials I am going to use throughout the present syllabus, it must be varied and

motivating. Good materials must provide a stimulus for learning and maximise the chances

of the teaching-learning process.

For this course, I have designed my own material, which is equivalent to a textbook

consisting of 12 units that I have reinforced it with realia and, of course, the use of ICT. The

use of real English materials (newspapers, songs, movies, recipes…) is very important when

working within the communicative approach as it provides our students many real situations

where they can work with real language and appreciate a direct relation between our lessons

and real life. This is the only way they can become competent. Apart from these materials,

students will be encouraged to use bilingual and monolingual dictionaries to learn vocabulary

in an autonomous way. Finally, they will create a portfolio with all their work. This will help

them to be aware of their own learning progress and so, to become more autonomous.

Those were the general lines of my didactic programme, but this is a live document that must

be constantly adjusted and adapted to the student’s needs.

9. INCLUSION MEASURES

The term inclusion was made a cornerstone of European education policy in 2015 with a

clear message to all educators that we all need to adopt a vision of inclusivity to improve

opportunities in education for all students. At a regional level, the very recent Decree

22
104/2018, which regulates the equality and inclusion principles in the Valencian Community,

highlights this need. According to this Decree, schools must become an invigorating

element when transforming society towards equality and inclusion and so, diversity needs to

be seen as a positive value.

In this sense, all the elements of the school educational project (PEC) must take as a

reference all the principles and guidelines that define the inclusive model in order to meet all

the students’ needs, taking into account the resources available and the context.

Following the inclusion decree, measures for inclusion refer to all those educational actions

aimed to remove barriers within the learning context, which need to be implemented from a

global, systematic and interdisciplinary perspective and include the whole learning

community (teachers, students, families, cultural and social associations from the

surroundings…) as well as other agents.

There are four levels of educative response for inclusion, but I will focus on Levels III and IV.

LEVEL III applies to the different learning paces within a classroom. and it refers, in the 4 th

year of CSE, to the ACI programme (Adapted Curriculum for Individuals) – which caters for

students who learn at a different pace but have not been diagnosed with a specific learning

difficulty –; to specific and timely actions to enhance my students’ motivation, self-esteem

and their integration.

In order to deal with these different paces, I will offer support and reinforcement to those

students who need it as well as extension activities to those who benefit from being

challenged. Actually, I have created group activities in which every single student can show

their strengths and their potential capacity to learn. To achieve this, I have designed

assessment rubrics that not only take into account the linguistic aspects, but also the seven

key competences. At any point of the teaching process we have to take into account our

students’ differences, making their learning meaningful, understandable, attainable and

interesting for all of them. In order to do that, we must make sure we offer different kinds of

23
activities so every learning style can make the most of the lesson. Furthermore, one of the

most important strategies I use to attend to this diversity is “Big Brother”, a system where

students who finish their work quickly are paired with students who may need help to finish.

Both the giver and the receiver benefit in this situation. Gifted students will be challenged

when they have to explain HOW to successfully complete an activity because it is not the

same being able to do it as being able to explain it. Consequently, they will grow in the

process.

LEVEL IV, on the other hand, refers to students with special needs that require

compensatory measures to remove inequalities. It is the Counselling Department who

prepare a report pointing out the actions to be taken with these students but it is our

responsibility to ensure that they are given whatever support they need in order to obtain the

minimum standards required to gain the CSE qualification. This is known as ACIS

programme and it is also applicable to those students who have fallen behind in their

learning by two years or more.

In my classroom, I don’t have any students with ACIS. However, since the way the students

work in my class – mainly in groups – already deals with inclusion, this aide will be very

useful when monitoring students’ performance as well as controlling the class.

However, we should always remember that no significant learning can take place without a

significant relationship, and this applies to both levels of inclusion. That is why I must offer

support which increases their self-esteem and their sense of belonging. In order to do that,

project work will be performed in teams so that each student is assigned a role and they will

feel an essential part of the task. There are 6 roles in the work distribution: the supervisor

assigns the tasks and makes sure everybody does their part; the spokesperson transmits

the group conclusions; the secretary writes down the answers and watches over the group

work; the materials’ manager makes sure everybody brings the material they need and

keeps the working area tidy; the moderator controls the conversation and assigns turns; and

24
finally the cheerleader encourages everybody to participate at the same level and controls

the time. As I have said, the supervisor assigns the tasks taking into account the strengths

and weaknesses of each member of the team. This also deals with inclusion because

students can develop the part of the work they feel more confortable with. Let’s say that a

student is quite bad at language but she or he has great digital skills when editing videos.

They will be more likely to learn language points if they are assigned a task in which they

can do and show their best and so, make a meaningful contribution to the team.

Moreover, the last adaptation will be done in the exam. That is, every student will follow the

same rhythm through the units and the project work but they will have different exams

according to their level of English, their pace of learning and their learning style. In that way,

all my students will benefit greatly from emotional support and their level of frustration will

decrease, which is the basis for a meaningful learning.

10. DIDACTIC UNITS.

Sequencing of the didactic units:


TERM DIDACTIC UNIT
1ST TERM Unit 1: Maria and London
Unit 2: Fashion Victim
Unit 3: Hidden Message
Unit 4: Living Abroad
2nd TERM Unit 5: Maria and America
Unit 6: Working Hard
Unit 7: Song and Dance
Unit 8 Everybody needs a hero.
3rd TERM Unit 9: Maria and Australia
Unit 10: Food for thought
Unit 11: The modern world
Unit 12: Without Money

25
Unit 1: Maria and London Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Writing interview Describe people Google site End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Means of transport
- Forming reasonable hypothesis (oral and written texts) - Describe people
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Express routines and habits
Production and interaction strategies: - What is happening now.
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register
- Expressing messages clearly Stress, rhythm & intonation
- Assessment of oral and written production Counties of London
- Dealing with missing language elements using linguistic and
paralinguistic elements. Graphemes & Spelling patterns
- Spelling rules /punctuation
Sociocultural/Sociolinguistic aspects: - Written texts on digital platform
- Social Formulae for everyday social contact
- Norms of courtesy Transversal elements:
- Cultural manifestations - Respect for diversity & knowledge of other cultures
- Using ICT responsibly
Communicative Functions: - Equality between people.
- Describe people. - City of London
- Prepare an interview. - Critical and alternative thinking
- Recognising personal strengths and weaknesses

Unit Objectives (performance Le


Teaching-Learning activities Assessment Criteria
indicators) son
26
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts -Warm up: Open questions active listening
and videos (1.1.1/ 1.1.3) 1 - Reading: Maria and London BL1.2-To recognise differences in speech
- Vocabulary: Crosswords patterns.
-Distinguishes the main ideas in reports - Grammar: Fill in the gaps BL 3.1-To identify essential information in
and different texts. (3.1.1/ 3.1.3) written texts
- Listening: True or false questions.
-Infers the meaning of less common words 2 BL 1.4-To distinguish lexis and idioms in oral
- Reading + Grammar:
about means of transport and - Writing: Describe a normal day. texts
adjectives.(1.4.1 / 3.5.1) BL 3.5-To infer the meaning of new words in
written texts
-Distinguishes the communicative function - Speaking: Counties of London
of preparing an interview and describing 3 BL 1.3.- To distinguish the communicative
- Role-play: Prepare an interview.
your routine1.3.1 / 3.4.1) - Writing: Compare lives function of oral texts
BL3.4-To distinguish communicative functions
-Identifies the morphosyntactic and - Song: Fill in gaps. and morphosyntactic structures, spelling &
discursive structures everyday events 4 - Vocabulary: Describe people. punctuation in texts.
and happening now (1.3.3 / 3.4.3 ) - Speaking: Describe people.
BL 2.1/2.2- To produce dialogues to suit
-Produces dialogues using appropriate - Watch a video: London functional communicative purpose using
morphosyntactic and lexical structures for - Search information morphosyntactic structures and frequently used
the level (see above) (2.2.1 /2.2.2) 5/6 - Write a short description lexis creatively.
- Open up a google site
-Produces oral texts with clear BL2.4 To use well-structured linguistic strategies
pronunciation of daily routins and
appropriate stress pattern (2.5.1) BL 2.5- To enunciate clearly stress patterns
- Team work: Speaking task
7
-Produces formal and informal texts with - Progress Check BL 4.1 - To produce formal and informal,
the help of dictionaries using appropriate structured, coherent texts.
morphosyntactic structures and lexis for
the level (see above) (4.1.1/ 4.3.3) BL4.3 To produce written texts using functional
language, spelling/punctuation norms and lexis
-Looks for information in digital media
(5.1.1) BL 5.1-To look for and select information from
-Assess with guidance the final product 8 - EXAM digital media
(5.5.2)
- Takes on different roles (5.7.1) BL5.6 To identify skills and competences
related to studies.

27
Unit 2: Fashion Victim Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Describe pictures Role play (presentation) Record your ideas End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Clothes
- Forming reasonable hypothesis (oral and written texts) - Describe people
- Techniques of active listening - Fashion stereotypes.
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Express past actions.
Production and interaction strategies: - Express things which were happening.
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register
- Expressing messages clearly Stress, rhythm & intonation
- Assessment of oral and written production - Sound /ed/
- Dealing with missing language elements using linguistic and
paralinguistic elements. Graphemes & Spelling patterns
- Spelling rules /punctuation
Sociocultural/Sociolinguistic aspects: - Written texts on digital platform
- Social Formulae for everyday social contact
- Norms of courtesy Transversal elements:
- Cultural manifestations - Respect for diversity & knowledge of other cultures
- Using ICT responsibly
- Equality between people.
Communicative Functions: - Consumerism.
- Describe people. - Critical and alternative thinking
- Give opinions. - Recognising personal strengths and weaknesses

Unit Objectives (performance Le


Teaching-Learning activities Assessment Criteria
indicators) son
28
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts -Reading: Open questions. active listening
and videos (1.1.1/ 1.1.3) 1 - Vocabulary: Match pictures. BL1.2-To recognise differences in speech
- Listening: Biography. patterns.
-Distinguishes the main ideas in - Brainstorm: give ideas. BL 3.1-To identify essential information in
biography and different texts. (3.1.1/ written texts
3.1.3) - Reading: Specific information.
2 BL 1.4-To distinguish lexis and idioms in oral
- Grammar: Crossword.
-Infers the meaning of less common words - Speaking: Give opinion. texts
about means of transport and BL 3.5-To infer the meaning of new words in
adjectives.(1.4.1 / 3.5.1) written texts
- Speaking: Describe pictures.
-Distinguishes the communicative function 3 - Grammar: Complete sentences. BL 1.3.- To distinguish the communicative
of describing people and biography1.3.1 - Game: Produce sentences. function of oral texts
/ 3.4.1) - Writing Describe pictures. BL3.4-To distinguish communicative functions
- Listening for specific information. and morphosyntactic structures, spelling &
-Identifies the morphosyntactic and 4 - Answer questions about Candem Town punctuation in texts.
discursive structures past actions and -Record your questions.
was happening(1.3.3 / 3.4.3 ) BL 2.1/2.2- To produce dialogues to suit
functional communicative purpose using
- Listening for specific information
-Produces dialogues using appropriate morphosyntactic structures and frequently used
- Grammar: Fill in the gaps
morphosyntactic and lexical structures for 5 lexis creatively.
- Song: Fill in gaps
the level (see above) (2.2.1 /2.2.2)
BL2.4 To use well-structured linguistic strategies
-Produces oral texts with clear
pronunciation of sound /ed/ and - Connectors: Choose the correct one BL 2.5- To enunciate clearly stress patterns
appropriate stress pattern (2.5.1) -Speaking: Describe what you used to
6
wear. BL 4.1 - To produce formal and informal,
-Produces formal and informal texts with - Phonetics: Odd one out structured, coherent texts.
the help of dictionaries using appropriate
morphosyntactic structures and lexis for BL4.3 To produce written texts using functional
the level (see above) (4.1.1/ 4.3.3) - Role play: presentation language, spelling/punctuation norms and lexis
7
- Progress check
-Looks for information in digital media BL 5.1-To look for and select information from
(5.1.1) digital media
-Assess with guidance the final product
(5.5.2) 8 - Exam BL5.6 To identify skills and competences
- Takes on different roles (5.7.1) related to studies

29
Unit 3: The hidden Message Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Daily routine Role play (presentation) Dialogue End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - TV programmes vocabulary
- Forming reasonable hypothesis (oral and written texts) - Mathematical and feeling vocabulary
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Subject and object questions.
Production and interaction strategies: - Enough and too.
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register
- Expressing messages clearly Stress, rhythm & intonation
- Assessment of oral and written production - Stress and intonation.
- Dealing with missing language elements using linguistic and
paralinguistic elements. Graphemes & Spelling patterns
- Spelling rules /punctuation
Sociocultural/Sociolinguistic aspects: - Written texts on digital platform
- Social Formulae for everyday social contact
- Norms of courtesy Transversal elements:
- Cultural manifestations - Respect for diversity & knowledge of other cultures
- Using ICT responsibly
- Equality between people.
Communicative Functions: - Consumerism.
- Prepare a survey. - Critical and alternative thinking
- Give opinions about adverts. - Recognising personal strengths and weaknesses

Unit Objectives (performance Le


Teaching-Learning activities Assessment Criteria
indicators) son
-Identifies essential information of 1 BL1.1- To identify essential information using
30
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
and videos (1.1.1/ 1.1.3) - Vocabulary: Match pictures. BL1.2-To recognise differences in speech
- Speaking: Give your opinion. patterns.
-Distinguishes the main ideas in adverts - Listening for specific information(adverts). BL 3.1-To identify essential information in
and different texts. (3.1.1/ 3.1.3) written texts
- Reading: Specific information.
-Infers the meaning of less common words 2 BL 1.4-To distinguish lexis and idioms in oral
- Grammar: Complete sentences.
about TV programmes and feelings. - Song: Fill in the gaps. texts
(1.4.1 / 3.5.1) BL 3.5-To infer the meaning of new words in
written texts
-Distinguishes the communicative function - Speaking+ survey: prepare and talk about
of preparing a survey and adverts1.3.1 / a survey BL 1.3.- To distinguish the communicative
3
3.4.1) - Vocabulary: Complete. function of oral texts
- Writing: Express the results BL3.4-To distinguish communicative functions
-Identifies the morphosyntactic and - Pronunciation: Repeat words. and morphosyntactic structures, spelling &
discursive structures subject and object -warm up: London underground punctuation in texts.
questons.1.3.3 / 3.4.3 ) - Speaking: Answer the questions and
4 prepare a dialogue. BL 2.1/2.2- To produce dialogues to suit
-Produces dialogues using appropriate - Write your daily routine. functional communicative purpose using
morphosyntactic and lexical structures for morphosyntactic structures and frequently used
the level (see above) (2.2.1 /2.2.2) - Reading+ Quiz: read for specific lexis creatively.
information.
-Produces oral texts with clear 5 - Vocabulary: Crosswords. BL2.4 To use well-structured linguistic strategies
pronunciation and appropriate stress - Grammar: fill in gaps.
pattern (2.5.1) BL 2.5- To enunciate clearly stress patterns

-Produces formal and informal texts with BL 4.1 - To produce formal and informal,
the help of dictionaries using appropriate - Writing: Make a slogan. structured, coherent texts.
morphosyntactic structures and lexis for 6 - Speaking: Everyday English.
the level (see above) (4.1.1/ 4.3.3) - Game: Match different slogans. BL4.3 To produce written texts using functional
language, spelling/punctuation norms and lexis
-Looks for information in digital media
(5.1.1) - Role play: complain about advert. BL 5.1-To look for and select information from
7
-Assess with guidance the final product - Progress check digital media
(5.5.2)
- Takes on different roles (5.7.1) BL5.6 To identify skills and competences
8 - Exam related to studies

31
Unit 4: Living abroad. Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Write differences Role play (book a hotel) talk about your experiences End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Feeling vocabulary.
- Forming reasonable hypothesis (oral and written texts) - Key expressions.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Present Perfect.
Production and interaction strategies: - Ones/Ones.
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register
- Expressing messages clearly Stress, rhythm & intonation
- Assessment of oral and written production - Stress and intonation.
- Dealing with missing language elements using linguistic and
paralinguistic elements. Graphemes & Spelling patterns
- Spelling rules /punctuation
Sociocultural/Sociolinguistic aspects: - Written texts on digital platform
- Social Formulae for everyday social contact
- Norms of courtesy Transversal elements:
- Cultural manifestations - Respect for diversity & knowledge of other cultures
- Using ICT responsibly
- Equality between people.
Communicative Functions: - Tolerance and Peace.
- Write a Christmas letter. - Critical and alternative thinking
- Christmas holidays. - Recognising personal strengths and weaknesses

Unit Objectives (performance Le


Teaching-Learning activities Assessment Criteria
indicators) son
32
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
and videos (1.1.1/ 1.1.3) 1 - Speaking: Talk about pictures. BL1.2-To recognise differences in speech
- Writing: Compare countries. patterns.
-Distinguishes the main ideas in different - Vocabulary: Crosswords. BL 3.1-To identify essential information in
texts. (3.1.1/ 3.1.3) written texts
- Listening: Experiences at Christmas.
-Infers the meaning of less common words 2 BL 1.4-To distinguish lexis and idioms in oral
- Vocabulary: Match pictures.
about feelings and key expression (1.4.1 - Grammar: Fill in gaps. texts
/ 3.5.1) BL 3.5-To infer the meaning of new words in
written texts
-Distinguishes the communicative function - Speaking: Experiences at Christmas.
of making a list and write a Christmas - Reading + vocabulary: Read for specific BL 1.3.- To distinguish the communicative
3
Letter1.3.1 / 3.4.1) information. function of oral texts
- Listening: Specific information. BL3.4-To distinguish communicative functions
-Identifies the morphosyntactic and - Game: Crosswords. and morphosyntactic structures, spelling &
discursive structures present perfect and punctuation in texts.
one/ones(1.3.3 / 3.4.3 ) - read the text: specific information
4/5 - Write a guidebook. BL 2.1/2.2- To produce dialogues to suit
-Produces dialogues using appropriate - Complete the google site functional communicative purpose using
morphosyntactic and lexical structures for morphosyntactic structures and frequently used
the level (see above) (2.2.1 /2.2.2) lexis creatively.
- Grammar: Complete sentences.
-Produces oral texts with clear - Speaking + Key expressions: Dialogue. BL2.4 To use well-structured linguistic strategies
6
pronunciation and appropriate stress - Writing: Christmas letter.
pattern (2.5.1) BL 2.5- To enunciate clearly stress patterns

-Produces formal and informal texts with BL 4.1 - To produce formal and informal,
the help of dictionaries using appropriate - Role play: Book a hotel. structured, coherent texts.
morphosyntactic structures and lexis for 7
- Progress Check
the level (see above) (4.1.1/ 4.3.3) BL4.3 To produce written texts using functional
language, spelling/punctuation norms and lexis
-Looks for information in digital media
(5.1.1) BL 5.1-To look for and select information from
-Assess with guidance the final product 8 - Exam digital media
(5.5.2)
- Takes on different roles (5.7.1) BL5.6 To identify skills and competences
related to studies

33
Unit 5: Maria and America Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Write a journal Role play talk about driving education End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Monuments.
- Forming reasonable hypothesis (oral and written texts) - American and British English.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- For and since.
Production and interaction strategies: - Present perfect/past simple.
- Planning communication along and collaboratively - Connectors.
- Adapting oral and written texts to appropriate register
- Expressing messages clearly Stress, rhythm & intonation
- Assessment of oral and written production - H sound.
- Dealing with missing language elements using linguistic and
paralinguistic elements. Graphemes & Spelling patterns
- Spelling rules /punctuation
Sociocultural/Sociolinguistic aspects: - Written texts on digital platform
- Social Formulae for everyday social contact
- Norms of courtesy Transversal elements:
- Cultural manifestations - Respect for diversity & knowledge of other cultures
- Using ICT responsibly
- Equality between people.
Communicative Functions: - American Culture.
- Write a journal. - Critical and alternative thinking
- Talk about driving education. - Recognising personal strengths and weaknesses

Unit Objectives (performance Le


Teaching-Learning activities Assessment Criteria
indicators) son
34
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
1
and videos (1.1.1/ 1.1.3) - Vocabulary: Match pictures. BL1.2-To recognise differences in speech
- Listening: Specific information. patterns.
-Distinguishes the main ideas in different BL 3.1-To identify essential information in
texts. (3.1.1/ 3.1.3) - Grammar: Fill in gaps. written texts
2
- Reading: Specific information.
-Infers the meaning of less common words - Speaking: Positive and negative aspects. BL 1.4-To distinguish lexis and idioms in oral
about monuments and American and texts
British English (1.4.1 / 3.5.1) BL 3.5-To infer the meaning of new words in
- Grammar: Fill in gaps. written texts
-Distinguishes the communicative function 3
- Listening: specific information.
of writing a journal.1.3.1 / 3.4.1) - Vocabulary: Complete the sentences. BL 1.3.- To distinguish the communicative
function of oral texts
-Identifies the morphosyntactic and BL3.4-To distinguish communicative functions
discursive structures present perfect/ - Reading: specific information. and morphosyntactic structures, spelling &
past simple and since and for(1.3.3 / - Grammar: Connectors. punctuation in texts.
4
3.4.3 ) - Write a journal.
- Pronunciation. /H/ BL 2.1/2.2- To produce dialogues to suit
-Produces dialogues using appropriate functional communicative purpose using
morphosyntactic and lexical structures for - Warm up: Watch a video answer morphosyntactic structures and frequently used
the level (see above) (2.2.1 /2.2.2) questions. lexis creatively.
- Search for information.
5/6
-Produces oral texts with clear -Write a short description. BL2.4 To use well-structured linguistic strategies
pronunciation and appropriate stress - Open a google site.
pattern (2.5.1) BL 2.5- To enunciate clearly stress patterns

-Produces formal and informal texts with BL 4.1 - To produce formal and informal,
- Role play: Book a hotel.
the help of dictionaries using appropriate 7 structured, coherent texts.
- Progress Check
morphosyntactic structures and lexis for
the level (see above) (4.1.1/ 4.3.3) BL4.3 To produce written texts using functional
language, spelling/punctuation norms and lexis
-Looks for information in digital media
(5.1.1) BL 5.1-To look for and select information from
-Assess with guidance the final product 8 - Exam digital media
(5.5.2)
- Takes on different roles (5.7.1) BL5.6 To identify skills and competences
related to studies

35
Unit 6: Working Hard Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Write a job application Role play talk about jobs End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Jobs.
- Forming reasonable hypothesis (oral and written texts) - Relationships.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- So and such.
Production and interaction strategies: - Comparative and superlative.
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register Stress, rhythm & intonation
- Expressing messages clearly - Intonation.
- Assessment of oral and written production
- Dealing with missing language elements using linguistic and Graphemes & Spelling patterns
paralinguistic elements. - Spelling rules /punctuation
- Written texts on digital platform
Sociocultural/Sociolinguistic aspects:
- Social Formulae for everyday social contact Transversal elements:
- Norms of courtesy - Respect for diversity & knowledge of other cultures
- Cultural manifestations - Using ICT responsibly
- Equality between people.
- Working world.
Communicative Functions: - Critical and alternative thinking
- Write a job application. - Recognising personal strengths and weaknesses
- Talk about jobs.

Unit Objectives (performance Le


Teaching-Learning activities Assessment Criteria
indicators) son
-Identifies essential information of 1 BL1.1- To identify essential information using
36
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
and videos (1.1.1/ 1.1.3) - Vocabulary: Match pictures. BL1.2-To recognise differences in speech
- Listening: Specific information. patterns.
-Distinguishes the main ideas in different - Game: Join cards. BL 3.1-To identify essential information in
texts. (3.1.1/ 3.1.3) written texts
- Reading: Specific information.
-Infers the meaning of less common words 2 BL 1.4-To distinguish lexis and idioms in oral
-Grammar: Fill in gaps
about jobs and relationships (1.4.1 / - Pronunciation: Listen and repeat. texts
3.5.1) BL 3.5-To infer the meaning of new words in
written texts
-Distinguishes the communicative function - Grammar: Fill in gaps.
of writing a job application.1.3.1 / 3.4.1) 3 BL 1.3.- To distinguish the communicative
- Listening: specific information.
- Vocabulary: Complete the sentences. function of oral texts
-Identifies the morphosyntactic and BL3.4-To distinguish communicative functions
discursive structures so and such, and morphosyntactic structures, spelling &
comparative and superlative(1.3.3 / 3.4.3 - Reading: specific information. punctuation in texts.
) 4 - Speaking + Quiz: Compare ideas.
- Writing: Job application. BL 2.1/2.2- To produce dialogues to suit
-Produces dialogues using appropriate functional communicative purpose using
morphosyntactic and lexical structures for - Warm up: Watch a video answer morphosyntactic structures and frequently used
the level (see above) (2.2.1 /2.2.2) questions. lexis creatively.
- Grammar: Fill in the gaps.
5/6
-Produces oral texts with clear -Read information and answer the BL2.4 To use well-structured linguistic strategies
pronunciation and appropriate stress questions.
pattern (2.5.1) BL 2.5- To enunciate clearly stress patterns

-Produces formal and informal texts with BL 4.1 - To produce formal and informal,
- Role play: Curriculum Vitae.
the help of dictionaries using appropriate 7 structured, coherent texts.
- Progress Check
morphosyntactic structures and lexis for
the level (see above) (4.1.1/ 4.3.3) BL4.3 To produce written texts using functional
language, spelling/punctuation norms and lexis
-Looks for information in digital media
(5.1.1) BL 5.1-To look for and select information from
-Assess with guidance the final product 8 - Exam digital media
(5.5.2)
- Takes on different roles (5.7.1) BL5.6 To identify skills and competences
related to studies

37
Unit 7: Song and Dance Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Write an invitation Role play talk about charity End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Vocabulary related to celebrations.
- Forming reasonable hypothesis (oral and written texts) - Solidarity vocabulary.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Future.
Production and interaction strategies: - 1st conditional.
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register Stress, rhythm & intonation
- Expressing messages clearly - Intonation.
- Assessment of oral and written production - Minimal pairs.
- Dealing with missing language elements using linguistic and
paralinguistic elements. Graphemes & Spelling patterns
- Spelling rules /punctuation
Sociocultural/Sociolinguistic aspects: - Written texts on digital platform
- Social Formulae for everyday social contact
- Norms of courtesy Transversal elements:
- Cultural manifestations - Respect for diversity & knowledge of other cultures
- Using ICT responsibly
- Equality between people.
Communicative Functions: - Charity.
- Write a party invitation. - Critical and alternative thinking
- Talk about charity. - Recognising personal strengths and weaknesses

Unit Objectives (performance Le Teaching-Learning activities Assessment Criteria


38
indicators) son
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
and videos (1.1.1/ 1.1.3) 1 - Vocabulary: Match pictures. BL1.2-To recognise differences in speech
- Listening: Specific information. patterns.
-Distinguishes the main ideas in different - Key expressions: Complete sentences. BL 3.1-To identify essential information in
texts. (3.1.1/ 3.1.3) written texts
-Grammar: Fill in gaps.
-Infers the meaning of less common words 2 BL 1.4-To distinguish lexis and idioms in oral
- Reading: Specific information.
about celebrations and charity (1.4.1 / - Writing: Write an invitation. texts
3.5.1) BL 3.5-To infer the meaning of new words in
written texts
-Distinguishes the communicative function - Reading short information.
of writing a party invitation.1.3.1 / 3.4.1) - Visit some websites. Answer questions. BL 1.3.- To distinguish the communicative
3/4 - Minimal Pairs. Record yourself. function of oral texts
-Identifies the morphosyntactic and - Song. Fill in gaps BL3.4-To distinguish communicative functions
discursive structures future and 1st - Read for general information. and morphosyntactic structures, spelling &
conditional. (1.3.3 / 3.4.3 ) - Write using Facebook and twitter. punctuation in texts.

-Produces dialogues using appropriate - Reading: specific information. BL 2.1/2.2- To produce dialogues to suit
morphosyntactic and lexical structures for 5 - Vocabulary: Complete sentences. functional communicative purpose using
the level (see above) (2.2.1 /2.2.2) - Speaking: Talk about charity. morphosyntactic structures and frequently used
lexis creatively.
-Produces oral texts with clear
pronunciation and appropriate stress - Listening: Specific information. BL2.4 To use well-structured linguistic strategies
pattern (2.5.1) 6 - Grammar: Fill in gaps.
- Speaking + Game: Complete the story. BL 2.5- To enunciate clearly stress patterns
-Produces formal and informal texts with
the help of dictionaries using appropriate BL 4.1 - To produce formal and informal,
morphosyntactic structures and lexis for structured, coherent texts.
the level (see above) (4.1.1/ 4.3.3) - Role play: Prepare a birthday party.
7 BL4.3 To produce written texts using functional
- Progress Check
-Looks for information in digital media language, spelling/punctuation norms and lexis
(5.1.1)
-Assess with guidance the final product BL 5.1-To look for and select information from
(5.5.2) digital media
- Takes on different roles (5.7.1) 8 - Exam
BL5.6 To identify skills and competences
related to studies
39
Unit 8: Everybody needs a hero. Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Write about behaviour Role play talk about charity End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Vocabulary related to films.
- Forming reasonable hypothesis (oral and written texts) - Vocabulary related to behaviour.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Second conditional.
Production and interaction strategies: - Modals (should).
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register Stress, rhythm & intonation
- Expressing messages clearly - Short form.
- Assessment of oral and written production
- Dealing with missing language elements using linguistic and Graphemes & Spelling patterns
paralinguistic elements. - Spelling rules /punctuation
- Written texts on digital platform
Sociocultural/Sociolinguistic aspects:
- Social Formulae for everyday social contact Transversal elements:
- Norms of courtesy - Respect for diversity & knowledge of other cultures
- Cultural manifestations - Using ICT responsibly
- Equality between people.
- Cinema world.
Communicative Functions: - Critical and alternative thinking
- Write about behaviour. - Recognising personal strengths and weaknesses
- Talk about honesty.
- Give advice.

40
Unit Objectives (performance Le
Teaching-Learning activities Assessment Criteria
indicators) son
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
and videos (1.1.1/ 1.1.3) 1 - Vocabulary: Match pictures. BL1.2-To recognise differences in speech
- Reading: Specific information. patterns.
-Distinguishes the main ideas in different - Pronunciation: Repeat words. BL 3.1-To identify essential information in
texts. (3.1.1/ 3.1.3) written texts
- Listening: Specific information.
-Infers the meaning of less common words 2 BL 1.4-To distinguish lexis and idioms in oral
- Speaking: Talk about honesty.
about films and behaviour. (1.4.1 / 3.5.1) - Grammar: Fill in gaps. texts
BL 3.5-To infer the meaning of new words in
-Distinguishes the communicative function written texts
of about behaviour.1.3.1 / 3.4.1) - Reading: specific information.
3 BL 1.3.- To distinguish the communicative
- Vocabulary: Match pictures.
-Identifies the morphosyntactic and - Writing: Write about behaviour. function of oral texts
discursive structures should and 2nd BL3.4-To distinguish communicative functions
conditional. (1.3.3 / 3.4.3 ) and morphosyntactic structures, spelling &
- Song: specific information. punctuation in texts.
-Produces dialogues using appropriate 4 - Grammar: Fill in gaps.
morphosyntactic and lexical structures for - Speaking: Give advice. BL 2.1/2.2- To produce dialogues to suit
the level (see above) (2.2.1 /2.2.2) functional communicative purpose using
-Read and answer questions. (Central morphosyntactic structures and frequently used
-Produces oral texts with clear Terminal). lexis creatively.
pronunciation and appropriate stress - Watch a video. General information.
5/6
pattern (2.5.1) - Grammar: Complete sentences. BL2.4 To use well-structured linguistic strategies
- Compose a digital poster.
-Produces formal and informal texts with BL 2.5- To enunciate clearly stress patterns
the help of dictionaries using appropriate
morphosyntactic structures and lexis for BL 4.1 - To produce formal and informal,
- Role play: organize a film.
the level (see above) (4.1.1/ 4.3.3) 7 structured, coherent texts.
- Progress Check
-Looks for information in digital media BL4.3 To produce written texts using functional
(5.1.1) language, spelling/punctuation norms and lexis
-Assess with guidance the final product
(5.5.2) BL 5.1-To look for and select information from
8 - Exam
- Takes on different roles (5.7.1) digital media

BL5.6 To identify skills and competences


41
related to studies

Unit 9: Maria and Australia. Level: 4th of ESO


-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Write about global issues Role play talk about Australia End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Vocabulary related to geography.
- Forming reasonable hypothesis (oral and written texts) - Vocabulary related to global issues.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Modals.
Production and interaction strategies:
- Planning communication along and collaboratively Stress, rhythm & intonation
- Adapting oral and written texts to appropriate register - Rhythm and intonation.
- Expressing messages clearly
- Assessment of oral and written production Graphemes & Spelling patterns
- Dealing with missing language elements using linguistic and - Spelling rules /punctuation
paralinguistic elements. - Written texts on digital platform

Sociocultural/Sociolinguistic aspects: Transversal elements:


- Social Formulae for everyday social contact - Respect for diversity & knowledge of other cultures
- Norms of courtesy - Using ICT responsibly
- Cultural manifestations - Equality between people.
- Environment.
- Critical and alternative thinking
Communicative Functions: - Recognising personal strengths and weaknesses
- Write about global issues.
- Talk about Australia.

Unit Objectives (performance Le Teaching-Learning activities Assessment Criteria


42
indicators) son
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
and videos (1.1.1/ 1.1.3) 1 - Speaking: Talk about Australia. BL1.2-To recognise differences in speech
- Reading: Specific information. patterns.
-Distinguishes the main ideas in different - Vocabulary: Match pictures. BL 3.1-To identify essential information in
texts. (3.1.1/ 3.1.3) written texts
- Song: Specific information.
-Infers the meaning of less common words 2 BL 1.4-To distinguish lexis and idioms in oral
- Grammar: Fill in gaps.
about geography and global issues. - Pronunciation: Repeat words. texts
(1.4.1 / 3.5.1) BL 3.5-To infer the meaning of new words in
written texts
-Distinguishes the communicative function - Vocabulary: Match pictures.
of writing about solving problems.1.3.1 / 3 BL 1.3.- To distinguish the communicative
- Listening: Specific information.
3.4.1) - Writing: Write about Global Issues. function of oral texts
BL3.4-To distinguish communicative functions
-Identifies the morphosyntactic and and morphosyntactic structures, spelling &
discursive structures modals. (1.3.3 / 3.4.3 - Grammar: Fill in gaps. punctuation in texts.
) 4 - Reading: Specific information.
- Speaking: Save our planet. BL 2.1/2.2- To produce dialogues to suit
-Produces dialogues using appropriate functional communicative purpose using
morphosyntactic and lexical structures for morphosyntactic structures and frequently used
the level (see above) (2.2.1 /2.2.2) - Watch a video and answer questions. lexis creatively.
- Introduce google site.
5/6
-Produces oral texts with clear - Write a podcast BL2.4 To use well-structured linguistic strategies
pronunciation and appropriate stress - Speaking: Oral presentation.
pattern (2.5.1) BL 2.5- To enunciate clearly stress patterns

-Produces formal and informal texts with - Role play: help and advice BL 4.1 - To produce formal and informal,
the help of dictionaries using appropriate 7 structured, coherent texts.
- Progress Check
morphosyntactic structures and lexis for
the level (see above) (4.1.1/ 4.3.3) BL4.3 To produce written texts using functional
language, spelling/punctuation norms and lexis
-Looks for information in digital media
(5.1.1) BL 5.1-To look for and select information from
-Assess with guidance the final product 8 - Exam digital media
(5.5.2)
- Takes on different roles (5.7.1) BL5.6 To identify skills and competences
related to studies
43
Unit 10: Food for thought. Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Write about fast food Role play talk about healthy food End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Vocabulary related to food.
- Forming reasonable hypothesis (oral and written texts) - Vocabulary related to healthy food.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Relatives clauses.
Production and interaction strategies: - Express quantity
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register Stress, rhythm & intonation
- Expressing messages clearly - Phonetics /ai/ /i:/.
- Assessment of oral and written production
- Dealing with missing language elements using linguistic and Graphemes & Spelling patterns
paralinguistic elements. - Spelling rules /punctuation
- Written texts on digital platform
Sociocultural/Sociolinguistic aspects:
- Social Formulae for everyday social contact Transversal elements:
- Norms of courtesy - Respect for diversity & knowledge of other cultures
- Cultural manifestations - Using ICT responsibly
- Equality between people.
- Healthy habits.
Communicative Functions: - Critical and alternative thinking
- Write advantages and disadvantages fast food. - Recognising personal strengths and weaknesses
- Talk about healthy food.

Unit Objectives (performance Le


Teaching-Learning activities Assessment Criteria
indicators) son
44
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
and videos (1.1.1/ 1.1.3) 1 - Listening: Specific information. BL1.2-To recognise differences in speech
- Vocabulary: Match pictures. patterns.
-Distinguishes the main ideas in different - Pronunciation: Repeat sounds. BL 3.1-To identify essential information in
texts. (3.1.1/ 3.1.3) - Grammar: Fill in gaps. written texts
- Speaking + Quiz: Healthy habits.
-Infers the meaning of less common words 2 - Game: Open questions. BL 1.4-To distinguish lexis and idioms in oral
about food and healthy food. (1.4.1 / - Key expressions: Expressing texts
3.5.1) preferences. BL 3.5-To infer the meaning of new words in
written texts
-Distinguishes the communicative function - Reading: Specific information
of advantages and disadvantages of 3 - Vocabulary: Crosswords healthy habits. BL 1.3.- To distinguish the communicative
fast food restaurants.1.3.1 / 3.4.1) - Song: Fill in gaps. function of oral texts
BL3.4-To distinguish communicative functions
-Identifies the morphosyntactic and and morphosyntactic structures, spelling &
discursive structures relative clauses. - Grammar: Fill in gaps. punctuation in texts.
(1.3.3 / 3.4.3 ) 4 - Listening: Specific information.
- Word Formation: Adjective plus prep. BL 2.1/2.2- To produce dialogues to suit
-Produces dialogues using appropriate functional communicative purpose using
morphosyntactic and lexical structures for morphosyntactic structures and frequently used
the level (see above) (2.2.1 /2.2.2) lexis creatively.
- Read information. Official Website.
-Produces oral texts with clear 5 - Listening: specific information. Rebeca. BL2.4 To use well-structured linguistic strategies
pronunciation and appropriate stress - Add a complete gallery and explain them
pattern (2.5.1) BL 2.5- To enunciate clearly stress patterns

-Produces formal and informal texts with - Role play: open a restaurant. BL 4.1 - To produce formal and informal,
the help of dictionaries using appropriate 6 - Speaking: Give opinions. structured, coherent texts.
morphosyntactic structures and lexis for - Writing: Conclusions.
the level (see above) (4.1.1/ 4.3.3) BL4.3 To produce written texts using functional
language, spelling/punctuation norms and lexis
-Looks for information in digital media - Team work
7
(5.1.1) - Progress Check BL 5.1-To look for and select information from
-Assess with guidance the final product digital media
(5.5.2)
- Takes on different roles (5.7.1) 8 - Exam BL5.6 To identify skills and competences
related to studies

45
Unit 11: The modern world. Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Write about living without inventions. Role play talk about body language End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Vocabulary related to new technologies.
- Forming reasonable hypothesis (oral and written texts) - Vocabulary related to materials.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Passive voice.
Production and interaction strategies: - So and neither
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register Stress, rhythm & intonation
- Expressing messages clearly - Phonetics /j/
- Assessment of oral and written production
- Dealing with missing language elements using linguistic and Graphemes & Spelling patterns
paralinguistic elements. - Spelling rules /punctuation
- Written texts on digital platform
Sociocultural/Sociolinguistic aspects:
- Social Formulae for everyday social contact Transversal elements:
- Norms of courtesy - Respect for diversity & knowledge of other cultures
- Cultural manifestations - Using ICT responsibly
- Equality between people.
- Globalisations.
Communicative Functions: - Critical and alternative thinking
- Write globalization. - Recognising personal strengths and weaknesses
- Talk about body language.

Unit Objectives (performance Le


Teaching-Learning activities Assessment Criteria
indicators) son
46
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
and videos (1.1.1/ 1.1.3) 1 - Vocabulary: Match pictures. BL1.2-To recognise differences in speech
- Listening: Specific information. patterns.
-Distinguishes the main ideas in different BL 3.1-To identify essential information in
texts. (3.1.1/ 3.1.3) - Key expressions: so/neither. written texts
- Reading: Everyday inventions.
-Infers the meaning of less common words 2 BL 1.4-To distinguish lexis and idioms in oral
- Grammar: Complete sentences.
about food and healthy food. (1.4.1 / texts
3.5.1) BL 3.5-To infer the meaning of new words in
- Vocabulary: Match pictures. written texts
-Distinguishes the communicative function - Speaking: Gestures
of about writing about new 3 BL 1.3.- To distinguish the communicative
- Listening: specific information.
technologies.1.3.1 / 3.4.1) - Game: sign language. function of oral texts
BL3.4-To distinguish communicative functions
-Identifies the morphosyntactic and and morphosyntactic structures, spelling &
discursive structures passive voice. (1.3.3 - Reading: specific information. punctuation in texts.
/ 3.4.3 ) 4/5 - investigate about commonwealth.
- Write a list. BL 2.1/2.2- To produce dialogues to suit
-Produces dialogues using appropriate - Speaking: Prepare a video. functional communicative purpose using
morphosyntactic and lexical structures for morphosyntactic structures and frequently used
the level (see above) (2.2.1 /2.2.2) -Writing: Living without inventions. lexis creatively.
6 - Song: Fill in gaps.
-Produces oral texts with clear - Pronunciation: Repeat words. BL2.4 To use well-structured linguistic strategies
pronunciation and appropriate stress
pattern (2.5.1) BL 2.5- To enunciate clearly stress patterns

-Produces formal and informal texts with - Role play: Technical problems. BL 4.1 - To produce formal and informal,
the help of dictionaries using appropriate 7 structured, coherent texts.
- Progress Check
morphosyntactic structures and lexis for
the level (see above) (4.1.1/ 4.3.3) BL4.3 To produce written texts using functional
language, spelling/punctuation norms and lexis
-Looks for information in digital media
(5.1.1) BL 5.1-To look for and select information from
-Assess with guidance the final product 8 -Exam digital media
(5.5.2)
- Takes on different roles (5.7.1) BL5.6 To identify skills and competences
related to studies

47
Unit 12: Without Money. Level: 4th of ESO
-Websites: British Council,
Attention to Digital Projects Didactic ISL collective
Key Competences CLC, DC, L2L, CAE
diversity measures Role Activities resources - Books

Assessable activities
Report a story. Role play talk about life without money End of unit EXAM
Contents
Comprehension strategies: High-frequency lexis:
- Understanding key information (oral and written texts) - Vocabulary related to money.
- Forming reasonable hypothesis (oral and written texts) - Vocabulary related to jobs.
- Techniques of active listening
- Expressing messages clearly
- Assessment of oral and written comprehension Syntactic-discursive structures:
- Reported Speech.
Production and interaction strategies:
- Planning communication along and collaboratively
- Adapting oral and written texts to appropriate register Stress, rhythm & intonation
- Expressing messages clearly - intonation
- Assessment of oral and written production
- Dealing with missing language elements using linguistic and Graphemes & Spelling patterns
paralinguistic elements. - Spelling rules /punctuation
- Written texts on digital platform
Sociocultural/Sociolinguistic aspects:
- Social Formulae for everyday social contact Transversal elements:
- Norms of courtesy - Respect for diversity & knowledge of other cultures
- Cultural manifestations - Using ICT responsibly
- Equality between people.
- Consumer education.
Communicative Functions: - Critical and alternative thinking
- Report a story. - Recognising personal strengths and weaknesses
- Talk about note banks.

Unit Objectives (performance Le


Teaching-Learning activities Assessment Criteria
indicators) son
48
-Identifies essential information of BL1.1- To identify essential information using
conversations and readings in podcasts - Reading: Introduction of the unit. active listening
and videos (1.1.1/ 1.1.3) - Speaking: Open questions BL1.2-To recognise differences in speech
1
- Vocabulary: Match pictures. patterns.
-Distinguishes the main ideas in different - Listening: Specific information. BL 3.1-To identify essential information in
texts. (3.1.1/ 3.1.3) written texts

-Infers the meaning of less common words - Reading: Everyday inventions. BL 1.4-To distinguish lexis and idioms in oral
about money and jobs. (1.4.1 / 3.5.1) 2 - Grammar: Complete sentences. texts
- Game: Without Money BL 3.5-To infer the meaning of new words in
-Distinguishes the communicative function written texts
of reporting a story.1.3.1 / 3.4.1)
- Vocabulary: Match pictures. BL 1.3.- To distinguish the communicative
-Identifies the morphosyntactic and - Listening: specific information. function of oral texts
3
discursive structures reported speech. - Writing: Report a story. BL3.4-To distinguish communicative functions
(1.3.3 / 3.4.3 ) -Grammar: Fill in gaps and morphosyntactic structures, spelling &
punctuation in texts.
-Produces dialogues using appropriate - Reading: specific information.
morphosyntactic and lexical structures for 4/5 - Pronunciation: /u//u:/ BL 2.1/2.2- To produce dialogues to suit
the level (see above) (2.2.1 /2.2.2) - writing and Speaking: Posts on twiter. functional communicative purpose using
morphosyntactic structures and frequently used
-Produces oral texts with clear lexis creatively.
-Speaking: Talk about economic problems.
pronunciation and appropriate stress
6 -Writing: Living without inventions.
pattern (2.5.1) BL2.4 To use well-structured linguistic strategies
- Song: Fill in gaps.
-Produces formal and informal texts with BL 2.5- To enunciate clearly stress patterns
the help of dictionaries using appropriate
morphosyntactic structures and lexis for BL 4.1 - To produce formal and informal,
- Role play: Technical problems.
the level (see above) (4.1.1/ 4.3.3) 7 structured, coherent texts.
- Progress Check
-Looks for information in digital media BL4.3 To produce written texts using functional
(5.1.1) language, spelling/punctuation norms and lexis
-Assess with guidance the final product
(5.5.2) BL 5.1-To look for and select information from
- Takes on different roles (5.7.1) 8 -Exam digital media

BL5.6 To identify skills and competences


related to studies

49
11. TRANSVERSAL ELEMENTS

As I have said in point 4 of this document (Contents) the curriculum establishes four blocks

of contents related to language skills and a fifth block devoted to transversal elements and

designed to broaden the scope of the issues dealt with in the English language classroom.

Article 6 of RD 1105/2014 has been my guide for Block 5, the transversal elements, which

are common to all levels of ESO in the secondary curriculum. These elements address a

wide range of issues across all subjects which include the promotion of reading and reading

comprehension, oral and written expression, ICT, entrepreneurship and civic and

constitutional education.

Overall, the purpose of the transversal elements is to share a set of values and principles

with our students which will ensure that they become good citizens who are ready to make a

meaningful contribution to society once they leave school. In order to achieve this, important

topics which affect us all need to be included in our syllabus. These include: the importance

of gender equality and the prevention of domestic abuse; peaceful resolution of conflicts;

respect for human rights and the rejection of all types of violence. I have taken all these

issues into account when planning my syllabus so that my students reject all sexist

behaviour and language and any form of discrimination.

With regard to ICT, students are taught to use social media responsibly always showing

respect towards others and being aware of the risks as well as the benefits of the Internet.

Whilst preparing our students for the world of work, we must give them every chance to

develop initiative and an entrepreneurial spirit by focusing on creativity, autonomous

learning, teamwork, self-confidence and a sense of critical awareness. All these qualities

can be worked on in the classroom in preparation for the outside world.

Another key element of learning is to discuss healthy living with our students. This includes

an understanding of a balanced diet and the importance of physical exercise. This obviously

50
involves multiple departments in the school, each making their contribution according to their

speciality.

Finally, our students need to be educated about road safety both as a pedestrian and a

driver. They need to recognise that respect for the rules, tolerance, self-control and dialogue

are qualities which will help to reduce the number of accidents.

Before ending this section, I would like to mention the INTERDISCIPLINARY elements of my

syllabus. This provides me with a great opportunity of working with my teaching colleagues

in other subject areas. For instance, instead of only learning about a historic event in a

history or science lesson, that same topic can be covered in the English language

classroom. Such collaboration is the starting point for working with the CLIL approach in our

school and promoting plurilingualism as set out in Law4/2018 of the CV.

12. COMPLEMENTARY ACTIVITIES

Complementary activities refer to all the activities organised by the English department

aimed to broaden the scope of English language beyond the classroom. In my school, the

English department has to reach an agreement with the other departments in order not to

overload the students with trips. These kind of activities are the most delightful areas for

students and it is not a secret that doing something different from a standard class and out of

the classroom if possible, is one of the most motivating tools we have as teachers. The

challenge is to find the perfect activity: an attractive and motivating activity that has an

educational value. Therefore, I have opted for these three main activities:

- Visiting the cinema to enjoy subtitled original version films and visiting an English theatre

group production. We will obviously prepare the plays and movies in class before actually

going to watch it (plot, character, main points…). We will repeat this activity every term and

hope that some students engage in attending the cinema or theatre more frequently.

- An exchange group at the Municipal Libraries. This is a free activity that connects nationals

with foreigners in a relaxed and entertaining atmosphere. The librarians are in charge of

51
these meetings, which will take place once per term. Nowadays, we have three exchange

groups working already, so students may feel free to join the regular groups on request.

- Joining the Erasmus Programme gives my students the opportunity to spend a few weeks

in a British city, living in British students’ houses. At the same time, they will have to

accommodate these students in their houses when they come to Spain for the same period

of time. The main aim of this project is to expand the motivation, ability and confidence of my

students when communicating in English.

I have chosen these three activities because I think they may have a great impact on

students’ learning and on their sociocultural background. Consequently, I can conclude

saying that my main aim is to develop a positive and collaborative working atmosphere and

provide a variety of work suitable for the different levels I can find within my class.

13. ASSESSMENT OF TEACHING OBJECTIVES VIA ACHIEVEMENT INDICATORS

Measuring my own overall performance across the academic year is a key ingredient if I am

to achieve my personal goals and those set for my students. In order to assess my teaching

practice, I need to consider different aspects:

- The appropriateness of my syllabus to the classroom context and the steps taken to

implement solutions to address any problems or difficulties in my performance

- The effectiveness of the Improvement Plan created to respond to the previous point.

- The success of my procedures to deal with diversity of levels and needs of my students.

- The measures taken for students needing to retake exams.

- The effectiveness of my resources.

- The achievement of the statutory objectives and inclusion of the Key Competences.

- The inclusion of transversal elements.

- The effectiveness of my methodology and approach.

- The appropriateness of the spatial-temporal distribution to the methodology.

- The extent to which the Performance Indicators have been achieved by my students.

52
- Regular contact with parents or legal guardians.

My method of recording whether I have achieved the aspects above will be a simple rubric

which lists the assessable aspects and marks them as “Totally achieved”, “Partly achieved”

or “Not achieved”. Let’s exemplify some of these with a chart: whole chart in annex?

ASSESSABLE ACHIEVEMENT INDICATORS


ASPECTS Not achieved Partly achieved Totally achieved
SYLLABUS Not appropriate Partly appropriate Perfectly appropriate
IMPROVEMENT No measures taken Measures identified Measures taken
PLAN
ATT. TO DIVERS. No measures taken Measures identified Measures taken

14. BIBLIOGRAPHY

Reference Books

Canale & Swain. 1980. Communicative Approaches to Second Language Teaching and

Testing. Ontaria Ministry of Education, Toronto.

Chomsky, N. 1965. Aspects of the Theory of Syntax. MIT Press.

Ellis, R. 1994. The Study of Second Language Acquisition. OUP.

Harmer, J. 2001. The Practice of English Language Teaching. Longman.

Krashen, S. 1981. Second Language Acquisition and Learning. Pergamon.

Lewis, M. 1993. The Language Approach. Language Teaching Publications.

Lightbown, P.M. & Spada N. 2006. How Languages are Learned. OUP

Nunan, D. 1989. Designing Tasks for the Communicative Classroom. CUP

Parrott, M. 2000. Grammar for English Language Teachers. CUP

Scrivener, J. 2011. Learning Teaching. Macmillan.

Thornbury, S. 2006 An A-Z of ELT. Macmillan.

Willis, Jane. 1999. A Framework for Task-Based Learning. Longman.

Course Books

Clockwise Elementary/Pre-Intermediate 2001 OUP

New Cutting Edge Elementary/Pre-Intermediate. 2005. Longman

53
New English File Elementary/Pre-Intermediate. 2012. OUP

New Headway Elementary/Pre-Intermediate. 2000. OUP

Speakout Elementary/Pre-Intermediate. 2011. Pearson Longman & BBC

Webography

www.ceice.gva.es

www.coe.int/en/web/common-european-framework

www.learnenglishteens.com (British Council)

www.onestopenglish.com

www.youtube.com

www.busyteacher.com

15.ANNEXES

Annex I: Peer Evaluation Form for Project Work

Your name:
** Indicate the extent to which you agree with the statements on the left column, using a
scale from 1 to 4. Total the numbers in each column.
Criteria Name 1 Name 2 Name 3 Name 4 Name 5

Makes meaningful contributions:


- Gives ideas
- Helps with information
search
- Prepares work in a quality
manner
Completes group assignments on
time
Demonstrates a cooperative and
supportive attitude
Contributes significantly to the
success of the project
TOTALS
Observations:

54
Annex II: Students’ assessment of the Teacher

Course: Teacher’s name:


1 – VERY BAD 2 – BAD 3 – NORMAL 4 – GOOD 5 – VERY GOOD
1 2 3 4 5
Set the aims of each unit and lesson
Explains grading standards and procedures
Gives clear explanations and directions
Provides helpful comments on assignments and
tests
Encourages students participation
Materials and resources are interesting and
stimulating for learning
Shows interest in students and treats them with
respect.
Shows patience in helping students.
Adjusts the pace of class and her explanations
to the students’ level of understanding.
Stimulates discussion effectively

Annex III: Teacher’s Self-Assessment

Unit ___ Course: __________________ Term: ________________ Year: ___________

Not
Self-assessment Yes No Key points for action
really
Do I have all necessary materials and
equipment?
Have I created a positive atmosphere for
learning?
Are interactions mutually respectful?
Do my lessons show progression?
Do I set the learning goals in every unit and
lesson?
Do I have strategies to ensure active
participation of every single student?
(Diversity)
Are the resources (ICT, realia, listening…)
effective to support learning?
Did the tasks work? Why?
Do students feel comfortable with the
tasks?
Do Í vary the kinds of assignment I set?
Do I check/monitor homework every time it
is set?
General impression of unit’s development

55
IT DID WORK BUT IT DIDN’T REALLY
IT DEFINITELY IT DIDN’T WORK AT
NEEDS WORK AS
WORKED WELL ALL
IMPROVEMENT EXPECTED

Annex IV: Speaking Rubric READI

Student’s name: Total: ______/20


4 **KEY**

3 1. RANGE: vocabulary, grammar.


2. EASE OF SPEECH: fluency.
3. ATTITUDE: self-confidence,
2 motivation, reduced anxiety or
nervousness.
4. DELIVERY: volume, pronunciation,
1
intonation, word-stress, and speech-
rhythm.
0 5. INTERACTION: body language,
communication strategies, and social
R E A D I conversation skills.

56

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