Opos
Opos
Opos
20026505 Z
CONTENTS:
1. INTRODUCTION
1.2 CONTEXT
2.OBJECTIVES
3. KEY COMPETENCES
4. CONTENTS
5. ASSESMENT CRITERIA
8. METHODOLOGY
9. INCLUSION MEASURES
14. BIBLIOGRAPHY
15. ANNEXES
1
1. INTRODUCTION
educational reasons. Sociocultural and sociolinguistic aspects of learning English open eyes
This syllabus has communication at its heart and, what’s more, the need for students to
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
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.
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
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
2
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
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
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
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
We will use different types of activities such as role play, projects and new technologies to
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
3
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
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
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
Finally, the last law we must take into account is Decree 104/2018 from last July, to develop
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
2. OBJECTIVES
4
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
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
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
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
5
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
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
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
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
6
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
Our educational system, with the LOMQE, established seven key competences that our
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
It is achieved by applying scientific thinking and tools to describe, interpret and predict
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
7
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.
It implies being aware of social problems in diverse contexts and the ability to contribute to
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
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.
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
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
8
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
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
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,
9
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
10
- 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.
11
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
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
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
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
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.
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.
12
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
13
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
14
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)
15
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),
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
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
16
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
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
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
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
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
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
will perform fairy tales, debates and role-plays. My students’ performance will be
- 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
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.
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
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
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
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
-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
-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
-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.
-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
-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
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
-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.
-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.
-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.
-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
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
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
learning, teamwork, self-confidence and a sense of critical awareness. All these qualities
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
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
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
I have chosen these three activities because I think they may have a great impact on
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.
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
- The appropriateness of my syllabus to the classroom context and the steps taken to
- 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 achievement of the statutory objectives and inclusion of the Key Competences.
- 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?
14. BIBLIOGRAPHY
Reference Books
Canale & Swain. 1980. Communicative Approaches to Second Language Teaching and
Lightbown, P.M. & Spada N. 2006. How Languages are Learned. OUP
Course Books
53
New English File Elementary/Pre-Intermediate. 2012. OUP
Webography
www.ceice.gva.es
www.coe.int/en/web/common-european-framework
www.onestopenglish.com
www.youtube.com
www.busyteacher.com
15.ANNEXES
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
54
Annex II: Students’ assessment of the Teacher
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
56