27 Ingles PD 01

1 Introduction
This document presents a model of syllabus for the subject of Foreign Language: English
during the third year of Compulsory Secondary Education (CSE). The syllabus is intended to
plan the teaching work in an effective way, in order to organize students’ learning process.
1.1 Syllabus justification

Compulsory Secondary Education is part of basic education, which is free and compulsory.
It is organized in four courses for students aged 12 to 16, and comprises four academic
courses:
The first two courses of the stage stay consistent with primary education, ensuring
coordination between the stages, in order to ensure a proper transition of students and
facilitate the continuity of the educational process, as an integral part of basic
education. In this way, the autonomy of the student is enhanced and their work habits
are being strengthened.
The last two years of the stage strengthens the process of the acquisition of key skills
and prepares for the continuity toward future studies.
The Organic Law 8/2013, of December 9 th, for the Improvement of Quality in Education
(LOMCE), modifies article 6 of the Organic Law 2/2006 of May 3 rd, of Education (LOE), and
defines the curriculum as the regulation of the elements that determine the processes of
teaching and learning for each of the teaching and educational stages. Thus, the
curriculum is integrated by: the objectives, competences, levels, assessable learning
standards, evaluation criteria and teaching methodology.
The Royal Decree 1105/2014, of December 26 th, establishes the basic curriculum of
Compulsory Secondary Education and Baccalaureate. The basic curriculum for the different
subjects has been designed taking into consideration the specific objectives of the stage
and competences that will be developed throughout it.
The curriculum of Compulsory Secondary Education for the Autonomous Community of
Catalonia is established by Decree 187/2015, of August 25 th. This rule sets out a
competency-based curriculum to enhance the quality of learning. As stated in Article 7, in
order to contribute to the achievement of key competences, the curriculum of Compulsory
Secondary Education brings together subjects into areas of knowledge which include the
set of key competences, contents, teaching methods and evaluation criteria of this stage.
Areas of knowledge are groups of subjects that share key competences, contents and
methodological orientations:
Linguistic.
Mathematical.
Technologic-scientist.
Social.
Artistic.
Physical education.
Culture and values.
Cross-curricular digital, personal and social.
Key competences of area: are those skills that are specific to each area of knowledge.
They are grouped into dimensions graduated into three achievement levels at the end of
the stage and associated with the key curriculum contents (CC). The competences, which
specify the dimensions, are fully integrated into the contents and become end-of-stage
learning objectives.
Core Curriculum Contents (CC): are sorted into three types of subjects:
1. Common subjects: taken by all students in different courses of a particular stage.
2. Electives: diversify the curriculum so as to respond to the development of an
educational project that sets the centre apart, helping to manage the diversity of the
student body and promoting educational innovation, oriented for the improvement of
educational results.
3. Compacted materials (4ª CSE): facilitate student access to any post compulsory
teaching.
Finally, the educational centres have the responsibility -by application of the principle of
pedagogical autonomy, organization and management, bestowed by the LOE (now
amended by the LOMCE)- to develop and complete the curriculum established on it, and to
adapt it to the characteristics of students, for their incorporation in the Educational Project
so that all students can meet the expectations enabled by their abilities. Teaching teams
will make decisions related to the distribution of contents and the assessment criteria for
each course, as well as their sequence and structure in didactic units, which will be
reflected in the didactic syllabus.
1.2 Legal framework

The basic and fundamental references that a teacher has to know in order to elaborate the
basic documents for planning and programming within the school frame are:
Organic Law 2/2006, of May 3rd, of Education (BOE 4/05/2006).
Organic Law 8/2013, of December 9th, for the Improvement of Quality in Education
(BOE 10/12/2013).
Royal Decree 132/2010, of February 12th, that establishes the minimum requirements
of schools that teach studies of the second cycle of Early Childhood Education, Primary
Education and Secondary Education (BOE 12/03/2010).
Order ECD/65/2015, of January 21st, which describes the relationships among
competences, contents and assessment criteria of Primary Education, Compulsory
Secondary Education and Baccalaureate (BOE 01/29/2015).
Royal Decree 1105/2014, of December 26 th, that establishes the basic curriculum of
Compulsory Secondary Education and Baccalaureate (BOE 03/01/2015).
Law 12/2009, of July 10th, on Education (DOGC 07/16/2009).
Decree 187/2015, of August 25 th, regulating the teachings of Compulsory Secondary
Education (DOGC 08/28/2015).
1.3 Context
1.3.1 School features

The centre is a Secondary School located in a village of the autonomous community. More
detailed data describing it are compiled in the Educational Project of the centre.
In the neighbourhood there are residential areas of apartments, shops, supermarkets,
kindergartens, a public health centre, a public Primary School, a concerted school, a
private religious school, a church, a park, medium sized gardens, an indoor sports arena, a
public pool, a public library, a municipal theatre and several cinemas. There is also an
expansion area where some new townhouses and single-family homes are being built.
The socio-cultural level of the school population ranges from middle to high level; in
general, families are composed of one or two progenitors of around 35-40 years and one or
two children. It is remarkable the increase of new family forms different from the
traditional one.
Most of the students’ progenitors work outside the home. Many of them are professionals,
civil servants, teachers, administrators, etc. The greater part has an intermediate
education and many have university studies; they value positively the academic and
cultural education of their children and collaborate with the centre.
The Neighbourhood Association of the quarter, where the institute is located, makes
frequent activities in the close cultural centre, and many of the students participate in
them. The Mothers and Fathers association (AMPA), in collaboration with the Physical
Education teachers, is responsible for the organization of students’ trips and sports
activities, and in the afternoon gives support in the library.
Two stages of studies are taught in the centre: the first stage comprises the Compulsory
Secondary Education (CSE) studies, with a line of four groups per course; on the second
stage, which corresponds to Bachelors studies, the modalities of Sciences and Humanities
and Social Science are taught, having both two groups per course.
According to the regulations, lessons are taught in the morning while afternoons are
devoted to activities of study and educational reinforcement at the school library, carried
out in collaboration with the AMPA, as well as to extracurricular and sports activities.
The building has three floors. On the ground floor, there are the staff teacher room, a
multipurpose room with audiovisual equipment, the first aid kit, a storage room, the
secretariat, the Parents Association room, four toilets and the concierge. On the first floor,
there are the classrooms for first to third courses of CSE, the library, the music room, the
laboratories of Technology, sciences and languages, two rooms for scholar reinforcement
and Therapeutic Pedagogy and four toilets .The classrooms of the fourth course of
Compulsory Secondary Education (CSE), the computer lab and four toilets are located on
the second floor.
All the classrooms are exterior, well illuminated and ventilated and are provided of
furniture and materials that are suitable for their use. Each classroom has a computer and
a whiteboard for educational support.
The outdoor facilities include a playground, a covered well-equipped gym and two outdoor
sports courts. The entire exterior area around the buildings is embellished with flowers and
trees. The centre also has a small vegetable garden.
1.3.2 Students’ group characterictics

As it has been describe before, the stage of Compulsory Secondary Education is organized
in four school years, for students aged from 12 to 16.
From the point of view of students’ personal development, Compulsory Secondary
Education coincides with their adolescence years. During this period, students experience
a special and significant process of change. Around the twelve years, sings of substantial
changes in students’ personality are observed. These changes, which affect both their
physical and intellectual development as well as their emotional domain, will constitute the
most characteristic features of the students at this stage. In particular, young people aged
14-15 years old, who are at 3 rd CSE, are at the beginning of their adolescence, especially
the boys because girls normally start a year earlier more or less, and begin this course
within the adolescence.
Adolescents live emotional and social changes of great importance in this period of their
life and, among these transformations, there must be added other no less important
changes that occur at cognitive and intellectual level. At twelve years, students start to
develop a type of abstract thinking, which allows the realization of logic and formal
operations and the resolution of complex problems. Students have a greater ability for
reasoning, formulation and testing of hypotheses, argumentation, reflection, analysis and
exploration of the variables involved in the phenomena. This kind of thinking consolidates
usually around sixteen. It is at this stage when students acquire and consolidate formal
abstract thinking. During this stage it is very important to stimulate students’ cognitive
development, creating situations that demand the use of deduction, reasoning, induction,
etc.
Another feature of the evolutionary development during adolescence is the growing
interest of the students for their physical and social environment. This implies to initiate
them into the profound knowledge of social relations, as well as to provide them with an
education appropriate to the system of values established. The construction of their own
identity, acceptance of the possibilities and limits of their own body, the assimilation and
devising of cultural meanings as well as the development of an acceptable level of self-
esteem are aspects of capital importance at this age. Therefore, they cannot be forgotten
by the action of teachers. Some of these aspects, among others, form part of the skills that
students should acquire during the stage of CSE.
Some students of Compulsory Secondary Education in our high school and, particularly, for
the course 3rd CSE, that is programmed in this syllabus, experience lack of motivation to
study and they attend to class obliged by their parents. These students have not acquired
good study habits and, according to them, their average dedication to books and exercises
outside the centre is less than an hour and a half daily.
The disruptive behaviour of students in 3 rd of CSE are not very frequent, especially due to
the discipline established by the Head of Studies and the special tutorial attention they
receive from tutors and Guidance Department. The behavioural problems in school involve
mostly to first year students of CSE. With a preventive purpose, it has been requested, in
the School Council and for this year, a special attention to the cases of peer harassment in
3rd and 4th of CSE, and a teacher has been named in charge of coexistence in the centre to
work in collaboration with the headship of studies.
In 3rd of CSE there are four groups with 25-30 students, who mostly accessed from 2 nd year
of CSE of our high school. Eight new students have been registered, and have been
distributed according to optional subjects. The Head of Studies informed us that the
students repeating the year have been distributed among all the groups and there will be
five in each of them, except for group B where there are only two. This group has a student
with learning difficulties with some traits of ADHD and a student with conducts that disturb
the discipline or the school life, hindering the process of teaching and learning.
1.3.3 Characteristics of the subject of First Foreign Language: English

Broadly speaking, we can justify the need of introducing the study of a foreign language in
a curriculum for two reasons:
On the one hand, there is a sociological reason. Language is a communication tool. Its
current social function must be taken into consideration, especially given the weight of
English in the worldwide media. A new communicative point of view was introduced by
the Council of Europe in a set of specifications called “threshold level” adopted by the
LOE.
On the other, we will mention educational reasons. Through the Foreign Language
discipline we are aware that the general communicative competence of the student will
be increased with the incorporation of other linguistic codes and the acquisition of new
concepts, strategies, skills and attitudes.
There are other reasons that justify an early treatment of foreign language in Primary
Education:
Cognitive: learning a second language contributes to achieve a broader representation
of reality. Students that express themselves only in their native language find that the
notions they have learned naturally can be expressed similarly in another language. This
helps in the development of their cognitive ability.
Language: young people are better prepared than adults to learn a language both in
terms of audition and phonology, because their brain has a natural ability that
decreases over the years. As a result, levels of auditory and phonological competence
are higher in the oral comprehension of children and young people, whose pronunciation
is considerably better.
Affective: the spontaneity of students is benefited from learning a second language.
During adolescence we will observe a phenomenon: the increase in the level of
inhibition (shame, shyness, fear of looking ridiculous...), which can interfere with
learning a language.
The main goal of the foreign language subject is fundamentally, among others, to improve
the linguistic communication competence, which some experts define as what a speaker
needs to know in order to be communicatively competent in a speech community.
Regardless of the terminology of the curriculum, it will be necessary to stress the work of a
grammatical competence (the correct use of linguistic code, i.e., the domain of
grammatical structures, vocabulary and pronunciation), a discursive competence (ability to
relate and combine grammatical forms in order to achieve consistent texts), a
sociolinguistic competence (ability to produce and understand messages related to the
social context, the participants and the purpose: the appropriate use of language) and a
strategic competence (verbal and non-verbal strategies of participants), without ever
forgetting the complement of the socio-cultural factors that are needed to understand the
messages in depth.
Otherwise, it is essential that teachers elaborate educational proposals searching for
expressive, communicative and explorative situations and of self-knowledge etc. They will
also evaluate the students’ chances of success when designing these proposals, creating
the right conditions so that they take part with confidence in the success and with self-
reliance on their own abilities. Students’ productions will be valued and they be allowed to
visualize their success in order to promote and keep their motivation. The teacher must
allow students to confront with complexity, as long as this is within their own reach, taking
into account that learning is never the sum of simple elements, but a progressive
construction of a global and complex reality, full of relationships and susceptible of being
analyzed.
In the third year of secondary school, the first foreign language is taught in 3 weekly
sessions of 55 minutes (following which is defined in Annex II of Decree 187/2015, 25
August).
2 Contribution to the development of key competences
2.1 Key competences, core competences of a subject and key content

The Compulsory Secondary Education Curriculum, delivered via fields of knowledge, should
contribute to the achievement of key competences.
Key competences must develop the ability to use knowledge and skills linked to different
knowledge, of an interactive and cross-cutting manner, which implies understanding,
reflection and discernment concerning each contextual situation. Attaining them allows
their transfer to other situations.
The organization of classroom activities and the functioning of the school, teaching
activities, forms of relationship and of communication established between the educational
community and its relationship with the environment, contribute to the consolidation of
these key competences.
Decree 187/2015, of August 25 th, indicates in Article 8 that Compulsory Secondary
Education, developed through areas of knowledge, must contribute to the achievement of
key competences defined in the current legislation. Seven essential competences for the
welfare of European societies, economic growth and innovation are identified.
Furthermore the Decree 187/2015, August 15th, establishes (article 9) the relationship
between core competences within the scope of each of the subjects and the key contents.
This article indicates that the core competences of each field and subject allows the
deployment of a model of teaching and learning that links skills and content key of each
subject, establishing the contribution of each subject to the development of the different
key skills.
The Decree expresses that by core competences it is understood those skills which stem
from it, and are grouped in dimensions, graduated in three end-of-stage levels of
achievement and associated to the key curricular content. As such, competences, which
the dimensions specify, shall be considered fully integrated with content.
The key contents are those that contribute to the greatest degree to the development of
each competence.
The proposed curriculum content of the different areas, and worked on at educational
centers, develops these specific skills, shall be the benchmark for end-of-stage evaluation.
2.2 Relationship between core competences and key content

The basic linguistic field skills are linked to the curriculum. This curriculum allows the
identification the most appropriate content to each for each of the dimensions of a
linguistic field. They are the so-called key contents of the dimension, knowledge that
should allow the student to carry out scientific or technological activities in the school
context.
The students should know the concepts, techniques and methodologies of the linguistic
disciplines that are specified in the CSE curriculum, at the same time developing the
abilities, behaviors, noting the rights and duties and of social challenges of their respective
age. We have identified five groups of competences that correspond to five interrelated
dimensions that form part of a whole: knowing how to communicate both orally and in
writing in a foreign language:
DIMENSIONS
1 Competence 1. Obtain information and interpret oral texts from

Oral everyday life, mass media and academia.
communicatio Competence 2. Plan and produce diverse types of oral texts
n appropriate to the communicative situation.
Competence 3. Employ oral interaction strategies in line with the
communicative situation, initiating, maintaining and closing
discourse.
2 Competence 4. Apply comprehension strategies for obtaining and

Reading interpreting information from clearly structured written content
comprehensio from everyday life, mass media and academia.
n Competence 5. Interpret contextual features of a text, both
discursive and linguistic, and recognize the type of text in order
to understand it.
Competence 6. Select and use consulting tools to assist in
understanding a text and for acquiring knowledge.
3 Competence 7. Plan written texts of diverse types, using

Written communicative situation elements.
expression Competence 8. Produce written texts of diverse types and formats
applying writing strategies.
Competence 9. Revise a text in order to improve it according to
the communicative purpose, with the assistance of support.
4 Competence 10. Oral reproduction, recitation and dramatization

Literary of adapted or authentic literary texts.
Competence 11. Understand and evaluate adapted or authentic
literary texts.
5
Cross-curricular actitudinal and plurilingual
In the following table the relationships between the key contents of the study of foreign
language subjects and the core competences in the linguistic field, as well as the
associated dimensions can be seen:
COMPETENCES
KEY CONTENT Dimension Dimension Dimension Dimension Dimension

1 2 3 4 5
1 2 3 4 5 6 7 8 9 10 11
1. Oral comprehension: global, literal

and interpretative.
2. Oral comprehension strategies.
3. Oral production strategies.
4. Oral interaction strategies.
5. Reading aloud.
6. Principal phonetic and phonological

variants.
7. Written comprehension: global, literal

and evaluative.
8. Written comprehension strategies.
9. Search and management of

information and linguistic references.
10. Selection criteria and information

assessment.
11. Strategies for planning of the

written expression.
12. Appropriateness, coherence and

consistency.
13. Strategies for review, correction

rewording and presentation.
14. Strategies for written interaction.
15. Creative production.
16. Use of dictionaries.
17. Oral discourse and audiovisual

based on literary texts.
18. Oral interpretation and reading
aloud, recitation, singing,
representation.
19. Oral or written commentary about

works or literary passages.
20. Pragmatics.
21. Phonetics and phonology.
22. Lexicon and semantics.
23. Morphology and syntax.
24. Verbal and non-verbal strategies to

overcome misunderstandings.
3 Stage objectives
Article 3 of Decree 187/2015, of August 25 th, establishes that Compulsory Secondary
Education will help students to develop the skills that enable them to:
a) Assume their duties responsibly and exercise their rights respecting others, understand
the value of dialogue, cooperation, solidarity and respect for human rights as core
values for democratic citizenship.
b) Develop and consolidate habits of study, individual and cooperative work and discipline
as an essential requirement for responsible and effective learning in order to achieve a
balanced personal development.
c) Value and respect gender difference and equality of rights and opportunities between
them. Reject stereotypes, which imply discrimination between men and women, as well
as any manifestation of violence against women.
d) Reinforce their emotional abilities in all areas of personality and in their relationships
with others, as well as reject violence, prejudices of any kind, sexist behaviour and
resolve conflicts peacefully.
e) Develop basic skills in the use of sources of information in order to acquire new
knowledge with critical sense. Acquire a basic preparation in the field of technologies,
especially information and communications technologies.
f) Know, value and respect the core values and way of living of their own culture as well as
those of other cultures within a framework of shared values, promoting intercultural
education, participation in the associative fabric of the country, and respect the artistic
and cultural heritage.
g) Identify the historical, cultural, geographical and social characteristics of Catalan society
as their own, and improve their sense of belonging to the country.
h) Acquire good communication skills: correct oral expression and comprehension, written
expression and reading comprehension in Catalan, Spanish and, where applicable,
Aranese; also consolidate reading habits and empathic communication as well as the
knowledge, reading and study of literature.
i) Understand and express themselves in one or more foreign languages in a suitable way.
j) Develop skills in critical analysis of information, in different formats, using digital tools
and other types of instruments to transform information into knowledge, and
communicate it through different channels and formats.
k) Understand that scientific knowledge is an integrated knowledge, which is structured
into diverse disciplines, and know and apply the scientific method to identify specific
problems of each area in order to solve them and make decisions.
l) Enjoy and respect artistic creation, understand the languages of the different artistic
manifestations using various means of expression and representation.
m) Critically assess social habits related to health, consumption and the environment,
contributing to its conservation and betterment.
n) Know and accept how their own bodies and the bodies of others work, respect
differences, reinforce health habits and incorporate the practice of physical activity and
sport to everyday life to enhance personal and social development.
o) Know and appreciate the human dimension of sexuality in all its diversity and preserve
the right to equality and non-discrimination on grounds of sexual orientation.
p) Assess the need for safe and responsible use of digital technologies, attempting to
manage their own digital identity and respect that of others.
4 Areas of knowledge
The conclusions of the Council of the European Union of May 2009 12 th, on a strategic
framework for European cooperation in the field of education and training (ET 2020),
establish various objectives, such as improving the level of achievement of the specific
competences within the linguistic, mathematical, scientific and technological areas, as well
as promoting the acquisition of cross-curricular competences such as digital competence,
learning to learn as well as autonomy, personal initiative and entrepreneurship.
Law 12/2009, of July 10th, on Education establishes in Article 59 the curriculum objectives
of Compulsory Secondary Education, aimed at personal and social development in relation
to personal autonomy of students, reflexive knowledge, skills and cultural competences,
directed to the acquisition of key competences in all areas of knowledge.
For this reason, the curriculum brings together various subjects in areas of knowledge that
facilitate the achievement of their specific competences. The subject of Foreign Language
is included in the Linguistic Area.
As we saw previously, the curriculum of Compulsory Secondary Education for the
Autonomous Community of Catalonia is established by Decree 187/2015, of August 25 th. It
describes the regulatory framework for the regional development of LOMCE is established.
4.1 Linguistic Area

The linguistic and communicative competence is the ability to express and interpret
concepts, thoughts, feelings, facts and opinions in both oral and written form (listening,
speaking, reading and writing), and to interact linguistically in an appropriate and creative
way in a full range of societal and cultural contexts, such as education and training, private
and professional life, and leisure. Communication in foreign languages also calls for skills
such as mediation and intercultural understanding.
This competence includes knowledge, skills and know-how relating to linguistic,
sociolinguistic and pragmatic components. It therefore integrates lexical, phonetic and
morphosyntactic knowledge and skills, as well as the awareness of the main types of
verbal interaction and registers of language. Knowledge of social conventions, cultural
aspects and linguistic diversity is also important, as well as the abilities which make
possible to distinguish and use different types of texts, to search for, collect and process
information, to use support tools, and to formulate and express their own oral and written
arguments in a convincing way appropriate to the context. The eleven competences that
make up the foreign language area are grouped into five dimensions: Oral communication,
Reading comprehension, Written expression, Literary dimension, Attitudinal and
plurilingual dimension.
The criteria used to determine the gradation of achievement levels for each competence
are related to the complexity of the language to understand or express messages, and the
strategies required to do so, as well as to textual diversity, variety of domains (public,
academic and personal), and the progressive degree of autonomy (from the controlled use
of language with certain assistance to a more spontaneous and creative use).
In the knowledge society, digitization involves changes throughout the learning cycle.
Knowledge is built from the interaction with the environment. Digital skills have therefore
become active agents of learning as they facilitate this interaction. In this regard, digital
competences are cross-curricular and must contribute to the overall improvement of
learning, the development of appropriate and responsible attitudes regarding digital
identity and lifelong learning. Digital competences are specified in key contents (CCD),
which are added to the twenty-four key contents of the competences within the linguistic
area of foreign languages (CC). They are also present in the assessment of the different
dimensions.
4.1.1 Oral communication dimension

DIMENSION 1: Oral communication dimension
KEY GRADATIONS OF KEY CONTENTS
COMPETENCE ACHIEVEMENT LEVELS
1. Obtaining 1.1. Identifying the topic, CC1. Oral comprehension: global, literal and
information and obtaining literal information interpretive, from adapted or authentic sources.
interpreting oral and identifying the main CC2. Oral comprehension strategies: identifying
Level 1
texts of everyday purpose of oral texts in key words and expressions; anticipation and
life, media and familiar, everyday formulation of hypotheses from prior knowledge
the academic communicative settings on about the situation, selection, interpretation,
domain. issues of personal and inference and retention.
academic domains where
CC3. Oral production strategies: Forms of
the intention is explicit.
initiating maintaining, compensating and ending
spoken discourse. Semi-formal and informal,
1.2. Understanding the planned and unplanned, face to face or digitally
overall meaning of oral mediated discourse.
texts and distinguishing the
CC4. Oral interaction strategies: Forms of
Level 2
main idea and supporting

details in everyday initiating maintaining, and ending conversation;
communicative settings on showing courtesy and confirmation, effecting self
issues of personal, and mutual correction, expressing agreement and
academic and media disagreement, offering and seeking clarification,
domains. thus helping with understanding and cooperation.
1.3. Interpreting explicit and CC6. Principal phonetic and phonological variants of
implicit information of oral the foreign language.
texts in familiar CC20. Pragmatics:
communicative settings on
Elements of communication: recipient, purpose and
issues related to diverse
context.
types of areas.
Language functions.
Semi-formal and non-formal linguistic registers.
Texts genres in oral format: narrative, descriptive,
expository, argumentative, instructive,
predictive, literary and conversational.
Texts in various formats and media: written,
dynamic, hypertext, multimodal, audiovisual.
Text organization, paragraphs, introductions,
conclusions.
Formal and non-formal context.
Gestures, use of complementary visual support.
CC21. Phonetics and Phonology.
Prosodic elements:
Pronunciation, prosodic accentuation, intonation,
Level 3
rhythm, intensity, pauses.

Recognition of phonemes that can differentiate
meaning. Phonetic symbols.
CC22. Lexicon and Semantics:
General academic and specific domain vocabulary,
and on topics of personal and general interest.
Synonymy, antonymy, homophony, derivation and
composition.
Prefixes and suffixes.
Digital strategies in lexical search (CCD12).
CC23. Morphology and Syntax:
Connectors, textual markers, punctuation.
Compensation strategies: synonymy, periphrasis
and paraphrase.
Sentence Structure.
CC24. Verbal and non-verbal strategies to
overcome misunderstandings caused by cultural
differences.
CCD1. Communication systems and digital work
environments for collaborative and lifelong
learning, considering the forms of courtesy.
(CCD20, CCD21, CCD22, CCD24)
2. Planning and 2.1. Producing, in an CC3. Oral production strategies: Forms of

producing intelligible way, short, initiating maintaining, compensating and ending
different types of simple oral texts of diverse spoken discourse. Semi-formal and informal,
Level 1
oral texts genres -planned ahead- planned and unplanned, face to face or digitally
appropriate to with an elementary and mediated discourse.
the everyday lexical repertoire, CC4. Oral interaction strategies: Forms of
communicative referring to facts as well as initiating maintaining, and ending conversation;
setting. familiar and common showing courtesy and confirmation, effecting self
knowledge. and mutual correction, expressing agreement and
disagreement, offering and seeking clarification,
2.2. Producing, in an thus helping with understanding and cooperation.
intelligible and sufficiently CC5. Reading aloud naturally and expressively.
correct way, simple oral Vocal expressive resources: tone, intensity,
Level 2
texts of diverse genres with silences...

some general help and a
basic lexical repertoire, CC20. Pragmatics:
referring to both lived and Elements of communication: recipient, purpose
familiar experiences: and context.
personal and academic. Language functions.
2.3. Fluidly producing well- Semi-formal and non-formal linguistic registers.
structured oral texts of Texts genres in oral format: narrative, descriptive,
diverse genres, with a expository, argumentative, instructive,
varied lexical repertoire and predictive, literary and conversational.
a morphosyntax of relative Texts in various formats and media: written,
complexity, referred to dynamic, hypertext, multimodal, audiovisual.
various facts and knowledge Text organization, paragraphs, introductions,
related to diverse fields of conclusions.
interest. Formal and non-formal context.
CC21. Phonetics and Phonology.
Prosodic elements:
Pronunciation, prosodic accentuation, intonation,
rhythm, intensity, pauses.
Recognition of phonemes that can differentiate
meaning. Phonetic symbols.
Level 3

composition.
and paraphrase.
Sentence Structure.
differences.
CCD2. Personal learning environment (PLE) and
digital portfolios. (CCD 18, CCD19)
3. Using oral 3.1. Using strategies to CC3. Oral production strategies: Forms of
interaction initiate, maintain, and end a initiating maintaining, compensating and ending
strategies conversation, and using oral spoken discourse. Semi-formal and informal,
according to the communication strategies planned and unplanned, face to face or digitally
Level 1
communicative to solve simple, everyday mediated discourse.

setting to initiate, communication tasks, with CC4. Oral interaction strategies: Forms of
maintain, and a simple cognitive initiating maintaining, and ending conversation;
end a complexity, requiring basic showing courtesy and confirmation, effecting self
conversation. linguistic resources and a and mutual correction, expressing agreement and
lot of help. disagreement, offering and seeking clarification,
thus helping with understanding and cooperation.
3.2. Applying strategies to CC20. Pragmatics:
initiate, maintain, and end a
conversation, and using oral Elements of communication: recipient, purpose
communication strategies and context.
Language functions.
Level 2
to solve communication
tasks that can arise while Semi-formal and non-formal linguistic registers.
travelling in places where Texts genres in oral format: narrative, descriptive,
the language is spoken, expository, argumentative, instructive,
requiring simple linguistic predictive, literary and conversational.
resources and some specific Texts in various formats and media: written,
help. dynamic, hypertext, multimodal, audiovisual.
3.3. Applying strategies to Text organization, paragraphs, introductions,
initiate, maintain and end a conclusions.
conversation, and using Formal and non-formal context.
communication strategies Gestures, use of complementary visual support.
to solve communication CC21. Phonetics and Phonology.
tasks within personal and
academic domains with Prosodic elements:
greater cognitive Pronunciation, prosodic accentuation, intonation,
complexity, requiring a rhythm, intensity, pauses.
variety of linguistic Recognition of phonemes that can differentiate
resources and a certain meaning. Phonetic symbols.
degree of improvisation. CC22. Lexicon and Semantics:
Level 3
composition.
and paraphrase.
Sentence Structure.
differences.
Assessment guidelines
In order to assess competency-based learning, these guidelines for assessment are
proposed. They should reveal to what extent students have acquired the key competences
of the Linguistic area at the end of Compulsory Secondary Education.
The students of 3rd ESO must be able to:
Grasp the general idea of texts and the most relevant specific information from simple
oral documents, delivered face-to-face or generated through audiovisual media, if
spoken slowly and clearly.
Make inferences and determine the attitude and intention of the speaker.
Read expressively texts belonging to different genres, with proper intonation and an
acceptable pronunciation.
In oral interactions, initiate and maintain semi-formal and informal conversations on
familiar topics that contain some unpredictable element.
Handle short speeches in public to explain or argue topics and ideas by applying
planning strategies, textualization as well as assessment of the oral use of language and
taking into account the prosodic aspects and non-verbal elements of communication.
Indicators of competences achieved

As an example, indicators useful for assessing the levels of achievement for competence 1
are shown:
COMPETENCE 1: Obtain information and interpret oral texts from everyday life,
mass media and academia.
LEVEL 1 LEVEL 2 LEVEL 3
In general, understand the Understand the teacher, the Understand the teacher with
teacher enough to carry out general ideas and details, with ease, and is able to ask
class activities. ease. questions and contribute
appropriately to the subject.
Identify keywords and common Understand the global sense Understand the global sense
expressions so as to understand and the most relevant and and most relevant and
the global sense, in short and secondary ideas of texts, secondary ideas of simple and
adapted oral texts, with a adapted and simple, with a authentic social use texts.
common and everyday basic vocabulary range.
vocabulary.
Activate some prior knowledge Make predictions about the Make inferences about the
of a topic. content of the text. content of the text.
Understand the basic purpose of Relate the information with their Understand and makes
simple and clear messages and knowledge and experience. inferences about a text that has
short adverts. been heard.
4.1.2Reading comprehension dimension

DIMENSION 2: Reading comprehension dimension
4. Applying 4.1. Obtaining global CC7. Written comprehension: global, literal,
comprehension information, and interpretive and evaluative, from adapted or
strategies to recognizing the purpose and authentic sources. Recognition of varied text
Level 1
obtain main ideas of a short genres. Topic, main idea and secondary ideas.
information and written text with frequent CC8. Pre, during, and post reading comprehension
interpret the and everyday lexicon strategies: distinguishing relevant and secondary
content of clearly identifying keywords and ideas, making assumptions and inferences,
structured regular expressions. identifying key words, understanding gist, as well
written texts of as specific information.
everyday life, 4.2. Obtaining literal CC20. Pragmatics:
media and the information from simple
academic written texts with a basic Elements of communication: recipient, purpose
Level 2
domain. lexical repertoire and context.

distinguishing the main idea Language functions.
and supporting details and Semi-formal and non-formal linguistic registers.
offering a personal Texts genres in oral format: narrative, descriptive,
reflection. expository, argumentative, instructive,
4.3. Obtaining information
from simple written texts
containing the topic specific Text organization, paragraphs, introductions,
vocabulary by interpreting conclusions.
the main idea and Formal and non-formal context.
supporting details, offering Gestures, use of complementary visual support.
Level 3
varied personal reflections. CC22. Lexicon and Semantics:

General academic and specific domain
vocabulary, and on topics of personal and
general interest.
Synonymy, antonymy, homophony, derivation
and composition.
5. Interpreting 5.1. Interpreting simple CC7. Written comprehension: global, literal,
contextual, contextual, discursive and interpretive and evaluative, from adapted or
discursive and linguistic features in texts authentic sources. Recognition of varied text
Level 1
linguistic features on a familiar topic, with a genres. Topic, main idea and secondary ideas.
of a text and clear structure, format and CC8. Pre, during, and post reading comprehension
recognizing its communicative purpose, strategies: distinguishing relevant and secondary
typology to and a simple but varied ideas, making assumptions and inferences,
understand it. vocabulary and identifying key words, understanding gist, as well
morphosyntactic structures. as specific information.
CC20. Pragmatics:
5.2. Interpreting contextual, Elements of communication: recipient, purpose
discursive, and linguistic and context.
features in texts on partially Language functions.
Level 2
unknown but familiar topics, Semi-formal and non-formal linguistic registers.

with a varied structure and Texts genres in oral format: narrative, descriptive,
format, and varied but expository, argumentative, instructive,
simple vocabulary and predictive, literary and conversational.
morphosyntactic structures. Texts in various formats and media: written,
5.3. Interpreting contextual, Text organization, paragraphs, introductions,
discursive and linguistic conclusions.
features in long texts on Formal and non-formal context.
unknown topics within Gestures, use of complementary visual support.
diverse but familiar CC22. Lexicon and Semantics:
Level 3
domains, with a complex General academic and specific domain

structure and format, and vocabulary, and on topics of personal and
varied and a bit more general interest.
complex vocabulary and Synonymy, antonymy, homophony, derivation and
morphosyntactic structures. composition.
6. Selecting and 6.1. Using simple query CC9. Search and management of information and
using query tools tools, according to linguistic references (CCD12, CCD16, CCD17):
Level 1
to access to text guidelines given, to access location, selection and organization; underlining,
comprehension to the understanding of organizing into tables, maps, abstracts and schema;
and acquire keywords and obtain explicit use of dictionaries, translators, glossaries,
knowledge. information. multilingual lexicon; use of different sources, on
paper or online: books, encyclopedias, newspapers,
6.2. Identifying and magazines, Internet search engines, blogs and
selecting, with some specific websites.
Level 2
general help, query tools CC10. Selection criteria and information

appropriate for the task and assessment: adapting to the purpose and the
information search tools to context of the search, recognition of authorship,
understand and obtain credibility, contrast and updating of sources, etc.
implicit information. CC20. Pragmatics:
6.3. Autonomously using Elements of communication: recipient, purpose and
query and search tools to context.
understand and integrate Language functions.
information into prior Semi-formal and non-formal linguistic registers.
knowledge schemes. Texts genres in oral format: narrative, descriptive,
conclusions.
Level 3

composition.
and paraphrase.
Sentence Structure.
Students must be able to:
Apply different reading strategies to comprehend, interpret and evaluate different
textual genres belonging to diverse areas (identify and understand the main and
supporting ideas, make inferences, and determine the attitude and purpose of the
speaker).
Determine, without the help of dictionaries, the meaning of unknown words or phrases
by using the context and extract specific information (including opinions) to solve tasks.
Identify, compare and select different information sources (including Learning and
Knowledge Technologies), applying criteria of reliability and objectivity, and integrate
them in their learning process.

are shown:
COMPETENCE 5: Interpret contextual features of a text, both discursive and

linguistic, and recognize the type of text in order to understand it.
Recognize the genre of a simple Recognize the genre and Recognize the genre of a text
text from the structure and the structure of adapted and simple from its structure in authentic
format. authentic texts, of a varied texts social use texts.
structure and format.
Understand a text when the Understand a text when the Understand a text when the
COMPETENCE 5: Interpret contextual features of a text, both discursive and
linguistic, and recognize the type of text in order to understand it.
subject matter is familiar topic is partially unknown but subject is unknown, from
(family, school, neighborhood). familiar (travel). diverse yet recognizable areas
within their lived environment
(ecology, transport, social
networks).
Interpret some linkers and Understand most linkers and Autonomously understand
discursive markers. discursive markers. linkers and discourse markers,
taking into account their global
role in the text (for example,
connectors for comparing and
contrasting in an argumentative
text).
Understand lexical and Understand lexical and Understand linguistic features

morphological features that morphological features of (lexical and morphological) of
allow identification of text type. familiar texts. new words from context.
4.1.3Written expression dimension

DIMENSION 3: Written expression dimension

7. Planning 7.1. Planning the production CC11. Strategies for planning: generation
written texts of of simple written texts with (brainstorming), organization (maps, scripts...)
diverse typology a frequent lexical and selection of main ideas.
Level 1
using the repertoire, from the CC14. Strategies for written interaction in opinion
elements of the generation of ideas forums on educational social networks. (CCD20,
communicative according to the CCD21, CCD22, CCD24)
setting. communicative setting and
CC16. Use of dictionaries in paper and digital
with some specific help.
media, and other electronic tools (spelling
correctors, translators, glossaries, dictionaries,
7.2. Planning the production multilingual lexicon...). (CCD12)
of simple written texts built
Level 2
from the organization of CC20. Pragmatics:

ideas according to the Elements of communication: recipient, purpose
communicative setting and and context.
with different types of help. Language functions.
7.3. Autonomously planning Texts genres in oral format: narrative, descriptive,
the production of written expository, argumentative, instructive,
well-structured texts from predictive, literary and conversational.
Level 3
the selection of ideas Texts in various formats and media: written,

according to the dynamic, hypertext, multimodal, audiovisual.
communicative setting and Text organization, paragraphs, introductions,
with the help of necessary conclusions.
resources. Formal and non-formal context.
8. Producing 8.1. Producing, with some CC12. Appropriateness, coherence, and

written texts of specific help, short and well consistency in the production of written texts.
different structured simple written CC14. Strategies for written interaction in opinion
Level 1
typologies and texts of varied typology, forums on educational social networks. (CCD20,
formats applying planned ahead, by applying CCD21, CCD22, CCD24)
textualization specific strategies taking
CC15. Creative production based on their own
strategies. into account the
experiences or on unreal situations.
communicative setting.

8.2. Producing, with some CC16. Use of dictionaries in paper and digital
general help, well media, and other electronic tools (spelling
structured simple written correctors, translators, glossaries, dictionaries,
Level 2 texts of varied typology by multilingual lexicon...). (CCD12)
using appropriate CC20. Pragmatics:
connectors to give cohesion
Elements of communication: recipient, purpose
to the text and taking into
and context.
account the communicative
Language functions.
setting.
Texts genres in oral format: narrative, descriptive,
8.3. Autonomously
producing well-structured
written texts, with
coherence and cohesion, of
varied typology by
incorporating elements that
conclusions.
enhance the communicative
efficiency and form, taking
into account the
communicative setting. CC22. Lexicon and Semantics:
General academic and specific domain
vocabulary, and on topics of personal and
general interest.
Level 3
Synonymy, antonymy, homophony, derivation

and composition.
and paraphrase.
Sentence Structure.
9. Reviewing the 9.1. Reviewing the lexicon, CC13. Strategies for review, correction, rewording
text, with morphosyntax and order of and presentation of written texts. Spelling rules.
Level 1
different types of paragraphs of written texts CC16. Use of dictionaries in paper and digital
help, to improve with some specific help. media, and other electronic tools (spelling
it according to Repairing errors that correctors, translators, glossaries, dictionaries,
the impede communication. multilingual lexicon...). (CCD12)
communicative Presenting the text clearly.
CC20. Pragmatics:
purpose.
9.2. Reviewing written texts Elements of communication: recipient, purpose
using appropriate and context.
resources. Rewriting the Language functions.
Level 2
text repairing the linguistic Semi-formal and non-formal linguistic registers.

and discursive errors. Texts genres in oral format: narrative, descriptive,
Repairing the text to expository, argumentative, instructive,
improve cohesion, predictive, literary and conversational.
coherence and correctness. Texts in various formats and media: written,

9.3. Autonomously dynamic, hypertext, multimodal, audiovisual.
reviewing written texts Text organization, paragraphs, introductions,
incorporating varied conclusions.
linguistic and discursive Formal and non-formal context.
elements that improve the Gestures, use of complementary visual support.
content and form as well as CC22. Lexicon and Semantics:
the communicative
effectiveness, correction General academic and specific domain vocabulary,
and presentation. and on topics of personal and general interest.
composition.
Level 3

and paraphrase.
Sentence Structure.
Apply progressively the strategies needed to produce suitable, coherent and cohesive
texts, in all kinds of formats, using digital tools (corrector, online dictionaries, etc.) if
necessary, according to planning and production of written or multimedia texts as well
as revision and rewriting derived from this revision.
Write short compositions containing personal information, basic feelings and opinions,
which deal with familiar topics and experiences and include past and future events,
using a simple descriptive language.
Integrate the spelling and grammatical reflection.
Submit written and multimedia texts, in various formats, in a progressively more
complete and autonomous way.
Build their own personal learning environment (PLE) and use digital portfolios for
information management and learning progress.

are shown:
COMPETENCE 7: Plan written texts of diverse types, using communicative

situation elements.
With help of a guideline, identify Using the conventions of the Apply structure to a text
the genre of text that has to be genre and structure of a text, according to its genre so as to
produced. with the help of a guideline. organize the ideas generated.
COMPETENCE 7: Plan written texts of diverse types, using communicative
situation elements.
Generate and order ideas from Organize most of the ideas with Autonomously select the main
a guideline. support. and secondary ideas.
Generates a range of associated Organize a range of associated Select a range of vocabulary

vocabulary items, associated vocabulary items on daily and necessary to properly produce
with the topic. frequent occurring topics. the writing.
Generate basic morpho- Select the morpho-syntactic Properly apply the morpho-
syntactic elements, associated elements appropriate to the syntactic elements appropriate
with the topic. type of text. to the genre of text.
4.1.4Literary dimension
DIMENSION 4: Literary dimension
KEY COMPETENCE GRADATIONS OF ACHIEVEMENT KEY CONTENTS

LEVELS
10. Orally 10.1. Orally reproducing, CC3. Oral production strategies: Forms of
reproducing, reciting reciting and dramatizing, with initiating maintaining, compensating and
and dramatizing acceptable pronunciation, short ending spoken discourse. Semi-formal
Level 1
adapted or authentic and simple, both adapted or and informal, planned and unplanned,
literary texts. authentic, literary texts of a face to face or digitally mediated
limited linguistic complexity and discourse.
on issues close to the students’ CC5. Reading aloud naturally and
interests, according to expressively. Vocal expressive resources:
guidelines. tone, intensity, silences...
CC17. Oral discourse (oral transmission
10.2. Orally reproducing, fragments) and audiovisual based on
reciting and dramatizing, in an literary texts.
Level 2
intelligible way, simple, adapted CC18. Oral interpretation, recitation and

or authentic literary texts of reading aloud, singing, representation of
moderate linguistic complexity oral and written texts.
on issues relatively close to the CCD1. Communication systems and
students’ interests. digital work environments for
collaborative and lifelong learning,
10.3. Orally reproducing reciting considering the forms of courtesy.
and dramatizing, in an (CCD20, CCD21, CCD22, CCD24)
Level 3
intelligible and autonomous CCD2. Personal learning environment

way, adapted or authentic (PLE) and digital portfolios. (CCD 18,
literary texts on various CCD19)
subjects.
11. Understanding 11.1. Understanding short, CC15. Creative production based on their
and valuing adapted simple literary texts, adapted or own experiences or on unreal situations.
or authentic literary authentic, of limited linguistic CC17. Oral discourse (oral transmission
Level 1
texts. complexity and on issues close fragments) and audiovisual based on

to the students’ interests, literary texts.
according to guidelines.
CC19. Oral or written commentary and
Assessing them with a minimal
contextualization about texts and authors
level of reasoning.
heard or read.
11.2. Understanding simple, CC20. Rewriting (adapting, recreating) of

adapted or authentic, literary literary texts.
Level 2
texts of a certain length and CCD2. Personal learning environment

moderate linguistic complexity (PLE) and digital portfolios. (CCD 18,
on issues relatively close to the CCD19)
students’ interests. Assessing
them with basic reasoning.
DIMENSION 4: Literary dimension
KEY COMPETENCE GRADATIONS OF ACHIEVEMENT KEY CONTENTS

LEVELS
11.3. Understanding adapted or

authentic literary texts on
Level 3
various subjects. Assessing
them with arguments of a
certain complexity and referring
to their authors.
Listen, read and understand, with supervision, adapted fragments of literary works in
foreign languages, with moderate linguistic complexity, familiar to their own tastes and
hobbies.
Read aloud, recite or sing literary texts of a certain length, paying attention to the
pronunciation, intonation and rhythm, as prior step to the writing and oral expression of
personal texts with literary intention.

As an example, indicators useful for assessing the levels of achievement for competence
11 are shown:
COMPETENCE 11: Understanding and valuing adapted or authentic literary

texts.
Identify in the text next cultural Identify in the text cultural Identify in the text cultural
referents near to his/her referents of his/her referents on diverse topics.
interests. environment.
Transform and rewrite brief Transform and rewrite texts of a Transform and rewrite texts of a
texts with aesthetic or certain extension, with aesthetic certain extension, with aesthetic
expressive value, with or expressive value, with help of or expressive value, with help of
guidelines. specific supports. supports.
Value the texts of a minimally Value the texts with basic Value autonomously the text
reasoned way, with the support reasoning, and with the support with reasoning of a true
of very guided guidelines. of very guided guidelines. complexity, with the aid of
supports.
4.1.5Attitudinal and plurilingual cross-curricular dimension

Attitudinal and plurilingual cross-curricular dimension
The development of plurilingual strategies involves:

The recognition of similarities and differences in the pronunciation of phonemes and intonation of
basic patterns.
The identification of similar lexical items.
The processes of word formation.
It is acquired when the ability to use linguistic knowledge and experience to achieve an effective
communication with a particular interlocutor is developed, and when one knows how to value the
cultural and linguistic implications provided by speakers of other languages.
Formulate hypotheses about the syntactic behaviour of the foreign language and
transfer the organization of text genres acquired in the prevailing learning language to
predict how they should be organized in the foreign language that is being learning.
Respect and value positively linguistic diversity.
Use non-verbal language, make comparisons between the lexicon and the linguistic
structures of different languages, take into account the knowledge about basic variants
of the language in some territories and about distinctive sociolinguistic aspects
(differences in register, specific expressions of courtesy...), replace the name of one
object by describing its features, and alter a word from a familiar language by using
features of the foreign language.
Take into account those cases in which lexical similarity can lead to errors (false friends,
faux amis).
With respect to native students, become aware of newcomers’ experience and share the
difficulties they face when they start learning a new language.
4.2 Cross areas

4.2.1 Digital area
As stated in Article 14 of Decree 187/2015, of August 25 th, the subject of Foreign Language
(English) contributes to the work of synthesis, that consists of a set of activities of teaching
/ learning devised to develop competences and / or competence learning. Students must
be able to relate the key competences carried out in the field of Biology and Geology to
solve issues and problems of practical life. When assessing the work of synthesis,
assessment of digital competence should be included, since it is a cross competence that
is acquired from different subjects. The work of synthesis, for assessment purposes, is
treated as a cross-project with impact on the overall grade of each course.
4.2.2 Personal and social area

As stated in Article 16 of Decree on Curriculum, the subject of Foreign Language (English)
contributes to the Community Service, that is an educational action aimed at developing
social and civic competence, in which students, in order to improve their environment,
perform community service by applying their knowledge, skills and abilities while learning
the active exercise of citizenship. Community service, for assessment purposes, is treated
as a cross-project with impact on the overall grade of the subject, or subjects, to which it is
linked.
5 Contents for the subject Foreign Language: English
5.1 Oral communication dimension

Oral comprehension strategies: identification of keywords and expressions, anticipation
and hypothesizing from previous knowledge about situation, selection, interpretation,
inference, and retention. (CC1)
Oral comprehension: global, specific, literal and interpretive. Identifying the topic, main
idea and some supporting details in short conversations and monologues within the
personal and academic domain from authentic sources. (CC2)
Planning strategies (sources, selection of information, diagrams, script) and of oral
production: use of language resources in a balanced and efficient manner,
compensation (synonymy, periphrasis, paraphrasing) and control of the results of the
interaction, repairing or correcting. Semi-formal and non-formal, planned and
unplanned, face-to-face and digital texts. (CC3)
Oral interaction strategies: initiation, maintenance and end of the conversation;
formulas of courtesy, agreement and disagreement, offering and demanding for
clarifications, confirmation of the information and understanding, collaboration, self-
correction and mutual correction. (CC4)
Oral interaction formulas: offering and requesting for clarifications, confirmation of
information and understanding, collaborative language-related episodes, self-corrections
and mutual corrections. (CC4)
Norms of respect in oral interactions: basic linguistic formulas of courtesy, agreement
and disagreement. (CC4)
Natural and expressive reading aloud. (CC5)
Main phonetic, phonemic and lexical variants of foreign languages. (CC6)
5.2 Reading comprehension dimension

Reading comprehension: global, literal and interpretive. Recognition of the type of text,
written or multimedia, topic, main idea and supporting details. (CC7)
Before-during-after (BDA) reading comprehension strategies: recognition of relevant and
supporting ideas, hypothesizing and making inferences, location of keywords, identifying
the general idea of a text, as well as specific information. (CC8)
Search and management of information and linguistic query (CC9):
Basic tools of location and selection of information: general search engines.
Acquisition of knowledge: location, identification, categorization and integration of
simple information within the personal and academic domain in prior knowledge
schemes.
Information processing: underlining, organization in simple charts, brief outlines,
summaries, concept maps.
Use of school bilingual and monolingual dictionaries, glossaries, plurilingual lexicon
and digital translators.
Use of sources, on paper or online: books, encyclopaedias, newspapers, youth
magazines, Internet search engines, blogs and specific websites.
Criteria for selecting and evaluating information: adaptation to the purpose and context
of the search, recognition of authorship, credibility, contrast and updating of sources,
etc. (CC10)
5.3 Written expression dimension

Some strategies for planning: generation (brainstorming), organization (concept maps...)
and selection of the main ideas making use of ITC. (CC11)
Some strategies for the production of written texts: paragraphs organization, text
expansion, connecting ideas. (CC12)
Adequacy, coherence, cohesion, correction and presentation. (CC12)
Simple strategies to review, correct and repair. Orthographic norms. (CC13)
Specific strategies of compensation: synonymy. (CC13)
Written and multimedia presentations (CC13):
Organization.
Multimedia formats.
Use of different languages.
Presentation of writing, in both paper and digital format (CC13):
Calligraphy, typography.
Title page, organization in titles and subtitles.
Citations, references, hyperlinks.
Index, pagination, margins, bibliography.
Word processors.
Participation in opinion spaces of educational social networks for written interaction.
(CC14)
Creative production based on their experiences and on not real situations. (CC15)
Use of bilingual dictionaries, in paper and digital format, and other electronic tools (spell
checkers and translators...). (CC16)
5.4 Literary dimension

Reading and listening of oral and written traditional productions of the foreign language
(rhymes, songs, stories, legends). (CC17)
Simple oral texts. Oral transmission pieces: traditional and contemporary songs, short
poems, sketches and short plays. (CC17)
Written texts. Written work adapted or written expressly for apprentices: sketches, short
plays, poems and simple stories, comics. (CC17)
Simple audiovisual texts (films, cartoons, series...) based on literary texts. (CC17)
Oral performance. Reading aloud, recitation, singing, performance of oral and written
texts (CC18):
Popular and intelligible traditional and contemporary songs, raps, poems, sayings,
stories, folktales.
Dramatized performances: sketches or short plays.
Oral or written comments and contextualization on authors and texts that have been
heard or read. (CC19)
5.5 Linguistic knowledge cross-block

Pragmatics (CC21):
Elements of communication: addressee, purpose and context.
Language functions: predictions, desires, hypotheses and simple reasoning.
Formal, semi-formal and non-formal linguistic registers.
Main variants of the foreign language.
Discursive structure of diverse genres of text: narrative, descriptive, instructive,
predictive, expository, argumentative, literary and conversational.
Texts in diverse formats and media: oral, written, dynamic, hypertext, multimodal and
audiovisual.
Texts for social purposes: notes, postcards, posters, etc., including forms of
interactive writing (email, chats...).
Topic sentences, paragraphs, text organization, introductions, conclusions.
Gestures, use of additional visual support.
Formal aspects in the presentation of written texts.
Phonetics and phonology. Prosodic elements (CC22):
Pronunciation, prosodic accentuation, intonation, rhythm, intensity, pauses.
Recognition of phonemes of special difficulty. Identification of phonemes that can
differentiate meaning. Phonetic symbols.
Lexicon and Semantics (CC23):
Common expressions and basic fixed expressions.
Lexicon of frequent and daily use on matters of personal, general and academic
interest.
Word formation mechanisms: derivation and composition.
Semantic relations: synonymy, antonymy, homophony, polysemy and false friends.
Changes in meaning of words.
Digital lexical search strategies.
Morphology and Syntax (CC24)
Verb tenses: simple, durative and perfective aspects. Frequent modal verbs.
Compound and subordinate clauses: relative, temporal, causal, conditional (possible
and probable)...
Morphosyntactic and discursive markers that express cause, consequence, temporal
sequence, contrast, explanation, agreement, disagreement.
CCD1. Communication systems and digital work environments for collaborative and
lifelong learning considering the forms of courtesy. (CCD20, CCD21, CCD22, CCD24)
CCD2. Personal learning environment (EPA) and digital portfolios. (CCD18, CCD19)
6 Organization and sequencing of the curricular

elements. Temporal distribution
6.1 Didactic units: relationship among curricular elements
All these elements will be worked into units 1 to 9:
Linguistic knowledge cross-block

Key Curriculum Competen
Code Dimensions Assessment criteria
Contents (CC) ces
Pragmatics CC21 Oral 1-2-3 1. Capturing the global sense from

communication diverse oral texts, identify relevant
information, specific information
Phonetics and CC22 Oral 1-2-3-4-5-6- extraction, inferences, determining
Phonology communication 8-9 attitude and the purpose of the speaker,
Reading on familiar, everyday and academic
comprehension topics.
Written 2. Expressively read diverse texts, with
expression appropriate intonation and intelligible
pronunciation.
3. Ask questions, give descriptions and
Lexicon and CC23 Oral 1-2-3-5-6-8-
brief narratives of actions and events in
Semantics communication 9
past, present and future. Communicate
Reading
feelings.
comprehension
4. Initiate semi-formal and informal
Written conversations about known
expression issues/situations that contain some
unpredictable elements.
Morphology and CC24 Oral 1-2-3 5. Speak publicly, via brief speeches, of
Syntax communication an academic and social nature,
exchanging personal and academic
CCD1. CCD2 Oral 1-2-3-8-9-10 information in semi-formal or informal
Communication 0 communication situations, providing reasoning and
systems and CCD2 Reading participating in discussions.
digital work 1 comprehension 6. Understanding and interpreting
environments for CCD2 Written general and specific information from
Linguistic knowledge cross-block
Key Curriculum Competen
Code Dimensions Assessment criteria
Contents (CC) ces
collaborative and 2 expression messages and adapted documents, both

lifelong learning, CCD2 Literary written and digital, text of diverse types,
considering the 4 dimension on issues of academic and personal areas
forms of courtesy interest.
7. Knowing and applying the most
CCD2. Personal CCD1 Oral 2-3-8-9-10- appropriate strategies for understanding
learning 8 communication 11 text, the essential information, the points
environment CCD1 Reading and main ideas or the relevant details of
(PLE) and digital 9 comprehension the text. Deducing the meaning of
portfolios Written words/phrases from context, and extract
expression specific information (including opinions) to
solve tasks.
Literary
8. Using TAC resources for the search,
dimension
organization and presentation of
information.
9. From proper planning to subsequent
revision, drafting semi-formal and informal
texts, bearing in mind appropriateness,
coherence and cohesion, the purpose,
context and the target reader.
10. Writing creative texts drawn from their
own experiences and simulated or
invented situations.
11. Using digital resources in a
progressively more autonomous way to
find information, produce texts, process
and enrich information creatively. Send
and receive digital messages, so as to
establish personal, internal, and external
relations.
12. Listening, reading, and understanding
in a guided way, adapted fragments of
literary works of moderate linguistic
complexity in foreign languages, related
with his/her own tastes and hobbies.
13. Understanding texts with expressive or
aesthetic value.
14. Drafting texts of literary intent, based
on models texts.
In addition, we will work the following elements of the Catalan curriculum:
UNIT 1. Where I live

Didactic Compete
Dimensions Key contents Assessment criteria
objectives nces
Oral Oral comprehension CC1. Oral 1 1. Capturing the global

communicat strategies: to identify comprehension: global, sense from diverse oral
ion keywords and literal and interpretive, texts, identify relevant
expressions, from adapted or information, specific
anticipation and authentic sources. information extraction,
hypothesizing from inferences, determining
previous knowledge attitude and the purpose
about situation, of the speaker, on
selection, familiar, everyday and
interpretation, academic topics.
inference, and
retention.
Oral comprehension: CC2. Oral comprehension

global, specific, literal strategies: identifying key
and interpretive. To words and expressions;
UNIT 1. Where I live
Didactic Compete
objectives nces
identify the topic, main anticipation and

idea and some formulation of
supporting details in hypotheses from prior
short conversations knowledge about the
and monologues within situation, selection,
the personal and interpretation, inference
academic domain from and retention.
authentic sources.
Reading Reading CC7. Written 4-5 6. Understanding and

comprehens comprehension: comprehension: global, interpreting general and
ion global, literal and literal, interpretive and specific information from
interpretive. To evaluative, from adapted messages and adapted
recognize the type of or authentic sources. documents, both written
text, written or Recognition of varied text and digital, text of diverse
multimedia, topic, genres. Topic, main idea types, on issues of
main idea and and secondary ideas. academic and personal
supporting details. areas interest.
Written To achieve adequacy, CC12. Appropriateness, 8 9. From proper planning to

expression coherence, cohesion, coherence, and subsequent revision,
correction and consistency in the drafting semi-formal and
presentation. production of written informal texts, bearing in
texts. mind appropriateness,
coherence and cohesion,
the purpose, context and
the target reader.
Literary To use simple CC17. Oral discourse (oral 10-11 12. Listening, reading, and
dimension audiovisual texts transmission fragments) understanding in a guided
(films, cartoons, and audiovisual based on way, adapted fragments
series...) based on literary texts. of literary works of
literary texts. moderate linguistic
complexity in foreign
languages, related with
his/her own tastes and
hobbies.
UNIT 2. Chinese Take Away

Didactic Compete
objectives nces

previous knowledge attitude and the purpose
about situation, of the speaker, on
selection, familiar, everyday and
interpretation, academic topics.
inference, and
retention.
Oral comprehension: CC2. Oral comprehension

global, specific, literal strategies: identifying key
and interpretive. To words and expressions;
identify the topic, main anticipation and
idea and some formulation of
supporting details in hypotheses from prior
short conversations knowledge about the
and monologues within situation, selection,
the personal and interpretation, inference
academic domain from and retention.
authentic sources.
Didactic Compete
objectives nces
Oral interaction CC4. Oral interaction 1-2-3 4. Initiate semi-formal and

strategies: to design strategies: Forms of informal conversations
the initiation, initiating maintaining, about known
maintenance and end and ending conversation; issues/situations that
of the conversation; showing courtesy and contain some
formulas of courtesy, confirmation, effecting unpredictable elements.
agreement and self and mutual
disagreement, offering correction, expressing
and demanding for agreement and
clarifications, disagreement, offering
confirmation of the and seeking clarification,
information and thus helping with
understanding, understanding and
collaboration, self- cooperation.
correction and mutual
correction.
Reading Before-during-after CC8. Pre, during, and 4-5 7. Knowing and applying
comprehens (BDA) reading post reading the most appropriate
ion comprehension comprehension strategies for
strategies: to strategies: distinguishing understanding text, the
recognize relevant and relevant and secondary essential information, the
supporting ideas, ideas, making points and main ideas or
hypothesizing and assumptions and the relevant details of the
making inferences, inferences, identifying text. Deducing the
location of keywords, key words, understanding meaning of words/phrases
identifying the general gist, as well as specific from context, and extract
idea of a text, as well information. specific information
as specific information. (including opinions) to
solve tasks.
Search and CC9. Search and 6 8. Using TAC resources for

management of management of the search, organization
information and information and linguistic and presentation of
linguistic query: references: location, information.
Acquisition of selection and
knowledge: to achieve organization; underlining,
location, identification, organizing into tables,
categorization and maps, abstracts and
integration of simple schema; use of
information within the dictionaries, translators,
personal and academic glossaries, multilingual
domain in prior lexicon; use of different
knowledge schemes. sources, on paper or
online: books,
encyclopedias,
newspapers, magazines,
Internet search engines,
blogs and specific
websites.
Criteria for selecting CC10. Selection criteria 6 7. Knowing and applying

and evaluating and information the most appropriate
information: to assessment: adapting to strategies for
perform the the purpose and the understanding text, the
adaptation to the context of the search, essential information, the
purpose and context of recognition of authorship, points and main ideas or
the search, recognition credibility, contrast and the relevant details of the
of authorship, updating of sources, etc. text. Deducing the
credibility, contrast meaning of words/phrases
and updating of from context, and extract
sources, etc. specific information
(including opinions) to
solve tasks.
Written To develope some CC12. Appropriateness, 8 9. From proper planning to

expression strategies for the coherence, and subsequent revision,
production of written consistency in the drafting semi-formal and
texts: paragraphs production of written informal texts, bearing in
Didactic Compete
objectives nces
organization, text texts. mind appropriateness,

expansion, connecting coherence and cohesion,
ideas. the purpose, context and
the target reader.
To use bilingual CC16. Use of dictionaries 7-8-9 11. Using digital resources
dictionaries, in paper in paper and digital in a progressively more
and digital format, and media, and other autonomous way to find
other electronic tools electronic tools (spelling information, produce
(spell checkers and correctors, translators, texts, process and enrich
translators...). glossaries, dictionaries, information creatively.
multilingual lexicon...). Send and receive digital
messages, so as to
establish personal,
internal, and external
relations.
Literary Oral performance. CC18. Oral interpretation, 10 13. Understanding texts

dimension Reading aloud, recitation and reading with expressive or
recitation, singing, aloud, singing, aesthetic value.
performance of oral representation of oral and
and written texts: written texts.
Dramatized
performances: to
design sketches or
short plays.
UNIT 3. The Community Manager

Didactic Compete
objectives nces
Oral Planning strategies CC3. Oral production 1-2-3-10 3. Ask questions, give
communicat (sources, selection of strategies: Forms of descriptions and brief
ion information, diagrams, initiating maintaining, narratives of actions and
script) and of oral compensating and ending events in past, present
production: to use spoken discourse. Semi- and future. Communicate
language resources in formal and informal, feelings.
a balanced and planned and unplanned,
efficient manner, face to face or digitally
compensation mediated discourse.
(synonymy,
periphrasis,
paraphrasing) and
control of the results
of the interaction,
repairing or correcting.
Semi-formal and non-
formal, planned and
unplanned, face-to-
face and digital texts.
To use oral interaction CC4. Oral interaction 1-2-3 5. Speak publicly, via brief
formulas: offering and strategies: Forms of speeches, of an academic
requesting for initiating maintaining, and social nature,
clarifications, and ending conversation; exchanging personal and
confirmation of showing courtesy and academic information in
information and confirmation, effecting semi-formal or informal
understanding, self and mutual situations, providing
collaborative correction, expressing reasoning and
language-related agreement and participating in
episodes, self- disagreement, offering discussions.
corrections and mutual and seeking clarification,
corrections. thus helping with
understanding and
cooperation.
Didactic Compete
objectives nces
strategies: to strategies: distinguishing understanding text, the
recognize relevant and relevant and secondary essential information, the
supporting ideas, ideas, making points and main ideas or
hypothesizing and assumptions and the relevant details of the
making inferences, inferences, identifying text. Deducing the
location of keywords, key words, understanding meaning of words/phrases
identifying the general gist, as well as specific from context, and extract
idea of a text, as well information. specific information
as specific information. (including opinions) to
solve tasks.
Search and CC9. Search and 6 8. Using TAC resources for

management of management of the search, organization
information and information and linguistic and presentation of
linguistic query: to use references: location, information.
sources, on paper or selection and
online: books, organization; underlining,
encyclopaedias, organizing into tables,
newspapers, youth maps, abstracts and
magazines, Internet schema; use of
search engines, blogs dictionaries, translators,
and specific websites. glossaries, multilingual
lexicon; use of different
sources, on paper or
online: books,
encyclopedias,
blogs and specific
websites.

information: to assessment: adapting to strategies for
perform the the purpose and the understanding text, the
adaptation to the context of the search, essential information, the
purpose and context of recognition of authorship, points and main ideas or
the search, recognition credibility, contrast and the relevant details of the
of authorship, updating of sources, etc. text. Deducing the
credibility, contrast meaning of words/phrases
and updating of from context, and extract
sources, etc. specific information
solve tasks.
Written To develope some CC11. Strategies for 7 9. From proper planning to

expression strategies for planning: planning: generation subsequent revision,
generation (brainstorming), drafting semi-formal and
(brainstorming), organization (maps, informal texts, bearing in
organization (concept scripts...) and selection of mind appropriateness,
maps...) and selection main ideas. coherence and cohesion,
of the main ideas the purpose, context and
making use of ITC. the target reader.
To handle written and CC13. Strategies for 9 11. Using digital resources
multimedia review, correction, in a progressively more
presentations: rewording and autonomous way to find
organization, presentation of written information, produce
multimedia formats, texts. Spelling rules. texts, process and enrich
use of different information creatively.
languages. Send and receive digital
messages, so as to
To participate in CC14. Strategies for 7-8 establish personal,
opinion spaces of written interaction in internal, and external
educational social opinion forums on relations.
networks for written educational social
Didactic Compete
objectives nces
interaction. networks.
Literary To use simple CC17. Oral discourse (oral 10-11 12. Listening, reading, and
dimension audiovisual texts transmission fragments) understanding in a guided
(films, cartoons, and audiovisual based on way, adapted fragments
series...) based on literary texts. of literary works of
literary texts. moderate linguistic
complexity in foreign
languages, related with
his/her own tastes and
hobbies.
UNIT 4. Walk like an Egyptian

Competen Assessment
Dimensions Didactic objectives Key contents
ces criteria
Oral Oral comprehension: CC2. Oral 1 1. Capturing the global

communicat global, specific, literal comprehension sense from diverse oral
ion and interpretive. To strategies: identifying texts, identify relevant
identify the topic, main key words and information, specific
idea and some expressions; information extraction,
supporting details in anticipation and inferences, determining
short conversations and formulation of attitude and the
monologues within the hypotheses from prior purpose of the speaker,
personal and academic knowledge about the on familiar, everyday
domain from authentic situation, selection, and academic topics.
sources. interpretation, inference
and retention.
Norms of respect in oral CC4. Oral interaction 1-2-3 3. Ask questions, give
interactions: to use strategies: Forms of descriptions and brief
basic linguistic formulas initiating maintaining, narratives of actions
of courtesy, agreement and ending and events in past,
and disagreement. conversation; showing present and future.
courtesy and Communicate feelings.
confirmation, effecting
self and mutual
correction, expressing
agreement and
disagreement, offering
and seeking
clarification, thus
helping with
understanding and
cooperation.
strategies: to recognize strategies: understanding text, the
relevant and supporting distinguishing relevant essential information,
ideas, hypothesizing and secondary ideas, the points and main
and making inferences, making assumptions ideas or the relevant
location of keywords, and inferences, details of the text.
identifying the general identifying key words, Deducing the meaning
idea of a text, as well as understanding gist, as of words/phrases from
specific information. well as specific context, and extract
information. specific information
solve tasks.
Search and CC9. Search and 6 8. Using TAC resources

management of management of for the search,
Competen Assessment
ces criteria
information and information and organization and

linguistic query: linguistic references: presentation of
Information processing: location, selection and information.
to underline, to organize organization;
in simple charts, brief underlining, organizing
outlines, summaries, into tables, maps,
concept maps. abstracts and schema;
use of dictionaries,
translators, glossaries,
multilingual lexicon; use
of different sources, on
paper or online: books,
encyclopedias,
blogs and specific
websites.

information: to perform assessment: adapting to strategies for
the adaptation to the the purpose and the understanding text, the
purpose and context of context of the search, essential information,
the search, recognition recognition of the points and main
of authorship, authorship, credibility, ideas or the relevant
credibility, contrast and contrast and updating of details of the text.
updating of sources, sources, etc. Deducing the meaning
etc. of words/phrases from
context, and extract
specific information
solve tasks.
Written To develope some CC12. Appropriateness, 8 9. From proper planning

expression strategies for the coherence, and to subsequent revision,
production of written consistency in the drafting semi-formal
texts: paragraphs production of written and informal texts,
organization, text texts. bearing in mind
expansion, connecting appropriateness,
ideas. coherence and
cohesion, the purpose,
context and the target
reader.
To present writing, in CC13. Strategies for 9 11. Using digital

both paper and digital review, correction, resources in a
format: calligraphy, rewording and progressively more
typography; title page, presentation of written autonomous way to find
organization in titles texts. Spelling rules. information, produce
and subtitles; citations, texts, process and
references, hyperlinks. enrich information
creatively. Send and
receive digital
messages, so as to
establish personal,
relations.
To effect a creative CC15. Creative 8-11 10. Writing creative

production based on production based on texts drawn from their
their experiences and their own experiences own experiences and
on not real situations. or on unreal situations. simulated or invented
situations.
Literary Written texts. To do CC17. Oral discourse 10-11 12. Listening, reading,
dimension written work adapted or (oral transmission and understanding in a
written expressly for fragments) and guided way, adapted
apprentices: sketches, audiovisual based on fragments of literary
short plays, poems and literary texts. works of moderate
Competen Assessment
ces criteria
simple stories, comics. linguistic complexity in

foreign languages,
related with his/her own
tastes and hobbies.
UNIT 5. High Street Specials

Competen Assessment
ces criteria

previous knowledge attitude and the
about situation, purpose of the speaker,
selection, interpretation, on familiar, everyday
inference, and and academic topics.
retention.
Oral comprehension: CC2. Oral

global, specific, literal comprehension
and interpretive. To strategies: identifying
identify the topic, main key words and
idea and some expressions;
supporting details in anticipation and
short conversations and formulation of
monologues within the hypotheses from prior
personal and academic knowledge about the
domain from authentic situation, selection,
and retention.
Oral interaction CC4. Oral interaction 1-2-3 4. Initiate semi-formal

strategies: to design the strategies: Forms of and informal
initiation, maintenance initiating maintaining, conversations about
and end of the and ending known issues/situations
conversation; formulas conversation; showing that contain some
of courtesy, agreement courtesy and unpredictable elements.
and disagreement, confirmation, effecting
offering and demanding self and mutual
for clarifications, correction, expressing
confirmation of the agreement and
information and disagreement, offering
understanding, and seeking
collaboration, self- clarification, thus
correction and mutual helping with
correction. understanding and
cooperation.

comprehens comprehension: global, comprehension: global, interpreting general and
ion literal and interpretive. literal, interpretive and specific information
To recognize the type of evaluative, from from messages and
text, written or adapted or authentic adapted documents,
multimedia, topic, main sources. Recognition of both written and digital,
idea and supporting varied text genres. text of diverse types, on
details. Topic, main idea and issues of academic and
secondary ideas. personal areas interest.

linguistic query: basic linguistic references: presentation of
tools of location and location, selection and information.
UNIT 5. High Street Specials
Competen Assessment
ces criteria
selection of information: organization;

general search engines; underlining, organizing
acquisition of into tables, maps,
knowledge: to achieve abstracts and schema;
location, identification, use of dictionaries,
categorization and translators, glossaries,
integration of simple multilingual lexicon; use
information within the of different sources, on
personal and academic paper or online: books,
domain in prior encyclopedias,
knowledge schemes. newspapers, magazines,
blogs and specific
websites.

solve tasks.
Written To develope some CC12. Appropriateness, 8 9. From proper planning

expression strategies for the coherence, and to subsequent revision,
production of written consistency in the drafting semi-formal
texts: paragraphs production of written and informal texts,
organization, text texts. bearing in mind
expansion, connecting appropriateness,
ideas. coherence and
To use simple strategies CC13. Strategies for 9 context and the target
to review, correct and review, correction, reader.
repair. Orthographic rewording and
norms. presentation of written
texts. Spelling rules.
To use bilingual of CC16. Use of 7-8-9 11. Using digital

bilingual dictionaries, in dictionaries in paper resources in a
paper and digital and digital media, and progressively more
format, and other other electronic tools autonomous way to find
electronic tools (spell (spelling correctors, information, produce
checkers and translators, glossaries, texts, process and
translators...). dictionaries, multilingual enrich information
lexicon...). creatively. Send and
receive digital
messages, so as to
establish personal,
relations.
Literary To work with simple oral CC17. Oral discourse 10-11 12. Listening, reading,
dimension texts. Oral transmission (oral transmission and understanding in a
pieces: traditional and fragments) and guided way, adapted
contemporary songs, audiovisual based on fragments of literary
short poems, sketches literary texts. works of moderate
and short plays. linguistic complexity in
foreign languages,
To use simple related with his/her own
audiovisual texts (films, tastes and hobbies.
cartoons, series...)
based on literary texts.
UNIT 6. Weather Forecast
Competen Assessment
ces criteria
Oral Oral comprehension: CC2. Oral 1 1. Capturing the global

communicat global, specific, literal comprehension sense from diverse oral
ion and interpretive. To strategies: identifying texts, identify relevant
identify the topic, main key words and information, specific
idea and some expressions; information extraction,
supporting details in anticipation and inferences, determining
short conversations and formulation of attitude and the
monologues within the hypotheses from prior purpose of the speaker,
personal and academic knowledge about the on familiar, everyday
domain from authentic situation, selection, and academic topics.
and retention.
Planning strategies CC3. Oral production 1-2-3-10 3. Ask questions, give

(sources, selection of strategies: Forms of descriptions and brief
information, diagrams, initiating maintaining, narratives of actions
script) and of oral compensating and and events in past,
production: to use ending spoken present and future.
language resources in a discourse. Semi-formal Communicate feelings.
balanced and efficient and informal, planned
manner, compensation and unplanned, face to
(synonymy, periphrasis, face or digitally
paraphrasing) and mediated discourse.
control of the results of
the interaction,
repairing or correcting.
Semi-formal and non-
formal, planned and
unplanned, face-to-face
and digital texts.
To know the main CC6. Principal phonetic 1 2. Expressively read

phonetic, phonemic and and phonological diverse texts, with
lexical variants of variants of the foreign appropriate intonation
foreign languages. language. and intelligible
pronunciation.


Information processing: location, selection and information.
to underline, to organize organization;
in simple charts, brief underlining, organizing
outlines, summaries, into tables, maps,
concept maps. abstracts and schema;
use of dictionaries,
translators, glossaries,
multilingual lexicon; use
of different sources, on
encyclopedias,
blogs and specific
websites.

UNIT 6. Weather Forecast
Competen Assessment
ces criteria

solve tasks.
Written To develope some CC11. Strategies for 7 9. From proper planning

expression strategies for planning: planning: generation to subsequent revision,
generation (brainstorming), drafting semi-formal
(brainstorming), organization (maps, and informal texts,
organization (concept scripts...) and selection bearing in mind
maps...) and selection of of main ideas. appropriateness,
the main ideas making coherence and
use of ITC. cohesion, the purpose,
To use specific CC13. Strategies for 9 reader.
strategies of review, correction,
compensation: rewording and
synonymy. presentation of written
Literary To read and listen oral CC17. Oral discourse 10-11 12. Listening, reading,
dimension and written traditional (oral transmission and understanding in a
productions of the fragments) and guided way, adapted
foreign language audiovisual based on fragments of literary
(rhymes, songs, stories, literary texts. works of moderate
legends). linguistic complexity in
foreign languages,
tastes and hobbies.
UNIT 7. Rush Hour

Competen Assessment
ces criteria
Oral To use oral interaction CC4. Oral interaction 1-2-3 5. Speak publicly, via
communicat formulas: offering and strategies: Forms of brief speeches, of an
ion requesting for initiating maintaining, academic and social
clarifications, and ending nature, exchanging
confirmation of conversation; showing personal and academic
information and courtesy and information in semi-
understanding, confirmation, effecting formal or informal
collaborative language- self and mutual situations, providing
related episodes, self- correction, expressing reasoning and
corrections and mutual agreement and participating in
corrections. disagreement, offering discussions.
and seeking
clarification, thus
helping with
understanding and
cooperation.
To read aloud naturally CC5. Reading aloud 2-10 2. Expressively read

and expressive. naturally and diverse texts, with
expressively. Vocal appropriate intonation
expressive resources: and intelligible
tone, intensity, pronunciation.
silences...
UNIT 7. Rush Hour
Competen Assessment
ces criteria


linguistic query: basic linguistic references: presentation of
tools of location and location, selection and information.
selection of information: organization;
general search engines; underlining, organizing
acquisition of into tables, maps,
knowledge: to achieve abstracts and schema;
location, identification, use of dictionaries,
categorization and translators, glossaries,
integration of simple multilingual lexicon; use
information within the of different sources, on
personal and academic paper or online: books,
domain in prior encyclopedias,
knowledge schemes. newspapers, magazines,
blogs and specific
websites.
Written To develope some CC11. Strategies for 7 9. From proper planning

expression strategies for planning: planning: generation to subsequent revision,
generation (brainstorming), drafting semi-formal
(brainstorming), organization (maps, and informal texts,
organization (concept scripts...) and selection bearing in mind
maps...) and selection of of main ideas. appropriateness,
the main ideas making coherence and
use of ITC. cohesion, the purpose,
To develope some CC12. Appropriateness, 8 reader.
strategies for the coherence, and
production of written consistency in the
texts: paragraphs production of written
organization, text texts.
expansion, connecting
ideas.
Literary Oral performance. To CC18. Oral 10 13. Understanding texts

dimension read aloud, to recite, to interpretation, recitation with expressive or
sing, performance of and reading aloud, aesthetic value.
oral and written texts: singing, representation
popular and intelligible of oral and written texts.
traditional and
contemporary songs,
raps, poems, sayings,
stories, folktales.
UNIT 8. Communicate
Competen Assessment
ces criteria
Oral To use oral interaction CC4. Oral interaction 1-2-3

communicat formulas: offering and strategies: Forms of
ion requesting for initiating maintaining,
clarifications, and ending
UNIT 8. Communicate
Competen Assessment
ces criteria
confirmation of conversation; showing

information and courtesy and
understanding, confirmation, effecting
collaborative language- self and mutual
related episodes, self- correction, expressing
corrections and mutual agreement and
corrections. disagreement, offering
and seeking
clarification, thus
helping with
understanding and
cooperation.
Norms of respect in oral CC4. Oral interaction 1-2-3

interactions: to use strategies: Forms of
basic linguistic formulas initiating maintaining,
of courtesy, agreement and ending
and disagreement. conversation; showing
courtesy and
self and mutual
agreement and
and seeking
clarification, thus
helping with
understanding and
cooperation.
To read aloud of natural CC5. Reading aloud 2-10

and expressive form. naturally and
expressively. Vocal
expressive resources:
tone, intensity,
silences...
strategies: to recognize strategies: understanding text, the
relevant and supporting distinguishing relevant essential information,
ideas, hypothesizing and secondary ideas, the points and main
and making inferences, making assumptions ideas or the relevant
location of keywords, and inferences, details of the text.
identifying the general identifying key words, Deducing the meaning
idea of a text, as well as understanding gist, as of words/phrases from
specific information. well as specific context, and extract
information. specific information
solve tasks.

Acquisition of location, selection and information.
knowledge: to achieve organization;
location, identification, underlining, organizing
categorization and into tables, maps,
integration of simple abstracts and schema;
information within the use of dictionaries,
personal and academic translators, glossaries,
domain in prior multilingual lexicon; use
knowledge schemes. of different sources, on
encyclopedias,
UNIT 8. Communicate
Competen Assessment
ces criteria
blogs and specific

websites.

solve tasks.
Written To present writing, in CC13. Strategies for 9 9. From proper planning

expression both paper and digital review, correction, to subsequent revision,
format: index, rewording and drafting semi-formal
pagination, margins, presentation of written and informal texts,
bibliography; word texts. Spelling rules. bearing in mind
processors. appropriateness,
coherence and
reader.
To participate in opinion CC14. Strategies for 7-8 11. Using digital

spaces of educational written interaction in resources in a
social networks for opinion forums on progressively more
written interaction. educational social autonomous way to find
networks. information, produce
texts, process and
enrich information
creatively. Send and
receive digital
messages, so as to
establish personal,
relations.
Literary To realize oral or written CC19. Oral or written 11 14. Drafting texts of
dimension comments and to commentary and literary intent, based on
contextualize on contextualization about models texts.
authors and texts that texts and authors heard
have been heard or or read.
read.
UNIT 9. Green World

Competen Assessment
ces criteria
Oral To use oral interaction CC4. Oral interaction 1-2-3 5. Speak publicly, via
communicat formulas: offering and strategies: Forms of brief speeches, of an
ion requesting for initiating maintaining, academic and social
clarifications, and ending nature, exchanging
confirmation of conversation; showing personal and academic
information and courtesy and information in semi-
understanding, confirmation, effecting formal or informal
collaborative language- self and mutual situations, providing
related episodes, self- correction, expressing reasoning and
UNIT 9. Green World
Competen Assessment
ces criteria
corrections and mutual agreement and participating in

corrections. disagreement, offering discussions.
and seeking
clarification, thus
helping with
understanding and
cooperation.
Norms of respect in oral CC4. Oral interaction 1-2-3 3. Ask questions, give
interactions: to use strategies: Forms of descriptions and brief
basic linguistic formulas initiating maintaining, narratives of actions
of courtesy, agreement and ending and events in past,
and disagreement. conversation; showing present and future.
courtesy and Communicate feelings.
self and mutual
agreement and
and seeking
clarification, thus
helping with
understanding and
cooperation.
To know the main CC6. Principal phonetic 1 2. Expressively read

phonetic, phonemic and and phonological diverse texts, with
lexical variants of variants of the foreign appropriate intonation
foreign languages. language. and intelligible
pronunciation.
Reading Search and CC9. Search and 6 8. Using TAC resources

comprehens management of management of for the search,
ion information and information and organization and
Acquisition of location, selection and information.
knowledge: to achieve organization;
location, identification, underlining, organizing
categorization and into tables, maps,
integration of simple abstracts and schema;
information within the use of dictionaries,
personal and academic translators, glossaries,
domain in prior multilingual lexicon; use
knowledge schemes. of different sources, on
encyclopedias,
blogs and specific
websites.
Criteria for selecting CC9. Search and 6 7. Knowing and applying

and evaluating management of the most appropriate
information: to perform information and strategies for
the adaptation to the linguistic references: understanding text, the
purpose and context of location, selection and essential information,
the search, recognition organization; the points and main
of authorship, underlining, organizing ideas or the relevant
credibility, contrast and into tables, maps, details of the text.
updating of sources, abstracts and schema; Deducing the meaning
etc. use of dictionaries, of words/phrases from
translators, glossaries, context, and extract
multilingual lexicon; use specific information
of different sources, on (including opinions) to
paper or online: books, solve tasks.
encyclopedias,
blogs and specific
UNIT 9. Green World
Competen Assessment
ces criteria
websites.
Written To use simple strategies CC13. Strategies for 9 9. From proper planning
expression to review, correct and review, correction, to subsequent revision,
repair. Orthographic rewording and drafting semi-formal
norms. presentation of written and informal texts,
texts. Spelling rules. bearing in mind
appropriateness,
To use specific CC13. Strategies for 8-11 coherence and
strategies of review, correction, cohesion, the purpose,
compensation: rewording and context and the target
synonymy. presentation of written reader.
To effect a creative CC15. Creative 10. Writing creative

based on their production based on texts drawn from their
experiences and on not their own experiences own experiences and
real situations. or on unreal situations. simulated or invented
situations.
Literary Written texts. To do CC17. Oral discourse 10-11 12. Listening, reading,
dimension written work adapted or (oral transmission and understanding in a
written expressly for fragments) and guided way, adapted
apprentices: sketches, audiovisual based on fragments of literary
short plays, poems and literary texts. works of moderate
simple stories, comics. linguistic complexity in
foreign languages,
tastes and hobbies.
To realize oral or written CC19. Oral or written 11 14. Drafting texts of

comments and to commentary and literary intent, based on
contextualize on contextualization about models texts.
authors and texts that texts and authors heard
have been heard or or read.
read.
6.2Temporal distribution of didactic units throughout the year
DIDACTIC UNITS TERM SESSIONS
1. Where I live 7
2. Chinese Take Away 1.º 7
3. The Community Manager 7
4. Walk like an Egyptian 7
5. High Street Specials 2.º 7
6. Weather Forecast 10
7. Rush Hour 9
8. Communicate 3.º 7
9. Green World 8
7 Teaching methodology
7.1 Methodological guidelines for the subject

In 3rd of CSE there is a great variety of students, with different experiences, learning
processes, interests and working pace. During this course, students continue with an
evolution in their though, that becomes more complex and abstract. This is often an
uneven process among students, so that the methodology is adapted to the different
situations that may arise.
One of the objectives of the foreign language subject is to provide students with a scientific
knowledge, that allows them its use as citizens, whether in the academic field or not. For
this reason learning, building knowledge, is proposed so that it may facilitate an active
participation of students and encourage curiosity, logical thinking, imagination and the
searching for evidences.
The methodology chosen to develop the contents caters for diversity; it is adapted to the
pace of work of students, as well as to the availability of resources for teachers. There is a
close link between teaching methods and competency development, since competences
are developed through practice. It is essential that the pedagogical task facilitates and
fosters this competency development on the basis of the acquired knowledge. This
requires a planned work, in which activities more appropriate to the context are looked for.
The methodological approach followed by the English Department is grounded on
pedagogical principles, developed through teaching strategies and techniques carried out
by means of specific resources.
Pedagogical principles
In order to ensure a correct development of the teaching/learning process and of
classroom practice, our work is based on the following learning principles.
Meaningful Learning
The teacher is the guide of the teaching-learning process. Learning will be effective
when it departs from the student’s previous knowledge, so that the implementation of
diagnostic tests at the beginning of each year is absolutely necessary. If the student’s
previous knowledge is far from that required for the new contents, meaningful
relations between concepts and ideas will not be made in a natual way; learning,
therefore, will only be based on mechanic, memoristic processes, rather than
comprehensive and meaningful. Therefore, it is necessary that the teacher reviews
previous contents and links the new ones to those already studied by the student, in a
systematic way, all along the course, so that they become the basis for new
knowledge.
Activity
We want the student to become the protagonist of his/her own learning process,
learning by him/herself, putting knowledge into practice in real situations, since this
learning autonomously and y doing has proved one of the best ways to consolidate
knowledge generation, and it favours the development of learning to learn strategies.
By means of this approach, we aim at the active integration of the student within the
teaching-learning process in the classroom, which must show an atmosphere of
calmness and respect, which is highly beneficial for the learning process.
Interaction
Learning is often carried out by interaction between teacher and student, which is
extremely important and recommendable. However, students do also learn from peers,
specially in a linguistic subject. Therefore, it is necessary to have students interact and
work in pairs and groups. The teacher must organise class dynamics which favour all
kinds of interaction.
Motivation and self-esteem

Academic results are deeply influenced by the students’ motivation and their level of
self-esteem. By designing and implementing activities with appealing, interesting
contents and interactive procedures, motivation is increased. The same can be said
when the student perceives the use-fulness of the contents proposed, both in a real life,
functional way and for academic purposes. Another strategy to augment the degree of
motivation is to pose feasible challenges, rather than complex, difficult activities. When
the adolescents are able to carry out these challenges, self-esteem increases and they
feel able to obtain positive results in the future.
Attention to diversity
This principle, to be developed extensively in another section of this work, implies the
teacher’s attention to individual differences, different learning paces and styles, and
different interests and motivations. The aim, then is to achieve a comprensive
customization of teaching.
Interdisciplinariety
Subject matters are not sealed areas of knowledge. The English language, in particular,
is closely connected with Spanish. The development of the subject’s contents must take
into account this interdisciplinary feature. Permanent contact among the whole group of
teachers is a must, in order to implement the curriculum satisfactorily.
Education in values
According to LOE, education in values will be dealt with cross-curricularly. Students must
know, assume and uphold their rights and obligations with respect for others, being
tolerant, cooperative and solidary with individuals and groups. Dialogue must be
encouraged, grounded on the human rights as common values of a pluralistic society.
As LOE and the order of our regional government establishes, education in values will be
treated in all subjects, together with other cross-curricular topics, such as Reading
comprehension, oral expression, audiovisual communication, and information and
communication technologies.
7.2 Strategies
In the implementation of the abovesaid pedagogical principles, different strategies will be
used within a same session, in the sense that explanatory strategies will be combined with
practical or interactive activities. Basically, four types of strategies will be used:
Teacher’s explanation to the whole group

It is usually the way to transmit theoretical or conceptual contents, with or without
audiovisual support, together with some practical presentations in the classroom. As a
rule, this methodology should not take up a whole session.
Pairwork
Some oral activities, specially dialogues and role-play activities, are to be carried out in
pairs. It will be used in every unit, and it must be facilitated by the different seating
patterns in the classroom.
Projects on specific topics to be carried out outside the classroom
By agreement of the whole teaching staff of the English Department, projects and
papers carried outside the classroom will be individual, and may be elaborated by
means of ICT resources, since the school’s library has 10 computers specifically for
those purposes. If possible, whenever the quality of some papers is high, they may be
presented orally by students in the classroom.
In order to attend to the principle of Interdisciplinary, the and program of the 3 rd year of
CSE has been consulted with the teacher who gave English in the 2 nd year and with the
teachers of compatible subjects of the 3 rd year of CSE, with this we will avoid the repetition
of concepts.
Activities
The different activities that will be carried out can be grouped based on their purpose.
These vary based on the didactic unit to which they are applied: those of hands-on
character require some laboratory experiences and with other theoretical ones we develop
motivational activities.
Initiation activities
Before beginning a didactic unit we realize one or more of the following activities that
allow us to detect the knowledge a student possesses of the matter to be studied:
Questionnaires of prior ideas, which each student will complete individually.
Brainstorming of ideas asked randomly to the students.
Conceptual maps where certain concepts are missing that students will also complete
individually.
These activities are very important because they permit a variation in the methodology
in a dynamic fashion based on the level that the students possess and a design of
specific activities for the diverse groups.
Motivational activities
These should be designed in such a way to help the students become more interested in
the study of the didactic unit. These activities may include:
Exhibition of videos related with the didactic unit.
Reading of newspapers and magazines.
Debates.
Developmental activities
These should permit the student to obtain the basic knowledge of interest for each
didactic unit. The selection of these activities is related to the initial evaluation of the
students. Among these activities should be included:
Skills class.
Problem solving.
Realization, by the teacher, of simple tasks.
The realization of exercises as much in the laboratory as in class gives the student the
advantage of applying what was learned in class and also serves to awaken interest and
increase motivation. Because of this, these activities can be classified as developmental
or motivational.
Activities of expansion
These serve to expand on the acquired knowledge. In some cases, only one or two of
these activities can be done during the year because they imply a concerted effort on
the part of the student and can be quite bothersome with respect to their routine of
study. These activities may consist of:
Searching for information and writing reports. The students will be instructed to find
information on topic and prepare a report, what was traditionally called “work”. They
are free to look for the information in the sources they consider necessary (Internet,
the center’s library, etc.).
Reinforcement activities
In the cases of students with certain learning deficiencies, or if a specific didactic unit
proves to be difficult for them, we will design activities that will help the students
overcome these obstacles and understand the principle concepts of the unit, in order to
reach the objectives with success. These reinforcement activities will be:
Summaries.
Elaboration of incomplete conceptual maps to be completed by the student. Once it is
finished and corrected by the teacher, the student will have a conceptual map that
will help him/ her understand the didactic unit entirely or a specific part of it.
Completion of exercises that, while simple in nature, connect various concepts
explained in class.
These activities are designed individually depending on the progress in the learning of
the concepts of the didactic units. For this reason it is very important to perform a daily
revision of the student’s notebook.
Evaluation activities
The evaluation is continuous but all the units will begin with activities to connect with
the knowledge and representations that the student already possesses. For this reason
there is always an initial test. Each trimester there will also be different evaluative
exercises, approximately five, in order to improve motivation and self-esteem with the
accomplishment of short term goals. There is also a cumulative written exercise at the
end of each evaluation.
7.2.1 Project work

Project work will be favoured, so that contents are organized in real contexts of learning
and the purpose of this may be understood. All in all not forgetting the relationship with
other fields of knowledge and other artistic languages. Music is a privileged field for
connecting naturally with other disciplines: with image, mathematics, language, literature,
technology, media, natural and social sciences…
Project work constitutes the privileged space to verify the progress in the development of
competences, since it favours the integration and application of knowledge, abilities and
attitudes, endowing them with social and personal meaning. A project will be proposed for
the end of each term, starting from students’ concerns and interests. In its development,
students will find opportunities for reflection, making responsible decisions, valuing
attitudes and they will develop their own ways of thinking. At the same time they will carry
out collaborative work, prioritizing the efforts with a democratic and participative attitude
that may contribute to collective and individual improvement.
The project will be presented on several stages, with an accurate schedule for the realisation
of each task, specifics roles for teachers and students, various activities as well as particular
forms of organization and cataloguing. The projects are developed in teams in order to
promote collaborative work by assigning tasks and, afterwards, integrating the results. A
good teamwork requires a great responsibility on the part of each of its members; students
also learn to reflect, to make appropriate decisions and to assess the attitudes and mindsets
of their classmates with a democratic and participatory attitude, and this will contribute to
their personal and social improvement.
An example of project for addressing a particular topic related to foreign language content
in the third year of CSE is offered below.
Project file
Concept Description
Project name Oral expression
Unit Weather Forecast
Elements to be considered for the realization of a project
Research Expressing the message with clarity, consistency, structuring and

problem adjusting it suitably, when necessary, to the models and formulas
for each type of text.
Objective Express themselves and interact orally in an intelligible way and

produce simple oral texts, with a certain degree of fluency and
correction, taking into account the specific communicative context.
Activities Design of the interviews.

Applying interviews.
Searching for and registering information.
Information analysis.
Preparation for the communication phase.
Resources Surveys for the interview.

Books, magazines, the Internet.
Depending on the format chosen: paper, paintings, photographs,
drawings (posters, newspapers, mural, brochures, oral
presentation).
In front of the group: computer, projector (electronic presentation).
Presentation of It varies according to the available resources and the agreement of

results the teamwork.
Calendar It is required to establish a precise calendar for the realization of

every stage, preferably marking on the leaders responsible for
implementing each of the planned actions.
7.2.2 Problem-based learning (PBL)

It is an inductive methodology (methodologies that stimulate intellectual development and
the independent learning of students). This methodological strategy consists of posing a
challenge to the students. The problem posed must have the following characteristics:
It must be proposed before the knowledge has been acquired.
They must be real-life problems, where students have to find out what pieces are
missing, hence they are not completely defined and they do not need to have a single
correct solution.
They must be interesting and developed in stages throughout the student’s learning
process.
7.2.3 Multiple intelligences

The theory of Multiple Intelligences, developed by Dr. Howard Gardner, a psychologist,
researcher and professor at Harvard University, is based on that all people possess at least
eight forms of intelligence, that are at different stages of development when we are born.
Gardner defines intelligence as an ability that is not innate and unchangeable; on the
contrary, it can be developed through stimulation. People come into the world with
different potentials. Their intelligence is the result of the sum of what is available in the
culture around them, the degree of personal motivation achieved and the quality of
education they receive.
Gardner remarks that the brilliance in mathematics or language is not enough to cope with
life. Therefore, this syllabus aims to the development of all the intelligences so that the
student can face the future with the maximum of available resources.
7.2.4 Cooperative learning

The Simple cooperative structures are introduced gradually in the teaching units. These
structures facilitate the transformation of fundamentally individual activities, in which
there is not any kind of interaction among students (reading texts, open questions to the
class group, response to a questionnaire, conducting exercises, summary or synthesis of
the subject studied...) in group activities, carried out in small teams (cooperative teams) in
order to promote and maximize the interaction among students in performing these
activities.
7.2.5 Learn to think

Thinking strategies are intended to foster meaningful learning, to understand deeply and
be able to apply knowledge to everyday life. It is a set of processes, tools, skills and habits
of thinking. Throughout this course students will work on:
Visual organizers:
Conceptual maps.
Mental maps.
Schedule.
Lighthouses of thinking:
What am I learning and for what.
What did I know, what do I know.
I thought, I think.
Techniques of thinking
Skills of thinking
Metacognition: thinking strategies, valid to other subjects and applicable to other
contents, will be worked.
7.2.6 Flipped classroom

The flipped classroom or inverted classroom is a pedagogical model that proposes
redefining the traditional structure of a class. Instead of focusing school hours on teacher’s
explanations so that students practice afterwards at home what they have learned,
students are suggested to have an approach to the contents at home (through videos,
presentations, etc.) and later, in class, to work on them and practice them with the teacher
and the other classmates. The students’ involvement in their own learning process affects
directly in their motivation to progress on comprehensive training.
7.3 Resources and materials

Materials and resources for the study of English must be diverse, varied and interactive,
both in terms of content and support. Their use in the classroom will allow for sequencing
objectives, content and activities, catering to the different types of content, proposing
activities of varying degrees of difficulty and offering guidelines for the evaluation. It must
be also taken into account that these should not be discriminatory, allow their use in
common, not degrade the environment, offer relevant learning situations and variety of
elements to adapt them to individual differences, and encourage curiosity and reflection on
the educational action itself. Among those materials there must have the following:
By the student
The student needs a textbook, including a workbook, and a notebook, although a folder
is recommended. Within this folder, with the aim of turning it into a portfolio, the
student will not only take note of additional information given by the teacher, but also
store and classify the extra materials provided by the teacher, as well as reading cards
and the compositions done during the course. Highly recommended is the use of a
pocket monolingual or bilingual dictionary.
In our case, the recommended textbook is: English Alive! 3, by Ben Wetz, Oxford
University Press.
Students will also read three graded books during the course:
The Phantom of the Opera, by Jennifer Bassett, O.U.P.
Sherlock Holmes Short Stories, by Sir Arthur Conan Doyle, O.U.P.
Dead Man’s Island, by John Escott, O.U.P.
By the institution
With regards physical spaces, the school offers the following facilities:
The classroom has: foldable whiteboard, a shelf with a dictionary of Spanish, a
bilingual dictionary of English and the books that the students of that group borrow
from the school’s library. Desks are paired, with aisles separating every column. This
distribution is common to all the classrooms.
The English Language Classroom has 30 individual desks, and its distribution varies on
the activity proposed by the teacher. The walls are covered with thematic posters,
and there is a whiteboard, a laptop computer and a projector. Regarding audiovisual
means, there is a TV and VCR/DVD player. There are numerous bilingual dictionaries.
The timetable for the use of this classroom is agreed upon by the members of the
English Department.
The Audiovisual room has a electronic blackboard, a VCR player and a DVD player, a
laptop and projector, a large screen, and connection to the Internet. Use must be
appointed by booking onto a chart placed at the Teacher’s Lounge. On every floor of
the building there is a portable TV set, a VCR and DVD player, and an Overhead
Projector. Its use is booked at the beginning of each week.
The school library also possesses some interesting resources for the English subject:
− Magazines: Speak up, It’s magazine.
− Spanish daily press: The school is subscribed to the “El periódico en la Escuela”
program, so that it receives 30 daily copies of every national daily newspaper,
which are distributed among the teachers participating in the program. A weekly
appointment chart at the teacher’s lounge shows the distribution of the copies,
which are collected at the library.
− Encyclopedias: Britannica, Encarta CD-ROM, Wikipedia.
− Audiovisual resources: for the English Language, the most outstanding resource is a
collection of 30 DVD Films which can be watched in English and which have English
subtitles available.
They can be used for individual study by students, or they can be screened in the
English Language classroom, the Audio-visual room or in the group classroom.
− Computer resources: The abundant digital resources available in the Internet may
be used on the library Computers, or screened in the audio-visual rooms, which has
a computer connected to the web. The use of computers is booked in advance at
the beginning of each week.
− Other reference books and materials for the teacher and the student:
Dictionaries: Any medium-sized bilingual dictionary is welcome

(about 500 pages), so that it is easily portable and contains enough
information. Recommendable dictionaries following these guidelines
are those published by Cambridge University Press, Collins, Longman,
Oxford University Press y Richmond. Some of these dictionaries come
with a CD-ROM, highly recommendable.
A monolingual dictionary is not needed at the moment.
Reference Grammars: Murphy, R. English Grammar in Use (with
answers). Cambridge University Press. Oxford Practice Grammar
Basic. Oxford University Press.
Listening and pronunciation skills: Tuning in. Longman. Listen
Carefully. Longman New Headway Pronunciation Course Elementary.
Oxford University Press.
Writing practice: Reading and Writing Skills 1. Longman. Word for
Word. Longman.
Reading practice: First Impressions. Longman. Reading and Writing
Skills 1. Longman. Basic Comprehension Passages. Longman.
Vocabulary practice: English Vocabulary in Use Elementary.
Cambridge University Press.
8 Evaluation
8.1 Evaluation of learning

The evaluation of the process of learning for the compulsory secondary education student
body is global, continuous and differentiated according to subjects and has as an end
purpose the improvement of the student learning processes. The teachers have to
evaluate, taking into account the different elements of the curriculum.
The evaluation criteria of subjects are a fundamental reference point to determine the
degree of achievement of basic competences and objectives for each subject.
The rights of students to an objective evaluation shall be guaranteed, and their dedication,
effort and performance are to be valued and recognized with objectivity, for which relevant
procedures are established.
The educational centre shall make known to the families essential information regarding
curricular elements, and qualification criteria required for a positive assessment of the
students, in the distinct areas of knowledge that comprise the curriculum.
The teacher in their teaching practice shall apply that defined in the programming of
grading criteria and instruments for evaluation.
The result of the evaluation is to be expressed in levels: Not satisfactory (NS) for the
negative ratings; Satisfactory (S), Good (G), Very good (VG) or Excellent (Ex) for the ratings
positive, along with a numeric grade.
The student evaluations submitted, in addition to general, specific or extraordinary
measures, have to be made with reference to these measures above.
8.1.1 Evaluation criteria

The evaluation criteria set out in Decree 187/2015, of August 25 th, shall be the benchmarks
for the checking of the degree of the skills acquired.
Foreign Language study: English shall be defined by the following evaluation criteria:
Oral communication dimension

1. Capturing the global sense from diverse oral texts, identify relevant information,
specific information extraction, inferences, determining attitude and the purpose of
the speaker, on familiar, everyday and academic topics.
2. Expressively read diverse texts, with appropriate intonation and intelligible
pronunciation.
3. Ask questions, give descriptions and brief narratives of actions and events in past,
present and future. Communicate feelings.
4. Initiate semi-formal and informal conversations about known issues/situations that
contain some unpredictable elements.
5. Speak publicly, via brief speeches, of an academic and social nature, exchanging
personal and academic information in semi-formal or informal situations, providing
reasoning and participating in discussions.
Reading comprehension dimension

6. Understanding and interpreting general and specific information from messages and
adapted documents, both written and digital, text of diverse types, on issues of
academic and personal areas interest.
7. Knowing and applying the most appropriate strategies for understanding text, the
essential information, the points and main ideas or the relevant details of the text.
Deducing the meaning of words/phrases from context, and extract specific
information (including opinions) to solve tasks.
8. Using TAC resources for the search, organization and presentation of information.
Written expression dimension

9. From proper planning to subsequent revision, drafting semi-formal and informal
texts, bearing in mind appropriateness, coherence and cohesion, the purpose,
context and the target reader.
10.Writing creative texts drawn from their own experiences and simulated or invented
situations.
11.Using digital resources in a progressively more autonomous way to find information,
produce texts, process and enrich information creatively. Send and receive digital
messages, so as to establish personal, internal, and external relations.
Literary dimension
12.Listening, reading, and understanding in a guided way, adapted fragments of literary
works of moderate linguistic complexity in foreign languages, related with his/her
own tastes and hobbies.
13.Understanding texts with expressive or aesthetic value.
14.Drafting texts of literary intent, based on models texts.
8.1.2 Assessment tools

The most common evaluation tool is the systematic observation by the teacher of student
behaviour in the activities. To register data from this observation, the following tools will
be used among others:
Class diaries: to carry out a systematic and continuous analysis of the daily tasks done
in class.
Anecdotal records: on which the positive or negative facts that influence the learning
process will be written down in an objective way.
Estimative scales of observation: where the frequency of behaviours, that are proposed
to evaluate, will be reflected. For instance, the behaviour assessment could be “knows
and follows class rules” and the degree of achievement by students would be assessed
with: “always,” “regularly”, “sometimes”, and “never”.
Checklists: with double entry grids in which the skills to be evaluated and students’
record appear.
In addition to direct observation of the students participation in the classroom:
The whole process of project work will be evaluated.
Students’ own productions will be analyzed through:
Class diary.
Monographs.
Summaries.
Written texts.
Oral productions.
Class notebook.
Solving exercises.
Exchanges among students with dialogs, debates, meetings and sharing will be
promoted.
Rubrics designed to evaluate specific aspects, such as the creation of articles, projects,
essays and other assignments, will be used.
Specific evaluation activities will be done, such as written and oral test related to the
learned concepts.
Finally, the role of students in their own assessment and that of its peers is highlighted. It
is important that the student may create a critical thinking that is consistent with the real
achievement degree of the objectives. If their opinions are listened, students will be
involved in achieving a satisfactory result and of quality. Likewise, their opinion will be
taken into account in the evaluation of teaching practice.
8.2 Grading criteria

Of each evaluation:
30% Resolution of problems, issues and exercises.
20% Project work.
30% Class notes (homework, oral questions of the topics, class blackboard exercises,
etc.).
10% Class notebook.
10% Behaviour: responsible attitude, interest, grade of motivation and collaboration.
Of the final grade: it will be the average note of the three assessments.
Retaking of each assessment: subjects are retaken in the following evaluation. In case of
not passing a subject, a written test of that or those evaluations the student have failed
will be proposed. The presentation of a work dossier with activities referred to the
minimum content of the course will be taken into account.
Extraordinary procedure to assess students who have lost the right to continuous
assessment: when the student is absent for one-third of the hours of some of the
subjects, he/she will lose the right to continuous assessment, according to the centre
rules, and therefore he /she should be evaluated taking a term exam and with the
presentation of the class notebook with all activities that the group has done during that
term.
Subjects pending from the previous year:

Term delivery, according to established dates, of activities and works proposed and
guided by the teacher responsible for the subject.
Written exercise of minimum contents.
8.3 Mechanisms of review, evaluation and modification of syllabusses
regarding the academic results and improvement process
To evaluate the teaching program, among the achievement indicators the following must
be included:
a) Course evaluation results.
b) Adequacy of teaching materials and didactic resources, and the distribution of spaces
and times to the didactic and pedagogical methods used.
c) Contribution of the educational and didactic methods to the improvement of the
classroom and centre atmosphere.
The following indicators serve as example for such assessment:
The adequacy or inadequacy of the scheduled objectives.
The frequency with which the objectives present a hierarchical order in their difficulty.
The degree of balance in the distribution of contents.
The validity of the assessment criteria, which have been elaborated.
The adequacy of curricular adaptation measures or the action plans adopted for pupils
with special educational support needs.
The degree of adequacy of adapting the administrative requirements to the close socio-
cultural context.
The level of adequacy of the guidelines that facilitate the teaching-learning process of
the transverse elements of the curriculum.
The level of adequacy of curriculum materials and teaching resources to be used. The
didactic potential of materials can be defined according to the following features that
can be considered when they have to be evaluated and that should:
Allow students to make reasonable decisions about how to use them and see the
consequences of their choice.
Allow the student to play an active role: investigate, expose, observe, interview,
participate in simulations, etc.
Allow students or encourage them to engage in the application of intellectual
processes to personal and social problems.
Involve the student with reality: touching, manipulating, applying, reviewing, and
collecting objects and materials.
Be able to be used by students with different levels of capacity and different interests,
promoting tasks like imagining, comparing, classifying and summarizing.
Stimulate students to apply the intellectual processes to new situations, contexts and
subjects.
Allow the acceptance of the students’ interests to commit themselves personally.
Require that students, according to their evolutionary development, examine issues or
aspects of education in values and contribute to a positioning: religion, war, peace,
sexual orientation and so on.
In order to assess the educational activities, among others indicators the following must
be considered:
If the activities are consistent with the objectives and contents established in the
syllabus.
If the activities allow us to verify the learning degree achieved by students.
If activities are sufficiently varied to pay attention to students’ diversity.
If the activities allow students to develop the established capabilities.
If the activities have been designed taking into account the psycho-pedagogical
principles.
If activities have been planned considering the starting level of the students.
If activities have been distributed coherently and follow a logical sequence.
If the activities allow students to transfer what they have learned to other situations
different from those in which learning have been carried out.
If the activities have a holistic approach.
If activities allow for the acquisition of core, cross-disciplinary and key competences.
8.4 Grading of core competences

As seen previously, each competence has been graded to three levels of achievement:
satisfactory (level 1), notable (level 2) and excellent (level 3), that go from acceptable
achievement through to excellence, bearing in mind that each level implicitly carries
through the achievement of the previous. Throughout the three levels the student must
demonstrate the attainment of the requirements of the competence, At level 2 greater
ability to relate facts or theoretical, practical and contextual knowledge of the matter is to
be shown, and at level 3 going further still, emitting judgments and making proposals
which show ability to connect diverse subjects and knowledge acquired in various fields,
even further beyond that of purely school.
In the following table such grading levels for some of the competences described are
shown:
COMPETENCES AND GRADING LEVELS

DIMENSION 1. Oral communication dimension
Competences Level 1 Level 2 Level 3
Competence 1. Obtain 1.1. Identify the topic, 1.2. Understand the 1.3. Understand explicit
information and obtain literal global meaning of oral and implicit information
interpret oral texts from information and identify texts and distinguish from oral texts in
everyday life, mass the main purpose of primary and secondary communicative
media and academia. oral texts in ideas in familiar situations on known
communicative situations and from issues coming from
situations, on familiar personal, academic and various spheres of
and known issues in mass media spheres. knowledge and media.
personal and academic
fields in which the
intention is explicit.
Competence 2. Plan and 2.1. Produce in a 2.2. Produce simple oral 2.3 Produce fluent, well
produce diverse types comprehensible manner texts of different structured oral texts of
of oral texts appropriate simple short oral texts, genres, in an diverse genres,
to the communicative of various genres, understandable and referring to facts and
situation. referring to facts and sufficiently correct diverse knowledge,
common or familiar manner, referring to related to various fields
knowledge with prior lived and familiar of interest, with a varied
planning, using a bank experiences, personal vocabulary range and a
of basic and everyday and academic, with morpho-syntax of
vocabulary. general support and a relative complexity.
basic vocabulary range.
Competence 3. Employ 3.1. Use strategies to 3.2. Use strategies to 3.3. Apply strategies to
oral interaction initiate, maintain and initiate, maintain and initiate, maintain and
strategies in line with close a conversation, close a conversation, close a conversation,
the communicative and use oral and use oral and use oral
situation, initiating, communication communication communication
maintaining and closing strategies to resolve strategies to resolve strategies to resolve
discourse. simple and common communicative tasks communicative tasks on
communicative tasks, of that occur when areas of personal and
simple cognitive traveling to places academic interest, of a
complexity, requiring where the language is greater cognitive
basic linguistic spoken and requires complexity, that require
resources and simple and timely a variety of linguistic
strategies, with linguistic support resources and a certain
abundant support. resources. degree of improvisation.
DIMENSION 2. Reading comprehension dimension
Competence 4. Apply 4.1. Obtain global 4.2. Obtain literal 4.3. Obtain information
comprehension information and information from simple from simple written
strategies for obtaining recognize the purpose written texts with an texts containing specific
and interpreting and the main ideas of a basic vocabulary range, topical vocabulary,
information from clearly short written text of discriminating between understanding the main
structured written frequent and daily use main and secondary and secondary ideas,
content from everyday lexis, identifying regular ideas, and providing and providing a variety
life, mass media and expressions and some personal of personal reflections.
academia. keywords. reflection.
Competence 5. Interpret 5.1. Understand 5.2. Understand 5.3. Understand

contextual features of a discursive and linguistic discursive and contextual, discursive
text, both discursive elements, as well as contextual language and linguistic features
and linguistic, and contextual gist, in texts features in partially in long texts on
recognize the type of on familiar topics, with unknown but familiar unknown topics of a
text in order to a clear structure, format texts, by structure, diverse but familiar
understand it. and communicative format and lexis with range; and complex in
purpose, and with varied morpho-syntactic structure and format,
simple but varied structures. with varied lexical and
vocabulary and morpho- morpho-syntactic
syntactic structures. structures and of a
certain degree of
complexity.
Competence 6. Select 6.1. Use basic 6.2. Identify and select, 6.3. Autonomously
and use consulting tools consultation tools, from with general support, employ, consultation
to assist in guidelines, to assist in consultation and and information search
understanding a text the understanding of information search tools tools and resources in
and for acquiring keywords and to obtain and resources seeking to understand
knowledge. explicit information. appropriate to the task, and integrate the
so as to obtain and information within the
understand implicit schema of pre-existing
information. knowledge.

DIMENSION 3. Written expression dimension
Competence 7. Plan 7.1. Plan the production 7.2. Plan the production 7.3. Autonomously plan
written texts of diverse of simple written texts of simple written texts, the production of well
types, using with frequently used structured from structured written texts
communicative vocabulary, stemming organized ideas based building on the choice
situation elements. from the generation of on the communicative of ideas, depending on
ideas based on the situation and with the communicative
communicative varied support. situation and with the
situation and with assistance of necessary
specific support. resources.
Competence 8. Produce 8.1. Produce from prior- 8.2. Produce with 8.3. Autonomously
written texts of diverse planning, with specific general support, well produce diverse types
types and formats support, short and very structured, simple texts of very well structured
applying writing structured, simple of diverse types, using written texts, with
strategies. written texts of different appropriate connectors consistency and
types, applying specific to give cohesion to the cohesion, incorporating
strategies, taking into text and taking into elements that improve
account the account the the communicative
communicative communicative effectiveness and form,
situation and textual situation and textual and taking into account
features. features. the communicative
DIMENSION 3. Written expression dimension
situation and textual

features.
Competence 9. Revise a 9.1. Make revisions to 9.2. Make revisions to 9.3. Autonomously
text in order to improve lexis, morpho-syntax written texts depending make revisions to
it according to the and the order of the on recipient and written texts,
communicative paragraphs of a written communicative incorporating a variety
purpose, with the text with specific purpose, identifying and of linguistic and
assistance of support. support. Fix errors that applying appropriate discursive elements
hinder communication. resources. Rewrite the that improve content
Submit the text with text fixing language and and form,
clarity. discursive errors. communicative
Amend the text to effectiveness, correction
improve the cohesion, and the presentation.
coherence and
accuracy.

DIMENSION 4. Literary dimension
Competence 10. Oral 10.1. Recite and 10.2. Recite and 10.3. Recite and
reproduction, recitation dramatize with dramatize in a dramatize in a
and dramatization of acceptable comprehensible comprehensible
adapted or authentic pronunciation, short and manner, short and manner, short and
literary texts. simple, adapted or simple, adapted or simple, adapted or
authentic literary texts, authentic literary texts, authentic literary texts
of limited linguistic of moderate linguistic on diverse topics.
complexity and on complexity on issues
familiar themes and relatively close to the
interests to the interests of the student.
students.
Competence 11. 11.1. Understand, using 11.2 Understand short 11.3. Understand
Understand and guidelines, short and and simple, adapted or adapted or authentic
evaluate adapted or simple, adapted or authentic literary texts literary texts, on a
authentic literary texts. authentic literary texts of moderate linguistic diverse range of
of limited linguistic complexity and on themes. Evaluating
complexity and on issues relatively close to them with arguments of
themes close to the the interests of the a certain degree of
interests of the student. student. Evaluating complexity and with
Evaluating them with them with basic reference to the
minimum reasoning. reasoning. authors.
9 Attention to diversity
The attention to diversity is a necessity that covers all educational stages and all students.
That is, the aim is to contemplate the diversity of all students as a principle and not as a
measure that corresponds to the needs of the few. Thus, the Decree 187/2015, of August
25th, establishes the attention to diversity as a fundamental principle that must govern
basic education, with the aim of providing all students with and adequate education
according to their characteristics and needs.
For sake of the diversity, attention tutoring will be planned to promote the learning process
students who need it and suitable strategies will be used, that may facilitate learning. The
attention to diversity of students with different rhythms and styles will be carried out by
the combination of diverse inclusive activities.
In the context of continuous evaluation process, when a student’s progress is not
adequate, educational reinforcement measures will be established. These measures,
dealing with the diversity of skills, attitudes, rhythms and styles of learning, will be taken
at any time of the course, as soon as difficulties are detected, and they will aim to ensure
the acquisition of key competences to continue the educational process.
The attention to diversity involves taking actions to know the characteristics of each
student and to adjust to them combining strategies, methods, techniques, resources,
organization of spaces and times to facilitate that he/she may reach measurable
competences; and to apply the decisions to all previous cases flexibly according to each
educational reality from the perspective of inclusive school.
Within the Plan of Attention to Diversity both general measures of educational intervention
as specific measures are collected.
9.1 Measures of attention to diversity related to the specific group

of students
Some guidelines for working with the student of this group that presents features of
hyperactivity and attention deficit are proposed below:
Sit her near the teacher and away from the window or the wall in case it contains
elements that may distract her.
Place her among quiet students.
Assign her any activity involving movement: wiping the blackboard, going to look for
paper, arranging the chairs, etc. It can be used as a reward.
Do not punish her excessively when she stands up, if it happens at the end of the tasks
that he is doing in class and provided she does not disturb anyone.
Do not allow her to have on the table more material than the necessary to work.
Watch that the student keeps the table in order.
Look to her eyes and ask her to do the same while you are speaking to her.
Ask her to repeat the messages that are communicated to verify that she has
understood them.
Ensure that the student takes notes in her notebook of the tasks to be done at home.
Encourage active responses as methodology: allowing her to ask questions, going up to
the blackboard, writing in her notebook, painting, etc.
Give her short, simple instructions, and afterwards, when she comes to understand
them successfully, pass to long and complex instructions.
Do not demand her everything at once. Efforts should be made to present in small steps
what she needs to learn and to reinforce each of them. If she finishes the tasks, she
must be praised for achieving them; next she is expected to improve her handwriting
and later it will be assessed that the content is also correct. Asking for everything all at
once will discourage her because she cannot do it.
Reduce the time that she has to devote to the completion of a task. For instance:
performing tasks in stages, completing them at different times.
Increase the written or oral organisation of the tasks she has to perform.
She can be provided with a problem/task per sheet in the exams.
Use visual references when class is taught through oral instructions.
Teach her in detail the criteria by which a task, an exam, etc., is considered acceptable.
Teach her skills to learn how to study and to structure what she is learning: making
outlines, summaries, etc.
Cheer her when she gets the gist of something that has implicated her concentration,
has listened, raises her hand to ask, to answer without making mistakes, etc. and do not
ridicule her in front of colleagues when she fails in a school assignment.
Always avoid insisting on what she is wrong.
Some guidelines for working with the student of this group who presents disruptive
behaviour are proposed below:
Avoid problems by using gestures, look, invasion of territory, proximity, a light touch or
an invitation to participate.
Be assertive but not aggressive.
Recognize that the authority is not invulnerable to error.
Avoid collective punishment.
Work on class group climate, give him responsibility for his actions and make him to
participate.
Propose him tasks he may carry out successfully.
Reinforce self-confidence.
Show disagreement towards tasks, when necessary, instead of personal considerations.
Comments must be short and direct: avoid criticism, threats and interrogation.
Do not refer to previous incidents.
Do not make comparisons with his peers.
Correct the action, not the student.
Try that punishment be the natural consequence and supervise it.
Do not be inflexible: students often understand the teacher expectations if they are
explained.
When facing a student who is difficult to control, act in a cool and calm way.
A sharp look can be more useful than a verbal reprimand.
If he is the leader of a disruptive group, focus on him, not on the followers; they will
weaken if the primary agent is controlled.
In a confrontation, maintain a medium tone of voice, the arms close to the body, a
relaxed posture and do not point fingers.
Soft and private reprimands are often much more effective than a public warning.
Do not forget the rest of the class group while paying attention to the disruptive
student.
If a student has to be expelled, look for concrete and possible conditions for his/her
return. Expulsions of class themselves can become a reward; the gratification can be
derived from the fact of being the “chosen”.
It has little lasting effects, since the problem usually reappears in subsequent sessions.
9.2 Support, reinforcement, subject retaking and expansion program

proposed to the students
For the sake of attention to the diversity of the students of 3 rd course, different types of
programs have been designed. They have the following general features.
Organisational aspects:
Elaboration of class groups.
Support in the classroom.
Support outside the classroom.
Flexible groupings.
Reinforcement within the peer group.
Collaborative work or teamwork.
Structure of cooperative class.
Methodological aspects:
Stressing the need for “knowledge” and “know-how”.
Promoting the use of oral language, in spontaneous situations and planned
communication activities.
Combining short attention periods with manipulative action.
Making explicit use of social reinforcement (any praise) to give support not only to the
performance but also to the fact of being making the tasks.
Providing positive reinforcement to the fact of finishing the task.
Changing formats, to avoid monotony and disinterest.
Mixing high and low interest activities (it is advisable to start with the less attractive),
interspersing them.
Using, at certain times, e-learning materials (always as a means and never as an end).
Providing short, frequent and regular breaks.
Fostering interesting tasks. The interest of tasks is increased when students are allowed
to work, in certain occasions, together with their classmates or in small groups, using
visual, auditory or manipulative materials and combining the activities of greater interest
with those of less interest.
Much more information is retained when the student reads, hears, sees, says and does
than when he/she just listens.
It is advisable to divide tasks in short stages and determine working/attention time and
adjust the work to this time, which will be gradually increased as the student
progresses.
Organizing the tasks by stages and even considering the possibility that they may be
completed at different timetables.
Allowing the student sometimes to choose among different tasks.
Assigning fewer tasks. It is better that they make fewer and well-done tasks, than many
and bad done.
Asking them frequent questions, sequenced with temporal markers. Ex. Where do we
start? And after this, what is next?
Assigning specific responsibilities to the student with hyperactivity features.
Adequacy of learning activities:

Extension of time needed to carry out any school activity.
Assessing activities according to their content rather than to their writing mistakes.
Repeating information and explanations as many times as necessary.
Cards support to strengthen activities and contents that children do not understand.
Respecting their learning pace and rhythm, for this, personalising attention as much as
possible.
For some students, such as ADHD, the maxim “less is more” must be applied. The
important thing is to make sure that they know what to do, not how much they do.
Making sure that students always end up with an activity they can perform well.
In relation to duties and tasks, the goal is to improve performance, adapting them to the
student’s needs.
To forget deliver on time a work scheduled in advance may seem false, but can be real
(comment with student’s parents).
Remembering deadlines.
Evaluation adequacy:
Of general nature:
Considering their possible difficulty with written expression in written tests.
Greater availability of time for testing.
Confirming the semantic understanding of the information contained in the wording of
questions. If there is any doubt, read them.
Do not make students copy the wording in order they can focus on the development of
the task.
Allowing the use of computer or digital media for any activity that requires written
language.
Facilitating the alternative to perform exams orally.
Adequacy of tests.
Combining different question formats in the same test: of development, true or false,
complete a scheme, definitions, multiple choice, and sentences to be completed.
Before the test, practicing with samples of test format (mock test)
Allowing the access to the instructions in any time.
Monitoring that they have responded to everything before giving an exam.
Reminding the student to review the exam before its submission.
Guiding him /her to redirect the attention.
Of specific nature:
Identifying clearly in the educational syllabus the paragraphs referred to students’
assessment (assessment criteria, procedures and evaluation tools, contents and
evaluation criteria of minimum requirements and qualification criteria).
Supporting the evaluation-qualification and students’ support plans in an assessment
based on criteria (referred to the assessment criteria and their concretion in evaluation
indicators).
Explicit and precise definition of the minimum requirements (essentials leanings)
Elaboration of rubrics to identify learning grades referred to the different assessment
indicators, and especially, to the minimum requirements.
Evaluation of the weak points identified in the teaching-learning process of students. In
particular, identification of those minimum requirements that have not been achieved
(at the end of the course, or difficulties in their acquisition detected during the course).
Developing individual plans of support and reinforcement (ordinary measures)
associated with minimum requirements that have not been achieved.
Possible curricular adaptations when a curricular gap of two years or more is manifested
after the appropriate psycho-educational assessment.
10 Additional issues
10.1 Treatment of the cross-curricular elements

The provisions of Decree 187/2015, of August 25 th, regulating the teachings of Compulsory
Secondary Education, will be followed for the treatment of the cross-curricular elements.
Thus, the following will be worked in all subjects: reading comprehension, oral and written
expression, audiovisual communication, information and communications technology,
entrepreneurship and civic and constitutional education. Education in values, that sustain
democracy and human rights, will be enhanced. The educative centre will promote actions
to improve coexistence, tolerance, prudence, and self-control, dialogue, the empathy and
conflict resolution.
The measures established by the community in order that the physical activity and a well
balanced diet may be part of students’ behaviour will be adopted. To that effect, daily
physical exercise of students will be promoted during the school day, with sufficient
guarantees to achieve the suitable development that favours an active, healthy and
autonomous life.
Contents of health education and first aid will be incorporated, and actions for the
prevention of accidents will be promoted.
10.2 Specific Reader-Plan to be developed

It is necessary to cultivate the reading habit and in the centre there is a plan to promote
reading, according to it and from the different areas students are encouraged and guided
to take part in it.
Proposal of activities according to the different levels of understanding

1. To encourage the literal understanding: Recognition, memory, relevant information to
the specific goal of reading, searching for specific ideas, definitions of words and
phrases, setting history, etc.
2. To facilitate inferential comprehension: Conjectures, hypothesis, deduction of a
sequence of arguments, generalizations made in the text, description of the relationship
among characters, interpretation to apply text information to the real-world, supposition
of the atmosphere or tone of a story, considering alternatives to the characters’ actions,
etc.
3. To encourage critical reading: Make judgments about reality, fantasy and values.
4. For the appreciation of reading: Inference about logical relationships, restricted to
spatial and temporal relationships within the test etc.
5. For the analysis of the content and textual elements: Likelihood that the events
described could happen in reality, imagine different endings, view of the author, etc.
6. For working on reading aloud: Intonation, vocalization, tone of voice, speed, calm in the
diction, etc.
Our school and our Department participate in the following institutional programmes:
Programme “Potenciar la lectura”, which is approached cross-curricularly from all
subjects. It promotes reading in the classroom and the revision and updating of the
library funds.
The Department also cooperates with the Programme “El periódico en la Escuela”, and
introduces activities in all terms carried out with the support of items of news and
chronicles about English language speaking countries, reflected in the Scheme of Work.
Correct and adequate oral and written expression is encouraged, by means of activities
in every unit, with their corresponding assessment: written papers, public presentations
of results on the part of students. In written tests or exams, in the marking of activities,
there will be a section of the mark addressed to the correct written expression.
10.3 Complementary and extracurricular activities

In the following pages we mention the activities that our Department organizes to promote
the use and learning of the English language, in which our students of 3 rd year of CSE
participate:
Visits to tourist locations in order to meet and interview English-language speaking
people.
Visit to the theatre to watch a play in English. The play may vary, according to
availability of tickets and companies.
Cinema in English: a series of thematic showings in the school’s cultural week.
Special programme: “El periódico en la Escuela”, in the sense searching for references
to foreign language speaking countries in the Spanish dailies.
Schedule of extracurricular activities
1st term
Visit to the theatre to watch a play in English.
2nd and or 3rd term
Cine-forum, on issues such as racism, environmental concern, road safety, etc.
A visit to the airport or to a tourist place.
Participation in the programme “El periódico en la Escuela” is made throughout the
course.
10.4 Work of synthesis

Article 14 of Decree 187/2015, of August 25 th, establishes the characteristics of a work of
synthesis and indicates that this work is made up of teaching/learning activities designed
for developing skills and/or learning competences. Students should be able to relate basic
competences in the different subjects to resolve practical issues and problems in their
lives. This work of synthesis must integrate content from different subjects and admit
different temporary concretions. Consideration must be given to the fact that a cross-
curricular project has an impact on the overall grade of each course. Throughout the
project, students must demonstrate autonomous ability in the organization of their
individual work, and also of cooperation and collaboration in teamwork. This work of
synthesis could encompass activities related to the subject worked on for the duration of
the program (day trips to tourist areas, theatre, cinema) and integrate them with the
Foreign Language subject.
11 Bibliography
ANDÚJAR, E., BONALS, J. y SÁNCHEZ CANO, M. (2007): Manual de asesoramiento
psicopedagógico. Barcelona: Graó.
BADIA, A. (2012): Estrategias y competencias de aprendizaje en educación. Madrid:
Síntesis.
GIMENO SACRISTÁN, J. (2010): Educar por competencias: ¿qué hay de nuevo? Madrid:
Morata.
GIMENO SACRISTÁN, J. (2000): La educación obligatoria: su sentido educativo y social.
Madrid: Morata.
MARTÍN ORTEGA, E. (2015): Orientación Educativa. Modelos y estrategias de
intervención. Madrid: Grao.
PRIETO, L. (2007): El aprendizaje cooperativo. Madrid: PPC.
UPM: Servicio de Innovación Educativa de la Universidad Politécnica de Madrid (2008).
“Aprendizaje cooperativo”. Guías rápidas sobre nuevas metodologías. Universidad
Politécnica de Madrid.
Disponible en: http://innovacioneducativa.upm.es.
V.V.A.A. (2015): Competències bàsiques de l’àmbit lingüístic. Barcelona: Servei de
Comunicació i Publicacions, Departament d’Ensenyament, Generalitat de Catalunya.
Disponible en: http://ensenyament.gencat.cat
Webgraphy
http://www.ite.educacion.es/
Website of ITE, Institute of Educational Technology, unit of the Ministry of Education
responsible for the integration of ICT in non-university educational stages.
http://educalab.es/recursos
This webpage of the Ministry of Education provides access to many educational resources
for teachers and the teaching community.
http://www.librosvivos.net
SM editorial. There are online textbooks with interactive educational contents that are
highly motivating to reinforce learning and developing skills.
http://apuntesdepedagogia.files.wordpress.com/2008/06/7-apuntes-para-la-
ensenanza2.pdf
Activities to develop the multiple intelligences.
http://servicios.educarm.es
Websites and blogs.
Textbook publishers
http://www.everesteducacion.es/
Editorial Everest.
http://www.profes.net/
Editorial SM.
http://www.santillanaenred.cl/
Editorial Santillana.
http://www.anayamascerca.com/portada.html
Editorial Anaya.
http://www.edelvives.com/
Editorial Edelvives.
http://www.edebe.es/
Edebé group.

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1 Introduction

1.1 Syllabus justification

1.2 Legal framework

1.3.1 School features

1.3.2 Students’ group characterictics

1.3.3 Characteristics of the subject of First Foreign Language: English

2 Contribution to the development of key competences

2.1 Key competences, core competences of a subject and key content

2.2 Relationship between core competences and key content

1 Competence 1. Obtain information and interpret oral texts from

2 Competence 4. Apply comprehension strategies for obtaining and

3 Competence 7. Plan written texts of diverse types, using

4 Competence 10. Oral reproduction, recitation and dramatization

KEY CONTENT Dimension Dimension Dimension Dimension Dimension

1. Oral comprehension: global, literal

2. Oral comprehension strategies.

3. Oral production strategies.

4. Oral interaction strategies.

6. Principal phonetic and phonological

7. Written comprehension: global, literal

8. Written comprehension strategies.

9. Search and management of

10. Selection criteria and information

11. Strategies for planning of the

12. Appropriateness, coherence and

13. Strategies for review, correction

14. Strategies for written interaction.

15. Creative production.

16. Use of dictionaries.

17. Oral discourse and audiovisual

19. Oral or written commentary about

21. Phonetics and phonology.

22. Lexicon and semantics.

23. Morphology and syntax.

24. Verbal and non-verbal strategies to

4.1 Linguistic Area

4.1.1 Oral communication dimension

main idea and supporting

rhythm, intensity, pauses.

2. Planning and 2.1. Producing, in an CC3. Oral production strategies: Forms of

texts of diverse genres with silences...

and on topics of personal and general interest.

communicative to solve simple, everyday mediated discourse.

Indicators of competences achieved

LEVEL 1 LEVEL 2 LEVEL 3

4.1.2Reading comprehension dimension

domain. lexical repertoire and context.

varied personal reflections. CC22. Lexicon and Semantics:

unknown but familiar topics, Semi-formal and non-formal linguistic registers.

domains, with a complex General academic and specific domain

general help, query tools CC10. Selection criteria and information

Gestures, use of complementary visual support.

Indicators of competences achieved

COMPETENCE 5: Interpret contextual features of a text, both discursive and

LEVEL 1 LEVEL 2 LEVEL 3

Understand lexical and Understand lexical and Understand linguistic features

4.1.3Written expression dimension

KEY GRADATIONS OF KEY CONTENTS

from the organization of CC20. Pragmatics: