Ismael Pardo PD
Ismael Pardo PD
Ismael Pardo PD
b. Legal framework
The development of this syllabus has been conducted in accordance with the educational laws at
state and regional level, as detailed below.
Organic Law 3/2020 of 29 December, amending Organic Law 2/2006 of 3 May of
Education, LOMLOE (BOE 30/12/2020).
Organic Law 2/2006 of 3 May of Education, LOE (BOE 4/05/2006).
Royal Decree 217/2022 of 29 March, establishing the organisation and minimum
teaching requirements for Compulsory Secondary Education (BOE 30/03/2022).
Curricular regulations in our autonomous community.
c. Contextualization
i. Characteristics of the centre
The reference centre is a Secondary School (IES) located in a town in the city of
Málaga, close to the urban centre. As detailed in the school’s educational project, the IES is
located in a consolidated neighbourhood, with residential areas, shops and educational centres
of different stages. In the surrounding area there is a sports centre, parks, a cultural centre and a
public library.
The socio-cultural level of the school population is medium-high; families are generally
made up of one or two parents, around 40-50 years of age, and one or two children. The
increase in new, non-traditional family models in the neighbourhood is noteworthy.
The majority of the pupils’parents work outside the home, in the service sector, in
liberal professions related to administration, teaching, commerce, etc. Most of them have an
average education and many also have university studies; they value positively the academic
and cultural education of their children; and they collaborate with the centre. In addition,90 %
of households have electronic devices (tablets, computers, smartphones) and access to the
Internet, which would make it possible to switch to telematic teaching if the situation so
requires.
Compulsory Secondary Education (CSE) is taught at the school, with a line of four
groups per year. In non-CSE there are the modalities of Science and Technology, Humanities
and Social Sciences; the non-CSE courses have two groups per year.
The school operates a morning timetable in accordance with the regulations. In the
afternoons, the library is used for study and educational reinforcement activities conducted in
collaboration with the Families Association (FA). Sports and extracurricular activities also take
place in the afternoons.
The building has three floors. On the ground floor there is a staff room, a multi-purpose
room with audio-visual equipment, three mathematics classrooms, a storeroom, the secretary’s
office, the FA room, four toilets and the caretaker’s office. On the first floor are the first cycle
classrooms, the library, the music room, the technology workshop, several science and language
laboratories, two support rooms and four toilets. On the second floor are the second cycle and
non-CSE classrooms, two computer rooms (with about 30 computers and a digital whiteboard
each) and four toilets.
The centre has a web space created by the Autonomous Community’s educational
administration, which houses a virtual classroom for each subject and group. By means of their
username and password, students can access it and consult the different proposals of their
teachers.
The classrooms are all exterior, well-lit and ventilated, and have the appropriate
furniture and materials for their use. Each classroom also has a computer and a digital
whiteboard for educational support.
Outdoor facilities include a playground, a well-equipped indoor gymnasium and two
outdoor sports courts. The entire outdoor area surrounding the buildings is landscaped and
wooded. There is also a small vegetable garden.
It is a group in which most of the students are clear that their objective is to pass CSO,
although the work they do at home is scarce. In general, they show deficiencies in expression
and in understanding texts. Many also find the subject unmotivating. On the other hand, they all
have access to the Internet and most of them participate in social networks, except for two
students, due to family decisions.
This subject, moreover, allows pupils to better cope in digital environments, both as an
engine for training and learning and as a source of information and enjoyment. Thus, the
development of critical thinking and the appropriate, safe, ethical and responsible use of
technology is a truly relevant learning element in this subject.
The competences of the Foreign Language subject in Secondary Education represent a
progression with respect to those acquired during Primary Education, which will be developed
on the basis of the pupils’ repertoires and experiences. This implies a broadening and deepening
of communicative activities and strategies of comprehension, production, interaction and
mediation, understood at this stage as activities aimed at explaining concepts and simplifying
messages in order to facilitate mutual understanding and transmit information. Progression also
entails giving a more relevant role to reflection on the functioning of languages and the
relationships between the different languages in learners’ individual repertoires.
The approach, levelling and definition of the different elements of the curriculum are
based on the activities and competences established by the Council of Europe in the CEFR. This
tool is a key element in determining the different levels of competence that students acquire in
the different activities and also supports their learning process, which is understood as dynamic
and continuous, flexible and open, and must be adapted to their circumstances, needs and
interests. Students are expected to be able to use all basic knowledge in communicative
situations in different areas: personal, social, educational and professional, and from texts on
everyday topics, of personal relevance or of public interest close to the students’ experience that
include aspects related to the Sustainable Development Goals and the challenges of the 21st
century.
In line with the action-oriented approach of the CEFR, which contributes significantly
to the design of eclectic methodologies, the competence-based nature of this curriculum invites
teachers to create interdisciplinary, contextualised, meaningful and relevant tasks, and to
develop learning situations where learners are seen as progressively autonomous social agents,
and gradually responsible for their own learning process. This implies taking into account their
repertoires, interests and emotions, as well as their specific circumstances, in order to lay the
foundations for lifelong learning.
On the other hand, the incorporation of thematic fields, resources and procedures from
different areas of knowledge facilitates the planning of interdisciplinary strategies throughout
the four years of the stage, and the creation of diverse scenarios in which to develop initiatives
and projects in real situations that encourage participation and commitment to the environment
and the community.
2. Exit profile
According to the Royal Decree 217/2022 of 29 March, the exit profile of students at the
end of basic education (hereinafter exit profile) identifies:
The key competences that must be acquired and developed by the end of compulsory
education.
The operational descriptors that provide guidance on the level of performance expected
on completion of basic education.
a. Key competences
The achievement of the competences and objectives set out in the LOE, modified by the
LOMLOE, for the different educational stages is linked to the acquisition and development of
the key competences included in this exit profile, which are the following:
KEY COMPETENCES
Linguistic and Linguistic and Communicative Competence involves
Communicative Competence interacting in oral, written, signed or multimodal form in a
LCC coherent and appropriate manner in different spheres and
contexts and for different communicative purposes. It
involves consciously mobilising the set of knowledge, skills
and attitudes that make it possible to understand, interpret
and critically evaluate oral, written, signed or multimodal
messages, avoiding the risks of manipulation and
misinformation, and to communicate effectively with others
in a cooperative, creative, ethical and respectful manner.
Linguistic and Communicative Competence is the basis for
independent thought and for the building of expertise in all
areas of knowledge. For this reason, its development is
linked to explicit reflection on the functioning of language
in the specific discursive genres of each area of knowledge,
as well as to the uses of orality, writing or sign language for
thinking and learning. Finally, it makes it possible to
appreciate the aesthetic dimension of language and to enjoy
literary culture.
Personal, Social and Learn Personal, Social and Learn to Learn Competence involves
to Learn Competence the ability to reflect on oneself in order to know oneself,
PSLLC accept oneself and promote ongoing personal growth;
manage time and information effectively; collaborate with
others constructively; maintain resilience; and manage
lifelong learning. It also includes the ability to cope with
uncertainty and complexity; adapt to change; learn to
manage metacognitive processes; identify behaviours that
are contrary to coexistence and develop strategies to
address them; contribute to one’s own and others’ physical,
mental and emotional well-being, developing skills to care
for oneself and those around one through co-responsibility;
be able to lead a future-oriented life; and express empathy
and deal with conflict in an inclusive and supportive
context.
Cross-disciplinarity is an inherent condition of the exit profile, in the sense that all
learning contributes to its achievement. In the same way, the acquisition of each of the key
competences contributes to the acquisition of all the others, without there being a preponderance
of some over others or an exclusive correspondence with a single area, field or subject.
b. Operational descriptors
The operational descriptors connect the key competences with the specific competences
to be achieved at the end of the stage, for each area, domain or subject. The following table
details these descriptors associated with the corresponding key competences.
OPERATIONAL DESCRIPTORS
LCC ▪ LCC1. Can express themselves orally, in writing, sign language or
multimodally with coherence, accuracy and appropriateness to different
social contexts, and participate in communicative interactions with a
cooperative and respectful attitude both to exchange information, create
knowledge and transmit opinions, and to build personal relationships.
▪ LCC2. Can understand, interpret and critically evaluate oral, written,
signed or multimodal texts in the personal, social, educational and
professional spheres in order to participate in different contexts in an
active and informed way and to construct knowledge.
▪ LCC3. Locates, selects and contrasts in a progressively autonomous way
information from different sources, assessing its reliability and relevance
according to the reading objectives and avoiding the risks of manipulation
and misinformation, and integrates and transforms it into knowledge to
communicate it adopting a creative, critical and personal point of view
while respecting intellectual property.
▪ LCC4. Reads with autonomy a variety of works appropriate to their age,
selecting those that best suit their tastes and interests; appreciates literary
heritage as a privileged channel of individual and collective experience;
and mobilises their own biographical experience and their literary and
cultural knowledge to construct and share their interpretation of works
and to create texts of progressively complex literary intent.
▪ LCC5. Places its communicative practices at the service of democratic
coexistence, dialogue-based conflict resolution and equal rights for all
people, avoiding discriminatory uses and abuses of power, in order to
promote not only the effective but also the ethical use of the different
communication systems.
CC ▪ CC1. Analyses and understands ideas relating to the social and civic
dimension of their own identity, as well as the cultural, historical and
normative facts that determine it, demonstrating respect for rules,
empathy, fairness and constructive spirit in interaction with others in any
context.
▪ CC2. Analyses and assumes the principles and values that emanate from
the European integration process, the Spanish Constitution and human and
children’s rights, participating in community activities, such as decision-
making or conflict resolution, with a democratic attitude, respect for
diversity, and commitment to gender equality, social cohesion, sustainable
development and the achievement of global citizenship.
▪ CC3. Understands and analyses fundamental and current ethical problems,
critically considering their own and other people’s values, and developing
their own judgements in order to confront moral controversy with an
attitude of dialogue, argument, respect and opposition to any type of
discrimination or violence.
▪ CC4. Understands the systemic relationships of interdependence, eco-
dependence and interconnectedness between local and global actions, and
adopts, in a conscious and motivated way, a sustainable and eco-socially
responsible lifestyle.
EC ▪ EC1. Analyses needs and opportunities and faces challenges with a critical
sense, taking stock of their sustainability, assessing the impact they may
have on the environment, in order to present innovative, ethical and
sustainable ideas and solutions aimed at creating value in the personal,
social, educational and professional spheres.
▪ EC2. Assesses own strengths and weaknesses, making use of strategies of
self-knowledge and self-efficacy, and understands the fundamental
elements of economics and finance, applying economic and financial
knowledge to specific activities and situations, using skills that favour
collaborative and teamwork, to gather and optimise the necessary
resources to put into action an entrepreneurial experience that generates
value.
▪ EC3. Develops the process of creating valuable ideas and solutions and
makes decisions, in a reasoned manner, using agile planning and
management strategies, and reflects on the process carried out and the
result obtained, in order to complete the process of creating innovative
and valuable prototypes, considering the experience as an opportunity to
learn.
CCAE ▪ CCAE1. Knows, critically appreciates and respects cultural and artistic
heritage, getting involved in its conservation and valuing the enrichment
inherent in cultural and artistic diversity.
▪ CCAE2. Enjoys, recognises and analyses with autonomy the specificities
and intentions of the most outstanding artistic and cultural manifestations
of heritage, distinguishing the media and supports, as well as the
languages and technical elements that characterise them.
▪ CCAE3. Expresses ideas, opinions, feelings and emotions through cultural
and artistic productions, integrating their own body and developing self-
esteem, creativity and a sense of their place in society, with an empathetic,
open and collaborative attitude.
▪ CCAE4. Knows, selects and creatively uses different media and supports,
as well as plastic, visual, audio-visual, sound or body techniques, for the
creation of artistic and cultural products, both individually and
collaboratively, identifying opportunities for personal, social and labour
development, as well as entrepreneurship.
a. Specific competences
In this syllabus we will take into account the specific competences, defined as those
competency learnings to which this subject contributes most directly, since they have a greater
affinity or relationship with it. They translate into performances that students must be able to
undertake in activities or situations, whose approach requires the basic knowledge of the
subject.
The specific competences of the subject of English as a Foreign Language for all cycles
of the Compulsory Secondary Education stage are the following:
SPECIFIC COMPETENCES
1. Understanding and interpreting the general meaning and the most relevant details of texts
expressed clearly and in the standard language, looking for reliable sources and making
use of strategies such as the inference of meanings, to respond to specific communicative
needs.
2. Producing original texts, of medium length, simple and with a clear organization, using
strategies such as planning, compensating or self-repairing, to express relevant messages
in a creative, adequate and coherent way and to respond to specific communicative
purposes.
3. Interacting with other people with increasing autonomy, using cooperation strategies and
analogue and digital resources to respond to specific communicative purposes in
exchanges respectful of the rules of courtesy.
4. Mediating in everyday situations between different languages, using simple strategies and
knowledge aimed at explaining concepts or simplifying messages, to transmit information
effectively, clearly and responsibly.
5. Expanding and using personal linguistic repertoires between different languages,
reflecting critically on their functioning and becoming aware of their own strategies and
knowledge to improve the response to specific communicative needs.
6. Critically assessing and adapting to linguistic, cultural and artistic diversity based on the
foreign language, identifying and sharing the similarities and differences between
languages and cultures to act in an empathetic and respectful way in intercultural
situations.
The specific competences suppose the concretion of the descriptors of the key
competences, included in the exit profile, for each area or subject. The following table shows
the connection between the specific competences of English as a Foreign Language and the key
competences, through the operational descriptors.
KEY COMPETENCES
LCC MC STEM DC PSLLC CC EC CCAC
Descriptors 1 2 3 4 5 1 2 3 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 1 2 3 1 2 3 4
1
competences
2
Specific
3
4
5
6
b. Basic knowledge
Basic knowledge is items of learning that, properly combined and contextualized, allow
skills to be achieved. They are formulated by integrating the different types of knowledge —
knowledge, skills and attitudes— that constitute the contents of a subject or field, whose
learning is necessary for the acquisition of the specific competences.
According to the Royal Decree 217/2022, of 29 March, the content blocks for the
subject of English as a Foreign Language for the 3rd and 4th years of CSO are:
i. Communication.
ii. Multilingualism.
iii. Interculturality.
Taking into account the minimum contents established by current regulations, for the
3rd year of CSO, the following basic knowledge has been defined, grouped into blocks:
i. Communication.
1. Self-confidence and initiative. Mistake as an integrated element of the
learning process.
2. 2. Common-use strategies leading to planification, execution, control, and
repair of the comprehension, production, and coproduction of oral, written,
and multimodal texts.
3. Knowledge, skills and attitudes enabling mediation activities to be carried
out in everyday situations.
4. Common-use communicative functions adequate for the scope and
communicative context: greeting and saying goodbye, introducing
someone and introducing ourselves; describing people, objects, places,
phenomena and events; place events in time, place objects, people, and
places in space; asking for and exchanging information about everyday
issues; give and ask for instructions, advice, and commands; offer, accept,
and reject help, proposals, and suggestions; partially express likes or
interests, and feelings; narrate past events, describe current situations, and
enunciate future events; express opinions, possibility, ability, obligation,
and prohibition; express simple arguments; make hypotheses and
assumptions; express uncertainty and doubt; rephrase and summarize.
5. Contextual models and discursive genres commonly used in the
comprehension, production, and co-production of short and simple, literary,
and non-literary oral, written, and multimodal texts: characteristics and
recognition of the context (participants and situation), expectations
generated by the context; organization and structuring according to genre
and textual function.
6. Linguistic units in common use and meanings associated with these units,
such as the expression of the entity and its properties, quantity and quality,
space and spatial relations, time and temporal relations, affirmation,
negation, interrogation and exclamation, habitual logical relations.
7. 7. Lexicon of common use and of interest to students related to personal
identification, interpersonal relationships, places and environments, leisure
and free time, health and physical activity, daily life, housing and home,
climate and natural environment, information, and communication
technologies, communication, school system and training.
8. 8. Sound, stress, rhythmic and intonation patterns in common use, and
meanings and general communicative intentions associated with these
patterns.
9. 9. Spelling conventions in common use and meanings and communicative
intentions associated with formats, patterns, and graphic elements.
10. Commonly used conversational conventions and strategies, in synchronous
or asynchronous format, to start, maintain and end communication, take
and give the floor, ask for and give clarifications and explanations,
reformulate, compare and contrast, summarize, collaborate, debate, etc.
11. Learning resources and commonly used strategies for searching and
selecting information: dictionaries, reference books, libraries, digital and
computer resources, etc.
12. Respect for intellectual property and copyright on the sources consulted
and content used.
13. Commonly used analogue and digital tolos for oral, written, and
multimodal comprehension, production, and co-production; and virtual
platforms for interaction, cooperation, and educational collaboration
(virtual classrooms, videoconferences, collaborative digital tools, etc.) for
learning, communication and the development of projects with speakers or
students of the foreign language.
ii. Multilingualism.
1. Strategies and techniques to respond effectively and with increasing levels
of fluency, adaptation, and correctness to a specific communicative need
despite the limitations derived from the level of competence in the foreign
language and in the other languages of the own linguistic repertoire.
2. Commonly used strategies to identify, organize, retain, retrieve, and
creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.)
based on the comparison of the languages and varieties that make up the
personal linguistic repertoire.
3. Commonly used analogue and digital, individual and cooperative strategies
and tools for self-assessment, co-assessment and self-repair.
4. Expressions and specific lexicon in common use to exchange ideas about
communication, language, learning and communication, and learning tools
(metalanguage).
5. Comparison between languages based on elements of the foreign and other
languages: origin and relationships.
iii. Interculturality.
1. The foreign language as a means of interpersonal and international
communication, as a source of information and as a tool for social
participation and personal enrichment.
2. Interest and initiative in carrying out communicative exchanges through
different media with speakers or students of the foreign language.
3. Sociocultural and sociolinguistic aspects of common use related to daily
life, living conditions and interpersonal relationships; social conventions of
common use; non-verbal language, linguistic courtesy and digital etiquette;
culture, norms, attitudes, customs and values of countries where the foreign
language is spoken.
4. Strategies of common use to understand and appreciate linguistic, cultural
and artistic diversity, attending to eco-social and democratic values.
5. Commonly used strategies for detection and action against discriminatory
uses of verbal and non-verbal language.
These contents are presented and distributed in didactic units in the section “Sequencing
of didactic units” of this document, together with their corresponding assessment criteria and
specific competences, to facilitate in this way their structuring and understanding.
c. Assessment criteria
The assessment criteria are linked to the specific competences. Since each specific
competence is associated with a series of descriptors of the exit profile, the degree of acquisition
of the key competences defined in the exit profile and, therefore, the achievement of the
objectives foreseen for the stage will be deduced from the evaluation of these competences.
Considering the curricular elements established by current regulations, for the 3rd year
of CSE, the following assessment criteria have been defined, grouped by competences:
Specific competence 1
1.1. Extracting and analysing the global meaning and the main ideas, and
selecting pertinent information from oral, written and multimodal texts
about everyday topics, of personal relevance or of public interest close
to the experience of the students, expressed clearly and in the standard
language through various supports.
1.2. Interpreting and assessing the content and discursive features of
progressively more complex texts typical of the fields of interpersonal
relationships, social media and learning, as well as literary texts
appropriate to the level of maturity of the students.
1.3. Selecting, organizing and applying the most appropriate strategies and
knowledge in each communicative situation to understand the general
sense, essential information and most relevant details of the texts;
inferring meanings and interpreting non-verbal elements; and searching,
selecting and managing truthful information.
Specific competence 2
2.1. Orally expressing texts which are simple, structured, understandable,
coherent and appropriate to the communicative situation, about
everyday matters, of personal relevance or of public interest close to the
experience of the students, in order to describe, narrate, argue and
inform, in different media, using verbal and non-verbal resources, as
well as strategies of planning, control, compensation and cooperation.
2.2. Writing and disseminating texts of medium length with acceptable
clarity, coherence, cohesion, correction and adaptation to the proposed
communicative situation, to the textual typology and to the analogue
and digital tools used about everyday topics, of personal relevance or of
public interest close to the experience of the students, respecting
intellectual property and avoiding plagiarism.
2.3. Selecting, organizing and applying knowledge and strategies to plan,
produce, review and cooperate in the elaboration of coherent, cohesive
and appropriate texts to the communicative intentions, contextual
characteristics, sociocultural aspects and textual typology, using the most
appropriate physical or digital resources depending on the task and the
needs of the potential interlocutor to whom the text is addressed.
Specific competence 3
3.1. Planning, participating and collaborating actively, through various
media, in interactive situations about everyday topics, of personal
relevance or public interest close to the experience of the students,
showing initiative, empathy and respect for linguistic courtesy and
digital etiquette, as well as for the different needs, ideas, concerns,
initiatives and motivations of the interlocutors.
3.2. Selecting, organizing and using appropriate strategies to initiate,
maintain and terminate communication, take and give the floor, request
and formulate clarifications and explanations, reformulate, compare and
contrast, summarize, collaborate, debate, solve problems and manage
compromised situations.
Specific competence 4
4.1. Inferring and explaining texts, concepts and short and simple
communications in situations in which to attend to diversity, showing
respect and empathy for the interlocutors and for the languages used
and participating in the solution of problems of intercomprehension and
understanding in the environment, relying on various resources and
media.
4.2. Applying strategies that help create bridges, facilitate communication
and serve to explain and simplify texts, concepts and messages, and that
are appropriate to communicative intentions, contextual characteristics
and textual typology, using physical or digital resources and supports
depending on the needs of each moment.
Specific competence 5
5.1. Comparing and arguing the similarities and differences between
different languages reflecting in a progressively autonomous way on
their functioning.
5.2. Creatively using strategies and knowledge to improve the ability to
communicate and learn the foreign language with the support of other
participants and analogue and digital media.
5.3. Recording and analysing the progress and difficulties of learning the
foreign language by selecting the most effective strategies to overcome
these difficulties and consolidating learning, carrying out activities of
planning one’s own learning, self-assessment and coevaluation, such as
those proposed in the European Portfolio of Languages (EPL) or in a
learning diary, making those progresses and difficulties explicit and
sharing them.
Specific competence 6
6.1. Acting in an appropriate, empathetic and respectful way in
intercultural situations by building links between different languages
and cultures, rejecting any type of discrimination, prejudice and
stereotype in everyday communicative contexts, and proposing ways
of solving those sociocultural factors that hinder communication.
6.2. Performing critical assessments in relation to human rights and
adapting to the linguistic, cultural and artistic diversity of countries
where the foreign language is spoken, favouring the development of a
shared culture and a citizenship committed to sustainability and
democratic values.
6.3. Applying strategies to defend and appreciate linguistic, cultural and
artistic diversity, attending to eco-social and democratic values and
respecting the principles of justice, equity and equality.
These assessment criteria are addressed throughout the different didactic units, as shown in the
following table and in the section “Sequencing of didactic units” of this document.
ASSESMENT DIDACTIC UNITS
CRITERIA 1 2 3 4 5 6 7 8 9 10 11 12
1.1
1 1.2
1.3
SPECIFIC COMPETENCES
2.1
2 2.2
2.3
3.1
3
3.2
4.1
4
4.2
5.1
5 5.2
5.3
6.1
6 6.2
6.3
5. Methodology
The methodology in education is the set of procedures and strategies that have the
purpose of organizing the teaching-learning process in the classroom in a global and active way
in order to optimize the potential of the students, the teacher and the available resources, and
thus obtain the best results within the circumstances and the educational context of the moment.
The group 3rd C is made up of a varied body of students, with different experiences,
learning, interests and work rhythms. During this year, students continue to experience the
evolutionary development of adolescence and, consequently, their thinking becomes more
complex and abstract. However, this process is usually uneven among the students, so the
methodology must be adapted to the various situations that arise.
a. General didactics
Didactic research on methodologies and their effectiveness is numerous, however, the
identity of an ideal method has not been certified. However, the mosaic of didactic pathways has
not prevented us from observing that student-based methodologies, according to Fortea (2019),
are especially suitable for achieving objectives related to long-term memorization, the
development of thought, motivation and the transfer or generalization of learning. Thus, taking
as a reference the traditional methodological arc established by Brown and Atkins (1988) —
which begins with the master class, with minimal student participation, and leads up to
autonomous procedures— a methodology is currently seeked, in which the student is in the
centre and is responsible for their own learning.
The methodological proposal is characterized by the following elements, which should
feed our teaching practice:
Student as the protagonist of learning.
Promotion of autonomous learning and of the personal and social competences,
and learning to learn.
Orientation of the teaching-learning process towards personal growth and
improvement of the environment.
Promotion of meaningful learning.
Approach of learning situations that students must face.
Contextualized learning in the immediate environment of the students.
Attention to different interests, styles and rhythms of learning.
Combination of individual learning with cooperative learning.
Promotion of interactivity in the classroom.
Sequencing of teaching from the simple to the complex.
Creation of transversal and interdisciplinary spaces.
Establishment of learning outcomes, expressed in terms of competencies
acquired.
Strategic use of evaluation, integrated into teaching-learning activities,
revaluing the formativecontinuous evaluation and reviewing the final-certifying
evaluation.
Relevance of digital technologies for learning and their possibilities for the
development of new ways of learning.
Likewise, in the development of teaching practice, a series of factors that we must keep
in mind at all times will have an impact:
Learning outcomes or intended objectives.
Characteristics of the student.
Characteristics of the teacher.
Characteristics of the subject to be taught.
Physical and material conditions.
b. Methodological models
Based on the indications of the previous section, we proceed to determine different
strategies from the prism of the active methodologies:
Universal Design for Learning (UDL)
It is an approach, an educational planning, designed so that all educational needs are
satisfied in a systematic and qualitative way without having to resort to segregated measures,
that is, to propose a truly inclusive model to attend to the diversity of the students. Its main
premise is the elimination of barriers, since it understands that there are no “disabled” students
but “disabling” curricula.
In this line, three principles must be followed: to provide students with multiple forms
of representation —so that information can reach through different channels in the face of
possible sensory difficulties—, of expression —to attend to the diversity of multiple
intelligences— and of involvement —to activate the emotional part of learning—. Some of the
guidelines that specify these principles are, for example, to offer a text in various formats
(audio, video), to digitize the information to be able to change the colours and to allow to
recognize the structure of a text, insert glossaries of terms, expand the letter, establish
challenges, etc.
Problem-based learning
It is an inductive methodology, as it stimulates the intellectual development and
independent learning of students. This methodological strategy consists of proposing to the
students a problem or challenge that must have the following characteristics:
It must be considered before the knowledge has been acquired.
It has to reproduce real-life problems, in which students must discover which
pieces are missing; therefore, they are not completely defined and do not have
to have a sole correct solution.
It must be interesting and developed in phases as the student learns.
Project-based learning
Especially relevant for learning by competences, it is based on the proposal of an action
plan with which it seeks to achieve a certain practical result. This methodology aims to help
students organize their thinking, favouring reflection, criticism, the elaboration of hypotheses
and the research task through a process in which each one assumes responsibility for their
learning, applying their knowledge and skills to real projects. Therefore, an action-oriented
learning is favoured, in which several areas or subjects are integrated: students put into play a
broad set of knowledge, skills or abilities and personal attitudes, that is, the elements that make
up the different competences.
Cooperative learning
It is not so much a methodology in itself, as it is a set of strategies and techniques that
begins with the organization of the class in small heterogeneous groups where students work
together assuming specific roles. It should be made clear that it goes beyond mere group work,
since it must include, in the performance of the task, the “cooperative triad”: positive
interdependence, equitable participation, as well as individual responsibility of all members of
the group.
► Resources
The material resources for the study of English as a Foreign Language must be diverse,
varied and interactive both in terms of content and media. Their use in the classroom will allow
to sequence objectives, contents and activities, attend to the different types of content, propose
activities of different degrees of difficulty and offer evaluation guidelines. It will also be
necessary to ensure that they are not discriminatory, that they allow a communal use, that they
do not degrade the environment, that they offer relevant learning situations and a variety of
elements to adapt to individual differences, and that they encourage curiosity and reflection on
the educational action itself.
Among these materials we must have:
The textbook. Understood not as a single source, but as one more resource to
use in the development of teaching-learning processes, which must be adapted
to the didactic objectives proposed in the teaching syllabus. At present,
textbooks have, on average, a high level of quality and allow the student and the
teacher to have an organized reference material, which contains conceptual
information, application and evaluation exercises, diagrams and photographs,
etc.
Classroom library. It is convenient to have a bibliography for consultation in the
classroom, both for the teacher and for the student, in addition to the existing
one in the library of the centre, including both general and specific (bilingual)
dictionaries. This will allow you to solve doubts, make queries and do small
activities for the use of information sources.
Class notebook. The student must have a notebook where they organize the
information received and perform the proposed exercises, as it is an important
element in their evaluation.
Digital technologies for learning. This group includes:
o Classroom resources: digital whiteboard and computer.
o Computer classroom resources: digital whiteboard and 30 computers.
o Applications such as word processors and other generic or subject-specific
work tools.
o The internet, which will be used mainly in two ways:
As a source of information, since it is a valuable tool to consult
information related to current affairs or linguistic issues, among other
options. Its use involves establishing selection criteria to avoid the
mechanical collection of content without understanding it. In addition,
it is advisable for the teacher to provide reliable addresses, which they
have already visited, or keywords that allow discriminated access to
truthful and relevant information for the student.
As a means of communication between the different members of the
educational community. Where necessary, it will also allow virtual
teaching. The possibility of group work that it offers is also remarkably
interesting, as well as the publication of the results of a project or
research. To do this, both email and the virtual classroom available on
the centre’s website will be used.
As for the specific resources of the subject, the following may be included:
Images.
Oral texts: audios and videos.
Concept maps.
Reference and research books, current affairs journals, etc.
Written sources. It is essential that students read and contrast information, such
as dissemination articles and newspaper articles, linguistic studies and works of
a technical nature.
8. Evaluation and assessment
a. Learning evaluation
In accordance with article 28 of the LOE, modified by the LOMLOE, the evaluation of
the learning process of the students of Compulsory Secondary Education will be continuous,
formative —focusing its intervention on the improvement of learning processes— and
integrative —taking into account, from each and every one of the areas, the achievement of the
objectives established for the stage and the development of the corresponding competences—.
In order to do this, three evaluation stages will be differentiated depending on the
moment of their realization:
Co-evaluation
The use of rubrics and other co-evaluation tools allows for an objective
evaluation made by some classmates onto others. Positive and constructive
feedback will also be promoted among students.
Self-assessment
Active methodologies require the student to also be an integral part of their
assessment, revealing the effectiveness of the learning processes for themselves.
I. Qualification criterio
In each term, the following percentages will be established for the grading of the
students:
Development
Journals and class notebooks Evaluation activities
and consolidation activities
25 % 50 % 25 %
The result of the evaluation, in accordance with the regulations, will be expressed in
levels: Insufficient (IN) for negative gradings; Sufficient (SU), Good (BI), Notable (NT) or
Outstanding (SB) for positive gradings.
As also indicated by current regulations, the evaluation will be continuous, formative
and inclusive and will take into account the progress in all learning processes, as well as in all
areas of the curriculum and competences. In this sense, knowledge must be presented
progressively in an increasing degree of complexity.
Therefore, the need to re-sit exams for each term has been eliminated from this
schedule, so that the student who improves their grades as the course progresses will
automatically pass the subject.
II. Evaluation tolos
The following shall be used as assessment tools:
b. Teaching evaluation
To evaluate the teaching process designed in this syllabus, indicators of achievement
will be included referring to:
In the evaluation of the teaching practice, the opinion of the students will also be taken
into account.
9. Inclusive education
Although it is at this moment that we expressly dedicate a section of our teaching
syllabus to the attention to diversity, this is an issue that permeates all of it, since, on the
occasions that required it, our will was already expressed to seek a principle of educational
equity for students according to their differences, in application of the approach of educational
inclusion and the principles of Universal Design for Learning contained in the LOE modified by
the LOMLOE.
Together with the organizational measures of the centre, our teaching syllabus will try to
cover the needs and urgencies born of the diversity of the students, through a series of measures
that aim to address the heterogeneous reality of the classroom. The gestation of this type of
ordinary procedures will take into account variability in the following dimensions: the ability to
learn, motivations, learning styles and interests.
From this approach, the most relevant decisions for attention to diversity will be
concentrated in the methodology, which, as has already been seen, is varied and is approached
from different angles, which will encourage the forms of learning.
In this regard, the following considerations shall be taken into account:
The following step is the introduction of new vocabulary about holidays, traditions, items to include inside the suitcase, taking decisions about the destination, covid-19 requirements,
documents, etc.
In order to to put everything into context and consolidate this vocabulary, students will complete a reading comprehension about when, why, how, and where British people used to prepare their
bank holidays in the past, today and probably in the future due to Brexit. Students will complete exercises to test the general understanding of the text (true-false, multiple choice, synonyms,
answering questions), and finally they will create a list of all the things they would include in their suitcases preparing a possible holiday in the future (Christmas, Easter, summer, etc.). Students
will learn how to use the verb tenses expressing future in English correctly (will, going to, present continuous, and present simple) by paying attention to the probability to happen (teacher’s
explanation), completing exercises on these verb tenses reflecting on that probability and why that specific verb tense is used. Listening comprehension based on a telephone call where a family
talks about their future holidays in Málaga next summer: hotel facilities, prices, booking excursions, etc. Students pay attention to all the vocabulary, expressions, verb tenses, pronunciation
(specially the endings of the words), intonation, and rhythm. After this activity, students will complete exercises dealing with the understanding of the conversation.
DIDACTIC UNIT 5: Temporalization: First Term
New Kids on the Block 2nd fortnight November | 1st fortnight December (10 sessions)
Description: Unit dedicated to learning vocabulary on the neighbourhood, the town and urban elements, facilities, amenities, and services, in order to revise practice how to ask and
give directions in an urban context. A real flyer about Liverpool — introducing the town to foreign students starting at the universit— and phone conversations about preparations
for a visit to a city or town are the real written and oral texts, respectively, used in this unit to connect the classroom with the real world.
General objectives of the stage: a, b, d, e, g, i, j, l.
Basic knowledge of the unit
A. Communication.
− Self-confidence and initiative. Mistake as an integrated element of the learning process.
− Common-use strategies leading to planification, execution, control, and repair of the comprehension, production, and coproduction of oral, written, and multimodal texts.
− Common-use communicative functions adequate for the scope and communicative context: greeting and saying goodbye, introducing someone and introducing ourselves; describing people,
objects, places, phenomena and events; place events in time, place objects, people, and places in space; asking for and
exchanging information about everyday issues; give and ask for instructions, advice, and commands; offer, accept, and reject help, proposals, and suggestions; partially express likes or interests, and
feelings; narrate past events, describe current situations, and enunciate future events; express opinions, possibility, ability, obligation, and prohibition; express simple arguments; make hypotheses and
assumptions; express uncertainty and doubt; rephrase and summarize.
− Contextual models and discursive genres commonly used in the comprehension, production, and co-production of short and simple, literary, and non-literary oral, written, and multimodal texts:
characteristics and recognition of the context (participants and situation), expectations generated by the context; organization and structuring according to genre and textual function.
− Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, 1. Understand and interpret the general meaning and the most 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
LCC3, relevant details of texts expressed clearly and in the standard written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
MC1, MC2, language, looking for reliable sources and using strategies experience of the students, expressed clearly and in the standard language through various media.
STEM1, such as the inference of meanings, to respond to specific
1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
DC1, communicative needs.
areas of interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level
PSLLC5,
of maturity of the students.
CCAE2
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative situation
to understand the general meaning, the essential information and the most relevant details of the texts; infer
meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, 2. Produce original texts, of medium length, simple and with a 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC1, MC2, clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, compensation or self-repair, to express relevant messages order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as
DC2, creatively, appropriately and coherently and respond to well as planning, control, compensation and cooperation strategies.
PSLLC5, specific communicative purposes. 2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness,
EC1, and adaptation to the proposed communicative situation, to the textual typology and to the analog and digital
CCAE3 tools used on everyday matters, of personal relevance or public interest close to the experience of students,
respecting intellectual property and avoiding plagiarism.
2.3 Select, organize, and apply knowledge and strategies to plan, produce, revise and cooperate in the
elaboration of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, using cooperation strategies, and using analog and digital of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
resources, to respond to specific communicative purposes
PSLLC3, CC3 and motivations of the interlocutors.
in exchanges that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give
the floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in
STEM1, concepts or simplifying messages, to transmit information
the solution of inter-comprehension and understanding problems in the environment, relying on various
PSLLC1, effectively, clearly and responsibly.
PSLLC3, resources and formats.
CCAE1 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify texts,
concepts and messages, and that are appropriate to the communicative intentions, the contextual characteristics
and the textual typology, using physical or digital resources and formats depending on the needs of each
moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
improve the response to specific communicative needs. language with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective
strategies to overcome these difficulties and consolidate learning, carrying out self-learning, self-assessment and
co-assessment planning activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary, making those progresses and difficulties explicit and sharing them.
Activities
As a warming-up activity, students are shown their neighbourhood on the screen by using Google Maps and a projector (a handout with a screenshot can be used instead), and they are asked to name
the shops, institutions, facilities and amenities they can remember in English. The teacher will provide all the vocabulary that students may not know. The teacher, then, will revise the main
expressions to ask and give directions by setting a starting point and a destination. This interdisciplinary activity, connected to Geography and Technology, involves reading maps and orientation via a
popular application broaldy used for domestic (and not strictly educational) purposes.
General revision on conditional sentences (zero, first, second, and third conditionals), contrasting them and consolidating their uses. Exercises and activities will be carried out to practice and
consolidate these four types of conditional sentences. To put these grammar points in use, students will be asked to prepare a short speech
(brainstorming noting down ideas) to answer the question: “If you were abandoned on an isolated island, which item would you take with you?”.
Students will autonomously and comprehensively read a flyer about Liverpool, introducing the town to foreign students starting at the university in the city. General comprehension exercises will be
completed (reading for gist, true/false, answering questions about the text, synonyms, etc.).
Students will listen and understand phone conversations about preparations for a visit to a city or town (dates, times, and how to get to a meeting point). Exercises to check comprehension will be
completed and they will be asked to talk and write about the town or city mentioned in the conversation, describing places, paying attention to the right use of words and expressions, including
examples, as well as pronouncing words like “turn” and “corner” correctly.
This is the final unit of the term, so students will carry out a project in groups of four students (roles distribution is needed) to present a city, town or village. In this project, they have to prepare a fact
sheet of the town including interesting facts, why to visit it, where to go, what to visit, etc. The last step is presenting it in class, inviting classmates to visit it by using a presentation, posters, cards,
etc.
DIDACTIC UNIT 6: Temporalization: Second term
We are the Champions, My Friend 1st fornight, 3rd week, January (10 sessions)
Description: Unit dedicated to revising and learning lexicon about traditional, elicit, extreme, unusual, and urban sports (including equipment needed) by using different types of
media (webpages, blogs, video, radio interviews, etc.) and the biography as a narrative genre. The matter of this unit is of great relevance to students of these ages, so it is important
to take advantage of the high level of motivation that this unit will awaken in the group.
General objectives of the stage: a, b, c, d, e, f, g, i, k.
Basic knowledge of the unit
A. Communication.
− Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
− Sound, stress, rhythmic and intonation patterns in common use, and meanings and general communicative intentions associated with these patterns.
− Spelling conventions in common use and meanings and communicative intentions associated with formats, patterns, and graphic elements.
− Commonly used conversational conventions and strategies, in synchronous or asynchronous format, to start, maintain and end communication, take and give the floor, ask for and give clarifications
and explanations, reformulate, compare and contrast, summarize, collaborate, debate, etc.
− Learning resources and commonly used strategies for searching and selecting information: dictionaries, reference books, libraries, digital and computer resources, etc.
− Respect for intellectual property and copyright on the sources consulted and content used.
− Commonly used analog and digital tools for oral, written, and multimodal comprehension, production, and coproduction; and virtual platforms for interaction, cooperation, and educational
collaboration (virtual classrooms, videoconferences, collaborative digital tools, etc.) for learning, communication and the development of projects with speakers or students of the foreign language.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
− Comparison between languages based on elements of the foreign and other languages: origin and relationships.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, most relevant details of texts expressed clearly and in the written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, DC1, experience of the students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources and using
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
CCAE2 strategies such as the inference of meanings, to respond to
specific communicative needs. areas of interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level
of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative
situation to understand the general meaning, the essential information and the most relevant details of the
texts; infer meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, a clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, DC2, order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
compensation or self-repair, to express relevant messages
PSLLC5, as planning, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to
2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools
used on everyday matters, of personal relevance or public interest close to the experience of students, respecting
intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration
of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, cooperation strategies, and using analog and digital resources, to of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
respond to specific communicative purposes in exchanges that
PSLLC3, CC3 and motivations of the interlocutors.
respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the
floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify
CCAE1
texts, concepts and messages, and that are appropriate to the communicative intentions, the contextual
characteristics and the textual typology, using physical or digital resources and formats depending on the needs
of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning and autonomous way on their functioning.
PSLLC5, DC2 becoming aware of their own strategies and knowledge, to
improve the response to specific communicative needs. 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
language with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most
effective strategies to overcome these difficulties and consolidate learning, carrying out self-learning,
selfassessment and co-assessment planning activities, such as those proposed in the European Language
Portfolio (ELP) or in a learning diary, making those progresses and difficulties explicit and sharing them.
Activities
As a warming-up activity to introduce the topic, students will be asked to name all the sports in English they can remember, as well as the equipment they need to practice them (extra vocabulary will
be added by the teacher if needed). Then, they will be asked about the differences between traditional sports (football/soccer, basketball, tennis, etc.), elicit sports (hunting, bull fighting, etc.), extreme
sports (bungee-jumping, extreme ironing), and urban sports (parkour, skateboarding, etc.).
General revision and extension of the uses of the different modal verbs (can, be able to, should, must, mustn’t, have to, may/might, etc.). Students will put everything in use by completing exercises
about modal verbs and a reading comprehension about short biographies about famous sportsmen and sportswomen (including exercises to test the comprehension of the text: true/false, answering
questions, synonyms, etc.).
Students will learn how to give reasons and express doubts, listening to interviews about marathon runners. Then, they have to prepare a small talk about their favourite unusual sport, comparing to
other sports.
Students will learn about how to write about sportsmen and sportswomen using the biography model. They have to choose their favourite one, search for information on the Internet, selecting the
information they may need for their writing, checking timelines as we did in the first unit, etc.
DIDACTIC UNIT 7: Temporalization: Second term
A Cup of Coffee, a Sandwich and You 4th week January | 1st fortnight, February (10 sessions)
Description: Unit dedicated to revising and learning vocabulary and expressions about food, including common-use communicative functions like ordering food and paying the bill
in a bar or restaurant. Likewise, the importance of a healthy diet as part of a healthy life will play a major role in the unit, following the proverbial saying: “You are what you eat”.
General objectives of the stage: a, b, c, d, e, f, g, i, k.
Basic knowledge of the unit
A. Communication.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
− Sound, stress, rhythmic and intonation patterns in common use, and meanings and general communicative intentions associated with these patterns.
− Spelling conventions in common use and meanings and communicative intentions associated with formats, patterns, and graphic elements.
− Commonly used conversational conventions and strategies, in synchronous or asynchronous format, to start, maintain and end communication, take and give the floor, ask for and give clarifications
and explanations, reformulate, compare and contrast, summarize, collaborate, debate, etc.
− Learning resources and commonly used strategies for searching and selecting information: dictionaries, reference books, libraries, digital and computer resources, etc.
− Respect for intellectual property and copyright on the sources consulted and content used.
− Commonly used analog and digital tools for oral, written, and multimodal comprehension, production, and coproduction; and virtual platforms for interaction, cooperation, and educational
collaboration (virtual classrooms, videoconferences, collaborative digital tools, etc.) for learning, communication and the development of projects with speakers or students of the foreign language.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual, and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
− Comparison between languages based on elements of the foreign and other languages: origin and relationships.
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, most relevant details of texts expressed clearly and in the written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, DC1, experience of the students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
CCAE2 and using strategies such as the inference of meanings, to
respond to specific communicative needs. areas of interpersonal relationships, social media, and learning, as
well as literary texts appropriate to the level of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative
situation to understand the general meaning, the essential information and the most relevant details of the
texts; infer meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, a clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, DC2, order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
compensation or self-repair, to express relevant messages
PSLLC5, as planning, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to 2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools
used on everyday matters, of personal relevance or public interest close to the experience of students, respecting
intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration
of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, cooperation strategies, and using analog and digital of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
resources, to respond to specific communicative purposes in
PSLLC3, CC3 and motivations of the interlocutors.
exchanges that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the
floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify texts,
CCAE1 concepts and messages, and that are appropriate to the communicative intentions, the contextual characteristics
and the textual typology, using physical or digital resources and formats depending on the needs of each
moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
improve the response to specific communicative needs. language with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective
strategies to overcome these difficulties and consolidate learning, carrying out self-learning, selfassessment and
co-assessment planning activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary, making those progresses and difficulties explicit and sharing them.
LCC5, MC3, 6. Critically assess and adapt to linguistic, cultural and 6.1 Act appropriately, empathetically and respectfully in intercultural situations, building links between different
PSLLC1, artistic diversity from the foreign language, identifying and languages and cultures, rejecting any type of discrimination, prejudice and stereotype in everyday
PSLLC3, communicative contexts and proposing solutions to those sociocultural factors that make communication
sharing the similarities and differences between languages
CC3, CCAE1 difficult.
and cultures, to act empathetically and respectfully in
6.2 Assess critically in relation to human rights and adapt to the linguistic, cultural and artistic diversity of
intercultural situations. countries where the foreign language is spoken, favoring the development of a shared culture and a citizenry
committed to sustainability and democratic values.
6.3 Apply strategies to defend and appreciate linguistic, cultural and artistic diversity, attending to eco-social and
democratic values and respecting the principles of justice, fairness and equality.
Activities
As a warming-up activity to introduce the topic, students will be shown different types of food belonging to the Food Pyramid. They will be asked to name them and the group they belong to
(carbohydrates, fruits, meat, diary, proteins, etc.). Then, they will be asked to answer questions like: Is obesity a world problem? Why? Has it any relationship
with the abuse of some types of food? Which ones? Students will realise that they need the use of some vocabulary (adjectives) to describe food (salted, spicy, raw, fatty, oily…) and relative clauses
which will be revise and expanded later on (the teacher will help with these).
Students will read an article entitled “Weardly True: We Are What We Eat ” (Vasundhara Sawhney, 2021), learning about a needed healthy diet and how to make better food choices. Exercises to
check the comprehension of the text will be carried out (true-false, answering questions about the text, synonyms, etc.). The teacher will provide a graded reader of the article proposed in order to
simplify expressions and grammar choices.
General revision and extension about how to use relative pronouns and clauses (defining and non-defining). Everything will be put in use and context by completing exercises (fill-in the gaps,
multiple choice, making questions and answers, etc.).
Listen comprehension based on conversations dealing with ordering food at a restaurant and online, expressing likes, dislikes, preferences, how to compare different dishes, recipes and ingredients.
Exercises will be used to test the
comprehension of the conversations and reinforcing the acquisition of vocabulary, grammar, pronunciation (especially the /f/ sound in words like “enough”), etc. In pairs, students have to choose a
recipe, talking about the ingredients, how to cook the dish, etc. as they were on a TV program or YouTube channel.
Students will learn and write an email of complain, paying special attention to the order of adjectives and adverbs.
DIDACTIC UNIT 8: Temporalization: Second term
Just the Way You Are 3rd week February | 1st fornight March (10 sessions)
Description: Unit dedicated to revising and learning vocabulary about personal relationships, friendship, and personality. Written and oral texts —advice column, short clip,
conversation between friends— will provide the perfect setting for learning new lexicon and expressions about relationships and advance in the practice of language skills.
General objectives of the stage: a, b, c, d, e, f, g, i, k.
Basic knowledge of the unit
A. Communication.
− Self-confidence and initiative. Mistake as an integrated element of the learning process.
− Common-use strategies leading to planification, execution, control, and repair of the comprehension, production, and coproduction of oral, written, and multimodal texts.
− Common-use communicative functions adequate for the scope and communicative context: greeting and saying goodbye, introducing someone and introducing ourselves; describing people, objects,
places, phenomena and events; place events in time, place objects, people, and places in space; asking for and
exchanging information about everyday issues; give and ask for instructions, advice, and commands; offer, accept, and reject help, proposals, and suggestions; partially express likes or interests, and
feelings; narrate past events, describe current situations, and enunciate future events; express opinions, possibility, ability, obligation, and prohibition; express simple arguments; make hypotheses and
assumptions; express uncertainty and doubt; rephrase and summarize.
− Contextual models and discursive genres commonly used in the comprehension, production, and co-production of short and simple, literary, and non-literary oral, written, and multimodal texts:
characteristics and recognition of the context (participants and situation), expectations generated by the context; organization and structuring according to genre and textual function.
− Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and varieties
that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral, written,
MC1, MC2, most relevant details of texts expressed clearly and in the and multimodal texts on everyday topics, of personal relevance or of public interest close to the experience of the
STEM1, DC1, students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources and using
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the areas
CCAE2 strategies such as the inference of meanings, to respond to
specific communicative needs. of interpersonal relationships, social media, and learning, as
well as literary texts appropriate to the level of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative situation
to understand the general meaning, the essential information and the most relevant details of the texts; infer
meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative situation
MC2, a clear organization, using strategies such as planning, on daily matters, of personal relevance or of public interest close to the experience of the students, in order to
STEM1, DC2, describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well as planning,
compensation or self-repair, to express relevant messages
PSLLC5, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to 2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools used
on everyday matters, of personal relevance or public interest close to the experience of students, respecting
intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration of
texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual characteristics, the
sociocultural aspects and the textual typology, using the most physical or digital resources. appropriate depending on
the task and the needs of the interlocutor or potential interlocutor to whom the text is addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics, of
MC2, cooperation strategies, and using analog and digital personal relevance or public interest close to the experience of the students, showing initiative, empathy and respect
STEM1, for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives and
resources, to respond to specific communicative purposes in
PSLLC3, CC3 motivations of the interlocutors.
exchanges that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the
floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources and
PSLLC1, effectively, clearly and responsibly. formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify texts,
CCAE1
concepts and messages, and that are appropriate to the communicative intentions, the contextual characteristics and
the textual typology, using physical or digital resources and formats depending on the needs of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign language
improve the response to specific communicative needs. with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective
strategies to overcome these difficulties and consolidate learning, carrying out self-learning, selfassessment and co-
assessment planning activities, such as those proposed in the European Language Portfolio (ELP) or in a learning
diary, making those progresses and difficulties explicit and sharing them.
LCC5, MC3, 6. Critically assess and adapt to linguistic, cultural and 6.1 Act appropriately, empathetically and respectfully in intercultural situations, building links between different
PSLLC1, artistic diversity from the foreign language, identifying and languages and cultures, rejecting any type of discrimination, prejudice and stereotype in everyday communicative
PSLLC3, contexts and proposing solutions to those sociocultural factors that make communication difficult.
sharing the similarities and differences between languages
CC3, CCAE1 6.2 Assess critically in relation to human rights and adapt to the linguistic, cultural and artistic diversity of
and cultures, to act empathetically and respectfully in
intercultural situations. countries where the foreign language is spoken, favoring the development of a
shared culture and a citizenry committed to sustainability and democratic values.
6.3 Apply strategies to defend and appreciate linguistic, cultural and artistic diversity, attending to eco-social and
democratic values and respecting the principles of justice, fairness and equality.
Activities
As a warming-up activity, students are asked about if they write a diary or not. If they wrote it, what would happen if any member of their family read it? Then, students watch a short clip from the
British Council entitled Sibling Rivalry about the story of a teenage girl and her annoying brother who takes her secret diary. The following debate after the clip is the way to introduce the topic, as well
as a revision and extension of the vocabulary related to personal relationships, friendship, and personality.
In order to fix the previous vocabulary, students read a teens advice column from the Internet: “Ask Arabelle: What’s the Best Way to Get Rid of a Toxic Relationship?”, asking for advice (modals and
perfective modals) and responses trying to solve the problems. Exercises to test the comprehension of the text will be carried out in class (true/false, answering questions, synonyms and antonyms, etc.).
Students listen and understand a conversation between friends about their personal problems and personalities (adjectives describing people’s personality). Exercises will be completed by students to
check listening comprehension.
Dealing with grammar, students will learn how to respond to these expressions: “let’s…”, “how/what about + -ing?”, “why don’t we…?”, by accepting, rejecting or giving alternative suggestions. In
order to practice, apart from exercises, they will prepare and perform a roleplay (group work of 3 students) in which they have to play on scene a psychologist visit (one psychologist and a couple)
talking about their personal problems, how to face and solve them. In this activity, special attention will be held to correctly identify and produce the sound /h/ when it is pronounced (“heart”) or mute
(“honest”).
Finally, students will learn how to write a formal email to an advisor asking for help about a personal problem, including facts and opinions.
DIDACTIC UNIT 9: Temporalization: Third term
Smooth Criminal 2nd fortnight, April (10 sessions)
Description: Unit dedicated to revise and expand vocabulary related to news and the media, to raise students’ awareness of fake news through discussion and reading, to develop
students’ 21st-century skills, including critical thinking, collaboration, and media literacy. It is connected to the Sustainable Development Goals (SDG), namely SDG 5: Gender
Equality. Written and oral texts —articles and videoclips, respectively— will provide the perfect setting for learning new lexicon and expressions and advance in the practice of
language skills throughout the unit.
General objectives of the stage: a, b, d, e, f, g, i.
Basic knowledge of the unit
A. Communication.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
− Sound, stress, rhythmic and intonation patterns in common use, and meanings and general communicative intentions associated with these patterns.
− Spelling conventions in common use and meanings and communicative intentions associated with formats, patterns, and graphic elements.
− Commonly used conversational conventions and strategies, in synchronous or asynchronous format, to start, maintain and end communication, take and give the floor, ask for and give clarifications
and explanations, reformulate, compare and contrast, summarize, collaborate, debate, etc.
− Learning resources and commonly used strategies for searching and selecting information: dictionaries, reference books, libraries, digital and computer resources, etc.
− Respect for intellectual property and copyright on the sources consulted and content used.
− Commonly used analog and digital tools for oral, written, and multimodal comprehension, production, and co-production; and virtual platforms for interaction, cooperation, and educational
collaboration (virtual classrooms, videoconferences, collaborative digital tools, etc.) for learning, communication and the development of projects with speakers or students of the foreign language.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for selfassessment, co-assessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language. (Spanish Language and Literature)
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the most 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral, written, and
MC1, MC2, relevant details of texts expressed clearly and in the standard multimodal texts on everyday topics, of personal relevance or of public interest close to the experience of the students,
STEM1, DC1, language, looking for reliable sources and using strategies such as expressed clearly and in the standard language through various media.
PSLLC5, CCAE2 the inference of meanings, to respond to specific communicative 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the areas of
needs. interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level of maturity of the
students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative situation to
understand the general meaning, the essential information and the most relevant details of the texts; infer meanings and
interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with a clear 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative situation on
MC2, STEM1, organization, using strategies such as planning, compensation or daily matters, of personal relevance or of public interest close to the experience of the students, in order to describe,
DC2, PSLLC5, self-repair, to express relevant messages creatively, appropriately narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well as planning, control,
EC1, CCAE3 compensation and cooperation strategies.
and coherently and respond to specific communicative purposes. 2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and adaptation
to the proposed communicative situation, to the textual typology and to the analog and digital tools used on everyday
matters, of personal relevance or public interest close to the experience of students, respecting intellectual property and
avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration of texts
that are coherent, cohesive and appropriate to the communicative intentions, the contextual characteristics, the
sociocultural aspects and the textual typology, using the most physical or digital resources. appropriate depending on the
task and the needs of the interlocutor or potential interlocutor to whom the text is addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics, of personal
MC2, STEM1, cooperation strategies, and using analog and digital resources, to relevance or public interest close to the experience of the students, showing initiative, empathy and respect for linguistic
PSLLC3, CC3 respond to specific communicative purposes in exchanges that courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives and motivations of the
respect the rules of courtesy. interlocutors.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the floor,
request and formulate clarifications and explanations, reformulate, compare and contrast, summarize, collaborate, debate,
solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, using 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is addressed,
MC2, MC3, simple strategies and knowledge aimed at explaining concepts or showing respect and empathy for the interlocutors and for the languages used and participating in the solution of inter-
STEM1, PSLLC1, simplifying messages, to transmit information effectively, clearly and comprehension and understanding problems in the environment, relying on various resources and formats.
PSLLC3, CCAE1 responsibly. 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify texts, concepts
and messages, and that are appropriate to the communicative intentions, the contextual characteristics and the textual
typology, using physical or digital resources and formats depending on the needs of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between different 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, PSLLC5, languages, critically reflecting on their functioning and becoming autonomous way on their functioning.
DC2 aware of their own strategies and knowledge, to improve the 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign language with the
response to specific communicative needs. support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective strategies
to overcome these difficulties and consolidate learning, carrying out self-learning, selfassessment and co-assessment
planning activities, such as those proposed in the European Language Portfolio (ELP) or in a learning diary, making those
progresses and difficulties explicit and sharing them.
LCC5, MC3, 6. Critically assess and adapt to linguistic, cultural and artistic 6.1 Act appropriately, empathetically and respectfully in intercultural situations, building links between different languages
PSLLC1, PSLLC3, diversity from the foreign language, identifying and sharing the and cultures, rejecting any type of discrimination, prejudice and stereotype in everyday communicative contexts and
CC3, CCAE1 similarities and differences between languages and cultures, to act proposing solutions to those sociocultural factors that make communication difficult. (also for Spanish Language and
empathetically and respectfully in intercultural situations. Literature).
6.2 Assess critically in relation to human rights and adapt to the linguistic, cultural and artistic diversity of countries where
the foreign language is spoken, favoring the development of a shared culture and a citizenry committed to sustainability
and democratic values.
6.3 Apply strategies to defend and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic
values and respecting the principles of justice, fairness and equality.
Activities
As a warming-up activity, students are asked to define some terms related to 21st century criminal activities: hacker, phishing, fake news, cyberbullying, etc. Taking the ideas of the students and the
support of the teacher, the concepts are written on the blackboard/IWB. Then, they are asked about which one is the most dangerous one, and if they know someone who has suffered it.
Vocabulary explanation and exercises about ICT, crimes on the Internet, police actions, repercussions, fines, etc.
As a ICT based reading comprehension, students are asked to read an article from the webpage Literacy Ideas for Teachers and Students entitled “How to Spot Fake News in 6 Simple Steps: A Guide
for Students and Teachers”; printed materials are also available in this webpage. With this reading, we get a double output:
a) They practice the previous vocabulary and learn how to talk about crimes, facts and events, consequences, etc.
b) We raise students’ awareness of fake news through discussion and reading, to develop students’ 21st-century skills, including critical thinking, collaboration, and media literacy. Exercises to
test the comprehension of the text will be carried out (fill-in the gaps, multiple choice, true/false…).
Then, students are asked to read and check two different webpages, one site is about a Tree Octopus, the other one is about an Octopus Tree; printed materials are also available in this webpage. After
some reading comprehension activities, students study the websites, using a set of prompts to guide them. The goal is to discover which one is the fake website and why it’s fake! Comparing with the
guide previously read.
The grammar section of this unit is the correct use of the Past Perfect Simple and the Past Perfect. Exercises will be used to put these two verb tenses in use and context.
Watch, listen and understand a videoclip based on Barack Obama and how fake news were created using AI. After exercises to test oral comprehension, students learn how to denounce a crime by
email/social network. Students have to write an email denouncing a unusual event created with AI on the Internet, describing the facts, the consequences, and what it should be done, and using the
ideas of the videoclip as a model.
The speaking section will be focused on minimal pairs: “drank”/”drunk”, “ship”/”sheep”, as well as the right intonation of questions and exclamations.
DIDACTIC UNIT 10: Temporalization: Third term
Digital Witness 1st fortnight, May
Description: This unit is a continuation of the subtopic ICT from the previous unit and it is dedicated to revise and expand vocabulary about inventions and electronical devices.
General objectives of the stage: a, b, c, d, e, f, g, i.
Basic knowledge of the unit
A. Communication.
− Self-confidence and initiative. Mistake as an integrated element of the learning process.
− Common-use strategies leading to planification, execution, control, and repair of the comprehension, production, and coproduction of oral, written, and multimodal texts.
Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
− Sound, stress, rhythmic and intonation patterns in common use, and meanings and general communicative intentions associated with these patterns.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
− Comparison between languages based on elements of the foreign and other languages: origin and relationships.
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, most relevant details of texts expressed clearly and in the written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, DC1, experience of the students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources and using
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
CCAE2 strategies such as the inference of meanings, to respond to
specific communicative needs. areas of interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level
of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative
situation to understand the general meaning, the essential information and the most relevant details of the
texts; infer meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, a clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, DC2, order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
compensation or self-repair, to express relevant messages
PSLLC5, as planning, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to
2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools
used on everyday matters, of personal relevance or public interest close to the experience of students, respecting
intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration
of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, cooperation strategies, and using analog and digital of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
resources, to respond to specific communicative purposes in
PSLLC3, CC3 and motivations of the interlocutors.
exchanges that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the
floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify
CCAE1
texts, concepts and messages, and that are appropriate to the communicative intentions, the contextual
characteristics and the textual typology, using physical or digital resources and formats depending on the needs
of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
improve the response to specific communicative needs. language with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective
strategies to overcome these difficulties and consolidate learning, carrying out self-learning, selfassessment and
co-assessment planning activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary, making those progresses and difficulties explicit and sharing them.
Activities
As a warming-up activity to introduce the topic, the teacher will show the students different images (digital or printed) about the following inventions: Internet, light bulb, telephone, refrigerator,
microscope, printing press, paper, and wheel. Students should name them and in groups of 4 students they have to decide the year they were invented (around 3,500 BC, 1906, 1850, 1876, 1590, 100,
1440). Each group has to note their results on the blackboard, each right result will be awarded with 2 points, the group with more points will be the winner.
Autonomously and comprehensively read the article (printed material is also possible) “The Top 10 Inventions that Changed the World” (Natalie Wolchover, 2021), taking decisions about the most
important inventions out of ten named in the text, giving reasons, proposing questions and answers, future discoveries, etc. Activities to check reading comprehension will be carried out. Students
have to prepare a short speech about the 3 most important inventions, in their opinion, and why they chose them (speaking activity).
The grammar section of this unit is to learn the correct use of Future Perfect Simple and Future Continuous. Exercises to put these verb tenses in use and in context will be carried out. Students have
to answer questions like: “Which inventions will we be living with in the 22nd century?”.
Students will listen and understand a radio program about new inventions. Exercises to check oral comprehension will be carried out, including two to identify and correctly pronounce sounds with
special difficulty, such as “nationality”, “feature”, etc.
Finally, students will write a short essay about an invention of their choice, following the report model.
DIDACTIC UNIT 11: Temporalization: Third term
If I Could Write a Letter to Me 2nd fortnight, May
Description: Unit dedicated to revising and expanding vocabulary about how students can talk about
their own experiences and challenges to others and to their own selves. Written and oral texts —article,
song-videoclip, real home-made videos— will provide the perfect setting for learning new lexicon and
expressions and advance in the practice of language skills throughout the unit.
General objectives of the stage: a, b, c, d, e, f, g, i, j, k, l.
Activities
DIDACTIC UNIT 12: Temporalization: Third term
School’s Out 1st fortnight, June (10 sessions)
Description:
General objectives of the stage:
Activities
7. Bibliography and webliography
Andújar, E.; Bonals, J. & Sánchez, M. (2015). Manual de asesoramiento psicopedagógico. Editorial Graó.
Badia, A. (2012). Estrategias y competencias de aprendizaje en educación. Editorial Síntesis. Brown, G. & Atkins, M. (1988). Effective Teaching in Higher
Education. Routledge.
Fernández, A. (2005). Nuevas metodologías docentes. Universidad Politécnica de Valencia. Available at: http://roble.pntic.mec.es
Fortea, M. A. (2019). Metodologías didácticas para la enseñanza/aprendizaje de competencias. Materiales para la docencia universitaria de la Universitat
Jaume I, nª 1. DOI.
Available at: http://dx.doi.org/10.6035/MDU1
Herrán, A. de la (2008). Metodología didáctica en Educación Secundaria: una perspectiva desde la Didáctica General. En A. de la Herrán y J. Paredes (coord.),
Didáctica General: La práctica de la enseñanza en Educación Infantil, Primaria y Secundaria (121-132). Mc Graw-Hill.
Martín Ortega, E. (2015). Orientación Educativa. Modelos y estrategias de intervención. Editorial Graó. Prieto, L. (2007). El aprendizaje cooperativo. PPC.
Pujolàs, P. & Lago, J. R. (2009). Programa CA/AC. Cooperar para aprender, aprender a cooperar. Implementación del aprendizaje cooperativo en el aula.
Universitat de Vic.
Available at: https://www.elizalde.eus/wp-content/uploads/izapideak/CA-ACprograma.pdf
Ribes, A. (2008). Lección magistral participativa. En M. J. Labrador y M. A. Andreu (eds.). Metodologías activas (79-91). Universidad Politécnica de
Valencia.
Servicio de Innovación Educativa de la UPM (2008). Aprendizaje Cooperativo. Universidad Politécnica de Madrid. Available at:
https://innovacioneducativa.upm.es
■ WEBLIOGRAPHY
https://intef.es/
Website of the National Institute of Educational Technologies and Teacher Training (INTEF), the unit of the Ministry of Education and Vocational Training
responsible for the integration of ICT and Teacher Training in non-university educational stages.
http://apuntesdepedagogia.files.wordpress.com/
Activies to develop multiple intelligences.
https://procomun.intef.es
Open educational resource network.
http://cife-ei-caac.com/es/programa-2/
The CL/LC Program: cooperating to learn, learning to cooperate.