SYLLABUS 3RD CSE
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INDEX 1- INTRODUCTION AND LEGAL FRAMEWORK 1.1- Justification of the programme 1.2- Contextualization: Students and Centre 2- DESCRIPTION OF THE CENTRE 2.1-The features of the school 2.2-Human Resources 2.3-The general profile of my 3º C.S.E students 2.4-Criteria for students´grouping students´grouping 2.5-Organisation of space and timing timing 2.6-Spatial distribution in the English class 2.7-Improvement Plan of the centre 3- BASIC COMPETENCES 3.1- Linguistic communication 3.2- Mathematic and competences based on science and technology. 3.3- Digital Competence. 3.4- Learning how to learn. 3.5- Social and civic civic competences. 3.6- Sense of initiative and entrepreneurship Spirit. 3.7- Cultural Conscience and Expressions 4- OBJECTIVES 4.1- Stage objectives 4.2- Area objectives 4.3- Transversal Aspects in the Curriculum 5- CONTENTS, SEQUENCE AND TEMPORAL DISTRIBUTION 5.0- Contents, evaluation criteria, evaluable learning standards and achievement indicators and key competences 5.0.1- Syntactic-discoursive structures and high -frequency lexis 5.1-Contents of my Didactic Units 5.2-Minimum contents 5.3-Sequence and Temporal Distribution 6-TEMPORALIZATION 7-ASSESMENT 7.1-Evaluation of the Learning Process 7.2-Evaluation criteria and the Learning standards 7.3-Development of the Evaluation Process 7.4-Instruments for 3º C.S.E. 7.5-Qualification criteria and Recovery Plan 7.6Evaluation of my Didactic Programme 8- METHODOLOGY 9- DIDACTIC MATERIALS
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10- ATTENDING TO STUDENT´S DIVERSITY 11- THE READING PLAN 12- ICT PLAN 13- COMPLEMENTARY AND EXTRACURR EXTRACURRICULAR ICULAR ACTIVITIES 14- CONCLUSION 15- BIBLIOGRAPHY AND WEBGRAPHY
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1- INTRODUCTION AND LEGAL FRAMEWORK 1.1- Justification of the programme A Teaching programme is defined as the document which includes all the answers and decisions taken by the English department related to the teaching-learning process and represents a powerful tool for the teacher in order to organize their lessons. This document will help us in planning and directing the education and it will be considered the perfect guide for every teacher. Regarding the legal framework, this English Teaching Programme is based on the new
Organic Law for improvement of Quality (LOMCE) in Education 8/2013 of 9 th of December , which is the current educational law in Spain, where you can find the general objectives for Secondary Education and for the Foreign Language Area. The LOE was concreted in the Royal Decree 1105/2014, 26 th December, which establishes the C.S.E. and Bachillerato curriculum and thirdly, the Decree 40/2015, of 15/06/2015 of CastillaLa Mancha, which establishes the C.S.E. and Bachillerato curriculum. The LOMCE (Ley Orgánica de la Mejora de la Calidad Educativa) is a revised version of the existing educational law called LOE (Ley Orgánica de Educación). The objectives of the LOMCE are:
Improve knowledge of core subjects by placing greater emphasis on these subjects.
Foreign language learning and multilingualism is a priority, because of the
importance of languages in a globalized society, reinforced by the European Union’s goals for education.
Create more proactive citizens prepared for today’s society through an ‘interdisciplinary’ vision, as well as incorporating values.
Promote autonomy within schools to address specific student and family needs.
Implement necessary corrective measures early and reduce dropout rates through established testing.
A renewed focus on ICT.
Encourage improvement in education and promote excellence in line with international educational standards.
Integrate Key Competences into everyday learning and apply knowledge to real world concepts, with continuous evaluation of these competences.
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We also have to take into account some European legislation. Firstly, the program
Erasmus Plus KA1, which consists of journeys for teachers improvement in the learning and teaching field. Secondly, we have to take into account the Portfolio, which parts are: 1) Passport, 2) Biography and 3) Dossier . Thirdly, we have to take into consideration the
CEFR (Common European Framework of Reference). Fourthly, we have to consider the European Training 2020 Main objectives : (1-Making lifelong learning and mobility a reality. 2- Improving the quality and and efficiency efficiency of education and training. 3- Promoting equity, social cohesion cohesion and active citizenship 4- Enhancing creativity and innovation, including entrepeneurship entrepeneurship,, at all levels of education and training). Last, but not least, I take into consideration E-Twinning , which consists of a program in which students keep in contact with other European Students via Internet. This teaching programme is based on the 3rd YEAR OF COMPULSORY SECONDARY
EDUCATION . It is a compulsory stage for all students and I have decided to focus on the programme on 3rd of C.S.E. as this level gives us the opportunity to transmit elements and attitudes in class. C.S.E. comprises 4 academic years which together with the six-school-year stage of Primary Education, covers the Spanish Compulsory decade ranging from 6 to 16 years of age. At the same time, we must consider that at this stage most of the students are 14 or
15 years old, age that must be considered when elaborating the activities as most of them are suffering deep changes, both in the physical and psychological domain, in order to choose materials and activities which would meet better the new interest and to make the learning of English as attractive and motivating as possible. One of the most outstanding features to be taken into account is its flexibility. It can and must be adapted according to a real teaching-learning situation becoming the most useful and permanent guide for the teacher throughout the educative course. A didact ic ic programme can be classified as: “It is an official document included in the School Curricular Project based on the decisions and conclusions taken by each Didactic
Department”, in this case, English Language didactic deparment.
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And it consists of the following parts: 1) the key competences, 2) the objectives, 3)
the contents to be included, 4) the methodological criteria and 5) the evaluation criteria. Other contents included in didactic programmes are cross curricular aspects, assessment procedures and percentajes, plans for students who fail the subject in previous years, attention to diversity, materials and other resources and additional and out-of-school activities such as extra-curricular and complementary activities.
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1.2- Contextualization: Students and Centre In the elaboration of this Teaching Planning and my 15 didactic units I will consider the school design because of its direct influence upon the school organization and success. This Teaching Plan takes as Students a group of 3rd year of C.S.E., comprised of 24 students (15 boys and 9 girls). Among them, there are two students from South America with little knowledge of the English Language, a Chinese boy and a Chinese girl (who learned the Spanish language in previous academic years) and a German boy who has got a higher level of English than the rest of the students and speaks Spanish fluently. The students, aged 14-15, when they are in the 3rd year of C.S.E., are beginning adolescence. This is a period of notable physical, emotional and behavioural changes. The teenager reaches a new manner of thinking: formal thinking, with which students can face problems in an organized way, facilitating learning and better retention of what is learned as well as a formulation of abstract and structured questions. It is a very important time for the
configuration of one’s own identity. Also, our students have some specific characteristics, which have been recently analysed and figure into our Educational Project. Of them all, and for the 3rd year of C.S.E., one stands out: the lack of motivation towards education as a result of the social and familiar environment. These students have not acquired proper study habits; the average time they dedicate to tasks and study outside school is about an hour and a half day or even less. They have studied English for at last eight years, although most of them have not achieved much success. They have just passed the First Level Stage and tehy will have to be successful in the next two academic years in order to get the Secondary Level Certificate. All these aspects contribute to the loss of motivation towards studying and that is why apathy and passivity are the main problems we find in the class. This lack of enthusiasm creates idleness and disillusion in the students, provoking a feeling of despair and disappointment which can sometimes lead to early school dropout if
it is linked to parent’s low level of education and social disadvantaged backgrounds.
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The High School to which this Teaching Plan is addressed to was opened in 2008 and is located in the periphery of Guadalajara, the capital of the province. This centre is situated in a place which is characterized by having a multicultural population with different changes regarding mobility. Nowadays there are approximately 100,000 inhabitants in this city. There is some industrial activity, consisting on various sectors. The population of this area is quite old. Another characteristic is that there is a fixed population. Regarding t he he parents’ level of education, most of them have a medium or low level, only 16% have university degrees. This town, has an economy based on industry, commuting and agriculture from the rest of o f the province. The Center is is located in the periphery of Guadalajara. It has over 200 students. The High School has 10 classrooms, 8 of them with eBeam smart-boards and the rest are being equiped with IQBoard, The Music classroom which is also used as a normal class, the library which is used for the Reinforcement Programme Students (2º C.S.E.), a Computer Co mputer
Room, the Staff Room and the Secretary’s Office, where it is also the Principal’s Office. In the Computer Room there are 24 computers for students, a laptop for the teacher, an interactive over head projector and Fiber for a faster Internet Connection. There are 3 Playground Areas, but we can use only one. This Center does not have a definite area for Physical Education and the students have to use the town football ground, missing 15 minutes of their lessons every time they have this subject. Our center offers different studies to two hundred students. The C.S.E. lessons are taught in a total of two groups per level and year. There is also small groups of PMAR (Program for the Improvement of Learning) in 3rd Year of C.S.E. and another one of Curricular Diversification in 4th year of C.S.E. The center also offers Baccaulerate in the Humanities section. The selection and sequencing of contents as well as specific methodology used, will all consider the characteristics of our High School and of our students which, on the other hand, are outlined and developed in the School Educational Project and and School
Curricular Project . The socioeconomic background is a middle class one, although the increasing growth of immigrant population in the past years has brought about many immigrants. Even though, we can highlight the existence of two South American, two Chinese and one German students.
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The Royal Decree 1105/2014, establishes several goals that the students will have acquired by the end of the Compulsory Secondary Education. They are known as aims or objectives and they are considered in all the activities created in the 15 didactic units.
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2- DESCRIPTION OF THE CENTRE 2.1- The features of the school The features of the school this syllabus is based comprises that of a great school should have: 1. A very clear and shared mission and vision for the school. A contextual philosophy of education for the school is also paramount. Staff, students, parents and the community need to know the purpose and operational parameters of the school. Nothing is left to chance. 2. Very clear goals and objectives which are communicated to the staff, students, parents, and wider community. Everyone in the school knows exactly what he or she is required to do on a daily basis in order to meet the institutional goals and objectives. This speaks to performance on every level. 3. Great leadership from the principal. The principal is both instructional leader and manager of the school. While both these roles are important, he or she must pay particular attention to instructional leadership. This is what drives continual improvement in teaching and learning throughtout the school. 4. A relentless focus on teaching and learning. This is informed by the belief that all students can learn. Teachers must find ways to motivate and engage them. The curriculum is rigorous and teacher performance is regularly monitored by the principal and executive staff. Teachers and students strive for excellence in academic and extracurricular activitie. Good performance is always publicly recognized and rewarded in various ways. 5. Parental involvement in the school. Many studies have shown that students learn better when their parents take a close interest in their schooling and form partnerships with teachers. Parents can also help in various school activities. Alumni and the wider communit can also offer assistance in many ways. 6. High expectations for students and staff. It is common knowledge that students will generally live up to your expectations. When they know that teachers genuinely care about them and believe in their ability, they work harder and perform better. 7. A culture and climate which are conducive to learning. This is reinforced by praise and rewards for good performance and a student-centred approach to teaching. 8. A safe environment. Zero tolerance for violence, bullying, drugs, alcohol, offensive weapons, stealing, sexual misconduct, and gangs. Heavy emphasis on positive values such as respect, honesty, hard work, self-discipline, fairness and caring. 9. A focus on professional development for teachers. teac hers. This includes mentoring, delegation of tasks and additional responsibilities and formal in-house or external professional development courses. Teachers are accountable for their performance. 10. Teamwork. Identification and collaborative solving of teaching and learning problems at the school. Staff members are empowered to take the initiative and make decisions. The principal facilitaes and monitors this process.
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2.2- Human Resources There are 100 teachers in the high school, ten of which belong to the English Department. Most of these teachers of English are new English teachers who are covering a vacancy, and there are two more experienced teachers with a post. Coordination and communication among these teachers must be not only efficient and possible, but there should be an exchange of resources and activities as well as duties and tasks are to be shared among the members of the department. Among the department objectives for this academic year, the following can be highlighted:
To start lessons with a review activity which refreshes the work done in the previous class.
To enhance autonomous work for the consolidation and extra practice of contents
by using the department webpage, the teachers’ websites and blogs and other digital materials.
To work together with the class teaching team and to apply the same measures towards disturbing students.
To continue and implement the cooperation in the design of materials and project for the different levels.
2.3-The general profile of my 3º C.S.E. students students Students form a group of 3rd year of C.S.E., comprised of 24 students (15 boys and 9 girls). Among them, there are two students from South America with little knowledge of the English Language, a Chinese boy and a Chinese girl (who learned the Spanish language in previous academic years) and a German boy who has got a higher level of English than the rest of the students and speaks Spanish fluently. The students, aged 14-15, when they are in the 3rd year of C.S.E., are beginning adolescence. This is a period of notable physical, emotional and behavioural changes. The teenager reaches a new manner of thinking: formal thinking, with which students can face problems in an organized way, facilitating learning and better retention of what is learned as well as a formulation of abstract and structured questions. It is a very important time for the configuration of one’s own identity. Also, our students have some specific characteristics, which have been recently analysed and figure into our Educational Project. Of them all, and for the 3rd year of C.S.E., one stands out: the lack of motivation towards education as a result of the social and familiar environment. These students have not acquired proper study habits; the average time they dedicate to tasks and study outside school is about an hour and a half day or even less.
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They have studied English for at last eight years, although most of them have not achieved much success. They have just passed the First Level Stage and tehy will have to be successful in the next two academic years in order to get the Secondary Level Certificate. All these aspects contribute to the loss of motivation towards studying and that is why apathy and passivity are the main problems we find in the class. This lack of enthusiasm creates idleness and disillusion in the students, provoking a feeling of despair and
disappointment which can sometimes lead to early school dropout dropout if it is linked to parent’s low level of education and social disadvantaged backgrounds.
2.4- Criteria for students´ grouping In the English classroom, there are different groupings: Great group: group: All the students work with the teacher in the same activity. It is used to individual work, to give general instructions and to clarify information. Pair group: group : Students practice what they have learnt. It is used to work on dialogues, role-plays, activities to complete information, question-answer activities, invent a storytell. Group work : students make interactive and communicative actitivities, such as projectwork, playing communicative and linguistic games, free production activities, reading and listening tasks, group writing, etc. Horse-shoe shape group: group : This grouping allow every student to see each other and at the same time look at the teacher and at the blackboard. They can also communicate between them orally and non verbally. In order to group students in the English classroom, some strategies have to be taken: Choose tasks that are appropriate for groups Align activities with learning goals. Phrase assignments to promote higher-order cognitive skills. Successful group activities have a highly structured task. Promote group cohesiveness Have students do individual work before entering their group. Ensure both individual and group accountability. Select a debriefing mechanism
Besides, to manage a group work effectively, a checklist should be done: What to do before the activity / assignment: Set guidelines for student-student and student-instructor interactions during group work and associated class discussions. Provide written and verbal instructions, including time limits and deadlines. Explain the motivation and learning goals for the activity. Establish accountability for both individual and groups. Provide students with the necessary resources to succeed. What to do during the assignment /activity: Actively engage and monitor groups. Frequently provide feedback to groups and individuals.
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What to do after the assignment/activity: Debrief the activity with the entire class. Assess student learning informally or formally. Provide feedback to individuals and groups regarding both group process and products. Provide students with opportunities to reflect on their learning as well as teamwork.
2.5- Organisation of space and timing There are three independent buildings, one where vocational training courses are taught and a main one, where most of the classrooms and offices are located. The high school has adapted access for permanently and temporarily disabled students. The facilities include a gym, a library, and a school cafeteria. In terms of timing, this high school offers two schedules, one in the morning and another in the afternoon. In the morning schedule, the high school offers 4 groups of CSE, 2 groups of Baccalaureate, 2 sixth form degree courses and 2 vocational training courses. In the afternoon schedule, the high school offers 1 group of baccalaureate and 2 groups of sixth form degrees. 2.6- Spatial distribution in the English class English classes are thought to be distributed in a horse-shoe dispotition, because it allows every student to see each other and at the same time look at the teacher and at the blackboard. With this distribution, a warmer ambient is offered, a shorter physical distance is offered and a more direct visual contact is established. 2.7- Improvement Plan of the centre There are multiple models to obtain a good diagnostic of its reality, its needs and the necessary measures which it should adopt for its improvement. One of the most common models if the model EFQM. From this, some guidelines and criteria are established to be used for different organisations in the evaluation of its own efforts and in the consecution of a quality improvement. This is known as the European Model of Excellency, EFQM (EOQ) The Organic Law 10/2002, 23rd December, of Education Quality (LOCE) in its article 41.1 entrusts the educative Administratios to adopt singular procedures in those schools in which a differential educative intervention is needed. The Educative council of the autonomous region of Madrid has established a Plan to improve the quality of education in priority public centers. The chosen policy, based on the aforementioned Organic Law in its article 67.4 establishes: ‘Educative administrations will promote agreements or commitments with the centers to develop plans and performances which suppose a continuous improvement both of the educational processes and the results.’
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Its general characteristics are: It is a voluntary activity of the centers. It must be seen as a commitment between the educational center and all its concerned parties; that is, a commitment of the center with itself is established. Its development can be expected, along with its substantive results, an improvement in the educational management and knowledge of the center as an organization; its conditions fundamental issues have to do with the manifest need to introduce improvements in the dynamics of the center, for which it is almost essential to have a positive attitude towards the changes, as well as the belief that these are possible. It must be preceded by an explicit diagnosis of the starting situation of the center in relation to the priority area or areas, relating both to the management aspects a well as to the strictly educational ones, on which the plan will focus. The identification of areas for improvement must be objective and based on facts or results, by using the appropriate instruments. The improvement objectives must be realistic, concrete, evaluable and achievable in a school year, notwithstanding that they can be integrated as part of a plan of multi-year character. It must specify the objectives, the procedures and the planned actions, the people responsible for its execution, the necessary resources and supports, a calendar for its fulfillment and a plan for its monitoring and evaluation. It must involve people, from a participative orientation and under the impulse associated with effective leadership by the center's management; that is, the performance is shared and the importance of adequate leadership is worth noting. Usually brings about the collective satisfaction of being part of a human team committed, capable of turning challenges into opportunities; thus, the processes of coordination are fundamental. Requires that all or some of the instances of the educational center intervene in it: management team, improvement team, Cloister, School Council, advisors external, educational inspection area, program area, general management competent ...; thus, it is worth noting the advice and internal and external follow-up. Must obtain an internal recognition and from the Educational Administration, proportional to the will and effort put into play and the results obtained.
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3- BASIC COMPETENCES According to the CEFR, Competences are the sum of knowledge, skills and characteristics that allow a person to perform actions. The European Parliament and the Council of Europe (2006/962/CE) give a narrower definition of competences and define them as a combination of knowledge, capacities, or skills and attitudes which are appropriate to the context. They claim that Key Competences are those that every person needs in order to achieve their self-fulfilment and personal development, as well as to carry out an active role in society, and promote their social inclusion and employment. The LOMCE states that Key Competences develop contents in an integrated way, with the aim of carrying out activities successfully and solving complex problems efficiently. By the same token, the LOE stablishes that all subjects should contribute to the development of as many competences as possible in their own specific way. According to Order ECD/65/2015, 21st January, Key Competences follow the European Union recommendations for Lifelong Learning and have been introduced in the C.S.E. curriculum. These Key Competences are those which any student must have acquired to a certain extent by the end of their English language Education in secondary school so as to achieve personal fulfilment and to be part of the active citizenship, in order to start adult life in a satisfactory way and to be able to develop permanent lifelong learning. They are all interdependent, and the emphasis in each case is on critical thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive management of feelings. The official curricular document explains how the English Language subject contributes to the acquisition of Key Competences. Therefore we will establish a relation between the Key Competences establsihed by the curriculum with the contents of the English language subject. The most direct link for the subject of English is with Competence in Linguistic Communication, but this subject also contributes to other competences as follows
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3.1- Linguistic communication (CLC) This competence refers to the utility of the language as a tool for oral and written communication, interpretation, performance and understanding of reality, the construction of knowledge and the organization of one’s own thoughts, emotions and behaviour. In this sense, we wil try to improve linguistic and sociolinguistic skills which are relevant to having effective and real communication. As much as possible we will use real speech situations or simulate those ones which are familiar to the students as well as other interesting and useful ones for them to be of use in the future in less familiar contexts relating to private, public, educative or professional speech situations. This competence with a different level of domain and formality, especially in the written language, means the ability to communicate in different contexts. Thus, it also facilitates the access to more diverse sources of information, communication and learning. This subject will contribute to develop this competence because the learning of the English language, as well as the learning of the students’ mother tongue is based on the development of communicative and linguistic abilities. This subject will provide the students with tasks in which they will have the opportunity to achieve a linguistic and communicative competence in the English language. We will use those strategies the students have in their mother tongue in the leaning of the foreign language: how to organise the speech, use gestures, distinguish the main idea or relevant details, infer meaning from a text or contrast structures in both their mother tongue and the foreign language as well as use dictionaries and other sources of information. Besides, all the skills related to the learning of a foreign language (listening, reading, speaking and writing) make sense as their use is closely related to social interaction. What is more, communicative language competence is activated in the performance of the various language activities, involving reception, production, interaction or mediation. Regarding this competence’s proper acquisition, we have to bear in mind that all the linguistic competence componentes (lexical, grammatical, phonological,…) will be taken into account, there will be also the sociocultural component (knowledge of the world with its inter-cultural dimension); and finally, the personal component (attitude, motivation and personality). Nowadays, we have the possibility of learning a foreign language through authentic sources which are available to a great number of people thanks to ICTs. Moreover, this is also an opportunity of having contact with the foreign language culture that the students can use autonomously by surfing on the net, by communicating with other foreign language’s speakers, and making new learning materials both inside and outside the classroom. 3.2- Mathematic and competences based on science and technology (CMST) It embraces the application of those skills and attitudes that allow students to reason mathematically and to understand the mathematical argumentation and to express and communicate in the mathematical language, by using appropriate helpful tools, integrated into the mathematical knowledge along with other types of knowledge to give a better answer to any possible situation in life with different levels of complexity.
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This subject proposes reading texts in which students have to answer certain reasoning questions related to their contents, in terms of dates, numbers, timetables and schedules. Therefore students have to think carefully to give a correct answer by doing the required mathematical operations. This competence implies the development and application of scientific and technical thought so as to interpret the information provided, predict and make decisions with personal initiative and autonomy, in a world where the new discoveries produced in the scientific and technological fields are going to have a decisive influence on our personal life, our society and our natural environment. Moreover, anyone should have skills, abilities and knowledge related to this competence to be able to make responsible use and take care of the environment and natural resources by means of rational consumption, as essential elements to maintain the quality, honesty and decency of human life. This subject will contribute to the development of this competence by providing the students with texts related to the world, the natural environment and the conditions of human life, so as to make them aware of the importance of valuing and caring for the natural world as well as analysing and interpreting scientific and technical thoughts and taking decisions with personal initiative and autonomy for a proposed final task, since they will have to elaborate tasks related to themselves. 3.3- Digital Competence (DC) This competence helps the students to become autonomous, efficient, responsible, critical and reflexive people so as to be able to select, treat and use sources of information by using different technological tools as well as to have a critical and reflexive attitude when evaluating the information available by contrasting it when necessary, to respect the rules of behaviour socially established and to regulate the use of information and sources with the help of all the new digital technologies (blogs, (blogs, wikis, wikis, software applications, websites or on-line dictionaries). This competence is very useful in the learning and teaching processes, due to the new digital discoveries that facilitate both the students’ and the teachers’ work. The expositions of projects using Power Point, Powtoon or Powtoon or Prezi as Prezi as well as the smart-board will mean a considerable saving of time not only for students but also for teachers. That gives us more time to interact with our students and to detect their mistakes individually by providing them with competitive games in which they have to participate verbally to give a correct answer or to make questions of any type of knowledge in the English language such as Kahoot! or Socrative. Socrative. The exhibition of projects can also be recorded on their mobiles, iPads or on a cloud (Dropbox (Dropbox or Google For Education) Education ) to be carefully coevaluated by the rest of the students with the purpose of improving and learning from their mistakes. Therefore, this subject will contribute to the interaction and information of exchange with people from other places, using diverse linguistic models and creating real, functional communicative situations: chats, forum, image recording, on-line auditions, interactive tasks, etc. taking advantage of multimedia environments. In this sense we can use the Moodle Platform (EVAGD) to share videos, interviews to which students’ families have access from home or the e-Twinning Space in class.
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3.4- Learning how to learn (L2L) This competence implies the conscious control of one’s own capacities by the acquisition of learning techniques. This subject facilitates the capacity of the students to interpret and represent the reality and build any kind of knowledge, to formulate hypotheses and opinions, to express and analyse feelings and emotions, to think about one’s own process of learning in an autonomous way by providing them with strategies to learn. 3.5- Social and and civic competences (CSC) This competence implies the understanding of the social reality where we live, to face problems of co-existence and conflicts by using an ethic sense based on values and democratic practises, so as to become a democratic, peaceful, responsible and jointly reliable citizen, and as well as a responsible person in terms of the fulfilment of human and civic rights and one’s own duties. This subject will contribute to the development of this competence by propitiating the respect and interest in communication with speakers of other languages as well as the recognition and acceptability of different cultures and types of behaviour. So, we will provide them with tasks related to the exchange of personal information so as to reinforce the identity of the interlocutors, interactive tasks to make the student express their own ideas as well as to make the student express their own ideas as well as to make decisions by co-evaluating the intervention of their classmates, pair-work and group-work activities to do a project after taking decisions and making agreements so as to make them learn from the contribution of the others. 3.6- Sense of initiative and entrepreneurship Spirit (SIE) This competence presupposes to be able to imagine, develop and evaluate actions and individual or collective projects with creativity, confidence, responsibility and critical sense. This subject contributes to this competence when propiliating individual work and cooperative work in the classroom, for the handling of personal sources and social abilities of cooperation and negotiation, and by providing the students with strategies about how to learn and take decisions when learning, so as to keep on learning any other language in an autonomous way without the help or any teacher.
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3.7- Cultural Conscience and Expressions (CCE) This competence refers to the ability to appreciate and enjoy art and cultural evidence or samples, such as those related to the use of sources of artistic expression in order to apply a divergent way of thinking, to understand and put into practice the concept of cooperative work, and a respectful and critical attitude towards teh diversity of artistic and cultural expression, to cultivate one’s own aesthetic and creative capacity, an interest in participating in the cultural life and to contribute to the maintenance of the cultural and artistic heritage of any country. This subject contributes to this competence when approaching the cultural and artistic samples of our own country and of the English speaking countries, and when facilitating the free expression of one’s own opinion, likes, dislikes, feelings and emotions, which make possible the production of individual or collective creative works and simulations. These competences are strongly related to the contents, assessment criteria and learning standards of each block of content. This relation is made explicit in the Order 65/2015, 21st January, which describes the relation of the competences, the contents and the assessment criteria. They are also strongly related to stage objectives.
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4- OBJECTIVES 4.1- Stage objectives To assume their duties responsibly, know and exercise their rights in respect for others, practice tolerance, cooperation and solidarity among people and groups, practicing dialogue to strenghten human rights as common values of a plural society and prepare them for the exercise of democratic citizenship. To develop and strenghten habits of discipline, study and individual and group work as a necessary condition for effective implementation of the learning tasks and as a means of personal development. To value and respect the difference of sexes and the equal rights and opportunities between them. Reject stereotypes involving discrimination between men and women. To strengthen their emotional skills in all areas of personality and in their relationships with others, and reject violence, prejudice of any kind, sexist behaviour and resolve conflicts peacefully. To develop basic skills in the use of information sources, with a critical eye, to acquire new knowledge. To acquire a basic preparation in the field of technology, especially in information and communication. To design scientific knowledge as an integrated knowledge structured into various disciplines, as well as understand and apply the methods to identify problems in the various fields of knowledge and experience. To develop entrepeneurshiip and self-confidence, participation, a critical sense, the personal initiative and the ability to learn how to learn, plan, take decisions and take responsibility. To understand and express correctly, orally and writing in the Spanish language and, if any, in the co-official languages of the Autonomous Community, texts and complex messages, and start into the knowledge, reading and study of literature. To understand and express properly in one or more foreign languages. To know, appreciate and respect the basic aspects of teh culture and history themselves and others, as well as artistic and cultural heritage. To know and accept the functioning of the body and that of others, respect differences, enhance the habits of health care and physical and incorporate physical education and sport to promote personal and social development. Know and appreciate the human dimension of sexuality in all its diversity. Appreciate critically social habits related to health, consumption, caring for living beings and the environment, contributing to their conservation and improvement. To appreciate the artistic creation and understand the language of the various art forms, using various means of expression and a nd representation.
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4.2- Area objectives To listen and understand general and specific information of oral texts in diverse communicative situations adopting an attitude of respect and cooperation. To express and interact orally in common situations of communication easily, and with suitable degree of autonomy. To read and comprehend diverse texts of various levels in line with the abilities and interests of the students in order to draw general and specific information, and use reading as a source of pleasure and personal enrichment. To write simple texts with different purposes on various topics using appropriate elements of cohesion and consistency. To use properly elements of phonetic, lexical, structural and functional which are basic of the foreign language in real contexts of communication. To develop autonomy in learning, reflect on their own learning processes, and transfer to the foreign language skills and communication strategies acquired in other languages. To use learning strategies and all means at his disposal, including the technologies of information and communication, to obtain, select and present information orally and in writing. To appreciate the foreign language as an instrument to access to information and as a tool for learning diverse contents. To value the foreign language and the languages in general, as a means of communication and understanding between people of diverse backgrounds, languages and cultures avoiding any kind of discrimination and cultural-linguistic stereotypes. To express a receptive attitude and with self-confidence in the ability of learning and use of foreign language. 4.3- Transversal Aspects in the Curriculum Social and Civic Education. Equality between sexes and prevention of gender violence. Foster the spirit of entrepeneurship through activities such as creativity, working teams, self confidence and critical view. Foster a healthy life and practice sport daily. Traffic education in order to prevent traffic crashes.
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5-CONTENTS, SEQUENCE AND TEMPORAL DISTRIBUTION DISTRIBUTION 5.0- Contents, evaluation criteria, evaluable learning standards and achievement indicators and key competences BLOCK 11- ORAL ORAL TE XTS CO COMPRE MPRE HE NSI ON
CONTENTS
EVALUATION CRITERIA
EVALUABLE LEARNING STANDARDS
ACHIEVEMENT INDICATORS AND KEY COMPETENCES
Comprehension strategies: - Mobilization of prior information on type of task and subject.
EC1.1.Identify essential information, main points and most relevant details in brief and well-structured oral texts transmitted by voice or by technical means and articulated at slow or medium speed in a formal, informal or neutral register, and that they deal with everyday matters in habitual situations or on general topics or the field of interest in the personal, public, educational and occupational fields, provided that the acoustic conditions do not distort the message and can be heard again. EC1.2.To know and apply the most appropriate strategies for understanding the general meaning, essential information, main points and ideas or relevant details of the text. EC1.3. Knowing and using for the understanding of the text the sociocultural and sociolinguistic aspects related to daily life (study and work habits, leisure activities), living conditions (environment, social structure), interpersonal relations (between men and women, in (gestures, facial expressions, use of voice, visual contact), and social conventions (customs, traditions). EC1.4. To distinguish the most relevant function or communicative functions of the text and a repertoire of its most common exponents, as well as discursive patterns of frequent use
LS1.1. Captures key points and relevant details of brief, articulated messages, announcements, messages and communications in a slow and clear way (eg change of boarding gate at an airport, information on activities at a summer camp, or a cinema), provided that the acoustic conditions are good and the sound is not distorted.
AI1.1.1. Listen to directions, instructions, announcements, and capture essential information. CLC, SIE AI1.1.2. Use the digital resources of the course to consolidate the knowledge acquired in the unit. CCL, DC
- Identification of the textual type, adapting the understanding to it. - Distinction of types of comprehension (general sense, essential information, main points, relevant details). - Formulation of hypotheses about content and context. - Inference and formulation of hypotheses about meanings based on the understanding of significant, linguistic and paralinguistic elements. - Reformulation of hypotheses from the understanding of new elements.
Socio-cultural and sociolinguistic aspects: social conventions, courtesy norms and registers; customs, values, beliefs and attitudes; nonverbal language. Communicative functions: - Initiation and maintenance of personal and social relationships. - Description of physical and abstract qualities of people, objects, places and and activities. - Narration of past and
AI1.2.1. Listen to dialogues LS1.2. S/He understands the about everyday tasks and extract essential essence of what is said to him in everyday structured information. CLC, SIE transactions and transactions AI1.2.2. Listen and understand the teacher's (e.g. in hotels, shops, hostels, restaurants, leisure, questions on familiar and everyday topics. CLC study or work centers). AI1.2.3. Listen and interpret dialogues about everyday situations, respecting social conventions. CLC, SCC, SIE
LS1.3. It identifies the general meaning and the main points of a formal or informal conversation between two or more interlocutors that takes place in his presence, when the subject is familiar to him and the speech is articulated clearly, at medium speed and in a standard variety of the language. LS1.4. In an informal conversation in which he /
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AI1.3.1. Presence conversations on the subject of unity and extracts essential information. CLC 1.3.2. He listens to conversations about ethical values and shows respect for other opinions. CLC, SCC
AI1.4.1.Listens informal conversations related to the unit topic and captures the basic information. CLC,
occasional events, description of present states and situations, and expression of future events.
related to textual organization (introduction of the theme, development and thematic change, and textual closure). - Request and offer of EC1.5. Apply to the information, indications, understanding of the text the opinions and points of view, knowledge about the advice, warnings and constituents and the warnings. organization of syntactic and discursive patterns - Expression of knowledge, frequently used in oral certainty, doubt and communication, as well as conjecture. their associated meanings (eg interrogative structure to - Expression of will, make a suggestion). intention, decision, promise, EC1.6. Recognize common order, authorization and oral vocabulary related to prohibition. everyday issues and general topics or related to their own - Expression of interest, interests, studies and approval, appreciation, occupations, and infer from sympathy, satisfaction, context and context, with hope, trust, surprise, and visual support, the meanings their opposites. of words and expressions of less frequent or more - Formulation of specific use. suggestions, wishes, conditions and hypotheses. - Establishment and maintenance of the communication and organization of the speech.
she participates, he / she understands descriptions, narratives, points of view and opinions on practical matters of daily life and on subjects of his / her interest, when spoken clearly, slowly and directly and if the interlocutor is willing to repeat or rephrase what has been said. LS1.5. It includes, in a formal conversation, or interview (eg in study or work centers) in which you are asked about personal, educational, occupational or interest matters, as well as simple and predictable comments related to them , as long as he can ask for something to be repeated, clarified or elaborated on what has been said to him. LS1.6. Distinguish, with the support of the image, the main ideas and relevant information in presentations on educational, occupational or interest topics (eg on a curricular theme, or a talk to organize team work).
Syntactic-discursive structures1. Oral vocabulary commonly used2 (reception) Sound, accentual, rhythmic and intonational patterns.
LS1.7. It identifies the essential information of television programs on everyday affairs or their interest articulated with slowness and clarity (eg news, documentaries or interviews), when the images help understanding. 1. See list of Syntactic-discursive structures in 4.B 2. See list of High frequency Lexis in 4.B
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CMST AI1.4.2. Listen to informal conversations related to sociocultural and intercurricular issues. CLC, SCC
AI1.5.1. Listen to formal discussions about the unit topic and capture specific information. CLC, CMSC AI1.5.2. Listen to formal conversations related to sociocultural and intercurricular issues. CLC, SCC AI1.5.3. Listen to interviews and extract key information. CLC, SIE AI1.6.1. Listen to recordings on the subject of the unit and interpret the information. CLC, CMST AI1.6.2. Listen to recordings on sociocultural issues and analyze the differences with respect to one's own culture. CLC, CCE, SCC AI1.6.3. Listen to recordings on inter curricular topics and complete related activities. CLC, CCE, CMST AI1.6.4. It uses audio-visual resources to strengthen the knowledge acquired in the unit. CLC, CMST AI1.7.1. Listen to excerpts from radio or television shows and extract specific information. CLC, CCE, SIE AI1.7.2. Use the digital resources of the course to deepen the knowledge acquired in the unit. CLC, DC AI1.7.3. It uses audio-visual resources to strengthen the knowledge acquired in the unit. CLC, CCE
BLOCK 22- ORAL TE XTS PRODU PRODUCTI CTI ON: E XPRE SS SSII ON AND I NTE RACTI ON
CONTENTS
EVALUATION CRITERIA
EVALUABLE LEARNING STANDARDS
ACHIEVEMENT INDICATORS AND KEY COMPETENCES
Production Strategies:
EC2.1. Produce short and comprehensible texts, either in face-to-face or telephone conversation or other technical means, in a neutral or informal register, with simple language, in which information is given, requested and exchanged on topics of importance in the daily life and familiar or educational, or occupational matters, and briefly justifying the motives of certain actions and plans, although there are sometimes interruptions or hesitations, the pauses and reformulation are evident to organize the discourse and select expressions and structures, and the interlocutor has to ask sometimes to be told what is said. EC2.2. Know and know how to apply the most appropriate strategies to produce brief and simple monological or dialogical oral texts, using, among other things, procedures such as the adaptation of the message to patterns of the first language or others, or the use of approximate lexical elements if no more precise ones are available. available. EC2.3. Incorporate into the production of the oral or monological oral text acquired sociocultural and sociolinguistic knowledge relating to social structures, interpersonal relationships, behavior patterns, behavior and social conventions, acting with proper
LS2.1. He makes brief, well-structured and visual presentations (eg transparencies or PowerPoint) on specific aspects of topics of interest or related to his studies or occupation, and responds to brief and simple questions from listeners about the content of themselves.
AI2.1.1. It makes simple presentations related to the theme of the unit following an example. CLC, SIE AI2.1.2. He talks about sociocultural issues, showing respect for other cultures. CLC, SIE, SCC AI2.1.3. Talk about intercurricular subjects, showing their knowledge about them. CLC, SIE, CMST AI2.1.4. Responds adequately to the teacher's questions on familiar and everyday issues. CLC, SIE AI2.1.5. Participates in cooperative work (projects, presentations, etc.) and exposes them to the class. CLC, SIE, CCE
Planning - Conceive the message clearly, distinguishing its idea or main ideas and its basic structure. - Adapt the text to the recipient, context and channel, applying the register and speech structure appropriate to each case.
Execution - To express the message with clarity, coherence, structuring it properly and adjusting, where appropriate, the models and formulas of each type of text. - readjust the task (to undertake a more modest version of the task) or the message (make concessions on what you would really like to express), after assessing the difficulties and available resources. - Lean on and make the most of previous knowledge (use 'prefabricated' language, etc.). - To compensate the linguistic deficiencies through linguistic, paralinguistic or paratextual procedures:
Linguistic - Modify words of similar meaning. - Define or paraphrase a term or expression.
Paralinguistic and paratextual - Ask for help.
LS2.2. It operates correctly in everyday transactions and transactions, such as travel, accommodation, transportation, shopping and leisure, following basic courtesy rules (greeting and treatment).
AI2.2.1. Practice dialogues about everyday situations following a model. CLC, SIE AI2.2.2. Practice greetings, presentations, etc. in a polite way. CLC, SCC; SIE AI2.2.3. Practice and reproduce correct pronunciation in everyday communication situations. CLC, SIE AI2.2.4. It uses sign language to encourage communication in everyday situations. CLC, L2L
AI2.3.1. He interprets informal conversations in pairs respecting social norms and conventions. LS2.3. Participates in CLC, SIE, SCC informal face-to-face or telephone conversations or AI2.3.2. Practice and reproduce correct other technical means, in which he or she establishes pronunciation in informal conversations. CLC, SIE social contact, exchanges information and expresses AI2.3.3. Talk about ethical
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- Point objects, use deictics or perform actions that clarify meaning. - Use culturally relevant body language (gestures, facial expressions, postures, eye or body contact, proxemics). - Use extralingual sounds and conventional prosodic qualities.
Socio-cultural and sociolinguistic aspects: social conventions, courtesy norms and registers; customs, values, beliefs and attitudes; nonverbal language. Communicative functions: - Initiation and maintenance of personal and social relationships. - Description of physical and abstract qualities of people, objects, places and and activities. - Narration of past and occasional events, description of present states and situations, and expression of future events. - Request and offer of information, indications, opinions and points of view, advice, warnings and warnings. - Expression of knowledge, certainty, doubt and conjecture. - Expression of will, intention, decision, promise, order, authorization and prohibition. - Expression of interest, approval, appreciation, sympathy, satisfaction, hope, trust, surprise, and their opposites.
ownership and respecting opinions and points of view, the most important norms of makes invitations and offers, asks for and offers courtesy in the respective things, requests and gives contexts . directions or instructions, or EC2.4. Carry out the discusses the steps to be functions demanded by the followed to carry out a joint communicative purpose, activity. using the most common exponents of such functions and the most frequently used discursive patterns to organize the text in a simple way with sufficient internal cohesion and coherence with respect to the context of communication. EC2.5. To show control over a limited repertoire of syntactic structures LS2.4. Participate in a commonly used, and to use formal conversation, simple mechanisms meeting or interview of an sufficiently close to the academic or occupational context and communicative nature (eg to take a summer intention (lexical repetition, course or join a volunteer ellipsis, personal, spatial and group), exchanging sufficient information, temporal dejis, juxtaposition, and frequent expressing their ideas on common issues, giving their conversational connectors opinion on practical and markers) . problems when asked EC2.6. Know and use a directly, and react easily to sufficient oral lexical comments, whenever you repertoire to communicate can ask to be repeated r epeated key brief, simple and direct points if you need it. information, opinions and points of view in normal and everyday situations, although in less common situations the message needs to be adapted. EC2.7. Pronounce and intonate in a clear and intelligible way, although foreign accent is sometimes evident, or sporadic pronunciation errors are made as long as they do not interrupt the communication, and the interlocutors have to request repetitions from time to time. EC2.8. Handle short phrases, groups of words and formulas to develop
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values showing respect for other opinions. CLC, SCC, SIE AI2.3.4. Participate in games by putting into practice the grammar and vocabulary explanations of the unit. CLC, SIE, L2L AI2.3.5. It asks questions to the companions respecting the social conventions. CLC, SIE, SCC
AI2.4.1. Perform formal conversations in pairs following a model. CLC, SIE, SCC AI2.4.2. Practice and reproduce the correct pronunciation in formal conversations. CLC, SIE AI2.4.3. He expresses his opinion on formal issues, respecting the opinions of others. CLC, SCC, SIE AI2.4.4. Displays agreement or disagreement with opinions different from yours, in a respectful way. CLC, SIE, SCC
- Formulation of suggestions, wishes, conditions and hypotheses.
sufficiently in brief exchanges in usual and everyday situations, sometimes interrupting - Establishment and speech to look for maintenance of the expressions, articulate less communication and organization of the speech. frequent words and repair communication in less common situations. Syntactic-discursive 1 EC2.9. Interacting in a structures. simple way in clearly Oral vocabulary of structured exchanges, using 2 common use (production) simple formulas or gestures to take or yield the turn of Sound, accentual, speech, although it depends rhythmic and intonational to a great extent on the patterns. performance of the interlocutor. 1. See list of Syntactic-discursive structures in 4.B 2. See list of High frequency Lexis in 4.B
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BLOCK 33- WRI WRI TTEN TE XT XTS S COMPRE COMPRE HE NS NSII ON
CONTENTS
EVALUATION CRITERIA
EVALUABLE LEARNING STANDARDS
ACHIEVEMENT INDICATORS AND KEY COMPETENCES
Comprehension strategies: - Mobilization of prior information on type of task and subject.
EC 3.1. Identify essential information, relevant points and important details in texts, both in printed format and in digital format, brief and well structured, written in a formal, informal or neutral register, dealing with everyday issues, topics of interest or relevant to the studies and occupations themselves, and which contain simple structures and a commonly used lexicon. EC 3.2. Know and know how to apply the most appropriate strategies for understanding the general meaning, the essential information, the main points and ideas or the relevant details of the text. EC 3.3. To know and use, for the understanding of the text, the sociocultural and sociolinguistic aspects related to everyday life (study and work habits, leisure activities, including artistic manifestations such as music or cinema), living conditions social), interpersonal relationships (between men and women, at work, in the educational ed ucational center, in institutions), and social conventions (customs, traditions).
LS3.1. Identifies, with the aid of the image, instructions for operating and handling electronic devices or machines, as well as instructions for carrying out safety activities and regulations (eg in a school, public place or leisure area).
AI3.1.1. Read instructions, directions, posters, fact sheets, etc. and includes specific information. CLC, CCE AI3.1.2. Read and identify basic information and instructions in the statements of the exercises. CLC AI3.1.3. Read and implement instructions and tips to improve your learning skills. CLC, L2L
- Identification of the textual type, adapting the understanding to it. - Distinction of types of comprehension (general sense, essential information, main points). - Formulation of hypotheses about content and context. - Inference and formulation of hypotheses about meanings based on the understanding of significant, linguistic and paralinguistic elements. - Reformulation of hypotheses from the understanding of new elements.
Socio-cultural and sociolinguistic aspects: social conventions, courtesy norms and registers; customs, values, beliefs and attitudes; nonverbal language. Communicative functions: - Initiation and maintenance of personal and social relationships. - Description of physical and abstract qualities of people, objects, places and and activities. - Narration of past and occasional events, description of present states and situations, and expression of future events. - Request and offer of
AI3.2.1. Read an advertisement, a tourist LS3.2. Understands the brochure, a travel guide, etc. main points of advertising and analyzes the and publicity material of information. CLC, CCE magazines or Internet formulated in a simple and AI3.2.2. Use the digital clear, and related to matters resources of the course to deepen the knowledge of their interest, in the acquired in the unit. CLC, personal, academic and DC occupational fields.
AI3.3.1. Read letters, emails, blogs, postcards, etc. LS3.3. Understand personal and uses them as a model. correspondence in any CLC, SCC, SIE format in which you talk AI3.3.2. Read personal about yourself; people, descriptions and analyze objects and places are their social dimension. described; past, present and CLC, SCC EC 3.4. To distinguish the future events, real or AI3.3.3. Read personal imagined, are expressed, most relevant function or opinions, expression of and feelings, desires and communicative functions of feelings, desires, etc. and opinions are expressed on the text and a repertoire of compares them with their its most common exponents, general, known or interest own. CLC, SCC topics. as well as discursive patterns of frequent use related to textual organization (introduction AI3.4.1. Read letters, eof the theme, development mails, faxes, etc. formal and and thematic change, and LS3.4. He understands the extracts specific textual closure). information. CLC, CCE essentials of formal EC 3.5. Recognize, and correspondence in which he AI3.4.2. Use the digital
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information, indications, opinions and points of view, advice, warnings and warnings.
apply to the comprehension of the text, the constituents co nstituents and the organization of syntactic structures frequently used in written - Expression of knowledge, communication, as well as certainty, doubt and their associated meanings conjecture. (eg interrogative structure to make a suggestion). - Expression of will, EC 3.6. Recognize intention, decision, promise, commonly used written order, authorization and lexicon related to everyday prohibition. issues and general topics or related to their own - Expression of interest, interests, studies and approval, appreciation, occupations, and infer from sympathy, satisfaction, context and context, with hope, trust, surprise, and visual support, the meanings their opposites. of words and expressions of less frequent or more - Formulation of specific use. suggestions, wishes, EC 3.7. Recognize the main conditions and hypotheses. spelling, typographical and punctuation conventions, as - Establishment and well as commonly used maintenance of the abbreviations and symbols communication and (eg, , %, ), and their organization of the speech. associated meanings.
Syntactic-discursive structures1. Commonly used written vocabulary2 (reception) Graphic patterns and orthographic conventions.
is informed of matters of his interest in the personal, educational or occupational context (eg on a language course or an online purchase).
LS3.5. Capture the main ideas of brief journalistic texts on any medium if numbers, names, illustrations and titles convey much of the message.
resources of the course to deepen the knowledge acquired in the unit. CLC, DC
AI3.5.1. Read newspaper articles, magazines, websites, etc., and analyze the information. CLC, CMST, CCE AI3.5.2. Read news related to values of ethical type and express your own opinion. CLC, SCC
AI3.6.1. It identifies the vocabulary related to the theme of the unit and puts it LS3.6. Understands into practice. CLC, SIE essential specific AI3.6.2. Read informative information on web pages texts on the main topic of and other clearly structured the unit and extract relevant reference materials or information. CLC, CMST, consultation on subjects CCE related to academic subjects, AI3.6.3. Read informational occupational matters, or texts on socio-cultural issues their interest (eg on a and extract key information. curricular theme, a CLC, SCC CCE computer program, a city, a AI3.6.4. Read informative sport or the environment ), texts on the inter-curricular provided you can reread subjects and analyze them. difficult sections. CLC, CMST, CCE AI3.6.5. Read a review, a biography, a report, a summary, etc. and extracts specific information. CLC, CCE AI3.6.6. Read and understand the grammar and vocabulary explanations of the unit. CLC, L2L AI3.6.7. Read and understand the review sections of the unit by encouraging autonomous learning. CLC, L2L
EA3.7. Understand the
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AI3.7.1. Read stories, stories, excerpts from novels, essays, stories, etc. and comprises detailed information. CLC, CCE AI3.7.2. It identifies the vocabulary related to the theme of the unit and puts it into practice. CLC, SIE
essentials (eg in readings for young people) of brief and well-structured fiction stories and get an idea of the character of the different characters, their relationships, and the plot.
1. See list of Syntactic-discursive structures in 4.B 2. See list of High frequency Lexis in 4.B
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BLOCK 44- WRI WRI TTEN TE XTS PRO PRODUCT DUCTII ON: E XP XPRE RE SS SSII ON AND I NTERACTI ON
CONTENTS
EVALUATION CRITERIA
EVALUABLE LEARNING STANDARDS
ACHIEVEMENT INDICATORS AND KEY COMPETENCES
Production Strategies:
EC4.1. Write, on paper or in electronic form, short, simple, clear-cut texts on everyday or personal interest topics, in a formal, neutral or informal record, using appropriate basic cohesion resources, basic spelling conventions, and most common scoring, with reasonable control of expressions and simple structures and a frequently used lexicon. EC4.2. To know and apply adequate strategies to elaborate brief written texts of simple structure, p. and. copying conventional formats, formulas and models of each type of text. EC4.3. Incorporate into the production of the written text sociocultural and acquired sociolinguistic knowledge related to social structures, interpersonal relationships, behavior patterns, behavior and social conventions, respecting the most important norms of courtesy in the respective contexts. EC4.4. Carry out the functions demanded by the communicative purpose, using the most common exponents of such functions and the most frequently used discursive patterns to organize the written text in a simple way with sufficient internal cohesion and coherence with respect to the context of communication. EC4.5. To show control over a limited repertoire of syntactic structures commonly used, and to use simple mechanisms sufficiently close to the context and communicative
LS4.1. Complete a simple questionnaire with personal information related to your training, occupation, interests or hobbies (eg to subscribe to a digital publication, enroll in a workshop, or join a sports club).
AI4.1.1. Write forms, questionnaires, index cards, etc. with specific information. CLC, SCC, SIE AI4.1.2. Complete written activities with personal information or relative to your personal interests. CLC, SIE AI4.1.3. Complete selfassessment and review activities with information regarding your interests. CLC, L2L
Planning - Mobilize and coordinate their own general and communicative competences in order to effectively carry out the task (review what is known about the subject, what can or is meant, etc.). - Locate and use linguistic or thematic resources appropriately (use of a dictionary or grammar, obtaining help, etc.).
Execution - Express the message clearly according to the models and formulas of each type of text. - readjust the task (to undertake a more modest version of the task) or the message (make concessions on what you would really like to express), after assessing the difficulties and available resources. - Lean on and make the most of previous knowledge (use 'prefabricated' language, etc.).
Socio-cultural and sociolinguistic aspects: social conventions, courtesy norms and registers; customs, values, beliefs and attitudes; nonverbal language. Communicative functions: - Initiation and maintenance of personal and social relationships. - Description of physical and abstract qualities of
LS4.2. Write notes and messages (SMS, WhatsApp, chats), in which brief comments are made or directions and directions related to activities and situations of daily life and their interest. LS4.3. Write notes, announcements and short messages (eg on Twitter or Facebook) related to activities and situations of daily life, personal interest or current affairs, respecting the conventions and rules of courtesy and etiquette.
AI4.2.1. Write notes, messages on everyday issues. CLC, SIE AI4.2.2. Complete activities related to situations of daily life respecting social conventions. CLC, SCC, SIE AI4.3.1. Write notes, messages on everyday issues. CLC, SIE AI4.3.2. Write an advertisement, a tourist brochure, a travel guide following a model. CLC, CCE, SIE AI4.3.3. Complete activities related to situations of daily life respecting social conventions. CLC, SCC, SIE AI4.3.4. Write directions, directions, following a model. CLC, SIE
AI4.4.1.Write a review, a biography, a report, a LS4.4. He writes very brief summary, etc. using specific reports in conventional information. CLC, CCE, format with simple and SIE relevant information about AI4.4.2. Write descriptions habitual facts and the of people, places, feelings, reasons for certain actions, etc. respectfully. CLC, SCC in the academic and SIE occupational fields, AI4.4.3. Write press articles,
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people, objects, places and and activities. - Narration of past and occasional events, description of present states and situations, and expression of future events. - Request and offer of information, indications, opinions and points of view, advice, warnings and warnings. - Expression of knowledge, certainty, doubt and conjecture. - Expression of will, intention, decision, promise, order, authorization and prohibition. - Expression of interest, approval, appreciation, sympathy, satisfaction, hope, trust, surprise, and their opposites. - Formulation of suggestions, wishes, conditions and hypotheses. - Establishment and maintenance of the communication and organization of the speech.
Syntactic-discursive structures.1 Written Lexicon of common use2 (production) Graphic patterns and orthographic conventions.
intent (lexical repetition, ellipsis, personal, spatial and temporal dejis, juxtaposition, and frequent discursive markers and connectors) . EC4.6. Knowing and using a lexical repertoire written enough to communicate brief, simple and direct information, opinions and points of view in everyday and everyday situations, although in less common situations and on lesser known issues, the message needs to be adapted. EC4.7. Understand and apply, in a way that is almost always understandable, elementary punctuation marks (eg, comma) and basic orthographic rules (eg capitalization, or word separation at the end of a line), as well as most common spelling conventions in the writing of texts in electronic format (eg SMS, WhatsApp).
describing situations, people, objects and places in a simple way and pointing out the main events in a schematic way.
magazines, web pages, etc. following a model. CLC, CMST, CCE, SIE AI4.4.4. Write fiction stories, excerpts from novels, essays, narratives including detailed information. CLC, CCE, SIE AI4.4.5. Complete activities by putting into practice the grammar explanations of the unit. CLC, L2L AI4.4.6. Complete activities by putting into practice the vocabulary of the unit. CLC, L2L AI4.4.7. Perform artistic activities related to the theme of the unit. CLC, CCE, SIE AI4.4.8. Write sentences about sociocultural or intercurricular subjects practicing the language of unity. CLC, CCE, SIE
AI4.5.1. Write letters, emails, blogs, postcards, etc. of personal character following a model. CCL, CSC, SIE IL4.5.2. It narrates in LS4.5. Write personal writing events and it correspondence that exchanges personal establishes and maintains experiences fomenting the social contact (eg, with friends in other countries), social contact. CCL, CSC SIE exchanges information, IL4.5.3. Write about your describes in simple terms own opinions, make important events and suggestions, offers, etc. in a personal experiences (eg, polite way. CCL, CSC SIE victory in a competition); instructions and suggestions IL4.5.4. Use the digital are made and accepted (eg resources of the course to deepen the knowledge cancel, confirm or modify an invitation or plans), and acquired in the unit. CCL, express opinions in a simple CD way. IL4.6.1. Write letters, emails, faxes, etc. of formal character following a model. CCL, CEEC, SIE IL4.6.2. Use the digital resources of the course to deepen the knowledge acquired in the unit. CCL, CD
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LS4.6. He writes basic and IL4.6.3. Request formal brief formal information in a polite way. correspondence, addressed CCL, CSC, SIE to public or private institutions or commercial entities, requesting or giving the required information in a simple way and observing the formal conventions and basic courtesy norms of this type of texts.
1. See list of Syntactic-discursive structures in 4.B 2. See list of High frequency Lexis in 4.B
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5.0.1- Syntactic-discoursive structures and high -frequency lexis SYNTACTIC-DISCOURSIVE SYNTACTIC-DISCOURSIVE STRUCTURES STRUCTURES
- Expression of logical relations: conjunction ( and, too, also); disjunction ( or ); ); opposition ( but ); ); cause (because); purpose (to-infinitive; for ); ); the comparison ( as / not so Adj. as; more comfortable / quickly (than); the fastest ); result so ...); condition (if; unless); indirect style ( reported information, offers, suggestions and commands ). ( so - temporal relations ( as soon as; while). - Affirmative sentences; - Exclamation ( What + (Adj. +) Noun, e. G. What a wonderful holiday!, How + Adj., Etc. How interesting! Exclamatory sentences and phrases, e.g. Well, that is a surprise! Fine! Great!) - Negation (negative sentences with not, no, no, no, negative ). - Interrogation (Wh-questions; Aux. Questions; What is this for?, tags ) - Expression of time: past ( past simple and continuous; present perfect; past perfect ); ); present ( simple and continuous ); future ( going present ); going to; will; present simple and continuous + Adv. ). - Expression of appearance: punctual ( simple tenses); durable; present and past simple; usual ( simple tenses (+ Adv., ); terminating ( stop-ing ). ). e.g., usually); incoative ( start-ing ); - Expression of the modality: factuality ( declarative sentences ); capacity (can; be able ); possibility / probability ( may; might; perhaps); need (need; need; have ); obligation (have (got) to; must; imperative ); permission ( could; allow);
intention. - Expression of existence ( eg, there will be / has been ); the entity ( count / uncount / collective / compound nouns; pronouns (relative, reflexive / emphatic); determiners); the quality ( eg, good at maths, rather tired ). - Expression of the quantity ( singular / plural; cardinal and ordinal numerals. Quantity: all (the), most, both, none. Degree: e. G. Really; quite; so; a little ). - Expression of space ( prepositions and adverbs of location, position, distance, motion, direction, origin and ). arrangement ). - Expression of time ( points (eg five to ten) ), divisions ( eg century; season ), and indications ( ago; early; late) of time; duration ( from ); laterity (afterwards; later ); ); sequence ( first, next, last ); ); from ... to; already (not) yet ); - Expression of mode ( Adv. And phrases of manner, eg easily; by post ). ). HIGH-FREQUENCY LEXIS
- Personal identification; -Housing, home and environment; -Daily life activities; -Family and friends; -Work and occupations; -free time, leisure and sport; -Travel and vacation; -Health and physical care; -Education and study; -Purchases and commercial activities; -Food and restoration; -Transport; language and communication; -Media environment, climate and natural environment; -Technology of the information and communication.
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5.1-Contents of my Didactic Units 5.2-Minimum contents 5.3-Sequence and Temporal Distribution
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6-TEMPORALIZATION For this syllabus, contents have been sequenced and organized into 15 didactic units in order to achieve the intended objectives. We have planned that there is an average of 32 weeks in a normal school-year which makes about 96 English lessons of fifty-five minutes. However, in this year, classes end inMay, so we have 28 weeks and 74 lessons of fifty-five minutes. Furthermore, we have decided to leave out 6 sessions to attend to different circumstances like tests or school trips, for example, which can be turned into extension or review lessons if needed. Then, we have covered 22 weeks or 66 lessons and each didactic unit takes 22/5 sessions (4 sessions) to be developed. This allows the programme to cover the contents in a period of time which is appropriate at the same time that flexible. The layout of the didactic units includes their essential elements, the relation of the unit with cross-curricular values and contents, and some space for the evaluation of the units. The title of each unit is an English idiom related to the main lexical or
1ST TERM
2ND TERM
3RD TERM
Unit 1- Bursting at the seams (Shopping and fashion) Unit 2- I’ve got the hump vs I’m ticked off (Two countries, one language) Unit 3- A one trick pony (Inspiring ( Inspiring Personalities) Unit 4- Bells and whistles (Technology) Unit 5- Blood on the carpet (Job) Unit 6- The world and his wife (Men and Women) Unit 7- I’m on the Fence (Important decissions) Unit 8- Once upon a time(Story telling) Unit 9- A breath of fresh fr esh air (the environment) Unit 10- Clean bill of health (health) Unit 11- Art is long and life is short (Is this Art) Unit 12- Tar everyone with the same brush (stereotypes) Unit 13- Behind closed doors (terrorvision) Unit 14- And all that jazz (the world of music) Unit 15- We forge the chains we wear in life lif e (Dickens)
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7-ASSESMENT 7.1-Evaluation of the Learning Process 7.2-Evaluation criteria and the Learning standards 7.3-Development of the Evaluation Process 7.4-Instruments for 3º C.S.E. 7.5-Qualification criteria and Recovery Plan 7.6-Evaluation of my Didactic Programme
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8-METHODOLOGY
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9-DIDACTIC MATERIALS
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10-ATTENDING TO STUDENT´S DIVERSITY
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11-THE READING PLAN
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12-ICT PLAN
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13-COMPLEMENTARY AND EXTRACURRICULAR EXTRACURRICULAR ACTIVITIES
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14-CONCLUSION
The aim of this syllabus is to serve as a guide for the teaching and learning process, with the fundamental goal of developing of the students’ capacities. This syllabus has been adapted to a ll the
students of 3RD CSE, in order to help them achieve the established objectives and to attain the competences. It recognises the crucial role of students’ active involvement in the learning activities ,
encouraging them to discover the environment through spontaneous interaction, rather than through encouraging the presentation of ready-made knowledge. It promotes interaction, rather than through the presentation of of ready-made knowledge. knowledge. It promotes interaction, interaction, by means means of extensive use use of group work, because it acknowledges the fact that meaningful learning occurs through thr ough interaction and is socially constructed. It also aims at awakening students’ interest in the English language and in the
English-speaking countries, while fostering a tolerant attitude towards other cultures and langauges English-speaking different from their own. Interesting and appealing topics, relevant to the students’ a ge, a great variety of activities,
the use of authentic materials, a modern and varied methodology, a learner-centred evaluation process, constitute constitute the strong points points of this syllabus. Above all, this syllabus syllabus aims at stimulating and motivating the students and at encouraging them to learn by using experience and reflection on their own learning process. Nevertheless,, it must be taken into Nevertheless into consideration that this this syllabus is a theoretical proposal and so, it must be dynamic and flexible. Strengths and weaknesses might become apparent when put into practice and it might be necessary to add more sessions to certain units or to introduce more reinforcement and extension activities. The teacher decides what changes have to be made in order to adapt the syllabus to the characteristics of the students and of the educational context, with the final goal of attaining the didactic objectives and the adequate development of the competences.
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15-BIBLIOGRAPHY 15-BIBLIOGRAPHY AND WEBGRAPHY NORMATIVE
Ley Orgánica 8/2013 , de 9 de diciembre, para la Mejora de la Calidad Educativa (LOMCE). Ley Orgánica 2/2006 , de 3 de mayo, de Educación (LOE). ORDEN ECD/65/2015, de 21 de enero, por la que se describen las relaciones entre las competencias, competencias, los contenidos y los criterios de evaluación de la educación primaria, la educación secundaria secundaria obligatoria y el bachillerato. DECRETO 48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se establece para la Comunidad de Madrid el currículo de la l a Educación Secundaria Obligatoria; REAL DECRETO 1105/2014 , de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Secundaria Obligatoria y del Bachillerato. ORDEN 2398/2016 , de 22 de julio, de la Consejería de Educación, Juventud y Deporte de la Comunidad de Madrid, por la que se regulan determinados aspectos de organización, funcionamiento y evaluación en la Educación Secundaria Obligatoria. Instrucciones de la Dirección General de Educación Secundaria, Formación Profesional y Enseñanzas de Régimen Especial sobre organización de las enseñanzas de educación secundaria obligatoria y bachillerato en los centros de la l a Comunidad de Madrid durante el año académico 2017-2018. Instrucciones conjuntas de la Dirección General de Educación Infantil y Primaria y de la Dirección General de Educación Secundaria, Formación Profesional y Enseñanzas de Régimen Especial, sobre la aplicación de medidas para la evaluación de los lo s alumnos con dislexia, otras dificultades específicas de aprendizaje o trastorno por déficit de atención e hiperactividad en las enseñanzas de educación primaria, educación secundaria obligatoria y bachillerato reguladas reguladas en la Ley Orgánica 2/2006, 2/2006, de 3 de mayo, de Educación
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SECONDARY EDUCATION REQUIRED. ORGANIZATION AND OPERATION OF THE CENTERS ORDER 1459/2015, of May 21, of the Ministry of Education, Youth and Sports, which develops the autonomy of educational centers in the organization or ganization of the Plans of Study of Compulsory Secondary Education Education in the t he Community of Madrid. ORDER 3320-01 / 2007, of June 20, of the Minister of Education, by which the implantation and organization of Compulsory Secondary Education Education derived from the Organic Law 2/2006, of May 3, are regulated for the Community of Madrid , of Education. ORDER 2579/2016, of August 17, of the Ministry of Education, Youth and Sports, which regulates the teaching and organization and operation of the Integrated Centers of Artistic Music Education and Primary Education, Compulsory Secondary Education and Baccalaureate Baccalaureate in the Community of Madrid INSTRUCTIONS of April 10, 2008 of the General Directorate of Secondary Education and Professional Education on the procedure of application and exceptional authorization of groupings of subjects of 4th of Compulsory Secondary Secondary Education other than those established in Article 6 of Order 3320-01 / 2007 of June 20, of the Councilor of Education of the Community of Madrid. MODIFICATION of the INSTRUCTIONS dated April 10, 2008, of the General Directorate of Secondary Education and Professional Education, on the application procedure and exceptional authorization of groupings of subjects of 4º of Compulsory Secondary Education different from those established in article 6 of the Order 3320-01 / 2007 of June J une 20, of the Councilor of Education of the Community of Madrid. ORDER 4265/2007, of August 2, of the Minister of Education, which regulates the curricular diversification program in Compulsory Secondary Education of the Community of Madrid. ORDER 3893/2008, of July 31, which regulates the teaching and organization and operation of the Integrated Centers of Artistic Music Education and Primary Education, Compulsory Secondary Secondary Education and Baccalaureate Baccalaureate in the Community of Madrid. ORDER 445/2009, of February 6, which regulates the late l ate incorporation and the reincorporation of students to the basic education of the Spanish educational system. CORRECTION of errors of Order 445/2009, of February 6, which regulates the late incorporation and reincorporation of students to the basic education of the Spanish educational system. DECREE 13/2011, of 24 of March, of the Council of Government, of autonomy of the plans of study of Secondary Education Obligatory of the Community Communit y of Madrid. CORRECTION of errors of Decree 13/2011, of March 24, of the Council of Government, of autonomy of the compulsory Secondary Education study plans of the Community of Madrid.
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ORDER 2774/2011, of July 11, of the t he Ministry of Education and Employment, by which the Decrees of Autonomy of the Plans of Study in the Primary Education and in the Compulsory Secondary Education Education are developed and its implantation in the centers is regulated of the Community of Madrid. ORDER 469/2012, of January 23, which extends the deadline for submission of applications provided in the Order 2774/2011, of of June 11, of this Ministry, Ministry, which develops develops the decrees of autonomy of the plans of study in Primary Education and Compulsory Secondary Education and its implementation is regulated in the educational centers of the Community of Madrid. ORDER 4368/2012, of April 17, which approves the implementation of own projects of Compulsory Secondary Education in Secondary Education Institutes from the 2012-2013 academic year. ORDER 1804/2013, of June 6, of the t he Ministry of Education, Youth and Sports, which approves the implementation of own projects of Compulsory Secondary Education in Secondary Education Institutes as of the academic year 2013-2014. ORDER 1095/2014, of March 31, of the t he Ministry of Education, Youth and Sports, which approves the implementation of own projects of Compulsory Secondary Education Education in Secondary Education Education Institutes as of the academic year 2014-2015.
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COMPULSORY SECONDARY EDUCATION. CURRICULUM AND ORGANIZATION OF THE TEACHINGS. ORDER 1459/2015, of May 21, of the Ministry of Education, Youth and Sports, which develops the autonomy of educational centers in the organization or ganization of the Plans of Study St udy of Compulsory Secondary Education Education in the t he Community of Madrid. ROYAL DECREE-LAW 5/2016, of December 9, of urgent measures for the extension of the t he calendar of implementation of the Organic Law 8/2013, of December 9, for the improvement of the educationall quality. educationa ROYAL DECREE 562/2017, of June 2, which regulates the t he conditions for obtaining the titles ti tles of Graduate in Compulsory Secondary Education and Bachiller, in accordance with the provisions of Royal Decree-Law 5/2016, of December 9, urgent measures for the t he extension of the implementation calendar of the Organic Law 8/2013, of December 9, for the improvement of educationa educationall quality. Explanatory note on the conditions for obtaining the t he title of Graduate in Compulsory Secondary Education in the 2016-2017 academic year. ORDER 2160/2016, of June 29, of the Ministry of Education, Youth and Sports, which approves matters of free autonomic configuration in the Community of Madrid. ORDER 2200/2017, of June 16, of the Ministry of Education, Youth and Sports, which approves subjects of free autonomic configuration in the Community of Madrid. ORDER 2398/2016, of July 22, of the t he Ministry of Education, Youth and Sports of the Community of Madrid, which regulates certain aspects of organization, o rganization, operation and evaluation in Compulsory Secondary Education ORDER 3295/2016, of October 10, of the Ministry of Education, Youth and Sports, by which the Programs of Improvement of Learning and Performance in Compulsory Secondary Education are regulated for the Community of Madrid. EXPLANATORY NOTE on the conditions of qualification and the calculation of the final qualification of Compulsory Secondary Education in the academic year 2016-2017 for students who have completed a Program of Improvement of Learning and Performance in the stage. ORDER 2579/2016, of August 17, of the Ministry of Education, Youth and Sports, which regulates the teaching and organization and operation of the Integrated Centers of Artistic Music Education and Primary Education, Compulsory Secondary Education and Baccalaureate Baccalaureate in the Community of Madrid ROYAL DECREE 1105/2014, of December 26, which establishes the basic curriculum of Compulsory Secondary Education and the Baccalaureate. DECREE 48/2015, of May 14, of the Council of Government, by which establishes for the Community of Madrid the curriculum of the Compulsory Secondary Education. DECREE 39/2017, of April 4, of the Government Council, which modifies Decree 48/2015, of May 14, by which the curriculum of Compulsory Secondary Education is established for the Community of Madrid. [ Start]
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COMPULSORY SECONDARY EDUCATION. EVALUATION. ORDER 2398/2016, of July 22, of the t he Ministry of Education, Youth and Sports of the Community of Madrid, which regulates certain aspects of organization, o rganization, functioning and evaluation in Compulsory Secondary Education. INSTRUCTIONS of the General Direction of Infant, Primary and Secondary Education by which the models of the documents of evaluation of the Compulsory Secondary Education for the academic year 2016-2017 are established. . I-Student's Academic File . II-Final evaluation report . III-Academic History . IV-Safety paper . V-Certification for the transfer . VI-Certification for transfer to half course . VII-Personal report by transfer . VIII-Certification . IX-Certificate of studies completed . X, XI AND XII. Orientation . XIII-Diligence regarding foreign language teaching . XIV-Report on measures of students with specific difficulties (DEA-ADHD ...) . XV-Academic certification for transfer abroad . XVI-Report for the incorporation to FPB . XVII-Consent of parents / guardians for incorporation to FPB MODIFICATION of the Instructions of February 22, 2017, of the General Directorate of Infant, Primary and Secondary Education by which the models of the documents of evaluation of Compulsory Secondary Education for the 2016-2017 academic year are established. XV-Academic certification for transfer abroad (Modified). MODEL of the evaluation report that has been updated, will replace the one included in the Instructions of the General Directorate of Pre-school, Primary and Secondary Education by which the models of the evaluation documents of Compulsory Secondary Secondary Education for the t he academic year are established 2016-2017, of February 22, 2017, and will be applicable from the extraordinary tests of September 2017. INFORMATIVE NOTE on the "Instructions of the General Directorate of Early Earl y Childhood, Primary and Secondary Education by which the models of the evaluation documents of Compulsory Secondary Education Education are established for the t he 2016-2017 academic year", dated November 21, 2017 . ORDER 2579/2016, of August 17, of the Ministry of Education, Youth and Sports, which regulates the teaching and organization and operation of the Integrated Centers of Artistic Music Education and Primary Education, Compulsory Secondary Education and Baccalaureate Baccalaureate in the Community of Madrid CIRCULAR of June 16, 2014 about the completion of the evaluation documents of the Compulsory Secondary Education Education of the t he students proposed for the incorporation to the t he Basic Vocational Training. INSTRUCTIONS of December 12, 2014 on the application of measures for the evaluation of students with dyslexia, other specific learning difficulties or attention deficit hyperactivity disorder in the teachings of Primary Education, Compulsory Secondary Education and Baccalaurea Baccalaureate te regulated in the Law Organic 2/2006, of May 3, of Education.
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SYLLABUS
GENERAL DIDACTICS AND METHODOLOGY - AUSUBEL, D.P.; NOVAL, J.D., & HANESIAN, H (1983) Psicología Educativa: Un punto de vista cognitivo. México: Trillas. - AZNAR, P. et al. (1989) Teoría de la educación. Un enfoque constructivista. Librería Tirant lo Blanch, S.L. - BERNARDO CARRASCO, J. (2004) Una didáctica para hoy: cómo enseñar mejor . Ediciones Rialp. - BOUCHARD RYAN & H, GILES, Attitudes Towards Language Variation, pp. 132-147. Edward Arnold. - BRUMFIT, C.I. (1984) Syllabus Design. Oxford: Pergamon. competencias . Madrid: Person. - CABRERIZO, J. (2008) Programación por competencias - CANTÓN, I & PINO-JUSTE, M. (2011) Diseño y Desarrollo del Currículum. Madrid: Alianza Editorial. - CRISTAL, D. (1995) The Cambridge Encyclopedia of the English Language . Cambridge: CUP. - CHAPMAN, M. (1988) Constructive evolution: Origins and development of Piaget’s thought . Cambridge: CUP. - COOK, V. (2001) Second Language Learning and Language Teaching . Hodder: Headline. - COLL, C. (1994) El Constructivismo en el aula. Barcelona: Graó. aprendizaje significativo: Una - DÍAZ BARRIGA, A. (2002) Estrategias docentes para un aprendizaje interpretación constructivista. México DF: McGraw Hill. - ELLIS, R. (1995) The Study of Second Language Acquisition . Oxford: OUP. - GARDNER, R.C. & MacINTVRE, P.D. (1993) A Student’s contribution to s econd language learning. Part II: Affective variables. Language Teaching 26, 1-11. - GARDNER, R.C. (1982) Language Attitudes and Language learning . In Edition. - HARMER, J. (2007) The Practice of English Language Teaching. Longman: Handbooks for Language Teachers. Longman: 4th Edition. - LARSEN-FREEMAN, D. (2001) Techniques and Principles in Language Teaching. Oxford: OUP. Language Teaching - LEE, J.F. & VAN PATTEN, B. (Eds.) (2003) Making Communicative Language Happen. McGraw-Hill. Language Teaching . Teaching - LEWIS, M. & HEWINGS, A. (2000) Innovation in English Language English Worldwide. Learned . Oxford: OUP. - LIGHTBOWN, P. & SPADA, N. (2006). How Language Are Learned - LYNCH, T. (1996) Communication in the Language Classroom . Oxford: OUP. - MANZANEDA, F. & MADRID, D. (2002) Actitudes y motivación en la clase de inglés. Jaén: Universidad de Jaén publicaciones. Inglesa. Fundamentos lingüísticos y - MONROIG, J.B. et al (1992) La Didáctica de la lengua Inglesa. Metodológicos. Síntesis. - NUNAN, D. & CARTER, R. (2001) The Cambridge Guide to Teaching English to Speakers fo Other Languages . Cambridge: CUP. aprender . Ed. Martínez Roca. - NOVAK, J. & SANCHO, J.M. (1988) Aprendiendo a aprender - OXFORD, R. (1980) Styles, strategies & aptitude: Connections for language learning. In T.S Reconsidered , pp. 67-125. Prentice Hall. Parry & C.W. Stansfield (Eds.) Language Aptitude Reconsidered lenguas. Madrid: EnClave ELE. - PALACIOS, I (2007) Diccionario de enseñanza y aprendizaje de lenguas English Language . London: - QUIRCK, R. et a. (2008) A Comprehensive Grammar of the English Longman. Methods in Language Teaching . Cambridge: Cambridge - RICHARDS, J. (2001) Approaches and Methods Language Teaching Library. - RICHARDS, J. (2003) Enfoques y métodos en la enseñanza de idiomas. Madrid: CUP.
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- RICHARDS, J. (2007) Classroom-based Evaluation in Second Language Education . Cambridge: Cambridge Language Education. - RICHARDS, J. & LOCKHART, C. (2002) Estrategias de reflexión sobre la enseñanza de idiomas. Madrid: CUP. Teaching. Contexts and Concerns - SAVIGNON, S. (2002) Interpreting Communicative Language Teaching. in Teacher Education. Yale University Press. Essential Guide to English Language Language Teaching . - SCRIVENER, J. (2005) Learning Teaching: The Essential Oxford: MacMillan. - TICE, J. (1997) The Mixed Ability Class . London: Richmond Publishing. - VARELA, R. (2003) All About Teaching English. Madrid: Editorial Centro de Estudios Ramón Areces. psychological processes. - VYGOTSKY, L. S. (1978) Mind in society: The development of higher psychological Cambridge: MA: Harvard University Press. - WATKINS, P. (2005) Learning to Teach English. Delta Publishing. Courses : Cambridge Handbooks for Language - WOODWARD, T. (2001) Planning Lessons and Courses Teachers. - WRIGHT, T. (2005) Classroom Management in Language Education . New York: MacMillan.
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LANGUAGE REFERENCE REFERENCE AND TEXT BOOKS - ADDISON, C. & FIELD, P. (2006) Challenge 3. Burlington Books. - ADMETLLA, B. (2004) Helping Hands 3. Richmond. - BIRDSALL, M. (2005) Cross-Curricular English Activities. Salisbury: Scholastic. - BUDDEN, J. (2012) Teen World . Cambridge: Cambridge University Press. - CAMPBELL, C. & KRYSZEWSKA, KR YSZEWSKA, H. (2004) Learner-based Teaching . Oxford: OUP. - COMMISSION OF THE EUROPEAN COMMUNITIES 2005/0221 Recommendations of the European Parliament and and of The Council on Key Competences Competences for Language Learning. - DAVIES, P.A. & INSA, J.R. (2003) Aims. Oxford: OUP. - DAVIES, P.A. & FALLA, T. (2003) Oxford Spotlight 3. Oxford: OUP. - EVANS, V. & DOOLEY, J. (2007) Access 3. NewBury. Express Publishing. - GOLDSTEIN, B. & JONES, C. (2015) Smart Planet 3. Cambridge: Cambridge University Press - HARRIS, M. & MAWER, D. (2003) Pathfinder . Madrid: Longman. - KELLY, P. (2015) Mosaic 3. Oxford: OUP. - MCBETH, C. (2014) Pulse 3. Oxford: Macmillan - MARKS, L. & DARBY, S. (20079 Passport for ESO 3. Burlington Books. - MURPHY, R. (2004) English Grammar in Use. Cambridge: CUP. - OSCA, V. & FERNÁNDEZ, R. (2004) Different 3. Madrid: Richmond. - OXENDEN, C. (2005) New English File Pre-Intermediate. Oxford: OUP. - REIGY, P. & FALLA, T. (2009) Oxford Spotlight 3. Oxford: OUP. - REILLY, P. & HOWARTH, P. (2011) Interface 3. MacMillan - ROSEN, E. & VARELA, R. (2009) Claves para comprender el Marco Común Europeo. Madrid:
EnClave-ELE. Book 3 ESO . London: Macmillan - SPENCER, D. (2006) Macmillan Secondary Course: Students Book ELT - THORNBURY, S. (1999) How to Teach Grammar . Longman. - THORNBURY, S. (2004) How to Teach Vocabulary. Longma - VÁZQUEZ CANO, E. Programación Didáctica 3º ESO de Lengua y Literatura . CEDE - VÁZQUEZ CANO, E. y MARTÍN GÓMEZ, F. Guía para la elaboración de programaciones didácticas y unidades didácticas . CEDE - WENDEN, A. (19989 Learning Strategies for Learner Autonomy. Prentice Hall. - WETZ, B. (2007) English Alive 3. Oxford: OUP. - WHITE, G. (1998) Listening . Oxford: OUP. - WILLIS, D. & WILLIS, J. (2007) Doing Task-based Teaching . OUP
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WEBGRAPHY
GRAMMAR AND USAGE a4esl: http://a4esl.org/ EnglishClub: https://www.englishclub.com/ Using English: http://www.usingenglish.com/ Grammar Quizzes: http://www.grammar-quizzes.com/ 5-Minute English: http://www.5minuteenglish.com/ Edu Find: http://www.edufind.com/english-grammar/english-grammar-guide/ English Grammar Secrets: http://www.englishgrammarsecrets.com/ English Grammar: http://www.englishgrammar.org/ A Guide to Grammar and Writing: http://grammar.ccc.commnet.edu/grammar/ The Brief Penguin Handbook: http://www.pearsonhighered.com/pe http://www.pearsonh ighered.com/pearsonhigheredus/ed arsonhigheredus/educator/product/produ ucator/product/products_detail.page cts_detail.page?isbn=9 ?isbn=9 780205030071&forced_logo 7802050300 71&forced_logout=forced_logged ut=forced_logged_out _out Grammar Girl: http://www.quickanddirtytips.com/grammar-girl Common Errors in English Usage: http://public.wsu.edu/~brians/errors/ GRAMMAR CHECK Grammarly: http://grammarly.com/ Reverso: http://grammar.reverso.net/ WRITING Harvard College Writing Center: http://writingcenter.fas.harvard.edu/ Daily Writing Tips: http://www.dailywritingtips.com/ OWL Purdue: https://owl.english.purdue.edu/ About Education – Writing Writing in English: http://esl.about.com/od/writinginenglish/ LEO – Literacy Literacy Education Online: http://leo.stcloudstate.edu/ Suffolk University Boston: http://www.suffolk.edu/academics/53809.php Learn Higher: http://www.learnhigher.ac.uk/ Edinburgh Napier: http://www.napier.ac.uk/ RMIT University: https://emedia.rmit.edu.au/learninglab/ Re-Writing Basics: http://bcs.bedfordstmartins.com/rewritingbasics2e/ READING UNSW – Reading Reading Effectively: https://student.unsw.edu.au/effective-reading Project Gutenberg: https://www.gutenberg.org/ University of Victoria Study Zone: http://web2.uvcs.uvic.ca/elc/studyzone/ Garnet Education: http://www.garneteducation.com/ Breaking News English: http://www.breakingnewsenglish.com/ Rong Chang: http://www.rong-chang.com/ The UNC Writing Centre: http://writingcenter.unc http://writingcenter.unc.edu/esl/resource .edu/esl/resources/academic-reading-stra s/academic-reading-strategies/ tegies/ University of Washington | Bothell: http://www.bothell.washington.edu/wacc/forstudents/eslhandbook/reading SPEAKING Talk English: http://www.talkenglish.com/ Open English World: http://www.openenglishworld.com/ Iteslj: http://iteslj.org/questions/ ESL Conversation Questions: http://www.eslconve http://www.eslconversationquestions. rsationquestions.com/english-conve com/english-conversationrsationquestions/topics/ Heads Up English: http://www.headsupenglish.com/ Second Nature: http://2ndnature-online-eikaiwa.com/Expressions/TOC.htm
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PRONUNCIATION Ted Power: http://www.tedpower.co.uk/phono.html The Internet TESL Journal: http://iteslj.org/links/ESL/Pronunciation/ Sounds of English: http://www.soundsofenglish.org/ Spoken Skills: http://www.spoke http://www.spokenskills.com/index.c nskills.com/index.cfm?type=15&c fm?type=15&content=studentac ontent=studentactivities tivities eLearning English: http://www.elearnenglishla http://www.elearnenglishlanguage.com/blog nguage.com/blog/category/learn/category/learnenglish/pronunciation/ VOCABULARY Just the World: http://www.just-the-word.com/ Lexipedia: http://www.lexipedia.com/ Wordnik: https://www.wordnik.com/word-of-the-day Snappy Words: http://www.snappywords.com/ Vocabulary.com: http://www.vocabulary.com/ Self-Study Vocabulary Quizzes: http://a4esl.org/q/h/vocabulary.html Free Rice: http://freerice.com/category ESL Gold: http://www.eslgold.com/acad_vocab_definitions.html Word Sift: http://wordsift.com/ LISTENING Elllo: http://www.elllo.org/index.htm ESL Pod: https://www.eslpod.com/website/ English Central: http://www.englishcentral.com/videos Listen and Write: http://www.listen-and-write.com/audio National Public Radio Radio (NPR): http://www.npr.org/ Randall’s Listening Lab: http://www.esl-lab.com/ English Listening: https://www.englishlistening.com/ BBC World Service: http://www.bbc.co.uk http://www.bbc.co.uk/worldservice/learninge /worldservice/learningenglish/language/ nglish/language/ English Class 101: http://www.englishclass101.com/ ESL Aloud: http://esl%20aloud/ ACADEMIC SKILLS Uefap: http://www.uefap.com/ Write Fix: http://writefix.com/ English Online France (EOLF) http://eolf.univ-fcomte.fr/ The Academic Word List at UoP: http://www.pbs.plymouth.ac.uk/aca http://www.pbs.ply mouth.ac.uk/academicwordlistatuop/exerc demicwordlistatuop/exercises_1.htm ises_1.htm The Academic English Café: http://www.academicenglishcafe.com/ English for University.com: http://englishforuniversity.com/ Bib Me: http://www.bibme.org/ Cite This For Me – Citation Citation Guides: https://www.citethisforme.com/guides Ref Me: https://www.refme.com/ City U Like: http://www.citeulike.org/ Easy Bib: http://www.easybib.com/
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DICTIONARIES The Oxford Learner’s Dictionary: http://www.oxfordlearnersdictionaries.com/ Longman’s Contemporary Dictionary: http://www.ldoceonline.com/
Dictionary of Idioms: http://www.usingenglish.com/reference/idioms/ Dictionary of Phrasal Verbs: http://www.usingenglish.com/reference/phrasal-verbs/ The Visual Dictionary: http://visual.merriam-webster.com/index.php Merriam-Webster: http://www.merriam-webster.com/ Cambridge Online Dictionary: http://dictionary.cambridge.org/ Ozdic: http://www.ozdic.com/ Dictionary.com: http://dictionary.com/ GENERAL ACADEMIC RESEARCH Google Scholar: https://scholar.google.com.au/ Scholarpedia: http://www.scholarpedia.org/article/Main_Page Bartleby: http://www.bartleby.com/ Virtual Training Suite: http://www.vtstutorials.ac.uk/ IELTS The British Council: https://ielts.britishcouncil.org/ IELTS Exam: http://www.ielts.org/ Collins: http://www.collins.c http://www.collins.co.uk/page/Free+ o.uk/page/Free+Teaching+ Teaching+Resources+for+IEL Resources+for+IELTS TS Flo Joe’s: http://www.flo-joe.com/ ESL About: http://esl.about.com/ Parapal Online: http://www.parapal-online.co.uk/ IELTS Buddy: http://www.ieltsbuddy.com/ Exam English: http://www.examenglish.com/IELTS/ IELTS for Free: http://ieltsforfree.com/ Road to IELTS: http://www.roadtoielts.com/testdrive/ Test Prep Practice: http://www.testpreppractice.net/ IELTS Calculator: http://www.exameng http://www.examenglish.com/IELTS/IELT lish.com/IELTS/IELTS_Band_Score_ S_Band_Score_Calculator.html Calculator.html
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CALENDAR
INICIO PERIODO LECTIVO: • Institutos Educación SECUNDARIA - Resto cursos de ESO [ 13 de septiembre 2017]
FINALIZACIÓN DEL PERIODO LECTIVO: Institutos Educación SECUNDARIA [excepto el alumnado de 2º de Bachillerato que finalizará sus actividades lectivas en función de las necesidades derivadas de la realización de la evaluación final de Bachillerato y los procedimientos de admisión admisión en la Universidad] [ 22 de junio 2018] •
September November October 2017 .2017 Mo Mo Tu Tu We We Th Th Fri Fri Sa Sa Su Su
624 573 11 13 9 10 12 14 18 21 16 20 19 17 25 23 26 27 24 28 30 31
1 684 15 11 13 20 18 22 27 25 29
2 759 16 14 12 21 19 23 28 26 30
31 10 86 17 15 13 22 20 24 29 27
42 11 79 16 14 18 23 21 25 30 28
513 10 12 8 17 15 19 24 22 26 29
December 2017. 2017.
January 2018. 2018.
February 2018... 2018...
Mo Tu We Th Fri Sa Su Mo Tu We Th Fri Sa Su Mo Tu We Th Fri Sa Su
4 11 18 25
5 12 19 26
6 13 20 27
7 14 21 28
1 8 15 22 29
2 9 16 23 30
3 10 17 24 31
1 8 15 22 29
2 9 16 23 30
3 10 17 24 31
4 11 18 25
5 12 19 26
6 13 20 27
7 14 5 6 7 21 12 13 14 28 19 20 21 26 27 28
March April.2018 2018 Mayo.2018 Mo Tu We Th Mo Fri Tu Sa We Su Su Th
25 12 9 19 16 23 26 30
63 13 10 17 20 24 27
74 14 11 18 21 25 28
1 21 32 143 857 968 10 10 79 811 15 12 14 16 13 15 14 16 15 17 17 18 19 22 21 20 23 22 21 23 22 24 24 25 26 29 30 31 28 27 29 28 30 2931
June.2018 2018...... ...... 4 11 18 25
5 12 19 26
6 13 20 27
7 14 21 28
2 9 16 23 30
4 11 18 25
5 12 19 26
6 13 20 27
July.2018 2018.... ....
Mo Tu We Th Fri Sa Su
1 8 15 22 29
Fri Sa Su
L M X 3 10 2 3 4 17 9 10 11 11 24 16 17 18 23 24 25 30 31
J V S D 1 5 6 7 8 12 13 12 13 14 15 19 20 21 22 26 27 28 29
55
1 8 15 22
2 9 16 23
3 10 17 24
4 11 18 25