1.Introduction
This teaching programme for third of E.S.O. aims at achieving all the goals established for the the cycle of Compulsory Secondary School, following all the directives and guidelines set by Organic Laws( Organic Law 1/1990,3rd October. General organization of the educational system, Organic Law 2/2006,3rd May), Royal Decrees and Decrees, both at national level and at the level of the community of Cantabria.
The Royal Decree 3473/2000,29th December ,passed on by the Ministry of Education, establishing minimum contents in Secondary Compulsory Education (E.S.O.), has been issued with the competences assigned to the Community of Cantabria in Decree 40/2002,28th March, that regulates the organization and definition of the E.S.O. curriculum in this community.
The Curriculum proposed by the Ministry of Education is open and flexible so that it can be adapted both to the socioeconomic context of each school and to the learning diversity among students. On the one hand, social and cultural demands in each school will determine the ways in which the school community (teachers, students and parents) apply the official curriculum so that it best meets their needs. On the other hand, diversity is considered from a qualitative and quantitative point of view, the former representing the different learning styles, interests and motivations, while the latter refers to the different abilities and learning pace among students.
The Official Curriculum prescribes basic elements related to Knowledge and values considered to be shared by the entire society. Depending on the socioeconomic and educational context , the curriculum will be first adapted in the Educational Project, which identifies the particular school community, explains how the school is organized, and states general educational goals to be achieved .Based on this, the Curricular Project will be elaborated, establishing learning goals for each educational stage (E.S.O, Bachillerato and F.P. ) and including Teaching Programmes for each area (in our case ,English as a Foreign Language ).Finally, teaching units developed by each teacher will take each classroom into account , and especially the learning diversity in each group of students. The ultimate goal is for teachers to provide as much an individualized instruction as possible, so that the individual educational needs of each students are met[1].
Taking these general organizational premises into account, this English as a Foreign Language Teaching Programme designed for the third year of Secondary Compulsory Education is characterized by its flexibility, providing context-specific guidelines which might need to be further adapted depending on the learning needs in a particular classroom. Furthermore, the key note throughout is what is practical, realistic and easy to implement, providing clear appropriate solutions as to what, when and how to teach and evaluate.
A second implication is our need to examine the socioeconomic and educational context of the particular secondary school where this Teaching Programme will be implemented, and which is summarized as follows:
· Socioeconomic Context : Rural area. The students belong to different socioeconomic backgrounds: students whose families work in unskilled jobs, students from unemployed families, liberal professions and specialists, and immigrants. An important number of students belong to divorced, single-parent and socially disadvantaged families.
· Educational Context :
· Student performance is low.
· Student´s motivation to learn :1)because it is compulsory,2)to please parents,3)to get a good job,4) to gain knowledge.
· Students with specific educational needs: gifted students, students with learning disabilities immigrants (some of them are Limited Spanish Proficient and/or have only been partially schooled), inclusion students (psycho-motor disabilities).
2.Learning Goals
Learning goals are broad, general intentions indicating where we want students to be at the end of the educational process. Decree 40/2002 distinguishes Secondary Compulsory Education goals and Foreign Language goals, both of which provide a general initial framework for this programme:
2.1. Secondary Compulsory Education Goals
a) Understand and produce oral and written messages in Spanish correctly, creatively and independently, and reflect upon the processes involved in the use of language and its contribution to the organization of our own thoughts.
b) Understand and use one or more foreign languages correctly.
c) Interpret and produce messages that use artistic, scientific and technical codes correctly, with independence and creativity, in order to enrich their communicative possibilities, and reflect upon the processes involved in its use.
d) Obtain and select information using appropriate available resources, use it in an independent and critical way, with a pre-established purpose and transmit it in an organized and intelligible manner.
e) Devise problem identification and problem-solving strategies in the various fields of knowledge and experience, by means of intuitive procedures and logical reasoning, contrasting them and reflecting upon the process that has been followed.
f) Acquire a suitable image of oneself, taking into account the abilities, needs and interests to take decisions, valuing the required effort to overcome difficulties.
g) Acquire and develop habits of discipline and respect as a requirement to perform educational tasks effectively and develop attitudes of solidarity and tolerance towards social, religious, generic and ethnic differences, overcoming prejudice with a critical, open, democratic spirit.
h) Know, value and respect the beliefs, attitudes and basic values of our tradition, assessing them critically.
i) Analyse the mechanisms and values which govern societies, especially those concerning the rights and duties of their citizens, and make personal judgments about them.
j) Know the basic laws and processes that govern nature, assess the positive and negative consequences of human activity, and contribute to its preservation and improvement.
k) Value the scientific and technological development and its incidence in the physical and social environment, and use new technology in the teaching-learning process
l) Know and value the cultural and linguistic heritage, especially that of the Community of Cantabria and contribute to its preservation and improvement, and develop interest and respect towards a multicultural and multilinguistic dimension understood as a right of both cultures and individuals.
m) Know the different basic elements of the human body and understood the way it works, together with the benefits of physical exercise ,hygiene ,healthy food and life in order to improve one´s health and quality of life.
2.2 Foreign Language Goals
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The following official Foreign Language goals contribute to the above in various ways[2]:
1 Develop communicative skills, both receptive and productive, in order to exchange information inside and outside the classroom in real communicative situations. | a), b) c) |
2.Master the ability to communicate orally and in written form efficiently in everyday communicative situations through specific tasks. | a),b),c) |
3.Read several kinds of texts in a comprehensive and autonomous way in order to gain access to varied information sources and as a possibility to know different cultures and ways of life different from the personal ones | a),b),c) |
4.Transfer the communicative strategies in the first language or other learnt language to the foreign language in order to perform interactive tasks in real or simulated situations | a),b),c) |
5.Reflect upon the language running as a helpful element in learning in carrying out interactive tasks and as an instrument to develop autonomy | c),f),g) |
6.Use learning strategies and didactic resources( dictionaries, reference books, multimedia materials, etc. )in order to look for information and solve learning situations autonomously | c),f),g) |
7.Think about the own learning processes and to develop an interest to add improvements that lead to success in attaining the set out tasks. | c), g) |
8.Gain access to the cultural knowledge transmitted through the Foreign Language, developing respect towards both the culture and its speakers, to get a better international understanding | d),e) f),h) j) |
9.Appreciate the Foreign Language value as a way of communication with people belonging to a different culture and as a becoming element of the social and interpersonal relationships. | d), e), f), h) j) |
Because both Secondary Compulsory Education and Foreign Language goals inevitably allow for multiple interpretations, specific observable and measurable learning objectives will be devised in each Teaching Unit, specifying the concrete behaviours which will serve as evidence that the goals above have been achieved.
3.Contents and Teaching Units
In order to meet the goals above, a number of contents have been selected, organized and sequenced into teaching units following several criteria that emphasize our concern for a flexible programme that caters for every single student in our classroom.
3.1 Organization
Our starting point is the situation in which the learners are most likely to find themselves. Indeed, the goal of a communicative approach to language learning is the ability to use language in particular situations within one of the domains in which social life is organized .For general purposes of learning and teaching , four domains are usually distinguished : personal, public, occupational and educational [3].The teaching units in this programme reflect each of these domains broken down into fifteen themes around which language functions and notions, discourse, conversation, reflection or composition have been organized and integrated.
3.2 Selection
For each theme or Unit, a number of contents have been selected from three blocks in the Official Curriculum :Communicative skills, Reflection about the Language and Sociocultural Aspects .Each content block emphasizes a particular learning domain, Communicative Skills concentrating on procedural contents (or Application, Analysis, Synthesis and Evaluation ),Reflection about the Language placing its focus on the recalling and understanding of concepts, and Sociocultural Aspects incorporating affective contents into the curriculum. Therefore, the three content blocks build on each other and will have to be present in future teaching units for true English language acquisition to take place.
At the same time, contents in each block have been differentiated according to three broad categories: concepts, procedures and attitudes. This is a first step of the curricular development which will be later specified through learning objectives.
Finally, contents are presented in a cyclic way. This allows us to classify contents depending on their importance or depth given to them each year, adapting the curriculum so that it best meets the needs of our students based on their evolutive development and their particular learning characterisitics. In this sense, a distinction between fundamental, initial and review contents is established. Fundamental (F)contents are those prescribed by the Official Curriculum and which have been considered to be appropriate for the students´ evolutive development, Initial (I) contents are those which need to be introduced in an earlier year to prepare students in areas which will be of special difficulty and Review (R) contents are those believed to be important enough that they may require further attention .The mastery of these contents is regarded as vital for future learning. Only Fundamental contents will be evaluated each year. Initial and Review contents should be introduced when indicated but not dealt with in depth or determine negative evaluation if they are not mastered. Blocks of contents in each Teaching Unit will, therefore, include the three types of content.This result in a more flexible interrelated programme which focuses on student diversity in its structure .
3.3 Minimum contents:
Content Block 1: Communicative skills
Communicative skills Capacity 1st 2nd 3rd 4th
1.Prediction and content anticipation of oral and written texts by means of interpreting a) linguistic and b) non-linguistic elements . | Compr. | I | I | F If F | R |
2.Understanding of main and secondary ideas in oral and written texts. | Analysis | I | F | R | |
3.Inference of meaning of unknown information using a)contextual and b)linguistic elements: title, illustrations, format, word formation | Compr. | I I | F I | R F | |
5.Transmission of essential information about what has been read or listened to. | Analysis | I | F | R | |
6.Planning in the transmission of messages taking the communicative intention, the communicative situation and the interlocutors into account.: register ,relationship established between the speakers. | Synthesis | I | F | ||
7.Balanced use of formal correction and fluency in order to transmit messages and negotiate meaning taking into account the main characteristics of oral and written discourse: pauses, orthography… | Analysis | I | I | F | R |
8.Performance of reading tasks adapted to the type of text and to the reading purpose, developing reading strategies (intensive and extensive) | Synthesis | I | I | F | R |
9.Production of oral and written texts that contain co-ordinating and subordinating elements | Synthesis | I | I | F | R |
Content Block 2:Reflection about the Language
A. Functions of Language and Grammar
Cognitive:Knowledge and Comprehension (Conceptual) 1st 2nd 3rd 4th
1.Greetings, Introducing yourself and others. Express habits, abilities, physical and personal descriptions, likes and dislikes. 1.1Formulae:How are you?, How do you do ?, Nice to meet you, etc 1.2Present simple. Can :He Lives in Spain, I can swim 1.3Love,like, dislike,hate_gerund(-ing): I love singing 1.4 Adjectives: attributive and predicative :Beautiful painting, she is happy 1.5Comparative and superlative adjectives: bigger than, the biggest | F F I I I I | R R F F F I | R R R R R | R R R R |
2.Express Quantity 2.1Countable/uncountable nouns : apple, money 2.2Much, many, a lot of – 2.3Too-adj: It is too hot. 2.4 Not –adj-enough It is not hot enough | F I | R F I I | R R F F | R R |
4.Asking for and answering questions about finished and unfinished events, express recent events and experiences 4.1Present perfect –ever/never/just. 4.2 When-Past simple | I | I I F | F F | R R |
5. Making suggestions and accept or reject them 5.1Let´s: Let´s go to the beach! 5.2How /How about –gerund: How about going to the beach? 5.3Why don´t we..?Why don´t we go to the beach? 5.4Shall we..? Shall we go to the beach ? | F F F | R I R R | F | R |
6.Giving advice 6.1Should/ shouldn´t :You shouldn´t smoke 6.2Conditional sentences, Type II | I | F I | R F | |
7.Express plans, intentions, predictions,probability,possibility and promises 7.1Present Continuous with future meaning :We are getting married next week, etc 7.2 Will/ will not 7.3 Be going to –Infinitive 7.4Conditional sentences (type I) | F I I | R R F F I | R R R F | R |
8.Express obligation and lack of it 8.1Have to/ don´t have to 8.2Must/ mustn´t 8.4Should | I I | I F F | F R R | R |
9.Describe places, give and ask for information about products that need a process of elaboration 9.1 Passive voice :Olive oil is produced in Spain (simple forms) 9.2 Adverbials: first, then, after that | I | F F | R R |
B.Vocabulary
1.Personal Identification 1.1 Personal belongings:purse,wallet,umbrella,watch, ring ,etc 1.2 Physical appearance:tall/short,fair/dark/brown hair, young 1.3 Character: shy,talkative,outgoing,kind,responsible, sensitive 1.4 Jobs: Teacher, doctor, nurse, engineer, farmer, lawyer, etc | F I F | R F I R | R F | R |
2.Relations with other people 2.1The family I:mother, father, daughter, brother,etc 2.2The family II:uncle,aunt, nephew, stepmother,father-in-law,etc 2.3Friends:close,acquaintance, colleague, partner | F I | R F I | R R F | R |
3.Education 3.1The classroom: desk, blackboard, pencil, book, notebook, chalk, etc 3.2The school :office, classroom, library, hall, playground, bell,etc 3.3 Higher education :university, college, vocational studies,degree,B.A | F I | R F | R I | F |
4.Free time, entertainment 4.1Sports:basketball, tennis, football, swimming, climbing, skiing, etc 4.2Cinema,t.v, radio, theatre: programme, actor, play, performance 4.3Literature:character,play, story, novel, author, narrator | F I | R F | R I | F |
5.Food and drink 5.1Vegetables,fruit, meat, fish I: apple, beans, beef, peach, lettuce 5.2Vegerables, fruit, meat, fish II:cabbage, broccoli, ribs, veal, cod 5.3Drinks: soft drinks,spirits, lemonade, water, coffee, tea, orange juice, 5.4 5.4 Cooking:cook, fry, whisk, mix, boil, etc | F F | R I R | F | R |
6.Places 6.1 Countries: France, Germany, Spain, Italy, etc 6.2 Town and cities: traffic lights, pedestrian crossing, underground 6.3 Geography I: mountain, river, valley, lake, hill, desert 6.4 Geography II: stream, cliff, gulf, plateau, cape, meadow | F | R I I | F F I | R R F |
7.Travel 7.1 Means of transport: train, bus, plane, ship, boat, car, bicycle, etc 7.2 Holidays: seaside, ski resort, to book, museum, beach , hotel, B&B 7.3Travelling abroad : passport, currency, customs, reverse call | I | F I | R F I | R F |
8.House and home 8.1 Parts of the House: living-room, kitchen, garage, bedroom, bathroom 8.2 Objects of the house: sink, window, carpet, bookcase, etc | F I | R F | R | |
9.The environment 9.1 Greenhouse effect, ozone layer, pollution, bottle bank, etc | I | F | ||
10.Health and body care 10.1Parts of the body : legs, arms, head, hand, eyebrows, shoulder 10..2Health:cough, a cold, headache,earache, stomach ache ,sore 10.3Healthy habits: brush one´s teeth, jogging, drug-free | F | R I I | F F | R R |
11.Science and Technology 11.1Computers: monitor, screen, mouse, printer, software,etc | I | F |
C.Phonetics
1.Pronunciation of special difficult phonemes: 2.Pronunciation of contracted forms.can´t, couldn´t, won´t, wouldn´t 3.Pronunciation of /s/,/z/,/IZ/ 4.Pronunciation of –ed past tenses:/t/,/d/,/Id/ 5Connected speech: unstressed grammatical words versus stressed content words. 6Accenting words and phrases 7Intonation in affirmative and interrogative sentences 8 Intonation in wh-and yes/no questions. 9.Rhythm | F F I | I R R F I I I I I | F R R R F F F F I F I | R R R R R R R F R F |
Content block 3: Socio-cultural aspects(attitudinal:receiving,valuing,organization)
1 Appropriate use of linguistic formulae (courtesy, agreement, disagreement,etc) associated to specific communicative situations | I | F | R | |
2 Identification of the norms and behaviours characteristic of English-speaking countries and cultures: lifestyle, sense of humour. | I | F | R | |
3 Knowledge and appreciation of cultural elements characteristic of the countries where the foreign language is spoken: music, literature | I | F | R | |
4 Interest to maintain real communicative exchanges with native spe speakers of English:e-mails, letters, conversation | I I | F | R | |
5. Development of behaviour habits and attitudes that help to appreciate our own culture by means of comparing it with others: Traditions, customs,historic-artistic heritage | I | F | R | R |
6.Respect towards English speakers independent of their origin, race, or mother tongue, thus encouraging the elimination of communicative barriers. | I | I | F | F |
7.Appreciation of the importance of English as a way of gaining access to communication with other people who are learning the same language.. | I | F | R | |
8.Recognition of the presence of English in new technological communication media and its utility to communicate with other people | I | F | R |
3.4Cross-curricular themes
Education should be impregnated of contents adequate for the development of society. Cross-curricular themes are already included in the general aims but all areas should centre their attention on them as they are an essential part of the curriculum, therefore, they will be fully integrated in each Unit by means of contents such as environmental education (unit 13), education for peace( units 2,3,6,11), consumer education (unit 15 ), road education (units4, 12),education for equal opportunities between sexes (units 8,9 ),health education (units 5, 7,14) ,moral and civic education (unit 1,10 )
3.5 Learning Objectives
Taking both learning goals and the selected contents into account, specific learning objectives have been formulated for each Teaching Unit. Learning objetives identify the specific knowledge, skill, or attitude the learner should gain and display as a result of the instructional process.
Each of these tangible objectives will represent, therefore, one step on the way towards the completion of the pre-established goals (both SCE and FL) described above.
B. Bloom’s Taxonomy of Educational Objectives[4] has been used in identifying the different learning domains and capacities. This and other similar classifications distinguish three learning domains, cognitive, affective and psychomotor, the latter being usually restricted to early educational stages. The largest proportion of educational objectives fall within the cognitive domain in which six levels are identified: True knowledge is not only recognizing some idea or phenomenon, but it also involves relating, judging, organizing and reorganizing.
The affective domain is also structured hierarchically, beginning at the level at which the learner is merely aware of or able to perceive a phenomenon, following which he or she attends to that phenomenon, responds to it with a positive feeling, places value upon it, organizes that value within his or her valuation system.
Nevertheless, it is important to note that Bloom’s Taxonomy is only an organizational tool which refers to the types of contents/objectives that should be present, and the interrelation of content blocks in the Curriculum.
This Teaching Programme will effectively allow us to make relevant instructional adaptations. Lower students, for instance, will in general see the curriculum adapted with basic concepts and lower-level skills which may emphasize the recalling, understanding and application of knowledge. On the other hand, higher students will be provided with adaptations that make use of higher-order thinking skills (Analysis, Synthesis, Evaluation).
3.6. Temporal Sequence
This roughly estimated temporal sequence of Teaching Units is only referential since teachers will be able to alter the sequence whenever adaptations need to be made in a particular classroom. According to the 2006/07 calendar, the beginning of lessons will take place on 19th September and will end on 27th June
First Term | Unit 1 Personal Identification ………………………5 sessions Unit 2 Family and Friends…………………………..6 sessions Unit 3 The House…………………………………….5 sessions Unit 4 The City………………………………………..6 sessions Unit 5 Food and Drink ………………………………6 sessions |
Second Term | Unit 6 Traditions……………………………………..5 sessions Unit 7 Free Time…………………………………….6 sessions Unit 8 Biography…………………………………….5 sessions Unit 9 Memories…………………………………….6 sessions Unit 10 Jobs…………………………………………6 sessions |
Third Term | Unit 11 Personal Aspirations………………………6 sessions Unit 12 Travel……………………………………….6 sessions Unit 13 The Environment………………………….6 sessions Unit 14 Health and Body Care……………………5 sessions Unit 15 Science and Technology…………………6 sessions |
The contents have been sequenced relating new contents to student´s previous knowledge,encouraging classroom interaction, paying attention to the creative aspect of the language use,in accordance with the functional character of language.
3.7 Teaching Units
Unit 1 Personal Identification
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Interview, description Procedures: -Prior knowledge activation and use of context to interpret global and specific information in oral and written texts. -Development of communicative skills to overcome breakdowns. -Use of conversational conventions in role plays. -Use of oral and written models to produce own texts. Attitudes: Recognition of the importance of being able to express oneself orally in a foreign language as a means of satisfying communicative needs with different interlocutors. | Concepts: Functions: greetings; formal and informal introductions; giving and asking for personal information Structures: formulae;yes-no/wh- questions; to be; have got Vocabulary: personal information; nationalities; jobs Pronunciation: contracted forms (I’ve, he’s, I’m, they’ve, etc); intonation in yes/no and wh- questions. Procedures: Conscious use of different mechanisms for learning: deduction, classifying, paraphrasing. Attitudes: Appreciation of the value of correctness as a way of guaranteeing fluent, efficient communication | Concepts: Courtesy rules in English-speaking countries. -Body language. Procedures: -Appropriate use of linguistic formulae associated to specific communicative situations. -Differentiation between formal and informal English. Attitudes: -Appreciation of the importance of English as a way of gaining access to communication with other people who are learning the same language. -Respect towards English speakers overcoming stereotyped views. |
Learning objectives
Ø Identify simple linguistic formulae in oral and written texts. (knowledge)
Ø Recognize yes-no/wh- questions, to be, have got in oral and written texts (knowledge)
Ø Define vocabulary related to personal information, jobs and nationalities (knowledge)
Ø Reproduce the pronunciation of simple contracted forms.(knowledge)
Ø Identify and paraphrase new formulae used in introductions and to give and ask for personal information(comprehension)
Ø Identify and reproduce intonation patterns in yes/no and wh-questions(comprehension)
Ø Locate personal information in written texts and complete a chart.(application)
Ø Listen to oral texts in order to gather specific information(application)
Ø Participate in controlled oral exchanges giving and asking for personal information(application)
Ø Classify formal and informal introductory formulae and expressions.(analysis)
Ø Role-play a conversation using appropriate introductory formulae and structures(synthesis)
Ø Evaluate the use of formula in everyday interaction.(evaluation)
Cross-curricular themes:
Moral and civic education.
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 1,Higher-level test Unit 1 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 2 Family and Friends
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Letter, description Procedures: -Prior knowledge activation and use of context to interpret global and specific information in oral and written texts. -Performance of reading tasks adapted to the type of text and to the reading purpose. -Interaction with interlocutors in controlled and free ways. -Use of oral and written models to produce own texts. Attitudes: Attention and respect towards the messages emitted in the foreign language by different speakers. | Concepts: Functions: describing and comparing people Structures: qualitative and predicative adjectives; comparative adjectives; connectors; Saxon Genitive Vocabulary: adjectives to describe physical appearance and personality; family relations Pronunciation: -er; than Procedures: -Conscious analysis of semantic, morphological and syntactic elements. -Use of language learning strategies: checking the correctness of answers in a dictionary/grammar. Attitudes: Desire to understand the way the foreign language works.
| Concepts: -Family relationships in Britain, the US and Spain. -Frienship in Britain and the US. Procedures: Identification of the norms and behaviours which characterize English-speaking countries and cultures. Attitudes: -Respect towards English speakers, overcoming stereotyped views. -Respect towards differences in opinion about current topics and understanding of different sociocultural perspectives. |
Unit 2 Family and Friends
Ø Recognize simple qualitative and predicative adjectives in oral and written texts(knowl.)
Ø Identify the Saxon Genitive as a way of expressing possession(knowledge)
Ø Identify and illustrate family relationships in a family tree(comprehension)
Ø Understand simple coordinating and subordinating connectors.(comprehension)
Ø Read and listen to simple descriptive texts in order to gather specific information and answer questions/complete text/fill in graph.(application)
Ø Participate in controlled oral exchanges in order to describe and compare people.(appl.)
Ø Categorize adjectives referring to physical appearance and personality.
Ø Analyse and formulate rules for adjectives taking er and more in comparative sentences(analysis)
Ø Write a simple informal letter describing your family(synthesis)
Ø Design an oral presentation describing a well-known family.(synthesis)
Ø Relate grammatical structures to their functions and evaluate their effectiveness.(synthesis)
Ø Accept different opinions and sociocultural perspectives( receiving)
Ø Agree to be respectful and attentive to other speakers of English(Responding)
Ø Compare and evaluate English and Spanish sociocultural rules and behaviour related to family relationships(organization)
Cross-curricular themes:
Education for Peace
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 2Higher-level test Unit 2 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 3 The House
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Advertisement, description Procedures: -Prior knowledge activation and use of context to interpret global and specific information in oral and written texts. -Performance of reading tasks adapted to the type of text and to the reading purpose. -Development of communicative skills to overcome breakdowns in the interaction with interlocutors. -Use of oral and written models to produce own texts. Attitudes: Recognition of errors as an integral part of the language learning process. | Concepts: Functions: describing and comparing things Structures: prepositions of place; quantity. superlatives; there is/are; connectors; articles Vocabulary: parts of the house; furniture; household equipment Pronunciation: -est; / /, / /, /d/ Procedures: Conscious analysis of semantic, morphological and syntactic elements. Attitudes: Positive attitude towards those class activities which best develop maximum communicative competence and help one to overcome the problems which arise during learning
| Concepts: -British and Spanish houses. -Male and female roles in the household. Procedures: -Idetification of the norms and behaviours which characterize English-speaking countries and cultures. -Comparison between social and cultural elements transmitted though the English language and though speakers from other countries. Attitudes: Respect towards English speakers regardless their origin, race, or mother tongue, thus encouraging the elimination of communicative barriers |
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Unit 3 Family and Friends
Learning Objectives
Ø Formulate rule for superlative structures using prior knowledge(knowledge)
Ø Recognize articles, connectors, there is/are and basic vocabulary in simple oral and written texts. (knowledge)
Ø Identify prepositions of place in oral and written texts.(comprehension)
Ø Match vocabulary related to the house with illustrations.(comprehension)
Ø Extract global and specific information from oral and written descriptive texts(application)
Ø Describe the position of objects /people in controlled oral and written exchanges(applic.)
Ø Classify expressions of quantity (some,any, a lot of,much,many,etc)
Ø Compare superlative and comparative structures, and formulate generalizations (analysis)
Ø Role-play a conversation between an estate agent and a home buyer(synthesis)
Ø Write a simple description of a house using appropriate structures, vocabulary(synthesis)
Ø Relate grammatical structures to their functions and evaluate their effectiveness in describing and comparing things/people.(evaluation)
Ø Accept errors as an integral part of the learning process(receiving)
Ø Compare male/female roles in the household in Britain and Spain(organization)
Cross-curricular themes:
Education for Peace,education for equal opportunities between sexes
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 3Higher-level test Unit 3 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 4 The City
Learning Objectives
Ø Use prior knowledge to identify prepositions of place and simple adverbials (knowledge)
Ø Explain the meaning of public spaces using prior knowledge and context clues(knowledge)
Ø Identify asking for confirmation and clarification as negotiation strategies and use them appropriately in context.(comprehension)
Ø Identify and reproduce falling intonation in commands(comprehension)
Ø Describe and draw pictures following instructions and using appropriate negotiation strategies(application)
Ø Skim, scan and compare written descriptions about several cities(application)
Ø Differentiate formal and informal formulae used to give and ask for directions(analysis)
Ø Analyse the writing style of two postcards,make corrections and outline basic writing rules “
Ø Role-play dialogues giving and asking for directions using appropriate formulae (synth.)
Ø Design a city and describe it orally and in written form(synthesis)
Ø Explain the importance of negotiation strategies in oral communication(evaluation)
Ø Recognize the contribution made by English to the students´own language(receiving)
Ø Compare and rank road norms in English-speaking countries and Spain(organization)
Cross-curricular themes:
Education for Peace,education for equal opportunities between sexes
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 3Higher-level test Unit 3 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 4 The City
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Map, postcard, sign, description Procedures: -Prior knowledge activation and use of context to interpret global and specific information in oral and written texts. -Performance of reading tasks adapted to the type of text and to the reading purpose. -Negotiation of meaning with strategies that aim at successful communication while keeping the balance between formal correction and fluency. -Use of oral and written models to produce own texts. Attitudes: Tendency to overcome the difficulties which arise during oral communication due to the lack of linguistic resources. | Concepts: Fuctions: describing and comparing places; giving directions Structures: imperatives; formulae; adverbials; preopositions of place Vocabulary: public space Pronunciation: falling intonation in commands; / / and / / Procedures: Maximum use of the clues and resources available in order to promote independent learning. Attitudes: Positive attitud towards those class activities which best develop maximun communicative competence and help one to overcome the problems which arise during learning. | Concepts: – London, New York, Sydney -Road rules in Britain and Spain. Procedures: -Appropriate use of linguistic formulae associated to specific communicative situations. -Identification and interpretation of semiotic elements (gesture, intonation, etc.) used by English speakers. Attitudes: -Interest to maintain real communicative exchanges with native speakers of English.
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Unit 4 The City
Learning Objectives
Ø Use prior knowledge to identify prepositions of place and simple adverbials (knowledge)
Ø Explain the meaning of public spaces using prior knowledge and context clues(knowledge)
Ø Identify asking for confirmation and clarification as negotiation strategies and use them appropriately in context.(comprehension)
Ø Identify and reproduce falling intonation in commands(comprehension)
Ø Describe and draw pictures following instructions and using appropriate negotiation strategies(application)
Ø Skim, scan and compare written descriptions about several cities(application)
Ø Differentiate formal and informal formulae used to give and ask for directions(analysis)
Ø Analyse the writing style of two postcards,make corrections and outline basic writing rules “
Ø Role-play dialogues giving and asking for directions using appropriate formulae (synth.)
Ø Design a city and describe it orally and in written form(synthesis)
Ø Explain the importance of negotiation strategies in oral communication(evaluation)
Ø Recognize the contribution made by English to the students´own language(receiving)
Ø Compare and rank road norms in English-speaking countries and Spain(organization)
Cross-curricular themes:
Road Education, moral and civic education
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 3Higher-level test Unit 3 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 5 Food and Drink
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Menu, interview, expository. Procedures: -Use of context to interpret global and specific information in oral and written texts. -Differentiation between relevant and irrelevant information depending on the task to be performed. -Use of conversational conventions in role plays. -Planning in the transmission of messages taking the interlocutors and the communicative situation into account. -Use of oral and written models to produce own texts. Attitudes: Recognition of the importance of being able to express oneself orally as a means of satisfying communicative needs. | Concepts: Fuctions: likes, dislikes, opinions and suggestions Structures: like, love, hate, dislike; formulae (I think… What do you think about…?) Why don’t we…?; Let’s…; How/what about…?; What (a)…!; quantity. Vocubulary: food, drinks, Pronunciation: intonation to express emotions; /h/ sound Procedures: Conscious use of different mechanisms for learning: deduction, ordering, classifying, paraphrasing, etc Attitudes: Confidence in one’s personal capacity to make progress and attain a good practical level in the foreign language. | Concepts: Eating in Britain and Spain. Procedures: -Comparison between social and cultural elements transmitted through the English language and through speakers from other countries. -Use of appropiate registers according to the situation. Attitudes: -Appreciation of the importance of English as a way of gaining access to communication with other people who are learning the same language. -Respect towards differences in opinion about current topics and understanding of different sociocultural perspectives. |
Unit 5 Food and Drink
Learning Objectives
Ø Recognize common expressions of quantity in oral and written texts.(knowledge)
Ø Identify formulae used to express opinion and suggestions in oral and written texts(knowl.)
Ø Formulate grammatical rules for subclauses after verbs and expressions such as like,hate,love, how about..?,etc(comprehension)
Ø Participate in controlled oral interviews using appropriate structures to express opinions(appl.)
Ø Identify relevant and irrelevant information in simple oral texts. (application)
Ø Skim and scan written texts about eating habits in Britain and in Spain (application)
Ø Classify different types of food and drink, and make semantic webs with each of them(analysis)
Ø Role-play a conversation expressing suggestions/opinions about a menu(synthesis)
Ø Write a short expository text about eating habits based on a written model (synthesis)
Ø Relate grammatical structures to their functions and evaluate their effectiveness depending on the interlocutors involved(evaluation)
Ø Acknowledge the possibility of working rules out based on linguistic observation(Receiving)
Ø Defend the importance of good eating habits(organization)
Ø Question messages that promote consumerism(valuing)
Cross-curricular themes:
Consumer and health education
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 5Higher-level test Unit 5 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 6 Traditions
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Poem, personal account, Expository text Procedures: -Prior knowledge activation and use of context to interpret global and specific information in oral and written texts. -Understanding of main and secondary ideas in oral and written texts. -Use of oral and written models to produce own texts. Attitudes: -Regour in the interpretation and production of oral and written messages. -Attention and respect towards the messages emitted in the foreign language by different speakers (teacher, classmates; etc.) | Concepts: Fuctions: talking about habits Structures: simple present; expressions of time, day, date; temporal expressions (on Monday, every day, at the weekend, etc.) Vocabulary: traditions (cricket, Halloween, Guy Fawkes’ Day, gardening, Thanksgiving…); British and American English. Pronunciation. /s/, /z/, /iz/ Procedures: -Conscious analysis of semantic, morphological and syntactic elements. -Use of language learning strategies: grammar, dictionary, computer. Attitudes: Appreciation of the value of correctness as a way of guaranteeing fluent, efficient communication | Concepts: British and American traditions and celebrations Procedures: Identification of the norms and behaviours characteristic of English-speaking countries and cultures. Attitudes: -Respect towards English speakers regardless their origin, race, or mother tongue, thus encouraging the elimination of communicative barriers. -Interest to learn about different types of cultural information. -Interest to maintain real communicative exchanges with native speakers of English |
Learning Objectives Unit 6 Traditions
Ø Use background knowledge to identify well-known traditions such as Halloween, Thanksgiving,etc(knowledge)
Ø Identify the simple present tense in oral and written texts as a way of talking about habits, and state the rule that govern this tense(knowledge)
Ø Identify expressions of time, day, date in oral and written texts (comprehension).
Ø Discriminate the sounds /s/,/z/ and /iz/ and reproduce them in controlled oral exchanges(“)
Ø Participate in controlled oral exchanges in order to talk about habits(application)
Ø Read and listen to expository texts about British and American traditions in order to identify main and secondary ideas(application)
Ø Classify temporal expressions associated with the simple present.(analysis)
Ø Compare examples of British and American English and formulate basic generalizations as regards spelling, pronunciation, grammar and vocabulary(analysis)
Ø Design an oral presentation about British and American traditions using technological resources(synthesis)
Ø Explain and justify the personal enrichment to be gained from contact with people from other cultures( responding)
Cross-curricular themes:
Education for Peace
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 6,Higher-level test Unit 6 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 7 Free Time
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Narrative, expository, journal Procedures: -Inference of meaning using contextual elements. -Performance of reading tasks adapted to the type of text and to the reading purpose. -Interaction with interlocutors in controlled and free ways. -Production of oral and written texts with coordination and subordination elements. Attitudes: Rigour in the interpretation and production of oral and written messages | Concepts: Fuctions: habitual and current event Structures: simple present; present continuous; temporal expressions (now, today, at this moment,…); adverbs of frequency Vocabulary: daily activities; sports, entertainment Pronunciation: -ing; intonation to show apathy and enthusiasm Procedures: Conscious use of different mechanisms for learning: classifying, inferring, ordering, paraphrasing, etc. Attitudes: Desire to understand the way the foreign language works | Concepts: Sports and entertainment in English-speaking countries. Procedures: Recognition of implicit sociocultural aspects in different types of text. Attitudes: -Respect towards differences in opinion about current topics and understanding of different sociocultural perspectives. -Recognition of the presence of English in new technology. -Appreciation of English as an international language. |
Learning Objectives Unit 7 FREE TIME
Ø Explain the meaning of common daily activities(knowledge)
Ø Identify the rules that govern the present continuous tense(comprehension)
Ø Create semantic webs about sports and entertainment using background knowledge and new vocabulary taken from oral and written texts(comprehension)
Ø Identify the intonation used to show apathy and enthusiasm and imitate it in controlled oral exchanges(comprehension)
Ø Participate in oral exchanges in order to talk about habitual and current events(application)
Ø Skim and scan expository texts in order to obtain global and specific information (applic.)
Ø Compare and classify temporal expressions associated with the simple present and present continuous tense(analysis)
Ø Analyse adverbs of frequency based on meaning( analysis)
Ø Collect information about some sport/entertainment in an English-speaking country and prepare an oral presentation(synthesis)
Ø Support the need to analyse the language in order to help us to be rigorous in the interpretation and production of oral and written messages(evaluation)
Ø Select healthy ways of spending your free time(internalization)
Cross-curricular themes:
Health and environmental education
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 7,Higher-level test Unit 7 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 8 Biography
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Biography, personal narrative Procedures: -Interference of meaning using contextual clues. -Performance of reading tasks adapted to the type of text and reading purpose. -Draft checking in written production before editing. -Use of oral and written production before editing. -Use of oral and written models to produce own texts. Attitude: -Rigour in the interpretation and production of oral and written messages. -Awareness of the capacity to understand a spoken or written message globally, without needing to understand every single word | Concepts: Functions: talking about past events Structures: simple past of regular/irregular verbs; temporal expressions (ago, later, when, after, etc.); connectors Vocabulary: ordinal and cardinal numbers; childhood Pronunciation: /t/, /d/, /id/ Procedures: -Conscious analysis of morphological elements. -Use of language learning strategies: grammar, dictionary, computer, etc. Attitudes: Desire to understand the way the foreign language works. | Concepts: Biographies of famous English-speaking people Procedures: -Recognition of implicit sociocultural aspects in oral and written texts. -Differentiation between formal and informal English. Attitudes: -Interest to learn about different types of cultural information, including history, literature. -Respect towards English speakers regardless their origin, race, or mother tongue, thus encouraging the elimination of communicative barriers. -Interest to learn about different types of cultural information, including history, literature, |
Learning Objectives Unit 8 BIOGRAPHY
Ø Review common regular/irregular verbs and explain grammatical differences(knowledge)
Ø Understand the use of simple past tense to describe past events(comprehension)
Ø Identify, discriminate and reproduce /t/,/d/,/id/ in regular past verbs(comprehension)
Ø Write and ask questions to obtain information in order to complete a life history(applic.)
Ø Skim and scan a narrative text to find general and specific information(application)
Ø Infer the meaning of unknown words using contextual and linguistic clues(analysis)
Ø Analyse ways of linking sentences together using simple coordinating and subordinating connectors, and formulate generalizations(analysis)
Ø Write a biography about a famous person and present it to the rest of the class(synthesis)
Ø Write a personal narrative following a model (synthesis)
Ø Relate linguistic forms and vocabulary to the description of past events in oral and written work(evaluation)
Ø Identify the capacity to understand a written message globally, without needing to understand every single word(receiving)
Ø Justify the need for equal opportunities regardless of sex, race or age(internalization)
Cross-curricular themes:
Education for equal opportunities between sexes
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 8,Higher-level test Unit 8 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 9 Memories
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Narrative text, personal account Procedures: -Inference of meaning using contextual elements. -Performance of reading tasks adapted to the type of text and to the reading purpose. -Transmission of essential information about what has been read or listened to. -Production of oral and written texts using cohesive devices. -Organization and structure of paragraphs. Attitudes: -Rigour in the interpretation and production of oral and written messages. -Reflection about ways to improve oral and written production. | Concepts: Functions: talking about past events Structures: past simple; past continuous; temporal expressions; cohesive elements (personal pronouns, possessive adj.) Vocabulary: fairy tales, dreams, sleep Pronunciation: was, were Procedures: -Conscious use of different mechanisms for learning: ordering, classifying, summarising, and paraphrasing. -Conscious analysis of semantic and morphological elements. Attitudes: Appreciation of the value of correctness as a way of guaranteeing fluent, efficient communication. | Concepts: -Folk tales –Robinson Crusoe, by D. Defoe. Procedures: -Identification of implicit sociocultural aspects in different types of text. -Critical analysis of cultural behaviour. Attitudes: -Interest to learn about different types of cultural information, including history, literature, geography, etc. -Appreciation of the importance of English as a way of gaining access to communication with other people who are learning the same language. |
Learning Objectives Unit 9 MEMORIES
Ø Recognize the simple past (use and form) .(knowledge)
Ø Identify personal pronouns and possessive adjectives as cohesive elements.(knowledge)
Ø Explain the use of the past continuous tense(comprehension)
Ø Interpret the meaning of temporal expressions such as when, while, as soon as(compr.)
Ø Identify and reproduce the pronunciation of was and were in connected speech(compr.)
Ø Skim and scan a narrative text in order to obtain general and specific information(applic.)
Ø Use information from a reading passage in order to complete sentences with the appropriate tense(simple past or past continuous)(application)
Ø Analyse the structure and organization of narrative texts.(analysis)
Ø Write a short personal narrative about a dream using a structural model and appropriate tenses/connectors(synthesis)
Ø Write a fairy tale using appropriate cohesive devices(synthesis)
Ø Explain how the correct use of cohesive devises contributes to guaranteeing fluent efficient communication(evaluation)
Ø Recognize errors in spoken and written messages as an integral part of the learning process(receiving)
Cross-curricular themes:
Education for equal opportunities between sexes, education for peace
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 9,Higher-level test Unit 9 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 10 Jobs
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Curriculum vitae, advertisement, interview Procedures: -Inference of meaning using contextual and linguistic elements. -Performance of reading tasks adapted to the type of text and to the reading purpose. -Use of conversational conventions in role plays. -Use of oral and written models to produce own texts. Attitudes: -Recognition of errors as an integral part of the language learning process. -Recognition of the importance of being able to express oneself orally in English as a means of satisfying communicative needs. | Concepts: Functions: finish and unfinished events Structures: present perfect simple; past simple; ever / never / just; for/since/already/yet Vocabulary: jobs and occupations; phrases to describe working conditions, job skills and personal qualities Pronunciation: weak forms; /j/ and / / Procedures: Conscious analysis of semantic, morphological and syntactic elements. Attitudes: Positive attitude towards those class activities which best develop communicative competence and help one to overcome the problems which arise during learning | Concepts: -Jobs done by men and women in Britain and Spain. -Working times and holidays. Procedures: Comparison between social and cultural elements transmitted through the English language and through speakers from other countries. Attitudes: -Respect towards English speakers overcoming stereotyped views. -Appreciation of English as an international language. |
Learning Objectives Unit 10 JOBS
Ø Define vocabulary related to jobs and professions (knowledge).
Ø Recognize the elements and structure of a C.V.(knowledge)
Ø Identify the form and use the present perfect tense in oral and written texts(compr.)
Ø Create semantic webs with words/phrases related to working conditions, job skills and personal qualities (comprehension)
Ø Discriminate weak forms in connected speech and reproduce them in controlled oral exchanges(comprehension)
Ø Participate in controlled oral exchanges in order to talk about job skills and personal qualities(application).
Ø Listen to oral text in order to gather specific information(application)
Ø Skim and scan written texts in order to obtain global and specific information about working conditions(application)
Ø Compare the use of the present perfect and past tense(analysis)
Ø Classify time expressions used with the present perfect and past simple(analysis)
Ø Role-play job interviews using appropriate structures, vocabulary and pronunciation(synt.)
Ø Respond to errors in a positive way, and understand they are a proof that learning is taking place(responding)
Cross-curricular themes:
Education for equal opportunities between sexes
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 10,Higher-level test Unit 10 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 11 Personal Aspirations
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Expository, questionnaire, curriculum vitae, horoscope Procedures: -Performance of reading tasks adapted to the type of text and to the reading purpose. -Negotiation of meaning using strategies that aim at successful communication while keeping the balance between formal correction and fluency. -Use of oral and written models to produce own texts. -Organization and structure of paragraphs based on the ideas to be communicated. Attitudes: Attention and respect towards the messages emitted in the foreign language by different speakers.. | Concepts: Functions: talking about future events. Structures: will, going to, present continuous, would like to Vocabulary: occupations, higher education Pronunciation: would; word linking Procedures: -Conscious use of different mechanism for learning: deduction, paraphrasing, classifying, ordering. -Conscious analysis of semantic and morphological elements. Attitudes: Positive attitude towards those class activities which best develop communicative competence and help one to overcome the problems which arise during learning. | Concepts: -British and Americna educational systems. –Huckleberry Finn, by M. Twain. Procedures: Comparison between social and cultural elements transmitted through the English language and through speakers from other countries. Attitudes: -Appreciation of the importance of English as a way of gaining access to communication with other people who are learning the same language. -Respect towards differences in opinion about current topics and understanding of different sociocultural perspectives.. |
Learning Objectives Unit 11 PERSONAL ASPIRATIONS
Ø Recognize and explain jobs and occupations in oral and written texts(knowledge)
Ø Recall common negotiation strategies such as seeking assistance,prompting, signalling lack of understanding, repeating,etc(knowledge)
Ø Create semantic webs about educational vocabulary(comprehension)
Ø Identify the pronunciation of would and word linking, and imitate them in controlled oral exchanges(comprehension)
Ø Participate in oral exchanges in order to talk about future events(application)
Ø Listen to oral texts in order to obtain general and specific information(application)
Ø Skim and scan written texts to obtain global and specific information(application)
Ø Summarize information from a written expository text about educational systems(analy.)
Ø Analyse and compare the use of will,going to and the present continuous to talk about future events(analysis)
Ø Write an expository text about personal aspirations focusing on the organisation and structure of paragraphs(synthesis)
Ø Explain the importance of negotiation strategies in oral communication(evaluation)
Ø Select positive features from other educational systems and discuss how they would contribute to the Spanish educational system(valuing)
Cross-curricular themes:
Education for equal opportunities between sexes,education for peace
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 11,Higher-level test Unit 11 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 12 Travel
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts:Advertisement, brochure, memorandum, postcard, expository. Procedures: -Inference of meaning using contextual and linguistic elements. -Performance of reading tasks adapted to the type of text and to the reading purpose. -Negotiation of meaning using strategies which aim at successful communication. -Use of oral and written models to produce own texts. Attitudes: Tendency to overcome the difficulties which arise during oral communication due to the lack of linguistic resources. . | Concepts: Functions: possibility, probability, obligation. Structures: must, have to, don’t have to; may, might, can, could; conditional sentences Type I Vocabulary: countries, languages, distance, transportation, the weather, geography Pronunciation: intonation to distinguish strong and lack of interest Proced -Maximum use of the clues and resources available in order to promote independent learning. Attitudes: Positive attitude towards those class activities which best develop communicative competence. | concepts -Countries and public places -Holidays in Britain and Spain. Procedures: -Comparison between social and cultural elements transmitted through the English language and through speakers from other countries. Attitudes: -Appreciation of the importance of English as a way of gaining access to communication with other people who are learning the same language. -Respect towards differences in opinion and understanding of different sociocultural perspectives.
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Learning Objectives Unit 12 TRAVEL
Ø Recognize may,might ,can,could to express possibility and probability (knowledge)
Ø Identify familiar vocabulary(countries, languages, transportation) (knowledge)
Ø Identify must,have to, don´t have to to express obligation, lack of obligation and prohibition
Ø Understand the form and use of Type I conditional sentences(comprehension)
Ø Discriminate intonation patterns used to indicate strong and lack of interest (compr.)
Ø Skim and scan written texts(brochure,ad) in order to extract global and specific information
Ø Classify vocabulary related to the weather/geography and create semantic webs(analysis)
Ø Examinate linguistic forms and formulate rules by relating each of them to a particular language function(possibility, probability, obligation) (analysis)
Ø Write a memorandum giving information about Spain(synthesis)
Ø Asses the value of negotiation strategies in oral communication(evaluation)
Ø Acknowledge the importance of English as a means of communication around the world(receiving)
Ø Compare norms and rules in English-speaking countries and Spain, and understand their sociocultural relevance(responding)
Ø Accept different points of view and identify their sociocultural importance(valuing)
Cross-curricular themes:
Road education,education for peace
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 12,Higher-level test Unit 12 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 13 The Environment
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Expository, persuasive Procedures: -Understanding of main and secondary ideas in oral and written texts. -Production of oral and written text with coordination and subordination elements. -Organization and structure of paragraphs based on the ideas to be communicated. Attitudes: -Attention and respect towards the messages emitted in the foreign language by different speakers. -Rigour in the interpretation and production of oral and written messages. . | Concepts: Functions: hypothesis, probability, possibility Structures: conditional sentences Type I and II; connectors Vocabulary: geography, environment Pronunciation: /p/, /t/ and /k/ in initial position Procedures: -Conscious use of different mechanisms for learning: deduction, ordering, classifying, paraphrasing. -Conscious analysis of syntactic elements. Attitudes: Appreciation of the value of correctness fluent, efficient communication | . Concepts: International environmental organizations Procedures: -Identification of sociocultural viewpoints in the news or current afffairs transmitted through the mass media. -Identification of the norms and behaviours characteristic of English-speaking countries. Attitudes: -Appreciation of English as an international language. -Respect towards differences in opinion about current topics and understanding of different sociocultural perspectives. -Recognition of the presence of English in new technology. |
Learning Objectives Unit 13 THE ENVIRONMENT
Ø Recognize simple coordinating and subordinating connectors in oral and written texts(kn.)
Ø Make semantic maps about geography and the environment(comprehension)
Ø Identify and imitate aspiration used when /p/,/t/,/k/ are in initial position(comprehension)
Ø Skim and scan written expository texts in order to extract global and specific information(a)
Ø Listen to oral texts in order to identify main and secondary ideas(application)
Ø Compare and analyse the form and use of Type I and Type II conditional sentences(anal.)
Ø Examine the formal characteristics of persuasive texts as opposed to other kinds of writing
Ø Design an oral presentation using technological resources about environmental hazards around the world(synthesis)
Ø Write a persuasive text about ways to improve the environment focusing on organization and structure( synthesis)
Ø Acknowledge the importance of English in new technology(receiving)
Ø Accept other sociocultural viewpoints and different opinions transmitted through the mass media (valuing)
Ø Justify the need to preserve the environmental and commit oneself to this purpose(intern.)
Cross-curricular themes:
Environmental education
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 13Higher-level test Unit 13 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 14 Health and Body Care
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Telephone call, article, persuasive. Procedures: -Understanding of main and secondary ideas in oral and written texts. -Planning in the transmission of messages taking the interlocutors and the communicative situation into account. -Production of oral and written texts with coordination and subordination elements. Attitudes: Awareness of the capacity to understand a spoken or written message globally, without needing to understand every single word. . | Concepts: Functions: hypothesis, advice. Structures: should, shouldn’t; conditional sentences Type II; formulae (This is…; May I speak to…?, Speaking, etc.) Vocabulary: illness, parts of the body, predicative adjectives to describe feelings, hygiene, the Health System Pronunciation: should, shouldn’t; weak forms Procedures: Conscious analysis of semantic and morphological elements. Attitudes: Appreciation of the value of correctness as a way of guaranteeing fluent, efficient communication | . Concepts: Health habits and health care in Britain and USA. Procedures: -Differentiation between formal and informal uses of English. -Identification of the norms and behaviours which characteriza English-speaking countries and cultures. Attitudes: -Respect towards differences in opinion about current topics and understanding of different sociocultural perspectives. -Appreciation of the importance of English as a way of gaining access to communication with other people who are learning the same language. |
Learning Objectives Unit 14 HEALTH AND BODY CARE
Ø Recognize Type II conditional sentences in oral and written texts(knowledge)
Ø Define simple vocabulary related to illness and hygiene (knowledge).
Ø Identify the use of should in order to give advice (comprehension)
Ø Identify the parts of the body by complementing an illustration(comprehension)
Ø Discriminate weak forms in connected speech and reproduce them in controlled oral exchanges(comprehension)
Ø Participate in oral exchanges in order to talk about hypotheses and give advice(appl.)
Ø Listen to oral texts in order to identify main and secondary ideas(application)
Ø Classify predicative adjectives used to describe feelings (analysis)
Ø Compare formal and informal telephone calls and distinguish different type of formulae used in each of them(analysis)
Ø Role-play telephone conversations between doctor and patient (synthesis)
Ø Accept that it is not necessary to understand every single word in order to extract global information from an oral or written text (receiving).
Ø Explain the importance of healthy habits (organization)
Ø Justify the importance of sociolinguistic behaviour in order to make daily life easier(intern.)
Cross-curricular themes:
Health education
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 14Higher-level test Unit 14 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
Unit 15 Science and Technology
Communicative skills | Reflection about the Language | Sociocultural Aspects |
Concepts: Questionnaire; expository Procedures: -Performance of reading tasks adapted to the type of text and to the reading purpose. -Production of oral and written texts with cohesive and coherent elements. -Organization and structure of paragraphs based on the ideas to be communicated. Attitudes: -Rigour in the interpretation and production of oral and wirtten messages. -Recognition of errors as an integral part of the language learning process. . | Concepts: Functions: talking about processes and changes Structures: passive voice; present/past; adverbials (first, then, after that…); connectors Vocabulary: inventions, computers Pronunciation: connected speech; /g/ and / / Procedures: -Conscious analysis of syntactic and morphological elements. -Maximum use of the clues and resources available in order to promote independent learning. Attitudes: -Desire to understand the way the English language works.
| . Concepts: -Worldwide economy and technology. -Inventions Procedures: -Differentiation between formal and informal uses of English. Attitudes: -Recognition of the presence of English in new technology. -Appreciation of English as an international language. -Recognition of implicit sociocultural aspect in different types of text. |
![clip_image004[1]](http://oposinet.com/wp-content/uploads/2015/11/clip_image00412.gif "clip_image004[1]"){kind=small}
Learning Objectives Unit 15 SCIENCE AND TECHNOLOGY
Ø Recognize simple adverbials and connectors in oral and written texts(knowledge)
Ø Identify form and use of passive constructions in the present/past (comprehension)
Ø Match vocabulary related to computers with illustrations(comprehension)
Ø Discriminate /g/ and / / and imitate them in controlled oral echanges(comprehension)
Ø Listen to oral texts in order to gather specific information(application)
Ø Skim and scan written texts in order to obtain global and specific information(application)
Ø Analyse the structure and organization of expository texts and explain the contribution of adverbials and connectors to the overall organisation of a text(analysis)
Ø Write an expository text about technological improvements in recent years(synthesis)
Ø Recognize errors in spoken and written messages as an integral part of the learning process(receiving)
Ø Question messages that promote consumerism(valuing)
Ø Discuss the use of English in technology and its importance as an international
language(organization)
Cross-curricular themes:
Consumer education
Evaluation activities
Formative evaluation | Summative evaluation | Self-evaluation |
Student´s evaluation form | Test Unit 15Higher-level test Unit 15 | Progress Check, learner diary |
Attention to diversity
Reteaching activities | Additional grammatical explanations(in small groups),worksheets,etc |
Extension activities | Alternative activities, interactive activities on the web |
4. Methodology
4.1. Constructivism, Comnunicative Approach, and Instuctional Strategies
Considering that the official curriculum is based on the constructivist learning theory, and than our goal is to develop the students’ communicative competence, the following table has been designed in order to provide a reflection about how the main constructivist principles are strongly tied to a communicative approach to language learning. Such an approach and learning theory will be ultimately translated into a series of specific instructional strategies in the classroom.
Constructivism | Communicative Approach | Instructional Strategies |
The more we know the more we learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. | Work on all four skills occurs from the beginning in an integrated way and within a spiral syllabus, which builds new contents upon prior ones. | Ø Activating prior knowledge (Anticipation Guide, Brainstorming) Ø Predicting information Ø Scaffolding |
Learning is contextual: we learn in relationship to what else we know, what we believe, our prejudices and our fears. As a result, learning is not a storage of information but of personal relevant knowledge. | Students use English as a vehicle of communication and not just as an object to be studied. The accent is on functional/usable language, related to every day situations. | Ø Comprehensible input Ø Skimming/scanning Ø Extensive reading Ø Listening for gist/specific information Ø Realia, authentic material |
Learning is an active process in which the students, taking the input they have received, formulate their own hypotheses about the rules which govern the new system. | Learner-centred tasks which take the students’ needs and interests into acount are used. | Ø Inferring, interpreting Ø Induction, self-discovery Ø Problem-solving |
The hypotheses formulated by students are modified and restructured as they interact with the environment. | Errors are a natural part of the learning process as they indicate that modifications and hypotheses are taking place while the student creates his/her own rules about the language. | Ø Feedback from teacher and peers. Ø Checklists Ø Performance scales Ø Marking codes in writing |
Learning is a social activity: conversations, interaction with others and collaborations are an integral aspect of learning. | It focuses on language as a medium of communication and recognizes that all communication has a social purpose: the learner has something to say or find about. | Ø Communication strategies Ø Negotiation strategies Ø Role-plays Ø Group writing Ø Cooperative Learning |
People learn to learn as they learn. | Students are encouraged to reflect upon the learning process. | Ø Learner diaries Ø Student portfolios |
4.2. ORGANIZATION
There are a number of factors that need to be considered in order to get a good classroom atmosphere.
a) Groups: Students will be organized in different manners depending on the kind of activity they get involved in.
grouping | activity |
Class group | Introduction to the units Audio-visual activities |
Cooperative group | Review and reinforcement activities for students with learning need Extension for gifted students |
Flexible groups | Situations at different levels of knowledge Different learning paces Different interests and motivations |
b) Space: Different types of activities will require a variation in the distribution of space.
SPACE | ACTIVITY |
In the classroom | Various distributions: lines, U-shape, circles, etc. |
Out of the classroom | Library,Computer room,Audio-visual room |
4.3Materials and Resources
1. Printed material
a)Textbook and worksheets: Teachers will have a personal view to follow the adopted textbooks, adapting and introducing new activities when neccessary. Supplementary worksheets, for instance, will be introduced for extra lessons on areas of special difficulty/remedial work, or to compensate for unsuitable/uninteresting textbook contents. A Worksheet File will be kept, made up of teacher-made ready-to-use materials for everyone to share.
b) Library: The library will help students take an active part in the learning process, giving them the opportunity to further their learning. The library will be made up of graded readers; newspapers, magazines and comics in English; dictionaries, grammars and testbooks; audio books.
2. Educational technology and other teaching equipment
The use of audiovisual material helps make concepts easier to understand, stimulates student attention and motivation, encourages student active participation, and favours different types of learning styles.
· Blackboard, posters, pictures, photos, realia are wonderful tools to contextualize a teaching unit, to present concepts, to demonstrate the meaning of unknown words, to check understanding, etc.
· Overhead projectors are useful for presenting visual or written material. They save lesson time, since the teacher can prepare the displays in advance, and they allow teachers to keep eye contact with the students (essential for good classroom management).
· Audio equipment (cassette recorders, tapes, headphones) provides the mains source (other than the teacher) of spoken language texts. Headphones will be used for small group or independent listening activities, such as listening to audio books without disturbing the rest of students.
· Video equipment (TV, VCR, video, cassettes, camcorder) is an excellent source of authenctic spoken material. It is attractive, motivating and flexible (sound on/vision off, freeze frame, split viewing)
· Computers: Since computers are an attractive and motivating resource for students, computer-bases projects will be carried out on a regular basis in the Computer Lab. The activities will include, among others:
à Word processors to edit written texts, or for group writing (they allow students to compose as they think, and change their minds in the course of writing).
à Activities that make use of the Internet as a reference tool: looking for general information, scanning an electronic newspaper to find specific information, etc.
à Educational software for independent self-study.
à E-pals: written fluency can be encouraged by getting students write to schools in other conuntries.
à Reading e-books.
5. Attention to Diversity
School centres will establish a plan for the attention to diversity with the counselling and help of the Guidance Department. [5]This plan will satisfy the requirements of students with specific educational needs by means of curricular adaptations. Apart from this our Teaching Programme needs to be sensitive to the heterogeneity within the classroom, therefore it will respond to it through a variety of strategies[6]. An immediate consequence is our need to differentiate our instruction in order to maximize each student´s growth, changing the peace, level,or kind of instruction in response to the students´needs, styles or interests.
Our teaching units are graded as regards their complexity from easier to more difficult. All of them include reteaching and extension activities in order to meet the needs of all types of students. Complexity of aims, contents and evaluation criteria must be flexible as well in order to adapt to students who are below and above the average level of the classroom.
Learning styles should also be taken into account. Thus, students’ learning process may depend on a wide range of learning styles that include the bodily/kinesthetic, interpersonal, intrapersonal (self-paced), linguistic, mathematical/logical, musical/auditory, and spatial/visual.
Response to Student Diversity throughout the Teaching Programme
Learning objectives | Ø Differentiated according to learning domains/capacities |
Contents | Ø Cyclic content programme Ø Initial, fundamental and review contents Ø Didactic Units organized around learning objectives (making performance adaptations easier) |
Methodology | Ø Cooperative learning framework (positive interdependence among students) Ø Differentiated instruction (“non-significant adaptations”) Ø Individualized instruction (“significant adaptations”) |
Evaluation | Ø Differentiated according to the type of adaptation Ø Focus on formative evaluation |
Materials and Resources | Ø Non-homogeneous materials Ø Adapted to levels of difficulty, learning styles, interests |
5.1.Differentiated Instruction:
Strategies to be used in order to meet the needs of lower and higher students
Ø Adapt the number of items that the learner is expected to learn or complete.Lower students:reduce the number of items in a grammar task,shorten a reading passage,etc;Higher students:Include extra activities,challenge students by reading extra material ,etc
Ø Adapt the way instruction is delivered to the learner:use visual aids to help with comprehension,different types of examples,hands-on activities,include higher-order thinking questions
Ø Adapt the level:make sure the activity can be successfully completed by lowering it to the student´s level,engage students in high-order thinking activities.
Ø Adapt the goals or outcome expectation while using the same materials
Ø Increase the amount of personal assistance with a specific learner,or through one-to-one instruction when the rest of the classroom is working independently.
Ø flexible groupings: In classrooms with more than 20 students, they can be divided into two groups with two different teachers.
5.3. Individualized Instruction: Students with Specific Needs
The differentiated instruction strategies discussed above will be targeted to the whole group.The instructional adaptation resulting from these strategies is considered to be non-significant, ie., students are provided with different types of support in order to reach the pre-established objectives and contents, which are the same for all students.
Significant curricular adaptations, on the other hand, will be designed for students with severe disabilities (either cognitive, as in the case of learning-disabled students, affective, or psychomotor) or gifted students. These adaptations involve very deep changes in the objectives, contents, and evaluation criteria. Because it is an exceptional measure, a case study needs to be done to see if the student is eligible. Case studies will include a psychopedagogic evaluation (including, but not limited to, intelligence, personality, social and family context) and a report on curricular performance (what the student knows about each area in the curriculum).
Significant curricular adaptations are to be written by the student’s classroom tutor, the student’s teachers, and the Pedagogic Coordination Committee. Because students’ needs cannot be predicted, curricular adaptations for English as a Foreign Language will be student-centred depending on his/her particular needs. As a general guideline, learning-disabled students, for example, will be provided with Individualized Educational Programmes that emphasize Comprehension and Application contents, whereas gifted students will be targeted with higher-order cognitive and affective skills (Analysis, Synthesis, Evaluation), as well as an extension of conceptual contents.
Students with specific needs will receive help from support teachers when available. Regular teachers will plan with support teachers beforehand, examining each student’s needs and content/methodological implications. In addition, two organizational models will be followed: pull-out model, where the student receives support outside the regular classroom (specially with students whose curriculum has suffered substantial modifications) and push-in model, by which the student receives help inside the regular classroom. A combination of both models will be implemented for most students, although push-in should be a first alternative whenever possible.
6. Evaluation
Evaluation in Compulsory Secondary Education is to be continuous and differentiated, evaluating the specific objectives and acquired knowledge through pre-established evalutation criteria. In addition, teachers will evaluate not only the students’ learning progress, but the teaching-learning process itself. Evaluation is not, therefore, an isolated process, but it is fully integrated in the teaching-learning process in various ways:
· Evaluation is criteria- referenced: student progress is measured with reference to pre-determined evaluation criteria, rather than with reference to the rest of students’ performance. We want to know what the student can or cannot do so we can work on the areas where there are problems.
· Evaluation is continuous: different evaluation tools will be used at different times in the teaching-learning process so that students can be assessed on not just one performance, but many performances.
· Evaluation is formative: continuous teacher-student feedback will help to improve the student’s learning process and attitude to language, and ultimately evaluate the teaching programme.
6.1. Evaluation Criteria: What to Evaluate
Each Teaching Unit in this programme is structured around a number of learning objectives which, as discussed above, are closely linked to evaluation criteria and, therefore, will be used as such. In addition, students with individualized Educational Programmes (approved significant curricular adaptations) will be evaluated according to the specific evaluation criteria decided for each of them under the supervision of the Pedagogic Coordination Committee.
6.2. Evaluation Tools and Procedures: How, When and Why Evaluate
The formative function of continuous assessment will be made up of three different stages:
A.Initial evaluation
At the beginning of the school year, a placement test will be given to assess both the students’ prior knowledge and their current performance level. Together with other information from previous teachers, initial evaluation will be used to form heterogeneous cooperative groups. It might also give us information about areas which may need to be reviewed.
B.Formative evaluation
Formative evaluation will be emphasized during the school year so that students can reflect about their own learning so that it can be improved. In addition, the teaching process will also be assessed so that it can be changed if necessary to make it more effective.
· Mini-tests will be given to students during each term. They will be short and frequent, covering all areas (grammar, vocabulary, pronunciation) and skills (reading, writing, listening, speaking). There are several reasons for using mini-test :
Ø They give each student the chance to see their progress and build up their skills.
Ø They encourage the student to review his/her work from time to time.
Ø They give weaker students something to aim for.
Ø They help students set themselves more realistic goals.
Ø They create more dialogue between teacher and student about what they are doing
· Student portfolios will have students keep pieces of work which they think best represents them. Students will be reviewing their portfolios and updating them as the term/year progresses. A portfolio understood like this will give us an insight into the student’s attitude: the selection of pieces of work requires the learner to demonstrate some form of self-assessment and self-awareness
· Teacher observation with Documentation and Record of Marked Assignments:
Performance scales during oral work, anecdotal notes and informal interwiews with students will be sysematically recorded by teachers. In addition, a Student Writing Rubric will be given to students at the beginning of the year so that they can monitor their own learning.
· A teacher diary will allow us to reflect about the teaching/learning process and make any necessary changes .
C.Summative evaluation
Summative evaluation will summarize what has been achieved throughout the term/year: Students will be marked using the evaluation tools above as follows:
Te Tests ( Grammar,Listening,Speaking,Reading and Writing ) | 60% |
Teacher observation with Documentation and Rec record of Marked Assignments.Student´s behaviour and attitude | 10% |
Le Learner Diaries, students´ notebooks | 10% |
St Student Portfolios | 10% |
Graded Reader Test | 10% |
Final marks will be the result of all the types of observation carried out. Failing marks, therefore, will refer to all the content practised during each term, and never to one type of assessment of content. Teachers will interview with failing students to discuss the areas that need improvement and to provide suitable remedial work that will help students reach the objectives. Final evaluation of the whole year will be carried out taking into account students ´overall performance and progress throughout the year and the result of the final exam. Students who fail in the final evaluation will have the right to take an extraordinary exam in June, which will determine their final mark. This test will be based on contents seen along the school year and will include exercises on structural and grammatical contents ,a reading and listening comprehension test. Students should reach a minimum of 50% on the total of the activities to get a positive assessment.
Those students who did not pass the subject in the second year of C.S.E. will be assessed through exercises and tasks contained in the tests and exams carried out during the first term of the year.Successful students will be considered as having passed the subject of the previous year.
8. After-school Activities
Foreign language teachers play a very important role in promoting the use of the target language by providing students with opportunities to practise it, both inside and outside the classroom. After-school activities, which are included in the Annual General Programme, help students to gain a better understanding of the culture of English speaking countries as well as helping them to practise the language in a natural context, which is a must for language acquisition to take place.
The following after-school activities will be carried out throughout the school year:
· Cyberclub, which will make use of the computer lab to promote the use of the Internet as another source of information in English
· Pen-pals/key-pals: students will interchange letters/e-mails in English with students from other countries.
· Promoting the use of the library to borrow books and films in English.
· To take part in international educational projects sponsored by the European Union, such as the Socrates Programme.
· To apply for individual scholarships, granted every year by the Ministry of Education, for thos students who are interested in taking summer courses in an English speaking country.
9.Useful web pages
www.Pronunciation.englishclub.com
[1] R.D.8371996,26 January (B.O.E 45/96)
[2] Decree 40/2002,28th March(BOC19/4/2002):The specific goals for each area are closely linked to the general goals of the (educational ) stage, being teachers required to use both types in their teaching.
[3] Recommendations from The Common European Framework of Referente for Languages by the Council of Europe.
[4] See Appendix
[5] Resolution 24th February, 2006 (BOC)
[6] Decree 98/2005,August 18th(B.O.E)