OBJECTIVES:

1. To understand general and specific information of the oral texts in

different communicative situations.
2. To be able to express themselves orally in normal situations of
communication, using an effective method with a normal level of
autonomy.
3. To read and understand by themselves different kind of written texts, in
order to be able to extract general and specific information and to use the
reading as a hobby, and also as a learning of different cultures.
4. To write easy texts with different purposes, about different themes, using
right options of unity and coherence.
5. To use rightly the basic elements of the language phonetics,
vocabulary, structures and functions in different contexts of
communication.
6. To develop the autonomy in the learning, to think about it and to transfer
the education of the foreign language the knowledge acquired in the
mother tongue or in the learning of other languages.
7. To use the didactic resources within the reach of the students
(dictionaries, reference books, multimedia material).
8. To make a reflexion about the way of operating the foreign language and
to appreciate it as a way of accessing to the information and as a
learning tool of different contents.
9. To value the foreign language and the rest of the languages, as a means
of communication and understanding between people from different
nationalities, languages and cultures avoiding any kind of discrimination.
10. To acquire security and confidence in the learning and use of the foreign
language.

METHODOLOGY

To create this didactic programmation, we tried to pay attention to the following

methodological principles:
1. A foreign language programme cant be based on isolated features of the
language, it doesnt matter if they are communicative functions,
structures or linguistic skills. On the contrary, a key factor of the learning
and the use of a language is the integrated development of the language,
skills and contents.
The didactic units of this project help to create a global methodology
with activities for the integration of the mentioned elements.
The language is presented in terms of communicative functions,
grammar, vocabulary and pronunciation. Referring to the skills, we pay
attention to the four linguistic skills and also we pay attention to the

studying skills and learning of languages, which are essential for the right
learning and use of the foreign language.
Referring to the contents, they are related to questions of personal
identity and of the up-to-date world, and they work with interdisciplinary
themes.. The sections which are dedicated to interdisciplinary themes
allow students to establish connections between the foreign language
and the different areas: educative systems, international languages,
sports, natural sciences, geography, music.
We will try to emphasize in sociocultural contents which belong us to
study in depth the learning of the culture and the society where the
English language is developed.
2. The project recognizes the important role of the communicative
competence in a foreign language programme, taking into account the
different types of competences that comprise the communicative
competence of a user:
The grammatical competence or the capacity of being able to put into
practices the elements and rules that control the linguistic system.
The discursive competence or the capacity to recognize and to produce
different kind of texts.
The sociolinguistic competence or the capacity to appreciate different
grades of formality and to use the adequate language in each situation.
The strategic competence or the capacity to use strategies of
communication to make up for the possible lacks in other competences.
The students competences are developed when they are exposed to an
enormous variety of situations, contexts and realistic texts, and through
activities that helps them to work with the didactic material, either
individually or with other classmates in pairs or small groups, in order to
establish a situation of communication more real.
3. In order to obtain a best development of the foreign language, students
need to follow two different ways: the learning and the acquisition of the
language.
The learning is defined as the conscientious study, formal and explicit of
the foreign language: to learn grammatical rules and lists of words, or to
practice the pronunciation.
The acquisition, on the other hand, is carried out through activities whose
objective is the codification or descodification of a message, without
paying explicit attention to the formal details of the language: to read a
story, to take part into a conversation or to listen to somebody while
he/she is talking.
4. Students are in a central position in the teaching learning process. This
requires to pay more attention to some aspects of the learning, and to
transmit to the students learning strategies to help them to be more
autonomous.

These strategies are developed throughout the course either in an

explicit or an implicit way. The main objective of some activities is to
show clearly to the students how to learn, how to review, how to check
their progress (for example through evaluation tests), or how to develop
right strategies for using correctly the linguistic skills.
Another tasks and exercises included in the materials, and some
suggestions for widening activities that are included in the didactic guides
of the course, promote these abilities in an implicit way, and they help
students to understand how they can be able to be good learners of a
foreign language.
PROGRAMMATION REFERRING TO THE TRANSVERSE THEMES
Transverse themes of the curriculum are designed to awaken a
conscience and to promote between students a group of positive
attitudes and right behavior which help them to integrate themselves as
members of a close society. These attitudes and behaviours must have
their reflection in the everyday life. These materials, when they present
the language in normal situations and related to the thematic related to
the experiences and interests of the students, give ideal occasions to
show different practical demonstrations of the attitudes and values which
they try to promote. They are the following:
- Moral and civic education
These materials present situations that show the students aspects of the
everyday life where they need to obey some moral and civic rules and to
adopt positive attitudes in order to make the social coexistence possible.
Some contents of this dimension are, for example:

Polite expressions in the social treatment.

To respect the behaviour rules in public places. To respect the
school rules and to participate actively in the school life.
Social organization of the spare time.
Respect and solidarity towards the people who live with. Contempt
towards selfish and antisocial attitudes.
Education for peace.

The knowledge and the respect towards another ways of understanding

the reality and of organizing life, and the supportive attitude towards the
problems and necessities of other countries, are essential values which
we must inculcate to the new generations if we want to progress for
overcoming the conflicts, either internal or transnational. These materials
encourage these values, showing these ways of life, customs and
different traditions, the same as direct and organized actions in order to
try to help the necessities of other people and countries. Finally, it is

important to remember that the United Kingdom represents a

sociogeographic framework, where coexist different countries and races.
Contents of this dimension are, for example:

Pacific coexistence of people from different origin and race.

Famous people from different races and nationalities.
Respect and critic valuation of another ways of arranging life and
social relations. Value of socio-cultural manifestations of the
English-speaking world.
Solidarity signs with people and countries of developing countries.
The tourism and the international exchanges as a way of access
to other cultures.
The modern music as a tie between youth and adult people in an
international way.
Environmental education

Besides the mutual respect between the people and the countries,
nowadays it is also very important the necessity of respecting the
common natural heritage of the humanity. This ecologic conscience is
also represented in an explicit way in some written texts which are
included in these materials and in the reflexion that causes the necessity
of moderating and correcting the pernicious effects of the human action
over the environment.
Contents that make reference to environmental themes are:

The urban medium and the countryside. The home and the
country themselves.
The public transport.
Heroic deeds of the animal world. Mens impact in the
environment. Consequences for other towns of the desertification.
Natural catastrophes and mysterious actions.
The consumer education...

In these materials they are more important the situations and the themes
related to the consumption, specially referring to the everyday life: the
consumption in restaurants and hamburger restaurants, shopping in
clothes shops and sport shops, holidays and leisure time, cinema, etc.
The notes for the teacher suggest how to introduce a more explicit
reflexion, directed to develop critic attitudes and of discernment towards
the consumption.
Contents of this dimension are:

British currency.
Students jobs for getting pocket money.

Home, environment and quality of life.

Goods consumption and services: shops, holidays, etc.
Leisure time and consumption (Youth clubs, cinema, radio
programmes and TV, sports).
The news and the publicity.
Popular food between the youth.
Clothes and fashion.
Modern music.
Education for health.

In these materials, sometimes we can find themes about the importance

of adopting active habits for maintaining a mental, physic and healthy
state, especially the ones related to the sportive practices and some
scholar activities as modern dance. On the other way, it is excluded the
presence of bad habits, such as the nicotine poisoning or the
consumption of alcohol...
Contents of this orientation are:

Sportive and popular practices.

Special schools of music and dance.
Holidays and leisure time (cinema, modern music). The practice of
favorite activities and the use of the free time.
Food and health.
Sexual education.

Sexual education is realized through the presentation of fluid and natural

relations between young people of both sexes and close ages to the
students of this cycle, with whom they can identify themselves easily.
These materials present carefully an equal treatment for both sexes,
either in the scholar medium or in the personal relations and the leisure
time environment. The unique important differences are those which are
related to the individual personality; real characters, with attitudes and
ways of acting which are natural and understandable in young people of
this age of both sexes are shown. The students could be able to identify
themselves with them.

Contents related to this theme are:

Equality in the personal capacities. Men and women faced with

sports.
Equality in the treatment in the familiar environment. Equality in
the laboral field.
The school as a common field and the educational equality.

The participation and convivence of both sexes in free time

activities.
Road safety education.

Students of this cycle wont have their own mean of transport. Therefore,
road safety education is focused on very elemental aspects, such as the
recognition of some traffic signs, the public transport, the urban
environment, or the consequences in the excesses of driving.
Contents related to this theme are:

The use of an urban plan.

Routes and itineraries tracking.
Public means of transport.
Traffic signs.
Advantages and disadvantages related to the use of a car.
Problems related to the urban traffic.
Accidents and speeding.

The analysis of the transversal themes in this project is done more

specifically in the programmation of our project, where the transversal
themes referred to each didactic unit are reviewed.