4- OBJECTIVES

4.1- Stage objectives

 To assume their duties responsibly, know and exercise their rights in

respect for others, practice tolerance, cooperation and solidarity
among people and groups, practicing dialogue to strenghten human
rights as common values of a plural society and prepare them for the
exercise of democratic citizenship.

 To develop and strenghten habits of discipline, study and individual

and group work as a necessary condition for effective implementation
of the learning tasks and as a means of personal development.

 To value and respect the difference of sexes and the equal rights and
opportunities between them. Reject stereotypes involving
discrimination between men and women.

 To strengthen their emotional skills in all areas of personality and in

their relationships with others, and reject violence, prejudice of any
kind, sexist behaviour and resolve conflicts peacefully.

 To develop basic skills in the use of information sources, with a

critical eye, to acquire new knowledge. To acquire a basic preparation
in the field of technology, especially in information and
communication.

 To design scientific knowledge as an integrated knowledge structured

into various disciplines, as well as understand and apply the methods
to identify problems in the various fields of knowledge and
experience.

 To develop entrepeneurshiip and self-confidence, participation, a

critical sense, the personal initiative and the ability to learn how to
learn, plan, take decisions and take responsibility.

 To understand and express correctly, orally and writing in the Spanish

language and, if any, in the co-official languages of the Autonomous
Community, texts and complex messages, and start into the
knowledge, reading and study of literature.

 To understand and express properly in one or more foreign

languages.

 To know, appreciate and respect the basic aspects of teh culture and
history themselves and others, as well as artistic and cultural
heritage.
 To know and accept the functioning of the body and that of others,
respect differences, enhance the habits of health care and physical
and incorporate physical education and sport to promote personal
and social development. Know and appreciate the human dimension
of sexuality in all its diversity. Appreciate critically social habits related
to health, consumption, caring for living beings and the environment,
contributing to their conservation and improvement.

 To appreciate the artistic creation and understand the language of the

various art forms, using various means of expression and
representation.

4.2- Area objectives

 To listen and understand general and specific information of oral texts

in diverse communicative situations adopting an attitude of respect
and cooperation.

 To express and interact orally in common situations of communication

easily, and with suitable degree of autonomy.

 To read and comprehend diverse texts of various levels in line with

the abilities and interests of the students in order to draw general and
specific information, and use reading as a source of pleasure and
personal enrichment.

 To write simple texts with different purposes on various topics using

appropriate elements of cohesion and consistency.

 To use properly elements of phonetic, lexical, structural and

functional which are basic of the foreign language in real contexts of
communication.

 To develop autonomy in learning, reflect on their own learning

processes, and transfer to the foreign language skills and
communication strategies acquired in other languages.

 To use learning strategies and all means at his disposal, including the
technologies of information and communication, to obtain, select and
present information orally and in writing.

 To appreciate the foreign language as an instrument to access to

information and as a tool for learning diverse contents.

 To value the foreign language and the languages in general, as a

means of communication and understanding between people of
 diverse backgrounds, languages and cultures avoiding any kind of
discrimination and cultural-linguistic stereotypes.

 To express a receptive attitude and with self-confidence in the ability

of learning and use of foreign language.

4.3- Transversal Aspects in the Curriculum

 Social and Civic Education.

 Equality between sexes and prevention of gender violence.

 Foster the spirit of entrepeneurship through activities such as

creativity, working teams, self confidence and critical view.

 Foster a healthy life and practice sport daily.

 Traffic education in order to prevent traffic crashes.

KEY COMPETENCES

), there are seven competences which learners must have acquired by

the end of Compulsory Education:

 Linguistic Communication (LC);

 Mathematical competence and basic competence in science and
technology (MCST);
 Digital competence (DC);
 Learning to learn (LL);
 Social and civic competences (SCC);
 Sense of initiative and entrepreneurship (SIE)
 Cultural awareness and expression (CAE).
 5-CONTENTS, SEQUENCE AND TEMPORAL DISTRIBUTION

BLOCK 1- ORAL TEXTS COMPREHENSION

CONTENTS EVALUATION EVALUABLE ACHIEVEMEN

CRITERIA LEARNING T INDICATORS AND
STANDARDS KEY
COMPETENCES

Comprehensi EC1.1.Identify LS1.1. AI1.1.1. Listen

on strategies: essential information, Captures key points to directions,
- Mobilization of prior main points and most and relevant details instructions,
information on type relevant details in of brief, articulated announcements, and
of task and subject. brief and well- messages, capture essential
structured oral texts announcements, information. CLC,
- Identification of the transmitted by voice messages and SIE
textual type, adapting or by technical communications in a AI1.1.2. Use the
the understanding to means and slow and clear way digital resources of
it. articulated at slow or (eg change of the course to
medium speed in a boarding gate at an consolidate the
- Distinction of types formal, informal or airport, information knowledge acquired
of comprehension neutral register, and on activities at a in the unit. CLC, DC
(general sense, that they deal with summer camp, or a
essential information, everyday matters in cinema), provided AI1.2.1. Listen to
main points, relevant habitual situations or that the acoustic dialogues about
details). on general topics or conditions are good everyday tasks and
the field of interest in and the sound is not extract essential
- Formulation of the personal, public, distorted. information. CLC,
hypotheses about educational and SIE
content and context. occupational fields, LS1.2. S/He AI1.2.2. Listen and
provided that the understands the understand the
- Inference and acoustic conditions essence of what is teacher's questions
formulation of do not distort the said to him in on familiar and
hypotheses about message and can be everyday structured everyday topics. CLC
meanings based on heard again. transactions and AI1.2.3. Listen and
the understanding of EC1.2.To know and transactions (e.g. in interpret dialogues
significant, linguistic apply the most hotels, shops, about everyday
and paralinguistic appropriate hostels, restaurants, situations, respecting
elements. strategies for leisure, study or work social conventions.
understanding the centers). CLC, SCC, SIE
- Reformulation of general meaning,
hypotheses from the essential information, AI1.3.1. Presence
understanding of new main points and conversations on the
elements. ideas or relevant subject of unity and
 details of the text. LS1.3. It extracts essential
Socio-cultural and EC1.3. Knowing and identifies the general information. CLC
sociolinguistic using for the meaning and the 1.3.2. He listens to
aspects: social understanding of the main points of a conversations about
conventions, text the sociocultural formal or informal ethical values and
courtesy norms and and sociolinguistic conversation shows respect for
registers; customs, aspects related to between two or more other opinions. CLC,
values, beliefs and daily life (study and interlocutors that SCC
attitudes; nonverbal work habits, leisure takes place in his
language. activities), living presence, when the AI1.4.1.Listens
conditions subject is familiar to informal
Communicative (environment, social him and the speech conversations related
functions: structure), is articulated clearly, to the unit topic and
- Initiation and interpersonal at medium speed captures the basic
maintenance of relations (between and in a standard information. CLC,
personal and social men and women, in variety of the MCST
relationships. (gestures, facial language. AI1.4.2. Listen to
expressions, use of LS1.4. In an informal informal
- Description of voice, visual contact), conversation in which conversations related
physical and abstract and social he / she participates, to sociocultural and
qualities of people, conventions he / she understands inter-curricular
objects, places and (customs, traditions). descriptions, issues. CLC, SCC
activities. EC1.4. To distinguish narratives, points of
the most relevant view and opinions on AI1.5.1. Listen to
- Narration of past function or practical matters of formal discussions
and occasional communicative daily life and on about the unit topic
events, description of functions of the text subjects of his / her and capture specific
present states and and a repertoire of its interest, when information. CLC,
situations, and most common spoken clearly, CMSC
expression of future exponents, as well as slowly and directly AI1.5.2. Listen to
events. discursive patterns of and if the interlocutor formal conversations
frequent use related is willing to repeat or related to
- Request and offer to textual rephrase what has sociocultural and
of information, organization been said. inter-curricular
indications, opinions (introduction of the LS1.5. It includes, in issues. CLC, SCC
and points of view, theme, development a formal AI1.5.3. Listen to
advice, warnings and and thematic change, conversation, or interviews and
warnings. and textual closure). interview (eg in study extract key
EC1.5. Apply to the or work centers) in information. CLC,
- Expression of understanding of the which you are asked SIE
knowledge, certainty, text the knowledge about personal,
doubt and about the educational, AI1.6.1. Listen to
conjecture. constituents and the occupational or recordings on the
 organization of interest matters, as subject of the unit
- Expression of will, syntactic and well as simple and and interpret the
intention, decision, discursive patterns predictable information. CLC,
promise, order, frequently used in comments related to MCST
authorization and oral communication, them , as long as he AI1.6.2. Listen to
prohibition. as well as their can ask for recordings on
associated meanings something to be sociocultural issues
- Expression of (eg interrogative repeated, clarified or and analyze the
interest, approval, structure to make a elaborated on what differences with
appreciation, suggestion). has been said to him. respect to one's own
sympathy, EC1.6. Recognize culture. CLC, CCE,
satisfaction, hope, common oral SCC
trust, surprise, and vocabulary related to LS1.6. AI1.6.3. Listen to
their opposites. everyday issues and Distinguish, with the recordings on inter
general topics or support of the image, curricular topics and
- Formulation of related to their own the main ideas and complete related
suggestions, wishes, interests, studies and relevant information activities. CLC, CCE,
conditions and occupations, and in presentations on MCST
hypotheses. infer from context educational, AI1.6.4. It uses
and context, with occupational or audio-visual
- Establishment and visual support, the interest topics (eg on resources to
maintenance of the meanings of words a curricular theme, or strengthen the
communication and and expressions of a talk to organize knowledge acquired
organization of the less frequent or more team work). in the unit. CLC,
speech. specific use. LS1.7. It MCST
identifies the
Syntactic- essential information AI1.7.1. Listen to
discursive of television excerpts from radio
structures1. programs on or television shows
everyday affairs or and extract specific
Oral vocabulary their interest information. CLC,
commonly used2 articulated with CCE, SIE
(reception) slowness and clarity AI1.7.2. Use the
(eg news, digital resources of
Sound, accentual, documentaries or the course to deepen
rhythmic and interviews), when the the knowledge
intonational images help acquired in the unit.
patterns. understanding. CLC, DC
AI1.7.3. It uses audio-
visual resources to
strengthen the knowledge
in the unit.
acquired
CLC, CCE
 BLOCK 2- ORAL TEXTS PRODUCTION: EXPRESSION AND INTERACTION

CONTENTS EVALUATION EVALUABLE ACHIEVEMEN

CRITERIA LEARNING T INDICATORS AND
STANDARDS KEY
COMPETENCES

Production EC2.1. LS2.1. He AI2.1.1. It

Strategies: Produce short and makes brief, well- makes simple
comprehensible structured and visual presentations related
Planning texts, either in face- presentations (eg to the theme of the
- Conceive the to-face or telephone transparencies or unit following an
message clearly, conversation or other PowerPoint) on example. CLC, SIE
distinguishing its idea technical means, in a specific aspects of AI2.1.2. He talks
or main ideas and its neutral or informal topics of interest or about sociocultural
basic structure. register, with simple related to his studies issues, showing
language, in which or occupation, and respect for other
- Adapt the text to the information is given, responds to brief and cultures. CLC, SIE,
recipient, context and requested and simple questions SCC
channel, applying the exchanged on topics from listeners about AI2.1.3. Talk about
register and speech of importance in the the content of intercurricular
structure appropriate daily life and familiar themselves. subjects, showing
to each case. or educational, or their knowledge
occupational matters, about them. CLC,
Execution and briefly justifying SIE, CMST
- To express the the motives of certain AI2.1.4. Responds
message with clarity, actions and plans, adequately to the
coherence, although there are teacher's questions
structuring it properly sometimes on familiar and
and adjusting, where interruptions or everyday issues.
appropriate, the hesitations, the CLC, SIE
models and formulas pauses and AI2.1.5. Participates
of each type of text. reformulation are in cooperative work
evident to organize (projects,
- readjust the task (to the discourse and presentations, etc.)
undertake a more select expressions and exposes them to
modest version of the and structures, and the class. CLC, SIE,
task) or the message the interlocutor has CCE
(make concessions to ask sometimes to
on what you would be told what is said.
really like to EC2.2. Know and AI2.2.1. Practice
express), after know how to apply LS2.2. It dialogues about
assessing the the most appropriate operates correctly in everyday situations
difficulties and strategies to produce following a model.
available resources. brief and simple everyday CLC, SIE
monological or transactions and AI2.2.2. Practice
- Lean on and make dialogical oral texts, transactions, such as greetings,
the most of previous using, among other travel, presentations, etc. in
knowledge (use things, procedures accommodation, a polite way. CLC,
'prefabricated' such as the transportation, SCC; SIE
language, etc.). adaptation of the shopping and leisure, AI2.2.3. Practice and
message to patterns following basic reproduce correct
- To compensate the of the first language courtesy rules pronunciation in
linguistic deficiencies or others, or the use (greeting and everyday
through linguistic, of approximate treatment). communication
paralinguistic or lexical elements if no situations. CLC, SIE
paratextual more precise ones AI2.2.4. It uses sign
procedures: are available. language to
EC2.3. Incorporate encourage
Linguistic into the production of communication in
- Modify words of the oral or everyday situations.
similar meaning. monological oral text CLC, L2L
acquired
- Define or sociocultural and
paraphrase a term or sociolinguistic
expression. knowledge relating to AI2.3.1. He interprets
social structures, informal
Paralinguistic and interpersonal conversations in
paratextual relationships, pairs respecting
- Ask for help. behavior patterns, social norms and
behavior and social conventions. CLC,
- Point objects, use conventions, acting LS2.3. SIE, SCC
deictics or perform with proper Participates in AI2.3.2. Practice and
actions that clarify ownership and informal face-to-face reproduce correct
meaning. respecting the most or telephone pronunciation in
important norms of conversations or informal
- Use culturally courtesy in the other technical conversations. CLC,
relevant body respective contexts . means, in which he SIE
language (gestures, EC2.4. Carry out the or she establishes AI2.3.3. Talk about
facial expressions, functions demanded social contact, ethical values
postures, eye or by the exchanges showing respect for
body contact, communicative information and other opinions. CLC,
proxemics). purpose, using the expresses opinions SCC, SIE
most common and points of view, AI2.3.4. Participate in
- Use extralingual exponents of such makes invitations games by putting into
sounds and functions and the and offers, asks for practice the grammar
conventional most frequently used and offers things, and vocabulary
prosodic qualities. discursive patterns to requests and gives explanations of the
organize the text in a directions or unit. CLC, SIE, L2L
Socio-cultural and simple way with instructions, or AI2.3.5. It asks
sociolinguistic sufficient internal discusses the steps questions to the
aspects: social cohesion and to be followed to companions
conventions, coherence with carry out a joint respecting the social
courtesy norms and respect to the context activity. conventions. CLC,
registers; customs, of communication. SIE, SCC
values, beliefs and EC2.5. To show
attitudes; nonverbal control over a limited
language. repertoire of syntactic
structures commonly
Communicative used, and to use AI2.4.1. Perform
functions: simple mechanisms formal conversations
- Initiation and sufficiently close to in pairs following a
maintenance of the context and model. CLC, SIE,
personal and social communicative SCC
relationships. intention (lexical AI2.4.2. Practice and
repetition, ellipsis, reproduce the correct
- Description of personal, spatial and pronunciation in
physical and abstract temporal dejis, formal conversations.
qualities of people, juxtaposition, and LS2.4. CLC, SIE
objects, places and frequent Participate in a AI2.4.3. He
activities. conversational formal conversation, expresses his opinion
connectors and meeting or interview on formal issues,
- Narration of past markers) . of an academic or respecting the
and occasional EC2.6. Know and occupational nature opinions of others.
events, description of use a sufficient oral (eg to take a summer CLC, SCC, SIE
present states and lexical repertoire to course or join a AI2.4.4. Displays
situations, and communicate brief, volunteer group), agreement or
expression of future simple and direct exchanging sufficient disagreement with
events. information, opinions information, opinions different
and points of view in expressing their from yours, in a
- Request and offer normal and everyday ideas on common respectful way. CLC,
of information, situations, although issues, giving their SIE, SCC
indications, opinions in less common opinion on practical
and points of view, situations the problems when
advice, warnings and message needs to be asked directly, and
warnings. adapted. react easily to
EC2.7. Pronounce comments, whenever
- Expression of and intonate in a you can ask to be
knowledge, certainty, clear and intelligible repeated key points if
doubt and way, although foreign you need it.
conjecture. accent is sometimes
evident, or sporadic
- Expression of will, pronunciation errors
intention, decision, are made as long as
promise, order, they do not interrupt
authorization and the communication,
prohibition. and the interlocutors
have to request
- Expression of repetitions from time
interest, approval, to time.
appreciation, EC2.8. Handle short
sympathy, phrases, groups of
satisfaction, hope, words and formulas
trust, surprise, and to develop sufficiently
their opposites. in brief exchanges in
usual and everyday
- Formulation of situations, sometimes
suggestions, wishes, interrupting speech
conditions and to look for
hypotheses. expressions,
articulate less
- Establishment and frequent words and
maintenance of the repair communication
communication and in less common
organization of the situations.
speech. EC2.9. Interacting in
a simple way in
Syntactic- clearly structured
discursive exchanges, using
1
structures. simple formulas or
gestures to take or
Oral vocabulary of yield the turn of
common use2 speech, although it
(production) depends to a great
extent on the
Sound, accentual, performance of the
rhythmic and interlocutor.
intonational
patterns.
 BLOCK 3- WRITTEN TEXTS COMPREHENSION

CONTENTS EVALUATION EVALUABLE ACHIEVEMEN

CRITERIA LEARNING T INDICATORS AND
STANDARDS KEY
COMPETENCES

Comprehensi EC 3.1. LS3.1. AI3.1.1. Read

on strategies: Identify essential Identifies, with the instructions, directions,
posters, fact sheets, etc.
- Mobilization of prior information, relevant aid of the image, and includes specific
information on type points and important instructions for information. CLC, CCE
of task and subject. details in texts, both operating and AI3.1.2. Read and identify
in printed format and handling electronic basic information and
- Identification of the in digital format, brief devices or machines, instructions in the
statements of the
textual type, adapting and well structured, as well as exercises. CLC
the understanding to written in a formal, instructions for AI3.1.3. Read and
it. informal or neutral carrying out safety implement instructions
register, dealing with activities and and tips to improve your
- Distinction of types everyday issues, regulations (eg in a learning skills. CLC, L2L
AI3.2.1. Read an
of comprehension topics of interest or school, public place advertisement, a tourist
(general sense, relevant to the or leisure area). brochure, a travel guide,
essential information, studies and etc. and analyzes the
main points). occupations information. CLC, CCE
themselves, and AI3.2.2. Use the digital
resources of the course
- Formulation of which contain simple to deepen the knowledge
hypotheses about structures and a acquired in the unit. CLC,
content and context. commonly used DC
- Inference and lexicon.
formulation of EC 3.2. Know and AI3.3.1. Read letters, e-
mails, blogs, postcards,
hypotheses about know how to apply etc. and uses them as a
meanings based on the most appropriate model. CLC, SCC, SIE
the understanding of strategies for AI3.3.2. Read personal
significant, linguistic understanding the descriptions and analyze
and paralinguistic general meaning, the their social dimension.
CLC, SCC
elements. essential information,
LS3.2. AI3.3.3. Read personal
the main points and opinions, expression of
Understands the
- Reformulation of ideas or the relevant feelings, desires, etc. and
main points of
hypotheses from the details of the text. compares them with their
advertising and own. CLC, SCC
understanding of new EC 3.3. To know and
publicity material of
elements. use, for the
magazines or AI3.4.1. Read letters, e-
understanding of the mails, faxes, etc. formal
Internet formulated in
Socio-cultural and text, the sociocultural and extracts specific
a simple and clear,
sociolinguistic and sociolinguistic information. CLC, CCE
and related to AI3.4.2. Use the digital
aspects: social aspects related to
conventions, everyday life (study matters of their resources of the course
courtesy norms and and work habits, interest, in the to deepen the knowledge
acquired in the unit. CLC,
registers; customs, leisure activities, personal, academic
DC
values, beliefs and including artistic and occupational
attitudes; nonverbal manifestations such fields. AI3.5.1. Read newspaper
language. as music or cinema), articles, magazines,
living conditions websites, etc., and
analyze the information.
Communicative social), interpersonal CLC, CMST, CCE
functions: relationships AI3.5.2. Read news
- Initiation and (between men and related to values of
maintenance of women, at work, in ethical type and express
personal and social the educational your own opinion. CLC,
SCC
relationships. center, in
LS3.3.
institutions), and AI3.6.1. It identifies the
Understand personal
- Description of social conventions vocabulary related to the
correspondence in theme of the unit and
physical and abstract (customs, traditions).
any format in which puts it into practice. CLC,
qualities of people,
you talk about SIE
objects, places and EC 3.4. To AI3.6.2. Read informative
yourself; people,
activities. distinguish the most texts on the main topic of
objects and places
relevant function or the unit and extract
are described; past, relevant information.
- Narration of past communicative
present and future CLC, CMST, CCE
and occasional functions of the text
events, real or AI3.6.3. Read
events, description of and a repertoire of its informational texts on
imagined, are
present states and most common socio-cultural issues and
expressed, and
situations, and exponents, as well as extract key information.
feelings, desires and CLC, SCC CCE
expression of future discursive patterns of
opinions are AI3.6.4. Read informative
events. frequent use related
expressed on texts on the inter-
to textual curricular subjects and
general, known or
- Request and offer organization analyze them. CLC,
interest topics.
of information, (introduction of the CMST, CCE
indications, opinions theme, development LS3.4. He AI3.6.5. Read a review, a
and points of view, and thematic change, biography, a report, a
understands the summary, etc. and
advice, warnings and and textual closure). essentials of formal extracts specific
warnings. EC 3.5. Recognize, correspondence in information. CLC, CCE
and apply to the which he is informed AI3.6.6. Read and
- Expression of comprehension of understand the grammar
of matters of his
knowledge, certainty, the text, the and vocabulary
interest in the explanations of the unit.
doubt and constituents and the personal, educational CLC, L2L
conjecture. organization of or occupational AI3.6.7. Read and
syntactic structures context (eg on a understand the review
- Expression of will, frequently used in sections of the unit by
language course or
intention, decision, written encouraging autonomous
an online purchase). learning. CLC, L2L
promise, order, communication, as
LS3.5.
authorization and well as their Capture the main
prohibition. associated meanings ideas of brief
AI3.7.1. Read stories,
(eg interrogative journalistic texts on
stories, excerpts from
- Expression of structure to make a any medium if novels, essays, stories,
interest, approval, suggestion). numbers, names, etc. and comprises
appreciation, EC 3.6. Recognize illustrations and titles detailed information.
sympathy, commonly used convey much of the CLC, CCE
AI3.7.2. It identifies the
satisfaction, hope, written lexicon message. vocabulary related to the
trust, surprise, and related to everyday theme of the unit and
their opposites. issues and general LS3.6.
puts it into practice. CLC,
topics or related to Understands SIE
- Formulation of their own interests, essential specific
suggestions, wishes, studies and information on web
conditions and occupations, and pages and other
hypotheses. infer from context clearly structured
and context, with reference materials
- Establishment and visual support, the or consultation on
maintenance of the meanings of words subjects related to
communication and and expressions of academic subjects,
organization of the less frequent or more occupational matters,
speech. specific use. or their interest (eg
EC 3.7. Recognize on a curricular
Syntactic- the main spelling, theme, a computer
discursive typographical and program, a city, a
structures . 1
punctuation sport or the
conventions, as well environment ),
Commonly used as commonly used provided you can
2
written vocabulary abbreviations and reread difficult
(reception) symbols (eg, , %, sections.
), and their EA3.7. Understand
Graphic patterns associated the essentials (eg in
and orthographic meanings. readings for young
conventions. people) of brief and
well-structured fiction
stories and get an
idea of the character
of the different
characters, their
relationships, and the
plot.
 BLOCK 4- WRITTEN TEXTS PRODUCTION: EXPRESSION AND INTERACTION
CONTENTS
Production
Strategies:
Planning
- Mobilize and coordinate
their own general and
communicative
competences in order to
effectively carry out the task spelling conventions, and
(review what is known about most common scoring, with
the subject, what can or is
meant, etc.).
- Locate and use linguistic or used lexicon.
thematic resources
appropriately (use of a
dictionary or grammar,
obtaining help, etc.).
Execution
- Express the message
clearly according to the
models and formulas of
each type of text.
- readjust the task (to
undertake a more modest
version of the task) or the
message (make
concessions on what you
would really like to express), and social conventions,
after assessing the
difficulties and available
resources.
- Lean on and make the
most of previous knowledge
(use 'prefabricated'
language, etc.).
Socio-cultural and
sociolinguistic aspects:
social conventions, courtesy
norms and registers;
customs, values, beliefs and
attitudes; nonverbal
language.
Communicative functions:
- Initiation and maintenance
of personal and social
relationships.
EVALUATION
CRITERIA
EC4.1. Write, on
paper or in electronic form,
short, simple, clear-cut texts
on everyday or personal
interest topics, in a formal,
neutral or informal record,
using appropriate basic
cohesion resources, basic
reasonable control of
expressions and simple
structures and a frequently
EC4.2. To know and apply
adequate strategies to
elaborate brief written texts
of simple structure, p. and.
copying conventional
formats, formulas and
models of each type of text.
EC4.3. Incorporate into the
production of the written text
sociocultural and acquired
sociolinguistic knowledge
related to social structures,
interpersonal relationships,
behavior patterns, behavior
respecting the most
important norms of courtesy
in the respective contexts.
EC4.4. Carry out the
functions demanded by the describing situations,
communicative purpose,
using the most common
exponents of such functions out the main events in a
and the most frequently
used discursive patterns to
organize the written text in a
simple way with sufficient
internal cohesion and
coherence with respect to
the context of
communication.
EC4.5. To show control over information, describes in
a limited repertoire of
syntactic structures
EVALUABLE ACHIEVEMENT
LEARNING STANDARDS INDICATORS AND KEY
COMPETENCES
LS4.1. Complete a AI4.1.1. Write
simple questionnaire with forms, questionnaires, index
personal information related cards, etc. with specific
to your training, occupation,information. CLC, SCC, SIE
interests or hobbies (eg to AI4.1.2. Complete written
subscribe to a digital activities with personal
publication, enroll in a information or relative to
workshop, or join a sports your personal interests.
club). CLC, SIE
AI4.1.3. Complete self-
LS4.2. Write notes assessment and review
and messages (SMS, activities with information
WhatsApp, chats), in which regarding your interests.
brief comments are made or CLC, L2L
directions and directions
related to activities and AI4.2.1. Write notes,
situations of daily life and messages on everyday
their interest. issues. CLC, SIE
AI4.2.2. Complete activities
LS4.3. Write notes, related to situations of daily
announcements and short life respecting social
messages (eg on Twitter or conventions. CLC, SCC, SIE
Facebook) related to
activities and situations of AI4.3.1. Write notes,
daily life, personal interest or messages on everyday
current affairs, respecting issues. CLC, SIE
the conventions and rules of AI4.3.2. Write an
courtesy and etiquette. advertisement, a tourist
brochure, a travel guide
LS4.4. He writes very brief following a model. CLC,
reports in conventional CCE, SIE
format with simple and AI4.3.3. Complete activities
relevant information about related to situations of daily
habitual facts and the life respecting social
reasons for certain actions, conventions. CLC, SCC, SIE
in the academic and AI4.3.4. Write directions,
occupational fields, directions, following a
model. CLC, SIE
people, objects and places
in a simple way and pointing AI4.4.1.Write a review, a
biography, a report, a
schematic way. summary, etc. using specific
information. CLC, CCE, SIE
LS4.5. Write
AI4.4.2. Write descriptions of
personal correspondence
people, places, feelings, etc.
that establishes and
respectfully. CLC, SCC SIE
maintains social contact (eg,
AI4.4.3. Write press articles,
with friends in other
magazines, web pages, etc.
countries), exchanges
following a model. CLC,
CMST, CCE, SIE
simple terms important
AI4.4.4. Write fiction stories,
events and personal
excerpts from novels,
 commonly used, and to use experiences (eg, victory in a essays, narratives including
- Description of physical and simple mechanisms competition); instructions detailed information. CLC,
abstract qualities of people, sufficiently close to the and suggestions are made CCE, SIE
objects, places and context and communicative and accepted (eg cancel, AI4.4.5. Complete activities
activities. intent (lexical repetition, confirm or modify an by putting into practice the
ellipsis, personal, spatial and invitation or plans), and grammar explanations of the
- Narration of past and temporal dejis, juxtaposition, express opinions in a simple unit. CLC, L2L
occasional events, and frequent discursive way. AI4.4.6. Complete activities
description of present states markers and connectors) . by putting into practice the
and situations, and EC4.6. Knowing and using a LS4.6. He writes vocabulary of the unit. CLC,
expression of future events. lexical repertoire written basic and brief formal L2L
enough to communicate correspondence, addressed AI4.4.7. Perform artistic
- Request and offer of brief, simple and direct to public or private activities related to the
information, indications, information, opinions and institutions or commercial theme of the unit. CLC,
opinions and points of view, points of view in everyday entities, requesting or giving CCE, SIE
advice, warnings and and everyday situations, the required information in a AI4.4.8. Write sentences
warnings. although in less common simple way and observing about sociocultural or inter-
situations and on lesser the formal conventions and curricular subjects practicing
- Expression of knowledge, known issues, the message basic courtesy norms of this the language of unity. CLC,
certainty, doubt and needs to be adapted. type of texts. CCE, SIE
conjecture. EC4.7. Understand and
apply, in a way that is almost AI4.5.1. Write letters, e-
- Expression of will, always understandable, mails, blogs, postcards, etc.
intention, decision, promise, elementary punctuation of personal character
order, authorization and marks (eg, comma) and following a model. CCL,
prohibition. basic orthographic rules (eg CSC, SIE
capitalization, or word IL4.5.2. It narrates in writing
- Expression of interest, separation at the end of a events and it exchanges
approval, appreciation, line), as well as most personal experiences
sympathy, satisfaction, common spelling fomenting the social contact.
hope, trust, surprise, and conventions in the writing of CCL, CSC SIE
their opposites. texts in electronic format (eg IL4.5.3. Write about your
SMS, WhatsApp). own opinions, make
- Formulation of suggestions, offers, etc. in a
suggestions, wishes, polite way. CCL, CSC SIE
conditions and hypotheses. IL4.5.4. Use the digital
- Establishment and resources of the course to
maintenance of the deepen the knowledge
communication and acquired in the unit. CCL,
organization of the speech. CD

Syntactic-discursive IL4.6.1. Write letters, e-

structures.1 mails, faxes, etc. of formal
character following a model.
Written Lexicon of CCL, CEEC, SIE
common use2 (production) IL4.6.2. Use the digital
resources of the course to
Graphic patterns and deepen the knowledge
orthographic conventions. acquired in the unit. CCL,
CD
IL4.6.3. Request formal
information in a polite way.
CCL, CSC, SIE

SYNTACTIC-DISCOURSIVE STRUCTURES

- Affirmation: (Affirmative sentences, tags).

- Exclamation: (What + (Adj. +) Noun, e. G. What a wonderful holiday!, How + Adj., Etc. How interesting!
Exclamatory sentences and phrases, e.g. Well, that is a surprise! Fine! Great!)
- Negation: (negative sentences with not, never, no, nobody, nothing; negative tags).
- Interrogation: (Wh-questions; Aux. Questions; What is this for?; question tags)
-Expression of logical relations: conjunction (and, too, also); disjunction (or); opposition (but); cause
(because, due to); purpose (to-infinitive; for); the comparison (as / not so Adj. as; more comfortable / quickly
(than); the fastest); result (so ...);explanation (for example); condition (if; unless); indirect style (reported
information, offers, suggestions and commands); temporal relations (as soon as; while).
- Expression of time: present (the present simple; present continuous); past (past simple and past
continuous); future (be going to; will; present continuous with future meaning).
- Expression of appearance: punctual (simple tenses); durable (present simple, past simple/perfect/future
continuous); usual (simple tenses (+ Adv., e.g., usually); inchoative (start-ing); terminating (stop-ing).
- Expression of the modality: factuality (declarative sentences); capacity (can; be able to); possibility /
probability (may; might; perhaps); need (must; need; have); obligation (have (got) to; need to; must;
imperative); permission (can; could; may; shall; allow); advice (should); intention (be going to).
- Expression of existence: (e.g. there is/there are, there was/there were, there will be/ has been)
-the entity (countable/ uncountable nouns, collective / compound nouns; personal, object, interrogative
pronouns, indefinite, reflexive/ emphatic, relative); determiners; the quality (eg, good at drawing, rather
tired). Possession: Saxon’s genitive.
- Expression of the quantity: (singular / plural; cardinal and ordinal numerals. Quantity: all (the), most, both,
none, possessive adjectives, a/an/the/some/any/many/a lot, most, both, a little. Adverbs of degree: e. G.
Really; quite; so; a little).
- Expression of space: (prepositions and adverbs of place (behind, above), position (in on, at); distance (far,
near, close); motion (to, across, into); direction (to, up, down); origin (from…) and arrangement (on the left,
on the right…).
- Expression of time: (points (e.g. five to ten)), divisions (e.g. century; season), and indications of time (ago;
early; late); duration (from ... to; already (not) yet); posterity (afterwards; later); sequence (first, next, last);
frequency (often, once a month) - Expression of mode: (Adv. and
phrases of manner, e.g. easily; by post).
HIGH-FREQUENCY LEXIS

- Personal identification;
-Housing, home and environment;
-Daily life activities;
-Family and friends;
-Work and occupations;
-free time, leisure and sport;
-Travel and vacation;
-Health and physical care;
-Education and study;
-Purchases and commercial activities;
-Food and restoration;
-Transport; language and communication;
-Media environment, climate and natural environment;
-Technology of the information and communication.