Order 686 Curriculum

BULLETIN OFFICIAL OF THE
No. 106 STATE Sec. I. Page. 34142
Thursday 1 of May of 2014
to solve it.
e) First Foreign Language.
The process of progressive globalization in which, since the second half of the
twentieth century, our world has been immersed, makes it increasingly necessary
to face the new challenges that arise from the gradual disappearance of the borders
that were traditionally established between countries at the economic, political, cultural
and social levels. In this sense, it is clear that from the earliest ages education must
have among its main objectives to provide citizens with useful instruments to
develop skills that allow them to adapt adequately to a new and increasingly
interdependent and global society.
The learning of foreign languages is of particular relevance at this level, since

the ability to communicate is the first requirement that the individual must meet to
function in an increasingly multicultural and multilingual context. This has been
recognized by all the governments of the European Union, which over the last few
years have programmed various Community actions in the field of education with the
ultimate objective of making it possible for each citizen to have a practical knowledge
of at least two languages in addition to their mother tongue, and this has also been
reflected in the regulations. Spanish, which, in line with this, gives training for
communication in one or more foreign languages a prominent place among the
purposes to which our current educational system is oriented.
If it is obvious that, in the long term, the mastery of a second language affects
positively in the development personnel of the student body to the Allow enlarge of
significantly their possibilities when it comes to continuing studies or joining to the
labour market, attention must also be drawn to the important cognitive implications of
language learning foreigners at an early age. Indeed, numerous investigations seem
to confirm that the acquisition in the Primary Education stage of competences
Communication in one tongue Different a the maternal Usually be Associated a
one improvement of resultsyou in other fields such as mathematical competence,
plastic expression or the mastery of literacy. It has also been found that the I am a
student of other languages Favors the development of the memory auditive y theability
to listen, contributing this mode significantly to development of the Skills of
communication in all the Aspects. At last a scaledeeper, there is a broad consensus
when it comes to pointing out the beneficial effect What Exercises the learning of other
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languages in the development of one adequate sensitization before the diversity of

our society in the acceptance of the
No . 106Thursday STATE , May 1 , 2014Sec . I. Page 34143
differences exist as a key factor , and in

the development of understanding, tolerance
and appreciation of other cultural identities.
The curriculum for the Primary Education stage is structured around language
activities as described in the Common European Framework of Reference for
Languages: comprehension and production (expression and interaction) of oral and
written texts. The contents, criteria and standards are organized in four large blocks
that correspond to the language activities mentioned, the axis of the teaching of the
subject. The relationships between these three elements of the curriculum are not
univocal, due to the special nature of the linguistic activity. This means that, for each
of the communicative tasks listed and described in the standards, all the contents
collected for each of the contents must be incorporated. respective activity block
. In the same way, to evaluate the degree of acquisition of each of the learning
standards of a certain language activity, each and every one of the evaluation criteria
collected and described for the corresponding activity must be applied.
In the Primary Education stage, it must be taken into account that it is based on
a basic competence level so, both in the communicative interaction and in the
understanding and production of texts, it will be essential to always refer to familiar
contexts for students of this age, thus taking advantage of the previously acquired
knowledge and the skills and experiences it possesses. Based on this fact, a
contextualized use of the language will be promoted, within the framework of
communicative situations typical of diverse areas and that allow a real and motivating
use of the language. The use of the game, especially in the early years, and the
performance of joint tasks, are not only essential elements to properly lay the
foundations for the acquisition of a language, but can also contribute to what the
subject, far from being limited to being a mere object of study, it also becomes an
instrument of socialization at the service of the group. As students advance in age,
explanations of a more theoretical nature may be gradually introduced, evolving from
a first processing of an essentially semantic nature to a more advanced syntactic
processing.
Didactic methodology guidelines :
In general, it can be said that the approach that has to prevailr in treatment of the
subject must be the communicative, so that the elements of the curriculum are Defined
always in base a the Processes of communication a the What van directed, adapting
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in the specific case of the stage of Primary to the characteristics and the needs of the
students. Integrating all these aspects and Starting of this idea the curriculum herself
structure in lathe a Activities of tongue such
as these are described in the Framework: comprehension and production (expression and
interaction) of oral and written texts.
The action-oriented approach adopted in the curriculum contemplates

learning as training in and for the active use of the foreign language in communication,
and both teachers and students should remember at all times that, outside the
classroom, students will have to communicate in the real world in the languages they
have learned. Language as something that is done demands, thus, a methodology
that focuses on the student, on their learning needs and on the responsibility that they
must assume in the process; that manages to integrate, in a coherent and transparent
way, all the curricular components, and that has as its goal the development of the
capacity to act using the language to produce and understand texts in the possible
real contexts that are included in the curriculum for this educational stage. The most
idolatrous methodology will be, therefore, that set of learning, teaching and evaluation
practices that best contribute to the student, on the one hand, acquiring the various
competences – strategic, sociocultural, functional and linguistic (syntactic-discursive,
lexical, phonetic-phonological, and orthographic) involved in communication, and, on
the other, develop the ability to put all these skills into practice together to produce
and process oral texts or writings adapted to the corresponding contexts of action.
It should be noted, in any case, that, as with the mother tongue, for the acquisition
of linguistic competence in a foreign language, the development of reading ability and
mastery of writing is essential, which, preferably, will be worked on simultaneously and
in a coordinated manner in the two areas, thus establishing the bases for all students
to master oral and written skills at the same time in all the languages under study.
Similarly , the planning of the tasks will be adjusted to a systematized methodological
design: focusing on activities aimed at the gradual acquisition of speed, understanding
and efficiency in literacy. , in the enrichment of the lexical flow, and, in general, in a
greater knowledge of the language.
The development of reading competence will also aim at a progressive

approach to literature that serves to strengthen, also in another language other than
the mother tongue, reading habits , creativity, critical awareness and aesthetic
enjoyment.
It will also have a special emphasis on the didactic use of Resources Digital
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Understood how one tool essential for initiate to the students in the gradual acquisition
of autonomous learning mechanisms, Adapted always a his age y a their
Peculiarities. The Technologies Digital in
In effect, they can serve as a way to "learn to learn", exercising the faculty to evaluate
and improve learning processes. It should also be borne in mind that the digital context
is currently in itself a priority medium in which communication occurs and that practice
in that context is essential to acquire full communicative competence.
First Foreign Language

1st year
Contents Evaluation criteria Standards of
evaluable learning
Block 1. Comprehension of oral texts.
Oral comprehension Know and know how to 1. Understand the
strategies apply the most appropriate essence of the teacher's
basic strategies to messages and
Mobilisation of expectations, understand the general instructions regarding the
identifying keys and sense, the essential usual classroom activity.
inferences, verifying and information or the main
reformulating hypotheses. points of the text. 2. Participate in daily
routines (day of the week,
Socio-cultural and Identify basic, month, weather, etc.)
sociolinguistic aspects: social concrete and meaningful and comprises
conventions, rules of socio-cultural the associated
courtesy, non-verbal and sociolinguistic vocabulary.
language. aspects,
everyday survival 3. Understand
Communicative functions: (habits , essential information in
schedules, activities , very brief and very simple
- Greetings and introductions. conversations in which
celebrations), and you participate, dealing
- Expression of agreement social with family topics such
or disagreement. conventions (rules of as yourself, family, class,
courtesy), and apply pets, very basic
- Description of people and knowledge acquired on description of objects,
objects. themselvesa relying on non-verbal
proper language to improve their
- Request an offer of understanding of the comprehension.
information, help, objects, text.
permission. 4. Understand the
Identify the general sense basic formulas of
- Establishment and and a limited repertoire of
maintenance of vocabulary
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and
communication. expressions in concise
and straightforward oral
texts, with a
predominance of simple
structures and
Structures lexicalofusevery social relationship

syntactic- (greetings,
Discursive. 1 frequent,art Presentations
iculated
conclaridadymuy Thanks
High-frequency oral lexicon slowly apologies).

a
nd
(reception) relativea transmitted by voice
personal identification , or by technical means, 5.Comprise
them
gender, body parts; overto
pics teacher's
questions
clothing; family and related to about your basic data
them
friends; the school and the own ( name,age),
class, experiences, his
pets and other animals; needs and interests body,obj
ects,
activities of daily living; in everyday contexts pets and animals, their
lacasa,dependencies very predictable always
and familyyengeneral
objects; game; climate support onthe
and subjects
Technologi visual,possibility worked in the classroom.
esofla of
Information repetition
yla andconuna
Communication. importantr 6. Distinguish the start
eference and
contextual. closing ofa
Sound patterns, conversation.
accentual, rhythmic and
Distinguishth
efunction
intonation. main
communicative
deltexto( e.g.una
demand for information,

an order,oun
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offer), as well as
discursive patterns
basic (e.g. home and
conversational closure, or
thepoints of a
schematic narration).
STATE Recognize a repertoire
limited oral lexicon of
high frequency relative to
everyday situations and
themeshabitual
sy
specificsrelat
ed
conlaspropias
Experiences
needs and interests.
Discrimin
arpatrones
sonorous, accentual,
rhythmic and intonation
basic and recognize the

meanings
and
general communicative
intentions related to
them
Same.
Block 2. Production of oral texts: expression and interaction.
Production strategies of Know and know how to 1.Imitayrepitelas
apply
oral texts: basic teacher's expressions
strategies
toproducetexts used in the classroom.
Planning, execution oralsmonological
and
control by very brief dialogics and 2. Make presentations
linguistic simple,using,p very brief and simple,
procedures, .
p e., formulas and language previously prepared
aralinguisticsy
paratextuals. prefabricated yensayadas,on
expressions everyday issues or their
Socio-cultural m interest (present and
aspects and emorized,or presenty
sociolinguistic: supporting it with gestures
presentaoth
er
social that you want to express. people; To
conventions, give
rules of courtesy; language basic information about
non-verbal. Knowwith same) using
out aspects
socio-cultural struc
a turesvery
nd
Communicative functions: basic sociolinguistics Simple.
and meaningful, and apply
- Greetings and introductions. knowledge 3. Respect the rules
acquired that govern oral
- Expression of agreement or onthe interaction.
disagreement. samea
indu
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strial production
appropriate to the 4.Reply
- Description of people and context, respecting pro
objects. th perlyin
e conventions sit
uationsof
- Request STATE
and offer of
mor communication (greeting,
very simple questions
e elementary
information, help, objects, about oneself, request
communicative .
permission. or offer of
Interactingde
very basic, using very objects, etc.).
- Establishment and
simple techniques,
maintenance of 5.Know and
linguistic or non-verbal
communication. use expressions
(e.g. gestures or contact
physical) to initiate, related
maintain or conclude a tothe
Syntactic-discursive family or cultural
brief discussion
structures. 1 celebrati
ons.
High frequency oral lexicon fulfilling the main 6. Participate in face-to-

(production) relating to communicative function face conversations in
personal of the text. (e.g. greetings, which social contact is
identification , gender, congratulations). established (greeting and
body parts; clothing; family saying goodbye,
and friends; school and class, Produce very brief and introducing yourself).
pets and other animals; simple monological
activities of daily living; the or dialogical texts,
house, dependencies and using e.g.,
objects; game; climate and memorized
technologies expressions, or
Information and supporting with gestures
Communi what you want to
cation. express.
Sound, Participate in a very
accentual, rhythmic and basic
intonation patterns. w
ayin
very brief
and very simple
conversations that
require a
direct exchange
of information on
topics that are very
familiar, mostly
using very simple
isolated expressions and
phrases of very
frequent use , being
indispensable the
repetition and
cooperation of the
interlocutor to
maintain it
conversation.
Know and use a limited
repertoire of high-
frequency oral lexicon
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related to everyday
situations and common
and concrete topics
related to one's own
interests, experiences
and
needs.
Imitate a very limited

repertoire of basic sound,
intonation patterns.
Block 3. Comprehension of written texts.

Comprehension strategies Know and know how to 1.Locate words
of written texts apply the most appropriate known in the material
basic strategies for the visual used for
Mobilization of expectations, understanding of the routines (calendar,
general sense, the expression
identificationofk essential information or ssopreme
ey the main points of the text.
inferences, verification and weather) or in
reformulation of hypotheses. Identify basic, concrete
and meaningful socio- classbooks
(title, pagination etc.).
cultural
Socio-cultural
aspects and and sociolinguistic
sociolinguistic: aspects and 2. Use dictionaries
social apply imagery.
conventions, the knowledge
rules of courtesy; language acquired about them to an
non-verbal. adequate understanding 3.Relate
of the text. correctly
words
Communicative functions: Identify the theme and written with the image
general meaning in texts, corresponding.
- Greetings and introductions. both printed and digital,
very brief and simple, with 4. Use the Technologies
- Expression of the agreement a predominance of of Information and
or
disagreement. simple structures and
Com
lexicon of very high
municationfor
frequency, on topics well start reading
- Description of people and known and everyday,
objects. being
indispe
- Request and offer of nsablethe rereading,
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information, help, objects,

permission. some
clarifications and the
- Establishment presence of a strong
and visual support and
maintenan
ce
STATE
communication.
Structures
syntactic-
Discursive. 1
High frequency written contextual.

lexicon (reception)
relating to personal Recognize frequently
identification, gender, body used symbols (e.g.
parts; clothing; family and ☺ , @, £, etc.) and
friends; school and class, identify meanings and
pets and other animals; intentions
activities of daily living; the general communicative
house, dependencies and related to them.
objects; gambling; climate
and Information and Distinguish
the main
Communication Technologies. communicative function(
s) of the text (p.
Graphic patterns and basic e. a congratulation, a
spelling conventions. demand for information,
or an offer) and a limited
repertoire of its most
common
exponents, as well as the
basic conceptual
patterns (e.g. beginning
and closing of a letter, or
the dots of a
schematic description).
Recognize a limited
repertoire of high-
frequency written lexicon
related to everyday
and concrete topics
related to their own
interests,
experiences and
needs.
Block 4. Production of written texts: expression and interaction.
Written text production Know and apply the basic 1. Copy simple words and
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strategies: strategies to produce expressions worked

written texts orally.
Planning, execution very short and simple,
and
control by e.g. copying very 2.Letterwriter

linguistic common words and cardsinlas
procedures, phrases to perform the
p communicative functions congratulate someone to
aralinguisticsy that are pursued. leave
paratextuals. of a model, copying
Know some words
Socio-cultural concrete and significant
aspects and basiceincluding
basic
sociolinguistic: drawings or photographs.
socio-cultural and
social
conventions, sociolinguistic aspects
rules of courtesy; language and apply them to a 3. Make very very posters
non-verbal. written simple with a model.
production appropriate to
Communicative functions: the context, respecting
the basic rules of
- Greetings and introductions. courtesy.
- Expression of the agreement Construct very short and

or simple texts, composed of
disagreement. isolated simple
sentences, to talk about
- Description of people and themselves or their
objects. immediate surroundings,
using a repertoire of
- Request and offer of mainly iconic codes for
information, help, objects, their function
permission. Communicative.
- Establishment Know and use a limited

and
repertoire of high
maintenan
ce
communication. related to everyday
Structures and concrete topics
syntactic- related to one's own
Discursive. 1 interests, experiences
and needs.
High-lettered
lexicon
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frequency (production)
relativeidentificatio
n
personnel, gender, parts of the
body;
garmentsdressing;
family and friends; the school
No. 106 and STATE Sec. I. Page. 34152
class, pets and others
animals; activities of the
daily life; lacasa ,
dependencies
andobjects;
game; Climate and Climate
Technologies
Information and
Communication.
Patterns
and
orthographic conventions.
1Syntactic-discursive contents by languages:
German French English Italian Portuguese

- Expression - Expression of - Expression - Expression - Expression
of logical logical of logical of logical of logical
relations : relations : relations : relations : relations :
conjunction conjunction conjunction conjunction conjunction
(und). (et). (and). (e). (e).
- Exclamation - Interrogation - Affirmation
- Affirmation (spelling, - Affirmation (che, quanto). (affirmative
(affirmativen intonation (affirmative declarative
Sätzen; Ja curve. sentences; - Affirmation sentenças;
(+affirmative Bravo! Yes (+ tag)) (proforma sì, Sim + phrase
Zeichen) Hourra!) frasi (p.
. - Exclamation: dichiarative and. Sim,
- Exclamation. e. g . I love affermative). tenho três. ).
(spelling, - Denial salad! ).
intonation (ne... pas). - Denial - Question
curve: schön!, - Denial (proforma no, ((or) that;
sehr gut! ) - Question: (negative frasi quanto).
spelling; sentences with dichiarative
- Denial intonation not), No (+ negative). - Denial
(negative curve; mots negative tag)). (negative
Sätze mit interrogatifs - Exclamation declarative
nicht) (qu ́est-ce que, - Question ((che) + agg., phrases.
qui); réponse: (What, how p.es. Che
- Interrogation oui, non. many... ). beautiful! ) - Exclamation:
(spelling; exclamatory
intonation - Expression of - Expression of - Expression of phrases (Que
curve; time: present time: present time: present gelado tão
Einfache (présent de (simple (present); bom! ).
Fragewörter). l'indicatif); present); future future (present
future (futur (going to). and future). - Expression of
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- Expression of proche (aller + time: past (past

time: past; Inf.)) . - Expression of - Expression of imperfeito);
appearance: the present
(present);
present - Expression of punctual appearance: future (go +

(Präsens). appearance: (simple punctual (see Inf. ; futuro do
punctual tenses). punctuali, presente).
- Expression (simple p.es. partire).
of the phrases). - Expression - Expression of
modality: of the - Expression aspect:
factuality - Expression modality: of the punctual
(Aussagesätze of modality: capacity modality: (verbos não
n); possibility capacity (can); capacity durativos, e. e.
(können); (pouvoir, ne obligation ((non) potere; nascer;
obligation pas pouvoir); (have (got) to; obligation perfeito).
(müssen; obligation imperative); (present
Imperativ); /prohibition (on permission dovere; - Expression
permit doit/on ne peut (can). imperative). of the
(können). pas + Inf. ); modality:
permit (est- ce -Expression of - Expression of capacity
- Expression qu ́on peut...?) existence existence (c'è); (posso;
of existence (there is/are); the entity pode);
(es gibt); the - Expression of the entity (nomi, obligation (ter
entity (Nomen existence (nouns and pronomi, of/that; Dever
und (presentative pronouns, articoli e + Inf. ).
Artikelwörter); (c'est, ce sont), articles, dimostrativi);
the quality il and a... ); the demonstratives quality (molto - Expression of
((sehr+) Adj). entity (articles ); the quality + agg. ). existence
(un, une, des; ((very +) Adj. (ter/haver); the
- Expression of le, la, l', les), ). - Expression of entity (nouns;
quantity noms, quantity pronomes;
(Singular/Plural pronoms - Expression of (number: artigos;
) sujets, quantity singolare/plural demonstrative
; pronoms (singular/plural; e; numerali ); the quality
Kardinalzahlen toniques, cardinal cardinali fino a ((muito +)
bis auf zwei adjectifs numerals up to due cifre e Adj.).
Ziffern; démonstratifs; two digits; ordinali fino a
Quantität: the quality ordinal una cifra. - Expression of
viele; Grad: ((très +) Adj. ) numerals up to Quantità: quantity
sehr). one digit. molto, poco. (Singular/plural
- Expression of Quantity: Grade: molto). )
- Expression of quantity: many, some, ; You number
space (Lokale (singulier/plurie more. Degree: - Expression of 2 digits,
Präpositionen space ordinais até 1
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l; cardinaux very).
und Adverbien numbers (preposizioni, digit.
Bereich, Lage). jusqu ́à deux - Expression of avv. ed Quantidade:
space espressioni muito(s);
- Expression of (prepositions che indicano pouco(s).
the and adverbs of Grad
location,
position) Here,
time chiffres. there, on, in,

luogo, or: muito).
(Jahrezeiten Quantité : under. posizione,
und Ausdruck beaucoup. distanza, - Expresión del
von Zeit (z.b. - Expression of movimento,
Degré: très.) espacio
nun). time divisions direzione, (expressões,
- Expression of (e.g., origine e preposições e
- Expression of space summer). disposizione). locuções
the mode (prépositions et prepositivas de
(Modaladverbi adverbes de - Expression of - Expresión del lugar e de
en, z. b. gut). lieu, position). the mode tiempo movimento).
(Adv. of divisione (p. es
- Expression of manner, e. g. il lunedi, a - Expresión del
time: punctual slowly, well). febbraio). tiempo
(jours de la divisões (e.g.
semaine, la - Expression of verão).
date).- - the mode
Expression of (avverbi di - Expresión del
the mode: modo, p.es. modo
adverbes de slowly, bene). (expressões,
manière ((très) preposições e
good, bad). locuções
prepositivas de
modo; bem;
assim).

2nd year
evaluable learning
Or Know and know how to 1. Understands what is
al comprehension apply the most appropriate being told in regular
strategies basic strategies for the transactions (daily
understanding of the routines, requests, etc.).
Mobilization of general sense, the
expectations, identification essential information or the 2. Understand the
of keys and inferences, main points of the text. essential information in
verification short conversations and
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an Identify very simple ones in

d reformulation of basic socio-cultural which he participates,
hypotheses. and which deal with
sociolinguistic aspects,
Socio-cultural aspects and
sociolinguistic: concrete and meaningful, family topics such

on daily life (habits, as,
social activities) and social for example, oneself,
conventions, conventions (rules of
rules the family, the school, its
courtesy), and apply the
ofcourtesy;
non-verbal language . knowledge acquired about pets,descrip
them to an tion
adequate understanding of very basic objects.
Communicative functions: the text.
Identify the general sense 3.Recognizespatrons,

- Regards and a limited repertoire of rhythmic and intonation
and vocabulary and
Presentations. expressions in very short
and simple oral texts, with basicindifferent
a predominance of simple communicative contexts.
- Expression of the
agreement or and lexical structures of
disagreement. very common use 4. Understand the meaning
frequent, articulated general and the essentials
clearly and very slowly and of
- Description of people transmitted by voice or by theoretical
technical means, on issues narrati
related to the ves
and objects. appropriate to your level.
own
experiences, needs and
- Petition and offer 5.Comprendeporel
interests in contexts Very
information, help, context
predictable daily life as long draws
objects, permission. as you have visual support, animated with narrations
the possibility of repetition very simple.
- Establishment and an important
and contextual reference.
mainten
ance Distinguish the main
communication. communicative function of
the text (e.g. a demand for
Structures information, an order, or an
syntactic- offer) and a limited
Discursive. 1
repertoire of its most
common exponents, as
High-
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quality lexicooral well as the

frequency (receive)
relativeidentificati
on
personnel,gend
er,parts
delcuerpo;
garmentsof
dress;
the
STATE
family and friends;
school andclass ,
petsandothe
r
animals; activities of
daily life ;
lacasa ,
dependencies
andobjects;
game; climate and
technologies
delaInformationand
Communication.
Sound patterns,
accentual, rhythmic and basic sketch

intonation. patterns (e.g.
conversational onset and
closing, or the points of a
schematic narrative).
Recognize a limited
repertoire of high-
related to everyday
situations and common and
concrete topics related to
own
interests.
Discriminar
patrones sonorous,
intonation basic and
recognize the meanings
and general communicative
intentions related to them.
Oral text production Know and know how to apply 1. Reproduces the
strategies: the basic strategies to teacher's expressions or
produce very brief and recordings used in the
Planning, implementation simple monological or classroom.
and control dialogical oral texts, using,
through linguistic, e.g., formulas and 2. Makes short and
paralinguistic and prefabricated language or simple presentations,
paratextual procedures. memorized expressions, or previously prepared and
supporting with gestures rehearsed, on everyday
Sociocultural and what you want express. topics or of interest
sociolinguistic aspects: (presenting and presenting
social conventions, norms Know basic, to other people; give basic
of politeness; concrete and significant information about yourself,
non-verbal language. socio-cultural and your family, and your class;
sociolinguistic aspects, and briefly and simply describe
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Communicative functions: apply the knowledge the external appearance

acquired about the
- Regards themselves to an oral of an object; say what

and production appropriate to
Presentations. the context, respecting likes and dislikes )
the usingverystructur
most elementary
es
- Expression of the Basic.
communicative
agreement or
disagreement. conventions.
3. Dramatize situations
- Description of people Interact in a very basic way, everyda
using very simple ysimples
and objects. techniques, linguistic or usingexpres
non-verbal (e.g. gestures or sions
physical contact) to initiate, very simple (e.g. game
- Petition and offer maintain or conclude a brief symbolicrepres
conversation, fulfilling the enting
information, help, main communicative a shop).
objects, permission. function of the text (e.g. a
greeting, a congratulation, 4.Respect the
rules
- Establishment an exchange of that govern the interaction
and information).
mainten oral.
ance Produce very short and
communication. simple monographic or
dialogical oral texts, using 5.Reply
Structures e.g. , pro
syntactic- memorized expressions, or perlyin
discursive1 sit
supporting with gestures
uationsof
what you want to express.
communication (greeting,
High frequency oral very simple questions
lexicon (production) Engage in a very basic about oneself, request or
relating to personal way in very brief and very offer of objects, expression
identification, gender, body simple conversations that of what you like or dislike,
parts; clothing; family and require a
etc.).
friends; the direct exchange of
school andclass , information on
6.Participate
issues that are very
conversa
petsandothe familiar to you, mostly tionscaraa
r using very simple
animals; activities of isolated expressions and
phrases of very frequent caraopormedios
cve: BOE-A-2014-4626
daily life ; use, being indispensable technicians that allow you

lacasa , to see
dependencies the repetition and
andobjects; cooperation of the thecaraygestosdel
game; climate and interlocutor, in which
technologies interlocutor to keep
establish social contact
delaInformationand
Communication.
STATE ( greetings and
saying goodbye,
introduce yourself,
Sound, congratulate someone,
accentual, rhythmic and say thank you) and
intonation patterns. exchange
personal information
(name, age, etc.).
7.Know and use

related expressions
withcelebrations
the conversation. family or cultural.
Manage basic
syntactic structures (e.g.
link words or groups of
words with basic
connectors such as "and")
even if basic errors
continue to be committed
systematically.

repertoire of high
related to everyday
situations and habitual and
one's own interests,
experiences and needs.
Imitate a very limited

repertoire of sound,
accentual, rhythmic
and intonation patterns.

St Know and know how to 1. It includes
rategies for comprehension apply the most appropriate indications and basic
of written texts basic strategies for the information on signs and
understanding of the posters common in the
Mobilization of general sense, the class and in schools.
expectations, identification essential information or the
of keys and inferences, main points of the text. 2. It includes
verification very brief and very simple
an Identify basic , correspondence
d reformulation of concrete (postcards and cards) that
hypotheses. and deals with family issues
cve: BOE-A-2014-4626
meaningful socio-cultural such as, for example,

Sociocultural and and sociolinguistic aspects oneself, the family, etc.
sociolinguistic aspects: of daily life (habits,
social conventions, norms activities), and
of politeness;
non-verbal language . social conventions (rules of 3. Read familiar words

courtesy), and apply the invisualmaterial
knowledge acquired about
Communicative functions: them to an used for routines
adequate understanding of (
calendar,exp
the text. ressions
- Regards
and Identify the subject and the overtime
Presentations. general meaning in texts, atmospheric) orenlos
both printed and digital, class books .
- Expression of the very brief and simple, with a
agreement or predominance of simple
disagreement. structures and lexicon of 4. Formulate hypotheses
very high frequency, on about
very simple topics. known the content from the
- Description of people and illustrations, the title and
and everyday, being
objects. other graphic elements.
indispensable the
- Request and offer of rereading, some
5. Includes written texts
information, help, objects, clarifications and the
relating to words and
permission. presence of a strong visual
expressions
and contextual support.
Worked.
- Establishment
and Recognize frequently used
maintenance of symbols and identify the
6. Use
communication. general communicative
Information and
meanings and intentions
Information Technologies
related to them. Communication to read.
Structures
syntactic- Distinguish the main
Discursive. 1 communicative function( s)
of the text (e.g. a
High-lettered congratulation, a demand
lexicon for information, or an offer)
frequency (receive) and a limited repertoire of
relativeidentificati its most
on
common exponents, as
personnel,gend
er,parts well as the basic
delcuerpo; contractual
garmentsof patterns (e.g. beginning
cve: BOE-A-2014-4626
dress; family and friends; and closing of a letter, or

the the points
school andclass , of a description
petsandothe
r
daily life ;
lacasa ,
STATE
dependencies
andobjects;
game; climate and
technologies
delaInformationand
Communication.
Patterns and
spelling conventions.
schematic).
Recognize the most

common meanings
associated with the basic
syntactic structures of
written communication (e.g.
interrogative structure to
send
information).
Recognize a limited
repertoire of high-
related to everyday
situations and common and
their experiences, needs
and interests.
Recognize basic spelling

signs (e.g. period,
comma, interrogation,
exclamation).
Written text production Know and apply the basic 1. He is able to build
strategies: strategies to produce very simple texts from very
short and simple written structured models.
Planning, implementation texts, p.
and control e. copying very common 2. Write postcards and
through linguistic, words and phrases to other forms of simple
paralinguistic and perform the communicative correspondence following
paratextual procedures. functions that are pursued. a model and using some
basic text start and close
Sociocultural and Know concrete and conventions .
sociolinguistic aspects: significant basic
social conventions, norms socio-cultural and 3. Complete forms by
of politeness; sociolinguistic aspects and marking options and filling
non-verbal language. apply them to a in data or other personal
product information (e.g. Tastes
cve: BOE-A-2014-4626
Communicative functions: ionwritten

appropriate to the context,
respecting the rules of
- Regards basic courtesy. title of a story read,

and
Presentations. Build very short and simple etc.).
texts, composed of isolated
- Expression of the simple sentences, to talk
agreement or about yourself or your
disagreement. immediate environment,
using a repertoire of mainly
- Description of people
iconic codes for your
and objects.
communicative function.
- Petition and offer
Manage basic
information, help,
objects, permission.
words with basic
- Establishment
and connectors such as "and")
mainten even if basic errors
ance continue to be committed
communication. systematically.
Structures Know and use a limited

syntactic- repertoire of high
Discursive. 1 frequency written lexicon
related to everyday
High-lettered situations and common and
lexicon concrete topics related to
frequency (production) one's own interests,
relativeidentificati experiences and needs.
on
personnel,gend
Respect some graphic
er,parts
delcuerpo; patterns and basic spelling
garmentsof conventions.
dress; family and friends;
the
school andclass ,
petsandothe
r
daily life ;
lacasa ,
dependencies
andobjects;
game; climate and
technologies
delaInformationand
No. 106 Communication. STATE Sec. I. Page. 34162

Patterns and
spelling conventions
Basic.
1
Contents syntactic-discursive by Languages:
cve: BOE-A-2014-4626
- Expression of - Expression of - Expression of - Expression of - Expression of
logical logical logical logical logical

relations: relations: relations: relations: relations:
conjunctio conjunction conjunctio conjunction conjunction
n (und). (et). n (and). (e). (e).
- Affirmation - Exclamation - Affirmation - Interrogation - Affirmation

(affirmativen (spelling, (affirmative (come,dove , (affirmative
Sätzen; Ja intonation sentences; quando, declarative
(+affirmative curve. Yes (+ tag)) perché, sentenças;
Zeichen) C'est beau! ). quanto,chi , Sim + phrase
- Exclamation che). (p.
- Exclamation - (How + Adj. , e. e. Sim, tenho
(spelling, Denial (ne... g. How nice! ; - Affirmation três. ).
intonative pas). exclamatory (proformasì ,
curve Wie gut! sentences,e . frasi - Interrogation
). - Question: g.Ilove dichiarative (burning; (or)
spelling; salad! ). affermative). that; which;
- Negation intonation onde; of
(negative curve; mots - Negation - Negation burning;
Sätze mit nicht, interrogatifs (negative (proformano , quanto; such
Nein (+ (quand, sentences with frasi as; porquê).
negative comment, où) ; not), no (Adj.), dichiarative
Zeichen) réponse: oui, No (+ negative negativecon - Denial
non. tag)). non (negative
- Spelling ,mai, niente, declarative
interrogation; - Expression of - Question nessuno/a). phrases; Não
intonation time: present (Wh- (+
curve; (présentde questions) - Exclamation Conjugat
(Einfache l ́indicatif); How many...?. ((che) + agg., ed verb
Fragewörter). future (futur p.es. Che previous
proche (aller + - Expression of beautiful! ; V, statement);
- Expression of Inf.)) . - time: present p.es. Guard! ) nenhum;
time: present Expression of (simple Ningenome;
(Präsens); appearance: present); - Expression of nothing).
future punctual future (going time: present
(werden). (simple to). (present); - Exclamation:
phrases); future exclamatory
- Expression durativo (être - Expression of (presente phrases
of lamodality: en train de + appearance: future). (Chegelado
factuality Inf. ). punctual tãob
cve: BOE-A-2014-4626
(Aussagesätze (simple - Expression of om! So many

n); capacity - Expression of tenses); appearance: cars! ).
durative punctual (v.
(presentand - Expression of
time: present
(present);
future (go + Inf.
STATE ;
(mögen); lamodality: past punc present

obligation capacity continuous). tuali,p.es. fut
(müssen; (pouvoir,ne partire); ure).
Imperativ); - Expression of durative (
permit paspouvoir lamodality: pres- Expression of
(können; ); obligation ability (can); entee aspect:
dürfen); /prohibition (on obligation imperfetto; punctual
intention doit/on ne peut (have (got) to; stare + (verbosnão
(werden-en ; pas + Inf.); imperative); gerund). durativos, p.
wollen). permit (est- permit (can); and. nascer;
intention (going - Expression perfeito);
- Expression cequ'on to). of lamodality: durative (being
of non- peut...? Je capacity ((non) + gerund).
existence ( peux...? ); - Expression potere;
esgibt); intention/dese of existence (non) sapere); - Expression
the entity o (futur (thereis /are); obligation of lamodality:
(Nomenund proche). laentidad (present capacity
Pronomen, (nounsand dovere; (posso; pode;
Artikelwörter, - Expression of pronouns, imperative); écapazde);
Demonstrativar non- articles, intention obligation (ter
tikeln); existence demonstratives (pensaredi of/that;
the quality (presentative ); lacuality +Inf.). Dever
((sehr+) Adj). (c'est, ce sont), ((very +) Adj. ). + Inf. );
ilya - Expression permission
- Expression of ... ); - Expression of existence (posso; pode);
quantity the entity of the (c'è); the entity intention
(Singular/Plural (articles (un, quantity:(singu (nomi, (quero; tenho
) une, des; le, lar/plural; pronomi, of; gostava).
; la, l', les), cardinal articolie
Kardinalzahlen noms, numerals up to dimostrativi); - Expression
bisaufdrei pronoms twodigits; the quality of non-
Ziffern; sujets, ordinal (molto existence
Ordinalzahlen pronoms numerals up to + agg). (ter/haver);
toniques, twodigits. the entity
bisauf adjectifs Quantity: - Expression of (substantive;
zwanzigster. démonstratifs; many,some , quantity pronomes;
Quantität: the (a) little, more. (number: artigos;
viele,ein quality ((très) Degree: very). singolare/plural demonstrative
bißchen, Grad: +) Adj.) e; numerali ); quality
- Expression of
cve: BOE-A-2014-4626
sehr). ;possession ((muito

(c'est à / ce space cardinalifino +)
- Expression of sont à + (pron. (prepositions duecifre Adj.).
space (Lokale tonics)). e
Präpositionen ordinali fino a - Expression of
und Adverbien -Expression of duecifre . quantity
quantity : Quantità: tutto, (Singular/plural
)
STATE
(singulier/plurie molto, poco, un
po'(di). Degree:
; Numerais até
doisdíg
itos,
Bereich, l; numéros and adverbs of little, molto).

Punkt). cardinaux location, ordinai
jusqu ́àdeux position) - Expression of saté
- Expression of chiffres ; space doisdíg
time - Expression of (preposizioni, itos.
Stundenteilung Quantité : time divisions ( avv. ed Quantidade:
und beaucoup, (a) e.g., summer). espressioni muito(s);
Jahrezeiten (z. peude . cheindic pouco(s);
b. Degré:très). - Expression of ano luogo, tudo. Grade:
Viertelstunde, the mode (Adv. posizione). muito).
Sommer), und - Expression of of manner, e.
Ausdruckvon space g. slowly, well). - Expression of - Expresión del
(prépositions et time divisione espacio
Zeit (z. b. nun, adverbesde (p. es (expressões,
jetz, morgen); lieu, position). illunedi,a preposiçõese
febbraio). locuções
- Expression of - Expression of prepositivas de
the mode time: punctual - Expression of lugar).
(Modaladverbi (en + mois de the mode
en,z.b. l'année, au (avverbi di - Expresión del
langsam, gut). mois de..., en / modo, p.es. tiempo
au + saisons). slowly, bene). divisões (e.g.
verão).
- Expression of
the mode: - Expresión del
adverbesde modo
manière((très) (expressões,
good, bad). preposiçõese
locuções
prepositivas de
modo; bem;
wrong).

3rd year
evaluable learning
cve: BOE-A-2014-4626

Or Know and know how to 1. Understand the overall
al comprehension apply the most appropriate sense of simple
strategies basic strategies for the explanations or
understanding of the general instructions.
Mobilisation of sense, information
expectations, essential or points 2. Extract the sense
identification of keys and main text .

generalandcapt
Identify basic, alos
inferences, checking concrete essential
and significant socio-cultural detailsof
andreforming theoretical
and sociolinguistic aspects
narrati
of daily life (habits , ves
hypothesis. schedules, activities, appropriate to your level.
celebrations), living
Socio-cultural aspects and conditions (housing, 3.Assimilate
sociolinguistic: environment), ma
interpersonal relationships inde
social (family, friendship, school), presentat
conventions, behavior (habitual gestures, ionsssencillas
rules use of the voice, physical and well-
ofcourtesy; contact) and social structured
customs and conventions (rules of on family topics or
attitudes;
courtesy), and apply the
non-verbal language . disinterest(
knowledge acquired about e.g .
them to a proper animals, characters of
Communicative functions: understanding of the text. story), alwaysy
Identify the general sense, wheneverbeing

- Regards the essential information and images and illustrations
and most of the main points in
presentations, apologies, very short and simple oral and speak in a way
Thanks. texts, with a large number of slow and clear.
simple and lexical structures
- 4. Identify the topic of
of very frequent use,
Expressionofla
capacity,the articulated clearly and
taste,the slowly and transmitted by aversationvery
agreement or voice or by technical means, simple and predictable that
disagreement, the on topics related to one's
feeling, intention . own experiences, hasplace in
needs and interests in yours
predictable everyday presence in some real or
- Description of people, contexts provided that there simulated public space on
activities, places and is visual support , possibility known topics.
objects.
of repetition or
cve: BOE-A-2014-4626
- Request and offer of 5. Understand the general

information, help, meaning and essentials
instructions, objects, of dramatizations of
permission. traditional tales or
- Establishment previously known popular

and maintenance stories.
of STATE
the
communication.
Structures
syntactic-
discursive1
High-
quality lexicooral
frequency (receive)
on
personnel; housing, home
and environment; activities confirmation and with a

of daily living; family and strong contextual reference.
friends; free time, leisure
and sport; travel and Distinguish the main
vacations; health and communicative function
physical care; shopping (e.g. a demand for
and business activities; information, an order, or an
food offer), as well as basic
discursive patterns (e.g.
and catering; conversational initiation and
transportation; closing, or the points of a
environment, climate and squematic narrative).
natural environment; and
Information Technology
and
Communication.
Recognize meanings
Sound , most common associated
accentual , rhythmic and with the basic syntactic
intonation patterns. structures of oral
communication (e.g.
send
information).
Recognize a limited
repertoire of high-frequency
oral lexicon related to
common and concrete topics
interests, and use the
indications of the context
and the information
contained in the text to get
an idea of the probable
meanings of words and
expressions that are
unknown.
cve: BOE-A-2014-4626
Sonic ,
intonation patterns

meanings and general
communicative intentions
related to the
Same.
Oral text production Know and know how to 1. Makes short and
strategies: apply the basic strategies to simple presentations,
produce very brief and previously prepared and
Planning, implementation simple monological or rehearsed, on everyday
and control dialogical oral texts, using, topics or of interest
through linguistic, for example, formulas and (presenting and
paralinguistic and prefabricated language or presenting to other
paratextual procedures. memorized expressions, or people; give basic
supporting with gestures information about yourself,
Sociocultural and what you want express. your family and your class;
sociolinguistic aspects: your favorite menu, the
social conventions, To know the basic , outer aspect of an object
norms of concrete and or an animal; say what
politeness; customs significant socio-cultural you like and don't like)
and attitudes; and sociolinguistic aspects using very simple
non-verbal language. and to apply the structures.
knowledge
Communicative functions: acquired about 2. Responds
them to an oral pro
- Greetings production appropriate perlyin
and introductions, to the context, respecting
apologies, thanks. them communication situations
most (greeting, simple
- Expression of ability, elementary communicative questions about oneself,
taste, agreement or conventions. request or offer of objects,
disagreement, feeling, expression of what you
intention. Interact in a very basic way, like or do not like, what you
using very simple are doing, where
- Description of techniques, linguistic or something is located, etc.)
people, activities, places non-verbal (e.g. physical
and objects. response, gestures or 3. Participates in
physical contact) to initiate, face-to-face
- Request and offer of maintain or conclude a brief conversations or by
information, help,
cve: BOE-A-2014-4626
conversation, technical means that allow

instructions, objects, fulfilling the main to see the face and
permission. communicative function of gestures of the
the text (e.g. a greeting, a interlocutor, in which he
congratulation, an exchange establishes social contact
(thank you, say hello,
- Establishment of information). say

and goodbye,ad
dress
mainten someone, apologize ,
ance
communication. Participate in a very introduce
yourself,co
ngratulations
simply and in a way someone), is exchanged
Structures understandable, even if they personal
syntactic- are information
discursive1 needs some (name, age, etc.), herself
cla express feelings,
rifications,in
very brief conversations etc.
High-quality lexicooral with direct exchange of
relativeidentificati informationoth 4.Sedesenvuelveen
on ermes
personnel; housing, home veryfamiliar,using everyday
situations
and environment; activities simple,realo
of expressions
yphrases
daily life; family and simulated (e.g. order a
simpleyofomuy
friends; free time , leisure frequent food in the dining
room
andsport; travel fundamentally isolated school).
and
holidays; health
and althoughinalgun
as
physical care; shopping occasio
nsconsiga
and commercial activities ; connect themform
food basic,b
a eing
nd
restoration; paraphrase indispensable
transportati
on;
environment, climate and andthe
cve: BOE-A-2014-4626
cooperation of the
natural interlocutor to keep
environment;
and
Technolo the conversation.
giesofla
Informati
onyla
STATE Making
Communication.
understood
themselves
interventio
nsbrevesy
Sound patterns, simple,althoug
h
accentual, rhythmic and producet
ubes,
intonation. hesitations, repetitions or
pauses to rearrange the
discourse.
Managestru
ctures
basic syntactics (e.g.
link words or groups
of words with connectors
basics like "and"), although
sesigancometiendo
basic manner errors
systematically
,e.g .,
verb tenses or in the
concordance.

repertoire of high-
related to everyday
experiences and
needs.
Articulate, in a generally
understandable way but
with evident influence of the
first or other languages, a
very limited repertoire of
sound, accentual, rhythmic
and intonation patterns ,
adapting them to the
function communicative
that you want to carry out.

St Know and know how to 1. It formulates
rategies for apply the most appropriate hypotheses about the
comprehension of written basic strategies for the content of simple texts
texts understanding of the general based on their previous
sense, the essential knowledge, illustrations,
Mobilization of information or the main title, graphic elements, etc.
expectations, identification points of the text.
of keys and inferences, 2. Understand
verification and Identify basic, essential information and
reformulation of concrete locate specific
hypotheses. and significant socio-cultural information in simple
and sociolinguistic aspects information material such
Sociocultural and of daily life (habits , as menus or
sociolinguistic aspects: schedules, activities, advertisements.
social conventions, celebrations), living
norms of conditions (housing, 3. Understand a very
cve: BOE-A-2014-4626
politeness; customs environment), short and simple

and attitudes; interpersonal relationships sequence of instructions
non-verbal language. (family, friendship
Communicative functions:
- Regards schoolchildren) and social to perform p. and. one

and conventions (rules of
presentations, apologies, courtesy), and apply the very simple recipe.
Thanks. knowledge acquired about
them to an adequate 4. Understand the
essentials
understanding of the text.
- and the main points
Expressionofla
capacity,the Identify the general sense, of very brief news and
taste,the the main ideas and most of
agreement or the specific
disagreement, the information in printed or viewingartmen
digital texts, very brief and ts
feeling, intention . simple, with simple
structures and lexicon of childrenquetra
very frequent use, on topics ten
topicsquelesean
very familiar and everyday,
- Description of as long as you can reread family members or are of
or ask for clarifications and your
people,activi have visual and contextual interest (animals,
ties, support.
places and objects. sports,
Distinguish the main groups
communicative function( s) musicals,ga
of the text (e.g. a mesof
- Petition and offer computer).
congratulation, a demand
help, instructions,
for information, or an offer)
objects, permission.
and a limited repertoire of its
- Establishment most
and common exponents, as well
mainten as the basic conceptual
ance patterns (e.g. beginning and
communication. closing of a letter, or the
points of a schematic
Structures description).
syntactic-
Discursive. 1 Recognize the most
common meanings
High- associated with syntactic
quality lexicooral structures
frequency (receive)
basic typical of the
cve: BOE-A-2014-4626
on
and environment; activities
of
daily life; family and
friends; free time , leisure
STATE
andsport; travel
and
holidays; health
and
physical care; shopping
and commercial activities ;
food
a
nd
restoration;
transportati
on;
environment, climate and
natural
environment;
and
Technolo
giesofla
Informati
onyla
Communication.
Sound , written communication (e.g.

accentual , rhythmic and interrogative structure for
intonation patterns. sending
information).
Recognize a limited
written lexicon relating to
related to their
experiences,
needs and interests, and
infer from the context and
information contained in the
text the signi probable
ficados of words and
unknown.

signs (e.g. period, comma,
interrogation, exclamation),
as well as frequently used
symbols (e.g. ☺ , @, $, ₤),
and identify the general
communicative meanings
and intentions related to
the same.

Written text production Know and apply the basic 1. Complete forms by
strategies: strategies to produce very marking options and filling
short and simple written in data or other personal
Planning, implementation texts, p. information (e.g. tastes,
and control e. copying very common titles of stories read,
through linguistic, words and phrases to opinions, etc.
paralinguistic and perform the communicative
paratextual procedures. functions that are pursued. 2. It is able to build simple
cve: BOE-A-2014-4626
narrative texts based on

Socio-cultural aspects and Knowwith models and / or
out aspects
sociolinguistic: sociocultural deandamiajesmuy

social Structured.
conventions, and sociolinguistic basic
rules concrete and significant and
ofcourtesy;
apply them to a written
customs and 3. Write from a
attitudes; production appropriate to the
non-verbal language . context, respecting the basic modelcorrespond
rules of courtesy. ence
short and simple staff
Communicative functions: Construct, on paper or in (messages, notes,
electronic format, very short postcards, mails) in the
- Regards and very simple texts, who congratulates
and composed of simple isolated someone, or
presentations, apologies, sentences, in a neutral or speaks of himself and his
Thanks. informal register, using with environme
some frequency the correct ntmediate
form of the basic spelling (family, friends, objects,
- conventions and the main places)
Expressionofla
punctuation marks , to talk
capacity,the
taste,the about yourself, your
agreement or immediate environment and
disagreement, the aspects of your daily life, in
feeling, intention . very familiar situations and
predictable.
- Description of
people,activi Fulfill the main
ties, communicative function of
places and objects. the written text (e.g. a
congratulation, an exchange
- Petition and offer of information, or an offer),
help, instructions, using a limited repertoire of
objects, permission. its most frequent exponents
and basic discursive
- Establishment patterns (e.g. greetings for
and the beginning and farewell
mainten
for the closing of a letter, or
ance
a schematic narrative
communication.
developed in points).
Structures
cve: BOE-A-2014-4626
syntactic-
Discursive. 1
High-lettered
lexicon
on
No. 106 personnel; housing, home STATE Sec. I. Page. 34173
and environment; activities
of Thursday 1 of May of 2014
daily life; family and
friends; free time , leisure
andsport; travel
and
holidays; health
and
physical care; shopping
and commercial activities ;
food Manage basic

and catering; link words or groups of
transportation; words with basic connectors
environment, climate and such as "and"), even if basic
natural environment; and errors continue to be made
Information and systematically in, p. e., verb
Communication tenses or in concordance.
Technologies.
Patterns
and spelling
conventions
Basic.
repertoire of high frequency
written lexicon related to
common and concrete
topics related to one's own
interests, experiences
and
needs.
Apply graphic patterns

and basic spelling
conventions to write with
reasonable
correctness
words or short phrases that
are normally used
when speaking, but not
necessarily with a spelling
fully normalized.
1
Contents syntactic-discursive by Languages:

- Expression of - Expression -Expression of - Expression - Expression
logical of logical logical of logical of logical
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conjunction conjunction conjunction conjunction (e). conjunction (e).

(und); (et). (and).
disjunction - Interrogation - Affirmation
- Exclamation - (total; parziali (sentenças
(spelling,
(oder). intonation Affirmation:(affi introdotteda affirmative

curve. rmative declarative;
- Affirmation Pardon!) . sentences; come,dove , Sim +
(affirmativen Yes (+ tag)) quando, phrase.
Sätzen; Ja - perché,
(+affirmative Denial (ne... -Exclamation: quanto,chi , - Interrogation
Zeichen) pas). (Help! Sorry!, che). (burning; (or)
How + Adj. , e. that; which;
- Exclamation - Question: g. How nice! ; - Affirmation onde; of
(spelling, Wie spelling; exclamatory (proformasì , burning;
intonation intonation sentences, e. g frasi quanto; such
curve curve; mots . I love salad! ). dichiarative as; porquê).
+ Adj., z.b . interrogatifs affermative).
Wiegut !; (pourquoi/parc -Denial: - Denial
Ausrufe eque ); - Negation (negative
Sätzen, e. g . réponse: oui, (negative (proformano , declarative
Das ist teuer! non. sentences with frasi phrases; Não
). not), no (Adj.), dichiarative (+
- Expression of No (+ negative negativecon Conjugat
- Negation time: present tag)). non ed verb
(negative (présentde ,mai, niente, previous
Sätze mit nicht, l'indicatif); - Question: nessuno/a). statement);
nicht (Adjektiv), future (futur nenhum;
Nein (+ proche (aller + (Howare - Exclamation Ningenome;
negative Inf.) . you?, How ((che) + agg., nothing).
Zeichen) many...?, Wh- p.es. Che
- Expressio questions, Aux. beautiful! ; V, - Exclamation:
- Interrogation n questions) p.es. Guard! ) exclamatory
(Fragesätze delaspe phrases
undeinfache cto: punctual - Expression of - Expression of (Chegelado
Fragewörter). (simple time: present time: present tãob
phrases); (simple (present); om! So many
- Expression of durativo (être present); future cars! ).
time: present en train de + future (going (presente
(Präsens); Inf. ). to). future). - Expression of
future time: present
(werden). - Expression -Expression of - Expression of (present);
of lamodality: appearance : appearance: future (go + Inf.
- Expression of capacity punctual ; present
appearance: (pouvoir,ne punctual (e.g. future ).
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durative (simple punctuali,p.es

(Präsens); paspouvoir); tenses); . partire); - Expression of
usual (+ intention/dese durative aspect:
durative (present and punctual
(verbosnão
duratives, p.
and.
Adv,z. o (futur (present imperfetto; nascer;

b . proche). continuous). stare + perfeito);
immer. gerund; durative (being
- Expression of -Expression of continue to + + gerund).
- Expression non- modernity: Inf. ).
of lamodality: existence capacity (can); - Expression
factuality (presentative permission - Expression of the
(Aussagesätze (c'est, ce sont), (can); intention of lamodality: modality:
n); capacity ilya ... ); (going to). capacity ((non) capacity
(mögen); the entity potere; (posso; pode;
permit (articles (un, -Expression (non) sapere);
(können; une, des; le, of non- intention ( écapazde);
dürfen); la, l', les), existence present permission
intention noms, (thereis /are); ee (posso; pode);
(werden-en ; pronoms laentidad condizionale intention
wollen). sujets, (nounsand semplicedi (quero; tenho
pronoms verbi volitivi + of; gostava).
- Expression toniques, pronouns, N / Inf. ; future;
of non- adjectifs articles, pensaredi - Expression
existence ( démonstratifs; demonstratives +Inf.). of non-
esgibt); the ); existence
the entity quality((très) - Expression (ter/haver);
(Nomenund +) Adj.); quality of non- the entity
Pronomen, possession (very + Adj. ). existence (c'è; (substantive;
Artikelwörter, (c'est à / ce ecco); the pronomes;
Demonstrativar sont à + (pron. -Expression of entity (nomi, artigos;
tikeln); tonics)). quantity : pronomi, demonstrative
the quality articolie ); quality
((sehr+) Adj). - Expression (singular/plural; dimostrativi); ((muito
of quantity : cardinal the quality +)
- Expression of (singulier/plurie numerals up to (molto Adj.).
quantity l; numéros twodi + agg. ).
(Singular/Plural cardinaux gits; ordinal - Expression of
) jusqu ́àdeux numerals up to - Expression of quantity
; chiffres. twodi quantity (Singular/plural
Kardinalzahlen gits. Quantity: (number: )
bisaufvier Quantité: many,some , singolare/plural ; Numerais até
Ziffern; beaucoup, (un) (a) little, more, e; numerali doisdígitos ,
Ordinalzahlen peude,la half, a bottle, a cardinali fino a ordinaisaté
cup, a glass, a
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moitié duecifre doisdíg

bisauf de, une piece. Degree: e ordinali itos.
hundertster. bouteille/un very). fino a Quantidade:
Quantität: alle, verre/une duecifre. muito(s);
viele, manche, pièce/une -Expression of Quantità: tutto, pouco(s);
einige, assiettede. space molto, poco, un tudo. Grade:
mancherlei, ein po'(di), muito).
bißchen, mehr, nessuno/a,
STATE - Expression of
space
(expressões,
ein halber, eine Degré: très. (prepositions alcuni/e, preposiçõese

Flasche/Tasse and adverbs of niente,
/ein Glas/Stück - Expression of location, qualcosa, locuções
von. Grad: space position, qualche,più , prepositivas de
sehr, zu viel, (prépositions et distance). lugare
genüg ). adverbesde meno,s de
lieu,position , -Expression of olo, movimento).
- Expression of distance). time unatazz
space (Lokale a/un - Expresión del
Präpositionen - Expression (points (e.g . bicchiere/una tiempo
und Adverbien of time: time half past past (expressões,
Bereich, Lage, indications five); divisions bottiglia/un preposiçõese
Nähe, Punkt). (aujourd'hui, (e. g. half an pezzodi...
demain); hour, summer), Degree: little, locuçõesde
- Expression of anterioridad indicationsof molto). tempo (horas
time (avant); time: anteriority ( p.e.dez
(Stundenzählu posteriority (before); - Expression of
ng (z. b. viertel (après); posteriority space
voracht); sequencing (after); (preposizioni, men
Stundenteilung (d'abbrd, avv. ed osum quarto),
und ensuite). sequence espressioni divisões (e.g.
Jahrezeiten (z. (first... then). cheindicano meiahora ;
b. - Expression of luogo, verão) e
Viertelstunde, the mode: -Expression of posizione, indicações (p.
Sommer), und adverbesde the mode (Adv. distanza, e.agor
Ausdruckvon manière ((très) of manner, e. movimento, a; amanhâ)
Zeit (z. good, bad). g. slowly,well direzione, of
b. nun, , tempo;
jetz,morgen ); quickly, originee duração (p. e.
Vorzeitigkeit carefully). disposizione. duringdois
(vor); dias);
Nachzeitigkeit - Expression of anterioridade
(nach); time (l'ora (p. (before);
Aufeinanderfol es. le tre e posterioridade
ge (Vorher, mezza); (depois);
Davor); divisione (p. es seqüência
illunedi,a (primeiro... em
- Expression of febbraio); followed).
the mode anteriorità
(premium);
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(Modaladverbi - Expresión del

en,z.b. posteriorità modo
langsam, gut). (dopo); (expressões,
contemporanei preposiçõese
tà (quando, locuções
durante); prepositivas de
sequenza modo; bem;
STATE (premium ..
poi ...
bad; assim).
dopo).
- Expression of
the mode
(avverbi di
modo, p.es.
slowly
bene).

4th year
evaluable learning
Or Know and know how to apply 1. It captures the
al comprehension the most appropriate basic general sense of simple
strategies strategies to understand the advertisements about
general sense, the essential products that interest you
Mobilisation of information, or the main (games, music etc.).
expectations, identifying points of the text.
keys and inferences, 2. Includes messages
verifying and reformulating Identify essential, concrete and public
hypotheses. and significant sociocultural announcements that
and sociolinguistic aspects contain instructions,
Sociocultural and of daily life (habits , directions, or other
sociolinguistic aspects: schedules, activities, information (e.g.,
social conventions, celebrations), living numbers , times,
norms of politeness; conditions (housing, start of an
customs environment), activity at an amusement
and attitudes; interpersonal relationships park, campground, etc.).
non-verbal language. (family, friendship, school),
behaviour (habitual 3. Understand what you
Communicative functions: gestures, use of the voice, are told in regular
physical contact) and social transactions
- Greetings and conventions (rules of (Daily routines,
introductions, apologies, courtesy), and apply the instructions, requests,
thanks. knowledge acquired about etc.).
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them to a comprehension.
- Expression of ability, 4. It includes oral texts
taste, agreement or of an informative nature
disagreement, and is able to
feeling, intention . adequate text . extract global information

and some concrete data.
- Description of Identify the general sense,
people, the essential information and 5. Identify the topic of
activities, most of the main points in
places and objects. very short and simple oral a simple conversation
texts, with a large number of and
predictable that it has
simple and lexical structures
- Petition and offer place in your presence in
of very frequent use,
information, help, some real public space
articulated clearly and
instructi or simulated on topics
ons, objects, slowly and transmitted by
permission. voice or by technical means, acquaintances.
on topics related to one's
- Establishment own experiences, 6. Understand the
and needs and interests in information
mainten predictable everyday es
ance contexts provided that there sentialen
communication. is visual support , possibility short conversations and
of repetition or confirmation simplesinlasqu
and with a strong contextual e
Structures participate, which deal with
syntactic- reference.
Discursive. 1 family topics such
Distinguish the main as,
communicative function for example, oneself ,
High frequency oral from the text (e.g. a demand family, school, pets, food,
lexicon (reception) relating for information, an order, or the description of an
to personal identification; an offer) and as well as object, animal or person,
housing, home and basic discursive patterns the weather.
environment; activities of (e.g. beginning and
daily living; family and conversational closure, or
friends; free time, leisure the points of a schematic
andsport; travel narrative).
and
holidays; health Recognize the most
and common meanings
physical care; shopping associated with the basic
and commercial activities ; syntactic structures of oral
food communication (e.g.
a interrogative structure
nd
to desubmit
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restoration;
transportati
on;
natural
environment;
and
Technolo
giesofla
STATE
Informati
onyla
Communication.
Sound patterns,
intonation.
No . 106Thursday STATE , May 1 , 2014Sec . I. p. 34179
information).
Recognize a limited
oral lexicon related to
indications of the context
and the information
contained in the text to get
an idea of the probable
unknown.
Discriminar
patrones sonorous,
accentual,
rhythmic and intonation
meanings and general
communicative intentions
related to the
Same.
Oral text production Know and know how to 1. Makes short and simple
strategies: apply the basic strategies to presentations, previously
produce very brief and prepared and rehearsed,
Planning, implementation simple monological or on everyday topics or of
and control dialogical oral texts, using, interest (presenting and
through linguistic, for example, formulas and presenting to other
paralinguistic and prefabricated language or people; give basic
paratextual procedures. memorized expressions, or information about yourself,
supporting with gestures your family, and your
Sociocultural and what you want express. class; indicate the main
sociolinguistic aspects:
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activities of your day to

social conventions, Know basic day; describe briefly and
norms of politeness; socio-cultural simply your room, your
customs and
and attitudes; sociolinguistic aspects,
non-verbal language. concrete and meaningful, preferred menu, the

and apply the outward appearance of an
Communicative functions knowledge animal or a person; say
acquired on what you like and don't
: them to an oral like) using simple
production appropriate to structures.
- Greetings the context, respecting
and introductions, the most 2. He is able to work in a
apologies, thanks. elementary communicative team and develop
conventions. scheduled work in a
- Expression of ability, group, with oral
taste, agreement or Interact in a very basic way, interactions (games,
disagreement, feeling, using very simple dialogues, etc.).
intention. techniques, linguistic or
non-verbal (e.g. gestures or 3. Responds
- Description of physical contact) to initiate, pro
people, activities, places maintain or conclude a brief perlyin
and objects. conversation,
fulfilling the main communication situations
- Request and offer of communicative function of (greeting, simple
information, help, the text (e.g. a greeting, a questions about oneself,
instructions, objects, congratulation, a exchange request or offer of objects,
permission. of information). expression of what you
like or do not like, of the
- Establishment and Participate in a very simple place where something is
maintenance of and located, etc.).
communication. understandable way, even
if some 4. Participates in
Syntactic-discursive
clarifications are needed, in face-to-face
structures. 1
very conversations or by
brief conversations with technical means that allow
High frequency oral to see the face and
direct exchange of
lexicon (production) gestures of the
information , very
relating to personal
familiar topics, using interlocutor, in which
identification; housing, social contact is
simple and very
home and environment; established (thank you,
frequently used
activities of daily living; greet, say goodbye,
expressions and
family and friends; free address someone,
phrases , mainly
time, leisure and sport; introduce yourself, be
isolated although on
travel and vacations; interested in the state of
some
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health and physical care; someone, congratulating

occasions it is
shopping and commercial someone), personal
possible to connect them
activities; food information and about
in a basic
way, being everyday matters are
and catering; exchanged, feelings are
The paraphrase and
transportation; expressed,
cooperation
environment, climate and etc.
STATE of the
natural environment; and interlocutor to keep the

Information and conversation going.
Communication
Technologies. Make yourself understood in
brief and simple
Sound , interventions, even if there
accentual , rhythmic and are
intonation patterns. hesitatio
ns, hesitations, repetitions
or pauses to reorganize the
discourse
Manage basic
syntactic structures even if
basic errors continue to be
made systematically in, p.
e., verb tenses or in
concordance.

repertoire of high-
related to everyday
experiences and
needs.
Articulate, in a generally
with evident influence of the
first or other languages, a
very limited repertoire of
sound, accentual, rhythmic
and intonation patterns ,
communicative function that
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is wants to carry out.

Strategies of Know and know how to 1.Comprises
apply the
comprehension of basic strategies more essential information and

written suitable for understanding locates specific
texts the general sense, information in simple
essential information or information material such
Mobilization of main points of the text. as menus,
expectations, identification schedules, catalogs, price
of keys and inferences, Identify basic, lists, advertisements,
verification and concrete telephone directories,
reformulation of and significant socio-cultural advertising, etc.
hypotheses. and sociolinguistic aspects
of daily life (habits , 2. It includes
Sociocultural and schedules, activities, basic information on signs
sociolinguistic aspects: celebrations), living and posters in streets,
social conventions, conditions (housing, shops, means of transport
norms of politeness; environment), , cinemas,
customs interpersonal relationships museums, schools, and
and attitudes; (family, friendship, other services and public
non-verbal language. schoolchildren) and social places.
conventions (rules of
Communicative functions: courtesy), and apply the 3. Understand
knowledge acquired about simple written instructions
- Greetings them to an adequate associated with actions
and introductions, understanding of the text. and homework.
apologies, thanks.
Identify the general sense, 4. Includes
- Expression of ability, the main ideas and most of short, simple
taste, agreement or the specific correspondence (emails,
disagreement, feeling, information in printed or postcards, and cards)
intention. digital documents, very brief that deals with family
and simple, with simple topics such as self, family,
- Description of structures and lexicon of school, leisure time,
people, activities, places very frequent use, on topics description of an object or
and objects. very familiar and everyday, a place, etc.
as long as you can reread
- Request and offer of or ask for clarifications and
information, help, have visual and contextual
instructions, objects, support.
permission.
Distinguish the function
- Establishment and or
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maintenance of
communication.
Syntactic structures-
discursive1 main communicative

functions of the text (e.g. a
High frequency written congratulation, a demand
lexicon (reception) relating for information, or an offer)
to personal identification; and a limited repertoire of its
housing, home and most
environment; activities of common exponents, as well
daily living; family and as the basic
friends; free time, leisure patronesdiscursives
and sport; travel and (e.g. beginning and closing
vacations; health and of a letter, or the points of a
physical care; shopping schematic description).
and business activities;
food Recognize the most
common meanings
and catering; associated with the basic
transportation; syntactic structures of
environment, climate and written communication (e.g.
natural environment; and interrogative structure to
Information and send
Communication information).
Technologies.
Recognize a limited
Patterns repertoire of high-frequency
and written lexicon relating to
orthographic conventions. everyday situations and
common and concrete
topics related to their
experiences,
information contained in the
text the probable meanings
of words and expressions
that are unknown.

signs (e.g. semicolon), as
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well as frequently used

symbols
(e.g. ☺ , @, €, $, ₤,), and

identify the general
the same.
Written text production Know and apply the basic 1. Complete forms by
strategies: strategies to produce very marking options and
short and simple written completing data or other
Planning, implementation texts, p. personal information (e.g.
and control e. copying very common passport of languages,
through linguistic, words and phrases to tastes, title of a story read,
paralinguistic and perform the communicative opinions, etc.).
paratextual procedures. functions that are pursued.
2. Write with a model
Sociocultural and Know concrete and brief and simple personal
sociolinguistic aspects: significant basic correspondence
social conventions, socio-sociocultural and (messages, notes,
norms of politeness; sociolinguistic aspects (e.g. postcards, emails) in
customs the conventions on the which you thank,
and attitudes; initiation and closing of a congratulate someone,
non-verbal language. letter to known persons) and make an invitation, or talk
apply the knowledge about yourself and your
Communicative functions: acquired on them to a immediate environment
written (family, friends,
- Greetings production appropriate to everyday activities ,
and introductions, the context, respecting the objects, places).
apologies, thanks. basic rules of courtesy.
3. He constructs
- Expression of ability, Construct, on paper or in narrative texts,
taste, agreement or electronic format, very short reproducing previously
disagreement, feeling, and very simple texts, worked structures
intention. composed of simple isolated and/orandamiajes and
sentences, in a neutral or using a model.
- Description of informal register, using with
people, activities, places some frequency the correct 4. Writes, based on a
and objects. form of the basic spelling model, short texts of an
conventions and the main informative nature on
- Request and offer of signs of topics treated orally in
information, help,
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class with preparation for

instructions, objects, the
permission.
- Establishment score, to talk about vocabulary and

and expressions
mainten yourself , from your Basic.
ance environment
communication. moremediatoyde
aspects of its life
Structures everyday,in
syntactic- situations
1
Discursive. veryfamiliaresyy
Predictable.
High-lettered
lexicon
frequency (production) Fulfill the function
relativeidentificati main communicative of the
on
personnel; housing, home written text( e.g.una
and environment; activities congratulations, an

of exchange
daily life; family and ofinformation,oun
friends; free time , leisure offer), using a
andsport; travel limited repertoire of his
and
holidays; health most frequent exponents
and
physical care; shopping and discursive patterns
and commercial activities ; basic (e.g. greetings to
food home and
a farewellfor
nd
restoration; closing a letter, or a
transportati
on;
environment, climate and schematic
narration
natural developed in points).
environment;
and
Technolo
giesofla
Informati Managestru
onyla ctures
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Communication. basic syntactics (e.g.

link words or groups
Patterns and of words with connectors
Conventions basics like "and"), although
Spelling. sesigancometiendo
basic manner errors
systematically
No. 106 ,e.g STATE
., Sec. I. Page. 34186
verb tenses or in the
concordance.
Knowandusea
limited repertoire of lexicon
high frequency writing
relating to
situations
everyday and
themes
usual and concrete
related to
them
own interests,
experiences
a
nd
needs.

and basic spelling
conventions to write with
reasonable
correctness
words or short phrases that
are normally used
necessarily with a spelling
fully normalized.

- Expression Expression of -Expression - Expression - Expression
of logical logical of logical of logical of logical
relations: relations : relations: relations : relations :
(und); (et). (and). (e). (e).
disjunction
(oder); - Exclamation - - Interrogation - Affirmation
opposition (spelling, Affirmation:(affi (totali; parziali (affirmative
(aber); cause intonation rmative introdotte da declarative
(weil). curve. Au sentences; come, dove, sentenças;
secours!) . Yes (+ tag)) quando, Sim + phrase
- Affirmation perché, (p.
(affirmativen - Denial -Exclamation: quanto, chi, and. Sim,
Sätzen; Ja (ne... pas). (Help! Sorry!). che, cosa, che tenho três. ).
(+affirmative How + Adj. , e. cosa, quale).
Zeichen) - Question: g. How nice! ; - Interrogation
spelling; exclamatory - Affirmation (burning; (or)
- Exclamation intonation sentences, e. (proforma sì, that; which;
(spelling, curve; mots g frasi onde; of
intonative interrogatifs . I love salad! ). dichiarative burning;
curve Welch (combien de); affermative). quanto; such
+ Nomen, z.b. réponse: oui, -Denial: as; porquê).
Welch ein non. - Negation
schöner Tag! (negative (proforma no, - Denial
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; Wie + Adj., - Expression of sentences with frasi (negative

z. time: present not), no (Adj.), dichiarative declarative
b. Wie No (+ negative negative con phrases; Não
non, mai, (+ Verbo
conjugado do
enunciado
anterior);
einfach!; (présent de tag)). niente, nenhum;

Ausrufe l'iindicatif) ; nessuno/a). Ningeno
Sätzen, e. g . future (futur -Question: me;
Du bist toll! proche (aller + (How are you?, - Exclamation nothing).
). Inf.). How many...?, ((che) + agg.,
Wh- questions, p.es. Che - Exclamation:
- Negation - Expression Aux. beautiful! ; V, exclamatory
(negative of questions) p.es. Guard! ) phrases (Que
Sätze mit nicht, appearance: gelado tão
nie, nicht punctual -Expression of - Expression of bom!
(Adjektiv), (simple time: present time: present So
niemand, Nein phrases); (simple (present); many
(+ negative durativo (être present); future future (present cars! ).
Zeichen) en train de + (going to). and future).
Inf. ). - Expression of
- Interrogation -Expression of - Expression of time: present
(Fragesätze - Expression appearance: appearance: (present);
und einfache of modality: punctual punctual (see future (go +
Fragewörter). capacity (simple punctuali, Inf. ; futuro do
(pouvoir, ne tenses); p.es. partire); presente).
- Expression of pas pouvoir); present durative
time: past intention/dese continuous. (present and - Expression of
(Präteritum); or (futur imperfetto; aspect:
present proche). - Expression of stare + punctual
(Präsens); the modality: gerund; (verbos não
future - Expression of capacity (can); continue to + durativos, e. e.
(werden). existence permission Inf. ). nascer;
(presentative (can); intention perfeito);
- Expression of (c'est, ce sont), (going to). - Expression durative (being
appearance: il and a... ); the of the + gerund).
durative entity (articles -Expression of: modality:
(Präsens und (un, une, des; existence capacity - Expression
Präteritum); le, la, l', (there is/are); ((non) potere; of the
usual (+ Adv, les),noms, the entity (non) modality:
z.b. immer, pronoms (nouns and sapere); capacity
jeden Tag); sujets, pronouns, obligation (posso; pode;
incoative pronoms articles, (present I am able to);
(beginnen zu – toniques, demonstratives dovere; possibility
en). adjectifs ); the quality imperative); (podia); need
(very + Adj. ). intention (specify (of);
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démonstratifs;
- Expression the (presente e need);
of the quality ((très) -Expression of condizionale permission
modality: (+) Adj.); semplice di (posso;
factuality possession pode);
(Aussagesätze (c'est intention
n); capacity à / ce sont à + the quantity: verbi volitivi + (quero;

(mögen); (pron. (singular/plural; N / Inf. ; tenho of;
need (sollen); tonics)). cardinal future; gostava).
obligation numerals up to pensare di
(müssen; - Expression of three digits; +Inf.). - Expression of
Imperativ); quantity: ordinal existence
permit (singulier/plurie numerals up to - Expression of (ter/haver); the
(können; l; numéros two digits. existence (c'è; entity (nouns;
dürfen); cardinaux Quantity: ecco); the pronomes;
intention jusqu ́à trois many, some, entity (nomi, artigos;
(werden -en; chiffres. (a) little, more, pronomi, demonstrative
wollen). half, a bottle, a articoli e ); the quality
Quantité: cup, a glass, a dimostrativi); ((muito +)
- Expression of beaucoup, (un) piece. Degree: the quality Adj.).
existence (es peu de, la very. (molto
gibt); the entity moitié de, une + agg. ). - Expression of
(Nomen und bouteille/un -Expression of quantity
Pronomen, verre/une space - Expression of (Singular/plural
Artikelwörter, pièce/une (prepositions quantity )
Demonstrativar assiette de. and adverbs of (number: ; Numerais
tikeln); the Degré: très). location, singolare/plural até 3 digits,
quality ((sehr+) position, e; numerali ordinais até
Adj). - Expression of distance). cardinali fino a dois digits.
space tre cifre e Quantidade:
- Expression of (prépositions et -Expression of ordinali fino a muito(s);
quantity adverbes de time (points (e. due cifre. pouco(s);
(Singular/Plural lieu, position, g. half past Quantità: tutto, tudo. Grade:
) distance). past five); molto, poco, muito; tão).
; divisions (e. g. troppo, tanto,
Kardinalzahlen - Expression of half an hour, un po'(di), - Expresión del
bis auf vier time: summer), nessuno/a, espacio
Ziffern; indications of indications of alcuni/e, (expressões,
Ordinalzahlen time time: anteriority niente, preposições e
bis auf (maintenant, (before); qualcosa, più, locuções
hundertster. après); posteriority meno, solo, prepositivas de
Quantität: anterioridad (after); una tazza/un lugar e de
viele, ein (avant); sequence bicchiere/ una movimento).
bißchen, mehr, posteriority (first... then). bottiglia/un
ein halber, (après); pezzo di... - Expresión del
sequencing tiempo
cve: BOE-A-2014-4626
eine -Expression of Grade: little,

Flasche/Tasse (d'abbrd, the mode molto). (expressões,
/ein Glas/Stück ensuite). (Adv. of preposições e
manner, e. g. - Expression of locuções de
slowly, well, the tempo (horas
space
(preposizioni,
Von. Grad: - Expression of quickly, avv. ed (e.g. dez

sehr, zu viel). the mode: carefully). espressioni menos um
adverbes de che indicano quarto) ,
- Expression of manière ((très) luogo, divisões (e.g.
space (Lokale good, bad; posizione, meia hour;
Präpositionen avec distanza, verão) e
und Adverbien + nom) movimento, indicações (p.
Bereich, direzione, e. agora;
Gegenseite, origine e amanhâ) of
Lage, Nähe, disposizione. tempo;
Punkt). anterioridade
- Expression of (before);
- Expression of time (l'ora (p. posterioridade
time es. le tre e (depois);
(Stundenzählu mezza); seqüência
ng (z.b. viertel divisione (p. es (primeiro... em
vor acht); il lunedi, a followed).
Stundenteilung febbraio)
und anteriorità - Expresión del
Jahrezeiten (z. (prima); modo
b. posteriorità (expressões,
Viertelstunde, (dopo); preposições e
Sommer), und contemporanei locuções
Ausdruck von tà (quando, prepositivas de
Zeit (z.b. nun, durante); modo; bem;
jetz, morgen); sequenza bad; assim).
Vorzeitigkeit (prima .. poi ...
(vor); dopo).
Nachzeitigkeit
(nach); - Expression of
Aufeinanderfol the mode
ge (Vorher, (avverbi di
Davor); modo, p.es.
Gleichzeitigkeit slowly, bene).
.
- Expression of
the mode
(Modaladverbi
cve: BOE-A-2014-4626
en, z.b.
langsam, gut).

5th year
Contents Evaluation criteria Learning Standards
Evaluable
Or Know and know how to 1. It captures the general
al comprehension apply the most appropriate sense and some specific
strategies basic strategies for the details of advertisements
understanding of the about products that interest
Mobilization of general sense, the you
expectations, identification essential information or (games, computers,
of keys and inferences, the main points of the text. music, clothing etc.).
verification
an Identify basic, 2. Includes messages and
d reformulation of concrete and public announcements
hypotheses. significant socio-cultural containing instructions,
and sociolinguistic directions, or other
Sociocultural and aspects, everyday information ( e.g.,
sociolinguistic aspects: survival (habits numbers, prices,
social , schedules, on a sports
conventions, court rules schedules, activities, venue, in a department
and records; celebrations), living store)
customs, conditions (housing,
values, beliefs environment), 3. Understand what you
and attitudes; interpersonal relationships are told in regular
verbal language (family, deamistad , transactions
. schoolchildren), behavior (daily
(habitual routines, instructions,
Communicative functions: gestures, use of the voice, directions, requests,
physical contact ) feedback on class
- Greetings and social assignments, etc.).
and introductions, conventions (rules
apologies, thanks, of courtesy), and apply 4. It includes oral texts
invitations. the knowledge acquired of an informative nature
on them a and is able to extract global
- Expression of ability, proper information and some
taste, preference, opinion, understanding specific data.
cve: BOE-A-2014-4626
of the
agreement or text.
disagreement, feeling,
intention. Identify the general sense,
essential information and
- Description of people, points
activities, places,
objects, habits, plans. mainin very 5. Identify the theme of a

brief and simple oral conversatio
textsin nsencillay
- Narration of facts standard language, with predictable taking place
pastremotosy very frequently used in their presence in some
simple and lexical
Recent. real public
structures, articulated
space
clearly and slowly and simulatedotopto
transmitted loudly or by ps
- Petition and offer technical means , on acquaintances
help,information , common and concrete
instructi topics related to 6. Distinguish changes
ons,objects, own
opinion, permission. experiences, needs and of theme and infers the
interests in meaning
predictable everyday general programs of
- Establishment contexts or related television or other material
and to areas of
mainten audiovisual within your
ance immediate need in the
communication. personal, public and area of interest (e.g. in
educational spheres those interviewing
, provided that the
young people or
Syntactic-discursive acoustic conditions are characters
structures. 1 good and do not knownsobretop
distort the message, s
you can hear what everyday (e.g. your favorite
High frequency oral you can hear said or ask clothes, your favorite sports
lexicon (reception) relating for confirmation and have or music , etc.).
to identification visual support or a
personnel; housing, home contextual reference
and .
environment; activities of
the Distinguish the main
daily life; communicative function of
family and
the text (e.g. a demand for
friends; work
and information, an order, or
occupations; free time , an offer) as well as the
leisure and sport; travel basic discursive patterns
and (e.g. beginning and
holidays; health conversational closure, or
cve: BOE-A-2014-4626
and the points of a schematic

physica narrative).
l care;
education and study;
purchases
andactivities
commercial; feeding
STATE
and restoration;
transportation;
language
andcommunicatio
n;
natural
environment;
and
Technolo
giesofla
Informatio
nyla
Communication.
Sound patterns,
intonation. Recognize
the most
common meanings
associated with the basic
syntactic structures of oral
communication (e.g.
send
information).
Recognise a limited
repertoire of high-
relating to everyday
situations and usual
and specific
topics related to
the own
indications of the text
and the
information contained in
the text to get an idea of
the probable meanings of
words and expressions
that are
Unknown.
Discriminate basic sound,

intonation patterns and
recognize the general
them.
Oral text production Know and know how to 1. Make short and simple
strategies: apply the basic strategies presentations, previously
cve: BOE-A-2014-4626
to produce monographic prepared and rehearsed,

Planning, execution and oral texts or on topics
control by very brief dialogics and everyday or of your interest
linguistic, paralinguistic simple, using, p. e., (introduce and introduce to

formulas and other people; give basic
and paratextual prefabricated information about yourself,
procedures. language your family, and your class;
or indicate the main activities
Sociocultural and memorized expressions, of your day to day; briefly
sociolinguistic aspects: or supporting and simply describe your
social with gestures what you room, your pre-charter
conventions, court rules want to express. menu, the outward
and records; appearance of a person;
customs, Know basic, present a song that
values, beliefs concrete and significant interests you (your favorite
and attitudes; socio-cultural singer or music group) or
verbal language and sociolinguistic say what you like and don't
. aspects, and like using simple
apply the structures).
Communicative functions: knowledge acquired about
them to an oral production 2. Develops with relative
- Greetings appropriate to the context, safety in simple, real or
and introductions, respecting the everyday situations
apologies, thanks, most communicative Simulated. (e.g. show up
invitations. conditions at a party).
Elementary.
- Expression of ability, 3. Responds
taste, preference, opinion, Interact in a very basic pro
agreement or way, using very simple perlyin
disagreement, feeling, techniques, linguistic or
intention. non-verbal (e.g. gestures communication situations
or physical contact) to (greeting, simple questions
- Description of people, initiate, maintain or about oneself, request or
activities, places, conclude a brief offer of objects, expression
objects, habits, plans. conversation, of what you like or do not
fulfilling the main like, what you are doing,
- Narration of remote and communicative function of where something is located,
recent past events. the text (e.g. a greeting, a etc.)
congratulation,
- Request and offer of a 4. Engage in
help, information, exchange of face-to-face or technical
instructions, objects, information). conversations (phone,
opinion, permission. Skype) in which contact is
cve: BOE-A-2014-4626
Participate in a simple and established

- Establishment and understandable way in social (give thanks,
maintenance of the very brief conversations
that require a direct
exchange of information in
areas of
immediate need or
communication. on very familiar topics greeting, saying

(oneself, the immediate goodbye, addressing
Syntactic-discursive environment , people, someone, apologizing,
structures. 1 places, objects and introducing yourself, taking
activities, tastes and an interest in someone's
High frequency oral opinions), in a neutral or status , congratulating
lexicon (production) informal register, using someone), exchanging
relating to personal simple and very frequently personal information and
identification; housing, used expressions and about everyday matters,
home and environment; phrases , usually expressing feelings,
activities of daily living; isolated or linked with something is offered to
family and friends; work basic connectors, although someone, something is
and occupations; leisure, sometimes it borrowed, etc.
leisure and sport; travel pronunciation is not very
and vacations; health and clear, pauses and
physical care ; hesitations are evident and
education and study; repetition, paraphrase
purchases and commercial and lace
activities; food and are necessary
catering; transport; cooperation of
language and the interlocutor to maintain
communication; communication.
natural environment; and Make yourself understood
Information in brief and simple
and
Communication interventions, even if there
Technologies. are
hesitatio
Sound, ns, hesitations, repetitions
accentual, rhythmic and or pauses to reorganize
intonation patterns. the discourse.
Manage basic
syntactic
structures
even if they are followed
committing basic errors
systematically in, p. e.,
verb tenses or in
concordance.
cve: BOE-A-2014-4626
Know and use a

limited repertoire of high
oral lexicon
frequency related to
habitual and concrete
topics related to one's own
interests, experiences and
needs.
Articulate , in a generally
with evident influence of
the first or other
languages, a very limited
repertoire of sound,
intonation patterns
,
communicative function
that is
wants to carry out.
C Know and know how to 1. It includes essential
omprehension strategies apply the most appropriate information and locates
for written texts. basic strategies for the specific information in
understanding of the simple information
Mobilization of general sense, the material such as menus,
expectations, identification essential information or schedules, catalogs, price
of keys and inferences, the main points of the text. lists, advertisements ,
verification telephone guides,
an Identify basic, advertising, tourist
d reformulation of concrete brochures, etc.
hypotheses. and significant socio-
cultural and sociolinguistic 2. Includes
Sociocultural and aspects, short and simple
sociolinguistic aspects: survival (habits, schedules correspondence (emails,
social , postcards, and cards)
conventions, court rules activities, celebrations), dealing with family topics
and records; living such as oneself, family,
customs, conditions (housing, school, leisure time,
cve: BOE-A-2014-4626
values, beliefs environment), description of an object or a

and attitudes; interpersonal relationships place, the
verbal language ( relatives,
. defriends,
schoolchildren)
Communicative functions: and
- Regards
and
STATE
presentations, apologies, social conventions (rules indication of the time and

of courtesy), and apply the the
Thanks knowledge acquired about place of an appointment,
them to an etc.
Invitations.
adequate understanding
3. Understand the
of the text. essentials
- of short and good stories
Expressionofla Identify the subject, the
capacity,the general sense, the main structuredie
taste,the ideas and specific mprey
preference, opinion , the information in texts, both in
printed format and in digital whenlaimageyla
support, very brief and
agreement or simple, in standard actionconducinggr
disagreement, the language and with a high an
feeling, intention . part of the argument
frequency lexicon, and in
(
the that the subject matter readingsad
and the type of text are apted,
- Description of people, very familiar, everyday or comics, etc.)
activities of immediate need, as
,places, long as you can reread
objects, habits, plans. what has not been 4. Understand the
understood, you can essentials
consult a dictionary and denoticiasbrevesy
- Narration of facts have visual support and
viewingartment
contextual. s
pastremotosy children who deal with
Distinguish the main topics
Recent. communicative function( s) who are familiar to you or
of the text (e.g. a be of your interest
- Petition and offer congratulation, a demand (
for information, or an offer) sports,
and a limited repertoire of groups
help,information , its musicals,gam
esof
instructi mos
computer).
ons,objects, t common exponents, as
opinion, permission. well as basic discursive
patterns (e.g. start and
- Establishment close a letter, or the points
and
cve: BOE-A-2014-4626
of a description
mainten
ance
communication.
Structures
syntactic-
Discursive. 1
STATE
High-lettered
lexicon
frequency (receive)
on
and
environment; activities of
the
daily life;
family and
friends; work
and
occupations; free time ,
leisure and sport; travel
and
holidays; health
and
physica
l care;
purchases
andactivities
commercial; food and schematic).

catering; transport;
language and
communication; Recognize the most
environment, climate and common meanings
natural environment; and associated with the basic
Information and syntactic structures of
Communication written communication (p.
Technologies. e. interrogative structure to
send
Graphic patterns and information).
Recognize a limited
repertoire of high-
related to everyday
and concrete topics related
to their experiences,
the text the probable
unknown.

signs (e.g. semicolon), as
well as frequently used
symbols (e.g. ☺ , @, €,
$, ₤), and identify
meanings and intentions
general communicative
related to them.

Written text production Know and apply the basic 1. Write with a model brief
cve: BOE-A-2014-4626
strategies: strategies to produce and simple personal

written texts correspondence
Planning, execution and very brief and simple, p. (messages,
notes, postcards, mails,
control through e. copying very common chats or SMS) in which you

linguistic, paralinguistic words and phrases to say thank you, congratulate
and perform the someone, make an
paratextual procedures. communicative functions invitation, or talk about
that are pursued. yourself and your
Sociocultural and immediate environment
sociolinguistic aspects: Know concrete and (family, friends, hobbies,
social significant basic activities
conventions, court rules socio-sociocultural and everyday, objects,
and records; sociolinguistic aspects places).
customs, (e.g. the
values, beliefs conventions on the 2. Construct narrative
and attitudes; initiation and closing of a textsssencillos
verbal language letter to known persons) reproducing structures
. and apply the knowledge and/
acquired on them to a orandamiaj
written production es
appropriate to the context, previously worked.
Communicative functions: respecting the rules of
basic courtesy. 3. Write, based on a model,
- Greetings short texts of an informative
and introductions, Construct, on paper or nature on topics previously
apologies, thanks, electronically, very short worked.
invitations. and simple texts,
composed of isolated
- Expression of ability, simple phrases, in a
taste, preference, opinion, neutral or informal register,
agreement or using with reasonable
disagreement, feeling, correction the
intention. basic and main
orthographic conventions
- Description of people, punctuation marks, to talk
activities, places, about yourself, your
objects, habits, plans. immediate environment and
aspects of your daily life, in
- Narration of remote and familiar and predictable
recent past events. situations.
Fulfill the main

- Request and offer of help, communicative function of
cve: BOE-A-2014-4626
information, instructions, the written text (e.g. one

objects, opinion, co
permission. ngratulations,a
- Establishment
and maintenance
of the
communication. ex
changeof
informatio
n,oun
Structures offer), using
syntactic-
Discursive. 1 a limited repertoire of
its most important
High-lettered frequent and patterns
lexicon
frequency (production) basic discursives (e.g.
relativeidentificati greetingsparaini
on cioy
personnel; housing, home farewell for closing of
and
environment; activities of a letter, or a narrative
the
daily life; schematic developed
family and
friends; work in points).
and
occupations; free time ,
leisure and sport; travel Managestru
and ctures
holidays; health basic syntactics (e.g.
and
physica link words or groups
l care;
education and study; dewordscon
purchases basic connectors such as
andactivities
commercial; feeding "and", "then",
"but",
and restoration; "because"), although
transportation;
language continue to make
andcommunicatio mistakes
n;
environment, climate and basicsdem
natural systematicall
environment; y,e.g .,
and
Technolo verb tenses or in the
giesofla
cve: BOE-A-2014-4626
Informatio concordance.
nyla
Communication.
Knowandusea
Patterns and repertoirelimit
edof
No. 106 spelling conventions. STATE
high-letter lexicon Sec. I. Page. 34200

relative
frequencya
everyday
situations
themeshabituals
y
specificsrelat
ed
with one's own interests,
experiences
a
nd
needs.
Apply graphical patterns

andconvention
s
basic spelling for
writeconrazonabl
e
word
correction
shortphrasings
used normally when

speaking, but not
necessarily with a fully
spelling
Standard.

- Expression -Expression of -Expression of - Expression - Expression
of logical logical logical of logical of logical
conjunction conjunction conjunction conjunction (e); conjunction (e);
(und); (et); (and); disjunction (or). disjunction
disjunction disjunction disjunction (or). (ou).
(oder); (ou). - Interrogation
opposition -Affirmation: (total; parziali - Affirmation
(aber); cause - Exclamation (affirmative introdotteda (affirmative
(weil); (spelling, sentences; declarative
comparison (so intonation (Yes (+ tag)) eat,dove , sentenças;
Adj. wie) curve. quando, Sim + phrase
-Exclamation: perché, (p.
- Affirmation J'adore! ). (Help! Sorry!). quanto,chi e. Sim, tenho
(affirmativen How + Adj. , e. , che, cosa, três).
Sätzen; Ja - Denial g. How nice! ; che cosa,
(+affirmative (ne... pas). exclamatory quale). - Interrogation
Zeichen) sentences, e. g (burning; (or)
- Question: . I love salad! ). - Affirmation that; which;
- Exclamation spelling; (proformasì , onde; of
(Welch + intonation -Negation: frasi burning;
Nomen,z.b curve; mots (negative dichiarative quanto; such
. Welch interrogatifs sentences with affermative). as; porquê).
wunderbare (est-ceque ); not), no (Adj.),
Idee! ; Wie + réponse: oui, No (+ negative - Negation - Denial
Adj., z. b. Wie non. tag)) (proformano (negative
kleinistes !; , frasi declarative
Ausrufe - Expression of -Question: dichiarative phrases; Não
Sätzen, e. g . time: present (How are you?, negativecon (+
Wir sind fertig! (présentde How many...?, non Conjugat
). l'iindicatif);; Wh- questions, ,mai, niente, ed verb
cve: BOE-A-2014-4626
past (passé Aux.questions) nessuno/a). previous

- Denial composé, statement);
(negative) - Exclamation nenhum;
((che) + agg., Ningenome;
p.es. Hey nothing).
Sätze mit nicht, passé récent: -Expression of beautiful! ; V, - Exclamation:

nie,nicht coming from + time: present p.es. Guard! ) exclamatory
(Adjektiv), Nein Inf.) ; future (simple phrases
(+ negative (futur proche present); past - Expression of (Chegelado
Zeichen) (aller + Inf.)) . (past time: present tãob
simple) future (present); past om! So many
- Interrogation - Expression of (going to). (imperfetto); cars! ).
(Fragesätze appearance: future
undeinfache punctual -Expression of (presente - Expression of
Fragewörter). (simple appearance: future). time:
phrases); punctual past (past
- Expression of durativo (être (simple - Expression of imperfeito);
time: en train de + tenses); appearance: present
past Inf. ). present punctual (present);
(Perfekt, continuous. (e.g. future (go + Inf.
Präteritum); - Expression punctuali,p.es . ; present
present of lamodality: -Expression of partire); future ).
(Präsens); capacity modernity: durative (
future (pouvoir,ne capacity (can); presentee - Expression of
(werden). permit (can); imperfetto; aspect:
paspouvoir); intention (going stare + punctual
- Expression of permit (est- to). gerund; (verbosnão
appearance: cequ'on continue to + durativos, p.
punctual peut...? Je -Expression of: Inf. ). and. nascer;
(Perfekt); peux...? ); existence perfeito);
durative intention/dese (thereis /are); - Expression durative (being
(Präsensund or (futur laentidad of lamodality: + gerund).
Präteritum); proche, verbe (nounsand capacity ((non)
usual (+ vouloir). potere; - Expression
Adv, z. b. pronouns, (non) sapere); of lamodality:
immer, jeden - Expression articles, obligation capacity
Tag); incoative of non- demonstratives (present (posso; pode;
(beginnen zu – existence ); quality dovere; écapazde);
en). (presentative (very + Adj. ). imperative); obligation (ter
(c'est, ce sont), intention ( of/that;
- Expression ilya ... ); -Expression of p Dever
of lamodality: the entity quantity : resentee + Inf. );
factuality (articles (un, (singular/plural condizionale permission
(Aussagesätze une, des; le, ; cardinal semplicedi (posso; pode);
n); capacity numerals up to
cve: BOE-A-2014-4626
la, l', les), verbi volitivi + intention

(mögen); noms, two digits; N / Inf. ; future; (quero; tenho
possibility pronoms ordinal pensaredi of; gostava).
(können); sujets,
pronoms - Expression of
toniques,
adjectifs
démonstratifs;
need (sollen); the quality numerals up to +Inf.). non-

obligation ((très +) Adj. ); two digits. existence
(müssen; possession - Expression of (ter/haver);
Imperativ); (c'est à / ce Quantity: existence (c'è); the entity
permit sont à + (pron. many, some, t (substantive;
(können; tonics)). (a) little, more, he pronomes;
dürfen); half, a bottle, a entity (nomi, artigos;
intention - Expression cup, a glass, a pronomi, demonstrative
(werden-en ; of quantity : piece. Degree: articolie ); the quality
wollen). (singulier/plurie very). dimostrativi); ((muito +)
l; numéros the quality Adj.).
- Expression cardinaux -Expression of (molto
of non- jusqu ́àtrois space + agg. ; – - Expression of
existence ( chiffres; (prepositions issimo/a). quantity
esgibt); articles partitifs and adverbs of (Singular/plural
the entity (du, de la, de location, - Expression of )
(Nomenund l ́, des). position, quantity ; Numerais até
Pronomen, distance) (number: 3dígito
Artikelwörter, Quantité: singolare/plural s, ordinaisaté
Demonstrativar beaucoup, (un) -Expression of e; numerali
tikeln); peude,l time (points (e. cardinali fino a doisdíg
the quality a moitié g. half past trecifree itos.
((sehr+) Adj). de, une pastfive); ordinali Quantidade:
bouteille/un divisions (e. g. fino a muito(s);
- Expression of verre/une duecifre. pouco(s);
quantity pièce/une halfanho Quantità: tutto, tudo. Grade:
(Singular/Plural assiettede... ur, summer), molto,poco muito;
) . Degré: très). indicationsof , tão).
; time: troppo,tanto
Kardinalzahlen - Expression of anteriority , unpo - Expresión del
bisaufvier space (before); '(di), espacio
Ziffern; (prépositions et posteriority nessuno/a, (expressões,
Ordinalzahlen adverbes de (after); alcuni/e, preposiçõese
lieu,posi sequence niente, locuções
bisauf tion, distance) (first... qualcosa, prepositivas de
hundertster. then. qualche,più lugarede
Quantität: - Expression , movimento).
viele,einige , of time: time -Expression of
einbißch indications the mode (Adv. meno,s - Expresión del
(tôt, tard); of manner, e. tiempo
cve: BOE-A-2014-4626
en, mehr,ein olo,

anterioridad g. slowly,well unatazza/un (expressões,
halb (avant); , bicchiere/una preposiçõese
er,eine posteriority quickly, locuçõesde
Flasche/Tasse carefully). bottiglia/un tempo
/ein Glas/Stück pezzodi... (horas (
von. Grad: Grade: little, p.e.dez
me
STATE molto, troppo). nosum
quarto),
- Expression of divisões (e.g .
space
(preposizioni,
avv. ed
sehr). (après); espressioni meia

sequencing cheindicano hora;
- Expression of (d'abbrd, luogo, verão) e
space (Lokale ensuite). posizione, indicações (p.
Präpositionen distanza,
und Adverbien - Expression of movimento, e.agor
Bereich, Lage, the mode: direzione, a; amanhâ)
Nähe, Punkt). adverbesde of
manière ((très) originee tempo;
- Expression of good, evil; disposizione. duração (p. e.
time avec duringdois
(Stundenzählu + nom). - Expression of dias);
ng (z. b. viertel time (l'ora anterioridade
voracht); (p. es. le tre e (before);
Stundenteilung mezza); posterioridade
und divisione (p. es (depois);
Jahrezeiten (z. illunedi,a seqüência
b. febbraio) e (primeiro... em
Viertelstunde, collocazione followed);
Sommer), und nel tempo (p. simultaneidade
Ausdruckvon es. ora,ieri , (aomesmo
Zeit (z. b. nun, domani); tempo);
jetz,morgen ); durata (p. es. freqüência (p.
Dauer (z.b per due giorni); e.àsvezes
. anteriorità ; aos
währenddrei (premium); Sundays).
Jahren); posteriorità
Aufeinanderfol (dopo); - Expresión del
ge (Vorher, contemporanei modo
Davor); tà (quando, (expressões,
durante); preposiçõese
- Expression of sequenza locuções
the mode (premium .. prepositivas de
(Modaladverbi poi ... dopo); modo; bem;
en,z.b. intermittenza bad; assim).
langsam, gut). (qualche
volta);
frequenza
(p.es. di solito,
cve: BOE-A-2014-4626
mai).
- Mode
expression
(avverbi
di modo, p.es.
slowly,
bene).

6th year
evaluable learning
C Identify the general sense, 1. Understand the
omprehension strategies: essential information and essentials of
main points in very short advertisements about
- Mobilization of prior and simple oral texts in products that interest you
information on the type of standard language, with (games, computers,
task and topic. simple structures and CDs, etc.).
lexicon of very frequent
- Identification of the use, articulated clearly 2. It includes messages and
textual type, adapting the and slowly and transmitted public announcements that
understanding to it. by voice or by technical contain instructions,
means, on common and directions, or other
- Distinction of types of concrete topics related to information ( e.g. ,
understanding (general one's own experiences, numbers, prices,
sense,information needs and interests in schedules, at a station or in
essential, main points predictable everyday a department store).
). contexts or related to
areas of immediate need in 3. Understand what is
- Formulation of the personal, public and being told in customary
hypotheses on content and educational spheres, transactions
context. provided that the acoustic (instructions, indications,
conditions are good and do requests, notices).
- Inference and
not distort the message,
formulation of hypotheses you can listen again or ask 4. Identify the topic of a
about meanings from the for confirmation and have predictable everyday
understanding of visual support or a clear conversation that takes
significant, linguistic and place in your presence
reference
paralinguistic elements. (e.g. in a store, on a train).
- Reformulation of 5. Understand the

cve: BOE-A-2014-4626
hypotheses based on the essential information in

understanding of new ones
elements. contextualContextual. short, simple

conversations in which
Sociocultural and Know and know how to you participate that deal
sociolinguistic aspects: apply the most appropriate with family topics such as
social basic strategies to yourself, family, school,
conventions, court rules understand the general free time, the description of
and sense, the essential an object or a place.
records; customs, information, or the text's
values, beliefs main points. 6. Understand the main
and attitudes; ideas of
verbal language Identify basic, simple and well-structured
. concrete and presentations on familiar
significant socio-cultural topics or topics of interest
Communicative functions: and sociolinguistic (e.g. music, sport, etc.), as
aspects, long as you have images
- Greetings everyday and illustrations and speak
and introductions, survival (habits slowly and clearly.
apologies, thanks, ,
invitations. schedules, activities, 7. Understand the general
celebrations), living sense and essentials and
- Expression of ability, conditions (housing, distinguishes the subject
taste, preference, opinion, environment), changes of television
agreement or interpersonal relationships pprograms or other
disagreement, feeling, ( family, friendship , audiovisual material within
intention. school), behaviour your area of interest (e.g. in
(habitual which young people or
- Description of people, gestures, use of the voice, well-known characters e
activities, places, physical contact ) interviewed a ut everyday
objects, habits, plans. and social totheatre tre (for example,
conventions what they like to do in their
- Narration of remote and (rules of courtesy), and free time) or in which they
recent past events. apply the knowledge are informed about leisure
acquired on them a activities (
- Request and offer of help, proper theatreeatreema, event
information, instructions, understanding of the sports, etc.).
objects, opinion, text.
permission.
Distinguish the text’s
- Establishment and primary communicative
maintenance of action( s) (e.g. demand for
cve: BOE-A-2014-4626
communication. information, an order, or an

offer) and a limited
Syntactic structures- repertoire of its exponents.
usual, as well as the
No . STATE 106Thursday, May 1 , 2014Sec . I. Page 34206
discursive1 basic circuit

patterns (e.g.
High frequency oral conversational beginning
lexicon (reception) relating and closing, or the points
to personal identification; of a schematic narrative).
housing, home and
environment; activities of Recognize
daily living; family and the most
friends; work and common meanings
occupations; leisure, associated with the basic
leisure and sport; travel syntactic structures of oral
and vacations; health and communication (e.g.
physical care ; interrogative structure to
education and study; send
purchases and commercial information).
activities; food and
catering; transport; Recognise a limited
language and repertoire of high-
communication; frequency oral lexicon
environment, climate and relating to everyday
natural environment; and situations and usual
Information and and specific
Communication topics related to
Technologies. own
Sound, interests; and use the
accentual, rhythmic and indications of the text
intonation patterns. and the
the text to get an idea of
the probable meanings of
words and expressions
that are
Unknown.
Discriminate basic sound,
intonation patterns and
recognize the general
cve: BOE-A-2014-4626

them.

Production Strategies: Participate in a simple and 8. Makes short and
understandable way in simple presentations,
Planning very previously prepared and
brief conversations that rehearsed, on everyday
- Conceive the message require a direct exchange topics or of interest
clearly, distinguishing its of information in areas of (presenting and presenting
main idea or ideas and its immediate need or on very to other people; give basic
basic structure. familiar topics (oneself, information about yourself,
the immediate environment your family, and your class;
- Adapt the text to the , people, indicate their hobbies and
recipient, context and places, objects and interests and the main
channel, applying the activities, tastes and activities of their day to
appropriate register and opinions), in a neutral or day; briefly and simply
discourse structure to each informal register, using describe your room, your
case. simple and very frequently pre-fried menu, the
used expressions outward appearance of a
Execution and phrases, usually person, or an object;
isolated or linked with present a topic that
- Express the message basic connectors, although interests you (your favorite
clearly , sometimes music group); say what
coherently, structuring it
the you like and don't like and
properly and pronunciation is not very give your opinion using
adjusting, where clear, pauses and simple structures).
appropriate, to the models hesitations are evident and
and formulas of each type
repetition, paraphrase 9. It deals with everyday
of text. and lace transactions (e.g. ordering
are necessary a product in a store and
- Readjust the task cooperation of asking for the price).
(undertake a more modest the interlocutor to maintain
version of the task) or the communication. 10. Participates in
message (make face-to-face conversations
concessions on what you Know and know how to or by technical means
would really like to apply basic (telephone, Skype) in which
express), after assessing strategies to social contact is established
the difficulties and produce very (thank you, say hello,
resources available. short and simple oral say goodbye, address
monologue or someone, ask for
- Rely on and make the dialogical texts, using, apologies, introduce
most of previous p. e., formulas
cve: BOE-A-2014-4626
and yourself, get interested

knowledge prefabricated language
( use or memorized
'prefabricated' language, expressions,
etc.). or supporting it with
gestures
- Make up for
shortcomings
linguistics by that you want to express. for someone's status,

linguistic, paralinguistic or congratulating someone),
paratextual procedures: Know basic, exchanging personal
concrete and significant information and about
Linguistic socio-cultural everyday matters,
and sociolinguistic expressing feelings,
- Modify words of aspects, and offering something to
similar meaning. apply the someone, borrowing
knowledge acquired about something, staying with
- Define or paraphrase a them to an oral production friends or being give
term or expression. appropriate to the context, instructions (e.g. how to
respecting the get to a site with the help of
Paralinguistic most communicative a map).
conditions
and paratextual Elementary. 11. Participate in an
interview, p. and. doctor
- Ask for help. Fulfill the main naming body parts to
communicative function of indicate what hurts.
- Pointing to objects, the text (e.g. a
using deictics , or congratulation,a
performing actions that exchange of
clarify meaning . information, or an offer),
using a limited repertoire of
- Use culturally relevant its most frequent
body language (gestures, exponents and basic
expressions discursive patterns (e.g.
facials, postures, greetings for start and
eye or body contact, farewell for conversational
proxemic). closing, or a schematic
narrative developed in
- Use dots).
extralinguistic sound
and conventional Manage basic
prosodic qualities. syntactic structures (e.g.
Sociocultural and words with basic
sociolinguistic aspects: connectors such as "and",
social "then", "but", "because"),
conventions, court rules even if basic mistakes
and continue to be made
cve: BOE-A-2014-4626
records; customs, systematically in, p. and.

values, beliefs verb tenses or in the
and attitudes;
languageno
verbal. concordance.
Communicative functions: Know and use a limited

repertoire of high
- Greetings frequency oral lexicon
and introductions, related to everyday
apologies, thanks, situations and habitual and
invitations. concrete topics related to
- Expression of ability, experiences and needs.
taste, preference, opinion,
agreement or Articulate , in a generally
disagreement, feeling, understandable way but
intention. with evident influence of
the first or other
- Description of people, languages, a very limited
activities, places, repertoire of sound,
objects, habits, plans. accentual, rhythmic and
intonation patterns
- Narration of remote and ,
recent past events. adapting them to the
communicative function
- Request and offer of help that is wants to carry out.
, information, insertions,
objects, opinion, Make yourself understood
permission. in brief and simple
interventions, although the
- Establishment and initial hesitations,
maintenance of hesitations,
communication. repetitions and pauses to
organize, correct or
Syntactic-discursive reformulate what is meant
structures. 1 are evident and frequent .
High frequency oral Interact in a very basic

lexicon (production) way, using very simple
relating to personal techniques, linguistic or
identification; housing, non-verbal (e.g. gestures
home and environment; or physical contact) to
activities of daily living; initiate,
cve: BOE-A-2014-4626
family and friends; work

and occupations; free time,
leisure and sport; travel have or conclude a brief

and vacations; health and conversation.
physical care ;
purchases and commercial
language and
communication;
Information and
Communication
Technologies.
Sound,
intonation patterns.
C Identify the subject, the 12. It
omprehension strategies: general sense, the main includes
ideas and specific instructions, indications,
- Mobilization of prior information in texts, both in and basic
information on type of task printed format and in digital information in notes, signs
and topic. support, very brief and and posters in streets ,
simple, in standard shops, transportation,
- Identification of the textual language and with a high cinemas, museums,
type, adapting the frequency lexicon, and in schools, and other public
understanding to it. the that the subject matter services.
and the type of text are
- Distinction of types of very familiar, everyday or 13. It includes
comprehension (general of immediate need, as essential information and
sense, information long as you can reread locates specific
essential, main points what has not been information
). understood, you can in simple information
consult a dictionary and material such as menus
- Formulation of have visual and contextual ,
hypotheses about content support. timetables, catalogues ,
and context. price lists, advertisements,
Know and know how to telephone directories,
cve: BOE-A-2014-4626
- Inference and formulation apply the most appropriate advertising, tourist

of hypotheses about basic strategies for the brochures , cultural or
meanings from the events, etc.
understanding of elements
No . 106Thursday STATE , May 1 , 2014Sec . I. Page. 34211
significant, linguistic and understanding of the 14. It includes

paralinguistic. general meaning, short and simple
essential information or correspondence (SMS, e-
- Reformulation of main points of the text. mails , postcards
hypotheses based on the and cards) dealing with
understanding of new Identify basic, family topics such as
elements. concrete and oneself, family, school,
significant socio-cultural leisure time, the
Sociocultural and and sociolinguistic description of an object or
sociolinguistic aspects: aspects, everyday a lugar, the indication of
social survival (habits the time and place of an
conventions, court rules , schedules, appointment, etc.
and activities, celebrations),
records; customs, living conditions 15. Understand the
values, beliefs (housing, environment), essentials and main points
and attitudes; interpersonal of short news and magazine
verbal language relationships (family, articles for young people
. deamistad that deal with topics that
, schoolchildren) are familiar to you or are of
Communicative functions: and interest to you (sports,
social conventions (rules musical groups, computer
- Greetings of courtesy), and apply the games).
and introductions, knowledge acquired about
apologies, thanks, them to an 16. Understand the
invitations. adequate understanding of essentials of short ,
the text. well-structured stories
- Expression of ability, and identify the main
taste, preference, opinion, Distinguish the maincharacters, as long as the
agreement or communicative function( s) image and action drive
disagreement, feeling, of the text (e.g. a
much of the plot (readings).
intention. congratulation, a demand adapted,
for information, or an offer) comics, etc.).
- Description of people, and a limited repertoire of
activities, places, its most
objects, habits, plans. common exponents, as
well as basic
- Narration of remote and performan
recent past events. ce patterns (e.g.
beginning and closing of a
- Request and offer of help,
cve: BOE-A-2014-4626
chart, or the points of a

information, instructions,
schematic description).
objects, opinion,
permission. Recognize
th
e most common meanings
- Establishment partnersal
and as
mainten synthetic structures
ance
communication. basicspropiasofl
a
written communication (p.
Structures e. interrogative structure
syntactic-
Discursive. 1 to desubmit
information).
High-lettered
lexicon
frequency (receive) Recognize a repertoire
relativeidentificati limited written lexicon
on
personnel; housing, home relative high frequency
and
environment; activities of to everyday situations and
the
daily life; themeshabituals
family and y
friends; work specificsrelat
and ed
occupations; free time , with your experiences,
leisure and sport; travel needs and interests,
and
holidays; health and infer from the context
and and
physica the information contained
l care;
education and study; in the text the meanings
purchases probable words and
andactivities
commercial; feeding expression
squese
and restoration; Unknown.
transportation;
language
andcommunication
;
environment, climate and Recognizesi
gns
cve: BOE-A-2014-4626
natural basic spelling (e.g.

environment;
and
Technolo semicolon), as well as
giesofla
Informatio frequently used symbols
nyla
Communication. ( e.g. ☺, @, ₤),
STATE and
identify meanings and
Patterns intentions
and general
orthographic conventions. communicative
related to
them
Same.
Production Strategies: Construct, on paper or 17. Fill in a short form or a
electronically, very cortos file with your personal data
Planning and simple texts, (for example, to register on
composed of isolated social networks, to open
- Mobilize and coordinate simple phrases, in a an email account , etc.).
one's own general and neutral or informal register,
communicative using with reasonableness
competences in order to correctionthe
carry out
effectively the task (review

basic spelling conventions 18.Write
what is known about the and the main punctuation short and simple personal
subject, what can or is marks, to talk about correspondence
meant , etc.). yourself, your immediate (messages, notes,
environment and aspects postcards, emails, chats or
- Locate and properly of your daily life, in familiar SMS) in which you thank ,
use linguistic or thematic and predictable situations. congratulate someone,
resources (use of a make an invitation, give
dictionary or grammar, Know and apply the basic instructions, or talk about
obtaining help, etc.). strategies to produce very yourself and your
short and simple written immediate environment
Execution texts, p. (family,
e. copying very common friends, hobbies,
- Express the message words and phrases to everyday activities, objects,
clearly adjusting to the perform the places) and asks questions
models and formulas of communicative functions related to these topics.
each type of text. that are pursued.
- Readjust the task Know concrete and

(undertake a more modest significant basic
version of the task) or the socio-sociocultural and
message (make sociolinguistic aspects
concessions on what you (e.g. the conventions on
would really like to the initiation and closing of
express), after assessing a letter to known persons)
the difficulties and and apply the knowledge
resources available. acquired about them to a
written production
- Rely on and make the appropriate to the context,
most of previous respecting the rules of
knowledge courtesy Basic.
( use
'prefabricated' language, Fulfill the main
etc.). communicative function of
the written text (e.g. a
Sociocultural and congratulation,a
sociolinguistic aspects: exchange of
social information, or an offer),
conventions, court rules using
and a limited repertoire of
cve: BOE-A-2014-4626
records; customs,
values, beliefs
and attitudes;
languageno
verbal. its most frequent

exponents and basic
Communicative functions: discursive patterns (e.g.
greetings for beginning
- Greetings and farewell for closing a
and introductions, letter, or a schematic
apologies, thanks, narrative developed in
invitations. points).
- Expression of ability, Manage basic

taste, preference, opinion, syntactic structures (e.g.
agreement orlink words or groups of
disagreement, feeling,words with basic
intention. connectors such as "and",
"then", "but", "because"),
- Description of people, even if basic mistakes
activities, places, continue to be made
objects, habits, plans. systematically in, p. e.,
verb tenses or in
- Narration of remote and concordance.
recent past events.
- Request and offer of help, repertoire of high
information, instructions, frequency written lexicon
objects, opinion, related to everyday
permission. situations and common
and concrete topics related
- Establishment and to one's own interests,
maintenance of experiences and needs.
communication.
Syntactic-discursive and basic spelling
structures. 1 conventions to write with
reasonable correctness
High frequency written
words or short phrases
lexicon (production)
that are normally used
relating to personal
identification; housing,
necessarily with a
home and environment;
spelling totally
activities of daily living;
cve: BOE-A-2014-4626
family and friends; work

and occupations; free time,
leisure and sport; travel Standard.

and vacations; health and
physical care ;
purchases and commercial
language and
communication;
Information and
Communication
Technologies.
Graphic patterns and


- Expression of - Expression - Expression - Expression - Expression
logical of logical of logical of logical of logical
(und); (et); disjunction (and); (e); disjunction (e); disjunction
disjunction (ou); disjunction (or); (ou);
(oder); opposition (or); opposition opposition
opposition (mais); cause opposition (ma); cause (more); cause
(aber); cause (parceque (but); (perché); (because);
(weil); ); purpose cause purpose (per/a purpose (for
purpose (um- (pour (because); + Inf.); + Inf.);
Infinitiv, z. + Inf.); purpose (to- condition (se); comparison
b. Ich habe es comparison infinitive, e. g. comparison (more/less (do)
gemachtum (aussi/plus/moi I did it to help (più (di); eats; than...
ihr zu ns que). her); il più grande). ; maior... ;
helfen); comparison ( grau
comparison ( - Temporal asAdj.as ; - Temporal do Adj. e do
soAdj.wie relations smaller (than); relations Adv. ).
; (quand, the biggest). (quando,
cve: BOE-A-2014-4626
kleiner (als); d ́abord, prima, dopo). - Temporal

der größte) ensuite, - Temporal relations
après). relations - Interrogation (quan;
- Temporal (when; before; (total; parziali before/depois
relations - Exclamation after). introdotteda of + Inf. ).
(wenn; bevor; (spelling,
nachdem). intonation - Affirmation come - Affirmation

curve). (affirmative ,dove, quando, (affirmative
- Affirmation sentences; perché, declarative
(affirmativen - Yes (+ tag)). quanto,chi , sentenças;
Sätzen; Ja Denial (ne... che, cosa, che Sim + phrase
(+affirmative pas, ne... - Exclamation cosa, quale). (p.
Zeichen). jamais). (What + noun, e. Sim, tenho
e. g. What fun! - Affirmation três. ).
- Exclamation - Question: ; How + Adj. , (proformasì ,
(Welch + spelling; e. frasi - Interrogation
Nomen,z.b . intonation g. How nice! ; dichiarative (burning; (or)
Welch curve; mots exclamatory affermative). that; which;
unerwartete interrogatifs (q sentences, e. g onde; of
Überraschung! u ́est-ceque . I love salad! ). - Negation burning;
; Wie + Adj., z. , qui,quand (proformano quanto; such
b.Wiegut , - Denial , frasi as; porquê).
!; Ausrufe comment, (negative dichiarative
Sätzen, e. g . pourquoi, sentences with negativecon - Denial
Das ist teuer! combiende not, never, no non (negative
). , où,comment (Adj.), nobody, ,mai, niente, declarative
, est-ceque nothing; No (+ nessuno/a). phrases; Não
- Negation ); negative tag)). (+
(negative réponse: oui, - Exclamation Conjugat
Sätzemit non. - Question ((che) + agg., ed verb
nicht, (Wh- p.es. Che previous
nie, nicht - Expression of questions; beautiful! ; V, statement);
(Adjektiv), time: present; Aux. p.es. Guard! ) nenhum;
niemand, past (passé questions). Ningenome;
nichts; Nein (+ composé, - Expression of nothing).
negative passérécent : - Expression of time: present
Zeichen) coming from + time: past (present); past - Exclamation:
Inf.) ; future: (simple past; (imperfettoe exclamatory
- Interrogation futur present perfetto phrases
(Fragesätze proche (aller + perfect); compost); (Chegelado
undeinfache Inf.) . present future tãob
Fragewörter). (simple (presente om! So many
- Expression of present); future future). cars! ).
- Expression of appearance: (going to; will).
time: past punctual - Expression of - Expression of
(Perfekt, (simple - Expression of appearance: time: past
cve: BOE-A-2014-4626
Präteritum); phrases); appearance: punctual (v. (past

present durativo (être punctual imperfeitoe
(Präsens); en train de + (simple perfeito);
future tenses); present
durative (present);
(werden). Inf.). (presentand punc future (go + Inf.

past tuali,p.es. ; present future
- Expression of - Expression continuous); partire); ).
appearance: of lamodality: habitual durative (
punctual factuality (simple tenses pres - Expression of
(Perfekt); (phrases (+ Adv., e. g. entee aspect:
durative déclaratives); always, imperfetto; punctual
(Präsensund capacity everyday)); stare + (verbosnão
Präteritum); (pouvoir,ne start (start) gerund; durativos, p.
usual (+ –en); continue to + and. nascer;
Adv,z.b . paspouvoir); terminative Inf. ); usual perfeito);
immer,jeden possibility/pro (finish –ing). (present durative (being
Tag); pabilidad ((ne imperfetto (+ + gerund);
incoative pas) pouvoir, - Expression avv. p.es. usual
(beginnen zu – peut-être); of lamodality: sempre); (presented
en); necessity factuality incoativo indicative (+
terminative (avoirbesoin (declarative (cominciare Adv., e.g .
(aufhören zu – de qqch., sentences); a/iniziare sempre;
en). avoir besoinde capacity (can); a+Inf. ); gerally);
+ Inf. possibility terminative incoativo
- Expression ); obligation (May); need (finiredi +Inf. ; (començar a +
of lamodality: /prohibition (on (must; need); perfetto Inf. );
factuality doit/on ne obligation compost). terminative
(Aussagesätze peutpas + (have (got) to; (deixarde
n); capacity Inf. ); permit imperative); - Expression of + Inf.
(mögen); (est-cequ'on permission lamodality: ).
possibility peut... (can; May); factuality (frasi
(können); ? Je peux... ? intention dichiarative - Expression
need (sollen; ); (going to; will). affermativee of lamodality:
müssen); intention/dese negative); factuality
obligation or (futur - Expression capacity ((non) (declarative
(müssen; proche, verbe of existence potere; sentenças);
Imperativ); vouloir). (thereis /are); (non) sapere); capacity
permit laentidad possibility (posso; pode;
(können; - Expression (nounsand (present
dürfen); of non- pronouns, potere; forse écapazde);
intention existence articles, (+ present and possibility
(werden-en; (presentative demonstratives future)); (podia); need
wollen). (c'est, ce sont), ); lacuality necessity (to specify );
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ilya ... ); ((very +) Adj. ). (present need);

- Expression of the entity dovere; avere obligation (ter
non- (articles (un, - Expression of bisogno di + N of/that;
existence ( une, des; le, la, / Inf.); Dever
esgibt); l', les), noms, + Inf. );
the pronoms permission
sujets,
STATE
pronoms
entity toniques, lacantity obligation (posso; pode);

(Nomenund adjectifs (singular/plural (present intention
Pronomen, démonstratifs; ; cardinal dovere; (quero; tenho
Artikelwörter, the numerals up to imperative); of; gostava).
Demonstrativar quality ((très) intention (
tikeln); +) Adj.); fourdigi p - Expression
the possession ts; ordinal resentee of non-
quality ((sehr+) (c'est à / ce numerals up to condizionale existence
Adj). sont à + pron. semplicedi (ter/haver);
tonics)). twodigit verbi volitivi + the entity
- Expression s. Quantity: N / Inf. ; (substantive;
of quantity - Expression all, future; pronomes;
(Singular/Plura of quantity : many,alot pensaredi artigos;
l; (singulier/plurie , some, +Inf.). demonstrative
Kardinalzahlen l; numéros (a) few, ); the quality
bisaufvier cardinaux (a) little, more, - Expression of ((muito +)
Ziffern; jusqu ́à100; much, half, a non- Adj.).
Ordinalzahlen articles partitifs bottle/cup/glas existence (c'è;
(du, de la, de s/pieceof . ecco); the - Expression of
bisauf l ́,des ); Degree: very, entity (nomi, quantity
hundertster. em too, enough). pronomi, (Singular/plural
Quantität: alle, ploymentof articolie )
viele, manche, «de » in - Expression of dimostrativi); ; Numerais até
einige, negative space the quality quatro dígitos,
mancherlei, ein sentences (ex: (prepositions (molto ordinaisaté
bißchen, mehr, je n ́ai pas de and adverbs of + agg. ; –
einhalber , pain); location, issimo/a). doisdíg
eine position, itos.
Flasche/Tasse Adv.de distance, - Expression of Quantidade:
/ein Glas/Stück quantity and motion, quantity muito(s);
von. Grad: measurements direction, origin (number: pouco(s);
sehr, zu viel, : tout(- e), tous, and singolare/plural tudo. Grade:
genüg ). beaucoup, (un) arrangement). e; numerali muito;
peude,l cardinali fino a tão).
- Expression of a moitié - Expression of quattro cifre e
space (Lokale de, une time (points ordinali fino a - Expresión del
Präpositionen bouteille/un (e.g. quarter espacio
und Adverbien verre/une past five); duecifre. (expressões,
Bereich, pièce/une divisions (e. g. Quantità: tutto, preposiçõese
assiette de... ; half an hour, locuções
cve: BOE-A-2014-4626
Gegenseite, molto,poco
Lage, Nähe, I degré: très, summer), and , prepositivas de
Punkt). beaucoup, indications (e. troppo,tanto lugarede
trop, assez. g.no , unpo movimento).
- Expression of w, '(di),
the - Expression of tomorrow nessuno/a, - Expresión del
the (morning)) of alcuni/e, tiempo
(expressões,
STATE time; duration niente,
qualcosa,
preposiçõese
qualche,più
,
time espacio (e. g. for two locuções de

(Stundenzählu (prépositions days); meno,s tempo (horas
ng (z. b. et adverbes de anteriority olo, (p. and.
viertel lieu,position , (before); unatazza/un dez
vorac distance, posteriority bicchiere/una
ht); mouvement, (after); men
Stundenteilung direction, sequence bottiglia/un osum quarto),
und provenance, (first... then); pezzodi... divisões (e.g.
Jahrezeiten (z. destination). simultaneousn Grade: little, meiahora ;
b. ess ( molto, troppo). verão) e
Viertelstunde, - Expression of atthe indicações (p.
Sommer), und time: punctual sametime ); - Expression of
Ausdruckvon (jours frequency (e. space e.agor
Zeit (z. b. nun, de la semaine, g.sometim (preposizioni, a; amanhâ)
jetz,morgen ); en + mois de es, on avv. ed of
Dauer (z.b l'année, au Sundays). espressioni tempo;
. mois de..., en / cheindicano duração (p. e.
währenddrei au + saisons, - Mode luogo, duringdois
Jahren); ladat expression posizione, dias);
Vorzeitigkeit e); (Adv. of distanza, anterioridade
(vor); indications manner, e. g. movimento, (before);
Nachzeitigkeit oftime slowly, well). direzione, posterioridade
(nach); (maintenant, (depois);
Aufeinanderfol après, originee seqüência
ge (Vorher, aujourd ́hui, disposizione. (primeiro... em
Davor); demain,tôt, followed);
Gleichzeitigkeit tard); duration - Expression of simultaneidade
( (pendant + time (l'ora (aomesmo
zurselbe expressionde (p. es. le tre e tempo);
n Zeit); mezza); freqüência (p.
Häufigkeit (z. temps); divisione (p. es e.àsvezes
b.manchm anterioridad illunedi,a ; aos
al, am (avant); febbraio) e Sundays).
Sonntags). posteriority collocazione
(après); nel tempo (p. - Expresión del
- Expression of sequencing es. ora,ieri , modo
the mode (d'abbrd, domani); (expressões,
(Modaladverbi ensuite); durata (p. es. preposiçõese
en,z.b. simultaneity per due giorni); locuções
anteriorità
cve: BOE-A-2014-4626
(quand); prepositivas de
langsam, gut). frequency (premium); modo; bem;
(le(s) + jour de posteriorità bad; assim).
la semaine). (dopo);
contemporanei
tà (quando,
during);
- Expression of sequenza
the mode: (premium ..
adverbesde poi ... dopo);
manière ((très) intermittenza
good, evil; (qualche
avec volta);
+ nom). Frequenza
(p.es. di solito,
mai).
- Expression of
the mode
(avverbi di
modo, p.es.
slowly
bene).
cve: BOE-A-2014-4626

ANNEX II
Specific subjects
a) Art Education.
Artistic manifestations are inherent contributions to the development of humanity:

there is no room for a complete study of the history of humanity in which the presence
of art in all its possibilities is not contemplated. On the other hand, the learning process
in the human being cannot be far from the development of his artistic facets that serve
as a means of expression of his ideas, thoughts and feelings. As with other languages,
the human being uses both plastic and musical language to communicate with other
human beings.
From this perspective, understanding, knowing and investigating from an early age
the fundamentals of these languages will allow students to develop attention,
perception, intelligence, memory, imagination and creativity. In addition, plastic and
musical knowledge will allow the enjoyment of cultural and artistic heritage, by valuing
and respecting the contributions that have been added to it.
Students are people of the XXI century and cannot be far from the knowledge of
the technologies of this century; therefore, they will also learn to use, in a responsible
way, the possibilities that Information and Communication Technologies offer for the
development of artistic abilities in students.
The area of Art Education has been divided into two parts: Plastic Education,
and Music Education, attending to the study of the two languages mentioned above.
In turn, each of these parts is subdivided into three blocks, which although related to
each other maintain certain differences with the rest. However, in its methodological
development the teacher will be able to address the different blocks together.
The first of the Blocks of the Education Plastic Education Audiovisualis

Referred to the I am a student of the image in all their Manifestations a lot visual
as audiovisual, in which the contributions that the Information and Communication
Technologies realize the world of the image. The second block called Education Artistic
ago reference to the group of concepts and procedures that have traditionally been
associated with the area. The last block incluye the development from the graphic point
of view of knowledge Acquired since the area of Mathematics in the aloof of Geometry.
cve: BOE-A-2014-4626

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BULLETIN OFFICIAL OF THE

No. 106 STATE Sec. I. Page. 34142

Thursday 1 of May of 2014

e) First Foreign Language.

The learning of foreign languages is of particular relevance at this level, since

languages in the development of one adequate sensitization before the diversity of

differences exist as a key factor , and in

Didactic methodology guidelines :

Thursday 1 of May of 2014

The action-oriented approach adopted in the curriculum contemplates

The development of reading competence will also aim at a progressive

First Foreign Language

Structures lexicalofusevery social relationship

High-frequency oral lexicon slowly apologies).

demand for information,

basic and recognize the

High frequency oral lexicon fulfilling the main 6. Participate in face-to-

Imitate a very limited

Block 3. Comprehension of written texts.

information, help, objects,

High frequency written contextual.

strategies: strategies to produce expressions worked

Thursday 1 of May of 2014

control by e.g. copying very 2.Letterwriter

- Expression of the agreement Construct very short and

- Establishment Know and use a limited

Thursday 1 of May of 2014

1Syntactic-discursive contents by languages:

German French English Italian Portuguese

- Expression of proche (aller + time: past (past

present - Expression of punctual appearance: future (go +

time chiffres. there, on, in,

First Foreign Language

an Identify very simple ones in

sociolinguistic: concrete and meaningful, family topics such

Identify the general sense 3.Recognizespatrons,

quality lexicooral well as the

accentual, rhythmic and basic sketch

Communicative functions: apply the knowledge the external appearance

- Regards themselves to an oral of an object; say what

daily life ; use, being indispensable technicians that allow you

7.Know and use

the conversation. family or cultural.

Know and use a limited

Imitate a very limited

Block 3. Comprehension of written texts.

meaningful socio-cultural such as, for example,

non-verbal language . social conventions (rules of 3. Read familiar words

dress; family and friends; and closing of a letter, or

Thursday 1 of May of 2014

Recognize the most

Recognize basic spelling

Communicative functions: ionwritten

Thursday 1 of May of 2014

- Regards basic courtesy. title of a story read,

Structures Know and use a limited

Thursday 1 of May of 2014

logical logical logical logical logical

- Affirmation - Exclamation - Affirmation - Interrogation - Affirmation

(Aussagesätze (simple - Expression of om! So many

(mögen); lamodality: past punc present

sehr). ;possession ((muito

Bereich, l; numéros and adverbs of little, molto).