The Didactic Programme of The Subject

THE DIDACTIC PROGRAMME OF THE SUBJECT
INTRODUCTION
1. SOCIO-ACADEMIC AND CULTURAL CONTEXT.
1.1. Setting.
1.2. School level.
1.3. Stage. Year.
1.4. Students.
1.5. Learning characteristics
1.6. Organization of Space and Time.
2. OBJECTIVES.
2.1. Global aim of the subject in the programme.
2.2. Attainment Objectives for the ESO Stage in the official curriculum.
A. General Aims
B. Specific Aims
C. Programme Aims. Connections with Official Curriculum
2.3. Foundation.
3. COMPETENCES.
4. CONTENTS.
3.1. Contents of the subjects in the official curriculum.
3.2. Contents of the programme.
3.3. Foundation.
3.4. Cross-curricular Themes
5. DIDACTIC RESOURCES.
5.1. Methodological.
5.1.1. Principles.
5.1.2. Strategies and techniques.
5.2. Material.
5.2.1. Printed.
5.2.2. Computer-based
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6. ATTENTION TO DIVERSITY.
6.1. Attention to diversity as a principle.
6.2. General measures of attention to diversity.
6.3. The attention to students with specific educational needs.
6.4. Foreseen methodological difficulties
7. ASSESSMENT.
7.1. Principles, techniques e instruments.
7.2. Assessment criteria of the subject in the official curriculum. Connections.
7.3. Foundation.
6.4 . Marking referents and indicators.
BIBLIOGRAPHY.
ANNEXES
I. Planning of Didactic Unit and Learning Process Evaluation.
II. Pupils’ Observation Sheet.
III. Final Task Evaluation Sheet.
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INTRODUCTION .
Nowadays, there are many factors that make learning a second language an important necessity,
just consider the following points:
1. The cross-cultural relations due to professional, learning and working reasons.
2. The development of the new technologies
3. The possibility of knowing other cultures and customs
4. The European Union makes necessary the learning of a second language in order to communicate
with other members. In this context, the foreign languages play a main role in the building of
European identity: a multilingual and multicultural one.
The learning and teaching of a foreign language will also contribute to the personal development
of the students, to their integration in the society, and to the access of information. In this way, the
Secondary Compulsory Education will help the students to know different forms of living and
different social organizations and as a consequence, they will relate better with other cultures
understanding the diversity and tolerating the cultural and social differences in a world where the
international communication is more and more present in the everyday life.
We have opted for the Four year of Compulsory / Obligatory Secondary Education (CSE
henceforth) or ’ESO’’ Stage, for a number of reasons:
o Students are more mature and can engage in tasks and activities demanding a higher abstract
thought capacity
o This level is the highest one, which allows us to set more demanding and creative tasks to
perform
o They have a wider range of knowledge and experiences to draw (up)on
o They possess a clearer understanding of the teaching and learning process
o Their motivation and learning capacity is higher
o On the whole, they are more disciplined than students in their early adolescence
o They have expectations about their learning process, as their Secondary Education period
comes to an end.
The CSE student has been learning English for a few years, and thus, should have learned enough
of the language in order to manage in everyday situations. In this stage, we must set to develop to the
full the student’s learning autonomy, since he/she will certainly be aware of the needs and interest to
communicate in the FL, as it will indeed be of help to gain access to information and data relevant to
his/her future, both in the personal and working fields. Therefore, learning on this stage will be an
extension, consolidation and specialization of the skills and capacities attained along his/her years in
Secondary Education.
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In ‘CSE’’, EL learning will still boost the three main aims of learning a FL in Secondary
Education:
 as a means of communicating: instrumental tool
 as a manner to achieve intellectual progress: personal improvement
 as a way to access a different culture: enjoyment and personal enrichment
Together with the above, we must not forget the propaedeutic and terminal orientation of the
‘ESO’.
In the teaching work we will have to develop, the definition of programmes becomes an outline of
work that summarises plenty of specific tasks and of purposes full of formative content and intentions.
It implies understanding our job as integrated in a socio-educational dimension, which is its
foundation, from the Department with all the subjects of our sphere of knowledge and from the
Educational projects as a document of definition of the elements of essential formation of the Stage.
At the same time, this definition of the second level of development of the curriculum to which our
Programme intends to contribute provides the framework for a classroom programme which is
concrete and adapted to the necessities of determined groups of students.
In the written presentation of the Programme, we shall start from the identification of some
contextualising data so as to construct a work hypothesis. Later on we shall show the purposes of the
Programme, from a global and analytical perspective. The same way will be followed in the
identification of contents. The didactic resources deserve special attention with an approximation to
the alternatives and techniques used to cater for diversity. We shall end up dealing with the aspects
related to the assessment of teaching and learning processes.
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1.- SOCIO-ACADEMIC AND CULTURAL CONTEXT. . .
1.1 School Setting.
The district we are thinking about is placed in a suburban environment consisting in two different
types of population. About 20% come from an industrialist environment dealing with problems such
as unemployment and hard working conditions, and show a lower socio-cultural level of education.
Growing number of immigrant population (around 15%) who mainly come from Morocco and
Ecuador. Within the other section of students, which belongs to a comfortable middle class, there are
parents who claim that their children cannot receive the appropriate attention in these conditions.
As for economic resources and facilities, it is a standard school, comprising 69 teachers and 750
students approximately.
Besides, there are two main buildings, which hinders the labour of teachers and students’ integration.
1.2. School level.
Secondary school. Stages of Compulsory Secondary Education and Bachillerato.
1.3. Stage. Year.
Compulsory Secondary Education. 4º ESO.
1.4. Students.
Our target groups show an acceptable proficiency regarding the contents and skills related to our
subject; however we may point out that, due to a previous tradition or due to the characteristics of
their psychological development, they show a greater tendency towards “concrete” work with
vocabulary and grammar (organizing lists, learning vocabulary by heart, …) than to any other task
that requires any degree of abstraction (mastery and application of the rules which are proper to the
foreign language, difficulty in the practice o grammar rules, …). Our experience shows that the
students have a rather limited mastery of the procedures of selection, elaboration and use of the
linguistic elements learnt which would enable a better attainment of the stage objectives and facilitate
their further integration in further studies and, eventually, in the world of labour.
1.5 Students’ Learning characteristics.
Generally speaking, they like learning as they play or practice a leisure activity, and they are very
imaginative and creative. But a group of students:
- Dislike expressing their feelings.
- Don’t show any interest in the subject.
- Cannot analyse and organize their own learning.
- Are not aware of the advantages of co-operative work in the class.
- Express incorrectly and without coherence in Spanish.
- Don’t read at home and show difficulties when reading in the class.
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.1.6. Organization of Space and Time.
Students will attend three 55 minutes English lessons every week. They will be grouped in
alphabetic order, though distribution of students will be flexible, according to the kind of activity,
students’ level of proficiency,... aiming at students’ integration and improvement of their
communicative competence.
There is an English corner where students can exhibit their projects, e-friend letters, and find
miscellaneous resources: magazines, dictionaries, comic pictures, posters, communicative games, a
bank of supplementary activities...
The 12 teaching units have been designed to be dealt with in the following manner:
- First term (1st assessment period): units 1-4
- Second term (2nd assessment period): units 5-8
- Third term (3rd assessment period): units 9-12
In addition, students will read one book every term, corresponding to units 13, 14 and 15.
The foreseen timing for each unit is about 5/6 sessions, as well as taking into account certain time for
each unit in the Computer Room and time to devise and present a project or a final task on the topic
we have worked on.
Due to the aforementioned characteristics of students, all of the contents of this course should be
dealt with in a cyclical fashion as well as serve as a link to develop the subject of Spanish Language.
Shared facilities and their use are organized according to the general timetables set by the school
Governing Board, so that they can be employed coordinately with other Departments.
Dept Staff meetings
According to current regulations, the staff belonging to the English Department will meet at least once
a week
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2. OBJECTIVES. .
2.1. Global aim of the subject in the programme.
The general purpose of our programme is linked to the aim of Secondary Education: provide students
a balanced education comprising the basic elements of culture, the development of study and work habits,
and the formation for them to assume their obligations and exert their rights and for their inclusion in
further studies and / or to the world of work.
Thus, the subject of Foreign Languages: English presents the students in the fourth year of ESO the
most relevant characteristics of the Anglo-Saxon social and cultural context, allows them to be sensitive
to other ways of understanding reality and enriches their cultural world, favouring the development of
attitude of acceptance of plurality, relativization and tolerance. In a nutshell, it impulses the development
of social-cultural competence, understood as a specific degree of familiarity with the social and cultural
context in which English language is used.
The global orientation of the subject aims at providing enough elements for the student to come closer
to ways of living and social organization different from their own, to increase their capacity of empathy
and their information channels, and to establish open and tolerant connections with other cultural
environments, in a world in which international communication is more and more global, providing the
student, in a nutshell, a worldwide perspective that allows him/her to communicate and integrate in
cultural environments different from his/her own.
2.2. Attainment objectives for the CSE/ESO stage in the official curriculum
A) GENERAL
According to the LOE the main aims of this stage are the following:
1. To provide the students with an integral, overall education, both intellectual and human, as well as
the knowledge and skills necessary to perform their social and laboral functions in a competent,
responsible way. It will also help them to access the higher degrees in Vocational Training, Further
Education and University studies
2. It will help students develop the following capacities/habilities/skills:
a) To consolidate a responsable good-citizen’s sensibility and civil consciousness inspired in
the values of democratic societies and human rights.
b) To consolidate personal initiative, together with reading, study and discipline, as necessary
conditions to benefit from learning, and as a means of personal development.
c) To be aware of our contemporary world’s reality, its historic antecedents and the main
factors of its evolution, from a perspective both universal and plural
d) To master the basic skills which are relevant to the ‘CSE/’ESO’’ modality chosen.
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e) To work in a systematic, discerning way upon their own and others’ criteria, as well as on
different sources of information, pursuing the goal to explain and solve adequately the fields
of knowledge and experience
f) To understand the fundamental elements and procedures of research, and also the scientific
methods of each discipline.
g) To know and be able to use, both orally and in writing, the wealth and expressive
possibilities of the Spanish language, and if that be the case, the co-official language of his
Region/Autonomous Community, as well as the literature, reading and analysis of the most
representative literary works.
h) To express themselves fluently in one or more FLs.
i) To deepen in the knowledge and habitual use of ICT and their role in learning.
j) To strengthen their enterprising spirit with attitudes of creativity, flexibility, initiative, self-
confidence, critical sense, team work and innovative spirit.
k) To develop an artistic sensibility and an aesthetic criterion, as sources of educational
progress and cultural enrichment.
l) To strengthen sport practice.
m) To know and value critically the contribution of Science and Technology to the changing
in life conditions, as well as consolidate the sensibility and respect towards the environment.
n) To develop a sensibility towards the different forms of voluntary work which help to a
betterment of the social environment.
B) SPECIFIC OBJECTIVES OF THE AREA OF FOREIGN LANGUAGES IN CSE
As determined by the LOE, exclusively related to the field of Modern Languages, the main goals
pursued in this stage are, as stated by the said norms:
1. To use the FL orally and in writing, in order to communicate fluently and correctly by means of the
appropriate strategies.
2. To understand and interpret critically oral, written and visual texts delivered in everyday
communications and in the media.
3. To read autonomously general texts, or texts in which they are interested, understand their essential
elements and grasp their discursive function and organization
4. To make use of comprehension strategies to infer unknown lexical meanings from context, their
own knowledge of the world and linguistic aspects such as word formation, prefixes and suffixes,
synonyms and antonyms, etc.
5. To reflect upon how the FL operates in communication, aiming at improving their own output and
understand others’, in increasingly varied and unforeseen contexts.
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6. To reflect on their own learning processes, by means of autonomous resources based on
observation, correction and assessment and evaluation, in order to continue the study of the FL in the
future.
7. To become aware of the fundamental aspects of the FL sociocultural milieu, in order to enhance
communication, the understanding and interpretation of cultures other than theirs.
8. To appreciate the FL as a means to access another knowledge and culture, and recognize its
important for a better comprehension of their own language and culture, and as a means of
international communication and understanding in a multicultural world.
9. To assess critically other ways to organize experience and to structure personal relations, attending
to the relative value of cultural conventions and regulations.
C. PROGRAMME OBJECTIVES. CONNECTIONS WITH OFFICIAL CURRICULUM

1. Understand the general sense of the information of brief oral messages in English, adapted to the
student’s level of linguistic development, in situations which are appropriate to the student’s vital
context, by means of the use of communication strategies: questions relate to the information,
repetition of part of the message to demand a repetition, paraphrasing, use of contextual references.
(Objectives 1, 2, 9)
2. Re-use the information extracted from oral messages in face-to-face or distant communicative
situations, incorporating the new vocabulary in a more and more autonomous way. (Objectives 1,2,4)
3. Organize the new contents acquired (grammatical and lexical, mainly) autonomously, using the
techniques of intellectual work which are adapted to the age of the student. (Objectives 4, 5, 6, 7)
4. Acquire verbal and non-verbal instruments by means of practice in oral exchanges so as to keep a
fluent communication: use of “fillers”, set phrases, expressions of hesitation,…(Objectives 1,2 )
5. Make himself/herself understood orally in a simple and adequate way in communicative exchanges in
the classroom respecting the conventions that are proper to oral exchanges (turn talking,
repetitions…) and taking the initiative to propose or change topics. (Obj 1)
6. Read in a comprehensive way brief, simple texts, with redundant visual support in most of the cases,
in English, adapted to the level of reference of the students of the corresponding age. (Objectives 2,3)
7. Understand the structure of the textual information: recognize lexical markets that indicate the
sequence of information, re-using them progressively in their own productions. (Objectives 1, 2, 3)
8. Use textual and graphical information as a springboard for understanding.(Objectives 1, 2, 3)
9. Organize the information that is intended to be transmitted using graphical and textual resources
(initial indent, composition of simple paragraphs). so that it is more efficient in communication terms.
(Objectives 1,3, 4, 6, 7)
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10. Express in a written form, simple messages with a functional character, using adequately the
conventions that are proper to written English: use of capital letters, order of sentence elements, and
format of messages… (Objectives 1, 4, 6, 7)
11. Reproduce, orally and in a written form, the proposed linguistic models, personalising, if necessary,
such contents with personal information or information coming from other sources of information.
(Objectives 1,2,4, 6)
12. Understand adequately and intend to reproduce as close to the original as possible the elements of
pronunciation, intonation and rhythm of the foreign language. ( Objectives 1,2,4)
13. Acquire habits of autonomous use of the English language in classroom activities: pair and small
group work. (Objectives 1, 2, 4, 6)
14. Identify and use in a more and more autonomous way didactic resources (dictionaries, reference
books, multimedia material) appropriate for the solving of different communication and learning
situations, re-using such knowledge autonomously in new productions. ( Objectives 4, 6,5 )
15. Determine the key lexical elements that provide the relevant information in different types of texts
(narrative, descriptive,), organizing the information extracted from the texts and re-using this
information in a personal way in face-to-face or distance communication situations. ( Objectives 4, 6,
9)
16. Participate in pair or group activities respecting the opinions and productions of other students,
accepting error as a proper element of every learning situation and having a constructive attitude
regarding their own learning and that of other peers. ( Objectives 1, 2, 8, 9 )
17. Discover in the environment different sources of information of the culture so the countries where
English is used ( press, radio, TV, cinema, institutions, etc) ( Objectives 6,9 )
18. Determine similarities and differences between the culture of the countries where English is used and
their own, respecting and valuing the aspects that define each of these cultures. ( Objectives 8, 9 )
Evaluate, with a constructive aim and systematically, their main achievements and difficulties while
learning English. (Objectives 4, 7, 8)
2.3. Foundation.
The objectives that we have proposed for our subject specify those determined by the official
curriculum, and, at the same time, they contribute to the development of stage objectives. Indeed, the task
is to create a programme from the subject that develops the students’ communicative competence in order
to understand and express themselves in one or many foreign languages properly, so as to grant the access
to other cultures.
We should also emphasize our commitment with the development of strategies of personal work
that contribute to the development of an autonomous work style that allows the strengthening of personal
initiatives, reading habits, study and discipline. More specifically, our work will enable the student, at the
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beginning of this stage, to be initiated in the process of communicating orally and in a written form in an
effective way through specific tasks, developing communicative skills with the aim of carrying out
exchanges of information inside and outside the classroom.
The direct aim of the study of this subject will not only develop an intellectual but also a personal
development. The obvious concern of families and schools about a certain generalization in students of
mindless attitudes and behaviours and with little compromise with real life require a work enabling them
to appreciate the value of the foreign language as a vehicle of communication with people who belong to
a different culture as an element that favours social and interpersonal connections.
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3. COMPETENCES.
Following the indications of the current curriculum, the work in the subject of English contributes to the
development of the basic competences. The following aspects are considered to the development of the
basic competences in students. The following aspects are considered the most relevant to be worked on in
this school year:
1. Linguistic competence- the subject contributes in an obvious way to the development of

competence to communicate in a foreign language. Communicative classroom activities, e-mail
exchanges, participation in the creation of websites all contribute to this goal. The subject also
contributes to a constant reflection upon the use of the mother tongue through comparisons
between the foreign language and the first language, especial when working on language
awareness.
2. Competence in maths- the subject contributes to different aspects of this competence: the
analysis of some basic numerical information, logical thinking, when analysing grammatical and
other rules.
3. Competences in the knowledge about and interacting with the environment- on the one hand,
students wok with reading texts which deal with topics relevant for this competence and in this
way get to know more about the environment, and on the other hand the socio-cultural aspects
include those related to this competence and are worked.
4. Digital and information processing competence- the extensive use made of the computer room
contributes to the development of this competence: using computers to do activities, searching
information, contributing to the creation of websites, using electronic mail.
5. Social and civic competence- this one is dealt with either with topics covered in different reading
and listening texts or through the establishment and following of classroom rules.
6. Competence and attitudes to continue learning in an autonomous way- students are
encouraged to establish their own resources for the study of the subject: personal vocabulary list,
favourite websites, etc, and also to discover the benefits of cooperative work. Autonomous
learning in the future does not mean solitary learning and this is the message we try to promote
this year through common projects in class and at home.
7. Competence in personal autonomy and initiative, as well as in entrepreneurship- through
project work, which is linked to evaluation criteria, students are trained to show initiative for the
most efficient work in class and at home.
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4. CONTENTS. ..
3.1. Contents of the subject in the official curriculum.
A) COMMUNICATIVE SKILLS
1. To understand both oral and written texts in a global and in a specific way and they should
identify the main ideas within the texts to do the given tasks: information transfer, understanding
ideas, etc
2. To predict and deduce information from different types of texts.
3. To understand oral texts with different accents.
4. To know the different cohesive devices such as reference words and transitional words.
5. To describe and talk about personal experiences or personal ideas.
6. To write different types of texts (narrative, descriptive, letters) both formal and informal but
always keeping the proper structure of the texts.
7. To summarize ideas when writing reviews, summaries, short forms, etc.
8. To write a text coherently using the language devices such as connectors, reference words,
conjunctions, etc.
9. To speak having planned previously about what they want to talk about or the information that
they want to obtain taking care at the same time of the coherence and accuracy of the message.
10. To express hypothesis about the communicative expectations, interests and attitudes to whom the
message is intended.
11. To read by themselves texts which are related to their personal and future professional interests.
12. To solve problems with the help of others and they should take decisions considering the opinion
of the group.
13. To compare and contrast information about the same subject published by different
communication media such as newspapers, radio, TV programs, etc.
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14. To participate actively in debates and discussions about any subject using argumentative devices
both in oral and writing form in order to solve problems or take decisions about an specific issue
in a group work.
15. To participate in project works such as the writing of a newspaper, an interview, etc using all the
skills properly.
B) LANGUAGE AND LANGUAGE AWARENESS
Grammar Functions
1. Describing the physical appearance, health, attitudes, tastes and interests. Comparing, contrasting
and differentiating between opinions and facts. Expressing preferences. Present simple and
progressive. Like/love/enjoy/don’t like/hate/prefer + gerund or infinitive. Want + noun/pronoun
Want + to + infinitive. Verbs which can not use the progressive form: believe, know, seem, etc.
Adjectives. Phrasal verbs. Prepositional phrases: adjective + preposition (good at / keen of / fond of)
Relative pronouns.
2. Talking about experiences and habits in the past. Past simple and continuous. Present Perfect +
just/yet/already. Past Perfect. Passive Voice. Would/used to + infinitive. Could/was able to +
infinitive. Be/get used to +ing. Liked/loved/enjoyed/didn’t like / hated+ gerund (-ing). The use of
the gerund after verbs, prepositions and as a subject. Adverbs.
3. Expressing plans. Having an appointment. Predictions. Present continuous. Will. Be going to +

infinitive. When/as soon as/before/after + present simple. When/as soon as/before/after … + past
perfect. Future continuous and Future Perfect.
4. Expressing obligation and necessity must, have to, need. Lack of necessity didn’t need/needn’t
have. Prohibition and permission can, can’t Asking for permission and giving permission.
Can/could/may.
5. Real, unreal and past conditional sentences. Expressing real possibilities and hypothesis.
6. Reported Speech: asking, ordering, suggesting and statements. Introducing verbs: ask, declare,
apologise, explain, invite, offer, say, suggest, tell, ect.
7. Expressing certainty and possibility must, can’t, could, might, should have + participle
8. Expressing purpose, result and cause. Connectives: because, since, so as, as a result, consequently,
etc. Causative verb have/get something done.
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Vocabulary: Personal experiences, family and friends relations, personality, physical appearance, news,
entertainment (sports, holidays, travelling), health, food, places, new technologies, science and art, etc
Phonetics: Pronouncing difficult vowels, consonants and diphthongs: silent phonemes, semi vowels, semi
consonants, etc. Pronouncing weak forms: was / were / been, etc. Pronunciation of contracted forms:
mustn’t / can’t, etc. Stress, rhythm and intonation
C) SOCIOCULTURAL ASPECTS
1. To interpret the cultural features where the foreign language is spoken and they should know
historical, geographical, literary and artistic issues.
2. To understand their own culture much better through the comparison with the second language
culture seeing the differences in a positive light.
3. To develop some interest in valuing positively the use of the foreign language as a source of
international communication and for the understanding among cultures taking into account also its
presence in the new technologies.
4. To understand the social and cultural diversity when using the second language, and at the same
time, to see the differences and similarities that their native culture have with the foreign one.
5. To analyse through realia the cultural and sociolinguistic features of the foreign culture.
6. To identify kinetic, gestures, and behaviour forms, etc which are different from their native culture
and from different sociocultural background.
7. To use the second language, bearing in mind the correct register in particular social circumstances.
3.2. Contents of the programme.

In accordance with what antecedes, the contents suggested in our Didactic Programme are as
follows:
GENERAL OBJECTIVES for all Units:
To develop communicative competence.
To raise language awareness.
To internalize grammatical patterns used to express the specific exponents put forward in the
respective units.
To improve their general understanding of oral and written texts and the global and specific
information conveyed by them.
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To widen their vocabulary.
To improve / practise pronunciation, stress, rhythm and intonation, as well as other phonetic
relevant features; and some sounds which are difficult/unfamiliar to our students, as a means to
understand and make themselves understood.
To develop reading/writing habits.
To enlarge students’ creative ability through expression.
To raise consciousness of the different values in different cultures.
To select, organize, present/transmit information in a logical/understandable way.
To learn how to find information autonomously.
to interact with other people/their classmates in real communicative situations
Unit 1: Our Culture
- The subject:
 Objectives and basic contents.
 Methodological treatment of contents.
 The materials.
 The work system in the classroom.
 The system of assessment: tasks inside and outside the classroom. Tests.
- Essential Basic Contents:
 Sources.
 Guided review.
- Initial test for detection of previous knowledge.
- Analysis of conclusions. Proposals for support for students with relevant problems
SPECIFIC OBJECTIVES
 Learn about English-speaking countries
 Express preference about free time activities
 To extract global and specific information about living abroad
I. Communicative skills.
- Obtain global and specific information in oral and written texts.
- Descriptions based on personal experiences
- Write a multicultural calendar of English speaking countries
II. Language and language awareness
A. Functions.
- Asking for help. Classroom language.
- Expressing likes and dislikes
B. Grammar
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- Present Simple and Present Continuous.
- Verbs for expressing likes and dislikes (like, love, enjoy, hate,...+ gerund or infinitive)
C. Vocabulary.
Vocabulary related to languages and nationalities, school and hobbies
D. Phonetics and pronunciation
Use of present simple ending 3rd p sg form -s/ -es: /s/ /z/ /iz/
III. Socio-Cultural Aspects
- Knowledge of countries where English is the first language
- Awareness of festivities and everyday life in English speaking countries
- Importance of paying attention to carry out the communicative tasks in a proper way and
understandable by a native speaker
CROSS CURRICULAR THEMES
Moral and Civic Education: students deal with life in other countries with respect and tolerance
INTERDISCIPLINARITY:
Technology and Computer Sciences. Geography and Social Sciences
EVALUATION CRITERIA:
It will be carried out in close reference to the attainment objectives set for the unit, in accordance with the
criteria established in section six of the didactic programme
Unit 2: Happy Saint Valentine!!
SPECIFIC OBJECTIVES
 Express and understand the language used for talking about the Love, description of feeling and
emotions, suggestion and opinions. Also, specific lexical items for Love issues.
 Expose the learners to different pieces of information in prose or verse in order to they were
familiar to this type of text and they can produce similar pieces, in an oral and writing way.
 Writing down the main idea, important points outline or summary of information presented orally
or in writing.
 Working with one or more peers to obtain feedback, pool information or model a language
activity.
 Inferring the words and sentences from the context.
A. Functions.
 Expressing past events connected to present.
 Using connector after, before and while
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 Transmitting ideas and opinion.
.B. Grammar.
 Simple past
 Connectors: after before and while
C. Vocabulary
 Terms related with love and Saint Valentine
 Pronunciation of past participle –ed
 Intonation of phrases
 Active, reflexive and critical participation in various contexts of oral communication.
 Make student keep a receptive and critical attitude toward information, especially in discusses.
 Make students aware of the need of respecting other cultures, sexual likes, opinions, customs; etc
CROSS-CURRICULAR THEMES:
 Moral and Civic Education: Foster an active, reflexive and critical participation in various contexts of
oral communication
 Language and Literature, Philosophy
EVALUATION CRITERIA see unit 1
Unit 3: Our Environment
SPECIFIC OBJECTIVES
 Speak about past actions
 Use quantifiers according to countable and non countable nouns
 To read and reflect on the environment
 To debate in oral form the best solution in order to defend the environment
 To write a composition with a balanced argument
 To establish the logical order of sentences in order to make a coherent whole
A. Functions.
Expressing prohibition and obligation
Expressing agreement and disagreement
B. Grammar.
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Past Simple and Past Continuous
Countable and non Countable nouns
Uses of While and When with the past tense
C. Vocabulary
Adjectives related to environment
Prepositions of place
Pronunciation of regular verbs past ending –ed: /t/ /d/ /id/
Knowledge of international environmental organisations
Identification of habits of everyday life in other countries
CROSS CURRICULAR THEMES
Respect for the environment
INTERDISCIPLINARITY: Natural Sciences, Biology, Technology and Computers Science.
EVALUATION CRITERIA: see unit 1
Unit 4: Looks Good on you !
SPECIFIC OBJECTIVES
- To read and understand how we describe other people
- Present Perfect and Past Perfect
- Speak about human relations
- Obtain global and specific information ain oral and written texts
- Oral interaction with others
- Prepare a discussion in groups in a coherent and cohesive way
A. Functions.
 Describing physical appearance
 Using greetings, farewells and requests
B. Grammar.
Phrasal verbs.
Prepositions and intensifiers
Present Perfect/ Past Perfect
Time expressions
C. Vocabulary
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 Vocabulary related to physical appearance, personality and relationships
 Rhythm and intonation
 Weak forms (aux. and prepositions)
 /i/, /i:/
 Identification of the English speaking countries’ models of beauty,
 Importance of paying attention to their own utterances.
 Use of suitable lexis in different situations (greetings, farewells ...)
CROSS-CURRICULAR THEMES.
Moral and Civic Education.
Education for sexual equality: clothes, models, fashion...
Social Sciences, Physical Education
Unit 5: Merry Christmas!!
SPECIFIC OBJECTIVES
1. To understand oral and written information about Charles Dickens time and work
2. To share oral and written information as well as opinions about the topic
3. To enlarge student’s prior knowledge about the topic
 searching for specific and general information (skimming and scanning)
 Listening to a biography about Charles Dickens
 Creating a bibliography card
A. Functions.
 use of connectors in stories
 simple past in narration
B. Grammar.
 word order (Christmas +...)
 wh-questions
 like +ing
C. Vocabulary
 Vocabulary related to Christmas, festivities in different countries
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 Getting to know English literature apart from our own.
 typical traditions in British/ American Christmas
 Forster an appreciative attitude towards the literature and culture of the foreign literature
Moral and Civic Education.
Language and Literature, Music
Unit 6: We’re going to Ireland
SPECIFIC OBJECTIVES
 To understand oral and written information about travelling
 To enlarge students’ prior knowledge about Ireland and reflect upon its sociocultural effects
 To write small paragraphs about their city
I. Communicative skills.:
Scanning and skimming of given texts and listening activities
To make a use of common strategies: asking for clarification, confirming understanding...
To take notes from a chat conversation in order to apply it for further activities
A. Functions.
 Planning a travel to Ireland
 Asking for and giving information
 Asking for clarification and making yourself understood
B. Grammar.
 Differentiate when to use going to + verb and will
 When to use may/ might
 Conditional sentences (1st type) and temporal expressions
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C. Vocabulary
 To know specific vocabulary related to Ireland and planning a trip
 Features of a town
Pronunciation of the contract form won’t
Rhythm and intonation
Showing respect when communicating with native speakers
To appreciate English as a way of knowing about Ireland traditions and customs
Correct use of the Internet as a way of speaking with native speakers
Getting to know differnet Irish cities
 Education for Peace  Moral and Civic Education
Social Sciences, Geography anh History.
Unit 7: And they lived happily together
SPECIFIC OBJECTIVES
 Exchange opinions about voluntary work in Africa
 Learn how to tell stories
 Make students aware of the different ways to express future
 Make descriptions and narratives based on their own experiences
 Tell stories about things that have happened in their lives
 Make a suitable use of the dictionary for communicative purposes
A. Functions.
 Express preferences and giving advices about future jobs and careers
 Predictions about the future
 Exchange opinions about Africa
B. Grammar.
 Future: will/ going to and the infinitive
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 Future continuous and future perfect
C. Vocabulary
 Words related to the world of animals, fables, experiences and interests.
 Use of the English sounds /ae/ /a: / /u/ /u: /
III. Socio-Cultural Aspects.
 Interest to find out cultural information about the countries where the foreign language is spoken:
myths, tales, literary productions, etc.
Moral and Civic Education. Education for the Equality of Sexes
Language and Literature
Unit 8: Life in England
SPECIFIC OBJECTIVES
 Speak of desires, probable, improvable and impossible situations
 Know the life of “the English” in greater depth
 Describe normal eating habits
 Comprehensive listening of messages emitted by speakers with different accents. The students will
hear a tape of native speakers from different parts of Britain.
 Obtain global and specific information in oral and written texts
 Oral interaction with others
A. Functions.
 Talk about good and bad qualities
 Discuss about timetables and daily habits.
B. Grammar.
 Conditionals 1, 2, 3.
 Conjunctions: If, unless
 Temporal markers: when, while, as soon as
C. Vocabulary
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 Terms related with the daily life in England, e.g. supper, muffins...
Sounds /t/ and /d/ and revision of /s/ and /z/
Showing interest and effort to utter the English sounds that are not in our language.
Showing interest for extending knowledge about the contributions of the English speaking countries to
Spanish cuisine
Contrast between aspects in the everyday life of the target language community compared with their
own
 Moral and Civic Education: the importance of respecting social norms in relationships with fellow
students, friends and relations.
Consumer Education: Importance of being responsible for one’s consuming habit.
 Social Sciences, Economy.
Unit 9: Tee and Coffee
SPECIFIC OBJECTIVES
 Expose learners to diff pieces of input related to English speaking countries.
 Express and understand linguistic and phonological diff between BrE & AmE
To encourage a positive attitude towards other people and their culture
 To write about how to make an omelette, a quiz and tips for foreign visitors to your country
 To establish the logical order of sentences in order to make a coherent whole
 Predicting and deducing information from oral and written texts
 Texts related to cultural issues
 Scanning and skimming of given texts and listening activities
 To make use of strategies: asking for clarification, confirming understanding...
A. Functions.
Asking and giving information about other countries and cultures
Tell how to make a recipe
Expressing obligation and prohibition.
B. Grammar.
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 Form and use of the passive voice
C. Vocabulary
 Countries and nationalities
British and American vocabulary differences
 Basic characteristics of British and American English
 Importance showing respect to other cultures and languages
 Development of a critical conscience that values adequately the information coming from the cultures of
the foreign countries. – comparing with us – looking for festivities, traditions, food...
Correct use of ICT as a way of communicating with native speakers.
To locate English speaking countries in the map
Moral and Civic Education, Education for Social Life and Leisure
Geography, Culture and Society
Unit 10: Is that your Phone?
SPECIFIC OBJECTIVES
 Review and reinforce the use of the reported speech
 Learn and review vocabulary related to the new technologies
 Knowledge of the language used in SMS
 To debate in oral form the best solution in order to defend mobile phones
 To write a composition with a balanced argument about SMS language
 Predicting and deducing information from oral texts
 To make use of communication strategies: asking for clarification, confirming understanding...
A. Functions.
 Asking for and answering (orally and written) about technological advantages
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 Expressing obligation and necessity must, have to, need. Lack of necessity didn’t need/needn’t have.
Prohibition and permission can, can’t Asking for permission and giving permission. Can/could/may.
B. Grammar.
 Reported Speech: asking, ordering, suggesting and statements. Introducing verbs: ask, declare,
apologise, explain, invite, offer, say, suggest, tell...
C. Vocabulary
 Vocabulary related new technologies
Pronunciation of the foreign language: the rhythm, intonation.
Strong and weak forms

Importance of paying attention to carry out the communicative tasks in a proper way and understandable
by a native speaker.
 The use of mobile phones in the UK
 Road safety Education: the importance following road safety rules and regulations.
Education for Peace: Politeness and care as means to prevent traffic accidents.
NTERDISCIPLINARITY:
 Technology and Computer Studies.
Unit 11: It’s a Multicultural World
SPECIFIC OBJECTIVES
Understand and express their ideas about an event.
 Show the meaning and use of the two types of relative clauses
 Describe a person
 To debate in oral form the best solution in order to defend multiculturalism
 To write a composition with a balanced argument about a multicultural world
 Inferring the meaning of unfamiliar lexical items through understanding contextual clues
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A. Functions.
 Asking for and answering (orally and written) about advantages of multiculturalism
 Expressing Phrasal verbs. Prepositional phrases: adjective + preposition (good at / keen of / fond of)
Relative pronouns.
B. Grammar.
 Expressing purpose, result and cause. Connectives: because, since, so as, as a result, consequently, etc.
Causative verb have/get something done.
 Relative Clauses: defining and non-defining
C. Vocabulary
 Vocabulary related multiculturalism
Pronunciation of the foreign language: the rhythm, intonation.
 Short and long vowel. Englidh diphthongs
Importance of paying attention to carry out the communicative tasks in a proper way and understandable
by a native speaker.
 Health education: Gathering information about culatural habits in other countries
 Geography and History. Social Sciences
Unit 12: Slavery
SPECIFIC OBJECTIVES
 To use the foreign language in oral and written way to express their attitude towards immigration
with a composition and their opinions and points of views in the final product (debate) performing
a determined role.
 To communicate with fluency and accuracy using the conversation gambits and taking into
account the proper verbal tenses in each situation.
 To read and understand texts about the history of slavery and about typical slaves’ type of music.
In order to acquire a comprehensive level through which the learner can answer in an appropriate
way.
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 Obtaining global and specific information from texts about slaves, their typical music and
Abraham Lincoln, in order to get much vocabulary as possible related to the topic.
 Acquisition of different ways of expressing yourself with some conversation gambits (opening,
linking and responding) according to different communicative situations.
 Comprehensive listening of several messages with different accents
A. Functions and B. Grammar
 To express plans and predictions in the future: ‘going to’ and will.
 To express obligation, lack ok obligation, prohibition and advice. Modal verbs: must, mustn’t,
have to, don’t have to, should and ought to.
 To express opinions, causes, results and so one: in my opinion, because, as a result, because of,
etc.
C. Vocabulary
 Vocabulary related to immigration and slavery. American English
 <AmE> & <BrE> accent

The use of the foreign language as a medium to promote tolerance and communication among the
different people and cultures in the composition, in the final product and in the listening about Freedom.
 Civic and Moral Education: Tolerance and Equality
 Geography and History. Social Sciences. Music
EVALUATION CRITERIA sse unit 1
Unit 13: Is this Love?
SPECIFIC OBJECTIVES
 Develop students’ appreciation of English Literature
 Learn about Shakespeare and his time
 Relation between cinema and literature
 Read a book over a period of a term and work on comprehension exercises
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 Understanding the intention of the writer when interpreting written information, as well as implicit
messages
 Prepare a discussion in groups in a coherent and cohesive way
 Watching different extracts of a film in English
A. Functions.
Describing physical appearance of the characters
B. Grammar.
Expressing actions in the past
Question connectors
C. Vocabulary
 Related to the areas dealt with in the class (clothes, theatre, adjectives of personality and physical
description, love...).
 Recognising implicit socio-cultural aspects in texts related to the time when the novel was written:
customs, traditions, celebrations...
Education for Peace: Showing respect for the opinions and beliefs different from ours.
Education for sexual equality. Use Literaure as a tool to show respect for girls’ roles
 Spanish Language and Literature. History and Geography
Unit 14. Humans and Monsters
SPECIFIC OBJECTIVES see unit 13
messages
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A. Functions.
 Describing physical appearance of the characters
B. Grammar.
 Application of the grammatical categories dealt with in class
C. Vocabulary
 Related to areas dealt with in the book: feelings, experiences, interests,...
 D. Phonetics and pronunciation
Intonation of sentences in connected speech
Use literature as a tool to show respect for other cultures
 Civic and Moral Education
 Spanish Language and Literature, Technology and Computer Studies.
Unit 15: Love and Life
SPECIFIC OBJECTIVES see unit 13
 Inference of information not previously known in texts
messages
 Prepare a discussion in groups in a coherent and cohesive way
A. Functions.
 Describing physical appearance. The Students will be writing descriptions of the characters
 Expressing possibility and deduction: May, Might, could, can’t
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B. Grammar.
 The 3rd Conditional: Pip wouldn’t have lived with his sister if his parents hadn’t been dead
C. Vocabulary
 Related to areas dealt with in the book: hunger, way of eating, feelings, experiences, interests
 Stress and intonation in connected speech
Use literature as a tool to show respect for other cultures
 Civic and Moral Education
Spanish Language and Literature, Technology and Computer Science
EVALUATION CRITERIA
It will be carried out in close reference to the attainment objectives set for the unit, in accordance with the
criteria established in section six of the didactic programme.
3.3. Foundation:
The proposed units relate closely to the students’ development and interest at this stage of their lives.
In our view, we understand that the contents of the units are quite interesting, demanding, clarifying,
motivating, attractive, appealing, adequate, enjoyable and relevant for them. Apart from the ELT
standpoint, it can be of great help in every sense to help develop their personality and, in general, their
education.
By CONTENTS we understand concepts, procedures and attitudes in relation to oral and written
communication, sociocultural aspects and linguistic reflection or language awareness, as referred to in the
Spanish official guidelines.
The selected contents are ordered in 15 didactic units. As a general rule, it is advisable to check up the
previous knowledge in the first days of the course. It is good practice to revise some grammatical
structures that have usually not been completely understood in their Compulsory Secondary Education,
such as conditional and reported speech subordinate sentences and the like, for which we will make use of
the appropriate reference and grammar practice books which should be available in the English
Department and English Classroom library.
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Accordingly, the contents put forward above will be sequenced, organized and distributed along the
following schedule:
1st term: Units 1-4 + literary unit 13
2nd term: Units 5-8 + Literary Unit 14
3rd term: Units 9-12 + Literary Unit 15
Units 4, 8 & 12 are sociocultural units related to an event taking place in the corresponding term. The
last three units (13-15) are integrated in each academic term so as to be tackled as the course proceeds
according to the available time. In every unit there is a revision of the contents already exploited. In this
revision section, we will proceed to check the acquisition of the essential elements developed in the
lessons. The treatment of the contexts is based in the capacities that are proper to the Stage and also
promotes the development of cognitive, socio-affective and moral capacities.
Among the defining features of formal thinking we shall stimulate the capacity of reflecting and
inferring regularities in the foreign language, with an open attitude regarding the information which
comes from the cultures where the foreign language object of study is the main instrument of
communication. We shall pay special attention to the acquisition and use of adequate techniques of
intellectual work (organization of the new grammar contents in the student’s notebook, of the new
vocabulary appearing in texts, of the introductory, consolidation or review exercises designed for the
acquisition of oral and written knowledge and abilities) that allow a higher implication of the student in
his/her own learning process and a higher autonomy, which is characteristic of every independent user of
a given language.
The connections that we may establish with other subjects will co-operate in this progression: History,
History of Art, Music History, Economy, Geography, Spanish Language and Literature. The tasks for the
treatment of contents from an inter-curricular and intra-curricular perspective (in the very didactic units)
shall carry a relevant contribution to the progress in the evolution of the socio-affective and moral
dimension. The students of the ages we are dealing with must create the so-called morality of individual
rights and laws accepted democratically. This morality is characterised by a flexibility of beliefs, which
did not appear in previous stages. Such possibility will facilitate a more complete and profound treatment
of such contents as: the meaning of the information and communication revolution, the connections
between science and technology, the impact of technology in daily ways of living., the models of present-
day societies, influence of religion in a global world, the great movements of population, the demographic
growth.
3.4. Cross-curricular Themes
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The cross-curricular themes are educational integrated (interdisciplinary) themes focused on pupils'
personal and social evolvement. These themes are transversal, aiming to go beyond the borders of the
traditional school objects and offer competence and/or fundamental values formation in the daily life. To
be successfully implemented in school, the cross-curricular themes need diverse learning experiences and
the testing of learning acquisitions in contexts.
The ‘cross-curricular themes' content can fit one of the following interrelated categories:
1. Cross-curricular themes that are mainly interested in promoting positive behaviours, values and
attitudes (personal evolvement, social integration, cultural diversity, health, etc.). These themes
aim to answer crucially important social needs that cannot be satisfactorily approached by one
single discipline or by a group of individual not interrelated disciplines.
2. Cross-curricular themes addressing particular problems that cannot be adapted to the structure of a
particular object. These problems are very complex and came along with some challenges the
contemporary society poses to education. They include the environment, mass-media education,
conflict negotiation and conciliation, life standards...
3. Cross-curricular themes aiming to form basic competencies like communication, problem solving,
learning to learn. These competencies don't "belong" to a particular object; but they have a great
transfer potential concerning both the curriculum and the concrete life contexts.
Finally, here is a handy list of other yearly, worldwide celebrations which can provide occcasions
to work on cross-curricular topics and themes: October16th – Day of Nutrition; October 17th – Day of
Poverty Eradication; November 20th - Day of Children’s Rights; December 1st - Day of AIDS;
December 3rd – Day of the Disabled; December 6th – Day of the Spanish Constitution; December 10th
– Day of the Human Rights; January 30th – School Day of Peace and Non-Violence; March 8th –
International Day of Women; March 15th – International Day of the Consumer; March 21st - Day
against Racial Discrimination; March 22nd – International day of Water; April 7th - Day of Health;
May 9th – Day of Europe: May 31st – Day against Tobacco; June 5th – Day of the Environment.
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4. DIDACTIC RESOURCES. .
4.1. Methodological.
4.1.1. Principles.
The Royal Decree is specified by means of the framework of curricular development.
In this set of regulations we can also find the didactic principles of a constructivist approach. These
principles have been gradually developed by such authors as PIAGET, BRUNER, AUSUBEL,
NORMAN, FEUERSTEIN, and VYGOTSKY, among many others. CARRETERO (1993) MONEREO
(2001) and REIGELUTH (2000), among others, summarises the different constructivist positions of
“families”. They differ in the consideration of what it is which is constructed through which
psychological and/or social mechanisms.
The theoretical referents of this normative framework continue evolving. From this perspective we may
point out GARDNER’s contributions (2001) and the new framework on which a new line of thought is
progressively being shaped in the western world (MUÑOZ REPISO and MURILLO: 2003); a relevant
trend in educational research and practice aimed at increasing the quality of education by improving
34
school centres. It is a trend which integrates two traditions in the educational environment: that of school
efficiency and that of school improvement. This trend has been called “Effective School Improvement”.
After having referred to the general theoretical framework in which the principles of teaching action
are included, we will now deal with their development.
We shall point out the following:
a) A FL Programme cannot be centred in isolated language aspects: communicative functions,
structures or linguistic skills. Learning and language use must emphasize an integrative development of
language, skills and contents.
The didactic units of this programme favour a global methodology, through integrative activities.
Language is presented in terms of communicative functions, grammar, vocabulary and pronunciation.
Contents are related to issues of personal identity, today’s world, and historical and cultural aspects of the
past. Students can make connections between the foreign language and a range of other subjects: Music,
Geography, History, Natural Science, ...
b) Our Programme recognizes the essential role of communicative competence in a FL programme,
considering the following components (Canale and Swain):
- Linguistic competence: capacity to put into practice the elements and rules of the language system.
- Discourse competence: capacity to understand and produce different text types.
- Socio-linguistic competence: capacity to use language in specific contexts.
- Socio-cultural competence: capacity to use appropriate language (in terms of form and content) for
different communicative situations.
- Strategic competence: capacity to use communicative strategies to perform communicative acts.
Student’s competence is developed through exposure to a wide range of situations, contexts and
texts. Students must be provided with activities that allow them to work either individually or in
groups with their partners (in pairs or small groups) creating a more authentic communicative context.
c) Students will follow a double process (Krashen): learning and acquisition.
Learning refers to the conscious, formal and explicit study of the FL: learning grammar rules and
word lists, practising pronunciation...
Acquisition, refers to the subconscious process of language use for meaningful communication,
without paying attention to the formal aspects of language.
We will take into account both processes in our didactic units.
d) This Programme promotes an active participation on the part of students, which requires them to be
motivated towards the tasks they are going to undertake. They are familiarized with the topic, since it
has been introduced in previous grades, or it connects with their previous knowledge in a cyclical way
and allows grading objectives. Thus, it is a learner-centred approach. This requires paying attention
to certain learning aspects, to transmit to students the learning strategies to develop their autonomy.
35
These strategies will be developed in an explicit and implicit way. The aim of some activities is to
show students how to learn (learn to learn), review; check their progress and how to develop
appropriate strategies to use effectively the linguistic skills.
e) Students should learn to use language, rather learning about language (Bloomfield). This helps
students to develop their capacity to understand and produce oral and written messages with creativity
and autonomy in English, so as to achieve these goals:
- Communicate with other speakers of the same language: communicative skills.
- Reflect on the processes involved in the use of language, reinforced with the learning of Spanish
language: language awareness.
- Organize the information about topics of interest, using messages in the FL: socio-cultural aspects.
f) This Programme follows an active methodology which allows5 students interact with their
classmates in pairs and small groups, stimulating their relationship with other people, adopting free
and tolerant attitudes, without inhibitions and prejudices. Through group activities, the student will
appreciate the value of exchanging ideas and learning with the help of other students. (Co-operative
learning)
4.1.2. Strategies and techniques.
The principles of educational intervention shall rule over the practice by means of the combination of
expository and research strategies.
The realization of the principles of educational intervention will be developed through varied
techniques among which we may point out: techniques for the identification of previous knowledge and
techniques for the development-treatment of new contents.
Among the techniques for the identification of previous knowledge we point out:
 Written questionnaires. Dialogues, cognitive maps, improvised artistic or dramatic creations…
Among the techniques for the acquisition of new contents we may mention:
 Text commentaries and commentaries of works of art. Oral exposition, debate and colloquium,
collective interview, content maps, circle diagrams, bibliographical research…
Last, but not least, these techniques will allow the performance of activities related to varied types of
content. We shall also mention the value of the techniques selected to deal with the common elements in
the curriculum.
4.2. Materials
This year, each group of students is assigned a particular classroom with movable individual chairs
and tables. There is a varied source of resources. These range from:
 Multimedia Computer Room (Althia Room) and Information and Communication Technologies, (we
have a broad band connection to the internet, as well as microphones, headphones, voice recorders...).
The use of this type of technologies will also enable the student to have access to multiple resources of
36
computer-based material (webquests, elaboration of web pages with students-generated materials,
interactive CD-ROM about the cultures of the foreign language -mainly the UK and the USA- ,
frames with aspects related to the cultures of the English language, etc.
 Audiovisual material. Video sets are permanently installed in some classrooms. They can be used to
watch series or films, especially in DVD format where the selection of languages and the variety of
subtitles can be a great help, music CD’s and cassettes, … Teachers are in charge of moving radio-
tape and CD players when using them.
 Bibliographic materials: monolingual and bilingual dictionaries, grammar and pronunciation books,
graded reading collections, English magazines (Times and Newsweek)...
 The environment outside the school shall be considered a useful resource (libraries, cinemas where to
watch films in the FL, theatres where they can participate in dramatizations in English, adapted to the
students of this stage and level, etc.)
Motivation is a key aspect in any type of learning. Thus, the English department will encourage
and take part in as many extracurricular and complementary activities as possible, pursuing the final
goal of helping achieve the sense of integration and togetherness with the whole educational
community, as well as being involved in activities that interest and are attractive to our students,
which, ultimately, will be rendered into a substantial improvement in the teacher-student rapport and
their focus and commitment to learning English.
For this year the Departments of FL and Biology have planned to arrange a trip to Las Tablas de
Daimiel in the first term, once students have dealt with Unit 3 Our Environment, and a trip to
Gibraltar, after the completion of Unit 8, Life in England.
4.2.1. Printed.
 Vocabulary (vocabulary builders)
- McCARTHY, M. & O’DELL, F.(1994) English Vocabulary in Use. C.U.P. Cambridge
- SEAL, B. (1988) Vocabulary Builder 2. Longman. London.
- THOMAS, B.J. (1990) Elementary- Intermediate Vocabulary. Nelson. Surrey.
- WATCYN-JONES, P. (1985) Start Testing your Vocabulary. Penguin. Harmondsworth.
- WATCYN-JONES, P.(1980) Test your Vocabulary 1 2 & 3. Penguin. Harmondsworth.
- WEELMAN, G. (1989) Wordbuilder. Heinemann. Oxford.
 Dictionaries
- HILL, J. & LEWIS, M. (Ed) (1999) LTP Dictionary of Selected Collocations. LTP. Hove.
- RCHARDS, J.C.; PLATT, H. (1992) Longman Dictionary of Language Teaching and Applied
Linguistics. Longman. London.
- SUMMERS, D. (et al) (1993) Longman Language Activator. Longman. Harlow.
- WELLS, J. C. (1990) Longman Pronunciation Dictionary. Longman. Harlow.
37
- Collins English COBUILD Dictionary of the English Language. Collins. Glasgow. 1992.
- Oxford Advanced Learners Dictionary. Encyclopaedic Edition. O.U.P. Oxford.1992
- Longman Dictionary of Common Errors. Longman. Harlow. 1990
 References grammars
- GREENBAUM, S. (1996) The Oxford English Grammar. O.U.P. Oxford.
- QUIRK, R.; GREENBAUM, S.; LEECH, G.N. & SVARTVIK, J. (1985) A Comprehensive Grammar
of the English Language. Longman. London.
 Textbooks for classroom use. (Students’, teachers’, teachers’ resource packs…)
- Spencer, D. Top Team 1. Macmillan. Heinemann. Oxford. (2000)
- Norman W. New Thumbs Up 1. OUP. Oxford. (2002)
- Villacorta, P. (et al) Teen Scenes 1. Grupo Anaya. Madrid. (2004)
- Oxenden, C. (et al) English File 1. OUP. Oxford. (2003)
 Grammars for classroom use: explanations and exercises.
- ADAMSON,D. (1995) Practise your Conjunctions and Linkers. Longman. London.
- ADAMSON,D. (1990) Practise your Tenses. Longman. London..
- ALEXANDER, L.G. (1990) Longman English Grammar Practice. Longman. Harlow.
- HEATON,B. (1995) Practise Your Phrasal Verbs. Longman. London.
- MURPHY, R. (1990) English Grammar in Use. C.U.P. Cambridge.
- UR,P. (1998) Grammar Practice Activities. C.U.P. Cambridge.
- WATKINS,M. (1990) Practise Your Modal Verbs. Longman. London.
 Methodology and professional self-development.
- AITKEN, R. (1992) Teaching Tenses. Nelson. Surrey.
- ARNOLD,J. (1999) Affect in Language Learning. C.U.P. Cambridge.
- BROMHEAD, P.(1991) Life in Modern Britain & America. Longman. Harlow. Essex.
- COLLIE, J. & SLATER, S. (1987) Literature in the Language Classroom. C.U.P. Cambridge.
- HYMES, D. (1972) On Communicative Competence. Penguin Books. Harmondsworth.
- KRASHEN, S. (1987) Principles and Practice in 2LA. Prentice Hall. London.
- KRASHEN, S. & TERREL T.D. (1988) The Natural Approach. Prentice Hall. London.
- MORGAN, J. & RINVOLUCRI, M. (1983) Once Upon a Time. C.U.P. Cambridge.
- NUNAN, D. (1991) Language Teaching Methodology. Prentice Hall.
- NUNAN, D. (1989) Designing Tasks for the Communicative Classroom. C.U.P. Cambridge
- SHEMESH, R. & WALLER, S. (2000) Teaching English Spelling. C.U.P. Cambridge.
- TEELER, D. (2000) How to Use the Internet in ELT. Longman. Harlow.
 Games and communicative activities.
- CARRIER, M. (1980) Take 5. Nelson. London.
38
- GRANGER, C. (1986) Play Games with English. Heinemann.
- HADFIELD,J. (1984) Elementary/ Intermediate Communicative Games. Nelson. Surrey.
- RINVOLUCRI, M. (1985) Grammar Games. C.U.P. Cambridge.
 Assessment
- HUGHES,A. (1989) Testing for Language Teaching. C.U.P. Cambridge.
- UNDERHILL,N. (1987) Testing Spoken Language. C.U.P. Cambridge.
- WEIR, C. (1990) Communicative Language Testing. Prentice Hall. Hemel Hempstead.
4.2.2. Computer-Based.
Other didactic resources available in the internet
 Vocabulary
The following Internet sites allow the work of vocabulary and on-line dictionaries.
- http://www.lingolex.com/esoan.htm
- http://www.dictionary.com
- http://www.yourdictionary.com
- http://www.vocabulary.com
 Didactic resources
The sites mentioned below provide possibilities of navigation, acquisition of elaborated materials…
- http://www.englishtown.com
- http://www.eslcafe.com
- http://www.englishlearner.com
- http://www.eslnet.net
- http://www.bbb.co.uk/worldservice/learningenglish/index.htm
 Institutions of interest for English teachers
- TESOL Spain: http://www.eirelink.com/tesol-sp
- Socrates National Agency: http://www.oei.es/socrates.html
- IATEFL: http://www.iatefl.org
- Teacher Net: http://www.teachernet.gov.uk
- British Council: http://www.britcoun.org
- TOEFL: http://www.toefl.org
- EducaRed: http://www.educared.net
 On-line journals
- Comunidad Escolar: http://www.pntic.mec.es/escolar
- Internet TESL Journal: http://www.aitech.ac.jp/
- ELT News and Views: http://www.eltnewsandviews.com.ar
 Publishers
39
Present day publishers offer a wealth of possibilities via their web pages. They also offer additional
materials that will mainly help in the tasks of adaptation to the diversity of students.
- Heinemann: http://www.redbooks.comau/heinemann/global/global1.html
- Richmond: http://www.richmondelt.com
- Cambridge University Press: http://journals.cup.org
- Alhambra-Longman: http://www.longman-elt.com
- Oxford University Press: http://www.oup.co.ok/elt
5. ATTENTION TO DIVERSITY. . .
5.1. Attention to diversity as a principle.
The diversity of interests, capacities, and motivations and, in a nutshell, educational necessities is a
fact. Providing an educational answer appropriate to this reality will have to be an essential foundation
principle. The Royal Decree regulating attention to diversity, states among the principles of the
Educational System some aspects related to this:
- The equity that guarantees an equality of opportunities of quality, for the full development of
personality through education.
- The capacity to act as a compensatory element in personal and social inequalities.
- The flexibility to adequate its structure and organization to the changes, necessities and demands of
the society and to the diverse aptitudes interests expectations and personalities of the students.
For that reason, this Didactic Programming has selected different text types, both in contents and
format, as well as varied tasks.
40
Thus, the selected texts are related to everyday situations and have a ludic-informative character. They
contain relatively complex sentences and are about topics which are properly selected and graded
linguistically, and also appealing and interesting to students at this stage: news, reports, articles, short
narratives, biographies, essays, formal and informal letters, summaries, etc.
In addition, appropriate use is made of visual language, through representative illustrations and
general lay-outs, as well as films and books.
The respect for the diversity of opinions, beliefs and social, cultural and artistic manifestations must
be considered as an objective of the subject which will be specified in contents and proposals of activity.
The identification of students’ previous knowledge at the beginning of the year, and the application of
a test, after this period of review, shall facilitate our knowledge of the factors and levels of diversity that
exist in the classroom. The continuous assessment of the experiences and their subsequent learning shall
allow the updating and confirmation of the progression of such differences.
5.2. General measures of attention to diversity
Contrary to the first and second year of ESO, the current legislation does not contemplate the
possibility of curricular adaptation (except for sensorial or psychological impairments – see below) or
diversification. However, this does not mean that in 4º ESO there are no mixed-ability classes, students
with different abilities and capacities, degrees of motivation, learning styles and pace of work, for whose
needs we must also cater. And we implement that through the following measures:
- Organization of individual work for students or groups who finish before. It keeps advance learners’
motivation and interest, and enables teachers to offer slower learners more time and help.
- Development of tasks with different levels of difficulty, designed to let students choose those which
best suit their likes, skills, interests and available time according to their level of competence.
- Carry out additional readings on specific matters for advance pupils.
- Systematic presentation of review and extension activities, so that students can progress on the basis
of their achieved linguistic competence: communicative functions, skills, grammar, vocabulary...
This guarantees that all students find suitable material to foster and enhance their learning
progress, thus encouraging active participation in the classroom.
Some of the activities are deliberately simple and easy to realize, which contributes to build self-
esteem and to a sense of achievement, specially in weak students
5.3. The attention to students with specific educational needs. (SWSEN’s)
In 4º ESO, the only curricular adaptations are contemplated in cases where students have special
difficulties to follow the normal pace of work in the class, due to several impairments. Those special
cases have to be detected and informed by the staff of the Department of Counselling and Guidance of the
High School, who will also decide how to deal with the specific personal situations. In this regard, the
41
Department of English will obviously cooperate with the specialists, and will implement curricular
adaptations for every case, taking into account the following:
- Motivation is always a key issue, mainly for students that have had previously learning problems.
- The teachers must encourage relations of acceptance, of mutual help, cooperation and respect towards the
differences.
- The relationships of acceptance and help are built above all in the cooperative activities context, in which
relationships of interdependence among the students are created.
- There should be coordination measures among the teachers of a course and of a stage in relation to the
contents and follow-up of their programming.
- Among the personal means, the High School should be provided with support teachers specialising in
the impairment (be it sensorial – hearing or visual - , motoric, speaking, or general language problems), as
well as specific programs for the training of teachers.
- Classes must be adequately equipped for those students with special educational needs and the
subsequent individualized pedagogic attention.
In all cases, we believe that the English Department should be prepared to realize the corresponding
curricular adaptation, taking as a starting from the minimum contents established as a general rule for all
students, and adapting them to the individual cases, in such a way that this impaired students learn the
fundamentals of the Fourth year of ESO.
5.4. Foreseen methodological difficulties.
Students’ lack of motivation will be a remarkable handicap. Groups don’t have advance leaders
that stimulate others to work hard and imitate them. Besides, they are mixed-ability groups, with clear
social boundaries among students from different socio-cultural background. This will involve
situations of inhibition, lack of attention and unruly behaviour of our students.
6. ASSESSMENT .
6.1. Principles, techniques and instruments.
The LOE determine the principles and character of assessment. Thus it is understood that it must be
systematic (planned in a rigorous way), continuous and differentiated according to the different subjects
of the curriculum.
The referent will be the specific objectives and the knowledge acquired in every subject, according to
the assessment criteria established in the curriculum for every course.
Assessment and evaluation constitute an essential element of the educational process. It is, therefore, a
key element of the School Curriculum, and one of the factors that favour the improvement of teaching
practice quality.
In this way, assessment and evaluation will provide valuable information in three different scopes:
1. Information to students, helping them to monitor their learning process.
42
2. Information to teachers on the efficiency of the methods used, and helping them in their investigation tasks
in the classroom.
3. Information about the efficacy of the curriculum and goals.
Evaluation must be a tool that allows revising the adequacy of the system to the context in which it is
going to be applied. Therefore, modifications will be periodically introduced.
The final goal of the evaluation unit must be clearly formative, to give information about the learning
process. The evaluation will be carried out along the whole process (process-oriented approach). The
teacher will encourage self-evaluation and co-evaluation in the students, so they know what they are
expected to learn, personal strategies and available resources, to regulate their own process.
As regards the spheres of knowledge we shall assess both students’ learning as the teaching processes
and our own teaching practice, in accordance with the attainment of the educational objectives
curriculum.
As in the stage, we must provide the means to ensure that our students pass their end of year exams,
and specially the University Entrance Exams or the ‘General Exams for Bachillerato’, which is the
culmination of their Secondary Education period. The materials elaborated for our Didactic Units provide
a useful tool both for the teacher and the student, in a far as it allows for re-adaptation of the syllabus and
didactic approach, after the data about the learning process have been collected and analyzed.
The official educational guidelines establish continuous, integral assessment and evaluation.
The main questions here are:
1. When to assess/evaluate:
In principle, we must be assessing the learning process in every single class and throughout the learning
process and its timing:
- Initial, at the beginning of each Didactic Unit, either formally or informally.
- Formative, during and at the end of each Didactic Unit.
- Formative and summative, at the end of each term and at the end of year.
2. What to evaluate:
We will evaluate the whole teaching and learning process, including the contents and its 3 blocks, as
expressed in part three of this Didactic Programme, with special attention to:
- concepts, procedures and attitudes of communicative skills and capacities
- concepts, procedures and attitudes of language awareness, and relevant aspects such as
language functions, linguistic skills (Listening, Speaking, Reading, Writing) and subskills
(vocabulary, grammar, phonetics), etc.
- concepts, procedures and attitudes regarding sociocultural contents
3. How (means) to evaluate:
43
Taking into account that evaluation should be global, wide and continuous, it is logical to conclude
that it has to be flexible in techniques and instruments:
- Pupil’s Observation notebook.- the work that pupils carry out everyday in class allows the teacher
to observe them and assess their progress. We enclose an annexed observation sheet here with
(ANNEXE II). It is an example model to which more aspects can be added.
- Self-Evaluation Sheet. At the end of each unit, students review and reflect on what they have learnt
(self-evaluation).
- Tests. At the beginning of unit 1 students will carry out a previously acquired knowledge test, to
check their previous knowledge. Students will pass through at least a test every term and a final test at
the end of the year that will allow both teachers and students to obtain additional information about
their progress and possible learning gaps.
- Final Task Evaluation Sheets. It is advisable that our students place the project work on the English
Corner board or on the class walls. Students observe and assess their mates’ works (peer-evaluation),
by filling in the final task evaluation sheet (ANNEX III).
6.2, Assessment criteria of the subject in the official curriculum. Connections
1- To extract global/specific information from different types of oral and written texts related to the topic
(living abroad, travelling, etc.) by using the adequate strategies to infer and understand meaning and by
selecting the relevant information, demonstrating their comprehension with a specific task. We are assessing
here the students’ capacity to select information from varied sources, required to construct new elements of
their knowledge.
2- To participate fluently in natural, authentic conversations and debates related to curricular or sociocultural
aspects of the English-speaking countries, and be able to use the communication and discourse strategies
which are appropriate to the situation. We will assess here also the student’s capacity to interact in authentic
settings, respond comprehensibly to unpredicted situations and exchanges, negotiation of meaning, etc.
3- To read in an autonomous way different types of texts, related to current news, literary works, the media,
both as a source of information and for enjoyment; and, from that reading, carry out specific tasks with the
information provided. Through this criterion we are assessing the students’ capacity to select non-literary
texts with informative or literary aims, and for enjoyment.
4- To write / produce complex texts from the information previously selected, related to different
communicative intentions, with special care for the conventions of written communication - so that it may be
comprehensible – as well as the principles of coherences, cohesion and type of discourse/text . With that, we
are evaluating the students’ capacity to express their ideas in texts of their own in a coherent manner,
respecting the English grammar rules and with a specific aim.
44
5- To be aware and capable of understanding and using the types language and register which are appropriate
to the real situation and communicative context: formal/informal, etc. We are assessing now the students’
capacity to select the emotive component embedded in the communicative discourse in order to use it
adjusting to the concrete context and situation.
II. Language and language awareness.
1- To use reflexively all possible linguistic, sociolinguistic, strategic and discursive resources already
acquired and apply rigorously the self-correction mechanisms to reinforce their learning autonomy. By this
we can assess the student’s’capacity to control their own learning process, identifying their possible
errors, in order to correct them and in this way make progress in the mastery of English, with an
increasing autonomy.
2- To spontaneously use the learning strategies already acquired and consult reference materials such as
dictionaries of different types, grammars, recordings and other sources, in order to solve new problems that
may come up in the communication process, or deepen their knowledge of the linguistic and sociocultual
system of the FL. This criterion will help us measure the students’ capacity to use in an autonomous way
the resources, information sources and reference materials in all tasks in or outside their classroom.
3. To analyze and reflect on the different components of communicative competence as elements that
help achieve successful communication – we are assessing now the students’ capacity to use and
implement the adequate communication strategies, or, by default, elaborating others that may replace
them in certain communicative contexts.
4. To appreciate the effectiveness of rules learned through inductive-deductive process, and show the
capacity to modify them if necessary. With this we assess whether the student is able to reflect on the
formal and functional aspects of the FL and apply the result of that reflection to new linguistic contexts.
III. Socio-cultural Aspects.

1- Analyze, understand, extract and interpret critically the implicit and explicit sociocultural information
contained in authentic texts. With this we will assess the students’ capacity to identify, analyze and interpret
critically the sociocultural data transmitted by English, from selected texts and materials.
2- Identify the different non-linguistic elements that define distinct groups in the L2 community: gestures,
behaviours, and specific cultures. Through this we assess the degree of learning of non-linguistic
communication strategies which are characteristic of English.
3. To use adequate registers considering the communication context.
4. To appreciate and understand the information and values transmitted by the foreign culture, which are
characteristic of the English-speaking countries civilization and international communication, from the
standpoint of the student’s professional and future development. This criterion with check the students’
45
capacity to appreciate the learning of English as a tool for their future career and as a communication means
to integrate in a multicultural society.
All the above have been reflected an taken into account when selecting the assessment material for the
Didactic Units supplied.
6.3. Foundation.
According to what is established by the regulations about assessment these criteria are a development
of the specific stage objectives of the subject and the General Objectives of the Stage common to every
subject. Apart from this normative foundation, the formulation of our criteria is justified by such reasons
as the following:
- Mastery of essential contents of the programme, for example:
 Identification of socio-cultural features related to the texts and communication situations worked
with in the classroom.
 Identification of the global and specific information in oral texts (conversations, brief expositions
and dialogues) about topics, which are familiar to the student and also in original written texts,
simple and with a limited extension.
 Comparison between the social and cultural elements transmitted by the foreign language and the
ones of our culture and society.
- Development of learning to learn strategies:
 Participation in oral exchanges, related to well-known situations for the students.
 Work Plans, actions of search of information in different English sources.
 Personal Assessment of the processes followed and the results obtained.
- Progress in the development of communicative strategies:
 Analysis and appreciation of the information obtained through different sources.
 Active and coherent participation in discussions and debates.
 Elaboration of written documents systematic, rigorous and well based.
 Oral exposition of studied ideas, arguments and topics.
6.4. Marking referents and indicators.
The development of evaluation criteria includes tests, oral and written class work and an
identification of the students’ overall attitude.
In each of the units there will be one test. Each test will be focused on demonstrating the synthesis and
application of the material concerned, thus reflecting the development of the student with regards to
conceptual, attitudinal and procedural development and should include the following:
- Selection and memorisation of important information.
-The identification of basic concepts expressed in a coherent and correct manner. (Personalised and
standardised).
46
- Application of the studied material (via examples and contrasting the relationship between new
material and that which was previously dealt with, etc.)
- Analysis of subject content expressed through different mechanisms (highlighting, structuring of
texts, underlining).
- Synthesis of essential information through different techniques (outlines summaries...).
- Evaluation and value assignation of different types of information: truth of data, relevance and
meaning of arguments and clarity and ideological content.
- Creation of texts that imply a personal opinion and integration of previous material.
The test will be subject to the student’s own evaluation of their progress where they will receive a
series of specific guidelines for the self-evaluation of each task.
The marks and percentages will be as follows:
1. Final tasks: 15 %
2- Evaluation exams (at least 1 per term): 60 %
2. Students’ attitude, participation, cooperation and interest towards English learning: 10%
3. Homework: 15%
The marks / grades in tests and exams can be broken down like this:
- The four skills (S, L, R, W) – they will share the same percentage in any test: 40 % of
the global mark (10 % each skill).
- Linguistic elements: grammar – 20 %; phonetics – 15 %; vocabulary – 15 %; attitude –
5 %; readers – 5 %
As corrective measures, the minimum mark obtained in each of the above sections should not be
inferior to 3 point on a 10 point scale. This guarantees a balanced learning process and prevents some
students from quitting any of the assessment and grading instruments.
Finally, the marks obtained in class will constitute between 20 % and 40 % of the global marks;
written tests and exams will be allocated between 40% y el 75% of the final mark; and a top of 25 % for
the rest.
All of the evaluation parameters will be made known to the students as well as their family member.
Finally, we must not forget that current regulations establish that parents should be informed of the
assessment process with regard to their children at least 3 times a year. We will do this at the end of every
term, after the corresponding evaluation sessions.
47
BIBLIOGRAPHY. . .
Psychological and pedagogical foundation of our programme:
- ÁLVAREZ MÉNDEZ, J.M. (2000): Didáctica, currículo y evaluación. Buenos Aires: Mino y
Dávila.
- CARRETERO, M (1993) : Constructivismo y educación . Zaragoza: Luis Vives.
- COLL, C. (1986): Psicología y currículum. Una aproximación psicopedagógica a la elaboración
del currículum escolar. Barcelona. Laia.
- GIMENO SACRISTÁN, J. (1989): Teoría de la enseñanza y desarrollo del Currículo. –
Salamanca. Anaya.
- GIMENO SACRISTÁN y PÉREZ GÓMEZ (1985): la enseñanza: su teoría y su práctica. Madrid:
Akal.
48
- GARDNER (2001) La inteligencia reformulada. Las inteligencias múltiples en el siglo XXI.
Barcelona: Paidós
- GIORDAN y DE VECCHI (1988) Los orígenes del saber, de las concepciones personales a los
conceptos científicos. Sevilla: Diada.
- MONEREO, C. (2001) Referencia constructivista. Cuadernos de Pedagogía. Febrero.
- REIGELUTH, CH.(2000) : Diseño de la instrucción. Madrid: Santillana (col. Aula XXI)
- POZO, J.I.(1989) Teorías cognitivas del aprendizaje. Madrid: Morata
- VVAA (2001): Redes de aprendizaje. Barcelona. Gedisa.
Epistemological Foundation of our Programme. (Basic Selection)
- Curricular Regulations.
49

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THE DIDACTIC PROGRAMME OF THE SUBJECT

B) SPECIFIC OBJECTIVES OF THE AREA OF FOREIGN LANGUAGES IN CSE

C. PROGRAMME OBJECTIVES. CONNECTIONS WITH OFFICIAL CURRICULUM

1. Linguistic competence- the subject contributes in an obvious way to the development of

2. To predict and deduce information from different types of texts.

3. To understand oral texts with different accents.

5. To describe and talk about personal experiences or personal ideas.

7. To summarize ideas when writing reviews, summaries, short forms, etc.

B) LANGUAGE AND LANGUAGE AWARENESS

3. Expressing plans. Having an appointment. Predictions. Present continuous. Will. Be going to +

3.2. Contents of the programme.

 Asking for and giving information

 Asking for clarification and making yourself understood

 When to use may/ might

 Conditional sentences (1st type) and temporal expressions

III. Socio-Cultural Aspects

III. Socio-Cultural Aspects

III. Socio-cultural Aspects.

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