Block 1.
Oral comprehension
English
1°
Contents
Oral comprehension Strategies
Mobilisation of prior information about
the type of task and topic; identification
of similar situations.
Identification of text type, media and
conversation structure (formal or
informal), announcements, reports,
news, songs, short stories, podcasts,
videoconferences, etc.
Distinction between comprehension
types and levels; general sense, essential
information, and main points.
Formulation of reasonable hypotheses
about content and context.
Inference and hypothesis formulation
about meanings; beginning from the
understanding of meaningful elements,
explicit linguistic and para-linguistic
ideas, and voice modulation.
Reformulation of hypotheses; stemming
from the comprehension of new
elements, key words noise from the
immediate surroundings; etc.
Active listening techniques; to listen
without interrupting, to show attention,
interest and empathy.
Evaluation Criteria
1°LE. BL1.1. Identify, by applying oral
comprehension strategies, the essential
information, the principal ideas and the
most relevant details in very brief and
structured oral texts, in different media,
and articulated at a slow speed; about
topics close to one’s interests in the
personal, public, and educational
domains, together with the appropriate
register, and in acoustic conditions that
do not distort the message.
Achievement Indicators
1ºLE.BL1.1.1 Identify essential
information in slow speed, very brief and
structured oral texts in different media,
applying active listening strategies such
2°
Contents
Oral comprehension Strategies
Mobilization of prior information about
the type of task and topic. Identify the
purpose and the context of the text.
Identification of text type, media and its
structure and format; formal and informal;
conversations, interviews, telephone calls,
announcements, biographies, reports,
news, letters and emails, songs, fables,
poems, stories, videoconferences, etc.
Distinction between comprehension types
and levels; general sense, essential
information, and main points.
Formulation of reasonable hypotheses
about content, context and communicative
intention..
Inference and hypothesis formulation
about meanings; beginning from the
understanding of meaningful elements;
linguistic; explicit and implicit ideas in
the text and para-linguistic elements;
modulation and tone of voice.
Reformulation of hypotheses, stemming
from the comprehension of new elements,
key words and expressions, tone of voice,
etc.
Active listening techniques, listening
without interrupting, showing attention
and interest, showing empathy, emitting
encouragement.
Evaluation Criteria
2°LE. BL1.1. Identify, by applying oral
comprehension strategies, the essential
information, the principal ideas and the
most relevant details, in very brief and
structured oral texts in different media,
and articulated at a slow speed; about
topics close to one’s interests in the
personal, public, and educational domains,
together with the appropriate register, and
in acoustic conditions that do not distort
the message.
Achievement Indicators
1ºLE.BL1.1.1 Identify essential
information in slow speed, very brief and
structured oral texts in different media,
applying active listening strategies such as
3°
Contents
Oral comprehension Strategies
Mobilisation of prior information about the
type of task and topic. (Connect it to one’s
own knowledge and experience of the
theme.)
Identification of text type, media and its
structure; formal and informal conversations,
interviews, telephone calls, announcements,
biographies, reports, news, songs, fables,
poems, stories, podcasts, videoconferences,
etc.
Distinction between comprehension types
and levels; general sense, essential
information, main points, relevant details in
a variety of more detailed texts.
Formulation of reasonable hypotheses about
content, context supported by text
information.
Inference and hypothesis formulation about
meanings; beginning from the understanding
of the meaningful elements; Linguistic, such
as the literal vocabulary meaning and speech
emphasis, and para-linguistic elements, such
as the modulation and tone of voice.
Reformulation of hypotheses; stemming
from the comprehension of new elements;
Registers, interpersonal relationships, etc.
Active listening techniques; paraphrasing;
emitting encouragement; and summarising to
clarify.
Evaluation Criteria
3° LE.BL1.1. Identify, by applying oral
comprehension strategies, the essential
information, the principal ideas and the most
relevant details in brief and structured oral
texts in different media, and articulated at a
medium speed and in the appropriate
register, in acoustic conditions that do not
distort the message; about topics close to
one’s interests in the personal, public, and
educational domains.
Achievement Indicators
1ºLE.BL1.1.1 Identify essential information
in slow speed, very brief and structured oral
texts in different media, applying active
listening strategies such as listening without
First Foreign Language ~
4° ESO
Contents Stage Gen. Obj.
Oral comprehension Strategies b)
Mobilization of prior information about the h)
type of task and topic. (Interchange of ideas i)
about the topic). j)
Identification of text type, media and its l)
structure; formal and informal conversations,
interviews, announcements, biographies,
reports, news, songs, fables, poems, stories,
opinion articles, (critics (of the arts and music),
podcasts, videoconferences, etc.
Distinction between comprehension types and
levels; general sense, essential information,
main points, relevant details in a variety of
more detailed texts.
Formulation of reasonable hypotheses about
content, context supported by explicit and
implicit information and ideas about the text.
Inference and hypothesis formulation about
meanings; beginning from the understanding of
the meaningful elements; Linguistic; such as a
distinction between the literal, inferential,
critical and aesthetic senses; and Para-
linguistic, such as the modulation and tone of
voice.
Reformulation of hypotheses, stemming from
the comprehension of new linguistic and para-
linguistic elements.
Active listening techniques; raising questions
so as to connect with the ideas of others,
showing empathy, not being judgemental,
paraphrasing, emitting encouragement, and
summarising to clarify.
Competences Evaluation Criteria Competences
Comm. 4° LE.BL1.1 Identify, by applying oral Comm.
LtoL. comprehension strategies, the essential LtoL
information, the principal ideas and the most
relevant details in medium-length structured
oral texts, in different media, and articulated at
a medium speed, in acoustic conditions that do
not distort the message, about general topics in
the personal, public, educational and
R.D. Stds. occupational domains, and using their R.D. Stds.
1,2,3,5,6,7. appropriate registers. 4,5,6,7
Competences Achievement Indicators Competences
Comm. 1ºLE.BL1.1.1 Identify essential information in Comm.
LtoL slow speed, very brief and structured oral texts LtoL
in different media, applying active listening
strategies such as listening without interruption,
as listening without interruption, and
showing attention, and interest and
empathy
1ºLE.BL1.1.2 Identify the essential
information, main ideas and most
relevant details in texts about subjects
close to one’s interests in personal,
public and educational fields.
1ºLE.BL1.1.3 Identify, in a guided
manner, types of texts such as
conversations, announcements,
reports, news, songs, cartoons, in
different media: podcast, video-
conferences, etc.
listening without interruption, and
showing attention, and interest and
empathy.
2ºLE.BL1.1.1 Identify comprehension
strategies in slow speed, brief and
structured oral texts, applying active
listening strategies such as listening
without interruption, showing attention
and interest and displaying empathy or
emitting support.
1ºLE.BL1.1.2 Identify the essential
information, main ideas and most relevant
details in texts about subjects close to
one’s interests in personal, public and
educational fields.
2ºLE.BL1.1.2 Identify the essential
information, main ideas and most relevant
details in texts about subjects close to
one’s own and general interests in
personal, public and educational fields
1ºLE.BL1.1.3 Identify, in a guided
manner, types of texts such as
conversations, announcements, reports,
news, songs, cartoons, in different
media: podcast, video-conferences, etc.
2ºLE.BL1.1.3 Identify, with help, types
of texts such as conversations,
interviews, phone calls, announcements,
biographies, reports, news, songs,
fables, poems, stories, in different
media; podcast, video-conferences, etc.
interruption, and showing attention, and
interest and empathy.
2ºLE.BL1.1.1 Identify comprehension
strategies in slow speed, brief and structured
oral texts, applying active listening strategies
such as listening without interruption,
showing attention and interest and
displaying empathy or emitting support.
3ºLE.BL1.1.1 Identify comprehension
strategies in average speed, brief and
structured oral texts, applying active
listening strategies such as showing
empathy, paraphrasing, displaying empathy,
and summarising so as to clarify
1ºLE.BL1.1.2 Identify the essential
information, main ideas and most relevant
details in texts about subjects close to one’s
interests in personal, public and educational
fields.
2ºLE.BL1.1.2 Identify the essential
information, main ideas and most relevant
details in texts about subjects close to one’s
own and general interests in personal, public
and educational fields.
3ºLE.BL1.1.2 Identify the essential
information, main ideas and most relevant
details in texts about general topics in
personal, public educational and
employment fields
1ºLE.BL1.1.3 Identify, in a guided
manner, types of texts such as
conversations, announcements, reports,
news, songs, cartoons, in different media:
podcast, video-conferences, etc.
2ºLE.BL1.1.3 Identify, with help, types of
texts such as conversations, interviews,
phone calls, announcements, biographies,
reports, news, songs, fables, poems,
stories, in different media; podcast, video-
conferences, etc.
3ºLE.BL1.1.3 Identify, on one’s own,
types of texts such as conversations,
interviews, phone calls, announcements,
biographies, reports, news, songs, fables,
poems, stories, in different media;
and showing attention, and interest and
empathy.
2ºLE.BL1.1.1 Identify comprehension
strategies in slow speed, brief and structured Comm.
Comm. oral texts, applying active listening strategies LtoL
LtoL such as listening without interruption, showing
attention and interest and displaying empathy or
emitting support.
3ºLE.BL1.1.1 1 Identify comprehension
strategies in average speed, brief and structured
oral texts, applying active listening strategies Comm.
such as showing empathy, paraphrasing, LtoL
Comm. displaying empathy, and summarising so as to
LtoL clarify.
4ºLE.BL1.1.1 Identify comprehension
strategies in average length oral texts, applying
active listening strategies such as, asking
questions so as to connect some ideas with
others, showing empathy, not making value Comm.
judgments, paraphrasing, displaying support or LtoL
summarising so as to clarify.
Comm. 1ºLE.BL1.1.2 Identify the essential Comm.
LtoL information, main ideas and most relevant LtoL
details in texts about subjects close to one’s
interests in personal, public and educational
fields.
2ºLE.BL1.1.2 Identify the essential Comm.
Comm. information, main ideas and most relevant LtoL
LtoL details in texts about subjects close to one’s
own and general interests in personal, public
and educational fields.
3ºLE.BL1.1.2 Identify the essential
information, main ideas and most relevant Comm.
Comm. details in texts about general topics in LtoL
LtoL personal, public educational and
employment fields.
4ºLE.BL1.1.2 Identify the essential
information, main ideas in texts about Comm.
general or less common topics in personal, LtoL
public educational and employment fields.
Comm. 1ºLE.BL1.1.3 Identify, in a guided manner, Comm.
LtoL types of texts such as conversations, LtoL
announcements, reports, news, songs,
cartoons, in different media: podcast, video-
conferences, etc.
2ºLE.BL1.1.3 Identify, with help, types of
texts such as conversations, interviews, Comm.
phone calls, announcements, biographies, LtoL
Comm.
reports, news, songs, fables, poems, stories,
LtoL
in different media; podcast, video-
conferences, etc.
3ºLE.BL1.1.3 Identify, on one’s own, types of
texts such as conversations, interviews,
phone calls, announcements, biographies,
reports, news, songs, fables, poems, stories, Comm.
Comm. in different media; podcast, , video- LtoL

1ºLE.BL1.1.4 Identify, with guidance,
types of texts, such as conversations,
announcements, reports, news, songs,
cartoons, in different media: podcast,
video-conferences, etc.
1ºLE.BL1.1.5 Identify, with guidance,
types of texts such as: conversations,
announcements, reports news, songs,
cartoons in different media; podcasts,
video-conferences, etc.
1ºLE.BL1.1.4 Identify, with guidance,
types of texts, such as conversations,
announcements, reports, news, songs,
cartoons, in different media: podcast,
video-conferences, etc.
2ºLE.BL1.1.4 Identify, with help, types
of texts, such as conversations, interviews,
phone calls, announcements, biographies,
reports, news, songs, fables, poems,
stories, in different media: podcast, video-
conferences, etc.
1ºLE.BL1.1.5 Identify, with guidance,
types of texts such as: conversations,
announcements, reports news, songs,
cartoons in different media; podcasts,
video-conferences, etc.
2ºLE.BL1.1.5 Identify, with help, types
of texts such as: conversations, interviews,
phone calls, announcements, biographies,
reports, news, songs, fables, poems,
stories, in different media : podcasts,
video-conferences, etc.
podcast, video-conferences, etc.
1ºLE.BL1.1.4 Identify, with guidance, types
of texts, such as conversations,
announcements, reports, news, songs,
cartoons, in different media: podcast, video-
conferences, etc.
2ºLE.BL1.1.4 Identify, with help, types of
texts, such as conversations, interviews,
phone calls, announcements, biographies,
reports, news, songs, fables, poems, stories,
in different media: podcast, video-
conferences, etc.
3ºLE.BL1.1.4 Identify, on one’s own, types
of texts, such as conversations,
announcements, biographies, reports, news,
songs, fables, poems, stories, letters, recipes,
in different media: podcast, video-
conferences, etc.
1ºLE.BL1.1.5 Identify, with guidance, types
of texts such as: conversations,
announcements, reports news, songs,
cartoons in different media; podcasts, video-
conferences, etc.
2ºLE.BL1.1.5 Identify, with help, types of
texts such as: conversations, interviews,
phone calls, announcements, biographies,
reports, news, songs, fables, poems, stories,
in different media : podcasts, video-
conferences, etc.
3ºLE.BL1.1.5 Identify, on one’s own, types
of texts such as: conversations, interviews,
phone calls, announcements, biographies,
reports, news, songs, fables, poems, stories,
letters, recipes, in different media : podcasts,
video-conferences, etc.
LtoL conferences, etc.
4ºLE.BL1.1.3 Identify, with a critical sense,
types of texts such as conversations,
interviews, announcements, biographies,
reports, news, songs, fables, poems, stories,
articles of opinion, critiques in different
Comm.
media; podcast, , video-conferences, etc.
LtoL
Comm. 1ºLE.BL1.1.4 Identify, with guidance, types of Comm.
LtoL texts, such as conversations, announcements, LtoL
reports, news, songs, cartoons, in different
media: podcast, video-conferences, etc.
2ºLE.BL1.1.4 Identify, with help, types of
texts, such as conversations, interviews, phone Comm.
calls, announcements, biographies, reports, LtoL
news, songs, fables, poems, stories, in different
Comm.
media: podcast, video-conferences, etc.
LtoL
3ºLE.BL1.1.4 Identify, on one’s own, types of
texts, such as conversations, announcements,
biographies, reports, news, songs, fables, Comm.
poems, stories, letters, recipes, in different LtoL
media: podcast, video-conferences, etc.
4ºLE.BL1.1.4 Identify, with a critical sense,
Comm. types of texts, such as conversations,
LtoL interviews, announcements, biographies,
reports, news, songs, fables, poems, stories, Comm.
opinion articles, critiques , in different media: LtoL
podcast, video-conferences, etc
Comm. 1ºLE.BL1.1.5 Identify, with guidance, types of Comm.
LtoL texts such as: conversations, announcements, LtoL
reports news, songs, cartoons in different
media; podcasts, video-conferences, etc.
2ºLE.BL1.1.5 Identify, with help, types of
texts such as: conversations, interviews, phone Comm.
Comm. calls, announcements, biographies, reports, LtoL
LtoL news, songs, fables, poems, stories, in different
media : podcasts, video-conferences, etc.
3ºLE.BL1.1.5 Identify, on one’s own, types of
texts such as: conversations, interviews, phone
calls, announcements, biographies, reports, Comm.
news, songs, fables, poems, stories, letters, LtoL
recipes, in different media : podcasts, video-
Comm. conferences, etc.
LtoL 4ºLE.BL1.1.5 Identify, with a critical sense,
types of texts such as: conversations,
interviews, announcements, biographies,
reports, news, songs, fables, poems, stories Comm.
opinion articles, critiques in different media; LtoL
podcasts, video-conferences, etc.
Block 1. Oral comprehension
English
1°
Contents
Socio-cultural and Socio-linguistic
aspects.
Social formulae appropriate to daily
social contact such as asking pardon,
expressing appreciation, or bidding
farewell.
Behavioural patterns; facial expressions
and gestures.
Interpersonal and intercultural relations;
such as the norms of courtesy and the
showing of respect between people of
different cultures and origins.
Register; the differentiation of the
formal and informal.
Social conventions; behaviour in
contexts of invitations, fiestas, etc.
Cultural and artistic manifestations; such
as songs, literary texts, monuments,
personalities, etc.
Evaluation Criteria
1°LE. BL1.2. Detect in oral texts, with
guidance and when these appear in an
explicit manner, the socio-cultural and
socio-linguistic aspects relative to daily
life, to behaviour, and to the
interpersonal relations, to the customs,
celebrations, cultural and artistic
manifestations; taking into account, as an
enriching element, the diversity and the
differences within the classroom.
Achievement Indicators
1ºLE.BL1.2.1 Detect, with guidance, the
appropriate social formulae for daily
relations which express apologies,
appreciation, or farewells and the
behavioural norms in event celebrations
2°
Contents
Socio-cultural and Socio-linguistic
aspects.
Social formulae appropriate to daily
social contact such as; asking permission,
or expressing interest in a person.
Behavioural patterns; tone of voice,
shaking hands, kissing as a form of
greeting, etc.
Interpersonal and intercultural relations
such as attitudes of tolerance and respect.
Register; and its relationship to the
communicative situation
Social conventions; such as dress and
traditions
Cultural and artistic manifestations such
as music, sport, literature and fiestas.
Evaluation Criteria
2°LE. BL1.2. Detect in oral texts, with
guidance and when these appear in an
explicit manner, the socio-cultural and
socio-linguistic aspects relative to daily
life, behaviour, and interpersonal
relations, customs, celebrations of
cultural and artistic manifestations;
taking into account, as an enriching
element, the classroom diversity and
differences.
Achievement Indicators
1ºLE.BL1.2.1 Detect, with guidance, the
appropriate social formulae for daily
relations which express apologies,
appreciation, or farewells and the
behavioural norms in event celebrations.
2ºLE.BL1.2.1 Detect, with help, the
appropriate social formulae for daily
relations so as to seek permission,
express interest and in the social
conventions, customs and traditions
3°
Contents
Socio-cultural and socio-linguistic aspects
Social formulae and one’s own treatment of
daily social contacts in both formal, and
informal, situations.
Behavioural patterns; comparing gestures and
expressions most frequent in different
cultures.
Interpersonal and intercultural relations such
as attitudes and values in gender relations.
Register; recognise expression formats
appropriate to formal and informal
situations. .
Social conventions; customs, norms and
social behaviour, etc.
Cultural and artistic manifestations such as;
celebrity people, art and authors.
Evaluation Criteria Competences
3° LE.BL1.2. Detect in oral texts, when these Comm.
appear in an explicit or implicit manner, the LtoL
socio-cultural and socio-linguistic aspects
relative to daily life, to behaviour, to
interpersonal and intercultural relations, to
customs, and to celebrations and cultural and R.D. Stds.
artistic manifestations; taking into account, 1,2,3,4
from an inclusive perspective and as an
enriching element, the classroom diversity
and differences.
Achievement Indicators Competences
1ºLE.BL1.2.1 Detect, with guidance, the Comm.
appropriate social formulae for daily relations LtoL
which express apologies, appreciation, or
farewells and the behavioural norms in event
celebrations.
2ºLE.BL1.2.1 Detect, with help, the
appropriate social formulae for daily relations Comm.
so as to seek permission, express interest and LtoL
in the social conventions, customs and
traditions.
3ºLE.BL1.2.1 Detect, on one’s own, the
First Foreign Language ~
4° ESO
Contents Stage Gen. Obj.
Socio-cultural and Socio-linguistic aspects. b)
Social formulae and one’s own treatment of c)
social contacts, both formal and informal, and i)
in hierarchical situations. j)
Behavioural patterns; silences and gestures
indicating attention.
Interpersonal and intercultural relations; such
as recognising taboos typical different cultures.
Register; colloquial expressions. Differences
between oral and written texts.
Social conventions; more specific rituals,
customs and traditions of different cultures.
Cultural and artistic manifestations such as
means of communication, historic happenings
and intercultural contrasts.
Evaluation Criteria Competences
4° LE.BL1.2 Detect critically in oral texts, the Comm.
socio-cultural and socio-linguistic aspects LtoL
relative to daily life, (using formal and informal
registers), to interpersonal and intercultural
relations, to customs, and to celebrations and
cultural and artistic manifestations; taking into R.D. Stds.
account, from an inclusive perspective and as 2,4,5,6,7
an enriching element, the classroom diversity
and differences.
Achievement Indicators Competences
1ºLE.BL1.2.1 Detect, with guidance, the Comm.
appropriate social formulae for daily relations LtoL
which express apologies, appreciation, or
farewells and the behavioural norms in event
celebrations.
2ºLE.BL1.2.1 Detect, with help, the Comm.
appropriate social formulae for daily relations LtoL
so as to seek permission express interest and in
the social conventions, customs and traditions.
3ºLE.BL1.2.1 Detect, on one’s own, the social
formulae and appropriate treatment of daily
Comm.

1ºLE.BL1.2.2 Detect, with guidance, the
socio-cultural and socio-linguistic
aspects present in songs, literary texts,
monuments and personages; considering
the diversity and group differences from
an inclusive perspective as an enriching
element.
1ºLE.BL1.2.2 Detect, with guidance, the
socio-cultural and socio-linguistic aspects
present in songs, literary texts,
monuments and personages; considering
the diversity and group differences from
an inclusive perspective as an enriching
element.
2ºLE.BL1.2.2 Detect, with help, the
socio-cultural and socio-linguistic aspects
of music, sport, literature and festivals;
considering the diversity and group
differences from an inclusive perspective
as an enriching element
social formulae and appropriate treatment of
daily relations in formal or informal
situations and the customs and behavioural
norms.
1ºLE.BL1.2.2 Detect, with guidance, the
socio-cultural and socio-linguistic aspects
present in songs, literary texts, monuments
and personages; considering the diversity and
group differences from an inclusive
perspective as an enriching element.
2ºLE.BL1.2.2 Detect, with help, the socio-
cultural and socio-linguistic aspects of music,
sport, literature and festivals; considering the
diversity and group differences from an
inclusive perspective as an enriching element.
3ºLE.BL1.2.2 Detect, on one’s own, the
socio-cultural and socio-linguistic aspects of
art, authorial Works and famous personages;
considering the diversity and group
differences from an inclusive perspective as
an enriching element.
relations in formal or informal situations and LtoL
Comm. the customs and behavioural norms.
LtoL 4ºLE.BL1.2.1 Detect, with a critical sense, the
social formulae and appropriate treatment of
daily relations in formal and informal situations
and in the more specific customs and traditions
of the different cultures.
Comm.
LtoL
Comm. 1ºLE.BL1.2.2 Detect, with guidance, the socio- Comm.
LtoL cultural and socio-linguistic aspects present in LtoL
songs, literary texts, monuments and
personages; considering the diversity and group
differences from an inclusive perspective as an
enriching element.
Comm. 2ºLE.BL1.2.2 Detect with help, the socio-
LtoL cultural and socio-linguistic aspects of music,
Comm.
sport, literature and festivals; considering the
LtoL
diversity and group differences from an
inclusive perspective as an enriching element.
3ºLE.BL1.2.2 Detect, on one’s own, the socio-
cultural and socio-linguistic aspects of art,
authorial works and famous personages;
Comm. considering the diversity and group differences Comm.
LtoL from an inclusive perspective as an enriching LtoL
element.
4ºLE.BL1.2.2 Detect, with a critical sense, the
socio-cultural and socio-linguistic aspects of
communication media and historical
happenings; considering the diversity and group
differences from an inclusive perspective as an Comm.
enriching element. LtoL
Block 1. Oral comprehension
1°
Contents
Communicative Functions
Initiation and maintenance of personal
and social relations; greetings, farewells,
introducing oneself or another, asking for
pardon, extending appreciation and
congratulations.
Establishment and maintenance of
communication and discourse
organisation; indicating what has been
understood; or asking if it has been
understood; spelling out words or asking
that they be spelt out; asking that
somebody speak more slowly.
Description of people, objects and places.
Narration of events and habitual
situations in present and past times. Plans
and Projects.
Request for, and offering of, information
about personal data, places, timetables,
dates, prices and quantities. Requests for
permission, or for help to do something.
Expression of knowledge, security, doubt,
agreement, satisfaction; and their
opposites.
Expression of willingness, order, and
prohibition; and of invitations and
instructions.
Expressions of physical sensations and
emotional states. Expression of
sentiments such as pleasure and affection.
The idea of language as a tool for
learning and reflecting on one’s own
learning.
Understanding of the poetic function of
language.
The lexicon; expressions and frequently-
used idiomatic phrases (from the
perspective of the Receiver).
Formation of frequently-used words.
Initiation into some basic collocations.
2°
Contents
Communicative Functions
Initiation and maintenance of personal
and social relations; responding to
greetings or expressions of appreciation,
interesting oneself in people and
reacting to information with expressions
of interest, surprise, happiness or
sorrow.
Establishment and maintenance of
communication and discourse
organisation; to repeat or request
repetition or clarification, to ask about a
word or an expression that is not known
or has been forgotten. Turn-taking in
conversation.
Description of the physical qualities of
people, objects and places.
Narration of past events and
descriptions of current states or
situations and expression of future
events.
Request for, and offering of,
information about persons, objects and
activities and about directions to places.
Expression and justification of opinions.
Evaluation of a deed as easy or possible
and/or the contrary.
Expression of need, obligation,
possibility and impossibility.
Expression of sentiments such as;
surprise, happiness, sorrow and fear.
Expression of states of health.
The idea of language as a tool for
learning and reflecting on one’s own
learning.
Understanding of the aesthetic and
poetic functions of language.
The lexicon; expressions and
frequently-used idiomatic phrases (from
the perspective of the Receiver).
Formation of frequently-used words.
3°
Contents
Communicative Functions
Initiation and maintenance of personal and
social relations; praising, inviting, toasting,
welcoming, good wishes and reaction to them.
Establishment and maintenance of
communication and discourse organisation; to
indicate if an intervention is followed, and to
ask for clarification. To explain or translate a
word to help somebody who has not
understood.
Description of the physical and abstract
qualities of people objects and places.
Narration of past occurrences in preterit and
situational past tenses, and descriptions of
current states or situations and expression of
future events.
Request for, and offering of; information,
directions, opinions or advice about persons,
objects and activities, and about directions to
places..
Expression and contrasting of opinions, and of
total or partial agreement. Comparison of
situations or happenings.
Expressing a decision. Explaining causes, end-
result and consequences.
Formulation of conditions for doing something.
Expression of sentiments such as; concern,
hope, tiredness and boredom. React to the
sentiments of others. Expressions relative to
the improvement or worsening of health.
The idea of language as a tool for learning and
reflecting on one’s own learning.
Understanding of the aesthetic and poetic
functions of language.
First Foreign Language ~ English
4° ESO
Contents Stage Gen.Obj.
Communicative Functions b)
Initiation and maintenance of personal and social d)
relations, introducing someone and response to i)
being introduced, in both a formal and informal j)
manner or situation.
Excusing oneself and asking pardon.
Establishment and maintenance of
communication and discourse organisation;
rectifying what has been said or paraphrasing so
as to solve a communication problem.
Description of the physical and abstract qualities
of people, objects, places and activities.
Narration of past occurrences or practices,
descriptions of current states or situations, and
expression of future events. Story-telling of
events in appropriate tenses.
Request for, and offering of, information,
directions, opinions or points-of-view.
Expression of warnings (advertencies) or of
notices and alerts.
Expression of the degree of certainty.
Confirmation or correction of an item of
information.
Expressing of desires, promises, probability and
improbability.
Formulation of an hypothesis.
Expression of sentiments such as indifference,
admiration, sympathy and aversion. Lodging
complaints, calming and encouraging.
Expression of physical symptoms and
sensations.
The idea of language as a tool for learning and
reflecting on one’s own learning.
Understanding of the aesthetic and poetic
functions of language.

Evaluation Criteria
1°LE. BL1.3. Distinguish, with guidance
and with the help of examples, the
communicative functions of the
morphosyntactic level and associated
structures, d likewise, the textual
organisation; and that of the frequently-
used lexicon, for the purpose of the very
brief and clearly-structured oral texts in
different media.
Achievement Indicators
ºLE.BL1.3.1 Distinguish the
communicative function in oral texts such
as the description of persons, objects and
places or the narration of habitual actions
in the present or past as in the case of the
expression of plans and projects
1ºLE.BL1.3.2 Recognise a limited
repertoire of words and expressions in
very frequent use such as basic
collocations related to a topic
1ºLE.BL1.3.3 Identify the morpho-
syntactic and discursive structures
appropriate to the level
Amplification and revision of basic
collocations.
Cognate and false cognates. Lexical
friends and “false friends”.
More commonly-heard and basic
idiomatic expressions
Evaluation Criteria
2°LE. BL1.3. Distinguish, with
guidance and the help of examples, the
communicative functions of the
morphosyntactic level and associated
structures, and likewise, the textual
organisation and that of the frequently-
used lexicon, for the purpose of
understanding the brief and clearly-
structured oral texts en different media.
Achievement Indicators
1ºLE.BL1.3.1 Distinguish the
communicative function in oral texts
such as the description of persons,
objects and places or the narration of
habitual actions in the present or past as
in the case of the expression of plans
and projects
2ºLE.BL1.3.1 Distinguish the
communicative function in oral texts
such as the expression of feelings, need,
obligation, possibility and impossibility.
1ºLE.BL1.3.2 Recognise a limited
repertoire of words and expressions in
very frequent use such as basic
collocations related to a topic
2ºLE.BL1.3.2 Recognise a limited
repertoire of words and expressions in
frequent use such as basic collocations
related to a topic.
1ºLE.BL1.3.3 Identify the morpho-
syntactic and discursive structures
appropriate to the level
2ºLE.BL1.3.3 Identify the morpho-
syntactic and discursive structures
Evaluation Criteria Competences
3° LE.BL1.3. Distinguish the communicative Comm.
functions of the morphosyntactic level and LtoL
associated structures, and likewise, the textual
organisation and that of the lexicon’s
frequently-used idioms, for the purpose of R.D. Stds.
understanding the very brief and clearly- 1,2,3,4,6,7
structured oral texts in different media.
Achievement Indicators Competences
1ºLE.BL1.3.1 Distinguish the communicative Comm.
function in oral texts such as the description of LtoL
persons, objects and places or the narration of
habitual actions in the present or past as in the
case of the expression of plans and projects
2ºLE.BL1.3.1 Distinguish the communicative Comm.
function in oral texts such as the expression of LtoL
feelings, need, obligation, possibility and
impossibility.
3ºLE.BL1.3.1 Distinguish the communicative
function in oral texts such as the expression and
contrast of opinions, comparison of situations Comm.
or actions, expression of decision. LtoL
1ºLE.BL1.3.2 Recognise a limited repertoire of Comm.
words and expressions in very frequent use
such as basic collocations related to a topic
2ºLE.BL1.3.2 Recognise a limited repertoire of
words and expressions in frequent use such as Comm.
basic collocations related to a topic.
3ºLE.BL1.3.2 Recognise a broader repertoire
of words and expressions in frequent use and
Comm.
more specifically as more complex collocations
1ºLE.BL1.3.3 Identify the morpho-syntactic Comm.
and discursive structures appropriate to the
level
2ºLE.BL1.3.3 Identify the morpho-syntactic
and discursive structures appropriate to the Comm.
Evaluation Criteria Competences
4° LE.BL1.3 Distinguish the communicative Comm.
functions of the morphosyntactic level and LtoL
associated structures, and likewise, the textual
organisation and that of the lexicon’s frequently-
used expressions, idioms and specific R.D. Stds.
terminologies, for the purpose of understanding 4,5,6,7
the medium-length and clearly-structured oral
texts in different media.
Achievement Indicators Competences
1ºLE.BL1.3.1 Distinguish the communicative Comm.
function in oral texts such as the description of LtoL
persons, objects and places or the narration of
habitual actions in the present or past as in the
case of the expression of plans and projects
2ºLE.BL1.3.1 Distinguish the communicative
function in oral texts such as the expression of Comm.
feelings, need, obligation, possibility and LtoL
impossibility.
3ºLE.BL1.3.1 Distinguish the communicative
function in oral texts such as the expression and
contrast of opinions, comparison of situations or Comm.
actions, expression of decision. LtoL
4ºLE.BL1.3.1 Distinguish the communicative
function in oral texts such as the expression of
the degree of certainty, expression of desire,
promises, probability or improbability, and Comm.
formulation of hypotheses. LtoL
1ºLE.BL1.3.2 Recognise a limited repertoire of Comm.
words and expressions in very frequent use such
as basic collocations related to a topic
2ºLE.BL1.3.2 Recognise a limited repertoire of
words and expressions in frequent use such as Comm.
basic collocations related to a topic.
3ºLE.BL1.3.2 Recognise a broader repertoire of
words and expressions in frequent use and more
Comm.
specifically as more complex collocations.
4ºLE.BL1.3.2 Recognise an ample repertoire of
words and expressions in frequent use and more
specifically as complex collocations Comm.
1ºLE.BL1.3.3 Identify the morpho-syntactic and Comm.
discursive structures appropriate to the level
2ºLE.BL1.3.3 Identify the morpho-syntactic and Comm.
discursive structures appropriate to the level
3ºLE.BL1.3.3 Identify the morpho-syntactic and
 appropriate to the level level
3ºLE.BL1.3.3 Identify the morpho-syntactic
and discursive structures appropriate to the
level and relate them to their function.
discursive structures appropriate to the level and Comm.
relate them to their function.
4ºLE.BL1.3.3 Identify the morpho-syntactic and
Comm. discursive structures appropriate to the level and
relate them to their function. Comm.

Block 1. Oral comprehension First Foreign Language ~ English

1°
Contents
Lexis, expressions and idioms in
frequent use. (receptive)
Personal identification, housing, home
and environment, activities of daily life,
family and friends, employment and
position, travel and holidays, health and
physical care, education and studies,
purchases and commercial activities, food
and recreation,
Transport
Language and communication.
Natural environment, climate and natural
surroundings.
Information and communication
Technology
Evaluation Criteria
1°LE. BL1.4. Infer, with guidance, the
meaning of new words and expressions, in
very brief oral texts in different media,
with visual help of the context.
2°
Contents
Lexis, expressions and idioms in
frequent use. (receptive)
friends, employment and position, free-
time, leisure and sport, travel and
holidays, health and physical care,
education and studies, purchases and
commercial activities, food and
recreation,
Transport
Language and communication. Meta-
language. (= language or symbols used
to discuss another language).
Natural environment, climate and
natural surroundings.
Information and Communication
Technology
Classroom language; literary language.
Evaluation Criteria
2°LE. BL1.4. Infer, with guidance, the
meaning of new words and expressions
in oral texts in different media, with
visual help of the context.
3° 4° ESO
Contents Contents Stage Gen. Obj.
Lexis, expressions and idioms in frequent use. Lexis, expressions and idioms in frequent use. b)
(receptive) (receptive) i)
The lexicon; expressions and frequently-used Personal identification, housing, home and j)
idiomatic phrases (from the perspective of the environment, activities of daily life, family and
Receiver). friends, employment and position, free-time,
Formation of frequently-used words. leisure and sport, travel and holidays, health and
Amplification of basic collocations. physical care, education and studies, purchases
Cognate and false cognates. Lexical friends and and commercial activities, food and recreation,
“false friends”. (Words of similar appearance but Transport
of different meanings) Language and communication. Meta-language.
More commonly-heard and basic idiomatic (= language or symbols used to discuss another
expressions language).
Amplification of the vocabulary and synonyms Natural environment, climate and natural
of the foreign language. surroundings.
Development and expansion of the normal Information and Communication Technology
vocabulary for the following topics: Classroom language; literary language.
Personal identification, housing, home and
environment, activities of daily life, family and
friends, employment and position, free-time,
leisure and sport, travel and holidays, health and
physical care, education and studies, purchases
and commercial activities, food and recreation,
Transport
Language and communication. Meta-language.
(= language or symbols used to discuss another
language).
Natural environment, climate and natural
surroundings.
Information and Communication Technology
Classroom language; literary language.
Evaluation Criteria Competence Evaluation Criteria Competence
3° LE.BL1.4. Infer the meaning of less common Comm. 4° LE.BL1.4 Infer the meaning of less common Comm.
new words and expressions in brief oral texts or LtoL new words and expressions, and of more LtoL
of medium length in different media, with visual specific terminology in medium-length oral texts
help of the context. in different media, with visual help of the
R.D. Stds. context R.D. Stds.
1,2,3,4,5,6,7 1,2,3,6,7
 Achievement Indicators
1ºBL1.4.1 Infer, with guidance, the
meaning of new words and expressions in
very brief oral texts, in different media
with visual support of the context.
Achievement Indicators
1ºBL1.4.1 Infer, with guidance, the
meaning of new words and expressions
in very brief oral texts, in different
media with visual support of the context.
2ºBL1.4.1 Infer, with help, the meaning
of new words and expressions in brief
oral texts, in different media with visual
support of the context, and of the
context.
Achievement Indicators Competence
1ºBL1.4.1 Infer, with guidance, the meaning of Comm.
new words and expressions in very brief oral LtoL
texts, in different media with visual support of
the context.
2ºBL1.4.1 Infer, with help, the meaning of new
words and expressions in brief oral texts, in Comm.
different media with visual support of the LtoL
context, and of the context.
3ºBL1.4.1 Infer, on one’s own, the meaning of
words and expressions of less frequent use, in
Comm.
very brief oral texts or of average length, in
LtoL
different media with contextual support.
Achievement Indicators Competence
1ºBL1.4.1 Infer, with guidance, the meaning of Comm.
new words and expressions in very brief oral LtoL
texts, in different media with visual support of
the context.
2ºBL1.4.1 Infer, with help, the meaning of new
words and expressions in brief oral texts, in Comm.
different media with visual support of the LtoL
context, and of the context.
3ºBL1.4.1 Infer, on one’s own, the meaning of
words and expressions of less frequent use, in
Comm.
very brief oral texts or of average length, in
LtoL
different media with contextual support.
4ºBL1.4.1 Infer the meaning of more specific
words and expressions of less frequent use in Comm.
very brief oral texts of average length, with help LtoL
from the context.
Block 1. Oral comprehension
English
1°
Contents
Sound Patterns, accents, rhythms, and
intonation and their interrelation with
communicative intentions. (1.)
Morpho-syntactic and discursive
structures. (2.)
First Foreign Language ~
2° 3° 4° ESO
Contents Contents Contents Stage Gen. Obj.
Sound Patterns, accents, rhythms, and Sound Patterns, accents, rhythms, and Sound Patterns, accents, rhythms, and b)
intonation and their interrelation with intonation and their interrelation with intonation and their interrelation with i)
communicative intentions. (1) communicative intentions. (1) communicative intentions. (1) j)
Morpho-syntactic and discursive Morpho-syntactic and discursive structures. (2.) Morphosyntactic and discursive structures. (2.)
structures. (2.)

Evaluation Criteria
1°LE. BL1.5. Discriminate sound,
accentual, rhythmical, and intonation
patterns so as to recognise the
communicative meanings and intentions
of very brief and structured oral texts in
different media.
Achievement Indicators
1ºLE.BL1.5.1 Produce basic oral texts
although the pronunciation may require
an effort on the part of the interlocutor so
as to understand, and there may be some
errors and interferences from other
languages.
Evaluation Criteria
2°LE. BL1.5. Discriminate sound,
accentual, rhythmical, and intonation
patterns so as to recognise the
communicative meanings and
intentions of very brief oral texts, in
different media.
Achievement Indicators
1ºLE.BL1.5.1 Produce basic oral texts
although the pronunciation may require
an effort on the part of the interlocutor
so as to understand, and there may be
some errors and interferences from
other languages.
2ºLE.BL1.5.1 Produce a broader
repertoire of oral texts; although there
may be some pronunciation errors
which do not obstruct the
comprehension, and there may exist
some errors and interferences from
other languages
Evaluation Criteria Competences
3° LE.BL1.5. Discriminate sound, accentual, Comm.
rhythmical, and intonation patterns so as to
recognise the meanings and communicative
intentions of oral texts of medium length and in R.D. Stds.
different media. 4,5,6,7
Achievement Indicators Competences
1ºLE.BL1.5.1 Produce basic oral texts although Comm.
the pronunciation may require an effort on the
part of the interlocutor so as to understand, and
there may be some errors and interferences
from other languages.
2ºLE.BL1.5.1 Produce a broader repertoire of
oral texts; although there may be some
Comm.
pronunciation errors which do not obstruct the
comprehension, and there may exist some
errors and interferences from other languages
3ºLE.BL1.5.1 Produce un broader repertoire of
oral texts; although there may be some
pronunciation errors which do not obstruct the
comprehension Comm.
Evaluation Criteria Competences
4° LE.BL1.5 Discriminate sound, accentual, Comm.
rhythmical, and intonation patterns so as to
recognise the meanings and communicative
intentions of medium length oral texts in R.D. Stds.
different media. 4,5,6,7
Achievement Indicators Competences
1ºLE.BL1.5.1 Produce basic oral texts Comm.
although the pronunciation may require an
effort on the part of the interlocutor so as to
understand, and there may be some errors and
interferences from other languages.
2ºLE.BL1.5.1 Produce a broader repertoire of
oral texts; although there may be some
Comm.
pronunciation errors which do not obstruct the
comprehension, and there may exist some
errors and interferences from other languages
3ºLE.BL1.5.1 Produce un broader repertoire
of oral texts; although there may be some
pronunciation errors which do not obstruct the
comprehension Comm.
4ºLE.BL1.5.1 Produce un broad repertoire of
oral texts; pronouncing clearly and correctly.

Comm.
1ºLE.BL1.5.2 Produce oral texts using
basic rhythm patterns, intonation and
accentuation of words and phrases
appropriate to the communicative
functions of the level although the
influence of other languages may be very
evident and affect the communicative
intention.
1ºLE.BL1.5.2 Produce oral texts using
basic rhythm patterns, intonation and
accentuation of words and phrases
appropriate to the communicative
functions of the level although the
influence of other languages may be
very evident and affect the
communicative intention.
2ºLE.BL1.5.2 Produce oral texts using
basic rhythm patterns, intonation and
accentuation of words and phrases
appropriate to the communicative
functions of the level although the
influence of other languages may be
evident.
1ºLE.BL1.5.2 Produce oral texts using basic
rhythm patterns, intonation and accentuation of
words and phrases appropriate to the
communicative functions of the level although
the influence of other languages may be very
evident and affect the communicative intention.
2ºLE.BL1.5.2 Produce oral texts using basic
rhythm patterns, intonation and accentuation of
words and phrases appropriate to the
communicative functions of the level although
the influence of other languages may be
evident.
3ºLE.BL1.5.2 Produce oral texts clearly using
rhythm patterns, intonation and accentuation of
words and phrases appropriate to the
communicative functions of the level.
Comm. 1ºLE.BL1.5.2 Produce oral texts using basic Comm.
rhythm patterns, intonation and accentuation
of words and phrases appropriate to the
communicative functions of the level although
the influence of other languages may be very
evident and affect the communicative
intention.
2ºLE.BL1.5.2 Produce oral texts using basic
Comm. rhythm patterns, intonation and accentuation Comm.
of words and phrases appropriate to the
communicative functions of the level although
the influence of other languages may be
evident.
3ºLE.BL1.5.2 Produce oral texts clearly using
Comm. rhythm patterns, intonation and accentuation
of words and phrases appropriate to the
communicative functions of the level. Comm.
4ºLE.BL1.5.2 Produce oral texts clearly and
naturally using rhythmic patterns, intonation
and accentuation of words and phrases
Comm.
appropriate to the communication functions of
the level.