TEACHING SYLLABUS

ENGLISH AS A FOREIGN LANGUAGE

COMPULSORY SECONDARY EDUCATION

YEAR 3
SCHOOL YEAR 2022-2023

Nombre y apellidos: Ismael Pardo Martín

NIF: 77187524F
N.º de aspirante: 29075787
Cuerpo: 590 – Profesores de Educación Secundaria
Especialidad: 011 – Lengua Extranjera: Inglés
Tribunal: n.º 34, Málaga
1. Introduction
a. Rationale
As stated in Chapter II of Title V of the LOE modified by the LOMLOE, every school,
in use of their autonomy, must develop and complete the curriculum of the different stages and
cycles established by the Education Administration. The specification of these curricula, which
must be set and approved by the school staff, must promote and develop the principles,
objectives and methodology of competence-based learning, oriented towards the exercise of
active citizenship.
In accordance with this normative provision, we present this proposal for a teaching
programme which specifies the curricular elements of the subject of English as a Foreign
Language for a group of students in the 3rd year of CSE at a public school in our community.
In this sense, this syllabus, incorporated into the school’s educational project, is a
document that answers the questions of what, how and when to programme. In other words, it is
the planning of our teaching activity. It is a set of decisions based on the precepts established in
the state and regional curricula and, once framed in the context of the centre and the classroom,
it is gradually adapted to the characteristics of our group-classroom. Therefore, when it comes
to programming, we will base ourselves on the current legislation referring to the stage and we
will specify it in our teaching-learning context, always bearing in mind that it is conceived as an
open and flexible document, which is under constant revision and improvement throughout the
course, as a result of pedagogical reflection.
As basic pillars of our syllabus, we will promote cooperative work, co-education and
the gender perspective, as well as the principles of Universal Design for Learning (UDL).
Likewise, this syllabus includes a transversal treatment of education in values,
sustainable development, equality between women and men, equal treatment and non-
discrimination and the prevention of violence against girls and women, bullying and cyber-
bullying, as well as the culture of peace and human rights.

b. Legal framework
The development of this syllabus has been conducted in accordance with the educational laws at
state and regional level, as detailed below.
 Organic Law 3/2020 of 29 December, amending Organic Law 2/2006 of 3 May of
Education, LOMLOE (BOE 30/12/2020).
 Organic Law 2/2006 of 3 May of Education, LOE (BOE 4/05/2006).
 Royal Decree 217/2022 of 29 March, establishing the organisation and minimum
teaching requirements for Compulsory Secondary Education (BOE 30/03/2022).
 Curricular regulations in our autonomous community.

c. Contextualization
i. Characteristics of the centre
The reference centre is a Secondary School (IES) located in a town in the city of
Málaga, close to the urban centre. As detailed in the school’s educational project, the IES is
located in a consolidated neighbourhood, with residential areas, shops and educational centres
of different stages. In the surrounding area there is a sports centre, parks, a cultural centre and a
public library.
 The socio-cultural level of the school population is medium-high; families are generally
made up of one or two parents, around 40-50 years of age, and one or two children. The
increase in new, non-traditional family models in the neighbourhood is noteworthy.
The majority of the pupils’parents work outside the home, in the service sector, in
liberal professions related to administration, teaching, commerce, etc. Most of them have an
average education and many also have university studies; they value positively the academic
and cultural education of their children; and they collaborate with the centre. In addition,90 %
of households have electronic devices (tablets, computers, smartphones) and access to the
Internet, which would make it possible to switch to telematic teaching if the situation so
requires.
Compulsory Secondary Education (CSE) is taught at the school, with a line of four
groups per year. In non-CSE there are the modalities of Science and Technology, Humanities
and Social Sciences; the non-CSE courses have two groups per year.
The school operates a morning timetable in accordance with the regulations. In the
afternoons, the library is used for study and educational reinforcement activities conducted in
collaboration with the Families Association (FA). Sports and extracurricular activities also take
place in the afternoons.
The building has three floors. On the ground floor there is a staff room, a multi-purpose
room with audio-visual equipment, three mathematics classrooms, a storeroom, the secretary’s
office, the FA room, four toilets and the caretaker’s office. On the first floor are the first cycle
classrooms, the library, the music room, the technology workshop, several science and language
laboratories, two support rooms and four toilets. On the second floor are the second cycle and
non-CSE classrooms, two computer rooms (with about 30 computers and a digital whiteboard
each) and four toilets.
The centre has a web space created by the Autonomous Community’s educational
administration, which houses a virtual classroom for each subject and group. By means of their
username and password, students can access it and consult the different proposals of their
teachers.
The classrooms are all exterior, well-lit and ventilated, and have the appropriate
furniture and materials for their use. Each classroom also has a computer and a digital
whiteboard for educational support.
Outdoor facilities include a playground, a well-equipped indoor gymnasium and two
outdoor sports courts. The entire outdoor area surrounding the buildings is landscaped and
wooded. There is also a small vegetable garden.

ii. Characteristics of the group

Compulsory Secondary Education is an educational stage that, together with Primary
Education and Basic Level Training Cycles, constitutes Basic Education. This stage comprises
four years and is organised into subjects and areas. It is attended by students aged between 12
and 16.
The aim of this stage is to ensure that pupils acquire the basic elements of culture,
especially in its humanistic, artistic, scientific-technological and motor aspects; to develop and
consolidate in them study and work habits, as well as healthy lifestyle habits, preparing them for
their incorporation into further studies and for their integration into the labour market; and to
train them to exercise their rights and obligations as citizens.
From the point of view of student development, Compulsory Secondary Education
coincides with adolescence. During these years, pupils undergo important changes which affect
their physical and intellectual development as well as their emotional and social development,
and which constitute the most characteristic features of pupils at this stage. Among these
transformations, we must add the no less important changes that take place in the cognitive and
intellectual spheres. From the age of 12, they develop a type of abstract thinking which allows
them to conduct formal-logical operations and to solve more complex problems, thanks to a
greater capacity for reasoning, formulating and testing hypotheses, argumentation, reflection,
analysis and exploration of the variables involved in phenomena. This type of formal abstract
thinking is usually consolidated at this stage, around the age of 16. It is particularly important to
stimulate students’ cognitive development during this phase by creating situations which require
the use of deduction, reasoning, critical thinking, etc.
Another characteristic of this period is the growing interest of adolescents in their
physical and social environment. This requires initiating them into a profound knowledge of
social relations, as well as providing them with an education in accordance with the established
value system.
The construction of one’s own identity, the acceptance of the possibilities and limits of
one’s own body, the assimilation and elaboration of cultural meanings, as well as the
development of an acceptable level of self-esteem, are aspects of paramount importance at this
age. For this reason, they cannot be forgotten in the action of teachers. Some of these aspects,
among others, form part of the competences which pupils should acquire during Secondary
Education.
In the 3rd year of CSE there are four groups with 25-30 students, most of them coming
from the 2nd year of CSE of our school. Eight new students have enrolled, distributed according
to the optional subjects. The Head of Studies has informed us that the “repeating students” are
distributed among all the groups.
Of course, there is a certain socio-cultural, intellectual and motivational heterogeneity in
the classroom. Some of the pupils intend to continue their studies in non-CSE and then go on to
university, while others intend to enter the world of work immediately after completing CSE.
This aspect is important, as students’ plans or intentions will determine their level of effort and
dedication to the subject.
Group C of the 3rd year of CSE, to which this syllabus is going to be applied, has
twenty-seven students with the following characteristics:
 Fourteen of the 27 are characterised by good school performance, with more or less
continuous work and effort, although basic deficiencies in expression, spelling and
study techniques are evident.
 Eleven of the 27 are characterised by little daily work and no effort, which, together
with their passive approach to the subject, makes learning difficult.
 Two of the 27 have specific educational support needs. Specifically, there is a pupil with
learning difficulties who has ADHD and a pupil with behaviour that disturbs school
discipline or coexistence, hindering the teaching-learning process.

It is a group in which most of the students are clear that their objective is to pass CSO,
although the work they do at home is scarce. In general, they show deficiencies in expression
and in understanding texts. Many also find the subject unmotivating. On the other hand, they all
have access to the Internet and most of them participate in social networks, except for two
students, due to family decisions.

iii. Characteristics of the subject of English as a Foreign Language

The rapid evolution of today’s societies requires the development of competences that
help individuals to practice an active and committed citizenship in an increasingly global,
intercultural and multilingual reality. Therefore, intercultural dialogue and communication in
different languages are key, since they favour internationalization, mobility, and discovery of
other cultures, broadening the students’ perspectives. The multilingual competence involves the
appropriate and effective use of different languages for learning and communication. It
integrates not only the communicative dimension, but also historical and intercultural aspects.
In line with this approach, the subject of Foreign Language at the Secondary Education
stage is crossed by the two dimensions of plurilingualism (communicative dimension and
intercultural dimension) and has as its main objective the acquisition of appropriate
communicative competence in the foreign language, so as to enable pupils to understand,
express themselves and interact in that language effectively, as well as the enrichment and
expansion of their intercultural awareness.
Likewise, the following items also play an important role:
 Appreciation of and respect for individual linguistic profiles.
 Acceptance and accommodation of linguistic, artistic and cultural diversity.
 Respect and curiosity for other languages and for intercultural dialogue as a
means of fostering sustainability and empathy in intercultural communicative
situations.

This subject, moreover, allows pupils to better cope in digital environments, both as an
engine for training and learning and as a source of information and enjoyment. Thus, the
development of critical thinking and the appropriate, safe, ethical and responsible use of
technology is a truly relevant learning element in this subject.
The competences of the Foreign Language subject in Secondary Education represent a
progression with respect to those acquired during Primary Education, which will be developed
on the basis of the pupils’ repertoires and experiences. This implies a broadening and deepening
of communicative activities and strategies of comprehension, production, interaction and
mediation, understood at this stage as activities aimed at explaining concepts and simplifying
messages in order to facilitate mutual understanding and transmit information. Progression also
entails giving a more relevant role to reflection on the functioning of languages and the
relationships between the different languages in learners’ individual repertoires.
The approach, levelling and definition of the different elements of the curriculum are
based on the activities and competences established by the Council of Europe in the CEFR. This
tool is a key element in determining the different levels of competence that students acquire in
the different activities and also supports their learning process, which is understood as dynamic
and continuous, flexible and open, and must be adapted to their circumstances, needs and
interests. Students are expected to be able to use all basic knowledge in communicative
situations in different areas: personal, social, educational and professional, and from texts on
everyday topics, of personal relevance or of public interest close to the students’ experience that
include aspects related to the Sustainable Development Goals and the challenges of the 21st
century.
In line with the action-oriented approach of the CEFR, which contributes significantly
to the design of eclectic methodologies, the competence-based nature of this curriculum invites
teachers to create interdisciplinary, contextualised, meaningful and relevant tasks, and to
develop learning situations where learners are seen as progressively autonomous social agents,
and gradually responsible for their own learning process. This implies taking into account their
repertoires, interests and emotions, as well as their specific circumstances, in order to lay the
foundations for lifelong learning.
On the other hand, the incorporation of thematic fields, resources and procedures from
different areas of knowledge facilitates the planning of interdisciplinary strategies throughout
the four years of the stage, and the creation of diverse scenarios in which to develop initiatives
and projects in real situations that encourage participation and commitment to the environment
and the community.
2. Exit profile
According to the Royal Decree 217/2022 of 29 March, the exit profile of students at the
end of basic education (hereinafter exit profile) identifies:
 The key competences that must be acquired and developed by the end of compulsory
education.
 The operational descriptors that provide guidance on the level of performance expected
on completion of basic education.

a. Key competences
The achievement of the competences and objectives set out in the LOE, modified by the
LOMLOE, for the different educational stages is linked to the acquisition and development of
the key competences included in this exit profile, which are the following:

KEY COMPETENCES
Linguistic and Linguistic and Communicative Competence involves
Communicative Competence interacting in oral, written, signed or multimodal form in a
LCC coherent and appropriate manner in different spheres and
contexts and for different communicative purposes. It
involves consciously mobilising the set of knowledge, skills
and attitudes that make it possible to understand, interpret
and critically evaluate oral, written, signed or multimodal
messages, avoiding the risks of manipulation and
misinformation, and to communicate effectively with others
in a cooperative, creative, ethical and respectful manner.
Linguistic and Communicative Competence is the basis for
independent thought and for the building of expertise in all
areas of knowledge. For this reason, its development is
linked to explicit reflection on the functioning of language
in the specific discursive genres of each area of knowledge,
as well as to the uses of orality, writing or sign language for
thinking and learning. Finally, it makes it possible to
appreciate the aesthetic dimension of language and to enjoy
 literary culture.

Multilingual Competence Multilingual Competence involves using different

MC languages, spoken or signed, appropriately and effectively
for learning and communicating. This competence involves
recognising and respecting individual linguistic profiles and
drawing on one’s own experiences to develop strategies for
mediating and transferring between languages, including
classical languages, and, where appropriate, maintaining
and acquiring skills in the familial language(s) and official
languages. It also integrates historical and intercultural
dimensions aimed at knowing, valuing and respecting the
linguistic and cultural diversity of society with the aim of
fostering democratic coexistence.

Science, Technology, Science, Technology, Engineering, and Mathematics

Engineering, and Competence (STEM) involves understanding the world by
Mathematics using scientific methods, mathematical thinking and
STEM representation, technology and engineering methods to
transform the environment in an engaged, responsible and
sustainable way.
Mathematical competence enables the development and
application of mathematical perspective and reasoning in
order to solve a variety of problems in different contexts.
Competence in science involves understanding and
explaining the natural and social environment, using a
range of knowledge and methodologies, including
observation and experimentation, to ask questions and draw
conclusions based on evidence in order to interpret and
transform the natural world and the social context.
Competence in technology and engineering encompasses
the application of science-based knowledge and
methodologies to transform our society in accordance with
people’s needs or desires within a framework of safety,
responsibility and sustainability.

Digital Competence Digital Competence involves the safe, healthy, sustainable,

DC critical and responsible use of and interaction with digital
technologies for learning, working and participating in
society.
It includes information and data literacy, communication
and collaboration, media literacy, digital content creation
(including programming), security (including digital well-
being and cybersecurity skills), digital citizenship issues,
privacy, intellectual property, problem solving,
computational and critical thinking.

Personal, Social and Learn
to Learn Competence
PSLLC
Personal, Social and Learn to Learn Competence involves
the ability to reflect on oneself in order to know oneself,
accept oneself and promote ongoing personal growth;
manage time and information effectively; collaborate with
others constructively; maintain resilience; and manage
lifelong learning. It also includes the ability to cope with
uncertainty and complexity; adapt to change; learn to
manage metacognitive processes; identify behaviours that
 are contrary to coexistence and develop strategies to
address them; contribute to one’s own and others’ physical,
mental and emotional well-being, developing skills to care
for oneself and those around one through co-responsibility;
be able to lead a future-oriented life; and express empathy
and deal with conflict in an inclusive and supportive
context.

Citizenship Competence Citizenship Competence contributes to enabling pupils to

CC exercise responsible citizenship and participate fully in
social and civic life, based on an understanding of social,
economic, legal and political concepts and structures, as
well as knowledge of world events and active engagement
in sustainability and the achievement of global citizenship.
It includes civic literacy, the conscious adoption of the
values of a democratic culture based on respect for human
rights, critical reflection on the major ethical issues of our
time and the development of a sustainable lifestyle in line
with the Sustainable Development Goals set out in the 2030
Agenda.

Entrepreneurial Competence Entrepreneurial Competence involves developing a vital

EC approach to acting on opportunities and ideas, using the
specific skills needed to generate outcomes of value to
others. It provides strategies to adapt one’s outlook to detect
needs and opportunities; to train thinking to analyse and
evaluate the environment, and to create and rethink ideas
using imagination, creativity, strategic thinking and ethical,
critical and constructive reflection within creative and
innovation processes; as well as to awaken a willingness to
learn, to take risks and to face uncertainty. It also involves
making decisions based on information and knowledge and
collaborating in an agile way with other people, with
motivation, empathy and communication and negotiation
skills, to put ideas into action through the planning and
management of sustainable projects of social, cultural and
economic-financial value.

Competence in Competence in Cultural Awareness and Expression involves

Cultural Awareness understanding and respecting how ideas, opinions, feelings
and Expression and emotions are expressed and communicated creatively in
CCAE different cultures and through a wide range of artistic and
cultural manifestations. It also involves a commitment to
understanding, developing and expressing one’s own ideas
and sense of place or role in society. It also requires an
understanding of one’s own evolving identity and cultural
heritage in a world characterised by diversity, and an
awareness that art and other cultural manifestations can be a
way of looking at and shaping the world.

Cross-disciplinarity is an inherent condition of the exit profile, in the sense that all
learning contributes to its achievement. In the same way, the acquisition of each of the key
competences contributes to the acquisition of all the others, without there being a preponderance
of some over others or an exclusive correspondence with a single area, field or subject.
 b. Operational descriptors
The operational descriptors connect the key competences with the specific competences
to be achieved at the end of the stage, for each area, domain or subject. The following table
details these descriptors associated with the corresponding key competences.

OPERATIONAL DESCRIPTORS
LCC ▪ LCC1. Can express themselves orally, in writing, sign language or
multimodally with coherence, accuracy and appropriateness to different
social contexts, and participate in communicative interactions with a
cooperative and respectful attitude both to exchange information, create
knowledge and transmit opinions, and to build personal relationships.
▪ LCC2. Can understand, interpret and critically evaluate oral, written,
signed or multimodal texts in the personal, social, educational and
professional spheres in order to participate in different contexts in an
active and informed way and to construct knowledge.
▪ LCC3. Locates, selects and contrasts in a progressively autonomous way
information from different sources, assessing its reliability and relevance
according to the reading objectives and avoiding the risks of manipulation
and misinformation, and integrates and transforms it into knowledge to
communicate it adopting a creative, critical and personal point of view
while respecting intellectual property.
▪ LCC4. Reads with autonomy a variety of works appropriate to their age,
selecting those that best suit their tastes and interests; appreciates literary
heritage as a privileged channel of individual and collective experience;
and mobilises their own biographical experience and their literary and
cultural knowledge to construct and share their interpretation of works
and to create texts of progressively complex literary intent.
▪ LCC5. Places its communicative practices at the service of democratic
coexistence, dialogue-based conflict resolution and equal rights for all
people, avoiding discriminatory uses and abuses of power, in order to
promote not only the effective but also the ethical use of the different
communication systems.

MC ▪ MC1. Uses one or more languages effectively, in addition to the familial

language(s), to respond to their communicative needs, in a way that is
appropriate and adequate to their development and interests and to
different situations and contexts in the personal, social, educational and
professional spheres.
▪ MC2. Based on their experiences, they transfer between different
languages as a strategy to communicate and expand their individual
linguistic repertoire.
▪ MC3. Knows, values and respects the linguistic and cultural diversity
present in society, integrating it into their personal development as a
factor of dialogue, in order to promote social cohesion.

STEM ▪ STEM1. Uses inductive and deductive methods of mathematical

reasoning in familiar situations, and selects and uses different strategies to
solve problems, critically analysing the solutions and reformulating the
procedure, if necessary.
▪ STEM2. Uses scientific thinking to understand and explain the
phenomena occurring around them, relying on knowledge as an engine of
development, asking questions and testing hypotheses through
 experimentation and enquiry, using appropriate tools and instruments,
appreciating the importance of accuracy and truthfulness and showing a
critical attitude towards the scope and limitations of science.
▪ STEM3. Proposes and develops projects by designing, manufacturing and
evaluating different prototypes or models to generate or use products that
provide a solution to a need or problem in a creative way and in a team,
seeking the participation of the whole group, peacefully resolving
conflicts that may arise, adapting to uncertainty and valuing the
importance of sustainability.
▪ STEM4. Interprets and transmits the most relevant elements of scientific,
mathematical and technological processes, reasonings, demonstrations,
methods and results in a clear and precise way and in different formats
(graphs, tables, diagrams, formulas, schemes, symbols...), making critical
use of digital culture and including mathematical-formal language with
ethics and responsibility, in order to share and build new knowledge.
▪ STEM5. Undertakes scientifically based actions to promote physical,
mental and social health and to preserve the environment and living
beings; and applies principles of ethics and safety in carrying out projects
to transform their immediate environment in a sustainable way, valuing
their global impact and practising responsible consumption.

DC ▪ DC1. Searches the Internet according to criteria of validity, quality,

timeliness and reliability, selecting results critically and archiving them, in
order to retrieve, reference and reuse them, respecting intellectual
property.
▪ DC2. Manages and uses their personal digital learning environment to
construct knowledge and create digital content, through information
processing strategies and the use of different digital tools, selecting and
configuring the most appropriate one according to the task and their
lifelong learning needs.
▪ DC3. Communicates, participates, collaborates and interacts by sharing
content, data and information through virtual tools or platforms, and
responsibly manages their actions, presence and visibility on the network,
to exercise active, civic and reflective digital citizenship.
▪ DC4. Identifies risks and takes preventive measures when using digital
technologies to protect devices, personal data, health and the environment,
and to become aware of the importance and necessity of making critical,
legal, safe, healthy and sustainable use of such technologies.
▪ DC5. Develops simple computer applications and creative and sustainable
technological solutions to solve concrete problems or respond to proposed
challenges, showing interest and curiosity for the evolution of digital
technologies and for their sustainable development and ethical use.

PSLLC ▪ PSLLC1. Regulates and expresses their emotions, strengthening

optimism, resilience, self-efficacy and the search for purpose and
motivation towards learning, in order to manage challenges and changes
and harmonise them with their own goals.
▪ PSLLC2. Understands health risks related to social factors, consolidates
healthy physical and mental lifestyles, recognises behaviours that are
contrary to coexistence and applies strategies to deal with them.
▪ PSLLC3. Proactively understands the perspectives and experiences of
others and incorporates them into their learning to participate in group
work distributing and accepting tasks and responsibilities fairly, and using
cooperative strategies.
 ▪ PSLLC4. Performs self-assessments of their learning process, seeking
reliable sources to validate, support and contrast information and to draw
relevant conclusions.
▪ PSLLC5. Plans medium-term objectives and develops metacognitive
feedback processes to learn from their mistakes in the knowledge
construction process.

CC ▪ CC1. Analyses and understands ideas relating to the social and civic
dimension of their own identity, as well as the cultural, historical and
normative facts that determine it, demonstrating respect for rules,
empathy, fairness and constructive spirit in interaction with others in any
context.
▪ CC2. Analyses and assumes the principles and values that emanate from
the European integration process, the Spanish Constitution and human and
children’s rights, participating in community activities, such as decision-
making or conflict resolution, with a democratic attitude, respect for
diversity, and commitment to gender equality, social cohesion, sustainable
development and the achievement of global citizenship.
▪ CC3. Understands and analyses fundamental and current ethical problems,
critically considering their own and other people’s values, and developing
their own judgements in order to confront moral controversy with an
attitude of dialogue, argument, respect and opposition to any type of
discrimination or violence.
▪ CC4. Understands the systemic relationships of interdependence, eco-
dependence and interconnectedness between local and global actions, and
adopts, in a conscious and motivated way, a sustainable and eco-socially
responsible lifestyle.

EC ▪ EC1. Analyses needs and opportunities and faces challenges with a critical
sense, taking stock of their sustainability, assessing the impact they may
have on the environment, in order to present innovative, ethical and
sustainable ideas and solutions aimed at creating value in the personal,
social, educational and professional spheres.
▪ EC2. Assesses own strengths and weaknesses, making use of strategies of
self-knowledge and self-efficacy, and understands the fundamental
elements of economics and finance, applying economic and financial
knowledge to specific activities and situations, using skills that favour
collaborative and teamwork, to gather and optimise the necessary
resources to put into action an entrepreneurial experience that generates
value.
▪ EC3. Develops the process of creating valuable ideas and solutions and
makes decisions, in a reasoned manner, using agile planning and
management strategies, and reflects on the process carried out and the
result obtained, in order to complete the process of creating innovative
and valuable prototypes, considering the experience as an opportunity to
learn.

CCAE ▪ CCAE1. Knows, critically appreciates and respects cultural and artistic
heritage, getting involved in its conservation and valuing the enrichment
inherent in cultural and artistic diversity.
▪ CCAE2. Enjoys, recognises and analyses with autonomy the specificities
and intentions of the most outstanding artistic and cultural manifestations
of heritage, distinguishing the media and supports, as well as the
languages and technical elements that characterise them.
 ▪ CCAE3. Expresses ideas, opinions, feelings and emotions through cultural
and artistic productions, integrating their own body and developing self-
esteem, creativity and a sense of their place in society, with an empathetic,
open and collaborative attitude.
▪ CCAE4. Knows, selects and creatively uses different media and supports,
as well as plastic, visual, audio-visual, sound or body techniques, for the
creation of artistic and cultural products, both individually and
collaboratively, identifying opportunities for personal, social and labour
development, as well as entrepreneurship.

3. Objectives of the stage

Article 7 of the Royal Decree 217/2022, of 29 March, establishes that Compulsory
Secondary Education will contribute to the development in pupils of the abilities that will allow
them:
a) To assume their duties responsibly, to know and exercise their rights with respect
for other people, to practice tolerance, cooperation and solidarity between
individuals and groups, to exercise dialogue by strengthening human rights as
common values in a plural society and to prepare for the exercise of democratic
citizenship.
b) To develop and consolidate habits of discipline, study and individual and teamwork
as a necessary condition for the effective completion of learning tasks and as a
means of personal development.
c) To value and respect the difference between the sexes and the equality of rights and
opportunities between them. To reject stereotypes that discriminate between men
and women.
d) To strengthen their affective capacities in all areas of their personality and in their
relationships with other people, as well as to reject violence, prejudices of any kind,
sexist behaviour and to resolve conflicts peacefully.
e) To develop basic skills in the use of information sources in order to acquire new
knowledge with a critical sense. To develop basic technological competences and to
advance in an ethical reflection on their functioning and use.
f) To conceive scientific knowledge as an integrated knowledge, which is structured in
different disciplines, as well as to know and apply the methods to identify problems
in the different fields of knowledge and experience.
g) To develop an enterprising spirit and self-confidence, participation, a critical sense,
personal initiative and the ability to learn to learn, plan, make decisions and assume
responsibilities.
h) To understand and express correctly, orally and in writing, in the Spanish language
and, where appropriate, in the co-official language of the Autonomous Community,
complex texts and messages, and to be introduced to the knowledge, reading and
study of literature.
i) To understand and express themselves in one or more foreign languages in an
appropriate manner.
j) To know, value and respect the basic aspects of one’s own and other people’s
culture and history, as well as artistic and cultural heritage.
k) To know and accept the functioning of one’s own body and that of others, to respect
differences, to strengthen body care and health habits and to incorporate physical
 education and the practice of sport in order to favour personal and social
development. To know and value the human dimension of sexuality in all its
diversity. To critically assess social habits related to health, consumption, care,
empathy and respect for living beings, especially animals, and the environment,
contributing to their conservation and improvement.
l) To appreciate artistic creation and understand the language of different artistic
manifestations, using different means of expression and representation.

4. Curricular elements of the subject

The curricular elements of the subject are made up of the specific competences foreseen
for the stage in that subject, the corresponding assessment criteria and the contents, enunciated
in the form of basic knowledge.
In this teaching syllabus, the curricular elements, defined in the curricular regulations,
have been adapted and developed for the course and the characteristics of our students, by virtue
of the autonomy available to the centres, included in Chapter II of Title V of the LOE, modified
by the LOMLOE.

a. Specific competences
In this syllabus we will take into account the specific competences, defined as those
competency learnings to which this subject contributes most directly, since they have a greater
affinity or relationship with it. They translate into performances that students must be able to
undertake in activities or situations, whose approach requires the basic knowledge of the
subject.
The specific competences of the subject of English as a Foreign Language for all cycles
of the Compulsory Secondary Education stage are the following:

SPECIFIC COMPETENCES
1. Understanding and interpreting the general meaning and the most relevant details of texts
expressed clearly and in the standard language, looking for reliable sources and making
use of strategies such as the inference of meanings, to respond to specific communicative
needs.
2. Producing original texts, of medium length, simple and with a clear organization, using
strategies such as planning, compensating or self-repairing, to express relevant messages
in a creative, adequate and coherent way and to respond to specific communicative
purposes.
3. Interacting with other people with increasing autonomy, using cooperation strategies and
analogue and digital resources to respond to specific communicative purposes in
exchanges respectful of the rules of courtesy.
4. Mediating in everyday situations between different languages, using simple strategies and
knowledge aimed at explaining concepts or simplifying messages, to transmit information
effectively, clearly and responsibly.
5. Expanding and using personal linguistic repertoires between different languages,
reflecting critically on their functioning and becoming aware of their own strategies and
knowledge to improve the response to specific communicative needs.
6. Critically assessing and adapting to linguistic, cultural and artistic diversity based on the
foreign language, identifying and sharing the similarities and differences between
languages and cultures to act in an empathetic and respectful way in intercultural
situations.
 The specific competences suppose the concretion of the descriptors of the key
competences, included in the exit profile, for each area or subject. The following table shows
the connection between the specific competences of English as a Foreign Language and the key
competences, through the operational descriptors.

KEY COMPETENCES
LCC MC STEM DC PSLLC CC EC CCAC
Descriptors 1 2 3 4 5 1 2 3 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 1 2 3 1 2 3 4
1
competences

2
Specific

3
4
5
6

b. Basic knowledge
Basic knowledge is items of learning that, properly combined and contextualized, allow
skills to be achieved. They are formulated by integrating the different types of knowledge —
knowledge, skills and attitudes— that constitute the contents of a subject or field, whose
learning is necessary for the acquisition of the specific competences.
According to the Royal Decree 217/2022, of 29 March, the content blocks for the
subject of English as a Foreign Language for the 3rd and 4th years of CSO are:
i. Communication.
ii. Multilingualism.
iii. Interculturality.

Taking into account the minimum contents established by current regulations, for the
3rd year of CSO, the following basic knowledge has been defined, grouped into blocks:
i. Communication.
1. Self-confidence and initiative. Mistake as an integrated element of the
learning process.
2. 2. Common-use strategies leading to planification, execution, control, and
repair of the comprehension, production, and coproduction of oral, written,
and multimodal texts.
3. Knowledge, skills and attitudes enabling mediation activities to be carried
out in everyday situations.
4. Common-use communicative functions adequate for the scope and
communicative context: greeting and saying goodbye, introducing
someone and introducing ourselves; describing people, objects, places,
phenomena and events; place events in time, place objects, people, and
places in space; asking for and exchanging information about everyday
issues; give and ask for instructions, advice, and commands; offer, accept,
and reject help, proposals, and suggestions; partially express likes or
interests, and feelings; narrate past events, describe current situations, and
enunciate future events; express opinions, possibility, ability, obligation,
 and prohibition; express simple arguments; make hypotheses and
assumptions; express uncertainty and doubt; rephrase and summarize.
5. Contextual models and discursive genres commonly used in the
comprehension, production, and co-production of short and simple, literary,
and non-literary oral, written, and multimodal texts: characteristics and
recognition of the context (participants and situation), expectations
generated by the context; organization and structuring according to genre
and textual function.
6. Linguistic units in common use and meanings associated with these units,
such as the expression of the entity and its properties, quantity and quality,
space and spatial relations, time and temporal relations, affirmation,
negation, interrogation and exclamation, habitual logical relations.
7. 7. Lexicon of common use and of interest to students related to personal
identification, interpersonal relationships, places and environments, leisure
and free time, health and physical activity, daily life, housing and home,
climate and natural environment, information, and communication
technologies, communication, school system and training.
8. 8. Sound, stress, rhythmic and intonation patterns in common use, and
meanings and general communicative intentions associated with these
patterns.
9. 9. Spelling conventions in common use and meanings and communicative
intentions associated with formats, patterns, and graphic elements.
10. Commonly used conversational conventions and strategies, in synchronous
or asynchronous format, to start, maintain and end communication, take
and give the floor, ask for and give clarifications and explanations,
reformulate, compare and contrast, summarize, collaborate, debate, etc.
11. Learning resources and commonly used strategies for searching and
selecting information: dictionaries, reference books, libraries, digital and
computer resources, etc.
12. Respect for intellectual property and copyright on the sources consulted
and content used.
13. Commonly used analogue and digital tolos for oral, written, and
multimodal comprehension, production, and co-production; and virtual
platforms for interaction, cooperation, and educational collaboration
(virtual classrooms, videoconferences, collaborative digital tools, etc.) for
learning, communication and the development of projects with speakers or
students of the foreign language.

ii. Multilingualism.
1. Strategies and techniques to respond effectively and with increasing levels
of fluency, adaptation, and correctness to a specific communicative need
despite the limitations derived from the level of competence in the foreign
language and in the other languages of the own linguistic repertoire.
2. Commonly used strategies to identify, organize, retain, retrieve, and
creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.)
based on the comparison of the languages and varieties that make up the
personal linguistic repertoire.
3. Commonly used analogue and digital, individual and cooperative strategies
and tools for self-assessment, co-assessment and self-repair.
 4. Expressions and specific lexicon in common use to exchange ideas about
communication, language, learning and communication, and learning tools
(metalanguage).
5. Comparison between languages based on elements of the foreign and other
languages: origin and relationships.

iii. Interculturality.
1. The foreign language as a means of interpersonal and international
communication, as a source of information and as a tool for social
participation and personal enrichment.
2. Interest and initiative in carrying out communicative exchanges through
different media with speakers or students of the foreign language.
3. Sociocultural and sociolinguistic aspects of common use related to daily
life, living conditions and interpersonal relationships; social conventions of
common use; non-verbal language, linguistic courtesy and digital etiquette;
culture, norms, attitudes, customs and values of countries where the foreign
language is spoken.
4. Strategies of common use to understand and appreciate linguistic, cultural
and artistic diversity, attending to eco-social and democratic values.
5. Commonly used strategies for detection and action against discriminatory
uses of verbal and non-verbal language.

These contents are presented and distributed in didactic units in the section “Sequencing
of didactic units” of this document, together with their corresponding assessment criteria and
specific competences, to facilitate in this way their structuring and understanding.

c. Assessment criteria
The assessment criteria are linked to the specific competences. Since each specific
competence is associated with a series of descriptors of the exit profile, the degree of acquisition
of the key competences defined in the exit profile and, therefore, the achievement of the
objectives foreseen for the stage will be deduced from the evaluation of these competences.
Considering the curricular elements established by current regulations, for the 3rd year
of CSE, the following assessment criteria have been defined, grouped by competences:

 Specific competence 1
1.1. Extracting and analysing the global meaning and the main ideas, and
selecting pertinent information from oral, written and multimodal texts
about everyday topics, of personal relevance or of public interest close
to the experience of the students, expressed clearly and in the standard
language through various supports.
1.2. Interpreting and assessing the content and discursive features of
progressively more complex texts typical of the fields of interpersonal
relationships, social media and learning, as well as literary texts
appropriate to the level of maturity of the students.
1.3. Selecting, organizing and applying the most appropriate strategies and
knowledge in each communicative situation to understand the general
sense, essential information and most relevant details of the texts;
 inferring meanings and interpreting non-verbal elements; and searching,
selecting and managing truthful information.

 Specific competence 2
2.1. Orally expressing texts which are simple, structured, understandable,
coherent and appropriate to the communicative situation, about
everyday matters, of personal relevance or of public interest close to the
experience of the students, in order to describe, narrate, argue and
inform, in different media, using verbal and non-verbal resources, as
well as strategies of planning, control, compensation and cooperation.
2.2. Writing and disseminating texts of medium length with acceptable
clarity, coherence, cohesion, correction and adaptation to the proposed
communicative situation, to the textual typology and to the analogue
and digital tools used about everyday topics, of personal relevance or of
public interest close to the experience of the students, respecting
intellectual property and avoiding plagiarism.
2.3. Selecting, organizing and applying knowledge and strategies to plan,
produce, review and cooperate in the elaboration of coherent, cohesive
and appropriate texts to the communicative intentions, contextual
characteristics, sociocultural aspects and textual typology, using the most
appropriate physical or digital resources depending on the task and the
needs of the potential interlocutor to whom the text is addressed.

 Specific competence 3
3.1. Planning, participating and collaborating actively, through various
media, in interactive situations about everyday topics, of personal
relevance or public interest close to the experience of the students,
showing initiative, empathy and respect for linguistic courtesy and
digital etiquette, as well as for the different needs, ideas, concerns,
initiatives and motivations of the interlocutors.
3.2. Selecting, organizing and using appropriate strategies to initiate,
maintain and terminate communication, take and give the floor, request
and formulate clarifications and explanations, reformulate, compare and
contrast, summarize, collaborate, debate, solve problems and manage
compromised situations.

 Specific competence 4
4.1. Inferring and explaining texts, concepts and short and simple
communications in situations in which to attend to diversity, showing
respect and empathy for the interlocutors and for the languages used
and participating in the solution of problems of intercomprehension and
understanding in the environment, relying on various resources and
media.
4.2. Applying strategies that help create bridges, facilitate communication
and serve to explain and simplify texts, concepts and messages, and that
are appropriate to communicative intentions, contextual characteristics
and textual typology, using physical or digital resources and supports
depending on the needs of each moment.
  Specific competence 5
5.1. Comparing and arguing the similarities and differences between
different languages reflecting in a progressively autonomous way on
their functioning.
5.2. Creatively using strategies and knowledge to improve the ability to
communicate and learn the foreign language with the support of other
participants and analogue and digital media.
5.3. Recording and analysing the progress and difficulties of learning the
foreign language by selecting the most effective strategies to overcome
these difficulties and consolidating learning, carrying out activities of
planning one’s own learning, self-assessment and coevaluation, such as
those proposed in the European Portfolio of Languages (EPL) or in a
learning diary, making those progresses and difficulties explicit and
sharing them.

 Specific competence 6
6.1. Acting in an appropriate, empathetic and respectful way in
intercultural situations by building links between different languages
and cultures, rejecting any type of discrimination, prejudice and
stereotype in everyday communicative contexts, and proposing ways
of solving those sociocultural factors that hinder communication.
6.2. Performing critical assessments in relation to human rights and
adapting to the linguistic, cultural and artistic diversity of countries
where the foreign language is spoken, favouring the development of a
shared culture and a citizenship committed to sustainability and
democratic values.
6.3. Applying strategies to defend and appreciate linguistic, cultural and
artistic diversity, attending to eco-social and democratic values and
respecting the principles of justice, equity and equality.

These assessment criteria are addressed throughout the different didactic units, as shown in the
following table and in the section “Sequencing of didactic units” of this document.
 ASSESMENT DIDACTIC UNITS
CRITERIA 1 2 3 4 5 6 7 8 9 10 11 12
1.1
1 1.2
1.3
SPECIFIC COMPETENCES

2.1
2 2.2
2.3
3.1
3
3.2
4.1
4
4.2
5.1
5 5.2
5.3
6.1
6 6.2
6.3

5. Methodology
The methodology in education is the set of procedures and strategies that have the
purpose of organizing the teaching-learning process in the classroom in a global and active way
in order to optimize the potential of the students, the teacher and the available resources, and
thus obtain the best results within the circumstances and the educational context of the moment.
The group 3rd C is made up of a varied body of students, with different experiences,
learning, interests and work rhythms. During this year, students continue to experience the
evolutionary development of adolescence and, consequently, their thinking becomes more
complex and abstract. However, this process is usually uneven among the students, so the
methodology must be adapted to the various situations that arise.

a. General didactics
Didactic research on methodologies and their effectiveness is numerous, however, the
identity of an ideal method has not been certified. However, the mosaic of didactic pathways has
not prevented us from observing that student-based methodologies, according to Fortea (2019),
are especially suitable for achieving objectives related to long-term memorization, the
development of thought, motivation and the transfer or generalization of learning. Thus, taking
as a reference the traditional methodological arc established by Brown and Atkins (1988) —
which begins with the master class, with minimal student participation, and leads up to
autonomous procedures— a methodology is currently seeked, in which the student is in the
centre and is responsible for their own learning.
The methodological proposal is characterized by the following elements, which should
feed our teaching practice:
 Student as the protagonist of learning.
  Promotion of autonomous learning and of the personal and social competences,
and learning to learn.
 Orientation of the teaching-learning process towards personal growth and
improvement of the environment.
 Promotion of meaningful learning.
 Approach of learning situations that students must face.
 Contextualized learning in the immediate environment of the students.
 Attention to different interests, styles and rhythms of learning.
 Combination of individual learning with cooperative learning.
 Promotion of interactivity in the classroom.
 Sequencing of teaching from the simple to the complex.
 Creation of transversal and interdisciplinary spaces.
 Establishment of learning outcomes, expressed in terms of competencies
acquired.
 Strategic use of evaluation, integrated into teaching-learning activities,
revaluing the formativecontinuous evaluation and reviewing the final-certifying
evaluation.
 Relevance of digital technologies for learning and their possibilities for the
development of new ways of learning.

Likewise, in the development of teaching practice, a series of factors that we must keep
in mind at all times will have an impact:
 Learning outcomes or intended objectives.
 Characteristics of the student.
 Characteristics of the teacher.
 Characteristics of the subject to be taught.
 Physical and material conditions.

b. Methodological models
Based on the indications of the previous section, we proceed to determine different
strategies from the prism of the active methodologies:
 Universal Design for Learning (UDL)
It is an approach, an educational planning, designed so that all educational needs are
satisfied in a systematic and qualitative way without having to resort to segregated measures,
that is, to propose a truly inclusive model to attend to the diversity of the students. Its main
premise is the elimination of barriers, since it understands that there are no “disabled” students
but “disabling” curricula.
In this line, three principles must be followed: to provide students with multiple forms
of representation —so that information can reach through different channels in the face of
possible sensory difficulties—, of expression —to attend to the diversity of multiple
intelligences— and of involvement —to activate the emotional part of learning—. Some of the
guidelines that specify these principles are, for example, to offer a text in various formats
(audio, video), to digitize the information to be able to change the colours and to allow to
recognize the structure of a text, insert glossaries of terms, expand the letter, establish
challenges, etc.
  Problem-based learning
It is an inductive methodology, as it stimulates the intellectual development and
independent learning of students. This methodological strategy consists of proposing to the
students a problem or challenge that must have the following characteristics:
 It must be considered before the knowledge has been acquired.
 It has to reproduce real-life problems, in which students must discover which
pieces are missing; therefore, they are not completely defined and do not have
to have a sole correct solution.
 It must be interesting and developed in phases as the student learns.

 Project-based learning
Especially relevant for learning by competences, it is based on the proposal of an action
plan with which it seeks to achieve a certain practical result. This methodology aims to help
students organize their thinking, favouring reflection, criticism, the elaboration of hypotheses
and the research task through a process in which each one assumes responsibility for their
learning, applying their knowledge and skills to real projects. Therefore, an action-oriented
learning is favoured, in which several areas or subjects are integrated: students put into play a
broad set of knowledge, skills or abilities and personal attitudes, that is, the elements that make
up the different competences.

 Cooperative learning
It is not so much a methodology in itself, as it is a set of strategies and techniques that
begins with the organization of the class in small heterogeneous groups where students work
together assuming specific roles. It should be made clear that it goes beyond mere group work,
since it must include, in the performance of the task, the “cooperative triad”: positive
interdependence, equitable participation, as well as individual responsibility of all members of
the group.

 Participatory master lesson

It is a technique where the teacher is the protagonist and acts as a metronome, by
establishing the rhythm of the class, and as a modulating element, since they can emphasize the
curricular areas that present the greatest difficulty or conceptual importance (Ribes, 2008). It is
particularly important that the master lesson is participatory, so that the teacher can stimulate the
students with questions or mental exercises that are in accordance with it, promoting the
immersion of the student in the teaching-learning process. This technique also allows students to
develop the ability to listen, concentrate and make the knowledge of others their own.

6. Learning situations and activities

a. Learning situations
For the acquisition and development of both key competences and specific
competences, the teaching team will plan learning situations, that is, situations and activities
that involve the deployment by students of actions associated with these competences and that
contribute to the acquisition and development of them.
The learning situations proposed in this syllabus will be aligned with the principles of
the UDL and will be meaningful and relevant. They will also include activities with a clear
objective, connected to reality and that invite students to reflect and collaborate. To this end,
when possible, they will be addressed through interdisciplinary work, which will favour a
deeper assimilation of a subject by extending its roots to other branches of knowledge with
which it is linked. Its implementation will involve production and verbal interaction and will
include the use of authentic resources in different media and formats, both analogue and digital.
b. Activities
Taking into account the characteristics indicated above and the moment of the teaching-
learning process in which we find ourselves, you can opt for different types of activities among
which the following stand out:

 Introduction-motivation and detection of previous knowledge: they detect the

knowledge that students have at the beginning of each didactic unit and allow to
adapt the methodology according to the level that the students have, as well as
designing specific tasks for the different groups of diversity within the group.
Among others, we can mention:
 Observation and analysis of schematics and concept maps.
 Visualization of presentations and videos, which serve as a basis or
endorsement of the explanation offered. For example, in unit 12, the video clip “If I
could write a letter to me” by Brad Paisley will be viewed.
 Reading of news and short expository texts and commenting on these
from guide questions. They will be used as forms of content expansion or as examples
of content that is part of the unit. For example, reading the article “How to Spot Fake
News in 6 Simple Steps: A Guide for Students and Teachers”, in unit 9, will raise
students’ awareness of fake news through discussion and reading, among other things.
 Recommended reading of one book per term, as described in the section
on the Reading Plan. For example, in the second term Climate Change (graded), by
Barnaby Newbolt, Oxford Bookworms, ISBN 9780194637756 will be recommended.
 Brainstorming to motivate students and encourage participation.

 Development and consolidation activities: they enable the assimilation and

consolidation of both theoretical and practical knowledge, as well as the
application of this knowledge to other contexts. This category includes the
following activities:
 Definition of concepts and elaboration of glossaries. In each didactic
unit we will make a dictionary of terms, which will be part of the evaluation.
 Oral presentations of the conclusions of a project or research prepared
individually or in groups using different digital formats. For example, in unit 15:
School’s Out, each group will make an oral presentation comparing the Spanish and
British education system, underlining the similarities and differences, with support from
flash cards, posters, infographics, etc.
 Colloquia and debates based on contents treated in the unit. For
example, in unit 4, Two Tickets to Paradise, students will perform a conversation in
pairs. In unit 8, Just the Way you Are, a debate will be held as a revision and extension
of vocabulary.
  Research activities from various sources, among which the internet
stands out. For example, in unit 6 (We are the Champions, My Friend), students will
learn about how to write about sportsmen and sportswomen, and they will need to
search for information on the Internet.
 Preparation of reports and short monographic works, either individually
or in groups, from all kinds of sources. The report will be the product that the students
must deliver in the research work.
 Problem-based learning strategies, which expose a conflictive situation,
in which two elements must be answered: what is the nature of the problem and what
are the possible solutions. In unit 9 (Smooth Criminal) students have to analyse and
decide which texts can be considered fake, according to the guide and guided exercises.
 Work by projects, in which interdisciplinarity and collaboration
between subjects are put into practice. For example, in unit 9 with the subject of
Spanish Language and Literature.
 Cooperative learning strategies, in small heterogeneous groups, where
students assume concrete roles and perform a task together. For example, in unit 15:
School’s Out, students will work in groups of four (roles are a must) and, finally, they
will talk in front of the class by using a dialogue format. This way, we will foster
cooperative learning.
 Reinforcement or extension activities: the first ones promote the reinforcement
of learning in those students who present some type of difficulty, while the
second ones facilitate the deepening in certain contents for those students who
demonstrate a mastery of the subject. Both types of activities will be outlined
considering different levels of depth and will allow the adaptation of learning to
the different styles and rhythms present in the classroom, as a measure of
attention to diversity. The following should be highlighted:
 Basic comprehension and synthesis activities, posed through open
questions, sentences to complete, tables to relate concepts, true/false questionnaires, etc.
Other proposals may include developing a general concept map of the topic, completing
activity sheets or performing tasks related to the unit.
 Elaboration of conceptual maps which favour the understanding of the
different concepts. It may be an exercise present in all units according to the needs of
the students.
 Documentary research on the Internet (WebQuest), always in learning
environments, proposed by the teacher and with the response to a series of very specific
items.

 Assessment activities: these enable the progress of students to be assessed and

the teaching practice to be adapted in order to achieve the objectives set for the
stage and the development of the corresponding competences.
With the different activities selected, it is intended for students to develop, as
established by the regulations, aspects such as an interest for and the habit of
reading; the ability to express themselves in public; reasoned understanding and
critical analysis; the consolidation of habits of discipline, study and individual
and team work; the ability to understand texts and to express themselves
correctly; decision-making and assumption of responsibilities, etc.
Expository and inquiring strategies can be alternated (the teacher can present
thematic content and students can carry out activities and work) from a varied
range of activities with different strategies, such as those that pursue the
evaluation of previous concepts (the presentation of motivating images or
 brainstorming), those that involve a recapitulation or review of contents
(diagrams and conceptual maps that can be proposed in the final sessions of
each review unit or questionnaires), etc.

7. Spaces, groupings and resources

► Spaces
The spaces required for our subject are, fundamentally, three: the classroom, the library
and the computer room of the centre, when it is considered necessary.
► Groupings
The profile of the activity to be carried out will determine the way of working, which
can be individual, in small groups, in larger groups or collaboratively.
The following table relates the types of groupings with the organization of the spaces
that we will put into practice.

GROUPING OF STUDENTS AND ORGANIZATION OF SPACES

Isolated arrangement. Arrangement by workshops
Individual
or focused.
Pairs Face to face.
Small group Arrangement in a circle.
Arrangement in auditorium: when activities are
Large group proposed in a large group without segmenting, the
usual organization.
Arrangement in auditorium. Arrangement in U.
Group-class Arrangement in ellipse. Arrangement in
subgroups.
Preferably, individual work will be proposed in this type of tasks:
 Tasks that students develop at home, always with the sense of support and
development of the contents explained in each session.
 Permanent tasks of each unit, such as the glossary of the matter that is
elaborated in each unit.
 Reinforcement tasks, which will be carried out in each unit to check the degree
of acquisition of everything developed.

► Resources
The material resources for the study of English as a Foreign Language must be diverse,
varied and interactive both in terms of content and media. Their use in the classroom will allow
to sequence objectives, contents and activities, attend to the different types of content, propose
activities of different degrees of difficulty and offer evaluation guidelines. It will also be
necessary to ensure that they are not discriminatory, that they allow a communal use, that they
do not degrade the environment, that they offer relevant learning situations and a variety of
elements to adapt to individual differences, and that they encourage curiosity and reflection on
the educational action itself.
Among these materials we must have:

 The textbook. Understood not as a single source, but as one more resource to
use in the development of teaching-learning processes, which must be adapted
to the didactic objectives proposed in the teaching syllabus. At present,
 textbooks have, on average, a high level of quality and allow the student and the
teacher to have an organized reference material, which contains conceptual
information, application and evaluation exercises, diagrams and photographs,
etc.
 Classroom library. It is convenient to have a bibliography for consultation in the
classroom, both for the teacher and for the student, in addition to the existing
one in the library of the centre, including both general and specific (bilingual)
dictionaries. This will allow you to solve doubts, make queries and do small
activities for the use of information sources.
 Class notebook. The student must have a notebook where they organize the
information received and perform the proposed exercises, as it is an important
element in their evaluation.
 Digital technologies for learning. This group includes:
o Classroom resources: digital whiteboard and computer.
o Computer classroom resources: digital whiteboard and 30 computers.
o Applications such as word processors and other generic or subject-specific
work tools.
o The internet, which will be used mainly in two ways:
 As a source of information, since it is a valuable tool to consult
information related to current affairs or linguistic issues, among other
options. Its use involves establishing selection criteria to avoid the
mechanical collection of content without understanding it. In addition,
it is advisable for the teacher to provide reliable addresses, which they
have already visited, or keywords that allow discriminated access to
truthful and relevant information for the student.
 As a means of communication between the different members of the
educational community. Where necessary, it will also allow virtual
teaching. The possibility of group work that it offers is also remarkably
interesting, as well as the publication of the results of a project or
research. To do this, both email and the virtual classroom available on
the centre’s website will be used.

As for the specific resources of the subject, the following may be included:

 Images.
 Oral texts: audios and videos.
 Concept maps.
 Reference and research books, current affairs journals, etc.
 Written sources. It is essential that students read and contrast information, such
as dissemination articles and newspaper articles, linguistic studies and works of
a technical nature.
8. Evaluation and assessment
a. Learning evaluation
In accordance with article 28 of the LOE, modified by the LOMLOE, the evaluation of
the learning process of the students of Compulsory Secondary Education will be continuous,
formative —focusing its intervention on the improvement of learning processes— and
integrative —taking into account, from each and every one of the areas, the achievement of the
objectives established for the stage and the development of the corresponding competences—.
In order to do this, three evaluation stages will be differentiated depending on the
moment of their realization:

 Initial assessment. On the one hand, it provides information on the starting

point of the students, thus facilitating the adaptation of the teaching practice to
the real context of the classroom. On the other hand, it allows to know the
degree in which the progress of the students has been developed.
 Formative assessment. Carried out during the learning process, it facilitates the
control of the progress of the students, observing the assimilation of contents,
the errors made and regulating at the same time the teaching mechanisms.
 Final assessment. At the end of each phase or sequence of learning, an
assessment of the assimilated contents and developed capacities is carried out.
The use of active methodologies such as project-based learning, problem-based learning
or cooperative work necessarily requires that the evaluation be shaped for these purposes. In this
sense, an evaluation system based on feedback (formative evaluation) and not only on
assessment (summative evaluation) will be promoted, to favour that the student is aware of their
learning, their progress and their needs for improvement. For this and other reasons, in many
cases the rubric will be used as a grading tool.
Thus, the evaluation will acquire a holistic nature, which will have to incorporate into
the evaluation of the final product the following dimensions and characteristics:

 Evaluation of the process developed by the students

The monitoring and evaluation of student work is key to the success of active
cooperative methodologies. A specific weight will be assigned to it in the
grading of all the works related to the methodologies that concern us and it will
be avoided to maintain a traditional final exam focused on the reproduction of
concepts. In this direction, the evaluation will address the following aspects:
o Practical cases in which students have to put their skills into operation.
o Exams distant from automatic reproduction, implying an organized and
coherent use of knowledge and skills.
o Relevance of the presentations of the assignments.
o Continuous observation of the student.

 Co-evaluation
The use of rubrics and other co-evaluation tools allows for an objective
evaluation made by some classmates onto others. Positive and constructive
feedback will also be promoted among students.
  Self-assessment
Active methodologies require the student to also be an integral part of their
assessment, revealing the effectiveness of the learning processes for themselves.

I. Qualification criterio
In each term, the following percentages will be established for the grading of the
students:
Development
Journals and class notebooks Evaluation activities
and consolidation activities
25 % 50 % 25 %

 Development and consolidation activities include:

o Resolution of questions and exercises.
o Practical activities.
o Reports and assignments.
o Creation of diagrams and summaries.
 Evaluation activities include:
o Questionnaires.
o Written tests.
o Learning situations.
o Final products of projects.

The result of the evaluation, in accordance with the regulations, will be expressed in
levels: Insufficient (IN) for negative gradings; Sufficient (SU), Good (BI), Notable (NT) or
Outstanding (SB) for positive gradings.
As also indicated by current regulations, the evaluation will be continuous, formative
and inclusive and will take into account the progress in all learning processes, as well as in all
areas of the curriculum and competences. In this sense, knowledge must be presented
progressively in an increasing degree of complexity.
Therefore, the need to re-sit exams for each term has been eliminated from this
schedule, so that the student who improves their grades as the course progresses will
automatically pass the subject.
II. Evaluation tolos
The following shall be used as assessment tools:

 Checklists, in which a systematic and continuous record of the daily tasks

performed in class can be maintained.
 Written tests and questionnaires.
 Class notebook.
 Monographs.
 Diagrams.
 Summaries.
 Synthesis tasks.
 Written texts.
 Oral productions.
 Resolution of exercises and problems.
  Research.
 Simulation games and role-play.

b. Teaching evaluation
To evaluate the teaching process designed in this syllabus, indicators of achievement
will be included referring to:

 Results of the evaluation of the course in the subject.

 Adaptation of teaching materials and resources, and distribution of spaces and
times, to the didactic and pedagogical methods used.
 Contribution of didactic and pedagogical methods to the improvement of the
classroom and centre environment.

Specifically, the following indicators will be taken into account:

 The adequacy or inadequacy of the programmed objectives.

 The frequency with which the objectives present a hierarchical order in their
difficulty.
 The degree of balance in the distribution of content.
 The validity of the evaluation criteria developed.
 The degree of adequacy of curricular adaptation measures or action plans
adopted for pupils with specific educational support needs.
 The degree of adequacy of the adaptation to the near socio-cultural context of
the administrative requirements.
 The degree of adequacy of the orientations that enable the teaching-learning
process of the transversal elements of the curriculum.
 The degree of adequacy of the curricular materials and didactic resources to be
used. The didactic potential of these materials and resources will be defined by:
o Whether they allow the student to make reasonable decisions about how to
use them and see the consequences of their choice.
o Whether they allow the student to play an active role: investigate, expose,
observe, interview, participate in simulations, etc.
o Whether they allow the student or stimulate them to engage in the
application of intellectual processes on personal and social problems.
o Whether, in accordance with the principles of the UDL, they allow students
to access information and express themselves from different channels and
feel involved in the teaching process.
o Whether they allow the student to interact with reality: touching,
manipulating, applying, examining, collecting objects and materials.

In the evaluation of the teaching practice, the opinion of the students will also be taken
into account.

9. Inclusive education
 Although it is at this moment that we expressly dedicate a section of our teaching
syllabus to the attention to diversity, this is an issue that permeates all of it, since, on the
occasions that required it, our will was already expressed to seek a principle of educational
equity for students according to their differences, in application of the approach of educational
inclusion and the principles of Universal Design for Learning contained in the LOE modified by
the LOMLOE.
Together with the organizational measures of the centre, our teaching syllabus will try to
cover the needs and urgencies born of the diversity of the students, through a series of measures
that aim to address the heterogeneous reality of the classroom. The gestation of this type of
ordinary procedures will take into account variability in the following dimensions: the ability to
learn, motivations, learning styles and interests.
From this approach, the most relevant decisions for attention to diversity will be
concentrated in the methodology, which, as has already been seen, is varied and is approached
from different angles, which will encourage the forms of learning.
In this regard, the following considerations shall be taken into account:

 Communicating information in a varied way, which will help to complete

learning models, but also to establish motivations. In the analysis of the
methodology of this teaching syllabus we have already talked about this issue
by proposing the use of ICT, interactive dialogues with students or different
systems for carrying out activities.
 Making the objectives explicit and showing the usefulness and the true meaning
that the contents of the matter have, since this is an aspect which is often buried.
This will reinforce the interests of the students, especially if we show sincerity
and passion in the transmission of these truths.
 Not converting the explanations of the contents into watertight compartments of
isolated existence. The materialisation of the links of the contents with those
that the student already possesses, with those that form part of the curriculum of
the subject in this course, with those of other subjects, highlighting
interdisciplinarity, with the academic future and with real life, will be constant.
 Carefully selecting activities as especially useful tools to address diversity. With
the introductory activities we will detect the horizon with which we have to
start accessing the contents, in addition to looking for motivation. After the
development activities, two types of activities will control the different rhythms
of learning and assimilation that have been detected: reinforcement and
expansion activities. The result of the actions taken will be visible through the
final evaluation activities. On the other hand, the constructive patterns of the
activities —analytical, synthetic, guided, research, etc.— will be different so
that students can cope in different areas or learning styles. Likewise, active
methodologies will be empowered.
 Organizing the groups so that young people with different learning rhythms
work together, encouraging cooperative work. Preferably small groups will be
chosen.
 Including complementary activities, as in this program, as it is a motivating
strategy that guarantees progress in learning and favours the coexistence and
integration of the young people of the centre. The proposed outputs in this area
are described in the section Complementary and extracurricular activities.
 Having a wide and diversified repertoire of materials. This addresses the
diversity of students in two aspects: resources are available to meet educational
 needs on their gradual scale and encourages student motivation, since they have
a heterogeneous range of materials at their choice.
 Having flexibility in times and plurality of spaces. Temporary flexibility is
indispensable because, otherwise, many of the measures to be taken will find
the insurmountable obstacle of the lack of time to develop in good conditions
or, simply, to be considered. The plurality of spaces will feed the motivation of
the students. Although we are usually in the classroom, this space can be
worked on imaginatively to diversify and expand it.

10. Didactic units

To put our intervention into practice, the curricular elements of the subject of English as
a Foreign Language will be distributed in 12 didactic units and a temporal sequencing of them
will be established throughout the course.
a. Temporal distribution
In terms of time, the course is approximately 35 weeks long. The subject of English as a
Foreign Language is taught during four hours a week, this motivates that the temporary
distribution of the terms allows the treatment of five units per evaluation, and that the set of
activities is developed in four or five sessions per unit, as explained in the following table,
taking into account that it is a flexible estimate of sessions, to be able to meet the needs of the
students or activities of the centre that may arise in the process.

DIDACTIC UNITS TERM

1 Somewhere I belong 1st
2 The Road’s Calling Out My Name
3 On Top of the World
4 Two Tickets to Paradise
5 New Kids on the Block
6 We are the Champions, My Friend 2nd
7 A Cup of Coffee, a Sandwich, and You
8 Just the Way You Are
9 Smooth Criminal 3rd
10 Digital Witness
11 If I Could Write a Letter to Me
12 School’s Out

b. Sequencing of didactic units

The sequencing of didactic units is presented below, specifying the different curricular
elements to be worked on in each of them, as well as some examples of learning situations that
will be carried out in each unit.
DIDACTIC UNIT 1: Temporalization: First term
Somewhere I belong 2nd fortnight, September (10 sessions)
Description: Bearing the structure: introduction, development and conclusion, this unit is designed to revise all the lexicon and grammar learned throughout the previous year and
activate them, so as to prepare the students to acquire the new ones this school year. More specifically, throughout this unit students will be introduced to the world of travel and
holidays, motivating elements for any type of student. Thus, this unit is dedicated to revising vocabulary related to Geography, professions, weather, and means of transport, through
a variety of real oral and written texts. This will lay the foundations for the activities to be carried out in the following units.
General objectives of the stage: b, e, g, i.
Basic knowledge of the unit
A. Communication.
− Self-confidence and initiative. Mistake as an integrated element of the learning process.
− Common-use strategies leading to planification, execution, control, and repair of the comprehension, production, and coproduction of oral, written, and multimodal texts.
− Common-use communicative functions adequate for the scope and communicative context: greeting and saying goodbye, introducing someone and introducing ourselves; describing people,
objects, places, phenomena and events; place events in time, place objects, people, and places in space; asking for and
exchanging information about everyday issues; give and ask for instructions, advice, and commands; offer, accept, and reject help, proposals, and suggestions; partially express likes or interests, and
feelings; narrate past events, describe current situations, and enunciate future events; express opinions, possibility, ability, obligation, and prohibition; express simple arguments; make hypotheses and
assumptions; express uncertainty and doubt; rephrase and summarize.
− Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information and communication technologies, school system and training.
− Commonly used conversational conventions and strategies, in synchronous or asynchronous format, to start, maintain and end communication, take and give the floor, ask for and give clarifications
and explanations, reformulate, compare and contrast, summarize, collaborate, debate, etc.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
Operationa Specific competences Assesment criteria
l
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the most 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, relevant details of texts expressed clearly and in the standard written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, language, looking for reliable sources and using strategies such experience of the students, expressed clearly and in the standard language through various media.
DC1, as the inference of meanings, to respond to specific 1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative situation to
PSLLC5, communicative needs. understand the general meaning, the essential information and the most relevant details of the texts; infer
CCAE2 meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with a 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, compensation or self-repair, to express relevant messages order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
DC2, creatively, appropriately and coherently, and as planning, control, compensation and cooperation strategies.
PSLLC5, respond to specific communicative purposes.
EC1, CCAE3
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3,
CCAE1
Activities
The unit begins with a Geography Trivia (Kahoot!), about places in the world to review the names of the different geographical features in English.
Close related to unit 2, we will use the videoclip “My Summer Holidays” as a listening comprehension about planning holidays, how to travel (means of transport), when (weather forecasts:
present simple/present continuous), what to visit (there is/there are/there was/there were), comparing options (comparison of adjectives and adverbs), etc.
All these grammar points and vocabulary will be practiced in exercises (fill-in-the gap, multiple choice, make questions and answers, etc.), trying to make the student acquire and retain them.
In order to place everything in context, students will complete a reading comprehension, “Memories about my first day at school”. Exercises and activities will be completed to check reading
comprehension about the text.
The final activity will be writing a dialogue, similar to the text of the previous activity, in groups of 4 students (a teacher and a student greeting two new students). This roleplay will be performed in
front of the group and the students have to include all the vocabulary and grammar revised, as well as paying attention to pronunciation, intonation and linguistic etiquette.
DIDACTIC UNIT 2: Temporalization: First term
The Road’s Calling Out My Name 1st fortnight, October (10 sessions)
Description: Unit dedicated to learning and expanding vocabulary related to travel and feelings, explorers and their discoveries, through a variety of real oral and written texts —
timeline and short biography, magazine article, conversations and dialogues—. From Christopher Columbus to Marco Polo, this unit focuses on celebrated and controversial
explorers who made groundbreaking discoveries across the globe, drawing parallels between their expeditions and the journeys we make today.
General objectives of the stage: b, e, g, i, j,
Basic knowledge of the unit
A. Communication.
− Learning resources and commonly used strategies for searching and selecting information: dictionaries, reference books, libraries, digital and computer resources, etc.
− Commonly used analog and digital tools for oral, written, and multimodal comprehension, production, and coproduction; and virtual platforms for interaction, cooperation, and educational
collaboration (virtual classrooms, videoconferences, collaborative digital tools, etc.) for learning, communication and the development of projects with speakers or students of the foreign language.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
Operationa Specific competences Assesment criteria
l
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the most 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, relevant details of texts expressed clearly and in the standard written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, experience of the students, expressed clearly and in the standard language through various media.
language, looking for reliable sources and using strategies
DC1, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
PSLLC5, such as the inference of meanings, to respond to specific
communicative needs. areas of interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level
CCAE2
of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative
situation to understand the general meaning, the essential information and the most relevant details of the
texts; infer meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with a 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
compensation or self-repair, to express relevant messages
DC2, as planning, control, compensation and cooperation strategies.
PSLLC5, creatively, appropriately and coherently and respond to specific
2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
EC1, CCAE3 communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools
used on everyday matters, of personal relevance or public interest close to the experience of students,
respecting intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the
elaboration of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
 appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday
MC2, cooperation strategies, and using analog and digital resources, topics, of personal relevance or public interest close to the experience of the students, showing initiative,
STEM1, empathy and respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas,
to respond to specific communicative purposes in exchanges
PSLLC3, concerns, initiatives and motivations of the interlocutors.
CC3 that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give
the floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify
CCAE1
texts, concepts and messages, and that are appropriate to the communicative intentions, the contextual
characteristics and the textual typology, using physical or digital resources and formats depending on the needs
of each moment.
MC2, 5. Expand and use personal linguistic repertoires between 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
STEM1, different languages, critically reflecting on their functioning and language with the support of other participants and analog and digital media.
PSLLC1, becoming aware of their own strategies and knowledge, to
PSLLC5, improve the response to specific communicative needs. 5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most
DC2 effective strategies to overcome these difficulties and consolidate learning, carrying out self-learning,
selfassessment and co-assessment planning activities, such as those proposed in the European Language
Portfolio (ELP) or in a learning diary, making those progresses and difficulties explicit and sharing them.
LCC5, MC3, 6. Critically assess and adapt to linguistic, cultural and 6.1 Act appropriately, empathetically and respectfully in intercultural situations, building links between
PSLLC1, artistic diversity from the foreign language, identifying and different languages and cultures, rejecting any type of discrimination, prejudice and stereotype in everyday
PSLLC3,
sharing the similarities and differences between languages communicative contexts and proposing solutions to those sociocultural factors that make communication
CC3, CCAE1
and cultures, to act empathetically and respectfully in difficult.
intercultural situations. 6.2 Assess critically in relation to human rights and adapt to the linguistic, cultural and artistic diversity of
countries where the foreign language is spoken, favoring the development of a shared culture and a citizenry
committed to sustainability and democratic values.
6.3 Apply strategies to defend and appreciate linguistic, cultural and artistic diversity, attending to eco-social
and democratic values and respecting the principles of justice, fairness and equality.
Activities
Using a timeline and a short biography of the English explorer Sir James Cook and his first endeavor voyage to Australia, students will be introduced to the vocabulary and expressions dealing with
explorers and adventure (“on the way”, “make ones way”, “reached the destination”, etc.). They will be asked if they know the name of other explorers and their achievements; if not, they have to
make sentences using the vocabulary learnt.
Dealing with the grammar section of the unit, the students will be guided to the correct use of the past simple, past continuous, “used to”, and the following words: ago, since, for, later, when, after,
before, then. Exercises and activities about them will be completed in class in order to practice and put everything in context.
Reading comprehension skill will be developed in class with the article entitled “10 Famous Explorers whose Discoveries Changed the World” (Caroline Redmond, 2020), included in the webpage
Biography (The Arena Group). Students will also learn new vocabulary about adjectives and feelings, like “adventurous”, “challenging”, “cautious”, etc. Exercises and activities to check reading
comprehension will be carried out (fill-in the gaps, multiple choice, true/false, answering questions about the text, synonyms…).
Visiting a new place is always an exploration, so students will listen and understand a conversation of a boy and a girl planning their weekend. Exercises and activities to check reading
comprehension will be carried out (fill-in the gaps, multiple choice, true/false, answering questions about the text…).
Another important lexical field is learning and practicing useful functional language and useful expressions about booking a flight and a hotel online or at the travel agency. Students will watch
“The Travel Agency”; after that, in pairs, students will prepare a similar dialogue planning the weekend booking a flight and a hotel, using the vocabulary learnt. Special focus will be laid on
identifying the syllable on which the stress falls in words and produce the correct intonation.
Students will learn more and improve their skills to talk about explorers and their expeditions, describing past events, reporting a trip, writing a text about something strange that has happened to
them, paying attention to the use of quotation marks when citing the exact words that a person has uttered.
The final activity, group work, will be a presentation about an explorer, describing the different phases of their exploration: preparation, voyage, finding and historical repercussions (the narrative
model will be taught in class as a writing activity).
DIDACTIC UNIT 3: Temporalization: First Term
On Top of the World 2nd fortnight, October (10 sessions)
Description: Unit dedicated to learning vocabulary related to people’s achievements, success and fame, in order to learn how to read in an autonomous and comprehensive way a
webpage about great musicians, YouTubers and influencers today. Real texts, both written and oral (job interview, lecture), will provide the perfect setting for learning new lexicon
and expressions and advance in the practice of language skills.
General objectives of the stage: b, e, g, i, l.
Basic knowledge of the unit
A. Communication.
− Self-confidence and initiative. Mistake as an integrated element of the learning process.
− Common-use strategies leading to planification, execution, control, and repair of the comprehension, production, and coproduction of oral, written, and multimodal texts.
− Common-use communicative functions adequate for the scope and communicative context: greeting and saying goodbye, introducing someone and introducing ourselves;
describing people, objects, places, phenomena and events; place events in time, place objects, people, and places in space; asking for and exchanging information about everyday
issues; give and ask for instructions, advice, and commands; offer, accept, and reject help, proposals, and suggestions; partially express likes or interests, and feelings; narrate past
events, describe current situations, and enunciate future events; express opinions, possibility, ability, obligation, and prohibition; express simple arguments; make hypotheses and
assumptions; express uncertainty and doubt; rephrase and summarize.
− Contextual models and discursive genres commonly used in the comprehension, production, and co-production of short and simple, literary, and non-literary oral, written, and
multimodal texts: characteristics and recognition of the context (participants and situation), expectations generated by the context; organization and structuring according to genre
and textual function.
− Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations,
time and temporal relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and
physical activity, daily life, housing and home, climate and natural environment, information, and communication technologies. Communication, school system and training.
− Sound, stress, rhythmic and intonation patterns in common use, and meanings and general communicative intentions associated with these patterns.
− Spelling conventions in common use and meanings and communicative intentions associated with formats, patterns, and graphic elements.
− Commonly used conversational conventions and strategies, in synchronous or asynchronous format, to start, maintain and end communication, take and give the floor, ask for and
give clarifications and explanations, reformulate, compare and contrast, summarize, collaborate, debate, etc.
− Learning resources and commonly used strategies for searching and selecting information: dictionaries, reference books, libraries, digital and computer resources, etc.
− Respect for intellectual property and copyright on the sources consulted and content used.
− Commonly used analog and digital tools for oral, written, and multimodal comprehension, production, and coproduction; and virtual platforms for interaction, cooperation, and
educational collaboration (virtual classrooms, videoconferences, collaborative digital tools, etc.) for learning, communication and the development of projects with speakers or
students of the foreign language.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived
from the level of competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the
languages and varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
− Comparison between languages based on elements of the foreign and other languages: origin and relationships.
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal
language, linguistic courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, most relevant details of texts expressed clearly and in the written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, DC1, experience of the students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources and using
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
CCAE2 strategies such as the inference of meanings, to respond to
specific communicative needs. areas of interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level
of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative
situation to understand the general meaning, the essential information and the most relevant details of the
texts; infer
meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, a clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, DC2, order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
compensation or self-repair, to express relevant messages
PSLLC5, as planning, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to
2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools
used on everyday matters, of personal relevance or public interest close to the experience of students, respecting
intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration
of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
Appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, cooperation strategies, and using analog and digital of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
resources, to respond to specific communicative purposes in
PSLLC3, CC3 and motivations of the interlocutors.
exchanges that respect the rules of courtesy.
3.2 Select, organize, and use appropriate strategies to initiate, maintain and end communication, take and give
the floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts, and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify
CCAE1
texts, concepts and messages, and that are appropriate to the communicative intentions, the contextual
characteristics and the textual typology, using physical or digital resources and formats depending on the needs
of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
improve the response to specific communicative needs. language with the support of other participants and analog and digital media.
LCC5, MC3, 6. Critically assess and adapt to linguistic, cultural and 6.1 Act appropriately, empathetically and respectfully in intercultural situations, building links between different
PSLLC1, artistic diversity from the foreign language, identifying and languages and cultures, rejecting any type of discrimination, prejudice and stereotype in everyday
PSLLC3, sharing the similarities and differences between languages communicative contexts and proposing solutions to those sociocultural factors that make communication
CC3, CCAE1 difficult.
and cultures, to act empathetically and respectfully in
intercultural situations.
Activities
As a warming-up activity and to introduce the main topic of this unit, students will be asked to complete the sentence “A successful person is the one who…” and, later, talk about the people that
they and adults consider successful today.
To revise and learn vocabulary, students will read a webpage about great musicians, YouTubers and influencers today, and some comments from their fans. After that, exercises to test the
understanding of the texts (true/false, answering questions, synonyms, etc.).
Dealing with grammar, students will learn how to use the Present Perfect Simple (“for” and “since” uses) and its comparison with the Past Simple. Exercises will be done the practice and put these
verb tenses in use and context.
For listening comprehension, students have to understand and listen to a job interview, talking about experience, education, CV, etc. Exercises to test comprehension will be completed. In pairs, they
will prepare a simulation of a possible job interview, a human resources official and a candidate applying for a job. This will be performed in class.
Using the review format, students will be trained to write about past events: concerts, festivals, celebrities, etc., paying special attention to the use of adjectives and adverbs of manner,
comparatives and superlatives. Correct pronunciation of regular verbs in the past: /d/, /t/ e /id/ and mute consonants (“lamb”, “doubt”, etc.).
As a complementary activity, students will attend a lecture via videoconference with a representative of INERS, about the situation of social media right now, the need to develop a deontologic code
to bring legal support and reference to those in charge of streaming, posting, curating, and creating social media. INERS is an association supported by the Ministry of Economic Affairs and Digital
Transformation, NextGenerationEU (European Commission), Red.es, and KIT Digital. This lecture has been organised with the Technology and Digitalization Department, and includes some
activities in common in both subjects.
DIDACTIC UNIT 4: Temporalization: First Term
Two Tickets for Paradise 1st fortnight, November (10 sessions)
Description: Unit dedicated to learning vocabulary about holidays and preparations, visiting relatives or alone, celebrations in different countries, luggage needed, how to travel,
timetables, how to move in the destination, hotel booking and facilities, plans, routes, etc.
General objectives of the stage: b, e, g, i, j.
Basic knowledge of the unit
A. Communication.
− Self-confidence and initiative. Mistake as an integrated element of the learning process.
− Common-use strategies leading to planification, execution, control, and repair of the comprehension, production, and coproduction of oral, written, and multimodal texts.
Contextual models and discursive genres commonly used in the comprehension, production, and co-production of short and simple, literary, and non-literary oral, written, and multimodal texts:
characteristics and recognition of the context (participants and situation), expectations generated by the context; organization and structuring according to genre and textual function.
− Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural, and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, most relevant details of texts expressed clearly and in the written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, DC1, experience of the students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
CCAE2 and using strategies such as the inference of meanings, to
respond to specific communicative needs. areas of interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level
of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative
situation to understand the general meaning, the essential information and the most relevant details of the
texts; infer meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, a clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, DC2, order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
compensation or self-repair, to express relevant messages
PSLLC5, as planning, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to
2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools
used on everyday matters, of personal relevance or public interest close to the experience of students, respecting
 intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration
of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, cooperation strategies, and using analog and digital of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
resources, to respond to specific communicative purposes in
PSLLC3, CC3 and motivations of the interlocutors.
exchanges that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the
floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify
CCAE1
texts, concepts and messages, and that are appropriate to the communicative intentions, the contextual
characteristics and the textual typology, using physical or digital resources and formats depending on the needs
of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
improve the response to specific communicative needs. language with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective
strategies to overcome these difficulties and consolidate learning, carrying out self-learning, selfassessment and
co-assessment planning activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary, making those progresses and difficulties explicit and sharing them.
Activities
The first session of this unit begins with a warming-up activity to introduce the topic about the questions:
■ Do people have a lot of holidays in your country?
■ Where do they go and what they usually do?

The following step is the introduction of new vocabulary about holidays, traditions, items to include inside the suitcase, taking decisions about the destination, covid-19 requirements,
documents, etc.
In order to to put everything into context and consolidate this vocabulary, students will complete a reading comprehension about when, why, how, and where British people used to prepare their
bank holidays in the past, today and probably in the future due to Brexit. Students will complete exercises to test the general understanding of the text (true-false, multiple choice, synonyms,
answering questions), and finally they will create a list of all the things they would include in their suitcases preparing a possible holiday in the future (Christmas, Easter, summer, etc.). Students
will learn how to use the verb tenses expressing future in English correctly (will, going to, present continuous, and present simple) by paying attention to the probability to happen (teacher’s
explanation), completing exercises on these verb tenses reflecting on that probability and why that specific verb tense is used. Listening comprehension based on a telephone call where a family
talks about their future holidays in Málaga next summer: hotel facilities, prices, booking excursions, etc. Students pay attention to all the vocabulary, expressions, verb tenses, pronunciation
(specially the endings of the words), intonation, and rhythm. After this activity, students will complete exercises dealing with the understanding of the conversation.
DIDACTIC UNIT 5: Temporalization: First Term
New Kids on the Block 2nd fortnight November | 1st fortnight December (10 sessions)
Description: Unit dedicated to learning vocabulary on the neighbourhood, the town and urban elements, facilities, amenities, and services, in order to revise practice how to ask and
give directions in an urban context. A real flyer about Liverpool — introducing the town to foreign students starting at the universit— and phone conversations about preparations
for a visit to a city or town are the real written and oral texts, respectively, used in this unit to connect the classroom with the real world.
General objectives of the stage: a, b, d, e, g, i, j, l.
Basic knowledge of the unit
A. Communication.
− Self-confidence and initiative. Mistake as an integrated element of the learning process.
− Common-use strategies leading to planification, execution, control, and repair of the comprehension, production, and coproduction of oral, written, and multimodal texts.
− Common-use communicative functions adequate for the scope and communicative context: greeting and saying goodbye, introducing someone and introducing ourselves; describing people,
objects, places, phenomena and events; place events in time, place objects, people, and places in space; asking for and
exchanging information about everyday issues; give and ask for instructions, advice, and commands; offer, accept, and reject help, proposals, and suggestions; partially express likes or interests, and
feelings; narrate past events, describe current situations, and enunciate future events; express opinions, possibility, ability, obligation, and prohibition; express simple arguments; make hypotheses and
assumptions; express uncertainty and doubt; rephrase and summarize.
− Contextual models and discursive genres commonly used in the comprehension, production, and co-production of short and simple, literary, and non-literary oral, written, and multimodal texts:
characteristics and recognition of the context (participants and situation), expectations generated by the context; organization and structuring according to genre and textual function.
− Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, 1. Understand and interpret the general meaning and the most 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
LCC3, relevant details of texts expressed clearly and in the standard written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
MC1, MC2, language, looking for reliable sources and using strategies experience of the students, expressed clearly and in the standard language through various media.
STEM1, such as the inference of meanings, to respond to specific
1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
DC1, communicative needs.
areas of interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level
PSLLC5,
of maturity of the students.
CCAE2
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative situation
to understand the general meaning, the essential information and the most relevant details of the texts; infer
meanings and interpret non-verbal elements; and search, select and manage truthful information.
 LCC1, 2. Produce original texts, of medium length, simple and with a 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC1, MC2, clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, compensation or self-repair, to express relevant messages order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as
DC2, creatively, appropriately and coherently and respond to well as planning, control, compensation and cooperation strategies.
PSLLC5, specific communicative purposes. 2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness,
EC1, and adaptation to the proposed communicative situation, to the textual typology and to the analog and digital
CCAE3 tools used on everyday matters, of personal relevance or public interest close to the experience of students,
respecting intellectual property and avoiding plagiarism.
2.3 Select, organize, and apply knowledge and strategies to plan, produce, revise and cooperate in the
elaboration of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.

LCC5, MC1, 3. Interact with other people with increasing autonomy, 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, using cooperation strategies, and using analog and digital of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
resources, to respond to specific communicative purposes
PSLLC3, CC3 and motivations of the interlocutors.
in exchanges that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give
the floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in
STEM1, concepts or simplifying messages, to transmit information
the solution of inter-comprehension and understanding problems in the environment, relying on various
PSLLC1, effectively, clearly and responsibly.
PSLLC3, resources and formats.
CCAE1 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify texts,
concepts and messages, and that are appropriate to the communicative intentions, the contextual characteristics
and the textual typology, using physical or digital resources and formats depending on the needs of each
moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
improve the response to specific communicative needs. language with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective
strategies to overcome these difficulties and consolidate learning, carrying out self-learning, self-assessment and
co-assessment planning activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary, making those progresses and difficulties explicit and sharing them.
Activities
As a warming-up activity, students are shown their neighbourhood on the screen by using Google Maps and a projector (a handout with a screenshot can be used instead), and they are asked to name
the shops, institutions, facilities and amenities they can remember in English. The teacher will provide all the vocabulary that students may not know. The teacher, then, will revise the main
expressions to ask and give directions by setting a starting point and a destination. This interdisciplinary activity, connected to Geography and Technology, involves reading maps and orientation via a
popular application broaldy used for domestic (and not strictly educational) purposes.
General revision on conditional sentences (zero, first, second, and third conditionals), contrasting them and consolidating their uses. Exercises and activities will be carried out to practice and
consolidate these four types of conditional sentences. To put these grammar points in use, students will be asked to prepare a short speech
(brainstorming noting down ideas) to answer the question: “If you were abandoned on an isolated island, which item would you take with you?”.
Students will autonomously and comprehensively read a flyer about Liverpool, introducing the town to foreign students starting at the university in the city. General comprehension exercises will be
completed (reading for gist, true/false, answering questions about the text, synonyms, etc.).
Students will listen and understand phone conversations about preparations for a visit to a city or town (dates, times, and how to get to a meeting point). Exercises to check comprehension will be
completed and they will be asked to talk and write about the town or city mentioned in the conversation, describing places, paying attention to the right use of words and expressions, including
examples, as well as pronouncing words like “turn” and “corner” correctly.
This is the final unit of the term, so students will carry out a project in groups of four students (roles distribution is needed) to present a city, town or village. In this project, they have to prepare a fact
sheet of the town including interesting facts, why to visit it, where to go, what to visit, etc. The last step is presenting it in class, inviting classmates to visit it by using a presentation, posters, cards,
etc.
DIDACTIC UNIT 6: Temporalization: Second term
We are the Champions, My Friend 1st fornight, 3rd week, January (10 sessions)
Description: Unit dedicated to revising and learning lexicon about traditional, elicit, extreme, unusual, and urban sports (including equipment needed) by using different types of
media (webpages, blogs, video, radio interviews, etc.) and the biography as a narrative genre. The matter of this unit is of great relevance to students of these ages, so it is important
to take advantage of the high level of motivation that this unit will awaken in the group.
General objectives of the stage: a, b, c, d, e, f, g, i, k.
Basic knowledge of the unit
A. Communication.
− Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
− Sound, stress, rhythmic and intonation patterns in common use, and meanings and general communicative intentions associated with these patterns.
− Spelling conventions in common use and meanings and communicative intentions associated with formats, patterns, and graphic elements.
− Commonly used conversational conventions and strategies, in synchronous or asynchronous format, to start, maintain and end communication, take and give the floor, ask for and give clarifications
and explanations, reformulate, compare and contrast, summarize, collaborate, debate, etc.
− Learning resources and commonly used strategies for searching and selecting information: dictionaries, reference books, libraries, digital and computer resources, etc.
− Respect for intellectual property and copyright on the sources consulted and content used.
− Commonly used analog and digital tools for oral, written, and multimodal comprehension, production, and coproduction; and virtual platforms for interaction, cooperation, and educational
collaboration (virtual classrooms, videoconferences, collaborative digital tools, etc.) for learning, communication and the development of projects with speakers or students of the foreign language.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
− Comparison between languages based on elements of the foreign and other languages: origin and relationships.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, most relevant details of texts expressed clearly and in the written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, DC1, experience of the students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources and using
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
CCAE2 strategies such as the inference of meanings, to respond to
specific communicative needs. areas of interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level
of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative
situation to understand the general meaning, the essential information and the most relevant details of the
texts; infer meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, a clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, DC2, order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
compensation or self-repair, to express relevant messages
PSLLC5, as planning, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to
2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools
used on everyday matters, of personal relevance or public interest close to the experience of students, respecting
intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration
of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, cooperation strategies, and using analog and digital resources, to of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
respond to specific communicative purposes in exchanges that
PSLLC3, CC3 and motivations of the interlocutors.
respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the
floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify
CCAE1
texts, concepts and messages, and that are appropriate to the communicative intentions, the contextual
characteristics and the textual typology, using physical or digital resources and formats depending on the needs
of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning and autonomous way on their functioning.
PSLLC5, DC2 becoming aware of their own strategies and knowledge, to
improve the response to specific communicative needs. 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
language with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most
effective strategies to overcome these difficulties and consolidate learning, carrying out self-learning,
selfassessment and co-assessment planning activities, such as those proposed in the European Language
Portfolio (ELP) or in a learning diary, making those progresses and difficulties explicit and sharing them.
Activities
As a warming-up activity to introduce the topic, students will be asked to name all the sports in English they can remember, as well as the equipment they need to practice them (extra vocabulary will
be added by the teacher if needed). Then, they will be asked about the differences between traditional sports (football/soccer, basketball, tennis, etc.), elicit sports (hunting, bull fighting, etc.), extreme
sports (bungee-jumping, extreme ironing), and urban sports (parkour, skateboarding, etc.).
General revision and extension of the uses of the different modal verbs (can, be able to, should, must, mustn’t, have to, may/might, etc.). Students will put everything in use by completing exercises
about modal verbs and a reading comprehension about short biographies about famous sportsmen and sportswomen (including exercises to test the comprehension of the text: true/false, answering
questions, synonyms, etc.).
Students will learn how to give reasons and express doubts, listening to interviews about marathon runners. Then, they have to prepare a small talk about their favourite unusual sport, comparing to
other sports.
Students will learn about how to write about sportsmen and sportswomen using the biography model. They have to choose their favourite one, search for information on the Internet, selecting the
information they may need for their writing, checking timelines as we did in the first unit, etc.
DIDACTIC UNIT 7: Temporalization: Second term
A Cup of Coffee, a Sandwich and You 4th week January | 1st fortnight, February (10 sessions)
Description: Unit dedicated to revising and learning vocabulary and expressions about food, including common-use communicative functions like ordering food and paying the bill
in a bar or restaurant. Likewise, the importance of a healthy diet as part of a healthy life will play a major role in the unit, following the proverbial saying: “You are what you eat”.
General objectives of the stage: a, b, c, d, e, f, g, i, k.
Basic knowledge of the unit
A. Communication.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
− Sound, stress, rhythmic and intonation patterns in common use, and meanings and general communicative intentions associated with these patterns.
− Spelling conventions in common use and meanings and communicative intentions associated with formats, patterns, and graphic elements.
− Commonly used conversational conventions and strategies, in synchronous or asynchronous format, to start, maintain and end communication, take and give the floor, ask for and give clarifications
and explanations, reformulate, compare and contrast, summarize, collaborate, debate, etc.
− Learning resources and commonly used strategies for searching and selecting information: dictionaries, reference books, libraries, digital and computer resources, etc.
− Respect for intellectual property and copyright on the sources consulted and content used.
− Commonly used analog and digital tools for oral, written, and multimodal comprehension, production, and coproduction; and virtual platforms for interaction, cooperation, and educational
collaboration (virtual classrooms, videoconferences, collaborative digital tools, etc.) for learning, communication and the development of projects with speakers or students of the foreign language.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual, and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
− Comparison between languages based on elements of the foreign and other languages: origin and relationships.
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, most relevant details of texts expressed clearly and in the written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, DC1, experience of the students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
CCAE2 and using strategies such as the inference of meanings, to
respond to specific communicative needs. areas of interpersonal relationships, social media, and learning, as
well as literary texts appropriate to the level of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative
situation to understand the general meaning, the essential information and the most relevant details of the
texts; infer meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, a clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, DC2, order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
compensation or self-repair, to express relevant messages
PSLLC5, as planning, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to 2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools
used on everyday matters, of personal relevance or public interest close to the experience of students, respecting
intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration
of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, cooperation strategies, and using analog and digital of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
resources, to respond to specific communicative purposes in
PSLLC3, CC3 and motivations of the interlocutors.
exchanges that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the
floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify texts,
CCAE1 concepts and messages, and that are appropriate to the communicative intentions, the contextual characteristics
and the textual typology, using physical or digital resources and formats depending on the needs of each
moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
improve the response to specific communicative needs. language with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective
strategies to overcome these difficulties and consolidate learning, carrying out self-learning, selfassessment and
co-assessment planning activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary, making those progresses and difficulties explicit and sharing them.
LCC5, MC3, 6. Critically assess and adapt to linguistic, cultural and 6.1 Act appropriately, empathetically and respectfully in intercultural situations, building links between different
PSLLC1, artistic diversity from the foreign language, identifying and languages and cultures, rejecting any type of discrimination, prejudice and stereotype in everyday
PSLLC3, communicative contexts and proposing solutions to those sociocultural factors that make communication
sharing the similarities and differences between languages
CC3, CCAE1 difficult.
and cultures, to act empathetically and respectfully in
6.2 Assess critically in relation to human rights and adapt to the linguistic, cultural and artistic diversity of
intercultural situations. countries where the foreign language is spoken, favoring the development of a shared culture and a citizenry
committed to sustainability and democratic values.
6.3 Apply strategies to defend and appreciate linguistic, cultural and artistic diversity, attending to eco-social and
democratic values and respecting the principles of justice, fairness and equality.
Activities
As a warming-up activity to introduce the topic, students will be shown different types of food belonging to the Food Pyramid. They will be asked to name them and the group they belong to
(carbohydrates, fruits, meat, diary, proteins, etc.). Then, they will be asked to answer questions like: Is obesity a world problem? Why? Has it any relationship
with the abuse of some types of food? Which ones? Students will realise that they need the use of some vocabulary (adjectives) to describe food (salted, spicy, raw, fatty, oily…) and relative clauses
which will be revise and expanded later on (the teacher will help with these).
Students will read an article entitled “Weardly True: We Are What We Eat ” (Vasundhara Sawhney, 2021), learning about a needed healthy diet and how to make better food choices. Exercises to
check the comprehension of the text will be carried out (true-false, answering questions about the text, synonyms, etc.). The teacher will provide a graded reader of the article proposed in order to
simplify expressions and grammar choices.
General revision and extension about how to use relative pronouns and clauses (defining and non-defining). Everything will be put in use and context by completing exercises (fill-in the gaps,
multiple choice, making questions and answers, etc.).
Listen comprehension based on conversations dealing with ordering food at a restaurant and online, expressing likes, dislikes, preferences, how to compare different dishes, recipes and ingredients.
Exercises will be used to test the
comprehension of the conversations and reinforcing the acquisition of vocabulary, grammar, pronunciation (especially the /f/ sound in words like “enough”), etc. In pairs, students have to choose a
recipe, talking about the ingredients, how to cook the dish, etc. as they were on a TV program or YouTube channel.
Students will learn and write an email of complain, paying special attention to the order of adjectives and adverbs.
DIDACTIC UNIT 8: Temporalization: Second term
Just the Way You Are 3rd week February | 1st fornight March (10 sessions)
Description: Unit dedicated to revising and learning vocabulary about personal relationships, friendship, and personality. Written and oral texts —advice column, short clip,
conversation between friends— will provide the perfect setting for learning new lexicon and expressions about relationships and advance in the practice of language skills.
General objectives of the stage: a, b, c, d, e, f, g, i, k.
Basic knowledge of the unit
A. Communication.
− Self-confidence and initiative. Mistake as an integrated element of the learning process.
− Common-use strategies leading to planification, execution, control, and repair of the comprehension, production, and coproduction of oral, written, and multimodal texts.
− Common-use communicative functions adequate for the scope and communicative context: greeting and saying goodbye, introducing someone and introducing ourselves; describing people, objects,
places, phenomena and events; place events in time, place objects, people, and places in space; asking for and
exchanging information about everyday issues; give and ask for instructions, advice, and commands; offer, accept, and reject help, proposals, and suggestions; partially express likes or interests, and
feelings; narrate past events, describe current situations, and enunciate future events; express opinions, possibility, ability, obligation, and prohibition; express simple arguments; make hypotheses and
assumptions; express uncertainty and doubt; rephrase and summarize.
− Contextual models and discursive genres commonly used in the comprehension, production, and co-production of short and simple, literary, and non-literary oral, written, and multimodal texts:
characteristics and recognition of the context (participants and situation), expectations generated by the context; organization and structuring according to genre and textual function.
− Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and varieties
that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral, written,
MC1, MC2, most relevant details of texts expressed clearly and in the and multimodal texts on everyday topics, of personal relevance or of public interest close to the experience of the
STEM1, DC1, students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources and using
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the areas
CCAE2 strategies such as the inference of meanings, to respond to
specific communicative needs. of interpersonal relationships, social media, and learning, as
well as literary texts appropriate to the level of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative situation
to understand the general meaning, the essential information and the most relevant details of the texts; infer
meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative situation
MC2, a clear organization, using strategies such as planning, on daily matters, of personal relevance or of public interest close to the experience of the students, in order to
STEM1, DC2, describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well as planning,
compensation or self-repair, to express relevant messages
PSLLC5, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to 2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools used
on everyday matters, of personal relevance or public interest close to the experience of students, respecting
intellectual property and avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration of
texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual characteristics, the
sociocultural aspects and the textual typology, using the most physical or digital resources. appropriate depending on
the task and the needs of the interlocutor or potential interlocutor to whom the text is addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics, of
MC2, cooperation strategies, and using analog and digital personal relevance or public interest close to the experience of the students, showing initiative, empathy and respect
STEM1, for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives and
resources, to respond to specific communicative purposes in
PSLLC3, CC3 motivations of the interlocutors.
exchanges that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the
floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources and
PSLLC1, effectively, clearly and responsibly. formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify texts,
CCAE1
concepts and messages, and that are appropriate to the communicative intentions, the contextual characteristics and
the textual typology, using physical or digital resources and formats depending on the needs of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign language
improve the response to specific communicative needs. with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective
strategies to overcome these difficulties and consolidate learning, carrying out self-learning, selfassessment and co-
assessment planning activities, such as those proposed in the European Language Portfolio (ELP) or in a learning
diary, making those progresses and difficulties explicit and sharing them.
LCC5, MC3, 6. Critically assess and adapt to linguistic, cultural and 6.1 Act appropriately, empathetically and respectfully in intercultural situations, building links between different
PSLLC1, artistic diversity from the foreign language, identifying and languages and cultures, rejecting any type of discrimination, prejudice and stereotype in everyday communicative
PSLLC3, contexts and proposing solutions to those sociocultural factors that make communication difficult.
sharing the similarities and differences between languages
CC3, CCAE1 6.2 Assess critically in relation to human rights and adapt to the linguistic, cultural and artistic diversity of
and cultures, to act empathetically and respectfully in
intercultural situations. countries where the foreign language is spoken, favoring the development of a
shared culture and a citizenry committed to sustainability and democratic values.
6.3 Apply strategies to defend and appreciate linguistic, cultural and artistic diversity, attending to eco-social and
democratic values and respecting the principles of justice, fairness and equality.
Activities
As a warming-up activity, students are asked about if they write a diary or not. If they wrote it, what would happen if any member of their family read it? Then, students watch a short clip from the
British Council entitled Sibling Rivalry about the story of a teenage girl and her annoying brother who takes her secret diary. The following debate after the clip is the way to introduce the topic, as well
as a revision and extension of the vocabulary related to personal relationships, friendship, and personality.
In order to fix the previous vocabulary, students read a teens advice column from the Internet: “Ask Arabelle: What’s the Best Way to Get Rid of a Toxic Relationship?”, asking for advice (modals and
perfective modals) and responses trying to solve the problems. Exercises to test the comprehension of the text will be carried out in class (true/false, answering questions, synonyms and antonyms, etc.).
Students listen and understand a conversation between friends about their personal problems and personalities (adjectives describing people’s personality). Exercises will be completed by students to
check listening comprehension.
Dealing with grammar, students will learn how to respond to these expressions: “let’s…”, “how/what about + -ing?”, “why don’t we…?”, by accepting, rejecting or giving alternative suggestions. In
order to practice, apart from exercises, they will prepare and perform a roleplay (group work of 3 students) in which they have to play on scene a psychologist visit (one psychologist and a couple)
talking about their personal problems, how to face and solve them. In this activity, special attention will be held to correctly identify and produce the sound /h/ when it is pronounced (“heart”) or mute
(“honest”).
Finally, students will learn how to write a formal email to an advisor asking for help about a personal problem, including facts and opinions.
DIDACTIC UNIT 9: Temporalization: Third term
Smooth Criminal 2nd fortnight, April (10 sessions)
Description: Unit dedicated to revise and expand vocabulary related to news and the media, to raise students’ awareness of fake news through discussion and reading, to develop
students’ 21st-century skills, including critical thinking, collaboration, and media literacy. It is connected to the Sustainable Development Goals (SDG), namely SDG 5: Gender
Equality. Written and oral texts —articles and videoclips, respectively— will provide the perfect setting for learning new lexicon and expressions and advance in the practice of
language skills throughout the unit.
General objectives of the stage: a, b, d, e, f, g, i.
Basic knowledge of the unit
A. Communication.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
− Sound, stress, rhythmic and intonation patterns in common use, and meanings and general communicative intentions associated with these patterns.
− Spelling conventions in common use and meanings and communicative intentions associated with formats, patterns, and graphic elements.
− Commonly used conversational conventions and strategies, in synchronous or asynchronous format, to start, maintain and end communication, take and give the floor, ask for and give clarifications
and explanations, reformulate, compare and contrast, summarize, collaborate, debate, etc.
− Learning resources and commonly used strategies for searching and selecting information: dictionaries, reference books, libraries, digital and computer resources, etc.
− Respect for intellectual property and copyright on the sources consulted and content used.
− Commonly used analog and digital tools for oral, written, and multimodal comprehension, production, and co-production; and virtual platforms for interaction, cooperation, and educational
collaboration (virtual classrooms, videoconferences, collaborative digital tools, etc.) for learning, communication and the development of projects with speakers or students of the foreign language.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for selfassessment, co-assessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language. (Spanish Language and Literature)
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the most 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral, written, and
MC1, MC2, relevant details of texts expressed clearly and in the standard multimodal texts on everyday topics, of personal relevance or of public interest close to the experience of the students,
STEM1, DC1, language, looking for reliable sources and using strategies such as expressed clearly and in the standard language through various media.
PSLLC5, CCAE2 the inference of meanings, to respond to specific communicative 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the areas of
needs. interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level of maturity of the
students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative situation to
understand the general meaning, the essential information and the most relevant details of the texts; infer meanings and
interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with a clear 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative situation on
MC2, STEM1, organization, using strategies such as planning, compensation or daily matters, of personal relevance or of public interest close to the experience of the students, in order to describe,
DC2, PSLLC5, self-repair, to express relevant messages creatively, appropriately narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well as planning, control,
EC1, CCAE3 compensation and cooperation strategies.
 and coherently and respond to specific communicative purposes. 2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and adaptation
to the proposed communicative situation, to the textual typology and to the analog and digital tools used on everyday
matters, of personal relevance or public interest close to the experience of students, respecting intellectual property and
avoiding plagiarism.
2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration of texts
that are coherent, cohesive and appropriate to the communicative intentions, the contextual characteristics, the
sociocultural aspects and the textual typology, using the most physical or digital resources. appropriate depending on the
task and the needs of the interlocutor or potential interlocutor to whom the text is addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics, of personal
MC2, STEM1, cooperation strategies, and using analog and digital resources, to relevance or public interest close to the experience of the students, showing initiative, empathy and respect for linguistic
PSLLC3, CC3 respond to specific communicative purposes in exchanges that courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives and motivations of the
respect the rules of courtesy. interlocutors.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the floor,
request and formulate clarifications and explanations, reformulate, compare and contrast, summarize, collaborate, debate,
solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, using 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is addressed,
MC2, MC3, simple strategies and knowledge aimed at explaining concepts or showing respect and empathy for the interlocutors and for the languages used and participating in the solution of inter-
STEM1, PSLLC1, simplifying messages, to transmit information effectively, clearly and comprehension and understanding problems in the environment, relying on various resources and formats.
PSLLC3, CCAE1 responsibly. 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify texts, concepts
and messages, and that are appropriate to the communicative intentions, the contextual characteristics and the textual
typology, using physical or digital resources and formats depending on the needs of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between different 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, PSLLC5, languages, critically reflecting on their functioning and becoming autonomous way on their functioning.
DC2 aware of their own strategies and knowledge, to improve the 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign language with the
response to specific communicative needs. support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective strategies
to overcome these difficulties and consolidate learning, carrying out self-learning, selfassessment and co-assessment
planning activities, such as those proposed in the European Language Portfolio (ELP) or in a learning diary, making those
progresses and difficulties explicit and sharing them.
LCC5, MC3, 6. Critically assess and adapt to linguistic, cultural and artistic 6.1 Act appropriately, empathetically and respectfully in intercultural situations, building links between different languages
PSLLC1, PSLLC3, diversity from the foreign language, identifying and sharing the and cultures, rejecting any type of discrimination, prejudice and stereotype in everyday communicative contexts and
CC3, CCAE1 similarities and differences between languages and cultures, to act proposing solutions to those sociocultural factors that make communication difficult. (also for Spanish Language and
empathetically and respectfully in intercultural situations. Literature).
6.2 Assess critically in relation to human rights and adapt to the linguistic, cultural and artistic diversity of countries where
the foreign language is spoken, favoring the development of a shared culture and a citizenry committed to sustainability
and democratic values.
6.3 Apply strategies to defend and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic
values and respecting the principles of justice, fairness and equality.
Activities
As a warming-up activity, students are asked to define some terms related to 21st century criminal activities: hacker, phishing, fake news, cyberbullying, etc. Taking the ideas of the students and the
support of the teacher, the concepts are written on the blackboard/IWB. Then, they are asked about which one is the most dangerous one, and if they know someone who has suffered it.
Vocabulary explanation and exercises about ICT, crimes on the Internet, police actions, repercussions, fines, etc.
As a ICT based reading comprehension, students are asked to read an article from the webpage Literacy Ideas for Teachers and Students entitled “How to Spot Fake News in 6 Simple Steps: A Guide
for Students and Teachers”; printed materials are also available in this webpage. With this reading, we get a double output:
a) They practice the previous vocabulary and learn how to talk about crimes, facts and events, consequences, etc.
b) We raise students’ awareness of fake news through discussion and reading, to develop students’ 21st-century skills, including critical thinking, collaboration, and media literacy. Exercises to
test the comprehension of the text will be carried out (fill-in the gaps, multiple choice, true/false…).
Then, students are asked to read and check two different webpages, one site is about a Tree Octopus, the other one is about an Octopus Tree; printed materials are also available in this webpage. After
some reading comprehension activities, students study the websites, using a set of prompts to guide them. The goal is to discover which one is the fake website and why it’s fake! Comparing with the
guide previously read.
The grammar section of this unit is the correct use of the Past Perfect Simple and the Past Perfect. Exercises will be used to put these two verb tenses in use and context.
Watch, listen and understand a videoclip based on Barack Obama and how fake news were created using AI. After exercises to test oral comprehension, students learn how to denounce a crime by
email/social network. Students have to write an email denouncing a unusual event created with AI on the Internet, describing the facts, the consequences, and what it should be done, and using the
ideas of the videoclip as a model.
The speaking section will be focused on minimal pairs: “drank”/”drunk”, “ship”/”sheep”, as well as the right intonation of questions and exclamations.
DIDACTIC UNIT 10: Temporalization: Third term
Digital Witness 1st fortnight, May
Description: This unit is a continuation of the subtopic ICT from the previous unit and it is dedicated to revise and expand vocabulary about inventions and electronical devices.
General objectives of the stage: a, b, c, d, e, f, g, i.
Basic knowledge of the unit
A. Communication.
− Self-confidence and initiative. Mistake as an integrated element of the learning process.
− Common-use strategies leading to planification, execution, control, and repair of the comprehension, production, and coproduction of oral, written, and multimodal texts.
Linguistic units in common use and meanings associated with these units, such as the expression of the entity and its properties, quantity and quality, space and spatial relations, time and temporal
relations, affirmation, negation, interrogation and exclamation, habitual logical relations.
− Lexicon of common use and of interest to students related to personal identification, interpersonal relationships, places and environments, leisure and free time, health and physical activity, daily
life, housing and home, climate and natural environment, information, and communication technologies. communication, school system and training.
− Sound, stress, rhythmic and intonation patterns in common use, and meanings and general communicative intentions associated with these patterns.
B. Multilingualism.
− Strategies and techniques to respond effectively and with increasing levels of fluency, adaptation, and correctness to a specific communicative need despite the limitations derived from the level of
competence in the foreign language and in the other languages of the own linguistic repertoire.
− Commonly used strategies to identify, organize, retain, retrieve, and creatively use linguistic units (lexicon, morphosyntax, sound patterns, etc.) based on the comparison of the languages and
varieties that make up the personal linguistic repertoire.
− Commonly used analog and digital, individual and cooperative, strategies and tools for self-assessment, coassessment and self-repair.
− Expressions and specific lexicon in common use to exchange ideas about communication, language, learning and communication and learning tools (metalanguage).
− Comparison between languages based on elements of the foreign and other languages: origin and relationships.
C. Interculturality.
− The foreign language as a means of interpersonal and international communication, as a source of information and as a tool for social participation and personal enrichment.
− Interest and initiative in carrying out communicative exchanges through different media with speakers or students of the foreign language.
− Sociocultural and sociolinguistic aspects of common use related to daily life, living conditions and interpersonal relationships; social conventions of common use; non-verbal language, linguistic
courtesy and digital etiquette; culture, norms, attitudes, customs and values of countries where the foreign language is spoken.
− Strategies of common use to understand and appreciate linguistic, cultural and artistic diversity, attending to eco-social and democratic values.
− Commonly used strategies for detection and action against discriminatory uses of verbal and non-verbal language.
Operational Specific competences Assesment criteria
descriptors
LCC2, LCC3, 1. Understand and interpret the general meaning and the 1.1 Extract and analyze the global meaning and the main ideas, and select pertinent information from oral,
MC1, MC2, most relevant details of texts expressed clearly and in the written, and multimodal texts on everyday topics, of personal relevance or of public interest close to the
STEM1, DC1, experience of the students, expressed clearly and in the standard language through various media.
standard language, looking for reliable sources and using
PSLLC5, 1.2 Interpret and assess the content and discursive features of progressively more complex texts typical of the
CCAE2 strategies such as the inference of meanings, to respond to
specific communicative needs. areas of interpersonal relationships, social media, and learning, as well as literary texts appropriate to the level
of maturity of the students.
1.3 Select, organize, and apply the most appropriate strategies and knowledge in each communicative
situation to understand the general meaning, the essential information and the most relevant details of the
texts; infer meanings and interpret non-verbal elements; and search, select and manage truthful information.
LCC1, MC1, 2. Produce original texts, of medium length, simple and with 2.1 Orally express simple, structured, understandable, coherent and appropriate texts to the communicative
MC2, a clear organization, using strategies such as planning, situation on daily matters, of personal relevance or of public interest close to the experience of the students, in
STEM1, DC2, order to describe, narrate, argue and inform, in different formats, using verbal and non-verbal resources, as well
compensation or self-repair, to express relevant messages
PSLLC5, as planning, control, compensation and cooperation strategies.
EC1, CCAE3 creatively, appropriately and coherently and respond to
2.2 Write and disseminate texts of medium length with acceptable clarity, coherence, cohesion, correctness, and
specific communicative purposes. adaptation to the proposed communicative situation, to the textual typology and to the analog and digital tools
used on everyday matters, of personal relevance or public interest close to the experience of students, respecting
intellectual property and avoiding plagiarism.
 2.3 Select, organize and apply knowledge and strategies to plan, produce, revise and cooperate in the elaboration
of texts that are coherent, cohesive and appropriate to the communicative intentions, the contextual
characteristics, the sociocultural aspects and the textual typology, using the most physical or digital resources.
appropriate depending on the task and the needs of the interlocutor or potential interlocutor to whom the text is
addressed.
LCC5, MC1, 3. Interact with other people with increasing autonomy, using 3.1 Plan, participate and collaborate actively, through various media, in interactive situations on everyday topics,
MC2, cooperation strategies, and using analog and digital of personal relevance or public interest close to the experience of the students, showing initiative, empathy and
STEM1, respect for linguistic courtesy and digital etiquette, as well as by the different needs, ideas, concerns, initiatives
resources, to respond to specific communicative purposes in
PSLLC3, CC3 and motivations of the interlocutors.
exchanges that respect the rules of courtesy.
3.2 Select, organize and use appropriate strategies to initiate, maintain and end communication, take and give the
floor, request and formulate clarifications and explanations, reformulate, compare and contrast, summarize,
collaborate, debate, solve problems and manage compromising situations.
LCC5, MC1, 4. Mediate in everyday situations between different languages, 4.1 Infer and explain short and simple texts, concepts and communications in situations in which diversity is
MC2, MC3, using simple strategies and knowledge aimed at explaining addressed, showing respect and empathy for the interlocutors and for the languages used and participating in the
STEM1, concepts or simplifying messages, to transmit information solution of inter-comprehension and understanding problems in the environment, relying on various resources
PSLLC1, effectively, clearly and responsibly. and formats.
PSLLC3, 4.2 Apply strategies that help creating bridges, facilitate communication and serve to explain and simplify
CCAE1
texts, concepts and messages, and that are appropriate to the communicative intentions, the contextual
characteristics and the textual typology, using physical or digital resources and formats depending on the needs
of each moment.
MC2, STEM1, 5. Expand and use personal linguistic repertoires between 5.1 Compare and argue the similarities and differences between different languages, reflecting in a progressively
PSLLC1, different languages, critically reflecting on their functioning autonomous way on their functioning.
PSLLC5, DC2 and becoming aware of their own strategies and knowledge, to 5.2 Creatively use strategies and knowledge to improve the ability to communicate and learn the foreign
improve the response to specific communicative needs. language with the support of other participants and analog and digital media.
5.3 Record and analyze the progress and difficulties in learning the foreign language, selecting the most effective
strategies to overcome these difficulties and consolidate learning, carrying out self-learning, selfassessment and
co-assessment planning activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary, making those progresses and difficulties explicit and sharing them.
Activities
As a warming-up activity to introduce the topic, the teacher will show the students different images (digital or printed) about the following inventions: Internet, light bulb, telephone, refrigerator,
microscope, printing press, paper, and wheel. Students should name them and in groups of 4 students they have to decide the year they were invented (around 3,500 BC, 1906, 1850, 1876, 1590, 100,
1440). Each group has to note their results on the blackboard, each right result will be awarded with 2 points, the group with more points will be the winner.
Autonomously and comprehensively read the article (printed material is also possible) “The Top 10 Inventions that Changed the World” (Natalie Wolchover, 2021), taking decisions about the most
important inventions out of ten named in the text, giving reasons, proposing questions and answers, future discoveries, etc. Activities to check reading comprehension will be carried out. Students
have to prepare a short speech about the 3 most important inventions, in their opinion, and why they chose them (speaking activity).
The grammar section of this unit is to learn the correct use of Future Perfect Simple and Future Continuous. Exercises to put these verb tenses in use and in context will be carried out. Students have
to answer questions like: “Which inventions will we be living with in the 22nd century?”.
Students will listen and understand a radio program about new inventions. Exercises to check oral comprehension will be carried out, including two to identify and correctly pronounce sounds with
special difficulty, such as “nationality”, “feature”, etc.
Finally, students will write a short essay about an invention of their choice, following the report model.
DIDACTIC UNIT 11: Temporalization: Third term
If I Could Write a Letter to Me 2nd fortnight, May
Description: Unit dedicated to revising and expanding vocabulary about how students can talk about
their own experiences and challenges to others and to their own selves. Written and oral texts —article,
song-videoclip, real home-made videos— will provide the perfect setting for learning new lexicon and
expressions and advance in the practice of language skills throughout the unit.
General objectives of the stage: a, b, c, d, e, f, g, i, j, k, l.

Basic knowledge of the unit

Operational descriptors Specific competences Assesment criteria

Activities
DIDACTIC UNIT 12: Temporalization: Third term
School’s Out 1st fortnight, June (10 sessions)
Description:
General objectives of the stage:

Basic knowledge of the unit

Operational descriptors Specific competences Assesment criteria

Activities
 7. Bibliography and webliography
Andújar, E.; Bonals, J. & Sánchez, M. (2015). Manual de asesoramiento psicopedagógico. Editorial Graó.
Badia, A. (2012). Estrategias y competencias de aprendizaje en educación. Editorial Síntesis. Brown, G. & Atkins, M. (1988). Effective Teaching in Higher
Education. Routledge.
Fernández, A. (2005). Nuevas metodologías docentes. Universidad Politécnica de Valencia. Available at: http://roble.pntic.mec.es
Fortea, M. A. (2019). Metodologías didácticas para la enseñanza/aprendizaje de competencias. Materiales para la docencia universitaria de la Universitat
Jaume I, nª 1. DOI.
Available at: http://dx.doi.org/10.6035/MDU1
Herrán, A. de la (2008). Metodología didáctica en Educación Secundaria: una perspectiva desde la Didáctica General. En A. de la Herrán y J. Paredes (coord.),
Didáctica General: La práctica de la enseñanza en Educación Infantil, Primaria y Secundaria (121-132). Mc Graw-Hill.
Martín Ortega, E. (2015). Orientación Educativa. Modelos y estrategias de intervención. Editorial Graó. Prieto, L. (2007). El aprendizaje cooperativo. PPC.
Pujolàs, P. & Lago, J. R. (2009). Programa CA/AC. Cooperar para aprender, aprender a cooperar. Implementación del aprendizaje cooperativo en el aula.
Universitat de Vic.
Available at: https://www.elizalde.eus/wp-content/uploads/izapideak/CA-ACprograma.pdf
Ribes, A. (2008). Lección magistral participativa. En M. J. Labrador y M. A. Andreu (eds.). Metodologías activas (79-91). Universidad Politécnica de
Valencia.
Servicio de Innovación Educativa de la UPM (2008). Aprendizaje Cooperativo. Universidad Politécnica de Madrid. Available at:
https://innovacioneducativa.upm.es

■ WEBLIOGRAPHY
https://intef.es/
Website of the National Institute of Educational Technologies and Teacher Training (INTEF), the unit of the Ministry of Education and Vocational Training
responsible for the integration of ICT and Teacher Training in non-university educational stages.
http://apuntesdepedagogia.files.wordpress.com/
Activies to develop multiple intelligences.
https://procomun.intef.es
Open educational resource network.
http://cife-ei-caac.com/es/programa-2/
The CL/LC Program: cooperating to learn, learning to cooperate.