Programación Lomce

SYLLABUS 3RD CSE
1
INDEX
1- INTRODUCTION AND LEGAL FRAMEWORK
1.1- Justification of the programme
1.2- Contextualization: Students and Centre
2- DESCRIPTION OF THE CENTRE

2.1-The features of the school
2.2-Human Resources
2.3-The general profile of my 3º C.S.E students
2.4-Criteria for students´grouping
2.5-Organisation of space and timing
2.6-Spatial distribution in the English class
2.7-Improvement Plan of the centre
3- BASIC COMPETENCES
3.1- Linguistic communication
3.2- Mathematic and competences based on science and technology.
3.3- Digital Competence.
3.4- Learning how to learn.
3.5- Social and civic competences.
3.6- Sense of initiative and entrepreneurship Spirit.
3.7- Cultural Conscience and Expressions
4- OBJECTIVES
4.1- Stage objectives
4.2- Area objectives
4.3- Transversal Aspects in the Curriculum
5- CONTENTS, SEQUENCE AND TEMPORAL DISTRIBUTION

5.0- Contents, evaluation criteria, evaluable learning standards and achievement
indicators and key competences
5.0.1- Syntactic-discoursive structures and high -frequency lexis
5.1-Contents of my Didactic Units
5.2-Minimum contents
5.3-Sequence and Temporal Distribution
6-TEMPORALIZATION
7-ASSESMENT
7.1-Evaluation of the Learning Process
7.2-Evaluation criteria and the Learning standards
7.3-Development of the Evaluation Process
7.4-Instruments for 3º C.S.E.
7.5-Qualification criteria and Recovery Plan
7.6Evaluation of my Didactic Programme
8- METHODOLOGY
9- DIDACTIC MATERIALS
2
10- ATTENDING TO STUDENT´S DIVERSITY
11- THE READING PLAN
12- ICT PLAN
13- COMPLEMENTARY AND EXTRACURRICULAR ACTIVITIES
14- CONCLUSION
15- BIBLIOGRAPHY AND WEBGRAPHY
3
1- INTRODUCTION AND LEGAL FRAMEWORK
1.1- Justification of the programme
A Teaching programme is defined as the document which includes all the answers and
decisions taken by the English department related to the teaching-learning process and
represents a powerful tool for the teacher in order to organize their lessons.
This document will help us in planning and directing the education and it will be
considered the perfect guide for every teacher.
Regarding the legal framework, this English Teaching Programme is based on the new
Organic Law for improvement of Quality (LOMCE) in Education 8/2013 of 9th of
December, which is the current educational law in Spain, where you can find the general
objectives for Secondary Education and for the Foreign Language Area. The LOE was
concreted in the Royal Decree 1105/2014, 26th December, which establishes the C.S.E.
and Bachillerato curriculum and thirdly, the Decree 40/2015, of 15/06/2015 of Castilla-
La Mancha, which establishes the C.S.E. and Bachillerato curriculum.
The LOMCE (Ley Orgánica de la Mejora de la Calidad Educativa) is a revised version of
the existing educational law called LOE (Ley Orgánica de Educación). The objectives of the
LOMCE are:
 Improve knowledge of core subjects by placing greater emphasis on these subjects.
 Foreign language learning and multilingualism is a priority, because of the
importance of languages in a globalized society, reinforced by the European Union’s
goals for education.
 Create more proactive citizens prepared for today’s society through an
‘interdisciplinary’ vision, as well as incorporating values.
 Promote autonomy within schools to address specific student and family needs.
 Implement necessary corrective measures early and reduce dropout rates through
established testing.
 A renewed focus on ICT.
 Encourage improvement in education and promote excellence in line with
international educational standards.
 Integrate Key Competences into everyday learning and apply knowledge to real
world concepts, with continuous evaluation of these competences.
4
We also have to take into account some European legislation. Firstly, the program
Erasmus Plus KA1, which consists of journeys for teachers improvement in the learning
and teaching field. Secondly, we have to take into account the Portfolio, which parts are: 1)
Passport, 2) Biography and 3) Dossier. Thirdly, we have to take into consideration the
CEFR (Common European Framework of Reference). Fourthly, we have to consider the
European Training 2020 Main objectives: (1-Making lifelong learning and mobility a
reality. 2- Improving the quality and efficiency of education and training. 3- Promoting
equity, social cohesion and active citizenship 4- Enhancing creativity and innovation,
including entrepeneurship, at all levels of education and training). Last, but not least, I
take into consideration E-Twinning, which consists of a program in which students keep
in contact with other European Students via Internet.
This teaching programme is based on the 3rd YEAR OF COMPULSORY SECONDARY
EDUCATION. It is a compulsory stage for all students and I have decided to focus on the
programme on 3rd of C.S.E. as this level gives us the opportunity to transmit elements
and attitudes in class.
C.S.E. comprises 4 academic years which together with the six-school-year stage of
Primary Education, covers the Spanish Compulsory decade ranging from 6 to 16 years of
age. At the same time, we must consider that at this stage most of the students are 14 or
15 years old, age that must be considered when elaborating the activities as most of them
are suffering deep changes, both in the physical and psychological domain, in order to
choose materials and activities which would meet better the new interest and to make the
learning of English as attractive and motivating as possible.
One of the most outstanding features to be taken into account is its flexibility. It can
and must be adapted according to a real teaching-learning situation becoming the most
useful and permanent guide for the teacher throughout the educative course.
A didactic programme can be classified as: “It is an official document included in the
School Curricular Project based on the decisions and conclusions taken by each Didactic
Department”, in this case, English Language didactic deparment.
5
And it consists of the following parts: 1) the key competences, 2) the objectives, 3)
the contents to be included, 4) the methodological criteria and 5) the evaluation
criteria. Other contents included in didactic programmes are cross curricular aspects,
assessment procedures and percentajes, plans for students who fail the subject in
previous years, attention to diversity, materials and other resources and additional and
out-of-school activities such as extra-curricular and complementary activities.
6
1.2- Contextualization: Students and Centre
In the elaboration of this Teaching Planning and my 15 didactic units I will consider
the school design because of its direct influence upon the school organization and success.
This Teaching Plan takes as Students a group of 3rd year of C.S.E., comprised of 24
students (15 boys and 9 girls). Among them, there are two students from South America
with little knowledge of the English Language, a Chinese boy and a Chinese girl (who
learned the Spanish language in previous academic years) and a German boy who has got a
higher level of English than the rest of the students and speaks Spanish fluently. The
students, aged 14-15, when they are in the 3rd year of C.S.E., are beginning adolescence.
This is a period of notable physical, emotional and behavioural changes. The teenager
reaches a new manner of thinking: formal thinking, with which students can face problems
in an organized way, facilitating learning and better retention of what is learned as well as
a formulation of abstract and structured questions. It is a very important time for the
configuration of one’s own identity. Also, our students have some specific characteristics,
which have been recently analysed and figure into our Educational Project. Of them all,
and for the 3rd year of C.S.E., one stands out: the lack of motivation towards education as a
result of the social and familiar environment. These students have not acquired proper
study habits; the average time they dedicate to tasks and study outside school is about an
hour and a half day or even less. They have studied English for at last eight years, although
most of them have not achieved much success. They have just passed the First Level Stage
and tehy will have to be successful in the next two academic years in order to get the
Secondary Level Certificate. All these aspects contribute to the loss of motivation towards
studying and that is why apathy and passivity are the main problems we find in the class.
This lack of enthusiasm creates idleness and disillusion in the students, provoking a
feeling of despair and disappointment which can sometimes lead to early school dropout if
it is linked to parent’s low level of education and social disadvantaged backgrounds.
7
The High School to which this Teaching Plan is addressed to was opened in 2008 and
is located in the periphery of Guadalajara, the capital of the province. This centre is
situated in a place which is characterized by having a multicultural population with
different changes regarding mobility. Nowadays there are approximately 100,000
inhabitants in this city. There is some industrial activity, consisting on various sectors. The
population of this area is quite old. Another characteristic is that there is a fixed
population. Regarding the parents’ level of education, most of them have a medium or low
level, only 16% have university degrees. This town, has an economy based on industry,
commuting and agriculture from the rest of the province.
The Center is is located in the periphery of Guadalajara. It has over 200 students. The High
School has 10 classrooms, 8 of them with eBeam smart-boards and the rest are being
equiped with IQBoard, The Music classroom which is also used as a normal class, the
library which is used for the Reinforcement Programme Students (2º C.S.E.), a Computer
Room, the Staff Room and the Secretary’s Office, where it is also the Principal’s Office. In
the Computer Room there are 24 computers for students, a laptop for the teacher, an
interactive over head projector and Fiber for a faster Internet Connection. There are 3
Playground Areas, but we can use only one. This Center does not have a definite area for
Physical Education and the students have to use the town football ground, missing 15
minutes of their lessons every time they have this subject. Our center offers different
studies to two hundred students. The C.S.E. lessons are taught in a total of two groups per
level and year. There is also small groups of PMAR (Program for the Improvement of
Learning) in 3rd Year of C.S.E. and another one of Curricular Diversification in 4th year of
C.S.E. The center also offers Baccaulerate in the Humanities section.
The selection and sequencing of contents as well as specific methodology used, will all
consider the characteristics of our High School and of our students which, on the other
hand, are outlined and developed in the School Educational Project and School
Curricular Project.
The socioeconomic background is a middle class one, although the increasing growth
of immigrant population in the past years has brought about many immigrants. Even
though, we can highlight the existence of two South American, two Chinese and one
German students.
8
The Royal Decree 1105/2014, establishes several goals that the students will have
acquired by the end of the Compulsory Secondary Education. They are known as aims or
objectives and they are considered in all the activities created in the 15 didactic units.
9
2- DESCRIPTION OF THE CENTRE
2.1- The features of the school
The features of the school this syllabus is based comprises that of a great school should
have:
1. A very clear and shared mission and vision for the school. A contextual philosophy
of education for the school is also paramount. Staff, students, parents and the
community need to know the purpose and operational parameters of the school.
Nothing is left to chance.
2. Very clear goals and objectives which are communicated to the staff, students,
parents, and wider community. Everyone in the school knows exactly what he or
she is required to do on a daily basis in order to meet the institutional goals and
objectives. This speaks to performance on every level.
3. Great leadership from the principal. The principal is both instructional leader and
manager of the school. While both these roles are important, he or she must pay
particular attention to instructional leadership. This is what drives continual
improvement in teaching and learning throughtout the school.
4. A relentless focus on teaching and learning. This is informed by the belief that all
students can learn. Teachers must find ways to motivate and engage them. The
curriculum is rigorous and teacher performance is regularly monitored by the
principal and executive staff. Teachers and students strive for excellence in
academic and extracurricular activitie. Good performance is always publicly
recognized and rewarded in various ways.
5. Parental involvement in the school. Many studies have shown that students learn
better when their parents take a close interest in their schooling and form
partnerships with teachers. Parents can also help in various school activities.
Alumni and the wider communit can also offer assistance in many ways.
6. High expectations for students and staff. It is common knowledge that students will
generally live up to your expectations. When they know that teachers genuinely
care about them and believe in their ability, they work harder and perform better.
7. A culture and climate which are conducive to learning. This is reinforced by praise
and rewards for good performance and a student-centred approach to teaching.
8. A safe environment. Zero tolerance for violence, bullying, drugs, alcohol, offensive
weapons, stealing, sexual misconduct, and gangs. Heavy emphasis on positive
values such as respect, honesty, hard work, self-discipline, fairness and caring.
9. A focus on professional development for teachers. This includes mentoring,
delegation of tasks and additional responsibilities and formal in-house or external
professional development courses. Teachers are accountable for their performance.
10. Teamwork. Identification and collaborative solving of teaching and learning
problems at the school. Staff members are empowered to take the initiative and
make decisions. The principal facilitaes and monitors this process.
10
2.2- Human Resources
There are 100 teachers in the high school, ten of which belong to the English
Department. Most of these teachers of English are new English teachers who are covering
a vacancy, and there are two more experienced teachers with a post. Coordination and
communication among these teachers must be not only efficient and possible, but there
should be an exchange of resources and activities as well as duties and tasks are to be
shared among the members of the department.
Among the department objectives for this academic year, the following can be highlighted:
 To start lessons with a review activity which refreshes the work done in the
previous class.
 To enhance autonomous work for the consolidation and extra practice of contents
by using the department webpage, the teachers’ websites and blogs and other
digital materials.
 To work together with the class teaching team and to apply the same measures
towards disturbing students.
 To continue and implement the cooperation in the design of materials and project
for the different levels.
2.3-The general profile of my 3º C.S.E. students

Students form a group of 3rd year of C.S.E., comprised of 24 students (15 boys and 9
girls). Among them, there are two students from South America with little knowledge of
the English Language, a Chinese boy and a Chinese girl (who learned the Spanish language
in previous academic years) and a German boy who has got a higher level of English than
the rest of the students and speaks Spanish fluently. The students, aged 14-15, when they
are in the 3rd year of C.S.E., are beginning adolescence. This is a period of notable physical,
emotional and behavioural changes. The teenager reaches a new manner of thinking:
formal thinking, with which students can face problems in an organized way, facilitating
learning and better retention of what is learned as well as a formulation of abstract and
structured questions. It is a very important time for the configuration of one’s own identity.
Also, our students have some specific characteristics, which have been recently analysed
and figure into our Educational Project. Of them all, and for the 3rd year of C.S.E., one
stands out: the lack of motivation towards education as a result of the social and familiar
environment. These students have not acquired proper study habits; the average time they
dedicate to tasks and study outside school is about an hour and a half day or even less.
11
They have studied English for at last eight years, although most of them have not achieved
much success. They have just passed the First Level Stage and tehy will have to be
successful in the next two academic years in order to get the Secondary Level Certificate.
All these aspects contribute to the loss of motivation towards studying and that is why
apathy and passivity are the main problems we find in the class. This lack of enthusiasm
creates idleness and disillusion in the students, provoking a feeling of despair and
disappointment which can sometimes lead to early school dropout if it is linked to parent’s
low level of education and social disadvantaged backgrounds.
2.4- Criteria for students´ grouping

In the English classroom, there are different groupings:
 Great group: All the students work with the teacher in the same activity. It is used to
individual work, to give general instructions and to clarify information.
 Pair group: Students practice what they have learnt. It is used to work on dialogues,
role-plays, activities to complete information, question-answer activities, invent a
storytell.
 Group work: students make interactive and communicative actitivities, such as project-
work, playing communicative and linguistic games, free production activities, reading
and listening tasks, group writing, etc.
 Horse-shoe shape group: This grouping allow every student to see each other and at the
same time look at the teacher and at the blackboard. They can also communicate
between them orally and non verbally.
In order to group students in the English classroom, some strategies have to be taken:
 Choose tasks that are appropriate for groups
 Align activities with learning goals.
 Phrase assignments to promote higher-order cognitive skills.
 Successful group activities have a highly structured task.
 Promote group cohesiveness
 Have students do individual work before entering their group.
 Ensure both individual and group accountability.
 Select a debriefing mechanism
Besides, to manage a group work effectively, a checklist should be done:

 What to do before the activity / assignment:
 Set guidelines for student-student and student-instructor interactions during group
work and associated class discussions.
 Provide written and verbal instructions, including time limits and deadlines.
 Explain the motivation and learning goals for the activity.
 Establish accountability for both individual and groups.
 Provide students with the necessary resources to succeed.
 What to do during the assignment /activity:
 Actively engage and monitor groups.
 Frequently provide feedback to groups and individuals.
12
 What to do after the assignment/activity:
 Debrief the activity with the entire class.
 Assess student learning informally or formally.
 Provide feedback to individuals and groups regarding both group process and
products.
 Provide students with opportunities to reflect on their learning as well as
teamwork.
2.5- Organisation of space and timing

There are three independent buildings, one where vocational training courses are
taught and a main one, where most of the classrooms and offices are located. The high
school has adapted access for permanently and temporarily disabled students. The
facilities include a gym, a library, and a school cafeteria.
In terms of timing, this high school offers two schedules, one in the morning and
another in the afternoon. In the morning schedule, the high school offers 4 groups of CSE,
2 groups of Baccalaureate, 2 sixth form degree courses and 2 vocational training courses.
In the afternoon schedule, the high school offers 1 group of baccalaureate and 2 groups of
sixth form degrees.
2.6- Spatial distribution in the English class

English classes are thought to be distributed in a horse-shoe dispotition, because it
allows every student to see each other and at the same time look at the teacher and at the
blackboard. With this distribution, a warmer ambient is offered, a shorter physical
distance is offered and a more direct visual contact is established.
2.7- Improvement Plan of the centre

There are multiple models to obtain a good diagnostic of its reality, its needs and the
necessary measures which it should adopt for its improvement. One of the most common
models if the model EFQM. From this, some guidelines and criteria are established to be
used for different organisations in the evaluation of its own efforts and in the consecution
of a quality improvement. This is known as the European Model of Excellency, EFQM (EOQ)
The Organic Law 10/2002, 23rd December, of Education Quality (LOCE) in its article
41.1 entrusts the educative Administratios to adopt singular procedures in those schools
in which a differential educative intervention is needed.
The Educative council of the autonomous region of Madrid has established a Plan to
improve the quality of education in priority public centers.
The chosen policy, based on the aforementioned Organic Law in its article 67.4
establishes:
‘Educative administrations will promote agreements or commitments with the centers
to develop plans and performances which suppose a continuous improvement both of the
educational processes and the results.’
13
Its general characteristics are:
 It is a voluntary activity of the centers.
 It must be seen as a commitment between the educational center and all its
 concerned parties; that is, a commitment of the center with itself is established.
 Its development can be expected, along with its substantive results, an
improvement in the educational management and knowledge of the center as an
organization; its conditions fundamental issues have to do with the manifest need
to introduce improvements in the dynamics of the center, for which it is almost
essential to have a positive attitude towards the changes, as well as the belief that
these are possible.
 It must be preceded by an explicit diagnosis of the starting situation of the center in
relation to the priority area or areas, relating both to the management aspects a
well as to the strictly educational ones, on which the plan will focus.
 The identification of areas for improvement must be objective and based on facts
or results, by using the appropriate instruments.
 The improvement objectives must be realistic, concrete, evaluable and achievable
in a school year, notwithstanding that they can be integrated as part of a plan of
multi-year character.
 It must specify the objectives, the procedures and the planned actions, the people
responsible for its execution, the necessary resources and supports, a calendar for
its fulfillment and a plan for its monitoring and evaluation.
 It must involve people, from a participative orientation and under the impulse
associated with effective leadership by the center's management; that is, the
performance is shared and the importance of adequate leadership is worth noting.
 Usually brings about the collective satisfaction of being part of a human team
committed, capable of turning challenges into opportunities; thus, the processes of
coordination are fundamental.
 Requires that all or some of the instances of the educational center intervene in it:
management team, improvement team, Cloister, School Council, advisors external,
educational inspection area, program area, general management competent ...; thus,
it is worth noting the advice and internal and external follow-up.
 Must obtain an internal recognition and from the Educational Administration,
proportional to the will and effort put into play and the results obtained.
14
3- BASIC COMPETENCES
According to the CEFR, Competences are the sum of knowledge, skills and
characteristics that allow a person to perform actions. The European Parliament and the
Council of Europe (2006/962/CE) give a narrower definition of competences and define
them as a combination of knowledge, capacities, or skills and attitudes which are
appropriate to the context. They claim that Key Competences are those that every person
needs in order to achieve their self-fulfilment and personal development, as well as to
carry out an active role in society, and promote their social inclusion and employment.
The LOMCE states that Key Competences develop contents in an integrated way, with the
aim of carrying out activities successfully and solving complex problems efficiently. By the
same token, the LOE stablishes that all subjects should contribute to the development of
as many competences as possible in their own specific way. According to Order
ECD/65/2015, 21st January, Key Competences follow the European Union
recommendations for Lifelong Learning and have been introduced in the C.S.E.
curriculum. These Key Competences are those which any student must have acquired to a
certain extent by the end of their English language Education in secondary school so as to
achieve personal fulfilment and to be part of the active citizenship, in order to start adult
life in a satisfactory way and to be able to develop permanent lifelong learning. They are
all interdependent, and the emphasis in each case is on critical thinking, creativity,
initiative, problem solving, risk assessment, decision taking and constructive management
of feelings. The official curricular document explains how the English Language subject
contributes to the acquisition of Key Competences. Therefore we will establish a relation
between the Key Competences establsihed by the curriculum with the contents of the
English language subject. The most direct link for the subject of English is with
Competence in Linguistic Communication, but this subject also contributes to other
competences as follows
15
3.1- Linguistic communication (CLC)
This competence refers to the utility of the language as a tool for oral and written
communication, interpretation, performance and understanding of reality, the
construction of knowledge and the organization of one’s own thoughts, emotions and
behaviour. In this sense, we wil try to improve linguistic and sociolinguistic skills which
are relevant to having effective and real communication. As much as possible we will use
real speech situations or simulate those ones which are familiar to the students as well as
other interesting and useful ones for them to be of use in the future in less familiar
contexts relating to private, public, educative or professional speech situations. This
competence with a different level of domain and formality, especially in the written
language, means the ability to communicate in different contexts. Thus, it also facilitates
the access to more diverse sources of information, communication and learning. This
subject will contribute to develop this competence because the learning of the English
language, as well as the learning of the students’ mother tongue is based on the
development of communicative and linguistic abilities.
This subject will provide the students with tasks in which they will have the opportunity
to achieve a linguistic and communicative competence in the English language. We will
use those strategies the students have in their mother tongue in the leaning of the foreign
language: how to organise the speech, use gestures, distinguish the main idea or relevant
details, infer meaning from a text or contrast structures in both their mother tongue and
the foreign language as well as use dictionaries and other sources of information. Besides,
all the skills related to the learning of a foreign language (listening, reading, speaking and
writing) make sense as their use is closely related to social interaction. What is more,
communicative language competence is activated in the performance of the various
language activities, involving reception, production, interaction or mediation. Regarding
this competence’s proper acquisition, we have to bear in mind that all the linguistic
competence componentes (lexical, grammatical, phonological,…) will be taken into
account, there will be also the sociocultural component (knowledge of the world with its
inter-cultural dimension); and finally, the personal component (attitude, motivation and
personality).
Nowadays, we have the possibility of learning a foreign language through authentic
sources which are available to a great number of people thanks to ICTs. Moreover, this is
also an opportunity of having contact with the foreign language culture that the students
can use autonomously by surfing on the net, by communicating with other foreign
language’s speakers, and making new learning materials both inside and outside the
classroom.
3.2- Mathematic and competences based on science and technology (CMST)

It embraces the application of those skills and attitudes that allow students to reason
mathematically and to understand the mathematical argumentation and to express and
communicate in the mathematical language, by using appropriate helpful tools, integrated
into the mathematical knowledge along with other types of knowledge to give a better
answer to any possible situation in life with different levels of complexity.
16
This subject proposes reading texts in which students have to answer certain reasoning
questions related to their contents, in terms of dates, numbers, timetables and schedules.
Therefore students have to think carefully to give a correct answer by doing the required
mathematical operations. This competence implies the development and application of
scientific and technical thought so as to interpret the information provided, predict and
make decisions with personal initiative and autonomy, in a world where the new
discoveries produced in the scientific and technological fields are going to have a decisive
influence on our personal life, our society and our natural environment. Moreover, anyone
should have skills, abilities and knowledge related to this competence to be able to make
responsible use and take care of the environment and natural resources by means of
rational consumption, as essential elements to maintain the quality, honesty and decency
of human life. This subject will contribute to the development of this competence by
providing the students with texts related to the world, the natural environment and the
conditions of human life, so as to make them aware of the importance of valuing and
caring for the natural world as well as analysing and interpreting scientific and technical
thoughts and taking decisions with personal initiative and autonomy for a proposed final
task, since they will have to elaborate tasks related to themselves.
3.3- Digital Competence (DC)

This competence helps the students to become autonomous, efficient, responsible,
critical and reflexive people so as to be able to select, treat and use sources of information
by using different technological tools as well as to have a critical and reflexive attitude
when evaluating the information available by contrasting it when necessary, to respect
the rules of behaviour socially established and to regulate the use of information and
sources with the help of all the new digital technologies (blogs, wikis, software
applications, websites or on-line dictionaries).
This competence is very useful in the learning and teaching processes, due to the new
digital discoveries that facilitate both the students’ and the teachers’ work. The
expositions of projects using Power Point, Powtoon or Prezi as well as the smart-board will
mean a considerable saving of time not only for students but also for teachers. That gives
us more time to interact with our students and to detect their mistakes individually by
providing them with competitive games in which they have to participate verbally to give
a correct answer or to make questions of any type of knowledge in the English language
such as Kahoot! or Socrative. The exhibition of projects can also be recorded on their
mobiles, iPads or on a cloud (Dropbox or Google For Education) to be carefully co-
evaluated by the rest of the students with the purpose of improving and learning from
their mistakes. Therefore, this subject will contribute to the interaction and information of
exchange with people from other places, using diverse linguistic models and creating real,
functional communicative situations: chats, forum, image recording, on-line auditions,
interactive tasks, etc. taking advantage of multimedia environments. In this sense we can
use the Moodle Platform (EVAGD) to share videos, interviews to which students’ families
have access from home or the e-Twinning Space in class.
17
3.4- Learning how to learn (L2L)
This competence implies the conscious control of one’s own capacities by the
acquisition of learning techniques.
This subject facilitates the capacity of the students to interpret and represent the reality
and build any kind of knowledge, to formulate hypotheses and opinions, to express and
analyse feelings and emotions, to think about one’s own process of learning in an
autonomous way by providing them with strategies to learn.
3.5- Social and civic competences (CSC)

This competence implies the understanding of the social reality where we live, to face
problems of co-existence and conflicts by using an ethic sense based on values and
democratic practises, so as to become a democratic, peaceful, responsible and jointly
reliable citizen, and as well as a responsible person in terms of the fulfilment of human
and civic rights and one’s own duties.
This subject will contribute to the development of this competence by propitiating the
respect and interest in communication with speakers of other languages as well as the
recognition and acceptability of different cultures and types of behaviour. So, we will
provide them with tasks related to the exchange of personal information so as to reinforce
the identity of the interlocutors, interactive tasks to make the student express their own
ideas as well as to make the student express their own ideas as well as to make decisions
by co-evaluating the intervention of their classmates, pair-work and group-work activities
to do a project after taking decisions and making agreements so as to make them learn
from the contribution of the others.
3.6- Sense of initiative and entrepreneurship Spirit (SIE)

This competence presupposes to be able to imagine, develop and evaluate actions and
individual or collective projects with creativity, confidence, responsibility and critical
sense.
This subject contributes to this competence when propiliating individual work and
cooperative work in the classroom, for the handling of personal sources and social
abilities of cooperation and negotiation, and by providing the students with strategies
about how to learn and take decisions when learning, so as to keep on learning any other
language in an autonomous way without the help or any teacher.
18
3.7- Cultural Conscience and Expressions (CCE)
This competence refers to the ability to appreciate and enjoy art and cultural evidence
or samples, such as those related to the use of sources of artistic expression in order to
apply a divergent way of thinking, to understand and put into practice the concept of
cooperative work, and a respectful and critical attitude towards teh diversity of artistic
and cultural expression, to cultivate one’s own aesthetic and creative capacity, an interest
in participating in the cultural life and to contribute to the maintenance of the cultural and
artistic heritage of any country. This subject contributes to this competence when
approaching the cultural and artistic samples of our own country and of the English
speaking countries, and when facilitating the free expression of one’s own opinion, likes,
dislikes, feelings and emotions, which make possible the production of individual or
collective creative works and simulations.
These competences are strongly related to the contents, assessment criteria and
learning standards of each block of content. This relation is made explicit in the Order
65/2015, 21st January, which describes the relation of the competences, the contents
and the assessment criteria. They are also strongly related to stage objectives.
19
4- OBJECTIVES
4.1- Stage objectives
 To assume their duties responsibly, know and exercise their rights in respect for
others, practice tolerance, cooperation and solidarity among people and groups,
practicing dialogue to strenghten human rights as common values of a plural
society and prepare them for the exercise of democratic citizenship.
 To develop and strenghten habits of discipline, study and individual and group
work as a necessary condition for effective implementation of the learning tasks
and as a means of personal development.
 To value and respect the difference of sexes and the equal rights and opportunities
between them. Reject stereotypes involving discrimination between men and
women.
 To strengthen their emotional skills in all areas of personality and in their
relationships with others, and reject violence, prejudice of any kind, sexist
behaviour and resolve conflicts peacefully.
 To develop basic skills in the use of information sources, with a critical eye, to
acquire new knowledge. To acquire a basic preparation in the field of technology,
especially in information and communication.
 To design scientific knowledge as an integrated knowledge structured into various
disciplines, as well as understand and apply the methods to identify problems in
the various fields of knowledge and experience.
 To develop entrepeneurshiip and self-confidence, participation, a critical sense, the
personal initiative and the ability to learn how to learn, plan, take decisions and
take responsibility.
 To understand and express correctly, orally and writing in the Spanish language
and, if any, in the co-official languages of the Autonomous Community, texts and
complex messages, and start into the knowledge, reading and study of literature.
 To understand and express properly in one or more foreign languages.
 To know, appreciate and respect the basic aspects of teh culture and history
themselves and others, as well as artistic and cultural heritage.
 To know and accept the functioning of the body and that of others, respect
differences, enhance the habits of health care and physical and incorporate physical
education and sport to promote personal and social development. Know and
appreciate the human dimension of sexuality in all its diversity. Appreciate
critically social habits related to health, consumption, caring for living beings and
the environment, contributing to their conservation and improvement.
 To appreciate the artistic creation and understand the language of the various art
forms, using various means of expression and representation.
20
4.2- Area objectives
 To listen and understand general and specific information of oral texts in diverse
communicative situations adopting an attitude of respect and cooperation.
 To express and interact orally in common situations of communication easily, and
with suitable degree of autonomy.
 To read and comprehend diverse texts of various levels in line with the abilities and
interests of the students in order to draw general and specific information, and use
reading as a source of pleasure and personal enrichment.
 To write simple texts with different purposes on various topics using appropriate
elements of cohesion and consistency.
 To use properly elements of phonetic, lexical, structural and functional which are
basic of the foreign language in real contexts of communication.
 To develop autonomy in learning, reflect on their own learning processes, and
transfer to the foreign language skills and communication strategies acquired in
other languages.
 To use learning strategies and all means at his disposal, including the technologies
of information and communication, to obtain, select and present information orally
and in writing.
 To appreciate the foreign language as an instrument to access to information and as
a tool for learning diverse contents.
 To value the foreign language and the languages in general, as a means of
communication and understanding between people of diverse backgrounds,
languages and cultures avoiding any kind of discrimination and cultural-linguistic
stereotypes.
 To express a receptive attitude and with self-confidence in the ability of learning
and use of foreign language.
4.3- Transversal Aspects in the Curriculum
 Social and Civic Education.
 Equality between sexes and prevention of gender violence.
 Foster the spirit of entrepeneurship through activities such as creativity, working
teams, self confidence and critical view.
 Foster a healthy life and practice sport daily.
 Traffic education in order to prevent traffic crashes.
21
5-CONTENTS, SEQUENCE AND TEMPORAL DISTRIBUTION
5.0- Contents, evaluation criteria, evaluable learning standards and achievement
indicators and key competences
BLOCK 1- ORAL TEXTS COMPREHENSION
CONTENTS EVALUATION EVALUABLE ACHIEVEMENT
CRITERIA LEARNING INDICATORS AND
STANDARDS KEY
COMPETENCES
Comprehension strategies: EC1.1.Identify essential LS1.1. Captures key points AI1.1.1. Listen to directions,
- Mobilization of prior information, main points and relevant details of brief, instructions,
information on type of task and most relevant details in articulated messages, announcements, and capture
and subject. brief and well-structured announcements, messages essential information. CLC,
oral texts transmitted by and communications in a SIE
- Identification of the textual voice or by technical means slow and clear way (eg AI1.1.2. Use the digital
type, adapting the and articulated at slow or change of boarding gate at resources of the course to
understanding to it. medium speed in a formal, an airport, information on consolidate the knowledge
informal or neutral register, activities at a summer camp, acquired in the unit. CCL,
- Distinction of types of and that they deal with or a cinema), provided that DC
comprehension (general everyday matters in habitual the acoustic conditions are
sense, essential information, situations or on general good and the sound is not
main points, relevant topics or the field of interest distorted.
details). in the personal, public,
educational and
- Formulation of hypotheses occupational fields,
about content and context. provided that the acoustic
conditions do not distort the
- Inference and formulation message and can be heard
of hypotheses about again. AI1.2.1. Listen to dialogues
meanings based on the EC1.2.To know and apply LS1.2. S/He understands the about everyday tasks and
understanding of significant, the most appropriate essence of what is said to extract essential
linguistic and paralinguistic strategies for understanding him in everyday structured information. CLC, SIE
elements. the general meaning, transactions and transactions AI1.2.2. Listen and
essential information, main (e.g. in hotels, shops, understand the teacher's
- Reformulation of points and ideas or relevant hostels, restaurants, leisure, questions on familiar and
hypotheses from the details of the text. study or work centers). everyday topics. CLC
understanding of new EC1.3. Knowing and using AI1.2.3. Listen and interpret
elements. for the understanding of the dialogues about everyday
text the sociocultural and situations, respecting social
Socio-cultural and sociolinguistic aspects conventions. CLC, SCC,
sociolinguistic aspects: related to daily life (study SIE
social conventions, courtesy and work habits, leisure
norms and registers; activities), living conditions AI1.3.1. Presence
customs, values, beliefs and (environment, social conversations on the subject
attitudes; nonverbal structure), interpersonal of unity and extracts
language. relations (between men and LS1.3. It identifies the essential information. CLC
women, in (gestures, facial general meaning and the 1.3.2. He listens to
Communicative functions: expressions, use of voice, main points of a formal or conversations about ethical
- Initiation and maintenance visual contact), and social informal conversation values and shows respect for
of personal and social conventions (customs, between two or more other opinions. CLC, SCC
relationships. traditions). interlocutors that takes place
EC1.4. To distinguish the in his presence, when the
- Description of physical most relevant function or subject is familiar to him
and abstract qualities of communicative functions of and the speech is articulated
people, objects, places and the text and a repertoire of clearly, at medium speed AI1.4.1.Listens informal
activities. its most common exponents, and in a standard variety of conversations related to the
as well as discursive the language. unit topic and captures the
- Narration of past and patterns of frequent use LS1.4. In an informal basic information. CLC,
conversation in which he /
22
occasional events, related to textual she participates, he / she CMST
description of present states organization (introduction understands descriptions, AI1.4.2. Listen to informal
and situations, and of the theme, development narratives, points of view conversations related to
expression of future events. and thematic change, and and opinions on practical sociocultural and inter-
textual closure). matters of daily life and on curricular issues. CLC,
- Request and offer of EC1.5. Apply to the subjects of his / her interest, SCC
information, indications, understanding of the text the when spoken clearly, slowly
opinions and points of view, knowledge about the and directly and if the
advice, warnings and constituents and the interlocutor is willing to
warnings. organization of syntactic repeat or rephrase what has AI1.5.1. Listen to formal
and discursive patterns been said. discussions about the unit
- Expression of knowledge, frequently used in oral LS1.5. It includes, in a topic and capture specific
certainty, doubt and communication, as well as formal conversation, or information. CLC, CMSC
conjecture. their associated meanings interview (eg in study or AI1.5.2. Listen to formal
(eg interrogative structure to work centers) in which you conversations related to
- Expression of will, make a suggestion). are asked about personal, sociocultural and inter-
intention, decision, promise, EC1.6. Recognize common educational, occupational or curricular issues. CLC,
order, authorization and oral vocabulary related to interest matters, as well as SCC
prohibition. everyday issues and general simple and predictable AI1.5.3. Listen to interviews
topics or related to their own comments related to them , and extract key information.
- Expression of interest, interests, studies and as long as he can ask for CLC, SIE
approval, appreciation, occupations, and infer from something to be repeated,
sympathy, satisfaction, context and context, with clarified or elaborated on
hope, trust, surprise, and visual support, the meanings what has been said to him. AI1.6.1. Listen to
their opposites. of words and expressions of recordings on the subject of
less frequent or more LS1.6. Distinguish, with the the unit and interpret the
- Formulation of specific use. support of the image, the information. CLC, CMST
suggestions, wishes, main ideas and relevant AI1.6.2. Listen to
conditions and hypotheses. information in presentations recordings on sociocultural
on educational, occupational issues and analyze the
- Establishment and or interest topics (eg on a differences with respect to
maintenance of the curricular theme, or a talk to one's own culture. CLC,
communication and organize team work). CCE, SCC
organization of the speech. AI1.6.3. Listen to
recordings on inter
Syntactic-discursive curricular topics and
structures1. complete related activities.
CLC, CCE, CMST
Oral vocabulary AI1.6.4. It uses audio-visual
commonly used2 resources to strengthen the
(reception) knowledge acquired in the
unit. CLC, CMST
Sound, accentual,
rhythmic and intonational
patterns. AI1.7.1. Listen to excerpts
from radio or television
shows and extract specific
information. CLC, CCE,
SIE
LS1.7. It identifies the AI1.7.2. Use the digital
essential information of resources of the course to
television programs on deepen the knowledge
everyday affairs or their acquired in the unit. CLC,
interest articulated with DC
slowness and clarity (eg AI1.7.3. It uses audio-visual
news, documentaries or resources to strengthen the
interviews), when the knowledge acquired in the
images help understanding. unit. CLC, CCE
1. See list of Syntactic-discursive structures in 4.B
2. See list of High frequency Lexis in 4.B
23
BLOCK 2- ORAL TEXTS PRODUCTION: EXPRESSION AND INTERACTION
STANDARDS KEY
COMPETENCES
Production Strategies: EC2.1. Produce short and LS2.1. He makes brief, AI2.1.1. It makes simple
comprehensible texts, either well-structured and visual presentations related to the
Planning in face-to-face or telephone presentations (eg theme of the unit following
- Conceive the message conversation or other transparencies or an example. CLC, SIE
clearly, distinguishing its technical means, in a neutral PowerPoint) on specific AI2.1.2. He talks about
idea or main ideas and its aspects of topics of interest sociocultural issues,
or informal register, with
basic structure. or related to his studies or showing respect for other
simple language, in which occupation, and responds to cultures. CLC, SIE, SCC
- Adapt the text to the information is given, brief and simple questions AI2.1.3. Talk about
recipient, context and requested and exchanged on from listeners about the intercurricular subjects,
channel, applying the topics of importance in the content of themselves. showing their knowledge
register and speech structure daily life and familiar or about them. CLC, SIE,
appropriate to each case. educational, or occupational CMST
matters, and briefly AI2.1.4. Responds
Execution justifying the motives of adequately to the teacher's
- To express the message certain actions and plans, questions on familiar and
with clarity, coherence, everyday issues. CLC, SIE
although there are
structuring it properly and AI2.1.5. Participates in
adjusting, where sometimes interruptions or cooperative work (projects,
appropriate, the models and hesitations, the pauses and presentations, etc.) and
formulas of each type of reformulation are evident to exposes them to the class.
text. organize the discourse and CLC, SIE, CCE
select expressions and
- readjust the task (to structures, and the
undertake a more modest interlocutor has to ask AI2.2.1. Practice dialogues
version of the task) or the sometimes to be told what is about everyday situations
message (make concessions LS2.2. It operates correctly following a model. CLC,
said. in everyday transactions and SIE
on what you would really
EC2.2. Know and know transactions, such as travel, AI2.2.2. Practice greetings,
like to express), after
assessing the difficulties and how to apply the most accommodation, presentations, etc. in a polite
available resources. appropriate strategies to transportation, shopping and way. CLC, SCC; SIE
produce brief and simple leisure, following basic AI2.2.3. Practice and
- Lean on and make the monological or dialogical courtesy rules (greeting and reproduce correct
most of previous knowledge oral texts, using, among treatment). pronunciation in everyday
(use 'prefabricated' other things, procedures communication situations.
language, etc.). such as the adaptation of the CLC, SIE
message to patterns of the AI2.2.4. It uses sign
- To compensate the first language or others, or language to encourage
linguistic deficiencies communication in everyday
the use of approximate
through linguistic, situations. CLC, L2L
paralinguistic or paratextual lexical elements if no more
procedures: precise ones are available.
EC2.3. Incorporate into the
Linguistic production of the oral or AI2.3.1. He interprets
- Modify words of similar monological oral text informal conversations in
meaning. acquired sociocultural and pairs respecting social
sociolinguistic knowledge LS2.3. Participates in norms and conventions.
- Define or paraphrase a relating to social structures, informal face-to-face or CLC, SIE, SCC
term or expression. interpersonal relationships, telephone conversations or AI2.3.2. Practice and
other technical means, in reproduce correct
behavior patterns, behavior
Paralinguistic and which he or she establishes pronunciation in informal
paratextual and social conventions, conversations. CLC, SIE
social contact, exchanges
- Ask for help. acting with proper AI2.3.3. Talk about ethical
information and expresses
24
ownership and respecting opinions and points of view, values showing respect for
- Point objects, use deictics the most important norms of makes invitations and other opinions. CLC, SCC,
or perform actions that courtesy in the respective offers, asks for and offers SIE
clarify meaning. contexts . things, requests and gives AI2.3.4. Participate in
EC2.4. Carry out the directions or instructions, or games by putting into
- Use culturally relevant discusses the steps to be practice the grammar and
functions demanded by the
body language (gestures, followed to carry out a joint vocabulary explanations of
facial expressions, postures, communicative purpose, activity. the unit. CLC, SIE, L2L
eye or body contact, using the most common AI2.3.5. It asks questions to
proxemics). exponents of such functions the companions respecting
and the most frequently the social conventions.
- Use extralingual sounds used discursive patterns to CLC, SIE, SCC
and conventional prosodic organize the text in a simple
qualities. way with sufficient internal
cohesion and coherence
Socio-cultural and with respect to the context
sociolinguistic aspects: AI2.4.1. Perform formal
of communication.
social conventions, courtesy conversations in pairs
norms and registers; EC2.5. To show control following a model. CLC,
customs, values, beliefs and over a limited repertoire of SIE, SCC
attitudes; nonverbal syntactic structures LS2.4. Participate in a AI2.4.2. Practice and
language. commonly used, and to use formal conversation, reproduce the correct
simple mechanisms meeting or interview of an pronunciation in formal
Communicative functions: sufficiently close to the academic or occupational conversations. CLC, SIE
- Initiation and maintenance context and communicative nature (eg to take a summer AI2.4.3. He expresses his
of personal and social intention (lexical repetition, course or join a volunteer opinion on formal issues,
relationships. ellipsis, personal, spatial and group), exchanging respecting the opinions of
sufficient information, others. CLC, SCC, SIE
temporal dejis,
- Description of physical expressing their ideas on AI2.4.4. Displays agreement
and abstract qualities of juxtaposition, and frequent
common issues, giving their or disagreement with
people, objects, places and conversational connectors opinions different from
opinion on practical
activities. and markers) . problems when asked yours, in a respectful way.
EC2.6. Know and use a directly, and react easily to CLC, SIE, SCC
- Narration of past and sufficient oral lexical comments, whenever you
occasional events, repertoire to communicate can ask to be repeated key
description of present states brief, simple and direct points if you need it.
and situations, and information, opinions and
expression of future events. points of view in normal and
everyday situations,
- Request and offer of
information, indications, although in less common
opinions and points of view, situations the message needs
advice, warnings and to be adapted.
warnings. EC2.7. Pronounce and
intonate in a clear and
- Expression of knowledge, intelligible way, although
certainty, doubt and foreign accent is sometimes
conjecture. evident, or sporadic
pronunciation errors are
- Expression of will,
made as long as they do not
intention, decision, promise,
order, authorization and interrupt the
prohibition. communication, and the
interlocutors have to request
- Expression of interest, repetitions from time to
approval, appreciation, time.
sympathy, satisfaction, EC2.8. Handle short
hope, trust, surprise, and phrases, groups of words
their opposites. and formulas to develop
25
- Formulation of sufficiently in brief
suggestions, wishes, exchanges in usual and
conditions and hypotheses. everyday situations,
sometimes interrupting
- Establishment and speech to look for
maintenance of the
expressions, articulate less
communication and
organization of the speech. frequent words and repair
communication in less
Syntactic-discursive common situations.
structures.1 EC2.9. Interacting in a
simple way in clearly
Oral vocabulary of structured exchanges, using
common use2 (production) simple formulas or gestures
to take or yield the turn of
Sound, accentual, speech, although it depends
rhythmic and intonational
to a great extent on the
patterns.
performance of the
interlocutor.

26
BLOCK 3- WRITTEN TEXTS COMPREHENSION
STANDARDS KEY
COMPETENCES
Comprehension strategies: EC 3.1. Identify essential LS3.1. Identifies, with the AI3.1.1. Read instructions,
- Mobilization of prior information, relevant points aid of the image, directions, posters, fact
information on type of task and important details in instructions for operating sheets, etc. and includes
and subject. texts, both in printed format and handling electronic specific information. CLC,
and in digital format, brief devices or machines, as well CCE
- Identification of the textual and well structured, written as instructions for carrying AI3.1.2. Read and identify
type, adapting the in a formal, informal or out safety activities and basic information and
understanding to it. neutral register, dealing with regulations (eg in a school, instructions in the
everyday issues, topics of public place or leisure area). statements of the exercises.
- Distinction of types of interest or relevant to the CLC
comprehension (general studies and occupations AI3.1.3. Read and
sense, essential information, themselves, and which implement instructions and
main points). contain simple structures tips to improve your
and a commonly used learning skills. CLC, L2L
- Formulation of hypotheses lexicon.
about content and context. EC 3.2. Know and know
- Inference and formulation how to apply the most
of hypotheses about appropriate strategies for
meanings based on the understanding the general AI3.2.1. Read an
understanding of significant, meaning, the essential LS3.2. Understands the advertisement, a tourist
linguistic and paralinguistic information, the main points main points of advertising brochure, a travel guide, etc.
elements. and ideas or the relevant and publicity material of and analyzes the
details of the text. magazines or Internet information. CLC, CCE
- Reformulation of EC 3.3. To know and use, formulated in a simple and AI3.2.2. Use the digital
hypotheses from the for the understanding of the clear, and related to matters resources of the course to
understanding of new text, the sociocultural and of their interest, in the deepen the knowledge
elements. sociolinguistic aspects personal, academic and acquired in the unit. CLC,
related to everyday life occupational fields. DC
Socio-cultural and (study and work habits,
sociolinguistic aspects: leisure activities, including
social conventions, courtesy artistic manifestations such
norms and registers; as music or cinema), living
customs, values, beliefs and conditions social), AI3.3.1. Read letters, e-
attitudes; nonverbal interpersonal relationships mails, blogs, postcards, etc.
language. (between men and women,LS3.3. Understand personal and uses them as a model.
correspondence in any
at work, in the educational CLC, SCC, SIE
Communicative functions: format in which you talk
center, in institutions), and AI3.3.2. Read personal
- Initiation and maintenance about yourself; people,
social conventions (customs, descriptions and analyze
of personal and social traditions). objects and places are their social dimension.
relationships. described; past, present and CLC, SCC
EC 3.4. To distinguish the future events, real or AI3.3.3. Read personal
- Description of physical most relevant function or imagined, are expressed, opinions, expression of
and abstract qualities of communicative functions of and feelings, desires and feelings, desires, etc. and
people, objects, places and the text and a repertoire of opinions are expressed on compares them with their
activities. its most common exponents, general, known or interest own. CLC, SCC
as well as discursive topics.
- Narration of past and patterns of frequent use
occasional events, related to textual
description of present states organization (introduction AI3.4.1. Read letters, e-
and situations, and of the theme, development mails, faxes, etc. formal and
expression of future events. and thematic change, and LS3.4. He understands the extracts specific
textual closure). essentials of formal information. CLC, CCE
- Request and offer of EC 3.5. Recognize, and correspondence in which he AI3.4.2. Use the digital
27
information, indications, apply to the comprehension is informed of matters of his resources of the course to
opinions and points of view, of the text, the constituents interest in the personal, deepen the knowledge
advice, warnings and and the organization of educational or occupational acquired in the unit. CLC,
warnings. syntactic structures context (eg on a language DC
frequently used in written course or an online
- Expression of knowledge, communication, as well as purchase).
certainty, doubt and their associated meanings
conjecture. (eg interrogative structure to AI3.5.1. Read newspaper
make a suggestion). articles, magazines,
- Expression of will, EC 3.6. Recognize LS3.5. Capture the main websites, etc., and analyze
intention, decision, promise, commonly used written ideas of brief journalistic the information. CLC,
order, authorization and lexicon related to everyday texts on any medium if CMST, CCE
prohibition. issues and general topics or numbers, names, AI3.5.2. Read news related
related to their own illustrations and titles to values of ethical type and
- Expression of interest, interests, studies and convey much of the express your own opinion.
approval, appreciation, occupations, and infer from message. CLC, SCC
sympathy, satisfaction, context and context, with
hope, trust, surprise, and visual support, the meanings AI3.6.1. It identifies the
their opposites. of words and expressions of vocabulary related to the
less frequent or more theme of the unit and puts it
- Formulation of specific use. LS3.6. Understands into practice. CLC, SIE
suggestions, wishes, EC 3.7. Recognize the main essential specific AI3.6.2. Read informative
conditions and hypotheses. spelling, typographical and information on web pages texts on the main topic of
punctuation conventions, as and other clearly structured the unit and extract relevant
- Establishment and well as commonly used reference materials or information. CLC, CMST,
maintenance of the abbreviations and symbols consultation on subjects CCE
communication and (eg, , %, ), and their related to academic subjects, AI3.6.3. Read informational
organization of the speech. associated meanings. occupational matters, or texts on socio-cultural issues
their interest (eg on a and extract key information.
Syntactic-discursive curricular theme, a CLC, SCC CCE
structures1. computer program, a city, a AI3.6.4. Read informative
sport or the environment ), texts on the inter-curricular
Commonly used written provided you can reread subjects and analyze them.
vocabulary2 (reception) difficult sections. CLC, CMST, CCE
AI3.6.5. Read a review, a
Graphic patterns and biography, a report, a
orthographic conventions. summary, etc. and extracts
specific information. CLC,
CCE
AI3.6.6. Read and
understand the grammar and
vocabulary explanations of
the unit. CLC, L2L
AI3.6.7. Read and
understand the review
sections of the unit by
encouraging autonomous
learning. CLC, L2L
AI3.7.1. Read stories,

stories, excerpts from
novels, essays, stories, etc.
and comprises detailed
information. CLC, CCE
AI3.7.2. It identifies the
vocabulary related to the
theme of the unit and puts it
into practice. CLC, SIE
EA3.7. Understand the
28
essentials (eg in readings for
young people) of brief and
well-structured fiction
stories and get an idea of the
character of the different
characters, their
relationships, and the plot.

29
BLOCK 4- WRITTEN TEXTS PRODUCTION: EXPRESSION AND INTERACTION
STANDARDS KEY
COMPETENCES
Production Strategies: EC4.1. Write, on paper or in LS4.1. Complete a simple AI4.1.1. Write forms,
electronic form, short, questionnaire with personal questionnaires, index cards,
Planning simple, clear-cut texts on information related to your etc. with specific
- Mobilize and coordinate everyday or personal training, occupation, information. CLC, SCC,
their own general and interest topics, in a formal, interests or hobbies (eg to SIE
communicative neutral or informal record, subscribe to a digital AI4.1.2. Complete written
competences in order to using appropriate basic publication, enroll in a activities with personal
effectively carry out the task cohesion resources, basic workshop, or join a sports information or relative to
(review what is known spelling conventions, and club). your personal interests.
about the subject, what can most common scoring, with CLC, SIE
or is meant, etc.). reasonable control of AI4.1.3. Complete self-
expressions and simple assessment and review
- Locate and use linguistic structures and a frequently activities with information
or thematic resources used lexicon. regarding your interests.
appropriately (use of a EC4.2. To know and apply CLC, L2L
dictionary or grammar, adequate strategies to
obtaining help, etc.). elaborate brief written texts AI4.2.1. Write notes,
of simple structure, p. and. LS4.2. Write notes and messages on everyday
Execution copying conventional messages (SMS, WhatsApp, issues. CLC, SIE
- Express the message formats, formulas and chats), in which brief AI4.2.2. Complete activities
clearly according to the models of each type of text. comments are made or related to situations of daily
models and formulas of EC4.3. Incorporate into the directions and directions life respecting social
each type of text. production of the written related to activities and conventions. CLC, SCC,
text sociocultural and situations of daily life and SIE
- readjust the task (to acquired sociolinguistic their interest.
undertake a more modest knowledge related to social AI4.3.1. Write notes,
version of the task) or the structures, interpersonal LS4.3. Write notes, messages on everyday
message (make concessions relationships, behavior announcements and short issues. CLC, SIE
on what you would really patterns, behavior and social messages (eg on Twitter or AI4.3.2. Write an
like to express), after conventions, respecting the Facebook) related to advertisement, a tourist
assessing the difficulties and most important norms of activities and situations of brochure, a travel guide
available resources. courtesy in the respective daily life, personal interest following a model. CLC,
contexts. or current affairs, respecting CCE, SIE
- Lean on and make the EC4.4. Carry out the the conventions and rules of AI4.3.3. Complete activities
most of previous knowledge functions demanded by the courtesy and etiquette. related to situations of daily
(use 'prefabricated' communicative purpose, life respecting social
language, etc.). using the most common conventions. CLC, SCC,
exponents of such functions SIE
Socio-cultural and and the most frequently AI4.3.4. Write directions,
sociolinguistic aspects: used discursive patterns to directions, following a
social conventions, courtesy organize the written text in a model. CLC, SIE
norms and registers; simple way with sufficient
customs, values, beliefs and internal cohesion and
attitudes; nonverbal coherence with respect to AI4.4.1.Write a review, a
language. the context of biography, a report, a
communication. LS4.4. He writes very brief summary, etc. using specific
Communicative functions: EC4.5. To show control reports in conventional information. CLC, CCE,
- Initiation and maintenance over a limited repertoire of format with simple and SIE
of personal and social syntactic structures relevant information about AI4.4.2. Write descriptions
relationships. commonly used, and to use habitual facts and the of people, places, feelings,
simple mechanisms reasons for certain actions, etc. respectfully. CLC, SCC
- Description of physical sufficiently close to the in the academic and SIE
and abstract qualities of context and communicative occupational fields, AI4.4.3. Write press articles,
30
people, objects, places and intent (lexical repetition, describing situations, magazines, web pages, etc.
activities. ellipsis, personal, spatial and people, objects and places in following a model. CLC,
temporal dejis, a simple way and pointing CMST, CCE, SIE
- Narration of past and juxtaposition, and frequent out the main events in a AI4.4.4. Write fiction
occasional events, discursive markers and schematic way. stories, excerpts from
description of present states connectors) . novels, essays, narratives
and situations, and EC4.6. Knowing and using including detailed
expression of future events. a lexical repertoire written information. CLC, CCE,
enough to communicate SIE
- Request and offer of brief, simple and direct AI4.4.5. Complete activities
information, indications, information, opinions and by putting into practice the
opinions and points of view, points of view in everyday grammar explanations of the
advice, warnings and and everyday situations, unit. CLC, L2L
warnings. although in less common AI4.4.6. Complete activities
situations and on lesser by putting into practice the
- Expression of knowledge, known issues, the message vocabulary of the unit.
certainty, doubt and needs to be adapted. CLC, L2L
conjecture. EC4.7. Understand and AI4.4.7. Perform artistic
apply, in a way that is activities related to the
- Expression of will, almost always theme of the unit. CLC,
intention, decision, promise, understandable, elementary CCE, SIE
order, authorization and punctuation marks (eg, AI4.4.8. Write sentences
prohibition. comma) and basic about sociocultural or inter-
orthographic rules (eg curricular subjects
- Expression of interest, capitalization, or word practicing the language of
approval, appreciation, separation at the end of a unity. CLC, CCE, SIE
sympathy, satisfaction, line), as well as most
hope, trust, surprise, and common spelling
their opposites. conventions in the writing AI4.5.1. Write letters, e-
of texts in electronic format mails, blogs, postcards, etc.
- Formulation of (eg SMS, WhatsApp). of personal character
suggestions, wishes, following a model. CCL,
conditions and hypotheses. CSC, SIE
- Establishment and LS4.5. Write personal IL4.5.2. It narrates in
maintenance of the correspondence that writing events and it
communication and establishes and maintains exchanges personal
organization of the speech. social contact (eg, with experiences fomenting the
friends in other countries), social contact. CCL, CSC
Syntactic-discursive exchanges information, SIE
structures.1 describes in simple terms IL4.5.3. Write about your
important events and own opinions, make
Written Lexicon of personal experiences (eg, suggestions, offers, etc. in a
common use2 (production) victory in a competition); polite way. CCL, CSC SIE
instructions and suggestions IL4.5.4. Use the digital
Graphic patterns and are made and accepted (eg resources of the course to
orthographic conventions. cancel, confirm or modify deepen the knowledge
an invitation or plans), and acquired in the unit. CCL,
express opinions in a simple CD
way.
IL4.6.1. Write letters, e-

mails, faxes, etc. of formal
character following a model.
CCL, CEEC, SIE
IL4.6.2. Use the digital
resources of the course to
deepen the knowledge
acquired in the unit. CCL,
CD
31
LS4.6. He writes basic and IL4.6.3. Request formal
brief formal information in a polite way.
correspondence, addressed CCL, CSC, SIE
to public or private
institutions or commercial
entities, requesting or giving
the required information in a
simple way and observing
the formal conventions and
basic courtesy norms of this
type of texts.

32
5.0.1- Syntactic-discoursive structures and high -frequency lexis
SYNTACTIC-DISCOURSIVE STRUCTURES
- Expression of logical relations: conjunction (and, too, also); disjunction (or); opposition (but); cause (because);
purpose (to-infinitive; for); the comparison (as / not so Adj. as; more comfortable / quickly (than); the fastest); result
(so ...); condition (if; unless); indirect style (reported information, offers, suggestions and commands).
- temporal relations (as soon as; while).
- Affirmative sentences;
- Exclamation (What + (Adj. +) Noun, e. G. What a wonderful holiday!, How + Adj., Etc. How interesting!
Exclamatory sentences and phrases, e.g. Well, that is a surprise! Fine! Great!)
- Negation (negative sentences with not, no, no, no, negative).
- Interrogation (Wh-questions; Aux. Questions; What is this for?, tags)
- Expression of time: past (past simple and continuous; present perfect; past perfect); present (simple and continuous
present); future (going to; will; present simple and continuous + Adv.).
- Expression of appearance: punctual (simple tenses); durable; present and past simple; usual (simple tenses (+ Adv.,
e.g., usually); incoative (start-ing); terminating (stop-ing).
- Expression of the modality: factuality (declarative sentences); capacity (can; be able); possibility / probability (may;
might; perhaps); need (need; need; have); obligation (have (got) to; must; imperative); permission (could; allow);
intention.
- Expression of existence (eg, there will be / has been); the entity (count / uncount / collective / compound nouns;
pronouns (relative, reflexive / emphatic); determiners); the quality (eg, good at maths, rather tired).
- Expression of the quantity (singular / plural; cardinal and ordinal numerals. Quantity: all (the), most, both, none.
Degree: e. G. Really; quite; so; a little).
- Expression of space (prepositions and adverbs of location, position, distance, motion, direction, origin and
arrangement).
- Expression of time (points (eg five to ten)), divisions (eg century; season), and indications (ago; early; late) of time;
duration (from ... to; already (not) yet); laterity (afterwards; later); sequence (first, next, last);
- Expression of mode (Adv. And phrases of manner, eg easily; by post).
HIGH-FREQUENCY LEXIS
- Personal identification;
-Housing, home and environment;
-Daily life activities;
-Family and friends;
-Work and occupations;
-free time, leisure and sport;
-Travel and vacation;
-Health and physical care;
-Education and study;
-Purchases and commercial activities;
-Food and restoration;
-Transport; language and communication;
-Media environment, climate and natural environment;
-Technology of the information and communication.
33
5.1-Contents of my Didactic Units
5.2-Minimum contents
5.3-Sequence and Temporal Distribution
34
6-TEMPORALIZATION
For this syllabus, contents have been sequenced and organized into 15 didactic units in
order to achieve the intended objectives. We have planned that there is an average of 32
weeks in a normal school-year which makes about 96 English lessons of fifty-five minutes.
However, in this year, classes end inMay, so we have 28 weeks and 74 lessons of fifty-five
minutes. Furthermore, we have decided to leave out 6 sessions to attend to different
circumstances like tests or school trips, for example, which can be turned into extension or
review lessons if needed. Then, we have covered 22 weeks or 66 lessons and each didactic
unit takes 22/5 sessions (4 sessions) to be developed. This allows the programme to cover
the contents in a period of time which is appropriate at the same time that flexible.
The layout of the didactic units includes their essential elements, the relation of the
unit with cross-curricular values and contents, and some space for the evaluation of the
units.
The title of each unit is an English idiom related to the main lexical or
1ST TERM Unit 1- Bursting at the seams (Shopping and fashion)

Unit 2- I’ve got the hump vs I’m ticked off (Two countries, one language)
Unit 3- A one trick pony (Inspiring Personalities)
Unit 4- Bells and whistles (Technology)
Unit 5- Blood on the carpet (Job)
Unit 6- The world and his wife (Men and Women)
Unit 7- I’m on the Fence (Important decissions)
2ND TERM Unit 8- Once upon a time(Story telling)
Unit 9- A breath of fresh air (the environment)
Unit 10- Clean bill of health (health)
Unit 11- Art is long and life is short (Is this Art)
Unit 12- Tar everyone with the same brush (stereotypes)
3RD TERM Unit 13- Behind closed doors (terrorvision)
Unit 14- And all that jazz (the world of music)
Unit 15- We forge the chains we wear in life (Dickens)
35
7-ASSESMENT
7.1-Evaluation of the Learning Process
7.2-Evaluation criteria and the Learning standards
7.3-Development of the Evaluation Process
7.4-Instruments for 3º C.S.E.
7.5-Qualification criteria and Recovery Plan
7.6-Evaluation of my Didactic Programme
36
8-METHODOLOGY
37
9-DIDACTIC MATERIALS
38
10-ATTENDING TO STUDENT´S DIVERSITY
39
11-THE READING PLAN
40
12-ICT PLAN
41
13-COMPLEMENTARY AND EXTRACURRICULAR ACTIVITIES
42
14-CONCLUSION
The aim of this syllabus is to serve as a guide for the teaching and learning process, with the
fundamental goal of developing of the students’ capacities. This syllabus has been adapted to all the
students of 3RD CSE, in order to help them achieve the established objectives and to attain the
competences. It recognises the crucial role of students’ active involvement in the learning activities,
encouraging them to discover the environment through spontaneous interaction, rather than through
the presentation of ready-made knowledge. It promotes interaction, rather than through the
presentation of ready-made knowledge. It promotes interaction, by means of extensive use of group
work, because it acknowledges the fact that meaningful learning occurs through interaction and is
socially constructed. It also aims at awakening students’ interest in the English language and in the
English-speaking countries, while fostering a tolerant attitude towards other cultures and langauges
different from their own.
Interesting and appealing topics, relevant to the students’ age, a great variety of activities,
the use of authentic materials, a modern and varied methodology, a learner-centred evaluation
process, constitute the strong points of this syllabus. Above all, this syllabus aims at stimulating and
motivating the students and at encouraging them to learn by using experience and reflection on their
own learning process.
Nevertheless, it must be taken into consideration that this syllabus is a theoretical proposal
and so, it must be dynamic and flexible. Strengths and weaknesses might become apparent when put
into practice and it might be necessary to add more sessions to certain units or to introduce more
reinforcement and extension activities. The teacher decides what changes have to be made in order
to adapt the syllabus to the characteristics of the students and of the educational context, with the
final goal of attaining the didactic objectives and the adequate development of the competences.
43
15-BIBLIOGRAPHY AND WEBGRAPHY
NORMATIVE
Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa (LOMCE).
Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOE).
ORDEN ECD/65/2015, de 21 de enero, por la que se describen las relaciones entre las
competencias, los contenidos y los criterios de evaluación de la educación primaria, la educación
secundaria obligatoria y el bachillerato.
DECRETO 48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se establece para la
Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria;
REAL DECRETO 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la
Educación Secundaria Obligatoria y del Bachillerato.
ORDEN 2398/2016, de 22 de julio, de la Consejería de Educación, Juventud y Deporte de la
Comunidad de Madrid, por la que se regulan determinados aspectos de organización,
funcionamiento y evaluación en la Educación Secundaria Obligatoria.
Instrucciones de la Dirección General de Educación Secundaria, Formación Profesional y
Enseñanzas de Régimen Especial sobre organización de las enseñanzas de educación secundaria
obligatoria y bachillerato en los centros de la Comunidad de Madrid durante el año académico
2017-2018.
Instrucciones conjuntas de la Dirección General de Educación Infantil y Primaria y
de la Dirección General de Educación Secundaria, Formación Profesional y Enseñanzas de
Régimen Especial, sobre la aplicación de medidas para la evaluación de los alumnos con
dislexia, otras dificultades específicas de aprendizaje o trastorno por déficit de atención e
hiperactividad en las enseñanzas de educación primaria, educación secundaria obligatoria y
bachillerato reguladas en la Ley Orgánica 2/2006, de 3 de mayo, de Educación
44
SECONDARY EDUCATION REQUIRED. ORGANIZATION AND OPERATION OF THE
CENTERS
ORDER 1459/2015, of May 21, of the Ministry of Education, Youth and Sports, which develops
the autonomy of educational centers in the organization of the Plans of Study of Compulsory
Secondary Education in the Community of Madrid.
ORDER 3320-01 / 2007, of June 20, of the Minister of Education, by which the implantation and
organization of Compulsory Secondary Education derived from the Organic Law 2/2006, of May 3,
are regulated for the Community of Madrid , of Education.
ORDER 2579/2016, of August 17, of the Ministry of Education, Youth and Sports, which regulates
the teaching and organization and operation of the Integrated Centers of Artistic Music Education
and Primary Education, Compulsory Secondary Education and Baccalaureate in the Community of
Madrid
INSTRUCTIONS of April 10, 2008 of the General Directorate of Secondary Education and
Professional Education on the procedure of application and exceptional authorization of groupings
of subjects of 4th of Compulsory Secondary Education other than those established in Article 6 of
Order 3320-01 / 2007 of June 20, of the Councilor of Education of the Community of Madrid.
MODIFICATION of the INSTRUCTIONS dated April 10, 2008, of the General Directorate of
Secondary Education and Professional Education, on the application procedure and exceptional
authorization of groupings of subjects of 4º of Compulsory Secondary Education different from
those established in article 6 of the Order 3320-01 / 2007 of June 20, of the Councilor of Education
of the Community of Madrid.
ORDER 4265/2007, of August 2, of the Minister of Education, which regulates the curricular
diversification program in Compulsory Secondary Education of the Community of Madrid.
ORDER 3893/2008, of July 31, which regulates the teaching and organization and operation of the
Integrated Centers of Artistic Music Education and Primary Education, Compulsory Secondary
Education and Baccalaureate in the Community of Madrid.
ORDER 445/2009, of February 6, which regulates the late incorporation and the reincorporation of
students to the basic education of the Spanish educational system.
CORRECTION of errors of Order 445/2009, of February 6, which regulates the late incorporation
and reincorporation of students to the basic education of the Spanish educational system.
DECREE 13/2011, of 24 of March, of the Council of Government, of autonomy of the plans of

study of Secondary Education Obligatory of the Community of Madrid.
CORRECTION of errors of Decree 13/2011, of March 24, of the Council of Government, of

autonomy of the compulsory Secondary Education study plans of the Community of Madrid.
45
ORDER 2774/2011, of July 11, of the Ministry of Education and Employment, by which the
Decrees of Autonomy of the Plans of Study in the Primary Education and in the Compulsory
Secondary Education are developed and its implantation in the centers is regulated of the
Community of Madrid.
ORDER 469/2012, of January 23, which extends the deadline for submission of applications
provided in the Order 2774/2011, of June 11, of this Ministry, which develops the decrees of
autonomy of the plans of study in Primary Education and Compulsory Secondary Education and its
implementation is regulated in the educational centers of the Community of Madrid.
ORDER 4368/2012, of April 17, which approves the implementation of own projects of
Compulsory Secondary Education in Secondary Education Institutes from the 2012-2013 academic
year.
ORDER 1804/2013, of June 6, of the Ministry of Education, Youth and Sports, which approves the
implementation of own projects of Compulsory Secondary Education in Secondary Education
Institutes as of the academic year 2013-2014.
ORDER 1095/2014, of March 31, of the Ministry of Education, Youth and Sports, which approves
the implementation of own projects of Compulsory Secondary Education in Secondary Education
Institutes as of the academic year 2014-2015.
46
COMPULSORY SECONDARY EDUCATION. CURRICULUM AND ORGANIZATION OF
THE TEACHINGS.
ORDER 1459/2015, of May 21, of the Ministry of Education, Youth and Sports, which develops
the autonomy of educational centers in the organization of the Plans of Study of Compulsory
Secondary Education in the Community of Madrid.
ROYAL DECREE-LAW 5/2016, of December 9, of urgent measures for the extension of the
calendar of implementation of the Organic Law 8/2013, of December 9, for the improvement of the
educational quality.
ROYAL DECREE 562/2017, of June 2, which regulates the conditions for obtaining the titles of
Graduate in Compulsory Secondary Education and Bachiller, in accordance with the provisions of
Royal Decree-Law 5/2016, of December 9, urgent measures for the extension of the implementation
calendar of the Organic Law 8/2013, of December 9, for the improvement of educational quality.
Explanatory note on the conditions for obtaining the title of Graduate in Compulsory Secondary
Education in the 2016-2017 academic year.
ORDER 2160/2016, of June 29, of the Ministry of Education, Youth and Sports, which approves
matters of free autonomic configuration in the Community of Madrid.
ORDER 2200/2017, of June 16, of the Ministry of Education, Youth and Sports, which approves
subjects of free autonomic configuration in the Community of Madrid.
ORDER 2398/2016, of July 22, of the Ministry of Education, Youth and Sports of the Community
of Madrid, which regulates certain aspects of organization, operation and evaluation in Compulsory
Secondary Education
ORDER 3295/2016, of October 10, of the Ministry of Education, Youth and Sports, by which the
Programs of Improvement of Learning and Performance in Compulsory Secondary Education are
regulated for the Community of Madrid.
EXPLANATORY NOTE on the conditions of qualification and the calculation of the final
qualification of Compulsory Secondary Education in the academic year 2016-2017 for students who
have completed a Program of Improvement of Learning and Performance in the stage.
Madrid
ROYAL DECREE 1105/2014, of December 26, which establishes the basic curriculum of
Compulsory Secondary Education and the Baccalaureate.
DECREE 48/2015, of May 14, of the Council of Government, by which establishes for the
Community of Madrid the curriculum of the Compulsory Secondary Education.
DECREE 39/2017, of April 4, of the Government Council, which modifies Decree 48/2015, of May
14, by which the curriculum of Compulsory Secondary Education is established for the Community
of Madrid. [ Start]
47
COMPULSORY SECONDARY EDUCATION. EVALUATION.
ORDER 2398/2016, of July 22, of the Ministry of Education, Youth and Sports of the Community
of Madrid, which regulates certain aspects of organization, functioning and evaluation in
Compulsory Secondary Education.
INSTRUCTIONS of the General Direction of Infant, Primary and Secondary Education by which
the models of the documents of evaluation of the Compulsory Secondary Education for the
academic year 2016-2017 are established.
. I-Student's Academic File
. II-Final evaluation report
. III-Academic History
. IV-Safety paper
. V-Certification for the transfer
. VI-Certification for transfer to half course
. VII-Personal report by transfer
. VIII-Certification
. IX-Certificate of studies completed
. X, XI AND XII. Orientation
. XIII-Diligence regarding foreign language teaching
. XIV-Report on measures of students with specific difficulties (DEA-ADHD ...)
. XV-Academic certification for transfer abroad
. XVI-Report for the incorporation to FPB
. XVII-Consent of parents / guardians for incorporation to FPB
MODIFICATION of the Instructions of February 22, 2017, of the General Directorate of Infant,
Primary and Secondary Education by which the models of the documents of evaluation of
Compulsory Secondary Education for the 2016-2017 academic year are established.
XV-Academic certification for transfer abroad (Modified).
MODEL of the evaluation report that has been updated, will replace the one included in the
Instructions of the General Directorate of Pre-school, Primary and Secondary Education by which
the models of the evaluation documents of Compulsory Secondary Education for the academic year
are established 2016-2017, of February 22, 2017, and will be applicable from the extraordinary tests
of September 2017.
INFORMATIVE NOTE on the "Instructions of the General Directorate of Early Childhood,
Primary and Secondary Education by which the models of the evaluation documents of Compulsory
Secondary Education are established for the 2016-2017 academic year", dated November 21, 2017 .
Madrid
CIRCULAR of June 16, 2014 about the completion of the evaluation documents of the Compulsory
Secondary Education of the students proposed for the incorporation to the Basic Vocational
Training.
INSTRUCTIONS of December 12, 2014 on the application of measures for the evaluation of
students with dyslexia, other specific learning difficulties or attention deficit hyperactivity disorder
in the teachings of Primary Education, Compulsory Secondary Education and Baccalaureate
regulated in the Law Organic 2/2006, of May 3, of Education.
48
SYLLABUS
GENERAL DIDACTICS AND METHODOLOGY
- AUSUBEL, D.P.; NOVAL, J.D., & HANESIAN, H (1983) Psicología Educativa: Un punto de
vista cognitivo. México: Trillas.
- AZNAR, P. et al. (1989) Teoría de la educación. Un enfoque constructivista. Librería Tirant lo
Blanch, S.L.
- BERNARDO CARRASCO, J. (2004) Una didáctica para hoy: cómo enseñar mejor. Ediciones
Rialp.
- BOUCHARD RYAN & H, GILES, Attitudes Towards Language Variation, pp. 132-147. Edward
Arnold.
- BRUMFIT, C.I. (1984) Syllabus Design. Oxford: Pergamon.
- CABRERIZO, J. (2008) Programación por competencias. Madrid: Person.
- CANTÓN, I & PINO-JUSTE, M. (2011) Diseño y Desarrollo del Currículum. Madrid: Alianza
Editorial.
- CRISTAL, D. (1995) The Cambridge Encyclopedia of the English Language. Cambridge: CUP.
- CHAPMAN, M. (1988) Constructive evolution: Origins and development of Piaget’s thought.
Cambridge: CUP.
- COOK, V. (2001) Second Language Learning and Language Teaching. Hodder: Headline.
- COLL, C. (1994) El Constructivismo en el aula. Barcelona: Graó.
- DÍAZ BARRIGA, A. (2002) Estrategias docentes para un aprendizaje significativo: Una
interpretación constructivista. México DF: McGraw Hill.
- ELLIS, R. (1995) The Study of Second Language Acquisition. Oxford: OUP.
- GARDNER, R.C. & MacINTVRE, P.D. (1993) A Student’s contribution to second language
learning. Part II: Affective variables. Language Teaching 26, 1-11.
- GARDNER, R.C. (1982) Language Attitudes and Language learning. In Edition.
- HARMER, J. (2007) The Practice of English Language Teaching. Longman: Handbooks for
Language Teachers. Longman: 4th Edition.
- LARSEN-FREEMAN, D. (2001) Techniques and Principles in Language Teaching. Oxford: OUP.
- LEE, J.F. & VAN PATTEN, B. (Eds.) (2003) Making Communicative Language Teaching
Happen. McGraw-Hill.
- LEWIS, M. & HEWINGS, A. (2000) Innovation in English Language Teaching. Teaching
English Worldwide.
- LIGHTBOWN, P. & SPADA, N. (2006). How Language Are Learned. Oxford: OUP.
- LYNCH, T. (1996) Communication in the Language Classroom. Oxford: OUP.
- MANZANEDA, F. & MADRID, D. (2002) Actitudes y motivación en la clase de inglés. Jaén:
Universidad de Jaén publicaciones.
- MONROIG, J.B. et al (1992) La Didáctica de la lengua Inglesa. Fundamentos lingüísticos y
Metodológicos. Síntesis.
- NUNAN, D. & CARTER, R. (2001) The Cambridge Guide to Teaching English to Speakers fo
Other Languages. Cambridge: CUP.
- NOVAK, J. & SANCHO, J.M. (1988) Aprendiendo a aprender. Ed. Martínez Roca.
- OXFORD, R. (1980) Styles, strategies & aptitude: Connections for language learning. In T.S
Parry & C.W. Stansfield (Eds.) Language Aptitude Reconsidered, pp. 67-125. Prentice Hall.
- PALACIOS, I (2007) Diccionario de enseñanza y aprendizaje de lenguas. Madrid: EnClave ELE.
- QUIRCK, R. et a. (2008) A Comprehensive Grammar of the English Language. London:
Longman.
- RICHARDS, J. (2001) Approaches and Methods in Language Teaching. Cambridge: Cambridge
Language Teaching Library.
- RICHARDS, J. (2003) Enfoques y métodos en la enseñanza de idiomas. Madrid: CUP.
49
- RICHARDS, J. (2007) Classroom-based Evaluation in Second Language Education. Cambridge:
Cambridge Language Education.
- RICHARDS, J. & LOCKHART, C. (2002) Estrategias de reflexión sobre la enseñanza de idiomas.
Madrid: CUP.
- SAVIGNON, S. (2002) Interpreting Communicative Language Teaching. Contexts and Concerns
in Teacher Education. Yale University Press.
- SCRIVENER, J. (2005) Learning Teaching: The Essential Guide to English Language Teaching.
Oxford: MacMillan.
- TICE, J. (1997) The Mixed Ability Class. London: Richmond Publishing.
- VARELA, R. (2003) All About Teaching English. Madrid: Editorial Centro de Estudios Ramón
Areces.
- VYGOTSKY, L. S. (1978) Mind in society: The development of higher psychological processes.
Cambridge: MA: Harvard University Press.
- WATKINS, P. (2005) Learning to Teach English. Delta Publishing.
- WOODWARD, T. (2001) Planning Lessons and Courses: Cambridge Handbooks for Language
Teachers.
- WRIGHT, T. (2005) Classroom Management in Language Education. New York: MacMillan.
50
LANGUAGE REFERENCE AND TEXT BOOKS
- ADDISON, C. & FIELD, P. (2006) Challenge 3. Burlington Books.
- ADMETLLA, B. (2004) Helping Hands 3. Richmond.
- BIRDSALL, M. (2005) Cross-Curricular English Activities. Salisbury: Scholastic.
- BUDDEN, J. (2012) Teen World. Cambridge: Cambridge University Press.
- CAMPBELL, C. & KRYSZEWSKA, H. (2004) Learner-based Teaching. Oxford: OUP.
- COMMISSION OF THE EUROPEAN COMMUNITIES 2005/0221 Recommendations of the
European Parliament and of The Council on Key Competences for Language Learning.
- DAVIES, P.A. & INSA, J.R. (2003) Aims. Oxford: OUP.
- DAVIES, P.A. & FALLA, T. (2003) Oxford Spotlight 3. Oxford: OUP.
- EVANS, V. & DOOLEY, J. (2007) Access 3. NewBury. Express Publishing.
- GOLDSTEIN, B. & JONES, C. (2015) Smart Planet 3. Cambridge: Cambridge University Press
- HARRIS, M. & MAWER, D. (2003) Pathfinder. Madrid: Longman.
- KELLY, P. (2015) Mosaic 3. Oxford: OUP.
- MCBETH, C. (2014) Pulse 3. Oxford: Macmillan
- MARKS, L. & DARBY, S. (20079 Passport for ESO 3. Burlington Books.
- MURPHY, R. (2004) English Grammar in Use. Cambridge: CUP.
- OSCA, V. & FERNÁNDEZ, R. (2004) Different 3. Madrid: Richmond.
- OXENDEN, C. (2005) New English File Pre-Intermediate. Oxford: OUP.
- REIGY, P. & FALLA, T. (2009) Oxford Spotlight 3. Oxford: OUP.
- REILLY, P. & HOWARTH, P. (2011) Interface 3. MacMillan
- ROSEN, E. & VARELA, R. (2009) Claves para comprender el Marco Común Europeo. Madrid:
EnClave-ELE.
- SPENCER, D. (2006) Macmillan Secondary Course: Students Book 3 ESO. London: Macmillan
ELT
- THORNBURY, S. (1999) How to Teach Grammar. Longman.
- THORNBURY, S. (2004) How to Teach Vocabulary. Longma
- VÁZQUEZ CANO, E. Programación Didáctica 3º ESO de Lengua y Literatura. CEDE
- VÁZQUEZ CANO, E. y MARTÍN GÓMEZ, F. Guía para la elaboración de programaciones
didácticas y unidades didácticas. CEDE
- WENDEN, A. (19989 Learning Strategies for Learner Autonomy. Prentice Hall.
- WETZ, B. (2007) English Alive 3. Oxford: OUP.
- WHITE, G. (1998) Listening. Oxford: OUP.
- WILLIS, D. & WILLIS, J. (2007) Doing Task-based Teaching. OUP
51
WEBGRAPHY
GRAMMAR AND USAGE
a4esl: http://a4esl.org/
EnglishClub: https://www.englishclub.com/
Using English: http://www.usingenglish.com/
Grammar Quizzes: http://www.grammar-quizzes.com/
5-Minute English: http://www.5minuteenglish.com/
Edu Find: http://www.edufind.com/english-grammar/english-grammar-guide/
English Grammar Secrets: http://www.englishgrammarsecrets.com/
English Grammar: http://www.englishgrammar.org/
A Guide to Grammar and Writing: http://grammar.ccc.commnet.edu/grammar/
The Brief Penguin Handbook:
http://www.pearsonhighered.com/pearsonhigheredus/educator/product/products_detail.page?isbn=9
780205030071&forced_logout=forced_logged_out
Grammar Girl: http://www.quickanddirtytips.com/grammar-girl
Common Errors in English Usage: http://public.wsu.edu/~brians/errors/
GRAMMAR CHECK
Grammarly: http://grammarly.com/
Reverso: http://grammar.reverso.net/
WRITING
Harvard College Writing Center: http://writingcenter.fas.harvard.edu/
Daily Writing Tips: http://www.dailywritingtips.com/
OWL Purdue: https://owl.english.purdue.edu/
About Education – Writing in English: http://esl.about.com/od/writinginenglish/
LEO – Literacy Education Online: http://leo.stcloudstate.edu/
Suffolk University Boston: http://www.suffolk.edu/academics/53809.php
Learn Higher: http://www.learnhigher.ac.uk/
Edinburgh Napier: http://www.napier.ac.uk/
RMIT University: https://emedia.rmit.edu.au/learninglab/
Re-Writing Basics: http://bcs.bedfordstmartins.com/rewritingbasics2e/
READING
UNSW – Reading Effectively: https://student.unsw.edu.au/effective-reading
Project Gutenberg: https://www.gutenberg.org/
University of Victoria Study Zone: http://web2.uvcs.uvic.ca/elc/studyzone/
Garnet Education: http://www.garneteducation.com/
Breaking News English: http://www.breakingnewsenglish.com/
Rong Chang: http://www.rong-chang.com/
The UNC Writing Centre: http://writingcenter.unc.edu/esl/resources/academic-reading-strategies/
University of Washington | Bothell: http://www.bothell.washington.edu/wacc/for-
students/eslhandbook/reading
SPEAKING
Talk English: http://www.talkenglish.com/
Open English World: http://www.openenglishworld.com/
Iteslj: http://iteslj.org/questions/
ESL Conversation Questions: http://www.eslconversationquestions.com/english-conversation-
questions/topics/
Heads Up English: http://www.headsupenglish.com/
Second Nature: http://2ndnature-online-eikaiwa.com/Expressions/TOC.htm
52
PRONUNCIATION
Ted Power: http://www.tedpower.co.uk/phono.html
The Internet TESL Journal: http://iteslj.org/links/ESL/Pronunciation/
Sounds of English: http://www.soundsofenglish.org/
Spoken Skills: http://www.spokenskills.com/index.cfm?type=15&content=studentactivities
eLearning English: http://www.elearnenglishlanguage.com/blog/category/learn-
english/pronunciation/
VOCABULARY
Just the World: http://www.just-the-word.com/
Lexipedia: http://www.lexipedia.com/
Wordnik: https://www.wordnik.com/word-of-the-day
Snappy Words: http://www.snappywords.com/
Vocabulary.com: http://www.vocabulary.com/
Self-Study Vocabulary Quizzes: http://a4esl.org/q/h/vocabulary.html
Free Rice: http://freerice.com/category
ESL Gold: http://www.eslgold.com/acad_vocab_definitions.html
Word Sift: http://wordsift.com/
LISTENING
Elllo: http://www.elllo.org/index.htm
ESL Pod: https://www.eslpod.com/website/
English Central: http://www.englishcentral.com/videos
Listen and Write: http://www.listen-and-write.com/audio
National Public Radio (NPR): http://www.npr.org/
Randall’s Listening Lab: http://www.esl-lab.com/
English Listening: https://www.englishlistening.com/
BBC World Service: http://www.bbc.co.uk/worldservice/learningenglish/language/
English Class 101: http://www.englishclass101.com/
ESL Aloud: http://esl%20aloud/
ACADEMIC SKILLS
Uefap: http://www.uefap.com/
Write Fix: http://writefix.com/
English Online France (EOLF) http://eolf.univ-fcomte.fr/
The Academic Word List at UoP:
http://www.pbs.plymouth.ac.uk/academicwordlistatuop/exercises_1.htm
The Academic English Café: http://www.academicenglishcafe.com/
English for University.com: http://englishforuniversity.com/
Bib Me: http://www.bibme.org/
Cite This For Me – Citation Guides: https://www.citethisforme.com/guides
Ref Me: https://www.refme.com/
City U Like: http://www.citeulike.org/
Easy Bib: http://www.easybib.com/
53
DICTIONARIES
The Oxford Learner’s Dictionary: http://www.oxfordlearnersdictionaries.com/
Longman’s Contemporary Dictionary: http://www.ldoceonline.com/
Dictionary of Idioms: http://www.usingenglish.com/reference/idioms/
Dictionary of Phrasal Verbs: http://www.usingenglish.com/reference/phrasal-verbs/
The Visual Dictionary: http://visual.merriam-webster.com/index.php
Merriam-Webster: http://www.merriam-webster.com/
Cambridge Online Dictionary: http://dictionary.cambridge.org/
Ozdic: http://www.ozdic.com/
Dictionary.com: http://dictionary.com/
GENERAL ACADEMIC RESEARCH
Google Scholar: https://scholar.google.com.au/
Scholarpedia: http://www.scholarpedia.org/article/Main_Page
Bartleby: http://www.bartleby.com/
Virtual Training Suite: http://www.vtstutorials.ac.uk/
IELTS
The British Council: https://ielts.britishcouncil.org/
IELTS Exam: http://www.ielts.org/
Collins: http://www.collins.co.uk/page/Free+Teaching+Resources+for+IELTS
Flo Joe’s: http://www.flo-joe.com/
ESL About: http://esl.about.com/
Parapal Online: http://www.parapal-online.co.uk/
IELTS Buddy: http://www.ieltsbuddy.com/
Exam English: http://www.examenglish.com/IELTS/
IELTS for Free: http://ieltsforfree.com/
Road to IELTS: http://www.roadtoielts.com/testdrive/
Test Prep Practice: http://www.testpreppractice.net/
IELTS Calculator: http://www.examenglish.com/IELTS/IELTS_Band_Score_Calculator.html
54
CALENDAR
INICIO PERIODO LECTIVO:

• Institutos Educación SECUNDARIA - Resto cursos de ESO [13 de septiembre 2017]
FINALIZACIÓN DEL PERIODO LECTIVO:

• Institutos Educación SECUNDARIA [excepto el alumnado de 2º de Bachillerato que finalizará sus actividades
lectivas en función de las necesidades derivadas de la realización de la evaluación final de Bachillerato y los
procedimientos de admisión en la Universidad] [22 de junio 2018]
September
November
October 2017
.2017
Mo
Mo Tu
Tu We
We Th
Th Fri
Fri Sa
Sa Su
Su
1 2 13 24 135
4
2
6 735 846 957 1068 1179 10
12 8
13
11
9 14
12
10 11
15
13 14
16
12 15
13
17 16
14
18 17
15
19
18
16
20 19
17
21 20
18
22 21
19
23 22
20
24 23
21
25 24
22
26
25
23
27 26
24
28 27
25
29 28
26
30 29
27 30
28 29
30 31
December 2017. January 2018. February 2018...

Mo Tu We Th Fri Sa Su Mo Tu We Th Fri Sa Su Mo Tu We Th Fri Sa Su
1 2 3 1 2 3 4 5 6 7 1 2 3 4
4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11
11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18
18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25
25 26 27 28 29 30 31 29 30 31 26 27 28
March
April.2018
2018
Mayo.2018
Mo Tu We Th
Mo Fri
Tu Sa
We Su
Su
Th Fri Sa Su
1 21 32 143 4 5 6
5
2 36 47 587 698 10
79 811
10 11 12 13
12
9 10
13 11
14 15
1214 13
16
15 14
16 15
17 17
18 18 19 20
19
16 20
17 21
18 22
1921 20
23
22 21
23 24
24 22
25 25 26 27
23
26 24
27 25
28 26
2928 27
29 28
30 30 2931
31
30
June.2018...... July.2018....
Mo Tu We Th Fri Sa Su L M X J V S D
1 2 3 1
4 5 6 7 8 9 10 2 3 4 5 6 7 8
11 12 13 14 15 16 17 9 10 11 12 13 14 15
18 19 20 21 22 23 24 16 17 18 19 20 21 22
25 26 27 28 29 30 23 24 25 26 27 28 29
30 31
55

Programación Lomce

Uploaded by

Copyright:

Available Formats

Programación Lomce

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Programación Lomce

Uploaded by

Copyright:

Available Formats

SYLLABUS 3RD CSE

2- DESCRIPTION OF THE CENTRE

5- CONTENTS, SEQUENCE AND TEMPORAL DISTRIBUTION

11- THE READING PLAN

12- ICT PLAN

13- COMPLEMENTARY AND EXTRACURRICULAR ACTIVITIES

15- BIBLIOGRAPHY AND WEBGRAPHY

2.3-The general profile of my 3º C.S.E. students

2.4- Criteria for students´ grouping

Besides, to manage a group work effectively, a checklist should be done:

2.5- Organisation of space and timing

2.6- Spatial distribution in the English class

2.7- Improvement Plan of the centre

3.2- Mathematic and competences based on science and technology (CMST)

3.3- Digital Competence (DC)

3.5- Social and civic competences (CSC)

3.6- Sense of initiative and entrepreneurship Spirit (SIE)

1. See list of Syntactic-discursive structures in 4.B

AI3.7.1. Read stories,

1. See list of Syntactic-discursive structures in 4.B

IL4.6.1. Write letters, e-

1. See list of Syntactic-discursive structures in 4.B

5.3-Sequence and Temporal Distribution

1ST TERM Unit 1- Bursting at the seams (Shopping and fashion)

7.2-Evaluation criteria and the Learning standards

7.3-Development of the Evaluation Process

7.4-Instruments for 3º C.S.E.

7.5-Qualification criteria and Recovery Plan

7.6-Evaluation of my Didactic Programme

DECREE 13/2011, of 24 of March, of the Council of Government, of autonomy of the plans of

CORRECTION of errors of Decree 13/2011, of March 24, of the Council of Government, of

INICIO PERIODO LECTIVO:

FINALIZACIÓN DEL PERIODO LECTIVO:

December 2017. January 2018. February 2018...

You might also like