INDEX

1 Introduction…………………………….. 2 10. Assessment and Promotion ……….. 42

2 Context…………..……………………… 2 10.1 Students Assessment…………....... 43

- 2.1 Legal and Sociocultural context... 2 10.1.1 Criteria and Learning Standards….. 43

- 2.2 School 3 10.1.2 Initial Assessment………………….. 43

features……………………..

- 2.3 Students´ features……………........ 4 10.1.3 Formative Assessment…………….. 43

3. Contribution to Key Competences… 5 10.1. 4 Final Assessment …………………. 43

4. Objectives……………………………… 7 10.1.5 Qualification and Promotion………. 44

5. Contents……………………………… 8 10.2 Teaching- Learning Process and

Teaching Practice Assessment. ………. 45

6. Cross-curricular Elements …………. 9 10.3 Teaching Programme Assessment 45

7. Sequencing and Time 11 11. Attention to Specific Educational

Distribution… Support Needs…………………………….. 45

8. Didactic 11 12. Plans and Projects…………………… 47

Units…………………………..

9. Didactic 38 13. Collaboration with other

Methodology………………... Departments………………………………… 49

9.1 General Methodological Principles

And Strategies ………………… 38

9.2 Activities Sequence………………41 15. Sources………………………………… 49

9.3 Grouping and Spaces…………....41 16. Annexes…………………………………

9.4 Didactic Materials and Resources 42

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INTRODUCTION

Fancy a trip? Come and join the students of 1st year of Secondary Compulsory Education (ESO)

in an exciting, interesting voyage, with varied stopovers,(15 didactic units) to explore not only how

fundamental English Language is in our globalised society, a ticket to engage in social and

professional relationships with people all over the world, but also to research on current interest

topics, to keep informed of the latest news, to access and enjoy cultural products like films,

videogames, series, music…In fact, this world tour will open our minds to other peoples ways of

thought and cultural heritage, at the same time, it will make us aware of different realities, and

acquiring values such tolerance, respect, solidarity, as well as the arising of cooperative spirit and

real interaction with the world outside. “Tell me and I forget. Teach me and I remember. Involve

me and I learn”, this words by Benjamin Franklin explain the students´ role in this Teaching

Programme. The travellers in this journey are not mere spectators, but crew members, active

participants, protagonists of their own learning experience. Thus, the departure point will be each

one of them, fostering self-cognition and healthy self-esteem. This is also a journey through time,

recovering knowledge and wisdom from past events and reflecting on the future, on the

consequences of present behaviours and the impact of our actions and decisions.

Our roadmap is designed within the Foreign Language Didactic Department, but is always opened

to any new paths and turns, which will, for sure enrich this experience.

Our vessel is secured for sea!! All aboard!!!

2 CONTEXT

2.1 LEGAL AND SOCIOCULTURAL CONTEXT

This Teaching Program (TP) has been developed according to the educative regulations currently

in force, following principles and purposes of education included in Spanish Organic Modification

Law 3/2020, December, 29th (LOMLOE) which modifies and specifies Spanish Organic

Education Law, 2/2006, May, 3rd (LOE) . As we are planning a Secondary Education course,

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Royal Decree 1105/2014, December, 26th will be taken into account as it establishes basic

curriculum for Compulsory Secondary Education (ESO) and Baccalaureate (BAC), but it is Decree

86/2015, June, 25th in which Galician Government particularizes specific curriculum for ESO and

BAC within the Community of Galicia. Specific aspects related for this school year are included in

Resolution of June, 17th, 2021 issued by Galician Education, and Vocational Training Secretary-

General, stating instructions for the development of school year 2021/2022 for all Educative

Levels, including ESO and BAC. Some other legal references, regarding specific aspects will be

mentioned when relevant to the sections included in this TP. As for Sociocultural context:

The following information is collected in the Educative Project (EP) and in the General Annual Plan

(GAP). Our school is a Secondary Education School, (IES) placed in the city of A Coruña which is

a dynamic urban area, with a population around 245,000, sustained by a wide range of economic

activities, encompassing sectors such services (administrative, hostelry, commerce), industry and

multiple, varied educative institutions and cultural facilities: public libraries, a rich network of

museums, Aquarium, Opera House, theatres, the University Campus or Official Languages

School. Also, an airport, train, coach stations and a trading port provides opportunities to contact

other cultures and languages. Consequently, students and families belong to a medium-high

sociocultural level with access to educative and cultural activities.

2.2 SCHOOL FEATURES

The high school to which this TP is addressed complies with Decree 324/1996, July, 26th that

provides legal framework for the organic regulation of Secondary Education Centres and

Royal Decree 132/2010, February, 12th that establishes minimum requirements for them in

terms of facilities. A total number of 442 students attend this school .323 students attend ESO.

There are four units in years 1st, 2nd and 4th and three units in the 3rd year. The number of

students per group is inferior to 30 in all cases. The school offers only two BAC options, (Science

and Social Sciences and Humanities), integrating the 119 BAC students. The school building is

an independent structure exclusively aimed at educative functions. It complies with all structure,

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health, safety and energetic efficiency requirements. Its facilities include 20 classrooms, equipped

with a computer and digital board each:2 Music, 2 Technology,1 Drawing and 1 ICT, besides 3

laboratories (Physics, Chemistry, Science). Also, 4 classrooms to unfold groups and one for

Support activities are available. Finally, an assembly hall, a gym a library with internet access and

WIFI, a staff room and administration offices.

2.3 STUDENTS´ FEATURES

This T.P is addressed for the group 1st ESO B, including 24 students, coming mostly from the

area and the affiliated centres. There are two students diagnosed with ADHD, Asperger (Autism

Spectrum Disorder, level 1) in each case. As adolescents entering the formal operational stage,

the students are progressively gaining the ability to think in an abstract manner by manipulating

ideas in their head rather than by concrete manipulation (Inhelder & Piaget), also experiencing

affective and emotional changes, their emotions are intense and unstable and their social

relationships focus on their peers, friendship relations and acceptance become central. The

majority of students are native Spanish speakers and contact Galician language mostly in

academic environment. The school abides by Decree 79/2010, May, 20th on plurilingualism in

non universitary teaching levels, both in terms of balanced presence of official languages and in

fostering use of English as teaching language in non-linguistic subjects, therefore students´

competence in this language is reinforced, as the Centre contributes to the Galician Plan for the

Promotion of Foreign Languages, having a bilingual section.

3 CONTRIBUTION TO KEY COMPETENCES

Our Educative model has evolved from the traditional perspective, based mainly in contents and

their acquisition, to our current model, concerned with not only contents, but also with a global

outlook of them, with the ability to relate them all, with skills and attitudes and above all, with the

application and practical value of education both in social and work relations. The essence and

aim of this model is established by Order ECDE/65/2015, January, 21st, as “the individual

personal development, their active citizenship, social inclusion and employability”, also mentioning
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competences as the tools to achieve such objective as well as their relation to contents and

assessment criteria in Primary Education (P.E), ESO and BAC. Furthermore, D86/2015 defines

these competences as “the abilities to apply in an integrated manner the contents belonging to

each teaching and educational stage, so as to be able to adequately attain activities and solve

complex problems”. Given the integral nature of competences, all curricular areas play a part to

their development, and among them, English Language.

1. Competence in Linguistic Communication. (CLC). It deals with the expression and

interpretation of concepts, thoughts, facts and opinions implying four skills (listening, speaking,

reading and writing), in order to interact in a correct and creative manner in all social contexts. In

addition, foreign language learning adds the ability to understand intercultural implications. This

competence is inherent to the subject of English Language. This TP includes activities like

debates, essays, reading comprehension activities, conversation practice, listening activities

among other, also contributing to the Linguistic and Reading Projects.

2. Competence in Mathematics, Science and Technology. (CMST) It involves the ability to

apply mathematical thinking and mathematical tools to describe, interpret and predict different

phenomena in context, including use of numbers, operations, forms of mathematical expression

and reasoning. Inductive and deductive thinking will be included in the activities in this PT, as well

as basic scientific texts or activities such as descriptions of cities, concepts like cardinal points and

abilities as understanding a map or describing natural elements and phenomena.

3. Digital Competence (DC) deals with creative, critical and safe use of information and

communication technologies to achieve objectives related to employability, learning, leisure time,

and inclusion and participation in society. Digital sources to search, organise and synthesize

information are used, as well as some elements like memes as stimuli for debates. Creation of

texts using technologic devices, including a blog that contributes to the ICT Plan, are present too.

4. Learning to Learn. (LLC) is essential for lifelong learning, taking place in different contexts.

Ability to start, organize and persist in learning is key. It requires motivation, foster organization

and learning management. This TP includes different aspects, from personal organization: order

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and necessary supplies, or time control for tasks, to skills to relate different contents, elaboration

of summaries, concept maps or grouping vocabulary items according to characteristics.

5. Social and Civic Competences. (SCC) involve skills and abilities to use their knowledge and

attitudes towards society in order to interpret social problems in diverse contexts and to interact

with other people according to norms, mutual respect and democratic convictions. Different social

concerns will be approached in these units, with the idioms presenting units as starting point, as

gender or race discrimination, present in Proxecta+ Plan too, requiring participation, taking

decisions and building opinion and values on such issues, contributing to the Coexistence Plan.

6. Sense of Initiative and Entrepreneurship. (SIE) is the ability to transform ideas into actions,

becoming aware of situations to be solved, know how to choose, plan and manage their

knowledge, abilities and attitudes with self-criteria. Using literature as source of knowledge and

writing as a mean of expression, analysing and resolving problems and complementary activities

contribute to this competence especially through cooperative activities.

7. Cultural Awareness and Expression. (CAE) involves knowing, understanding, appreciating

and valuing the different cultural and artistic demonstrations, being critical, respectful and open-

minded, use them as a source of enrichment, and considering them as part of peoples' wealth and

heritage. Sociocultural aspects of language underlie the whole TP, from expressions to information

about different cultures, opinions and ways of life, providing opportunities to compare, value,

understand and being critical towards them. Due to the nature of the subject, some competences

are dealt with very thoroughly as CLC, DC, LLC and CAE, others also present in different units, as

reported in the section describing D.U.

4 OBJECTIVES

General objectives for E.S.O are common for the whole Galician educative community and are

articulated and regulated by D86/2015 in its article 10 (Chapter I, Title I). They are the “set of

cognitive, psychomotor, socio-affective capacities expected to have been developed by students

at the end of a determined educative stage, systematically planned by the educative institution”

6
(Escamilla, 2003), they must be worked on throughout all subjects in the curriculum to provide the

students with the basic elements of culture, instruct them so that they will be able to:

a) Assume their duties with responsibility know and exercise their rights within respect to other

people, practice tolerance, cooperation and solidarity among people and groups. To exert

dialogue, consolidate human rights and equal opportunities and treatment for men and women, as

plural society common values, and to get prepared to democratic citizenship participation.

b) To develop and ensure discipline, study, individual and cooperative work habits, as a necessary

condition for an effective realisation of learning tasks and as means of personal development.

c) To value and respect sex difference and equal rights and opportunities between them. To reject

discrimination for sex or any other condition, personal or social circumstance as well. To reject

stereotypes meaning discrimination between men and women, as well as any violence

manifestation against women.

d) To reinforce their affective capacities in all the scopes of personality and in their relations to

others, besides rejecting violence, any kind of prejudices and sexist behaviours and resolving

conflicts in a peaceful way.

e) To develop basic skills using information sources to critically acquire knowledge. To acquire

basic training in the use of technologies, especially of those of information and communication.

f) To comprehend scientific literacy as an integrated knowledge, structured in subjects, as well as

to know and apply methods to identify problems in diverse fields of knowledge and experience.

g) To develop entrepreneurial spirit and self-confidence, participation, critical thinking, personal

initiative and the ability of learning to learn, planning, taking decisions and assuming

responsibilities.

h) To understand and express correctly, both speaking and writing, in Spanish and Galician

language, texts and complex messages and to be initiated in knowledge, reading and study of

literature.

i) To understand and express appropriately in one or more foreign languages.

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l) To know, value and respect basic aspects of their own and other people’s history, as well as

artistic and cultural heritage. To know men and women who made important contributions to

Galician and other cultures and societies.

m) To know and accept how one´s and others´ body work, to respect differences, consolidate

habits related to body heath and care, and to incorporate physical education and a sports practice

in order to promote personal and social development. To know and value sexuality as a human

dimension in all its diversity. To critically value social habits related to health, consumption, living

beings care and environment, contributing to its conservation and improvement.

n) To value artistic creation and to understand artistic manifestations language, using diverse

expression and representation means.

o) To know and value Galician linguistic, cultural, historical and artistic heritage basic aspects, to

participate on their conservation and their improvement, and to respect linguistic and cultural

diversity as one of individual and peoples´ rights, developing attitudes of interest and respect

towards the exercise of this right.

p) To know and value the importance of using Galician language as a fundamental element in

keeping Galician identity, and as a means of interpersonal relationship and expression of cultural

wealth in a plurilingual context, that allows communication with other languages, especially with

those of Portuguese speaking communities. All of them will be included in the different units, as

well as specific subject area and operative objectives referred to concepts, skills and attitudes.

5 CONTENTS

“The set of knowledge, abilities, skills and attitudes that contribute to the achievement of the

objectives of each teaching and educative stage, and to the acquisition of competences” is the

definition of contents included in D86/2015, (Art. 2) which articulates contents for each curricular

area, relating them to objectives, assessment criteria, learning standards and competences. Due

to lack of space, henceforward the codes used in such document for each content item will be

used to address them and are reflected in Annex 1 , along with their relation to other elements in

the curriculum. As for English Language, a core subject, it establishes 5 blocks:

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- ORAL TEXTS COMPREHENSION (B1): Referred to listening skills. Contents related to basic

oral comprehension strategies so as to identify and select essential information, common formulae

in social spoken interaction in audio-visual texts.

- ORAL TEXTS PRODUCTION: EXPRESSION AND INTERACTION (B2): Referred to speaking

skills. Contents related to oral elements like intonation, pronunciation and fluency, as well as

linguistic and non-linguistic strategies in oral interactions in order to participate effectively in basic,

structured exchanges using a neutral or informal register.

- WRITTEN TEXTS COMPREHENSION (B3): Referred to reading skills. Contents related to

strategies to understand the general meaning and extract essential information and main ideas in

different types of texts, in digital or printed texts.

-WRITTEN TEXTS PRODUCTION: EXPRESSION AND INTERACTION (B4): Referred to writing

skills. Contents related to to linguistic elements as punctuation and spelling a well as skills:

planning, structuring, expression, execution and proper formal conventions to convey brief, basic

messages and participation in brief, basic written exchanges.

-LINGUISTIC KNOWLEDGE AND PLURILINGUAL AND INTERCULTURAL AWARENESS (B5):

Referred to sociolinguistic and socio-cultural skills. Contents related to different sound and written

patterns, positive attitude towards different cultures, communicative functions and comparison to

different languages to find similarities and differences.

6 CROSS-CURRICULAR CONTENTS

Cross-curricular elements must be addressed by every subject in the curriculum, notwithstanding

their specific approach in some of each subject in each stage as they are fundamental to individual

development. D86/2015, art.4 and RD 1105/2014 establish the following to be included in ESO:

-Reading comprehension (RC), oral and written expression (OWE), audio-visual communication

(AC), information and communication technologies (ICT), values education (VE), entrepreneurship

(ENT), civic and constitutional education (CCE), equality and non- discrimination (EQ), violence

prevention and pacific conflict resolution (VP), sustainable development and environment (SDE)

road safety education (RSE). Some of these are developed in specific blocks of contents, as RC and

9
OWE, being core to this subject. ICT and AC are widely developed throughout the TP: (class blog,

editing tools, specific vocabulary, use of digital sources for research, etc). Working with texts of

different type and nature is essential. Their selection will take into account all cross-curricular

elements, in such way they present different realities and conduct models, fostering reflection on

values as peace, equality, democracy and even road regulations. Different grouping structures, will

promote cooperative work fostering education on values (VE). They will be heterogeneous groups

and thus, students will experience diversity in first person (EQ), exercising attitudes like dialogue,

conflict resolution (VP) and entrepreneurship (ENT). During all activities sexist or stereotyped

behaviours referred to any reality will be avoided. Cross-curricular contents are reinforced and

supported by one key document in Educative Centres: the Coexistence Plan. ( Law 4/2011, June,

30th, developed by Decree 8/2015, January, 8th), it promotes respectful attitudes within the school

community. This TP also participates in Proxecta Plan+: Activistas polo mundo que queremos”,

aimed at awareness and action against different types of discrimination. Finally, working around

certain commemorative events: Day of the Girl child (Oct, 30th), World Telecommunication and

Information Society Day (May, 7th), World Environment Day (June, 5th).

7 SEQUENCING AND TIME DISTRIBUTION

Order May, 19th, 2021 approves school calendar for school year 2021/2022 in public educative

centres. English Language is taught during three periods of fifty minutes each week, (Mondays,

Wednesdays and Fridays). From September, 15th to June, 6th, (final assessment deadline),

approx... 95 lessons will be provided. This TP is flexible, foreseeing those unavailable sessions.

T. DIDACTIC UNIT DATES S COMP/ COMM.

1 WELCOME ON BOARD SEPT. 6
2 HORN OF AFRICA OCT. 6 GIRL CHILD DAY.P+
1 3 SCHOOL LUNCH OCT-NOV 6 VISIT AQUARIUM
4 A ROARING LION WILL KILL NO ONE NOV. 6
5 EVERYTHING IS BIGGER IN CANADA NOV. 7
6 WE WISH YOU A WEIRD CHRISTMAS DEC. 6 CHRISTMAS
7 LONDON CALLING JANUARY 6 CORUÑA LEGENDS
8 MYTHICAL FAMILY JAN-FEB 6 PROXECTA +
2 9 PIONEERS FEB 6
10 SPORT HEROES MARCH 5
11 SAYONARA BABY MARCH 6 FOREST/POETRY

10
 12 HOT AND BOTHERED MAR-APR 6 INTERNATIONAL
3 HEALTH DAY
13 SLOW FASHION APR- MAY 6 MARKET
14 UNBOXING MAY 6
15 HEAL THE WORLD MAY-JUNE 6 EARTH DAY

8 DIDACTIC UNITS

UNIT 0. - INITIAL SESSION

ALL BLOCKS INCLUDED

TERM: 1 DU: 1 WELCOME ON BOARD SESS: 6

Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC, LLC a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP Rdn./Coex/ICT Sp /Gal.
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA
B1.5, B1.6, B2.1, B2.2, B3.1, B3.2, B4.3, B4.5, B4.6, B5.2, B5.5, B5.6, B5.7, B5.8
LEARNING OB.
ORAL COM. To recognise usual social contact formulae and most simple politeness rules. To
understand general meaning in simple, clear, slow-pace texts with audio-visual, support.
ORAL PROD. To pronounce and intone clearly, even with error. To interact in clearly structured
exchanges, using formulae / gestures with support. WRITTEN COMP. Strategies: To use suitable
skill for the task. -Discrimination of comprehension types necessary to complete the task (general
meaning, essential information, key concepts). Techniques: underlining. WRITTEN PROD. To
complete a form requesting personal information. To produce brief, very simple personal mail about
personal details and preferences. To present written texts neatly. LANG. PLUR. CA. To use
sociocultural knowledge related to daily life. To use linguistic experience/ knowledge in own
languages in contrast to FL. To carry out functions demanded by communicative purpose. To use
basic lexicon referred to personal details and preferences.
PRESCRIPTIVE CONTENTS:
B1.1, B1.2, B2.1, B2.2, B2.3, B3.1, B3.2, B4.1, B4.3, B4.5, B5.2, B5.3, B5.5, B5.6, B5.7
LEARNING CONTENTS:
ORAL COMP. Context of situation and previous knowledge. Identification of key words. Adaptation
of listening to aim. Tolerance of partial comprehension. ORAL PROD. Linguistic/paral. Use of simple
prosodic elements. Respectful attitude in exchanges. Use of models appropriate to communicative
situation. WRITTEN COMP. Use of previous information for the task type/subject topic. Identification
of text type and suitable skill for the task. Use of underlining techniques. WRITTEN PROD. Use of a
draft. Text organization in paragraphs. Attention to orthographic conventions and punctuation signs.
Neat text presentation. Exchange of brief and very simple personal mail about daily life topics.
LANG-PLUR-CA. Use of basic orthographic rules in word spelling and orthography in the sentence.
Use of politeness conventions and appropriate register. Cultural aspects: interpersonal relationships.
FUNCTIONS: Establishment /maintaining social and personal relationships characteristic of their
age. Description of basic physical and abstract qualities of people. Discourse organization.
LEXICON: Personal details. Preferences. Mail formulae. STRUCTURES: Conjunction relations.
Affirmative, negative, interrogative structures. wh- questions; Aux. Expression of time/ aspect:
present simple. Date.
S ACTIVITY TYPE TEACHING-LEARNING SKILLS. GROUP.
1 1. NEW IDENTITIES IA /AA. 1. Oral comp. / Prod. Large group.
2. CREATE OWN ID CARD. D 2. Individual work. Written prod.
3. CUSTOMS FORM. D 3. Individual work. Written comp/ prod.

11
2 1. LISTENING ACTIVITY. D 1. Oral comp. Individual work.
2. FORMAL ST. CORRESPONDENCE 2. Individual work. Written comp.
3. GRAMMAR.
3/ 1. VOKI PROJECT D 2. Small group. Cooperative work.
4
5 1. EMAIL WRITING. D/ C 1. Individual work. Written production.
6 1. ORAL COMPR. TEST C 1. Individual work. Oral comprehension.
2. EMAIL RECEPTION. POSTER C 2. Individual work. Written comprehension.
REINFORCEMENT EXTENSION SESN
Adpt. Listening act. Extra info in listening. Seq. Act/ Strengths r./Asses. Adp/
Guided draft. Topical extension writing. Structured envir / Advance change
Seating plan.
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.5. Understands, in an informal conversation in which 10% 30% TEST 10%
they are engaged, basic information on personal details…
CLC, LLC, CAE
PLEB1.6. Identifies essential information on the topic and 10% 30% TEST 10%
communicative situation in pedagogical recordings.
CLC,DC, LLC, CAE
PLEB2.1. Shows a positive attitude towards foreign language 10% 30% Scale 10%
use in most classroom activities. CLC,DC, LLC, CAE
PLEB2.5. Engages in informal, face to face conversations 10% 30% Rubric 10%
using a comprehensible pronunciation and conventions
characteristic of the communicative process. CLC, LLC, CAE
PLEB3.2. Understands specific essential information on 10% 40% Rubric 10%
referential materials, clearly structured and using standard
register, with illustrative images about personal details CLC,
DC, LLC, CAE
PLEB3.5. Understands basic information in formal style mail. 10% 30% Std. File 10%
CLC, DC, LLC, CAE
PLEB4.3. Completes a simple questionnaire with personal 5% 40% Std. File 5%
information, relative to their details, interests of hobbies. CCL,
CD, CAA, CCEC
PLEB4.5 Writes personal mail in which real or simulated social 15% 30% Rubric 15%
contact is established and maintained and exchanges basic
information about themselves. CCL, CD, CAA, CCEC
B5.2. Uses foreign language in classroom interventions, in 5% 30% Scale 5%
activities. CLC, LLC, CAE
PLB5.7 Recognizes and uses basic oral and written 15% 30% TEST 5%
vocabulary about personal details. CLC, LLC, CAE Rubric 10%
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 16%

12
TERM: 1 DU: 2 HORN OF AFRICA SESS: 6
Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP, Rdn./Coex/ICT Geog/Math/Sp /Gal.
CAE, CMST VE, EQ Prox. +
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA
B1.1, B1.3, B1.6, B2.1, B2.2, B2.4, B3.1, B4.1, B5.2, B5.5, B5.6, B5.7, B5.8
LEARNING OB.
ORAL COM. To apply basic comprehension strategies based on context. To identify essential
information in brief texts. To understand general meaning in audio-visual input. ORAL PROD. To
pronounce and intone clearly even with error. To interact in simple structured oral exchanges with
support. To produce brief comprehensible texts about daily routine. WRITTEN COM. To use suitable
strategies to comprehend general meaning in brief texts. WRITTEN PROD. To elaborate brief,
simple structured written texts about daily routine. To elaborate a survey. To report results of survey.
LANG-PLUR-CA. To value languages as means to communicate and establish cultural relations. To
use linguistic experience / knowledge in own languages in contrast to new language. To carry out
functions demanded by communicative purpose. To use basic lexicon related to daily routine.
PRESCRIPT. CONTENTS: B1.1, B1.3, B2.1, B2.2, B3.1, B3.2, B4.1, B5.2, B5.3, B5.4 B5.6, B5.7.
LEARNING CONTENTS:
ORAL COMP. Use of verbal/non-verbal context. Identification key of words. ORAL PROD. Asking
for repetition or rephrasing. Adequacy to context. Respectful attitude towards oneself and others in
basic oral exchanges WRITTEN COMP. Identification of subject topic in simple texts, from
superficial information. Identification of the reading skill suitable for the task. Use of underlining
techniques. WRITTEN PROD. Use of dictionary. Elaboration of a draft document following model.
Orthographic conventions and punctuation signs. Neat presentation. Final re- writing. LANG-PLUR-
CA Use of basic rules in word spelling. Use of comma, colon, suspensive points. Respect towards
other cultures. FUNCTIONS: Narration of usual present events. Request of information. Elementary
discourse organization. LEXICON: Activities of daily life. STRUCTURES: Conjunction rel. Aff. Neg.
Int. sent/ tags. Present simple. Time: point. Duration, sequence, frequency.
S ACTIVITY TYPE TEACHING-LEARNING SKILLS. GROUP.
1 1. Clues about country: Somalia IA /IAs 1. Oral comprehension.
2. Suppositions about Somalia. IA /IAs 2. Elicit and expression + visual support.
3. Daily routine activities. IA /IAs 3. Cooperative work. Oral production.
4. Captions IA /IAs 4. Cooperative work. Written production.
2 A DAY IN THE LIFE OF A MOTHER IN D 1. Reading comprehension.
RURAL SOMALIA
3 1. BUTLER DO D 1. Explanation/ note taking.
2. Grammar activities D 2. Individual work.
4 [Link] chores: HOME JOB FAIR D 1. Oral comprehension activities
2. HOW OFTEN? D 2. Explanation. Elicit vocab.
5 1HOW OFTEN? SURVEY D/ C 1. Cooperative work. Interaction other gr.
Oral production and comprehension.
6 OUR SCHOOL DATA. PROX. PLUS C 1. Cooperative work. Written production.
REINF. EXT. SESN Seq. Act/ Str. reinf./Asses.
Time /[Link]/Freq/Vocab Presentation – Daily routine Adp. Seating plan/ Struct. envir.
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Understands main points in instructions in classroom 5% 30% Checklist 5%
13
activities. CLC, LLC, CAE
PLEB1.4. Identifies general meaning/ main points in an 5% 30% St. file rub.
informal conversation occurring in their presence. 5%
PLEB1.6. Identifies essential information on the topic and in 10% 30% St. file rub
simple authentic house chores. CLC, DC, LLC, CAE 10%
PLEB2.1. Shows a positive attitude towards foreign language 10% 30% Checklist 10%
use in the classroom. CLC, DC, LLC, CAE
PLEB2.5. Engages in informal, face to face conversations to 10% 40% Rubric L
exchange information about daily routine. CLC, LLC, CAE 10%
PLEB3.2. Understands specific essential information on 10% 30% St. file 10%
pedagogical materials on daily routine. CLC, DC, LLC, CAE
PLEB3.4. Finds the information needed in the dictionary. CLC, 5% 40% Rubric P / W
DC, LLC, CAE 2.5% each
B4.1. To apply adequate strategies to elaborate a survey. 5% 30% Rubric P 5%
CLC, DC, LLC, CAE
B4.6. To present written texts neatly on digital support. 5% 40% Rubric P 5%
B4.2. To write texts, simple and structured about daily life. 10% 30% Rubric W 10%
CLC, DC,LLC, CAE
PLB5.4. Identifies and compares, in own language, 5% 40% Rubric P 5%
sociocultural differences with foreign speaking countries,
avoiding stereotypes and ethnocentric assessment.
PLB5.6. Uses basic morph- syntactic structures to realise 10% 40% Rubric W 4%
communicative functions efficiently. CLC, LLC, CAE Rubric P 4%
Rubric L 2%
PLB5.7. Uses basic vocabulary related to daily routines and 5% 30% Rubric W 2.5%
house chores. CLC, LLC, CAE Rubric P 2.5%
PLEB5.8. Participates in projects involving several languages,
related to cross-curricular elements, avoiding linguistic and 5% 30% Rubric P 10%
cultural stereotypes. CLC, LLC, CAE, DC, CMST, SCC
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 2 DU:3 SCHOOL LUNCH SESS: 6

Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP, Rdn./Coex/ICT Geog/Math/Sp /Gal.
CAE Prox. +
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA B1.1, B1.2, B1.3, B1.5, B1.6, B2.1, B2.2,
B2.4, B2.6, B3.1, B3.3, B3.4 B4.1, B5.2, B5.5, B5.6, B5.7, B5.8
LEARNING OB.
ORAL COM. To use comprehension strategies of general meaning, essential information, key
elements and ideas and details using context. To identify essential information, key elements and
most relevant details in brief texts about food and education. To understand essential elements in
very basic conversations about lunch. To understand essential elements and most relevant details in
simple, very basic conversations about familiar topics aided by repetition or rephrasing. To
understand general meaning/ essential information in simple audio-visual contents. ORAL PROD.
To pronounce and intone in a clearly. To interact in clearly structured exchanges. To produce brief
texts, in face to face conversations. To use with a short sentences and basic formulae in brief
exchanges ordering lunch. WRITTEN COM. To use strategies to comprehend general meaning,
essential information and ideas. To identify and interpret words, simple and contextualised key
activity instruction, in meaningful communicative situations. To identify essential information,
relevant concepts and details included in brief, simple, texts about school routines. WRITTEN PROD
14
To apply adequate strategies to elaborate brief, simple structure written texts. To exchange brief and
very simple personal mail about daily life and food. To present written texts neatly. LANG-PLUR-
CA. To pronounce and intone in a clearly. To use body language, voice and gestures effectively. To
value languages as means to communicate and establish cultural relations. To control learned
grammatical structures
PRESCRIPT. CONTENTS: B1.1,B1.2, B2.1, B2.2, B2.3, B3.1, B3.2, B4.1, B5.2, B5.3, B5.4 B5.6,
B5.7.
LEARNING CONTENTS:
ORAL COMP. Use of verbal and non-verbal context and previous knowledge. Use of referential
knowledge on the topic. Identification of key words. Adaptation of listening to its aim. Tolerance of
vague comprehension. ORAL PROD. Activation of previous knowledge on interaction and linguistic
elements. Clear and coherent message expression. Paralinguistic strategies. Use of simple prosodic
elements (pause, rhythm, intonation) as substitutes for discourse markers. Respectful attitude in
exchanges. Interaction elementary routines. WRITTEN COMP. Identification of subject topic in
simple texts, from superficial information. Identification of the reading skill suitable for the task.
Underlining techniques. WRITTEN PROD. Activation of general competences to implement tasks.
Use of linguistic/ thematic resources. Use of known elements. Elaboration of a draft. Structuration
of text content. Paragraph unity. Identification of problems. Orthography/ punctuation. Neat
presentation. LANG-PLUR-CA. Stress in basic lexical elements. Orthographic rules in words and
sentences. Approaching of cultural aspects: school and lunch. Identification of similarities between
English and own languages. FUNCTIONS: Establishment /maintaining social and personal
relationships. Ordering food. Describe routine. Discourse organization LEXICON: Food. School.
STRUCTURES: Conjunction rel. Aff. Neg. Int. sent/ tags. Present simple. Time: point. Duration,
sequence, frequency. Quantity: countable, uncountable.
S ACTIVITY TYPE TEACHING-LEARNING SKILLS
1 1 Clues about country: U.S.A IA /AA. Oral comprehension/ Large group.
2 GREG SEGAL WORLD FOOD IA / AA Oral production. Elicit info. Large group.
PHOTOS
3 TABOO: FOOD IA Oral comp-prod/ Large group.
2 1 WHAT SCHOOL LUNCHES REALLY D Written comprehension/ Individual work.
LOOK LIKE Grammar activities/ Individual work.
2. COUNTABLE/ UNCOUNTABLE D Explanation. Note taking.
3. MASTERCHEF USA VIDEO D Oral comprehension/Individual work.

3 1 KIDS SHARE LUNCH WITH D Oral comprehension/ individual mini test.

PARENTS
1. AMERICAN SCHOOL EXPERIENCE D Written comprehension. / Individual work.
2. DESIGN A SCHOOL MENU FROM A D Written production/ Pair work.
SHOPPING LIST.
4 1. COULD I HAVE..? D Oral comprehension./
2 ROLE PLAY. CAFETERIA D Oral production. Pair work.
5 EMAIL AMERICAN FRIEND. LUNCH. D/ C Written production.
6 WRITTEN TEST C
REINF. EXT. SESN
Time /[Link]/Freq/Vocab Presentation Seq. Act/ Str. reinf./Asses. Adp.
Sitting plan/ Structured envir.
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
Assess 5% 30%
PLEB1.2. Perceives the main points and relevant details in
dialogues about school lunch. CLC, LLC, CAE
PLEB1.5. Understands, in a conversation in which they are 5% 40%
engaged, food orders. CLC, LLC, CAE

15
PLEB1.6. Identifies essential information on food in 10% 30%
communicative in simple authentic recordings. CLC, DC, LLC,
CAE
PLEB2.1. Shows a positive attitude towards foreign language 5% 40% Rubric O 5%
use in most classroom activities. CLC, DC, LLC, CAE
PLEB2.3. Copes with basic daily life proceedings and 10% 30% Rubric O 5%
transactions without difficulty: ordering food. CLC, DC, LLC,
CAE
PLEB2.5. Engages in informal, face to face conversations 5% 30% Rubric O 5%
using a comprehensible pronunciation. CLC, LLC, CAE
PLEB3.2. Understands specific essential information on 10% 30% St. File 10%
materials, of pedagogical character. CLC, DC, LLC, CAE
PLEB3.4. Finds the information needed in the dictionary. CLC, 10% 30% Rubric W 10%
DC, LLC, CAE
PLEB4.5. Writes personal mail about school routines and 10% 40% Rubric W 10%
menus CCL, CD, CAA, CCEC
PLEB4.6. Presents written texts neatly. CLC, LLC, DC, CAE 10% 30% Rubric W 10%
PLB5.4. Identifies and compares, in own language, 5% 30% Checklist 5%
sociocultural differences with foreign speaking countries,
avoiding stereotypes and ethnocentric assessment.
PLB5.6. Uses basic morph syntactic structures to realise 10% 30% Rubric O 5%
communicative functions efficiently. CLC, LLC, CAE Rubric W 5%
PLB5.7. Uses basic vocabulary related to daily routines and 5% 30% Rubric W 5%
house chores. CLC, LLC, CAE
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 1 DU: 4 A ROARING LION WILL KILL NO ONE SESS: 6

Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC,LLC,CA a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VE, Rdn./Coex/ICT Sp /Gal.
VP,
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA: B1.1, B1.2, B1.3, B1.6, B2.1, B2.2, B2.3, B3.1,
B3.4, B3.6, B4.2, B5.1, B5.2, B5.7
LEARNING OB.
ORAL COM. To comprehend general meaning in texts about animals. To identify essential
information in brief descriptive texts. ORAL PROD. To pronounce and intone clearly, even with
error. To interact in structured exchanges, using verbal and non-verbal strategies. To produce
monologic fluent texts: brief and simple descriptions of animals. WRITTEN COMP. To comprehend
general meaning, essential information, key concepts and details in descriptions of animals. To read
with a certain degree of autonomy, adapted texts. WRITTEN PROD. To write brief, structured,
animal descriptions. To describe actions from an image. LANG. PLUR. CA. To pronounce and
intone clearly even when mistakes occur. To use sociolinguistic strategies in oral production related
to behaviour. To show control over a set of grammatical structures in a basic oral production.
PRESCRIPT. CONTENTS: B1.1, B1.2, B1.3, B2.1, B2.2, B3.1, B3.2, B4.1, B5.1, B5.2, B5.5, B5.6,
B5.7
LEARNING CONTENTS:
ORAL COMP. Use of referential knowledge on the topic. Inference of probable meaning of unknown
words or sentences. Tolerance of partial comprehension. Asking for repetition or rephrasing.
ORAL PROD. Identification main idea or ideas and basic structure. Clear and basically coherent
message expression. Clarification request. Deictic use or physical action to clarify meaning. Body
language. Use of simple prosodic elements. Respectful attitude in exchanges. WRITTEN COMP
16
Identification of the reading skill suitable for the task. Identification of descriptive texts. Underlining.
WRITTEN PROD. Writing a draft. Use of dictionary, grammar, assistance. Text organization in
paragraphs. Task readjustment. Identification of problems. Attention to orthographic conventions
and punctuation signs. Neat text presentation. LANG-PLUR-CA. Minimum pairs. Use of basic
orthographic rules in word spelling and in sentences. FUNCTIONS: Description of basic qualities of
animals. Narration of present events in progression. Request and offer of information. Expression of
doubt. LEXICON: Parts of body (animals), action verbs. STRUCTURES: Expression of: conjunction,
disjunction, opposition and comparison. Affirmative, negative, interrogative sentences; tags.
Exclamation. Time/aspect: present simple and continuous. Past continuous. Expression of ability.
Degree.
S ACTIVITY TYPE TEACHING-LEARNING SKILLS. GROUP.
1 1. Clues about country: South Africa. IA /IAs 1. Oral comp. Large group.
2. Pictures of animals. Body. Abilities IA /IAs 2. Oral Prod. Large gr. Elicit info.
[Link] EYES/ MEMORY/ BODY IA/D 3. Oral Prod. Large group.
4. SOUTH AFRICAN ANIMALS. D 1. Oral comp./ Individual work
2 1. Comparative explanation. D 1. Explanation.
2. Grammar activities. D 2. Individual work.
3. Text. Website D 3. Written comprehension.
4. GUESS AND I TELL (1) D 4. Written production. Small group.
3 1. GUESS AND I TELL (2) D/ C 1. Oral prod. / comp. Small group.
2. Animals doing human things D 2. Oral prod. / Large group / Oral Prod.
3. Present Continuous D 3. Explanation. Note taking.
4 1. South African Scenes. D 1. Written production. Individual work
2. Grammar D 2. Individual work.
5 1. Contrast: Present Simp. / Cont. D/ C 1. Individual work.
6 WRITTEN TEST C
REINFORCEMENT EXTENSION SESN
Basic oral comp. act./ written Riddle production Seq. Act/ Strengths r./Asses. Adp.
prod support/
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Understands main points in instructions in classroom 5% 30% Checklist 5%
activities. CLC, LLC, CAE
PLEB1.3. Acknowledges, with visual support, main ideas and 5% 30% Std. File 5%
relevant information in very basic presentations on educative
topics. CLC, DC, CLL, CAE
PLEB1.6. Identifies essential information on the topic and in 10% 40% Std. File
simple authentic recordings about animal life. CLC, DC, LLC, 10%
CAE
PLEB2.1. Shows a positive attitude towards foreign language 10% 40% Checklist 10%
use in most classroom activities. CLC, DC, LLC, CAE
PLEB2.2. Is able to make very brief, rehearsed, presentations, 10% 30% Rubric 10%
with visual support, and answers to brief, very simple
questions posed by listeners. CLC, DC, LLC, CAE
PLEB3.2. Understands specific essential information on 10% 40% Test 10%
materials, of pedagogical character. CLC, DC, LLC, CAE
PLEB3.3. Understands main f information in ads and 10% 30% Rubric 8%
publications and in internet, formulated in a clear, simple way. Test 2%
CLC, DC, LLC, CAE
PLEB4.3. Completes a simple questionnaire with personal 10% 40% Form 10%
information, relative to personal details. CCL, CD, CAA, CCEC
PLEB4.2. Elaborates brief descriptive texts. CLC, DC,LLC, 10% 30% Test 10%

17
CAE
PLB5.6. Uses basic morph syntactic structures to realise 20% 40% Rub 10%
communicative functions efficiently. CLC, LLC, CAE Test 10%
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 16%

TERM: 1 DU: 5 EVERYTHING IS BIGGER IN CANADA SESS: 6

Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC, CAE a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, EQ, VP Rdn./Coex/ICT Sp /Gal.
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA B1.1. B1.2, B1.6, B2.3, B2.7, B3.1, B3.4, B4.1,
B4.2, B4.6, B5.1, B5.2, B5.5, 5.7
LEARNING OB.
ORAL COM. To anticipate general content. To understand general meaning and key information in
authentic audio-visual content. ORAL PROD. To use strategies to deliver a connected presentation
describing a house in the future, with fluency, suitable pronunciation and vocabulary. To use
cooperative strategies in interaction and working with other people. WRITTEN COM. To use suitable
strategies to comprehend essential information and key ideas in brief house descriptions. To identify
essential information and relevant details in house ads and brief house descriptions. WRITTEN
PROD. To apply adequate strategies to elaborate a description of a house in the future.
To write a brief, structured, cohesive and coherent description of a house in the future. To present
written texts neatly. LANG-PLUR-CA To pronounce and intone in a clearly. To use body language,
voice and gestures effectively. To value languages as means to communicate and establish cultural
relations. To control learned grammatical structures.
PRESCRIPT. CONTENTS: B1.1, B1.2, B1.3, B2.1. B2.2, B3.1, B4.1, B5.1, B5.2, B5.3, B5.4, B5.5

LEARNING CONTENTS:
ORAL COMP. Identification of key words. Adaptation of listening to its aim. Inference of probable
meaning of unknown words or sentences. Tolerance of partial comprehension. Perseverance to
achieve comprehension. ORAL PROD. Identification main ideas and basic structure in presentation.
Expression of coherent and clear message in presentation. Use of paralinguistic procedures in
presentation. Respectful attitude. WRITTEN COMP. Activation of previous information on the task
type, from images and display. Identification of descriptive text type, and adapting comprehension to
it. Formulation of hypotheses on contents. Inference of meaning from significant elements.
WRITTEN PROD. Use of previously worked elements to elaborate own house description.
Elaboration of a draft document. Organization in paragraphs. Task readjustment. Orthographic
conventions and punctuation signs. Neat presentation. LANG-PLUR-CA. Stress in basic lexical
elements. Orthographic rules in words and sentences. Approaching of cultural aspects: housing.
Identification of similarities between English and own languages. Proposition of suggestion and
wishes, and basic expression of condition and hypotheses. FUNCTIONS: Description of basic
qualities of houses. Prediction of future events. Expression of interest, hope and surprise. Basic,
elementary discourse organization LEXICON: Types of homes. Rooms and spaces. Adjectives to
qualify spaces. STRUCTURES: Conjunction, disjunction; opposition, superlative. .Affirmative
sentences; tags. Negative sentences with not. Interrogative sent. Exclamation (What + Adj. + noun).
Expression of existence (there is/are- there will be). Time: Present. Future (will). Entity compound
nouns. Pronouns: Relative. Quantity: all (the), most, none. Space: Location, position adv./ prep.
S ACTIVITY TYPE TEACHING-LEARNING SKILLS. GROUP.
1 1 Clues about country: Canada IA/ IAs Oral prod. / Large group
2 MOST CURIOUS HOMES IN IA/ IAs Oral prod. / small groups
CANADA
3 MAGIC SQUARES. Vocabulary IA/ IAs Vocab. Initial Ass / small groups.

2 1. MATCH TITLE + CURIOUS HOMES D Written Com. / Individual work.

2. COMPARISS. (rev),SUPERLATIVE D Explanation. Note taking.
18
 3. GRAMMAR ACTIVITIES Individual work.
3 1. LOVE IT OR LIST IT D Oral Comp. / Individual work.
2. CHOOSING A HOME. ADS. D Written comp. / Individual work.
3. PICASSO DICTATION. D Oral Comp- Prod / Individual work.
4 1. SIMON SAYS (prepositions) D TPR
2. HOUSE OF THE FUTURE. D Written comp. –Prod. / Pair work.
5 1. HOUSE OF THE FUTURE D/ C Presentation.
6 1. ORAL COMPR. TEST C Oral comp. / Individual work
2. TERM READING (1) D Written comp./ Individual work
REINFORCEMENT EXTENSION SESN
Adapt. Oral comp. act. Ideal room description. Seq. Act/ Str. reinf./Asses. Adp.
Guided writing. Pics from internet/ catalogue Seating plan/ Structured envir.
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Understands main points in instructions in classroom 10% 30% Checklist 10%
activities. CLC, LLC, CAE
PLEB1.6. Identifies essential information on the topic and in 10% 30% TEST 10%
simple authentic recordings about houses. CLC, DC, LLC, CAE
PLEB2.2. Is able to make very brief, rehearsed, 10% 30% Rubric O 10%
comprehensible presentations. CLC, DC, LLC, CAE
PLEB2.5. Engages in, face to face conversations to exchange 5% 40% Rubric O 5%
basic information. CLC, LLC, CAE
PLEB2.6. Collaborates with other people in oral interactions. 5% 30% Rubric O 5%
CLC, DC, LLC, CAE
PLEB3.2. Understands specific essential information on 10% 40% Std.´s file rub
pedagogical material about houses. CLC, DC, LLC, CAE 10%
PLEB3.3. Understands main items of information in ads and 10% 30% Std.´s file rub
advertising materials about houses. CLC, DC, LLC, CAE 10%
PLEB4.2. Elaborates brief house description. CLC, DC,LLC 10% 40% Rubric W
CAE
PLEB4.6. Presents written texts neatly. CLC, DC, LLC, CAE 5% 40% Rubric W 3%
St. File R 2%
PLEB4.6. Uses orthographic conventions and punctuation 5% 30% Rubric W 3%
marks correctly. CLC, DC, LLC, CAE St. File r 2%
PLB5.1. Produces suitable rhythm, tone and stress pattern in 5% 30% Rubric O 5%
words and sentences. CLC, LLC, CAE
PLB5.6. Uses basic morph-syntactic structures to realise 10% 40% Rubric W 5%
communicative effectively. CLC, LLC, CAE Rubric O 5%
PLB5.7. Uses basic vocabulary sufficient to understand and 5% 40% Rubric W 5%
elaborate simple texts. CLC, LLC, CAE
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 1 DU: 6 WE WISH YOU A WEIRD CHRISTMAS SESS: 6

Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC,LLC, a,b,c,d,e,f,g,i,m,n RC/ OWE/ AC/ ICT/ Rdn./Coex/ICT /Sp /Gal.
CAE BL 1-2-3-4-5 VE/ VP
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA B1.1, B1.2, B.4,B1.6, B2.1, B2.5 , B2.7, B3.1,
B3.2, B3.4, B4.1, B4.5, B4.6, B5.1, B5.3, B5.5
19
LEARNING OB.
ORAL COM. To anticipate general content of what is being listened to with the aid of verbal and
non-verbal context and knowledge. To identify essential information, key, relevant elements in brief,
texts. To understand essential elements and most relevant details in simple conversations about
travelling. To understand general meaning and essential information in clear audio-visual texts .
ORAL PROD. To pronounce and intone in a clearly. To engage in face to face conversations about
travelling plans. To use mechanisms to communicate according to context. To use cooperative
strategies in exchanges. WRITTEN COM. To use strategies to comprehend general meaning,
essential information, and relevant ideas in short texts related to Christmas traditions. To understand
basic instructions to book a trip. To identify essential information, key aspects in brief, texts about
Christmas traditions. WRITTEN PROD. To apply formulae and conventions to write mail. To
exchange brief and very simple personal mail about travelling plans To present written texts neatly.
LANG-PLUR-CA. To interact according to social conventions in foreign culture. To value languages
as means to personal enrichment, meeting other cultures and ways of life.
PRESCRIPT. CONTENTS: BI.1, B1.2, B1.3. B2.1, B2.2, B3.1, B3.2, B4.1, B5.2, B5.3, B5.4, B5.5,
B5.6, B5.7
LEARNING CONTENTS:
ORAL COMP. Use of previous knowledge about Christmas traditions. Identification of key words.
Adaptation of listening to its aim. Inference of probable meaning of unknown items. Tolerance to
partial comprehension. Re-listening. ORAL PROD. Clear perception message. Clear and coherent
message expression. Paraphrase/ definition. Paralinguistic elements. Respectful attitude in
exchanges. WRITTEN COMP. Activation of previous information on the task/ subject topic, from
visual input. Identification of reading skill suitable for the task. Discrimination of comprehension
types to complete the task. Formulation of hypotheses on contents and context. Underlining
techniques. Note taking. WRITTEN PROD. Activation of general competences to implement tasks.
Use of linguistic/ thematic resources. Use of known elements. Elaboration of a draft. Structuration
of text content. Paragraph unity. Identification of problems. Orthography/ punctuation. Neat
presentation. LANG-PLUR-CA. Spelling and sentence orthography. Cultural aspects: celebrations/
traditions. Differences and similarities in traditions. Respectful attitude towards other traditions.
FUNCTIONS: Description of objects and activities. Narration of habitual and future events.
Expression of opinions, intention, decision, approval, disapproval, surprise. LEXICON: Leisure,
holidays, food, catering, transport. Fixed expressions. STRUCTURES: Conjunction, disjunction,
opposition. [Link]: as soon as. Aff/ Neg/ Int. sent. Exclamation. Time/Aspect: Future: going to,
will. Simple present. Compound nouns; relative pronouns. Time: point, duration, sequence.
S ACTIVITY TYPE TEACH-LEARN SKILLS. GROUP.
1 1 TERM READING TEST C Individual.
2 Clues about country: Sweden IA/IAs Oral production / Large group.
2. Special dates. Traditions own country IA/IAs Oral production / Large group.
GUESS THE PICTURES.
3 1 WEIRD XMAS TRADITIONS VIDEO D Oral Comprehension/ Individual work
2 WEIRD XMAS TRADITIONS TEXT D Written Comprehension/ Individual work
4 1. GIFTS PREDICTIONS D/ Rec Oral comp. / Writt. Prod. / individual work
2. Explanation: Future will. Fut. Intent. D Note taking / Individual work.
3. MY CRAZY HOLIDAY D Oral production / individual work.
. PLANNING A TRIP TO SWEDEN D Written comprehension/ small group.
5 1. PLANNING A TRIP TO SWEDEN D Written production/ small group.
2. INTERVIEW ON PLANS D Oral production./ Pair work
6 1. CANDYCANE LANE/ FILM C Oral comprehension/ Individual work
REINF. EXT. SESN
Adapted Oral comp. Research on other tradition/. Plans for Seq. Act/ Str. reinf. /Asses. Adp.
Adapted Written comp. Xmas/ Create Xmas crosswords. Sitting plan/ Structured envir.

20
 ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. M.D INSTRUM.
PLEB1.2. Perceives main points and relevant details in simple 5% 30% Checklist 5%
oral messages, related to classroom activities. CLC, LLC, CAE
PLEB1.5. Understands, in an informal conversation in which 10% 40% Rubric O 10%
engaged travel arrangements and intentions. CLC, LLC, CAE
PLEB1.6. Identifies essential information on Christmas 5% 30% St. file rub 5%
traditions in simple authentic recordings. CLC, LLC, DC, CAE
PLEB2.1. Shows a positive attitude towards foreign language 5% 30% Checklist 5%
use in classroom activities. CLC, LLC, DC, CAE
PLEB2.5. Engages in informal, face to face conversations 10% 40% Rubric O 10%
about travelling arrangements. CLC, LLC, CAE
PLEB2.6. Collaborates actively with other people in the 5% 30% Rubric O 5%
interaction. CLC, LLC, DC, CAE
PLEB3.2. Understands specific information on pedagogical 10% 30% St. File Rub 10%
material about Christmas traditions. CLC, LLC, DC, CAE
PLEB3.5. Understands basic information (place, price, 10% 30% Rubric W 10%
timetables, data etc.) to book a trip. CLC, LLC, DC, CAE
PLEB4.5. Writes personal mail about travelling and holiday 15% 30% Rubric W 10%
plans. CCL, CD, CAA, CCEC
PLEB4.6. Presents written texts neatly, on printed and digital 5% 40% Rubric W 5%
support, using orthographic conventions and punctuation
marks correctly. CLC, LLC, DC, CAE
PLB5.2. Uses foreign language in classroom interventions and 10% 30% Checklist 10%
activities. CLC, LLC, CAE
PLB5.3. Uses basic conventions characteristic of foreign 10% 30% Rubric W 5%
language in the communicative process. CLC, LLC, DC, CAE Rubric O 5%
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 1 DU: 7 LONDON CALLING SESS: 6

Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC,LLC, a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP Rdn./Coex/ICT Sp /Gal.
CAE
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA
B1.1, B2.2, B1.4, B1.5, B1.6, B2.1, B2.2, B2.4, B3.1, B3.2, B3.4, B4.1, B4.2, B4.4, B5.1, B5.2,
B5.3, B5.4, B5.7, B5.9
LEARNING OB.
ORAL COM. To understand general meaning. To use previous knowledge in the situation. To
identify essential information, key elements to give/ receive directions aided by repetition/rephrasing.
To recognise social contact formulae/ politeness rules. To understand general meaning and
essential information in simple audio-visual contents. ORAL PROD .To pronounce and intone in a
clearly. To interact in a simple way in clearly structured exchanges. To produce brief texts, in face to
face conversations, in which basic information is exchanged. WRITTEN COM. To use strategies to
comprehend general meaning, essential information, key ideas in brief texts. To understand basic
instructions and notices: directions to reach a place, tourist attractions brochures and signs. To
identify essential information, in digital format, about touristic attractions. WRITTEN PROD. To use
strategies to elaborate brief, simple structured written texts. To write brief, simple texts about plans.
To write simple indications and definitions. LANG-PLUR-CA. To pronounce/ intone in a clearly. To
21
use sociocultural and aspects related to behaviour. To interact according to basic social
conventions. To identify differences/ similarities in cultural aspects in foreign countries. To carry out
functions demanded by communicative purpose. To participate in material elaboration.
PRESCRIPT. CONTENTS: B1.1, B1.2, B2.1, B2.2, B2.3, B3.1, B3.2, B4.1, B5.1, B5.2, B5.3, B5.4
B5.6, B5.7.
LEARNING CONTENTS:
ORAL COMP. Use of context and previous knowledge about the situation. Identification of key
words. Adaptation of listening to its aim. Tolerance of partial comprehension.
ORAL PROD. Identification main ideas and basic structures. Clear and coherent message. Use of
paralinguistic strategies. Respectful attitude in exchanges. Interaction routines to request/ offer
information. WRITTEN COMP. Activation of previous information on the task and subject topic, from
images/text display. Identification of the reading skill suitable for the task. Identification of basic
expositive and instructional texts. Formulation of hypotheses on contents and context. Underlining.
Note taking. WRITTEN PROD. Use of linguistic/ thematic resources. Use of known structures as
model Elaboration of a draft document. Clear expression of message, adjusting to model of
definitions. Identification of mistakes. Orthographic conventions/ punctuation signs. LANG-PLUR-
CA. Consonant clusters: th, st. Orthographic rules in words and sentences. Use of social politeness
conventions. Cultural similarities and differences with own: daily life customs. Respectful attitude
towards language and culture are different to ours. Identification of similarities/ differences with own
languages. FUNCTIONS: Description of cities. Request and offer of information and directions.
Expression of intention, certainty and doubt, interest. LEXICON: City. Transports. STRUCTURES:
Conjunction, disjunction, opposition. Affirmative, negative, interrogative sentences. Exclamation.
Time: present, future. Modality: declarative sentences. Permission, possibility, impossibility.
Existence (there will be/was/ were); entity: relative pronouns; Quantity: all (the), most, both, none.
Degree. Space: prep./adv. of location, position, distance, motion, direction, origin and arrangement.
Time: points, duration, posteriority, sequence. .Mode: Adv. and phrases of manner: easily; by bus.
S ACTIVITY TYPE TEACHING-LEARNING [Link].
1 1. Clues about country: ENGLAND IA/IAs Oral production. / Large group.
2. MAGIC SQUARES IA/IAs Writ-Oral production/ Small groups.
3. LONDON SIGHTSEEING VIDEO D Oral Comp./ Individual work.
2 1. FUN FACTS ABOUT LONDON D Written Comp. / individual work.
2. WEBQUEST. LONDON D Written Comp /small group
3 1. CROSSWORD PRODUCTION D Written prod./ small group.
4 1. PLAN YOUR DAY IN LONDON D 1. Reading Prod. / Pair work.
2. DIRECTIONS GAME D 2. Oral Comp./ Individual work
5 1. DIRECTIONS PRACTICE D 1. Oral Prod. / Individual work.
6 WRITTEN TEST C Individual. Assessment.
7 TERM READING D
REINF. EXT. SESN
Adapted oral reception. Global crosswords. Seq. Act/ Str. reinf./Asses. Adp.
Guided written prod. Sitting plan/ Structured envir.
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEI M.D INSTRUM.
PLEB1.2. Perceives the main points and relevant details in 5% 30% Checklist 5%
simple oral messages related to classroom activities. CLC, LLC,
CAE
PLEB1.5. Understands, in an informal conversation in which they 10% 30% Rubric Con 10%
are engaged, directions and requests for directions. CLC, LLC,
CAE
PLEB1.6. Identifies essential information on city space in simple 10% 30% Std. File 10%
pedagogical recordings. . CLC, DC, LLC, CAE
PLEB2.3. Offers and obtains basic information in concrete 10% 40% Rubric Con 10%

22
situations: directions. CLC, DC, LLC, CAE
PLEB2.4. Requests for clarification when does not understand. 2.5% 30% Rubric Con 2.5%
CLC, DC, LLC, CAE
PLEB2.5. Engages in informal, face to face conversations using a 2.5% 30% Rubric Con 2.5%
comprehensible pronunciation and conventions. CLC, LLC, CAE
PLEB3.1. Understands, with visual support, simple, basic 5% 30% Cross. rub 5%
instructions to create crosswords in a website.
PLEB3.2. Understands specific essential information on websites 10% 40% Webs. rub 10%
about a city. CLC, DC, LLC, CAE
PLEB3.4. Finds the information needed to perform a given task in 5% 40% Webs. rub 5%
leisure guides. CLC, DC, LLC, CAE
PLEB 4.1 Writes notes and messages to request for brief 5% 30% TEST 5%
information. CLC, DC, LLC, CAE
PLEB4.2. Elaborates very brief definitions. CLC, DC, LLC, CAE 10% 30% Cross rub 10%
PLEB4.4. Writes brief messages, in simulated communicative 5% 40% TEST 5%
situations, related to plans. CCL, CD, CAA, CCEC
PLB5.3. Uses basic oral conventions: oral and written. CLC, DC, 5% 30% Rubric Con 5%
LLC, CAE
PLB5.6. Uses morph syntactic structures to realise 10% 30% TEST
communicative functions. CLC, LLC, CAE
PLB5.7. Uses basic oral and written vocabulary and which is
sufficient to understand and elaborate simple texts, adequate to 5% 40% TEST
their academic level. CLC, LLC, CAE
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 2 DU:8 MYTHICAL FAMILY SESS: 6

Key Comp. OBJECTIVE CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n, RC, OWE, ICT, VP, Rdn./Coex/ICT Hist./ Sp /Gal.
CAE o EQ Prox. +
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA B1.1, B1.2, B1.3, B1.6., B2.1, B2.3, B2.7, B3.1,
B3.3, B3.4, B4.2, B4.4, B4.6, B5.1, B5.5, B5.7, B5.8

23
LEARNING OB.
ORAL COM. To apply basic comprehension strategies of general meaning, essential information,
key elements and ideas. To identify essential information, key elements and most relevant details in
brief texts. To understand general meaning and essential information in simple, clear, audio-visual
material. ORAL PROD. To pronounce and intone in a clearly. To use the most suitable strategies to
produce brief monologic texts referred to past legends. To use cooperative strategies in interaction.
WRITTEN COM. To use strategies to comprehend general meaning, essential information, key
concepts and ideas or relevant text details. To identify and interpret words, in meaningful
communicative situations related to family and personality traits. To identify essential information,
relevant concepts and t details in brief, simple, texts on classical legends and myths. WRITTEN
PROD. To write, on paper or electronic support, brief texts, simple and of clear structure about
legends and myths. To write simple messages, with very basic information, instructions and
indications, related to daily life or immediate needs activities. To present written texts neatly. LANG-
PLUR-CA. To pronounce and intone in a clear, intelligible way. To value languages as a resource to
access to information and as a tool to personal enrichment in meeting different cultures and ways of
life. To use linguistic experience and knowledge in all acquired languages to establish difference
and similarities with the new languages. To show control over grammatical structures and sentence
models. To understand and use a basic oral lexical repertoire related to family and personality.
PRESCRIPTIVE CONTENTS: B1.1, B1.2, B1.3, B2.1, B2.2, B3.1, B3.2, B4.1, B5.1, B5.2, B5.3,
B5.4, B5.5, B5.6, B5.7

LEARNING CONTENTS:
ORAL COMP. Identification of key words. Adaptation of listening to its aim. Tolerance of partial
comprehension. Re-listening the recorded text or asking for repetition or rephrasing. ORAL PROD.
Identification main ideas and basic structure. Clear and coherent message expression. Use of
paralinguistic strategies. Respectful attitude in exchanges. WRITTEN COMP. Identification of the
reading skill suitable for the task. Identification of basic text type: narrative. Discrimination of
comprehension types necessary to complete the task. Formulation of hypotheses on contents and
context. Underlining. Note taking. WRITTEN PROD. Use of own communicative competences to
complete tasks. Use dictionary, grammar, assistance. Use of known elements, read in a written work
to elaborate own texts. Elaboration of a draft document. Clear structuration. Task readjustment.
Orthography and spelling. Neat presentation. LANG-PLUR-CA. Pronunciations –ed. Use of basic
orthographic rules in words and sentences. Identification of similarities and differences in other
languages. FUNCTIONS: Narration of punctual and usual past events. Basic establishment and
maintenance of communication and elementary discourse organization. LEXICON: Family, abilities,
action verbs, personality traits. STRUCTURES: Conjunction, disjunction, opposition, comparison.
Affirmative and Negative sentences and tags. Time and aspect: past simple. Modality: ability.
Existence: There was/ were. Time divisions, indications (ago).
S ACTIVITY TYPE TEACHING-LEARNING SKILLS
1 1. Clues about country: Italy. IA/IAs Oral production / Large group.
2. Planets and Days of the week. IA/IAs Oral production / Large group. Elicit info.
3. 1. ROMAN GODS: WHO IS WHO? D Oral comprehension./ Individual work.
2 1. JUPITER, KING OF GODS D Written comprehension/ Individual work.
2. JUPITER´S FAMILY TREE. D Written production / Individual work.
3. GOD PROJECT. TO BE/ HAVE PAST D Research/ Written prod. / Pair work
3 1. ROMAN FUN FACTS D Oral comprehension/ Individual work.
2. SIMPLE PAST. REG/ IRREG D Explanation/ Note taking.
3. Grammar practice D Grammar/ Individual work.
4 1. ROME FUNDATION. LEGEND D Research/ writ. Prod./ small groups.
2. A CORUÑA LEGENDS D Research / writ Prod./ small groups.
5 A CORUÑA/ GALICIA LEGENDS C Research / writ Prod./ small groups
6 A CORUÑA or GALICIA LEGENDS. C Oral production/ small groups.
PRESENTAT. +TEST. Oral comp/ Individual work.
24
REINF. EXT. SESN
Adapted oral reception. Comic on a God/ Goddess Seq. Act/ Str. reinf./Asses. Adp.
Guided written prod Sitting plan/ Structured envir.
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Perceives the main points and relevant details in 5% 30% Checklist 5%
messages related to classroom activities. CLC, LLC, CAE
PLEB1.3. Acknowledges, with visual support, main ideas and 5% 30% TEST 5%
relevant information in very basic presentations on legends.
CLC, LLC, DC, CAE
PLEB1.6. Identifies essential information on the topic and 10% 30% St. File Rub
communicative situation in simple pedagogical recordings. 10%
CLC, LLC, CAE
PLEB2.1. Shows a positive attitude towards foreign language 5% 30% Checklist 5%
use in most classroom activities. CLC, LLC, DC, CAE
PLEB2.2. Is able to make very brief, rehearsed, 15% 30% Rubric O 15%
comprehensible presentations about legends and myths. CLC,
LLC, DC, CAE
PLEB3.2. Understands specific essential information on other 10% 30% Rubric W 10%
research materials, of pedagogical character, on legends and
myths. CLC, LLC, DC, CAE
PLEB3.4. Finds the information needed to perform a given 10% 30% Rubric W 10%
task in brief, very simple narrations, using standard language
CLC, LLC, DC, CAE.
PLEB4.2. Elaborates a very brief text narrating a legend or 15% 30% Rubric W 15%
myth. CLC, LLC, DC, CAE
PLEB4.6. Presents written texts neatly. CLC, LLC, DC, CAE 5% 30% Rubric W 5%
PLB5.1. Produces phonetic features which discriminate 5% 30% Rubric O 5%
pronunciation of –ed ending. CLC, LLC, CAE
PLB5.6. Uses morph- syntactic structures to realise 10% 40% Rubric W 5%
communicative functions. CLC, LLC, CAE Rubric O 5%
PLB5.7 Uses basic oral and written vocabulary related to past 5% 40% Rubric W 5%
events. CLC, LLC, CAE Rubric O 5%
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 2 DU:9 PIONEERS SESS: 6

Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP, Rdn./Coex/ICT Hist/Sp /Gal.
CAE EQ, VE Prox. +
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA B1.1, B1.2, B1.3, B2.1, B2.2, B2.4, B3.1, B3.4,
B3.6, B4.1, BA.4.2, B4.3B4.6,
LEARNING OB.
ORAL COM. Identification of key words. Adaptation of listening to its aim. Tolerance of partial
comprehension. Re-listening the recorded text or asking for repetition or rephrasing. ORAL PROD.
To pronounce and intone in a clearly. To interact in a simple way in clearly structured exchanges. To
produce brief texts, in face to face conversations, in which basic information is exchanged.
WRITTEN COM. To comprehend general meaning, essential information, key concepts and details
in descriptions of jobs. To read with a certain degree of autonomy, adapted texts. WRITTEN PROD.
25
To write, on paper or electronic support, brief texts, simple and of clear structure about a character.
To use strategies to elaborate brief, simple structured written texts. To write brief, simple texts about
a character. To Complete basic documents requesting personal information. To present written texts
neatly. LANG-PLUR-CA. To pronounce and intone in a clear, intelligible way. To value languages
as a resource to access to information and as a tool to personal enrichment in meeting different
cultures and ways of life. To use linguistic experience and knowledge in all acquired languages to
establish difference and similarities with the new languages. To show control over grammatical
structures and sentence models. To understand and use a basic lexicon related to jobs.
PRESCRIPT. CONTENTS B1.1, B1.2, B1.3, B2.1, B2.2, B3.1, B3.2, B4.1, B5.1, B5,2, B5.4, B5.7,
B5.9
LEARNING CONTENTS:
ORAL COMP. Identification of key words. Adaptation of listening to its aim. Tolerance of partial
comprehension. Re-listening the recorded text or asking for repetition or rephrasing. ORAL PROD.
Identification main ideas and basic structure. Clear and coherent message expression. Use of
paralinguistic strategies. Respectful attitude in exchanges WRITTEN COMP. Activation of previous
information on the task and subject topic, from images/text display. Identification of the reading skill
suitable for the task. Identification of basic expositive and instructional texts. Formulation of
hypotheses on contents and context. Underlining. Note taking. WRITTEN PROD. Use of linguistic/
thematic resources. Use of known structures as model Elaboration of a draft document. Clear
expression of message, adjusting to model of definitions. Identification of mistakes. Orthographic
conventions/ punctuation signs. LANG-PLUR-CA. Consonant clusters: Orthographic rules in words
and sentences. Use of social politeness conventions. Cultural similarities and differences with own:
daily life customs. Respectful attitude towards language and culture are different to ours.
Identification of similarities/ differences with own languages. FUNCTIONS: Description of activities.
Expression of past and remote past. Provide information in a form. Information request. Expression
of decision, preference, interest, lack of interest. LEXICON: Jobs. Places. STRUCTURES:
Conjunction, disjunction, opposition, comparison. Affirmative and Negative sentences and tags.
Time and aspect: past simple, past perfect. Modality: ability.. Time divisions, indications (ago, from,
since). Anteriority: already/ not yet. Modality: Need. Quantity: degree. Relative pronouns: who.
S ACTIVITY TYPE TEACHING-LEARNING SKILLS
1 1. IRREGULAR VB. MINI-TEST
2. Clues country: France IA/IAs Individual work.
3. MEMORY GAME. CLOSE EYES. D Memory. Oral prod. / Large group.
4. DEBATE: ARE THERE JOBS FOR D Oral Prod. / Large group.
WOMEN AND FOR MEN?
1 1 CINEMA PIONEER D Written comprehension. Individual work
2 Past Perfect D Explanation. Note taking.
3 OTHER PIONEERS D Written production. Small groups
3 JOB INTERVIEW VIDEO D Oral comprehension. Individual work
4. APPLICATION FOR JOB D Writt. Prod/ comp./ indiv./ Role play.
4 1. FILM: HIDDEN FIGURES D Oral Comprehension.
5 1. HIDDEN FIGURES D Oral Comprehension.
2 ACTIVITIES- BRAVE WORKERS D Research. Written production. Small group.
PRES.
6 1. BRAVE WORKERS C Oral Production. Presentation. Small gr.
REINFORCEMENT EXTENSION SESN
Adapted oral reception. Riddles. Taboo cards. Seq. Act/ Str. reinf./Asses. Adp.
Guided written prod. Grammar Sitting plan/ Structured envir.
activities.
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Perceives the main points and relevant details in 5% 30% Rubric O 5%
dialogues about jobs. CLC, LLC, CAE
26
PLEB1.5. Understands, in an informal conversation in which 5% 40% St. File 5%
engaged personal details and job conditions and
discrimination. CLC, LLC, CAE
PLEB1.6. Identifies essential information on jobs simple 10% 30% St File 10%
pedagogical recordings. . CLC, DC, LLC, CAE
PLEB2.1. Shows a positive attitude towards foreign language 5% 40% Checklist 5%
use in most classroom activities. CLC, DC, LLC, CAE
PLEB2.2. Is able to make very brief, rehearsed, presentations, 15% 30% Rubric O 15%
with visual support, and answers to brief, very simple
questions posed by listeners. CLC, DC, LLC, CAE
PLEB3.2. Understands specific information on pedagogical 10% 30% [Link] 10%
material about jobs. CLC, LLC, DC, CAE
PLEB3.3. Understands main items of information in ads 10% 30% [Link] 10%
offering jobs. CLC, DC, LLC, CAE
B4.2. To write texts, simple and structured about job pioneers. 10% 30% Rucric W 10%
CLC, DC,LLC, CAE
B4.3. To Complete basic documents requesting personal 5% 40% St. File 5%
information. CCL, CD, CAA, CCEC
PLEB4.6. Presents written texts neatly, on printed and digital 5% 30% Rucric W 10%
support, using orthographic conventions and punctuation
marks correctly. CLC, LLC, DC, CAE
PLB5.6. uses basic morph syntactic structures to realise 10% 30% Rucric W 5%
communicative functions. CLC, LLC, CAE Rubric O 5%
PLB5.7. Uses vocabulary to understand and elaborate simple 5% 30% Rucric W 5%
texts about job pioneers. CLC, LLC, CAE
PLEB5.8. Participates in projects in which several languages 5% 30% Checklist 5%
are used and related to cross-curricular elements. CLC, DC,
LLC, CAE
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 2 DU:10 SPORTS HEROES SESS: 6

Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP, Rdn./Coex/ICT /Sp /Gal.
CAE EQ, VE,
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA
B1.1, B1.2, B1.3, B1.6., B2.1, B2.3, B2.7, B3.1, B3.3, B3.4, B4.2, B4.4, B4.6, B5.1, B5.5, B5.7,
B5.8
LEARNING OB.
ORAL COM. To apply basic comprehension strategies of general meaning, essential information,
key elements and ideas. To identify essential information, key elements and most relevant details in
brief texts. To understand general meaning and essential information in simple, clear, audio-visual
material. ORAL PROD. To pronounce and intone in a clearly. To use the most suitable strategies to
produce brief monologic texts referred to past legends. To use cooperative strategies in interaction.
WRITTEN COM. To use strategies to comprehend general meaning, essential information, key
concepts and ideas or relevant text details. To identify and interpret words, in meaningful
communicative situations related to family and personality traits. To identify essential information,
relevant concepts and t details in brief, simple, texts on classical legends and myths. WRITTEN
PROD. To write, on paper or electronic support, brief texts, simple and of clear structure about a
27
sports personality. To write simple messages, with very basic information, about shopping forsports
equipment. To present written texts neatly. LANG-PLUR-CA. To pronounce and intone in a clear,
intelligible way. To value languages as a resource to access to information. To use linguistic
experience and knowledge in all acquired languages to establish difference and similarities with the
new languages. To show control over grammatical structures and sentence models. To understand
and use a basic oral lexical repertoire related to family and personality.
PRESCRIPT. CONTENTS: B1.1, B1.2, B1.3, B2.1, B2.2, B3.1, B3.2, B4.1, B5.1, B5.2, B5.3, B5.4,
B5.5, B5.6, B5.7
LEARNING CONTENTS:
ORAL COMP. Identification of key words. Adaptation of listening to its aim. Tolerance of partial
comprehension. Re-listening the recorded text or asking for repetition or rephrasing. ORAL PROD.
Identification main ideas and basic structure. Clear and coherent message expression. Use of
paralinguistic strategies. Respectful attitude in exchanges. WRITTEN COMP. Identification of the
reading skill suitable for the task. Identification of basic text type: narrative. Discrimination of
comprehension types necessary to complete the task. Formulation of hypotheses on contents and
context. Underlining. Note taking. WRITTEN PROD. Use of own communicative competences to
complete tasks. Use dictionary, grammar, assistance. Use of known elements, read in a written
work to elaborate own texts. Elaboration of a draft document. Clear structuration. Task
readjustment. Orthography and spelling. Neat presentation. LANG-PLUR-CA. Pronunciations –ed.
Use of basic orthographic rules in words and sentences. Identification of similarities and
differences in other languages. FUNCTIONS: Description of present states originated in the past.
Basic establishment and maintenance of communication and elementary discourse organization.
Establishment and maintaining social and personal relationships. Description of physical and
abstract qualities of people, objects, and activities. Request and offer of information. Simple
expression of opinions and warnings. Expression of knowledge, certainty and doubt. Expression of
will and promise. LEXICON: Sports, abilities, action verbs, personality traits, sport equipment.
STRUCTURES: Conjunction, disjunction, opposition. Affirmative and Negative sentences and tags.
Time and aspect: Durative: Present perfect. Time rel. duration (from…to; during; until; since);
anteriority (already; (not) yet)
S ACTIVITY TYPE TEACHING-LEARNING SKILLS
1 1 Clues about country: Australia. IA /IAs Oral comprehension. Large group.
2 Sports hot potato IA/ IAs Memory. Large group.
3. MEMORY+ TPR IA Memory. TPR. Large group.
2 1. I AM ELLIE COLE. Activities D Oral compr. Wr. prod./ Individual work.
2 PRESENT PERFECT D Explanation. Note taking.
2. I HAVE PRACTICED FOR YEARS Written production. Pair work.
3 1. MY SPORTS HERO D Oral production. Pair work
4 1. JOIN A CLUB D Written production. Individual work.
2. WHAT DO I NEED? D Written production. Individual work.
5 1. AT THE SPORTS SHOP D Oral production. Role play
2. BUYING EQUIPMENT IN THE NET D
3 PROMOTION POSTER D/C
PARALYMPICS
6 WRITTEN TEST C Written production. Small group.
REINFORCEMENT EXTENSION SESN
Adapted oral reception. Personal sport experience Seq. Act/ Str. reinf./Asses. Adp.
Guided written prod. Grammar Sitting plan/ Structured envir.
activities
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Perceives the main points and relevant details in 5% 30% Checklist 5%
messages related to classroom activities. CLC, LLC, CAE
PLEB1.3. Acknowledges, with visual support, main ideas and 5% 30% St. file 5%
28
relevant information in very basic presentations on sports.
CLC, LLC, DC, CAE
PLEB1.6. Identifies essential information on the topic and 10% 40% St. File 10%
communicative situation in simple pedagogical recordings.
CLC, LLC, CAE
PLEB2.1. Shows a positive attitude towards foreign language 5% 30% Checklist 5%
use in most classroom activities. CLC, LLC, DC, CAE
PLEB2.2. Is able to make very brief, rehearsed, presentations, 10% 30% Rubric O 10%
with visual support, and answers to brief, very simple
questions posed by listeners. CLC, DC, LLC, CAE
PLEB2.4. Requests for clarification when does not understand. 5% 30% Checklist 5%
CLC, DC, LLC, CAE
PLEB3.2. Understands specific essential information on other 10 % 30% TEST 10%
research materials, of pedagogical character, on sports and
sport stars. CLC, LLC, DC, CAE
PLEB3.3. Understands main items of information in ads 10 % 30% TEST 10%
offering sports equipment. CLC, DC, LLC, CAE
PLEB4.2. Elaborates a very brief text presenting a sports star. 10% Rubric W 10%
CLC, LLC, DC, CAE
PLEB4.6. Presents written texts neatly. CLC, LLC, DC, CAE 10% Rubric W 10%
TEST
PLB5.2. Uses foreign language in classroom interventions and 5% 30% Checklist 5%
activities. CLC, LLC, CAE
PLB5.3. Uses basic oral conventions: oral and written. CLC, 5% 30% Rubric O 2.5%
DC, LLC, CAE Rubric W 2.5%
PLB5.6. uses basic morph syntactic structures to realise 10% 30% TEST 5%
communicative functions. CLC, LLC, CAE Rubric O 5%

TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 2 DU:11 SAYONARA BABY SESS: 6

Key Comp. OBJECTIVES CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP, Rdn./Coex/ICT /Sp /Gal./PVE
CAE EQ, VE. RSE
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA B1.1. B1.2, B1.6, B2.3, B2.7, B3.1, B3.4, B4.1,
B4.2, B4.6, B5.1, B5.2, B5.5, 5.7
LEARNING OB.
ORAL COM. To anticipate general content. To understand general meaning and key information in
authentic audio-visual content. ORAL PROD. To use strategies to deliver a connected presentation
about road safety, with fluency, suitable pronunciation and vocabulary. To use cooperative
strategies in interaction and working with other people. WRITTEN COM. To use suitable strategies
to comprehend essential information and key ideas in texts about traffic and road customs and rules.
To identify essential information and relevant details in road signs. WRITTEN PROD. To apply
adequate strategies to elaborate a short poem. To write a brief, poem about nature and forests. To
present written texts neatly. LANG-PLUR-CA To pronounce and intone in a clearly. To use body
language, voice and gestures effectively. To value languages as means to communicate and
establish cultural relations. To control learned grammatical structures.
PRESCRIPT. CONTENTS: B1.1, B1.3, B2.1, B2.2, B3.1, B3.2, B4.1, B5.2, B5.3, B5.4 B5.6, B5.7.
LEARNING CONTENTS:
ORAL COMP. Identification of key words. Adaptation of listening to its aim. Inference of probable
meaning of unknown words or sentences. Tolerance of partial comprehension. Perseverance to

29
achieve comprehension. ORAL PROD. Identification main ideas and basic structure in presentation.
Expression of coherent and clear message in presentation. Use of paralinguistic procedures in
presentation. Respectful attitude. WRITTEN COMP. Activation of previous information on the task
type, from images and display. Identification of text type, and adapting comprehension to it.
Formulation of hypotheses on contents. Inference of meaning from significant elements. WRITTEN
PROD. Use of previously worked elements to elaborate a brief haiku poem on forests and nature.
Elaboration of a draft document.. Task readjustment. Orthographic conventions and punctuation
signs. Neat presentation. LANG-PLUR-CA. Stress in basic lexical elements. Syllable division.
Orthographic rules in words and sentences. Approaching of cultural aspects: customs. Rules.
Identification of similarities between English and own languages. Proposition of prohibition,
permission, suggestion and wishes, and basic expression of condition and hypotheses.
FUNCTIONS: Simple expression of opinions and warnings. Expression of knowledge, certainty
and doubt. Expression of, command, permission and prohibition. Aesthetical expression.
. LEXICON: Traffic, transports, city. Art, nature. STRUCTURES: Conjunction, disjunction;
opposition. .Affirmative sentences; tags. Negative sentences. Interrogative sent. Exclamation. Entity
compound nouns. Pronouns: Relative. Quantity: all (the), most, none. Space: Location, position
adv./ prep. Aspect and time: Present perfect. Modal verbs: must/ mustn´t/ allow/ need to/ can.
S ACTIVITY TYPE TEACHING-LEARNING SKILLS
1 1. Clues about country: Japan IA /AA. Oral production. Elicit info. Large group
2. Road signs pictures. IA / AA Oral production. Elicit info. Large group
3.

2 SHIBUYA CROSSING VIDEO D Oral comprehension. Individual work.

JAPANESE RULES D Research. Written production. Small gr.
Modal verbs: Obligation, Prohibition. D Explanation. Note taking.
Grammar activities. D Individual work.
3 BE SAFE D Written production. Small group.
D Oral presentation. Small group.
4 YAYOI KUSAMA D Written comprehension. Individual work.
5 HAIKU WORKSHOP D/ C Creative writing. Individual work.
6 EXHIBITION READING C Creative writing. Interaction other groups.
REINFORCEMENT EXT. SESN
Adapted oral reception. WRITE A POEM Seq. Act/ Str. reinf./Asses. Adp.
Guided written prod. Grammar ILLUSTRATE Y. KUSAMA Sitting plan/ Structured envir.
activities WORK.
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Perceives the main points and relevant details in 5% 30% Rubric wksh.
messages related to classroom activities. CLC, LLC, CAE 5%
PLEB1.3. Acknowledges, with visual support, main ideas and 5% 30% St file 5%
relevant information in very basic presentations on road safety.
CLC, LLC, DC, CAE
PLEB1.6. Identifies essential information on traffic features in 10% 30% St file 5%
simple authentic materials. CLC,DC, LLC, CAE
PLEB2.1. Shows a positive attitude towards foreign language 5% 40% Checklist 5%
use in most classroom activities. CLC,DC, LLC, CAE
PLEB2.2. Is able to make very brief, rehearsed, presentations, 15% 30% Rubric O 10%
on road safety and poems. CLC,DC, LLC, CAE Rubric wksh
5%

PLEB3.2. Understands specific essential information on 10% 40% St. File 10%
pedagogical materials on an artist. CLC, DC, LLC, CAE
PLEB3.4. Finds the information needed to perform a given 10% 30% Rubric O 10%
30
task in brief, very simple narrations. CLC, LLC, DC, CAE
PLEB4.2. Elaborates very brief poetic text on nature and 10% 30% Rubric wksh.
feelings. 10%
PLEB4.6. Presents written texts neatly, using orthographic 10% 40% Rub. O 5%
conventions and punctuation marks correctly. Rub. Wsh 5%
PLB5.1. Discriminates syllables CLC, LLC, CAE 5% 30% Rub. Wsh 5%
PLB5.6. Uses basic morph syntactic structures to realise 10% 30% Rubric W
communicative functions. CLC, LLC, CAE
PLEB5.8. Participates in projects in which several languages 5% 30% Rub. Wsh 5%
are used and related to cross-curricular elements. CLC, DC,
LLC, CAE
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 3 DU:12 HOT AND BOTHERED SESS: 6

Key Comp. OBJECTIVES CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP, Rdn./Coex/ICT Geog/Sp /Gal.
CAE EQ, VE. Prox. +
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA
B1.1, B1.3, B1.6, B2.1, B2.2, B2.4, B2.7, B3.1, B3.2, B3.3, 3.4, B4.1, B4.2, B4.4, B4.6 B5.1, B5.5,
B5.7, B5.8
LEARNING OB.
ORAL COM. To apply basic comprehension strategies of general meaning, essential information,
key elements and ideas. To identify essential information, key elements and most relevant details in
brief texts. To understand general meaning and essential information in simple, clear, audio-visual
material. ORAL PROD. [Link] pronounce and intone in a clearly. To interact in a simple way in
clearly structured exchanges about health. To produce brief comprehensible texts, in face to face
conversations. To use cooperative strategies in interaction and working with other people,
collaborating with them in the interaction. WRITTEN COM. To use strategies to comprehend general
meaning, essential information, key concepts in brief texts about health. To identify and interpret
words, in meaningful communicative situations related to causes and consequences. To identify
essential information, relevant concepts and t details in brief, simple, texts on symptoms. To
understand basic instructions: medication posology, doctor prescription. WRITTEN PROD. To apply
adequate strategies to elaborate brief, simple structure written texts in a brochure. To write, on
paper or electronic support, brief texts. To write simple messages, with very basic information,
instructions and indications, related to daily life or immediate needs activities. To present written
texts neatly. LANG-PLUR-CA. To pronounce and intone in a clear, intelligible way. To value
languages as a resource to access to information and as a tool to personal enrichment in meeting
different cultures and ways of life. To use linguistic experience and knowledge in all acquired
languages to establish difference and similarities with the new languages. To show control over
grammatical structures and sentence models. To understand and use a basic oral lexical repertoire
related to health and doctor appointments.
PRESCRIPT. CONTENTS: B1.1, B1.3, B2.1, B2.2, B2.3, B3.1, B3.2, B4.1, B.5.1, B.5.2, B5.3, B5.4
B5.6, B, B5.7.

31
LEARNING CONTENTS:
ORAL COMP. Context of situation and previous knowledge. Identification of key words.
Adaptation of listening to aim. Tolerance of partial comprehension. ORAL PROD. Identification
main ideas and basic structures. Clear and coherent message. Use of paralinguistic strategies.
Respectful attitude in exchanges. Interaction routines to request/ offer information. WRITTEN
COMP. Identification of the reading skill suitable for the task. Identification of basic text type:
narrative. Discrimination of comprehension types necessary to complete the task. Formulation of
hypotheses on contents and context. Underlining. Note taking. WRITTEN PROD. Use of
previously worked elements to elaborate own house description. Elaboration of a draft document.
Organization in paragraphs. Task readjustment. Orthographic conventions and punctuation signs.
Neat presentation. LANG-PLUR-CA. Stress and rhythm. Orthographic rules in words and
sentences. Use of social politeness conventions. Cultural similarities and differences with own:
daily life customs. Respectful attitude towards language and culture are different to ours.
Identification of similarities/ differences with own languages. FUNCTIONS Establishment and
maintaining social and personal relationships. Description of basic physical symptoms. Narration of
punctual state and present events. Request and offer of information. Expression of prohibition.
Proposition of suggestions. Basic establishment and maintenance of communication and
elementary discourse organization. LEXICON: Body. Symptoms. Remedies. STRUCTURES:
Conjunction. Disjunction. Opposition. Cause. Affirmative, Negative, Interrogative. Exclamation.
Time/ Aspect: Present simple. Modality: Advice. Obligation. Incoative (start + verb+ ing);
Terminative (stop + verb+ ing).

S ACTIVITY TYPE TEACHING-LEARNING SKILLS

1 1 Clues about country: Switzerland. IA /AA. Oral comprehension.
2 OUCH! Sports accidents. IA / AA Elicit / express ideas with visual support.
3 MATCH UP! IA TPR/ Written comp. Small groups.

2 1 MY DOCTOR PRESCRIBED D Oral comprehension/ individual work.

SWITZERLAND VIDEO
2. CHOCOLATE AND SPA D Written comprehension/ individual work.
3. ADVICE. D Explanation. Note taking.

3 1. MATCH HEALTH PROBLEM/ SOLUT D TPR/ Memory/ Pair work.

2. MAKE AN APPOINTMENT. Oral comprehension/ individual work.
3. DOCTORS OFFICE D Oral production. Role play. Small groups.
4 1. INTERNATIONAL HEALTH DAY: D Written comprehension/ Individual work.
OUR PLANET OUR HEALTH.
2. CONDITIONAL. (1) CONSEQUENCE D Explanation. Note taking.

5 BROCHURE HEALTH TIPS FOR D/ C Written production/ Small groups.

SUMMER.
6 ORAL COMP. TEST C
REINFORCEMENT EXTENSION SESN
Adapted oral reception. Presentation Seq. Act/ Str. reinf./Asses. Adp.
Guided written prod. Grammar Sitting plan/ Structured envir.
activities
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Perceives the main points and relevant details in 10% 30% TEST 10%
messages related to health and care. CLC, LLC, CAE

PLEB1.5. Understands, in an informal conversation in which 5% 30% TEST 10%

they are engaged, basic information on personal details…
32
CLC, LLC, CAE
PLEB1.6. Identifies essential information on the topic and 5% 40% TEST 5%
communicative situation in pedagogical recordings.
CLC,DC, LLC, CAE
PLEB2.4. Engages in social contact according to the 10% 30% Rubric O 10%
communicative situation at the doctor´s. CLC, LLC, DC, CAE
PLEB2.5. Engages in informal, face to face conversations 10% 30% Rubric O 10%
using a comprehensible pronunciation and conventions.
PLEB3.2. Understands specific information on pedagogical 10% 30% Rubric W 10%
material about jobs. CLC, LLC, DC, CAE
PLEB3.4. Finds the information needed to perform a given 10% 30% Rubric W 10%
task in brief, very simple narrations. CLC, LLC, DC, CAE
PLEB4.2. Elaborates very brief texts about simple and 10% 30% Rubric W 10%
structured about job pioneers. CLC, DC,LLC, CAE
PLEB4.3. Completes a simple questionnaire with personal 5% 40% St File 5%
information. CCL, CD, CAA, CCEC
PLEB4.6. Presents written texts neatly, on printed and digital 5% 30% Rubric W 2.5%
support, using orthographic conventions and punctuation St File 2.5%
marks correctly. CLC, LLC, DC, CAE
PLB5.3. Uses basic oral conventions: oral and written. CLC, 5% 30% Rubric W 2.5%
DC, LLC, CAE Rubric O 2.5%
PLB5.6. Uses morph syntactic structures to realise 10% 30% Rubric W 5%
communicative functions. CLC, LLC, CAE Rubric O 5%
PLB5.7. Uses vocabulary to understand and elaborate simple 5% 40% Rubric W 2.5%
texts about job pioneers. CLC, LLC, CAE Rubric O 2.5%
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 3 DU:13 SLOW FASHION SESS: 6

Key Comp. OBJECTIVES CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP, Rdn./Coex/ICT Geog/Sp /Gal.
CAE, SIE EQ, VE, SDE, ENT
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA

LEARNING OB. ORAL COM. To apply basic comprehension strategies of general meaning,
essential information, key elements and ideas. To identify essential information, key elements and
most relevant details in brief texts. To understand general meaning and essential information in
simple, clear, audio-visual material. ORAL PROD. [Link] pronounce and intone in a clearly. To
interact in a simple way in clearly structured exchanges about health. To produce brief
comprehensible texts, in face to face conversations. To use cooperative strategies in interaction and
working with other people, collaborating with them in the interaction. WRITTEN COM. To use
strategies to comprehend general meaning, essential information, key concepts in brief texts about
health. To identify and interpret words, in meaningful communicative situations related to causes
and consequences. To identify essential information, relevant concepts and t details in brief, simple,
texts on clothes and fashion. WRITTEN PROD. To apply adequate strategies to elaborate brief,
simple structure written texts. To write, on paper or electronic support, brief texts. To write simple
messages, with very basic information, instructions and indications, related to fashion and clothes
To present written texts neatly. LANG-PLUR-CA. To pronounce and intone in a clear, intelligible
way. To value languages as a resource to access to information and as a tool to personal

33
enrichment in meeting different cultures and ways of life. To use linguistic experience and
knowledge in all acquired languages to establish difference and similarities with the new languages.
To show control over grammatical structures and sentence models. To understand and use a basic
oral lexical repertoire related to fashion and clothes.
PRESCRIPTIVE CONTENTS B1.1, B1.3, B2.1, B2.2, B2.3, B3.1, B3.2, B4.1, B.5.1, B.5.2, B5.3,
B5.4 B5.6, B, B5.7.
LEARNING CONTENTS:
ORAL COMP. Context of situation and previous knowledge. Identification of key words. Adaptation
of listening to aim. Tolerance of partial comprehension. ORAL PROD. Identification main ideas and
basic structures. Clear and coherent message. Use of paralinguistic strategies. Respectful attitude
in exchanges. Interaction routines to request/ offer information. WRITTEN COMP. Identification of
the reading skill suitable for the task. Identification of basic text type: narrative. Discrimination of
comprehension types necessary to complete the task. Formulation of hypotheses on contents and
context. Underlining. Note taking. WRITTEN PROD. Use of previously worked elements to elaborate
own house description. Elaboration of a draft document. Organization in paragraphs. Task
readjustment. Orthographic conventions and punctuation signs. Neat presentation. LANG-PLUR-
CA. Stress and rhythm. Orthographic rules in words and sentences. Use of social politeness
conventions. Cultural similarities and differences with own: daily life customs. Respectful attitude
towards language and culture are different to ours. Identification of similarities/ differences with own
languages. FUNCTIONS Establishment and maintaining social and personal relationships.
Description of outfits. Giving opinion. Request and offer of information. Expression of advice.
Proposition of suggestions. Basic establishment and maintenance of communication and elementary
discourse organization. Transactions in clothes shops. LEXICON: Clothes. Personality features.
Fashion. Internet. STRUCTURES: Conjunction. Disjunction. Opposition. Cause. Affirmative,
Negative, Interrogative. Exclamation. Time/ Aspect: Present simple. Modality: Advice. Obligation.
Incoative (start + verb+ ing); Terminative (stop + verb+ ing).
S ACTIVITY TYPE TEACHING-LEARNING SKILLS
1 1. Clues about country: INDIA IA /IAs Oral production. Large group.
2. PERSONAL STYLE IA /IAs Oral Production. Large group.
3. MINI DESCRIPTION. Magazines. D Oral/ written production. Individual work.
2 1. INDIAN INFLUENCER VIDEO D Oral comprehension./ Individual work.
2. DEBATE : PERSONALITY TREATS D Oral production/ Large group
3. MY FAVOURITE CLOTHES. D Written production./ Individual work.
3 1. FASHION INDUSTRY FACTORIES D Written comprehension./ Individual work.
4 1. SLOW FASHION VIDEO D Oral comprehension./ Individual work
2. SLOW FASHION DOs/ DON´Ts D Oral/ written production. Small group.
3. AT THE CLOTHES SHOP D Oral production. Role play.
5 1. THE MARKET PROJECT D Organizing a solidary market stall.
6 ORAL TEST C .
REINFORCEMENT EXTENSION SESN
Adapted oral reception. Seq. Act/ Str. reinf./Asses. Adp.
Guided written prod. Grammar Sitting plan/ Structured envir.
activities
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Perceives the main points and relevant details in 5% 30% TEST
messages related to clothes and fashion. CLC, LLC, CAE
PLEB1.5. Understands, in an informal conversation in which 10% 30% TEST
they are engaged, basic information in clothes shops
transactions. CLC, LLC, CAE
34
PLEB1.6. Identifies essential information on the topic and 5% 40% TEST
communicative situation in pedagogical recordings.
CLC,DC, LLC, CAE

PLEB2.4. Engages in social contact according to the 10% 30% Rubric O 10%
communicative situation at the clothes shop. CLC, LLC, DC,
CAE
PLEB2.6. Collaborates actively with other people in the 10% 30% Rubric O
interaction. CLC, LLC, DC, CAE 10%
PLEB3.2. Understands specific information on pedagogical 10% 40% ST. File 10%
material about fashion industry. CLC, LLC, DC, CAE
PLEB3.3. Understands main items of information in clothes 10% 30% Rubric W 10%
advertisement. CLC, DC, LLC, CAE
PLEB4.2. Elaborates very brief texts about simple and 10% 30% Rubric W 10%
structured about fashion industry. CLC, DC,LLC, CAE
PLEB4.3. Completes a simple questionnaire with personal 5% 30% St file 5%
information. CCL, CD, CAA, CCEC
PLEB4.6. Presents written texts neatly, support, using 5% 40% St file 5%
orthographic conventions and punctuation marks correctly.
CLC, LLC, DC, CAE
PLB5.3. Uses basic oral conventions: oral and written. CLC, 5% 30% Rubr. Pr. 5%
DC, LLC, CAE
PLB5.7. Uses vocabulary to understand and elaborate simple 10% 30% Rubric Pr. 10%
texts about fashion. CLC, LLC, CAE
PLEB5.8. Participates in projects in which several languages 5% 30% Rubr. Pr. 5%
are used and related to cross-curricular elements,
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 3 DU:14 UNBOXING SESS: 6

Key Comp. OBJECTIVES CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n RC, OWE, ICT, VP, Rdn./Coex/ICT Geog/Sp /Gal.
CAE EQ, VE, Prox. +
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA
B1.1, B1.2, B1.3, B1.6., B2.1, B2.3, B2.7, B3.1, B3.3, B3.4, B4.2, B4.4, B4.6, B5.1, B5.5, B5.7,
B5.8

LEARNING OB.
ORAL COM. To apply basic comprehension strategies of general meaning, essential information,
key elements and ideas. To identify essential information, key elements and most relevant details in
brief texts. To understand general meaning and essential information in simple, clear, audio-visual
material. ORAL PROD. To pronounce and intone in a clearly. To use the most suitable strategies to
produce brief monologic texts referred to technological items. To use cooperative strategies in
interaction. WRITTEN COM. To use strategies to comprehend general meaning, essential
information, key concepts and ideas or relevant text details. To identify and interpret words, in
meaningful communicative situations related to technology and family. To identify essential
information, relevant concepts and details in brief, simple, texts on technologies effect on family life.
WRITTEN PROD. To write, on paper or electronic support, brief texts, simple and of clear structure
about a technological invention. To present written texts neatly. LANG-PLUR-CA. To pronounce
and intone in a clear, intelligible way. To value languages as a resource to access to information. To
use linguistic experience and knowledge in all acquired languages to establish difference and

35
similarities with the new languages. To show control over grammatical structures and sentence
models. To understand and use a basic oral lexical repertoire related to technology.

PRESCRIPT. CONTENTS: B1.1, B1.3, B2.1, B2.2, B3.1, B3.2, B4.1, B5.2, B5.3, B5.4 B5.6, B5.7.
LEARNING CONTENTS:
ORAL COMP. Identification of key words. Adaptation of listening to its aim. Tolerance of partial
comprehension. Re-listening the recorded text or asking for repetition or rephrasing. ORAL PROD.
Identification main ideas and basic structure. Clear and coherent message expression. Use of
paralinguistic strategies. Respectful attitude in exchanges. WRITTEN COMP. Identification of the
reading skill suitable for the task. Identification of basic text type: narrative. Discrimination of
comprehension types necessary to complete the task. Formulation of hypotheses on contents and
context. Underlining. Note taking. WRITTEN PROD. Use of own communicative competences to
complete tasks. Use dictionary, grammar, assistance. Use of known elements, read in a written
work to elaborate own texts. Elaboration of a draft document. Clear structuration. Task
readjustment. Orthography and spelling. Neat presentation. LANG-PLUR-CA. Pronunciations –ed.
Use of basic orthographic rules in words and sentences. Identification of similarities and
differences in other languages. FUNCTIONS: Description of technological devices. Basic
establishment and maintenance of communication and elementary discourse organization.
Establishment and maintaining social and personal relationships. Description of physical and
abstract of objects, and activities. Request and offer of information. Simple expression of opinions
and warnings. Expression of knowledge, certainty and doubt. Expression of will and promise.
LEXICON: Technology. Devices. Internet. STRUCTURES: Conjunction, disjunction, opposition.
Affirmative and Negative sentences and tags. Time and aspect: Durative: Present perfect. Simple
past. Future: will .Time rel. duration (from…to; during; until; since); anteriority (already; (not) yet).
Expression of purpose. Relative pronouns.
S ACTIVITY TYPE TEACHING-LEARNING SKILLS
1 1. Clues about country: South Korea IA /AA. 1. Oral production. Large group.
2. TECHNOLOGY CLEVER IA / AA 2. Elicit and express ideas with visual
3. support.
2 UNBOXING VIDEO. ACTIVITES D Oral Comprehension. Individual.
3 1. EASY LIFE D Written comprehension. Individual work.
2. BUYING TECHNOLOGY D Written comprehension.
4 1 TECHNOLOGY AND TEENAGERS D Written comprehension/ Production.
5 1. I AM AN INVENTOR D/ C Written production/ Presentation. Pair work
6 WRITTEN TEST C
REINFORCEMENT EXTENSION SESN
Adapted oral reception. Unboxing video Seq. Act/ Str. reinf./Asses. Adp.
Guided written prod. Grammar Sitting plan/ Structured envir.
activities
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Perceives the main points and relevant details in 10% 30% St. File 10%
messages related to technology. CLC, LLC, CAE
PLEB1.6. Identifies essential information on the topic and 10% 30% St. File 10%
communicative situation in pedagogical recordings.
CLC,DC, LLC, CAE
PLEB2.1. Shows a positive attitude towards foreign language 10% 30% Checklist 10%
use in most classroom activities. CLC,DC, LLC, CAE
PLEB2.2. Is able to make very brief, rehearsed, presentations, 10% 30% Rubric O
on inventions. CLC,DC, LLC, CAE

36
PLEB3.2. Understands specific information on pedagogical 15% 30% TEST
material about technology effects. CLC, LLC, DC, CAE
PLEB3.3. Understands main items of information in technology 5% 30% TEST
advertisements. CLC, DC, LLC, CAE
PLEB4.2. Elaborates very brief texts simple and structured Rubric W
about an invention. CLC, DC,LLC, CAE
PLB5.3. Uses basic oral conventions: written. CLC, DC, LLC, 5% 30% TEST
CAE
PLB5.7. Uses vocabulary to understand and elaborate simple 5% 40% TEST
texts about technology. CLC, LLC, CAE
PLB5.6. uses basic morph syntactic structures to realise 10% 30% TEST
communicative functions. CLC, LLC, CAE
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

TERM: 3 DU:15 HEAL THE WORLD SESS: 6

Key Comp. OBJ CROSSCURRIC. PLANS INTERD.
CLC,DC,SCC, a,b,c,d,e,f,g,i,m,n RC, OWE, AC, Rdn./Coex/ICT Geog/Sp /Gal.
CAE SDE, VE, CCE Prox. +
PRESCRIPTIVE OBJECTIVES / ASS. CRITERIA
B1.1, B1.3, B1.6, B2.1, B2.2, B2.4, B3.1, B4.1, B5.2, B5.5, B5.6, B5.7, B5.8
LEARNING OB.
ORAL COM. To apply basic comprehension strategies of general meaning, essential information,
key elements and ideas. To identify essential information, key elements and most relevant details in
brief texts. To understand general meaning and essential information in simple, clear, audio-visual
material. ORAL PROD. To pronounce and intone in a clearly. To use the most suitable strategies to
produce brief monologic texts referred to environment and climate. To use cooperative strategies in
interaction. WRITTEN COM. To use strategies to comprehend general meaning, essential
information, key concepts and ideas or relevant text details. To identify and interpret words, in
meaningful communicative situations related to environment. To identify essential information,
relevant concepts and details in brief, simple, texts on global heating effect and lack of water.
WRITTEN PROD. To write, on paper or electronic support, brief texts, simple and of clear structure
about a measures to save the planet. To present written texts neatly. LANG-PLUR-CA. To
pronounce and intone in a clear, intelligible way. To value languages as a resource to access to
information. To use linguistic experience and knowledge in all acquired languages to establish
difference and similarities with the new languages. To show control over grammatical structures and
sentence models. To understand and use a basic oral lexical repertoire related to environment and
climate.
PRESCRIPT. CONTENTS: B1.1, B1.3, B2.1, B2.2, B3.1, B3.2, B4.1, B5.2, B5.3, B5.4 B5.6, B5.7.
LEARNING CONTENTS:
ORAL COMP. Identification of key words. Adaptation of listening to its aim. Tolerance of partial
comprehension. Re-listening the recorded text or asking for repetition or rephrasing. ORAL PROD.
Identification main ideas and basic structure. Clear and coherent message expression. Use of
paralinguistic strategies. Respectful attitude in exchanges. WRITTEN COMP. Identification of the
reading skill suitable for the task. Identification of basic text type: narrative. Discrimination of
comprehension types necessary to complete the task. Formulation of hypotheses on contents and
context. Underlining. Note taking. WRITTEN PROD. Use of own communicative competences to
complete tasks. Use dictionary, grammar, assistance. Use of known elements, read in a written
work to elaborate own texts. Elaboration of a draft document. Clear structuration. Task
readjustment. Orthography and spelling. Neat presentation. LANG-PLUR-CA. Pronunciations –ed.
Use of basic orthographic rules in words and sentences. Identification of similarities and
differences in other languages. FUNCTIONS: Proposition of alternatives and solutions. Basic
establishment and maintenance of communication and elementary discourse organization.
37
Establishment and maintaining social and personal relationships. Description of physical and
abstract of objects, and activities. Request and offer of information. Simple expression of opinions
and warnings. Expression of knowledge, certainty and doubt. Expression of will .LEXICON:
Technology. Devices. Internet. STRUCTURES: Conjunction, disjunction, opposition. Affirmative and
Negative sentences and tags. Time and aspect: Durative: Present perfect. Simple past. Future: will .
anteriority (already; (not) yet). Expression of purpose. Relative pronouns. Expression of cause and
effect. Conditional sentences.
S ACTIVITY TYPE TEACHING-LEARNING SKILLS
1 1. Clues about country: Brazil IA /AA. Oral comprehension.
2. Brazil photos. IA / AA Elicit and express ideas with visual
3. Captions. support.
[Link] IT IA / AA Cooperative work. Oral production.
IA / AA
2 1 DEFORESTATION VIDEO D Oral comprehension. Individual work.
2 DEBATE D Oral prod- comp./ Large group.
3 WHY IS THE PLANET ILL? D Written production. Pair work.
3 1 WATER LACK VIDEO D Oral comprehension. Individual work.
2 WE WILL SAVE THE EARTH D Research. Small group work.
3. POSTER PRODUCTION .
4 WE WILL SAVE THE WORLD D Oral presentation. Small groups.
PRESENTATION Cooperative work. Interaction other gr.
Oral production and comprehension
5 FILM D/ C Oral comprehension. Large group
.
6 SONG: HEAL THE WORLD C 1. Cooperative work. Written production.
REINF. EXTENSION SESN
Adapted oral reception. Seq. Act/ Str. reinf./Asses. Adp.
Guided written prod. Grammar Sitting plan/ Structured envir.
activities
ASSESSMENT PROCEDURES
LEARNING STANDARD /CRITERIA WEIG. MIN.D INSTRUM.
PLEB1.2. Perceives the main points and relevant details in 10% 30% File 10%
messages related to technology. CLC, LLC, CAE
PLEB1.6. Identifies essential information on the topic and 10% 30% FILE 10%
communicative situation in pedagogical recordings.
CLC,DC, LLC, CAE
PLEB2.1. Shows a positive attitude towards foreign language 5% 40% Checklist 5%
use in most classroom activities. CLC,DC, LLC, CAE
PLEB2.2. Is able to make very brief, rehearsed, presentations, 15% 30% Rubric O 15%
on inventions. CLC,DC, LLC, CAE
PLEB3.2. Understands specific information on pedagogical 10% 30% Rubric W 10%
material about technology effects. CLC, LLC, DC, CAE
PLEB3.3. Understands main items of information in ecology 10% 30% Rubric W 10%
brief publications. CLC, DC, LLC, CAE
PLEB4.2. Elaborates very brief texts about simple and 10% 30% Rubric W 10%
structured about ecology. CLC, DC,LLC, CAE
PLEB4.6. Presents written texts neatly, support, using 10% 40% Rubric W 10%
orthographic conventions and punctuation marks correctly.
CLC, LLC, DC, CAE
PLB5.7. Uses vocabulary to understand and elaborate simple 10% 30% Rubric W 10%
texts about environment. CLC, LLC, CAE Rubric O 5%

38
PLB5.6. uses basic morph syntactic structures to realise 10% 30% Rubric W 5%
communicative functions. CLC, LLC, CAE Rubric O 5%
TEACH ASS: QUES./ OBS. SC UD ASS. SCALE REF. DECEMB. UD WEIGHT: 17%

9 DIDACTIC METHODOLOGY

9.1 General Methodological Principles and Strategies

According to D86/2015, didactic methodology refers to the set of different strategies, procedures

and actions planned and organised by teaching staff, in a reflexive, conscious way, with the aim to

make students´ learning and achievement of objectives possible. It responds to “what” and “how”

will be taught and learnt in the classroom. The methodology chosen must adjust to the subject

nature, sociocultural conditions, resources, and the students´ characteristics with the aim to

provide significant learning. Also, D79/2010 establishes the need to acquire and develop fluency in

at least one foreign language, given our social European reality and globalized context, also

considering the particular initial competence and circumstances of students. Learning a foreign

language requires a set of sophisticated skills, which demand active practice, effort and

motivation. Thus, methodology must effectively face important challenges: students´ motivation,

need of individualized attention, great variety of linguistic and communicative competence,

learning rhythm and style. With obstacles in mind, and considering results from recent research in

Applied Linguistics, which support a communicative approach, combined with formal explanation

(Lightbown and Spada ,1999), as well as methodological principles included in D86/2015, the

methodology applied in this TP will be concretized in the following sections.

Methodological Principles

Article 11 of the mentioned D86/2015 defines the methodological principles present in the

teaching-learning process: the teacher plays a guiding role, promoting and facilitating competential

development of students, who are centre and protagonist of their own learning. Didactic

methodology in this TP could be defined as a dynamic, participative, interactive process. Learning

is a real construction process realised by the subject of learning. In order to implement it, a global,

flexible and interdisciplinary approach will be adopted. Close attention is paid to diversity so as to

39
guarantee each student´s development according to the different learning rhythms and styles,

catered through an active, varied methodology which will combine individual and cooperative

work. Another fundamental thrust is the integrated treatment of languages. Dialogue with other

Language Departments will be permanent, establishing common methodology, contents and

nomenclature. Implication and collaboration with other Departments, (Plastic Arts, Geography and

History), will be established in order to promote interdisciplinarity.

Methodological Strategies

Methodological Strategies implemented in the classroom are the concretion of Methodological

principles. Motivation will be stimulated by initial activities which arise students´ curiosity and

interest, inviting them to plunge into the subject. In order to maintain their motivation, students´

varied interests, learning rhythms and styles are central, and their previous knowledge will be the

foundations of the new contents and skills so as to construct significant, effective learning. Initial

assessment of this previous knowledge is present at the beginning of the academic year and

through several activities in each D.U. Contents and objectives are presented in a cyclic,

progressive, logical way: from simple to complex and from concrete to abstract. Varied learning

rhythms and styles within the classroom are taken into account following the Multiple

Intelligences Theory (Gardner, 1983), which states that what we traditionally name “intelligence” is

actually a combination, in different proportions in each individual, of eight types of intelligence:

verbal/linguistic, body/kinaesthetic, logical/mathematical, musical/rhythmic, visual/spatial,

intrapersonal, interpersonal and naturalistic. All of them are present in [Link] through different

strategies and techniques collected in MMII Tool box (Lazear, 1999) in (Annex 2) to enable

attention and development of different learning styles in connection with competential learning.

The adopted communicative approach is key for the students to develop appropriate

competence at all language levels. Both oral and written interaction are promoted, using varied

models (different style reading texts and audio-visual contents from different sources: written

press, media, literary texts), origin of diverse tasks in which language is fundamental for the

development of all contents and competences. These active, participative tasks are also of
40
integrative nature, since they allow a simultaneous approach to contents and key competences.

Activities designed in the different [Link] include diverse cooperative structures: groups will be

flexible and varied. Cooperative work favours motivation, inclusion (SCC) and increases learning

(Pujolás Maset, 2008). Also individual work is present, contributing to personal development. A

variety of activities promoting problem solving, enhancing the connection with real life, are

included (booking a hotel, asking for directions) . The Annual Reading Plan and Reading Project

reflect the paramount importance of this skill. Texts are chosen to match the students´ ability,

interests and tastes prompting activities (document commentary, analysis, synthesis), including

maps and graphs. Reading is not only a source of knowledge, but also of pleasure, improves

critical thinking and reading competence. School and public libraries allow the presence of

document integrated projects (Unit jobs and prejudices) also favouring learning through

research skills, using different sources and activities. Finally, ICT will play a constant role as a

medium to achieve objectives and competences: presentations, virtual classroom or a class blog

used to search and to share information along with different activities promoting digital

competence (escape room).

9.2 Sequence of Activities.

Each D.U is organised using five activity types: Initial Activities (IA) to explore previous ideas,

arise curiosity and motivate (brainstorming, debates, games, quizzes, riddles). Development

Activities (DA) introduce and work on contents: teacher explanation, text commentary, exercises.

Consolidation Activities (CA) bolster contents acquisition: research works, readings,

presentations. Assessment Activities (AA) enable us to establish the proposed objectives

attainment degree: written tests, oral presentations, students´ notebooks, etc. Also Extension and

Reinforcement activities (EA, RA) are included so as to favour attention to diversity. Some DU

incorporate Complementary activities (CO) (field trip, market..)

9.3 Grouping and spaces.

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Grouping will be flexible and variable depending on the different activities; students will work

individually, in class group, pairs and in reduced groups, with heterogeneous character, changing

along the school year, aiming to foster interaction, cooperative learning and generating and

improving positive social and interpersonal relationships. Group formation will pay special attention

to diversity, observation and tests such as HADA will ensure this aspect. (Annex 3.) In

consequence, classroom configuration will change too. U-shape will be the initial setting,

suitable for debates, sharing information and class group activities. Rows of individual tables will

be used for individual and some assessment activities and smaller groups of tables, 4, 2 tables for

smaller groupings. Other spaces like the school library, the assembly hall or the playground will be

used too. Some other spaces will be used, as the ICT room, available once a week.

9.4 Didactic Resources and Materials

Each student has a notebook and a digital board is available. The virtual classroom (Moodle) will

provide access to virtual materials for different purposes, which can be designed by the teacher

(Kahoot, escape rooms, questionnaires, PDFs), or online materials and resources previously

selected by the teacher (links to different websites, videos). Also, materials created in

collaboration with students will be available in the class blog. The classroom library offers a

selections of reading materials, appropriate for the students´ age and [Link] resources will

enable communication with families: AbalarMóbil, email. Additionally, the school library offers

books, DVDs, periodical publications and internet access.

10 ASSESSMENT AND PROMOTION

“Assessment must be a continuous process, useful so as to provide information on the students´

learning process and which allows to take decisions on the teaching, adapting it to their needs”

(Giné and Piqué, 2007). Consequently, we will assess not only the students´ learning, but also the

teaching processes and practice and the assessment process itself (global), as it is a key aspect

in the teaching-learning process. This process will be systematic and continuous, analysing each
42
student´s progress in an individualized way. Assessment needs three fundamental steps:

information gathering, analysis and judgement, and decision making. These decisions have a

social purpose, aimed to determine and certify the level of knowledge; it is a summative

assessment that selects and orientates the student body. Formative assessment has a

pedagogical purpose: to regulate the teaching-learning process, introducing those changes which

allow students to move forward towards knowledge. This is needed when students are

protagonists of their own learning process. Students, helped by the teacher, are the ones to

assess their own performance: they identify what is learnt, listen to what they are told and take

decisions on how to integrate new knowledge. The teacher, at the same time, assesses what

happens in the classroom, the students´ performance and takes decisions based on their activity

(orientative). The elements of the teaching- learning process object of assessment, as well as the

moments when it takes place will be explained in the following sections.

10.1 Students Assessment

10.1.1 Assessment Criteria and Learning Standards. Students´ assessment will be implemented

according to D86/2015, which sets Assessment Criteria and Learning Standards. The former are

specific referents to assess learning, which describe what to assess and what knowledge and

competences must be attained by students. They find their concretion in Learning Standards,

which allow defining learning and measuring results. According to Royal Decree 984/2021, from

November, 16th, the latter will be merely orientative. In addition, a minimum attainment degree will

be established, defining the minimum abilities that students must acquire (Annex ). They are all

specified in each DU along with ponderation and assessment instruments.

10.1.2 Initial Assessment. It will take place at the beginning of the school year, during at least two

sessions, to collect information on students´ previous knowledge and their key competences

development degree. Also, at the beginning of each unit, specific initial assessment will be carried

out. Non-formal and semi-formal assessment procedures, including comprehension and

expression aspects, conceptual and procedural elements will provide essential information so as

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to make the necessary decisions with the aim of adjusting the teaching-learning process to both

individual and collective characteristics.

10.1.3 Formative Assessment. Systematic assessment activities will be implemented throughout

the course, regarding competence acquisition. Each unit includes their own standards, minimum

attainment degree as well as their weight within each unit. In addition, specific procedures are

stated: written tests, oral presentations, research work, homework… Also, assessment

instruments are specified, along with their weight: rubrics, control lists, estimation scales...

10.1.4 Final Assessment. Final qualification at the end of the school year will result from the

average of the three assessment terms. Rounding will occur towards the subsequent superior

whole number in the case decimals are higher than five.

10.1.5 Qualification and Promotion. In order to pass each assessment period, a minimum

qualification of five points must be obtained as well as the minimum attainment degree established

criteria. Qualification will result from the average: didactic units (80%), reading test (10%) and blog

participation (10%). The assessment grade will be a whole number, rounding occurring towards

the superior whole number when decimals surpass five. According to article 10 of RD 984/2021,

in those cases in which a student´s progress is no appropriate, educative reinforcement measures

will be adopted as soon as difficulties are detected. These measures include: reassessment

through a written test, set during the first days of the following term, (or last ones of the current),

weighting 70% of referral. The remaining 30% will be the result of reinforcement activities

assessment. As for promotion, criteria are reflected in D86/2015, art. 23, and RD 984/2021, art.

11. Students will promote even in case they fail to pass up to two subjects, bound to the teaching

team decision according to several factors. Reinforcement plans will be established for the

following school year, for those students to follow and overcome. Repetition is considered an

exceptional measure, when ordinary reinforcement and support measures have been depleted.

Those students who promote, but did not pass English Language subject, will have to follow a

referral program, established by the English Language Didactic Department, composed of a series

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of reinforcement activities: Grammar, text comprehension and production, etc exercises, (50% of

qualification) and two written tests set in February and May, constituting the remaining 50%. If the

assessment is still negative, a global test will be set in May.

10.2 Teaching- Learning process and Teaching practice Assessment. Techniques. Tools

Assessing the teaching practise will involve constant monitoring of the TP and students´ rating on

different aspects: explanations, adequacy to students´ level, attention to diversity, etc. At the end

of each assessment term, students will fill in a questionnaire (Annex 4) and the teacher will

complete an observation scale including different achievement indicators.

10.3 Assessment of Teaching Program

After initial assessment, necessary adjustment will be implemented so as to adapt the present

program to students´ needs. At the end of each DU, the teacher will evaluate such aspects as

adequacy, students´ results, methodology, materials, activities, teaching practice and measures

regarding attention to diversity. An observation scales with different achievement indicator will be

used (Annex ). TP adequacy will also be assessed in Department meetings, at least once a term,

and in June, an annual report will be produced, including proposals to amend and improve the TP.

11. ATTENTION TO SPECIFIC EDUCATIONAL SUPPORT NEEDS

“Diversity” can be defined as a “characteristic of human conduct and condition manifested

through individuals´ behaviour and way of life, as well as their ways of thinking, circumstance

which is present at all developmental stages in life and in all situations”. (Glosario de Educación

Inclusiva. Iguales en la diversidad – INTEF). Diversity is mentioned in several occasions by the

current legal framework, referring to “Specific Educational Support Needs Students” (SESNS),

which LOMLOE, from December, 29th define as those who require “an educative attention

different than the ordinary, due to their special educational needs, developmental delay, language

and communication development disorder, attention or learning disorder, severe lack of

knowledge of learning language, socio-educative vulnerability, high skills, late incorporation to

45
educative system and personal circumstances or previous school experience”. In addition, Decree

229/2011, from December, 7th, which regulates attention to students diversity in Galica, developed

by Order from September, 8th, 2021 provide the definition of attention to diversity as the “set of

measures and actions which aim at adjustment of the educative response to all students´ different

characteristics and needs, learning rhythms and styles, motivations, interests and social and

cultural situations”. Also, article 4, reflects on how our action principles will be governed by

normalization and inclusion of the total number of students, priotising preventive actions and early

detection, as well as ordinary measures, whereas those of extraordinary character will only be

implemented once the former have been depleted. That is to say, we will meet all students´

diversity. As previously mentioned, there are two SESN cases:

-Student diagnosed ADHD: persistent conduct pattern of inattention, hyperactivity and impulsivity.

Among his behaviour features we highlight the following: he does not always finish tasks; makes

frequent mistakes and usually forgets materials. He does not remain seated and is constantly

moving. He talks in excess, has difficulties with turn-taking routines, frequently interrupts and is

disruptive. The measures to be taken, having the ADHD Consensus Protocol (Xunta de Galicia)

as reference, are ordinary, since this is not a case of curricular lag in any of the subject areas: he

will sit close to the teacher and away from stimuli which will potentially distract his attention.

Explanations will be clear and simple; activities will be scaffolded into more simple and widely

spaced out steps. Assessment instruments and times will be adapted to his needs.

-Student diagnosed Asperger (ASD level 1: “A development disorder included within autism

spectrum, affecting reciprocal social interaction, verbal and non- verbal communication, resistance

to changes, inflexible thinking, as well as restricted and intense interests” (Conferederación

Asperger España website). He is unaware of “unwritten” social rules, and interprets language in a

highly literal fashion (cannot detect sarcasm or “read between lines”), his eye contact in interaction

is limited. He does not readily interpret and express non-verbal social cues (facial expressions,

tone, gestures). He struggles to establish and maintain friendships and experiments excessive

46
anxiety associated to unexpected situations outside routines. His interest on animal world and

nature is outstanding and possess a wide knowledge on the topic. His skills are high: very

attentive to detail, with strengths in rote memory and systematic, logical approach to problem

solving. Ordinary measures will be taken, according to ASD Students Educative Treatment

Protocol (Xunta de Galicia), incuding: his position in the classroom will avoid elements of

potential distraction, language and instructions will be simple and accurate, we will confirm his

understanding of explanation and instructions. Times and routines will be adapted and changes

will be advanced when possible. Special attention will be paid to group selection in cooperative

activities; in presentations and participation in large group activities. At the same time, his

strengths will be reinforced. Assessment instruments and times will be adapted to his needs

Some other measures in order to cater for diversity include permanent contact with all students´

families, through regular interviews using AbalarMóbil, email and on-site when possible. We will

emphasize cooperative work and Social Skills and Competences Program, which will be

carried out to facilitate SESN inclusion and to improve coexistence. Finally, reinforcement and

extension activities will be present in all units attending to individual characteristics. All this

actions and measures, both for SESN students and non- SESN, will be present in the General

Plan for Attention to Diversity, and included in Tutorial Action Plans. The Department of

Orientation will supervise interventions implicating SESNS, counselling and supporting the

educative community and contributing to identify any possible new cases.

12. PLANS AND PROJECTS

ICT Plan: Contributions to this plan will be frequent and varied. Using digital sources for

information in research activities, digital tools to create and edit texts, and in particular,

participation in the class blog, which will have a specific weight in assessment, also offering many

options to contribute, are ways in which this area includes ICT resources and uses. Language

specific to the field of technologies will be taught and practiced in the unit related to this topic. Also

Kahoot and Genially, Freepik and other tools will be used in the teaching practice.
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Reading Plan: Students will be exposed to different types of texts, (journalistic, literary,

advertisement, instructional…) which will contribute to develop their reading skills according to text

types. Also, a compulsory reading is included each term. Classroom library offers interesting titles

selected according to their age, and a system of borrowing will be established. The classroom blog

offers a section devoted to reading recommendations, both from students and the teacher, also

promoting the use of the school library.

Coexistence Plan: It articulates school coexistence. Our actions and teaching will regard conflict

prevention and resolution, fostering reflections on rights, freedom, respect, coexistence and

peace. Cooperative work will reinforce all these values and provide experience and practice.

Linguistic Project: Our subject directly serves to students´ development and improvement of

plurilingual skills, and particularly of communicative competence in a foreign language: promoting

the use of English language as a vehicular language during lessons, elaborating materials in the

target language, implementing measures to support students so as to improve and acquire

adequate competence to take advantage of contents taught, reach agreements with other

Languages Departments in terminology, contents, assessment and foster students perception of

all languages as very valuable cultural and communicative assets, reflecting on Galician language

as our Community language, will contribute to this plan.

Proxecta + Plan: ACTIVISTAS POLO MUNDO QUE QUEREMOS: A program promoting

activism, taking action to change society, that gives value to language as a means to achieve this

change. Introduced in the first term, culminates with a radio program.

48
. 13. COLABORATION WITH OTHER DEPARTMENTS

This TP is elaborated from the Didactic Department of Foreign Languages, in closed collaboration

with Orientation and Complementary and Extracurricular Activities Departments. Also, regular

cooperation will be established with other Didactic Departments, such Plastic and Visual Arts,

History and Geography and Spanish and Galician Language to ensure an interdisciplinary

approach and a better adjustment of teaching-learning processes.

15. SOURCES

LEGAL SOURCES

 Organic Law 2/2006, May, 3rd, on Education

 Organic Law 3/2020, December, 29th on Education, modifying Organic Law 2/2006, May 3rd

on Education.

 Resolution from June, 17th, 2021 by which instructions for teaching Infant, Primary,

Secondary and Baccalaureate for school year 2021/2022 are stated, issued by Secretaría

Xeral de Educación e Formación Profesional. Xunta de Galicia.

 Royal Decree 1105/2014, December, 26th by which basic curriculum for Compulsory

Secondary Education and Baccalaureate is established. Spanish Government.

 Decree 86/2015 which specifies R.D 1105/2014, and establishes curriculum for Compulsory

Secondary Education and Baccalaureate in Galicia.

 Order ECD/65/2015, January, 21st which describes relations among competences, content

and assessment criteria in Primary, Compulsory Secondary Education and Baccalaureate.

 Royal Decree 132/2010, February, 12th by which minimum requirements for Educative

Centres offering Infant, Primary and Secondary Education are established.

 Decree 324/1996, July, 26th. Organic regulation of Secondary Education Centres.

49
  Order from August, 1st, 1997 by which instructions are stated for the development of

Decree 324/1996 approving organic regulation of Secondary Education Centres, and

establishes their organizations and functioning.

 Decree 79/2010, May, 20th for Plurilingualism in non-universitary education in Galicia.

 Order May, 12th, 2011 which regulates bilingual sections in educative centres, outside

universitary education supported by public funds.

 Order May, 19th, 2021 by which school calendar for school year 2021/2022 in educative

centres supported by public funds is approved.

 Decree 229/2011, December, 7th, by which attention to students diversity in educative

centres in Autonomous Community of Galicia, in which grades included in Organic Law

2/2006, May 3rd are taught, is regulated.

 Order September, 8th, 2021, which develops Decree 229/2011, December, 7th, which

regulates attention to students diversity in educative centres in the Autonomous Community

of Galicia Galicia, in which grades included in Organic Law 2/2006, May 3rd are taught, is

regulated.

 Xunta de Galicia (2014): Consensus Protocol on ADHD in infancy and adolescence in

educative and health care fields.

 Xunta de Galicia (2016): Protocol for educative attention to students within Autism

Spectrum Disorders.

 Law 4/2011, June, 30t, on coexistence and participation in the educative community.

 Decree 8/2015, January, 8th developing Law 4/2011, June, 30th, on coexistence and

participation in the educative community.

BIBLIOGRAPHY

 Lightbown, P.M and Spada, N.(1999). How languages are learned. Oxford. Oxford

University Press. MLA (7th Edition).

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 L. Cameron. (2001) Teaching languages to young learners, vol. Cambridge language

teaching library. Cambridge University Press.

 N. Griffith, (2007) 100+ ideas for teaching languages, Second edition., vol. Continuum one

hundreds series. London: Continuum.

 Ausubel, D.P et al. (1977). Theory and problems of adolescent psychology. (24 ed). Grune

and Stratton, New York.

 Piaget, J. et al (1976). Los estadios en la psicología del niño. Nueva Visión, Buenos

Aires.

 Escamilla, A. & Lagares, A. R (2005). Glosario de terminos educativos de uso más

frecuente. SM. Madrid

[Link]

 Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York. Basic

Books

 Gardner, H. & Nogues, M. T. M (1998). Multiple Intelligences. Paidos Ibérica. Barcelona

 Goleman, D. (1997): Inteligencia emocional. Kairós. Barcelona.

 Marchesi, A. y Martín, E. (eds.). (2002). Evaluación de la educación secundaria.

Fotografía de una etapa polémica. SM .Madrid.

 César Coll. Artículo Aula de Innovación Educativa (2007): "Las competencias en la

educación escolar: algo más que una moda y mucho menos que un remedio"

[Link]

[Link]

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ANNEXES

1. Relation elements in the curriculum.

2. MMII Tool box

3. HADA GROUPING TOOL

4. STUDENTS QUESTIONNAIRE

5. MINIMUM CONTENTS

6. CLASSROOM LIBRARY

52