English Syllabus for 3ºCSE by Laura Baleztena

1. 1.1. 1.2. 1.3. 1.4. 1.5.

INTRODUCTION - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - The role of the curriculum and the syllabus Holistic approach to the teaching of languages Context: the school and the student body The target group: 3rd ESO Educational objectives: The School Project

2. 2.1. 2.2.

BASIC COMPETENCES - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Description of the Key Competences Contribution of English (as a subject) to the acquisition of the Key Competences

3. 3.1. 3.2.

OBJECTIVES - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - General objectives for this stage General objectives for the area; specific objectives (3 rd year ESO)

4. 4.1. 4.2. 4.3. 4.4.

CONTENTS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Contents Minimum contents Schedule of contents Educating in values

5. 5.1. 5.2. 5.3. 5.4. 5.5.

DIDACTIC METHODOLOGY - - - - - - - - - - - - - - - - - - - - - - - - - Psycho-pedagogical and didactic criteria Methodological strategies and didactic devices Development of the class Didactic resources Activities

6. 6.1 6.2. 6.3. 6.4. 6.5.

EVALUATION - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Evaluation criteria and Valuable Learning Standards Evaluation tools and criteria Grading Procedure for the evaluation of the Basic Competences Evaluation of the teaching-learning process

7. 7.1. 7.2. 7.3.

SPECIAL ATTENTION TO DIVERSITY - - - - - - - - - - - - - - - - - Legal frame Considerations on diversity Special attention to diversity

8. COMPLEMENTARY ACTIVITES AND EXTRA-CURRICULAR - -ACTIVITIES/ COORDINATION WITH OTHER AREAS Transversal and Interdisciplinary)

DIDACTIC UNITS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

10.

BIBLIOGRAPHY - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

INTRODUCTION

1.1.

The role of the curriculum and the syllabus

All pupils of every age are entitled to a curriculum which is characterised by breadth, balance, coherence, relevance, differentiation and progression. When designing the syllabus, we are preparing a program for what we believe the school year should be. Its objective is to obtain the highest degree of efficiency in the Teaching-Learning process in the classroom. It will serve as a guide throughout the school year. Therefore, it must include and define a series of elements (specific objectives, basic competences, contents, methodology, timing, evaluation, attention to diversityâ&#x20AC;Ś) that are essential to the teaching process. The syllabus helps us to be efficient with time and cater for pupils with special educational needs. It encourages us to reflect on the teaching practice and it can help the students raise an awareness of the learning process and get them involved in the development of the course. Based on the National Curriculum, this syllabus for the subject of English as a Foreign Language is designed to be taught to 3rd year students of Compulsory Secondary Education. The main characteristics of this syllabus are: A)

Its compliance with the legal frame:

Foral Decree 24/2015 of April 22nd, by which the basic curriculum for CSE in Navarra is established. With the LOMCE (Organic Law 8/2013, 9th July), which establishes the learning of a foreign language to a high level of proficiency as one of its main objectives. With the Royal Decree 1105/2014, 26th December (BOE 3, 3rd January), by which the basic curriculum for CSE is established. This decree also states the organization of the curriculum into core and optional subjects, which can be freely developed by the autonomous regions. The development of the key competences and the achievement of the objectives through the contents for each subject are also stated. It is also based on the Common European Framework of Reference for Languages (CEFR), which indicates the three components of the communicative language competence: linguistic, sociolinguistic and pragmatic. It describes the linguistic activities around which the curriculum is structured (students must acquire different competences to use in different contexts. Through meaningful learning they will be able to fulfil concrete, practical, real tasks beyond the school walls.) It also takes into consideration the European Portfolio of Languages (ELP) through which the European Council established the guidelines for the learning of foreign languages. The ECD/65/2015 about the procedure for the evaluation of the Basic Competencesâ&#x20AC;&#x2122; achievements; it was a law passed by the Spanish Ministry of Education about the relation between competences, contents and the

criteria used for assessing Primary and Secondary Education and Bachillerato students. Foral Order 4/2017 of 20th January, which establishes the evaluation procedure, promotion and titling of Secondary Education students. Other characteristics

a) Its viability: every single step of the syllabus is viable in terms of time, resources and spaces. b) Its adherence to the educational and curricular project of the school. c) Its attention to diversity: each student is an individual with specific learning abilities, but all of them must have the same educational opportunities. This obliges us to adapt the teaching process to each student and to provide him/her with the necessary tools to develop the required competences. d) Its flexibility: it is open to any changes that might be necessary in order to modify and adapt the process. Education is a field where innovations and improvements are the order of the day, and we must always be open to try and apply new methodologies. e) Its components: competences (skill to apply the contents); objectives (of each learning stage); contents (group of knowledge, skills and attitudes), the didactic methodology (description and organization of teaching); the standards of learning and evaluation criteria (grade of achievement). 1.2

Holistic approach to the teaching of languages

The Compulsory Secondary Education considers the teaching-learning process from a global perspective. It is not simply a matter of imparting academic contents, but it also provides a tool for the student to understand and interact positively with the surrounding world. It is in this respect that languages outstand, as they impact on our daily lives. Languages help us express our feelings, desires and queries, and we need them to interact in this increasingly mixed and globalized world. The unique and diverse methods human beings can use to communicate allow us to form lasting bonds with one another. Moreover, as we live in an increasingly multilingual environment, if we want our students to become an active part of this multicultural world we must make sure that they are able to communicate in, at least, one foreign language. Being English the second most widely spoken language in the world, it is compulsory for the new generations of students to learn it. Due to British imperialism and to the current prominence of the USA, most of the communication within the areas of science, business and leisure is carried out in English. The ICTs are developed and transmitted through the medium of English as well. The British Empire has left many countries all over the world where English is spoken; thus, the study of this language fosters a multicultural awareness making it possible to interact with more people in the world and to increase tolerance and mutual understanding. The LOMCE encourages a multilingual education where possible but mastering at least one foreign language is now compulsory. 4

1.3

Context : The school and the student body

This is a catholic school (one in a national network of schools) in which pupils of different faiths are welcomed. The school’s intake ranges from 1st year of preschool education to 4th of ESO, and pupils are streamed into two groups: A and B. It offers a linguistic immersion program in English (PAI) with three subjects taught in English: Social Sciences, Physical Education and English Language. Basque is also offered from Primary on. Bachillerato is not taught here. Unfortunately, the current facilities are limited -there’s no language laboratory and not enough computers- but there is an ongoing project for a new building to be attached to the old existing one. Teaching time for ESO goes from 8:15 a.m to 14:15 p.m. with two breaks of 15 minutes each. Classes last 55 minutes. The school is located in the centre of a small town -11,000 inhabitants approximately- in Navarra. Its catchment area is extensive. Originally it was housed in an old 19th century building but there is now a more modern building attached to it, and the above mentioned project for a new one to be built close by. The region´s wealth derives from agriculture, industry –there is a big factory nearby—and the service-sector. The socio-economic background of the students ranges from families dependent on the Social Services Department to business owners and professional people. Accordingly, the parents’ level of education goes from university degree holders (20%) to people with basic literacy skills. There is an intake of migrant children, some of Latin American origin but others are of Chinese and Moroccan origin with added linguistic difficulties. There is not much conflict in the school. The number of troublesome students is small. Initially problems are solved by sending written warnings and meeting with the parents concerned. To deal with the more serious cases, there is a support team of professionals, whose job it is to lend support to the student and his/her family, to keep tutors and teachers informed about the process, and to evaluate pupils with special educational needs and/or disabilities or learning difficulties. 1.4

The target group: 3rdESO

This didactic program has been designed for the students of 3º ESO, who attend English classes three times per week. Students with learning difficulties (lack of basic knowledge, comprehension difficulties, little concentration, lack of motivation…) usually go to reinforcement classes in subjects such as Maths or Social Sciences. In the case of English, there is no such possibility. In order to compensate for that lack of support, the two classes (A and B) are divided into three groups with three different English teachers; that way, we are able to offer a more individualized backing. Some students take private classes, but most of them don’t. Since last year, we have a native speaker of English working for us; he gives extra classes (for

free) every Tuesday afternoon. From 16:00 to 17:00, he helps those students who want to sit for the B1exam. The whole hour is dedicated to specific activities related to the exam. In the following hour (17:00 to 18:00) he gives remedial classes to help students who have difficulties. Those classes are mostly focused on reviewing grammar and basic vocabulary. We must never forget the pyramidal structure of a language, which obliges us to control its roots if we want to reach the top. The objective of many of our students is to obtain the B1 certificate at the end of this year; we help them to prepare for the exam. The results are mostly favourable. In this group there are three pupils with special needs; 1. An immigrant student who joined recently and has very little knowledge of English. For these cases the English Department has drawn up level tests and establishes some remedial work in parallel with the in-class activities with his peers. 2. A student with behavioural problems. In this case the school follows the protocol designed by the CREENA, adapted by the school educational psychologist. Teachers must fill in a form weekly with comments on the studentâ&#x20AC;&#x2122;s attitude. We also have indications as to how to act in case of aggressive behaviour. 3. A student with ADHD. The school has its own protocol for these cases: continued vigilance on the part of the teacher, place the student in a strategic position, call their attention gently, allow them to leave the class if necessary, avoid patronizing, give them exam notice one week in advance, tailor-made exams, in some cases on-line tests. Adolescence and its implications: Our target group fits into this category: a transitional stage of physical and psychological development usually associated with the teenage years (13 to 18). It is also a time for rapid cognitive development. According to Piaget it is now when thoughts start taking more of an abstract form. For him, cognitive development is a progressive reorganization of mental processes resulting from biological maturation and environmental experience through which humans construct an understanding of the world around them. Abstract concepts start having space in their minds; in consequence, adolescents experience big changes in their affections, social relationships and moral values. It is at this stage when education has to intervene for them to develop certain attitudes and values of justice and respect for human dignity. It is now as well when we must encourage team-work to raise social awareness, and help them develop their personal, intellectual, moral and social autonomy. 1.5 Educational objectives: The School Project As a Catholic school our aim is to provide a strong moral and spiritual framework underpinned by the core values of integrity, justice and respect for human dignity. As such, our educational aims go beyond providing subject matter appropriate for the ages and aptitudes of pupils. We aspire to serve as a point of reference for the students and their families, as well as for the community around us, not just in the sphere of academic education, but also in 6

our commitment to justice, peace and solidarity. We look beyond the walls of our school, not just to prepare our students to cope with and make sense of the world around them but also to help them improve that very world with their critical and creative attitude. Thus, the acquisition of the basic competences is of utter importance, for they encompass the knowledge, values and attitudes that promote interaction to enhance our cultural values and contribute to the improvement of our society. This policy is laid down in two documents, the student’s profile (with the longed for profile of our students at the end of their schooling, connected to the seven competences plus the Gospel values), and the strategic planning of the school, with all the strategic actions that we must carry out to achieve the objectives set as goals. 2.

BASIC COMPETENCES

2.1. Description of the basic competences What is competence? According to the European Education Commission, competence is the ability to integrate knowledge, skills and attitudes in a practical way, in order to solve problems and react appropriately in a variety of contexts and situations, using the theoretical and practical learning in settings beyond the academic context. Concerning our subject, a competent student is that who is able to interact using his/her second language, not only in the classroom but also in daily life activities. The LOMCE defines 7 Key competences:  Linguistic competence: the oral and written communication through the language. Communication is to be carried out in a wide range of contexts and forms, in one or more languages, individually or in groups. The student must be both receiver and producer of the language and must adopt an active role; that’s why tasks must be active: learning based in projects, challenges, roleplay… This competence promotes the use of the language as a vehicle in the learning of other subjects and encourages the appreciation of language as a source of pleasure and learning throughout one’s life.  Mathematical competence and basic competences in Science and Technology: the former refers to the ability to apply the mathematical modes of thought: logic, formulae, graphs and charts. It implies the adherence to veracity, the rigour and respect for statistics. The latter relates to the physical world and our respectful interaction with. Students should learn to apply the scientific method, to draw evidence-based conclusions and adopt a critical attitude. This competence promotes the sense of responsibility towards the environment and our physical well-being.  Digital competence: It implies the creative, critical and safe use of ICTs in order to reach those objectives related to their learning, their employability, their active participation in society and leisure activities. This

competence promotes an active, critical and realistic attitude towards the ICTs and the ethical use of them.  Learning to learn: It encourages the skill to initiate oneself in the learning process and maintain it through one’s curiosity. To know and control the mental processes involved in learning. This competence promotes personal motivation and self-confidence.  Social and civic competencies: the skills and abilities to use the knowledge about society from different perspectives, to interpret the social problems in different contexts, find answers, make decisions and solve conflicts, interact with other people and groups according to the rules based in mutual respect and democratic convictions. This competence promotes solidarity, the defence of Human Rights, responsibility, compromise, the peaceful resolution of conflicts, tolerance…  Initiative and entrepreneurship: It implies the ability of turning ideas into acts: to acquire a consciousness of the situation to solve, to choose, plan and manage knowledge, to achieve the desired goal. It includes knowledge about the labour world, the economic and financial field, the managerial organization and processes. This competence promotes creativity, imagination, autonomy and independence, interest and effort.  Cultural awareness and expression: It implies the knowledge, understanding and appreciation of the cultural and artistic representations, and its use as a source of joy and knowledge of the world around us. The student should value the richness of the cultural heritage, and the world of art in different artists and artistic movements. This competence promotes the interest, acknowledgement and respect to different artistic manifestations and artistic patrimony. These competences have the following characteristics:    

They promote the development of the students’ capacity They address the practical aspect of learning They are dynamic in character: progressively developed They have an interdisciplinary character

In consequence, the objectives stated in the curriculum for ESO are:    

To integrate the different types of learning, both formal and informal To relate learning to different types of contents To use knowledge in different situations and contexts (transference) To permeate all the teaching process, contents and evaluation criteria

When evaluating the acquisition of a competence it is necessary : -

To take into account the progress made by each student To compare the starting point and the result, To value the progress made all along the process. 8

To assess the different levels of cognitive complexity: grasping, transferring and communicating

Acquiring competences guarantees that the content is grasped and that it will be transferred/ communicated to real life situations beyond the school walls. 2.2

Contribution of English (as a subject) to the acquisition of the Basic Competences

All subject areas should contribute to the development of as many competences as possible. English, being a prominent subject within the area of languages and linguistics can greatly contribute in the following manner:  Its contribution to the acquisition of the Linguistic competence: By definition, languages –and English among them- lie at the heart of the linguistic competence. Communication is essential and prior to all other competences; it is necessary for students to develop listening and speaking skills, and the ability to express themselves both in an oral and written way, using and understanding the conventions and the language appropriate for each situation. The tasks will be orientated so the students can understand and be understood in a variety of contexts. Apart from that, progressive learning and recognition of the working rules of a foreign language, contributes to the acquisition of this competence. The strategies developed in class will help them to overcome the difficulties encountered in oral communication and will help them develop the skills related to written expression. The rules of the foreign language will be progressively mastered. The student will gradually acquire the phonetic and phonological system of the language, its morphology and syntax, its lexicon and the semantic and discursive aspects.  Its contribution to the acquisition of Mathematical, Scientific and Technological sciences competences:

The mathematical competence might seem not to have a direct connection with this area and yet there are activities linked with Maths that we carry out in English class such as measuring, quantity, interpreting maps and graphs… Science and Technology help students to learn to reason, to formulate hypothesis and develop deduction skills and search for alternative solutions to problematic situations. There are activities in English related to all this. Through the study of another language, students can be made aware of the importance of preserving our environment. This field provides an invaluable source of materials for oral and written work.

 Its contribution to the acquisition of Digital competence: In English classes, we make use of the computers laboratory and other electronic devices, and encourage them to develop the necessary skills to make efficient searches in Internet. We help them, then, to process and transmit the acquired information in different formats. ICTs are used all the time.  Its contribution to the acquisition of Learning to learn: The study of a foreign language helps develop this competence allowing students to organize their own learning and manage their time and information effectively. Learning implies acquiring, processing and assimilating new concepts and abilities. In the case of languages, the strategies of understanding and producing are clearly involved: observing models, imitating, comparing and readjusting one´s own work are all part of the process; and last but not least self-assessment.Values such as perseverance, hard work, responsibility, the acceptance of one´s own limitations and the strength to look for alternatives, as well as the appreciation of external contributions (by their peers/other sources) might be considered interesting spin-offs of the process of learning.  Its contribution to the acquisition of Social and civic competencies: In this globalized world, where English is widely spoken, and predominantly by some of the biggest powers, students should take this language as the lingua franca. Not just for its international business implications, but as a means of communication with people from all over the world. Through this contact with others, the knowledge and respect for other social and cultural organizations increase, thus fostering tolerance and mutual understanding. The project Lagundu Kibera nurtures all these qualities.  Its contribution to the acquisition of Initiative and entrepreneurship: Responsibility, perseverance, self-esteem, creativity, self-criticism, risk taking, passion for one’s projects, innovation, determination and all that brings us independence and success is cultivated in our English classes. It is important to maintain motivation to achieve success, and a healthy ambition towards both personal and academic goals. Projects such as Create my own company help them to develop their creativity, organizational skills, mathematical abilities, social faculties and many others of the above mentioned talents.  Its contribution to the acquisition of Cultural awareness and expression: Every block of the curriculum indicates the importance of knowledge, comprehension and critical valuation of cultural and artistic manifestations. In the case of English, students are encouraged to express their opinions, likes and dislikes and reactions to cultural and artistic expressions from English spoken countries and the world at large. Reading literary texts, such as stories, songs and poems, helps develop creative expression and expand 10

understanding of the language and culture. English can help us to come to know other peoples, other languages, and other cultures which are also part of our world heritage and must be preserved for their value. Through the project Lagundu Kibera we help to expand the Masai Culture. 3.

OBJECTIVES

The objectives answer the question: What do we teach for? And they must be oriented to the acquisition of the basic competences. They are the goal that guides the Teaching-Learning process. The objectives help us to select and time the contents and the activities in accordance with general methodological guidelines. They must be adapted to a particular context and individual; this will demand successive and diverse levels of concretion. Objectives can be classified into two big groups: 1. Objectives stated by the Decreto Foral 24/2015 (art. 4/ art. 5: curriculum);

2. Objectives set out in our school syllabus, for each didactic unit and for the whole year. All of them have to be taken into account: the aims and objectives for the stage of ESO, the objectives for the area of languages and those for the subject of English for 3rd year students 3.1.

General objectives for the stage: ESO (12 to 16 years-old)

a) Adopt a responsible attitude towards his/her duties. Know and exert his/her rights and respect those of others. Be tolerant, cooperative and supportive of others. Engage in constructive dialogue in order to actively promote and reinforce human rights as a common value in a plural society, and the fundamental values of democracy, the rule of law, individual liberty, and mutual respect and tolerance b) Develop and consolidate the habits of discipline, study, and both individual and group work, in order to achieve learning as the best tool for personal development. c) Respect gender differences and equality of rights and opportunities. Reject those stereotypes that imply discrimination. d) Maintain a strong emotional in their relations with the others. Reject violence, prejudice and sexist attitudes. Be able to solve conflicts peacefully. e) Develop basic skills with the help of ICTs to acquire new knowledge. Obtain a good grounding in the field of information and communication technology, maintaining a discerning and critical attitude.

f) Conceive scientific knowledge as an integrated knowledge, structured in a variety of disciplines. Know and apply methods to identify problems in the various fields of knowledge and experience. g) Develop an entrepreneurial spirit and self-reliance. Keep a critical attitude, personal initiative and ability to learn how to learn, plan, make decisions and take on responsibilities. h) Understand and express correctly and adequately, oral and written complex texts and messages. Get initiated in the knowledge, reading and study of literature. i) Understand and express him/herself in one or more foreign languages correctly. j) Know, appreciate and respect Spanish Geography, its History and its universal culture. k) Know the History and Geography of Navarra, and its diversity of languages, cultures and traditions that make it unique/special l) Know and accept bodily functions. Respect the differences, strengthen the habits of physical care and development, incorporating the practice of sports to encourage social and personal development. Know and appreciate the sexual dimension in all its forms. Be critical of the social habits related to health, consumerism, the care of human beings and the environment, contributing to its conservation and improvement. m)Learn to appreciate artistic creations and to understand the language of different artistic manifestations, using different ways of expression and representation. 3.2. General objectives for the area of Languages and specific objectives for the course (3rd ESO/English) In accordance with the objectives, contents and criteria set out in the Official Curriculum and the school syllabus General objectives for the area (Languages)

Specific objectives for year and subject (3rdESO/ English) Listen and understand Listen and understand -Broad and specific information -General and specific information -In simple texts of standard register -In oral texts and mixed communicative and mixed communicative situations situations -With respect and cooperative attitude -With respect and cooperative attitude Produce Express and interact orally -Oral messages of everyday situations -In everyday situations -With adequacy and autonomy -In an understanding and correct way

-Describe experiences, events, hopes -Justify opinions/ Express plans Understand -Different written and oral texts -Adapted to students’ abilities and interests -Obtain general and specific info -Read for pleasure and enrichment Write simple texts -For different purposes -About familiar issues/ of their interest -Using cohesion and coherence Use reflectively and correctly basic language elements like vocabulary, structures and functions in real communicative settings. Use strategies for learning -And all they can avail themselves of -To obtain, select and present information orally and in writing. Value the language as means of -Accessing information -Learning tool in different contents -The vehicle for a society to interact Value the language as a means of -Communication and mutual understanding -Avoidance of discrimination

-With a certain level of autonomy Read and understand -Texts of an appropriate level -Obtain general and specific info -Read for pleasure and fulfilment

Write simple texts -With a diversity of objectives -About different topics -Using cohesive markers Use correctly the basic phonetic, lexical, structural and functional components of the foreign language in real communicational contexts. Develop autonomous learning -Reflect on one’s learning process -Transfer to the foreign language the attained knowledge and strategies Use learning strategies and all the tools at disposal, including ICTs, to obtain, select and present oral and written information. Value the foreign language as a means of mutual understanding amongst people from multiple backgrounds and cultures, avoiding discrimination Reflect upon one’s learning process Appreciate the foreign language as -transferring the knowledge of one’s an instrument to accede to information language to other languages. and a to learn diverse contents. Know and work the socio-cultural Show a receptive attitude and selfdimension of the foreign language. reliance in the learning and use of the foreign language. As will be shown in the didactic units, each one presents its own objectives, all related to those mentioned above. 4.

4. CONTENTS

4.1. Contents The Common European Framework of Reference for Language (CEFR) indicates the three components of the communicational linguistic competence: linguistic, sociolinguistic and pragmatic. It describes the linguistic activities around which the curriculum is structured: understanding and production (expression and interaction) of oral and written texts. This Curriculum for CSE, stated in the Decreto Foral 24/2015 of 22nd April, divides the contents in four blocks, each of them with its evaluation criteria and learning standards.

In order to have a closer picture of the activities, we can divide the blocks into two groups: Blocks I and III focus on the activities related to understanding; they are practically identical, except for the obvious differences (sound VS print). Blocks II and IV focus on the activities related to production. They are practically identical, except for the planning factor and the lack of physical presence in a written interaction. BLOCKS I AND III: UNDERSTANDING ORAL TEXTS WRITTEN TEXTS  Understanding strategies

  o o o o o o o o o  

BLOCKS II AND IV: PRODUCTION: EXPRESSION AND INTERACTION ORAL TEXTS WRITTEN TEXTS

Production strategies Production strategies -What do I already know about Planning: Planning: -What’s the message -Arrange/coordinate this task/topic? going to be? Conceive one’s competences to -What type of text is it? the main ideas and carry out an efficient -What is the general meaning/ basic structure. task (What do I know most important information/ Adapt the text to the about the topic? What main points/ relevant data? receiver, the context do I want to say?) -Formulation of hypotheses and the channel; apply -Locate and use about content and context. the register and the correctly the linguistic or -Inference from the structure of the speech thematic resources understanding of meaningful to each case. elements (linguistic and  Execution: Express the message clearly, with paralinguistic) coherence; follow a structure and adjust it to -Do I see new elements? each type of text. Readjust the task or the Reformulation of hypotheses message after assessing the difficulties of the available resources. Build on previous knowledge. [Just for oral production: compensate the lack of linguist resources with linguistic, paralinguistic or tools]. Sociocultural and sociolinguistic aspects: social conventions, customary courtesy, different registers; traditions, values, beliefs and attitudes; non-verbal language. Communicative functions -Personal and social relations: introduction and maintenance -Description of abstract/ physical features of people/objects/activities. -Narration/ Description/ Expression of past/present/future situations. -Offer and demand of information/ indications/ views/ advices/ warnings/ news. -Expression of knowledge/ certainty/ doubt/ conjecture. -Expression of will/ intention/ decision/ promise/ order/ permission/ prohibition. -Expression of interest/ approval/ trust/ sympathy/ satisfaction and opposites. -Formulation of suggestions/ wishes/ conditions/ hypothesis. -Establishment and maintenance of communication/ organization of speech. Syntactic discursive structures: Expression of logic relations/ temporal relations/ statements/ exclamations/ negations/questioning/ time expression/ aspect expression/ modality / quantity /space/ mode/ passive voice. Common use oral/written lexical: personal identification; home, house, surroundings; everyday live activities; friends, family; work, hobbies, sports; 14

holidays, trips; health, physical care; education; commerce; food, hospitality; transport; language and communication; environment, weather; ICTs.  Sound patterns,  Graphic  Sound patterns,  Graphic patterns accents, rhythm patterns and accents, rhythm and orthographic and intonation orthographic and intonation conventions (oral) conventions (oral) (written) (written) 4.2. Minimum contents In order to follow the same structure as the general contents, we divide the minimum contents into four areas: understanding oral and written texts and producing oral and written texts. In our subject (English for 3ºESO) we also challenge our students to get a B1 level, so we look up as well to the minimum contents established by the Official School of Languages for a B1. We frame them in the following chart: UNDERSTANDING ORAL TEXTS -Understand the main point in structured oral texts about known topics, with certain slow rhythm and clarity, in a standard language and with the possibility of repetitions. -Extract the essential information of oral texts sent through audio-visual media, related to known topics, with certain slow rhythm and clarity, and with the possibility of repetitions. UNDERSTANDING WRITTEN TEXTS -Understand the relevant information of clear and well-structured texts about general topics) within a context. -Idem with letters, notes and easy messages.

PRODUCING ORAL TEXTS -Make understandable, organized, suitable and coherent interventions related to known topics, with simple but wide linguistic resources, with certain correction and fluency. -Participate in conversations about general topics in a coherent and correct way, cooperating fluently with pauses to plan or correct mistakes, and with certain backing. PRODUCING WRITTEN TEXTS -Write simple, organized texts about known topics, adapted to the situation, with cohesion and linguistic resources, in a neutral register. -Idem with letters, notes and easy messages. Regarding the topics and grammar, the minimum contents can be seen in the next point (timing of the contents). 4.3. Timing for contents The previously mentioned contents will be developed as shown below: FIRST TERM DIDACTIC UNIT 0 Introduction 4 sessions DIDACTIC UNIT 1 Achievements 10 sessions DIDACTIC UNIT 2 Journeys and Feelings 10 sessions DIDACTIC UNIT 3 Travel 10 sessions GRAMMAR Present Perfect Continuous/ Past simple/Past Perfect Simple/ Future simple/ Future Continuous/ Present Continuous with future meaning/ INTERD. PROJECT Basic concepts of Economics: “My own company” SECOND TERM DIDACTIC UNIT 4 Travel items 10 sessions 15

DIDACTIC UNIT 5 DIDACTIC UNIT 6

Places around the world 10 sessions Relationships and adjectives 10 sessions of personality GRAMMAR Conditional/ Modals/ Gerunds and Infinitives INTERD. PROJECT Basic concepts of politics “My political party” THIRD TERM DIDACTIC UNIT 7 Inventions/ Appliances 10 sessions DIDACTIC UNIT 8 Fighting Crime 10 sessions DIDACTIC UNIT 9 Animal Planet 10 sessions GRAMMAR Reported Speech/ Passive/ Relative Clauses INTERD. PROJECT History: I’m immortal and important INTERD. PROJECT Globalized World: “Lagundu Kibera” The interdisciplinary projects are based on Social Science and Introduction to Business topics. 4.4.

Educating in values: underlying content in all subjects

The official curriculum (Decreto Foral 24/2015 of April 22 nd, in its article 7) stresses the importance of promoting positive and responsible attitudes and values to deal with in a plural and ever-changing society. It is suggested that the below points be taken into account when programming in all subjects.

DIDACTIC METHODOLOGY

Methodology is the set of criteria by which the didactic action is organized. It includes the grouping, the distribution of time and spaces and materials. The first requirement it is to diagnose a previous existing knowledge. The new learning must be built on it. We must establish consecutive teaching activities aimed at a clearly defined end. Attention to diversity must always be taken into account, and the level of difficulty must be graded. Both individual and group work activities must be combined. The school must adopt an interdisciplinary approach: being in constant contact with the teachers of other subjects in order to implement complementary activities which would provide the students with a wider view of the concepts learnt.

The methodological standards followed in the classroom obey certain psychological and didactic principles: 1. Learning is based on the constructivist method, where the students participate actively. A parallel inductive method model also helps the student towards observation, analysis and creation. 2. Adaptation to the cognitive and psycho-evolutionary development of the student. Observe and detect different learning needs. 3. The didactic and cultural design of the units throughout the year must be close to the socio-cultural interests of the students. Querying and dialogue with the students are compulsory to make them part of the process. 4. A friendly atmosphere of mutual trust and affection is essential. 5. Meaningful learning must be built on the previous knowledge which is activated and updated. 6. Communication skills are of paramount importance to enable pupils to understand and communicate factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. 7. The text is the central axis, the basic tool for practicing communication. 8. We must promote creating and thinking critically. Students develop their own ideas, make links and develop strategies for doing things. 9. The English subject should stimulate imagination and creativity. 10. Constant effort lies at the heart of achievement. 11. The implementation of different study methods will improve learning. 12. Interdisciplinary work through projects with other subjects. 5.1.

Psycho-pedagogical and didactic criteria

5.2.

Methodological strategies and didactic devices

-The activities must be carried out by all the students, without exception. -We must strengthen production and lessen reproduction. -The ICTs must be used as a tool for learning, proposing tactics conducive to a stimulating and creative search for information and the way it is processed. -We must select activities related to the world of the students, facilitating the integration of information in their cognitive structures.

-The teacher must be an intermediary and educator of values and habits, not a mere instructor and data transmitter. We must â&#x20AC;&#x201C;somehow- try to establish communication teacher-student on a level. 5.3. Development of the class The teaching procedure will be:

The text-book is used as the basic source of information alongside with other supplementary resources. 5.4. Didactic resources A variety of resources are necessary in order to achieve a more dynamic Teaching-Learning process and attract the studentsâ&#x20AC;&#x2122; attention. 5.4.1. Spatial resources:

INDIVIDUAL TASKS: they are necessary in order to check the personal level and its progress, and to adapt or reinforce the teaching to pupils with specific needs. In many cases, the basic concepts are initially grasped individually, or in support pairs, and then developed in team work. TEAMWORKING: as Johnson and Johnson (1999) stated, for an activity to be cooperative we need a positive interdependence (perception that we are linked with others in a way so that we cannot succeed unless they do). To achieve it we make groups and try to keep a balance among their members, so that in 18

heterogeneous groups each one can give something and receive something. We usually begin assigning complementary roles with different tasks:

SPOKESPERSON COORDINATOR SECRETARY MODERATOR It is the teacher who, after dividing the class in heterogeneous groups, decides who is going to be in charge of which role; the teacher gives each group of four students the above four different cards: spokesperson, coordinator, secretary and moderator. This way they are aware at all time of the tasks to accomplish. Once the roles are allotted, we apply the cooperative learning technique that we’ve previously decided is the most suitable in accordance to the task. As there are multiple techniques, the pedagogical team of the school, after a series of meetings concluded these are the best ones: -

The word game The swivel paper The numbered head

Find someone who… 1-2-4 3 minutes stop

5.4.2. Material resources: The process of selection of these materials is guided by practical criteria (easy to find and use), pedagogical (educational purpose) and psychological (adequate for the student). Printing materials: Text books, teacher’s manual, dictionaries, reinforcement books, reading books, notebooks, photocopies.) Online materials: Interactive workbook, Interactive student’s book, webpage of the subject (made by the English Department), Webpage of the Social Science subject (made by the History Department, for the interdisciplinary projects), Dictionary (Word reference, Linguee), Podcasts to listen to (The English we speak, Ivoox), Presentations (prezi, Lensoo, Picktochart…), webs (webnode), surveys (Surveymonkey), trading cards (Bighugelabs), brochures (Canvas), newspapers (Google), comics (Powtoon), video editors (Youtube), podcasts to create (Spreaker), qr codes, electronic literature (Twinnery), games (Kahoot)… 5.5. Activities The methodology is set in a series of learning activities carried out by the students, with clearly defined objectives in mind. For the activities to have a positive response from the students they MUST have a clear and precise wording, be related to the objectives, content and evaluation criteria, and to the learning activities developed in class; be directed to all the students with clear instructions of the resources to be used; think of all the materials that will be needed, specify its degree of difficulty, have a temporal and logical sequencing, give the chance to reflect and re-elaborate, specify what is going to be evaluated, allow the possibility to combine the individual task and the group work. Games can be a useful tool in the process of learning, if they are lived as a voluntary activity with time limits, fixed norms and the purpose of motivating, attract attention, and the implication of the students (Mora, 2013).

5.5.1. Type of activities

EVALUATION

Assessment is an integral part of the teaching-learning process as it determines whether or not the educational goals are being met. It provides the answer to questions such as: Are we teaching what we think we are teaching? Are the students learning what they are supposed to be learning? Is there a way to improve our teaching therefore promoting better learning? The LOMCE introduced external evaluation at the end of Secondary Education but so far, it only has statistic value. 6.1 Evaluation criteria and Valuable Learning Standards According to The Royal Decree 24/2015, 22nd April, evaluation ought to be: - Objective: assessing objectively the effort and level of achievement. - Continuous: Ongoing and formative assessment. Evaluation must have three stages: initial, continuous and final. - Formative: Evaluation shows whether teachers and students have achieved their shared goals or not. Good assessment supports good teaching and increased motivation. - Forming an Integral part of the general assessment for this stage. - Both the learning and the teaching processes will be assessed. - Personalised: tailor-made to meet individual requirements.

The Foral Decree 24/2015, April 22nd, defines in its article 13 that the standards of valuable learning and evaluation criteria constitute the assessment scales against which each studentâ&#x20AC;&#x2122;s level of achievement (objectives, skill and performance) is to be measured. The Royal Decree 1015/2014 26th December, establishes the evaluation criteria for the subject of English 3ÂşESO: Understanding oral texts: Understanding written texts: 1.Identify the essential information, the basic points and the most relevant details in brief oral texts, well structured, in print as well as in digital formats, transmitted orally, articulated at a brief and well structured, medium speed, in a formal, informal written in a formal, neutral or informal or neutral register, register, about everyday aspects in common situations or about general topics or about everyday aspects, topics of interest or relevant for their own topics related to their own field of studies, interest, in the personal, public, containing simple structures and a educational spheres common vocabulary, as long as the acoustic conditions donâ&#x20AC;&#x2122;t distort the message and the student is given the opportunity to listen again to what has been said. 2.Recognise and know how to apply the strategies for general understanding, essential information/main points/ most relevant details 3 Be acquainted with the socio-cultural and sociolinguistic aspects of everyday life (habits, hobbies, artistic manifestations) for the understanding of the text, and with life conditions (environment, social structure), the interpersonal relations (among different genders, at school, in the institutions), and the social conventions (customs, traditions). and behaviour (gestures, facial expressions, use of the voice, visual contact). 4.Distinguish the most relevant communicative function or functions in the text, and a repertoire of its most common exponents, as well as the discursive pattern of common use in relation to the textual organization (introduction to the topic, development, closing). 5.Apply the knowledge about the 5.Recognise the constituents and the constituents and the organization of organization of syntactic structures of syntactic and discursive patterns and common use in written frequently used patterns in oral communication, as well as its communications, as well as its associated meaning (e.g. questioning associated meanings (e.g. structure used to make a suggestion). questioning structure used to make a suggestion). 6.Recognise the oral/written lexicon of common use in everyday aspects and general topics, or related to their own interests, studies and occupations, and infer from the context, with visual support, the meaning of less frequently used or more specific words and expressions.

7. Differentiate resonant patterns, 7. Recognise the main orthographic related to accents, rhythms and conventions, typographic or related to common intonations, and recognise punctuation , as well as abbreviations the meanings and general and symbols of common use (p. e. $, communicative intentions related to %, @), and their associated meanings. them. Producing oral texts: expression Producing written texts and interaction 8.Produce brief and comprehensible 8 Write on paper or on electronic texts, both in a face to face format, brief and simple texts with conversation or from other sources clear structure, about everyday topics (skype, phone), in a neutral or informal or of personal interests, using a register, with a simple language, to formal, neutral or informal register, give, request and exchange information using basic connectives, and basic about topics of the everyday life and orthographic conventions and the known matters of personal or most common punctuation signs, with educational interest, where the a reasonable control of the simple purposes of certain plans and actions structures and expressions, with a are justified briefly, even if sometimes frequently used vocabulary. there might be interruptions or hesitations, or the speaker might need pauses to reformulate and reorganize the speech, and select the structures and expressions, and the interlocutor might need to request a repetition of what has been said. 9.Apply the most adequate strategies 9. Know and apply adequate to produce oral texts, brief strategies to elaborate brief written monologues or dialogues, of clear and texts with simple structures, e.g. simple structure, using, procedures copying formats, formulas and such as the adaptation of the conventional models characteristic of message to patterns of the mother each type of text. tongue , and the use of similar lexical elements if other more precise words are not within reach. 10.Incorporate to the production of the text (monologue, dialogue/ written) the socio-cultural and sociolinguistic knowledge related to the social structures, interpersonal relations, acting patterns, behaviour and social conventions, respecting common courtesy in each context. Oral: acting with propriety. 11. Carry out the functions demanded by the communication task, using the discursive patterns most commonly used to organize the text in an easy way with enough cohesion and coherence. 12.Show control over a limited repertoire of syntactic structures of common use, and use simple mechanisms to communicate, adjusted to the context and to the communicative intention (lexical repetitions, ellipsis, deixis, juxtapositions, connectors and frequently used conversational indicators) -conversational indicators-discursive indicators13.Know and use an oral lexicon wide enough to communicate information, opinions and points of view, simple and direct, in everyday situation, and in 22

some less common situations where the message must be adapted. 14.Handle short sentences, groups of 14.Know and apply, in the correct words and formulas to get along in way to be understood, the everyday situations, sometimes elementary punctuation signs (full interrupting the speech to find and stop, colon, commas) and the basic articulate less common expressions and orthographic rules (capital letter, pay attention to less frequent situations. division of words at the end of the Interact in an easy way in structured line), as well the most common exchanges, using simple formulas or orthographic conventions when gestures to take or cede the floor in the writing texts on electronic format. conversation, even if that depends (e.g. SMS, WhatsApp). mostly on the interlocutor. ONLY ORAL: Pronounce and modulate the voice in a clear and intelligible way, even if sometimes the foreign accent might be obvious, or sporadic pronunciation mistakes are made, as long as they donâ&#x20AC;&#x2122;t interrupt communication, even if the listeners have to request repetitions from time to time. 6.2. Evaluation tools and procedures Considering learning is an ongoing process, evaluation takes place in three different moments of that process: at the beginning, all along the process and at the end. - Initial evaluation: at the beginning of each year/ didactic unit, in order to detect the previous knowledge and the characteristics of the students, and to determine the methodology that must be applied, as well as the most suitable activities. This evaluation is based on oral and/or written questions, individually or in groups, as appropriate. - Continuous evaluation: checking the difficulties and/or progresses. Itâ&#x20AC;&#x2122;s carried out through different types of tasks and activities. - Final or cumulative evaluation: it assesses the leaning at the end of a didactic unit/ project/ term/year. It involves tests and exams with similar activities to the ones carried out during the year. WHEN EVALUATING INDIVIDUALLY, we have the direct and systematic observation of the student in class (participation, effort, interest, academic habits, attitude). Oral activities in everyday classes (questions, dialogues) provide as well a lot of information. Everyday written activities are collected in studentsâ&#x20AC;&#x2122; notebooks and then checked by the teacher who, due to the interactive nature of the book that we follow, also controls the homework constantly and in a fast and clear way. See below an example of how the homework (5 exercises on one page) can be easily controlled.

Projects/ Presentations are evaluated with rubrics. Tests help students to check their mistakes instantly, getting immediate feedback and learning from their own mistakes. Book Reading also have a test type exam after the reading. Exams: are centred in the acquisition of skills (listening, writing, reading). Grammar is usually left aside –evaluated with test type exams where they must choose or write the correct answer-. There are usually two exams per term, and a global exam at the end of the year. Students who get promoted to the following year with some failed subjects follow a remedial course with clearly defined contents, timing and testing. WHEN EVALUATING GROUPWORKING. The process is evaluated both by the teacher and the students following a marking chart. The end product is analysed by the teacher. 6.3. Grading Our evaluation criteria for English (3º ESO): EXAMS PER TERM PARTIAL EXAM GLOBAL EXAM FINAL MARK END OF THE TERM Grammar/ 25% Listening 15% Exams 70% vocabulary (tests+skills) Listening 10% Reading 40% Projects 15% Reading 20% Writing 45% Homework 5% Writing 30% Effort 5% Notebook 5%

TERMS CONTINUOUS ASSESSMENT 1ºterm 30% 2ºterm 3ºterm

30% 40%

The goal of grading is to evaluate individual students' learning and performance and is entirely based upon points. Grades can be assigned as a range (for example 1 to 10) or as a percentage of a total number. The system needs to be clearly defined for the sake of the students. 6.4. Procedure for the evaluation of the Basic Competences The ECD/65/2015, a ruling by the Spanish Ministry of Education on evaluation of the key competences stated how the contents and evaluation criteria for Primary and Secondary Education and Bachillerato must be related to competences. It describes four levels of achievement: ”Failed”, “Low”, “Medium” and “High”. “Failed” being applicable to the student who does not reach the level of competence that would enable him to develop personally and socially in the different contexts of an adult life. The mark “Medium” means the level reached is enough to cope with adult and social live. This is the level that we should aspire all our students to achieve. The Foral Order 217/2007 of 18th December, sets out the number of failed subjects that will allow promotion. If the assessment of the competences is positive, the Assessment Board decides the promotion of a student. 6.5 Evaluation of the teaching-learning process Jorba and Sanmartí (1993) describe the evaluation as the backbone of the pedagogical mechanism of a curriculum: Teachers must develop a more 24

conscious and coherent evaluation method, in order to foster lasting changes in education. Traditional methods must be changed to a more “authentic” way of evaluation. By authentic, Monereo (2009) means more true to life: The conditions of the test and its cognitive requirements must be as close as possible to real action in life, beyond the school walls), more relevant to the student (with a medium to long term application for their lives), socializing (it must create in the student a sense of group identity and citizenship) REPRO DUCE

KNOWLE DGE

LEARNING OBJECTIVES UNDERS USE TAND Analy Reso Refle ze lve ct And (resu synthe lt) tize X X

Conce pts Proced ures

(not enough) (not enough)

Attitude s

(not enough)

STRATE How? GIES (efficient When? use of knowled Where ge) ? COMPETENCES (efficient use of knowledge and strategies to solve problems)

(not enough) (not enough) (not enough) (not enough)

(not enough)

SCHOOL

(not enoug h) (not enoug h) X

(not enoug h)

(not enou gh)

Integrate Transfer Commun icate (result)

SCHOOL- REAL LIVE RELEVANCE

REAL LIVE

7. SPECIAL ATTENTION TO DIVERSITY In every pedagogic proposal attention to the diversity is of paramount importance: every student must have access to the Teaching-Learning process and achieve its minimum requirements. To this end we must find personalized strategies of integration and pay attention to each student through different methodologies and activities. a. Legal frame Attention to diversity requires the adaptation of the basic curriculum to the different individual situations, accepting the existing differences and acting accordingly. It requires the teacher’s attention to individual needs. In 25

accordance with both the Principle of Inclusion stated in LOMCE, and the Foral Decree 24/2015, April 22nd, article 18, education must always take into account the individual needs of students, using the necessary methods, measures, and resources to adapt to the different learning rhythms. The Royal Decree 1105/2014, 26th December, establishes in its Article 9 that all students, including those with special educational needs and disabilities, have equal access to the curriculum and resources and must develop to their full potential. For those students with specific needs for educational support, the appropriate curricular and organizational measures will be established to confirm the correct progress of the student. The Education Departments must:      

Promote educational quality, equity and inclusion. Implement the necessary measures to identify the students with learning difficulties and assess their needs from the early stages. Establish equal access for all. Adapt whatever is needed to guarantee fair assessment for all. Establish the proper procedures to make significant adaptations. Adopt the necessary measures to identify the students with high capacities

The schooling of students with high intellectual capacities, identified as such through the procedures and terms determined by the education authority, will be made flexible, even including contents and competences from higher courses. The LOMCE, in its article 11, establishes methodological alternatives in the teaching and evaluation of a foreign language for those students with disabilities, especially those with difficulties in his/her oral expression. These adaptations will under no circumstances imply a fall in the marks of the students. b. Considerations on diversity Diversity is the existence of individual differences, which is a fact attached to human nature, therefore a normal presence in our lives, in our society and in our classrooms. We can’t forget that Secondary Compulsory Education is governed by the principles of equal access to education and attention to diversity. EVERY single student has to obtain the basic competences and the objectives expected for the stage. Every student must develop his/her capacities, with equal opportunities for all. Inclusion and normalization must be the principles governing education. Those students who need an important curricular adaptation are taken under the control of Educational Therapists. Even so, in our mainstream classes there are always some pupils with special needs who require special educational provisions. c.

Special attention to diversity

As explained in 1.3 and 1.4 above, in this school there are a few immigrant children with added linguistic difficulties and others with TDAH for whom special provisions are made. At the other end of the spectrum, we do not have English speaking (bilingual) pupils but we do have fast learners who are provided with 26

reading and/or grammar books of greater difficulty or complementary tasks. Moreover, all of our students have the chance to practice at home with interactive book where they have games and exercises that help them go over the content of what has been learned in class. 8. COMPLEMENTARY ACTIVITES/ EXTRA-CURRICULAR ACTIVITIES As mentioned in point 1.3., we have a native speaker of English who gives extra classes and remedial classes (for free) every Tuesday afternoon. On Wednesday afternoon, some students help other students of lower level and age who can’t afford private classes but need extra help (e.g. English) The possibility of an exchange of students from our school with other students from the net worldwide (Czech Republic) has been put on the table this year, so we are studying this great opportunity. TRAINING IN VALUES (TRANSVERSAL ACTIVITITES) AND COORDINATION WITH OTHER AREAS (INTERDISCIPLINARY ACTIVITIES): throughout the year teachers across the board are well aware of the importance of transmitting the same values (Co-education, Peace, Health, Environment, Consumerism, Road safety education, Risks in the use of ICTs, Culture. Nevertheless, we use some specific dates in the calendar to remind students of the importance of some of them: November 1st (AIDS), November 20th (rights of children), December 3rd (people with disabilities), December 6th (Constitution), March 8th (women), April 7th (health), May 9th (Europe), June 5th (environment)… INTERDISCIPLINARY : We always try to match the contents of our subjects in so far as the individual schedule of each subject allows us to do so. Nevertheless, there are moments in the year when we –teachers from different subjects- carry out projects together. In English we work mostly with the Social Sciences topics, and sometimes with the subject An Introduction to business. These projects can be found on the Social Sciences web-page http://social-sciences-baleztena.webnode.es/nuestro-menu/ Or in the webpage www.lagundukibera.com 9. DIDACTIC UNITS FOR ENGLISH 3ºESO The statutory curriculum for ESO and Bachillerato, including programmes of study and attainment targets is issued by law (LOMCE, Royal Decree 1105/2014, 26th December) and it is up to the individual schools to draw up syllabus and didactic units.

There must be a connection between didactic objectives and evaluation criteria, and each activity should be linked to the competence that it is going to develop. UNIT NUMBER: 0 TITLE: REVIEW Nº of sessions: 4 Timing: 6th September – 14th September 1. Introduction Check previous knowledge/ abilities / attitude of the students. 2. Didactic Objectives 3. Evaluation Criteria -Basic vocabulary: places, -Understands and applies the vocabulary. qualifying adjectives, food,animals. -Can conjugate correctly all the verbal -Review: Pres Simple/ tenses (affirmative, negative, questioning) Continuous, Past Simple/ and knows when to use them. Continuous. -Writes, listens, reads and speaks according to a 3ºESO level beginner. -Reading/Writing/ Listening about learning EFL. 4. Contents: basic grammar, vocabulary, reading and listening. 5. Activities and basic competences, all exercises on pages 4…8. C1 C3 C4 6. Methodology: traditional master class with exercises and participation in the classroom to review. Then, a test type exam with Edmodo to check knowledge./ 7. Attention to Diversity: following the data provided about the students, we place those who might present problems closer to us (teachers) and surround them with peers who are willing to help them (support pairs). / 8. Spaces and Resources: (digital) students’ book, class for the general content and computers room for the exam (last day of the unit)/ 9. Evaluation Procedure: Systematic observation: activities, participation, cooperation, attitude, dialogues, self-assessment in class. Test. / 10. Evaluation Tools: First, questioning about previous knowledge (not marked). No homework to check in unit 0. Computers: test type exam for easy assessment after having conducted a systematic observation of the activities, participation, cooperation and attitude in class. UNIT NUMBER: 1 TITLE: ACHIEVEMENTS Nº of sessions: 10 Timing: 14th September – 9th October 1. Introduction In this unit we read the stories of different people who have succeeded in different fields, we reflect on the importance of working hard to achieve what we want and to support others. Present Perfect Continuous vs Present Perfect Simple. 2. Didactic Objectives 3. Evaluation Criteria -Vocabulary: famous people and -Understands and applies the leisure. vocabulary. -Read a web page of a Japanese -Reads autonomously, foresees the music group fans club, and a text about content and understands it the origin of the Scouts. -Can conjugate correctly both -Practice the use of the Present verbal tenses and knows when to Perfect Continuous and its contrast use them. with the Present Perfect Simple. -Listens/ understand/explains the -Listen and understand a dialogue in conversation/presentation/ 28

class, a presentation in class, and a job interview. -Talk about famous people, experiences in the past and oneâ&#x20AC;&#x2122;s own interests. -Write an article about an event, paying special attention to the use of adjectives and adverbs. -Practice all the skills through exercises based in PET exams. 4.Contents -Vocabulary: personal achievements and leisure activities: identification in a text and vocabulary. - Listening: understanding a conversation teacher-student, a presentation in class and a job interview. Exercises. -Grammar: Pres Perfect Continuous: use vs the Present Perfect Simple. -Speaking: oral practice among peers applying the new learnt lexical and verbal items. -Reading: web of a group with activities, false friends, interesting data, structure of a text/ key words and synonyms. -Writing: structure of a newspaper article, specific lexicon used, production of a similar text. 5. Activities UNIT 1: (SEE BELOW) 6. Methodology:

Constructivism: the student is the centre of the process, and we build on his/her previous knowledge, taking into account their interests. They are given multiple opportunities to develop different competences. The content learnt in class is reinforced constantly through different activities (ICTs). 8.Spaces and Resources An ordinary class: explain basic concepts. Normal distribution for half of the class (average students), the other half paired up (the best students in knowledge and attitude with students with difficulties). Computers: interactive tools/business plan/ online tests. Book, web workbook,

interview. -Can express orally/in writing his/her opinion about another person/ own past experiences and interests. -Writes an article about an event. Correct use of articles and adverbs -Writes, listens, reads and speaks following the instructions for the PET exam. Even if his/her level is not still that high, there is at least an improvement. Values (transversal) The importance of hard work and perseverance to achieve particular aims and ambitions. The value of helping the disadvantaged. The efficiency of team-working. Coordination with other areas (interdisciplinary): *Biology: Use of natural spaces. *Geo/History: the Scouts. *Ethics: helping others. *Lang and lit: Present Perfect Continuous VS Present Perfect Simple. Adjectives with prepositions. Adverbs. *Technology: Artist created virtually 7.Attention to Diversity

Eclectic methodology and testing to adapt to students of mixed abilities, to suit their motivation and different types of learning 9.Evaluation procedure

-Systematic observation: activities, participation, cooperation, attitude. -Revision of homework -General dialogues (individually with those students with difficulties). -Self-assessment through and resolution in class. -Activities: tests on part of the content and skills All of them following the evaluation criteria 10.Evaluation tools

-First questioning about previous knowledge (not marked). -Take note of the written homework. -Control of the homework done on the Web Workbook. 29

interactive book, web of the English Department. Photocopies: speaking with the native teacher-in-training.

-Correction of the written work (practice). -Test type exams (grammar/vocab)

UNIT NUMBER: 2 TITLE: WHAT A JOURNEY! Nº of sessions: 10 Timing: – 9th October – 6th November 1. Introduction In this unit we get into the world of adventures, exciting trips, nature and exciting experiences. Past Perfect Simple vs. Past Simple. 2. Didactic Objectives 3. Evaluation Criteria -Learn vocabulary about journeys and -Understands and applies the feelings. vocabulary -Practice using the Past Perfect -Can conjugate correctly both verbal Simple and Past Simple. tenses and knows when to use them. -Read a blog entry and a text related -Reads autonomously, with to History (English explorer) intonation, is able to see the structure -Listen to and understand a of the text, uses his/her previous discussion about a newspaper article knowledge to guess at the content and a conversation about exploring. and, once the reading is finished, -Talk about explorers and describe understands the content. past events. Speculate. -Listens/ understands/explains the -Write a narrative about a weird event article and the conversation. in their lives, paying special attention -Can speak or write about explorers to the use of quotation marks when and describe past events in his/her quoting someone. life or others he/she knows about. -Practice all the skills through -Writes an article about an event exercises based in PET exams. (describes it correctly w/adverbs). -Writes, listens, reads and speaks 4. Contents -Vocabulary: journeys. Phrasal verbs set following PET level. If not at that level yet, there is improvement. and run. Feelings. Positive adjectives. Values (transversal) Suffixes. Initiative and curiosity. Travelling -Listening: conversations about a newspaper article on a /a trip/ two British provides both joy and knowledge; appetite for healthy experiences in men of the XVI century/ expeditions; our students. Physical activity is also exercises. -Grammar: Past Perfect Simple. Use and boosted, (a woman adventurer). formation vs Past Simple. - Speaking: oral practice among peers applying the new learnt lexicon and

Coordination with other areas(interdisciplinary): -Bio: red crabs/emperor penguins. –Geog/History:

verbal tenses. -Reading: blog, False friends, identification of the structure of the text, key ideas and synonyms.

-Writing: structure of the contents in an anecdotic narrative text. Produce a narrative text. Writing an email. 6. Methodology Wide range of tools and activities to reflect on adventures and discoveries. Interactive books, webs, cartoons, videos, debate… to call and maintain their attention. Individual/ in pairs (support pairs)/in group to debate. CLIL: reading pirates and colonists: activate their previous knowledge (cooperative work: The swivel paper) and debate about colonies (groups -2 pros and 2 conswith The numbered head technique). Exchanging pairs: summer camp, candidates/ interviewers. Group: choose the best candidate. Business Plan project developed throughout the unit. 9.Evaluation Procedure -Systematic observation: activities, participation, cooperation, attitude. -Revision of homework -General dialogues (individually with those students with difficulties). -Self-assessment

Historical events/ Explorers/ Elizabeth I/The Manifest Destiny. -Ethics: respect for animals -Lang and Lit: Past Perfect Simple VS Past Simple- Quotation .Translation -Technology: Blogs. _______________________________ 7. Attention to Diversity

Homogenous group: variety of resources help cater for all the students: pairs for support (location in the class). Dynamism: divide class into different periods of 20 minutes each, to keep the attention. 8. Spaces and Resources: Class: basic concepts. Half of the class paired up (better students with the weaker ones). Computers: interactive tools/business plan/ online tests. Book, web workbook, interactive book, web of the English Department. Photocopies: speaking with the native teacher-in-training. Class divided in 2 groups (each of them divided in 2) to carry out a debate: pros VS cons. 10.Evaluation Tools

-First, questioning about previous knowledge (not marked). -Take note of the written homework. -Control of the homework done on the Web Workbook. -Activities: tests on part of the content -Correction of the written work and skills exam. All of them following the (practice). evaluation criteria -Test type exams (for grammar and vocabulary). -Partial exam (skills).

UNIT NUMBER: 3 TITLE: HOLIDAY TIME Nº of sessions: 10 Timing: 6th November –29th November 1.Introduction: With the use of future tenses, the idea is to learn to plan, individually and in groups, to assert their independence, to increase/raise/heighten their environmental concern/awareness. We also present the business project. 2. Didactic Objectives 3. Evaluation Criteria -Learn vocabulary about travel and travel -Understands and applies the items. Travel planning. vocabulary -Practise using the future tenses and - Conjugates correctly future informal punctuation. tenses and knows when to use

-Read a travel magazine article about exotic parties in other countries and a text related to the environment in mount Kenya. -Listen to and understand a telephone conversation about a description of travel plans and another conversation about the planning of an itinerary. -Talk about choosing travel items and about the future, planning future travels and what to bring. -Write an e-mail to a friend talking about plans, paying attention to the use of informal punctuation. -Practice all the skills through exercises based in PET exams. 4.Contents: -Vocabulary: items needed in a trip. -Listening: telephone conversation about travel planning/ about Kenya/ interview about advices for preparing correctly a suitcase. Curious data about Yorkshire. -Grammar: planning with be going to, will, Present Continuous, Future Continuous. Frequent use of the verbs to expect, hope, imagine, think (be) sure and will when making predictions. Present Simple to talk about programs and timetables. -Speaking: oral activities with the vocabulary and grammar seen in the unit, talking about travel plans and things to carry; show disapproval. -Reading: article from a travel magazine/brief texts about travel preparations/ conservation works. False friends. Identification of the structure; its key ideas and synonyms. Exercises.

-Writing: analysis of the structure of an email about future plans, its lexis and verbal tenses and the use of punctuations. Writing an e-mail/a letter. 6. Methodology In this unit we teach them to be pragmatic and efficient when organizing a trip. To achieve that, we use several different tools (book, web, online workbook) to guide them through their own process of maturity: think about what they need or not, come to agreements with their

them. -Reads autonomously, with intonation, is able to see the structure of the article, uses his/her previous knowledge to foresee/predict the outcome, the content and, once the reading is finished, understands the content. -Listens/ understands/explains the description and the planning. -Can speak and write about the travel items and plan future events. -Writes an e-mail to arrange a future trip. -Writes, listens, reads and speaks following the instructions for the PET exam. Even if his/her level is not still that high, there is at least an improvement. Values (transversal) Show agreement and disagreement in a conversation. Be assertive. Independence: awareness of the importance of planning and preparing things. Show concern and appreciation for the environment and heritage. Coordination with other areas (interdisciplinary): Biol: environment.*Geo/History: Interesting places to visit. Locating places..*Ethics: respect for other cultures, Voluntary work *Lang and liter: future, informal punctuation, Agatha Christie, translations. *Technology: the e-mail. 7.Attention to Diversity Heading towards the end of term we must emphasise the importance of those parts of the final evaluation (what we call Skillsâ&#x20AC;&#x2122; exam) which usually requires more effort from our students, as they need to produce and write. The elements chosen by each student (amount of connectors, length of written piece) will differ. 8.Spaces and Resources

travelling companions. The Business Plan project is developed throughout the unit, focused on the presentation that will have to be given in order to introduce the company (elevator pitch). We en-depth in the use of specific vocabulary and persuasive arguments. 9.Evaluation Procedure -Systematic observation: activities, participation, cooperation, attitude. -Revision of homework -Control of the process when writing an email: use of the correct structure and use of connectors. -Dialogues recorded in Spreaker. -Self-assessment. -Activities: tests on part of the content and skills exam. All of them following the evaluation criteria. - Skills ‘exam: reading, listening, writing. - Evaluation of the written and speaking abilities used in the Business plan project.

We keep on using the traditional classroom and new applications: Google Street View/ webnode for the Business Plan. Spreaker to record themselves reading the magazine. They can use other articles from different webs (cntraveler.com). 10. Evaluation Tools -First, questioning about previous knowledge (not marked). -Take note of the written homework. -Control of the homework made done on the Web Workbook. -Correction of the written work (practice). -Test type exams (for grammar and vocabulary). -Global exam (skills). -Business plan (writing and speaking).

UNIT NUMBER: 4 TITLE: HOLIDAY TIME Nº of sessions: 10 Timing: 29th November – 12th January 1.Introduction: We expect our students to be ready to move around the world and know how to get to specific places, what can be found in each place, which location is better and how to leave a record of all this information in a blog. 2. Didactic Objectives 3. Evaluation Criteria -Learn vocabulary related to places in the -Understands and applies the new city and urban elements. vocabulary. -Reads autonomously, sees the -Read in a comprehensive and structure of the article, uses his/her autonomous way a web where two exchange students tell their experiences in previous knowledge to foresee/predict/guess the content, a foreign country/a text about Sidney. and understands it. -Use properly the four different types of - Conjugates correctly the conditionals. conditional tenses and knows when -Listen and understand different phone to use them. conversations and a conversation with -Listens and understands the instructions about how to get to a place. instructions about how to get to a -Talk about places in the city in real and place. hypothetical situations, and give indications -Can describe orally/in writing to get to a place. different places in a city/town and -Write the description of a place, paying how to get to them. attention to the use of words and -Writes a description about a place, expressions and including e examples. explaining clearly the location and -Practice all the skills through exercises main features. 33

based in PET exams. 4. Contents

-Writes, listens, reads and speaks following the instructions for the PET exam. Even if he/she has not -Vocabulary: places in the city, urban reached that level, there is at least elements.. -Listening: oral understanding of two phone an improvement. Values (transversal): conversations about places in the city. Curiosity about other places (with -Grammar: conditionals. Use and initiative to discover them) and construction of all of them and knowledge about when to use each one respect for the local customs and traditions. We also want them to be of them. able to use all the available -Speaking: oral use of the vocabulary and resources to find those places and grammar seen in the unit, Oral interaction with a peer to describe places in the city so not to feel lost. Ask and /or help the partner can guess which place is being those who might find themselves in that situation. described. -Reading: reading of a web page where two Coordination with other areas (interdisciplinary): *Geog/History: exchange students tell their experiences Maps: how to read them and their abroad and exercises about the reading. indications.*Ethical values: show -Writing: analysis of the structure of the respect for own and otherâ&#x20AC;&#x2122;s life contents of a descriptive text of a place. style and customs.*Lang and Lit: Analysis of the typical language used when conditionals. Words and describing a place: adjectives and words expressions to give examples. and expressions. Production of a text to Translation *Technology (ICTâ&#x20AC;&#x2122;s): describe a place following the model given. blogs 6.Methodology 7.Attention to Diversity As was said above, Constructivism We expect this unit to be a small remains the basis of the methodology piece of scaffolding to build a that we use: what do they already know strong future image of their own; about the topic? We then look at their the students with special needs circumstances/surroundings in order to usually enjoy it and participate. We describe the places familiar to them, but keep on working in support pairs, from there we look at those places they and I pay special attention to the would like to visit. This way we maintain grammar in this unit (conditionals), their interest. The students will be as it usually implies some working in class both individually, in difficulties for some students. pairs (support pairs), and in groups 8.Spaces and resources (project). Recreate the real world in the 9.Evaluation Procedure classroom with the use of maps (in the -Systematic observation: activities, text book and online), as well as tools participation, cooperation, attitude. such as the Google Street View and -Revision of homework the bank of photographs online, can -Control of the process in the writing of help us to imagine. When we see the the description: use of the correct blog, we also see how to create one structure and use of adjectives. with blogger. -Self-assessment. 10.Evaluation Tools -Activities: tests on part of the content -First questioning about previous and skills exam. All of them following knowledge (not marked). the evaluation criteria. -Take note of the written homework. - Project My political speech Assess 34

how much they’ve learnt about political parties and check the use of the conditionals in the written work.

-Control of the homework done on the Web Workbook. -Correction of the written work (practice). -Test type exams (for grammar and vocabulary). -Political speech (writing and speaking, conditionals).

UNIT NUMBER: 5 TITLE: BEING A FRIEND Nº of sessions: 10 Timing: 12th January – 2th February 1.Introduction: In this unit we work on our students’ feelings and their ability to listen actively and understand, to show/feel empathy and to admire respectful relations in hard situations. 2. Didactic Objectives 3. Evaluation Criteria -Learn vocabulary related to personal -Understands and applies the new relations and personality. vocabulary. -Reads autonomously, sees the -Read in a comprehensive and structure of the article, uses his/her autonomous way about a Greek myth/ previous knowledge to foresee the about friendship between two athletes content, and understands it. -Use properly the four different types of -Can use the modals in affirmative, modal verbs. negative. and interrogative form -Listen and understand a conversation -Listens and understands the talk on about problems on a radio programme. the radio program between two - Give advice s, exchange personal friends and their problems. information to talk about it and about -Can ask for and give different personal problems afterwards. advice/express concern about -Write a letter to ask for and give advice personal information and problems. on a problem. -Writes a letter using the correct -Practice all the skills through expressions to give advice and ask exercises based on PET exams. for it. 4.Contents -Writes, listens, reads and speaks -Vocabulary related to personal relations following the instructions for the PET and adjectives related to personality. exam. Even if he/she has not -Listening: understanding a recorded reached that level yet there is at conversation dealing with personal least an improvement. problems. Understanding a radio program. Values (Transversal) -Grammar: use of should to ask for Listen with empathy: make sure and give advice; have to, need to and they understand what has been must to express obligation; don’t have said, ask clarifying questions and to and don’t need to express lack of restate what he/she perceives the obligation and mustn’t to express speaker to be saying. By carefully prohibition. listening to what is being said we -Speaking: interacting with the partner to can sympathise with others. In this give advice s about personal relations and unit there is also a subtle hint at personal problems using the expressions avoiding being judgemental, minimizing or trivializing the given. speaker’s problems. -Reading: reading and understanding a text on mythology. Coordination with other areas 35

-Writing: Analysis of the language used when giving and asking for advice: Production of a letter asking for advice and another one to give advice following the models given 6.Methodology Being constructivists, we begin sounding them out: how do they converse about their problems? From there, we pass on to other issues that they might want to consider in order to reinforce empathy. 8.Spaces and Resources Usual tools (traditional book and books online) plus the computers’ room for the project (web pages of different political parties, You-tube to follow different speech models, Google Drive to share information). Support pairs are still there, and we try to create a more comfortable/relaxed environment (students turn back to look and talk to each other) for some of the exercises, it helps them to open themselves up and listen to each other. 9.Evaluation Procedure -Systematic observation: activities, participation, cooperation, attitude. -Revision of homework -Control of the process in the writing of the letter: use of the correct structure and use of modals. -Self-assessment -Activities: tests on part of the content and skills exam. All of them following the evaluation criteria. - Evaluation of the data on political parties gathered for their project My political speech; checking the use of conditionals in their written work.

(interdisciplinary) *Physical Ed: Jesse Owens and Luz Long*Ethics: respectful attitude. Reflection on the general problems of adolescence and discrimination. Respect speaking turns. *Lang and Lit: the modals, phrasal verbs, indirect speech, formula to include facts and opinions, translation. 7.Attention to Diversity

The attention to diversity in this unit is focused on making the highest effort to yield the opportunities provided by its content: why not using this topic to try to have everyone expressing some sort of concerns? If we don’t press anyone to talk and guide all the students through the exercises, we might obtain the perfect atmosphere for relations to get narrower. I have seen how some of the issues worked in this unit encourage a newcomer to express his need of friends, and how the rest of the class has reacted warmly –for good, not momentarily- and several students have provided him support for the rest of the course, both personally and academically. (This is not suitable for every type of diversity). 10.Evaluation tools: -First questioning about previous knowledge (not marked). -Take note of the written homework. -Control of the homework (Workb.) -Partial exam (skills) -Correction of the writing (practice). -Test type exams (for grammar and vocabulary). -Political speech (writing and speaking, conditionals).

UNIT NUMBER: 6 TITLE: A PLATE OF FOOD Nº of sessions: 10 Timing: 2th February-28th February 1. Introduction: If we live in a globalized world and our students are likely to travel, they should familiarize themselves with world of food and nourishment.

We must also insist on the importance of keeping a healthy diet. With this unit, both objectives are achieved. 2. Didactic Objectives 3. Evaluation Criteria -Learn vocabulary related to food and -Understands and applies the new menus in a restaurant. vocabulary. -Reads autonomously, sees the -Read in a comprehensive and autonomous way an article about the food structure of the article, uses his/her habits of the British and the French, and a previous knowledge to foresee the content, and understands it. text giving advice s to develop healthy -Can use the infinitive and the habits for a healthy life. gerund. -Use properly the infinitive and the -Listens/understands a conversation gerund. about a dinner and a menu. -Listen and understand a conversation -Can talk about food, express tastes, about a dinner and about a menu. likes and preferences and can order - Talk about food, express tastes, likes food. and preferences and order food in a -Writes a letter using the correct restaurant. expressions to give advice and ask -Write a restaurant review, paying for it. attention to the order of the adjectives in -Writes, listens, reads and speaks the sentence. following the instructions for the -Practice all the skills through exercises PETexam. Even if he/she has not based on PET exams. reached that level yet there is at least some improvement. 4. Contents -Vocabulary: food. Adjectives of intensity. Values (transversal) Menus. Tastes, likes, dislikes and The importance of health: good habits concerning exercise and preferences. eating habits. What to eat (the -Listening: conversation about a dinner/ importance of a healthy diet) and menu/ desserts. how to order it. Also how to act as -Grammar: use of infinitive and the catering service. gerund. -Speaking: practice about food/menu and Coordination with other areas (interdisciplinary) order food and the use of the grammar and vocabulary studied. -Reading: article about eating habits. Diets. Info about restaurants. Key words, information. Use of much and one of to make comparisons. -Writing: Analysis of the structure of the contents, of the language and the adjectives used in a restaurant review. Production of a restaurant review imitating the original. 6. Methodology Starting from their previous knowledge of the subject we go on to build the new one in the foreign language: we begin with the cooperative technique â&#x20AC;&#x153;The swivel pencilâ&#x20AC;? they are able to show what they know,

*Geog/History: location of countries and different everyday foods. *Ethics: respect other peopleâ&#x20AC;&#x2122;s food preferences and traditions. *Physical Edu: importance of physical exercise.

Lang and lit: infinitive and the gerund. Word order: adjectives. Translation 7.Attention to Diversity Different activities: different students show their abilities. Variety of tools they can choose to stand out and enjoy sharing their skills and previous knowledge. Support pairs, placement in the class, checking whether the content has been

and get involved in the topic. By using “The word game”, we reinforce the learning of new lexicon: new words that have been learnt are written on the blackboard. Each member of the group must write a sentence with one of the words. 9.Evaluation Procedure

-Systematic observation: activities, participation, cooperation, attitude. -Revision of homework -Control of the process in the writing of the a restaurant menu and the letter: use of the correct structure and use of infinitive, gerund and typical vocabulary and expressions. -Self-assessment. -Activities: tests on part of the content and skills exam. All of them following the evaluation criteria. - Evaluation of the written work for the project My political speech: a political party speech

properly understood, the use of different marking techniques… 8.Spaces and Resources Role play requires space in the classroom: students work in pairs to ask about each other’s tastes and preferences/ pretend to be waiters serving meals/ the class becomes a restaurant, they move around … Students might even disguise if they want to. It is entertaining and an efficient learning technique which provides the students with a real experience. 10.Evaluation Tools

-First questioning about previous knowledge (not marked). -Take note of the written homework. -Control of the homework(Workb.) -Global exam (skills) -Correction of the writing (practice). -Test type exams (for grammar and vocabulary). -Political speech (writing and speaking, infinitive and gerunds)

UNIT NUMBER: 7 TITLE: INNOVATIONS Nº of sessions: 10 Timing: 28th February – 23rd March 1.Introduction: Technological and digital competences are encouraged through the use of ICT, the critical point of view towards the net and social response. We also embrace the importance of discoveries and value the initiative which makes them possible. 2. Didactic Objectives 3. Evaluation Criteria -Learn vocabulary related to inventions -Understands and applies the new and electronic devices. vocabulary. -Can use the reported speech.. -Read in a comprehensive and -Listens and understands a radio autonomous way an article about an program and a contest about inventor/ text about two inventions. inventions. -Use properly the indirect speech. -Can talk about inventions, plan and -Listen and understand a radio program answer questions about them. and a contest about inventions. -Writes a letter using the correct - Exchange ideas and information about expressions to give and ask for inventions. advice -Write a composition about an invention, -Writes, listens, reads and speaks paying attention to the use of following the instructions for the PET coordinating conjunctions. exam. Even if his/her level is not still -Practice all the skills through exercises up to it, there is at least an based on PET exams. improvement.

4.Contents -Vocabulary: inventions and electric devices, -Listening: a radio program about Edison/ about inventions.

-Grammar: use of indirect speech. -Speaking: Expressions to show agreement or disagreement. Oral presentation about an invention. -Reading: article on a magazine about Yoshiro Nakamatsu. Comparisons. Patents. Mobile phones. Two inventions. Exercises, key ideas. -Writing: Analysis of the structure of an essay on an invention, the language and the adjectives used. Production of an essay about inventions. Writing: an email making a claim. 6. Methodology This unit lays emphasis on technological and digital competences. We do it in the usual way but we are also going to introduce two new teaching devices: the web Picktochart and the voice recorder and editor Spreaker. The aim is to attract the students’ attention, and put across ideas so that they stay with our students long after they leave the classroom. 9.Evaluation Procedure

-Systematic observation: activities, participation, cooperation, attitude. -Revision of homework -Control of the process in the writing of a composition about an invention: use of the correct coordinating conjunctions and typical vocabulary and expressions. -Self-assessment. -Activities: tests on part of the content and skills exam. All of them following the evaluation criteria. - Evaluation of the research and summary of information for the project I’m immortal and important: Picktochart and Spreaker: check

Values (transversal) Appreciate the value of a creative mind in connexion with inventions. Reinforce the importance of technology. Awareness of the infinite number of possibilities that the web offers (positive and negative), the amount of applications that are useful for their tasks (present and future) and how creativity is instrumental in the development of new really interesting devices that improve human conditions. Coordination with other areas (interdisciplinary): *Geo/History: inventions and discoveries important for society. *Ethics: critical point of view regarding the influence and the effect of the technological advances. * Lang and Lit: indirect speech. Translations. *Technology: inventions; technology at the service of humankind and society. 7.Attention to Diversity The use of different tools always helps us to catch the attention of students who tend to get lost without special support. Due to their TDAH or to lower/high level of English, boredom sets in but, with the help of ICTs., participation increases 8.Spaces and Resources We always use computers for many activities (in class, to do the homework in the digital book…) but now we are going to add an extra device: their mobile phones for the Spreaker (and to play Kahoot, if we have time. I will also mention that the language assistant uses a digital technique called Class dojo, which makes classes really entertaining. 10.Evaluation Tools

-First questioning about previous knowledge (not marked). -Control of the homework -Correction of the written work (practice). -Test type exams (for grammar and 39

vocabulary). -I’m immortal and important (research and summarize). -Picktochart and Spreaker: control of the fulfilment/performance of both tasks.

UNIT NUMBER: 8 TITLE: FIGHTING CRIME Nº of sessions: 10 Timing: 23rd March – 25th April 1.Introduction: Crime is an appealing topic for our students. The theme itself makes them pay more attention to the unit, because they are usually attracted by the lives of people such as Al Capone. We also introduce them to the news (quite unknown for many) pushing them to be active/getting them involved by writing news articles. 2. Didactic Objectives 3. Evaluation Criteria -Learn vocabulary related to crime and -Understands and applies the new news and current events. vocabulary. -Reads autonomously, is able to see -Read in a comprehensive and the structure of the article and the autonomous way about the social net to text, uses his/her previous knowledge identify people/ consequences of to foresee the content and, once the downloading illegally. reading is finished, understands the -Use properly the passive voice content. -Listen and understand a conversation -Can use the passive. about the problematic situation of a boy/interview with a witness. - Exchange ideas and information about news/know how to denounce -Write an article about an event -Practice all the skills through exercises based on PET exams. 4.Contents Vocabulary: crime and news of and current events. -Listening: dialogue about a boy having problems with the police/ interview to a witness.

-Grammar: use of the passive voice -Speaking: Exchange ideas given the learnt expressions and the topic -Reading: Newspaper about the use of the social network to identify people/ about illegal downloading from the internet. Activities about the texts. -Writing: Analysis of the structure of an article in a newspaper, its typical language, the use of passive to describe actions, the use of ending conjunctions such as to, in order to and so that.

-Listens and understands a conversation about the problematic situation of a boy/ interview with a witness. -Exchanges information about news / knows how to denounce/report a crime.

-Writes an article about a current event, -Writes, listens, reads and speaks following the instructions for the PET exam. Even if his/her level is not up to it yet, there is at least an improvement. Values (transversal) Delve into the world of social responsibilities by making them realize the serious damage caused to the music industry by downloading for free. We also inculcate them with the idea of denouncing harmful acts. At the same time, we introduce them to the world of the news. Coordination with other areas (interdisciplinary): *Geo/History: the two disappeared. Al Capone. Robin Hood. *Ethics: the structure of the

Production of news. Writing an article. 6.Methodology In this unit we share two opposite and complementary ideas: real life and fantasy. Our students learn grammar, vocabulary and other skills through topics familiar/dear to them (illegal downloading) and topics they like to fantasize about (such as the lives of famous criminals). We continue using the classroom as a stage for this role-play (police-thieves)- and the computer lab, and they keep on working at home with the digital workbook. 9.Evaluation Procedure

-Systematic observation: activities, participation, cooperation, attitude. -Revision of homework -Control of the process of writing of a newspaper article about a current event: correct use of ending conjunctions and appropriate vocabulary and expressions. -Self-assessment Activities: tests on part of the content and skills exam. All of them following the evaluation criteria. - Evaluation of the plan/outline and writing of the presentation with the information for the project I’m immortal and important.

criminal proceedings. Responsible use of Internet. *Lang and Lit: passive voice Translation.*Technology: use of the social network for police investigations 7.Attention to diversity

The activities in the Student’s Book and the Workbook, offers our students a continuous review of structure and vocabulary to reinforce the learning especially of the less able students. At the same time it broadens the content for those at a higher level. 8.Spaces and Resources Computers’ lab, support pairs and the usual range of tools. Novelty in the project; they can get dressed up as the famous person they’ve become . 10.Evaluation Tools -First questioning about previous knowledge (not marked). -Take note of the written homework. -Control of the homework (Workb.) -Partial exam (skills). -Correction of the written work (practice). -Test type exams (for grammar and vocabulary). -Project I’m immortal and important: control the writing process

UNIT NUMBER: 9 TITLE: ANIMAL PLANET Nº of sessions: 10 Timing: 25th April – 21st May 1.Introduction: The world of animals and the importance of protecting them is the pillar of the unit, where we will keep on learning new vocabulary, grammar, and the rest of the skills, while delving into the world of Science and Technology. 2. Didactic Objectives 3. Evaluation Criteria -Animals and parts of the body. -Understands and applies the new -Read about inspiration in nature used vocabulary. -Reads autonomously, sees the in/about the DNA of an elephant-bird. structure of the article and the text, -Use properly the relative clauses, uses previous knowledge to foresee defining and non-defining. the content, and understands it. -Listen and understand a conversation -Can use both types of relative about the blowfish/a Biology class. clauses - Make assumptions, comparing things and look for information about a place.

-Listens and understands in a

-Write an article about an animal, paying attention to the use of adversative conjunctions and locutions. -Practice all the skills through exercises based on PET exams. 4. Contents -Vocabulary: the world of animals. Survey into animalâ&#x20AC;&#x2122;s life. -Listening: description of a blowfish/class of Biology/ presentations made by students in class/ guided tour in a museum.

-Grammar: relative clauses -Speaking: Oral interaction with the partner to exchange ideas using the new learnt expressions/ grammarâ&#x20AC;Ś -Reading: about the bio mimesis/ about the elephant-bird/ animals. Activities about the texts. Key words, information. -Writing: Analysis of the structure of an article about an animal, the usual language used for description: production of an article about an animal. Composition of an e-mail to a friend to ask him/her to take care of his/her dog. 6.Methodology Pragmatic teaching based on empirical evidence. Learners acquire the necessary skills to carry out successfully an activity closer to their own reality. It requires active participation, initiative and the involvement of the learner. 8.Spaces and Resources Oral activities and the work in pairs bring about interaction, but we are generally going to be working on the digital board so that we all get into the same rhythm. Project finished (poster made with Picktochart).

9.Evaluation Procedure -Systematic observation: activities, participation, cooperation, attitude. -Revision of homework. -Writing an article about animals. -Self-assessment

comprehensive way a conversation about the blowfish/ a Biology class.

-Can make assumptions, comparing things that are liked or disliked, and ask for information about a place. -Writes a composition about an animal, paying attention to the use of final adversative conjunctions and locutions. -Writes, listens, reads and speaks following the instructions for the PETexam. Even if his/her level is not still that high, there is at least an improvement. Values (transversal) Throughout the year and in all subjects our responsibility towards the environment, the fragility of the world we live in and our obligation to look after it must be constantly stressed. Coordination with other areas (interdisciplinary) *Geo/History: countries on the map. *Ethics: Responsibility for preserving the world of nature. *Bio: identifying the DNA from eggs of the elephant-bird, *Lang and lit: relative clauses. Reflexive pronouns. Translation

*Technology: Search for information on internet. 7.Attention to Diversity Support pairs keep on working together in everyday classes. Students have access to the online resources so each one can work on whatever they find more difficult. These tools give them a direct feedback that helps them to understand and correct their mistakes. 10.Evaluation Tools -First, questioning about previous knowledge (not marked). -Take note of the written homework. -Control of the homework (Workb.) -Global exam (skills) -Correction of the written work (practice). -Test type exams (for grammar and 42

vocabulary). -Project I’m immortal and important: is able to express orally all the speech. 9.BIBLIOGRAPHY -Guía para el análisis de pruebas evaluativas desde la perspectiva PISA -Monereo, C. (Coord.) (2009). Pisa (…) (Monereo, Castelló y Gómez, 2009) -“El profesor y el método (…)”, JD Monroig (Revistas UCM, 1994) - “Enseñar, aprender y evaluar: un proceso de evaluación continua”. Ministerio de Educación y Cultura. Jorba y San Martí (1993) -Consejo de Europa (2001). Marco común europeo (…)(2002) -“Making Cooperative Learning Work” Authors W. Johnson, R.T. Johnson. Source: Theory into Practice. (1999) -“El profesor y el método en la enseñanza de (…)”, JD Monroig (UCM, 1994) -Solo se puede aprender (…) Alianza Editorial. Mora, F. (2013): Neuroeduc -Burlington Book: Advanced English in Use 3º ESO (2015) -Portfolio Europeo de las lenguas: www.educacion.gob.es/e-pel/ - Working with Competences in (…), V.M. Díaz Frías, Mextesol.net (2014) -http://www.spanishreforms.com/ about the LOMCE (2013) -http://www.trinitydc.edu/ Why learning a second (…) (L. De Valoes, 2014) -http://www.eoip.educacion.navarra.es Contenidos mínimos B1 -https://issuu.com/3ciencias/docs/annual_didactic_programming(Arroyo 2016) -https://escuelaconcerebro.wordpress.com La atención (…) (J.Guillén, 2012) - https://www.campuseducacion.com/revista-digital-docente Gamificación… (Laura Baleztena, 2018) - Foral Decree 24/2015 of April 22th - LOMCE (Organic Law 8/2013, 9th July) - Royal Decree 1105/2014, 26th December - Common European Framework of Reference for Languages (CEFR) - European Portfolio of Languages (ELP) - ECD/65/2015, Foral Order 4/2017 of 20th January