MASTER FINAL PROJECT

Centro Asociado 053024 – Madrid. Jacinto Verdaguer

Table of Contents

1. INTRODUCTION .............................................................................................................. 2
2. CONTEXT .......................................................................................................................... 4
2.1. Legal Framework ......................................................................................................... 4
2.2. The School ................................................................................................................... 4
 2.3. The Students ................................................................................................................ 5
3. GENERAL OBJECTIVES OF BACCALAUREATE. ...................................................... 6
4. COMPETENCES ................................................................................................................ 7
4.1. Contribution of this English syllabus to the acquisition of the key competences ....... 8
5. METHODOLOGY. .......................................................................................................... 11
5.1. Approaches and methods. .......................................................................................... 11
5.2. Methodological principles ......................................................................................... 12
5.3. Methodological techniques and strategies ................................................................. 13
5.4. Other methodological decisions. ............................................................................... 14
6. PLANNING OF DIDACTIC UNITS ............................................................................... 15
6.1. Introduction ............................................................................................................... 15
6.2. Unit planning. ............................................................................................................ 17
7. EVALUATION................................................................................................................. 23
7.1. Evaluation types, techniques and instruments. .......................................................... 23
7.2 Evaluation of the teaching process and teaching practice ......................................... 30
7.3 Evaluation of the syllabus.......................................................................................... 32
8. DIFFERENTIATION ....................................................................................................... 33
8.1 Ordinary measures ..................................................................................................... 34
9. SUPPLEMENTARY AND EXTRACURRICULAR ACTIVITIES................................ 35
10. DESCRIPTION OF ONE DIDACTIC UNIT. .............................................................. 36
10.1 Materials and didactic resources ............................................................................ 36
10.2 Detailed description of the sessions ....................................................................... 37
10.3 Unit Evaluation ...................................................................................................... 45
11. CONCLUSION ............................................................................................................. 47
12. FINAL REFLECTIONS ............................................................................................... 48
13. BIBLIOGRAPHY AND WEBLIOGRAPHY .............................................................. 49
14. APPENDIX ................................................................................................................... 51
14.1 Evaluation instruments........................................................................................... 51
14.2 Didactic Unit Activities. ........................................................................................ 63
14.3 Evaluation Criteria and Learning Standards. ......................................................... 94

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 1. INTRODUCTION
“Education shall be directed to the full development of the
human personality in the respect for democratic principles
of coexistence and fundamental rights and freedoms.”
(Article 27 of Spanish Constitution, 1978)

Every task or group of tasks needs a plan, a project to avoid improvising, to anticipate
unforeseen events and to face everyday life in the less stressful way possible. So, in order to
ensure the best results, it is necessary to have in mind these three big questions: what, how and
when. Thus, to design a syllabus is to decide what gets taught, in what way and in what order.

Teachers need to plan their activity. This planning is absolutely essential, on the one hand,
to comply with what was stipulated in the educational laws, and, on the other hand, to get away
from intuitionism and improvisation. Thus, a syllabus can be defined as the organized and
planned design that results in a group of arranged and sequenced didactic units within a
curriculum. The syllabus allows the teacher to give classes according to an established
procedure and lets the teacher know what to teach, the length of the activities or didactic units,
the goals, the tools needed and many other things about their job as a teacher. So, it is possible
to say the programming is "to establish a series of activities in a given context and time to teach
contents, with the aim of achieving several objectives". (Antúnez, 1992, p. 121) Therefore, the
functions of a syllabus are:

- Planning the teaching-learning process to avoid improvised and inconsistent actions.

- Ensuring horizontal and vertical coherence of curriculum development in the school.
- Providing elements of analysis, reflection, review and evaluation of teaching practice.
- Facilitating students' involvement in their own learning process.
- Attending to the diversity of interests, motivations, characteristics, rhythms and learning
styles of students.

In this syllabus, the teacher's work in relation to the teaching-learning process will be
designed and planned. This work is a pedagogical task and should have a scientific basis based
on the pedagogical approaches considered most appropriate within the curriculum. Although
there are many pedagogical approaches that seek to achieve the best outcome of the teaching-
learning process, this syllabus focuses on Constructivism-based approaches, especially
considering that Spanish legislation has its educational model based on this viewpoint.
Constructivism maintains that the individual is not a product of the environment or the result

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of genetics, but a construction that is produced day by day as a result of the interaction between
these two factors. Knowledge is not a copy of reality, but a construction of the human being.
The person carries out this construction, with the mental schemes he or she already possesses,
that is to say, with what that person has already built in his relationship with the environment.
Piaget, one of the most important theorists of Constructivism, says: "what remains is
construction as such, and one sees no ground why it should be unreasonable to think it is
ultimate nature of reality to be in continual construction instead of consisting of an
accumulation of ready-made structures" (Piaget, 1970, pp. 57-58). Piaget's fundamental theory
of cognitive development can be understood as the successive acquisition of increasingly
complex logical structures that underlie the different areas and situations that the subject is able
to resolve as that person grows. Another of the most important authors within the constructivist
movement, Lev Vygotsky, identifies what he calls the Proximal Development Zone, which he
defines as: "the distance between the actual developmental level as determined by independent
problem solving and the level of potential development as determined through problem-solving
under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86). In
this way, Bruner and his collaborators develop the concept of scaffolding on the basis of this
concept of Vygotsky's education considering the potential capacities of the child: “scaffolding
consists essentially of the adult controlling those elements of the task that are initially beyond
the learner´s capacity” (Wood, Bruner and Ross, 1976, p. 90). Thus, the scaffolding is the
structure that the adult places at the disposal of the child so that he or she can develop his or
her potential abilities. Once the child has developed these capabilities, the adult removes the
scaffolding and places it at the next level of development.

This syllabus is designed taking as a reference the European standard called Common
European Framework of Reference for Languages: Learning, Teaching, Assessment. In 2001,
the European Year of Language, the CEFR was officially launched. A document that would
quickly become a reference of the utmost importance since it establishes a transversal, and
precise scale for the grading of language proficiency. The CEFR does not measure knowledge
of the contents of a language, which is usually called linguistic competence. What the CEFR
measures, and that's the novelty of its contribution, is the communicative competence of the
learner. In other words, the object of the CEFR is what the learner is able to do with the language
and how he or she is able to do it. It measures the pragmatic capacity or what the learner is
capable to do. In this way it defines the teaching of a foreign language, valuing communicative
competence and what the learner can do with the language.

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 2. CONTEXT
2.1. Legal Framework
The design of this syllabus is adjusted to the regulations currently in force and established
by MECD (Ministry of Education, Culture and Sports) for the schools under its scope of
management for ESO (Compulsory Secondary Education) and Baccalaureate. So, in this case
it is not necessary to have in mind any autonomous community legislation, but the legal
framework concerning Spanish schools abroad.

• Ley Orgánica 8/2013 (BOE 295 9th December 2013) for the improvement of the educational
quality. It is called LOMCE and is the fundamental law of Spanish legislation on Education.
• Ley Orgánica de Educación 2/2006 (BOE 106 4th May 2006). 3 de mayo, that regulates the
school system. LOE is modified by LOMCE in several aspects.
• Real Decreto 1105/2014, de 26 de diciembre, that establishes the curriculum for ESO and
Baccalaureate. It proposes a new curricular set according with the instructions of LOMCE.
• Real Decreto 1027/1993 de 25 de junio, which regulates the Educational Action Abroad.
Spanish schools abroad are governed by this decree.
• Orden ECD/1361/2015, de 3 de julio, that establishes the curriculum for ESO and
Baccalaureate for the management area of the Ministry of Education, Culture and Sport.
(BOE 56936, 9th July, 2015).
• PEC (School Educational Project) passed by School Council on July 8th, 2017. This is a
document which defines the identity features of the school and enumerates the goals.
• PGA (General Annual Programming) School Year 2017-2018, displaying projects,
curriculum, rules and the approved action plans.

2.2. The School

This syllabus is designed for a school located in London. This school belongs to a network
of schools outside Spain, owned and operated by the Spanish State. Their mission is double: on
the one hand, to promote the Spanish culture and language and on the other hand, to satisfy the
educational requirements of both local students interested in bilingual programs and Spaniards
living in the United Kingdom. The Ministry of Education, Culture and Sports of Spain is the
responsible for designing its curriculum and the school is managed under its regulations.

The school is situated in an urban area in northwest London. Thus, the biggest part of the
students need to commute to get to the school and they have lunch at dining hall every day.

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 The school focuses its educational aims from a triple perspective. In the first place, it
enhances the communication emphasising knowledge and comprehension of different cultural
features from the Spanish and British points of view. In the second place, it seeks to fulfil the
immediate needs of the students: ensure the access to a British or Spanish university and make
easier the integration into the labour market in any of both countries. Finally, the school tries
to prepare them to meet the needs of a multicultural, technological and multilingual society in
the 21st Century Europe.

Having in mind the characteristics of the social environment, the priority of intervention is
to deal with the linguistic diversity of the students in order to achieve a fully satisfactory
competence in both English and Spanish.

Even though the school depends on Spanish Ministry of Education, its peculiarities (to be
placed in London) imply that all the staff must know and comply with the British regulations
on educational matters. Besides, all the academic and non-academic staff must get a DBS
(Disclosure and Barring Service) certificate to work in contact with the students.

The school defends the necessity of being flexible in the organization of curriculum for a
better adaptation to the specific needs of the students. So, regarding English subject, a curricular
adaptation has been made because British National Curriculum, as well as Spanish Curriculum
are taught to different groups, according to their necessities.

Most of the teaching staff are Spanish teachers that serve for a term of several years abroad.
All of them have a full fluency in English language. There is also a significant part of this staff
that has British origins, therefore, the proficiency in English language and culture is guaranteed.

2.3. The Students

The results obtained in the research carried out by the Counselling Department of the school
about the socio-cultural level of the students’ parents brings to light that 64,50 per cent of
fathers and mothers of the Baccalaureate students have a higher education. As regards
professional status, around 18 per cent do not have any professional qualification; the rest, that
is 82 % is made up of professional technicians, civil servants, business owners, merchants and
members of liberal professions.

According to this data, the current situation of more than 60 per cent of the families with
higher education and a middle socioeconomic class provide the students a family environment
that makes easier the interest and motivation about their studies, therefore their primary
aspiration is to continue with their university education. This type of environment implies a
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great deal of involvement in the follow-up of school studies and activities (such as interviews
with their children's tutor), and in addition, students from this type of stable family dynamics
cause fewer problems of coexistence.

This syllabus is thought and designed for the students of 1st of Baccalaureate of the above-
mentioned Spanish public school placed in London. The students of this academic year have
been split into two groups: the first one is made up by English native speakers and the second
one has Spanish native speakers. This syllabus is intended for this second group. The specific
situation of these students, Spaniards living in an English-speaking country, has been
considered when it comes to designing and planning. The students in this group have not been
together for long because most of them are newcomers to the country, so although it is not a
cohesive group, being in the same situation makes them feel more united.

The age of the students of this academic year is around 16-17 years old. Thus, and according
to Jean Piaget's theory of cognitive development, these students are into the Formal Operational
Stage, the fourth and last of the stages of this cognitive development. At this stage, the students
can think in an abstract way and argue about theoretical problems. At this point of development,
logic is increasing and the comprehension of abstract ideas and the capacity to use deductive
rationalizing start to appear in the adolescent mind.

They are able to discern different possible solutions to problems and perceive the world in
a more scientifically way. The faculty of reflecting about abstract thoughts and events is the
distinctive characteristic of the formal operational stage of cognitive development. Therefore,
teachers must take advantage of this situation and plan and design having in mind the
development of the mind of students of this age group, because they are capable of reasoning
more about different topics and situations that require theoretical and abstract reasoning.

3. GENERAL OBJECTIVES OF BACCALAUREATE.

Este apartado no está bien. Puse unos objetivos que no eran. Sólo hay que traducir y poner los
objetivos generales de Bachillerato que vienen en el RD 1105/2014.

The general objectives of this academic stage for this subject are defined in Orden
ESD/1729/2008 (BOE 147, 18th June 2008) and Real Decreto 1467/2007(BOE 2nd November),
that regulates the planning and establishes the Baccalaureate curriculum for Foreign Language
subject.

Objectives:

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1. To express and interact orally in a spontaneous, understandable and respectful way,
fluently and accurately, using strategies suitable to the communication events.
2. To understand the global and specific information from oral texts and follow the
arguments of current topics emitted in usual communicative contexts and by the media.
3. To write several kinds of texts in a clear and well-structured way in a style suitable to
the addressed readers and the communicative intention.
4. To understand several kinds of written texts about general and specific topics and
interpret them critically using understanding strategies suitable to the required tasks, identifying
the essential elements of the text and grasping its function and discursive organization.
5. To read texts in an autonomous way with several purposes suitable to their interests and
needs, appreciating reading as information, pleasure and leisure source.
6. To use the knowledge about language and linguistic rules of use to speak and write in a
suitable, coherent and correct to understand oral and written texts and to reflect on the
functioning of a foreign language in communication events.
7. To acquire and develop diverse learning strategies, employing every reachable means,
including communication and information technologies in order to use the foreign language in
an autonomous way to keep improving their learning.
8. To know the fundamental social and cultural features of the foreign language for a better
understanding of different cultures and the learned language.
9. To value the foreign language as a way to access to other knowledge and cultures and
recognise its importance as means of communication and international understanding in a
multicultural world, becoming aware of similarities and differences between different cultures.
10. To consolidate self-assessment strategies in the acquisition of communicative
competence in a foreign language, with initiative, confidence and responsibility attitudes in this
process.

4. COMPETENCES
Key competences are the integrated combination of knowledge, skills and attitudes which
are used for an adequate performance in a given context. The aim is to go beyond a rote
education, based mainly on the mental reproduction of concepts and without further application,
to a teaching that, in addition to theoretical knowledge, facilitates the development of
application, investigative and practical skills.

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 4.1. Contribution of this English syllabus to the acquisition of the key competences

According to the Real Decreto 1105/2014, de 26 de diciembre, there are seven key
competences that must be considered when designing a syllabus for students of Baccalaureate.
The competences are related to skills, abilities and knowledge.

These are the seven competences:

• Linguistic Communication Competence (LCC). This competence presents the topic of

language used both in a spoken or written way, the analysis and understanding of real life
through a critical thinking. To learn to communicate is, in short, to establish bonds with other
people, get closer to different cultures and learn to coexist. The learning of a second language
contributes in a significant way to the acquisition and development of this competence as
the subject is intimately related to it. Thus, this syllabus is designed considering the
Communicative Approach, so this competence is intended to be boosted by supporting
students’ capacities to use language in the best way in everyday life situations.
• Mathematical Competence and basic competences in science and technology (MSTC).
This competence deals with the ability to use numbers and figures and their basic operations
and signs and the ways of expression to produce and interpret information, to deduce
quantitative and spatial aspects of reality and solve problems related to daily life and working
world. Despite the fact that the main purpose of this subject is not to develop in a deep way
the mathematical and scientific competence, this syllabus encourages students to express
hypothesis, apply and deduce rules and use a scientific reasoning. It also deals with cardinal
and ordinal numbers, measures and distances and different currencies.
• Digital Competence (DC). This competence involves the abilities to search, obtain and
communicate information and its transformation into knowledge trough different media and
technologies. In addition, it implies to admit a vast range of possible answers and find a
motivation to search for them from several methodological approaches. DC is developed in
this syllabus through the use of different technologies adapted to a didactic purpose.
Websites, search engines, applications, digital newspapers are used to find and use real-life
material.
• Learning to learn (LL). LL implies, on one hand, initiating a learning process and, on
the other hand, being able to keep on learning in an autonomous way. This competence helps
the student to become aware of the learning process that includes concentration, attention
and memory. This syllabus includes activities in the didactic units that enable this

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competence encouraging students to reflect on their own educational process and think by
their own using all the tools at their reach, like dictionaries, ICT resources, etc.
• Social and civic Competences (SCC). This competence enables a life in society, an
understanding of social reality of the world and a democratic citizenship in a plural society.
It includes ways of individual behaviour that qualify people to live in society, relate with
others, cooperate and deal with conflicts. The acquisition of this competence brings the
capacity to feel empathy, accept the differences, be tolerant and respect the values, beliefs
and collective and personal stories of the rest of the people. This syllabus includes activities
and tasks that cause situations for group work. Students are encouraged to participate, put
into words their own ideas and pay attention to other people through the oral interaction. The
opportunity to listen to others’ opinions and to be listened makes them more tolerant and
does not allow any kind of bigotry or intolerance.
• Sense of initiative and entrepreneurship (SIE). This competence deals with the topic of
the students think for themselves and make decisions with own judgement. Its acquisition
implies to be creative, innovative, responsible and critical in the development of individual
or collective projects. This circumstance lead to the improvement of a personal initiative
while they make decisions about the best development of collaborative work. So, this
syllabus includes diverse kinds of activities as role-plays and debates about different topics
to strengthen inventiveness and creativity to achieve the students enjoy the subject and can
communicate one to each other with no reticence or fear to make mistakes, improving their
communicative skills.
• Cultural awareness and expression (CAE). The acquisition of this competence means to
know, understand, appreciate and value in a critical way of different cultural manifestations.
It implies using own resources of artistic expression and expressing an interest for the
cultural life and the development of a creative capacity. Learning a foreign language means
to know and appreciate a different culture, the culture of the countries where this language
is spoken. This syllabus designed for some students living in an English-speaking country
must highlight this aspect. So, sociocultural aspects of English are stressed by talking about
customs, places, holidays, usual means of transportations, TV shows, etc… So, every aspect
of the culture of Anglo-Saxon countries is important such as food, sports, weather, history,
traditions, people or life-style. In this way, this syllabus reinforces this competence bringing
up these topics in different activities and tasks.

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 1st Term 2nd Term 3rd Term
KEY C.

Learning Standard 1 DU 2 DU 3 DU 4 DU 5 DU 6 DU 7 DU 8 DU 9 DU 10 DU 11 DU 12 DU
R UT R UT R UT R UT TWOT R UT R UT R UT R UT TWOT R UT R UT R UT R UT TWOT

1.1, 1.2., 1.3., 1.4., 1.5., 1.6.,

LCC

2.1., 2.3., 2.4, 3.2, 3.7., 4.2., 1,85 1,85 1,85 1,85 1,85 1,85 1,85 1,85 4,50 1,85 1,85 1,85 1,85 1,85 1,85 1,85 1,85 4,50 1,85 1,85 1,85 1,85 1,85 1,85 1,85 1,85 4,50

4.3.,4.5.
MSTC

2.1., 3.1. 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,27 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,29 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,29
DC

2.1, 3.3., 3.6., 4.2., 4.6. 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,27 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,29 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,29

1.5., 4.1. 2.2., 3.3.

LL

0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,27 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,29 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,13 0,29
SCC

1.1., 1.2, 1.4., 4.7., 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,72 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,72 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,72

1.5., 2.2., 3.1., 3.4., 4.1., 4.7.

SIE

0,33 0,33 0,33 0,33 O,33 0,33 0,33 0,33 0,72 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,72 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,72

1.7, 2.2., 3.5., 4.4.

CAE

0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,72 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,72 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,33 0,72

Table nº 1.

R: Rubric; UT: Unit Task; TWOT: Term Written and Oral Test. The figures are expressed in percentages.
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 5. METHODOLOGY.

5.1. Approaches and methods.

The Communicative Approach arose in the 70s as a consequence of a rejection of the

audiolingual method and the generative grammar. The main goal of this method is to enable
students to manage real situations with other speakers of the target language, providing them
with the necessary tools and starting from their needs. To achieve this, it is necessary to create
real communicative situations in the classroom that students use in their daily communication,
respecting the socio-cultural codes in order to create in them a feeling of connection with the
environment and the usefulness of what they have learned; in other words, this approach is
meant to be significant. Canale (1983) established a theoretical framework that had four main
fields of knowledge and skills: discourse, strategic, grammatical and sociolinguistic
competences. This can be explained in other words: “when we want to communicate verbally,
we must recognise the social setting, their relationship with the other participants, and the types
of language that can be used for a particular occasion.” (Laspra, 2008, p. 162).

As an evolution to the Communicative, the Action-Oriented Approach is also chosen to

develop this syllabus, since this is included in the Common European Framework. The CEFR
advocates an Action-Oriented Approach giving greater importance to the concept of social
action and emphasizing the collective dimension of actions together its social purpose. This
approach considers the student as a user of the language that learns it through its use and by
performing tasks in a determined social context. Therefore, the Action-Based Approach “also
takes into account the cognitive, emotional and volitional resources and the full range of
abilities specific to and applied by the individual as a social agent.” (CEFR, 2001, p. 9).

In this way, the concept of task acquires a great importance within this approach. So, how
is task defined? According to the CEFR, the task is “as any purposeful action considered by an
individual as necessary in order to achieve a given result in the context of a problem to be
solved” (CEFR, 2001, p. 9). So, when is it possible to talk about an action-oriented task? When
it involves real-life situations, it is complex and open-ended and requires interaction using any
necessary communication strategy.

In relation with this approach, Task-Based Learning is taken into account when applying
the methodological approach mentioned above. This approach aims to be a holistic teaching
method, that is, to see the teaching-learning of a language as a whole and not as a set of parts.
The unit of analysis are the tasks; These tasks encompass the four fundamental skills of
language, expression and oral comprehension and expression and written comprehension.
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Bachman (1990) argues that one of the most important premises of this approach is that students
learn a language better if they participate in activities that involve an authentic interaction, that
is, it is necessary to use the language in the same way as it is done outside the classroom.

5.2. Methodological principles

General principles

The general principles of the teaching-learning process of this syllabus are based on a
constructivist conception of teaching. Constructivism affirms that it is necessary to consider
what a student is capable of doing and learning at a specific time, depending on the stage of
operative development in which he or she is. Another fundamental aspect that must be
considered is that the paramount objective of learning a foreign language is communication.
Therefore, communicative competence is of great importance when it comes to carrying out the
teaching-learning process. This competence is developed in a primordial way in this syllabus.
But what is communicative competence? According to Hymes, this could be related to “when
to speak, when not, and as to what to talk about with whom, when, where, in what manner.”
(Hymes,1972, p. 277) Therefore, it is not only about producing grammatically correct
sentences, but they must be socially appropriate.

Communicative Approach principles

Regarding the Communicative Approach, focus is on fluency rather than grammatical

accuracy. But, of course, the importance of knowledge of the grammar rules does not diminish,
but it does not constitute the center of the action in the teaching-learning process. When carrying
out the teaching-learning process, it must be considered that it can be arranged in three stages:
presentation, controlled practice and free practice and always working with real materials that
provide a real language. The motivation and involvement of students are very important and
can be considered key factors. Without active participation, the process loses its meaning as it
is centred on the student. This implication is necessary because error is considered as a very
important factor in the learning process.

Action-Oriented Approach principles

Learners are social agents, who develop language activities to carry out linguistic or not
linguistic tasks in real life. Thus, the concept of social action is given greater importance and
emphasizes the collective dimension of actions together with their social purpose. This
approach considers the student as a user of the language that learns the language through its use
and by performing tasks in a specific social context.

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 This approach also takes into account the autonomy of the learner and the need to develop
the competence of learning to learn. It can be said that autonomy in learning is the creation or
enhancement of individual learning strategies in the student. The autonomy of learning is,
therefore, the ability to take charge of one’s own learning.

Task-Based Learning principles.

The language that is explored is derived from the needs of the students and these determine
the language that is used in the classroom. The focus is on acting and creating with language as
an instrument for task development. Therefore, the tasks are based on the needs, interests and
objectives of the students. Hence, the task focuses on the use of language for real
communication. To achieve this, it is necessary to propose tasks in the real world, using real
materials and not adapted to the classroom.

Students develop both fluency and grammatical accuracy, so the four linguistic skills are
integrated to achieve that purpose. It also seeks to achieve a communicative complexity that
allows the student to achieve an adequate communicative competence to carry out the tasks
efficiently.

5.3. Methodological techniques and strategies

Communicative Approach techniques and strategies.

- Authentic materials. Real materials are used, such as newspapers, advertisements,

movies, magazines, web pages, train schedules, reviews, etc.

- Scrambled sentences. The students have to unscramble some sentences to return them
to their correct order.

- Role-plays. Students play different roles in different social contexts. Thus, they can be
bus drivers, hotel clients, supermarket cashiers or teachers according to the assigned role in
each communicative situation.

- Activities containing stories. The storytelling enables the student to get into hypothetical
and deductive situations to improve their communicative competence.

- Real communicative strategies to infer meaning, as they are used by native speakers

- Language games. It is an efficient and participatory way to improve the student's skills.
Games are fun and entertaining, so it is a good way to get students involved in an active way.

Action-Oriented Approach techniques and strategies.

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 Tasks in the Action-Oriented Approach usually include the elaboration of a product as a
result of the work of the students. This can be an itinerary for a dream vacation, the design of
the school cultural week program or a review on a restaurant website. In the Action-Oriented
Approach, strategies are the means by which language activities are performed to carry out a
task. The teacher's mission is to encourage the use of appropriate strategies to carry out
communicative competence in a suitable way and to design and perform activities with practical
application in reality.

The four classic skills, reading, writing, speaking, listening, are no longer considered.
Within this approach, oral and written reception, production, interaction and mediation are the
terms to keep in mind.

Task-Based Learning techniques and strategies.

- Problem-solving tasks. The tasks must serve to solve real problems and to be useful to
the student in any of the areas of personal and social communication.

- Following instructions to accomplish tasks. When the teacher assigns a task to the
students, the simple fact of listing the instructions to follow serves as a strategy, since those
instructions are already part of the task itself.

- WebQuests. The WebQuests are structured and guided activities that provide students
with a well-defined task, as well as the resources and slogans to carry them out.

- Real role plays. They are very close to a real communication because with them it is
possible to highlight communicative situations that occur in the lives of students. This type of
games, performed in groups, allows immediate feedback from speakers.

- Strategies to focus on meaning rather than form. Therefore, authentic communication

situations are proposed to put the emphasis on fluency and meaning in order to get the students
to use the language in an authentic way.

- Students make the most of their language and the strategies at their disposal. It is
important to encourage students to take advantage of all the resources and strategies at their
reach to achieve the best possible communicative competence.

5.4. Other methodological decisions.

Within the approaches and methods on which this syllabus is based, the teacher gives
prominence to the students who assume the fundamental role in their own training process. The
teacher accepts and promotes the autonomy and initiative of the student, uses real materials and

14
researches about the comprehension of concepts by the students, before sharing with them their
own understanding of these concepts.

On the other hand, students have the opportunity, through activities that are proposed in a
continuous way to verify the usefulness of what they have learned. This is intended for students
to value the subject in a positive way. At the same time, personal reflection on what has been
done is encouraged. Students must reach conclusions about what they have learned, so that they
can analyse their progress on their knowledge.

6. PLANNING OF DIDACTIC UNITS

6.1. Introduction

The contents included in this syllabus are divided into 12 didactic units following the current
legislation for MEC territory that concerns Spanish schools located abroad. These units are
distributed in the three trimesters of the school year, with four units per term.

In the first term there are forty sessions. To this figure it is necessary to deduct one of them
for the Christmas school party which is celebrated on December 20th. In addition, two sessions
are dedicated to a diagnostic assessment as appropriate at the beginning of the school year.
Therefore, the first term consists of 37 sessions divided into four didactic units of nine sessions
each with one added at the end of the term to perform a final exam.

The second term has 33 sessions, one of which is dedicated to visiting another school.
Therefore, there are 32 sessions to be distributed in four didactic units, using the last one for
the final exam of the term.

In the third term, there are 32 sessions distributed in eleven weeks, including a bank holiday
that is celebrated on May 7th. One of them is spent on a school excursion to watch a Shakespeare
play, so the number of sessions is 31. The last session of the term is used for students to take
the final exam of the term.

In this way, the distribution of the didactic units is shown in the following table:

15
 Term Unit Title Topic N. of sessions
1 Let’s get school started! School and free time 9
2 Are you online? Communication technology 9

1st Term 3 Enjoy the game! Sports 9

Appearance and personality

4 How do I look like? 10
features. Fashion
5 Crime and punishment. Crime 8

6 Stop the press! The media 8

2nd Term 7 Around the world. Travels and cities. 7

8 To be or not to be. Arts and literature 9

9 Music to my ears. Music 7

10 Bon Appetit! Food 8

3rd Term 11 Like father like son Family 7

12 Yes, we can. Social issues 9

Table nº 2.

Justification of the topics.

In this syllabus twelve topics are developed in the aforementioned didactic units. Through
this syllabus students are expected to face real-world tasks and that is why the chosen topics
should be useful in everyday situations. But not only must they be of practical use, but they
must satisfy the concerns of the students and get them actively involved in the teaching-learning
process. Therefore, the proposed topics are interesting, enjoyable and appealing for a group of
people of the ages and characteristics of these students of 1st year of Baccalaureate.

Unit 1: School and free time. This topic aims to deal with issues close to students such as
school activities or hobbies. It is also useful to talk about routines and habits.

Unit 2: Communication technology. ICT topic is clearly useful because they are tools that
students use all the time in today's world. In addition, students can realize how new technologies
have affected different social relationships and distinguish the risks of this kind of technology.
It also serves to particularly foster digital competence.

Unit 3: Sports. In a classroom made up of young people, sport is a subject that arouses much
interest. In addition to being an interesting topic for students, it can serve to convey values of
effort and camaraderie that foster social and civic competences.

16
 Unit 4: Appearance and personality features and fashion. Through this topic, students learn
to describe themselves and the people around them. Moreover, they can realize that what they
have learned is very useful for their day-to-day shopping in clothing stores.

Unit 5: Crime. This is an entertaining and engaging topic that gets students involved in their
learning because it is something they see very often in novels, movies and television series. It
is also a subject that provides interesting debates on current issues.

Unit 6: The media. Everyone is significantly influenced by the media and their way of
transmitting not only news, but ideas and values. Through this topic, students learn the language
used in the media, the different means of communication that exist and the new ways of
transmitting information.

Unit 7: Travels and cities. This topic that deals with means of transport, travel and cities of
the world is very useful for a group of students who live in a big city and often travel abroad.
In addition, it specifically develops cultural awareness and expression competence because it
deals with different cultures.

Unit 8: Arts and literature. For a better knowledge of a language it is essential to appreciate
the importance of literature written in that language. Students of this school year can already
appreciate the richness of English language literature. In addition, literature provides helpful
real material and helps to obtain a cultural and linguistic enhancement.

Unit 9: Music. Teenagers love music, so this topic is a great way to involve them in the
activities and tasks of this didactic unit. In addition, songs are a useful and enjoyable way to
improve students’ skills.

Unit 10: Food. The issue of food is an important part of a person's life. In this way, in
addition to the linguistic contents, another type of knowledge is promoted, more related to the
personal development of the student. This topic, in addition, provides a basis to promote debates
in the classroom about the social act of family meals or dining in restaurants.

Unit 11: Family. This topic is about family and friends, fundamental aspects in the lives of
students. It allows to reflect on the different family models. Moreover, students learn how to
express feelings and emotions.

Unit 12: Social issues. This topic has been chosen because it allows students to reflect on
the social reality in which they are immersed. Thus, critical thinking is fostered and promoted.

6.2. Unit planning.

17
 UNIT 7. AROUND THE WORLD. 1ST BACH. - 2ND TERM. 3RD AND 4TH WEEK OF FEBRUARY AND 1ST OF MARCH OF 2018. 7 SESSIONS OF 50 MINUTES

LEARNING OBJECTIVES CA GENERAL OBJECTIVES OF BACHILLERATO (RD)

LC MSTC DC LL SCC SIE E
1. To express and interact orally in a spontaneous, understandable and respectful f) To express oneself fluently and correctly in one or
way with fluency and accuracy about the world of travel X X X X more foreign languages

2. To understand global and specific information from oral and written texts about d) To strengthen reading, study and discipline habits,
travels. X X X as necessary conditions for the effective use of
learning, and as a means of personal development
3. To write well-structured and clear texts about travels in a suitable way to the f) To express oneself fluently and correctly in one or
addressed readers and the communicative intention. X X X X more foreign languages

4. To take part in conversations about travelling in an appropriate way f) To express oneself fluently and correctly in one or
X X X more foreign languages

5. To acquire and develop different learning strategies, using all reachable means,
including ICT, about trips.
6. To learn the main social and cultural features of English for a better understanding
of different cultures through travel and trips.
7. To value foreign languages as a way of access to different cultures and countries
when travelling
CONTENTS *
Comprehension of interpersonal communication about
BLOCK 1. everyday and abstract topics, or of messages transmitted by
CS
ORAL TEXTS media produced by speakers with different accents when
COMPREHENSION speaking about trips and transport
Deduction and elaboration of conjectures about meanings
from the comprehension of significant, linguistic and
paralinguistic elements in oral texts about travelling.
SSA Comprehension of oral texts regarding social conventions,
etiquette registers, customs, beliefs and non-verbal language
about travelling in different English speaking countries
b) To consolidate personal and social maturity that
allows them to act in a responsible and autonomous
X X X X X way and to develop their critical thinking
g) To use information and communication
technologies reliably and responsibly
h) To know and value current world affairs
X X X X a) Exercise democratic citizenship from a global
perspective and acquire responsible civic awareness
h) To know and value current world affairs
X X X
KEY COMPETENCES ACTIVITIES
LISTENING
X X Song: “Antarctica” by Al Stewart
Video: Trailer of “Midnight in Paris” by Woody
Allen
X X Video: “New York City. Lonely Planet”
Travel trips from San Francisco Airport
Interview with a blogger: Slow travel
X X

18
 CF Comprehension of oral texts about travelling: GRAMMAR
- speaking of specific past events, describing present states Compound nouns.
and situations, and expressing predictions and future events. Past Perfect. Epic Travel Video
X X
- expressing suggestions, wishes, conditions and hypothesis. VOCABULARY
- expressing information, indications, opinions, beliefs, points
Guess what? Word cloud from an oral text
of view, warnings and notices.
SDS Comprehension (in oral texts about travelling) of: Understand and classify words about travelling and
- compound nouns as airplane, railway or skyscraper cities.
-past events with different time references. Past Perfect REINFORCEMENT ACTIVITIES
Continuous, Past Continuous and Past Perfect. An almost perfect date in a restaurant. Revising the
-interrogative structures in everyday conversation. Have you past perfect.
been, Could I, Were you, Did she?
X X X X X Use of transcripts of every listening activity.
- lexis related to unit topic: travels, tourism, means of
transport, cities, geography, places. EXTENSION ACTIVITIES
- phrasal verbs related to travel: check in, take off, see off, Hotel California. Listening
drop off, etc. Ross and Chandler in a hotel. Listening activity with
- pronunciation of several place names of UK in both British worksheet
and American English
PS Expression of the message with clarity and coherence, in a
BLOCK 2. structured way and adapted to the models and manners of X X SPEAKING/INTERACTING
ORAL TEXT each kind of text about travelling. Men Wanted. Activity about explorers.
PRODUCTION: Production of oral texts in spontaneous interactions and Guess the picture. Interactive activity.
X X
EXPRESSION prepared presentations related to travelling. The world’s 18 strangest hotels. Chat about weird
AND SSA Production of oral texts related to social conventions, rules hotels.
INTERACTION of courtesy, customs, beliefs, attitudes and non-verbal What’s the topic? Oral activity
X X Pronunciation of UK place names.
language about travelling in different English speaking
countries. American accent vs British accent. Differences
CF Oral expression about travelling of: Fancy a trip? Oral activity
- specific past events, describing present states and
situations, and expressing predictions and future events. GRAMMAR
X X Dialogue with phrasal verbs.
- suggestions, wishes, conditions and hypothesis.
- information, indications, opinions, beliefs, points of view, Choose the correct interrogative structures
warnings and notices.
SDS Use (when talking about travelling): VOCABULARY
-compound nouns as airplane, railway or skyscraper A to Z word race. Different words about travelling.
-past events with different time references. Past Perfect Flashcards about means of transportation
Continuous, Past Continuous and Past Perfect.
-interrogative structures in everyday conversation. Have you REINFORCEMENT ACTIVITIES
X X X X X Conversation in pairs about last holidays.
been, Could I, Were you, Did she?
- lexis related to unit topic: travels, tourism, means of Phone call to Transport for London
transport, cities, geography, places.
- phrasal verbs related to travel: check in, take off, see off, EXTENSION ACTIVITIES
drop off, etc. Record of oral tips to London visitors for class blog.

19
 - different patterns of accentuation, rhythm and intonation
needed to interact in different situations related to the topic.
Comprehension of several kinds of information or of
CS messages in different types of written texts taken from the X X
BLOCK 3. media related to trips and transport. READING
WRITTEN TEXTS Deduction and elaboration of conjectures about meanings Text about Antarctica
COMPREHENSION from the comprehension of significant, linguistic and X X Journalistic piece about The world’s smallest hotel
paralinguistic elements in written texts about travelling. City of Lights.
Comprehension of written texts regarding social Dining in the city. TripAdvisor’s reviews.
SSA conventions, etiquette registers, customs, beliefs and non- Adventure travel. Classify different types of holidays.
X X
verbal language about travelling in different English
speaking countries
CF Comprehension of written texts about travelling: GRAMMAR
- speaking of specific past events, describing present states Different spellings: British and American.
and situations, and expressing predictions and future events. Isn’t it? Tag questions activity.
X
- expressing suggestions, wishes, conditions and hypothesis.
- expressing information, indications, opinions, beliefs, VOCABULARY
points of view, warnings and notices At the airport. Specific vocabulary activity.
SDS Comprehension (in written texts about travelling) of: Means of transportation in UK.
- compound nouns as airplane, railway or skyscraper
-past events with different time references. Past Perfect REINFORCEMENT ACTIVITIES
Continuous, Past Continuous and Past Perfect. Holidays around the world. A Kahoot game.
-interrogative structures in everyday conversation. Have you Crosswords about means of transportation
been, Could I, Were you, Did she?
- lexis related to unit topic: travels, tourism, means of X X EXTENSION ACTIVITIES
transport, cities, geography, places. King’s Cross to Cambridge. Activity about trains and
- phrasal verbs related to travel: check in, take off, see off, travels.
drop off, etc. Ross and Chandler in a hotel. Worksheet with
-spelling skills as doubling consonant rules as in travelling or different activities
different spelling for words ending in -our (UK) or -or (US)

PS Expression of the written message with clarity and coherence, WRITING

BLOCK 4. in a structured way and adapted to the models and manners of X X Write a composition about Endurance Expedition
WRITTEN TEXTS each kind of text when writing about travelling. My favourite spot in London. Task.
PRODUCTION: Production of written presentation, narratives or stories about Write a review about a hotel or restaurant in any
EXPRESSION X X travel review website.
personal experiences related to travelling.
AND SSA Production of oral texts related to social conventions, rules of Making and confirming a booking.
INTERACTION courtesy, customs, beliefs, attitudes and non-verbal language X X
about travelling in different English speaking countries. GRAMMAR
CF Oral expression about travelling of: Asking questions activity.
- specific past events, describing present states and Fill in the gaps with suitable phrasal verb
X
situations, and expressing predictions and future events.
- suggestions, wishes, conditions and hypothesis. VOCABULARY

20
 - information, indications, opinions, beliefs, points of view,
warnings and notices
SDS Use (when writing about travelling):
-compound nouns as airplane, railway or skyscraper
-past events with different time references. Past Perfect
Continuous, Past Continuous and Past Perfect.
-interrogative structures in everyday conversation. Have you
been, Could I, Were you, Did she?
- lexis related to unit topic: travels, tourism, means of
transport, cities, geography, places.
- phrasal verbs related to travel: check in, take off, see off,
drop off, etc.
Detect False friends.
Snake-Word. Game about travelling words
REINFORCEMENT ACTIVITIES
Write a complaint letter.
Worksheets about phrasal verbs and past tenses.
X EXTENSION ACTIVITIES
Europe’s Hidden Coasts. Writing activity
Write a post in the class blog about your dream
holiday.

CROSS- ICT Use, for learning, of information and communication King’s Cross to Cambridge. Use of the TFL website.
CURRICULAR technologies developing a critical spirit about the messages X X An almost perfect date in a restaurant. YouTube
ELEMENTS ** they receive and elaborate. activity.
Acquisition of values and abilities of creativity, innovation, My favourite spot in London. Task.
E leadership, social responsibility, teamwork, etc. X X

Development of respectful and pacific coexistence and Epic Travel Video

CE encouragement of responsible behaviour. X

Promotion of values of peace, cooperation and solidarity. Snake-Word

VP Encouragement of respect for classmates and teachers that X Asking questions activity.
promotes a good school climate.
Acquisition of road safety behaviours and promote Activities related to means of transportation.
EV awareness of responsible action in this area. X X

EE Respect and care for the environment and promotion of Song: “Antarctica” by Al Stewart
values that avoid polluting activities. X Men Wanted. Activity about explorers.

EVALUATION EVALUATION CRITERIA LEARNING STANDARDS DSA MC TECHNIQUES/INSTRUMENTS ****

*** ***
TYPES CC MSTC DC LL SCC SIE CAE WT OT UT R CO Q B

INITIAL B1.1 B1.3. X X 70% 0% 0% 0%

EVALUATION
B2.1 B2.3 X X 70% 0% 0% 0% 0%
FORMATIVE B1.3 B1.2 X X 50% 0% 0%
EVALUATION
B2.6 B2.3
X X X 50% 10% 10%

21
 B2.2 B2.2 X X 40% 0%
B3.2 B3.5 X X 50% 0%
B4.2 B4.4 X X 50% 0%
B1.2 B1.4 X X 50% 20% 10% 5% 5%

SUMMATIVE B2.4 B2.1 X X 50% 15% 10% 5%

EVALUATION
B2.7 B2.4.
X X X 50% 15% 10% 5%

B3.1 B3.6. X X 50% 20% 10% 5% 5%

B4.1 B4.5
X X X 50% 20% 10% 5% 5%

Table nº 3.

*Contents: Comprehension strategies (CS)/Sociocultural and sociolinguistic aspects (SSA)/Communicative functions (CF)/Syntactic‐discursive
structures (SDS)/Production strategies (PS)
** Cross-curricular elements: Information and Communication Technologies (ICT)/Entrepreneurship (E)/Civic Education (CE)/ Violence
Prevention (VP)/Education and road safety (EV)/Environmental Education (EE).
***DSA: Degree of Standard Attainment. / MC: Marking Criteria
**** Techniques and Instruments: WT: Written Test. OT: Oral Test./ UT: Unit Task/ R: Rubric/ CO: Class Observation/ Q: Questionnaire/ B:
Brainstorming

Evaluation Criteria and Learning Standards. See Appendix 14.3.

22
 7. EVALUATION
7.1. Evaluation types, techniques and instruments.
7.1.1. Initial and diagnostic evaluation.
a) General characteristics

The initial evaluation is the evaluation carried out at the beginning of the teaching-learning
process, using any of the assessment instruments, or combining them, in order to obtain
information about the students' previous ideas, so that the new knowledge remains connected
to those already learned, in the conception of a significant learning. This prior knowledge
should be the starting point, and should not be presupposed considering the age or school year
of students. This evaluation consists, therefore, in the collection of data as a starting point of
the teaching-learning process. It allows to know the initial situation of the student and to
determine, later, the real learning achievements of the students related to their participation in
a teaching-learning experience. But it is not only necessary to assess the acquired knowledge,
but it is required to identify specific learning strengths and needs. So, diagnostic evaluation
defines learning targets and strategies to achieve them. It is relevant not forget that not all
students have the same skills or abilities and it is something important to detect these situations.
Diagnostic assessment must take place at the beginning of the school year to identify the
specific skills needed for tasks. If initial and diagnostic assessment are intimately related, the
diagnostic assessment gives a specific and more detailed knowledge to show the specific
learning resources the student needs.

This diagnostic evaluation takes place at the beginning of the school year because is
paramount to collect this information as soon as possible. In this first session, the teacher
performs several oral activities such as brainstorming or word games. In addition, students do
a worksheet that will include reading comprehension and writing activities. These activities will
be evaluated with the rubrics that are in the appendix 14.1.1. and 14.1.2. In this way, once the
information has been obtained, the results are analysed to know the achievements, as well as
the deficiencies and errors that the students' performance presents. The recording of the
information should clarify the achievements in each of the objectives evaluated to decide on
the learning that deserves to be reinforced, as well as the detection of possible causes of errors,
both by group and student. In addition, at the beginning of every didactic unit an initial
evaluation is performed. As it has been mentioned in the chapter of the unit planning, it will be
necessary to evaluate the knowledge acquired by the students to adapt the teaching process to
the real level of the students. It is necessary to emphasize that this evaluation has no influence

23
on the students' grades, being only an improvement tool for the teacher. So, in this first session
of a didactic unit, a set of activities is performed to achieve this goal. Through brainstorming,
worksheets (to include vocabulary and grammar structures the students know) and check lists,
the knowledge of the students is assessed to collect the data that are the basis on which the
teaching process is built. See Appendix 14.1.3 and 14.1.4.

The article 8 of Real Decreto 1105/2014 says: “parents must participate and support the
evolution of the educational process of their children, as well as to know the decisions related
to the evaluation and promotion, and collaborate in the support or reinforcement measures
adopted by the schools to facilitate their educational progress, and they will have access to the
official evaluation documents and to the examinations and documents of the evaluations.”
(BOE 169, 3rd January, 2015, p. 175) Therefore, it is essential that parents have access to their
children's assessments. In this way, all this information will be available in each evaluation and
establish communication channels, through mail or in person, to inform parents of the
evaluation results. The initial evaluation must allow the teacher to make decisions regarding
with the elaboration, revision and modification of the syllabus, for its adaptation to the
characteristics and knowledge of the students. Therefore, this evaluation should serve to adapt
the contents, their sequencing and activities to the detected needs of the students. The teacher
must also adopt the necessary reinforcement measures for those students who need it, once the
results of the initial evaluation have been analysed.

7.1.2 Continuous or formative evaluation.

a) General characteristics.

According to the Real Decreto 1105/2104, “the evaluation of the learning process of the
students will be continuous, formative and integrative” (BOE 169, 3rd January, 2015, p. 183).
In addition, this decree affirms that "the evaluation of students' learning will have a formative
character and will be an instrument for the improvement of both the teaching processes and the
learning processes" (p. 193). But, what is a formative evaluation? Formative evaluation is a
process in which teachers and students share learning goals and constantly evaluate their
progress in relation to these objectives. This is done with the purpose of determining the best
way to continue the teaching and learning process according to the needs of each school year.
The Formative Evaluation Approach considers the evaluation as part of the daily work and uses
it to guide this process and make decisions that give better results to the students. Therefore,
this formative evaluation analyses the learning process and is carried out throughout it.
Therefore, this kind of evaluation observes and analyses the process of learning new content,

24
locating deficiencies and assessing behaviours to correct if necessary. It focuses primarily on
the interaction between teacher and student, between peers, that is, the students themselves, the
development and the daily work in the classroom. This takes place during the development of
the learning process; therefore, it can be considered a processual evaluation. If the formative
evaluation takes place during the entire teaching-learning process, it can be said that it is carried
out during most of the class time, that is to say when the initial or summative evaluation does
not take place. Since this evaluation does not have a summative character, there is no intention
that the results obtained in it have an impact on the final grade of the students. So, these results
are only taken into consideration to improve, adjust and check the contents and the
methodologies used in this syllabus.

And how is this evaluation process carried out? In the first place, the teacher must have
enough elements of judgment to make the right decisions. To do this, they must know the
learning possibilities of their students, how they are learning, their pace and their difficulties.
For this, a systematic observation of the process is necessary, therefore, direct observation is a
fundamental technique for the realization of this type of evaluation. Classroom observation are
used as instruments to evaluate the aforementioned observation. The work in the notebooks of
the students is evaluated, as well as the worksheets and activities that they carry out in the
classroom. To carry out this task, the instruments used will be evaluation rubrics. See Appendix
14.1.1, 14.1.2, 14.1.5 and 14.1.6.

The importance of the formative evaluation that responds to the need to encourage the
students an intelligent study and a continuous effort throughout the school year. It also brings
up the concepts of self-evaluation and peer evaluation. It is very important that students learn
to evaluate their learning process and to be able to distinguish their strengths and weaknesses.
In this way, they can be aware of the aspects in which they need to improve and in those that
have already reached the objectives. Therefore, it can be considered that self-evaluation is a key
element in the evaluation process and that it is the student's ability to judge their achievements
in relation to a specific task: it means describing how it is done, when, and what can be done to
improve. Self-evaluation is not only a part of the evaluation process but an element that
produces learning. Therefore, students should self-evaluate to try to improve in all elements of
the learning process. This also serves to make them aware of their progress and deficiencies.
Thus, they evaluate their development and execution of the task they have to perform during
the didactic unit. The self-evaluation instrument they use is a self-assessment rubric that will
help them determine their progress in the learning process. This self-evaluation does not involve

25
any mark, being only a tool for improvement and knowledge of the learning process. Rubric,
see Appendix 14.1.7.

As mentioned, the formative evaluation focuses on the interaction between teacher and
student, but also between students, that is, between peers. Therefore, within this process, the
peer evaluation should be considered as another element that contributes to the continuous
evaluation. It can be said that the peer evaluation has a series of very interesting advantages.
On the one hand, the student embraces the evaluation process and feels part of it, while learning
from the mistakes and successes of their peers. On the other hand, the evaluation is more plural,
since it goes from depending on a single perception (that of the teacher) to that of the entire
class. In this syllabus, all the didactic units contain a task to perform during their development.
Students must present their progress in a brief presentation before the final exposition. In order
that their classmates are attentive and can learn from the good or bad decisions of the person
who has the floor, they should evaluate the presentation. For this, they use the same rubric that
the teacher utilises. The weight of this mark will be 10% on the final mark of the didactic unit.
Rubric, see Appendix 14.1.8.

7.1.3. Summative evaluation.

a) General characteristics.

Summative evaluation is a term used to describe the way by which the learning is measured
and judged in order to certify it, assign grades, promote students, etc. This kind of evaluation,
therefore, measures results. Summative tests, although they are used to promote the student
from one school year to another, or qualify for an extended period of the school year (trimester
or term) or to certify certain studies, or to communicate the performance to all those involved
in the teaching process- learning, students, teachers and parents; Like any evaluation, it cannot
be an end in itself but must promote new learning. In this way, its purpose is to make the relevant
decisions to assign a grade to each student that reflects the proportion of objectives achieved in
the corresponding school year, term or didactic unit. But this type of evaluation is not only a
question of grading, but it helps to find out if the long-term objectives have been met and
whether the methods and contents program has been satisfactory for the group's needs. It serves
then, not only to evaluate the students but also to know if the program should be modified
because like any evaluation it fulfils the function of control.

Therefore, if the summative evaluation consists of assessing the learning of the contents
included in the syllabus, it is logical to think that this takes place at the end of a certain phase

26
of learning, e.g. at the end of each didactic unit, term or school year. It is a final evaluation
because it happens at the end of each of the phases in which an educational cycle is divided.

This syllabus is committed to a continuous evaluation and for this it is necessary that each
of the didactic units have their own evaluation. Therefore, the final session of each of the
didactic units will be destined to this summative evaluation and to carry out activities that
contribute to accomplish it. Since this syllabus is based on the Task-Based Approach, in each
unit the students must elaborate a final task that is evaluated at the end of the mentioned unit.
This task is assessed using the next rubric. See Appendix 14.1.9. In addition, a set of written
and oral activities are carried out to check the degree of knowledge acquired. These are
activities of a similar nature to those carried out during the summative evaluation, which will
give continuity and homogeneity to the process. The instruments to assess this progress can be
found in Appendix 14.1.1., 14.1.2., 14.1.5, 14.1.6. and 14.1.8.

Marking criteria.

To calculate the average grade, students must obtain a minimum of 3 points in each of the
sections that assess the degree of competence of each of the skills to be developed. If this is not
the case, the evaluation will be marked with a score of less than 5. As this is a continuous
evaluation, the rating above 5 in the failed sections of a previous evaluation will mean the
recovery of the not passed. If the last evaluation is not passed, then there will be a failing grade
of the previous evaluations.

In the third evaluation and through the information gathered throughout the course, the final
grade will be obtained following the following ratio: 30% overall grade 1st EVA, 30% overall
grade 2nd EVA and 40% overall grade 3rd EVA.

Students obtain grades at the end of each didactic unit. To find this mark, the weighting will
be as follows:

40 % the mark obtained in activities of oral comprehension, comprehension and written

interaction, syntactic-discursive and lexical contents and written expression.
30% the mark obtained in the activities of expression and oral interaction, consisting of
debates and individual or group presentation of the unit task.
30% the mark obtained in activities of expression and written interaction, consisting of
production of essays, reports, reviews and analysis of books excerpts, poems, films
and news articles.
Table nº 4.

27
 The final mark for every evaluation is obtained in the next way:

85% of the final mark is obtained from the arithmetic mean of the four didactic units that
make up the term.

15%. Attitude towards learning.

- Interest, participation in the classroom: motivation, respect for speaking time, listening
to the interventions of colleagues, ability to work in pairs or in groups, etc.
- Accomplishment, the degree of correction and development of the exercises proposed
in class or at home and participation in complementary and extracurricular activities.
- Punctuality: In this sense, the repetition of delays will be considered a particularly
negative attitude.
- Use of English as a vehicle language in the classroom. In this respect, the repeated use
of any other language will be regarded as a particularly negative attitude.

The final rounding off of the tenths will automatically go to the next integer number from
0.5 and to the previous one when it does not exceed that figure. If the score is less than 5, it
shall not be rounded up to this figure and the evaluation shall not be considered passed.

It has already been said previously that this is a continuous evaluation, therefore, all students
who achieve the minimum objectives required in each didactic unit do not have to do any more
tests to pass the evaluation. However, all students who have not met these minimum
requirements must sit an exam at the end of the term to pass the evaluation. This test consists
of an activity of comprehension of written and oral texts, written production and some
grammatical items. In addition, there will be an oral test of presentation of a topic and
interaction with a classmate. In this test all the learning standards of the term will be evaluated,
since it is considered as a continuous assessment where knowledge acquired through
scaffolding is evaluated.

Students will be promoted to the second year of the Baccalaureate when they have passed
all the subjects studied or if there is a negative evaluation in two subjects at most. To promote
a student, decisions will be made by consensus of the teaching staff at the end of each stage. If
there is no agreement, the criterion of the tutor teacher will prevail. Those who access the
second course without having passed all subjects must register for the failed subjects from the
previous year. The school will organize the ensuing recovery activities and assessment of the
resit subjects.

b) Extraordinary evaluation.

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 As previously stated, this subject requires continuous evaluation, therefore, during the
school year, students who pass the last evaluation pass the subject. In order to help a student to
overcome a failed evaluation, both theoretical knowledge and language skills will be re-
practiced in class, so that students have the possibility to overcome any lack they may have.
Therefore, students with difficulties will be supported through reinforcement and refresher
activities that serve to refresh the contents previously studied. Students who do not pass this
continuous evaluation must go to an extraordinary evaluation in September to pass the subject.
This evaluation consists of a written test that includes questions of grammatical content and
vocabulary, listening comprehension, reading comprehension and written expression. To pass
this evaluation it is necessary to get a mark higher than 5.

This written test is structured as follows:

Vocabulary: 6 questions

Grammar: Modals 3 questions

Passive structures 3 questions

Past Tenses 4 questions

Conditional sentences 3 questions

Comparatives and superlatives 3 questions

Reported speech 3 questions

Listening Activity. Oral text, dialogue or presentation about one of the topics of a didactic
unit. 5 questions.

Reading Comprehension Activity. Written text about one of the topics of a didactic unit.
10 questions.

Writing Activity. The student has to choose one of the two topics proposed in the text. 10
points.

Each question is one point. The exam consists of 50 points and to find the final mark it is
necessary to multiply the points obtained by 0.2. The final grade will be rounded off as previous
stated. The teacher must provide help and support to students who do not pass the subject at the
end of the school year. To this end, reinforcement activities have been designed in all teaching
units and will be delivered to students who need it. At the same time, the teacher makes a list
of web resources with content and activities that help achieve the objectives.

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 7.2 Evaluation of the teaching process and teaching practice

An evaluation that cannot be forgotten is the assessment of the teaching practice and
process. According to LOE, one of the functions of the teacher is to perform the evaluation of
teaching-learning processes. Real Decreto 1105/2014, in its article 30 says: “The teachers will
evaluate both the student's learning and the processes of teaching and its own teaching practice,
for which they will establish achievement indicators in the syllabuses” (BOE 169, 3rd January,
2015, p.193). Therefore, these indicators of achievement must be defined and then assessed
whether they have been met satisfactorily.

7.2.1 Achievement indicators for the teaching process.

Achievement indicators of the teaching practice

Scale
1 2 3 4
Initial motivation of the students
1 A work plan is presented, explaining its purpose, before each unit.
2 Introductory situations are raised prior to the topic to be discussed (works,
dialogues, readings ...)
Motivation throughout the process

3 The interest of the students is held starting from their experiences, with a
clear and adapted language.
4 The purpose of the learning is communicated, its importance, functionality,
real application.
5 The progress made as well as the difficulties encountered are reported
Presentation of the contents (concepts, procedures and attitudes)
6 The contents and activities are related to the interests and previous
knowledge of my students.
7 The contents are organized giving an overview of each topic (concept maps,
diagrams, what they have to learn, what is important, ...)
Activities in the classroom
8 There are activities that ensure the acquisition of the didactic objectives and
basic skills and instrumental techniques.
9 Students are offered varied activities (diagnosis, introduction,
motivation, development, synthesis, consolidation, recovery, expansion
and evaluation).
Classroom climate
10 The relationships established with the students within the classroom and
those established between them are correct, fluid and from non-
discriminatory perspectives.
11 The elaboration of norms of coexistence with the contribution of all is
encouraged and the conflictive situations are solved in an impartial way.
Diversity
12 The level of skills of the students, their learning rhythms, the possibilities of
attention are considered and depending on them, the different moments of
the teaching-learning process are adapted.
13 The support and reinforcement measures are closely related to the learning

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 standards.

Monitoring and control of the teaching-learning process

14 Different methodological strategies are used according to the situation of the
process.
15 Information is provided to the student about the execution of the tasks and
how they can be improved, and self-evaluation and co-evaluation processes
are fostered.
16 In case of unmet objectives, new activities are proposed to facilitate their
acquisition.
Other aspects
17 ICT are used significantly in the teaching-learning process.
18 Strategies are designed to encourage reading among students.
19 Different educational resources are used (audio-visual, computer-assisted,
learning to learn techniques ...), both for the presentation of the contents and
for the students' practice.
Table nº 5.

7.2.2. Achievement indicators for the teaching practice.

Achievement indicators of the teaching process

Scale
1 2 3 4
1 The objectives proposed in the syllabus have been achieved

2 The sequencing of content has been correct for the best development of the
teaching-learning process.
3 The objectives, contents and evaluation criteria have been adapted to the
characteristics and needs of the students.

4 The students have actively participated in the learning process.

5 The methodology used has been the ideal one and has been adapted to the
needs of each moment.

6 The proposed activities have helped to achieve the expected objectives,

awakening the students' interest in the subject.

7 The organization of the classroom and the use of the resources of the school
has been appropriate for each situation.
8 Different instruments and evaluation techniques have been used.

9 The group and collaborative work of the students was encouraged.

10 The coordination with the other teachers of the group and within the
department has been satisfactory and enriching.

11 Students with specific needs for educational support (NEAE) have been
served with curricular adaptations and adequate organizational measures.

12 Real measures have been adopted to attend to the diversity of the students.

13 The teacher maintained regular contact with the families.

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 14 The syllabus was accomplished in a flexible and suitable way.
Table nº 6.

7.3 Evaluation of the syllabus

7.3.1 Mechanisms for the revision, evaluation and modification of the syllabus.

At the end of the school year, the teacher will carry out the evaluation of the syllabus,
having in mind the following aspects:

• Adequacy of the temporal distribution of the contents, evaluation criteria and evaluable
learning standards.
• Evaluation of strategies and instruments for assessing student’s learning.
• Assessment of procedures, evaluation instruments and achievement indicators of the
teaching process.
• Suitability of the materials and didactic resources used.
• Adaptation of scheduled extra-curricular and complementary activities.
• Detection of the aspects that can be improved and the adjustments that will be made
accordingly.

With these measures, the teacher ensures that the syllabus is a flexible, real document that
is adapted to the specific needs of the students and that can be improved when deficiencies are
detected.

7.3.2. Indicators

Evaluation indicators of the syllabus

Scale
1 2 3 4
Design
1 The didactic objectives have been formulated according to the evaluable
learning standards that specify the evaluation criteria.
2 The selection and sequencing of content and activities has been appropriate.
3 The design of the syllabus has facilitated the flexibility of the classes, to
adjust to the needs and interests of the students as much as possible.
4 The evaluation and grading criteria have been clear and known by the
students, and have made it possible to monitor the progress of the students.
5 The design of the syllabus has been carried out in coordination with the rest
of the teaching staff
Development
6 The sequencing of work in the classroom has been adequately developed.
7 The teaching materials used have been suitable.
8 Complementary and extracurricular activities have taken place as planned.

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 9 ICTs have been fully integrated into the teaching-learning process.
10 The activities and tasks have contributed to the acquisition of key
competences.
11 The measures of attention to students with Specific Educational Support
Needs (NEAE) have yielded positive results.
12 Contributed to the plan to promote reading.
13 A common methodological strategy has been developed for the entire
Department.
Evaluation
14 The initial evaluation has been useful for the implementation of the syllabus.
15 The continuous evaluation of tasks and activities has been suitable.
16 The criteria established for the final evaluation have been clear.
17 The marking criteria has been clear and understood by students.
18 The exams have been designed having in mind the learning standards.
19 The criteria for the extraordinary evaluation have been suitable.
20 Families have been properly informed about the evaluation process: marking
and promotion criteria, etc.
Table nº 7.

8. DIFFERENTIATION
When designing this syllabus, it is necessary to consider that not all students in a classroom
are equal in their abilities or circumstances and that it is possible to get to know the world in
different ways. Gardner (2011) proposed in his book Frames of mind the existence of at least
eight basic intelligences. These eight intelligences can be classified as follows:

musical-rhythmic visual-spatial verbal-linguistic logical-mathematical

bodily-kinaesthetic interpersonal intrapersonal naturalistic

Table nº 8.

Where individuals differ is in the intensity of these intelligences and in the ways in which
they use these intelligences and combine them to carry out different tasks, to solve different
problems and to progress in different areas. Gardner questions the practice of taking a person
out of his natural learning environment and asking him to perform certain isolated tasks that he
will probably never do afterwards. Instead it suggests that intelligence has more to do with the
ability to solve problems and create products in an environment that represents a rich context
of natural activity. With this broader perspective, the concept of intelligence became a concept
that works in different ways in people's lives.

Therefore, by having different types of intelligence, students can develop different learning
styles. The term 'learning style' refers to the fact that each person uses their own method or
learning strategies when they want to learn something. Although the strategies that are used
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usually vary according to what one wants to learn, usually global preferences are developed.
These preferences when using certain forms of learning is what constitutes the learning style.
It is important that the teacher has in mind the different types of learning that students can have
to help them acquire the knowledge of the subject.

8.1 Ordinary measures

In this school year, in this course there is no student who requires any significant curricular
adaptation since there is no student with Specific Educational Support Needs. But in the school
year group, there is a student with physical disability who needs a wheelchair to move.

As stated above, there are different types of learning and therefore there are also different
learning rhythms. To adapt to this circumstance, the teacher must develop several reinforcement
and extension activities to meet the needs of all students. Since there is no student with special
educational needs, no significant curricular adaptation will be necessary, so only ordinary
measures are implemented. Ordinary measures are those that are applied in a normal way to
students at a specific time. They are organizational strategies and the modifications that each
school must make regarding the methods, techniques, activities and strategies of teaching-
learning and evaluation in order to attend to diversity without modifying the elements of the
curriculum such as the objectives, contents and evaluation criteria.

These ordinary measures can be of two kinds: organizational and curricular.

- Organizational.

It refers to the organization of the classroom and schedules.

It is necessary that the classroom is on the ground floor since there is a student with physical
disability who cannot climb the stairs. Therefore, the governing board should keep this situation
in mind and organize the classrooms in a way that facilitates access to this student's classroom.
In activities where physical activity is involved, this situation will be considered, always trying
to respect the personal dignity of the student. These adaptations do not need the support of any
other teacher, since the teacher can do them on his own.

- Curricular.

Peer tutoring: in group activities, students with different learning rhythms will work
together so that the most advanced can help their classmate.

Reinforcement activities for students who have difficulties in following the rhythm of the
rest of the classroom.

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 Extension activities for those subjects that have a greater difficulty or that need a more
extensive review.

Students who are retaking the subject or who have failed an evaluation will have a
reinforcement lesson twice a month and a customized application of the syllabus that allows
them to achieve the goals. These students do not need a specific program that supposes a
significant adaptation of the curriculum.

9. SUPPLEMENTARY AND EXTRACURRICULAR ACTIVITIES.

Since this school is located in London, all extracurricular activities are closely related to
the English language. Therefore, any activity that takes place outside the classroom is a good
opportunity to practice skills, increase knowledge and improve key competences. In this way,
from the menu of the school canteen to the poster posters, they serve to expand and reinforce
the teaching-learning process.

In the first term, the students participate in the Christmas party. It is a good opportunity to
practice communicative competence and the sense of initiative and entrepreneurship, since they
must act on stage, sing Christmas carols and act before an audience made up of parents, teachers
and classmates.

In the second term, an excursion to a boarding school is scheduled. This school is located
at the other end of London, so students travel in underground and city buses. Therefore, it is a
good opportunity to review the contents learned in the didactic unit Around the world! where
the urban and interurban means of transport and its different words in British and American
English are discussed. In addition, students will have the opportunity to speak with English
speakers of their age and share experiences about their educational situation.

Thus, this trip, besides being a day of recreation, is an opportunity to practice oral
interaction skills and communicative competence. In addition, it serves to reinforce the
knowledge acquired in the Let's get school started! Didactic unit where the topic of the school
and everything related to the subject of education was studied.

In the third term, it is scheduled to attend a performance of a Shakespeare play. The name
of the play is Much ado about nothing and the venue is the theatre The Globe in London. In the
previous term, students have had the opportunity to study the didactic unit To be or not to be
that deals with the subject of literature. Although a Shakespeare’s play involves great difficulty,
the opportunity to see the play on a stage of that time and according to the ways of the century
of Shakespeare is a great opportunity for students. To help them better understand the plot of

35
the play, the characters, the setting and the language, the teacher gathers the students before
going to the playhouse and explains all these concepts, to achieve a better experience. With this
experience, students have the opportunity to improve their listening skills, learn about English
culture and work specifically cultural awareness and expression competence.

In addition, the school participates in an annual event called 'Movember' which aims to raise
funds against cancer. Students have to participate in a cake sale and in a race. Through this
event, students develop their communicative competence and the social and civic competences.

10. DESCRIPTION OF ONE DIDACTIC UNIT.

10.1 Materials and didactic resources

The teaching materials can be any type of instrument designed and developed with the
intention of creating a teaching and learning process. The didactic materials are the elements
that the teachers use to make possible the learning of the students. The materials can be
classified into different types: printed, graphic, auditory, audio-visual and digital.

In this didactic unit, printed material is used in several ways. First, reference books are used
to have a theoretical basis on which to base the teaching. Thus, English Grammar in use, How
languages are learned and Language, Literature and Culture in English Studies proved to be
very useful to establish a theoretical framework. Secondly, textbooks have also been used to
extract ideas on which to base the design of some activities. In this way, the student book
recommended by the school, Cutting Edge Advanced Workbook, has been used. In addition,
Viewpoint 1 Student’s book, Ready for CAE Student’s book and Over to you 1 Student’s book
have served as a consultation and source of ideas. The teacher, in turn, has created various
materials that serve as support for the teaching function that has been delivered to students in
the form of printed material: self-created handouts, self-created worksheets and self-created
flashcards.

The rest of the materials, that is, graphic, auditory and audio-visual are all digital. In this
didactic unit several digital materials have been used that have served to perform listening
activities, brainstorming, interactive activities, etc. They also serve as an information search
engine to carry out the unit task. These are these digital materials: www.YouTube.co.uk,
www.bbc.co.uk, www.popularmechanics.com, www.thetrainline.com, www.createkahoot.it,
worditout.com, www.wordreference.com.

The didactic resources, their concept and use, have evolved throughout the last years
especially as a result of the appearance of new technologies. Nowadays, the use of the Internet

36
and communication technologies make the teaching-learning process much easier. Among the
resources of this type, the classroom has a computer connected to the Internet that allows access
to all types of teaching material. To project videos, presentations, photographs or other types
of interactive activities, there is an overhead projector that allows these actions. The classroom
also has a roller screen where the images are projected. The listening activities need they need
some speakers so that all the students can listen to the oral texts. Therefore, for this didactic
unit there will be two speakers located on both sides of the classroom. It has been said
previously that students received a series of printed material prepared by the teacher. To print
these worksheets and handouts a laser printer is used that is available to the teaching team. For
many years, the board has been one of the most used didactic resources by teachers and it still
is, since it constitutes an excellent didactic resource and is very easy to use. In this case, there
is a whiteboard which supports the explanations of the teacher and several of the interactive
activities carried out by the students. To write on that whiteboard, some markers are needed,
that will be another of the classroom resources.

Personal resources should also be considered, formed by all those professionals, whether
they are colleagues or people who work outside the school, as social agents or professionals
from different sectors, who can help the teacher in many aspects to which the students learn.
multitude of knowledge.

10.2 Detailed description of the sessions

Session 1.
1. Evaluation activity. Around 10 min. What’s the topic? The teacher writes on the board
several words related with the topic: plane, train, explore, cities, hotels, travel, trip, tram, sail,
booking. The students must deduce the topic of this unit and think of a title for it. Then, the
students should write all the words they know about this topic. After that, the teacher would ask
some questions using the present perfect, e.g. “Have you ever been to …? or “Have you ever
travelled by…? to anticipate some aspects of the unit such as Past Perfect by using Present
Perfect as one of the grammatical contents of this Unit. A checklist is made in order to collect
the data generated by the activity. See Appendix 14.1.3.

2. Activity 2. Around 15 min. The students take turns reading aloud a text about Antarctica
and then working in pairs, they must answer the questions asked at the end of the worksheet.
After that, all the answers are brought together and discussed. Some students write figures in

37
words on the board for the first activity and the final discussion is performed, in the first place,
by pairs and then the whole group discuss the conclusions. See Appendix 14.2.1.

3. Activity 3. Around 15 min. The topic about Antarctica continues, specifically an activity
consisting in listening an Al Stewart’s song called Antarctica. This activity is thought to review
and assess the use of the simple past. The students listen to the song for a first time and they
say what they are capable to understand: words, sentences or the general meaning of the song.
They write these words in three columns depending on their class: noun, adjective or verb. The
teacher tries to elicit the meaning of the words and the verb tenses. After that, the students listen
to the song for a second time, now with a fill-the-gap sheet to discover the missing words. After
that, teacher and students talk in a group discussion about the meaning of the song. See
Appendix 14.2.2.

4. Activity 4. Around 10 min. The teacher explains that the historical character that appears
in the previous song is Ernest Shackleton, a polar explorer who led three British expeditions to
the Antarctic and considered one of the greater explorers of 20th century. The students read an
advertisement published by Shackleton in The Times around 1913 and then discuss the
questions in the worksheet. See Appendix 14.2.3.

Homework. The students must write an essay about Endurance Expedition as the worksheet
says.

Self-Assessment questionnaire. The students get a questionnaire to bring next day. Through
this tool, the teacher assesses how well they are capable to manage English language in
everyday life since they are living in an English-speaking city. See Appendix 14.2.4.

Session 2.

1. Warm-up activity. Around 5 min. Guess the picture. One person comes to the front and
starts to draw a picture of a city. Then, the students must try to guess what city is before the
person has finished drawing it. The person who guesses correctly comes to the front to draw
another picture. They only need the blackboard and a marker.

2. Activity 2. Around 10 min. Students hand in their compositions about Men Wanted. The
teacher asks for two or three volunteers to read their text. Conducted by the teacher, these
readings are commented by the students trying to understand the reasons of an explorer. The
rest of the compositions are handed to the teacher to read later.

38
 3. Activity 3. Around 20 min. The next activity is called Moonlight in Paris. The teacher
writes these words on the blackboard: moon, free, kill, load, joy, light. Then, the students say
whether they know the words or not. If not, the teacher tries to elicit the meaning of the
unknown words. Then, the teacher writes the next definitions:

The light of the moon, A person who spoils the pleasure of others, To take advantage of the
generosity of others

The students must form three words whose meanings are the previous definitions. The
teacher elicits the right answers: moonlight, killjoy, freeload and explains these words are called
compound nouns. Then, the Moonlight in Paris trailer is projected. In a first viewing, the
students watch the video without subtitles. The students write down the compound nouns they
are able to notice, and they share them with their partners. Then, they watch the video with
subtitles trying to get the most of it. After that, they answer several questions related with the
video in pairs. A third viewing is needed to finally get the full meaning of it. Then, the teacher
explains the three kinds of compound nouns: open or spaced, hyphenated and closed or solid.
The students must provide some examples they can remember for each kind. After that, the
teacher writes on the board these words:

basket living blue roller sea not self break private full birth mother food dog
law in fast day time detective ball room jeans coaster esteem

The students must form compound nouns with these words and then in a conversation with
a partner use three of these words to answer this question: If you were to Paris this weekend,
what would you do? See Appendix 14.2.5.

4. Activity 4. Around 15 min. This is an activity about Paris called City of Lights. This is
an interactive activity about Paris, its monuments and why it is called City of lights. The teacher
writes on the board several reasons why Paris is called that way:

• Because it was a vast centre of education and ideas during the Age of Enlightenment
• In 1828, Paris began lighting the Champs-Elysées with gas lamps.
• Paris has many sunny days during the year.
• The electricity was discovered in Paris by French scientists.

39
 The students should discuss and find out the right reasons why Paris is called this way, in a
whole class discussion. Then, the students take turns to read aloud to discover which one is the
real one. See Appendix 14.2.6.

Session 3.

1. Warm-up Activity. Around 5 min. Today’s lesson starts with a word cloud related with
the lesson’s topic. Guess what? is the name of this activity and its aim is to find out the subject
of the next activity guessing through several tag words excerpted of the journalistic article that
the students read later. See Appendix 14.2.7.

2. Activity 2. Around 15 min. The name of the second activity is The world’s smallest
hotel and it is a reading activity devoted to finding out the difference between scanning and
skimming a text. Students read only the first paragraph and the last paragraph of an article called
Welcome to the world’s smallest hotel. The teacher writes these questions on the board: What
do you think the author is trying to present? What details do you expect to know? In what kind
of publication do you think you can read this text? They then work in pairs to discuss the
questions. The teacher explains this technique is called skimming: to look through a text quickly
to get the general idea or the gist. Then the teacher writes on the board the next questions: How
much does a night cost? How many rooms are there in this hotel? Where is this hotel placed?
What kind of business was it placed in the building before War World II? When did Ronnie
Barker stay at the hotel? The students must answer the questions. They don’t have to read the
article thoroughly, but to scan it to find the answers. The teacher explains this technique is
known as scanning: a kind of fast reading where the reader looks for specific information. See
Appendix 14.2.8. Then the teacher gives this handout to the students to help remember the
information and explains these techniques can be very helpful to understand a text in a better
way. See Appendix 14.2.9.

3. Activity 3. Around 10 min. In the previous activity, the students have read a text where
these sentences are found: It was a surprise for this reporter that had never stayed there before,
and It was a goldsmith’s and café in the late 40’s of last century, but previously it had been a
shoe repairers from 1905 until the Second World War. So, this is the opportunity to practice the
past perfect tense. The teacher gives the students the next worksheet: See Appendix 14.2.10.

4. Activity 4. Around 20 min. This activity is to carry on ordering events using the past
perfect. It is based on a YouTube video called Guy Quits Job to High Five the World - Epic
Travel Video. In this video, a man is presented quitting his job and doing amazing things

40
around the world. The video is played showing only the first ten activities. The first image says
Last day of work and the teacher elicits the meaning of the expression to quit job from the
students. The students are divided into pairs and they must remember the order of this man’s
activities and places he visited without taking notes. The teacher plays the video twice and
hands these flashcards to the students. They have to put the activities and places in order. The
video is watched again to check answers. The teacher writes on the board ordinals: first, second,
then, after, after that… The teacher writes on the board: Craig ____________. Then he
___________ . The students put cut-outs ‘quits job’ and ‘BASE jumps’ over the corresponding
gap. Craig quits job. Then he BASE jumps. The teacher asks: What happened before Craig
BASE jumped? (‘He quit his job’) “Craig _____ ______ job before he BASE jumped.” The
teacher elicits the structure of past perfect (had + past participle). The students practice using
the cut-outs on the board as a class. Then they practice with a partner. See Appendix 14.2.11.

Session 4.

1. Warm up activity. Around 10 min. Pronouncing places. The image shown below is
projected on the blackboard. The teacher elicits the differences between CITY, TOWN,
VILLAGE according to the three photos. Then writes a list of UK place names on the
blackboard and the meaning of the suffixes. One student must choose one of the places and
state: “I’ve been to…”, addressing a classmate. This classmate says in which categories it fits.
The students practice the pronunciation of places ended in -minster, -ford, -mouth, -chester, -
cester, -bury, -ham, -wich and their origins. Using the application Google Maps projected on
the board, all places are located on a UK map. All the process is explained by the teacher.

List of UK place names: Leominster, Castleford, Manchester, Lancaster, Nottingham,

Greenwich, Canterbury, Abbotsbury, Tottenham, Leicester, Bournemouth, Oxford, Newham.
Meanings: indications that the place is the site of a Roman castrum, meaning a military camp,
place situated where a river flows into the sea, monastery, place where a river can be crossed,
fortified place, farm, settlement. See Appendix 14.2.12.

2. Activity 2. Around 20 min. Since the time of the previous session was over, an activity
called World’s most unusual hotels is performed following the sub-topic of the aforementioned
session. It is an online presentation of unique and strange hotels around the world. The students
are provided with a sheet with ten hotels descriptions. On the screen, several pictures are
projected. According to the brief description of the hotel, the students must identify each

41
establishment with the description. Then, they take a vote on their favourite hotel and they
must explain their reasons to choose it. See Appendix 14.2.13.

3. Activity 3. Around 10 min. False Friends Activity. The students scan the previous text
and find these three words: actually, facilities and sanity. They must explain their meaning. The
teacher elicits the answers. It is possible that some students make a mistake misled by a bad
translation. The teacher explains that these words are called False Friends.

4. Activity 4. Around 15 min. This is a task related to the topic of this didactic unit. The
students should make a presentation about their favourite spot in the city. They are free to
choose the support of this task. This activity will be performed in an individual way. They are
free to film a video, sing a song, write a composition, make a collage in a poster board, etc. This
task is to be turned in the seventh session of this didactic unit. The students must in the
classroom in the seventh session of this didactic unit and the students should answer to
questions from their classmates and teacher. See Appendix 14.2.14.

Homework. Students must search the Internet for information about the winner hotel on the
voting and another two of their choice. They must gather the next information: price, dinning,
parking, services and facilities. They must write a brief fact sheet with these data. In addition,
students must complete the next worksheet about false friends. See Appendix 14.2.15.

Session 5.

1. Warm-up activity. Around 5 min. A to Z word race is an activity where the vocabulary
of the subject can be revised in a fun way. The teacher writes the alphabet from A to Z on the
board and the topic in question: Means of Transportation. S/He divides the class into two teams
and each team must nominate a writer who comes to the front and stands by the board. Each
writer needs a different coloured board pen. As soon as the teacher says start, students must
race to write an appropriate word next to each letter. Team mates help by shouting out
suggestions and giving spelling tips. After a five-minute limit, or when all the letters have been
used, a point is given for every word each team has managed

2. Activity 2. Around 20 min. This is a listening activity extracted from a San Francisco
Airport podcast. In this podcast, the students listen to some tips intended for travellers. After
the first listening, the teacher asks: Where can you hear this kind of information? What means
of transportation are they talking about? So, after the second listening and the solution of the
test, the students talk in pairs about San Francisco Airport. Source:

42
http://www.podcasts.com/san_francisco_international_airport_podcast_the_sound_of_sfo.
See Appendix 14.2.16.

3. Activity 3. Dining in the city. The teacher asks students if they enjoy eating out, where
they normally like to eat and what kind of restaurant they prefer: fast food, casual food, oriental,
fine dining, etc. Then, the teacher encourages students to talk about different things related to
restaurants not just the food. The comments are written on the board. The students must identify
particular categories the comments fall under. The categories should be: atmosphere, food,
clientele, service and price, but there may be others. Then, the teacher hands out a copy of two
reviews published online on tripadvisor.co.uk and asks some students to read them out loud.
The teacher focuses on vocabulary or expressions that are unknown or idiomatic and draws
students' attention to descriptive sentences in the texts. The students discuss the review asking
these questions: What are the positive and negative points? Would you eat there? Students are
placed into groups of two and try to identify the various categories aforementioned. See
Appendix 14.2.17. Then, the teacher passes out a handout called How to write a review and
tries to solve the students’ doubt about the topic. See Appendix 14.2.18.

4. Activity 4. Around 5 min. The teacher employs the last minutes of the season to talk to
the students about the task This is my favourite spot. The students ask questions and the teacher
tries to solve the possible issues and doubts.

Homework. The students must write a review about 100 words about a real experience in a
restaurant of their choice and publish it in a reviewing website. They must send the link to the
classroom’s blog.

Session 6.

1. Warm up Activity. Around 5 min. Fancy a trip? This interactive activity where the
students tell where they want to go on holidays. The teacher divides the board on four squares
and writes a word or phrase on each one: Beach, Mountain, City, Somewhere else. The students
must guess which category will be the most popular2. Activity 2. Around 20 min. This
activity presents ten phrasal verbs related with travels and means of transportation in the context
of a dialogue. The teacher tells the students they are going to read a conversation between two
friends and then writes these questions on the board:

- Where do you think they are? Do you think Monica will get up early next day?

The teacher hands out the worksheet: See Appendix 14.2.19.

43
 The teacher gets feedback from the students that both friends are staying in a hotel and
Monica will get up early because she wants to be at the reception desk at seven o’clock. Then,
the teacher asks the students to read the dialogue again and underline all the verbs that appear
accompanied by a preposition. The teacher asks the students if the meaning of the verbs remain
the same changing the preposition. Then explains when a verb is combined with a preposition
is called a phrasal verb. At that moment, the teacher hands a worksheet: See Appendix 14.2.20.
Once this worksheet is finished, the teacher gives the students the next gap fill worksheet. The
students will need 5 minutes to complete the exercise. Then, they check answers in a group
activity. See Appendix 14.2.21.

3. Activity 3. Around 20 min. The third activity of this lesson consists in viewing a video
of a guide of New York by Lonely Planet. Before the viewing, the students try to guess which
city they are going to talk about answering the first question of the worksheet. Then, the video
is watched for a first time while the students jot down the relevant information. They say what
they have understood. Then, a second viewing is made. Once finished, the students work in
pairs telling how their travel would be according to the information listened. Lonely Planet New
York: https://www.youtube.com/watch?v=prNQF0s9hu0 . See Appendix 14.2.22.

4. Activity 4. Around 5 min. The last activity of this lesson is one intended to make and
confirm a booking. The students are provided with a worksheet with directions to make a
reservation by e-mail. The teacher explains the activity. See Appendix 14.2.23.

Homework. The students must visit the hotel’s website to find the e-mail address and
different types of room. They write an e-mail booking a room of their choice and another
confirming the reservation.

Self-Evaluation Activity. The students must complete a self-evaluation worksheet to self-

assess their performance during the seven sessions of this didactic unit. See Appendix 14.2.24.

Session 7. Summative Evaluation.

This last session is conceived as the final evaluation of this didactic unit.

1. Activity 1. Around 15 min. Slow Travel Listening. The students listen to the first two
minutes of an interview with a blogger talking about slow travel. The record is played twice
and then the students must answer the worksheet. Source: https://vimeo.com/105632532 . See
Appendix 14.2.25.

44
 2. Activity 2. Around 35 min. This is my favourite spot presentation. The students give
their task to the teacher. They perform a brief presentation about their task, and their classmates
and the teacher can ask questions that they must answer. See Appendix 14.2.26.

Reinforcement Activities.

1. Activity 1. Around 15 min. Holidays around the world. This is a game played through
an app called Kahoot. This is an interactive program where the teacher can make some texts on
the topic of his/her election and play with the students with the help of mobile phones. The test
consists of twenty questions about holidays around different countries. Specific vocabulary of
the topic is used. Source: https://create.kahoot.it/. See Appendix 14.2.27.

2. Activity 2. Around 15 min. At the airport. This a vocabulary activity related with
airports and planes. Since our students are frequent travellers between UK and Spain, this is a
good activity to reinforce the specific vocabulary. See Appendix 14.2.28.

3. Activity 3. Around 20 min. An almost perfect date in a restaurant. The main purpose of
this activity is to revise and reinforce the use of past perfect tense and the differences with the
rest of the past tenses. They watch this video with subtitles: Desperate Housewives. An almost
perfect date. Source: https://www.youtube.com/watch?v=UGWjeK2SUa4&t=3s. The activity
is fully explained in the Description box of the YouTube video.

Extension Activities

1. Activity 1. Around 20 min. This reading activity starts with an article devoted to French
vacation destination. After reading it, the students solve a crossword using the words present in
the text. See Appendix 14.2.29. and 14.2.30.

2. Activity 2. Around 15 min. Ross & Chandler in a Hotel. In this activity, the students
watch a scene from Friends placed in a hotel. The students watch it for the first time and then,
they talk about the problems the characters have found in the hotel. After a second viewing of
the video, the students have to answer the next worksheet in pairs. Source:
https://www.youtube.com/watch?v=on2_ooaUc4Q. See Appendix 14.2.31.

3. Activity 3. Around 20 min. This is an interactive activity. The students received a

timetable with the trains to Cambridge from King’s Cross. One of them must play the role of
a train assistant and the other must play the customer. They should perform a conversation
where the schedules and prices are asked. Then, they swap roles. See Appendix 14.2.32.

10.3 Unit Evaluation

45
UNIT 7 – EVALUATION DESIGN

TYPES OF EVALUATION ASSESSMENT TECHNIQUES ASSESSMENT INSTRUMENTS ACTIVITIES

INITIAL EVALUATION Brainstorming Brainstorming What’s the topic? Session 1 / Activity 1

Observation
Worksheet (to include vocabulary and
Task Revision grammar structures the students know)
Check list
FORMATIVE EVALUATION Assessment of daily work and progress
of every student and the tasks made in
classroom and at home with observation
and correction rubrics for each skill.
Men Wanted. Session 1 / Activity 5 and Homework
Antarctica reading. Session1 / Activity 2
Antarctica Song. Session 1, Activity 3.
Speaking and interacting: Session 3 / Activity 2, Session 3 / Activity 1, Session
4/Activity 4, Session 5 / Activity 4
Listening: Session 2 / Activity 3, Session 6 / Activity 3

Teacher’s feedback of speaking and Pronunciation: Session 4/Activity 1.

Task Revision
interacting activities, teacher assessment Reading: Session 3/Activity 2, Session 4 / Activity 2
Observation of pronunciation activities, teacher’s
feedback of reading, writing, vocabulary Writing: Session 5 / Activity 3 and Homework
Immediate correction
and grammar activities.
Vocabulary: Session 4 /Activity 3, Session 5 /Activity 1

Grammar: Session 3/Activity 3, Session 3 / Activity 4, Session 6 / Activity 2

SUMMATIVE EVALUATION Tests My favourite spot in London Task. Session 7, Activity 2.

Oral presentation. Writing, oral and interactive activity: describe a place of
Task Correction Final task
London.
Interaction Papers
Listening & Writing: Slow Travel. Session 7, Activity 1.
Interview Activities Writing: Making and confirming a booking. Session 6, Activity 4 and
Homework
SELF-EVALUATION Questionnaire Self-Assessment Set of Questions Can-do list. Session 1 / Homework
Self-Evaluation worksheet. Session 6 / Homework

PEER-EVALUATION Observation Interaction San Francisco Airport. Session 5/Activity 2.

City of Lights. Session 2 /Activity 4

PROCESS EVALUATION Questionnaire Classroom diary and observation rubric During the whole process
Observation At the end of the didactic unit
Table nº 9.

46
11. CONCLUSION

If there is one thing that underpins this syllabus is the unequivocal intention to develop,
foster and promote the communicative function within the teaching-learning process of a
foreign language, English in this case. In this way, the communicative intention is clear from
the outset, since the motto, Learning English: a passport to the world, makes clear reference to
the communicative process and the function of language as a meeting point between people,
societies and cultures, especially English, as it has become a lingua franca that allows its
speakers to communicate in all corners of the world. Therefore, the use of the guidelines marked
by the CEFR and the Communicative Approach, although they are mandatory by law, are, in
turn, determined to develop clearly and emphatically the communicative competences of the
students. Thus, this syllabus encourages the use of tasks based on real-life situations and in
solving practical problems that need the communicative capacity to figure them out.

Therefore, if students are to decisively enhance their communication skills, they have to
face real-world tasks and situations. Although they are in the classroom, the activities and tasks
proposed must be totally based on what is happening around them. In this way, in the
development and design of this syllabus there are numerous tasks and activities arising from
everyday situations, (do the shopping, booking a trip, filling in a form) that do not come from
materials adapted to the classroom, but from real and everyday materials (train schedules,
commercial brochures, films, menus, etc...).

This syllabus also aims to promote the key competences that Spanish legislation considers
fundamental during this formative period. Therefore, the tasks and activities designed are
intimately related to the achievement of these competencies and associated learning standards.

Other key aspects of this syllabus are methodology and evaluation. As for the methodology,
it answers the question: how is the subject taught? Therefore, when choosing the methodology,
it is going to be decided how the teacher and also the students act. As mentioned above, the
communicative function is the main element to be developed, therefore it is necessary to choose
methods and approaches that encourage and support the development of this function.
Therefore, the strategy to be followed must meet a series of characteristics such as that it is
rigorously and solidly developed, there is a previous investigation that endorses it and it has
been formalized and disseminated. Therefore, the methodologies and approaches chosen are
appropriate to comply with the proposed principles and existing legislation.

47
 As far as evaluation is concerned, it has been taken into account that it is not a mere
collection of data for students to obtain a score, but rather an instrument that evaluates the
teaching-learning process and helps the teacher and students to improve it. In this way, the
evaluation of the process itself and the teacher's work becomes a fundamental tool for
improvement and progress.

Finally, the design of the teaching units is the last step from the theoretical to the practical
level. They define what is to be taught and sequence and choose the contents of the school year.
In order to do this in the best possible way, the same principles have been followed that govern
the rest of the syllabus. They therefore seek to enhance the communicative function, key
competences and the acquisition of learning standards.

12. FINAL REFLECTIONS

At the time of carrying out this syllabus, I have taken into account that it is not only the
development and design of a school year for a group of students with all that it entails, but also
the final dissertation of this Master's Degree in Teaching where it is necessary to remember and
compile everything learned in the other subjects and put it into practice. Therefore, all the
notions and knowledge acquired during this academic year take on a more realistic and practical
character, being these pages the result of all that has been learned. The creation of a syllabus as
it had been witnessed in the practices did not seem to imply the complexity and precision that
it really supposes, paying special attention to the fact that all the contents are spun, that all the
proposed indications are followed, but at the same time maintaining originality in the proposals,
understanding the mechanisms that make up a syllabus and applying real contexts of use of the
language. So, it was really necessary to spend a lot of time and effort in developing this syllabus
because there are many details to take into account. That is why the subjects related to Didactics,
curriculum development and educational processes have proven to be very valuable for the
design of the syllabus.

The first real contact with the world of Education takes place during both Practicum. For
me, it meant opening my eyes to the educational process in a close, real and honest way. For
the first time, I was able to cope with what it meant to deal with a group of students, face
difficulties that were unpredictable and be able to overcome my own fears when it came to
addressing students whose needs I had to meet. In this context of daily work, it is where I realize
that it is absolutely necessary to have a plan with everything that will be done during the school
year to avoid improvisations that lead to gaps in the educational process that can puzzle
students. In turn, I learned that if planning and design is very important, so is the ability to be
48
flexible. Flexibility does not mean improvising but adapting to possible changes and
unexpected situations. Therefore, this syllabus had to be a very well thought-out and developed
working document, but at the same time susceptible of being changed, rethought and updated.

When I started this Master's degree, I knew how important Education is in the development
of a fair and egalitarian world and of the great advantages it brings to society, but perhaps I was
not aware of many other things related to the educational world. Firstly, the scientific, research
and thought work behind an educational activity or lesson plan. The setting up of a syllabus in
a classroom entails a great effort not only on the part of the teacher who designs and plans it,
but also on the part of a large educational community that has laid the foundations of the
currents of thought on which the entire educational process is based. Therefore, researchers,
legislators, trainers of future teachers and pedagogues work to achieve a better educational
quality. Secondly, and on a more personal level, I have learned and understood that teacher
work is an occupation where knowledge must always be on the increase. You need to know
very well what is going to be done before you do it. It is not only necessary to know very well
the subject to be taught but also to know how, when, where to do it. Therefore, as future
teachers, we must strive to do our best to accomplish our task in the best possible way. In this
way and in the words of educator Marva Collins: “The good teacher makes the ‘poor’ student
good and the ‘good’ student superior. A good teacher is always true to the Latin meaning of the
word teacher, which means ‘to lead or draw out’” (Collins, 1992, p. 9).

13. BIBLIOGRAPHY AND WEBLIOGRAPHY

Official Documents
Academic staff. (2017). Programación General Anual. 4 de octubre, 2017, IES Vicente
Cañada Blanch.
Academic staff. (2017). Proyecto Educativo de Centro. 2 de diciembre, 2017, IES Vicente
Cañada Blanch.
Ley Orgánica 8/2013, de 9 de diciembre (LOMCE) (BOE 295 10th December 2013)
Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOE). (BOE 106 4th May 2006).
Real Decreto 1105/2014, de 26 de diciembre, que establece el currículum básico para ESO y
Bachillerato. (BOE 169, 3rd January, 2015)
Orden ECD/1361/2015, de 3 de julio, por la que se establece el currículo de Educación
Secundaria Obligatoria y Bachillerato para el ámbito de gestión del Ministerio de Educación,
Cultura y Deporte. (BOE 56936, 9th July, 2015)
Orden ESD/1729/2008 de 11 de junio, por la que se regula la ordenación y se establece el
currículo del bachillerato. (BOE 147, 18th June 2008)

49
Bibliography.
ANTÚNEZ, S. (1992): Del proyecto educativo a la programación de aula: el qué, el cuándo
y el cómo de los instrumentos de la planificación didáctica. Barcelona: Graó
BACHMAN, L. F. (1990): Fundamental considerations in language teaching. Oxford: Oxford
University Press
COLLINS, M. (1992) Ordinary Children Extraordinary Teachers. Charlottesville: Hamptons
Road Publishing.
GARCÍA HOZ, V. (1988): Educación personalizada. Madrid: Ediciones Rialp.
GARDNER, H. (2011): Frames of mind. The theory of multiple intelligences. New York, NY:
Basic Books.
HYMES, D. (1972): On communication competence in PRIDE, J.B. and HOLMES, J.
Sociolinguistics. Harmondsworth: Penguin. 269-285.
MURPHY, R. (2011): English Grammar in Use with Answers: A Self-study Reference and
Practice Book for Intermediate Students of English (The ‘blue’ one). London: Cambridge
University Press.
LASPRA RODRÍGUEZ, A (2008): Making it work: communicative competence, from theory
to practice, en ESTÉBANEZ, C. ed., Language Awareness in English and Spanish. Valladolid:
Universidad de Valladolid. 153-183.
LIGHTBOWN, P. & SPADA, N. (2013): How Languages are Learned. Oxford: Oxford
University Press
NORRIS, R. & FRECH, A. (2012): Ready for CAE Coursebook with Key. London: Cambridge
University Press.
PIAGET, J. (1970): Logic and psychology, New York: Basic Books
RODRÍGUEZ, B. and VARELA, R. (coords.) (2010): Language, Literature and Culture in
English Studies. Madrid: Alianza Editorial.
VYGOTSKY, L. S. (1978): Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
WILLIS J. and WILLIS D. (2000): Challenge and change in language teaching. Oxford:
Heinemann.
WOOD, D., BRUNER, J. & ROSS, G. (1976): The role of tutoring in problem solving, Journal
of Child Psychology and Psychiatry, Vol. 17, pp. 89-100

50
 14. APPENDIX
14.1 Evaluation instruments

14.1.1. Writing Skills Rubric

Writing Skills Rubric

Unacceptable Beginning Competent Skilled Exemplary Score

1 2 3 4 5
Overall position Overall Overall position Overall Overall position is
is not evident. position is is clear with a position is clear well articulated
Topic as evident, but sense of and developed. and thoroughly
Main Idea/Thesis

expressed is often too developed ideas. developed. Topic

Topic is
superficial or simplistic. Topic is is interesting,
interesting,
undeveloped. Topic is also interesting and significant, and
significant, and
simplistic and significant, but intellectually
is engaged
one- not deeply challenging.
from several
dimensional. explored in
angles.
needed areas
No Argumentative Argumentative Argumentative Argumentative
argumentative structure is structure is structure is structure is clearly
structure is rudimentary. evident but evident. evident.
Argument

evident. sometimes Objections are Objections are

Claims are
simplistic. taken seriously taken seriously
Ideas are repeated rather
Objections are and typically and addressed
unconnected. than developed.
addressed but addressed fair- fair-mindedly with
formulaically. mindedly. great skill.
Claims are not Some claims Claims are Claims are Claims are
supported by are supported typically almost always supported by
reliable evidence by valid, supported by supported by reliable, valid
from credible reliable valid, reliable valid, reliable evidence from
Evidence

sources, making evidence, but evidence from sources, so that credible sources
the paper support is credible sources, the paper is and effectively
unconvincing inconsistent, making the paper generally synthesized in a
making the for the most part convincing. very convincing
paper less than convincing. manner.
convincing.

51
 Ideas appear The paper is The introduction The The introduction
unconnected. organized, provides some introduction skilfully captures
though context for the sets the context reader attention
Paper shows
simplistically. paper and states a for the paper while establishing
serious lack of
An thesis, though in and states a the context for the
unity and
introduction a predictable way. clear thesis. paper. All the
coherence.
and conclusion Main points are Main points are main ideas are
Introduction
are attempted logically clear and clear and logically
and/or
but are structured. logically structured.
conclusion may
Organization

perfunctory or Transitions structured. Transitions

be weak, trite,
formulaic. The provide Transitions provide a strong
or non-existent.
introduction coherence, but provide a sense sense of
may be overly may be of coherence. coherence. The
general, and the formulaic. The The conclusion conclusion
conclusion may conclusion summarizes the summarizes and
simply restate summarizes the paper and explores
the thesis. paper but does makes some implications and
not explore effort to significance.
implications or explore
significance. implications
and
significance.
Awkward Awkward Phrasing is Clear phrasing, Skilful phrasing,
phrasing, phrasing, generally appropriate adept
unskilful or unskilful or effective; management of management of
inappropriate inappropriate voice/tone and voice and tone, voice and tone,
Readability

voice/tone voice/tone vocabulary are and vocabulary and apt word

and/or and/or generally suitable enhance the choice create an
imprecise imprecise for the paper’s paper’s ideas. inviting paper.
vocabulary. vocabulary ideas and only
distract from occasionally work
the paper’s against its ideas.
ideas.
Numerous Several errors Errors in There are There are very few
errors in in grammar, grammar usage, occasional or no mechanical
grammar, usage, usage, spelling, spelling, and errors in errors in the
spelling and and punctuation are grammar, paper.
punctuation punctuation noticeable, but usage, spelling, Documentation of
Conventions

seriously distract the do not seriously and sources is correct.

impede reader and impede the punctuation
meaning. impede reader. that do not
Necessary meaning. Documentation impede the
documentation Problems with is usually correct. reader.
is missing. needed Documentation
documentation of sources is
exist correct.

52
 Ideas are Overall Paragraphs are Paragraphs are Paragraphs are
asserted rather organization typically well organized skilfully organized
than developed and support organized and and contribute and add to the
or are largely need significant add to the to the development of
underdeveloped. development. development of development of ideas. Support is
Overall Impression

Language Frequent ideas. ideas. Support sound with rare or

suffers from though not Organization is is good with no weak areas.
distracting pervasive evident but infrequent Sentence-level
errors at the problems at the sometimes weak areas. errors are rare to
sentence level. sentence-level. undeveloped. Organization is non-existent.
Paragraphing is There are clear.
inconsistent. occasional but Sentence-level
not overly errors are
distracting, infrequent.
sentence-level
errors.

Total

53
 14.1.2. Reading Skills Rubric

Modesto Bravo Parra Student:

Rubric for reading

comprehension skills

COMPREHENSION SKILLS

Poor Fair Good

1 pts 2 pts 3 pts
MAIN IDEA Poor Fair Good
MISIDENTIFIES MAIN IDEA, IDENTIFIES MAIN IDEA BUT IDENTIFIES MAIN IDEA AS
OR FAILS TO IDENTIFY THE CANNOT IDENTIFY WELL AS SUPPORTING
MAIN IDEA SUPPORTING DETAILS DETAILS

FACTS Poor Fair Good

CANNOT IDENTIFY ANY IDENTIFIES ONLY A IDENTIFIES MOST AND/OR
FACTS AND/OR A LIMITED MINIMAL NUMBER OF ALL FACTS, WITH NO
NUMBER OF FACTS, AND/OR FACTS AND/OR IDENTIFIES CONFUSION WITH
CONFUSES FACTS AND NONFACTUAL ELEMENTS OPINIONS OR OTHER
OPINIONS ELEMENTS

CONTEXT Poor Fair Good

CANNOT IDENTIFY IDENTIFIES MINIMAL IDENTIFIES MOST
CONTEXTUAL REFERENCES CONTEXTUAL CONTEXTUAL REFERENCES
TO INTERPRET MEANING REFERENCES TO TO INTERPRET MEANING
INTERPRET MEANING
SEQUENCE Poor Fair Good
CANNOT IDENTIFY IDENTIFIES SEQUENTIAL EXHIBITS ABILITY TO
KEYWORDS OR ELEMENTS OF MESSAGES IDENTIFY SEQUENTIAL
SEQUENTIAL TEXTUAL BUT HAS TROUBLE WITH ELEMENTS AS WELL AS THE
PASSAGES THE RE-ORGANIZATION OF ABILITY TO RE-ORGANIZE
THE SEQUENTIAL THE ELEMENTS INTO A
ELEMENTS SEQUENTIAL ORDER

INFERENCE Poor Fair Good

CANNOT CONCLUDE IDENTIFIES LIMITED CAN IDENTIFY WHEN
INFERRED MESSAGES NOR INFERRED MESSAGES, OR MESSAGES ARE INFERRED
IDENTIFY PROSE THAT MAY RECOGNIZES BUT AND CAN CONCLUDE
INFER THEM, AND/OR MISINTERPRETS THE ACCURATE MEANING
MISCONCLUDES INFERRED INFERENCE
MESSAGES

CONCLUSION Poor Fair Good

CANNOT IDENTIFY OR CAN IDENTIFY MOST CAN IDENTIFY
SUMMARIZE CONCLUSION, CONCLUSIONS BUT CONCLUSION AND CAN
AND/OR LACKS THE EXHIBITS DIFFICULTY IN SPECULATE CONCLUSION
ABILITY TO SPECULATE SPECULATING CONCLUSION
CONCLUSION

54
 14.1.3.Checklist

Checklist.
Initial Evaluation Activity

Yes No

1 The student recognises the topic

2 The student identifies the words in the blackboard.

3 The student is capable to say more than ten words

related to the topic.

4 The student understands teacher’s questions.

5 The students are able to use the correct verb tense.

6 The pronunciation is correct.

7 The student uses vocabulary and verb tenses

previously learned.

8 The student takes part in the activity in an active way

TOTAL

55
 14.1.4. Estimation scale.

Learning Indicator Low level Low Upper High level

intermediate intermediate
level level
S/he extracts
explicit 0 or 1 points 2 `points 3 points 4 points
Information
information
extraction
S/he extracts
implicit 0 or 1 points 2 points 3 points 4 points
information
S/he infers
Meaning
what it has 0 or 1 points 2 points 3 points 4 points
extraction
been read
Assessment S/he assess 0 or 2 points 3 or 4 points 5 or 6 points 7 or 8 points
Increase of S/he increases
0 or 1 points 2 points 3 points 4 points
vocabulary vocabulary
Score
Total Score

56
 14.1.5.Listening Skills Rubric
Modesto Bravo Parra
Rubric:
Listening Skills
Listening Skill
POOR
2 pts
Listening Process POOR
Student is hard to catch the
information which is spoken
by speaker.
Ability to focus POOR
Student cannot concentrate
on the listening task.
General Understanding POOR
Student does not
understand enough
vocabulary or information to
answer the questions.
Remembering Info. POOR
Student is struggling to
remember what was said or
taught because of their lack
of listening strategies.
Accuracy of answers POOR
Student's answers are
mostly left out or unrelated
to the information given.
Student:
GOOD ENOUGH GOOD
3 pts 4 pts
GOOD ENOUGH GOOD
Student can catch the Student can catch the
information but the information and the
information which is caught information which is caught
is less than 50%. is almost 80% or even more
then 80%.
GOOD ENOUGH GOOD
Student can concentrate on Student can concentrate
the listening task, but and does not find any
student still finds some difficulties on their listening
difficulties. task.
GOOD ENOUGH GOOD
Student can answer the Student looks understand a
questions, but student does lot the vocabulary or
not understand a lot the information and student can
vocabulary or information. answer the questions
completely.
GOOD ENOUGH GOOD
Student uses strategies to Student uses strategies to
enhance listening abilities, enhance listening abilities,
but lacks difference in but lacks difference in
efferent and aesthetic efferent and aesthetic
listening. listening.
GOOD ENOUGH GOOD
Student includes a small Answers are mostly
amount of information; accurate and related to
however, a lot is left out or the information given, with
is not accurate. only a few errors.
57
 14.1.6. Speaking Skills Rubric.
Modesto Bravo Parra
Rubric for speaking skills
This rubric is designed to assess student’s ability in
Poor
1 pts
Comprehension Poor
Does not understand the
question, responses are
unclear
Content Poor
The ideas regarding the
opinion of the students
are not supported by
additional information or
explanation
Pronunciation Poor
Pronounces less than
50% of words correctly
Fluency Poor
Does not speak fluidly,
frequent short and long
breaks
Grammar/vocabulary Poor
Poor grammar and
minimal vocabulary
Performance skill Poor
Speaking in volume which
is almost inaudible, no
facial expression, and not
communicative
speaking.
Speaking skills
Needs work
2 pts
Needs Work
Makes significant
mistakes understanding
questions, responses are
somewhat clear
Needs Work
Some ideas that the
students present,
regarding their opinion
are supported by
additional information or
explanation
Needs Work
Pronounces around 50%
of words correctly
Needs Work
Speaks somewhat
fluidly, frequent short
and a few long breaks
Needs Work
Basic grammar and
not-varied basic
vocabulary
Needs Work
Speaking in soft voice but
not really clear, flat facial
expression, and less
communicative
Student:
Good Very Good
3 pts 4 pts
Good Very Good
Makes few mistakes Correctly understands
understanding questions, responses
questions, responses are clear
are mostly clear
Good Very Good
Most of the ideas that All ideas that the
the students present, students present,
regarding their opinion regarding their opinion
are supported by are supported by
additional information or additional information or
explanation explanation
Good Very Good
Pronounces around 75% Pronounces almost all
of words correctly words correctly
Good Very Good
Speaks mostly fluidly, Speaks fluidly, few to no
semi-frequent short or a breaks
few long breaks
Good Very Good
Moderately strong Strong grammar and a
grammar and a varied, varied and relatively
but basic vocabulary complex vocabulary
Good Very Good
Speaking in soft voice Speaking clearly and
but can be understood, loudly, good facial
good facial expression, expression, and
and communicative communicative
enough
58
 14.1.7. Self-evaluation rubric.

Didactic Unit Task

Student’s name: ______________________________________________________________

1. Please evaluate your experience on the

following items by checking the appropriate
rating. Poor Satisfactory Good Very Good Excellent
(1) (2) (3) (4) (5)
1 I arrived on-time
2 I have made and met deadlines
3 I completed required work
4 I can speak about the unit’s topic
5 I can write about the unit’s topic
6 I can read the unit’s texts.

7 I understand oral texts.

8 I have good interpersonal skills

9 I have shown predisposition to ask for help

and guidance
10 I have interacted with partners in the
classroom
11 I have used time in a right way

12 I have good knowledge of the unit’s specific

vocabulary
13 I have pursued opportunities to expand
knowledge, skills, and abilities
14 I have demonstrated critical thinking
and problem-solving skills

59
 14.1.8. Oral Presentation Rubric

Good Good
Category Scoring Criteria Poor enough 3 Score
1 point 2 points points

The type of presentation is appropriate

Organization for the topic and audience.
Information is presented in a logical
(15 points)
sequence.
Presentation appropriately cites
requisite number of references.
Introduction is attention-getting, lays
out the problem well, and establishes a
framework for the rest of the
presentation.
Content Technical terms are well-defined in
language appropriate for the target
(45 points) audience.
Presentation contains accurate
information.
Material included is relevant to the
overall message/purpose.
Appropriate amount of material is
prepared, and points made reflect well
their relative importance.
There is an obvious conclusion
summarizing the presentation.
Speaker maintains good eye contact
with the audience and is appropriately
animated (e.g., gestures, moving
around, etc.).
Presentation Speaker uses a clear, audible voice.
(40 points) Delivery is controlled and smooth.
Good language skills and
pronunciation are used.
Visual aids are well prepared,
informative, effective, and not
distracting.
Length of presentation is within the
assigned time limits.
Information was well communicated.
Score Total Points

60
 14.1.9. Task Rubric.

Modesto Bravo Parra Student:

Task Rubric

Very Good Good Needs Work Poor

4 pts 3 pts 2 pts 1 pts
Organization and Very Good Good Needs Work Poor
Appearance
Superior completion. Completion of Task. Completed task. Does not meet
Writing is appropriate Responses Responses somewhat requirements given or
with elaboration. appropriate and inappropriate. Last shows clear use of an
Exceeds expectations, adequately minute product. online translator.
Content is well developed. Meets Lacking effort.
organized. Topic is expectations. Writing is somewhat
discussed thoroughly. Presentation is illogical and confusing
generally logical. in places. Information
Most information on on topic lacking.
topic is included.

Comprehensibility Very Good Good Needs Work Poor

Reader can always Reader can Reader can Clear use of an online
understand what the understand most of understand less than translator.
writer is trying to what the writer is half of what writer is
communicate. Correct trying to trying to
use of the English communicate. Mostly communicate.
language. correct use of the Incorrect use of the
English language. English language.

Vocabulary/Content Very Good Good Needs Work Poor

Writer goes above Writer uses a variety Writer uses some Vocabulary is used
and beyond, using a of relevant vocabulary. Most of incorrectly or is
wide variety of vocabulary. the vocabulary is irrelevant.
vocabulary. Correct Vocabulary is basic and
usage of new or appropriate to the repetitive.
unfamiliar vocabulary. level and topic.

Grammar Accuracy Very Good Good Needs Work Poor

Writer uses correct Writer usually uses Writer makes Serious errors
grammar, word order, correct grammar, frequent mistakes interfere with
spelling, and word order, spelling, with grammar, word comprehension.
punctuation. Minor and punctuation. order, spelling, and
errors with more Some errors with punctuation. Errors
complex structures. more complex begin to interfere with
structures. comprehension.

Work quality/effort Very Good Good Satisfactory Poor

The work done The work was done Work is done with fair Work is done with
exceeds all with good effort that effort, but the quality little effort, quality is
expectations and shows what the is still not what the not what the learner
shows that the learner is capable of. learner is capable of. is capable of. It is
learner is proud of It is evident that time evident that the work
his/her work. The was put into this task. was rushed, and little
effort that was put time was spent on the
into this task is the final product. Work is
best it can be by the incomplete.
learner.

Total Score

61
 14.1.10. Behaviour, Attitude and Participation Rubric.
Student:
Modesto Bravo Parra
Grade:

Behavior, Attitude and Participation Rubric

Attitude & Participation Rubric

4 3 2 1 0
4 pts 3 pts 2 pts 1 pts 0 pts
Attendance and 4 3 2 1 0
Punctuality
Has perfect Has no more than Has no more than Has more than 5 Has extremely
attendance. 1 unexcused the maximum unexcused poor attendance.
Is never tardy. absence. allowed unexcused absences.
Is never tardy. absences. Is frequently tardy. Is frequently tardy.
Is seldom tardy.

Participation & 4 3 2 1 0
Group Work
Frequently Frequently Moderate Seldom Never participates
Participates in participates in participation in participates in in class.
class, often asks class, often asks class. Has the class. Appears apathetic
thought provoking thought provoking answer when towards class
questions, show questions. called on. Appears activities.
much effort in Appears enthused interested in class
going beyond the about class activities.
scope of the book. activities.
Distracting 4 3 2 1 0
Behaviors
Never engages in Seldom engages in Infrequently Frequent verbal or Frequently shows
verbal/nonverbal activities other distracts others nonverbal disrespect for
behavior that is than those from learning, or behaviors that others' learning, or
distracting to required for the instructor from distract others or frequently distracts
others or learning. teaching the class. the instructor. the instructor.
instructor.
Completion of 4 3 2 1 0
Assignments
Always turns in Usually turns in Usually turns in Assignments are Assignments are
assignments on assignments on assignments on frequently late. usually late.
time. time. no more than time, however, Assignments show Assignment usually
Assignments are 1 late assignment. assignments are minimal effort shows no thought.
always done Assignments are occasionally late. towards Student is going
correctly and clear, concise and Assignments are completeness and through the
neatly. complete. clear. clarity. motions to get it
done.
Completion of 4 3 2 1 0
Tasks
Always turns in Usually turns in Usually turns in Tasks are Tasks are usually
tasks on time. tasks on time. no tasks on time, frequently late. late.
Tasks are always more than 1 late however, they Tasks show Task usually
done correctly and tasks. They are are occasionally minimal effort shows no thought.
neatly. Works well clear, concise and late. Tasks are towards Student is going
with others. complete. Works clear. completeness and through the
well with others. Works well with clarity. motions to get it
others. done.

General Attitude 4 3 2 1 0
Towards
Learning Exhibits an Seems interested A willing Shows little Shows a complete
extremely in learning, makes participant in the evidence of lack of desire for
conscientious and an above average classroom, and wanting to be in learning.
spirited desire to effort to gain the exhibits willingness the class to learn Contributes
learn the material, most out of to learn concepts the material. The nothing to his or
and enhance the learning and course motive for the her own or others
learning of others experience. material. individual is learning.
in the class. somewhat
questionable.

Total Score

62
 14.2 Didactic Unit Activities.

14.2.1.

Antarctica

Geography: Antarctica is the icy continent at the South Pole. It is covered by permafrost
(permanently frozen ground), is surrounded by water, and is about 1 1/2 times larger
than the United States. The world's largest desert is on Antarctica. 98 percent of the land
is covered with a continental ice sheet; the remaining 2 percent of land is barren rock.
Antarctica has about 87% of the world's ice.
Climate: The South Pole is the coldest, windiest, and driest place on Earth. The coldest
temperature ever recorded on Earth was at the South Pole; it reached -128.6°F (-88.0°C)!
On average, most of Antarctica gets less than 2 inches of snow fall each year.
People: Although scientific expeditions visit Antarctica, there are no permanent human
residents (because of the extreme weather, which includes freezing temperatures, strong
winds, and blizzards). There are about 4,000 seasonal visitors to Antarctica.
Location: Antarctica hasn't always been located at the South Pole. It has drifted, like the
other continents, and has ranged in location from the Equator (during the Cambrian
period, about 500 million years ago) to the South Pole. During the time of the dinosaurs
(the Mesozoic Era about 65 million to 248 million years ago), Antarctica was more
temperate and home to dinosaurs and many other life forms. Now, there is very little
indigenous life.

Numbers:
(Write out all the numbers in words)
1. If the highest temperature ever recorded on Earth is 56.7ºC (134.1ºF) in Death Valley
(USA), can you tell me what is the difference in degrees Centigrade and Fahrenheit
between the hottest and coldest temperature on Earth.
2. The area of the USA is 9.800.000 km2 and the Antarctica is one and a half larger.
What is its area?
3. How many degrees below zero have been recorded in Antarctica?
4. What is the percentage of ice that we can find in the rest of the world?
Questions:

63
 1. Has Antarctica always been located at the South Pole?
2. How was the weather in Antarctica during the time of the dinosaurs?
3. Is there some life in Antarctica now?
4. Is Antarctica near North America?
5. Are there permanent human residents
6. Has Antarctica ranged in location from the Equator to the North Pole?
Discussion.
If you received a good job offer, would you live for a year in Antarctica? Explain
your reasons.

Source: http://nymyachts.com/current_news/Antartica.htm
14.2.2.

Antarctica

Al Stewart & Peter White

Long before I ever _____ In Antarctica

The frost _________________ Who knows ___________ may be

I was _________ by your beauty __________ a man to go

And it drew me _____________ ____________of the dangers

I felt the chill of ___________ Out across __________ snow

With _________ on your shore __________ by this ambition

And then and there resolved to go I easily forget

Where ________ had before The _________ quest of Shackleton

Maybe I was snow-blind The ________ death of Scott

But it seemed the ___________ true In Antarctica

And _______ its stories then In Antarctica

__________ sometimes do Maybe I was snow-blind

In Antarctica But it seemed the _________ true

64
And _______ its stories then But something _____________

______ sometimes do Is ___________ there still

In Antarctica In Antarctica

In Antarctica In Antarctica

Maybe I was snow-blind

Perhaps ________ my will

14.2.3.

This is an actual advertisement published at The Times by Ernest Shackleton in 1913,

searching for men to explore the Antarctica.
Do you think this is a good way to recruit people for a mission?
In your opinion, how many people answered to this call?
Do you think that this kind of job offers would be successful nowadays?
Would you feel attracted to this job offer?
Search for information online and write a text about the Endurance Expedition led by
Shackleton as if you were enrolled on it. Approx. 100 words.

65
14.2.4.

Can-Do List for Self-Assessment

Directions: Put a check mark (X) in the box that best describes you. Put only one
check for each row.

Here’s what I can I can do I do OK most This is a little This is very I can’t do
do. this. of the time, difficult for difficult for this. No
No except when me, but I can me. I can way. It’s
problem. things are do it with only do it much too
5 points complicated. some help with a lot of difficult.
4 points. from others. help from
3 points others. 1 point.
2 points
Talk about my
country and my
city with a friend
or neighbour
Ask for directions
on the street or
ask where
something is in a
store
Understand the
news on TV
Pick a story in the
newspaper and
read it
Explain to the
doctor in detail
what’s wrong
Figure out my
phone bill or
electricity bill
Understand the
notes that my
teacher sends
from school
Explain about
myself in an
interview
Fill out a form
(name, birthdate,
address, phone)
Ask someone to
speak more
slowly or to say
things in a
different way
Total

66
14.2.5.

Midnight in Paris.
1. According to the girl, the man is in love…
a) with a fancy
b) with her
c) with a city
d) with a fantasy
2. As her father is in travel business, they decided…
a) to freeload along
b) to travel a lot
c) to stay alone
d) to say hello
3. When they want to spend some time together, what does the man say?
a) That he is delighted
b) That they are tired
c) That they have a lot of commitments.
d) That he didn’t want to be with them.
4. According to the bearded man, Rodin…
a) was married to Rose
b) was married to Camille
c) was never married
d) was married to Rose and Camille
5. The blonde man thinks about the other man that he is …
a) a social intellectual
b) an antisocial person
c) a pseudo-intellectual
d) so perfectionist
6. When they are going to go to dancing, what does not the blonde man want to
be?
a) A party spoiler
b) A boring guy
c) A killjoy
d) A bull fighter
7. Where does Gill do every night?
a) He talks about ideas
b) He thinks about ideals
c) He walks and get ideas
d) He chalks up some ideas
8. What does the detective agency say?
a) The detective is missing
b) Gill walks down the city
c) The detective is solving the mystery
d) The girl was kissing Gill

67
14.2.6.

If you’ve ever wondered why Paris is called the “City of Lights “, here are some
interesting Paris facts that will enlighten.

City lights – There are over 296 illuminated sites in Paris covering hotels, churches, statues,
fountains and national buildings and monuments. Furthermore, 33 of Paris’ 37 bridges are
illuminated at nightfall.

The sparkling Eiffel Tower – It takes 40 km of illuminated garlands made up of 20,000

sparkling light bulbs to light up this famous Paris landmark.

Champs-Elysées – The world’s most beautiful and romantic boulevard lights up during the
Christmas illuminations. This is truly a sight to behold! There are over 2.4 km of lights
from the Place de la Concorde to the Arc de Triomphe, including 450 decorated trees – 330
trees sparkle along the avenue and 120 trees on the pavement.

Illuminations at the Grands Magazins – The façade of Galeries Lafayette on the Grands
Boulevards is decorated in 2,000m² of light during the festive season, using some 250,000
light bulbs. This is one amazing Paris fact.

Lighting on the Paris tramway – In the south of Paris, all along the Boulevard des
Maréchaux, over 4,000 luminous points set off the new tramway at night.

Public lightings contribute to 113,251 above ground light sources, 14,443 underground
light sources and over 50,000 street lights.

Paris is synonymous with cinema and cinema lights add to Paris’ night lights!

Why is Paris really called City of Lights?

Street lighting aside, Paris’ reputation as the “City of Lights” is accredited to its position as
the intellectual centre during the Age of Enlightenment. “La Ville-Lumière” as it was then
called, Paris was the birthplace of the Age of Enlightenment and it was famous as a centre
of education and ideas throughout Europe.
Paris’ early adoption of street lighting probably also contributed to its “City of Lights”
tag. Based on the interesting facts above, the city continues to uphold its reputation as the
City of Lights, from a wattage perspective.

68
14.2.7.

14.2.8.

Welcome to the WORLD’S SMALLEST HOTEL

World's smallest hotel has opened in Copenhagen, with only one tiny bedroom above the city's
smallest coffee shop.

Despite its diminutive appearance, the room comes with bathroom, flat screen and mini bar.
For £170 per-night you can enjoy the novelty of staying in the world's smallest hotel.

A double room measuring just eight-foot

by ten-foot wide is the only room Central
Hotel, which fits neatly onto the floor
above Copenhagen's Central Café. With
just five indoor seats, the Central Café can
also claim to be Copenhagen's smallest
coffee shop.

Equipped with a TV and iPhone docking

station this en-suite room has just enough
space to swing a cat in - but not much
more. There is also a picture of legendary British comedian Ronnie Barker - not because he

69
stayed there but because the owner of the hotel is a huge fan. It was a surprise for this reporter
that had never stayed there before.

Owner Leif Thingtved explained how the quirky little hotel located in the city's trendy
Stronget district may be small but is booked out from August to September. 'This is certainly
the hottest spot in Copenhagen,' he said. 'No matter how much you pay for a room you don't
really want to sit inside it all night - you want to go out.

The double bed is a Swedish design known as Hestens and the duvet is a Geismar; it's made
of goose feathers.' The historically decorated room has a mixture of finely-polished wooden
beams and furniture, retro bedside lamps and a padded door for extra sound-proofing.
According to Leif, the small iPhone dock, complete with iPhone and the TV tucked away
behind a pull-down wooden panel adds modernity to the room, as does the urban view from
the window of the street below.

It was a goldsmith’s and café in the late 40’s of last century, but previously it had been a shoe
repairer from 1905 until the Second World War. Leif has owned the building and has run the
coffee shop downstairs since 2010. 'It was always part of the plan to have a hotel room
upstairs,' he said. 'We opened back in June and August is already fully booked. 'This building
is little crazy but it's looking good.'

14.2.9.

Skimming and Scanning

Skimming refers to the process of reading only main ideas within a passage to get an overall
impression of the content of a reading selection.
How to Skim:
• Read the title.
• Read the introduction or the first paragraph.
• Read the first sentence of every other paragraph.
• Read any headings and sub-headings.
• Notice any pictures, charts, or graphs.
• Notice any italicized or boldface words or phrases.
• Read the summary or last paragraph.

70
Scanning is a reading technique to be used when you want to find specific information quickly.
In scanning you have a question in your mind and you read a passage only to find the answer,
ignoring unrelated information.
How to Scan:
• State the specific information you are looking for.
• Try to anticipate how the answer will appear and what clues you might use to help you
locate the answer. For example, if you were looking for a certain date, you would quickly
read the paragraph looking only for numbers.
• Use headings and any other aids that will help you identify which sections might contain
the information you are looking for.
• Selectively read and skip through sections of the passage.

14.2.10.

What happened first?

You have read a text about the smallest hotel in the world where you can find these two
sentences: It was a surprise for this reporter that had never stayed there before.
It was a goldsmith’s and café in the late 40’s of last century, but previously it had been a shoe
repairers from 1905 until the Second World War.
What happened first?
1st Sentence: a) the surprise b) the reporter staying there
2nd Sentence: a) a goldsmith’s and a café b) shoe repairers

Draw a time line placing these two events and the present time on it.

Past Future

Write the verbs used to express the different events or actions. What are the differences?
Write sentences using the right verb tenses according to these time lines.

71
14.2.11.

Millau, Serengeti, Cape Town, Tomorrowland,

Office France Tanzania South Africa Belgium

Mother Theresa Jonkoping, Georgia, Times Square, Helsinki,

Primary, Uganda
Sweden USA NYC Finland

Quits job BASE Welcome Dives with sharks Attends a music

jumps dances festival

72
 Sticks the Goes to an
Waves hands tongue out Visits a Celebrates New
waterfall Year amusement
park

14.2.12.

14.2.13.

World's Most Unusual Hotels

1. V8 Hotel, Stuttgart, Germany
Found in the centre of Stuttgart’s Meilenwerk, an international hub for car dealers is the V8 Hotel, an
oasis for car lovers. The former Bauhaus-style, 1928 airport site–turned–four-star property (partners
with the Porsche Museum and Mercedes-Benz) offers 34 magnificently and authentically decorated
rooms and suites They have themed accommodations, such as a ’70s Cadillac drive-in cinema and a
Mercedes-Benz car wash.

2. Strahov Monastery, Prague

Though you may not see any nuns or monks in the hallways, staying at the Monastery Hotel might
make you feel one step closer to a higher power. Built in 1142, the national historic monastery
landmark–turned–dwelling is located in the peaceful garden of Strahov Monastery.

73
3. Aydinli Cave House Hotel, Göreme, Turkey
Explorers looking to quell their inner speleologist can stay at the Aydinli Cave House Hotel, which
opened in 2008. Located high above the old village center in the heart of old Göreme, Turkey, the 14-
room family-run hotel and all its facilities are carved from natural rock

4. Liberty Hotel, Boston

You don’t have to commit a crime anymore to earn acceptance into Boston’s famous Liberty Hotel,
which used to be home to the Charles Street jail—inmates once included Malcolm X and shamed
Boston mayor James Curley.

5. The Beermoth, Inverness-Shire, U.K.

Part carnival camper, part parade float, the canvas-sided Beermoth is, actually, an ingeniously
converted Commer Q4 1950s fire truck that began hosting overnight guests in 2011.

6. 21c Museum Hotel, Louisville, KY

The goal of 21c Museum Hotel, a boutique property situated in historic downtown Louisville, Ky., was
to immerse art into everyday life. Most of the contemporary art is found within the multiple galleries
that encompass the 9,000-square-foot space.

7. La Balade des Gnomes, Durbuy, Belgium

The proprietor of this Belgian hotel has taken inspiration from myths, fairy tales, and quite possibly his
psychiatrist to create 10 fantastical guest rooms. The Trojan horse is just the beginning.

8. Treehotel, Harads, Sweden

Childhood treehouses never looked like this. Leading Swedish architects give the backyard staple a
strange futuristic makeover at the Treehotel (opened in 2010, it was inspired by a film about three
men who rediscover their roots by building a treehouse).

9. Propeller Island, Berlin, Germany

Lars Stroschen is the German artist behind this quizzically named Berlin hotel, where each room is
stranger than the next—and offers amenities you never knew you needed. One room has a bath in a
giant plastic bag; another uses an oversize guillotine to divide a king bed into two singles.

10. Hang Nga Guesthouse, Dalat, Vietnam

In what could be seen as homage to either Antonio Gaudí or mental illness, this trippy hotel by
Vietnamese architect Dang Viet Nga has become a popular attraction. It has 10 guest rooms at the so-
called “The Crazy House”. This hotel will challenge your sanity.

74
14.2.14.

My favourite spot in London

Think about your favourite place in the city. Is it a park, a café, a street, a museum or a
house? What do you do in that place? Do you go alone or accompanied with someone?
Do you use to read or listen to music in there? What feelings does this spot inspire you?
Write a presentation about this place. You must think about a special place of your
interest, not just a landmark of the city. Use pictures, maps, music or any element you like
for a better description of this location. You can make this task in any support: paper, video,
ppt presentation…

14.2.15. FALSE FRIENDS.

75
English Translation Spanish Translation
Actually Actualmente
Apology Apología
Argument Argumento
Carpet Carpeta
Compliment Complemento
Conductor Conductor
Constipation Constipado
Deception Decepción
Dessert Desierto
Disgust Disgusto
Diversion Diversión
Embarrassed Embarazada
Eventually Eventualmente
Exit Éxito
Fabric Fábrica
Facilities Facilidades
Large Largo
Lecture Lectura
Library Librería
Misery Miseria
Molest Molestar
Once Once
Preservative Preservativo
Relative Relativo
Resume Resumir
Rope Ropa
Sanity Sanidad
Sensible Sensible
Spectacles Espectáculo
Support Soportar
Sympathy Simpatía
Realise Realizar
Topic Tópico
Record Recordar

76
14.2.16.

INSIDER TRAVEL TIPS FOR YOUR TRIP THROUGH SFO

1. The night before Mya Kramer travels from SFO airport ...
her son plans what they're going to do at the airport
her daughter plans what they're going to do at the airport
she checks the interactive maps on the website to know where their gate is
she decides to kill time while they wait at the terminal
2. Tom Gilhuley tells us about taking the .......... to get to the airport.
Bay Area Rapid Transfer
Bay Area Road Transfer
Bay Area Rapid Transit
Bay Area Road Transit
3. Tom Gilhuley takes BART to go to the airport because ...
he can't drive
he saves on petrol
the Bay area is too far from the airport to drive
it's difficult to park at the airport
4. For Neil Cohen, the best garages to park your car at the airport are ...
the international garages
the national garages
garages E and J
the long-term parking garages
5. The garages cost ...
$30 a night for outdoor parking
$20 a night for outdoor parking
$20 a night for indoor parking
$30 a night for indoor parking
6. Frequent traveller Neil Cohen always ........... at the airport
has his shoes cleaned
buys the best shoe shine cream for $5 to $7
buys some spirits
has his shoes repaired cheaply
7. At SFO you are advised to arrive ............. hours before departure for international flights
and ............. hours before domestic flights.
four / two
three / one
two / one
three / two
8. Some domestic carriers will stop checking-in luggage ..........minutes before departure.
30
15
45
100
9. Which of the following DOESN’ T Linda Rhoades mention among the things you can
do at the airport?
Visit the airport museum
Have a cup of coffee
Use the airport spa
Buy some duty-free goods

77
 10. For Teresa Rodriguez-Williamson San Francisco Airport ...
is a place she goes to when she wants to do some shopping
is the only airport she travels from
is the best place in San Francisco to eat healthy food
offers top range services and the highest standards

14.2.17.

78
14.2.18.

HOW TO WRITE A REVIEW

A REVIEW is usually written for an English-language magazine, newspaper or

website. The main purpose is to describe and express a personal opinion about
something which the writer has experienced (e.g. a film, a holiday, a product, a
website etc.) and to give the reader a clear impression of what the item discussed is
like. Description and explanation are key functions for this task, and a review will
normally include a recommendation to the reader.
A review should:
- be organised with clarity.
- try to draw the reader’s attention.
- express the writer’s opinion.
- be written according to the kind of reader or publication.
- use specific vocabulary.

Remember:
- try to mention different features of the venue such as: atmosphere, food, clientele,
service and price.
- try to back up your opinions with facts.
- use a simple language, but with a range of interesting vocabulary to make
descriptions more vivid.
- try to connect ideas and paragraphs in a clear way.
- at the end of the review, recap the main points and make a recommendation.

79
14.2.19.

Monica: I’m getting tired. I think I’m going to bed.

Sarah: So am I. I will set out for Dublin early in the morning.

M: What time do you leave?

S: I intend to check out at seven o’clock.

M: Do you want me to drop you off at the airport?

S: Thank you, but that won’t be necessary. I’ll get on the half past seven train that gets in at
the airport at eight.

M: I think that is the best option. At that time, traffic is usually backing up for several miles.
What time does the plane take off?

S: At five to ten.

M: Good, you’ll have time to check you in for the flight. Is Patrick picking you up at Dublin’s
airport tomorrow?

S: Yes, he is.

M: Ok. I’ll be at the reception desk tomorrow to see you off. Good night.

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14.2.20.

Match the phrasal verbs from the dialogue to the meaning.

1. Get on
2. Drop off
3. See off
4. Take off
5. Get in
6. Check in
7. Check out
8. Set out
9. Pick up
10. Back up

a. Say goodbye before somebody leaves.

b. Get someone from a place, take them somewhere else.
c. Vehicles have to wait in a long line because there are too many of them.
d. Start a journey.
e. Pay and leave hotel.
f. Take someone to a place and leave them.
g. Plane leaves the airport.
h. A train, plane or person arrives at a station, airport or place.
i. To register or report one's arrival.
j. Enter a bus, train, plane, etc.

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14.2.21.

Complete the sentences with the following phrasal verbs in the correct tense.

Get on Check out Get in See off Back up

Pick up Drop off Take off Set out Check in

1. We ___ _____ the train at Oxford and went up to Glasgow.

2. My wife _________ me ______ at the train station yesterday.
3. Charlie went to the airport to ____ me ____ before I left for London.
4. The flight for Barcelona _____ _____ on time.
5. They told me that the bus _____ ___ at three o’clock every day.
6. You must arrive at the airport two hours in advance to ______ you _____.
7. I want to ________ _______ and leave the hotel immediately.
8. My parents _______ _____ for Northern Europe last week.
9. Can you ______ me _____ from the bus station tomorrow morning?
10. Traffic is _______ ___ for two miles behind the accident.

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 14.2.22.

CITY TRAVEL GUIDE

1. Who am I? Read the sentences and find out which city is being described.
1. I am an apple.
2. I’m multicultural.
3. I’m famous for my theatres.
4. I love shopping.
5. And old lady welcomes you.
6. Yellow is my word.
7. I’m an island.
8. Visit me if you love museums.
9. Look up!
10. Film, film, films.

Watch the video, listen to the text and try to fill in the gap
New Yorkers like to think their 1 ……………………………………… is the centre of the world. And who
can blame them? Home to over 8 million people, the city is 2 ………………………………… and fast, and
posed with energy. America’s biggest city can be overwhelming for 3 ………………………………………
but you’ll find the street names make navigation 4 ……………………………………. And those yellow cabs
are a great way to get around. Manhattan is the 5 ……………………………. and soul of the Big Apple.
And within its neighbourhoods, there’s a distinct 6 ……………………………. and pace. Lower
Manhattan, the city’s 7 ……………………………………. district bustles from Monday to Friday. The 8
…………………………………. of Time Square and Broadway burns bright in Midtown. While dominating
the Upper East End West sides are Central Park, 9 ………………………………………… boutiques and
those 10 …………………………………………………………. brown-stone homes. Make your way down to
New York 11 ……………………………………. and jump on a ferry to Liberty Island. Taking the 12
………………………. of the Statue of Liberty, a gift from France, commemorating the centennial of the
Declaration of 13 …………………………………... It’s been a peak in freedom to immigrants arriving to
New York since 14 …………………………………………. New York is one of the 15 ……………………………………
hubs of the world. Don’t miss the city’s famous art museums: The Museum of Modern Art or MoMa,
the Soloman R. Guggeinheim Museum and the 16 ………………………………. Museum of Art. And look
to the south Bronx and Queens, where a new wave of artists is making their 17
…………………………………. on the street. New York has always been a thriving home for 18
……………………………. Check out the beats in the Bronx, the 19 ……………………………………… of hip-hop.
Or head to Greenwich village for New York’s jazzy. From jazz clubs to Broadway extravaganzas to
the latest Chelsea bars in the city that never sleeps there are plenty of reasons to stay out late 20
………………………………. into the night.

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2. Definitions. Find the corresponding expressions in the text.
a. lively, being at work =
b. a new circle/gang of =
c. large, immense, enormous =
d. special =
e. flourishing, growing, prosperous =
f. cultural centre point =
g. sophisticated, fab, posh =
h. top, highlight, high point =
3. Collocations – Try to match the above expressions with their other parts or words they go
with. Check them out in the text.
a. ………. for visitors
b. cultural …… of the world
c. ……….. boutiques
d. …………. home for music
e. ………... style and pace
f. ………….. from Monday to Friday
g. a new …….. of artists
h. it’s been a …………………. in freedom
4. Based on the text, answer the questions:
A. If you want to do some shopping where would you go?
B. If you are interested in arts which museums can you visit?
C. How can you get to Liberty Island?
D. Why is the Statue of Liberty important to immigrants?
E. Where can you find street art?
F. How about music? What kind of music can you hear at different parts of the city?
5. Imagine that you are travelling to New York! Prepare a wish-list, what you would like to visit
and why!

14.2.23.

Making and Confirming a Booking

You are going on holiday for one week. Write an email booking a hotel room. Use the
information below. Then, write a reply email confirming the reservation.
Hotel venue: Santibury Beach Resort, Koh Samui. http://www.santiburisamui.com/

84
Date: 7th August for one week
Guests: You and your partner
Room: Choose one of your choice.

Useful language:
I would like to book...
I would like to reserve ... I would require...
I would be grateful ... for the week/month of ... from the 1st July
a room with bath and shower an air-conditioned room
a room which faces the sea
I would be grateful if you would confirm this reservation.
Please reply as soon as possible.
I am writing to confirm...

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 14.2.24.
Didactic Unit: Around the World

Student’s name: ______________________________________________________________

1. Please evaluate your experience on the

following items by checking the appropriate rating.
Poor Satisfactory Good Very Good Excellent
(1) (2) (3) (4) (5)
I arrived on-time
I have made and met deadlines
I completed required work
I can speak about the unit’s topic
I can write about the unit’s topic
I can read the unit’s texts.

I understand oral texts.

I have good interpersonal skills

I have shown predisposition to ask for help
and guidance
I have interacted with partners in the
classroom
I have used time in a right way

I have good knowledge of the unit’s specific

vocabulary
I have pursued opportunities to expand
knowledge, skills, and abilities
I have demonstrated critical thinking
and problem-solving skills

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14.2.25.

LISTENING COMPREHENSION: SLOW TRAVEL

Dan talks about slow travel. Read the questions carefully and answer them according
to what you hear.

1. What does Dan do for a living?

2. What is a backpacker

3. How long does Dan stay in the same place?

4. What is the most important disadvantage of tourism?

5. According to Dan, how many months are necessary to develop a friendship?

6. Do you like the idea of slow travelling? Why? Explain your reasons.

87
14.2.26.

14.2.27.

88
14.2.28.

AT THE AIRPORT

Finish each sentence on the left with the appropriate word or phrase on the right.

When you arrive at your final destination, pick up

your luggage from the… STOPOVER

When I fly, I prefer a window seat, but my friend

prefers a/an…
SHUTTLE (BUS)

Your flight might be delayed but, if you are lucky, it

will be…
TURBULENCE

If your bags exceed the checked baggage allowance

you will face a/an…
CARRY-ON LUGGAGE

Apart from your checked luggage you can also take a

small bag as…
AISLE SEAT

The people who look after the passengers on a

commercial flight are called flight attendants or…
DEPARTURE LOUNGE

Go to the check-in desk, get your boarding pass.

Proceed to the security checkpoint and wait to board
BAGGAGE CAROUSEL
your plane at the…

When you are travelling very far away you usually have
to make a/an…
CABIN CREW

To go from one terminal to another in large airports

you may need to take a /an…
ON SCHEDULE

It is advisable to keep your seatbelt fastened while

seated in case of…
EXCESS BAGGAGE CHARGE

89
14.2.29.

Europe’s hidden coasts: the Côte d’Argent, Landes,

France
Halfway between the great sand dune of Pyla and the posh surf and golf resort of
Hossegor, is the finest stretch of sandy beach in France. South-west of Bordeaux,
the Côte d’Argent begins at Mimizan Plage, where a river splits the beach in two.
Looking south, it’s an uninterrupted, endless expanse of flat sand, a golden
highway for sand-yachting, joggers and dog-walkers. Twenty minutes’ strolling
along the shore and you could be all on your own, even in midsummer.
Day-trippers stay on Mimizan Plage Sud for surfing, or the riverbank Plage du
Courant for swimming. Restaurant Ô Courant has views of both and a lunchtime
special of starter, main course, cheese and dessert all on the same plate for €15.
The resort has a seafront church, Notre Dame des Dunes, with a witch’s-hat steeple
and four surviving bornes de sauveté (medieval stone stacks which marked the
limits of religious protection). A stone bell tower is all that’s left of the 13th-century
priory, one side of which is covered in tiny chestnut-wood tiles. Most visitors,
however, come to Mimizan for the big waves, jet skiing, beach volleyball,
camping, gentle cycling and even gentler electric boats on Aureilhan lake,
nearby.
One hundred years ago, the only sporting activity was hunting. Chateau
Woolsack, a mock-Tudor hunting lodge, was built for the second Duke of
Westminster in 1911 and modelled on Rudyard Kipling’s house of the same name
in Cape Town. The duke entertained Coco Chanel, Salvador Dalí and Winston
Churchill there and spent his summers chasing boar, deer and woodcock with a
huge pack of hounds through the forest.
Chateau Woolsack is now in private hands, but can be seen through the trees on
the banks of Aureilhan lake.
The first hotel to open in the Landes region is a converted manor house in Mimizan
Plage. L’Emeraude des Bois (doubles from €89) has 17 rooms, bikes for hire and a
direct link to the coastal cycle path from its back garden.

90
 14.2.30.

Down
1. A tree that has nuts that can be eaten.
2. A narrow walk or way.
3. A building that offers accommodation for
travellers.
4. A continuous area.
5. A place with facilities for vacationers.
9. A temporary residence used by
hunters.
11. A place where people sleep in tents.
Across
2. The first course of a meal.
4. A breed of dog used in hunting.
6. An area along the edge of the sea.
8. The tower of a church.
10. A traveller who does not stay
overnight.
12. A movement on the surface of water.
13. The killing of game and wild animals.

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14.2.31

Please fill in the blanks:

Chandler: Hi, Chandler Bing, I have a 1. .
Receptionist: Welcome to the Chestnut Inn Mr. Bing, so 2. _______________________?
Chandler: New York.
Ross: The big apple!
Chandler: I'm sorry, he's a little bit 3. , we had to stop at every maple
candy stand on the way here.
Ross: Yeah, I ate all my gifts for everybody.
Receptionist: I am sorry Mr. Bing, 4. in the computer.
Chandler: Well, that's impossible, can you 5. , please?
Ross: Check again please!
Receptionist: I'm sorry, it's not here.
Ross: Not there.
Chandler: 6. . I called yesterday trying
to cancel my reservation and I was told it was not refundable, then we drove six hours
7. ______and now you tell me that we don't have a reservation?
Receptionist: I don't know what to say.
Ross: She doesn't know what to say!
Chandler: Just give us the 8. room you have.
Receptionist: Unfortunately, the only thing we have available is our 9. ______________, and
10. __________________ six hundred dollars.
Chandler: That's insane!
Ross: Totally insane. Dude, let's drive home, we'll 11. all the maple candy stores on
the way back and if... if they're closed maybe we'll tap a tree and make some ourselves.
Chandler: Does that room have a closet I can 12. ? We'll take it.
Receptionist: Great.
Chandler: What? 13. !
Ross: Dude, don't worry about it! I know how we can make your money back! This is a
nice hotel, you know, plenty of amenities, we just 14. those! Like those apples.
Instead of taking one, I'm... I take six!
Chandler: Great, at a hundred dollars an apple, we're there!
Ross: C'mon, you get the idea, ow-ow-ow we'll make our money back in no time
Chandler: Dude, you're shaking!
Ross: I think it's the sugar, could you hold the apple?

92
14.2.32.

93
14.3 Evaluation Criteria and Learning Standards.
Types of Evaluation Criteria
evaluation
Initial B1.1 To identify the main ideas, relevant information and
Evaluation general implications of texts of a certain length, well
organized and with linguistic structures of a certain
complexity that deal with both concrete and abstract topics
within their own field of specialization or of interest in the
personal, public, academic and professional setting
B2.1 To construct coherent and well-structured texts on
subjects of personal interest, or everyday or unusual matters,
in a formal, neutral or informal register, making appropriate
use of the most common cohesion resources and showing
reasonable control over frequently used expressions,
structures and lexicon, both general and more specific
Learning Standards
B1.3 Identifying the main points and relevant details about a formal or
informal conversation of a certain duration between two or more
interlocutors, provided that the acoustic conditions are good, the speech
is structured and there is not a very idiomatic use of the language
B2.3 Taking part effectively in informal conversations describing in
some detail facts, experiences, feelings and reactions, dreams, hopes
and ambitions, and responding appropriately to feelings such as
surprise, interest or indifference; telling stories, books and films plots,
stating reactions; to make understandable opinions or reactions to
possible solutions of problems or practical questions; to express beliefs
politely, agreements and disagreements, and explaining opinions and
projects.
94
Formative B1.3 To know in sufficient detail and apply the socio-cultural
Evaluation and sociolinguistic aspects of everyday situations that are less
common in the personal, public, academic and professional
settings to the comprehension of the text, regarding the socio-
economic structure, interpersonal and hierarchical
relationships and behaviour and social conventions
B2.6 To know, select and use common and more specialized
oral lexicon related to their own interests and needs in the
personal, public, academic and professional settings, and
expressions and idioms of habitual use.
B2.2 To know, select and apply effectively the appropriate
strategies to produce oral texts of different types and lengths,
trying new formulations and combinations and correcting
errors (e. g. in verb tenses, or in temporal or spatial
references).
B3.2 To know and apply appropriate strategies to understand
the general meaning, essential information, main points,
relevant details of the text, or information, ideas and opinions
both implicitly and explicitly clearly marked.
B4.2 To know, select and apply the most appropriate
strategies to elaborate written texts with a clear structure and
a certain length, e. g. by developing the main points and
expanding them with the necessary information, starting from
a previous outline.
Summative B1.2 To know and apply appropriate strategies to understand B1.4 Understanding, in an informal conversation or discussion, both in
Evaluation the general meaning, essential information, main points, person and by technical means, specific relevant information on general
relevant details, or information, ideas and opinions both subjects, and capturing feelings such as surprise, interest or
implicit and explicit in the text if they are clearly marked.
B1.2 Understanding, in everyday and less common transactions and
procedures, the explanation of a problem or requesting information
about it (e. g. in the case of a complaint), as long as confirmation about
some details can be requested.
B2.3 Taking part effectively in informal conversations describing in
some detail facts, experiences, feelings and reactions, dreams, hopes
and ambitions, and responding appropriately to feelings such as
surprise, interest or indifference; telling stories, books and films plots,
stating reactions; to make understandable opinions or reactions to
possible solutions of problems or practical questions; to express beliefs
politely, agreements and disagreements, and explaining opinions and
projects.
B2.2 Getting on well in tasks which arise while travelling, organizing
the trip or dealing with authorities, as well as in situations that are less
common in hotels, shops, travel agencies, health, study or work centres,
(e. g. to make complaints), stating points of view with clarity and
following the socio-cultural conventions demanded by the specific
context.
B3.5 Understanding the general meaning, main points and most
relevant details in well-structured journalistic articles in which specific
views on current issues or topics of interest are taken and written in a
standard variant of the language.
B4.4 Writing notes, announcements, messages and comments, in any
medium, to transmit and request relevant information and opinions on
personal, academic or professional aspects, respecting conventions and
rules of courtesy and netiquette.
95
B2.4 To adapt the production of the oral text to the
communicative functions required, selecting, within a
repertoire of habitual exponents, the most appropriate ones for
communicative purposes, and the typical discursive patterns
of presentation and organization of the information.
B2.7 To reproduce, with sufficient correction to be well
understood most of the time, sound patterns, accent patterns,
rhythmic and intonation of a general nature, using them
consciously to express different meanings according to the
demands of the context.
B3.1 To identify the main ideas, relevant information and
general implications of texts of a certain length, well
organized and with linguistic structures of a certain
complexity, dealing with abstract as well as concrete topics
within their own field of specialization or interest, in the
personal, public, academic or professional fields, p B4.1 To
write clear-structured texts on a range of general and more
specific topics related to their interests or specialty, making
descriptions in sufficient detail; writing in their own words,
and coherently organizing information and ideas drawn from
various sources, and justifying their own opinions on general
or more specific topics, using cohesion and coherence
elements and a commonly used or more specific lexicon
according to the communication context provided that
difficult sections can be reread.
indifference, provided that the interlocutors avoid a very idiomatic use
of language and if there is no acoustic interference.
B2.1 Making well-structured presentations on an academic subject (e.
g. the design of a device, or on an artistic or literary work), with
sufficient clarity to be easily followed and the main ideas of which are
well explained, and answering complementary questions from the
audience formulated clearly and at normal speed.
B2.4 Taking part adequately in formal conversations, interviews and
meetings of an academic or professional nature, exchanging relevant
information on abstract as well as concrete aspects of everyday and less
common subjects, requesting and giving instructions or solutions to
problems, presenting points of view with clarity, and justifying
opinions, plans and suggestions on future actions.
B3.6 Understanding, in manuals, encyclopaedias and textbooks, both in
paper and digital format, specific information for the resolution of
classroom tasks or research works related to topics of their specialty, as
well as specific information related to practical issues or topics of
academic or professional interest in web pages and other official,
institutional or corporate texts.
B4.5 Writing, in a conventional format, brief reports providing relevant
information on an academic, occupational, or less common (e. g., a
problem encountered during a trip), describing situations, people,
objects, and places; narrating events in a coherent sequence; explaining
the reasons for certain actions; and offering brief and justified opinions
and suggestions on the subject and on future lines of action.
96