Dialnet AnnualDidacticProgramming 660542

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Annual Didactic Programming
Carmen Nieves López Padrón
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Editorial Área de Innovación y Desarrollo, S.L
Quedan todos los derechos reservados. Esta publicación no puede ser reproducida, distribuida,
comunicada públicamente o utilizada, total o parcialmente, sin previa autorización.
© del texto: de los autores
ÁREA DE INNOVACIÓN Y DESARROLLO, S.L.
Primera edición: julio 2016
ISBN: 978-84-945785-8-8
DOI: http://dx.doi.org/10.17993/DideInnEdu.2016.19
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ÍNDICE
1. INTRODUCTION.............................................................................................................................................. 7
1.1. THEORETICAL JUSTIFICATION ................................................................................................................. 7
2. EDUCATIVE CONTEXT ................................................................................................................................... 11

2.1. LOCATION OF THE SCHOOL AND CHARACTERISTICS OF THE SETTING: ................................................ 11
2.2. SCHOOL CHARACTERISTICS................................................................................................................... 11
2.3. STUDENTS´S GROUP CHARACTERISTICS ............................................................................................... 12
3. ELEMENTS OF THE CURRICULUM ................................................................................................................ 15

3.1. KEY COMPETENCES ............................................................................................................................... 15
3.2. STAGE OBJECTIVES ................................................................................................................................ 19
3.2.1. Contribution to stage objectives ................................................................................................... 20
3.2.2. School’s and English language department’s contribution to stage objectives............................. 22
3.3. ASSESSMENT CRITERIA ......................................................................................................................... 22
3.4. LEARNING STANDARDS ......................................................................................................................... 24
3.5. CONTENTS..............................................................................................................................................27
4. RELATIONSHIP AMONG ALL THE ELEMENTS OF THE CURRICULUM ........................................................... 33
5. METHODOLOGICAL ASPECTS ........................................................................................................................37

5.1. TEACHING-LEARNING STRATEGIES ........................................................................................................37
5.2. TEACHING-LEARNING METHODS .......................................................................................................... 38
5.3. TYPES OF ACTIVITIES ............................................................................................................................. 39
5.4. THE TEACHER'S ROLE IN THE CLASSROOM ........................................................................................... 42
5.5. GROUPING AND SPACES ....................................................................................................................... 42
5.6. DIDACTIC MATERIALS AND RESOURCES ............................................................................................... 43
6. STRATEGIES AND MEANS TO COPE WITH DIVERSITY AND MIX-ABILITY ...................................................... 45

6.1. REINFORCEMENT AND EXTENSION ACTIVITIES .................................................................................... 46
6.2. REMEDIAL MEASURES PROGRAMME ....................................................................................................47
7. CROSS-CURRICULAR EDUCATION IN VALUES............................................................................................... 49
8. SCHOOL PLANS WITHIN THIS DIDACTIC PROGRAMMING ........................................................................... 51
9. COMPLEMENTARY AND EXTRA-CURRICULAR ACTIVITIES ........................................................................... 53
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10. EVALUATION............................................................................................................................................... 55
10.1. TYPES OF ASSESSMENT ....................................................................................................................... 55
10.2. LEARNING-PROCESS EVALUATION ...................................................................................................... 56
10.3. TEACHING-PROCESS EVALUATION ...................................................................................................... 56
10.4. EVALUATION TOOLS AND INSTRUMENTS ............................................................................................57
10.5. MARKING CRITERIA .............................................................................................................................57
11. CONCLUSION ............................................................................................................................................. 59
12. BIBLIOGRAPHY ........................................................................................................................................... 61
13. ANNEX: UNITS ........................................................................................................................................... 63
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1. INTRODUCTION
1.1. THEORETICAL JUSTIFICATION

This Annual Didactic Programming for the Subject of English as a Foreign Language, is thought to be carried
out on the 3rd year of Compulsory Secondary Education (CSE) and it has been designed to serve as a basic
tool to help us in the Teaching-Learning Process.
It adheres to the rules and values of the Spanish Constitution of 1978 and is based on the Organic Law on
the Improvement of the Quality of Education, LOMCE (Organic Law 8/2013, 9th July), the Royal Decree
1105/2014, 26th December (BOE 3, 3rd January) by which the basic curriculum for CSE and Upper Secondary
is established, as well as the Decree 315/2015, 28th August 2015 (BOC 169, 31st August), and its Annex I and
the Order ECD/65/2015 which establishes the relationship between the different elements in the curriculum.
Moreover, our curriculum is based on the Common European Framework of Reference for Languages (CEFR)
by means of which the European Council has established the guidelines for the learning of foreign
languages. It takes also the considerations established on the PEL (European Portfolio of Languages) which
aims to encourage to learn foreign languages and its lifelong use; to ease mobility throughout Europe and to
favour understanding and tolerance among European citizens by the use of other languages and the
knowledge of other cultures. We have also considered the Decree 81/2010, 22th July (ROC) which in its
article 44 gives us the main guidelines on which to base our didactic programming, and the Decree
104/2010, 29th July (BOC nº 154, 6th August 2010) regarding diversity and mix-ability.
As it is stated in the introduction of the Royal Decree 1105/2014, 26th December students will develop the
Key Competences and achieve the objectives through the contents established for each subject.
Regarding our particular condition of living in the Canary Islands, and the distinctive circumstances, we have
the possibility of easily being in touch with the English language. The fact that our economy is mainly based
on tourism, gives us the opportunity to be in direct contact with different foreign languages. Therefore, we
must help our students to be aware that this fact is relevant in their lives, not only in their learning process,
but in their academic and professional future. Thus, it will help us to learn the English language in different
communication situations as we live in a multicultural and multilingual environment. Accordingly, if we
want our students to be integrated into an international society and have the same working opportunities
as our European neighbours, we must make sure they give our subject the importance it has in our current
society. To be able to speak and write in at least one foreign language has become a necessity nowadays.
Our goal is to prepare students to speak, write and understand English by developing the Linguistic
Competence.
Moreover, our culture is dominated by Anglo-American television programmes, songs and the
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entertainment industry as well as the world of the Information and Communication Technologies (ICTs)
which also uses English as a means of communication. The relevance that ICTs and the global economy have
in our society, make the learning of the English language even more important for human development and
growth, especially as it is one of the most widely spoken languages in the world.
In addition, our Autonomous Community has been influenced by Britain over the last century. The presence
of the English culture in our islands is evident in many aspects of our daily life, from the names of many
streets to the commercial and tourist influence that the islands receive from the United Kingdom and the
U.S.A. We can see traces of this influence in our language, habits, names, sports, festivities, etc. There are
also people who in spite of not being native English speakers, as they come from other European countries,
speak the English language as well, using it as a lingua franca. These social, linguistic and cultural
circumstances under which our students live, have to be considered in our planning.
Apart from that, in the Educational Project (PE), our centre will foster Intercultural Education, having taken
into account that we have immigrant students, so that we will promote not only knowledge of other
lifestyles, but also tolerance and acceptance of different cultures, contributing to the development of a
sense of intercultural awareness.
The foreign language is to be valued both as a tool and as a means through which communication is
possible, so that the relationship with other cultures and countries is facilitated and encouraged, accepting
difference and excluding bias. In this way, our educative practice must be clearly based on a communicative
approach as well as on the use of functional language. Both concepts make reference to an educative
practice that takes into account the socio-linguistic reality of our students and is also based on the idea of
the student’s development of communicative skills and abilities which are useful in becoming competent in
the English language in any possible situation of modern life. This idea is so closely related to the Common
European Framework of Reference for Languages (CEFR) notion of communicative language competence as
comprising three components: linguistic, sociolinguistic and pragmatic. They will be able to recognize and
accept cultural differences by promoting tolerance and integration. According to the CEFR, the methodology
used is that of the action based approach which follows the concept of meaningful learning. Students will
acquire not only linguistic competences but also other Key Competences people use in different contexts to
fulfil concrete tasks. Therefore, it is important to mention education in values as a cross-curricular topic
which will be reflected in all subjects, as well as in this programming. This interdisciplinary orientation
implies that we will work with other teachers in different projects and complementary activities.
Furthermore, we will also consider other cross-curricular topics established by the new Educational Law
(LOMCE) for Secondary Education and they will be worked through the development of different skills such
as reading comprehension, written and oral expression, and listening as well as audiovisual communication,
and the ICTs.
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On the one hand, we must not forget that not all students learn in the same way, and we must keep in mind
the different types and levels of intelligence. This fact will enrich the curriculum and the teaching process
making it possible for students to achieve a more personalized instruction and assessment. On the other
hand, students do not feel attracted by the same type of tasks, so we have to take these facts into account
when planning our work. These aspects are included in the PE as context analysis, attention to diversity.
That is why our programming will include measures of attention to help students to achieve the objectives
and the Key Competences related to the English subject. In this sense we will use the ICTs to encourage
cooperative work and to favour inclusion (Johnson and Johnson´ s model of learning)
So that, we will use different methodological measures, as we have as our main objective that all students
can have the same educational opportunities, despite their diversity, by providing them with the tools to
develop the necessary abilities and acquire the knowledge to assure their personal and social development.
As it is stated in the Annual General Programming (PGA), we will improve from our subject, the school´s
aims such as the success rate, the development of Key Competences and school´s attendance record and
prevention of early school leaving among others.
Consequently, one of our main goals, apart from those of the English subject, is to enable the integration of
the foreign students and the coexistence inside the school and the classroom. In previous years, it was
observed that there were difficulties of integrating some students. In this sense, priority will be given to
those objectives, contents and methodologies that help the integration of these students. Another aim is to
achieve students become progressively autonomous and responsible for their learning process and make
them aware of the importance of what they are learning as a solid base of knowledge. Therefore, as it has
been stated before and according to LOMCE (art. 24.6), we will contribute to fostering reading, oral and
written communication, entrepreneurship, ICTs, audiovisual communication and social and civic education.
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2. EDUCATIVE CONTEXT
2.1. LOCATION OF THE SCHOOL AND CHARACTERISTICS OF

THE SETTING:
Our school was opened in 2008 and it is located in the south of the island of Tenerife, in a village which
represents the 4.2 % of the island´s population, being the third largest town after S/C de Tenerife and La
Laguna in number of inhabitants. This centre is situated right in the middle of the town which is
characterized by having a multicultural population with different changes regarding mobility. Nowadays,
there are 81,728 inhabitants in this town. There is high agricultural activity, mainly consisting of banana
plantations, as in many other villages in the south of the island, together with potato and tomato crops
which are exported to Europe. However, the present economical crisis has increased unemployment to 30%
in this town. The population in this area is quite young, with just 10% of people over 60. Another
characteristic is that there is not a fixed population, as people live in the south of the island depending on
their jobs, and there are also a great number of tourists all year long.
Regarding the parents´ level of education, most of them have a medium or low level, only 16% have
university degrees. This village, as many of the island´s towns, has an economy based on tourism. Although
there are also agricultural areas as it is said before, most people work in the service sector. In our school
most of the students come from the surrounding villages. However, there are 15% of students who come
from other countries. Therefore, there is a great diversity of students in the school, some of them coming
from foreign countries, which emphasizes the linguistic and cultural variety that can be found in the class. At
the same time, this fact gives us the opportunity to work on values and attitudes which may improve social
relationships and encourage respectful attitude and behaviour.
2.2. SCHOOL CHARACTERISTICS

In this centre we have 10 classrooms, 8 of them with eBeam smart-boards and the rest are being equipped
with IQBoard, the music classroom which is also used as a normal class, the library which is used for the
Reinforcement Programme students (2º CSE), a computer room, the staff room and the secretary´s office,
where it is also the principal´s office. In the computer room there are 18 computers for students, a laptop
for the teacher, an interactive over head projector and VDSL for a faster internet connection. There are 3
playground areas, but we can use only one. This school does not have a definite area for Physical Education
and the students have to use the town football ground, missing 15 minutes of their lessons every time they
have this subject. Our centre offers different studies to three hundred students. Compulsory Secondary
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Education (CSE) lessons are taught in a total of two groups per level and year. There is also small groups of
PMAR (Program for the Improvement of Learning) in 3rd year of CSE and another one of Curricular
Diversification in 4th year CSE.
2.3. STUDENTS´S GROUP CHARACTERISTICS

This programming is aimed at a group of 3rd year of CSE, a group with 24 students (15 boys and 9 girls).
Among them, there are two students from South America with little knowledge of the English language, a
Chinese boy and a Chinese girl (who learned the Spanish language in previous academic years) and a
German boy who has got a higher level of English than the rest of the students and speaks Spanish fluently.
The English language subject in the 3rd year of CSE has 4 sessions per week of 55 minutes, so the total
amount of class time during the course is 220 hours per week. Due to the varied population of the area, our
Spanish students are used to listening to informal English conversations in the streets where they live, so
their linguistic competence has an advantage over the students from other secondary schools, as they
usually maintain social bonds with those who have the same interests (sport, music etc.), regardless of their
nationality. Therefore, knowing the reality of where the students live has helped us to define and establish
our prior aims inside the classroom. The teaching of a modern language has to provide the students with
abilities in the handling of a foreign language, in such a way which will allow them to fulfil basic linguistic
functions and react in unexpected situations.
The students, aged 14-15, when they are in the 3rd year of CSE, are beginning adolescence. This is a period
of notable physical, emotional and behavioural changes. The teenager reaches a new manner of thinking:
formal thinking, with which students can face problems in an organized way, facilitating learning and better
retention of what is learned as well a formulation of abstract and structured questions. It is a very important
time for the configuration of one’s own identity. Also, our students have some specific characteristics, which
have been recently analysed and figure into our Educational Project. Of them all, and for the 3 rd year of CSE,
one stands out: the lack of motivation towards education as a result of the social and familiar environment.
These students have not acquired proper study habits; the average time they dedicate to tasks and study
outside school is about an hour and a half a day or even less. They have studied English for at least eight
years, although most of them have not achieved much success. They have just passed the First Level Stage
and they will have to be successful in the next two academic years in order to get the Secondary Level
Certificate. All these aspects contribute to the loss of motivation towards studying and that is why apathy
and passivity are the main problems we find in the class. This lack of enthusiasm creates idleness and
disillusion in the students, provoking a feeling of despair and disappointment which can sometimes lead to
early school dropout if it is linked to parent´s low level of education and social disadvantaged backgrounds.
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In our school, 70% of teachers come from the north of the island and have an average age of 40. Most of
them have a permanent post here in our school. However, in previous years there was a lot of teacher
mobility. Most of them have left our school and that does not help so much, as new teachers do not know
the students ćharacteristics and school peculiarities. There are 25 teachers, a Pastoral Care team
(Specialized Guidance Services), and a Religion teacher and an art teacher who share our school with
another one in the south of the island. Regarding area departments (without having a physical department
as it is said before) there are mainly two: The Science-Techonology Department and The Socio-Linguistic
Department.
Another characteristic is that our centre has no subject departments, nor art classroom or Laboratory
either.
Also, our school has four school transport routes as 80% of students live far from the centre of the town.
Despite having transport, our students have to walk about 350 metres from the buses to pass. However,
students are guided by bus employees during the whole journey.
In relation to our school projects and plans, which are within the PGA and are part of the PE, we have the
following: Attention to Diversity Plan, Reading Plan, Tutorial Action Plan, Coexistence Plan, New ICTs
integration Plan, New Students Integration Plan, Teachers Training Plan, Healthy School Plan and CLIL
Programme. Also, our school belongs to RedECOS so we will give special importance to the fact of being
environmentally friendly.
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3. ELEMENTS OF THE CURRICULUM
3.1. KEY COMPETENCES

According to the CEFR, Competences are the sum of knowledge, skills and characteristics that allow a
person to perform actions. The European Parliament and the Council of Europe (2006/962/EC) give a
narrower definition of competences and define them as a combination of knowledge, capacities, or skills
and attitudes which are appropriate to the context. They claim that Key Competences are those that every
person needs in order to achieve their self-fulfilment and personal development, as well as to carry out an
active role in society, and promote their social inclusion and employment. The LOMCE states that Key
Competences develop contents in an integrated way, with the aim of carrying out activities successfully and
solving complex problems efficiently. By the same token, the LOE establishes that all subjects should
contribute to the development of as many competences as possible in their own specific way. According to
Order ECD/65/2015, 21st January, Key Competences follow the European Union recommendations for
Lifelong Learning and have been introduced in the CSE Curriculum. These Key Competences are those
which any student must have acquired to a certain extent by the end of their English language Education in
secondary school so as to achieve personal fulfilment and to be part of the active citizenship, in order to
start adult life in a satisfactory way and to be able to develop permanent lifelong learning. They are all
interdependent, and the emphasis in each case is on critical thinking, creativity, initiative, problem solving,
risk assessment, decision taking and constructive management of feelings. The official curricular document
explains how the English Language subject contributes to the acquisition of Key Competences. Therefore we
will establish a relation between the Key Competences established by the curriculum with the contents of
the English Language subject. The most direct link for the subject of English is with Competence in Linguistic
Communication, but this subject also contributes to other competences as follows:
1. Competence on Linguistic communication (CLC) CL: This competence refers to the utility of the
language as a tool for oral and written communication, interpretation, performance and understanding of
reality, the construction of knowledge and the organization of one’s own thoughts, emotions and behaviour.
In this sense, we will try to improve linguistic and sociolinguistic skills which are relevant to having effective
and real communication. As much as possible we will use real speech situations or simulate those ones
which are familiar to the students as well as other interesting and useful ones for them to be of use in the
future in less familiar contexts relating to private, public, educative or professional speech situations. This
competence with a different level of domain and formality, especially in the written language, means the
ability to communicate in different contexts. Thus, it also facilitates the access to more diverse sources of
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information, communication and learning. This subject will contribute to develop this competence because
the learning of the English language, as well as the learning of the students’ mother tongue is based on the
development of communicative and linguistic abilities. This subject will provide the students with tasks in
which they will have the opportunity to achieve a linguistic and communicative competence in the English
language. We will use those strategies the students have in their mother tongue in the leaning of the
foreign language: how to organise the speech, use gestures, distinguish the main idea or relevant details,
infer meaning from a text or contrast structures in both their mother tongue and the foreign language as
well as use dictionaries and other sources of information. Besides, all the skills related to the learning of a
foreign language (listening, reading, speaking and writing) make sense as their use is closely related to social
interaction. What is more, communicative language competence is activated in the performance of the
various language activities, involving reception, production, interaction or mediation. Regarding this
competence´s proper acquisition, we have to bear in mind that all the linguistic competence components
(lexical, grammatical, phonological,...) will be taken into account; there will be also the sociocultural
component (knowledge of the world with its inter-cultural dimension); and finally, the personal component
(attitude, motivation and personality)
Nowadays, we have the possibility of learning a foreign language through authentic sources which are
available to a great number of people thanks to ICTs. Moreover, this is also an opportunity of having contact
with the foreign language culture that the students can use autonomously by surfing on the net, by
communicating with other foreign language´s speakers, and making new learning materials both inside and
outside the classroom.
2. Mathematical competence and basic competences in Science and Technology (CMST) CMCT: It
embraces the application of those skills and attitudes that allow students to reason mathematically and to
understand the mathematical argumentation and to express and communicate in the mathematical
language, by using appropriate helpful tools, integrated into the mathematical knowledge along with other
types of knowledge to give a better answer to any possible situation in life with different levels of
complexity. This subject proposes reading texts in which students have to answer certain reasoning
questions related to their contents, in terms of dates, numbers, timetables and schedules. Therefore
students have to think carefully to give a correct answer by doing the required mathematical operations.
This competence implies the development and application of scientific and technical thought so as to
interpret the information provided, predict and make decisions with personal initiative and autonomy, in a
world where the new discoveries produced in the scientific and technological fields are going to have a
decisive influence on our personal life, our society and our natural environment. Moreover, anyone should
have skills, abilities and knowledge related to this competence to be able to make responsible use and take
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care of the environment and natural resources by means of rational consumption, as essential elements to
maintain the quality, honesty and decency of human life. This subject will contribute to the development of
this competence by providing the students with texts related to the world, the natural environment and the
conditions of human life, so as to make them aware of the importance of valuing and caring for the natural
world as well as analysing and interpreting scientific and technical thoughts and taking decisions with
personal initiative and autonomy for a proposed final task, since they will have to elaborate tasks related to
themselves.
3. Digital competence (DC) CD: This competence helps the students to become autonomous,
efficient, responsible, critical and reflexive people so as to be able to select, treat and use sources of
information by using different technological tools as well as to have a critical and reflexive attitude when
evaluating the information available by contrasting it when necessary, to respect the rules of behaviour
socially established and to regulate the use of information and sources with the help of all the new digital
technologies (blogs, wikis, software applications, websites or on-line dictionaries). This competence is very
useful in the learning and teaching processes, due to the new digital discoveries that facilitate both the
students´ and the teachers´ work. The expositions of projects using Power Point, Powtoon or Prezi as well as
the smart-board will mean a considerable saving of time not only for students but also for teachers. That
gives us more time to interact with our students and to detect their mistakes individually by providing them
with competitive games in which they have to participate verbally to give a correct answer or to make
questions of any type of knowledge in the English language such as Kahoot! or Socrative. The exhibition of
projects can also be recorded on their mobiles, iPads or on a cloud (drop box or Google For Education) to be
carefully co-evaluated by the rest of the students with the purpose of improving and learning from their
mistakes. Therefore, this subject will contribute to the interaction and information of exchange with people
from other places, using diverse linguistic models and creating real, functional communicative situations:
chats, forum, image recording, on-line auditions, interactive tasks, etc. taking advantage of multimedia
environments. In this sense we can use the Moodle Platform (EVAGD) to share videos, interviews to which
students´families have access from home or the e-Twinning Space in class.
4. Social and Civic competence (SCC) CSC: This competence implies the understanding of the social
reality where we live, to face problems of co-existence and conflicts by using an ethic sense based on values
and democratic practices, so as to become a democratic, peaceful, responsible and jointly reliable citizen,
and as well as a responsible person in terms of the fulfilment of human and civic rights and one’s own
duties. This subject will contribute to the development of this competence by propitiating the respect and
interest in communication with speakers of other languages as well as the recognition and acceptability of
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different cultures and types of behaviour. So, we will provide them with tasks related to the exchange of
personal information so as to reinforce the identity of the interlocutors, interactive tasks to make the
student express their own ideas as well as to make decisions by co-evaluating the intervention of their
classmates, pair-work and group-work activities to do a project after taking decisions and making
agreements so as to make them learn from the contribution of the others.
5. Competence on learning to learn (L2L) AAP: This competence implies the conscious control of
one’s own capacities by the acquisition of learning techniques. This subject facilitates the capacity of the
students to interpret and represent the reality and build any kind of knowledge, to formulate hypotheses
and opinions, to express and analyse feelings and emotions, to think about one’s own process of learning in
an autonomous way by providing them with strategies to learn.
6. Sense of initiative and Entrepreneurship competence (SIE) SIEE: This competence presupposes
to be able to imagine, develop and evaluate actions and individual or collective projects with creativity,
confidence, responsibility and critical sense. This subject contributes to this competence when propitiating
individual work and cooperative work in the classroom, for the handling of personal sources and social
abilities of cooperation and negotiation, and by providing the students with strategies about how to learn
and take decisions when learning, so as to keep on learning any other language in an autonomous way
without the help of any teacher.
7. Cultural awareness and expressions (CAE) CEC: This competence refers to the ability to
appreciate and enjoy art and cultural evidence or samples, such as those related to the use of sources of
artistic expression in order to apply a divergent way of thinking, to understand and put into practice the
concept of cooperative work, and a respectful and critical attitude towards the diversity of artistic and
cultural expression, to cultivate one’s own aesthetic and creative capacity, an interest in participating in the
cultural life and to contribute to the maintenance of the cultural and artistic heritage of any country. This
subject contributes to this competence when approaching the cultural and artistic samples of our own
country and of the English speaking countries, and when facilitating the free expression of one’s own
opinion, likes, dislikes, feelings and emotions, which make possible the production of individual or collective
creative works and simulations.
These competences are strongly related to the contents, assessment criteria and learning standards of each
block of content. This relation is made explicit in the Order 65/2015, 21st January, which describes the
relation of the competences, the contents and the assessment criteria. They are also strongly related to
stage objectives.
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3.2. STAGE OBJECTIVES
All subjects combined contribute to the acquisition of stage objectives. Furthermore, these objectives are to
be achieved by the end of the stage, that is, at the end of 4th CSE. They are inextricably linked to assessment
criteria. These are the functions of the stage objectives:
a) To assume their duties, know and exercise their rights respecting others, practice tolerance, cooperation
and solidarity between people and groups, engage in dialogue to strengthen human rights and equal treatment
and opportunities for women and men as common values in a plural society and prepare themselves for the
exercise of democratic citizenship.
b) To develop and consolidate habits of discipline, study and individual and teamwork as a necessary
condition for effective realization of the tasks of learning and as a means of personal development.
c) To value and respect gender difference and equality of rights and opportunities between them. Reject
people discrimination due to sex or any other condition, or to personal or social circumstances. Reject
stereotypes, which imply discrimination between men and women, as well as any manifestation of violence
against women.
d) To reinforce their emotional abilities in all areas of personality and in their relationships with others, as
well as reject violence, prejudices of any kind, sexist behaviour and resolve conflicts peacefully.
e) To develop basic skills in the use of sources of information in order to acquire new knowledge with
critical sense. Acquire a basic knowledge in the field of technologies, especially information and
communications technologies.
f) To consider scientific knowledge as an integrated knowledge that is structured into different disciplines, as
well as know and apply methods to identify problems in diverse fields of knowledge and experience.
g) To develop entrepreneurship and self-confidence, participation, critical sense, personal initiative and the
ability to learn to learn, plan, make decisions and take responsibility.
h) To understand and express complex texts and messages in the Spanish language, with correction, orally
and in writing, and start learning, reading and studying literature.
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i) To understand and express themselves in one or more foreign language in a suitable way.
j) To know, value and respect the basic aspects of their own culture and history and that of others, as well as
the artistic and cultural heritage.
k) To know and accept the functioning of the body and that of others, respect differences, consolidate body
care and health habits, and incorporate physical education and sport practice to encourage both personal and
social development. Know and value the human dimension of sexuality in all its diversity. Critically assess
social habits related to health, consumption, care of living beings and environment, contributing to their
conservation and improvement.
l) To appreciate artistic creation and understand the language of different art forms, using various means of
expression and representation.
3.2.1. Contribution to stage objectives

It is relevant to acquire the Key Competences together with an inclusive treatment of stage objectives. They
are an essential element in the learning process as they will show us the starting point to choose, organise
and manage the learning-teaching process. They will also state what to teach as well as the student
progress and will help teachers to know which aspects must be reinforced or widened. Thus, in this stage of
CSE the main objective related to The First Foreign Language is “to understand and communicate in one or
more foreign languages in an appropriate way”. Students will improve those acquired communicative
competences, enhance their linguistic knowledge, work on the ability to change register depending on the
communicative situation and take into account the environment in which they are linguistically involved.
Students will start from real daily communicative situations in order to improve and have an accurate
management of the English language to enable them to communicate in other less common situations at
the end of the stage. In relation to this idea, they will develop those basic learning strategies related to ICTs
and other sources. The material used as well as their linguistic productions will be more and more complex
throughout the year (scaffolding), and we will start form the students´previous knowledge and concerns
(Bloom´s Taxonomy).
Apart from that, we will help to achieve those objectives which are closely related to responsibility,
discipline, reading habits and critical sense as well as democratic values and solidarity to be socially involved
and be able to participate in all social environments in a successful way. As a consequence, the role of the
foreign language learner as inter-cultural user of the language and as emotional and creative participant will
20
aid the reaching of those objectives related to the artistic development and esteem, as well as
environmental care.
Finally, we have an integrated or eclectic learning programming for those non linguistic contents. This is an
opportunity to design and set up units from an interdisciplinary point of view thanks to the content
procedural factor that our subject has as First Foreign Language which is also a means to favour stage
objective treatment. In this sense, our programming contributes to this aspect thanks to the
implementation of the CLIL Program (Content and Language Integrated Learning) in our school, by which
other non-linguistic subjects such as Technology or Science are taught in English. We are beginning with this
programme and it is only in 1st and 2nd year of CSE.
Our curriculum will contribute to make the students in this educative stage, recognise, appreciate, and
respect all cultural, historical, geographical, natural, social and linguistic aspects from our environment in
each subject. Regarding stage objectives, besides the general ones established in the Royal Decree
1105/2014, 26th December, in our Autonomous Region we will also consider the following: included in the
Decree 315/2015. The curriculum in the Canary Islands will also contribute to the students’ knowledge,
appreciation and respect for the most important cultural, historical, geographical, natural, social and
linguistic aspects of our region as well as those of their immediate environment, as required by different
subjects, assessing the possibilities of action for preservation. Moreover, it will be directed to the
achievement of the following aims:
a) To respect sexual-affective diversity by avoiding all prejudices, stereotypes and roles regarding their
sexual orientation; integration of knowledge for men and women and its contribution to the social and
historical human development; gender violence prevention and co-education improvement. Equality among
men and women in all aspects.
b) To develop solidarity habits and values to exert a critical citizenship which contributes to equality and
avoidance of any kind of difference related to sex, race, gender, cultural, religion, age, nationality or sexual
or affective orientation among others.
c) To consolidate self-esteem and knowledge, management of emotions and self and the body care habits
related to a lifestyle which will help to improve social and personal development.
d) To foster responsible attitudes with the main aim of being involved in the preservation of the natural,
social and cultural environment.
21
3.2.2. School’s and English language department’s contribution to stage
objectives
Related to the basic objectives of our school, our intention is to enable the inter-cultural education as well
as trying to create a wealth-producing climate of co-existence among the students, in order to contribute to
the development of their personality, critical spirit, creative capacity and positive attitude towards the
environment, peace, cooperation, equality of opportunities, and so on. Moreover, our school will continue
to practice tolerance, cooperation and solidarity among people and groups and reinforcing the human
rights as common values in a plural society and to prepare to take part of a democratic citizenship as is
reflected in stage objectives and is stated in the PE.
Regarding the use of the ICTs, we also promote this source of knowledge as a means to improve in their
learning process and to gain autonomy.
3.3. ASSESSMENT CRITERIA

The LOMCE defines assessment criteria as the degree of development of the Key Competences and the
achievement of stage objectives.
As the Royal Decree 1105/2014, 26th December states, assessment criteria are means by which learning can
be assessed. They describe those aspects to be achieved regarding contents and Key Competences from the
particular perspective of each subject. Assessment criteria are a key aspect in the curriculum, and they hold
a strong bond with the other elements, particularly with contents, key competences, stage objectives and
learning standards. The Spanish authorities have established the assessment criteria for 1st Cycle ESO as
follows:
1. Understanding the general sense, essential information, main points and the most relevant details
in short and well-structured oral texts, dealing either with everyday matters or with topics of general or
personal interest, in order to participate with progressive autonomy in habitual situations within the
personal, public, educational and occupational domains.
2. Applying the most appropriate strategies to understand the general sense, essential information, or
main points and ideas or relevant details of messages delivered verbally or through technical means, in
order to gradually take responsibility for their own learning, develop their autonomy and take advantage of
the mutual enrichment that group learning entails.
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3. Producing short oral texts, understandable and appropriate to the addressee and the context,
dealing with everyday, general matters or those of personal interest, in order to participate with progressive
autonomy in ordinary and habitual situations within the personal, public, educational and occupational
domains.
4. Interacting in a simple and coherent way in short oral exchanges, clearly structured, adapting the
register to the interlocutor and to the context and showing respect for the different capacities and forms of
expression, in order to participate with progressive autonomy in everyday and habitual situations within the
personal, public, educational and occupational domains.
5. Applying the most appropriate strategies to develop short monologic or dialogic oral productions,
with a simple and clear structure, delivered verbally or through technical means, in order to gradually take
responsibility for their own learning, develop their autonomy and take advantage of the mutual enrichment
that group learning entails.
6. Understanding the general sense, essential information, most relevant points and important details
of short written texts, “authentic” or adapted, well-structured and dealing with everyday issues of general
or personal interest, in order to participate with progressive autonomy in ordinary situations within the
personal, public educational and occupational domains.
7. Applying the most appropriate strategies to understand the general sense, essential information,
main points and ideas or relevant details of texts, in both print or in digital formats, in order to take
gradually responsibility for their own learning, develop their autonomy and take advantage of the mutual
enrichment that group learning entails.
8. Writing short and simple texts with clear structure, appropriate to the addressee and the context,
dealing with everyday and well-known issues, by respecting the commonly used conventions of written
English in order to participate with progressive autonomy in habitual situations within the personal, public,
educational and occupational domains.
9. Applying the appropriate strategies to write short and clearly structured texts, either handwritten,
printed or in digital format, in order to gradually take responsibility for their own learning, develop their
autonomy and take advantage of the mutual enrichment that group learning entails.
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10. Applying to the text comprehension and production the significant socio-cultural and
sociolinguistic knowledge of the countries where the foreign language is spoken, by adapting these to the
context in which they operate; respecting the most basic communicative conventions, showing an inter-
cultural approach and an attitude of empathy towards people with identical or different culture and
language; and developing a creative and emotional vision of learning that fosters motivation and an
effective and divergent thinking, in order to identify the foreign language as a vehicle for the understanding
among people and contribute to the comprehensive personal, empathetic, creative and emotional
development of the individual.
3.4. LEARNING STANDARDS

The order ECD 65/2015, 21st January establishes that learning standards are specific aspects withdrawn from
the assessment criteria which enable us to define the learning outcomes, as well as to specify what students
must know, and know how to do. They are observable, measurable and assessable and let us to grade the
level of performance or achievement. They also facilitate the design of standardised tests. They are
classified into different learning blocks, since each of them is related to the set of contents and assessment
criteria. We should consider that there are three types of criteria which are the core of our programming:
longitudinal, cross and specific, and all of them have the equal importance. They are related to cognitive
and psycho-motor skills and emotive abilities. The assessment criteria allow for the appreciation of the type
and degree of acquisition and learning of objectives, and they are the fundamental reference in order to
assess the achievement of key competences and contents. Due to their synthetic character, we can easily
infer those relevant aspects in the learning-teaching process, which will help us to have a solid and common
base to plan the learning process and design units to be later evaluated. They are the referential element in
the structure of the curriculum, fulfilling a nuclear function as connecting all the elements that compose it.
According to Royal Decree 1105/2014, the evaluation criteria will help us to define results in the learning
process, and what the students have to know. They should be measurable and may be evaluated and
observed, as well as, they may help us to graduate the achievements in knowledge. They will show us if we
have achieve an evaluation criteria or not by defining the degree achieved during the learning-teaching
process. These are the learning standards for 1st Cycle of CSE, in this sense, the student:
1. Understands the main points and relevant details of instructions, advertisements, messages and
news, brief and articulated in a slow and clear way (e.g. change of boarding gate at an airport, information
about activities in a summer camp, or in an answering machine of a cinema), as long as the acoustic
conditions are good and the sound is not distorted.
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2. Understands the gist of what is said in everyday structured transactions and actions (e.g. in
hotels, shops, lodging, restaurants, leisure, study or work centres).
3. Identifies the general sense and the main points of a formal or informal conversation between
two or more interlocutors that occurs in his/her presence, when the topic is known and the speech is clearly
articulated, at half speed and in a standard variety of language.
4. Understands, in an informal conversation in which he/she takes part, descriptions, narrations,

viewpoints and opinions about practical matters of everyday life and topics of his/her interest, when
speaking clearly, slowly and directly and provided the interlocutor is prepared to repeat or rephrase what
was said.
5. Understands, in a formal conversation or interview (e.g. centres of study or work) in which he/she
takes part in what is asked about personal, educational, occupational or interest issues as well as simple and
predictable comments related to them, provided he/she can ask to repeat, clarify or develop some of what
has been said.
6. Distinguishes, with the support of an image, the main ideas and relevant information in
presentations about educational, occupational or topics of his/her interest (e.g. on a curricular subject, or
having a chat to organize the teamwork).
7. Identifies the key information from television programmes about familiar matters of his/her
interest articulated slowly and clearly (e.g. news, documentaries or interviews), when the images help
understanding.
8. Makes brief and rehearsed, well-structured presentations with visual support (e.g. slides or
PowerPoint) about specific aspects or topics of his/her interest related to his/her studies or occupation, and
responds to short and simple questions from listeners about their content.
9. Gets on correctly in quotidian procedures and transactions, such as travel, accommodation,

transportation, shopping and leisure, following basic courtesy rules (greetings and treatment).
10. Participates in informal conversations face-to-face, by telephone or other technical means- in

which he/she establishes social contact, exchanges information and expresses opinions and points of view,
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makes invitations and offers, requests and offers things, asks and gives directions or instructions or
discusses the steps to follow a joint activity.
11. Takes part in a formal conversation, meeting, or academic or job interview (e.g. to gain a place
on a summer course or to join in a volunteer group), exchanging sufficient information, expressing his/her
ideas about habitual topics, giving his/her opinion on practical problems when asked directly, and reacting
in a simple way to comments, as long as he/she can always ask that the key points are repeated when
he/she needs it.
12. Identifies, with the help of the image, operating instructions and handling of electronic devices
or machines, as well as instructions for conducting activities and safety standards (e.g. in a school, a public
place or a leisure area).
13. Understands the main points of advertisements and advertising material from magazines or the
Internet formulated simply and clearly, and related to matters of interest in personal, academic and
occupational areas.
14. Understands personal correspondence in any format talking about oneself; where people,
objects and places are described; past, present and future, real or imaginary events are narrated, and
feelings, desires and opinions about general matters, well-known or of their interest, are expressed.
15. Understands the essentials of formal correspondence in which he/she is informed about matters
of interest in the personal, educational or occupational context (e.g. about a language course or an online
purchase).
16. Gets the gist of the main ideas of short journalistic texts in any support if the numbers, names,
illustrations and titles transmit the greater part of the message.
17. Understands essential specific information on web pages and other clearly structured reference
materials or consultation about issues related to academic subjects, occupational matters, or of his/her
interest (e.g. about a curricular subject, a computer programme, a city, a sport or the environment), as long
as he/she may reread the difficult sections.
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18. Understands the essential parts (e.g. in readings for young people) of fiction short stories, the
structure, and gets the gist of the different characters, their relationships and the plot.
19. Fills out a simple questionnaire with personal information regarding his/her educational,
occupation, interests or hobbies (e.g. to subscribe to a digital publication, enrol in a workshop, or join a
sports club).
20. Writes notes and messages (SMS, WhatsApps, chats), in which brief comments are made or
instructions and indications related to activities and situations of everyday life and of his/her interest are
given.
21. Writes notes, announcements and short messages (e.g. on Twitter or Facebook) related to
activities or situations of everyday life of his/her personal interest or about current issues, respecting the
conventions and rules of courtesy and etiquette.
22. Writes very brief reports in standard format with simple and relevant information about
habitual facts and the reasons for certain actions in the academic and occupational fields, describing in a
simple way situations, people, objects and places and indicating the main events schematically.
23. Writes personal letters in which social contact is established and maintained (e.g. with friends
from other countries), information is exchanged, important events and personal experiences are described
in a simple way (e.g. the winning of a competition), instructions are given, offers and suggestions are made
and accepted (e.g. an invitation or a plans are cancelled, confirmed or modified), and opinions are
expressed in a simple way.
24. Writes basic and brief formal correspondence addressed to public or private institutions or business
entities, requesting or giving the required information easily and observing the formal conventions and
basic courtesy norms in these kind of texts.
3.5. CONTENTS
In this programming, contents have been sequenced in the different units. Many of them are treated in a
recurrent way, as they deal directly with language skills or capacities and attitudes related to respect to
social and cultural conventions, the use of strategies, etc. Few years ago, emphasis was put on the
27
transmission of knowledge, but nowadays, especially under the point of view established by the LOMCE,
education is aimed at meaningful learning which implies students’ development of their abilities. So that,
contents are the sum of knowledge, abilities, skills and attitudes that contribute to the achievement of
objectives and the Key Competences. Contents for 1st Cycle CSE are not distributed by level. Consequently,
teachers have to assign those contents that suit each course according to the level of difficulty. That is to
say, teachers will guide students in their own process of learning, showing them how to do things. The
learning process must be based on reasoning and strategy development as it must be meaningful not just
based on memory, but what will lead to lifelong learning. Contents are seen from two different
perspectives. Regarding the first perspective, the language is understood to be the object of learning and
contents have been divided into four blocks. The second perspective refers to the learner as the centre of
learning. In spite of this division, it is quite relevant to state that they are complementary to each other in
order to be an integrated whole. Thus, all the learning strategies will contribute to the assessment criteria
acquisition. So, the proposed contents are oriented towards the acquisition of communicative competence
in the foreign language, by means of adopting a communicative approach which emphasizes the language
skills (listening, speaking, reading and writing) as the basis of language mastery. In the following chart we
show the organization of the contents and their relation with the rest of the elements of the curriculum:
BLOCK OF CONTENT I: COMPREHENSION OF ORAL TEXTS
Comprehension strategies:
Mobilisation of previous information about task type and topic; text type identification, adapting the
understanding to it; distinction between types of understanding (general sense, essential information,
main points, relevant details); formulation of hypotheses about content and context.;inference and
formulation of hypotheses about meanings based on the understanding of significant linguistic and
paralinguistic elements; reformulation of hypotheses based on the understanding of new elements.
Communicative functions: initiation and maintenance of personal and social relationships; description of
physical and abstract features of people, objects, places and activities; narration of punctual and habitual
past events, description of present states and situations, and expression of future events; request and
provision of information, indications, opinions and points of view, advice, warnings and notices: expression
of knowledge, certainty, doubt and conjecture; expression of will, intention, decision, promise, order,
authorization and prohibition; expression of interest, approval, appreciation, sympathy, satisfaction, hope,
confidence, surprise, and their opposites; formulation of suggestions, wishes, conditions and hypothesis;
establishment and maintenance of communication and discourse organization.
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Morphosyntactic and discursive structures: (see selection of units below)
Oral lexicon of common use: concerning personal identification; housing, home and context; activities of
daily living; family and friends; work and occupations; free time, leisure and sport; travel and holidays;
health and physical care; education and studies; shopping and commercial activities; food and catering;
transport; language and communication; environment, climate and natural environment; and ICTs.
Patterns of sound, stress, rhythm and intonation: (see selection of units below)
Skills/Strategies: Assessment Criteria Stage Key Learning

Objectives Competences Stardards
Listening C1 a,b,e,h,i,k CLC,DC,SCC 1,2,3,4,5,6,7
Listening strategies C2 b,g,i L2L, SIE 8
BLOCK OF CONTENT II: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
Planning: Execution:
Conceiving the message clearly and Expressing the message with clarity, consistency, structuring
distinguishing the main idea or ideas and and adjusting it suitably, when necessary, to the models and
its basic structure; adapting the text to formulas for each type of text; readjusting the task
the recipient, context and channel, (undertaking a more modest version of the task) or the message
applying the register and the discourse (to make concession on what he/she really would like to
structure appropriate to each case. express), after valuing the difficulties and resources available;
relying on and making the most of the previous knowledge
(using language ‘prefabricated’, etc.); balancing language
deficiencies through linguistic, paralinguistic or paratextual
procedures.
Linguistic: Paralinguistic and para-textual
Modifying words of similar meaning; Asking for help; pointing out objects, using of deictic forms or
defining or paraphrasing a term or performing actions that clarify the meaning; use of culturally
expression. appropriate body language (gestures, facial expressions,
posture, visual or physical contact, proxemics); using extra-
linguistic sounds and conventional prosodic qualities.
provision of information, indications, opinions and points of view, advice, warnings and notices; expression
29
Patterns of sound, stress, rhythm and intonation: (see selection in each unit below)
Skills/Strategies: Assessment Stage Key Learning

Criteria: Objectives Competences Standards
Speaking C3 a,b,e,h,i,k CLC,DC,SCC 8
Interacting C4 a,b,e,h,i,k CLC,DC,SCC 8, 9, 10, 11
Speaking and Interacting strategies C5 b, g, i L2L, SIE 8, 9, 10, 11
BLOCK OF CONTENT III: COMPREHENSION OF WRITTEN TEXTS
Mobilization of previous information about task type and topic.; text type identification, adapting
main points, relevant details).; formulation of hypotheses about content and context; inference and
paralinguistic elements.; reformulation of hypotheses based on the understanding of new elements.
establishment and maintenance of communication and discourse organisation.
Morphosyntactic and discursive structures: (see selection in each unit below)
30
Graphic patterns and spelling conventions: (see selection of units below)
Skills/Strategies: Assessment Criteria Stage Key Learning

Objectives Competences Stardards
Reading C6 a,b,e,h,i,k CLC,DC,SCC 12,13,14,15,16,1

7,18
Reading strategies C7 b,g,i L2L, SIE From 19 to 24
BLOCK OF CONTENT IV: WRITTEN TEXT PRODUCTION: EXPRESSION AND INTERACTION
Mobilisation of previous information about task type and topic; text type identification, adapting the
main points, relevant details);formulation of hypotheses about content and context; inference and
paralinguistic elements; Reformulation of hypotheses based on the understanding of new elements.
Planning: Execution:
Mobilising and coordinating their own Expressing the message with clarity, consistency, structuring
general and communicative and adjusting it suitably, when necessary, to the models and
competences in order to effectively formulas for each type of text; readjusting the task (undertaking
perform the task (review what is known a more modest version of the task) or the message (making
about the topic, what can be or intended concessions to what he/she really would like to express), after
to be said, etc.) ; locating and using assessing the difficulties and available resources; relying on and
linguistic or thematic resources properly making the most of the previous knowledge (using language
(by using a dictionary or grammar book, ‘prefab’, etc.).
obtaining help, etc.).
Linguistic: Paralinguistic and para-textual
Modifying words of similar meaning; Asking for help; pointing out objects, using of deictic forms or
defining or paraphrasing a term or performing actions that clarify the meaning; use of culturally
expression. appropriate body language (gestures, facial expressions,
posture, visual or physical contact, proxemics); using extra-
linguistic sounds and conventional prosodic qualities.
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transport; language and communication; environment, climate and natural environment; and Information
and Communications Technologies.
Morphosyntactic and discursive structures (see selection in each unit below)
Oral lexicon of common use (reception)
Graphic patterns and spelling conventions(see selection in each unit below)
Patterns of sound, stress, rhythm and intonation: (see selection in each unit below)
Skills/Strategies: Assessment Stage Key Learning

Criteria: Objectives Competences Standards
Writing C8 a,b,e,h,i,k CLC,DC,SCC From 19 to

24
Writing strategies C9 b, g, i L2L, SIE From 19 to

24
Every block of content contributes to the acquisition of the stage objectives. In the next section, a chart
shows the relationship among all the elements of the curriculum.
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4. RELATIONSHIP AMONG ALL THE ELEMENTS OF
THE CURRICULUM
BLOCKS OF EVALUATION SKILLS/STRATEGIES/ STAGE KEY LEARNING

CONTENTS CRITERIA SOCIOCULTURAL OBJECTIVES COMPETENCES STANDARDS
ASPECTS
Block I: C01 Listening a, b, e, h, i, k CLC,DC,SCC 1,2,3,4,5,6,7
Comprehension C02 Listening strategies b, g, i L2L,SIE 1,2,3,4,5,6,7
of oral texts
Block II: C03 Speaking a, b, e, h, i, k CLC,DC,SCC 8
Production of C04 Interacting a, b, e, h, i, k CLC,DC,SCC 8,9,10,11
oral texts:
C05 Speaking and b, g, i L2L,SIE 8,9,10,11
expression and
interacting strategies
interaction
Block III: C06 Reading a, b, e, h, i, k CLC,DC,SCC 12,13,14,15,16,1
Comprehension 7,18
of written texts C07 Reading strategies b,g, i L2L,SIE 12,13,14,15,16,1
7,18
Block IV: C08 Writing a, b, e, h, i, k CLC,DC,SCC 19,20,21,22,23,2
Production of 4
written texts: C09 Writing strategies b, g, i L2L,SIE 19,20,21,22,23,2
expression and 4
interaction
All blocks C10 Sociocultural aspects a, c, d, h, i, j, CLC,CD,SIE,CAE 1-24
k, l
Thus, objetive f, is the only one which is not developed through this subject, though there are some
interdisciplinar task to work together with Science or Technology.
Regarding the blocks of contents we have the following chart with the relationship of morphosyntactic,
discursive structures, graphic patterns, spelling conventions and patterns of sound in each unit:
33
Morphosyntactic Lexicon and Patterns of sound Graphic patterns, Unit
structures and functions spelling conventions
discursive
structures
Quantifiers and Vocabulary related Pronunciation of: Spelling rules to form Unit 1
impersonal to food and drinks, /s/,/z/ and /I/,/i:/ the 3rd person singular
There´s , there´re different types of and for adding -ing to
restaurants, typical the verb.
dishes
Typical Vocabulary about Intonation and rhythm Correct order of Unit 2
expressions such different types of in sentences and words in a sentence
as: what...?, how art, descriptive and pronunciation of -ing.
much...?, sensorial
When...? as well adjectives
as Present Simple
and Continuous
Comparative and Vocabulary related Accent in words and Use of connectors Unit 3
superlative, to sport clothes, weak forms of than and (purpose)
structures such types of sports, as; .Pronunciation of
as: as...as/ verbs related to /ɱ/
(not)...enough/ sports
too+adjective,
and connectors of
purpose
Simple Past Specific vocabulary Pronunciation of Ending of regular Unit 4
(affirmative, about travel and consonant sounds such verbs
negative and geographical as shampoo and torch;-
interrogative); accidents Pronunciation of ending
there was/there -ed in regular verb past
were, connectors tenses: /t/, /d/ and
of sequence /id/ ;-Pronnciation of
weak forms was/were.
Past Simple and Vocabulaty related Pronunciation of: /ʤ/ , Structure of contents Unit 5
Continuous to different stories / Ʊ/, in a text.
(affirmative, and professions /u:/;.Pronunciation of
negative and and adjectives to consonant sound in
interrogative) describe their judge and vocal sound
contrast between feelings, and in look and you
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the two forms preferences
Modal verbs Vocabulary related pronunciation of Adjectives order in a Unit 6
(should, must, to Fashion (clothes, contracted forms: sencence
can, could, have accesories) and can´t/cannot,
to); expressions adjectives to mustn´t/must
such as: I think describe them not,could/couldn´t,
those...are..., I should/shouldn´t;.corre
don´t like that..., ct pronunciation of
in my opinion... accent in sentences
Future : will, be Vocabulary related Pronunciation of Use of connectors of Unit 7
going to and to Space travels, contracted form of will: addition: also, as well,
Present means of ´ll in addition to, etc.
Continuous transports Structure of contents
(affimative, in a composition
negative snd about life in the
interrogative) and future.Use of
short answers; apostrophe in
temporal contracted form: ´ll
expressions:tomo
rrow, soon, next
week, in five
years.
Present Perfect Vocabulary related Pronunciation of:throat Use of connectors of Unit 8
Simple, temporal to places and city o week, and Cause and effect
expressions: ever, pronunciation of vocalic
just, already, sounds in words such
never, yet, for, as have y up.
since and contrast
between for and
since.
Passive voice to Vocabulary related Pronunciation of vocal Correct use of those Unit 9
express to mobile phones sounds in way and rules and strategies
agreement and and other video sounds in wi-fi from previous units
disagreement electronic devices. and voicemail.,
Passive voice in pronunciation of weak
Present and Past forms in was and were.
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36
5. METHODOLOGICAL ASPECTS
In order to take into account all the educative needs, we will use different flexible and not arbitrary
methodologies according to our studentsćharacteristics. We will design different tasks where cooperation
plays an important role and at the same time we will deal with diversity through graded activities. Also, Key
Competences (SCC, CLC, L2L) are developed and reinforced. In this regard, we will consider Bloom´s
Taxonomy (from the simplest to the more complex). There is not just one, a unique methodological
approach, but a set of changing strategies that help us to develop our students’ competences and skills. We
should be able to create an appropriate environment during our lessons which allows us to promote active
learning, motivation towards the learning objectives through interesting topics, favouring autonomy,
making an integrated and meaningful use of the ICTs, using different sources of information, encouraging
oral and written communication, fostering formative evaluation, raising self-esteem and making the most of
the available spaces and time or facilitating learning outside school among others.
5.1. TEACHING-LEARNING STRATEGIES

We will apply the Communicative Approach as Education is a constructive process where the attitude
maintained by teacher and students allows for meaningful learning. As a consequence of this constructivist
approach to learning, the students are the centre of their own learning process. With them, the teacher's
role is to guide the process of joining their previous knowledge and the new contents, and also help and
stimulate them. This communicative approach also guarantees the functionality of the learning process
because it makes sure that the students will be able to use what they have learned in real situations, using it
to assume new learning experiences. Therefore, the learning process from this point of view should
consider the following:
-Construction of meaningful learning through the mobilisation of their previous knowledge and
comprehensive memorisation, facilitating situations where the students have to update their knowledge
(Merrill´s Principles of Instruction). Learning will be effective when it departs from the student’s previous
knowledge, so that the implementation of diagnostic tests at the beginning of each year is absolutely
necessary to link the new ones to those already studied in a systematic way, all along the course, so that
they become the basis for new knowledge.
-Students as the protagonists of their own learning process, learning by themselves and putting
knowledge into practice in real situations, since learning autonomously has proved one of the best ways to
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consolidate knowledge and it favours the development of learning to learn strategies.
-Interactive learning between teacher and student, which is extremely important and
recommendable, and among students as they can learn from their peers, especially in a linguistic subject.
Therefore, it is necessary that students interact and work in pairs and small groups (cooperative learning)
by creating heterogeneous groups and organizing the space in a flexible way. Students will learn more than
subject contents, because working cooperatively is also a content (“Learning to cooperate and cooperating
to learn”, Robert Slavin).
-Creative tasks that have a meaning for the students, so that they are motivating. Academic results
are deeply influenced by the students’ motivation and their level of self-esteem. By designing and
implementing activities with appealing, interesting contents and interactive procedures, motivation is
increased. The same can be said when the student perceives the usefulness of the contents proposed, both
in real life and for academic purposes.
-Subjects as open and related areas of knowledge. The development of the subject’s contents must
take into account the interdisciplinary feature. Permanent contact among the whole group of teachers is a
must, in order to implement the curriculum satisfactorily and to avoid the repetition of concepts. Subjects
such as Spanish Language, Geography, Technology, Music, Natural Sciences or Physical Education are taken
into account in the different units.
-Acceptance of mistakes, as they are an important part of the learning process, and self-correction.
-Consciousness of the learning process.
5.2. TEACHING-LEARNING METHODS

Among the different methods we highlight the following ones:
Deductive Method: students should identify those given examples by the starting point of general concepts
and categories.
Group investigation: Research Groups: cooperative work technique which can be used in different tasks and
project work. The group choose a topic or the teacher can present the topic to the whole group. We divide
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the class into small groups and divide the task. Students look for information and share it with the rest of
the class (it requires some autonomy on the part of the students).
Basic Inductive Method: Learning by discovery: the student builds knowledge from the situations or
references presented by the teacher.
Synectics Method: Creative process to solve problems and create other new ones based on analogies, by
linking two things which seem to be different.
Simulation Method: using simulators to train behaviour in order to apply knowledge in real situations to
react in an appropriate way. (Role-playing, we present or reproduce a real or hypothetical situation and
each participant takes a role).
Previous organizer´s Method: in case we have broad information or a wide field of knowledge, we will start
from a general content perspective and its relations (concept map, graphs, schemes…).
Guided investigation Method: Mix-level Method: different or same level students carry out a common task,
and one of them takes the role of guide. We can use this method in order to either clarify doubts or answer
questions we have previously worked on.
Non-directive teaching Method: students are free to investigate problems, to decide the answer and take
decision using their own criteria. Teachers do not interfere.
Directive teaching Method: this is an expository method, but exposition (only when necessary), dialogical
explanation (very useful when we want to know their previous knowledge, students learn by discovery).
5.3. TYPES OF ACTIVITIES

In order to implement methods and activities, we also consider the non-directive teaching, through which
the teacher just plays the role in order to help the students find the problem while they are the ones who
should find solutions; the teaching process makes sense as it is problem/task based in a relevant context for
students. In this sense, we will base our design of activities on Merrill´s theory of learner-centred
instructional approach. They should find the appropriate information, as well as, valuing those procedures
for solving problems in order to follow and evaluate the process; open units, by which students design a
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working plan, deal with information and make a final synthesis which reflects the product
According to its socialising version, the designed projects are interdisciplinary or multidisciplinary and are so
closely related to the integrating concept which LOMCE promotes; cooperative learning by designing units
where group membersínterdependence will be useful and whole group cooperation should be necessary to
achieve the aim of the task. Also, implementing cooperative learning strategies when working with
heterogeneous groups is a key aspect in developing social skills. Moreover, aspects such as, self-esteem,
leadership, decision-making, trust-building, communication and conflict management skill must be
considered when putting students to work cooperatively (Spencer, 2001).
The promotion of positive attitudes and constructive relationships among students is one of the most
important goals in education. However, this can be a difficult goal to achieve due to the pressure of the
environment: students with a family atmosphere characterised by intra-family violence; conflicts such as,
bullying, social aggression, hitting, verbal threats, insults, scaring, are present and affect studentsácademic
achievements. The core of the units are the tasks and all the activities are designed in coherent and step by
step plan. We consider the following types regarding their nature in the learning process:
Previous Knowledge Evaluation Activities: are used to link with previous experiences and knowledge
such as brainstorming, dialogues or debates. Before beginning a unit we will develop: questionnaires of
prior ideas, which each student will complete individually, brainstorming of ideas asked randomly to the
students, conceptual maps where certain concepts are missing for students to complete individually.
Motivational activities: these should be designed to help the students become more interested in the
study of the unit. These activities may include: exhibition of videos related to the unit, reading of
newspapers and magazines, debates and so on.
Developmental activities: these should permit the student to obtain the basic knowledge of interest
for each unit. The selection of these activities is related to the initial evaluation of the students. Among
these activities should be included, skill activities, directed tasks and problem solving. The realisation of
exercises gives the student the advantage of applying what was learned in class and also serves to awaken
interest and increase motivation.
Activities of expansion: these serve to expand on the acquired knowledge. They may consist of:
searching for information and writing reports and projects (essays, compositions). The students will be
instructed to find information on a topic and they are free to look for it in the sources they consider
necessary: the Internet, the library etc.
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Consolidation Activities: these ones are used to assure new learning. They are used to verify, check
their knowledge, to contrast new and previous ideas, to use what has been learned: problem-situation
solving, practical tasks, and transfer tasks.
Reinforcement activities: in the cases of students with certain learning deficiencies or if a specific
unit proves to be difficult for them, we will design activities that will help the students overcome these
obstacles and understand the main concepts of the unit, in order to reach the objectives with success.
These reinforcement activities will be summaries or exercises that connect various concepts explained in
class. These activities are designed individually depending on the progress in the learning of the concepts of
the units. This is why, it is very important to perform a daily revision of the student’s notebook.
Evaluation activities: The evaluation is continuous but all the units will begin with activities to
connect with the knowledge and representations that the student already has. Each term there will be
different evaluative exercises in order to improve motivation and self-esteem with the accomplishment of
short terms goals.
When designing the activities, we will consider Gardner’s Multiple Intelligences such as the linguistic
intelligence, the artistic intelligence, the kinesthetic intelligence or the interpersonal intelligence or the
intra-personal intelligence among others, in order to help the students to learn as depending on how and to
what extent the students have developed them, they learn and understand in different ways. We will be
more educationally effective if we take into account the students different learning styles, as we must be
able to involve all our students in the learning process. The concept of emotional intelligence by
encouraging emotional awareness, helping students to identify their own emotions and those of others as
well as helping students develop the ability to harness emotions and apply them to tasks, the ability to
manage emotions, including the ability to regulate their own emotions, and the ability to cheer up or calm
down another person. All the units will follow a task-based structure which consists of a series of enabling
tasks that will lead to a Final Task or Project which will be related to the different objectives established in
the PE, such as health, environmental or cross-curricular education or other topics of common interest.
Apart from that, we will use the final task to check that the objectives have been achieved and the
competences developed. Each final project from each unit will help them to develop competence on
autonomy and personal initiative by the cooperative learning. Finally, apart from these activities, we will
also consider complementary activities such as interviewing English speaking people in a tourist area
(airport) in the south of Tenerife or a guided visit in English to La Laguna.
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5.4. THE TEACHER'S ROLE IN THE CLASSROOM
The teacher's main role is to facilitate the students´ learning process taking into consideration the following
aspects: it is necessary to intervene adequately, not to give more information than the students need in
order to advance, allow them to ask themselves questions and give time to answer them. Each student
needs different assistance at different moments, so teachers should pay attention to individual differences,
different learning steps and styles and different interests and motivations. The teachers' guidance is
essential to centre the purpose of the activities that are to be carried out and at the end to summarise the
conclusions and advances made, helping the students to understand what they are doing and to plan the
following steps.
5.5. GROUPING AND SPACES

Regarding the different tasks that students must accomplish, we must not forget that the more varied the
tasks are, the more motivating they will be. So, we must be prepared to establish different options of
grouping students in order to promote activity and linguistic interaction. There will be activities to complete
in pair work, some others in small groups, some within the big group to facilitate cooperative work and
learning, and also individual activities. We must plan the students’ distribution as classroom organization
must favour different types of grouping. Our activities will be mainly carried out in the classroom, but we
also have the opportunity to enjoy different spaces where linguistic interaction, researching work and
discovery approaches can be developed. They can be effectively visited in order to create a different
atmosphere, to avoid monotony and to propitiate a motivating environment. The option of making visits
outside the school, especially here in the Canary Islands where there is a great chance to practice the
English language is also contemplated. Our school offers the following facilities: the classroom decorated
with thematic posters where there is a blackboard, a smart-board, a computer, an over head projector, a
shelf with dictionaries, magazines, reading books and books that the students borrow from the school’s
library. Desks are paired, with aisles separating every column. This distribution is common to all the
classrooms but teachers can vary it according to the different needs. The English Language Classroom has
22 individual desks and its distribution varies on the activity proposed by the teacher. Regarding audiovisual
means, there is a TV, a smartboard, a laptop and a projector and DVD player. The Audiovisual room has a
music system, a DVD player, a laptop, a projector, a large screen and connection to the Internet. The
computer room: where there are several computers with Internet connection. And finally, it is The Library
where there are: dictionaries, magazines with adapted vocabulary, reading books (adapted levels), authentic
material (magazines, newspapers...) encyclopaedias, DVD films, reference books and materials for the
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teacher and the student and computers connected to the web.
5.6. DIDACTIC MATERIALS AND RESOURCES

The selection of resources and materials must respond to different criteria according to the educational
context and the students’ characteristics and their different rates of learning. The curricular materials for
teachers must be useful, helpful and varied, as an orientation about the different aspects which have to be
taken into account in the learning-teaching process. Due to this subject nature, when we choose tasks and
materials, we should consider we have to improve those values such as equality, empathy, democratic spirit,
cooperation, team work, value our historical and cultural heritage, personal and social growth and critical
sense among others, which are all essential in order to be responsible citizens. Our students will need a
guide textbook, including a workbook (both are shown on the smart-board as they have digital version). A
folder is also recommended with the aim of taking note of additional information given by the teacher and
also to store and classify extra materials provided by the teacher, as well as reading cards and the
compositions done during the course, so students can create their own portfolio. Nowadays, nobody doubts
the importance of technological advancements (ICTs). Thus, as resources are facilitators of learning, they
should fulfil three functions: motivating, be support for the presentation of contents and structuring in
order to guide the methodological processes or strategies of teaching-learning. It presents texts, images,
animations, video and audio, allowing for interaction, organisation, search for information, decentralisation
of information and feedback from the students, on what makes them respond more effectively and develop
different skills due to the variety of stimuli that are presented. Therefore, they constitute an element that
favours the decrease of inequalities as it facilitates an instructive use of these means to the students,
managing to establish an element of equalisation which increases its potential if it is embedded in a context
of collaborative learning. From our subject and to promote interest towards it, students will be oriented to
the attainment of the ability to search for, process and transmit information obtained from the ICTs or
different supports. The subject also requires the execution of tasks and projects by means of these tools.
Also present will be the interaction and information exchange with people from other places, possessing
diverse linguistic models, and creating real, functional communicative situations: chats, forum, image
recording, on-line auditions, interactive tasks, etc., taking advantage of the multimedia environment, by
means of the Moodle Platform or the e-Twinning Space, we can accomplish some of these tasks.
So that, the material resources can be as follows: Printed matter (books, posters and murals, written press,
circulars, bulletins, brochures...); audiovisual resources, the radio (immediateness of messages, recent and
present information, functionality, broad power of suggestion, pleasant information...), television (didactic
programmes, TV satellite, health, medicine, social language and popular programmes) and cinema;
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computer resources: on-line dictionaries, e-mails, video conference... (interaction with other subjects),
software applications such as Mindomo to make mindmaps, Powtoon or Prezi to elaborate presentations, or
Google Apps for Education which promote cooperative work and help us to use ICTs easily. The English
Department will have its own blog to provide a channel of communication between teachers and students
and an additional tool in our teaching activity. It serves to learn and to share experiences. Students will
participate in the blog with articles, opinions, etc. related to the subject. They can also take advantage of
the different resources which it offers such as structures, pronunciation and reading activities at different
levels. The Department also cooperates with the school project ‘Our Newspaper’ as part of the Educational
Project (PE), and introduces news and chronicles about English language speaking countries such as
interviews, etc.
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6. STRATEGIES AND MEANS TO COPE WITH
DIVERSITY AND MIX-ABILITY
Attention to diversity implies the teacher’s attention to individual differences as stated in Law 104/2010, 29th
July. We will also consider the Principle of Inclusion stated by LOMCE and Order 13th December 2010. These
differences are different learning steps and styles and different interests and motivations which we may
have in the classroom. To treat diversity as richness and not as a brake, we try to respond to the needs of
each student and develop cooperation and solidarity between students of different level. We try to sensitise
our students in order not to issue any negative comments on the capacity of comprehension or production
of their peers. That is why, we must be prepared to work for the all students, so, activities and didactic
material should be chosen according to some basic characteristics that many students may show, for
example, the capacity to learn. This way, we must present revision and extension activities for those who
need help and for those who are more advanced, bearing in mind the different learning rhythms and
looking for an appropriate solution for each of them. Not all students present the same motivations to learn
a foreign language, above all, because their previous experiences of success or failure influence it. Because
of that, a possible previous activity could be to ask them directly what their interest and their experiences
are, in order to prepare effective materials. Therefore, diversity is present in diverse scopes: capacity to
learn, learning styles, motivation and personal interests, previous knowledge, etc. To these differences we
have to add ethnic, gender or sociocultural diversity. In the case of foreign students the school has
developed a programme within the Educational Project to teach them the Spanish language with a support
teacher who works in coordination with the rest of the teaching staff.
In our class group of 3rd year of CSE there are no students with Special Educational Needs with a prescribed
psycho-pedagogical assessment or curricular adaptations. However, we have to take into account the fact
that along the year new immigrant students can join the group. Those students can be out-of-phase,
considering their poor knowledge of the English language, or have a higher level of the language, in
comparison to the average level of the rest of the students in the same classroom. Therefore, there is certain
probability to find pupils with a low degree of development in contents and key competences, and it is
necessary to prepare concrete actions to detect such situations, first by means of a level test and then by
providing them with special, well-elaborated didactic material which can serve as a pedagogical help of
reinforcement.
Another measure to attend diversity in the school is the fact that once a week the students of the group split
into two different groups. The group is divided taking into account the level of curricular competence that
students have. Therefore, the students with lower level in the class, stay with the same teacher who teaches
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them during the week and the rest of the students stay with a different teacher. Those with lower level can
reinforce all the contents studied along the week and they can take advantage of the situation because the
number of the students present is reduced, so they achieve better results in their lessons. For students with
higher level or fast learners, this measure means to have more practical lessons, where they can practice
pronunciation, conversation, web-quests, listen to songs, role plays, play games or other activities or tasks
which are more difficult to do with the whole group.
6.1. REINFORCEMENT AND EXTENSION ACTIVITIES

For students with a higher level, fast learners or native speakers, since there is already a student with a very
high level in this classroom, they will have to do different reading tasks with comprehension activities
leading to the elaboration of projects with card-sheets and pictures to be exposed to the rest of the
students. They will be provided with books of greater conceptual difficulty or complementary tasks to apply
some given explanations of the contents for the following year, always adapted to their knowledge level.
They will also have to read a chosen graded short story borrowed from the English Department to elaborate
some activities about it. They will also work cooperatively and help other students with difficulties.
For those students with a low level of English, since there are already two South American students, a
Chinese boy and Chinese girl with little knowledge of the language, they will be given basic material,
concerning basic contents (seen in previous academic years), as extra tasks to be done at home to
consolidate and review the material covered in class(always corrected and revised by the teacher). Such a
measure is done to reinforce the acquisition of the contents seen in class, to be corrected and commented
upon individually by the teacher.
Another measure to attend diversity in the school is the fact that once a week the students of the group are
split into two different groups. The group is divided taking into account the level of curricular competence
that students have. Therefore, the students with a lower level, stay with the same teacher who teaches
them during the week and the rest of the students go with a different teacher. Those with a lower level can
reinforce all the contents studied throughout the week and they can take advantage of the situation
because the number of the students is reduced, so they achieve better results in their lessons.
For students with a higher level or fast learners, this measure means having more practical lessons, where
they can practice pronunciation, conversation, webQuests, listen to songs, role plays, play games or other
activities or tasks which are more difficult to do with the whole group.
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6.2. REMEDIAL MEASURES PROGRAMME
For those students with the English subject pending from previous years, in case they pass one of the
evaluations from the current year, it will be considered that the student has passed. Those who do not
overcome any of the evaluations in the present course will have to work alone with an elaborated material
provided by the English subject Department and after that they will have the right to take the extraordinary
tests established by current regulations.
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7. CROSS-CURRICULAR EDUCATION IN VALUES
Education in values contributes to the integral development of the students and is an important factor in
obtaining the quality that it is proposed by our educational system. The values that must be present
throughout the entire educational life are respect for the democratic principles, citizens’ rights and
freedom, especially equality between men and women. These values are taken into account in this
programming, they are from one side to the other in our curriculum and that is the reason why we will
consider them in all the units and even create the appropriate environment to deal with them. So that, we
will encourage fellowship, respect and cooperation with others at the same time as order and good habits,
dialogues and refuse violence, care of environment, etc., so those contents related to peace, environmental
awareness, health, consumerism control and equal opportunities among men and women. Dealing with the
educative principles on which this programming is sustained, we will consider those that the Educative
Project of the centre establishes:
Environmental education: we intend to create in the students a concern and awareness to help
establish critical, participative and supportive positions on matters related to conservation, protection and
proper use of resources in order to move towards sustainable development and especially having in mind
the fragility of the Canary Islands space. This value is closely related to the fact that our centre belongs to
RedECOS.
Education for equal opportunities between genders: there will be promoted in the students
egalitarian, supportive and respectful relationships to eradicate any type of discrimination for sexual motive
trying to transform the social and cultural bases that generate gender discrimination.
Moral and Civic education: there will be fostered attitudes of self-esteem, acceptance of differences,
solidarity and cooperation, participation in classroom activities and personal commitment to learning. Our
centre has a Coexistence Plan which promotes this value.
Health and Consumer education: we must promote physical hygiene from childhood, mental and
social habits that develop self-esteem and improve life quality. Also, it is necessary to give students
instruments for analysis towards excessive consumerism of unnecessary products. We will foster this value
not only throughout our subject but also by collaborating with the Schools Health Promotion Plan.
Education for Peace: all classroom activities and working groups will be presided by the dialogue as a
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key way to solve conflicts. We will try to promote relations of dialogue, peace and harmony in the area of
education and in all daily relations.
Canarian Culture Contents which are considered in each unit. Although they cannot be considered as
cross-curricular contents by themselves, they have all this characteristic. The Canarian contents able us to
be closer to our reality, their presence in this programming is a way to be familiar to our Canarian
community identity because: all objectives in Secondary Education require the implication in their social
and natural environment; the Canarian society demands the incorporation of their identity signals at class
and new methodological approaches consider the environment as source. We consider that we should
know our nearest and best known environment to able to go further.
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8. SCHOOL PLANS WITHIN THIS DIDACTIC
PROGRAMMING
Our school develops several Educative Plans as stated within the General Annual Programming (PGA), and
which are also part of the Educational Project (PE) and are the following: Attention to Diversity Plan,
Reading Plan, Tutorial Action Plan, Coexistence Plan, New ICTs integration Plan, New Students Integration
Plan, Teachers Training Plan and CLIL Programme (1st and 2nd CSE). Moreover, our school belongs to
RedECOS so we will give special importance on the fact of being environmentally friendly and also to the
Schools Health Promotion Plan.
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9. COMPLEMENTARY AND EXTRA-CURRICULAR
ACTIVITIES
We have to take into account that education is a constructive process where these attitudes are put into
practice and maintained, in that sense we will foster these values in our programming. We are conscious
that to achieve those Key Competences, we will foster students to acquire these values not only in those
tasks developed in class, but also through extra-curricular activities and complementary activities. All of
them are detailed in the General Annual Programming (PGA) and Educational Project (PE).
Regarding complementary activities, we have those ones designed by the English Department which are
compulsory and developed within the school timetable. The activities that our Department organises to
promote the use and learning of the English language are:
-Visit to the theatre or cinema in English. The play may vary, according to availability of tickets and
companies and it should be about issues such as racism, environmental concern etc.
-Visits to tourist locations in order to meet and interview native English speakers (Tenerife-South Airport)
-Guided visit to La Laguna (in English)
These activities are so closely related to work with other subjects such as History, Geography and Natural
Sciences.
The extra- curricular activities are established at the beginning of the school year, taking into account the
opinions and suggestions of students´families and parentsássociation (AMPA) by the previous revision of
the School Council. All of them are aimed to foster participation of families with the school community and
improve the learning process. These activities are stated within the PGA and are not compulsory, they are as
follows:
-Talks about: “Risks on the Internet: “Ciberbullying”, “Studying techniques”, “Having healthy lifestyle”
-Musicals organized by students and teachers.
-“English Dessert Contest” (organized by the English language Department)
-Workshops about cooking and pottery.
-Christmas, Peace´s Day, International Book Day, Canary´s Day and Carnival´s school activities.
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10. EVALUATION
The evaluation process will be clear and the teacher will provide patterns on how a particular task or
activity is to be developed, so that students know beforehand what they are expected to do and that they
are accountable for their efforts and results. We cannot forget that this programming is learner-centred, so
that the students will be able to reflect upon those things they have learned or the problems they have
faced, being aware of their own learning process. To develop skills and competences, students have to
reflect on their own behaviour. The following types of assessment can be seen as a means to tackle this
issue and are often being used in combination
10.1. TYPES OF ASSESSMENT

Self-assessment, co-assessment and peer-assessment are considered as another activity at class.
-Self–assessment (dealing with errors): It is formative and favours autonomy and critical thinking. In
this sense. there are certain activities will be self-corrected by using given key answers in which the students
will have to formulate their own hypotheses, so as to make them think about their own processes of
learning. The rest of the activities will be corrected on the blackboard with the cooperation of the students
or verbally as soon as their knowledge in the subject progresses. Students will also self-evaluate their
progress by using given questionnaires.
-Peer-assessment: It is formative and summative. It is not only a grading procedure, it is part of a

learning process where skill are developed. It can be seen as part of the self-assessment process and serves
to inform self- assessment. It also provides information determining when to analyse and adopt an action
on the basis of reliable information, which increases the chances of student learning. It may involve the use
of rating instruments or checklist.
-Co-assessment: It is made by the whole group.

Thus, the participation of students, self-assessment and peer assessment, allows to know not only the
learning achieved, but also the habits and study skills, attitudes, expectations, motivations that guide their
behaviour, and, with the collaboration of teachers, can reorient their cognitive strategies for more effective
learning. It also provides information determining when to analyse and adopt an action on the basis of
reliable information, which increases the chances of student learning.The implementation of these forms of
assessment improve the development of the curriculum based on competences (knowledge as a tool)
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rather than knowledge (as a goal) Its field of application is very complex nd shows different dimensions:
10.2. LEARNING-PROCESS EVALUATION

The traditional distinction is between summative and formative assessment. Summative assessment is
what students tend to focus on. However, all summative assessment can also be formative, if the feedback
offered is sufficient.
We analyse the students’ learning processes, in order to check if the objectives and Key Competences have
been achieved. This is a continuous, progressive or formative evaluation and it must inform about the
present-day situation of the learning and teaching processes of the students and teachers at any stage of
the processes which match with the evaluation sessions with or without marks, during the year and up to
that date. Errors will be progressively analysed and raised to prepare remedial actions as they happen.
Therefore, the evaluation will be used as a regulator and guidance instrument to analyse the performance
of the students as well as the organisation of contents in accordance with the established aims. Apart from
the types of assessment proposed in this programming, the teacher can propose other additional tests if it
is convenient for this group of students. According to the progressive evaluation of this subject, students
who have failed any evaluation (except for the third evaluation) can pass it, if they pass the following one.
The Evaluation of the students will be done by: Initial Evaluation: a diagnostic test will be passed to the
students at the beginning of this academic year to collect data about their previous knowledge; Progressive
or Systematic Evaluation: a test will be done by the students at the end of each unit, taking into account
that any contents from the previous units studied in class could appear in this type of test along with the
contents of the unit in question; Final Evaluation: a test will be done by the students at the end of each
term. Since the English language subject applies a continuum evaluation during the whole academic year,
and since the sequences of contents go from easier to more difficult ones, any student who fails the first or
the second evaluation can have the subject passed if he or she passes the third one, but always considering
his or her effort and performance, progressive evolution and constant daily work, interest and
participation. It must inform about the situation of the learning and teaching processes of the students and
teachers at the end of the academic year. As an analysis of all the results obtained in all the sessions of
evaluation with marks.
10.3. TEACHING-PROCESS EVALUATION

The teacher evaluates his/her own teaching practice, in relation to the achievement of the educational
objectives established by the curriculum, in order to review and update the didactic scheme of work. The
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fundamental objective of this assessment is to improve the teaching practice and to modify the lesson
planning if it is required. The assessment of the teaching practice and process will be carried out in the
English Department meetings. Also a questionnaire concerning the evaluation of the teacher and the
methodology used and the contents of each unit will be passed to the students every term, so as to learn
from my own mistakes and improve the teaching methodology, for the best of all the people implied in the
teaching and learning processes. The conclusions and assessment will be reflected in the abstract which will
be written about the whole year work, at the end of the academic course. This document will be taken on
account when preparing next year’s planning.
10.4. EVALUATION TOOLS AND INSTRUMENTS

Evaluation Instruments have to be diverse according not only to those data which need an integral and
specific evaluation, but also to have fair results. There should not be a written test as the main instrument
to evaluate at class. We should have several instruments in each unit to evaluate. They are closely related to
the methodology and both types of evaluation since they can provide the teacher with the necessary
information about the progress of the students in their process of learning and the difficulties found in the
learning teaching processes. Evaluation instruments are products which become progressively more
complicated in order to scaffold learning. So that, in most cases, they are leaning standards. Thus the
teacher will carry out such an assessment or evaluation by removing data from the following: direct
observation sheet (participation, interest), homework, notebook, workbook, portfolio, execution of tasks,
reading, writing, listening tests and speaking assessments, questionnaires, self-evaluation sheets, and co-
evaluation sheets, reinforcement sheets and short essays.
In relation to evaluation tools, they are useful to indicate what concrete and observable actions the
students are able to perform as a result of the whole learning process. They include evaluation, self-
evaluation and peer-evaluation. Some of the evaluation tools are rubric or indicators of performance.
10.5. MARKING CRITERIA

All assessment criteria are covered in each of the three terms. Thus, the final mark in each evaluation will
be based on the numerical means of the scores related to all the evaluation criteria. These scores are
included in the indicators of performance. At the same time, every mark for a given criterion will be
transferred to those Key Competences to which it contributes. Marking criteria are used to describe the
level of learning acquisition and establish a link between this description and the convention used in official
documents. In this sense, each assessment tool will be analysed from a determinate achievement indicators
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related to the standards and evaluation criteria involved in each task. They will help us to decide in which
the students' stage of achievement. For each evaluation criteria proposed, we will use use achievement
indicators related to the learning standards. Through the indicators we will value the degree of acquisition
of learning providing a final mark. We will use marking criteria attending the evaluation criteria and the
achievement degree which is adequate for this level:
Weak Fair Good Very Good Excellent
(1-4) (5) (6) (7-8) (9-10)
Key Competences Evaluation: At the same time, the degree of development of the Key Competencies will be
evaluated through the different areas comprised along the year:
Not suitable Suitable Very suitable Excellent
Retake planning: For those students with the English subject pending from previous years, in case they pass
one of the evaluations from the current year, it will be considered that the student has passed. Those who
do not overcome any of the evaluations in the present course will have to work alone with an elaborated
material provided by the department and after that they will have the right to take the extraordinary tests
established by the current regulations.
This syllabus follows the Order of 7th November 2007 which establishes that those students who are
repeating and/or who still have not passed this subject in previous levels can pass by achieving the expected
outcomes for this level or by achieving those related to previous levels. We will use as well the EVAGD
Platform (Virtual Website for Learning) with different types of adapted material for the different learning
rhythms and learners´ characteristics and in order to develop all skills. The fact of having all criteria in a
recurrent way is also a way of reinforcement.
There will be also two extra-evaluation sessions, one in June and the other in September for those students
who do not pass the subject. The English subject Department will state those contents, objectives and criteria
which will considered as the most outstanding: reading (criteria 6, Block III), writing (criteria 8, Block IV),
listening (criteria 1, Block I) and speaking (criteria 4, Block II) skills as well as grammar and vocabulary.
Evaluation of students with unjustified faults of assistance: The students who have lost their rights to have
a progressive evaluation will have to attend an exam in June related to the contents taught in their absence.
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11. CONCLUSION
This Annual Didactic Programming has been designed taking into account the current regulations and the
students it is addressed to. It constitutes a guide to getting a real teaching-learning process. It has been
systematically planned and structured according to those characteristics of the 3rd year of CSE group and the
reality of the area and the school, being able to adjust any of the curricular aspects to the needs of the
students at any time of its development.
In addition, it is also flexible with the idea of a permanent review to ensure the education of the students
and the full development of their personal and intellectual capacities, encouraging their participation to
work autonomously or in group so that they can construct their own knowledge. It promotes teaching that
favours the formation of responsible 21st century citizens integrated into social life attending to the diversity
around them.
59
60
12. BIBLIOGRAPHY
Legislative Framework:
-LOE 2/2006, 13th December.
-Decree 315/2015, 28th August 2015 (BOC 169, 31st August).
-Decree 104/2014, 29th July.
-Royal Decree 1105/2014, 26th December (BOE 3, 3rd January).
-LOMCE (Organic Law 8/2013,9th December).
-Royal Decree 81/2010, 22th July (ROC), article 44.
-Order ECD/65/2015, 21st June.
-Order 7th November 2007.
-Order 13th December 2010.
-Common European Framework of Reference for Languages: Learning, Teaching, Assessment.
Language Policy Unit, Strasbourg. 2003.
-Recommendation Of The European Parliament And Of The Council, 18thDecember 2006 (2006/962/EC)
Methodological Framework:
-Antúnez, S. y otros. Del Proyecto Educativo a la Programación de Aula. El qué, el cuándo y el cómo de los
instrumentos de la planificación didáctica. Graó. Colección El Lápiz. Barcelona., 2002.
-Ben Wetz, English Alive! 3º ESO. Oxford University Press. Oxford, 2006.
-Broughton, G.: Teaching English as a Foreign Language (2nd Edition). Routledge. London, 2007.
-Burlington Cross-Curricular Resource Pack. The Canary Islands. Ed. Burlington. Oxford.2009
-Davis, Paul and Garside Barbara, Ways of Doing, Students explore their everyday and classroom processes.
Cambridge Handbooks. Cambridge University Press, 2004.
-Dudeney, Gavin, The Internet and the Language Classroom. Cambridge Handbooks. Cambridge University
Press, 2004
-Gimeno Sacristán, J., La educación obligatoria: su sentido educativo y social. Morata. Madrid, 2000
-Herrel, A., and Jordan, M.: Fifty Strategies for Teaching English Language Learners (3rd Edition). Prentice
Hall. London, 2007.
-Hadfield, Jill, Nelson, Elementary Communication Games, A collection of games and activities for
elementary students of English. Thomas Nelson and Sons Ltd. , 1984.
-Johnson, David & Roger; Holubec, Edythe. Cooperative Language in the Classroom. Association for
curriculum Development. Virginia. 1994.
-Lindstromberg, Seth. Language Activities for Teenager, edited by Seth. Cambridge Handbooks for Language
61
Teachers. Cambridge University Press. 2004.
-López Padrón, Carmen Nieves. Revista Digital Sitúate,número 17. ISSN 2387-0117. #Here I Am#It´s me#
-McDonald, Caroline and Devlin, Emily, New Action! Student´s Book. Eso 3. Ed. Burlington. Oxford, 2016.
-McDonald, Caroline and Devlin, Emily, Action! Workbook. Eso 3 Ed. Burlington.Oxford, 2014
-Merrill, David M. First Principles of Instruction, 2002. Educational Technology Research and Development.
Volume 50, no 3, 2002, 43-59.
-Hughes, Rebecca, Teaching and Researching Speaking. Harlow. Pearson Education Limited, 2011.
-Swartz, Robert J., Costa, Arthur L, El aprendizaje basado en el pensamiento ("Thinking- Based Learning
promoting Quality Student Achievement in the 21st century"). Ed S.M. , 2008.
-Swartz, Robert J.; Parks, Sandra, Infusing the Teaching of Critical and Creative Thinking into Content
Instruction: A Lesson Design Handbook for the Elementary Grades. Massachusetts.The National Center for
Teaching Thinking, 1996.
-Tanner, Liz & Dale, CLIL Activities. Cambrige. Cambridge University Press. 2012.
-Teacher´s Magazine. Ed. Ediba, nº118. Junio 2014, nº 141 Junio 2016, nº 138 y 140 Marzo 2016.
-Tice, J. , The mixed ability class. London. Richmond, 2002.
-Websites:
http://marcoele.com/descargas/12/estaire-tareas.pdf.Principios Básicos y Aplicación del Aprendizaje Mediante
Tareas
http://www3.gobiernodecanarias.org/medusa/ecoescuela/ate/recursos-educativos-digitales/
http://www.mhhe.com/socscience/education/methods/resources.html#directive
http://www.esgold.com/speaking/speaking situations.html
http://www.cit-tenerife.com
https://www.unitag.io/es/qrcode https://www.powtoon.com/home/g/es/
http://www.transvulcania.info/
http://www.tenerifebluetrail.com/
http://www.starsislandlapalma.es/
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13. ANNEX: UNITS
The contents have been sequenced in nine units, three per term. The first three units will be developed in
the first three months of the year, the fourth, fifth and sixth ones will be developed in the second term and
the eighth, ninth and tenth units will be developed in the third term, although timing is always approximate.
We have to mention the fact that although the total amount of lessons per week is four, in our school the
students of the whole group remain together three classes per week and they split up into two groups one
lesson per week, half of the students stay with the same teacher and the other half attend lessons with
another one.
Sequence of contents in Units: The development of this programming will be carried out through nine
units. In relation to the distribution of them, we have to consider the flexible feature implicit in the concept
of unit, that lets us give priority to certain objectives over the others, depending on the responses of the
students towards them, and thus we can shorten or lengthen the time provided with those contents related
to the proposed aims. Besides, special attention must be given to the motivational factor, since a lack of
motivation on the part of students is likely to occur in certain units with difficult contents, so the structure
and development of them can be changed when necessary.
In the following chart there is a proposal of timing and sequence for units in this programming:
Timing and Sequence of Units:
1st Term: Semptember-December: 40 sessions
Unit Tittle Sessions
Unit 1 Enjoy your meal! (September-October) 14
Unit 2 Really? What about that? (October-November) 13
Unit 3 Let´s go! (November-December) 13
2nd Term: January-March: 35 sessions
Unit 4 Organise your trip (January-February) 11
Unit 5 What´s it about? (February-March) 12
Unit 6 Look good, feel good! (March-April) 13
3rd Term: March-June: 35 sessions
Unit 7 Life on Mars? (April-May) 13
Unit 8 Recycling Drive (May) 12
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Unit 9 #Here I Am #It´s me (May-June) 10
UNITS:
FIRST TERM
UNIT 1: Enjoy Your Meal!
IMPLEMENTATION PERIOD: From September to October (14 sessions)
JUSTIFICATION
In this unit he students will learn different kinds of food and meals as well as quantities and ways to express likes,
dislikes and giving their opinions about different kinds of food, dishes and restaurants, showing respect for their
mates’ likes and opinions, and making agreements about food to order and to go. They will also learn about healthy
and environmentally friendly food and as well as about different foreign dishes. Along the unit, together with
different enabling activities, they will work on several tasks which will lead them to a final product: the presentation
and promotion of their own restaurant, using the ICTs to search for information and design the audiovisual
presentation or a Glogster. This project will also be shared by the e-Twinning Project (in the e-Twinning Space) and
published on the school newspaper. This Unit has been designed to be developed in class in thematic areas in some
activities. This is the first unit of the year, although we have revise those contents from the previous years to have an
idea of the average level of the class (Kahoot! App). Apart from that, we have many students from different countries
such as Colombia or China which is a chance for knowing other cultures through their eating habits, typical dishes
and so on (Socrative App). Besides, we have students´s whose parents work at hotels and restaurants, so it should be
sound familiar for them as well as they can share their ideas. We have also a e-Twinning Project to help students to
interact with other students and have a common project with those countries partner such as Turkey and Italy. They
will also do some activities on Apple´s Day as an alternative to Halloween.
CROSS-CURRICULAR Canarian contents: Typical Canarian Food

TOPICS
-Learning about healthy and environmentally friendly food and restaurants which will
contribute to arouse their awareness about the importance of a balanced diet for a healthy
life and the care of our environment.
-Learning about different foreign dishes will contribute to their knowledge and respect for
other cultures and customs: Apple day (21st October)
-Healthy food.
PLANS Reading Plan; Schools Health Promotion Plan; ICTs Development Plan; RedECO; e-Twinning
Project
CURRICULAR BASIS:
ASSESSMENT 1,2,3,4,6,8,10
CRITERIA
LEARNING Oral understanding: 1, 2, 3, 4, 6; Oral production: expression and interaction: 1, 2, 3,4,8,10 ;

STANDARDS Written understanding: 2 ,3, 5, 6,17; Written production: expression and interaction: 1,2,3,6,
21, 22.
INSTRUMENTS Description, dialogue, reading, writing, filling a questionnaire, review, presentation.
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TYPE OF Initial, continuous and formative. Co-evaluation and self-evaluation.
ASSESSMENT
ASSESSMENT TOOLS Daily observation, workbook, portfolio, tests and posters
KEY COMPETENCES (CLC) CL, (DC) CD, (SCC) CSC, (L2L) AAP, (SIE) SIEE
CONTENTS Comprehension and production strategies: Food description; understand a conversation

about food; listening exercise: making suggestions; reading an article about
packaging/different characters and what they eat; pamphlets about places where to eat.
Functions:. talking about food likes and dislikes; requesting and providing information,
opinions and points of view about food and restaurants; making suggestions about different
types of food and restaurants to choose; ordering food; describing a restaurant; providing
information about the dishes in a menu; understand specific information of menus and
restaurants.
Lexicon:. Food and drinks; dishes; catering; types of restaurants, types pf apples. Suffixes,
adjectives
Morphosyntactic and discursive structures: quantifiers: a, an, some, any, a lot, many, much,
how many/much?; present simple “to be”(affirmative and negative); expressions of
existence: there is/are; expressions of quality (food): grilled chicken, raw fish, roast beef,
etc.; exclamations: yuck!, yum!, italian food is great!; suggestions: how about ….. ?, let’s
……!, would you like… ?.Use of quantifiers
Patterns of sound, stress, rhythm and intonation: pronunciation of: /s/,/z/ and /I/,/i:/
Graphic patterns and spelling conventions: spelling rules to form the 3rd person singular and
for adding -ing to the verb.
METHODOLOGICAL BASIS:
Meaningful learning; communicative approach to develop the linguistic competence; learning through enabling
activities (description of food pictures, quizzes about food, dialogues about food/meals showing likes and dislikes as
well as giving opinions and suggestions, restaurant reviews, etc. and tasks leading to a final product; constructive and
cooperative learning; thematic areas in class: Nature, Geography, Physical Education, English Language
(interdisciplinarity)
METHODS basic inductive, deductive, group research, basic inductive, role-play, simulation, guided
research, non-directive teaching and directive teaching.
GROUPING Individual, pairs and heterogeneous groups
SPACES Classroom and computer room.
RESOURCES Text book, workbook, magazines, CDs, on line resources (web sites, videos, etc.)
UNIT 2: Really? What about that?
IMPLEMENTATION PERIOD: From October to November (13 sessions)
JUSTIFICATION
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In this unit, students in small groups will elaborate a mindmap about a picture they choose, with a brief introduction
of its author and expressing their feelings and emotions. This presentation can be held at the local nursing home
(learning-service). They will learn the meaning of certain vocabulary about different kinds of art, as well as descriptive
adjectives and developing activities such as interviews, dialogues, description of images, etc. They also learn to be
respectful towards different types of artistic manifestations. Finally, in the complementary activity: guided visit to La
Laguna, they will know the cultural heritage of this city (landmarks, monuments) This unit will help us to work
multiple intelligences in class: naturalistic, visual, plastic, logical-mathematical, linguistic. Finally, they will elaborate a
map for the city of La Laguna with all the information (museums, Cathedral…) which will be posted on the school´s
newspaper. They will learn to identify and talk about different art work. We will create a comfortable atmosphere to
give help them feel comfortable to express their feelings. They will learn to be respectful towards their pal´s opinions.
In this sense it is so closely related to our school´s Plan for Equality and Coexistence Plan. They will be conscious of
being responsible citizens and respect those art works even if they are at street, e.g. La Laguna and its historical
heritage. This is linked to our PE as we are engaged in giving our students the opportunity of growing as people with
knowledge, skills and values.(subjects involved: History, Art-EPV)
CROSS-CURRICULAR Canarian contents: “Pintaderas”,Caves; “Art in the sand”

TOPICS -They will be aware of the importance of art works at all levels and they will show respect and
interest about the different types of art works.
-They will learn to value their cultural and art heritage, both in the Canary Islands and other
places.
PLANS Reading plan; Schools Health Promotion Plan; ICTs Development Plan
CURRICULAR BASIS:
CRITERIA
LEARNING Oral understanding: 1,2, 3, 4, 6; oral production: expression and interaction: 1, 2, 3;written
understanding: 2, 3, 5, 6, 13,17; written production: expression and interaction: 1, 2, 4,6,22.
STANDARDS
INSTRUMENTS Description, listening an interview, filling a dialogue, questionnaire, writing informative

letters, mindmap.
TYPE OF Initial, continuous and formative. Co-assessment and self-assessment.

ASSESSMENT
ASSESSMENT TOOLS Daily observation, projects, workbook and tests.
CONTENTS Comprehension and production strategies: descriptions of jobs; listening an interview or/and
interview tour in a museum and understand what it is said; fill in a dialogue about a daily
routine; describe photos; write an e-mail; follow instructions to write informative letters
about paintings in an exhibition.
Sociocultural and sociolinguistic aspects: interest, initiative and progressive autonomy in

communication exchanges; showing respect and interest towards different art works, art
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festivals along the world, different art movements, famous art works and artist such as
Renoir, Degas, Janet Krueger. To recognise and to be respectful towards the maintenance of
Local monuments (The Cathedral of La Laguna)
Functions: talking about art and art works; describing them; use specific vocabulary to talk
about art; read comprehensively and autonomously an Email about an art festival; ask for
information and describe a picture/art work.
Lexicon: art (techniques, colours, forms, styles); different types of art: painting, sculpture,
graffiti, photograph, pottery…); different professions related to art.
Morphosyntactic and discursive structures: Present Simple (affirmative, negative,

interrogative); Present Continuous (affirmative, negative and interrogative); contrast between
Present Simple and Continuous; expressions to ask for information: What…?, How much…?,
When…?; time expressions: everyday, on Sundays, at the weekend; now, right, at the
moment; frequency adverbs: always, often, sometimes, never, usually.
Patterns of sound, stress, rhythm and intonation: Intonation and rhythm in sentences
Graphic patterns and spelling conventions: Intonation and rhythm in sentences and
pronunciation of -ing. Order of words in a sentence.
Learning-service to promote reflexion, it has influence inside and outside school; communicative approach to
develop the linguistic competence; learning through enabling activities (description of art works, pictures, giving their
opinions about art works in different places); constructive and cooperative learning to favour inclusion; autonomous
learning (flipped-classroom), having more time for those stages such as creating, evaluating and analysing (Bloom´s
Taxonomy) instead of remembering, understanding and applying.
METHODS Deductive, group investigation, basic inductive (learning by discovery), role-play, simulation,
guided research, non-directive teaching and directive teaching, synectics (creative process).
GROUPING Individual, in pairs and heterogeneous groups of four.
SPACES: Classroom, computer room, and Tenerife-South airport (arrivals and departure areas)
RESOURCES Text book, worksheet (revision of past tenses), magazines, CDs, on line resources (web sites,
videos, etc.), their own experiences, their own resources.
UNIT 3: Let´s go
IMPLEMENTATION PERIOD: From November to December (13 sessions)
JUSTIFICATION:
The students in small groups will elaborate a presentation using Prezi or Powtoon, about their favourite sport. They
will share with the big group their description of the sport: rules, number of players, and so on. They will use that
vocabulary related to sports: verbs and comparative and superlative, as well as those structures such as: as...as,
too/(not)...enough and purpose connectors. They will use the Internet to gather information. Apart form this, they
will see the importance of practising a sport as a way of having healthy habits ( Schools Health Promotion Plan), and
being conscious of equality among sexes related to sport, and being respectful towards impaired people at sport
competitions. In this unit students will learn about their favourite sport, using specific vocabulary. They will also be
67
aware of the importance of practising a sport, which is related to a healthy way of life (PE). Apart form this, the will
also be respectful towards physical impaired people who also practise any sport. As our school promotes equality
among sexes by means of our Equality Plan, we also show respect towards both gender and race equality in practising
sports. They will look for information on the Internet about a sport (description, how many players, rules e.g.
BlueTrail rules…) or benefits for our health when having a healthy life to be shared later at class with their collegues
CROSS-CURRICULAR -Canarian contents: Transvulcania, Bluetrail and other sports in the Canary Islands.
TOPICS
-Learning about the importance of practising a sport as help for building their body and
character and that it is not only a show (rules, volunteers)
CURRICULAR BASIS:
CRITERIA
LEARNING Oral understanding: 1, 2, 3, 4, 6; oral production: expression and interaction: 1, 2, 3,8; written
STANDARDS understanding: 1,2,6,13,16; written production: expression and interaction: 1,2,4, 6, 21,22.
INSTRUMENTS Listening a conversation, writing about sports, presentation.
TYPE OF Initial, continuous, formative and final (end of second term). Co-assessment and self-
ASSESSMENT assessment, peer-assessment.
TOOLS Daily observation, written exercises, workbook, project and tests
KEY COMPETENCES (CLC) CL, (DC) CD, (SCC) CSC, (CAE) CEC, (L2L) AAP, (SIE) SIEE
CONTENTS Comprehension and production strategies: understanding vocabulary related to sports.;

understanding a conversation about sport between two people.; understanding an informal
conversation or interview about daily issues and owns interests; elaborate short and well-
structured presentations with visual aid related their interests, studies or jobs; interacting
correctly in daily issues: trips, accommodation, leisure time, and answer short questions;
identifying security and sport norms; understanding relevant points of advertising material;
understanding web pages relevant information and other sources of information related to
academic issues, jobs, or personal interest.
Sociocultural and sociolinguistic aspects: Awareness of the personal wealth derived from
having contact with people from other cultures; advantages of people practising sports and
healthy eating habits
Functions: talking about sport equipment; identifying different types of sport equipment;
answering questions related to sports, foods and drinks.
Lexicon:. Sports and equipment..
Morphosyntactic and discursive structures: Comparative and superlative formulae: (not)

as..as, too+adjective,(not)+adjective+enough; Expressions to answer petitions: sure, of
course, no problem, sorry…
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Patterns of sound, stress, rhythm and intonation:.Accent in words and weak forms of than
and as; Pronunciation of /ɱ/
Graphic patterns and spelling conventions: Use of connectors (purpose)
Learner-centered approach, the teacher as a guide; communicative approach to develop the Linguistic Competence;
learning through enabling activities (description of their favourite sport, learn and understand rules to have a fair
play) to be aware of the importance of sport for our health, the importance of discipline and personal effort;
autonomous learning is promoted (flipped-classroom)
METHODS: Deductive, group research, basic inductive, role-play, simulation, guided research, non-
directive teaching and directive teaching.
GROUPING Individual, heterogeneous groups and in pairs.
RESOURCES Text book(digital), workbook, magazines, CDs, on line resources (web sites, videos, etc)
SECOND TERM
UNIT 4: Organise your trip
IMPLEMENTATION PERIOD: From January to February (11 sessions)
JUSTIFICATION
In this unit students will share their own personal experiences related to travel. They will acquire the specific
vocabulary and necessary expressions to talk about travel and geographical accidents (verbal forms in past simple,
prepositions, connectors). They will read a blog about travelling and a film review. Finally, they will write an Email
about a trip to be posted on the e-Twinning Space with pictures and extra-information by using the QR codes. They
will also visit the Tenerife-South airport (authentic material: boarding cards, etc). This unit has been designed to let
them know the importance of learning and speaking a foreign language, in this case English as vehicle for human
communication and social interaction. It is by means of language we establish personal relations, we talk about our
personal experiences, in this unit it is travelling the subject matter. We will use see-think-wonder strategy in order to
practise critical thinking. They will write an e-mail or a tourist guide and share it by the e-Twinning Space. There will
be an opportunity to know about other countries and cultures (watch videos at home -flipped classroom) We will visit
Tenerife-South airport and we will see how important is tourism in the Canary Islands. They will learn to be respectful
towards others cultures and customs as it is stated in the PE.(subjects involved: Geography and Ethics)
CROSS-CURRICULAR -Canarian Contents: Canary Islands´ landmarks.

TOPICS -Comparing different types of travels: adventure, pleasure, escape from a conflict or economic
depression
-Knowing other cultures differences and being respectful.
PLANS - Reading plan; Schools Health Promotion Plan; ICTs Development Plan.
CURRICULAR BASIS:
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ASSESSMENT 2,4,7,9,10
CRITERIA
LEARNING Oral understanding: 1, 2, 3, 4, 5, 6, 7; oral production: expression and interaction: 1, 2, 3,4;

STANDARDS written understanding: 1, 2, 3, 5, 6, 13, 16, 17; written production: expression and interaction:
1,2, 4, 5, 20,21,22.
INSTRUMENTS Description of a trip, formal conversation,description in digital and in print,dialogues, E-mail,

blog, reading.

ASSESSMENT
TOOLS: Daily observation (interest, motivation) and tests.
CONTENTS Comprehension and production strategies: recognize main points and relevant details in
adverts;.understanding essential meaning in daily interactions; indentifying general sense and
main points in a formal and informal conversation among more than two people;
understanding, in an informal conversation, descriptions, narrations and main point of views
about daily issues; understanding in formal conversations and interviews, questions about
their own interests; identifying essential information about TV programs about daily issues.
Sociocultural and sociolinguistic aspects: awareness of differences among countries: use of

passport in certain European countries; appreciation of the use of English as a way of
communication with people of different countries; curious features of certain countries.
Functions:. listening different conversations about travel; reading comprehensively a blog

about travelling and a film opinion article; writing an e-mail about a travel using connectors.
Lexicon: Vocabulary related to travel and geographical features; travel items, countries,
continents, places.
Morphosyntactic and discursive structures: Use of Past Simple and time expressions: there
was/there were, and last night, a week ago, yesterday; expressions to do a checking: can I see
your passport, please?, How many suitcases have got?, you´re in seat…; answer questions
such as: where did..go?, who did… go with?, how long...did it take them?
Patterns of sound, stress, rhythm and intonation : Pronunciation of consonant sounds such as
shampoo and torch; pronunciation of ending -ed in regular verb past tenses: /t/, /d/ and /id/ ;
pronunciation of weak forms was/were.
Graphic patterns and spelling conventions: Ending of regular verbs.
Learner-centered approach, the teacher as a guide; communicative approach to develop the Linguistic Competence;
learning through enabling activities (description of their favourite sport, learn and understand rules to have a fair
play) to be aware of the importance of sport for our health, the importance of discipline and personal effort;
autonomous learning is promoted.
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METHODS Deductive (given examples), group research, basic inductive, role-play and directive and non-
directive teaching, synectics (analogies, creative process).
GROUPING Individual, in pairs and heterogeneous groups of 4.
SPACES Classroom, computer room, and South-Tenerife airport (arrivals and departure areas)
RESOURCES Text book, worksheet (revision of past tenses), magazines, CDs, on line resources (web sites,
videos, etc.), their own experiences, their own resources
UNIT 5: What´s it about?
IMPLEMENTATION PERIOD: From February to March (12 sessions)
JUSTIFICATION:
In this unit, students will write a brief summary about their favourite film or book (mindmap) and using a routine of
thinking. They will talk about the main character and his/her purpose or goal. This final task summary will be
illustrated with pictures or videos using the ICTs (Glogster). They will use vocabulary related to stories and
occupations, as well as adjectives describing their emotions, the weather, jobs... They also will express their likes and
dislikes. They will make questionnaires, dialogues, etc. They will be aware of the importance of reading as a means to
acquire knowledge, and the importance of cinema nowadays. They will also go to theatre or cinema as a
complementary activity. Multiple Intelligences and topic areas will be used at class. This unit is aimed at helping them
to gather knowledge from different sources as cinema or TV. They also will be aware of the importance of
communicating their own opinions as well as understanding others. They will have the possibility of watching a film
at the cinema as it is programmed in the Annual General Programming (PGA). The film chosen will have a close
relation regarding its main subject matter to the PE and those projects within it.
CROSS-CURRICULAR -Canarian Contents:“The Great Dragon Tree”

TOPICS -Learning about the importance of cinema and literature in our society because they are a
means to share knowledge and culture; the close links between literature and cinema,
differences and similarities.
-Learning about the influence of mass media (cinema and TV) on our way of thinking.
-Learning other types of literature: fables, novels (examples).
CURRICULAR BASIS:
CRITERIA
LEARNING Oral understanding:1, 2, 3, 4; oral production: expression and interaction: 1, 2, 3,8; written
STANDARDS understanding: 1,2, 5,13, 18; written production: expression and interaction: 1,2, 3, 4,20,22.
INSTRUMENTS Summary, mindmap, conversation, description, interview, questionnaire.

ASSESSMENT
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TOOLS Daily observation and tests.
CONTENTS Comprehension and production strategies:.Understanding of general information and

relevant point of views; understanding essential information in daily and well-structured
interactions; identifying general sense and main points in a formal conversation; distinguish,
with visual aid, main ideas and relevant information in presentations about educative issues,
work and owns interests; participating in face-to-face informal conversations; participating in a
formal meeting and academic or job interview; identifying, with visual aid, electronic devices
manual and security norms; understanding general ideas in adverts both in print or digital;
identifying main ideas in newspapers in different support.
Sociocultural and sociolinguistic aspects: Appreciation of the influence of cinema and

literature in our society: appreciation of literature and cinema in English speaking countries;
interest on cultural events related cinema such as film awards in English speaking countries.
Functions: Listening a conversation about a TV programme; talking about professions and

emotions; reading comprehensively and autonomously texts about cinema characters to make
an interview; writing and giving their opinion about a film by using adjectives and adverbs.
Lexicon: Vocabulary related to professions, emotions, TV and cinema; adjectives related to

emotions and cinema.
Morphosyntactic and discursive structures: Past Simple and Past Continuous; expressions to
talk about films and TV programs: What´s it about?, Who are the main characters?, did you
like it?; contrast between past Simple and Continuous; when and while; time expressions: at
five oćlock, an hour ago, last night; talking about past events using expressions such as:
What happened?, where did it happened?, What was...doing?.
Patterns of sound, stress, rhythm and intonation: Pronunciation of: /ʤ/ , / Ʊ/, /u:/;
Pronunciation of consonant sound in judge and vocal sound in look and you.
Graphic patterns and spelling conventions: structure of content in a text
Constructivist approach: meaningful learning; communicative approach to develop the Linguistic Competence
(learner centered and task based approach); learning through enabling activities; constructive and cooperative
learning (Johnson and Johnson) to foster inclusion; learning based on competences: skills, knowledge, values and
attitudes; Multiple Intelligences and thematic areas; flipped-classroom (autonomy and inclusion).
METHODS: Deductive, group research, basic inductive, simulation, guided research, non-directive
teaching and directive teaching, previous organizers.
GROUPING Individual, pairs and heterogeneous groups.
SPACES Classroom and computer room.; guided visit to La Laguna in English (real context)
RESOURCES Text book, workbook, magazines, CDs, on line resources (web sites, videos, etc.), guided visit
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UNIT 6: Look good, feel good!
IMPLEMENTATION PERIOD: March (12 sessions)
JUSTIFICATION
In this unit, students will be able to give their opinion both oral and written when they are asked about ways of
dressing for certain situations. They will use those vocabulary related to fashion (complements, accessories),
adjectives to describe them and give their own opinion by using modal verbs (should, would, must…) and
expressions such as “I think those...are”, “I don´t like that…”, “In my opinion…” they will also read about fashion, its
history and its effect on consumerism, environment, society, as stated in the PE. They will be respectful and tolerant
towards other styles of dressing when giving their opinion related to fashion and clothes. In this sense we will use a
Powtoon or Prezi presentation (texts and videos). In order to promote tolerance we will use the see-think-wonder to
develop critical thinking.
(Subjects involved: Technology and Literature)
CROSS-CURRICULAR -Canarian contents: “The Guanches”

TOPICS
-Learning about consumerism and its effects upon environment and social consequences.
-Learning about different styles of dressing and being respectful towards it.
-Being conscious of having school norms to dress and being respectful towards it.
PLANS Reading plan; Schools Health Promotion Plan; ITC Development Plan.
CURRICULAR BASIS:
CRITERIA
LEARNING Oral understanding:1,2,3,4,6,7: oral production: expression and interaction: 1, 2, 3, 4,8,10;

STANDARDS written understanding: 1, 2, 5, 6, 13,17; written production: expression and interaction: 1, 2,
4, 5, 19,20
INSTRUMENTS Listening a conversation, interview, description, graphic organizer, presentation.
TYPE OF Initial, continuous, formative and final (end of second term). Co-assessment and self-
ASSESSMENT assessment
ASSESSMENT TOOLS Daily observation, workbook, notebook, project and tests.
CONTENTS Comprehension and production strategies: understanding main ideas and relevant details in
adverts and short messages in a clear and slow way of speech; understanding essential
information in will structured daily interactions; identifying general sense and main ideas in a
formal and informal conversation among many people when it is a known topic;
understanding, in an informal conversation, descriptions and narrations, different point of
views about daily issues; distinguish, with visual aid, main ideas and relevant information,
about educative and personal issues; identifying essential information about TV programmes
about daily issues.
73
Sociocultural and sociolinguistic aspects: interest, initiative and progressive autonomy in
communication exchanges by the information technologies in order to know about different
cultures.
Functions: talking about fashion; reading comprehensively and autonomously questions

about fashion; writing their opinion about fashion by using adjectives; answering questions
about a conversation.
Lexicon:.Vocabulary about fashion: accessories and clothes. Adjectives
Morphosyntactic and discursive structures: Modal verbs: should, must, can, could, have
to/don´t have to; modals verbs to express obligation, lack of obligation, prohibition;
expressions to give an advice: My advise is to…, it, a good idea to…, you should definitely...
Patterns of sound, stress, rhythm and intonation: Pronunciation of contracted forms:

can´t/cannot, must/musn´t ,could/couldn´t, should/shouldn´t; correct pronunciation of
accent in sentences.
Graphic patterns and spelling conventions: Adjectives order in a sentence.
Communicative approach to develop the Linguistic Competence: task-based approach and learner-centered
approach; learning through enabling activities; constructive and cooperative learning; Multiple Intelligences: visual,
logic-mathematical, interpersonal, intra-personal, naturalistic; critical thinking: Perkins´ routines and Swartz´s skills.
METHODS: Deductive, group research, basic inductive, role-play, simulation, guided research, non-
directive teaching and directive teaching.
SPACES: Classroom and computer room.
THIRD TERM
UNIT 7: Life on Mars?
IMPLEMENTATION PERIOD: From April to May ( 13 sessions)
JUSTIFICATION:
In this unit, students will be able to talk about plans and make predictions. They will use vocabulary related to space,
planets, robots...They will be able to make predictions and talk about plans, using connectors of addition. The
students will learn to talk about future events, and technological advances which will let us live in another planet or
use other planet´s resources. In this sense, they will have the opportunity of making a project with the help of other
subjects such as Technology or Science. This final project will be the description of life in the future, they will be
required to be creative and original. This description will be posted on the EVAGD Platform and the e-Twinning Space
in other to have other studentsópinions. (other subjects: Natural Science)
CROSS-CURRICULAR -Canarian contents: Astronomic Observatory (La Palma), “The Stars´ Island”
TOPICS -Being conscious of the importance of new technologies.
74
PLANS ITCs´ Development Plan
CURRICULAR BASIS:
CRITERIA
LEARNING Oral understanding: 1, 2, 3, 6, 7; oral production: expression and interaction: 1, 2, 3,4,10 ,11;
STANDARDS written understanding: 1, 2, 5, 6, 13,17; written production: expression and interaction:
2,3,4,20,22.
INSTRUMENTS Conversation, dialogue, presentation (own and peers), description, reading a brochure, writing
(draft)

ASSESSMENT
TOOLS Daily observation, projects, workbook and tests.
CONTENTS Comprehension and production strategies: understanding main ideas and relevant details in
adverts and short messages in a clear and slow way of speech; understanding essential
information in will structured daily interactions.; identifying general sense and main ideas in a
about educative and personal issues; identifying essential information about TV programs
about daily issues: write messages with brief commentaries about instructions and directions;
complete a personal questionnaire.
Socio-cultural and sociolinguistic aspects: Interest, initiative and progressive autonomy in

communication exchanges by the information technologies in order to know about
technological advances and life in other planets.
Functions: Talking about Space and planets; Reading comprehensively and autonomously
questions about fashion; Writing their opinion about new technologies by using adjectives;
Answering questions about a conversation.
Lexicon:.Vocabulary about technological devices, space, planets, life in the future, means of
transports.
Morphosyntactic and discursive structures: Future tenses: will, be going to, Present
Continuous with future meaning; Time expressions: ever, already, just, etc. Contraction of
will: ´ll. Future: will, be going to and Present Continuous (affimative, negative snd
interrogative) and short answers; temporal expressions: tomorrow, soon, next week, in five
years
Patterns of sound, stress, rhythm and intonation: pronunciation of contracted form of will.
Intonation in compoud sentences
Graphic patterns and spelling conventions: use of apostrophe in contracted form: ll
75
communicative approach to develop the linguistic competence: task-based and learner-centered approach; learning
through enabling activities; constructive and cooperative learning; multiple intelligences; critical thinking: Perkins´
routines and Swartz´s skills.
METHODS: Basic inductive, deductive, group research, simulation, guided research, non-directive
teaching and directive teaching.
SPACES: Classroom and computer room.
RESOURCES Text book, workbook, magazines, CDs, on line resources (websites, videos, etc.)
UNIT 8: Recycling Drive
IMPLEMENTATION PERIOD: May (12 sessions)
JUSTIFICATION:
In this unit, students will learn to make recommendations, give directions and talk about experiences. They will use
vocabulary related to city and towns, prepositions, different kinds of maps,. They will learn to gather general and
specific information from a blog about environment (specific vocabulary). The students will be conscious of being
environmentally friendly, respect natural spaces and be cautious with natural resources. In this sense, they will
elaborate a poster with all information about their town environmental problems such as air pollution, preservation
of natural sources, recycling, etc in order to have a meeting with responsible person at the school parentsássociation
(AMPA). In this meeting they will give a possible solution to these environmental problems. The final product will be
a poster in the form of a graphic organizer (see-think-wonder).( Subjects involved: Natural Sciences, Geography)
CROSS-CURRICULAR Canarian Contents: Environment: Desalination and Biosphere Reserve.

TOPICS -Learning about consumerism and its effects upon environment and social consequences in
the future and the importance of being environmentally friendly.
PLANS ITCs´ Development Plan; RedECOS.
CURRICULAR BASIS:
CRITERIA
INSTRUMENTS Conversation, presentation, dialogue, writing (essay, article, draft), graphic organizer.
LEARNING Oral understanding: 3, 4, 5, 6, 7; oral production: expression and interaction: 2, 3,4, 10;
STANDARDS written understanding: 1, 2, 3, 5, 6, 7,12, 17; written production: expression and interaction:
2,3,4,21,22.

ASSESSMENT
ASSESSMENT TOOLS Daily observation, workbook, projects and tests.
76
CONTENTS Comprehension and production strategies: Understanding main ideas and relevant details in
adverts and short messages in a clear and slow way of speech.; understanding essential
information in will structured daily interactions.; identifying general sense and main ideas in a
about educative and personal issues; identifying essential information about TV programs
about daily issues.
Sociocultural and sociolinguistic aspects: Interest, initiative and progressive autonomy in

cultures.
Functions: Talking about environment; reading comprehensively and autonomously questions

about environment.;writing their opinion about environment by using adjectives; answering
questions about a conversation.
Lexicon:.Vocabulary about environment and natural resources, natural disasters.
Morphosyntactic and discursive structures: Use of Present Perfect Simple, and temporal
expressions: ever, just, already, never, yet, for, since. Contrast between for and since.
Patterns of sound, stress, rhythm and intonation: pronunciation of : throat o week, and
pronunciation of vocalic sounds in words such as have and up.
approach; learning through enabling activities; constructive and cooperative learning; Multiple Intelligences; critical
thinking: Perkins´ routines and Swartz´s skills.
METHODS Deductive, group research, basic inductive, simulation, guided research, non-directive
UNIT 9: #Here I Am#It´s me
IMPLEMENTATION PERIOD: From May to June (10 sessions)
JUSTIFICATION:
In this unit, students will learn to talk about inventions (electronic devices). They will give their opinion in an essay
expressing agreement or disagreement, advantages or disadvantages. They will learn how to use them as useful tool
and being conscious of a safe use of them. This unit will serve us to do a survey about all the different electronic
devices we normally use. The final product will be a lap top with the form of one of these devices, all the advantages
or multiple uses they have will be inside it. They will work in groups of four (expert groups) and this final product will
be posted at the English Department´s blog. They will also learn the use of different networks as Facebook,
WhatsApp, or Twitter and have the knowledge of the correct use of them. (Subjects involved: Natural Sciences,
77
Geography, History and Technology ).
CROSS-CURRICULAR -Canarian contents: other ways of communication: “El Silbo Gomero”

TOPICS -Learning to use new technologies as an important source of information and communication,
software to help us how to write correctly, and being also a way of entertaining. Safe use of
ICTs. -Being conscious of having school norms to use mobiles and being respectful towards
it.
PLANS ITCs´ Development Plan.
CURRICULAR BASIS
CRITERIA
LEARNING Oral understanding: 3, 4, 5, 6; oral production: expression and interaction: 1, 3,4; written
STANDARDS understanding: 1, 2, 3, 5,6, 12,13, 17;written production: expression and interaction: 2,3,4, 20,
21.
INSTRUMENTS Conversation, dialogue, reading (essay, article), description, laptop, writing ( draft, opinion
essay)
TYPE OF Initial, continuous and formative. Co-assessment and self-assessment

ASSESSMENT
TOOLS Daily observation, workbook, notebook, project and tests
CONTENTS Comprehension and production strategies: Listening comprehensively a telephone

conversation; using correctly the language to express agreement and disagreement when
talking about inventions; write a composition giving their opinion about an invention using
strategies and rules from previous units.
Sociocultural and sociolinguistic aspects: Interest, initiative and progressive autonomy in

cultures or different people.
Functions:.Talking about inventions; reading comprehensively and autonomously questions

about inventions; writing their opinion about inventions by using adjectives; answering
questions about a conversation.
Lexicon:.Vocabulary about inventions, mobiles, tablets and other electronic devices.
Morphosyntactic and discursive structures: Passive voice to express agreement and

disagreement. Passive voice in Present and Past.
Patterns of sound, stress, rhythm and intonation: Pronunciation of vocal sounds in words
such as : way and video, of weak forms in was and were. of vocalic sounds in wi-fi and
voicemail.
Graphic patterns and spelling conventions: Correct use of those rules and strategies from
previous units
78
approach; learning through enabling activities; constructive and cooperative learning; Multiple Intelligences; critical
thinking.
METHODS: Deductive, group investigation, basic inductive, simulation, guided research, non-directive
RESOURCES Text book, workbook, magazines, CDs, on-line resources (web sites, videos, etc.)
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Annual Didactic Programming

Carmen Nieves López Padrón

© del texto: de los autores

ÁREA DE INNOVACIÓN Y DESARROLLO, S.L.

Primera edición: julio 2016

2. EDUCATIVE CONTEXT ................................................................................................................................... 11

3. ELEMENTS OF THE CURRICULUM ................................................................................................................ 15

4. RELATIONSHIP AMONG ALL THE ELEMENTS OF THE CURRICULUM ........................................................... 33

5. METHODOLOGICAL ASPECTS ........................................................................................................................37

6. STRATEGIES AND MEANS TO COPE WITH DIVERSITY AND MIX-ABILITY ...................................................... 45

7. CROSS-CURRICULAR EDUCATION IN VALUES............................................................................................... 49

8. SCHOOL PLANS WITHIN THIS DIDACTIC PROGRAMMING ........................................................................... 51

9. COMPLEMENTARY AND EXTRA-CURRICULAR ACTIVITIES ........................................................................... 53

11. CONCLUSION ............................................................................................................................................. 59

12. BIBLIOGRAPHY ........................................................................................................................................... 61

13. ANNEX: UNITS ........................................................................................................................................... 63

1.1. THEORETICAL JUSTIFICATION

2.1. LOCATION OF THE SCHOOL AND CHARACTERISTICS OF

2.2. SCHOOL CHARACTERISTICS

2.3. STUDENTS´S GROUP CHARACTERISTICS

3.1. KEY COMPETENCES

3.2.1. Contribution to stage objectives

3.3. ASSESSMENT CRITERIA

3.4. LEARNING STANDARDS

4. Understands, in an informal conversation in which he/she takes part, descriptions, narrations,

9. Gets on correctly in quotidian procedures and transactions, such as travel, accommodation,

10. Participates in informal conversations face-to-face, by telephone or other technical means- in

BLOCK OF CONTENT I: COMPREHENSION OF ORAL TEXTS

Skills/Strategies: Assessment Criteria Stage Key Learning

Listening C1 a,b,e,h,i,k CLC,DC,SCC 1,2,3,4,5,6,7

Listening strategies C2 b,g,i L2L, SIE 8

BLOCK OF CONTENT II: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION

Linguistic: Paralinguistic and para-textual

Morphosyntactic and discursive structures: (see selection of units below)

Skills/Strategies: Assessment Stage Key Learning

Speaking C3 a,b,e,h,i,k CLC,DC,SCC 8

Interacting C4 a,b,e,h,i,k CLC,DC,SCC 8, 9, 10, 11

Speaking and Interacting strategies C5 b, g, i L2L, SIE 8, 9, 10, 11

BLOCK OF CONTENT III: COMPREHENSION OF WRITTEN TEXTS

Morphosyntactic and discursive structures: (see selection in each unit below)

Skills/Strategies: Assessment Criteria Stage Key Learning

Reading C6 a,b,e,h,i,k CLC,DC,SCC 12,13,14,15,16,1

Reading strategies C7 b,g,i L2L, SIE From 19 to 24

BLOCK OF CONTENT IV: WRITTEN TEXT PRODUCTION: EXPRESSION AND INTERACTION

Linguistic: Paralinguistic and para-textual

Morphosyntactic and discursive structures: (see selection of units below)

Morphosyntactic and discursive structures (see selection in each unit below)

Oral lexicon of common use (reception)

Graphic patterns and spelling conventions(see selection in each unit below)

Skills/Strategies: Assessment Stage Key Learning

Writing C8 a,b,e,h,i,k CLC,DC,SCC From 19 to

Writing strategies C9 b, g, i L2L, SIE From 19 to

BLOCKS OF EVALUATION SKILLS/STRATEGIES/ STAGE KEY LEARNING

5.1. TEACHING-LEARNING STRATEGIES

-Consciousness of the learning process.

5.2. TEACHING-LEARNING METHODS

5.3. TYPES OF ACTIVITIES

5.5. GROUPING AND SPACES

5.6. DIDACTIC MATERIALS AND RESOURCES

6.1. REINFORCEMENT AND EXTENSION ACTIVITIES

10.1. TYPES OF ASSESSMENT

-Peer-assessment: It is formative and summative. It is not only a grading procedure, it is part of a