1er borrador programación EOI.pdf

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INDEX 1. INTRODUCTION 3

2. THE STUDENTS 3

3. COMMUNICATIVE COMPETENCE 4

3.1. Pragmatic competence 5

3.2. Sociolinguistic competence 5

3.3. Linguistic competence 5

3.4. Strategic competence 5

4. GENERAL OBJECTIVES 5

5. SPECIFIC OBJECTIVES 6

5.1. PRAGMATIC COMPETENCE 6

5.1.1. Oral and Written Interaction 6

5.1.2. Listening Comprehension 7

5.1.3. Oral Expression 7

5.1.4. Reading Comprehension 7

5.1.5. Written Expression 7

5.2. SOCIOCULTURAL AND SOCIOLINGUISTIC COMPETENCE 8

5.3. LINGUISTIC COMPETENCE 8

5.4. STRATEGIC COMPETENCE 8

6. CONTENTS 9

6.1. COMMUNICATIVE ACTIVITIES 9

6.2. FUNCTIONS 9

6.3. COHERENCE AND COHESION OF DISCOURSE 12

6.4. TOPICS 14

6.5. LINGUISTIC RESOURCES 15

6.5.1. GRAMMAR 15

6.5.2. DISCOURSE 18

6.5.3. PHONOLOGY AND SPELLING 21

7. METHODOLOGY 22

7. 1. Methodological Criteria 22

7. 2. Methodological Strategies 23

8. ASSESSMENT / EVALUATION 24

8.1. Introduction 24

8.2. General Assessment Criteria: 24

8.3. Types of Assessment / Evaluation 26

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8.3.1. Placement Test 26

8.3.2. Diagnostic Assessment 26

8.3.3. Continuous Assessment 26

8.3.4. End-of-Course Assessment 27

8.3.5. Format of the final test 28

8.3.6. Procedure for the administration of the final tests 29

8.3.7. Assessment Criteria for the Final Test 29

9. MEASURES FOR MISSED ACTIVITIES, RETAKING TESTS, AND REVISION 30

10. MATERIALS AND TEACHING RESOURCES USED IN THE CLASSROOM 31

11. EXTRACURRICULAR ACTIVITIES 32

12. MEASURES FOR ATTENTION TO SPECIAL NEEDS AND DIVERSITY 32

13. UNIT PLANS 34

13.1. Introduction 34

13.2. Duration 34

UNIT PLAN 1 Food and Eating Habits 35

UNIT PLAN 2 Family and Friends 36

UNIT PLAN 3 Money 38

UNIT PLAN 4 World Traveller 40

UNIT PLAN 5 I Have to Make a Phone Call 41

UNIT PLAN 6 You Can Do It 43

UNIT PLAN 7 Education 44

UNIT PLAN 8 Home Sweet Home 46

UNIT PLAN 9 Different Styles 47

UNIT PLAN 10 Professional Life 49

UNIT PLAN 11 Shopping 51

UNIT PLAN 12 Films and Songs 52

UNIT PLAN 13 Public Figures We Admire 54

UNIT PLAN 14 Are You Lucky? 55

UNIT PLAN 15 An Interesting Story 57

14. BIBLIOGRAPHY 59

14.1. Textbooks 59

14.2. Recommended reference books 59

14.2.1. Grammars 59

14.2.2. Dictionaries 59

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1. INTRODUCTION

This syllabus has been created taking into account the following general

regulations for foreign language teaching and assessment / evaluation:

The Order EDU 17/2007 (December 10th ), which regulates the organization of

the Official Schools of Languages in Andalucía; the Decree 15/2012 (February

7th), which approved the regulations regarding educational institutions in this

Autonomous Community; the Order EDU/2645/2011 (September 23rd ),

regarding assessment / evaluation and certification in the Official Schools of

Languages in Andalucía; and, finally, the Decree 59/2007 (June 7th), which

modified the curriculum for the intermediate level.

2. THE STUDENTS

In the Official Schools of Languages in Andalucía there is broad range of

students from a variety of backgrounds with regard to age, occupation, and

reasons for having chosen English as a language of study. There are secondary

school students, university students, and professional people, among them

teachers from other sectors of education, as well as working people in general

and retired people.

Clearly, many of them see English as a useful language that they need to

understand and express themselves in an increasingly globalized world, which

is one of the reasons behind the tremendous social demand for English.

Considering that students in the Official School of Languages are a very diverse

group with people with different tastes, opinions, ages, professions, interests,

etc.,

it is difficult to specify one type of student in order to plan teaching activities.

Therefore, teaching activities must be planned and carried out with these

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diverse groups in mind by offering them a variety of contents and

communicative activities while working towards group cohesion through the

interaction offered by the communicative method. In addition, when possible,

individual and collective interests will be taken into consideration in order to

adapt the course to the needs that the students may have for English in real life,

while keeping in mind the general and specific objectives of the course and the

European Framework.

One thing that this diverse group of students should have in common is their

level of English when beginning the course. These students have gained

access to the course either by taking a placement test or by having completed

the preceding levels of English courses. In some cases, there are also students

who begin the first year of the intermediate level after having completed

distance-learning systems or the final year of secondary school. At the

beginning of the course, the teacher will take measures to detect any areas of

difference or difficulty and carry out revision activities to assure the all the

students can participate in the communicative and interactive activities and

achieve the course objectives.

3. COMMUNICATIVE COMPETENCE

The primary objective of language teaching in the Official School of Languages

is to develop communicative competence. The students should use the

language to communicate. Therefore, they must assimilate knowledge and

develop a series of strategies that allow them to perform efficiently. This

requires reproducing in the classroom, as much as possible, the communication

processes that are carried out in real life. In order to contextualize these

processes, classes will be conducted in English, requiring the students to

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gradually use English more and more. Communicative competence is

composed of the following components:

3.1. Pragmatic competence is the ability to adapt the communicative activities

for interaction, comprehension and expression to practical communicative

situations, and the ability to transmit the desired communicative intentions and

functions (functional competence) through speaking and writing which is

structured, cohesive and coherent (discourse competence).

3.2. Sociolinguistic competence is how well a person speaks and is

understood in various social contexts. This depends on factors such as the

status of those speaking to each other, the purpose of the interaction, and the

expectations of the interaction. The main question is: how socially acceptable is

the person’s use of English in different settings?

3.3. Linguistic competence is how well a person has learned the features and

rules of the language. This includes vocabulary, pronunciation, and sentence

formation. These will be studied and practiced in class, not as an end in

themselves, but rather as tools to assist in interaction and communication in

English.

3.4. Strategic competence is how well a person uses both verbal and non-

verbal forms of communication to compensate for a lack of knowledge in the

other three competencies. The main question is: can a person find ways to

communicate when he or she is lacking some knowledge of English?

4. GENERAL OBJECTIVES

The point of reference for the first year of the intermediate level is the first sub-

level (B1.1.) of the Threshold Level of the Common European Framework of

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Reference for Languages. After successfully completing this course, a student

will be able to:

• Use the language as an instrument of communication and personal expression

about familiar topics, both in the classroom and in everyday situations.

• Understand, interact and express himself or herself appropriately in these

situations, both orally and in writing, with a certain amount of fluency and a

basic but broad linguistic repertoire.

• Increase his or her knowledge of the sociocultural aspects related to everyday

situations and those related to his or her own professional or academic context,

using the proper manners, correct register and appropriate forms of address in

these situations.

• Assimilate the necessary and appropriate linguistic resources for the planned

communicative activities by doing both functional and structural exercises.

• Reinforce and add variety to the use of strategies that accelerate

communication and learning.

• Utilize tools for assessing and improving language use and learning itself.

5. SPECIFIC OBJECTIVES

5.1. PRAGMATIC COMPETENCE

5.1.1. Oral and Written Interaction

• Understand enough in order to participate, without previous preparation, in

conversations dealing with everyday topics.

• Understand and write notes and letters to familiar conversation partners,

transmitting and highlighting information, describing experiences, feelings and

events in some detail, coherently, and with basic organization and cohesion.

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5.1.2. Listening Comprehension

• Identify the communicative intentions and the main ideas of comments,

discussions, detailed directions and narrations given clearly, at a reasonable

speed of delivery, and in standard language in both formal and informal

registers.

• Extract essential information from announcements, news broadcasts, and

other simple recorded material dealing with general topics and pronounced

relatively slowly and clearly.

5.1.3. Oral Expression

• Carry out simple but coherent presentations, descriptions, and narrations

about a variety of familiar topics, organized in a linear fashion, with a simple but

broad linguistic repertoire and exhibiting cohesion and flexibility.

• Participate fluently in everyday exchanges, although pauses, hesitations and

interruptions may be noticeable in other types of exchanges.

5.1.4. Reading Comprehension

• Understand simple and contextualized texts dealing with general topics or

those related to the student’s area of speciality; identify the communicative

intentions, the important ideas and the most significant details and recognize

the formal or informal registers of standard language.

5.1.5. Written Expression

• Write simple and appropriate texts about familiar topics, respecting the

conventions of written language, connecting elements in coherent sequences,

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with basic but effective organization, cohesion and satisfactory control of simple

linguistic resources.

5.2. SOCIOCULTURAL AND SOCIOLINGUISTIC COMPETENCE

• Expand one’s sociocultural knowledge to include a varied range of everyday

and professional aspects, and adapt one’s behaviour and reactions to different

situations.

• Use the language and social forms typical of the exchanges and texts that the

student normally deals with, as well as the forms of address and common

expressions of courtesy, in a standard register (formal and informal).

• Understand the behaviour and values which are different to one’s own which

underlie everyday sociocultural phenomena, and recognize language that may

be offensive or taboo in the other culture.

5.3. LINGUISTIC COMPETENCE

• Acquire a basic but broad linguistic repertoire for dealing with most common

situations and put discourse together with flexibility, although perhaps still

exhibiting some difficulties in formulation.

• Utilize this repertoire fairly correctly for the expression of predictable functions

and topics in common situations. Use new structures or participate in less

common situations, although the interlanguage still exhibits errors typical of this

level.

5.4. STRATEGIC COMPETENCE

• Strengthen motivation for learning the language and cooperate in the

communicative interaction of the group. Become aware of the most helpful

strategies and apply them intentionally.

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• Utilize one’s own knowledge and experience and assess the resources

available for completing a task. Take advantage of new resources and

opportunities to use the foreign language, in new situations and with different

types of texts. Practice the language, contextualize messages, avoid and

resolve difficulties, monitor comprehension, ask for help and repair gaps in

understanding.

• Faced with difficulties or shortcomings, risk using the language with already-

familiar strategies. Recognize errors as an unavoidable part of the learning

process and try new ways of overcoming them.

• Evaluate learning processes and achievements with the help of the teacher.

Identify difficulties and ways to overcome them. Assess the successes and the

methods used and plan future learning processes in accordance with the

results.

6. CONTENTS

6.1. COMMUNICATIVE ACTIVITIES

These are comprehension and expression activities that the student must put

into practice in order to carry out the communicative functions planned for the

first year of the intermediate level.

6.2. FUNCTIONS

Argumentation

Explaining with examples

Knowledge, Judgments, Opinions

Expressing opinions

Emphasizing an idea

Making deductions

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Monitoring Communication

Reformulating ideas

Asking for clarification

Wishes, State of Health, Feelings and Sensations

Showing and expressing interest and surprise

Expressing preferences

Expressing feelings and emotions

Talking about hopes and plans for the future

Making and accepting apologies and excuses

Dialogue

Expressing agreement and disagreement

Negotiating priorities

Responding to a conversation partner

Negotiating a change of plans

General Information

Generalizing

Instructions, requests, suggestions

Expressing obligation

Asking for and granting permission

Giving instructions

Formulating offers and requests

Formulating a complaint

Giving advice and making suggestions

Responding to a suggestion

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Formulating invitations

Making plans and arrangements to meet with someone

Asking for help

Narration

Demonstrating personal knowledge

Narrating past experiences

Narrating the experiences told by someone else

Sequencing the events in a narration

Organization of discourse

Greeting someone, interacting, and saying goodbye on the telephone

Changing the subject of conversation

Social uses of language

Formulating a polite request

Social Uses of Language

Encouraging conversation partners to participate in a conversation

Getting someone’s attention

Expressing consent

Speaking about yourself

Initiating and maintaining a conversation

Giving examples

Showing thanks

Demonstrating empathy

Responding to someone who is narrating an experience

Description

Describing people

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Describing stereotypes

6.3. COHERENCE AND COHESION OF DISCOURSE

With regard to the communicative activities, functions and types of texts

indicated in the previous sections, I will now describe the level of progress that

can be attained in the course “Intermediate Level 1” in terms of both receptive

and productive skills, and considering the main elements of discourse and

functional competencies.

Effective Communication

• Take the situation and the context into consideration when producing a

message.

• Recognize the communicative intentions and significant ideas of a text or

exchange.

• Select messages and texts that respond to the need for information and

always keep in mind the purpose of what is being listened to or read.

• Fulfill the communicative purposes and transmit simple information in some

detail, highlighting what is considered to be most important.

• Recognize the formal or informal register within standard language, as well as

the degree of familiarity between the conversation partners (forms of address,

expressions, gestures and attitudes).

• Use a standard register of formality and informality according to the

communicative situation.

• React and cooperate in common situations of interaction, according to the

customs of the target culture.

• Take shared information into account in order to offer appropriate information.

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• Use the appropriate strategies for comprehension and effective transmission

of messages and texts.

• Ask for and offer clarification and repetition when there are breakdowns in

communication.

Coherence and Organization

• Respect coherence and the unity of ideas with the communicative purpose, so

that everything is related and there are no mix-ups or unnecessary repetitions.

• Recognize and adjust to the common organization of exchanges in the target

language and culture (greetings, starting a conversation, turn-taking, pauses

and ending a conversation).

• Recognize and adjust to the characteristics and format of the texts or

discourse which must be understood or produced.

• Utilize the graphic layout of the text in order to understand or express its

organization, and to recognize and highlight sections, lists and underlined

areas.

• Organize ideas coherently (temporally, spatially or logically).

• Structure production in accordance with the type de text.

• Offer sufficient and relevant information to fulfill a communicative purpose.

• Observe differences and similarities to discourse in one’s own language or

other foreign languages.

Cohesion

• Recognize and use the appropriate resources to address someone and to take

one’s turn speaking, to maintain and end conversations, as well as to react and

cooperate in everyday exchanges.

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• Recognize and use common discourse markers and intonation in order to

mark the different elements in discourse.

• Contextualize the message with the appropriate temporal and spatial

expressions.

• Recognize and utilize the most common connectors and punctuation of

discourse in paragraphs.

• Refer back to text elements, avoiding unintended repetitions, using ellipses

and simple substitution resources with a clear referent or by way of lexical

resources.

• Pay attention to temporal coherence (present – past – future) in the whole text.

• Practice for fluent comprehension of texts, using the appropriate strategies.

• Manage everyday exchanges with a fluid rhythm; whereas pauses,

hesitations, and interruptions may still be noticeable in more difficult exchanges.

6.4. TOPICS

Meeting people, social relations and ways of interacting

Working with the foreign language in class

Food

Family and Friends

Money

Travel (real or imagined)

Free time and leisure

Telephone and communications

Technology

Physical appearance

Education

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Lodging

Everyday activities

Professional life

Shopping

Goods and services

Cinema and the media

Parties

Politics and citizen participation

6.5. LINGUISTIC RESOURCES

6.5.1. GRAMMAR

Sentences

Types of simple sentences that indicate the speaker’s attitude:

- Declarative (affirmative and negative; emphatic sentences)

- Interrogative.

- Imperative (affirmative and negative sentences)

- Exclamatory: what and how (What a beautiful day! How pleasant!)

- Desiderative: I wish (I wish you the best.)

- Dubitative (I’m not sure.)

- Impersonal:

- The passive voice with simple tenses (The flight was delayed.)

- Word order and alterations in each type of sentence:

- Position of the negation.

- Omission of elements.

- Relative subordination:

- Specific: who, which and that (The woman who called is my sister.)

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- Omission of the relative object pronoun (She’s the actress you saw at the

party.)

- With where and when (That’s the place where pasta was invented.)

- Indirect speech (also called reported speech):

- Conditional Subordination:

- Real conditionals (If you want to catch the plane, hurry up!)

- Hypothetical (If I were you, I’d go by train.)

Determiners

- The definite and indefinite article

- Absence of the article in generalizations

- Use and omission of definite article with last and next

Adjectives

- Adjectives that have comparative forms (difficult, hungry) and absolutes

(starving)

- Comparative and superlative adjectives. Revision and extension

- Irregular Forms: better / the best, worse / the worst, more / the most

- Structures for expressing comparison: the same as, similar to, different from

- Adjective modifiers: adverbs (extremely funny)

- Most common adjectives followed by a preposition (afraid of spiders, fond of

chocolate, good at Maths)

Other forms of noun modification:

− Noun + noun (train ticket, family reunion)

− Constructions introduced by a preposition (a book about nature)

− Relative clauses

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Pronouns

- Personal pronouns: revision and extension of forms, functions, position,

use/omission and agreement with the referent (Jim and Sue left early. They had

to take the bus.)

- Order personal object pronouns (I gave it to him / I gave him a present)

- Reflexive Pronouns

- each other

- a little, a few, enough, much, many

- Relative pronouns: who, which and that. Revision and extension

- Special use of the interrogative pronoun what (I don’t know what to do.)

Verb Phrases

- Nucleus (verb) and complements in accordance with the type of verb

Verbs:

- Revision of the verb tenses from the beginner level

- Present simple and continuous

- Present perfect with for and since

- Forms for expressing the past

- Past simple and continuous

- Past perfect

- The form used to + infinitive

- The form be going to

- Future simple (will)

- Conditional with would, could and should

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- Subjunctive were in conditional sentences

- Modal verbs

- can, could, may, must, should in combination with the bare infinitive

Characteristics and use:

- The form have to for expressing obligation or the absence obligation

- The passive voice of the verb tenses studied in this level

The infinitive after:

- Adjectives (I was pleased to see him.)

- Other verbs (We decided to walk. I want you to drive. He made them leave.)

The gerund:

- Functioning as a noun (Swimming is good for you.)

- After a preposition (I’m interested in buying a new house.)

- After other verbs (I enjoy playing football. I like teaching.)

- Semi-copulative verbs: seem, feel, look, sound (It sounds interesting!)

6.5.2. DISCOURSE

Discourse Markers

Conjunctions and conjunctive phrases

- Revision of commonly-used coordinating and subordinating conjunctions: and,

but, because, so, when, if, after, before

- Other coordinating conjunctions: as well as, both… and, …or, no(t)…but

- Temporal expressions: before / after + -ing (I’ll get something to drink before

going to the party.); while; until / till; since (It’s quiet here since John left.)

- Expression of purpose: contrast between to + infinitive (I have to find my

glasses to read this article.) and for + -ing (Do you wear glasses for reading?)

- Expression of consequence: so [that]

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Prepositions

Revision of the most frequent prepositions and prepositional phrases.

- Prepositions after frequently-used verbs (agree with, ask for, belong to)

- Prepositions after frequently-used adjectives (afraid of spiders, good at Maths)

Cohesion

• Oral and written discourse: markers for starting one’s turn (In my opinion, …)

and beginning an explanation (Basically, …); showing doubt (maybe …;

perhaps …); showing agreement (sure; no doubt; of course); showing

disagreement (Sorry, but I don’t agree.); partially contradicting someone (I

understand / I can see your point, but …); clarifying one’s own expression and

reformulating (I mean; in other words)

• maintaining the subject (the textual reference) using simple resources:

• ellipsis: (I love football but she doesn’t.)

• use of the definite article with nouns that have already been mentioned

• use of demonstratives, personal pronouns or expressions with anaphoric value

(these things; them; and so; that way; the problem)

• lexical procedures: frequent synonyms, hypernyms (machine>computer),

nominalization (excite > excitement)

• grammatical procedures: pronouns, adverbs, the most frequent coordinating

and subordinating discourse connectors

Markers for:

• adding information (and … too; and … as well; also; in addition [to]; what’s

more; not only … but also)

• enumerating (First [of all]; Firstly…, Secondly; Finally…)

• giving examples (for example; such as; that is; in other words)

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Specifically in oral discourse, markers for:

• supporting a speaker (Really?; That’s interesting; And then…?)

• reacting and interacting (You’re joking!; It’s terrible!; That’s incredible!)

• getting the speaker involved (Don’t you think?; Guess what!)

• demonstrating involvement (I see; I know)

• use of the most frequent intonation patterns for cohesion in oral discourse

• use and graphic layout of paragraphs for cohesion in written discourse

• oral and written discourse: markers for presenting conclusions (In conclusion,

…)

Vocabulary

Expressions and frequent vocabulary in different formal and informal

communication situations for the functions that are being practiced:

- forms of courtesy for making requests, giving orders, asking questions, etc.

- use of please and thank you.

- Lexicalized chunks (sorry for the delay; last but not least; see what I mean?)

Word formation: formation of words by derivation, the most frequent affixes

- Negative Prefixes (dis-, disagree; in- informal, im-, impossible, ir-,

irresponsible; un- unknown)

- Suffixes for forming nouns (-hood, childhood; -ship, friendship; -ance,

elegance; -ence, patience; -cy, frequency; -ness, happiness; -ty / -ity, similarity;

-al, arrival; -ation, creation; -ment, excitement; -ing, feeling)

- Suffixes for forming adjectives (-able, reasonable; -ible, responsible; -ing,

amusing; -al, national; -ful, wonderful; -ish, selfish; -ive, productive; - less,

painless; -ous, nervous)

- Formation of words by compounding (sleeping bag, landlady, greenhouse)

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- Nominalization: (the rich, the writing of the book)

- Frequently used acronyms and abbreviations (ASAP, BC / AD, BBC)

Semantic fields of the topics being practiced (families of words, etc.)

- False friends and frequent lexical interference (with the mother tongue or other

foreign languages): (actually, pretend, argument)

- Words that are British, American, etc. (underground - subway, lift - elevator)

6.5.3. PHONOLOGY AND SPELLING

- Recognition and production of the vocalic and consonant phonemes. Practice

with the phonemes such as: /s/, /z/, /∫/, /δ/, /t∫/, which cause the most difficulties

- Practice with the elements that typically cause the most difficulties:

- The r at the end of a word

- The sound /ə/ in unstressed syllables and in unstressed forms of articles,

pronouns, prepositions, conjunctions and auxiliary and modal verbs

- Correspondence between phonemes and letters/phonetic symbols.

Recognition of the graphic representation in the dictionary

- Words similar in form that often cause difficulties (quite - quiet, receipt - recipe)

- Rhythm: recognition and production of stressed and unstressed syllables

- Sentence stress

- Intonation required for the communicative functions being practiced in various

types of sentences. Intonation in question tags

- Careful spelling of vocabulary that is frequently used at the intermediate level

- Spelling changes due to the addition of suffixes:

- Doubling of final consonants (hotter, stopped)

- The letters -e and -y at the end of words (making, trying, studied)

7. METHODOLOGY

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7. 1. Methodological Criteria

1. The main criterion is to emphasize the concept of effective communication

over grammatical accuracy. The focus will be on developing the students’

communicative competence, emphasizing interaction as both the means and

the ultimate goal of learning a language. The course will not be subordinated to

covering the linguistic contents which have been established. Instead, these will

be approached as a framework for encouraging linguistic communication. The

practical use of the language will be the most important way to learn.

2. The four language skills will be integrated to develop the students’

communicative competence. These skills are: reading and listening

comprehension, written and especially oral expression, as well as interaction

and mediation.

3. The functional, thematic, linguistic and sociocultural contents will be

considered to be tools for carrying out the communicative activities.

4. The course activities will be adapted to the real communicative needs of

diverse students. Situations will be studied in which the students will be likely to

use English in real life, the roles they will play and the topics involved.

5. Authenticity will be sought in tasks and situations, in the meaning that they

could have for the students in real life. In this way, with gradually increasing

difficulty, the students will come into contact with situations that simulate the

real world.

6. The responsibility and autonomy of the student will be valued in the

construction of his or her own learning, attempting to develop strategic

competence, which is what activates all the knowledge and resources that we

use to communicate.

http://interaction/

http://language/

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7. 2. Methodological Strategies

1. English will be used as the usual medium for communication in class, both by

the teacher and by the students.

2. In the communicative language activities, there will be a progression starting

from listening comprehension and moving towards oral expression, and from

reading comprehension to written expression.

3. The teacher will present language rules, but there will also be inductive

teaching, a student-centred teaching technique in which the students discover

language rules through extensive use of the language and exposure to many

examples, such as the communication situations practiced in class and the texts

used in them.

4. The class textbook will not be the only resource, but rather, it will be

complemented with different kinds of materials related to the language goals.

5. The teacher will correct student errors judiciously and at the appropriate time,

sometimes immediately and sometimes at a later point in time.

6. The teacher’s role will be that of the presenter who sets things in motion and

facilitates the communicative activities, providing guidance and orientation to

the students in the learning process while keeping in mind the objectives at

hand.

7. The student will play an active role in this process and in the dynamics of the

group, as well as take initiatives and develop techniques and habits for self-

study.

8. The students will know the objectives of each class activity. The rules and

instructions for carrying them out will be clear to assure everyone’s

participation.

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9. There will be some activities outside the classroom; some of these activities

may involve student participation in special language tasks, others will be

homework.

10. The classroom activities will require different types of participation,

sometimes individual, other times in pairs, in groups, or with all the students

together. Interaction tasks and mediation between teacher and students will be

encouraged.

11. The student will receive a steady diet of a variety of activities in order to

practice all four language skills and interact and communicate in a variety of

ways.

8. ASSESSMENT / EVALUATION

8.1. Introduction

The regulations regarding assessment / evaluation and certification in the

Official School of Languages in Andalucía (EDU/1061/2006, June 23rd) require

the following:

“The assessment will reflect the general and specific objectives as well as the

contents of the curriculum, and, consequently, will be focused on discovering

the degree of linguistic knowledge the student has, and his or her ability to

communicate.”

The Official School of Languages, therefore, assesses the degree to which its

students have attained the objectives expressly stated in the course syllabus.

8.2. General Assessment Criteria:

1. To consider the assessment process to be a component of the teaching and

learning process.

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2. To integrate the assessment process into the course as an additional

classroom activity, transmitting to the student the instructive value of

assessment and encouraging feedback.

3. To guarantee the assessment of language in context and not in an isolated

fashion, so that the student can demonstrate his or her linguistic competence.

4. To evaluate the student objectively according to the principle of consensus

with the other Department members: defining, clarifying and unifying the

assessment criteria.

Strategies and procedures for assessing the students’ learning process:

1. To increase the student’s awareness so that he or she recognizes what is

being assessed, the learning objectives, and the intended degree of

achievement.

2. To check, by way of revision at the beginning of each course, that the student

has assimilated and achieved the contents and objectives covered in previous

courses, in this way encouraging self-assessment and co-assessment.

3. To plan student activities, which will be revised in class with the aim of

encouraging feedback and error analysis.

4. To periodically collect of data from the students about the tasks carried out.

5. To observe the student’s work in the classroom, his or her attitude,

participation, task completion and evolution of learning through the

communication activities.

6. To observe the student’s ability to interact in the group or pair-work activities.

7. To give specific tests in the classroom in order to measure the degree of

assimilation of the contents which have been covered in the course and the

degree of achievement of the corresponding objectives.

26

8. To create tests with content and presentation which reflect the class

activities.

9. To inform the student or, if applicable, his or her legal representatives, about

his or her progress in the different language skills at the mid-point of the course.

8.3. Types of Assessment / Evaluation

8.3.1. Placement Test

This will be carried out before the course to place new students into the levels

determined by the Administration.

The tests corresponding to this assessment will be composed of a

contextualized vocabulary and grammar test and an oral comprehension test.

The Department will be in charge of correcting it according to an objective

scale.

8.3.2. Diagnostic Assessment

This will be carried out at the beginning of the course to determine what existing

knowledge, skills, attitudes, interests, and/or needs the student has, the range

of individual differences, and what program plans and/or modifications are

required to meet the needs of individuals or groups of students.

This assessment will be carried out by the teacher according to criteria

established by the department, and will be of a purely orientative and

informative nature.

The European Language Portfolio will also be encouraged and taken into

account when learning about a student’s previous knowledge and experience.

27

8.3.3. Continuous Assessment

This will be carried out over the length of the entire course, in order to provide

individualized attention depending on the possibilities allowed by each group.

Each teacher will carry out as many tests as he or she considers appropriate in

the different skill areas with a view to the progress of the group, because this

type of assessment is of a purely orientational and informative nature.

At least once before the end-of-course assessment (approximately at the mid-

point of the course) the students will be informed about their learning progress

in writing (understanding as progress the acquisition of new knowledge and the

achievement of the objectives related to the contents covered). In the case of

students who are minors of age, the teacher will provide them with this

information by way of a report, so that they can deliver it to their legal

representatives.

In the tests given, the four skills will be assessed: reading and listening

comprehension; written and oral expression. A percentage value of 25% will be

assigned to each part.

It must be emphasized that the students’ regular class attendance is

compulsory; they must attend a minimum of 60% of classes. If a student misses

more than 40% of classes with unexcused absences, the student will lose the

right to reserve a place in English for the next course.

Regarding acceptable excuses for absence, the School considers reasons such

as: health problems; work reasons (work shifts); practical activities in

postgraduate specializations (scholarships or contracts in companies or

institutions); Erasmus programs; and internships in companies for students in

vocational-technical school. Any remaining reasons for absence are considered

28

to be covered by the 40% for which no excuse is required. The teacher will

monitor student attendance on a daily basis and submit a monthly report to the

Director of Studies.

8.3.4. End-of-Course Assessment

This will be carried out on two occasions at the end of each course. For official

students in year-long courses, there is an ordinary examination session in June

and an extraordinary one in September. For official students in four-month

courses in the first four-month period, there is an examination session in

February and an extraordinary one in June. For official students in four-month

courses in the second four-month period, there is an examination session in

June and one in September.

All students in courses not ending in certification can make use of both exam

sessions to pass the course; this is the case of the first year of the intermediate

level.

Passing the final exams is required for advancement to the next course.

All the students take the same test, which is prepared by the Department. The

test will necessarily include four separate sections: reading and listening

comprehension; written and oral expression. A percentage value of 25% is

assigned to each part.

8.3.5. Format of the final test

In the reading comprehension test, two or more different types of texts are

provided along with a series of questions or activities. It is an objective test that

is corrected using an answer key.

In the listening comprehension test there is at least one listening, with or

without the help of an image. After listening to a text, time is given for the

29

student to complete the activities given, and the text is listened to a second

time. This is an objective test that is corrected using an answer key.

In the written expression text, several communication situations are given

and the student is asked to write a text related to one of them. The correction is

subjective, but all the examiners will follow a common assessment scale.

In the oral expression test, the students will have to give a brief

presentation on a topic chosen from among several and which he or she has

some time to prepare. There is also interaction with another classmate based

on a communicative situation which is given and which can also be prepared

before being carried out. The correction is subjective, but all the examiners will

follow a common assessment scale.

8.3.6. Procedure for the administration of the final tests

The reading comprehension, listening comprehension and written expression

tests will take place in a single session. The oral expression test will be

administered in a separate session.

8.3.7. Assessment Criteria for the Final Test

For the reading and listening comprehension tests, the examiners will use a

common, objective correction scale.

For the written expression test the examiners will use the following

assessment criteria:

appropriateness: length and appropriateness of the format; task fulfillment;

register; relevance of content

cohesion: organization; connectors and elements of reference; punctuation

correction: degree of correction in spelling; grammar and vocabulary

30

richness of vocabulary: variety and precision of the contents; structures and

vocabulary.

For the oral expression test, the examiners will use the following assessment

criteria:

appropriateness: length and appropriateness of the format; task fulfillment;

register; relevance of content

cohesion: organization of ideas; connectors; elements of reference and

intonation; fluency

correction: in pronunciation of isolated sounds, grammar, syntax and

vocabulary

richness: variety and precision of the contents, structures and vocabulary.

The student will have to pass each one of the parts of the final test in order to

obtain the final qualification of “satisfactory”.

9. MEASURES FOR MISSED ACTIVITIES, RETAKING TESTS, AND

REVISION

In this section I am going to talk about two different categories: (1) helping

students who have missed class sessions or tests to keep up with the progress

of the group; (2) helping students to overcome any lack of previous or required

knowledge.

On the first day of the course, the teacher will explain that attendance of at least

60% of classes is compulsory, and that it is best to attend class regularly and as

much as possible, with perfect attendance being the ideal, but that if a situation

comes up in which a student has to miss one or more classes and knows about

it beforehand, that student should inform the teacher about this situation. The

31

teacher, in turn, can show the student the pages in the book or other material to

be covered during the period of absence, as well as any planned homework

assignments. In addition, the teacher could suggest an additional homework

assignment from among the class contents to be covered. The students can

also obtain information from each other about what is being covered in class in

a type of “buddy system” in which classmates help each other. The teacher will

encourage this type of learner independence and initiative on the first day of the

course.

The ideal is for the student to keep up with the group as much as possible

during any absence, so that upon returning to class he or she is not

overwhelmed by the accumulation of new information. However, if a student

returns after an unforeseen absence, the teacher can assist that student with

missed contents before and after class, during office hours, or in a meeting at

another time if necessary. It is even possible to repeat some contents or

activities in an abbreviated fashion if this could also be of benefit to the rest of

the group.

If a student misses a continuous-assessment test, another occasion must be

found when that student can take the test, for example during office hours. For

a student who misses or fails a final test, the rules are determined by School

policy.

Regarding students who, during the diagnostic assessment at the beginning of

the course, exhibit a lack of knowledge or skills in any of the required areas, the

teacher must determine what program plans and/or modifications are required

to meet the needs of these individuals or groups of students. It is beneficial to

reserve at least three class sessions each academic year for revision.

32

10. MATERIALS AND TEACHING RESOURCES USED IN THE

CLASSROOM

The classroom activities will require the use of the course textbook and student

workbook. In addition, other materials will be used which are designed to

stimulate the students’ motivation in class, relate the course contents to their

lives and interests, and make it possible for the students to acquire the

autonomy necessary in order to carry out tasks outside the classroom and to

use English in real life.

Therefore, the following audiovisual and technological resources will be used:

CD and cassette players and video and DVD players in activities that involve

radio and television programs, songs, films, documentaries, etc. Moreover, all

types of real materials (realia) will be used (news articles, magazines,

catalogues, brochures, forms to be filled in, train and bus timetables, city maps,

museum guides, etc.) in order to encourage the students’ communicative

development.

11. EXTRACURRICULAR ACTIVITIES

Considering that students in the Official School of Languages are a very diverse

group with people of different tastes, opinions, ages, professions, interests, etc.,

proposing extracurricular activities for everyone can be difficult. However, this

should not be an obstacle to inviting the students to as many events as can be

organized over the length of the course, since these provide a complement to

classroom theory and activities.

The following is a list of activities that could be organized by the Department of

English: the preparation of theatrical performances in English with the students;

cooking contests; a cinema cycle in the original English version with subtitles; a

33

reading club; conferences or talks on a specific topic; trip(s) to English-speaking

countries; storytellers; musical concerts; organizing correspondence with

students in an English-speaking country via e-mail or regular mail in order to

use English in real communication; organizing conversation exchanges with

students or professionals who are native speakers of English.

Depending on what is agreed upon in the different departmental meetings, the

teacher will also support and encourage cultural initiatives which originate from

the students’ association.

12. MEASURES FOR ATTENTION TO SPECIAL NEEDS AND DIVERSITY

Regarding students with physical, mental, or sensorial limitations who are

eligible for enrolment in the Official School of Languages, the teacher should

consider any adaptations which may be necessary or appropriate. All resources

should be used that the Department has at its disposal, for example: a laptop

computer if possible, earphones, etc.

In class, these students may need more attention than other students in order to

keep up with classroom activities. In some cases it may be necessary to provide

special activities for disabled students, or modify some group activities to

accommodate them while keeping in mind the benefit of the entire group as

well. Office hours provide a good opportunity to assist students with special

needs.

Appropriate measures should also be taken regarding the time required to

complete any activity or test. The student may need a special explanation of

some instructions, more time to complete the test, or special materials.

34

If a disabled student is unable to complete any of the parts of the final

assessment, a partial certificate will be issued to him or her in which are

recorded the competences that have been demonstrated.

The teacher must also consider the possibility of there being gifted or very

intelligent students in the group and provide them with extra attention or

activities if appropriate.

With regard to student diversity in general, the English Department is the largest

of the Departments, and therefore a series of factors deserve careful attention.

A) The mixture of minor-age students with adult students requires effort in order

to develop cohesion within the group. Most of these very young students spend

5 or 6 hours a day in their respective educational institutions, and it can be

complicated to get them involved in the classroom activities, which require

active participation. In order to develop a good working atmosphere, it is

necessary for the very young students to interact with the adults, in order to

achieve balance in the classroom.

B) Students who use distance-learning systems to then gain access to

classroom learning are becoming more common. Logically, they require a

period of adaptation to new classroom methods, since they are much different

today. These students are often disciplined in terms of independent study and

need to reinforce their knowledge, put it into practice, and familiarize

themselves with classroom teaching.

C) Students who have done their A-levels (final year of secondary school) can

now gain access to the first year of the intermediate level using their A-level

studies. It should be one of the teacher’s priorities to monitor these students to

35

check their level at the beginning of the course in order to detect any possible

shortcomings.

13. UNIT PLANS

13.1. Introduction

The following is a summary of the objectives, contents, activities, and

assessment / evaluation for fifteen units which contain enough lessons to

occupy the students during the time period described and to cover the proposed

objectives effectively. The unit plans appear here in abbreviated form so that

they can be easily read. The emphasis is on interaction and on using the

language, especially orally. Written expression occurs during a variety of

activities. In most of the units it also appears optionally as homework, which

means that if class time allows, the teacher can incorporate it as a classroom

activity in an interactive and communicative way.

13.2. Duration

The specific syllabus proposed for this level consists of 15 unit plans.

Considering the average length of an academic year (120 hours), each unit plan

will require approximately 8 one-hour lessons (or 4 two-hour lessons). However,

it is also beneficial to reserve at least three lessons of each academic year for

revision and self-assessment.

UNIT PLAN 1 Food and Eating Habits

Duration: approximately 8 hours

OBJECTIVES (PRAGMATIC COMPETENCE):

● to be able to participate in a conversation about food and eating habits

● to be able to give and respond to opinions by agreeing or disagreeing

36

● to be able to talk about everyday activities, both present and past

CONTENTS (LINGUISTIC COMPETENCE):

- grammar:

revision of present simple and continuous

revision of past simple and the present perfect

● vocabulary:

food and restaurants

● pronunciation:

introduction to phonetics, the u sound in full and food

CULTURE (SOCIOLINGUISTIC COMPETENCE):

● international food stereotypes and eating habits

ACTIVITIES (PRACTICE IN ALL FOUR COMPETENCIES AND SKILL

AREAS):

- reading comprehension: text of an interview about two women’s eating

habits

- listening comprehension: a woman talking about her daily eating habits

- grammar: rules and exercises about present simple and continuous

- oral expression: interview questions using the present simple and continuous

- vocabulary: food and restaurants

- oral expression: in pairs, a questionnaire and an interview of each other

- pronunciation: the u sound in full and food

- oral expression: a list of topics for agreeing or disagreeing

- grammar: present perfect and past simple (1)

- oral expression: students talk about themselves in present perfect & past

simple

marlozgar

Nota adhesiva

In Thailand & China is used to eat Grasshoppers and other insects. In Mexico they have fried ants, etc.

37

- grammar: present perfect and past simple (2)

- reading comprehension: going on a date

- oral expression: role-play

- written expression: (homework) The students write about bars and

restaurants in their country, what they like and dislike, what their habits are, etc.

ASSESSMENT / EVALUATION:

a. This is the first unit, so a diagnostic test can be given to check the

students’ overall level and detect any areas of weakness that need work.

b. The students’ participation and interaction in the activities can be

monitored, and at the end of the unit the teacher can assess their

progress.

c. The written homework should be corrected and given back to the

students as soon as possible, with pertinent corrections and

explanations.

d. A self-assessment questionnaire can be given.

UNIT PLAN 2 Family and Friends



● to be able to talk about your family and the other people in your life

● to be able to talk about personality

● to be able to talk about your hopes and plans for the future


- grammar:

future forms: going to, present continuous, will/shall

● vocabulary:

38

family, the people in your life, personality

● pronunciation:

prefixes and suffixes


● changing family size and structure


AREAS):

- reading comprehension: text about family structure

- oral expression: small groups, students discuss family structure in their

country

- listening comprehension: family members using future forms

- oral expression: talk about your future life story

- grammar: in pairs, students do exercises about future, and then complete a

table

- reading comprehension: two sisters talk about when they were growing up

- vocabulary: personality

- pronunciation: prefixes and suffixes

- oral expression: in pairs, students describe 3 family members and friends

- listening comprehension: the influence of family on a person’s personality

- listening comprehension: introductions and meeting people

- game: role play: in groups, students take on roles of different family members

- written expression: (homework) describing a person

homework: revision exercise: grammar, vocabulary and pronunciation


a. The revision exercise is also a form of continuous assessment.

39



progress.

c. Pronunciation can be monitored for problem areas.


UNIT PLAN 3 Money



● to be able to talk about money

● to be able to say different kinds of numbers

● to be able to talk about other people’s lives and attitudes


- grammar:

present perfect continuous

● vocabulary:

money

● pronunciation:

numbers

strong adjectives


● people’s attitudes to money and possessions


AREAS):

- reading comprehension: article about a woman who lives without money

40

- oral expression: questionnaire about money to be done in pairs

- vocabulary: money

- reading comprehension: current attitudes to money

- oral expression: saying different kinds of numbers

- listening comprehension: news bulletin including different kinds of numbers

- listening comprehension: woman who has been experiencing a different

culture

- grammar: exercises for the present perfect continuous

- reading comprehension: article about two people who have changed their

lives

- oral expression: pronouncing and using strong adjectives

- listening comprehension: strong adjectives and the present perfect

continuous

- oral expression: in pairs, invent dialogues based on a list of strong adjectives

- written expression: (homework): Is money necessary for happiness?


a. The students’ participation and interaction in the activities can be


progress.

b. The written homework should be corrected and given back to the


explanations.

c. A self-assessment questionnaire can be given.

41

UNIT PLAN 4 World Traveller



● to be able to talk about travel

● to be able to make comparisons

● to be able to make requests


- grammar:

comparative and superlative of adjectives

● vocabulary:

transport and travel

● pronunciation:

stress in compound nouns


● gossip


AREAS): reading comprehension: an article comparing different ways of

travelling

listening comprehension: a traveler talking about a journey

grammar: exercises with the comparative and superlative of adjectives

oral expression: in pairs, compare a list of experiences using adjectives

pronunciation: stress in compound nouns

oral expression: ask and answer questions about transport in your town

42

vocabulary: transport and travel

listening comprehension: the most dangerous things to do when driving a car

oral expression: in groups, discuss opinions about driving and transport

listening comprehension: requests and permission

listening comprehension: gossip

oral expression: the group takes turns to invent a travel story together

written expression: (homework): write about a nightmare journey

revision exercise: grammar, vocabulary and pronunciation





progress.



UNIT PLAN 5 I Have to Make a Phone Call



● to be able to use a telephone in English

● to be able to talk about manners and correct social behaviour

● to be able to express obligation and deduction


- grammar:

modal verbs of obligation and deduction

43

● vocabulary:

telephones

● pronunciation:

sentence stress


● culture shock


AREAS):

- oral expression: in pairs, an interview each other using a phone

questionnaire

- listening comprehension: people talking about mobile phones

- oral expression: how to make a telephone call

- oral expression: role-play a telephone conversation

- grammar: exercises with modal verbs of obligation

- pronunciation: sentence stress

- oral expression: in pairs, make sentences using modal verbs of obligation

- reading comprehension: article about culture shock

- listening comprehension: people from different nationalities talk about

courtesy

- oral expression: the students discuss courtesy in their country

- written expression: (homework): do people in your country have good

manners?


44



progress.



explanations.


UNIT PLAN 6 You Can Do It



● to be able to express deduction

● to be able to describe people physically

● to be able to talk about deductions, abilities and possibilities


- grammar:

modal verbs of deduction, ability and possibility

● vocabulary:

describing people

-ed / -ing adjectives

● pronunciation:

sentence stress


● judging by appearances


AREAS):

45

- reading comprehension: article about people’s appearance

- vocabulary: describing people physically

- grammar: exercises about modal verbs of deduction

- listening comprehension: making deductions based on physical appearance

- oral expression: describe a series of pictures and guess a story from them

- reading comprehension: different people speak about things they cannot do

- grammar: exercises with modal verbs of ability and possibility


- oral expression: in pairs, students interview each other about their abilities

- vocabulary: -ed / -ing adjectives

- listening comprehension: a psychologist talks about learning how to do

things

- reading comprehension: two people who have overcome difficult

circumstances

-written expression: (homework): an informal letter






progress.



UNIT PLAN 7 Education


46


● to be able to talk about school and education

● to be able to express real conditions

● to be able to talk about choices in life


- grammar:

first conditional, if and unless

future time clauses + when, until

● vocabulary:

education

● pronunciation:

the u sounds in up and you


● educational system in Great Britain


AREAS):

- reading comprehension: text about making choices in education

- vocabulary: education

- pronunciation: the u sounds in up and you

- oral expression: in pairs, students interview each other about their education

- reading comprehension: article comparing schools today with those in past

- grammar: first conditional and future time clauses, pair activities and

exercises

- listening comprehension: TV program about old education methods

- oral expression: in groups, students explain their opinions about education

47

- reading comprehension: text about things people do after leaving school

- song: “Wonderful World” (Don’t Know Much), by Sam Cooke

-written expression: (homework): Describe your school and yourself as a

student.




progress.



explanations.


UNIT PLAN 8 Home Sweet Home



● to be able to talk about unreal conditions

● to be able to talk about houses

● to be able to talk about friendship


- grammar:

second conditional,

usually and used to

● vocabulary:

houses

● pronunciation:

48

the /s/ and /z/ sounds


● friendship


AREAS):

- reading comprehension: two celebrities discussing hypothetical situations

- grammar: second conditional pair activities and exercises

- oral expression: in pairs, students complete sentences in second conditional

- vocabulary: houses

- listening comprehension: four people describe their ‘dream house’

- listening comprehension: video about renting a flat

- oral expression: in pairs, students describe their dream house

- oral expression: in pairs, students interview each other about friendship

- reading comprehension: first part of text about a website that reunites

friends

- grammar: usually and used to

- listening comprehension: second part of text about website that reunites

friends

- pronunciation: the /s/ and /z/ sounds

- oral expression: students share opinions about list of sentences about

friendship

- written expression: (homework): describing a house or flat




49



progress.



UNIT PLAN 9 Different Styles



● to be able to talk about different lifestyles

● to be able to be able to express quantity

● to be able to make generalizations about people


- grammar:

quantifiers

definite and indefinite articles

● vocabulary:

noun formation

verbs and adjectives + prepositions

● pronunciation:

-ough and -augh


● differences between men and women


AREAS):

50

- reading comprehension: article about people’s work-life balance

- grammar: quantifiers

- pronunciation: -ough and -augh

- listening comprehension: ways to slow down in our daily lives

- reading comprehension: article about a fast lifestyle versus a slow one

- vocabulary: noun-formation

- oral expression: students share ideas to improve living conditions in their

town

- grammar: definite and indefinite articles

- reading comprehension: communication differences between men and

women

- oral expression: differences between men and women

- vocabulary: verbs and adjectives + prepositions

- oral expression: students generalize about men’s and women’s attitudes

- written expression: (homework): Describe the stereotype of a typical man

and a typical woman in your country; then describe your ideal man or woman.




progress.



explanations.


UNIT PLAN 10 Professional Life

51



● to be able to talk about work and professions

● to be able to talk about stages in a person’s career

● to be able to do a job interview in English


- grammar:

gerunds and infinitives

● vocabulary:

work and jobs

● pronunciation:

word stress


● meetings


AREAS):

- vocabulary: work

- pronunciation: word stress

- grammar: gerunds and infinitives

- oral expression: in pairs, discuss a list of topics using verb + gerund or

infinitive

- reading comprehension: a woman who had to pretend to do another job

- listening comprehension: continuation of text about the woman who

pretended

52

- oral expression: in pairs, students discuss a list of jobs they would like or

dislike

- vocabulary: stages in a person’s career

- reading comprehension: workbook

- listening comprehension: video about giving opinions in meetings

- written expression: in class: complete an application form

- oral expression: talk about jobs

- oral expression: simulation: students prepare job interviews with each other

- reading comprehension: article about the secret to a long and happy life

- written expression: (homework): formal letters and a CV






progress.



UNIT PLAN 11 Shopping



● to be able to paraphrase what others have said

● to be able to talk about shopping

● to be able to make a complaint

53


- grammar:

reported speech: statements, questions and commands

● vocabulary:

shopping

● pronunciation:

the consonants in go, judge, kick, she, chew


● types of shops


AREAS):

- reading comprehension: a story in a supermarket

- grammar: reported speech: statements and questions

- vocabulary: shopping (1)

- pronunciation: the consonants in go, judge, kick, she, chew

- oral expression: in pairs, interview with a shopping questionnaire

- reading comprehension: making complaints

- grammar: reported speech: commands

- listening comprehension: radio program in which people talk about bad

service

- vocabulary: shopping (2)

- oral expression: shopping stories

- written expression: (homework): Write a shopping story for a magazine.


54



progress.



explanations.


UNIT PLAN 12 Films and Songs



● to be able to talk about cinema

● to be able to express actions and events in the passive voice

● to be able to talk about songs and music


- grammar:

the passive (be + past participle)

● vocabulary:

cinema

● pronunciation:

sentence stress


● international film and music


AREAS):

- reading comprehension: an article about cinema

55

- grammar: the passive voice


- vocabulary: cinema

- oral expression: in pairs, an interview with a cinema questionnaire

- listening comprehension: an interview with an interpreter

- oral expression: tell the story of a book or film

- listening comprehension: actors talk about their experiences

- reading comprehension: songs and music

- song: “Perfect Day”

- game: “Name that Film”

- written expression: (homework): a film review




progress.



explanations.


UNIT PLAN 13 Public Figures We Admire



56

● to be able to use relative clauses to express essential and nonessential

information

● to be able to talk about people who you admire

● to be able to give and react to news


- grammar:

relative clauses (defining and non-defining)

● vocabulary:

character

● pronunciation:

word stress


● stereotypes about teenagers and other social groups


AREAS):

- reading comprehension: a biographical text

- grammar: relative clauses (defining and non-defining)

- listening comprehension: a radio program about heroes

- reading comprehension: an article about people considered to be heroes

- pronunciation: word stress

- oral expression: in groups, students talk about people they admire and why

- listening comprehension: giving and reacting to news

- reading comprehension: generalizations and a story about teenagers

- vocabulary: character

- listening comprehension: stereotypes about different social groups

57

- grammar: leaving out relative pronouns; what or which?; whoever; etc.

- game: find someone who…

- written expression: revision exercise: grammar, vocabulary and

pronunciation





progress.



UNIT PLAN 14 Are You Lucky?



● to be able to talk about hypothetical situations in the past

● to be able to talk about luck

● to be able to make excuses


- grammar:

third conditional

● vocabulary:

making adjectives and adverbs

reasons for being late

● pronunciation:

58

sentence stress


● making and accepting excuses


AREAS):

- reading comprehension: the first part of two stories about bad luck

- oral expression: in pairs, students guess what happened next

- listening comprehension: the endings of the two stories about bad luck

- grammar: third conditional


- oral expression: in pairs, complete a list of hypothetical sentences in past

- oral expression: questionnaire about luck and compare answers in pairs

- reading comprehension: an article about luck

- vocabulary: making adjectives and adverbs

- song: “Ironic”

- listening comprehension: video: apologizing, giving excuses

- vocabulary: reasons for being late

- oral expression: making and accepting excuses

- written expression: (homework): What is luck? Narrate some examples of

when you had bad luck. What could you have done differently for things to have

turned out better?




progress.

59



explanations.


UNIT PLAN 15 An Interesting Story



● to be able to check things that you think you know and ask polite

questions

● to be able to talk about television

● to be able to form compound nouns to refer to things


- grammar:

question tags and indirect questions

phrasal verbs

● vocabulary:

compound nouns

television habits

● pronunciation:

intonation in question tags


● television habits


AREAS):

- reading comprehension: text about murder mysteries

60

- listening comprehension: recording of an interview about murder mysteries

- grammar: question tags

- pronunciation: intonation in question tags

- reading comprehension: extract from a novel including indirect questions

- grammar: indirect questions, variety of pair activities

- vocabulary: compound nouns

- oral expression: in pairs, students do a TV survey and interview each other

- reading comprehension: texts about television including phrasal verbs

- grammar: phrasal verbs

- vocabulary: phrasal verbs

- oral expression: in pairs, conversation questions with phrasal verbs

- reading comprehension: article about a couple who lived without electricity

- listening comprehension: people talking about living without electricity

- written expression: (homework): Write a magazine article about the

advantages and disadvantages of living without TV.






progress.



14. BIBLIOGRAPHY

14.1. Textbooks

61

New English File Intermediate, Student’s book and Workbook. Oxford

Natural English Intermediate, Student’s book and Workbook. Oxford

14.2. Recommended reference books:

14.2.1. Grammars

Eastwood, J, Oxford Practice Grammar, O.U.P.(New Edition)

Murphy, R., English Grammar in Use (Cambridge U.P.)

Swan, How English Works, O.U.P.

14.2.2. Dictionaries

Oxford Pocket (Oxford U.P.)

Oxford Study (Oxford U.P.)

1er borrador programación EOI.pdf

Documents

broad linguistic repertoire

assessment evaluation

common assessment scale

adjectives prepositions

present perfect continuous

oral expression test

general assessment criteria

students communicative competence