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ANA BELÉN MILLÁN EXPÓSITO. COURSE PLANNING, 1ST E.S.O. 1. INTRODUCTION………………………

ANA BELÉN MILLÁN EXPÓSITO. COURSE PLANNING, 1ST E.S.O. 1. INTRODUCTION……………………………………………………………..…….3 2. CONTEXTUALIZATION AND LOCATION…………………………………….5 2.1 Description of school………………………………………………………...……5 2.2. Socio-economic and educational analysis of the town ………………...……..…5 3. CHARACTERISTICS OF THE SECONDARY SCHOOL…………..………….6 4. LEVELS TAUGHT…………………………………………………………………..6 5. SCHOOL CURRICULAR PROJECT ….……………………………………..….7 6. PEOPLE INVOLVED IN THE TEACHING PROCESS………………………...8 6. 1 Students ………………………………………………………..9 6.2 Parents ………………………………………………………….10 6.3 Teachers in the English Department …………………………….10 7. MATERIALS AND RESOURCES .…………………………..…………………...11 8. COURSE DEVELOPMENT……………………………………..…………………12 9. TRANSVERSAL VALUES AND INTERDISCIPLINARITY……………………13 10. COMPLEMENTARY AND OUT OF SCHOOL ACTIVITIES …………………14 11. BASIC COMPENTENCES …………………………………………………………16 12. OBJECTIVES ………………………………………………………………..…. 17 12.1 Objectives of the Stage and Area…………………………………………...….17 12.2 Relation among Basic Competences, Obj. of Area and Obj. of Stage …………21 13. BLOCK OF CONTENTS………………………………………………………….22 14. COMMON EUROPEAN FRAMEWORK OF REFERENCE…………………26 15. METHODOLOGY.....................................................................................................27 16. ATTENTION TO DIVERSITY……………………………………………………29 17. EVALUATION…………………………………………………………………...…31 17.1 General aspects…………………………………………………………………..31 17.2 Evaluation criteria………………………………………………………………..33 17.3 Evaluation tools………………………………………………………………….34 17.4 Recovery strategies………………………………………………………………34 18. DIDACTIC UNITS………………………………………………………………….35 18.1 UNIT 1: A New Start……………………………………………………………36 18.2 UNIT 2: My Family………………………………………………………….….38 18.3 UNIT 3: A Day in my Life……………………………………………….….…..40 18.4 UNIT 4: Is there any Jam? ………………………………………………………43 18.5 UNIT 5: My Favourite TV programme………………………………………….45 18.6 UNIT 6: We Must Pay Attention …………………………………………….….48 18.7 UNIT 7: In Fashion ……………………………………………………………...51 18.8 UNIT 8: Describing People ……………………………………………………..54 18.9 UNIT 9: What’s the Weather like? ………………………………………..……57 18.10 UNIT 10: The Perfect Job ……………………………………………………..60 18.11 UNIT 11: An Amazing Journey! ……………………………………………..63 18.12 UNIT 12: Our Town ………………………………………………….……….66 18.13 UNIT 13: Mysteries ……………………………………………….…………69 18. 14 UNIT 14: At the Doctor’s ……………………………………………………72 18.15 UNIT 15: My Plans …………………………………………………………….75 19. BIBLIOGRAPHY…………………………………….…………………………….78 19.1 Curricular Framework …………………………………………………………78 19.2 Reference for Students ……………………………………………………….. 19. 3 English Department Bibliography …………………………………………… TABLE OF CONTENTS ANA BELÉN MILLÁN EXPÓSITO. COURSE PLANNING, 1ST E.S.O. 19. BIBLIOGRAPHY 19.1 Curricular Framework 1. Organic Law: Organic Law of Education 2/2006, 3rd of May. 2. Curricular development for the subjects: Royal Decree 1631/2006, 29th December which sets the minimum teaching standards and basic competences for Compulsary Secondary education. Decree 23/ 2007, 10th May which establishes the curriculum for Secondary Education in Madrid. 3. Evaluation: Order 1029/2008, 29th February (B.O.C.M 15/7/2008) that regulates the Evaluation in Compulsary Secondary Education in Madrid. 4. Attention to students with specific educational needs: Order 4265/2007, 2nd August, (B.O.C.M 21/8/2009) that regulates the programme of Curricular Diversification in E.S.O. Order 70/2005, 11th January (B.O.C.M 14/ 2/2005) that regulates the adaptation of intellectual highly-gifted students. Order 445/ 2009, 6th February that regulates the late incorporation or reincorporation of students to the Spanish Educative System for Link or Welcome classrooms, temporary classrooms of linguistic adaptation. 19.2 Curricular Designs Books Posner, G.J. (2005) Course Design: A Guide to Curriculum Development for Teachers (7th Edition). Longman. Olshtain, E. & Dubin, F. (2006) Course Design. J.A. Allen Publishers. Olshtain, E. & Dubin, F. (2008) Course Design: Developing Programs and Materials for Language Learning. Allen Publishers. Sharpe, C. (2001). Course Design & Development. ASTP Press. Hale, J. A. (2007) A Guide to Curriculum Mapping: Planning, Implementation and Sustaining the Process. Corwin Press. White, R. (2009). The ELT Curriculum: Design, Innovation & Management (10th Edition). Wiley-Blackwell. ANA BELÉN MILLÁN EXPÓSITO. COURSE PLANNING, 1ST E.S.O. Hages, H. (2000). Interdisciplinarity Curriculum: Design and Implementation. Deve Publishers. 19.3 Websites: for teachers and students http://a4esl.org Grammar work, vocabulary revision and reinforcement, crosswords, puzzles, podcasts & external links. http://www.rong-chang.com. Reading tasks, easy conversations, grammar exercises, jumbled-sentence exercises. http://www.isabelperez.com. Impressive website with grammar, vocabulary, culture exercises, reading and writing tasks, treasure hunts, webquests, workshops, culture banks, link to Education portals, etc. http://www.ego4u.com. Grammar , writing, vocabulary, tests, study tips, daily English, pronunciation, quizzes on countries, communication tasks, language board, etc. http://www.eslcafe.com. Stuff for teachers, for students, International job board, teacher forums, teacher training forum, quizzes, phrasal verbs, idioms, help center, etc. ANA BELÉN MILLÁN EXPÓSITO. COURSE PLANNING, 1ST E.S.O. 13. BLOCK OF CONTENTS Contents can be defined as the concepts, procedures and attitudes which have to be worked on in the learning-teaching process. In Compulsary Secondary Education, the three types of contents (concepts, procedures and attitudes) are integrated in four big thematic blocks:  Block 1: Listening, Speaking & Interacting. ANA BELÉN MILLÁN EXPÓSITO. COURSE PLANNING, 1ST E.S.O.  Block 2: Reading and Writing.  Block 3: Knowledge of the language.  Block 4: Socio- cultural aspects. BLOCK 1. Listening, Speaking & Interacting B Com Obj. Stage O. Area RD 1631/2006 LOE 2/2006, 3rd May Decree 23/ 2007 Madrid RD 1631/ 2006 1. Listening and understanding brief oral messages related to the tasks in the classroom: instructions, questions, comments, dialogues. 1,7,8 B,I A,B,M 1,5 2. Anticipating the general content of a listening task with the help of verbal and non-verbal support. 1,4,8 I, A,B,EG 1,5,6 3. Gathering specific information from oral texts, about daily routines: numbers, prices, timetables, names and places.... 1,3,4 B,E,I A,B,H, M 1,2,4, 6 4. Using basic strategies for the understanding of oral messages: use of verbal and non-verbal context. 1,3,4,8 B,I A,B,N 1,5,6 5. Participating in brief and easy conversations in the classroom (role-plays). 1,4,5 A,B,G A,B,C,G 2,5,6 6. Giving short answers to questions from the teacher or from classmates. 1,5,8 B,C,I A,B,C,J 1,2,6 7. Using strategic competence to overcome difficulties in mutual understanding, using verbal and non-verbal communication. 1,5,7,8 B,G, A,B,H,N 6,10 BLOCK 2. Reading & Writing ANA BELÉN MILLÁN EXPÓSITO. COURSE PLANNING, 1ST E.S.O. 8. Understanding basic instructions in exercises. 1,3,7 B,C,I A,B,H 1,6,8 9. General understanding and identification of specific information. 1, 4, 7 E,F A,B,H,I 1,3,6 10. Initiative for reading with certain autonomy and level of competence. 1, 4, 7,8 B,E,F B,E,G 1,2,6 11. Use of basic strategies for reading comprehension: identification of topic, use of previous knowledge, inference of meanings from the context, similarity to words in L1 or L2….. 1, 4,7,8 B, G,H,I B,I,H,J 1,2,6 12. Recognition of differences between written and spoken routines / styles. 1,4,7 E,F,I A,B,M 1,2,5, 6 13. Being able to write following a guideline (guided writing). 1, 4, 7,8 B,E,G H, I 1,4,5, 7,6 14. Writing short texts with connectors. 1, 4,7,8 B,G,I E,I 1,4,5, 7 15. Using punctuation and spelling correctly. 1,4,8 B, F,I H 1,2,5, 6 16. Interest in quality of layout of your written work (paper and digital format). 1,4,7,8 E,F B,H 7,8 BLOCK 3. Knowledge of the language (Linguistic Knowledge & Language Awareness) 17. Identification of morphological forms and word- classes: substantives, adjectives, verbs… 1,7,8 I,J E,F,G 1,5,6 18. Identification of common expressions, set phrases and usual vocabulary. 1,7,8 D,G,J I,J 1,3,6 ANA BELÉN MILLÁN EXPÓSITO. COURSE PLANNING, 1ST E.S.O. 19. Knowledge of structures and functions useful for daily situations. 1,5, 8 A,B,J E,M 2,3,4 20. Use of strategies for the organization, acquisition and remembrance of known vocabulary. 1, 7, 8 B,E,F H,I 6, 21. Familiarity with self-evaluation and self-correction tools. 1, 5,7 A,B B,H 3,6 22. Acceptance of errors as an integral part of your learning process. 1,7 A,B,D A,B,E 6,8,10 23. Organization of your personal work & learning agenda. 1,7,8 A,B,D A,G 6,8,10 24. Interest in L2 learning in the classroom and outside school. 1,3,5 I,J I,N 9 25. Active participation in tasks and group work. 1,5,8 A,B,C A,B,G 6,9,10 26. Trust in yourself and initiative to express yourself in public and in written. 7,8 A,B,D A,G 1,2,10 BLOCK 4. Socio-cultural aspects. 27. Recognising and appraising L2 as a tool for communication in class and access to other cultures. 1,4,5 B,I,L E,F 8,9,10 28. Identifying customs and features of daily life in other countries. 5,6 A,D,J M,N 8,9 29. Using formulae of courtesy which are adequate for social situations. 1,5 A,B,D A,C,D 2,5,9 30. Knowing some features of the history and geography of the countries where L2 is spoken. 3,5,6 J,L M,N 8,9,10 31. Being interested and taking initiatives to interact with L2 speakers/learners both face-to-face or digitally. 1,4,5 B,E,F B,G,M 2,,5,6 32. Valuing personal growth in L2 learning. 5,7,8 C,L A,C,I 9,10 ANA BELÉN MILLÁN EXPÓSITO. COURSE PLANNING, 1ST E.S.O. 14. COMMON EUROPEAN FRAMEWORK OF REFERENCE Why do we need a Common European Framework? The Council of Europe, an organization that includes nearly 50 European countries, began to develop the Common European Framework in 1991. One of the main purposes of the Council of Europe is to promote a shared European identity, while recognizing the importance of different cultures. There are six global levels in the CEF. Behind these levels are a number of competences which make up a person's language ability – these are defined by 'descriptors'. The “descriptors” talk about things students are able to do, they talk about abilities. They are related to basic skills, objectives of stage, and objectives of area. The PORTFOLIO is the materialization of the Common European Framework. According to Portfolio my students are in A-1. 15. METHODOLOGY Methodology could be defined as the group of decisions which have to be taken regarding how to fulfil the learning-teaching process, that is to say, “how” to teach. Taken into account: the characteristics of my students, the context of the school  and the resources available, my methodology will be basically: VARIED ADAPTED  Learner-centered: I will pay attention to learners’ needs, students learn better when teachers uploads/Ingenierie_Lourd/ bibliography 24 .pdf