ANA BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.

TABLE OF CONTENTS

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 INTERDISCIPLINARITY13
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 REFERENCE26
15. METHODOLOGY.....................................................................................................27
16. ATTENTION TO DIVERSITY29
17. EVALUATION...31
17.1 General aspects..31
17.2 Evaluation criteria..33
17.3 Evaluation tools.34
17.4 Recovery strategies34
18. DIDACTIC UNITS.35
18.1 UNIT 1: A New Start36
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: Whats 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 Doctors 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
ANA BELN MILLN EXPSITO. 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 BELN MILLN EXPSITO. 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 BELN MILLN EXPSITO. 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 BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.
Block 2: Reading and Writing.
Block 3: Knowledge of the language.
Block 4: Socio- cultural aspects.

B Com Obj. Stage O.

Area

RD LOE Decree RD

1631/2006 2/2006, 23/ 1631/

BLOCK 1. Listening, Speaking & Interacting
3rd 2007 2006
May
Madrid
1. Listening and understanding brief oral messages 1,7,8 B,I A,B,M 1,5
related to the tasks in the classroom: instructions,

questions, comments, dialogues.

2. Anticipating the general content of a listening task 1,4,8 I, A,B,EG 1,5,6

with the help of verbal and non-verbal support.

3. Gathering specific information from oral texts, about 1,3,4 B,E,I A,B,H, 1,2,4,
daily routines: numbers, prices, timetables, names and M 6
places....

4. Using basic strategies for the understanding of oral 1,3,4,8 B,I A,B,N 1,5,6
messages: use of verbal and non-verbal context.

5. Participating in brief and easy conversations in the 1,4,5 A,B,G A,B,C,G 2,5,6
classroom (role-plays).

6. Giving short answers to questions from the teacher or 1,5,8 B,C,I A,B,C,J 1,2,6
from classmates.

7. Using strategic competence to overcome difficulties in 1,5,7,8 B,G, A,B,H,N 6,10

mutual understanding, using verbal and non-verbal

communication.

BLOCK 2. Reading & Writing

ANA BELN MILLN EXPSITO. 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 1, 4, 7 E,F A,B,H,I 1,3,6

information.

10. Initiative for reading with certain autonomy and level 1, 4, 7,8 B,E,F B,E,G 1,2,6
of competence.

11. Use of basic strategies for reading comprehension: 1, 4,7,8 B, B,I,H,J 1,2,6
identification of topic, use of previous knowledge, G,H,I
inference of meanings from the context, similarity to

words in L1 or L2..

12. Recognition of differences between written and 1,4,7 E,F,I A,B,M 1,2,5,
spoken routines / styles. 6

13. Being able to write following a guideline (guided 1, 4, 7,8 B,E,G H, I 1,4,5,
writing). 7,6

14. Writing short texts with connectors. 1, 4,7,8 B,G,I E,I 1,4,5,

15. Using punctuation and spelling correctly. 1,4,8 B, F,I H 1,2,5,

16. Interest in quality of layout of your written work 1,4,7,8 E,F B,H 7,8
(paper and digital format).

BLOCK 3. Knowledge of the language (Linguistic

Knowledge & Language Awareness)

17. Identification of morphological forms and word- 1,7,8 I,J E,F,G 1,5,6
classes: substantives, adjectives, verbs

18. Identification of common expressions, set phrases 1,7,8 D,G,J I,J 1,3,6
and usual vocabulary.
ANA BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.
19. Knowledge of structures and functions useful for 1,5, 8 A,B,J E,M 2,3,4
daily situations.

20. Use of strategies for the organization, acquisition and 1, 7, 8 B,E,F H,I 6,
remembrance of known vocabulary.

21. Familiarity with self-evaluation and self-correction 1, 5,7 A,B B,H 3,6
tools.

22. Acceptance of errors as an integral part of your 1,7 A,B,D A,B,E 6,8,10
learning process.

23. Organization of your personal work & learning 1,7,8 A,B,D A,G 6,8,10
agenda.

24. Interest in L2 learning in the classroom and outside 1,3,5 I,J I,N 9
school.

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 7,8 A,B,D A,G 1,2,10
public and in written.

BLOCK 4. Socio-cultural aspects.

27. Recognising and appraising L2 as a tool for 1,4,5 B,I,L E,F 8,9,10
communication in class and access to other cultures.

28. Identifying customs and features of daily life in other 5,6 A,D,J M,N 8,9
countries.

29. Using formulae of courtesy which are adequate for 1,5 A,B,D A,C,D 2,5,9
social situations.

30. Knowing some features of the history and geography 3,5,6 J,L M,N 8,9,10
of the countries where L2 is spoken.

31. Being interested and taking initiatives to interact with 1,4,5 B,E,F B,G,M 2,,5,6
L2 speakers/learners both face-to-face or digitally.

32. Valuing personal growth in L2 learning. 5,7,8 C,L A,C,I 9,10

ANA BELN MILLN EXPSITO. 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
METHODOLOGY

Learner-centered: I will pay attention to learners needs, students learn better when

teachers understand the difference on how each student learns. Students are at the

centre of the teaching process.

Project work: is a task where students get an end product. Common projects are class

magazines when students write about their town, school, their favourite singer and

display their final product on classroom walls. Some of the advantages of the projects

are:
ANA BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.
Increase motivation because learners involve personally.
Autonomous learning is promoted because learners become more responsible for

their own learning

Learners often get help from parents involving them more in the students learning.
Teachers role: FACILITATOR. The teacher as a facilitator is understood as:
Someone who knows the subject, (English).
Someone who knows the teaching methods.
Someone who pays attention to the psychological learning process of students.

The teacher must facilitate learning.

Use of ICTs: new technology provides us a very powerful tool because:
It is part of students world.
And it helps students become independent learners.
Integration of 4 skills: Listening, Reading, Speaking and Writing.
Create a warm and positive atmosphere: the teacher should be a builder of

RAPPORT. Rapport is the heart of successful communication, it is a way of

maximizing similarities and minimizing differences between students at a non-

conscious levels.
Playful element.
MET

Playful
Positive and element
Learner
warm
centered
atmosphere

Teacher's
ADAPTED Integration of
role: AND
4 skills
VARIED
Facilitator
Using English
Use of
as much as
ICT'S Project
possible
work

HODOLOGY DIAGRAM
ANA BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.
16. ATTENTION TO DIVERSITY

First of all, we have to make reference to the 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 1 boy with

January selective14/2/2005)
(B.O.C.M mutism. Itthat
is anxiety disorder
regulates in which a of
the adaptation person who is normally
intellectual highly-gifted

capable
students. Order of 445/2009,
speech is unable to speakthat
6th February in certain situations,
regulates the lateorincorporation
to specific people.
or reincorporation
The boy is sometimes silent at school but he speaks quite freely at home.
of To
students
givetohim
theanSpanish Educative
appropriate answer, System
a routine for LINK/
contact with WELCOME
his family willCLASSROOMS,
be carried

temporary classroom
out by means ofofthe
linguistic
website adaptation. In my class, there are 26 students, 11 boys and 15
Portal Escolar.
When dealing with speaking routine, I will put him with the classmates he wants to
girls. We can find students with the following characteristics:
speak.
2 I will give more
high-achievers: theyimportance
work hard, to
doreading/ listeningevery
their homework and writing
day. tasks because his
They keep concentration for all lessons.
failure at speaking is NOT DUE TO A LACK OF KNOWLEDGE.
Respond effectively and quickly.
Forceful attempts to make the student talk are not productive because it reinforces the
Extraordinary motivation and respect to school institution a lot.
2 slow-learners: they take
condition of being longer than the rest of the classroom.
mute.
3I
fast will
finishers: are anot
carry out the same than curricular
non-meaningful high achievers, they can be fast because they do things
adaptation.
It is very important for these students to establish a warm and safe environment that
wrong.
4 newcomers:
supports and2 girls from Ecuador,
encourages him. 1 boy from Colombia and 1 boy from Rumania. This boy
Average students. They are not homogeneous because some of them may require oral
does not speak Spanish very well. He will attend extra Spanish classes, the so called Welcome
skills, others may prefer collaborating with their classmates.
Classes, a temporary classroom of linguistic adaptation of Spanish.
ANA BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.

RESPONSES TO DIVERSITY
ANA BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.

FLEXIBLE PAIR:

INTROVERT-EXTROVERT

WEAK-STRONG

STUDENTS CAN MAKE A

CHOICE IN CLASSROOM
FLEXIBLE GROUPING
ACTIVITIES AND EXAMS

ADAPTATION OF PEDAGOGICAL
OBJECTIVES, ACTIVITIES, REINFORCEMENT,
ASSESSMENT CRITERIA... EXTENSION WORK

USE OF TICs

ALBOR PROGRAMME (is a

programme for sts with mental or

physical disabilities)

17. EVALUATION

17. 1 General aspects

According to the Order 1029/2008, 29th February (B.O.C.M 15/7/2008) that regulates the

Evaluation in Compulsary Secondary Education in Madrid evaluation must be:

Continuous by means of daily observation in class, with the aim of detecting

difficulties at the moment they occur, accordingly, adopting the measures which are

necessary and which will allow students to keep on with their learning process.
There must be a constant observation in class.
ANA BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.
Evaluation must take the minimum skills and general objectives of stage as their

referent.
It will consider the students learning characteristics and socio-cultural context of

the school into account. It must be individualised.

Evaluation must be coordinated and supported by the Counselling Department

(Departamento de Orientacin).
Formative & orientative with respect to the educational process, providing

constant information that will allow for the improvement both of the processes and

results of the educational intervention by the teacher.

Evaluation will be carried out at the following moments:
Initial evaluation. Over the first month of each academic year. Each tutor will

analyse the individualized reports from the previous year.

Continuous evaluation. This continuous evaluation will be carried out by the

educational team along all the teaching process, coordinating it all with the

tutorial programme followed by students. The educational team will gather

additional information from the Counselling Department.

Evaluation at the end of the academic year. At the end of the year, for those

students with a fail the teacher will issue an individualized report handed to the

family concerned, stating proposals and tasks to recap over the summer.
Extraordinary evaluation in September. Students who failed in June will have

a further chance in September for those subjects failed. These exams will take

place from 1st to 15th.

17. 2 Evaluation criteria

Evaluation criteria refer to WHAT we are going to evaluate, the 4 blocks of contents. They are

related to the acquisition of Basic Competences and General Objectives of Stage. The

evaluation criteria must be:

Public (Article 2.10)

Accessible to students and parents (Article 2.11)
Included in the School Educational Projects (Article 2.12)
ANA BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.
EVALUATION

BLOCK 1. Listening, Speaking & Interacting CRITERIA

1. Listening and understanding brief oral messages Students can listen and understand

related to the tasks in the classroom: instructions, instructions, questions and dialogues.

questions, comments, dialogues.

BLOCK 2. Reading & Writing

10. Initiative for reading with certain autonomy and Students can read autonomously.

level of competence.

14. Writing short texts with connectors. Students can write short texts with

connectors.

BLOCK 3. Knowledge of the language (Linguistic

Knowledge & Language Awareness)

19. Knowledge of structures and functions useful Students can express habitual actions

for daily situations. and routines.

BLOCK 4. Socio-cultural aspects

28. Identifying customs and features of daily life in Students can identify cultural features

other countries. of English speaking countries.

17. 3 Evaluation tools

Evaluation tools refer to HOW we are going to evaluate. They are used to appraise the

degree of acquisition of objectives, contents and basic competences. My evaluation tools are the

following ones:
ANA BELN MILLN EXPSITO. COURSE PLANNING, 1ST E.S.O.
EVALUATION TOOLS

35% WRITTEN EXAMS

15% USE OF ENGLISH
10% HOMEWORK
10
10 35 10% NOTEBOOK AND
10 WORKBOOK
10% QUALITY OF PROJECT
10
15 WORK
10
10% EFFORT TO
OVERCOME DIFFICULTIES
10% ATTITUDE

17. 4 Recovery strategies

If one student fails English one term, or in June, some measures will be carried out to

recover the subject. Let us summarize the most important ones:

Reinforcement tasks and worksheets.

Follow continuous evaluation.
September exams.
Graded readers.
Extra Project.

18. DIDACTIC UNITS

Graded readers
18.1 UNIT 1: A New Start36
18.2 UNIT 2: My Family38
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: Whats 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 Doctors 72
18.15 UNIT 15: My Plans 75