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Objectives
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6. To value the foreign language and languages in general as means of communication and understanding between
people of different backgrounds and cultures and as a learning tool for different contents.
7. To show a receptive attitude and confidence in the ability of learning and using a foreign language.
8. To use the knowledge and experience with other languages for a quicker, more efficient and independent acqui
sition of the foreign language.
9. To identify phonetic aspects of rhythm, intonation and accentuation, as well as linguistic structures and lexical
aspects of foreign language and use them as basic elements of communication.
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OBJETIVOS, CONTENIDOS Y CRITERIOS DE EVALUACldN
According to Decree 230/2007 of July 31st, these are Contents and Evaluation Criteria for the First, Second and Third
Cycle of Primary Education for English as a foreign language in the Autonomous Community of Andalucia.
FIRST CYCLE
CONTENTS
Block I.T o listen, speak and interact
- Understanding simple oral messages to participate in classroom activities.
- Listening and understanding simple messages from a variety of multimedia and ICT resources.
- Interacting in authentic or simulated situations using verbal and non-verbal communication with the help of
routines.
- Speaking using previously known language and actively participating in classroom routines, role-plays, songs,
chants and dramatizations.
- Developing basic strategies to improve oral comprehension and expression: using visual and non-verbal clues, as
well as previous knowledge about the topic or the communicative situation drawing from languages they already
know.
- Valuing the foreign language as a communicative tool to communicate with other people.
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EVALUATION CRITERIA
1. To be able to participate in highly guided oral exchanges about well-known topics in easily predictable situations.
What is assessed here is the students'ability to give simple answers following requests, instructions or information
received. Oral interactions will be based on well-known topics, that have already been seen in class or things
related to their immediate communicative needs, such as greetings and saying goodbye, introducing themselves,
talking about likes and dislikes, in familiar communicative situations such as routines, habits, classroom language,
role-plays, chants or songs. Active participation in class will also be valued.
2. To be able to understand the global meaning and to identify specific information in oral texts, with the support
of verbal and non-verbal clues.
What is assessed here is the students'capacity to progressively understand the general meaning of an oral mes
sage in face to face situations, with the help of gestures and miming and the necessary repetition, identifying
and understanding basic words and expressions, related to the classroom activity or the school.
3. To be able to read and understand words and simple phrases previously presented in oral form, related to familiar
and interesting topics.
What is assessed here is the ability to read, also reading aloud, and to be able to understand words and short
phrases, previously practised orally, in any type of activity. Reading will be supported through visual and verbal
clues related to the context and will be part of enjoyable and communicative activities.
4. To be able to write words and expressions already practised, using models and with a specific communicative aim.
What is assessed here is whether students are able to produce simple words and phrases already used orally
and frequently and repeatedly used in class. Students write following a model and they should write as part of a
specific and communicative task, for example, writing a note, producing a poster, a birthday card or completing
a song or poem.
5. To be able to identify and reproduce sounds, rhythm, tone and intonation patterns of items used within specific
communicative contexts.
What is assessed here is the students'ability to recognize and reproduce sounds, rhythm, tone and intonation
when they are actively listening, repeating and anticipating expressions while reading aloud, always following
models.
6 . To be able to use basic learning to learn strategies such as: asking for help, using body language to communicate,
using picture dictionaries and identifying personal strategies to help them learn.
What is assessed here is the use of basic strategies that assist students in their learning process, such as the use
of visuals or gestures, asking for help, clarifications and the use of picture dictionaries, as well as assessing their
own progress in a very simple way.
7. To show interest and curiosity in learning the new language and to be aware of the importance of linguistic
diversity as an enriching experience.
What is assessed here is if students participate, work and show interest in learning the foreign language, as well
as raising their awareness of the importance of learning new languages to communicate to foreign people and
appreciate linguistic diversity as an enriching element for the community.
SECOND CYCLE
CONTENTS
Block l.T o listen, speak and interact
- Listening and understanding spoken messages of progressive complexity, as instructions or explanations, guided
oral interactions or recordings in audiovisual and digital format in order to extract any specific and comprehensive
information.
- Verbally communicating in real or simulated situations giving verbal and non-verbal responses that require a
choice between a limited repertoire of possibilities, in progressively less targeted contexts.
- Producing oral texts, previously known through active participation in songs, plays, recitations and interactions
either guided or previously prepared with additional aids and models, and showing interest to express themselves
orally in individual and group activities..
- Developing basic strategies to support basic comprehension and oral expression: use of non-verbal and visual
context and background knowledge on the subject or the situation transferred from the languages they know
to the foreign language.
- Valuing the foreign language as a communication tool.
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OBJETIVOS, CONTENIDOS Y CRITERIOS DE EVALUACldN
Reflecting on language
- Using skills and procedures such as repetition, memorization, association of words and expressions with gestural
elements and visual observation of models, text reading, use of multimedia formats to acquire new vocabulary,
forms and structures of the language.
- Reflecting on learning and accepting mistaking as part of the process.
- Using progressive means of consultation and information graphics and the possibilities offered by technology.
- Showing confidence in the ability to learn a foreign language and appreciating the cooperative work.
Block 4. Socio-cultural aspects and intercultural aw areness
- Showing interest in learning about people and the culture of the countries where the foreign language is spoken.
- Learning some of the most characteristic similarities and differences in daily habits and in the use of some basic
forms of social relationship between our country and those where the foreign language is officially spoken.
- Showing a receptive attitude towards people who speak another language and have a different culture from our
own.
EVALUATION CRITERIA
1. To be able to participate in oral interactions on familiar topics addressed in predictable situations of communi
cation, respecting the basic rules of exchange, such as listening and looking at the speaker.
This approach assesses the ability to express immediate needs such as asking for permission, asking to borrow
everyday objects, locating objects or people, talking about the weather, preferences or abilities. Involvement in
everyday situations such as routines, habits, interactions in the classroom or in simulation activities, plays, songs
and recitations will also be taken into account. The students'attitude while participating in exchanges and their
interest in the interventions of others will also be evaluated with this criterion.
2. To be able to capture the global sense, and to identify specific information in oral texts on familiar topics and
interests.
This approach assesses whether they are able to capture the overall sense of a message by relying on oral language
and non-linguistic elements present in the communication context. It also refers to the ability to recognize and
extract known words and phrases that appear in more extensive expressions, although the text is not completely
understood.
3. To be able to read and grasp the overall sense and some specific information from simple texts on familiar topics
with a specific purpose.
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This criterion evaluates if they can read, aloud too, different kinds of texts, appropriate to their communicative
competence, such as notes, classroom rules, letters, posters or stories, containing known vocabulary and phrases,
to extract specific and global information, with the help of key comprehensive written strategies such as using
elements of linguistic and non-linguistic context, and transferring knowledge of the languages he/she knows.
4. To be able to write short texts and meaningful phrases in everyday and school situations according to models
with a specific purpose and with an established format, both in paper and digital format.
This approach attempts to value the ability to write various texts as notes, instructions or rules, letters, posters,
brochures, comic books or simple descriptions. The ability to use the model to produce a text with some degree
of autonomy as well as the spelling learned from model observation and knowledge of the relationship between
sound and spelling will be assessed.
5. To be able to use words and structures of the foreign language containing sound, rhythmic, intonation and ac
centuation aspects within different communication contexts in a significant manner.
This approach is aimed to assess the ability of children to recognize and play back audio aspects of rhythm, into
nation and accent when actively participating on listening, repeating and anticipating phrases in reading aloud
activities and starting always from models.
6. To use some strategies on learning how to learn: inquiring, observing models, accompanying communication with
gestures, establishing partnerships, using visual and bilingual dictionaries, retrieving, searching and collecting
information on familiar topics in different mediums and identifying some personal aspects that help the student
to learn better.
This approach aims to assess the use of basic strategies that promote the learning process, such as the use of
visual and gestural resources, the request for assistance and clarification, increasingly and autonomously using
bilingual dictionaries and some basic technological means. The ability to assess their progress, give examples
of strategies that students use to learn better and the acquisition of some autonomy in the spontaneous use of
forms and straightforward daily structures will also be evaluated.
7. To assess the foreign language as a tool of communication with other people and to show curiosity and interest
in people who speak the foreign language.
This approach is evaluated if they have an attitude of curiosity towards those who speak a foreign language or
languages other than their own. The capacity to appreciate the rich linguistic diversity as an element of society
as well as the socio-cultural peculiarities of the speakers of other languages will also be observed.
8. To identify some aspects of daily life, customs and celebrations of the countries where the foreign language is
spoken, and compare them with their own.
This approach is evaluated with the ability to observe and identify similarities and differences on some aspects of
daily life in countries where people speak the foreign language with regard to timing, food, traditions, holidays
and ways of relating to people.
THIRD CYCLE
CONTENTS
Block 1. To listen, speak and interact
- Listening to and understanding oral messages with progressive complexity, such as instructions or explanations,
controlled oral interactions or recorded audiovisual messages in order to extract general or specific information.
- Participating in real or simulated oral interactions with progressive autonomy, efficiency and complexity.
- Producing oral texts with progressive autonomy, efficiency and complexity, following models and using known
language, while showing interest in orally expressing themselves individually or in groups.
- Developing basic strategies to improve oral comprehension and expression: using visual and non-verbal clues, as
well as previous knowledge about the topic or the communicative situation drawing from languages they already
know.
- Being able to overcome the difficulties of communication, using communicative strategies they use in the lan
guages they already speak.
- Valuing the foreign language as a communicative tool to communicate with other people.
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OBJETIVOS, CONTENIDOS Y CRITERIOS DE EVALUACldN
- Using reading strategies in a progressive autonomous way (using visual clues, previous knowledge about a topic
or situation, transferring them from the languages they already know), identifying the main information, learning
the meaning of words and expressions from dictionaries.
- Reading and writing texts related to their day-to-day world and basic communicative situations, as well as infor
mative and pedagogical texts.
- Producing progressively more complex and extensive texts, with different communicative aims, in order to transmit
information and with different communicative purposes.
- Using information technology resources to produce texts and presentations in order to transmit information.
- Showing interest and care in the presentation of texts, valuing the role they play to achieve communicative pur
poses.
- Valuing the foreign language as a means of communication and learning about the world.
Linguistic knowledge
- Showing care in using the correct pronunciation, rhythm, intonation and tone, in the oral use of the language,
as well as in reciting, dramatizations or reading aloud.
- Identifying and using basic vocabulary and structures already used in class in the foreign language.
- Being able to relate the form, pronunciation and meaning of new words in written form of expressions already seen
in oral form, establishing analytic relations between spelling and sound and learning certain relevant irregularities.
- Using simple strategies to produce texts (identifying the audience, text purpose, planning, drafting, revising and
producing the final version) following a model.
- Showing interest in using the foreign language in a wide range of situations extending their language use as well
as their accuracy in language choice.
- Comparing and reflecting on how the foreign language works, drawing from the use of their first language or
languages.
Reflecting on learning
- Using learning strategies and techniques such as repetition, memorization, associating words and expressions
with non-verbal or visual clues and the observation of models, reading of texts, using multimedia resources and
information technologies in order to learn new vocabulary, expressions and structures.
- Reflecting on their own language learning process, how they organize their learning, accepting errors as part of
the learning process, self-correction and self-evaluation.
- Increasing use and awareness of information resources as well as multimedia resources and the possibilities they
offer.
- Developing their confidence in learning the foreign language and being aware of the benefits of collaborative
learning.
EVALUATION CRITERIA
1. To be able to participate in day-to-day and familiar oral exchanges about well-known topics in easily predictable
situations, respecting rules in oral exchanges, how to listen to and look at the person speaking.
What is assessed here is the students' ability to communicate in day to day situations about known or previously
practised topics in order to make requests, organize the activity, work in groups and ask for clarifications. What
is also assessed is the use of simple expressions to talk about the family and other people, about the weather,
clothes, books, games and other areas. Attitude towards oral activities as well as respect for and interest in the
participation of others is also valued.
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2. To be able to understand the global meaning and to identify specific information in a wide range of oral texts in
different communicative situations.
What is assessed here is the students'capacity to understand words and expressions frequently used around
them, for example, basic information about people and family, games, sports, content related to other areas of
their interest, as well as whether they can understand simple and clear messages, information or conversations.
3. To be able to read and identify specific information, making direct inferences to understand a wide range of texts
of their area of interest.
What is assessed here is the ability to read a wider range of texts, also reading aloud, with progressively more
extensive vocabulary and more complex language, in stories, graded or authentic poems, recipes, menus, leaflets,
brochures, instructions, etc. with the help of basic reading strategies.
What is valued here is whether students are able to identify and understand information embedded in the text,
as well as if they can go beyond superficial meanings and make direct inferences based on the text. It is also
valued for the student to use basic strategies with some autonomy, for example using the textual or non-textual
context to understand a text, or transferring their reading strategies from their first language or languages.
4. To be able to write texts taking into account the audience, the type of text and the purpose of the text, both in
paper and digital form.
What is assessed here is the students' ability to produce short texts following a model and taking into account
the different participants in the communicative situation. What is evaluated is whether they are able to produce
a text with some support, for example, requests, instructions, letters, diaries, descriptions and short stories about
topics related to their interest and their previous knowledge, and also especially drawing from their first or first
languages. What is especially valued is their capacity to follow the different stages of producing a piece of writing:
planning, composition and reviewing.
5. To be able to use basic language and structures in the foreign language in a meaningful way, including rhythm,
tone and intonation patterns in a wide range of communicative contexts.
What is assessed here is the ability of the children to accurately recognize and reproduce different sounds, rhythm,
tone and intonation when they are actively participating in a wide range of activities in class, for example, short
presentations, conversations with peers or reading aloud, always following models.
6 . To be able to use some learning strategies such as: making the relevant questions to obtain specific information
they need, asking for clarifications, using bilingual and monolingual dictionaries, using visual clues or gestures,
finding, listing and organizing information using different resources, using information and communication
technologies to contrast and verify information, as well as identifying aspects to help them learn better.
What is assessed here is the students'capacity to use basic strategies to help them in the language learning pro
cess, for example the use of visual clues and gestures, asking for help and clarification, using graded monolingual
dictionaries, finding information using paper or digital resources. What is also assessed is their capacity to monitor
their own progress, if they identify the resources and strategies that help them learn better and the spontaneous
use of simple and familiar language.
7. To value the foreign language as a way of communicating with other people, as a tool for learning things and to
show curiosity and interest towards the speakers of the language.
What is assessed here is the capacity of the students to value the foreign language as a tool for learning and
communicating with people. What is also assessed is whether they value linguistic diversity as a way of enriching
society, also if they make an effort to use the language to communicate with other people in school correspon
dence through communication technologies, both in oral and written form.
8 . Identify some features, customs and traditions of the countries where the foreign language is spoken.
What is assessed here is the students' ability to identify the particular and most well-known characteristics, cus
toms and traditions of the countries where the foreign language is spoken and relate this information with that
of their own culture in order to raise their intercultural awareness.
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