PRESENTACIÓN TFM

Stage objectives

A) To assume one’s duties with a strong sense of responsibility; to know how to exercise one’s rights respectfully; to practise tolerance, cooperation and solidarity among individuals and groups; to cultivate dialogue, consolidating human rights and equal treatment and opportunities between men and women, as common values shared by a plural society, and to prepare to exercise democratic citizenship.

B) To develop and consolidate self-discipline, study, and individual and teamwork habits as an essential prerequisite for the effective fulfilment of learning tasks and as a way to ensure personal self-fulfilment.

C) To appreciate and respect sex differences and rights and opportunities of equality among them; to reject discrimination because of sex or any other personal or social condition or circumstance; to reject stereotypes that can lead to discrimination between men and women, as well as any manifestation of violence against women.

D) To reinforce their emotional abilities in all personality areas and in their relationships with others, as well as to reject violence and prejudices of any kind, sexist behaviours and to solve conflicts peacefully.

E) To develop basic skills in the use of different sources of information in order to acquire new knowledge with a critical attitude. To acquire basic knowledge in the field of technologies, particularly in the field of information and communication technologies.

F) To conceive scientific knowledge as an integrated whole, which is structured around different disciplines, as well as to know and apply some methods to identify the problems concerning the different fields of knowledge and experience.

G) To develop an entrepreneurial spirit and self-confidence, participation, critical thinking skills, personal initiative, and the capacity to learn to learn, plan, make decisions and assume responsibilities.

H) To understand and express accurately, both in speaking and in writing, in the Spanish language, and where relevant, in the co-official language of the Autonomous Community, complex texts and messages, and to get started in the knowledge, reading and study of literature.

I) To understand and express oneself in one or more foreign languages in an appropriate way.

J) To know, value and respect all the basic aspects of our own culture and history and that of others, as well as the artistic and cultural heritage of human communities.

K) To know and accept the functioning of one’s own body and that of others, respect differences, strengthen the habits of physical health and care, and incorporate physical education and the practice of sport to promote personal and social development. To know and value the human dimension of sexuality in all its diversity. To critically assess social habits related to health, consumption, care for living beings and the environment, contributing to its conservation and improvement.

L) To appreciate artistic creation and to understand the language of the different artistic manifestations, employing diverse ways of representation and expression.

Area objectives

1.To listen and to comprehend specific information of oral texts in diverse

communicative situations, by adopting a respectful, tolerant, and cooperative attitude.

2. To express oneself and to interact orally in communicative habitual situations in a comprehensible and appropriate manner, by exercising the dialogue as a medium to solve pacifically the conflicts.

3. To read and comprehend diverse text of a suitable level to the capacities and interests of the students, with the objective of extracting general and specific information, by complementing this information with other sources so that, with a critical sense, acquiring new knowledge.

4.To use reading in different formats as a source of personal pleasure and enrichment.

5. To write simple texts with different aims about different topics by using suitable cohesive and cohesion resources.

6. To use with correction the basic phonetic, lexical, syntactic-discursive, and functional components of the foreign language in communicative contexts.

7. To develop the learning autonomy, discipline habits, study and work, the reflection about the own learning process and transferring knowledge and communicative strategies acquired in other languages to the foreign language.

8. To develop the work capacity in team, rejecting the discrimination of people because of sex or any other condition or personal or social circumstance, by strengthening social abilities and affective capacities needed to solve pacifically the conflicts, and rejecting stereotypes and prejudices of any kind.

9.To use adequately learning strategies and all the media, including the information and communication technologies and audio-visual media to obtain, select and present information orally and in writing in the foreign language.

10. To value and appreciate the foreign language as a communication, cooperation and understanding medium between people from different origins and cultures, by encouraging solidarity and respect to human rights, in the democratic exercise of citizenship.

11. To appreciate the foreign language as an access instrument to information and as a learning tool of different contents, as an artistic expression medium and for the development of the capacity learning to learn.

12. To manifest a receptive and trustful attitude to oneself in the learning capacity and the use of the foreign language in a creative manner, to take the initiative and to participate with critic sense in communicative situations in the foreign language.

13. To know and to appreciate the specific elements of the Andalusian culture so that this may be valued and respected by other countries’ citizens.

14. To recognise the importance of the touristic section in Andalusia and to develop the entrepreneurship spirit by knowing, respecting, and transmitting the basic aspects of the own culture and history, as well as the artistic and cultural patrimony by using as a medium the foreign language.

European Framework for Key Competences

Linguistic communication (CLC)

The ability to express, interpret thoughts, feelings, fact, and opinions, both in oral and written forms. To interact linguistically appropriately and creatively in different social and cultural contexts in the mother tongue or in the foreign language.

Digital competence (DC)

The ability to use and understand ICTs (Information Communication Technology) for work, leisure, and communication.

Learning to learn (L2L)

The ability to pursue and persist in learning and to be able to organise one’s own learning applying and effective management of time and information, not only individually but also in groups.

Social and civic competences (SCC)

The ability to participate in effectively and constructively in social and working and civic life, knowing and understanding the social and political concepts and structures to participate in our society.

Sense of initiative and entrepreneurship (SIE)

The ability to turn ideas into action and to plan and manage project for achieving different objectives, using for them creativity, and solving problems skills.

Cultural awareness (CAE)

The ability to understand the importance of creative expressions of ideas, experiences, and emotions in a variety of music, art, literature, visual arts and much more.

First Foreign Language Contents for the First year of CSE

1. Comprehension of oral texts

Comprehension strategies

Mobilisation of prior information on the type of task and topic.

Identification of the type of text, adapting comprehension accordingly.

Distinguishing types of comprehension (general meaning, essential information, main points, relevant details).

Formulation of hypotheses about content and context.

Inference and formulation of hypotheses on the basis of understanding of significant linguistic and paralinguistic (gestures, facial expression, eye contact and images).

Reformulation of hypotheses based on the understanding of new information.

Communicative functions

Introduction and maintenance of personal and social relationships.

Simple descriptions of physical and abstract qualities of people, everyday objects, places, and activities.

Narration of specific past events, description of present states and situations and expression of future events.

Requesting and asking of information, indications, opinions and points of view, advice, announcements, and warnings.

Expression of knowledge, certainty, doubt, and guess.

Expression of will, intention, decision, promise, order, authorization, and prohibition.

Expression of interest, approval, price, sympathy, satisfaction, hope, trust, surprise, and its opposites.

Establishing and maintaining communication and organisation of discourse.

Linguistic-discursive structures

Common spoken vocabulary (reception): personal identification; housing, home, and environment; activities of daily life; family and friends; work and occupations; free time, leisure, and sports; travel and holidays; health and physical care; education and study; shopping and commercial activities; food and transport; language and communication; weather, climate, environment, and natural surroundings; and information and natural environment; and information and communication.

Phonological patterns, sound patterns, accent patterns, rhythmic and intonation patterns.

Sociocultural and sociolinguistic function

Social conventions, norms of politeness and customs, values, beliefs and attitudes and nonverbal language.

2. Production of oral texts: expression and interaction

Production strategies

Conception of the message with clarity, distinguishing its main idea(s) and basic structure.

Adequacy of the text for the receptor, context, and channel, applying register and structure to the appropriate register and discourse structure for each case.

Expression of the message with sufficient clarity and coherence, structuring it appropriately and adjusting, where appropriate, to the models and formulas of each type of text, using frequently used phrases and expressions.

Readjustment of the task (a more modest version of the task) or of the message (concessions on what you would really like to express), after assessing the difficulties and resources available.

Supporting and making the most of prior knowledge (using 'prefabricated' language, etc.).

Compensate for linguistic deficiencies through linguistic, paralinguistic or paratextual:

Linguistic

- Modify words of similar meaning.

- Define or paraphrase a term or expression.

Paralinguistics and paratextual

- Ask for help.

- Point to objects, use deictics or perform actions that clarify the meaning.

- Use culturally relevant body language (gestures, facial expressions, postures, eye contact or bodily, proxemic).

- Use extralinguistic sounds and qualities conventional prosodic.

Communicative function

Introduction and maintenance of personal and social relationships.

Simple descriptions of physical and abstract qualities of people, everyday objects, places, and activities.

Narration of specific past events, description of present states and situations and expression of future events.

Requesting and asking of information, indications, opinions and points of view, advice, announcements, and warnings.

Expression of knowledge, certainty, doubt, and guess.

Expression of will, intention, decision, promise, order, authorization, and prohibition.

Expression of interest, approval, price, sympathy, satisfaction, hope, trust, surprise, and its opposites.

Establishing and maintaining communication and organisation of discourse.

Compensation strategies

Linguistic: search for words with similar meanings.

Paralinguistic and paratextual: asking for help, pointing to objects, use of deictics or actions to clarify meaning, use of culturally relevant body language (gestures, facial expressions, postures, eye or body contact, proxemics), extra-linguistic sounds and conventional prosodic qualities.

Sociocultural and sociolinguistic function

Social conventions, norms of politeness and customs, values, beliefs and attitudes and nonverbal language.

Linguistic-discursive structures

Common spoken vocabulary (reception): personal identification; housing, home, and environment; activities of daily life; family and friends; work and occupations; free time, leisure, and sports; travel and holidays; health and physical care; education and study; shopping and commercial activities; food and transport; language and communication; weather, climate, environment, and natural surroundings; and information and natural environment; and information and communication

Phonological patterns, sound patterns, accent patterns, rhythmic and intonation patterns.

3. Comprehension of written texts

Comprehension strategies

Mobilisation of prior information on type of task and topic.

Identification of the type of text, and the communicative intention of the text, in digital or paper format, adapting comprehension to the text.

Distinguishing types of comprehension (general meaning, essential information, main points), in different authentic texts on a variety of topics appropriate to their age and related to contents of other subjects of the of other subjects in the curriculum.

Inference and formulation of hypotheses based on the understanding of significant linguistic and paralinguistic elements (inference of meaning from context, by comparison of similar words or phrases in the languages they know, for example).

Reformulation of hypotheses based on the understanding of new elements.

Communicative function

Introduction and maintenance of personal and social relationships.

Simple descriptions of physical and abstract qualities of people, everyday objects, places, and activities.

Narration of specific past events, description of present states and situations and expression of future events.

Requesting and asking of information, indications, opinions and points of view, advice, announcements, and warnings.

Expression of knowledge, certainty, doubt, and guess.

Expression of will, intention, decision, promise, order, authorization, and prohibition.

Expression of interest, approval, price, sympathy, satisfaction, hope, trust, surprise, and its opposites.

Establishing and maintaining communication and organisation of discourse.

Linguistic-discursive structures

Common written vocabulary (reception); personal identification; housing, home and environment; activities of daily life: family and friends; work and occupations; free time and occupations; leisure and sports; travel and holidays; health and physical care; education and study; shopping and commercial activities; food and catering; transport; language and communication; weather, climate, environment and natural environment and natural surroundings; and information and communication technologies.

Graphic patterns and spelling conventions.

Sociocultural and sociolinguistic function

Social conventions, norms of politeness and customs, values, beliefs and attitudes and nonverbal language.

4. Production of written texts: expression and interaction

Production strategies

Mobilisation and coordination of one's own general and communicative competences in order to perform tasks effectively (review what one knows about the topic, what one can or want to say, etc.).

Locating and making appropriate use of linguistic or thematic resources (use of a dictionary or grammar, getting help, etc.).

Writing short written texts on paper and digital media.

Expression of the message with sufficient clarity following the models and formulas of each type of text.

Re-adjustment of the task (undertake a more modest version of the task) or the message (make concessions on what you would really like to express), after assessing the difficulties and resources available.

Building on prior knowledge and making the most of it (using 'prefabricated’ language, etc.).

Communicative functions

Introduction and maintenance of personal and social relationships.

Simple descriptions of physical and abstract qualities of people, everyday objects, places, and activities.

Narration of specific past events, description of present states and situations and expression of future events.

Requesting and asking of information, indications, opinions and points of view, advice, announcements, and warnings.

Expression of knowledge, certainty, doubt, and guess.

Expression of will, intention, decision, promise, order, authorization, and prohibition.

Expression of interest, approval, price, sympathy, satisfaction, hope, trust, surprise, and its opposites.

Establishing and maintaining communication and organisation of discourse.

Linguistic-discursive structures

Common written vocabulary (reception); personal identification; housing, home and environment; activities of daily life: family and friends; work and occupations; free time and occupations; leisure and sports; travel and holidays; health and physical care; education and study; shopping and commercial activities; food and catering; transport; language and communication; weather, climate, environment and natural environment and natural surroundings; and information and communication technologies.

Graphic patterns and spelling conventions.

Sociocultural and sociolinguistic function

Social conventions, norms of politeness and customs, values, beliefs and attitudes and nonverbal language.

Extracurricular activities

Complementary activities

First term

“Fiesta de Navidad”

Final task of Unit 2, sharing and publishing the magazine in the school’s newspaper.

Second term

“Women’s Day meeting”

Non-violence and Peace Day events.

Third term

“Environment Day”

The final task of Unit 9 ‘the creation of a placard about our future on Earth’ will be hanged in our class. Each class in our high school will do similar activities, in order to create an exposition about this topic.

Methodology

Universal Design for Learning (UDL)

Its main objective is to make education reachable for every student and allow them to have the same opportunities and to be fair evaluated among them.

Tiered assignments

Parallel tasks provided to small groups of students based on their similar levels to complete them.

Project-based language learning (PBL)

An approach which boosts students’ refinement and honing of their language skills, through the development projects in and outside the classroom

Task-based language learning (TBL)

An approach to promote constant learning and improvement by developing three phases, pre-task activities, task cycle and language focus.

Communicative language approach (CLT)

It focuses on the integration of skills, language fluency, real-world contexts, and student-centred learning (Robinson, 2011).

Evaluable tasks

Instruments of evaluation

Class diary

Rubrics

Bullseye

Exams

Self-assessment

Observation checklists

Peer-assessment

SKILL

PERCENTAGE

1º TERM

2º TERM

3º TERM

Comprehension of oral texts

15%

30%

55%

Production of oral texts

15%

30%

55%

Comprehension of written texts

15%

30%

55%

Production of written texts

15%

30%

55%

Knowledge and reflection on syntactic-discursive elements

15%

30%

55%

Learning strategies

15%

30%

55%

Intercultural awareness

15%

30%

55%

Attention to diversity measurements

Different classroom arrangements according to the activities (U-shape, circle or hexagonal tables, students arranged in small groups, students’ tutors, etc.).

Flexible groupings depending on the activities, time, interests, and resources.

Different types of materials, resources, and techniques (visual, auditive, sensorial, etc.).

Adaptation of evaluable tasks and activities, modifying and adjusting the objectives and criteria to our students’ level.

Adaptation of assessment instruments based on their level.

Working in pairs, groups or with “tutor students” to guide, favour and help those students with learning difficulties.

Boosting the use of ICTs (such as the digital whiteboard, tablets [if possible], computers and phones).

Methodology

Universal Design for Learning (UDL)

Its main objective is to make education reachable for every student and allow them to have the same opportunities and to be fair evaluated among them.

Tiered assignments

Parallel tasks provided to small groups of students based on their similar levels to complete them.

Project-based language learning (PBL)

An approach which boosts students’ refinement and honing of their language skills, through the development projects in and outside the classroom

Task-based language learning (TBL)

An approach to promote constant learning and improvement by developing three phases, pre-task activities, task cycle and language focus.

Communicative language approach (CLT)

It focuses on the integration of skills, language fluency, real-world contexts, and student-centred learning (Robinson, 2011).

PBL

FINAL TASK

Creation of a magazine.

TBL

FIRST TASK

Creation of an infographic and timeline of a fashion era.

SECOND TASK

Headline workshop for their magazine.

THIRD TASK

Writing a bibliography of someone famous.

FOURTH TASK

Descriptions of photos and their headlines.

FIFTH TASK

Creation of a verse in a song.

SIXTH TASK

Creation and design of a game.

FINAL TASK

Creation of a magazine.

Skills

Assessment criteria and standards

Grade

Comprehension of oral texts

Identify essential information, main points and some of the most relevant details in short and well-structured oral texts, orally transmitted or by technical means and articulated at slow speed, in an informal or neutral register, and that deal with daily issues in daily situations or on topics general or of the own field of interest in the personal, public, educational and occupational world, provided that the acoustic conditions do not distort the message and can be repeated what was said : 1

20%

Know and know how to apply the most suitable techniques for understanding the general meaning, essential information, points and ideas and main points and the most relevant details of the text: 4

Recognize oral lexicon of very common use related to everyday affairs and general topics or related to their own interests, studies and infer from context and context, with visual support, the meanings of some words and expressions: 6

Discriminate phonological patterns, sonorous patterns, accentual, rhythmic and intonation of most common usage, and recognize the meanings and more general communicative intentions related to them: 6

Production of oral texts

Produce short and understandable texts, both in face-to-face conversation, such as over the phone or other technical means, in a neutral or informal register, with a simple language, in which it is given, requests and exchanges information on topics of importance in daily life and affairs known or of personal or educational interest, and briefly justify the reasons for certain actions or plans, despite eventual interruptions or hesitations, obvious pauses, discursive reformulations, selection of expressions and structures and repetition requests by the interlocutor: 1

30%

Show control over a limited repertoire of commonly used syntactic structures and employ to communicate simple mechanisms sufficiently adjusted to the context and the communicative intention, (lexical repetition, ellipsis, personal, spatial, and temporal, juxtaposition and connectors and markers frequent conversations: 1

Know and use an oral lexical repertoire enough to communicate information, opinions and brief, simple and direct points of view in habitual and daily situations, susceptible to adaptation in less usual situations à 3

Pronounce and sing clearly and intelligibly, although sometimes the foreign accent is evident or sporadic pronunciation errors are made, provided they do not interrupt communication, and although it is necessary to ask the interlocutors repeat from time to time to help the understanding: 3

Manage short phrases, groups of words and formulas to communicate in brief exchanges in normal and everyday situations, sometimes interrupting the speech to look for expressions, articulate less frequent words and repair communication in situations less common: 3

Interact easily in exchanges clearly structured, using formulas or simple gestures to take or yield the turn of word, even if it relies heavily on the speaker's action: 3

Comprehension of written texts

Identify the essential information, the most important relevant points, and important details in short texts and well structured, written in an informal register or neutral, that deal with everyday matters, of topics of interest or relevant to the studies themselves, and containing simple structures and a lexicon of common use both in print and in digital support: 2

20%

Know and know how to apply the most suitable for understanding the general meaning, essential information, points and main ideas or relevant details of the text: 5

Recognize, and apply to the comprehension of the text, the constituents and the organization of syntax structures commonly used in communication written, (for example, exclamatory structure for express surprise): 6

Recognize written lexicon of common use related to everyday affairs and general topics or related to their own interests, studies and occupations, and infer from context and cotext, with or without visual support, the meanings of less frequently used words and more specific expressions: 6

Production of written texts

Write on paper or electronically, short texts, simple and clearly structured on daily topics or of personal interest, in a formal, neutral, or informal register, using adequately basic resources of cohesion, the basic spelling conventions and most common punctuation signs, with reasonable control of simple expressions and structures and frequent lexicon: 3

30%

Show control over a limited repertoire of commonly used syntactic structures and employ simple mechanisms adjusted enough to the context and communicative intention (lexical repetition, ellipsis, personal, spatial, and temporal deixis, juxtaposition, and connectors and frequent discourse markers): 4

Know and use a written lexical repertoire enough to communicate information, opinions and brief, simple and direct points of view in habitual and daily situations, although in less common situations and on less acquaintances have to adapt the message: 4