Trinity Centre Valencia ~ Calle Hospital 1 8-20, 46001 Valencia ~ Tel 627137138

LOMCE
Degree 87 / 2015
5th June
Valencia
Curriculum
CSE

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 Trinity Centre Valencia ~ Calle Hospital 1 8-20, 46001 Valencia ~ Tel 627137138
Contents and Evaluation Criteria of the Subject: First Foreign Language
First Stage/ Year: Compulsory Secondary Education (ESO, CSE).
BLOCK 1: Comprehension of Oral Texts - First Stage / Year: Compulsory Secondary Education.
Contents
Oral Comprehension Strategies
Mobilization of prior information about the type of task and topic; identification of
similar situations.
Identification of text type , media and conversation structure (formal or informal),
announcements, reports, news, songs, short stories, podcasts, videoconferences, etc.
Distinction between comprehension types and levels; general sense, essential
information, and main points.
Formulation of reasonable hypotheses about content and context.
Inference and hypothesis formulation about meanings; beginning from the
understanding of meaningful elements, explicit linguistic and para-linguistic ideas, and
voice modulation.
Reformulation of hypotheses; stemming from the comprehension of new elements, key
words noise from the immediate surroundings; etc.
Active listening techniques; to listen without interrupting, to show attention, interest and
empathy.
Socio-cultural and Socio-linguistic aspects.
Social formulae appropriate to daily social contact such as asking pardon, expressing
appreciation, or bidding farewell.
Behavioural patterns; facial expressions and gestures.
Interpersonal and intercultural relations; such as the norms of courtesy and the showing
of respect between people of different cultures and origins.
Register; the differentiation of the formal and informal.
Social conventions; behaviour in contexts of invitations, fiestas, etc.
Cultural and artistic manifestations; such as songs, literary texts, monuments,
personalities, etc.
Communicative functions.
Evaluation Criteria CC
BL.1.1. Identify, by applying oral comprehension CCLI
strategies, the essential information, the principal
ideas and the most relevant details in very brief and
structured oral texts, in different media, and
articulated at a slow speed; about topics close to one’s
interests in the personal, public, and educational
domains, together with the appropriate register, and
in acoustic conditions that do not distort the message.
BL.1.2. Detect in oral texts, with guidance and when
these appear in an explicit manner, the socio-cultural CCLI
and socio-linguistic aspects relative to daily life, to CSC
behaviour, and to the interpersonal relations, to the CEC
customs, celebrations, cultural and artistic
manifestations; taking into account, as an enriching
element, the diversity and the differences within the
classroom.
CCLI
BL.1.3. Distinguish, with guidance and with the help
CSC
of examples, the communicative functions of the
morphosyntactic level and associated structures, d
likewise, the textual organisation; and that of the
frequently-used lexicon, for the purpose of the very
brief and clearly-structured oral texts in different
media.
CCLI
BL.1.4. Infer, with guidance, the meaning of new
CAA
words and expressions, in very brief oral texts in
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 Trinity Centre Valencia ~ Calle Hospital 1 8-20, 46001 Valencia ~ Tel 627137138

Initiation and maintenance of personal and social relations; greetings, farewells, different media, with visual help of the context.
introducing oneself or another, asking for pardon, extending appreciation and
congratulations. BL.1.5. Discriminate sound, accentual, rhythmical, and CCLI
Establishment and maintenance of communication and discourse organisation; indicating intonation patterns so as to recognise the
what has been understood; or asking if it has been understood; spelling out words or communicative meanings and intentions of very brief
asking that they be spelt out; asking that somebody speak more slowly. and structured oral texts in different media.
Description of people, objects and places.
Narration of events and habitual situations in present and past times. Plans and Projects.
Request for, and offering of, information about personal data, places, timetables, dates,
prices and quantities. Requests for permission, or for help to do something.
Expression of knowledge, security, doubt, agreement, satisfaction; and their opposites.
Expression of willingness, order, and prohibition; and of invitations and instructions.
Expressions of physical sensations and emotional states. Expression of sentiments such
as pleasure and affection.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the perspective of
the Receiver).
Formation of frequently-used words.
Initiation into some basic collocations.
Customary vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, travel and holidays, health and physical care,
education and studies, purchases and commercial activities, food and recreation,
Transport
Language and communication.
Natural environment, climate and natural surroundings.
Information and communication Technology
Sound, accentual, rhythmical and intonation patterns and their relationship to
communicative intentions. (1.)
Morpho-syntactic and discursive structures. (2.)
BLOCK 2: Production of Oral Texts - Expression and Interaction
- First Stage / Year: Compulsory Secondary Education.

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 Trinity Centre Valencia ~ Calle Hospital 1 8-20, 46001 Valencia ~ Tel 627137138
Contents
Strategies of Oral Production and Interaction.
Planning
Clear message composition; highlighting its principal idea or ideas and its basic structure.
Fitting the monologue or dialogue to its receptor, context and medium; applying
appropriate register, and discourse structure in each case.
Planning of the self-managed and receptor-managed communication.
Execution.
Clear and coherent expression of the message; structuring it appropriately and adjusting
it, in turn, to the models and formulae of each type of text.
Self- confidence and assertiveness.
Revision of the task or of the message to simplify, improve and clarify the content, after
evaluating the difficulties and the resources available.
Co-evaluation of the oral production.
Structuring with prior knowledge of other languages.
Facilitation, compensation and correction of linguistic shortcomings by means of
linguistic para-linguistic or para-textual procedures.
Linguistics:
Modification of words of similar meanings.
Definition or re-formulation of a term or expression.
Para-linguistic and para-textual:
Asking for help.
Use of oral expression techniques (indicating objects), deictic (relative to something else)
usage, or carrying out actions (making signs or gestures ) to clarify meaning.
Use of culturally pertinent body language, gestures, facial expressions, postures, visual or
bodily contact, or other non-verbal communication.
Oral interaction: Simple formulae or gestures for taking, or yielding, one’s turn to talk.
Use of extra-linguistic sounds and conventional prosodic (patterns of stress and
intonation) qualities.
Socio-cultural and socio-linguistic aspects.
Typical social formulae for daily social contacts, such as; asking pardon, expressing
appreciation, and bidding farewell
Behavioural patterns; facial expressions and gestures.
Evaluation Criteria CC
BL.2.1.Produce or co-produce, with guidance, applying CCLI
oral expression strategies in monologue or dialogue CAA
formats in very brief , comprehensible and structured
texts, in different media; about topics related to one’s
interests in personal, public, educational fields in
formal, informal or neutral registers, even though at
times there may be pauses, hesitations or corrections.
BL.2.2. Incorporate into the oral production, with CCLI
guidance or with the help of models, the socio-cultural CSC
and socio-linguistic aspects relative to interpersonal CEC
relationships; social conventions and cultural and
artistic manifestations; taking into account, from an
inclusive perspective and as an enriching element, the
diversity and differences within the classroom.
BL.2.3. Produce or co-produce, in different media, with
CCLI
the help of models, very brief oral texts that are
CAA
coherent and appropriate to the communicative
purpose. Creative use should be made of knowledge
about functions, discursive patterns, text organisation,
morphosyntactic and lexical structures in common use.
BL.2.4. Use, in clearly-structured habitual CCLI
communication situations, and with guidance, the CAA
linguistic and para-linguistic resources appropriate to CSC
oral interaction, even though it may depend to a great
extent on the responsiveness of the interlocutor.
BL.2.5. Pronounce phrases clearly; employing sound, CCLI
accentual, rhythmical and intonation patterns at a
level that does not interrupt the communication; even
though, at times, errors may be committed.
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Interpersonal and intercultural relationships, such as, the norms of courteousy and
showing respect between people of different cultures and origins.
Register; to differentiate between formal and informal situations
Social conventions; behaviour in contexts of invitations, fiestas, etc.
Cultural and artistic manifestations, e.g. songs, literary texts, monuments, personalities,
etc.
Communicative functions.
Initiation and maintenance of personal and social relations; greetings, farewells,
introducing oneself or another, asking for pardon, extending appreciation and
congratulations.
Establishment and maintenance of communication and discourse organisation; indicating
what has been understood or asking if it has been understood; spelling out words, or
asking that they be spelt out; asking that somebody speak more slowly.
Description of people, objects and places.
Narration of events and habitual situations in present and past times. Plans and Projects.
Request for, and offering of, information about personal data, places, timetables, dates,
prices and quantities. Requests for permission, or for help to do something.
Expression of knowledge, security, doubt, agreement, satisfaction; and their opposites.
Expression of willingness, order, and prohibition; and of invitations and instructions.
Expressions of physical sensations and emotional states. Expression of sentiments such
as pleasure and affection.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the perspective of
the Receiver).
Formation of frequently-used words.
Initiation into some basic collocations.
Customary vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, travel and holidays, health and physical care,
education and studies, purchases and commercial activities, food and recreation,
Transport
Language and communication. (Meta-language = language or symbols used to discuss
another language)
Natural environment, climate and natural surroundings.

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 Trinity Centre Valencia ~ Calle Hospital 1 8-20, 46001 Valencia ~ Tel 627137138

Information and communication Technology

Sound, accentual, rhythmical and intonation patterns and their relationship to
communicative intentions. (1.)
Morpho-syntactic and discursive structures. (2.)

BLOCK 3: Comprehension of Written Texts

- First Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Comprehension Strategies BL.3.1.Identify, applying strategies of written language CCLI

Mobilization of prior information about the type of task and topic.
Identification of text type, its structure and format; announcements, reports, letters and
emails, songs, recipes, short stories.
Register identification; formal, informal, neutral.
Expressive reading aloud for improving the pronunciation, intonation and rhythm
necessary for the text comprehension.
Comprehension rendered automatic for f high-frequency words in different reading
contexts.
Distinction between comprehension types and levels; general sense, essential
information, and main points.
Formulation of reasonable hypotheses about content and context , and text structure.
Foresee the theme.
Inference and hypothesis formulation about meanings; beginning from the
understanding of meaningful linguistic and para-linguistic elements.
Reformulation of hypotheses; stemming from the comprehension of new elements.
Checking initial hypotheses, against text elements.
Monolingual and bilingual dictionary use in both printed and digital formats..
Socio-cultural and Socio-linguistic aspects.
Social formulae appropriate to daily social contact such as; asking pardon, expressing
appreciation, or bidding farewell.
Behavioural patterns; facial expressions and gestures.
Interpersonal and intercultural relations such as, the norms of courtesy and the showing
of respect between people of different cultures and origins.
comprehension, the essential information, the main CAA
ideas and the most relevant details, in very brief texts,
continuous or discontinuous, in different media, in a
Register formal, informal or neutral, about topics close
to one’s own interests in personal, public or
educational fields.
BL.3.2. Read aloud very brief and well-structured CCLI
literary or non-literary texts, articulating the words
correctly, rhythmically; with intonation and a
progressive automatisation, familiarization, that will
facilitate the understanding of the text.
CCLI
BL.3.3. Detect in written texts, with guidance and
CSC
when they appear in an explicit manner, the socio-
CEC
cultural and socio-linguistic aspects relative to daily
life, behaviour, interpersonal relations, and to
customs, celebrations, cultural and artistic
manifestations; giving thought, from an inclusive
perspective and as an enriching element, to the
classroom diversity and differences.
CCLI
BL.3.4. Distinguish, with guidance and with the help of
examples, the communicative functions of the

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 Trinity Centre Valencia ~ Calle Hospital 1 8-20, 46001 Valencia ~ Tel 627137138

Register; the differentiation of the formal and informal. morphosyntactic level and associated structures, and
Social conventions; behaviour in contexts of invitations, fiestas, etc. likewise, the textual organisation and that of the
Cultural and artistic manifestations such as songs, literary texts, monuments, frequently-used lexicon, the orthographic, typographic
personalities , etc. and punctuation conventions; for the purpose of
Communicative functions. understanding the very brief and clearly-structured
Initiation and maintenance of personal and social relations; greetings, farewells, written texts in different media.
introducing oneself or another, asking for pardon, extending appreciation and CCLI
congratulations. BL.3.5. Make inferences, with guidance, about the CAA
Establishment and maintenance of communication and discourse organisation; indicating meaning of new words and expressions in very brief
what has been understood, or asking if it has been understood; spelling out words, or written texts, in different media, with audiovisual and
asking that they be spelt out; asking that somebody speak more slowly. contextual help.
Description of people, objects and places.
Narration of events and habitual situations in present and past moments. Plans and
Projects.
Request for, and offering of, information about personal data, places, timetables, dates,
prices and quantities. Requests for permission, or for help to do something.
Expression of knowledge, security, doubt, agreement, satisfaction; and their opposites.
Expression of willingness, order, and prohibition, and of invitations and instructions.
Expressions of physical sensations and emotional states. Expression of sentiments such
as pleasure and affection.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the perspective of
the Receiver).
Formation of frequently-used words.
Initiation into some basic collocations.
Customary vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, free-time, leisure and sport, travel and holidays,
health and physical care, education and studies, purchases and commercial activities,
food and recreation,
Transport
Language and communication. Metalanguage. (= language or symbols used to discuss
another language).
Natural environment, climate and natural surroundings.

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 Trinity Centre Valencia ~ Calle Hospital 1 8-20, 46001 Valencia ~ Tel 627137138

Information and Communication Technology

Classroom language; literary language.
Graphic patterns, and orthographic conventions; and their relationship to communicative
intentions.
Basic orthographic rules, punctuation, typographical conventions, abbreviations, symbols
in common use, orthographic conventions more usual in the composition of texts for the
electronic media
Netiquette.( Internet étiquette)
Morphosyntactic and discursive structures. (2.)

BLOCK 4: Production of Written Texts

- Expression and Interaction - First Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Strategies for Written Production and interaction.
Planning
Activate and coordinate the appropriate general and communicative competences, with
the purpose of efficiently fulfilling the task. Use graphic organisers to generate ideas.
Locate and use adequately linguistic and thematic resources. Information searches in
pre-selected sources.
Execution
Clear message expression; adjusting oneself to the models and formulae of each type of
text: questionnaires, informative, descriptive and narrative texts; personal
correspondence; basic formal correspondence.
Structuring with previous lexicon knowledge and familiar expressions. Use of simple
sentences and text organisation with sufficient internal cohesion and coherence to
transmit the desired meaning.
Revision
Adjust the task so as to improve the content and the clarity of the written expression;
simplify the initial message; after evaluating the difficulties and the resources available.
Socio-cultural and socio-linguistic aspects
Social formulae appropriate to daily social contact such as; asking pardon, expressing
appreciation, or bidding farewell.
BL.4.1.Produce or co-produce, with help of models, CCLI
very brief coherent and structured texts, continuous CAA
or discontinuous, in different media, using formal,
informal or neutral Registers, about topics related to
one’s interests in personal, public, educational fields,
creatively applying planning, execution and revision
strategies.
BL.4.2. Incorporate into the written production, with CCLI
guidance or with the help of models, the socio-cultural CSC
and socio-linguistic aspects relative to the CEC
interpersonal relationships, social conventions and
cultural and artistic manifestations, taking into
account, from an inclusive perspective and as an
enriching element, the diversity and differences within
the classroom. CCLI
BL.4.3. Produce or co-produce, with the help of
models, very brief oral texts that are coherent and
appropriate to the communicative purpose, in

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 Trinity Centre Valencia ~ Calle Hospital 1 8-20, 46001 Valencia ~ Tel 627137138

Behavioural patterns. different media. Creative use should be made of

Interpersonal and intercultural relations such as; the norms of courtesy and the showing knowledge about functions, discursive patterns, text
of respect between people of different cultures and origins. organisation, morphosyntactic structures,
Register; the differentiation of the formal and informal. orthographical, typographical and punctuation
Social conventions; behaviour in contexts of invitations, fiestas, etc. conventions as well as the lexicon in frequent use in
Cultural and artistic manifestations such as songs; literary texts, monuments, daily communicative situations. CCLI
personalities, etc. CSC
Communicative functions. BL.2.4. Produce, with guidance, personal, formal and
Initiation and maintenance of personal and social relations; greetings, farewells, informal correspondence in different media about
introducing oneself or another, asking for pardon, extending appreciation and topics related to the activities and situations of
congratulations. everyday life and current themes in personal, public,
Establishment and maintenance of communication and discourse organisation; indicating social and academic fields; respecting conventions,
what has been understood, or asking if it has been understood; spelling out words, or courtesy norms and internet etiquette (Netiquette).
asking the they be spelt out; asking that somebody speak more slowly.
Description of people, objects and places.
Narration of events and habitual situations in present and past moments. Plans and
Projects.
Request for, and offering of, information about personal data, places, timetables, dates,
prices and quantities. Requests for permission, or for help to do something.
Expression of knowledge, security, doubt, agreement, satisfaction; and their opposites.
Expression of willingness, order or prohibition, and of invitations and instructions.
Expressions of physical sensations and emotional states. Expression of sentiments such
as pleasure and affection.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (Producer perspective)
Formation of frequently-used words.
Initiation into some basic collocations.
Customary vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, free-time, leisure and sport, travel and holidays,
health and physical care, education and studies, purchases and commercial activities,
food and recreation,
Transport
Language and communication. Metalanguage. (= language or symbols used to discuss

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 Trinity Centre Valencia ~ Calle Hospital 1 8-20, 46001 Valencia ~ Tel 627137138

another language).
Natural environment, climate and natural surroundings.
Information and Communication Technology
Classroom language; literary language.
Graphic patterns and orthographic conventions and their relationship to communicative
intentions.
Basic orthographic rules; punctuation, typographical conventions; abbreviations, symbols
in common use; orthographic conventions more usual in the composition of texts for the
electronic media
Netiquette.(Internet étiquette)
Morphosyntactic and discursive structures. (2.)

BLOCK 5: Cross-Disciplinary Elements of this Subject

- First Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Search, selection and organisation of information in digital media BL.5.1. To look for, and select, information, text CD
Digital search and visualisation tools for searching in blogs, forums, sound banks, documents images, sound tracks and videos, beginning
specialised web pages, virtual dictionaries and encyclopedia, specialised data bases with a strategy of filtration and contrast in digital
Filtration strategies in information search media such as a sound bank, specialised web pages,
Storage of digital information in IT devices and Web services. virtual dictionaries and encyclopedia or specialised
Evaluation of the positive aspects of the TIC for the search and contrasting of data bases; registering it on paper in a careful manner,
information. or storing it digitally in IT devices or internet services.
Organisation of the information, following different criteria.
Communication
Use of the most common TIC and audiovisual tools for collating and communicating with
BL.5.2. To collaborate and communicate so as to CD
the rest of the group; with the purpose of planning the work, supplying one’s own
construct a product or collective task; filtering and CSC
constructive ideas and understanding the ideas of others, etc. Sharing information and
sharing information and digital contents and using TIC
resources amd constructing a product or goal.
communication tools of the social web services and
Electronic mail. Cooperative modules in personal learning environments, such as, blogs,
related virtual learning tools. Apply good conduct
wikis, forums.
norms in communication and prevent, denounce and
Communication habits and conduct and in the protection of one’s own individuality and

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that of others, from malpractice such as cyber-harassment.
Analysis of the destination and recipient; and adaptation of the communication to serve
those adequately.
Habits and conduct for filtering the source of more complete information, and sharing it
with the group.
Creation of digital Contents.
Realisation, simple formatting and printing of text documents.
Design of multi-media presentations.
Sizing, rotation and trimming of images.
Author’s rights and publication licenses.
Personal skills of self-regulation.
Initiative and innovation.
Self-knowledge. Evaluation of strengths and weaknesses.
Emotional self-control, control of anxiety and uncertainty, and capability for self-
motivation. Resilience; overcoming obstacles and failures.
Perseverance, flexibility.
Alternative thought.
Critical sense.
Planning and evaluation of projects.
Means-and-ends thinking.
Planning, organisation and management strategies
Selection of technical information and material resources.
Supervision strategies and problem resolution
Evaluation of processes and results.
Evaluation of an error as an opportunity
Communication skills.
Taking of vocational decisions
Work, professional and study environments linked to knowledge of their ambiences.
Knowledge of one’s own strengths and weaknesses.
Team work
Responsibility and efficiency in the completion of tasks.
Assumption of different roles in work teams.
“Big picture” thinking
Solidarity, tolerance, respect and kindness
take precautions against, malpractices such as cyber-
harassment.
BL.5.3. To create and edit digital documents such as CD
text documents and/or multi-media presentations with
aesthetic emphasis, using desktop IT applications to
include them in one’s own projects and exercises;
knowing how to apply the different types of licences.
BL.5.4. To carry out, in an efficient manner, exercises
SIEE
or projects, to take the initiative for undertaking and
proposing actions; being aware of one’s own strengths
and weaknesses, showing curiosity and interest during
**
its development and acting with flexibility in the search
for alternative solutions.
BL.5.5. To plan individual or group tasks or projects,
foreseeing the resources and time necessary to fit in SIEE
with the proposed objectives. To adapt them to CAA
unforeseen changes and transforming difficulties into
possibilities, to evaluate, with guidance, the process
and final product and to communicate in a personal
manner, the results achieved.
BL.5.6. Recognise the studies and professions linked to SIEE
the knowledge of the educational level and identify
the knowledge, skills and competences which they
require to relate to them with one’s strengths and
preferences.
SIEE
** BL.5.7. Participate in work teams to achieve common
CSC
goals; assuming diverse roles with efficiency and
CAA
responsibility, to support classmates; showing
empathy and recognising their contributions and using
egalitarian dialogue to resolve conflicts and
CCLI
discrepancies.
CAA

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Active listening techniques BL.5.8. Recognise the conceptual terminology of the

Egalitarian dialogue assignment, and of the educational level, and use it
Knowledge of the structures and techniques of cooperative learning correctly in oral and written activities in personal ,
Use of specific vocabulary of an assignment academic, social and professional fields.
Idea of the use of language as a tool for learning and reflecting on one’s own manner of
learning.
Language and communication. Meta-language.
Classroom language
Glossary of conceptual terminology of an educational level.

(1) Sound, Accentual, Rhythmical, and Intonation Patterns and their relationship to Communicative Intentions
Course 1 Compulsory Secondary Education - ENGLISH
Identification and articulation of basis vowel sounds
Discrimination between long vowels and short ones of a different vowel quality (e.g. /I/ of fill and /i:/ of feel
Identification and articulation basic consonantal sounds (e.g. /s/ and /z/ in the –s ending of plurals and that of the present simple;
Comparison with the sounds of other known languages

Recognition and articulation of basic rhythm, intonation and accentuation patterns of words and phrases for the communicative functions of this academic
level.

Overly-segmented phenomena in the spoken language ; connected speech, links, assimilation and basic elisions.
(2) Morphosyntactic and Discourse Structures
Course 1 Compulsory Secondary Education - ENGLISH
Expression of the entity of nouns (countable, uncountable and composite), personal pronouns, definite and indefinite articles, demonstrative adjectives,
apostrophized (pronoun and adjectival) possessives

Expression of quality: existence : (e.g. there is / are, there was / were)

Expression of quality: (e.g. too, really, a little).

Expression of quantity: regular and irregular plurals, cardinal and ordinal numbers, adverbs of quantity (e.g. a lot , (a) few)

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Expressions of mode or manner, Adverbs and expressions of mode (e.g. easily, hard, by post).

Affirmation: affirmative sentences

Negation: negative sentences with not, never, no + noun (e.g. no problem, nobody, nothing)

Interrogation: questions (Wh- questions, Auxiliary questions; tags.)

Exclamation expressions (e.g. That’s fun!, Great!)

Expressions of time : in present tense (present simple and continuous), past (past simple), future (going to, will, present continuous + Adverb)

Expression of aspect: exact (simple tenses); lasting (present and past continuous); habitual (simple tenses + Adverb e.g. usually(; inchoative/rudimentary
(start-ing), terminating (stop-ing).

Modal (form, type, category) expressions . “factuality”/(declarative sentences); capacity (can), possibility/probability (perhaps); necessity (need, have(got)
to); obligation (have (got) to, imperative); prohibition (don’t, can’t); permission (can, could); intention (going to, present continuous)

Expression of relations; time precise (e.g. five to ten); divisions (e.g. centuries, seasons); time indications (e.g. ago, early, late); duration (e.g. from …to …,
during, until); prior (e.g. before, already); subsequent (e.g. after (that), later); sequencing (e.g. first, then last); simultaneity (e.g. while); frequency (e.g.
often, usually).

Expression of spatial relations, prepositions and adverbs of place, position, distance, movement, direction, origin, destination.

Expression of logical relationships; conjunction (e.g. and, too ,also); disjunction (e.g. or); opposition (e.g. but); cause (e.g. because); finality (e.g. to-infinitive
for): comparison (e.g. as / not so, Adj. as ); result (e.g. so).

BLOCK 1: Comprehension of Oral Texts

- Second Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Oral Comprehension Strategies BL.1.1. Identify, by applying oral comprehension CCLI

Mobilization of prior information about the type of task and topic. Identify the purpose strategies, the essential information, the principal CAA
and the context of the text. ideas and the most relevant details, in very brief and
Identification of text type, media and its structure and format; formal and informal; structured oral texts in different media, and articulated
conversations, interviews, telephone calls, announcements, biographies, reports, news, at a slow speed; about topics close to one’s interests in

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letters and emails, songs, fables, poems, stories, videoconferences, etc. the personal, public, and educational domains,
Distinction between comprehension types and levels; general sense, essential together with the appropriate register, and in acoustic
information, and main points. conditions that do not distort the message.
Formulation of reasonable hypotheses about content, context and communicative
BL.1.2. Detect in oral texts, with guidance and when CCLI
intention..
these appear in an explicit manner, the socio-cultural CSC
Inference and hypothesis formulation about meanings; beginning from the
and socio-linguistic aspects relative to daily life, CEC
understanding of meaningful elements; linguistic; explicit and implicit ideas in the text
and para-linguistic elements; modulation and tone of voice. behaviour, and interpersonal relations, customs,
Reformulation of hypotheses, stemming from the comprehension of new elements, key celebrations of cultural and artistic manifestations;
words and expressions, tone of voice, etc. taking into account, as an enriching element, the
Active listening techniques, listening without interrupting, showing attention and classroom diversity and differences.
interest, showing empathy, emitting encouragement. CCLI
BL.1.3. Distinguish, with guidance and the help of CSC
Socio-cultural and Socio-linguistic aspects.
examples, the communicative functions of the
Social formulae appropriate to daily social contact such as; asking permission, or
morphosyntactic level and associated structures, and
expressing interest in a person.
likewise, the textual organisation and that of the
Behavioural patterns; tone of voice, shaking hands, kissing as a form of greeting, etc..
frequently-used lexicon, for the purpose of
Interpersonal and intercultural relations such as attitudes of tolerance and respect. .
understanding the brief and clearly-structured oral
Register; and its relationship to the communicative situation
texts en different media.
. CCLI
Social conventions; such as dress and traditions CAA
BL.1.4. Infer, with guidance, the meaning of new
Cultural and artistic manifestations such as music, sport, literature and fiestas.
words and expressions in oral texts in different media,
Communicative functions.
with visual help of the context.
Initiation and maintenance of personal and social relations; responding to greetings or
CCLI
expressions of appreciation, interesting oneself in people and reacting to information BL.1.5. Discriminate sound, accentual, rhythmical, and
with expressions of interest, surprise, happiness or sorrow. intonation patterns so as to recognise the
Establishment and maintenance of communication and discourse organisation; to repeat communicative meanings and intentions of very brief
or request repetition or clarification, to ask about a word or an expression that is not oral texts, in different media.
known or has been forgotten. Turn-taking in conversation.
Description of the physical qualities of people, objects and places.
Narration of past events and descriptions of current states or situations and expression
of future events.
Request for, and offering of, information about persons, objects and activities and about
directions to places.
Expression and justification of opinions. Evaluation of a deed as easy, or possible and/or
the contrary.

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Expression of need, obligation, possibility and impossibility.

Expression of sentiments such as; surprise, happiness, sorrow and fear. Expression of
states of health.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the aesthetic and poetic functions of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the perspective of
the Receiver).
Formation of frequently-used words.
Amplification and revision of basic collocations.
Cognate and false cognates. Lexical friends and “false friends”.
More commonly-heard and basic idiomatic expressions
Customary vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, free-time, leisure and sport, travel and holidays,
health and physical care, education and studies, purchases and commercial activities,
food and recreation,
Transport
Language and communication. Meta-language. (= language or symbols used to discuss
another language).
Natural environment, climate and natural surroundings.
Information and Communication Technology
Classroom language; literary language.
Sound, accentual, rhythmical and intonation and their relationship with communicative
intentions. (1)
Morpho-syntactic and discursive structures. (2.)

BLOCK 2: Production of Oral Texts – Their Expression and Interaction

Second Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Strategies of Oral Production and Interaction. BL.2.1.Produce or co-produce, applying oral expression CCLI
Planning strategies, in monologue or dialogue formats, very
Clear message composition; highlighting its principal idea or ideas and its basic structure. brief , comprehensible and structured texts, in CAA

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Fitting the monologue or dialogue to its receptor, context and medium; applying
appropriate Register, and discourse structure in each case.
Planning of the self-managed and receptor-managed communication.
Execution.
Clear and coherent expression of the message; structuring it appropriately and adjusting
it, in turn, to the models and formulae of each type of text.
Self- confidence and assertiveness.
Revision of the task, or of the message, to simplify, improve and clarify the content after
evaluating the difficulties and the resources available.
Co-evaluation of the oral production.
Structuring with prior knowledge of other languages.
Facilitation, compensation and correction of linguistic shortcomings by means of
linguistic para-linguistic or para-textual procedures.
Linguistics:
Modification of words of similar meanings.
Definition or re-formulation of a term or expression.
Para-linguistic and para-textual:
Asking for help.
Use of oral expression techniques (indicating objects), deictic (relative to something else)
usage, or carrying out actions (making signs or gestures ) to clarify meaning.
Use of culturally-pertinent body language; gestures, facial expressions, postures, visual or
bodily contact, or other non-verbal communication.
Oral interaction: Simple formulae or gestures for taking or yielding one’s turn to talk.
Use of extra-linguistic sounds and conventional prosodic (patterns of stress and
intonation) qualities.
Socio-cultural and socio-linguistic aspects.
Typical social formulae for daily social contacts such as; asking permission or expressing
in persons.
Behavioural patterns; tone of voice, shaking hands, kiss as salutation etc.
Interpersonal and intercultural relationships such as; attitudes of tolerance and respect.
Register; related to communicative situation.
Social conventions; dress and traditions.
Cultural and artistic manifestations, e.g. music, sport, literature, fiestas, etc.
Communicative functions.
different media; about topics related to one’s interests
in personal, public, educational fields in formal,
informal or neutral Registers, even though at times
there may be pauses, hesitations or corrections.
BL.2.2. Incorporate into the oral production, with the CCLI
help of models, the socio-cultural and socio-linguistic CSC
aspects relative to daily social contacts, to behaviour, CEC
to interpersonal relationships, to social customs,
celebrations and their cultural and artistic
manifestations; taking into account, from an inclusive
perspective and as an enriching element, diversity and
differences within the classroom.
BL.2.3. Produce or co-produce, with the help of CCLI
models, very brief oral texts in different media, that CAA
are coherent and appropriate to the communicative
purpose. Creative and aesthetic use should be made of
knowledge about functions, discursive patterns, text
organisation, morpho-syntactic and lexical structures
in common use.
BL.2.4. Use, in clearly-structured habitual CCLI
communication situations, and with the help of CAA
models, the linguistic and para-linguistic resources CSC
appropriate to oral interaction, even though it may
depend to a great extent on the responsiveness of the
interlocutor.
CCLI
BL.2.5. Pronounce phrases clearly, employing sound,
accentual, rhythmical and intonation patterns at a
level that does not interrupt the communication; even
though, at times, errors may be committed.
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Initiation and maintenance of personal and social relations; responding to greetings or

expressions of appreciation. Interesting oneself in people and reacting in the face of
information with expressions of interest, surprise, happiness or sorrow.
Establishment and maintenance of communication and discourse organisation;
repetitions and clarifications; asking about a word or an expression which is unknown or
has been forgotten. To ask for taking turn to talk.
Description of the physical properties of people, objects and places.
Narration of past events, description of present states and situations and expression
about future happenings.
Request for, and offering of, information about persons, objects, and activities and about
directions to places.
Expression and justification of opinions.- Evaluation of a deed as being easy or possible;
and the contrary opinions.
Expression of a need, an obligation, a possibility and an impossibility.
Expressions of sentiments such as surprise, happiness, sorrow or fear.
The idea of language as a tool for learning and reflecting on one’s own learning.
The aesthetic and poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the Production
perspective).
Formation of frequently-used words.
Amplification and revision of some basic collocations.
Cognates and false cognates (Known as “false friend’s; appearance similar; meaning
different)
Most common basic idiomatic expressions.
Customary vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, travel and holidays, health and physical care,
education and studies, purchases and commercial activities, food and recreation,
Transport
Language and communication. (Meta-language = language or symbols used to discuss
another language)
Natural environment, climate and natural surroundings.
Information and communication Technology
Sound, accentual, rhythmical and intonation patterns and their relationship to
communicative intentions. (1.)

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Morpho-syntactic and discursive structures. (2.)
BLOCK 3: Comprehension of Written Texts
Second Stage: Compulsory Secondary Education.
Contents
Comprehension Strategies
Mobilization of prior information about the type of task and topic. Identify the purpose
and the context of the text.
Identification of text type, its structure and format; reports, letters and emails,
instructions, fables, poems, and adapted stories
Identification of the Register; formal, informal or neutral.
An expressive reading aloud to improve pronunciation, intonation, and rhythm necessary
for the comprehension of the text.
Comprehension of high frequency words, more common words and those of personal
interest become automatic in distinct reading contexts.
Distinction between comprehension types and levels; general sense, essential
information, main points and relevant details. A résumé of important ideas and the
citing of details of interest.
Formulation of an hypotheses about content, context and structure of the text’s
communicative intention.
Inference and hypothesis formulation about meanings; beginning from the
understanding of meaningful elements; linguistic and para-linguistic elements.
Infer from the content and context, the meanings of lesser-used words and expressions
or those that are more specific. To arrive at a reasonable hypothesis, use explicit and
implicit information and the ideas of the text.
Reformulation of hypotheses, stemming from the comprehension of new elements.
Enumeration of the text elements so as to create the hypothesis.
Use of bilingual and monolingual dictionaries in printed and digital formats.
Socio-cultural and Socio-linguistic aspects.
Social formulae appropriate to daily social contacts such as; asking permission, or
expressing interest in a person.
Behavioural patterns;
Evaluation Criteria CC
BL.3.1. Identify, by applying written comprehension CCLI
strategies, the essential information, the principal CAA
ideas and the most relevant details in very brief and
structured oral texts, continuous or discontinuous, in
different media, in formal, informal or neutral
Registers about topics close to one’s interests in the
personal, public, and educational domains.
BL.3.2. Read aloud brief and well-structured literary CCLI
and non-literary texts, correctly articulating the words
with rhythm, intonation and a progressive
familiarization, which may facilitate the
comprehension of the text.
BL.3.3. Detect in written texts, when these appear in
an explicit manner, the socio-cultural and socio-
CCLI
linguistic aspects relative to daily life, to behaviour, to
CSC
interpersonal relations, to customs and celebrations,
CEC
and to cultural and artistic manifestations; taking into
account, from an inclusive perspective and as an
enriching element, the classroom diversity and
differences.
BL.3.4. Distinguish, with the help of examples, the CCLI
communicative functions of the morphosyntactic level
and associated structures, and likewise, the textual
organisation and that of the frequently-used lexicon,
the orthographic, typographic and punctuation
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Interpersonal and intercultural relations such as; attitudes of tolerance and respect. . conventions for the purpose of understanding brief
Register; and its relationship to the communicative situation and clearly-structured oral texts en different media.
Social conventions; such as; dress and traditions
Cultural and artistic manifestations such as; music, sport, literature and fiestas.
Communicative functions. BL.3.5 Infer, with guidance, the meaning of new words CCLI
Initiation and maintenance of personal and social relations; responding to greetings or and expressions in very brief oral texts in different CAA
expressions of appreciation, interesting oneself in people and reacting to information media, with visual help of the context.
with expressions of interest, surprise, happiness or sorrow.
Establishment and maintenance of communication and discourse organisation; to repeat
or request repetition or clarification; to ask about a word or an expression that is not
known or has been forgotten. Turn-taking in conversation.
Description of the physical qualities of people, objects and places.
Narration of past events and descriptions of current states or situations and expression
of future events.
Request for, and offering of, information about persons, objects and activities, and/or
about directions to places.
Expression and justification of opinions. Evaluation of a deed as easy, or possible , and/
or the contrary.
Expression of need, obligation, possibility and impossibility.
Expression of sentiments such as surprise, happiness, sorrow and fear. Expression of
states of health.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the aesthetic and poetic functions of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the perspective of
the Receiver).
Formation of frequently-used words.
Amplification and revision of basic collocations.
Cognate and false cognates. Lexical friends and “false friends”.
More commonly-heard and basic idiomatic expressions
Amplification of one’s normal vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, free-time, leisure and sport, travel and holidays,
health and physical care, education and studies, purchases and commercial activities,
food and recreation,
Transport

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Language and communication. Meta-language. (= language or symbols used to discuss

another language).
Natural environment, climate and natural surroundings.
Information and Communication Technology
Classroom language; literary language.
Graphic patterns and orthographic conventions and their relationship with
communicative intentions.
Basic orthographic rules, punctuation and typographic conventions, abbreviations,
symbols in common use, and orthographic conventions more common in the
composition of texts in the electronic media. Netiquets (Internet etiquettes) Morpho-
syntactic and discourse structures (2)

BLOCK 4: Production of Written Texts - Expression and Interaction

Second Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Strategies of Written Production and Interaction.
Planning
Mobilise and coordinate the appropriate general and communicative competences with
the purpose of efficiently completing the exercise. The generation of ideas about the
theme; using distinct strategies and resources.
Locate, and use appropriately, linguistic and thematic resources. Selection of basic
information from different sources so as to support the ideas of the written production
Execution
Clear and coherent expression of the message; structuring it appropriately and adjusting
it, in turn, to the models and formulae of each type of text; questionnaires; informative,
descriptive and narrative texts, personal correspondence , basic formal correspondence .
Structure on the basis of previous knowledge of texts and similar structuring.
Use of simple and composite sentences and organisation of the text cohesively and
coherently.
Revision
Revision of the task or of the message after evaluating the difficulties and the resources
BL.4.1.Produce or co-produce, with the help of CCLI
models, coherent and structured brief texts,
continuous or discontinuous, in different media, about CAA
topics related to one’s interests in personal, public,
educational fields, in formal, informal or neutral
Registers; applying planning, execution and revision
strategies creatively, and with an aesthetic sense.
BL.4.2. Incorporate into the written production, with
guidance, the socio-cultural and socio-linguistic CCLI
aspects relative to daily life, to behaviour, to
interpersonal relationships, to social conventions and CSC
to cultural and artistic manifestations, respecting the
CEC
norms of courtesy in different contexts, taking into
account, from an inclusive perspective and as an
enriching element, the classroom diversity and
differences

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available. Revision of the orthography and the meaning of the chosen lexicon. BL.4.3. Produce or co-produce, with the help of CCLI
Socio-cultural and socio-linguistic aspects. models, very brief written texts in different media,
Typical social formulae for daily social contacts; such as asking permission or expressing that are coherent and appropriate to the
interest in persons. communicative purpose; using, in an aesthetic and
Behavioural patterns.. creative way, knowledge about functions, discourse
Interpersonal and intercultural relationships such as; attitudes of tolerance and respect. patterns, textual organisation, morphosyntactic
Register; related to communicative situation. structures, orthographic, typographic and punctuation
Social conventions; dress and traditions. conventions, and likewise a lexicon of frequent usage
Cultural and artistic manifestations, e.g. music, sport, literature, fiestas, etc. in daily communicative situations.
Communicative functions. CCLLI
Initiation and maintenance of personal and social relations; responding to greetings or BL.4.4. Produce correspondence, both formal and
informal, with the help of models and in different CSC
expressions of appreciation. Interesting oneself in people and reacting in the face of
information with expressions of interest, surprise, happiness or sorrow. media, about topics related to the activities and
Establishment and maintenance of communication and discourse organisation; situations of everyday life and current themes in one’s
repetitions and clarifications; asking about a word or an expression which is unknown or personal, public, social or academic ambience;
has been forgotten. To ask for taking turn to talk. respecting conventions, courtesy norms and
Description of the physical properties of people, objects and places. etiquette.
Narration of past events, description of present states and situations, and expression
about future happenings.
Request for, and offering of, information about persons, objects, and activities and about
directions to places.
Expression and justification of opinions.- Evaluation of a deed as being easy or possible;
and the contrary opinions.
Expression of a need, an obligation, a possibility and an impossibility.
Expressions of sentiments such as surprise, happiness, sorrow or fear. Expression about
state of health.
The idea of language as a tool for learning and reflecting on one’s own learning.
The aesthetic and poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the Production
perspective).
Formation of frequently-used words.
Amplification and revision of some basic collocations.
Cognates and false cognates (Known as “false friends”; appearance similar; meaning
different)
Most common basic idiomatic expressions.

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Customary vocabulary for the following topics:

Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, free time, leisure and sport, travel and holidays,
health and physical care, education and studies, purchases and commercial activities,
food and recreation,
Transport
Language and communication. (Meta-language = language or symbols used to discuss
another language)
Natural environment; climate and natural surroundings.
Information and communication Technology
Classroom language. Literary language.
Sound, accentual, rhythmical and intonation patterns and their relationship to
communicative intentions. (1.)
Basic orthographic rules, punctuation and typographic conventions, abbreviations,
symbols in common use, and orthographic conventions more common in the
composition of texts in the electronic media. Netiquets (Internet etiquettes)
Morpho-syntactic and discursive structures. (2.)

BLOCK 5: Production of Written Texts - Expression and Interaction

Second Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Search, selection and organisation of information in digital media
Digital search and visualisation tools for searching in blogs, forums, sound banks,
specialised web pages, virtual dictionaries and encyclopedia, specialised data bases
Filtration strategies in information search
Storage of digital information in IT devices and Web services.
Evaluation of the positive aspects of the TIC for the search and contrasting of
information.
Organisation of the information, following different criteria.
Communication
Use of the most common TIC and audiovisual tools for collating and communicating with
the rest of the group; with the purpose of planning the work, supplying one’s own
BL.5.1. To look for, and select, information, text CD
documents, images, sound tracks and videos;
beginning with a strategy of filtration and contrast in
digital media such as a sound bank, specialised web
pages, virtual dictionaries and encyclopedia or
specialised data bases; registering it on paper in a
careful manner, or storing it digitally in IT devices or
internet services.
CD
BL.5.2. To collaborate and communicate so as to CSC
construct a product or collective task; filtering and
sharing information and digital contents and using TIC

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constructive ideas and understanding the ideas of others, etc. Sharing information and communication tools of the social web services and
resources amd constructing a product or goal. related virtual learning tools. Apply good conduct
Electronic mail. Cooperative modules in personal learning environments, such as, blogs, norms in communication and prevent, denounce and
wikis, forums. protect others against, malpractices such as cyber-
Communication habits and conduct and the protection of one’s own individuality and harassment.
that of others from malpractice; such as cyber-harassment. CD
Analysis of the destination and recipient; and adaptation of the communication to serve BL.5.3. To create and edit digital documents such as
those appropriately. text documents and/or multi-media presentations with
Habits and conduct for filtering the source of more complete information and sharing it aesthetic emphasis, using desktop IT applications to
with the group. include them in one’s own projects and exercises;
Creation of digital Contents. knowing how to apply the different types of licences.
Realisation, simple formatting and printing of text documents.
BL.5.4. To carry out in an efficient manner exercises or SIEE
Design of multi-media presentations.
projects, taking the initiative for undertaking and
Sizing, rotation and trimming of images.
proposing actions, being aware of one’s own strengths
Author’s rights and publication licenses.
and weaknesses, showing curiosity and interest during
Personal skills of self-regulation.
its development and acting with flexibility in the search
Initiative and innovation.
for alternative solutions.
Self-knowledge. Evaluation of strengths and weaknesses. **
Emotional self-control; control of anxiety and uncertainty, and capability for self- BL.5.5. To plan individual or group tasks or projects, SIEE
motivation. Resilience; overcoming obstacles and failures. foreseeing the resources and time necessary to fit in CAA
Perseverance, flexibility. with the proposed objectives, to adapt it to
Alternative thought. unforeseen changes and transforming difficulties into
Critical sense. possibilities, to evaluate, with guidance, the process
Planning and evaluation of projects. and final product, and to communicate in a personal
Means-and-ends thinking. manner, the results achieved.
Planning, organisation and management strategies SIEE
Selection of technical information and material resources. BL.5.6. Recognise the studies and professions linked to
Supervision strategies and problem resolution the knowledge of the educational level and identify
Evaluation of processes and results. the knowledge, skills and competences which they
Evaluation of an error as an opportunity require to relate to them with one’s strengths and
Communication skills. preferences. SIEE
Taking of vocational decisions CSC
Work, professional and study environments linked to knowledge of their ambiences. BL.5.7. Participate in work teams to achieve common
CAA
Knowledge of one’s own strengths and weaknesses. ** goals; assuming diverse roles with efficiency and
Team work responsibility, to support classmates; showing
empathy, recognising their contributions and using

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Responsibility and efficiency in the completion of tasks. egalitarian dialogue to resolve conflicts and CCLI
Assumption of different roles in work teams. discrepancies. CAA
“Big picture” thinking (overall, comprehensive)
Solidarity, tolerance, respect and kindness BL.5.8. Recognise the conceptual terminology of the
Active listening techniques assignment and of the educational level, and use it
Egalitarian dialogue correctly in oral and written activities in personal ,
Knowledge of the structures and technique of cooperative learning academic, social and professional fields.
Use of specific vocabulary of an assignment
Idea of the use of language as a tool for learning and reflecting on one’s own manner of
learning.
Language and communication. Meta-language.
Classroom language
Glossary of conceptual terminology of an educational level.
(1) Sound, Accentual, Rhythmical, and Intonation Patterns and their relationship to Communicative Intentions
Course 2 Compulsory Secondary Education - ENGLISH
Identification and articulation of a much wider repertoire of vowel sounds. (e.g. / / of cut and / / of cat); schwa vowel sound in atonal position/ /);
Identification and articulation of basic consonantal sounds (e.g. termination /–ed/ in past simple and of consonantal groups of especial difficulty (e.g. words
which begin with sp-); comparison with sounds of other known languages.

Recognition and articulation of basic rhythm, intonation and accentuation patterns of words and phrases for the communicative functions of this academic
level.

Overly-segmented phenomena in the spoken language ; connected speech, links, assimilation, fusion and basic elisions.

(2) Morphosyntactic and Discourse Structures

Course 2 Compulsory Secondary Education - ENGLISH
Expression of the entity of nouns (countable, uncountable and composite), personal and relative pronouns, articles, demonstrative adjectives,
apostrophized (pronoun and adjectival, of ) possessives

Expression of existence (e.g. there will be / is going to be)

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Expression of quality : existence : (e.g. there is / are, there was / were)

Expression of quality: (e.g. quite, almost).

Expression of quantity: regular and irregular plurals, cardinal and ordinal numbers, adverbs of quantity (e.g. (too) many, /much, both)

Expressions of mode or manner, Adverbs and expressions of mode (e.g. easily, hard, by post).

Affirmation: affirmative sentences; tags

Negation: negative sentences with (not, never, no +noun (e.g. no problem, nobody, nothing), negative tags.

Interrogation: questions (Wh- questions ,e.g. What is this for? Auxiliary questions; tags.)

Exclamation expressions (e.g. What+ (adj)+Noun, e.g. What a pity!, How +Adj. e.g. How nice!), Expressions (e.g. Fine!)

Expressions of time : in present tense (present simple and continuous), past (past simple and continuous, present perfect); future (going to, will, present
simple and continuous + Adverb)

Expression of aspect: exact (simple tenses); lasting (present and past continuous); habitual (simple tenses + Adverb e.g. usually); inchoative/rudimentary
(start-ing), terminating (stop-ing).

Modal (form, type, category) expressions . “factuality”/(declarative sentences); capacity (can, be able), possibility/probability (may, might, perhaps);
necessity (must, need, have(got) to); obligation (have (got) to, must, imperative); prohibition (don’t, can’t, mustn’t); permission (could, may); intention
(going to, present continuous); advisory (e.g. Should).

Expression of relations; time precise (e.g. five to ten); divisions (e.g. centuries, seasons); time indications (e.g. ago, early, late); duration (e.g. from …to …,
during, until, since; prior (e.g. already, (not) yet); subsequent (e.g. after (that), later); sequencing (e.g. first, then last); simultaneity (e.g. while, as);
frequency (e.g. often, usually).

Expression of spatial relations, prepositions and adverbs of place, position, distance, movement, direction, origin, destination.

Expression of logical relations: conjunction (e.g. and, too, also); disjunction (e.g. or); opposition (e.g. but); cause (e.g. because(of)); finality (e.g. to-infinitive,
for); comparison (e.g. as / not so Adjective, as, more comfortable/quickly (than) the fastest); consequence (e.g. so); condition (e.g. if, unless); indirect style
(reported information).

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BLOCK 1: Comprehension of Oral Texts
Third Stage: Compulsory Secondary Education.
Contents
Oral Comprehension Strategies
Mobilization of prior information about the type of task and topic. (Connect it to one’s
own knowledge and experience of the theme.)
Identification of text type, media and its structure; formal and informal conversations,
interviews, telephone calls, announcements, biographies, reports, news, songs, fables,
poems, stories, podcasts, videoconferences, etc.
Distinction between comprehension types and levels; general sense, essential
information, main points, relevant details in a variety of more detailed texts.
Formulation of reasonable hypotheses about content, context supported by text
information.
Inference and hypothesis formulation about meanings; beginning from the
understanding of the meaningful elements; Linguistic, such as the literal vocabulary
meaning and speech emphasis, and para-linguistic elements, such as the modulation and
tone of voice.
Reformulation of hypotheses; stemming from the comprehension of new elements;
Registers, interpersonal relationships, etc.
Active listening techniques; paraphrasing; emitting encouragement; and summarizing to
clarify.
Socio-cultural and Socio-linguistic aspects.
Social formulae and one’s own treatment of daily social contacts in both formal, and
informal, situations.
Behavioural patterns; comparing gestures and expressions most frequent in different
cultures.
Interpersonal and intercultural relations such as attitudes and values in gender relations.
Register; recognise expression formats appropriate to formal and informal situations. .
Social conventions; customs, norms and social behaviour, etc.
Cultural and artistic manifestations such as; celebrity people, art and authors.
Communicative functions.
Initiation and maintenance of personal and social relations; praising, inviting, toasting,
Evaluation Criteria CC
BL.1.1. Identify, by applying oral comprehension CCLI
strategies, the essential information, the principal CAA
ideas and the most relevant details in brief and
structured oral texts in different media, and articulated
at a medium speed and in the appropriate register, in
acoustic conditions that do not distort the message;
about topics close to one’s interests in the personal,
public, and educational domains.
CCLI
BL.1.2. Detect in oral texts, when these appear in an CSC
explicit or implicit manner, the socio-cultural and CEC
socio-linguistic aspects relative to daily life, to
behaviour, to interpersonal and intercultural relations,
to customs, and to celebrations and cultural and
artistic manifestations; taking into account, from an
inclusive perspective and as an enriching element, the
classroom diversity and differences.
CCLI
BL.1.3. Distinguish the communicative functions of
CSC
the morphosyntactic level and associated structures,
and likewise, the textual organisation and that of the
lexicon’s frequently-used idioms, for the purpose of
understanding the very brief and clearly-structured
oral texts in different media.
BL.1.4. Infer the meaning of less common new words
CCLI
and expressions in brief oral texts or of medium length
CAA
in different media, with visual help of the context.
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welcoming, good wishes and reaction to them. BL.1.5. Discriminate sound, accentual, rhythmical, and
Establishment and maintenance of communication and discourse organisation; to intonation patterns so as to recognise the meanings
indicate if an intervention is followed, and to ask for clarification. To explain or translate and communicative intentions of oral texts of medium CCLI
a word to help somebody who has not understood. length and in different media.
Description of the physical and abstract qualities of people objects and places.
Narration of past occurrences in preterit and situational past tenses, and descriptions of
current states or situations and expression of future events.
Request for, and offering of; information, directions, opinions or advice about persons,
objects and activities, and about directions to places..
Expression and contrasting of opinions, and of total or partial agreement. Comparison of
situations or happenings.
Expressing a decision. Explaining causes, end-result and consequences.
Formulation of conditions for doing something.
Expression of sentiments such as; concern, hope, tiredness and boredom. React to the
sentiments of others. Expressions relative to the improvement or worsening of health.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the aesthetic and poetic functions of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the perspective of
the Receiver).
Formation of frequently-used words.
Amplification of basic collocations.
Cognate and false cognates. Lexical friends and “false friends”. (Words of similar
appearance but of different meanings)
More commonly-heard and basic idiomatic expressions
Amplification of the vocabulary and synonyms of the foreign language.
Development and expansion of the normal vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, free-time, leisure and sport, travel and holidays,
health and physical care, education and studies, purchases and commercial activities,
food and recreation,
Transport
Language and communication. Meta-language. (= language or symbols used to discuss
another language).
Natural environment, climate and natural surroundings.
Information and Communication Technology

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Classroom language; literary language.

Sound, accentual, rhythmical and intonation and their relationship with communicative
intentions. (1)
Morpho-syntactic and discursive structures. (2.)

BLOCK 2: Production of Oral Texts

Third Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Strategies of Oral Production and Interaction. BL.2.1.Produce or co-produce, applying, brief or CCLI
Planning medium-length, oral expression strategies, in CAA
Clear message composition; highlighting its principal idea or ideas, and its basic structure. monologue or dialogue formats, brief or medium
Fitting the monologue or dialogue to its receptor, context and medium; applying length , comprehensible and structured texts, in
appropriate register, and discourse structure in each case. different media and in formal, informal or neutral
Planning of the self-managed and receptor-managed communication. Registers , about general topics in personal, public
Execution. educational and occupational fields. There may, at
Clear and coherent expression of the message; structuring it appropriately and adjusting times, be pauses, hesitations or corrections.
it, in turn, to the models and formulae of each type of text. CCLI
Self- confidence and assertiveness. BL.2.2. Incorporate into the oral texts, the socio- CSC
Revision of the task, or of the message, to simplify, improve and clarify the content; after cultural and socio-linguistic aspects relative to daily CEC
evaluating the difficulties and the resources available. life, to behaviour, to interpersonal and intercultural
Co-evaluation of the oral production. relationships, to the customs, to celebrations and their
Structuring with prior knowledge of other languages. cultural and artistic manifestations; taking into
Facilitation, compensation and correction of linguistic shortcomings by means of account, from an inclusive perspective and as an
linguistic para-linguistic or para-textual procedures. enriching element, the classroom diversity and
CCLI
Linguistics: differences.
CAA
Modification of words of similar meanings.
BL.2.3. Produce or co-produce, with the help of
Definition or re-formulation of a term or expression.
models, brief, medium length oral texts in different
Paralinguistic and para-textual:
media, that are coherent and appropriate to the
Asking for help.
communicative purpose. Creative and aesthetic use
Use of oral expression techniques (indicating objects), deictic (relative to something else)
should be made of knowledge about functions,
usage, or carrying out actions (making signs or gestures) to clarify meaning).
discursive patterns, text organisation, morphosyntactic
Use of culturally-pertinent body language; gestures, facial expressions, postures, visual or
structures, lexicon, expressions and idiomatic phrases

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bodily contact, or other non-verbal communication. in common use.

Oral interaction: Simple formulae or gestures for taking, or yielding, one’s turn to talk.
Use of extra-linguistic sounds and conventional prosodic (patterns of stress and BL.2.4. Use, in clearly-structured habitual CCLI
intonation) qualities. communication situations, and in different media, the CAA
Socio-cultural and socio-linguistic aspects. linguistic and para-linguistic resources appropriate to CSC
Typical social formulae for daily social contacts in situations, both formal and informal. oral interaction, even though it may depend to a great
Behavioural patterns; comparing the gestures and expressions most frequent in the extent, on the responsiveness of the interlocutor.
different cultures. CCLI
BL.2.5. Pronounce phrases clearly, employing sound,
Interpersonal and intercultural relationships such as attitudes and values in gender
accentual, rhythmical and intonation patterns; even
relations.
though, at times, errors, which do not interfere with
Register; forms of expressions appropriate in both formal and informal situations.
the communication, may be committed.
Social conventions; customs and norms of behaviour.
Cultural and artistic manifestations, e.g. celebrity personalities, art and authors.
Communicative functions.
Initiation and maintenance of personal and social relations; praising, inviting,
congratulating, toasting, welcoming, expressing good wishes, and reacting to such
situations.
Establishment and maintenance of communication and discourse organisation; to
indicate if an intervention is followed and to ask for clarification. To explain or translate a
word to help somebody who has not understood.
Description of the physical and abstract qualities of people, objects and places.
Narration of past occurrences in preterit, and situational, past tenses; and descriptions of
current states or situations and expression of future events.
Request for, and offering of, information, directions, opinions or advice
Expression and contrasting of opinions; and of total or partial agreement.
Comparison of situations or happenings.
Expressing a decision. Explaining causes, end result and consequences.
Formulation of conditions for doing something.
Expression of sentiments such as; concern, hope, tiredness and boredom. React to the
sentiments of others. Expressions relative to the improvement or worsening of health.
The idea of language as a tool for learning and reflecting on one’s own learning.
The aesthetic and poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the Production
perspective).
Formation of frequently-used words.

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Amplification of some basic collocations and some more specific.

Cognates and false cognates (Known as “false friends”; appearance similar; meaning
different)
Most common basic idiomatic expressions.
Development and expansion of the usual vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, travel and holidays, health and physical care,
education and studies, purchases and commercial activities, food and recreation,
Transport
Language and communication. (Meta-language = language or symbols used to discuss
another language)
Natural environment, climate and natural surroundings.
Information and communication Technology
Classroom language. Literary language.
Sound, accentual, rhythmical and intonation patterns and their relationship to
communicative intentions. (1.)
Morphosyntactic and discursive structures. (2.)

BLOCK 3: Comprehension of Written Texts Third

Stage: Compulsory Secondary Education.
Contents Evaluation Criteria

Comprehension Strategies BL.3.1. Identify, by applying written comprehension CCLI

Mobilization of prior information about the type of task and topic. (Connect it to one’s strategies, the essential information, the principal CAA
own knowledge and experience of the theme.) ideas and the most relevant details in brief medium
Identification of text type, media and its structure and format; announcements, reports, length texts, continuous or discontinuous, in different
letters and emails , instructions, articles and news, fables, poems, and adapted stories. media, in formal, informal or neutral registers; about
Identification of Register; formal, informal or neutral. general topics close to general interests in the
Distinction between comprehension types and levels; general sense, essential personal, public, educational and occupational
information, main points, relevant details in a variety of more detailed texts. Summaries domains.
and explanation of the most important ideas and of interesting details. CCLI
Formulation hypotheses about; content, context, text structure; supported by text BL.3.2. Read aloud the medium-length literary and
information. non-literary texts, with precision, fluency and
Inference and hypothesis-formulation about meanings; beginning from the expressiveness. CCLI

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understanding of the meaningful elements; Linguistic and para-linguistic. BL.3.3. Detect, in written texts, when these appear in CSC
Infer from content and context, the meanings of words and expressions of less-common an explicit or implicit manner, the socio-cultural and CEC
use, or more specific usage. Development of interpretations using explicit and implicit socio-linguistic aspects relative to daily life, to
ideas to support said interpretations. behaviour, to interpersonal and intercultural relations,
Reformulation of hypotheses, stemming from the comprehension of new elements; to customs and celebrations, and to cultural and
Formulation of questions; so as to clarify the hypothesis. artistic manifestations; taking into account, from an
Use of monolingual and bilingual dictionaries in both printed and digital formats. inclusive perspective and as an enriching element, the
Socio-cultural and Socio-linguistic aspects. classroom diversity and differences.
Social formulae and one’s own treatment of daily social contacts in both formal, and CCLI
informal, situations. BL.3.4. Distinguish the communicative functions of
Behavioural patterns. the morphosyntactic level and associated structures,
Interpersonal and intercultural relations such as; attitudes and values in gender and likewise, the textual organisation, the lexicon of
relations. frequently-used expressions and idiomatic phrases ,
Register; recognise expression, formats, appropriate to formal and informal situations. . and the orthographic, typographic and punctuation
Social conventions; customs, norms and social behaviour, etc. conventions; for the purpose of understanding brief
Cultural and artistic manifestations such as celebrity people, art and authors. and clearly-structured written texts in different media.
Communicative functions. CCLI
Initiation and maintenance of personal and social relations, praising, inviting, toasting, BL.3.5 Infer, with visual help of the context, the CAA
welcoming, good wishes and reaction to them. meaning of words and expressions less-frequently
Establishment and maintenance of communication and discourse organisation; to used in brief oral texts in different media.
indicate if an intervention is understood and to ask for clarification. To explain or
translate a word to help somebody who has not understood.
Description of the physical and abstract qualities of people, objects and places.
Narration of past occurrences in preterit and situational past tenses, descriptions of
current states or situations, and expression of future events.
Request for, and offering of, information, directions, opinions or advice .
Expression and contrasting of opinions, and of total or partial agreement. Comparison of
situations or happenings.
Expressing a decision. Explaining causes, end result and consequences.
Formulation of conditions for doing something.
Expression of sentiments such as concern, hope, tiredness and boredom. React to the
sentiments of others, and to states of health. Expressions relative to the improvement or
worsening of health.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the aesthetic and poetic functions of language.

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The lexicon; expressions and frequently-used idiomatic phrases (from the perspective of
the Receiver).
Formation of frequently-used words.
Amplification of basic collocations, adding more specific ones..
Cognate and false cognates. Lexical friends and “false friends”. (Words of similar
appearance but of different meanings)
More commonly-heard and basic idiomatic expressions.
Amplification of the vocabulary and synonyms of the foreign language.
Development and expansion of the normal vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, free-time, leisure and sport, travel and holidays,
health and physical care, education and studies, purchases and commercial activities,
food and recreation,
Transport
Language and communication. Meta-language. (= language or symbols used to discuss
another language).
Natural environment, climate and natural surroundings.
Information and Communication Technology
Classroom language; literary language.
Basic orthographic rules, punctuation and typographic conventions, abbreviations,
symbols in common use, and orthographic conventions more common in the
composition of texts in the electronic media. Netiquettes (Internet etiquettes).
Morphosyntactic and discursive structures. (2.)

BLOCK 4: Production of Written Texts - Expression and Interaction

Third Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Strategies of Written Production and Interaction. BL.4.1.Produce or co-produce, with the help of CCLI
Planning models, coherent and structured, brief and medium
Mobilise and coordinate the appropriate general and communicative competences; with length, written texts, continuous or discontinuous, in CAA
the purpose of efficiently completing the exercise. different media, in formal, informal or neutral
Note-taking and composition of a scheme which will be followed in the written Registers; about topics related to general topics in

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production.
Locate, and use appropriately, linguistic and thematic resources. Selection of basic
information from different sources; so as to support the ideas of the written production
Execution
Clear and coherent expression of the message; adjusting itself to the models and
formulae of each type of text; questionnaires; or informative, descriptive and narrative
texts; personal and formal correspondence.
Structure on the basis of previous knowledge of texts and similar structuring.
Use of sentences of different lengths and structure, so as to organise the text with
sufficient internal cohesion and coherence.
Revision
Revision of the task, or of the message; reorganizing sentences, taking out repetitions
and unnecessary information.
Socio-cultural and socio-linguistic aspects.
Typical social formulae and treatment for daily social contacts in both formal and
informal situations.
Behavioural patterns.
Interpersonal and intercultural relationships such as; attitudes and values in gender
relations.
Register; recognise expressions appropriate to both formal and informal situations.
Social conventions; social customs and behavioural norms.
Cultural and artistic manifestations, such as celebrity personalities, art and authors.
Communicative functions.
Expressions of sentiments such as; concerns, hope, tiredness, boredom. Reaction against
these sentiments and others. Expression about state of health.
The idea of language as a tool for learning and reflecting on one’s own learning.
The aesthetic and poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the Production
perspective).
Formation of frequently-used words.
Amplification some basic collocations, and use of others, more specific..
Cognates and false cognates (Known as “false friends”; appearance similar; meaning
different)
Most common basic idiomatic expressions.
Amplification of the vocabulary and synonyms of the foreign language.
personal, public, educational and occupational fields;
applying planning, execution and revision strategies
creatively, and with an aesthetic sense.
BL.4.2. Incorporate into the written production, with CCLI
the help of models, the socio-cultural and socio-
CSC
linguistic aspects relative to daily life, to behaviour, to
interpersonal and intercultural relationships, to social CEC
conventions and to cultural and artistic
manifestations; respecting the norms of courteousy in
different contexts, taking into account, from an
inclusive perspective and as an enriching element, the
classroom diversity and differences
CCLI
BL.4.3. Produce or co-produce, with the help of
models, very brief or medium-length written texts in
different media, that are coherent and appropriate to
the communicative purpose; using, in an aesthetic and
creative way, knowledge about functions, discourse
patterns, textual organisation, morpho-syntactic
structures, orthographic, typographic and punctuation
conventions, and likewise a lexicon of expressions and
idioms in frequent use in daily communicative
situations. CCLI
BL.4.4. Produce personal correspondence, both formal CSC
and informal, in different media, about topics related
to the activities and situations of everyday life and
current themes in one’s personal, public, social,
academic or occupational ambience; respecting
conventions, courteousy norms and internet etiquette
(Netiquet).
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Amplification of the usual vocabulary for the following topics:

Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, travel and holidays, health and physical care,
education and studies, purchases and commercial activities, food and recreation,
Transport
Language and communication. (Meta-language = language or symbols used to discuss
another language)
Natural environment, climate and natural surroundings.
Information and communication Technology
Classroom language. Literary language.
Graphic patterns and orthographic conventions and their relationship to communicative
intentions. (1.)
Basic orthographic rules, punctuation and typographic conventions, abbreviations,
symbols in common use, and orthographic conventions more common in the
composition of texts in the electronic media. Netiquets (Internet etiquettes)
Morpho-syntactic and discursive structures. (2.)

BLOCK 5: Cross-disciplinary elements of this Subject.

Third Stage: Compulsory Secondary Education.
Contents Evaluation Criteria

Search, selection and organisation of information in digital media
Digital search and visualisation tools for searching in blogs, wikis, forums, sound banks,
specialised web pages, virtual dictionaries and encyclopedia, specialised data bases
Filtration strategies in information search
Storage of digital information in IT devices and Web services.
Evaluation of the positive aspects of the TIC for the search and contrasting of
information.
Organisation of the information, following different criteria.
Communication
Use of the most common TIC and audiovisual tools for collating and communicating with
the rest of the workgroup with the purpose of planning the work, supplying one’s own
constructive ideas and understanding the ideas of others, etc. Sharing information and
BL.5.1. To look for, and select, information, text CD
documents, images, sound tracks and videos,
beginning with a strategy of filtration and contrast in
digital media such as a sound bank, specialised web
pages, virtual dictionaries and encyclopedia or
specialised data bases; carefully registering it on paper,
or storing it digitally in IT devices or internet services.
BL.5.2. To collaborate and communicate so as to CD
construct a product or collective task; filtering and CSC
sharing information, digital contents and using TIC
communication tools of the social web services and
related virtual learning environments. Apply good

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resources amd constructing a product or goal. conduct norms in communication and preventing,
Electronic mail. Cooperative modules in personal learning environments, such as, blogs, denouncing and protecting others against,
wikis, forums. malpractices such as cyber-harassment.
Communication habits and conduct and the protection of one’s own individuality and
that of others from malpractice; such as cyber-harassment. BL.5.3. To create and edit digital documents such as CD
Analysis of the destination and recipient; and adaptation of the communication to serve text documents and /or multi-media presentations
those appropriately. with aesthetic emphasis, using desktop IT applications
Habits and conduct for filtering the source of more complete information and sharing it to include them in one’s own projects and exercises;
with the group. knowing how to apply the different types of licences.
Creation of digital Contents.
BL.5.4. To carry out in an efficient manner exercises or
Realisation, simple formatting and printing of text documents. SIEE
projects, having the initiative for undertaking and
Design of multi-media presentations.
proposing actions, being aware of one’s own strengths
Sizing, rotation and trimming of images.
and weaknesses, showing curiosity and interest during
Author’s rights and publication licenses.
its development and acting with flexibility in the search
Personal skills of self-regulation.
for alternative solutions.
Initiative and innovation.
Self-knowledge. Evaluation of strengths and weaknesses. ** BL.5.5. To plan individual or group tasks or projects,
Emotional self-control, control of anxiety and uncertainty, and capability for self- foreseeing the resources and time necessary to fit in SIEE
motivation. Resilience; overcoming obstacles and failures. with the proposed objectives, adapting it to CAA
Perseverance, flexibility. unforeseen changes and transforming difficulties into
Alternative thought. possibilities; to evaluate, with guidance, the process
Critical sense. and final product, and to communicate, in a personal
Planning and evaluation of projects. manner, the results achieved.
Means-and-ends thinking.
Planning, organisation and management strategies BL.5.6. Recognise the studies and professions linked to SIEE
Selection of technical information and material resources. the knowledge of the educational level, and identify
Supervision strategies and problem resolution the knowledge, skills and competences which they
Evaluation of processes and results. require to relate to them to one’s strengths and
Evaluation of an error as an opportunity preferences.
Communication skills. SIEE
Taking of vocational decisions BL.5.7. Participate in work teams to achieve common
CSC
Work, professional and study environments linked to knowledge of their ambiences. goals assuming diverse roles with efficiency and
CAA
Knowledge of one’s own strengths and weaknesses. ** responsibility, supporting classmates; showing
Team work empathy, recognising their contributions, and using
Responsibility and efficiency in the completion of tasks. egalitarian dialogue to resolve conflicts and
CCLI

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Assumption of different roles in work teams. discrepancies. CAA

“Big picture” thinking
Solidarity, tolerance, respect and kindness BL.5.8. Recognise the conceptual terminology of the
Active listening techniques assignment, and of the educational level, and use it
Egalitarian dialogue correctly in oral and written activities in personal ,
Knowledge of the structures and technique of cooperative learning academic, social and professional fields.
Use of specific vocabulary of an assignment
Idea of the use of language as a tool for learning and reflecting on one’s own manner of
learning.
Language and communication. Meta-language.
Classroom language
Glossary of conceptual terminology of an educational level.

(1) Sound, Accentual, Rhythmical, and Intonation Patterns and their relationship to Communicative Intentions
Course 3 Compulsory Secondary Education - ENGLISH

Identification and articulation of vowel sounds of frequent use and of less-frequent use which present major difficulties (e.g. / / of heart, and / / of
hurt);
Identification and articulation of consonantal sounds for the improvement of comprehension (e.g. /b/ of berry and /v/ of very; especially difficult
consonantal groups (e.g. crisps, guests); alternative pronunciations.

Progressive recognition and articulation of rhythm, intonation and accentuation patterns of words and phrases for the communicative functions of this
academic level.

Overly-segmented phenomena in the spoken language ; connected speech, links, assimilation, fusion and basic elisions.
(2) Morphosyntactic and Discourse Structures
Course 3 Compulsory Secondary Education - ENGLISH
Expression of the entity of nouns (countable, uncountable, collectives and composites), personal, reflexive/emphatic , reciprocal and relative pronouns,
articles, demonstrative adjectives.

Expression of existence (e.g. there will be / has been)

Expression of quality: (e.g. good at maths, rather tired, tall enough).

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Expression of quantity: regular and irregular plurals, cardinal and ordinal numbers, adverbs of quantity (e.g. all (the), most, neither, none)

Expressions of mode or manner, Adverbs and expressions of mode (e.g. easily, hard, by post).

Affirmation: affirmative sentences; tags

Negation: negative sentences with (not, never, no +noun (e.g. no problem, nobody, nothing), negative tags.

Interrogation: questions (Wh- questions ,e.g. Who is he playing with? Auxiliary questions; tags.)

Exclamation expressions (e.g. What+(adj)+Noun, e.g. What a wonderful holiday!, How+Adj. e.g. How interesting!), Expressions (e.g. Well, that is a surprise!)

Expressions of time : in present tense (present simple and continuous), past (past simple and continuous, present perfect, past perfect); future (going to,
will, present simple and continuous + Adverb); passive voice with simple tenses (present, and simple past).

Expression of aspect: exact (simple tenses); lasting (present and past simple /perfect, and future continuous); habitual (simple tenses + Adverb e.g. usually,
used to); inchoative/rudimentary (start-ing), terminating (stop-ing).

Modal (form, type, category) expressions . “factuality”/(declarative sentences); capacity (can, be able), possibility/probability (may, might, perhaps);
necessity (must, need, have(got) to); obligation (have (got) to, must, imperative); prohibition (don’t, can’t, mustn’t); permission (could, allow); intention
(going to, present continuous); advisory (e.g. Should, ought to).

Expression of relations; time precise (e.g. five to ten); divisions (e.g. centuries, seasons); time indications (e.g. ago, early, late); duration (e.g. from …to …,
during, until, since); prior (e.g. already, (not) yet); subsequent (e.g. afterwards), later); sequencing (e.g. first, then, next, last); simultaneity (e.g. while, as);
frequency (e.g. often, usually).

Expression of spatial relations, prepositions and adverbs of place, position, distance, movement, direction, origin, destination.

Expression of logical relations: conjunction (e.g. and, too, also); disjunction (e.g. or); opposition (e.g. but, however); cause (e.g. because(of), due to); finality
(e.g. to-infinitive, for); comparison (e.g. as / not so Adjective, as, more comfortable/quickly (than) the fastest); consequence (e.g. so, therefore); condition
(e.g. if, unless); indirect style (reported information, offer, suggestions and commands).
BLOCK 1: Comprehension of Oral Texts
Fourth Stage: Compulsory Secondary Education.
Contents Evaluation Criteria

Oral Comprehension Strategies BL.1.1. Identify, by applying oral comprehension CCLI

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Mobilization of prior information about the type of task and topic. (Interchange of ideas
about the topic).
Identification of text type, media and its structure; formal and informal conversations,
interviews, announcements, biographies, reports, news, songs, fables, poems, stories,
opinion articles, (critics (of the arts and music), podcasts, videoconferences, etc.
Distinction between comprehension types and levels; general sense, essential
information, main points, relevant details in a variety of more detailed texts.
Formulation of reasonable hypotheses about content, context supported by explicit and
implicit information and ideas about the text.
Inference and hypothesis formulation about meanings; beginning from the
understanding of the meaningful elements; Linguistic, such as a distinction between the
literal, inferential, critical and aesthetic senses; and Para-linguistic, such as the
modulation and tone of voice.
Reformulation of hypotheses, stemming from the comprehension of new linguistic and
para-linguistic elements.
Active listening techniques; raising questions so as to connect with the ideas of others,
showing empathy, not being judgmental, paraphrasing, emitting encouragement, and
summarizing to clarify.
Socio-cultural and Socio-linguistic aspects.
Social formulae, and one’s own treatment of social contacts, both formal and informal,
and in hierarchical situations.
Behavioural patterns; silences and gestures indicating attention.
Interpersonal and intercultural relations; such as recognising taboos typical different
cultures.
Register; colloquial expressions. Differences between oral and written texts.
Social conventions; more specific rituals, customs and traditions of different cultures.
Cultural and artistic manifestations such as means of communication, historic
happenings and intercultural contrasts.
Communicative functions.
Initiation and maintenance of personal and social relations, introducing someone and
response to being introduced, in both formal and informal ways or situations.
Excusing oneself and asking pardon.
Establishment and maintenance of communication and discourse organisation; rectifying
what has been said or paraphrasing so as to solve a communication problem.
Description of the physical and abstract qualities of people, objects, places and activities.
strategies, the essential information, the principal CAA
ideas and the most relevant details in medium-length
structured oral texts, in different media, and
articulated at a medium speed, in acoustic conditions
that do not distort the message, about general topics
in the personal, public, educational and occupational
domains, and using their appropriate registers.
BL.1.2. Detect critically in oral texts, the socio-cultural
and socio-linguistic aspects relative to daily life, (using CCLI
formal and informal registers), to interpersonal and CSC
intercultural relations, to customs, and to celebrations CEC
and cultural and artistic manifestations; taking into
account, from an inclusive perspective and as an
enriching element, the classroom diversity and
differences.
CCLI
BL.1.3. Distinguish the communicative functions of
CSC
the morphosyntactic level and associated structures,
and likewise, the textual organisation and that of the
lexicon’s frequently-used expressions, idioms and
specific terminologies, for the purpose of
understanding the medium-length and clearly-
structured oral texts in different media.
CCLI
BL.1.4. Infer the meaning of less common new words
CAA
and expressions, and of more specific terminology in
medium-length oral texts in different media, with
visual help of the context.
CCLI
BL.1.5. Discriminate sound, accentual, rhythmical, and
intonation patterns so as to recognise the meanings
and communicative intentions of medium length oral
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Narration of past occurrences or practices, descriptions of current states or situations, texts in different media.
and expression of future events. Story-telling of events in appropriate tenses.
Request for, and offering of, information, directions, opinions or points-of-view.
Expression of warnings (advertencies) or of notices and alerts.
Expression of the degree of certainty. Confirmation or correction of an item of
information.
Expressing of desires, promises, probability and improbability.
Formulation of an hypothesis.
Expression of sentiments such as indifference, admiration, sympathy and aversion.
Lodging complaints, calming and encouraging. Expression of physical symptoms and
sensations.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the aesthetic and poetic functions of language.
The lexicon, expressions and frequently-used idiomatic phrases (from the perspective of
the Receiver).
Frequent colloquialisms.
Word formation.
Amplification of more complex collocations.
Cognate and false cognates. Lexical friends and false friends. (Words of similar
appearance but of different meanings)
More specific idiomatic expressions
Amplification of the vocabulary and synonyms of the foreign language.
Development and expansion of the following vocabulary:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, free-time, leisure and sport, travel and holidays,
health and physical care, education and studies, purchases and commercial activities,
food and recreation,
Transport
Language and communication. Meta-language. (= language or symbols used to discuss
another language).
Natural environment, climate and natural surroundings.
Information and Communication Technology
Classroom language; literary language.
Sound, accentual, rhythmical and intonation and their relationship with communicative
intentions. (1)

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Morphosyntactic and discursive structures. (2.)
BLOCK 2: Production of Oral Texts – Expression and Interaction
Fourth Stage: Compulsory Secondary Education.
Contents
Strategies of Oral Production and Interaction.
Planning
Clear message composition; highlighting its principal idea or ideas and its basic structure.
Fitting the monologue or dialogue to its receptor, context and medium, applying
appropriate register, and discourse structure in each case.
Planning of the self-managed and receptor-managed communication.
Execution.
Clear and coherent expression of the message; structuring it appropriately and adjusting
oneself, in turn, to the models and formulae of each type of text.
Self- confidence and assertiveness in the presentation of ideas and opinions in debates
and discussions. .
Revision of the task or of the message to simplify, improve and clarify the content after
evaluating the difficulties and the resources available.
Co-evaluation of the oral production.
Structuring with prior knowledge of other languages.
Facilitation, compensation and correction of linguistic shortcomings by means of
linguistic para-linguistic or para-textual procedures.
Linguistics:
Modification of words of similar meanings.
Definition or re-formulation of a term or expression.
Para-linguistic and para-textual:
Asking for help.
Use of oral expression techniques (indicating objects), deictic (relative to something else)
usage, or carrying out actions (making signs or gestures ) to clarify meaning.
Use of culturally-pertinent body language, gestures, facial expressions, postures, visual or
bodily contact, or other non-verbal communication.
Oral interaction: Simple formulae or gestures for taking or yielding one’s turn to talk.
Evaluation Criteria CC
BL.2.1.Produce, applying oral expression strategies, in CCLI
monologue or dialogue formats, medium length , CAA
comprehensible and structured texts, in different
media and in formal, informal or neutral registers ,
about general or more specific topics; in personal,
public educational and occupational fields. There may
at times be pauses, hesitations or corrections.
BL.2.2. Incorporate in critical mode, into the oral texts, CCLI
the socio-cultural and socio-linguistic aspects relative CSC
to daily life, to behaviour, to interpersonal and CEC
intercultural relationships, to social conventions and to
their cultural and artistic manifestations, taking into
account, from an inclusive perspective and as an
enriching element, the classroom diversity and
differences; but avoiding stereotypes and prejudices.
BL.2.3. Produce or co-produce, medium length oral
CCLI
texts in different media, that are coherent and
CAA
appropriate to the communicative purpose. Creative
and aesthetic use should be made of knowledge about
functions, discursive patterns, text organisation,
morpho-syntactic structures, lexicon, common
expressions and idiomatic phrases, or those that are
CCLI
more specific to a particular topic.
CAA
BL.2.4. Use, in clearly-structured habitual or less CSC
common communication situations, in different media
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Use of extra-linguistic sounds and conventional prosodic (patterns of stress and and with the help of models, the linguistic and para-
intonation) qualities. linguistic resources appropriate to the oral interaction,
Socio-cultural and socio-linguistic aspects. even though it may depend to a great extent on the
Typical social formulae and typical treatment of informal or formal social contacts in responsiveness of the interlocutor.
CCLI
hierarchical situations.
Behavioural patterns; silences and attention-indicating gestures. BL.2.5. Enunciate statements clearly, employing
Interpersonal and intercultural relationships such as recognising taboos typical of sound, accentual, rhythmical and intonation patterns
different cultures. appropriate to the academic level ; even though, at
Register; colloquial expressions. Differences between written and oral texts. Social times, errors, which do not interfere with the
conventions; rituals, customs and traditions more specific to different cultures. communication, may be committed.
Social conventions; customs and norms of behaviour.
Cultural and artistic manifestations, e.g. communication media, historic happenings, and
intercultural contrasts.
Communicative functions.
Initiation and maintenance of personal and social relations; introducing someone and
response to being introduced; in both formal and informal ways.
Establishment and maintenance of communication and discourse organisation; to rectify
what has been said or to paraphrase so as to solve a communication problem.
Description of the physical and abstract qualities of people, objects, places and activities.
Narration of past occurrences and practices, descriptions of current states or situations,
and expression of future events. Relationship between actions and tenses.
Request for, and offering of, information, directions, opinions, and points of view.
Expression of warnings (advertencies) or of notices and alerts (avisos).
Expression of the degree of certitude. Confirmation or correction of a piece of
information.
Expression of desires, promises, probability or improbability.
Formulation of hypotheses.
Expression of sentiments such as indifference, admiration, sympathy or aversion. Lodging
complaints, calming and encouraging. Expression of physical symptoms and sensations.
The idea of language as a tool for learning and reflecting on one’s own learning.
The aesthetic and poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the Production
perspective).
Development and expansion of numbered vocabulary.
Frequent colloquialisms.

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Word formation.
Amplification of more complex collocations.
Cognates and false cognates (Known as false friends; appearance similar; meaning
different)
Most common basic idiomatic expressions.
Development and expansion of the usual vocabulary for the following topics:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, travel and holidays, health and physical care,
education and studies, purchases and commercial activities, food and recreation,
Transport
Language and communication. (Meta-language = language or symbols used to discuss
another language)
Natural environment, climate and natural surroundings.
Information and communication Technology
Classroom language. Literary language.
Sound, accentual, rhythmical and intonation patterns and their relationship to
communicative intentions. (1.)
Morphosyntactic and discursive structures. (2.)
BLOCK 3: Comprehension of Written Texts
Fourth Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Comprehension Strategies BL.3.1. Identify, by applying written comprehension CCLI

Mobilization of prior information about the type of task and topic. Interchange of ideas
about the topic and the formulation of a reasonable interpretation.
Identification of text type, and its structure and format; reports, letters and emails ,
instructions, opinion articles about the news, fables, poems, and adapted stories.
Identification or Register; formal, informal or neutral.
Expressive reading aloud to improve the necessary pronunciation, intonation and
rhythm for the understanding of the text.
Understanding automatically assisted by the greater number of words in different
contexts
Distinction between comprehension types and levels; general sense, essential
strategies, the essential information, the principal CAA
ideas and the most relevant details in medium length
texts, continuous or discontinuous, in different media,
in formal, informal or neutral registers about general
or more specific topics in the personal, public,
educational and occupational domains.
BL.3.2. Read aloud literary and non-literary texts, with CCLI
precision, fluency and expressiveness.
BL.3.3. Detect, critically, in written texts, the socio-

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information, main points, relevant details in a variety of more detailed texts. cultural and socio-linguistic aspects relative to daily CCLI
Understanding of the text by means of the interplay, comparison and contrast of ideas life, to interpersonal and intercultural relations, to CSC
with one’s own knowledge and experience, with other texts and with the outside world. customs and celebrations, cultural and artistic CEC
Formulation of hypotheses about content, context, text structure. Capability of deducing manifestations, taking into account, from an inclusive
and extracting conclusions about what is not explicit in the text. perspective and as an enriching element, the
Inference and hypothesis formulation about meanings; beginning from the classroom diversity and differences.
understanding of the meaningful linguistic and para-linguistic elements. Inferring from
the context and content, the meanings of words and expressions of infrequent usage, BL.3.4. Distinguish the communicative functions of
and also of those specific to the topic. Development and explanation of the the morpho-syntactic level and associated structures,
interpretation of the more complex texts; using, as support, explicit and implicit ideas and likewise, the textual organisation and that of the CCLI
from the texts. lexicon of frequently-used expressions and idioms ,
Infer from content and context, the meanings of words and expressions of less-common and those more specific to the topic, the orthographic,
use, or more specific usage,. Development of interpretations using explicit and implicit typographic and punctuation conventions for the
ideas to support said interpretations. purpose of understanding clearly-structured medium-
Reformulation of hypotheses, stemming from the comprehension of new elements; length written texts in different media.
Comparison, contrast and interchange of ideas.
Use of monolingual and bilingual dictionaries in both printed and digital formats. BL.3.5 Infer, with visual help of the context and
Socio-cultural and Socio-linguistic aspects. content, the meaning of words and expressions less- CCLI
Social formulae and one’s own treatment of informal or formal daily social contacts in frequently used, or more specific to a particular topic, CAA
hierarchical situations. in medium-length oral texts in different media.
Behavioural patterns. Silences and gestural signs of attention.
Interpersonal and intercultural relations such as recognising the taboos typical of
different cultures.
Register; colloquial expressions. Differences between written and oral texts.
Social conventions; rituals, customs and traditions more specific to different cultures.
Cultural and artistic manifestations such as communication media, historic happenings,
intercultural contrasts, etc.
Communicative functions.
Initiation and maintenance of personal and social relations, introducing someone and
response on being introduced in either a formal or an informal way.
Excusing oneself or asking pardon.
Establishment and maintenance of communication and discourse organisation; to rectify
what has been said or to para phrase so as to solve a communication problem.
Description of the physical and abstract qualities of people, objects, places and activities.
Narration of past occurrences and practices, descriptions of current states or situations,

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and expression of future events. Relationship of events and tenses.

Request for, and offering of, information, directions, opinions and points-of-view.
Expression of warnings (advertencies) or of notices and alerts (avisos).
Expression of the degree of certainty. Confirmation or correction of a piece of
information.
Expression of wishes, promises, probability or improbability.
Formulation of hypotheses.
Expression of sentiments such as indifference, admiration, sympathy, and aversion.
Lodging of complaints, calming or encouraging. Expression of physical symptoms or
sensations.
The idea of language as a tool for learning and reflecting on one’s own learning.
Understanding of the aesthetic and poetic functions of language.
The lexicon, expressions and frequently-used idiomatic phrases (from the perspective of
the Receiver).
Frequent colloquialisms.
Word formation
Amplification of more complex collocations.
Cognate and false cognates. Lexical friends and false friends. (Words of similar
appearance but of different meanings)
More topic-specific idiomatic expressions
Amplification of the vocabulary and synonyms of the foreign language.
Development and expansion of listed vocabulary:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, free-time, leisure and sport, travel and holidays,
health and physical care, education and studies, purchases and commercial activities,
food and recreation,
Transport
Language and communication. Meta-language. (= language or symbols used to discuss
another language).
Natural environment, climate and natural surroundings.
Information and Communication Technology
Classroom language; literary language.
Graphic patterns and orthographic conventions and their relationship to communicative
intentions.
Basic orthographic rules, punctuation and typographic conventions, abbreviations,

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symbols in common use, and orthographic conventions more common in the
composition of texts in the electronic media. Netiquets (Internet etiquettes).
Morpho-syntactic and discursive structures. (2.)
BLOCK 4: Production of Written Texts – Expression and Interaction
Fourth Stage: Compulsory Secondary Education.
Contents
Strategies of Written Production and Interaction.
Planning
Mobilise and coordinate the appropriate general and communicative competences with
the purpose of efficiently completing the exercise (generating ideas about the theme and
selecting appropriate resources).
Locate and use appropriately linguistic and thematic resources. Critical Selection of
information so as to support the ideas of the written production
Execution
Clear expression of the message; adjusting itself to the models and formulae of each type
of text; questionnaires, or informative, descriptive, narrative and argumentative texts,
personal and formal correspondence.
Structure on the basis of previous knowledge from other languages.
Use of sentences of different lengths and structure, and of greater complexity, so as to
organise the text with sufficient internal cohesion and coherence.
Revision
Revision of the task or of the message. Co-evaluation of the written text.
Socio-cultural and socio-linguistic aspects.
Typical social formulae and treatment for informal or formal social contacts in an
hierarchical situation.
Behavioural patterns. Silences and gestures indicating attention.
Interpersonal and intercultural relationships such as recognising taboos typical of other
cultures.
Register; colloquial expressions. Differences between written and oral texts.
Social conventions; rituals, customs and traditions more specific to different cultures.
Cultural and artistic manifestations, such as communications media, historic happenings,
intercultural contrasts, etc. .
Evaluation Criteria CC
BL.4.1.Produce, or co-produce, coherent and CCLI
structured medium length, written texts, continuous CAA
or discontinuous, in different media, in formal,
informal or neutral registers, about general topics in
personal, public, educational and occupational fields,
applying planning, execution and revision strategies
creatively, and with an aesthetic sense. CCLI
CSC
BL.4.2. Incorporate into the written production, the
CEC
socio-cultural and socio-linguistic aspects relative to
daily life, to behaviour, to interpersonal and
intercultural relationships, to social conventions and
cultural and artistic manifestations, taking into
account, from an inclusive perspective and as an
enriching element, the classroom diversity and
differences, and avoiding stereotypes and prejudices.
CCLI
BL.4.3. Produce, or co-produce, medium-length
written texts in different media, that are coherent and
appropriate to the communicative purpose; using, in
an aesthetic and creative way, knowledge about
functions, discourse patterns, textual organisation,
morphosyntactic structures, orthographic, typographic
and punctuation conventions, and likewise a lexicon of
expressions and idioms in frequent use, and those
terminologies more specific to different
CCLI
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Communicative functions. communicative situations. CSC

Initiation and maintenance of personal and social relations; introducing someone and
response to being introduced. Excusing oneself and asking pardon. BL.4.4. Produce personal correspondence, both formal
Establishment and maintenance of communication and discourse organisation; rectifying and informal, in different media, about topics related
what has been said and paraphrasing to resolve a communication problem. to the activities and situations of everyday life and
Description of the physical and abstract qualities of people, objects, places and activities. current themes in one’s personal, public, social,
Narration of past occurrences and practices, descriptions of current states or situations academic or occupational ambience; respecting
and expression of future events. Relationship between events and tenses. conventions, courtesy norms and internet etiquette
Request for, and offering of, information, directions, opinions, points-of-view . Expression (Netiquette).
of warnings or of notices and alerts .
Expression of the degree of certainty. Confirmation or correction of a piece of
information.
Expression of wishes, promises, probabilities and improbabilities.
Formulation of hypotheses.
Expressions of sentiments such as indifference, admiration, sympathy and aversion.
Lodging complaints, calming and encouraging. Physical symptoms and sensations.
The idea of language as a tool for learning and reflecting on one’s own learning.
The aesthetic and poetic function of language.
The lexicon; expressions and frequently-used idiomatic phrases (from the Production
perspective).
Frequent colloquialisms.
Word formation.
Amplification of more complex collocations.
Cognates and false cognates (Known as false friends; appearance similar; meaning
different)
Idiomatic expressions specific to topics..
Amplification of the vocabulary and synonyms of the foreign language.
Development and expansion the listed vocabulary:
Personal identification, housing, home and environment, activities of daily life, family and
friends, employment and position, travel and holidays, health and physical care,
education and studies, purchases and commercial activities, food and recreation,
Transport
Language and communication. (Meta-language = language or symbols used to discuss
another language)
Natural environment, climate and natural surroundings.

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Information and communication Technology

Classroom language. Literary language.
Graphic patterns and orthographic conventions and their relationship to communicative
intentions. (1.)
Basic orthographic rules, punctuation and typographic conventions, abbreviations,
symbols in common use, and orthographic conventions more common in the
composition of texts in the electronic media. Netiquets (Internet etiquettes)
Morpho-syntactic and discursive structures. (2.)

BLOCK 5: Cross- disciplinary elements of this Subject

Fourth Stage: Compulsory Secondary Education.
Contents Evaluation Criteria CC

Search, selection and organisation of information in digital media
Digital search and visualisation tools for searching in blogs, wikis, forums, sound banks,
specialised web pages, virtual dictionaries and encyclopedia, specialised data bases
Filtration strategies in information search
Storage of digital information in IT devices and Web services.
Evaluation of the positive aspects of the TIC for the search and contrasting of
information.
Organisation of the information, following different criteria.
Communication
Use of the most common TIC and audiovisual tools for collaborating and communicating
with the rest of the workgroup with the purpose of planning the work, supplying
appropriate constructive ideas and understanding the ideas of others, etc. Sharing
information and resources and constructing a product or collective goal.
Electronic mail. Cooperative modules in personal learning environments, such as, blogs,
wikis, forums.
Communication habits and conduct and the protection of one’s own individuality and
that of others from malpractice; such as cyber-harassment.
Analysis of the destination and recipient, and adaptation of the communication to serve
those appropriately.
Habits and conduct for filtering the source of more complete information and sharing it
BL.5.1. To look for, and select, information, text CD
documents, images, sound tracks and videos,
beginning with a strategy of filtration and contrast in
digital media such as a sound bank, specialised web
pages, virtual dictionaries and encyclopedia or
specialised data bases; carefully registering it on paper,
or storing it digitally in IT devices or internet services.
BL.5.2. To collaborate and communicate so as to CD
construct a product or collective task; filtering and CSC
sharing information and digital contents and using TIC
communication tools of the social web services and
related virtual learning environments. Apply good
conduct norms in communication and preventing,
denouncing and protecting others against,
malpractices such as cyber-harassment.
BL.5.3. To create and edit digital documents such as
CD
text documents and or multi-media presentations with
aesthetic emphasis, using desktop IT applications to

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with the group.
Creation of digital Contents.
Realisation, simple formatting and printing of text documents.
Design of multi-media presentations.
Sizing, rotation and trimming of images.
Author’s rights and publication licenses.
Personal skills of self-regulation.
Initiative and innovation.
Self-knowledge. Evaluation of strengths and weaknesses.
Emotional self-control, control of anxiety and uncertainty, and capability for self-
motivation. Resilience; overcoming obstacles and failures.
Perseverance, flexibility.
Alternative thought.
Critical sense.
Planning and evaluation of projects.
Means-and-ends thinking.
Planning, organisation and management strategies
Selection of technical information and material resources.
Supervision strategies and problem resolution
Evaluation of processes and results.
Evaluation of an error as an opportunity
Communication skills.
Taking of vocational decisions
Work, professional and study environments linked to knowledge of their ambiences.
Knowledge of one’s own strengths and weaknesses.
Team work
Responsibility and efficiency in the completion of tasks.
Assumption of different roles in work teams.
“Big picture” thinking
Solidarity, tolerance, respect and kindness
Active listening techniques. Egalitarian dialogue
Knowledge of the structures and technique of cooperative learning
Use of specific vocabulary of an assignment
Idea of the use of language as a tool for learning and reflecting on one’s own manner of
learning.
include them in one’s own projects and exercises;
knowing how to apply the different types of licences.
BL.5.4. To carry out in an efficient manner exercises or
projects, to have the initiative for undertaking and SIEE
proposing actions, being aware of one’s own strengths
and weaknesses, showing curiosity and interest during
its development and acting with flexibility in the search
** for alternative solutions.
BL.5.5. To plan individual or group tasks or projects,
foreseeing the resources and time necessary to fit in SIEE
with the proposed objectives, to adapt it to CAA
unforeseen changes and transforming difficulties into
possibilities, to evaluate, with guidance, the process
and final product, and to communicate in a personal
manner, the results achieved.
BL.5.6. Recognise the studies and professions linked to SIEE
the knowledge of the educational level, and identify
the knowledge, skills and competences which they
require to relate to them with one’s strengths and
preferences. SIEE
CSC
BL.5.7. Participate in work teams to achieve common
CAA
** goals; assuming diverse roles with efficiency and
responsibility. To support classmates; showing
empathy, recognising their contributions, and using
egalitarian dialogue to resolve conflicts and
CCLI
discrepancies.
CAA
BL.5.8. Recognise the conceptual terminology of the
assignment and of the educational level, and use it
correctly in oral and written activities in personal ,
academic, social and professional fields.
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Language and communication. Meta-language.

Classroom language
Glossary of conceptual terminology of an educational level.

(1) Sound, Accentual, Rhythmical, and Intonation Patterns and their relationship to Communicative Intentions
Course 4 Compulsory Secondary Education - ENGLISH
Identification and articulation of vowel sounds and their consolidation;

Identification and articulation; of frequent use and of consonantal sounds which present major difficulty (e.g. / / of leisure, pleasure); especially difficult
consonantal groups; alternative pronunciations.

Recognition and articulation of more complex patterns of rhythm, intonation and accentuation patterns of words and phrases for the communicative
functions of this academic level.

Overly-segmented phenomena in the spoken language ; connected speech, links, assimilation, fusion and highly complex elisions.
(2) Morphosyntactic and Discourse Structures
Course 4 Compulsory Secondary Education - ENGLISH
Expression of the entity of nouns (countable, uncountable, collectives and composites), personal, reflexive/emphatic, reciprocal and relative pronouns,
articles, demonstrative adjectives.

Expression of existence (e.g. there could be)

Expression of quality: (e.g. pretty good, much too expensive).

Expression of quantity: regular and irregular plurals, cardinal and ordinal numbers, adverbs of quantity (e.g. lots / plenty (of), several)

Expressions of mode or manner, Adverbs and expressions of mode (e.g. carefully, in a hurry).

Affirmation: affirmative sentences; tags; me too, think/hope so.

Negation: negative sentences with not, never, n o +noun (e.g. no chance, nobody, nothing), negative tags; me neither.

Interrogation: questions (Wh- questions, e.g. What is the book about? Auxiliary questions; indirect questions (e.g. Do you know where she lives?; tags).tags.)

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Exclamation expressions (e.g. What+ (Adj) +Noun, e.g. What beautiful horses!, How +Adj. e.g. How very nice!), Expressions (e.g. Hey; that’s my bike!)

Expressions of time : in present tense (present simple and continuous), past (past simple and continuous, present perfect, past perfect); future (going to,
will, present simple and continuous + Adverb); passive voice with simple and perfect tenses (e.g. A new president has been elected).

Expression of aspect: exact (simple tenses); lasting (present and past simple /perfect, and future continuous); habitual (simple tenses + Adverb e.g. every
Sunday morning, used to, would); inchoative/rudimentary (be about to), terminating (stop-ing).

Modal (form, type, category) expressions . “factuality”/(declarative sentences); capacity (can, be able), possibility/probability (may, might, perhaps);
necessity (must, need, have(got) to); obligation (have (got) to, must, imperative); prohibition (don’t, can’t, mustn’t); permission (may, could, allow);
intention (going to, present continuous, intend to ); advisory (e.g. Should, ought to, had better; modal passive voice (e.g. That message must be sent
immediately)).

Expression of time relations; precise (e.g. at midnight); divisions (e.g. term); time indications (e.g. ago, early, late); duration (e.g. from …to …, during, until,
since; prior (e.g. already, (not) yet); subsequent (e.g. afterwards), later); sequencing (e.g. first, after that, finally); simultaneity (e.g. just, when ); frequency
(e.g. twice, four times a week, daily).

Expression of spatial relations, prepositions and adverbs of place, position, distance, movement, direction, origin, destination.

Expression of logical relations: conjunction (e.g. not only … but also, both … and); disjunction (e.g. either … or); opposition/ concession (e.g. (even)
though/although, despite/in spite of); cause (e.g. because(of), due to, as); finality (e.g. to-infinitive, for); comparison (e.g. twice as, not so + Adjective, not as
much/many as …, less/more Adj/Adv (than) .., better and better, the highest in the world); consequence (e.g. so, therefore, so/such … that); condition (e.g.
if, unless); indirect style (reported information, offer, suggestions and commands).

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