TEMPORAL DISTRIBUTION OF CURRICULAR ELEMENTS

1ST TERM Unit 1- Bursting at the seams (Shopping and fashion)

Unit 2- I’ve got the hump vs I’m ticked off (Two countries, one language)
Unit 3- A one trick pony (Inspiring Personalities)
Unit 4- Bells and whistles (Technology)
Unit 5- Blood on the carpet (Job)
Unit 6- The world and his wife (Men and Women)
Unit 7- I’m on the Fence (Important decissions)
2ND TERM Unit 8- Once upon a time(Story telling)
Unit 9- A breath of fresh air (the environment)
Unit 10- Clean bill of health (health)
Unit 11- Art is long and life is short (Is this Art)
Unit 12- Tar everyone with the same brush (stereotypes)
3RD TERM Unit 13- Behind closed doors (terrorvision)
Unit 14- And all that jazz (the world of music)
Unit 15- We forge the chains we wear in life (Dickens)
Unit 1- Bursting at the seams (Shopping and fashion)
OBJECTIVES
- To understand global and specific information from oral and written texts about shopping and
fashion.
- To produce well organised texts about shopping and fashion.
- To participate in conversations about shopping and fashion using adequate strategies.
- To develop and use different learning strategies, including ICT, in relation to shopping and
fashion.
- To learn about the essential issues related to shopping and fashion.
CONTENTS
Block 1: Comprehension of information from face-to-face interaction about shopping and fashion.
Block 2: Social interaction about shopping and fashion.
Block 3: Comprehension of the main ideas and specific information in texts about shopping and
fashion.
Block 4: Planning and performance. Production of descriptions of fashion and short presentations
about fashion.
Sociocultural and sociolinguistic aspects: Knowledge of shopping problems around the world.
Perfection of language as a valuable tool for the exchange of information.
Communicative functions: Production of well-defined roles of shopper and shopkeeper in a shop.
Specific contents:
Contrast between present simple/continuous; be/have in fashion description.
Expression of preferences: like/love/hate/enjoy/don’t mind / feel like + -ing. Use of adjectives with
too/enough. Planning future activities: use of going to.
Lexis related to: shopping, fashion, physical appearance, clothes.
Phonetics: 3rd Person ending of present simple and plural s. Initial consonant clusters sp-, st-, sk-,
etc.
COMPETENCES
1. Competence in Linguistic Communication (LC):
2. Mathematical competence and basic competences in science and
technology (MST): Measures of height, weight. Prices. Identifying fashions.
3. Digital Competence (DC)
4. Learning to learn (LL)
5. Social and Civic Competences (SCC)
6. Sense of initiative and entrepreneurship (SIE)
7. Cultural awareness and expression (CAE)

EVALUATION

1. Competence in Linguistic Communication (LC)

2. Mathematical competence and basic competences in science and
technology (MST)
3. Digital Competence (DC)
4. Learning to learn (LL)
5. Social and Civic Competences (SCC)
6. Sense of initiative and entrepreneurship (SIE)
7. Cultural awareness and expression (CAE)
Unit 2-
(4 sessions)
OBJECTIVES

CONTENTS

COMPETENCES

EVALUATION
Unit 3-
(4 sessions)
OBJECTIVES

CONTENTS

COMPETENCES

EVALUATION
CALENDAR

INICIO PERIODO LECTIVO:

• Institutos Educación SECUNDARIA - Resto cursos de ESO [13 de septiembre 2017]

FINALIZACIÓN DEL PERIODO LECTIVO:

• Institutos Educación SECUNDARIA [excepto el alumnado de 2º de Bachillerato que finalizará sus
actividades lectivas en función de las necesidades derivadas de la realización de la evaluación final de
Bachillerato y los procedimientos de admisión en la Universidad] [22 de junio 2018]

September.2017 October 2017 November 2017

Mo Tu We Th Fri Sa Su Mo Tu We Th Fri Sa Su Mo Tu We Th Fri Sa Su
1 2 3 1 1 2 3 4 5
4 5 6 7 8 9 10 2 3 4 5 6 7 8 6 7 8 9 10 11 12
11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19
18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26
25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 29 30
30 31

December 2017. January 2018. February 2018...

Mo Tu We Th Fri Sa Su Mo Tu We Th Fri Sa Su Mo Tu We Th Fri Sa Su
1 2 3 1 2 3 4 5 6 7 1 2 3 4
4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11
11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18
18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25
25 26 27 28 29 30 31 29 30 31 26 27 28

Mayo.2018
April.2018 Mo Tu We Th Fri Sa Su
March 2018
Mo Tu We Th Fri Sa Su
Mo Tu We Th Fri Sa
1 2 3 4 5 6
1Su 7 8 9 10 11 12 13
2 3 4 51 62 738 4 14 15 16 17 18 19 20
9 510611712813914101511 21 22 23 24 25 26 27
1612171318141915201621172218 28 29 30 31
2319242025212622272328242925
3026 27 28 29 30 31

July
June
.2018....
.2018......
L MMo Tu
X We
J Th
V Fri
S DSa Su
1 12 3
2 34 45 56 67 78 89 10
9 1011 11
12 12
13 13
14 14
15 15
16 17
18 19 20 21 22 23 24
16 17 18 19 20 21 22
25 25
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27 27
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30
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I – 1ST TERM
Throughout the first term, starter unit, and units 1,2,3,4,5,6,7,8,9 will be taught.

STARTER UNIT
OBJECTIVES AND KEY COMPETENCES
Throughout this unit, students will:
 Review and practice previous vocabulary and grammar which may be forgotten. CLC, L2L
 Know d
 Review and practice presnet simple and continuous, questions with How / What, countable
and uncountable nouns, There is / There are, etc.

1- Competencia en Comunicación Lingüística (CCL) (CLC)

2- Competencia matemática y competencias básicas en ciencia y tecnología (CCMT) (CMST)
3- Competencia digital (CD) (DC)
4- Aprender a aprender (CAA) (L2L)
5- Competencias sociales y cívicas (CSC) (CSC)
6- Sentido de iniciativa y espíritu emprendedor (SIE) (SIE)
7- Conciencia expresiones culturales (CCEC) (CCE)

BLOCK 1- ORAL TEXTS COMPREHENSION

CONTENTS
Comprehension strategies:
- Mobilization of prior
information on type of task
and subject.
- Identification of the textual
type, adapting the
understanding to it.
- Distinction of types of
comprehension (general
sense, essential information,
main points, relevant
details).
- Formulation of hypotheses
about content and context.
- Inference and formulation
of hypotheses about
meanings based on the
understanding of significant,
linguistic and paralinguistic
elements.
- Reformulation of
hypotheses from the
understanding of new
elements.
Socio-cultural and
sociolinguistic aspects:
EVALUATION
CRITERIA
EC1.1.Identify essential
information, main points
and most relevant details in
brief and well-structured
oral texts transmitted by
voice or by technical means
and articulated at slow or
medium speed in a formal,
informal or neutral register,
and that they deal with
everyday matters in habitual
situations or on general
topics or the field of interest
in the personal, public,
educational and
occupational fields,
provided that the acoustic
conditions do not distort the
message and can be heard
again.
EC1.2.To know and apply
the most appropriate
strategies for understanding
the general meaning,
essential information, main
points and ideas or relevant
details of the text.
EC1.3. Knowing and using
for the understanding of the
text the sociocultural and
sociolinguistic aspects
related to daily life (study
EVALUABLE
LEARNING
STANDARDS
LS1.1. Captures key points
and relevant details of brief,
articulated messages,
announcements, messages
and communications in a
slow and clear way (eg
change of boarding gate at
an airport, information on
activities at a summer camp,
or a cinema), provided that
the acoustic conditions are
good and the sound is not
distorted.
LS1.2. S/He understands the
essence of what is said to
him in everyday structured
transactions and transactions
(e.g. in hotels, shops,
hostels, restaurants, leisure,
study or work centers).
ACHIEVEMENT
INDICATORS AND
KEY
COMPETENCES
AI1.1.1. Listen to directions,
instructions,
announcements, and capture
essential information. CLC,
SIE
AI1.1.2. Use the digital
resources of the course to
consolidate the knowledge
acquired in the unit. CCL,
DC
AI1.2.1. Listen to dialogues
about everyday tasks and
extract essential
information. CLC, SIE
AI1.2.2. Listen and
understand the teacher's
questions on familiar and
everyday topics. CLC
AI1.2.3. Listen and interpret
dialogues about everyday
situations, respecting social
conventions. CLC, SCC,
SIE
social conventions, courtesy
norms and registers;
customs, values, beliefs and
attitudes; nonverbal
language.
Communicative functions:
- Initiation and maintenance
of personal and social
relationships.
- Description of physical
and abstract qualities of
people, objects, places and
activities.
- Narration of past and
occasional events,
description of present states
and situations, and
expression of future events.
- Request and offer of
information, indications,
opinions and points of view,
advice, warnings and
warnings.
- Expression of knowledge,
certainty, doubt and
conjecture.
- Expression of will,
intention, decision, promise,
order, authorization and
prohibition.
- Expression of interest,
approval, appreciation,
sympathy, satisfaction,
hope, trust, surprise, and
their opposites.
- Formulation of
suggestions, wishes,
conditions and hypotheses.
- Establishment and
maintenance of the
communication and
organization of the speech.
Syntactic-discursive
structures1.
Oral vocabulary
commonly used2
(reception)
Sound, accentual,
rhythmic and intonational
patterns.
and work habits, leisure
activities), living conditions
(environment, social
structure), interpersonal
relations (between men and
women, in (gestures, facial
expressions, use of voice,
visual contact), and social
conventions (customs,
traditions).
EC1.4. To distinguish the
most relevant function or
communicative functions of
the text and a repertoire of
its most common exponents,
as well as discursive
patterns of frequent use
related to textual
organization (introduction of
the theme, development and
thematic change, and textual
closure).
EC1.5. Apply to the
understanding of the text the
knowledge about the
constituents and the
organization of syntactic
and discursive patterns
frequently used in oral
communication, as well as
their associated meanings
(eg interrogative structure to
make a suggestion).
EC1.6. Recognize common
oral vocabulary related to
everyday issues and general
topics or related to their own
interests, studies and
occupations, and infer from
context and context, with
visual support, the meanings
of words and expressions of
less frequent or more
specific use.
LS1.3. It identifies the
general meaning and the
main points of a formal or
informal conversation
between two or more
interlocutors that takes place
in his presence, when the
subject is familiar to him
and the speech is articulated
clearly, at medium speed
and in a standard variety of
the language.
LS1.4. In an informal
conversation in which he /
she participates, he / she
understands descriptions,
narratives, points of view
and opinions on practical
matters of daily life and on
subjects of his / her interest,
when spoken clearly, slowly
and directly and if the
interlocutor is willing to
repeat or rephrase what has
been said.
LS1.5. It includes, in a
formal conversation, or
interview (eg in study or
work centers) in which you
are asked about personal,
educational, occupational or
interest matters, as well as
simple and predictable
comments related to them ,
as long as he can ask for
something to be repeated,
clarified or elaborated on
what has been said to him.
LS1.6. Distinguish, with the
support of the image, the
main ideas and relevant
information in presentations
on educational, occupational
or interest topics (eg on a
curricular theme, or a talk to
organize team work).
AI1.3.1. Presence
conversations on the subject
of unity and extracts
essential information. CLC
1.3.2. He listens to
conversations about ethical
values and shows respect for
other opinions. CLC, SCC
AI1.4.1.Listens informal
conversations related to the
unit topic and captures the
basic information. CLC,
CMST
AI1.4.2. Listen to informal
conversations related to
sociocultural and inter-
curricular issues. CLC,
SCC
AI1.5.1. Listen to formal
discussions about the unit
topic and capture specific
information. CLC, CMSC
AI1.5.2. Listen to formal
conversations related to
sociocultural and inter-
curricular issues. CLC,
SCC
AI1.5.3. Listen to interviews
and extract key information.
CLC, SIE
AI1.6.1. Listen to
recordings on the subject of
the unit and interpret the
information. CLC, CMST
AI1.6.2. Listen to
recordings on sociocultural
issues and analyze the
differences with respect to
one's own culture. CLC,
CCE, SCC
AI1.6.3. Listen to
recordings on inter
curricular topics and
complete related activities.
CLC, CCE, CMST
AI1.6.4. It uses audio-visual
resources to strengthen the
knowledge acquired in the
unit. CLC, CMST
AI1.7.1. Listen to excerpts
 from radio or television
shows and extract specific
information. CLC, CCE,
SIE
AI1.7.2. Use the digital
LS1.7. It identifies the resources of the course to
essential information of deepen the knowledge
television programs on acquired in the unit. CLC,
everyday affairs or their DC
interest articulated with AI1.7.3. It uses audio-visual
slowness and clarity (eg resources to strengthen the
news, documentaries or knowledge acquired in the
interviews), when the unit. CLC, CCE
images help understanding.
UNIT 1
SECTION 1: ORAL TEXTS COMPREHENSION
Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

SECTION 2: ORAL TEXTS PRODUCTION: EXPRESSION AND INTERACTION

Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

SECTION 3- WRITTEN TEXTS COMPREHENSION

Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

SECTION 4- WRITTEN TEXTS PRODUCTION: EXPRESSION AND INTERACTION

Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

Reinforcement and extension programs / attention to diversity

Literary education
Inter-curricular contents
Values and attitudes / Transversal elements
Use of Information and Communication Technologies
Initiative and entrepeneurship sense
Evaluation resources
UNIT 2
SECTION 1: ORAL TEXTS COMPREHENSION
Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

SECTION 2: ORAL TEXTS PRODUCTION: EXPRESSION AND INTERACTION

Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

SECTION 3- WRITTEN TEXTS COMPREHENSION

Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

SECTION 4- WRITTEN TEXTS PRODUCTION: EXPRESSION AND INTERACTION

Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

Reinforcement and extension programs / attention to diversity

Literary education
Inter-curricular contents
Values and attitudes / Transversal elements
Use of Information and Communication Technologies
Initiative and entrepeneurship sense
Evaluation resources
UNIT 3
SECTION 1: ORAL TEXTS COMPREHENSION
Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

SECTION 2: ORAL TEXTS PRODUCTION: EXPRESSION AND INTERACTION

Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

SECTION 3- WRITTEN TEXTS COMPREHENSION

Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

SECTION 4- WRITTEN TEXTS PRODUCTION: EXPRESSION AND INTERACTION

Contents
Evaluation Criteria
Evaluable learning standards
Achievement indicators
Key Competences

Reinforcement and extension programs / attention to diversity

Literary education
Inter-curricular contents
Values and attitudes / Transversal elements
Use of Information and Communication Technologies
Initiative and entrepeneurship sense
Evaluation resources
II – 2ND TERM
III – 3RD TERM
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15