2009-2010

MINIMUM CONTENTS
ENGLISH DEPARTMENT

ENGLISH SYLLABUS
SECONDARY EDUCATION. DBH.FIRST YEAR COURSE

SECONDARY EDUCATION. DBH.FIRST YEAR COURSE

MINIMUM CONTENTS
A. ORAL AND WRITTEN COMMUNICATION CONCEPTS. Functions: 1. Asking and giving information about personal identification 2. Talking about daily routines 3. Asking and answering about abilities 4. Describing people 5. Describing what is happening at the moment 6. Asking and giving information about the past 7. Comparing things 8. Present continuous : affirmative, negative and interrogative. 9. ... Vocabulary: Food and components, adjectives for physical description, countries, and nationalities, years and factual information Words related to the different topics (holidays, cinema, weather, summer activities,) PROCEDURES: 1. 2. 3. 4. 5. 6. 7. Taking part in controlled oral exchanges (questions/answers) using some given pieces of information Producing written texts following a model Identifying TRUE/FALSE information Making a projects Identifying main features and specific information in a letter Exchanging information about the past (S) Understanding global and specific information in oral/written texts (L/R)

ATTITUDES: 1. Co-operation with the classmates in pair/group work 2. Respect for others opinions 3. Effort in using the English language when working in pair/group work 4. Careful listening and reading for information and reading of information and detailed observation of illustrations 5. Respecting turns when people are talking 6. Interest in communicating in English

B. REFLECTION ON THE LANGUAGE AND ITS LEARNING PROCESS CONCEPTS: Morpho-syntactical aspects 1. TO BE and TO HAVE GOT: affirmative, negative and interrogative 2. Present simple: affirmative, negative and interrogative 3. There is/are 4. Short answers in simple present

5. 6. 7. 8. 9. 10.

Can/cant Prepositions of place. In, next to, on the corner of, between, opposite Countable/uncountable. Some, any Simple Past of the verb TO BE Adjectives: position, comparative and superlative forms Linkers: and, but, and then, because

1. 2. 3.

PROCEDURES: 1. Replacing relevant elements in sentences 2. Comparing sentences which describe actions happening now and habitual actions 3. Using the right form of the verb to make sentences ATTITUDES Interest in correcting one owns errors Positive attitude towards one owns errors in order to improve their communicative effectiveness. Valuing the correctness in order to assure communication

A. SOCIO-CULTURAL ASPECTS CONCEPTS 1. Classroom language suitable for social relationship 2. Features of an informal letter in English 3. Customs related to food in Britain PROCEDURES 1. Imitating basic elements in an informal letter in English 2. . ATTITUDES 1. Interest in using English expressions with classmates 2.Curiosity for cultural elements from other countries 3.Respect for others habits and customs

ENGLISH SYLLABUS
SECONDARY EDUCATION. DBH.SECOND YEAR COURSE

SECONDARY EDUCATION. DBH.SECOND YEAR COURSE

MINIMUM CONTENTS
C. ORAL AND WRITTEN COMMUNICATION CONCEPTS. Functions: 10. Talking about future plans 11. Describing people 12. Asking and giving information about past events 13. Making predictions. Vocabulary: Classroom objects, jobs, hobbies, sports, plans Words related to the different topics (holidays, shops ) PROCEDURES: 1. Taking part in controlled oral exchanges 2. Organizing sentences in the right order. 3. Finding information in a letter, and producing a similar text. 4. Making projects 5. Understanding global and specific information in oral /written texts. 6. Identifying TRUE/FALSE information ATTITUDES: 1. Co-operation with the classmates in pair/group work 2. Respect for others opinions 3. Effort in using the English language when working in pair/group work 4. Careful listening and reading for information and reading of information and detailed observation of illustrations 5. Respecting turns when people are talking 6. Interest in communicating in Englis 7. Curiosity to check whether the personal productions are right 8. Initiative to consult classmates and teacher. D. REFLECTION ON THE LANGUAGE AND ITS LEARNING PROCESS CONCEPTS: Morpho-syntactical aspects 11. Wh- questions. 12. Like/hate/love..... ing 13. Frequency adverbs 14. Present simple: affirmative, negative and interrogative 15. Present continuous. 16. There was/were 17. Simple Past. Regular and some irregular verbs. 18. Past continuous. 19. TO BE GOING TO 20. Use of Will for predictions. 21. Some conventions used in shopping: Can I try on? /Id like.../ Can I help you? / its too....... PROCEDURES: 1.

Finding certain linguistic structures in the given material

2. 3. ATTITUDES

Using the right form of the verb to make sentences Using the dictionary in order to know the unknown words, meaning and pronunciation. 1.Interest in correcting one owns errors 2.Positive attitude towards one owns errors in order to improve their communicative effectiveness. 3.Valuing the correctness in order to assure communication 4. Initiative to ask for help when it is needed

B. SOCIO-CULTURAL ASPECTS CONCEPTS 1. Classroom language suitable for social relationship 2. Features of an informal letter in English 3. Customs related to food in Britain PROCEDURES 1. Imitating basic elements in an informal letter in English 2. ATTITUDES 1. Interest in using English expressions with classmates 2.Curiosity for cultural elements from other countries 3.Respect for others habits and customs

ENGLISH SYLLABUS
SECONDARY EDUCATION. DBH.THIRD YEAR COURSE

SECONDARY EDUCATION. DBH.THIRD YEAR COURSE

MINIMUM CONTENTS A - ORAL AND WRITTEN COMMUNICATION: - Concepts: 1- Communicative intentions: Giving and asking for personal information; describing habitual /past activities; expressing opinions; giving instructions;; asking and answering questions. Giving and asking for permission, making arrangements, suggestions; talking about the future, ideal holidays; making comparisons; describing people and facts ; telling a personal experience or an event. Giving and asking for information about contact with the English language outside the classroom; narrating past facts (personal or others) or an event;; offering and accepting 2- Specific vocabulary about everyday topics referred to one owns needs and interests. 3- Structures: Present simple and continuous (statements, negatives and interrogatives); past simple (regular and irregular verbs); : Present perfect, past simple, countable and uncountable nouns, quantifiers, passive voice (future, present, past simple and continuous tenses). Future simple, past simple and continuous, conditional sentences, must/mustnt, comparatives, superlatives. 4-Discourse cohesion linkers 5- Phonology: Vowels and consonants; the pronunciation of the final -ed; plural ending. 6- Texts: biography ; news ; a narration - Procedures: 1. 2. 3. Producing oral and written texts about mentioned topics Understanding general and specific information in oral and written texts Distinguishing facts and opinions.

4. 5.

Eliciting non explicit information from a text. Guessing the meaning of unknown words from the context.
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6. Adequate pronunciation when speaking. 7. Making a project about their favourite musician. 8. Organizing ones ideas. 9. Creative use of language to express what one really wants. 10. Active participation in oral conversations to express themselves - Attitudes: 1- Interest and curiosity to know the information shown in the different oral or written texts using any strategies shown in the term. 2- Interest and effort to express ones ideas in English (written and oral productions), using all the linguistic resources the student knows. 3- Attention and respect for others ideas. 4- Interest in overcoming any difficulties the student may find in producing or understanding any text in the foreign language. 5- Interest and effort in correcting ones mistakes. 6- Recognition of the importance of using a foreign language to understand and make oneself be understood by foreign people. B- REFLECTION ON THE LANGUAGE AND ITS LEARNING PROCESS: - Concepts: Solving and overcoming learning problems: present simple and continuous. Past simple (regular and irregular verbs).Possessive adjectives and pronouns. Autonomour learning Future simple / Past simple and continuous (regular and irregular verbs).Conditionals. Indefinite pronouns. The number in nouns.Comparatives of superiority or equality, superlatives. Regular and irregular adjectives.Descriptions of things, demonstrativesPresent perfect, past simple, passive voice, reference to the past, present and future in a logical sequence. Quantity and number. Countable and uncountable nouns. Discourse markers.

- Procedures:

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Conscious use of different strategies to learn: elicit, order, clasify, listen translate, repeat . . . Conscious awareness of semantic and morfologic aspects - verb tenses. Conscious use of the different tenses seen in the term. Attitudes: 1- Curiosity to know how the foreign language functions. 2- Positive attitude to follow any activity to improve the communicative competence in class. 3- Self-confidence in his/her ability to progress and overcome difficulties. C- SOCIOCULTURAL ASPECTS: -Concepts: 1. Habits and traditions 2. Young people: studies, pop music, travels, pen friends. Interesting touristic sites 3. Love and friendship. 4. Young people and free time. 5. Shopping Family relationships. - Procedures: 1- Comparing English habits to ours. 2- Showing a critical, though respectful, attitude towards English customs, culture and tradition. 3- Using authentic written and oral material. - Attitude: 1- Curiosity and respect for the different ways of living in Great Britain. 2- Valuing the contact with other cultures.

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DBH EVALUATION CRITERIA 1- Three kinds of contents will be evaluated to give the final mark: concepts, procedures and attitude. 2- In the concepts we will evaluate mainly their knowledge about pure grammar or use of English. This will be a 25% of the whole term. 3- The teacher will pick up information about the students everyday work and progress, so that the term mark will not come out of a unique exam, not even from two or three exams, but from a lot of marks on their habitual work (attitude, procedures). 4- In the procedures we will evaluate any means used towards the learning of the language, even the strategies to become a self-learner. This kind of contents will be a 60% of the final mark. The procedures related with listening skills will be 15%, those having to see with reading 10%, with speaking 10% and with writing 15%. Finally a 10% will be attached to projects, a kind of work in which different skills are used 5- As for attitude, interest, respect and effort will be the basis of our evaluation. Speaking in English during the class time will be encouraged as much as possible and the students will be given some of the most used expressions in class.. The effort itself will be possitively taken down. It will suppose a 15% of the final mark. 6- The projects will have their own mark because they are an activity in which different skills are used. Not only will the use of English be marked but the students own effort in doing it, its neatness, creativity, and content as well. A project usually represents a lot of effort and is something that the student will probably want to keep. It is not advisable to put red marks all over it. This draws attention to the things that are wrong about the project over that things that are good. Therefore any correction will be done at the back/end of the project with general comments on it as a help for next one.

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The most important thing in the project is communication and all our efforts must be focused on that. 7- Finally a continuous evaluation will be followed this year. Passing the third term means recuperating any other fail in previous terms as well as failing the third term supposes not passing the course and having to do the final june exam. Any evaluation may include contents of the previous terms. 8- The marks for the student and parents will be 1, 2, 3,. Number 1 corresponds to OSO ONGI and BIKAIN, 2 to NAHIKO and ONGI and 3 to GUTXI. A single mark will be given on each of the three contents mentioned above and a final mark on the term will be the result of all of them.

MINIMUM CONTENTS

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1- Producing and understanding oral and written texts about the topics seen this year. 2- Guessing the meaning of unknown words from the context. 3- Conscious use of the different strategies and linguistic knowledge of the language acquired throughout the year course and in previous courses to reach a successful communication with other language users. 4- Correct use of all the materials the student has got, specially the workbook, students book and notebook. 5- Positive attitude and self-confidence to overcome any difficulty and progress in learning the English language. 6- Interest and effort in learning. 7- Present simple and continuous, past simple and continuous, present perfect, future simple, passive voice (future, present, past simple and continuous tenses). Irregular verbs. 8- first conditional. 9- Comparatives and superlatives. 10- Prepositions of time and place. 11- Must, mustnt, neednt. 12- There is, are. 13- Possessive adjectives and pronouns. 14- for, since 15- Specific vocabulary about any of the topics dealt with throughout the year course.

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ENGLISH SYLLABUS H.S.A.O.L 1ST COURSE

SECONDARY EDUCATION.

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HSAOL FIRST YEAR COURSE

MINIMUM CONTENTS

I. USE OF SPOKEN AND WRITTEN COMMUNICATION.

CONCEPTS. Vocabulary: 1. Referred to Art, learn, study, know,definitions, 2. Food, clothes, practise/train, street, crimes,hair styling words,values, teenage publications, mind power and neighbourhood 10 3. Phrasal verbs 4. Adjectives: opposites and collocation Structures: revision of different tenses (present simple/continuous. simple past, past continuous) Routines: What do you do? Phonology: word stress and Stressed syllables; words ending in -Ed and ing, to express different moods: showing sympathy, polite intonation, requests,weak forms, question-tags Written texts: 1. Guided paragraphs in a letter, describing places and a mural 2 2. Replying to a letter (enquiry, apology, a Letter to the Editor, agony letter, advice). 3. Report on a film, book; entry form, questionnaire, photos, an incident, 4. Describe person/national stereotypes and places. Oral texts: 1. Refusing offers/persuasion 2. Expressing disagreement, complaints and apologies 3. Distinguishing between facts and opinions, seeking information 4. Expressing obligation, requests, explanations and excuses 5. Talking about unusual experiences and past events, 6. Persuading PROCEDURES 1. 2. Producing guided oral and written texts from available information in a coherent and logical way. Taking an active part in discussions on well-known world issues and role-plays to give personal opinions

ATTITUDES. 1. 2. 3. 4. 5. Making effort to imitate sentence with correctness Showing interest and initiative in communicating personal and factual experiences Showing respect and tolerance towards other classmates opinions and points of view Adapting oneself to active pair- and group-work with other classmates Value of the language as a tool to communicate and convince other people

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II.

UNDERSTANDING ORAL AND WRITTEN TEXTS. (Mass media, autonomous reader) CONCEPTS. Oral texts: Listening for information: on different topics such as: instructions, advice, habits,moral dilemmas, childrens work, complaints and problems in the neighbourhood. Written texts: learning languages, vocabulary learning techniques, different roles, a letter of enquiry, an entry form a diary, advertisements, a questionnaire, sport, a programme itinerary, stereotypes, missing people,biography, surveys, Letters to the Editor,building and housing, ways of work, teenager/ parents relationships. Linking devices: structure and contents in a report PROCEDURES. 1. 2. 3. 4. 5. Understanding oral/written instructions. Identifying and understanding oral/written gist and specific information in oral/written paragraphs and texts. Matching information, if statements are true/false. Identifying and finding required relevant elements to understand oral and written texts and their difference

ATTITUDES 1. 2. 3. 4. 5. Interest to be well-informed on important world issues and experiences. Appreciate the importance of being able to communicate in English as a means to interpersonal exchanges. Interest to make use of different sources of information available. Critical attitude towards information and data available Interest to read several texts in an autonomous way REFLECTING ON LANGUAGE AND

III.
LEARNING. CONCEPTS. Learning strategies: resources for an autonomous learning Notions: time relation (past, present and future references

1..DIFFERENT GRAMMAR ELEMENTS (verb, noun, adjective, article, preposition, pronoun, adverbs and connectors). 1.1.The ones programmed for previous courses:
THE VERB FORMS:

tenses: modal and auxiliary verbs. Special use:: Must/may/could/cant/ couldnt+ infinitive (present)(affirm. /negative and interrog.) and other verbs. + Have +past participle) Defining and non-defining relative clauses Conditional tense: if ( 1st , 2nd , and 3rd types).unless, as long as, providing that, provided that passive voice:

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reported speech. Specifying verbs. Gerund after verbs: like, love, hate, prefer, enjoy., remember, forget, try. Verbs with ing or to + infinitive with a change of meaning) Causative ( get/ have ) . Phrasal verbs. LIST OF IRREGULAR VERBS ( simple past and perfect forms) NOUNS. gerund used as nouns. abstract nouns and the absence of article in front nouns in semantic fields. Used as adjectives: paper flowers, a leather jacket.

1.2.3.
Adjective:

DETERMINERS:

adjectives ended in - ed and -ing: coloured, exciting, excited.

adjectives followed by infinitive formation of adjectives through practice Classifying adjectives: wooden, sticky, polluted,

1.2.1. 1.2.2.
Time, place and position 1.2.3.PRONOUNS: Relative

ARTICLE: a(n), the, zero.

PREPOSITIONS:

1.3 .APPROPRIATE LEXICON TO COMMON COMMUNICATIVE SITUATIONS AND STUDENTS NEEDS. 1.3.1.synonyms, antonyms, word families, derivation . 1.3.2. habits and lifestyles; advertisements, Art, brochures; clothes and styles, description of people and places , drugs in sport, everyday activities; fashion, films and posters,, ,hair-styling words, holiday plans, jobs ( formation and names );letters to the Editor, moral dilemmas, neighbours, places/things in a city/town, pop stars, problems: personal, environmental; psychic power, , sports and other free time activities, stereotypes, story-telling, TV programmes, legends, peoples problems; 1.3.3.Adverbs: (position)

1.4.

FUNCTIONS:

analysing diary style, asking for advice, asking and giving information, categorising questions, complaining, describing people and places, discussing and exchanging opinions, filling in entry forms, guided writing, identifying expressions, initiating relationships, predicting, reading for information, replying letters, story-telling, suggesting.

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1.5.

Vowels and consonants, intonation (gliding up and down, stressed and unstressed syllables,

changing of meaning depending on stress.

1.6. 1.6.1. 1.6.2. 1.6.3. 1.7. 1.8.

Morphology: nouns, adjectives, verbstheir meaning and functioning in discourse nouns (Anglo-Saxon genitive, word formation, compound nouns, concordance) adjectives and their position/categories. the verbs (morphemes, auxiliary, modals..) syntactic elements: sentence structure, order, simple and complex sentence( time, concessive, discourse markers: connectors, reference, cohesion and coherence and other linking devices.

relative, cause, final, conditional, ....)

1.8.1. connectors: and, but, however, so, then, if, relatives, first, next, after that, afterwards; so, in order to,
in order that, .First, next, after that, finally; although, in spite of, even if, even though, though; however, what is more, furthermore; while, as; because.

1.9.
PROCEDURES. 1. 2. 3. 4. 5. 6.

different elements in communication: participants, setting, message, code, purpose

Organising information and all the elements in paragraphs Selecting adequate words and expressions in a given context and filling in gaps. Showing ability to induce the formation and use of the mentioned grammatical aspects (passive, comparative, superlative,..) Distinguishing between facts and opinions Producing adequate complex sentences, using the adequate subordinators Building meaningful sentences using the most appropriate verb form

ATTITUDES 1. Interest and effort to improve his own use of the English language. 2. Creative use of the language 3. Appreciate the formal correctness ,linguistic accuracy and precision in their own productions 4. Interest and awareness of the regular and irregular inner functioning of the English language 5. Fluency and accuracy in producing new texts

IV.
CONCEPTS. 1. 2. 3. PROCEDURES. 1. 2.

SOCIO-CULTURAL ASPECTS. Routines and habits: School life Peoples lifestyle: colloquial expressions, accommodation, lodging, habits, planning holidays, tourism, cultural aspects, stereotypes, personal characteristics, teenage publications, Formal conventions: greetings, disagreement, requests, agreement, refusal, and persuasion

Identifying characteristics, discussing stereotypes. Identifying the formal elements of the language adequate to the communicative situation

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3. 4. ATTITUDES 1. 2. 3. 4. 5.

Contextualised use of polite expressions social conventions in socio-linguistic pattern relationships Identifying similarities and dissimilarities and comparing them to our owns

Appreciate socio-linguistic pattern relationships, which favour mutual understanding: greeting formulae and social conventions. Value the semantic and morphological elements, different from our culture, in communicative oral or written situations Critical attitude towards stereotypes, comparing different ways of life in Englishspeaking countries to ones owns and valuing them. Receptive attitude towards other different tradition habits and culture lifestyles, opinions, habits and backgrounds, coming from abroad. Interest and readiness to adopt colloquial expressions common among young people

HSAOL dos La de Hsaol 2 est hecha por Valen y est encuadernada, pero no est metida en el disquete.

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1999.Formakuntza balorapena 1. FORMAKUNTZA Aurtengo formakuntzari buruzko txostena bete egin da: Hasieran jarritako helburuak bete dira. Balorapen osoa positiboa eta partaideen nahia datorren urteanh hildo berdinetik jarraitzea. Behin baino gehiagotan beste bilerek edo beste partaideek egindako ikastaroek formakuntzaren lana oztopatu dute. Datorren urterako gaia proposatzen da: Gaia: aurten ziklo bakoitzean erabakitako gutxieneko puntuak kontuan hartuz, haie dagozkien ( hasierako nahiz bukaerako ) testen prestakuntza eta tinkotasuna Sekuenziazioa: a. hiruhilabete bakoitzean . gaien analisia, eztabaida eta aukera . lan egiteko era: partaide guztien artean mailen banaketa eta lanen ardura. . 2 saioetan partaide bakoitzak bere kabuz dagokion maila bere gainean hartu , materiala bildu eta zirriborro bat prestatuko du; hirugarren saioan partaide guztien artean aurretik egindako lana eta materiala aztertu eta eztabaidatuko da. b. mintegi partaideak zikloka banatuko dira. c. Noiz : bi astelehenetik bi astelehenera, bi ordutako saioetan Bigarren hiruhilabetean . oso denbora gutxi izan ditugu, partaiden artean beste bilera, ikastaro eta ekintza motak izan direlako . lan egiteko era berdinean jarraitu dugu . bi bileretan bakoitzak dagokion maila landu . hirugarren bileran, DBH- 3 eta 4 mailen zirriborroak aztertu Hirugarren hiruhilabetean, . . oso denbora gutxi izan ditugu, partaiden artean beste bilera, ikastaro eta ekintza motak izan direlako . lan egiteko era berdinean jarraitu dugu . bi bileretan bakoitzak dagokion maila landu . hirugarren bileran, HSAOL1 eta 2 mailen zirriborroak aztertu

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INGELERA MINTEGIA 1998-99 Mintegi honetako partaideek %80ko aurtengo formakuntza bileretan parte hartu dutela ziurtatzen dut. Haien hutsegiteak, bestalde, beste bilera orokorretan nahiz ikastaro motetan parte hartu zutelako suertatu dira.
Duranan, 1999 .eko Ekainaren 24an.

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