Introduce el texto aquí

Introduce el texto aquí

1. FLA PLANNING: DDUU. CRITERIA FOR THE SEQUENCING AND TIMING OF CONTENTS AND OBJECTIVES, SELECTION OF THE METHODOLOGY TO USE IN LEARNING AND ASSESSMENT ACTIVITIES

   • 1. FLA PLANNING: DDUU
     • Levels of specification
       • 1.1. PLANNING PRINC.
         • variety and flexibility
       • 1.2. PRE-PLAN
         • our profession, the socio-cultural and familiar envir. and SS.
       • 1.3. THE PLAN
         • Brewster
           • warm-up and review, explanation, presentacion of new language, controlled prctice, production, revision and rounding up or closure
             • 1.3.1. The Spanish Educational System
             • 1.3.2. DDUU elements
               • objectives, contents, competences, ev. criteria, MLS and didactic methodology
                 • 1.3.3. cross-curricular elements
   • 2. CRITERIA FOR THE SEQUENCING AND TIMING OF CONTENTS AND OBJECTIVES
     • In relation to: SS, the procedure and the 4 skills
       • SPFS
     • team job
   • 3. METHODOLOGY TO USE IN LEARNING AND ASSESSMENT ACTIVITIES
     • 3.1. METHODOLOGICAL PRINC.
       • Learners, activities, cooperative learning, student-centered, meaningful learning, integrate the 4 skills and errors.
       • LAC SMIE
     • 3.2. COMMUNICATIVE COMPETENCE
     • 3.3. LEARNING AND ASSSESMENT ACTIVITIES
       • Johnson
         • principles: information tranfer, information gap, jigsaw, task dependency, correction for content
           • 3.3.1 Learning activities
             • Harmer
               • interactive, unpredictable, within a context and authentic
                 • oral communicative activities
                 • written communicative activities
           • 3.3.2. Assessment activities
             • global, continuous, consider the progress in all areas

2. THE FLA IN THE CURRICULUM. CRITERIA TO BE REFLECTED IN THE SCHOOL EDUCATIONAL PROJECT AND THE SCHOOL CURRICULAR PROJECT

   • 1. THE FLA IN PRIMARY EDUCATION: ASPECTS TO BE CONSIDERED
     • 1.1. THE IMPORTANCE OF FLA IN THE CURRICULUM
     • 1.2. THE SPANISH EDUCATIONAL SYSTEM
       • levels of specification and definition of curriculum
     • 1.3. ELEMENTS OF THE CURRICULUM
       • objectives, contents, competences, ev.criteria, MSL and didactic methodology
         • 1.3.1. cross-curricular elements
   • 2. CRITERIA TO BE REFLECTED IN THE SCHOOL EDUCATIONAL PROJECT AND THE SCHOOL CURRICULAR PROJECT
     • 2.1. SCHOOL EDUCATIONAL PROJECT
       • EDUCATIONAL PROJECT
         • analysis of the socio-cultural environment, identity signs, educational objectives and action priorities, general organization, specifications of the curriculum, Attention to Diversity Plan, Tutorial Action Plan and strategies to develop cross-curricular elements.
         • planning intrument: basic educational options and general organization
     • 2.2. SCHOOL CURRICULAR PROJECT
       • CLASSROOM PROGRAMME
         • adjustments of the curriculum and specification of objectives, contents, methodology and ev. criteria
           • what, when and how must be taught
           • what, when and how must be assessed
   • 3. COMMUNICATIVE COMPETENCE