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SECUENCIAS DIDÁCTICAS- Language.

• Children learn language in situations of use.
• It is necessary the teacher involves students in a communicative interaction, in which they negotiate meanings.
• It is an discourse event.
• Language develop in a particular context between particular speakers with a specific purpose.
• There is a systematic, frequent and sustained participation in exchanged situations.
• Teaching a language is teaching to develop skills for learning how to represent it.
• There is a systematic-functional perspective.
• Language operates in a context and is a system of resources to create meanings.
• Language reflects culture.
• The contexts provide a framework for language use which is represented in specific situations and for concret purposes.
• Intercultural skills, multilingualism and linguistic repertoires notions are contemplate in the curricular design.

Inclusive Education.

• There are diversity among students in classrooms.
• Teachers need to adapt their strategies of learning to students diversity.
• Teachers need to design assessment instruments that respond to the heterogeneity.
• Varied planning lesson.
• Teachers need to include tasks and assessments related to students´age, culture, learning styles, cognitive demands, linguistic development and previous learning experiences.
• Personalize the information provided to students, adjusting it to different formats.
• The teacher have to enable different response methods from students, including the access to ICT ( Information and Communications Technology) and assistive technology.

ICT Incorporation.

• ICT allow a variety of resources to complement classwork.
• ICT integrates to another type of materials such as texts on paper.
• In English area, students read, see, listen and produce multimodal texts that can be created with different resources, including the mobile.
• Technology integrates to the area contents and the pedagogical approach.

English 4th Year.

• Every activity in the Curricular Design have the purpose of knowing how the different aspects of the oral and written discourse in the foreign language work.
• Through different exchanges between oral and text works, students interact with diverse expressions that can be use in their own compositions.
• English lessons may can be the only context where children speak English so orality needs to be promoted in the classroom.
• Teachers need to maximize English use in classroom.
• Teachers have an active role: illustrating, interacting and guiding students.
• It is necessary to consider different steps of adecuation and linguistic complexity.
• Teachers have to withdraw from the idea of "correct" and "incorrect".
• Teachers have to allow students take risks and not be afraid to make a mistake.

Criteria for Selecting Contents.

• Firstly, the contents of the planning lesson start from the criteria of the selection of contexts and topics related to those contexts.
• Secondly, teachers select genre and text types.
• Thirdly, tasks are considered by teachers.
• Finally, teachers will select the linguitic exponents.

Types of Materials.

• The material will depend on the context which teacher is working with.
• It is suggested the variety and use of motivating materials.
• There are thre type of contexts:
• School and daily life: video fragments, letters, e-mails, websites, multimodal texts, etc.
• -School contents: encyclopaedic articles, newspaper articles, book fragments, cards, flyers, websites.
• Literary context: poems, rhymes, chants, fables, theatre plays, tales, short stories, multimodal tales.

Planning grid.

• There is anual planning divided in months.
• The contents and the indicators of progression are related to each secion of the anaul planning.
• Development time will depend on the every institutional context and students groups.
• Project planning will guide the development of topics, materials and tasks.
• It is suggested dividing the contents into two or three months each one.
• Another option is monthly projects planning.