TOPIC 20

TOPIC 20

1. 1.THE FOREING LANGUAGE AREA IN THE CURRICULUM

   • reasons to justify the inclusion of this area in the curriculum
     • affective reason
     • cognitive reason
     • educational reason
     • linguistic reason
     • sociocultural reason
   • theoretical basis of foreign language teaching
     • nature of language
       • language
       • communicative approach
     • nature of foreing language acquisition
       • behaviourist view
       • cognitive view
       • natural approach
     • pedagogical principles
       • meaninful learning
       • active principle
       • globalization
     • psychological characteristics of pupils
       • short memory span
       • developing the ability of perceiving
       • incapable of abstract thoughts
       • belonging to a group
   • the ultimate aim of this area
     • communicative competence
       • discursive competence
       • grammatical competence
       • sociolinguistic competence
       • sociocultural competence
       • strategic competence
   • general objectives
     • goals that guide the t-l process
   • contents
     • any information present in the t-l process by which students build thir knowledge
       • RD 126/2014 4 blocks
         • 1. comprehension of oral texts (listening)
         • 2. production of oral texts (speaking)
         • 3. comprehension of written texts (reading)
         • 4. production of written texts (writing)
     • common block of contents
       • history and characters from English speaking countries
       • customs and cultural traditions
       • songs, dialogues and debates
       • introduction to infant literature in English
   • methodological orientations
     • comprehensible input
     • communicative strategies
     • cooperative learning
     • familiar activities
     • globalization
     • silent periods
     • integrative skills
     • flexible students groupings
   • evaluation criteria
     • LOE 8/2013: continuous and global and take into account the common progress in all subjects
     • common and individualized evaluation in 3º and 6º
   • assessable learning standars
     • specifications of the evaluation criteria
     • to know, to understand and to know how to do
   • key competences and cross-curricular elements
     • key competences
       • mathematical competence and b.c in science and technology
       • digital competence
       • linguistic competence
       • learning to learn competence
       • sense of initiative and entrepreneurship
       • cultural awareness and expression
       • social and civic competence
     • cross curricular elements
       • reading comprehension
       • oral and written expresions
       • audiovisual communication
       • ICT´s
       • entrepreneurship
       • civil and constitutional education
   • attention to diversity

2. 2. CRITERIA TO REFLECT IN THE EDUCATIONAL PROJECT AND CURRICULAR PROPOSAL OF THE SCHOOL

   • DIFFERENCES BETWEEN
     • EDUCATIONAL PROJECT
       • planning instrument
       • elaborated by the directive team
       • centres identity, adopts the curriculum and expresses the organizational structure of the school
     • CURRICULAR PROPOSAL
       • sets of decisions
       • taken by the staff of the school
       • makes the curricular design more specific and appropiate to the context
   • CRITERIA TO REFLECT UPON
     • general aims
     • objectives and contents
     • methodology
     • materials
     • evaluation criteria
     • attention to diversity