SYLLABUS PROPOSAL FOR 3RD YEAR

STUDENTS OF COMPULSORY
SECONDARY EDUCATION
Author: Sara Martin Rodriguez
Supervised by Edgardo Galetti
“Máster en Educación Secundaria Obligatoria y Bachillerato”
KEY CORNERSTONES & LEGISLATIVE DOCUMENTS

• Common European Framework for the Teaching, Learning and Evaluation

of Foreign Languages + European Portfolio of Languages.
• Royal Decree 1105/2014
• National Directive Key Competences
• Regional Decree 48/2015
• Order 65/2015 relation between competences, contents and evaluation
criteria.
 THE STUDENTS & THE SCHOOL

• High diversity of students and backgrounds enrichment factor

• Middle of adolescence period
• Social acceptance becomes important
• Limited resources
• Old facilities
 THEORY IS AS IMPORTANT AS PRACTICE

• Meaningful learning
• Classroom interaction-participation
• Contextualized learning
• Bloom’s taxonomy and adapting material to the psycho-cognitive learner
characteristics
• Affective filters
 METHODOLOGY

• Communicative Approach
real and authentic communicative situations
• Task-based Language Teaching Approach
• Scaffolding strategies (previous knowledge is taken into consideration)
• Interpersonal communication and cooperative learning
• Metalearning-learning about one’s own learning
• Constructivist point of view regarding errors- mistakes are essential if learning is to
take place
 Reading&Writing/Listening&Speaking

• Pre, while and after reading and writing strategies.

• Jigsaw, blanks, etc. + the use of dictionaries (important linguistic tool)
• Listening to contextualized situations and task-based listening
• Debates that expand the contents and serve as way to practice their oral
skills.
 DEVELOPED UNIT : SCRUFFY OR SMART?
Transversal topic: Moral and Civic Education

• Topic: clothes, physical appearance, the world of fashion.

• Timing/sessions: 6
• Main objectives:
-To identify, name, write, and differentiate different pieces of clothing.
-To be able to make use of descriptive devices when describing clothes.
-To be knowledgeable about different trends according to different countries.
-To read, listen and understand information about the world of fashion.
-To recognize the impact of marketing on consumer behaviour and globalization on the
fashion industry.
 CONTENTS
• 1) Oral and written communication:
• Recognizing and producing vocabulary related to the world of fashion.
• Being able to speak coherently about their shopping habits making use of time markers and
expressions.
• 2) Language awareness:
• Revision of present continuous to describe what other people are wearing at that moment.
• Phrasal verbs about actions related to clothes
• Vocabulary related to clothes: bikini, gloves, swimsuit, bra, slippers, socks, etc.
• 3) Sociocultural aspects:
• Compare the world of fashion in different countries.
• Sensibility towards fast fashion and its environmental costs.
• Appreciation of English as a way to widen their horizons and knowledge of the outer world
since it is considered to be the language of the current world.
 SESSIONS

• 1ST SESSION: 4 ACTIVITIES (BRAINSTORMING, RESEARCHING

FOR INFO ONLINE, GROUP WORK, QUIZ)
• 2ND SESSION: 4 ACTIVITIES (CHECKING PREVIOUS SESSION
WITH GAME AND HW, PHRASAL VERBS AND MIMICS ON
PHRASAL VERBS)
• 3RD SESSION: 4 ACTIVITIES (BRAINSTORMING, DESCRIBING
PICTURES, WRITING AS HW, ROLE-PLAY, DEBATE)
 SESSIONS

• 4th SESSION: 4 ACTIVITIES (LISTENING + QUESTIONNAIRE,

READING COMPREHENSION, DEBATE)
• 5TH SESSION: 3 ACTIVITIES ( BRAINSTORMING,
VIDEO/LISTENING + QUESTIONNAIRE, GROUP WORK )
• 6TH SESSION: 2 ACTIVITIES (READING COMPREHENSION,
GROUP WORK (JIGSAW) + SUMMING UP THE UNIT IN GROUPS)
 TREATING DIVERSITY - flexibility

• Extension and consolidation activities for both strong and weak students
• Specific educational attention to those who need it
• Specific learning programs for foreign students who do not know Spanish
• Modification to the curriculum for those with special educational needs
 EVALUATION PROCESS

• CONTINUOUS, SYSTEMATIC AND FLEXIBLE EVALUATION

THREE TYPES OF EVALUATION:
-INTIAL
-PROGRESSIVE
-FINAL
 INSTRUMENT
S OF EVALUATION (TEACHER&STUDENT)

• Self-evaluation
• Peer-evaluation
• Analysis of portfolio dossier
• End-of-term examinations
• Anonymous questionnaires (yes or no answers) for students to evaluate my
work
 CONCLUSIONS

• Time management and planning are essential in education if one wants to

achieve his/her goals as a teacher.
• Learning is dynamic and building process where several factors intervene.
• The ultimate goal of a teacher is to find students’ potential and exploit it to
the fullest.
• “Education is the most powerful weapon which you can use to change the
world” –Nelson Mandela.
 BIBLIOGRAPHY

COUNCIL OF EUROPE (2001), “Common European Framework of Reference for

Languages: Learning, teaching, assessment.” Cambridge: Cambridge University Press
NUNAN, D. (1988), Syllabus Design. Oxford University Press
WATCYN JONES, P. (1995), Grammar Games and Activities, Penguin.
• INTERNET RESOURCES:
• www.curriculumonline.gov.uk
• www.bbc.co.uk/schools
• www.breakingnewsenglish.com
 THANK YOU FOR
YOUR ATTENTION