Students’ Needs
According to the curriculum of the second-course of ESO, there are five different areas:
Understanding oral texts.
Production of oral texts: expression and interaction.
Understanding written texts.
Production of written texts: expression and interaction.
Transversal elements to the subjects.
Although each area has its specific objectives, contents and assessment criteria, all of them are interrelated. Everybody knows that in the case of a language, every different skill contributes to the others.
Understanding oral texts.
Oral comprehension strategies.
Mobilization of previous information on the type of task and topic.
Identify the purpose and context of the text.
Identify the type of text, support, and structure.
Distinction of types of understanding.
Formulation of hypothesis about content, context, and communicative intention.
Inference and formulation of hypotheses about meanings from the understanding of significant, linguistic elements: explicit and implicit ideas in the text and paralinguistic: modulation and tone of voice.
Social formulas typical of everyday contacts.
Patterns of behaviour
Interpersonal and intercultural relationships.
Registry
Social conventions
Cultural and artistic manifestations
Communicative functions
Initiation and maintenance of personal and social relationships
Establishment and maintenance of communication and organization of speech.
Ask for the turn of word.
Description of physical qualities of people, objects, and places.
Narration of past events, description of states and situations present, and expression of future events.
Request and offer of information about people, objects and activities; on directions to places.
Expression and justification of opinions. Valuation of a fact like easy, possible and its opposites.
Expression of necessity, obligation, possibility or impossibility.
Expression of feelings.
Expression of health states.
Conception of the use of language as a tool to learn and reflect on their own learning.
Understanding of the aesthetic and poetic function of language.
Lexicon, expressions and idioms of frequent use.
Formation of frequent words.
Most common basic idiomatic expressions.
Expansion of the usual vocabulary for the following topics:
Personal identification
Housing, home and environment
Daily life activities
Family and friends
Work and occupations
Free time, leisure and sport
Travel and vacations
Health and physical care
Education and study
Shopping and commercial activities
Food and restoration
Transport
Language and communication Metalanguage
Environment, climate and natural environment
Information and communication technologies
Classroom language
Literary language
Sound, accent, rhythm and intonation patterns and their relationship with the communicative intentions
Morphosyntactic and discursive structures.
Production of oral texts: expression and interaction.
Planning
Production of the message clearly, distinguishing your idea or main ideas and their basic structure.
Adaptation of the monological or dialogical text to the recipient, context and channel, applying the appropriate register and speech structure to each case.
Planning self-managed and multi-managed communication.
Execution
Expression of the message with clarity and coherence, structuring it adequately and adjusting, where appropriate, to the models and formulas of each kind of text.
Self-confidence and assertiveness
Review of the task or message to simplify, improve and clarify the content after assessing the difficulties and available resources.
Co-evaluation of oral production.
Scaffolding with previous knowledge of other languages.
Facilitation, compensation and correction of linguistic deficiencies through linguistic, paralinguistic or paratextual procedures.
Linguistics:
Modification of words of similar meaning.
Definition or reformulation of a term or expression.
Paralinguistic and paratextual:
Request for help.
Use of oral expression techniques.
Use of culturally relevant body language: gestures, expressions
Facials, postures, eye or body contact and proxemics.
Oral interaction: simple formulas or gestures to take or assign the turn of word.
Use of extralinguistic sounds and conventional prosodic qualities.
Sociocultural and sociolinguistic aspects:
Social formulas typical of everyday social contacts such as
Ask permission or be interested in people.
Patterns of behaviour.
Interpersonal and intercultural relationships.
Registry.
Social conventions such as clothing and traditions.
Cultural and artistic manifestations.
Communicative Functions.
Initiation and maintenance of personal and social relationships
Establishment and maintenance of communication and organization of speech.
Ask for the turn of the word.
Description of physical qualities of people, objects, and places.
Narration of past events, description of states and situations present, and expression of future events.
Request and offer of information about people, objects and activities; about directions to places
Expression and justification of opinions. Valuation of a fact like easy, possible and its opposites.
Expression of necessity, obligation, possibility or impossibility.
Expression of feelings.
Expression of health states.
Use of language as a tool to learn and reflect on its own learning.
Esthetic and poetic function of language.
Lexicon, expressions and idioms of frequent use (Production)
Formation of frequent words.
Expansion and review of basic placements.
Cognates and false cognates.
Most common basic idiomatic expressions.
Expansion of the usual vocabulary for the following topics:
Personal identification
Housing, home and environment
Daily life activities
Family and friends
Work and occupations
Free time, leisure and sport
Travel and vacations
Health and physical care
Education and study
Shopping and commercial activities
Food and restoration
Transport
Language and communication Metalanguage
Environment, climate and natural environment
Information and communication technologies
Classroom language
Literary language
Sound, accent, rhythm and intonation patterns and their relationship with the communicative intentions
Morphosyntactic and discursive structures
Understanding written texts.
Comprehension strategies
Mobilization of previous information on type of task and subject.
Identify the purpose and context of the text.
Identification of the type of text, its structure and format.
Identification of formal, informal or neutral registration.
Expressive reading aloud to improve pronunciation, intonation and the rhythm necessary for the understanding of the text.
Automated comprehension of high-frequency words, more words common and those of personal interest, in different reading contexts.
Distinction of types of understanding. General sense, essential information,
Main points and relevant details. Summary of important ideas and appointment of details of interest.
Formulation of hypotheses about content and context, text structure and communicative intention.
Inference and formulation of hypotheses about meanings from the understanding of significant, linguistic and paralinguistic elements.
Infer context and cotext meanings of words and expressions of less frequent or more specific use. Use of explicit information and implicit and the ideas of the text to make reasonable hypotheses.
Reformulation of hypotheses based on the understanding of new elements.
Enumeration of text elements to make hypotheses.
Use of dictionaries, monolingual and bilingual both in format printed as digital.
Sociocultural and sociolinguistic aspects
Social formulas typical of everyday social contacts
Behavior patterns.
Interpersonal and intercultural relationships.
Registry: relate the registry to the communicative situation.
Social conventions.
Cultural and artistic manifestations.
Communicative Functions
Initiation and maintenance of personal and social relationships.
Establishment and maintenance of communication and organization of speech.
Ask for the turn of the word.
Description of physical qualities of people, objects, and places.
Narration of past events, description of states and situations present, and expression of future events.
Request and offer information about people, objects, activities and indications.
Expression and justification of opinions. Valuation of a fact like easy, possible and its opposites.
Expression of necessity, obligation, possibility or impossibility.
Expression of feelings.
Expression of health states.
Conception of the use of language as a tool to learn and reflect on their own learning.
Understanding of the aesthetic and poetic function of language.
Lexicon, expressions and idioms of frequent use (Reception)
Formation of frequent words.
Expansion and review of basic placements.
Cognates and false cognates.
Most common basic idiomatic expressions.
Expansion of the usual vocabulary for the following topics:
Personal identification
Housing, home and environment
Daily life activities
Family and friends
Work and occupations
Free time, leisure and sport
Travel and vacations
Health and physical care
Education and study
Shopping and commercial activities
Food and restoration
Transport
Language and communication Metalanguage
Environment, climate and natural environment
Information and communication technologies
Classroom language
Literary language
Graphic patterns and orthographic conventions and their relationship with communicative intentions
Basic orthographic rules, punctuation, typographical conventions, abbreviations, symbols of common use and spelling conventions more habitual in the writing of texts in electronic support: Netiqueta.
Morphosyntactic and discursive structures.
Production of written texts: expression and interaction.
Production strategies and written interaction
Planning
Mobilize and coordinate their own general and communication skills in order to effectively perform the task. Generation of ideas about theme using different strategies and resources.
Locate and use appropriately linguistic or thematic resources. Selection of basic information from different sources to support the ideas of the written production.
Execution
Expression of the message with clarity adjusting to the models and formulas of each type of text: questionnaires, informative, descriptive texts and narratives personal correspondence; basic formal correspondence.
Scaffolding on previous knowledge of texts and similar structures.
Use simple and compound sentences and organize the text with cohesion and coherence.
Review.
Readjustment of task or message after assessing difficulties and resources available. Review of the spelling and the meaning of the chosen lexicon.
Sociocultural and sociolinguistic aspects
Social formulas of contact
Behavior patterns.
Interpersonal and intercultural relationships.
Registry: relate the registry to the communicative situation.
Social conventions.
Cultural and artistic manifestations.
Communicative Functions
Initiation and maintenance of personal and social relationships.
Establishment and maintenance of communication and organization of speech.
Ask for the turn of the word.
Description of physical qualities of people, objects, and places.
Narration of past events, description of states and situations present, and expression of future events.
Request and offer information about people, objects, activities and indications.
Expression and justification of opinions. Valuation of a fact like easy, possible and its opposites.
Expression of necessity, obligation, possibility or impossibility.
Expression of feelings.
Expression of health states.
Conception of the use of language as a tool to learn and reflect on their own learning.
Understanding of the aesthetic and poetic function of language.
Lexicon, expressions and idioms of frequent use (Reception)
Formation of frequent words.
Expansion and review of basic placements.
Cognates and false cognates.
Most common basic idiomatic expressions.
Expansion of the usual vocabulary for the following topics:
Personal identification
Housing, home and environment
Daily life activities
Family and friends
Work and occupations
Free time, leisure and sport
Travel and vacations
Health and physical care
Education and study
Shopping and commercial activities
Food and restoration
Transport
Language and communication Metalanguage
Environment, climate and natural environment
Information and communication technologies
Classroom language
Literary language
Graphic patterns and orthographic conventions and their relationship with communicative intentions
Basic orthographic rules, punctuation, typographical conventions, abbreviations, symbols of common use and spelling conventions more habitual in the writing of texts in electronic support: Netiqueta.
Morphosyntactic and discursive structures.
Transversal elements to the subjects.
Search, selection and organization of information in digital media.
Digital search and display tools: search in blogs, wikis, forums, sound banks, specialized websites, dictionaries and virtual encyclopedias, specialized databases.
Filtering strategies in the search for information.
Storage of digital information in computing devices and network services.
Assessment of the positive aspects of ICT for the search and contrast of information.
Organization of information following different criteria.
Communication
Use of the most common ICT and audiovisual tools for collaborating and communicating with the rest of the group in order to plan work, contribute their own constructive ideas and understand the ideas of others, etc. Share information and resources and build a product or goal collective.
Email. Cooperative modules in personal environments learning. Services of the social web like blogs, wikis, forums.
Habits and behaviors in communication and in the protection of one's own individual and others from bad practices such as cyberbullying.
Analysis of the recipient and adaptation of the communication according to the same.
Habits and behaviors to filter the most complete source of information and share it with the group.
Creation of digital content
Realization, simple formatting and printing of text documents.
Design of multimedia presentations.
Scaling, rotation and cropping of images.
Copyright and publication licenses.
Personal self-regulation skills
Initiative and innovation
Self-knowledge Valuation of strengths and weaknesses
Self-regulation of emotions, control of anxiety and uncertainty and self-motivation capacity. Resilience, overcome obstacles and failures.
Perseverance, flexibility.
Alternative thinking
Critical sense
Planning and evaluation of projects
Planning, organization and management strategies.
Selection of technical information and material resources.
Monitoring strategies and problem-solving.
Evaluation of processes and results.
Assessment of the error as an opportunity.
Communication skills
Vocational decision making
Work environments, professions and studies linked to knowledge of the area.
Self-knowledge of strengths and weaknesses.
Teamwork.
Responsibility and effectiveness in solving tasks.
Assumption of different roles in work teams.
Perspective thinking.
Solidarity, tolerance, respect and kindness.
Active listening techniques.
Equal dialogue
Knowledge of cooperative learning structures and techniques.
Use of the specific vocabulary of the subject.
Conception of the use of language as a tool to learn and reflect on their own learning.
Language and communication Metalanguage.
Classroom language
Glossary conceptual terms of the educational level.
Some examples in order to achieve the type of linguistic exchanges that we need in a typical class of this level can be:
Understanding oral texts.
Pre-listening activity.
Getting together with friends on a group date can be a fun activity. What kind of activities do you like to do with your friends?
Listening activity.
Listen to this conversation and answer:
1. What is Stuart planning to do with his friends?
A. Go for a drive and have a picnic.
B. Watch a football game.
C. See a movie.
2. What time does Amy want to be at home?
A. 9:10
B. 10:00
C. 9:50
[...]
Post-listening activity.
Imagine you want to get together with a few new friends from out of town next weekend. What two or three leisure activities would you consider doing to introduce your friend your city? Use the internet to plan your day and look out the cost, transport, and location of each activity. Finally, publish this information on your blog on this subject. (Transversal elements to the subjects)
Production of oral texts: expression and interaction.
In pairs, talk about your home
What sort of house do you live in?
Where is it?
What rooms has it got?
What’s in the living room?
What’s in your bedroom?
Do you like your home? Why?
Understanding written texts.
Read the text about English lessons on mobile phones.
ENGLISH LESSONS FOR EVERYONE
People study English all over the world. They need English for work, to travel around the world and to find information, but in many countries, people don’t know English very well. In Bangladesh, for example, many people can’t learn the language because they haven’t got money for lessons. Now, for people in Bangladesh, there is a solution to this problem. They can learn English on their mobile phones! Bangladesh is the first country in the world to use mobile phones for learning English. Over 50 million people in the country have got mobile phones. They usually use their phones to chat with friends or send text messages. Now, they can learn English with Janala, the English language programme. Janala means “window”. This is a perfect name for these lessons because they open a window to the world. In the first three months, Janala gave more than one million English lessons. The lessons are very popular in Bangladesh now. The mobile phone companies are giving special low prices, so the lessons don’t cost much money. Also, with Janala, people can study anywhere – in the street, in shops, on the bus or at home.
Complete the sentences according to the text.
1. Many people in Bangladesh don’t know English because ...............................................
2.People in Bangladesh can now ...................................................................
3.Janala is popular because ...................................................................................... and ..................................................................................................................................... .
Production of written texts: expression and interaction.
Write about a typical school day. Think about these questions:
•What time does school start / finish?
•How do you usually travel to school?
•What is your favourite subject / classroom?
•Is there a library / café / swimming pool at your school?
• What do you usually do after school?
Web pages consulted:
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