INTRODUCTION_____________________________________________________________________________

The present syllabus aims at developing students’ communicative competence in

English as a foreign language, Together with the printed version of this syllabus a set of

blogs have been set up. It is highly recommended to browse them to have a complete

vision of this syllabus. The introductory URL is english-and-art.blogspot.com.To

elaborate this syllabus I have taken into account the present legislation while bearing

in mind a school as point of reference, namely, its educational project, materials and

facilities as well as the specific characteristics of its students.

1. The School

Escola Massana is one of the most prestigious Art schools in Barcelona. The school

offer is very different from the rest of the municipal network of teaching institutions;

there are three different study plans, all of them related to the world of Arts and craft

and this syllabus corresponds to the Batxillerat Artístic, the final two years of

secondary school specializing in the arts.

Batxillerat students in most centres are the oldest students in the school and they

have, in many cases, studied ESO (Compulsory Secondary Education) in the same

place. Massana doesn’t offer ESO so all Batxillerat students studying there have made

the decision of giving up their schools and studying in a new place. This, among other

things, makes them a very special kind of students.

They are also the youngest students in Massana and that makes them more mature

than students in other schools, as they see adults studying in the same place and the

degree of autonomy expected from them by their teachers is very high.

Batxillerat Artístic is the only Batxillerat offered by the school and that allows us to

program their studies focusing on artistic and creative topics which will be of the

students’ interest .Cross-curricular activities are in the case of Massana basic

considerations when establishing the content of our syllabus. We have to give our

students a set of language skills which are adequate both for studying and working in

an artistic environment.

1_____________________________________________________________________________________________INTRODUCTION

2. The English Department

The English department has two teachers, one of them working part-time. It forms

part of the department of humanistic studies and holds monthly formal meetings in

which matters of interest are discussed. In this department, there are two full time

language teachers; one Catalan and one Spanish and a French teacher working part

time, with whom we also have meetings to discuss the use of common facilities and to

develop the curriculum in a shared way. The most important discussions and

distribution of tasks are, nevertheless, dealt with by the two English teachers. We have

some formal meetings throughout the whole school year but the most important part

of our work takes place in the form of very specific informal meetings which take place

almost every day.

Our timetable distribution implies a deep knowledge of what the other teacher is

working in at every specific moment; each one of us is responsible for one of the two

Batxillerat school years but teaches half of the other’s group when we split classes so

coordination is basic in our way of working.

We have three weekly sessions divided into two blocks per week; we have one hour a

week to work with our full group of students and a block of two hours in a row in

which we work with the entire group for the first hour and we split the group in the

second hour. In this way we can introduce common topics in the first session which are

going to be followed up in smaller groups in the second session. It also gives us the

chance to have two hours when it is necessary for the specific characteristic of an

activity (oral examinations, reading sessions, film reviews...)

The school also offers Batxillerat students the opportunity to use the language lab as a

self-access class one hour and a half per week. They can practice their weaknesses on

their own, in pairs or in group under the supervision of one of the teachers.

3. The English Classroom

The school has a fully equipped English classroom which contains:

-A DVD player

-An overhead projector over a whiteboard linked to a laptop and CD/DVD player. The

white board becomes interactive thanks to an E-Beam which transforms a simple

whiteboard into an interactive digital board.

2_____________________________________________________________________________________________INTRODUCTION

-Internet connection for the laptop mentioned above.

-Loudspeakers which provide a very good sound quality to the classroom.

-A library with dictionaries for both teachers and students’ use and graded readers,

original novels and methodology books for teachers use.

-A noticeboard where teachers can display information for communal use

4. The Language Lab

The Language lab is provided with:

-Twelve computers with internet/intranet connection and headphones which allow

students to work either individually or in pairs.

-A big group table for group work activities in the split sessions.

-A digital board

-A computer for teacher use linked to a digital board and internet connection with

loudspeakers.

-A display unit to place magazines, newspapers and other publications for either

students or teachers use.

-A cupboard with dictionaries, thesaurus, original novels and short stories and a film

library with CDs, DVDs and CD-ROMs for teachers’ use.

5. Virtual Resources

-Students computers in the language lab are provided with an intranet website with

general revision resources. This website consists of a well-classified list of free internet

resources selected for the students to work with. It is only available in the language

lab. This is a carefully designed website created in the academic year 2005-06 with the

help of a computer design student who had a scholarship to collaborate with the

English department. The problem with this website is that the English department

hasn’t had any other computer design students anymore and this website is very

difficult to use for non-specialist users, which is why it has mainly remained a fixed list

of resources for students in the self access class.

3_____________________________________________________________________________________________INTRODUCTION

5.1. Massana Blogs.

After the creation of the language lab website the need for a different tool became

clear, an easy-to-use tool available from the net which could be used without the help

of any expert, Blogs by blogger seemed to be the answer. We have now a set of linked

blogs, some restricted for teachers use (the ones in grey) and some for students and

teachers (the ones in green).

General Blog Language Lab

1st Batxillerat

1st Batxillerat-1

1st Batxillerat-2

1st Batxillerat-3

2nd Batxillerat

2ndBatxillerat-4

2ndBatxillerat-5

2ndBatxillerat-6

English Classroom 1st Batxillerat

2nd Batxillerat

Split Sessions

-The general Blog directs teachers to the rest of the blogs; besides teachers can use it

to organize and keep any information, document, or website for further use. Students

do not have access to this blog.

-The Language Lab Blog introduces students to the blog corresponding to their school

year. We update it regularly by posting interesting news, songs, videos or general

interesting material with no specific purpose.

-The Blogs for First and Second Batxillerat are used to post the tasks the students have

to work on in the split sessions when they are in the Language Lab

-The Blogs for the Different Groups are for students’ use. They have access to it and

post their compositions there.

-The Classroom Projections Blog is used to introduce lessons for the English classroom.

We use it to post interesting materials to be projected in the classroom. Only teachers

have access to it.

The English classroom blogs are used to post any projections of interest in class. It

means that the blogs which apply for the present syllabus are the ones for the first

Batxillerat year.

4_____________________________________________________________________________________________INTRODUCTION

-The Split Sessions Blog is used to post any interesting materials for the Split

Session. Only teachers have access to it.

5.2. Present Syllabus Blogs

With the present syllabus a series of blogs have been set up. They are very similar to the ones used in Massana but they have been designed especially for this syllabus. They are original. In these blogs the resources, materials and projections mentioned in the printed syllabus can be found. You can find the use of ICT there. There are four blogs ; -Introductory blog. URL english-and-art.blogspot.com , This blog will direct to the rest of the blogs designed for the present syllabus.

-Classroom projections blog. You can get to this blog by clicking the corresponding link in the introductory blog or in the URL classroomprojections.blogspot.com. In this blog you can find the resources to be projected in the general class mentioned in the printed syllabus. There are not explanations of the activities because it is meant for teachers use in the classroom.

-Split sessions’ blog. You can also get there by clicking its corresponding link in the introductory blog or by using the URL splitsessions.blogspot.com. This blog gathers the materials to be used in the Split Sessions with half of the students.

-Language Lab blog. Access to this blog can also be found in the introductory blog and in the URL languagelab1.blogspot.com. In there we can find the activities to be done in the computer room: listening, reading or vocabulary exercises which will introduce the students to the task of writing a composition. These compositions will be posted in the Group Blog with their corresponding labels so that we can find the compositions on one specific topic or the compositions of a particular student. In the right bar of this blog you will find three links labelled “Group 1, 2 and 3” where you can see the real compositions from my students this year. All these blogs have been designed for this syllabus except for the students’ ones which correspond to my students this year working on topics suggested by Definitions1 which is our current text book.

5_____________________________________________________________________________________________INTRODUCTION

6_____________________________________________________________________________________________INTRODUCTION

KEY COMPETENCES AND OBJECTIVES__________________________________________

The Decree 142/2008 which establishes the general principles of teaching/learning in

Batxillerat mentions a series of objectives that students have to attain at the end of

Batxillerat as well as a set of competences which have to be developed throughout the

whole stage. In the following grid we can see which competences the students develop

to help them in the acquisition of the general objectives for Batxillerat

1. Objectives and Key Competences in ‘Batxillerat’

Key competences represent the capacity of using skills and knowledge in a cross-

curricular transferable way in different situations and contexts which require

interdisciplinary reflection for a full integration of knowledge, functional learning

personal autonomy, so they have to organize our approach to the fulfilling of the main

objectives in Batxillerat, that is the development of student’s capacities which will

make the able to reach Batxillerat goals. The following grid shows how the

organization of Batxillerat around key competences helps students to develop the

abilities which allow them to reach the objectives marked by the Decree 142/2008.

Batxillerat is organized around the following key competences…

…to help students develop the abilities that allow them… (Objectives)

CommunicationThe communication competence is based on the use of languages in several communicative contexts. This competence involves using oral and written linguistic resources differently so that they can be applied to diverse social and academic circumstances. It constitutes an essential competence to the learning process and to the ability to relate with others and to interact with the world.

d) To consolidate their reading, studying and routine habits as necessary conditions for an efficient use of the learning process and as a means of personal development.

e) To have a good command of Catalan and Spanish both in their oral and written forms.

f) To have an effective understanding of one or more foreign languages and a fluent and correct expression when using them.

Information handling and managementThe competence regarding the handling and management of information is the whole combination of abilities and skills that allow the use of different resources in order to find, gather, select and analyse pieces of information coming from different sources

h) To learn about and have a critical view of the contemporary world’s realities, their historical past and the main factors of their evolution. To participate in a supportive way in the development and improvement of their social environment.

7____________________________________________________________________________KEY COMPETENCES AND OBJECTIVES

and through different communication means, both in an academic environment and in our everyday lives.

i) To have access to the fundamental scientific and technologic knowledge and a good grasp of the basic skills required for their chosen module.

Digital knowledgeThe learning of digital literacy constitutes nowadays a top priority. Its deficit or absence contributes to the impoverishment of personal possibilities not only in the academic world but also in the personal world and, most importantly, in the work environment.

g) To use information and communication technologies with competence and responsibility.

ResearchA research competence is the ability to use the relevant knowledge and resources in different ways in order to apply a logic and reasonable method to find answers to questions or to solve relevant problems which haven’t been solved yet. This applies to the person’s suitable level and range of knowledge, skills and attitudes.

j) To understand the fundamental elements and procedures of scientific methods and research. To know and assess critically the contribution of science and technology on the changes in life conditions and to consolidate the sensitivity and respect towards the environment.

Personal and interpersonal skillsThe competence regarding personal and interpersonal skills is the ability to use the full range of abilities and skills that allow on the one hand getting to know oneself and other people, and on the other, working in environments involving team work.

a) To exercise democratic citizenship from a global perspective. To acquire as well a civic responsible consciousness inspired in the values of the Spanish Constitution and the Statute of Autonomy of Catalonia and in the Universal Declaration of Human Rights, which promotes joint responsibility in the creation of a fair and equal society and favours sustainability.

c) To promote effective equal rights and opportunities for both men and women, to analyse and assess critically the existent inequalities and to encourage real equality and non-discrimination of disabled people.

Knowledge and interaction with the worldIn the area of interaction with the physical world, this competence should allow students to learn the use of resources in a responsible way, being aware of the sustainability of the environment and to acquire rational habits regarding consumption and the management of the individual and collective health.

b) To consolidate a personal and social maturity allowing them to act in a responsible and independent way, and to develop their critical mind. To anticipate and solve personal, family and social conflicts in a non-violent way.

The specific competence for the foreign language area is communicative competence

and the specific objectives are objectives d and f which refer to the reading habits and

to the use of a foreign language respectively. The present syllabus is, however,

designed to help students develop the rest of competences to achieve the general

goals of Batxillerat. The rest of the competences are present throughout the whole of

the units as it is shown in the following grid.

DISTRIBUTION OF KEY COMPETENCES IN THE UNITS

8____________________________________________________________________________KEY COMPETENCES AND OBJECTIVES

Research and handling / managing Information

Information and communication technologies

Personal and interpersonal welfare

Knowledge and interaction of the world

Unit 1 :STREET ART -Search, select, analyze and present information about Bansky

-Raise awareness about the difference between Street Art and Vandalism

Unit 2:CINEMA -Search, select, analyze and present information about Almodovar

-Elaboration of a file of slides using Power point

Unit 3:FASHION -Using a You Tube video to comment a fashion show

-Basic analysis of the concept of beauty and raising awareness plurality of “beauties”

-Respect for older age

Unit 4 :INTERNET Raising awareness about reliability in the sources of information

-Debate about the correct use of the net

-Social use of ICT and prevention of cyberbulling

-Social use of ICT and prevention of cyberbulling

Unit 5 :LANDMARKS -Search, select, analyze and present information about The Official New 7 Wonders

Environmental awareness in the building of the new Dubai

Unit 6:PORTRAIT -Search, select, analyze and present information in a webquest posted by the National Portrait Gallery of London

-Basic analysis of the concept of beauty and raising awareness plurality of “beauties”

Unit 7 :MUSIC Use of Music for relax

Unit 8 : WITH MY HANDS

-Surfing the net for information about schools abroad

-Raising awareness about the possibility of studying abroad

Unit 9: WHAT’S ART?

Reflection about the meaning of art

Raise awareness about future occupations in the world of art

2. Objectives in the Foreign Language Area

In the end of the stage students have to be able to be an Independent User of English

corresponding to B2 in the Common Reference Framework. In the following grid some

of the activities developing the necessary skills to reach the objectives are shown.

In the end of 1st Batxillerat students will be able to... By being involved in the following activities:1. To regard foreign languages:- as a means of communication,- as learning tools both for accessing other sources of knowledge and information and for transforming them or creating new ones,- and as a way to open possibilities of access to leisure and aesthetic pleasures.

-Students are exposed to audiovisual, recorded or written real material related to the world of Art, which will be useful for them not only in their English language class but also in their other subjects.

- Students learn to assess their classmates’ work (peer assessment).

2. To participate in face to face, telephone or -Students are exposed to interactive activities in the

9____________________________________________________________________________KEY COMPETENCES AND OBJECTIVES

electronic conversations with native and non-native speakers of the foreign language about subjects related to the learner’s environment, such as studies, leisure, everyday life or current issues. To experience as well the linguistic scenarios likely to occur when the foreign language being learnt becomes the main language of communication (travel, exchanges and so on).

weekly double sessions.

-Students have an interactive exam every term, which implies a conversation with a classmate on a given topic.

3. To produce a logical, straightforward and effective presentation on a subject familiar to them or of personal interest and describe facts, experiences, dreams, hopes and ambitions, and provide reasons and explanations of their opinions and projects in a brief and clear manner.

-Students have to produce an oral presentation every term.

-Students learn how to write different kinds of texts in their weekly double sessions.

4. To have a good overall understanding of the main ideas from both oral and written information sources relating to the learner’s everyday environment: studies, leisure, everyday life and current issues.

-Students are exposed to audiovisual, recorded or written real material related to the world of Art, which will be useful for them not only in their English language class but also in their other subjects.-Students learn how to extract the main ideas from different texts in different units.-Students learn how to develop different strategies to scan texts in order to find specific information.-Most sessions include exposure to oral, audiovisual or written material on “hot topics”, teen trends or arts related subjects.

5. To enjoy and have an overall understanding of unabridged original versions of material relevant to the student, such as tales and short novels, films, documentaries, comic books, songs, digital productions and so on, using, if necessary, different means of support (dictionaries, glossaries, subtitles, and so on).

-Students always start their work in the Language Lab with a survey or quiz addressed to native speakers, and they often finish it with a song related to the topic they are working in.-Students have a Reading Session every term where they have to develop their own strategies for general comprehension and scanning for specific information.

6. To develop a reflective attitude about language in communication in order to improve one’s own work as well as to understand others’ by being able to reason and be critical.

-Students are exposed to situations in which they need to analyze structures and extract rules from language patterns.-Students are faced with the absurdity of word for word translation.-Students are regularly faced with their own work by having it projected on a white board for self and peer correction.

7. To be aware of one’s own learning process, learning strategies and available resources, and to become independent to the point that, when leaving school, the student can continue learning those languages taught at their centres and start learning other languages as well.

-Students are taught to be conscious of the fact that dictionaries are just a tool they can use and communicate with but not a solution when either writing or speaking English.

8. To assess critically different cultural and artistic expressions linked to the social and linguistic reality of the foreign language native speaking community in order to achieve a better understanding of other cultures and better communication with their native speakers. To understand as well the relative value of socio-cultural conventions.

-Students are exposed to all kinds of materials related to the world of art with different communicative aims, which helps them develop a critical spirit.-Students are presented with diverse real literary material which will be used in different activities. They are encouraged not only to understand it but also to appreciate it.

9. To know and appreciate the multilingual and -Students are exposed to real English material from all

10____________________________________________________________________________KEY COMPETENCES AND OBJECTIVES

multicultural richness of the world we live in. To be aware of the different uses of the target language as a first or second language or as the language for international communication in different worldwide geographical areas and in different subject areas, such as business, science, leisure and personal relationships.

over the world.

-Students are exposed to situations where they have to compare their native languages to English.

10. To accept as an inevitable part of the learning process the anxiety produced by the difficulties that may occur during the communication process in a foreign language. To develop strategies in order to overcome one’s own insecurities and sensitivity towards the difficulties experienced by native speakers when using their mother tongue.

-Students learn how to deal with ambiguity on a daily basis. Classes start with an oral presentation given by one or two students and their classmates have to assess them.-Students are exposed to situations in which communication is more important than accuracy.

11____________________________________________________________________________KEY COMPETENCES AND OBJECTIVES

CONTENTS_______________________________________________________________________

According to the decree 142/2008 the contents in the first year of Batxillerat are

categorized into four dimensions which reflect the complex processes of language

acquisition.

Communicative Dimension

This dimension includes interaction, comprehension and production of oral, written and audiovisual materials.

Throughout the school year students have to be provided with communicative contents of all kinds so as to be

able to fulfil the specific objectives of the foreign language area at the end of each term. This dimension is divided

into three main parts

Oral, Written and Audiovisual Interaction

Interaction implies general use of language in class, participation in face-to-face and virtual

conversations, using turn taking and, debating skills to express opinions on different subjects.

and either virtual or paper-supported informal correspondence.

Oral, Written and Audiovisual speech comprehension

At this stage students have to face activities which include a high level of classroom language,

a basic understanding of the language functions, intention and basic ideas of any kind of

material, inference of meaning through linguistic, paralinguistic and non-linguistic context,

and reading of graded or authentic literary or journalistic material.

Oral Written and Audiovisual Speech Production

Throughout the full year students have to be involved in activities which imply narrating

either short fiction stories or personal anecdotes, describing people, objects or places, giving

basic opinion and providing argumentative statements, role-playing and using the full range of

overarching skills learnt in their productions to improve their accuracy.

Research dimension

Students must also work with information presented in grids, schemes and diagrams, they have to search for

information from different reliable sources and use them to improve their abilities of comprehension and

expression, they have to cooperate in order to solve different tasks through team work, they have to develop

strategies to elaborate academic papers on different topics and to present them in front of the class, and they

have to become familiar with basic data processing, and the use of ICT.

Plurilingual and intercultural dimension

Students have to be involved in activities which involve the perception of the multilingual reality of our world, the

awareness of different dialects and sociolects, and the uselessness of word-to word translation, and the

appreciation of relevant cultural aspects, behaviours, attitudes, values and beliefs

Aesthetic and literary dimension

According to the decree 142/2008 students have to perform tasks which involve reading valuable literary texts

and expressing their opinions in the form of a piece of work with aesthetic value.

12__________________________________________________________________________________________________CONTENT

1. Organization of the School Year

This is the official calendar for the next school year.

SEPTEMBER 2011- AUGUST 2012

September

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30

October

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031

November

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30

December

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31

January

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31

February

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29

March

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31

April

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930

May

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30 31

June

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30

July

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31

August

Mo Tu We Th Fr Sa Su 1 2 3 4 5 6 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31

13__________________________________________________________________________________________________CONTENT

With this official calendar in mind we can sensibly assume that the school year is going

to be divided into three terms of eleven or twelve weeks using Christmas and Eastern

periods as a division between them. This syllabus is therefore going to consist of three

credits divided into three units each. Every credit will last approximately three months

and the evaluation and assessment activities for the different units will be used as part

of the summative evaluation for the term mark.

2. Organization of the ContentsAll the previously mentioned contents have to be organized in three credits of three

units each. In every unit students will have different kinds of tasks related to nine

topics. As Escola Massana offers only artistic Batxillerat, all the topics will deal with the

world of art and creativity. The school year is divided into three credits of three units

each. All the units will offer the students the opportunity to deal with tasks related to

the three dimensions in the following way.

2.1. Communicative Dimension

The communicative dimension of the language is going to be presented as follows

2.1.1 .Interactive Activities.

Interactive Split Sessions

Students have three hours per week: One day we have one hour session with the

whole group and another day we have a two hour session in which there is a division

of the group in two smaller ones in the second hour. The group is split into two. One

half of the group goes to the language lab and the other half remains in the classroom

for a fully interactive class. All the activities in the doubled class are meant for students

to interact either in pairs or in teams, therefore the task of the teacher is to monitor

and encourage students’ interaction. The teacher becomes a facilitator that provides

support to students’ learning task.

Interaction in General Sessions

Whatever materials students are going to be presented with, the approach is

communicative. The use of English as the main language in class is a must and students

are asked to use English in any given situation.

14__________________________________________________________________________________________________CONTENT

Interaction Test

At the end of every term students have an interactive test. We arrange students to

meet in small groups. Out of these groups we select a pair at random on the same day,

so that they cannot prepare their interaction in advance. The aim of the test is

spontaneous interaction. They have to interact for five minutes talking about one of

the topics or activities they have worked on in the split sessions. They have the support

of a meaningful picture on a slide and they are assessed by the two teachers in the

English department.

2.1.2. Listening Activities

Formal Oral Presentations

Our lessons start every day with an oral presentation given by one or two of the

students. These oral presentations are assessed by the presenter him or herself, the

teacher and a group of classmates selected at random. This implies that all of our

sessions start with a listening activity. This peer assessment method draw the students

attention not only to the fluency and accuracy of the student who is presenting but

also to the whole set of paralinguistic communicative skills, such as body language,

tone of voice and expression.

Classroom Listening

Every time a new topic is introduced, we find either recorded or audiovisual material

to introduce it. Students are exposed to native speakers of English from all over the

world so that they can understand all kinds of accents. These materials are either

posted in the Classroom Projections blog or played in the classroom hi-fi.

Formal Listening tests

Students have two formal listening tests per term; these consist of high quality

recorded material of three minutes which students can listen only twice. They might

be given the meaning of relevant difficult vocabulary if needed. The test has ten

multiple choice questions with three or four possible answers.

2.1.3.Reading Activities

Graded Readers

Students read a graded reader per term. At the beginning of the school year they take

a level test and they are divided into three levels.

15__________________________________________________________________________________________________CONTENT

-Lower achievers with a poor level of English comprehension who can choose

among six tittles of the third level of Oxford and Penguin graded readers.

-Students with a standard level of English who can choose among six tittles of

fourth level Oxford and Penguin graded readers.

-Students with a very high level of English who can chose among six original

novels.

Reading in the Classroom

Students are presented with at least one carefully selected text in every unit. This text

will be used to practice different reading strategies as well as a source of new

vocabulary and grammar.

Reading Session

Students have to read an original short story in class. They can use dictionaries. Their

test has two parts; on the one hand there are ten specific questions which can be

answered without having understood the full text and on the other there are five

longer questions which imply a more general understanding of the story. In this way

they have both to scan for specific information and skim for a general comprehension

of the text. This gives as well weaker students an opportunity to find the specific

answers even if they are not able to fully understand the story.

2.1.4. Speaking Activities

Formal oral presentation

Every student has to give an oral presentation every term. These are prepared

presentations and there is one per term.

-1st term Tell us a fairy tale. Students have to choose a well-known fairy tale and

they tell it in front of the class but in 1st person. They have to tell the story from the

point of view of one of the characters . Paralinguistic skills such as body language,

expression and tone of voice will be required and assessed. Students get familiar with

the structure of a narrative text.

-2nd term Comment on a Proverb or a Quote. Students have to choose an English

proverb or a quote by a famous person. They have to give their opinion in the form of

an argumentative essay. They cannot use translated Spanish proverbs.

16__________________________________________________________________________________________________CONTENT

-3rd term Description of a painting. Students have to choose a painting among

the ones they are going to study in 2nd Batxillerat Art history and describe it using a

framework given by an Art history teacher. Description is a basic text type and in terms

of English use I should have placed this presentation first but I have considered that it

is an excellent cross-curricular activity which helps students in their way to second year

of Batxillerat. In fact they do not do Art history in first year of Batxillerat so they

analyse this compulsory painting in the English class for the first time. There are

approximately forty paintings and thirty-five students. Nevertheless students are

allowed to do a presentation about the same work of art, even if there are some

repetitions they are exposed to more or less half of the paintings they will have to

study the following year.

These presentations will be teacher, self and peer assessed.

Informal Oral Presentations

Students are requested to finish most of their interactive classes with a short individual

presentation.

Speaking in Class.

Students use English as the main language in class, and they are requested to speak

about a specific topic in the form of a short oral speech.

2.1.5. Writing Activities

Short Quick Writings for Practice.

Every time students go to the language lab they finish their tasks by posting a short

composition in their Group Blogs. These compositions are not only good for students

to practice but we also project them on the board in class as a way to prepare for the

assessed formal compositions

Assessed Formal Compositions.

Every term students have to write two assessed formal written compositions in class.

They are given a title and they have to follow the format they have practiced in class.

2.1.6.Increasing Vocabulary

Units focus on an artistic topic and all the materials either oral or written are used to

increase students’ vocabulary, by both exposing them to challenging materials and

17__________________________________________________________________________________________________CONTENT

asking them to activate their newly acquired vocabulary. Language Lab tasks are

structured in such a way that pre activities lead to a final composition. For example

they may start with vocabulary games, podcasts and short readers related to the topic

and the language structures they may need for their writing

2.1.7.Dealing with Grammar

In first year of Batxillerat students strengthen and revise their use of the English verbal

system as well as the passive voice and reported speech structures. Grammar rules are

inferred from context and presented in communicative situations. Students have a

grammar resources section in every unit so that they can improve their knowledge of

the language. Students have two vocabulary and grammar exams per term.

The plurilingual, aesthetic and research dimensions are object of our focus in all units

as it is explained in their development.

2.2. Plurilingual Dimension

I have considered the plurilingual dimension as part of knowledge of the language. The

intelligent analysis of similarities and differences between the functioning of different

languages avoiding word for word translation is a good way of improving both, the

mother tongue and English. This can help students to see language not as a set of rules

but as a conception of the world.

2.3. Aesthetic Dimension

As this is a syllabus meant for Art students, the focus is on art and aesthetics with

many cross-curricular aspects. However the present syllabus offers students at least a

literary piece per unit.

2.4. Research Dimension

In every unit students have to search, select, analyze, process and present different

kinds of data but they will have to specifically develop their research skills in the

Question of the Week post in the Detective Corner.

These are a set of questions related to the topic of the unit they are developing. Fast

finishers can solve them in Language Lab sessions and, any of them can solve them as

homework. They are not part of the term evaluation but may help to round their mark

in a positive way. These questions imply a certain amount of reading of quality

information. The answer doesn’t appear if you type the question in Google and it is not

in the first lines of Wikipedia, but, in general, they are easy-to-find trivia questions.

18__________________________________________________________________________________________________CONTENT

3. Catering for Diversity

Massana’s English classes are multilevel, there is not flexible grouping and there are

thirty-five students per group. This implies that there are very different levels of

previous achievement of English among Massana students. However the school offers

students the opportunity to use the language lab as a self-access class one hour and a

half per week. In there they can practice their weaknesses on their own, in pairs or in

group under the supervision of one of the teachers.

At the beginning of the school year students take a preliminary exam in order for us to

detect strong weaknesses as soon as possible. Students with poor performances are

highly recommended to go to the self-access class. Class teachers and parents are also

informed about this opportunity. There is also an adaptation in the level of graded

readings for both students with difficulties and students with a very good previous

level of English.

Individual study plans are considered in the case of disabilities and special needs.

Some informal common sense attitudes on the part of the teachers can be applied

sometimes to reasonably cater for diversity

-Pairing off students of different levels so that they can help each other

-Making sure that students with difficulties understand what they have to do

-Eventually giving them more time in exams if it is possible and useful for them

-Making them participate in class when the teacher can reasonably assume they are

going to do well

-Planning differential activities

4. Cross-curricular Contents

This syllabus is meant for Artistic Batxillerat students, so it is organized around the

world of art and creativity. The choice of topics dealt with in the units, the oral

presentations students have to prepare, the materials used to make them interact in

the split sessions, the materials posted in the Language Lab blog and the projections in

class are related to the world of Art. It is not easy to find material which is useful for

both language learning and raising awareness of artistic topics, however, throughout

the whole syllabus, several activities related to the other subjects in Batxillerat are

planned.

19__________________________________________________________________________________________________CONTENT

One of the clearest examples of this cross-curricular intention is the choice of topics

for the prepared oral presentations that students have to do every term. Students

develop several types of text in oral form; a narrative in the first term, an

argumentation in the second term and a description in the third term, so they are

practising different frameworks for different types of texts which is useful for their

expression skills not only in English but also in any other languages. Moreover, the oral

presentation in the third term is the description of a painting included in the list of

paintings that they will have to analyze on second year of Batxillerat so the instructions

for this description were planned together with the teachers of History of Art.

The following grid shows the subjects on first year of Batxillerat in Massana and the

activities planned in the syllabus related to other subjects in our students’ curriculum:

CROSS-CURRICULAR CONTENT IN THE UNITS

Common Subjects-Catalan and Castilian-Science in Contemporary World-Philosophy-Physical Education

Applied Subjects-Volume-Artistic Drawing-Technical Drawing

Elective subjects-Plastic Techniques-Pottery,-Glass,-Jewellery,-Wood,-Bookbinding-French

Unit 1 :STREET ART - First contact with Street Art

- First contact with Street Art

Unit 2:CINEMA -Catalan and Castilian. Writing reviews

-Opinions about movies and movie posters

Unit 3:FASHION -Catalan and Castilian.Reading authentic literary short stories, Mrs. Bixby and the Colonel’s Coat by Roald Dahl and the poem Warning by Jenny Joseph

-Basic analysis of colour and shape in clothes.

- Opinions on jewellery and complements

Unit 4 :INTERNET -Science in contemporary world. Raising awareness of the changes in our way of building knowledge

-Basic analysis of the format of websites

-Basic analysis of the format of websites

Unit 5 :LANDMARKS -Catalan and Castilian. Reading literary authentic material, The Silken Tent by Robert Frost.

-Introduction to modern architecture and building

-Raising awareness about the use of different building materials.

Unit 6:PORTRAIT -Catalan and Castilian.Reading authentic literary materials; The Oval Portrait by Edgar Allan Poe and The Colonel’s Lady by S.t Maugham

-Analyzing works of art.*

-Analyzing works of art.*

Unit 7 :MUSIC -Basic analysis of CD covers

Unit 8 : WITH MY HANDS

-Catalan and CastilianNarrative type of texts

-Using narrative paintings as inspiration

-Analysing Craftwork in schools of art abroad

Unit 9: WHAT’S ART? -Philosophy. Reflection about the meaning of art

-Analyzing works of art.*

-Analyzing works of art.*

* The analysis in the activities has been revised by the teachers of Artistic Drawing, History of art and Plastic Techniques

20__________________________________________________________________________________________________CONTENT

5. Hidden curriculum

We can describe hidden curriculum as “a set of unstated norms, values, and beliefs

that are transmitted to students through the underlying educational structure, the

expectations of behaviour that we all seem to know, but were never taught” (Bieber,

1994). In the case of foreign language learning and teaching the choice and focus of

topics and activities allows both teachers and students to reinforce education in

values.

In the present syllabus this education in values has been taken into account in the

different units by planning activities which aim to reinforce students’ education in

several aspects.

Social, civic and cultural education. Students have to develop social skills as responsible

citizens as well as an interest in the cultural aspects of their environment and respect

for their own and others’ culture. Some of the activities focus on that aim.

Education for Peace and Tolerance. Conflicts have to be dealt with an increasing

degree of maturity. They have to learn how to debate and argue in a tolerant and

empathic way. Respect for the others and the environment are a “must” in education.

Respect and tolerance are taught in our lessons on a daily basis by encouraging

students to face other people’s opinion and ways of life with respect and tolerance

avoiding narrow-minded and inflexible vision of their social environment.

Education for Sexual Equality and Construction of Self Concept. Gender and sexual

equality are concepts which must be developed, they are granted in legal terms but

statistics show that there is still a lot of work to be done. In relation to this the

construction of self-concept (basic in our Batxillerat students) might be biased by

unequal stereotypes. Some of the activities in this syllabus are meant for a healthy

construction of self-concept.

21__________________________________________________________________________________________________CONTENT

HIDDEN CURRICULUM IN THE UNITS

Social, Civic and Cultural Education

Education for Peace and Tolerance

Education for Sexual Equality and Construction of Self Concept

Unit 1 :STREET ART Debating about vandal attitudes in the world of Graffiti

Bansky’s paintings in Israeli’s Wall depicting “holes” of happiness in the middle of the conflict

Banski’s paintings of kisses between policemen“Sexual Equality for All”

Unit 2:CINEMA Approximation to classic cinema

Watching the final speech of The Great Dictator

Commenting on female roles in Hollywood classics

Unit 3:FASHION Listen to classmates role-play performances with respect

Debating about respect for extreme fashion trends

Reading a poem about the different concepts of beauty and adequacy

Unit 4 :INTERNET Activities dedicated to raise students awareness of correct use of the net

Different approaches to cyberbullying

Analysing sexual and gender stereotypes as a cause of cyberbullying

Unit 5 :LANDMARKS Readings and projections dedicated to raise environmental and cultural awareness

Analyzing the choice of the world’s new 7 wonders as an example of worldwide respect for art

Unit 6:PORTRAIT Analysis of works of art Activities dedicated to analyze the concept of conventional and non-conventional types of beauty

Unit 7 :MUSIC Activities dedicated to improve and test students music literacy

Analyzing the lyrics of some songs from the point of view of tolerance

Debating about sexual stereotypes in the cases of Madonna and Lady Gaga

Unit 8 : WITH MY HANDS Searching for information about studying abroad

Unit 9: WHAT’S ART? Activities dedicated to raise awareness about the contradictions of the world of art

Analysis of works of art using recycled materials

Talking about woman artists’ productions

22__________________________________________________________________________________________________CONTENT

METHODOLOGY

__________________________________________The Decree 142/2008 clearly favours a communicative approach when it indicates that

“The ideal aim to achieve is not to resemble a native speaker but to become an

efficient user of the target language in real communication, thus communication has

priority over formal accuracy”.

Those are the methodological procedures which should be applied throughout the

whole school year.

The methodological tips here are related to:

-Warm ups or revision activities

-Productive activities, writing and speaking

-Receptive activities, listening and reading

-Activities to improve students’ knowledge of the language (Overarching skills)

1. Warm Ups or Revision Activities

Whenever teachers and students are going to face a new material it is the teacher’s

duty to activate their previous knowledge and help them to predict the information

they are going to come across as well as arising a certain degree of interest and

motivation. Students should be encouraged to reflect on their language learning and

their study techniques and strategies.

Every new material or activity presented in the classroom has to be introduced either

with a revision of students’ previous knowledge or with a predicting warm up.

The hang man with the main topic word describing the material to follow

The Definition game (Pasapalabra). Students are in two lines: Line A has 2 minutes to

define words from a previously studied text to students in line B.

Scatergories. Students have three minutes to complete grids such as the following

categorizing vocabulary e.g. cinema: genres, professions, and people

Guess what. Teacher mimes or fakes a situation and students have to guess.

Today’s Question. The question is on board when students come in.

23_____________________________________________________________________________________________METHODOLOGY

Spider Web. Teacher gives a central word and students say words related to it, which

are noted on the board around the central word

Crazy Duster. This is more of a revision activity to end a class; it is common to finish the

class with a great deal of words written on the board, teacher wipes off parts of the

words and the students then need to reconstruct what was written on the board.

In their productive activities either oral or written students have to be aware that

communication is their final objective but at the same time they have to express

themselves with a certain degree of accuracy. However they have to understand that

mistakes are part of the process of learning a language.

2. Speaking Activities

This is carried out during all sessions. The main aim is communication but stress is put

on a certain degree of accuracy and pronunciation.

There are three main types of speaking practice:

2.1. Formal Speaking Practice

There is one oral presentation every term. Guided individual output (assessed).

2.2. Formal Oral Interaction Practice

There is an oral interaction test every term. Students have to talk in pairs about a slide

for five minutes (assessed).

2.3. Less Formal Speaking Practice

Pair/group oral activities basically in the double sessions.

2.4. Ungraded Spontaneous Speaking Practice in the classroom.

3. Writing Activities

The students’ writing practice is always guided and related to the lesson topics or

topics of personal interest. Students are exposed to models or samples, provided with

a framework and offered key language items. The activities in the blog in the split

sessions always finish with a short guided composition. These guided activities are

published in the group’s blog and regularly projected and corrected in the classroom

so that students can learn the correct way to face a certain type of text. These class

projections are carried out just before the class writing test providing students with

the adequate strategies.

24_____________________________________________________________________________________________METHODOLOGY

4. Reading Activities

In their reading and listening activities students have to decode the meaning of several

types of texts, either written or recorded using any kind of anticipation and

comprehension strategies

The choice of materials is as important as the way of presenting them. Here are some

tips for presenting reading materials

4.1. Iconic anticipation.

Students have to describe the pictures in the text and through them try to guess what

the text is going to be about, this is a good activity if texts are presented with pictures.

4.2. First and last lines

The first and last line of a text are written or projected on the board and students

have to guess what the text is going to be about.

4.3. Divide the text in parts.

This is a pair work activity. Students A are given the first part of the text and students B

are given the second. They have to read them and tell the other student what they

have read, and then the reading activity becomes an interactive one.

4.4. Reading Strategies

The way students read the text in terms of speed can be either quick or slow, and in

the case of quick reading students can:

Skim: Read to get the gist of a passage

Scan: Read to find specific information.

They have to develop strategies of full general comprehension of the different

paragraphs trying to avoid translating meaning word by word.

The way students read the text in terms of volume can be:

Silent. The most common one, good for individual or pair work, it is the one used to

scan or skim information

Aloud. Very useful to practice pronunciation and intonation and needed when we

want to put in common written information.

In both silent and aloud reading it is recommended to use the recorded version if it is

available.

25_____________________________________________________________________________________________METHODOLOGY

5. Listening

5.1. Recorded materials

As it was in the case of reading it is important to present all recorded materials we

offer to our students in a proper way. Students should have the opportunity to listen

to the material more than once and have been exposed to the key difficult words

beforehand. A part from the anticipation strategies used in reading activities the

following are adequate as well for listening activities.

Musical anticipation. It is a wonderful approach if you find the perfect music related to

the topic of the reading.

Key words. Listening for stressed words can help students identify what is important

and what the main ideas are.

Identifying value judgements. Listening for specific words or information that suggest

positive or negative values

In the case of formal listening students have to develop specific strategies for listening

tests. They have to read the questions carefully in order to;

Predict content. This will help students to predict what the topic is about so they can

listen for the main idea.

Predict possible answers. In the case of multiple choice tests they can probably predict

the correct answer or at least the “odd one”. This is a good anticipation strategy.

5.2. Non-recorded listening activities

Many other listening activities may not be recorded exercises. Other options are

collecting comments from the class, dictation, teacher and other students comments

and/or questions, retelling what your teacher/partner tells you, say if it is true or not

for you...

A very important activity in this sense is the peer assessment of oral presentations

which implies that students have to listen to their classmates in an intelligent way and

that they are expected to give feed-back in the form of assessment.

In their receptive activities, reading and listening, they have to be aware that reading

and listening to specific material in a foreign language may be a rather ambiguous

26_____________________________________________________________________________________________METHODOLOGY

process that involves processing unknown linguistic and cultural input, which might

eventually cause uncertainty on the part of readers, so they have to develop their

ambiguity tolerance strategies. It is necessary however to increase their knowledge of

the language with what Kristyn Kidney in Tolerance of Ambiguity and Second Language

Acquisition calls overarching skills.

6. Knowledge of the language (Overarching skills)

In Tolerance of Ambiguity and Second Language Acquisition Kristyn Kidney says “Some

skills are required for both receptive and productive aspects of language. These

overarching skills include grammar, vocabulary, cultural context, and self-study.”

Therefore these overarching skills belong both to the communicative and the

plurilingual dimension of the content of the present syllabus. The Decree 142/2008

mentions that “The learner is in the position of analyzing (…) the pragmatic and

cultural differences and similarities between languages, becoming aware of the

different (…) ways languages and cultures build their linguistic systems, their

phonologic, grammatical, discursive and pragmatic rules. “It also talks about the

necessity of presenting new vocabulary and grammar rules as part of the natural

communicative processes. Far from rejecting the native language of students, the

teacher needs to encourage the awareness of one’s own language. This implies:

Inferring grammar rules from real communicative situations rather than giving them as

part of a language theory.

Eliciting vocabulary from authentic materials.

Activating any kind of previous grammatical or vocabulary knowledge using

communication as a tool.

Referencing newly acquired vocabulary and grammar in a systematic way but giving

students the option to choose their own ways of doing so.

27_____________________________________________________________________________________________METHODOLOGY

ASSESSMENT _____________________________________________________

1. Initial Evaluation (Placement Test)

At the beginning of the school year students take a placement to know their level of

achievement. These tests are aimed for teachers and students guidance, they are not

part of students’ assessment.

2. Credit Assessment

As I have already mentioned we have a full school year divided into three credits of

three units each. In 1st year of Batxillerat in Escola Massana there are three Juntes

d’avaluació (Assessment meetings) per year so I consider the credit the basic unit of

assessment. There is a formal assessment of all skills throughout the term but not

throughout every single unit.

SCHEDULED ASSESSMENT TASKS ONGOING PEER-ASSESSED TASKS

STREET ART

ORAL PRESENTATIONPLACEMENT TEST ORAL PRESENTATION

ORAL PRESENTATIONORAL PRESENTATIONORAL PRESENTATIONORAL PRESENTATION

VOCABULARY & GRAMMAR TEST ORAL PRESENTATIONORAL PRESENTATION

CINEMAORAL PRESENTATIONORAL PRESENTATION

LISTENING & WRITTING TEST ORAL PRESENTATIONORAL PRESENTATION

GRADED READER TEST ORAL PRESENTATIONORAL PRESENTATION

VOCABULARY & GRAMMAR TEST ORAL PRESENTATIONORAL PRESENTATION

FASHIONORAL PRESENTATIONORAL PRESENTATION

LISTENING & WRITING TEST ORAL PRESENTATIONORAL PRESENTATION

ORIGINAL NOVEL TEST (Only for very high level students)

READING SESSION ORAL PRESENTATIONORAL PRESENTATION

INTERACTIVE ORAL SESSION ORAL PRESENTATIONORAL PRESENTATION

28______________________________________________________________________________________________ASSESSMENT

Above we have the structure of a single term of approximately twelve weeks. There

are three sessions per week but two of them are in a row. In the two hour sessions,we

have a session for the whole group first, then the group is divided into two. Half of the

group goes to the language lab while the other half remains in the classroom for an

oral interaction class. The two hour sessions are eventually used for the long

evaluation of a task, that’s why in the previous grid there is one column for the classes

with the whole group and a second column with two cells, one for the class with the

full group and another for the class with the small group.

There are eight sessions reserved for assessment tasks. During these days students

takes nine different tests. Their marks together with the oral presentation mark will

constitute the final mark of the term.

The following grid shows the location of the different evaluation activities in the

different units so that all the skills are evaluated every term

DISTRIBUTION OF THE ASSESSMENT TASKS IN TERMS OF SKILLS AND UNITS

COMMUNICATIVE DIMMENSION AND PLURILINGUAL DIMENSIONInteract Receptive skills Productive skills Overarching skills

Listening Reading Speaking Writing Vocabulary GrammarStreet art Oral

presentationsVocabulary & Grammar Test

Vocabulary & Grammar Test

Cinema Listening Test

Graded Reader Test

Oral presentations

Writing Test

Vocabulary & Grammar Test

Vocabulary and Grammar Test

Fashion Interact. Session

Listening Test

Reading Session

Oral presentations

Writing Test

Internet Oral presentations

Vocabulary & Grammar Test

Vocabulary & Grammar Test

Landmarks Listening Test

Graded Reader Test

Oral presentations

Writing Test

Vocabulary & Grammar Test

Vocabulary and Grammar Test

Portraits Interact. Session

Listening Test

Reading Session

Oral presentations

Writing Test

Music Oral presentations

Vocabulary & Grammar Test

Vocabulary & Grammar Test

With my hands

Listening Test

Graded Reader Test

Oral presentations

Writing Test

Vocabulary & Grammar Test

Vocabulary & Grammar Test

What’s art? InteractSession

Listening Test

Reading Session

Oral presentations

Writing Test

3. Oral presentation

29______________________________________________________________________________________________ASSESSMENT

Description of the Task. Presenter student throws a dice to randomly select her/his

peer assessment team of classmates and they receive their assessment form. Then the

oral presentation starts, which should last more or less three minutes. The student

assesses him/herself and the teacher and classmates give their assessment as well. The

peer assessment team collects all the assessment forms and gets out of the classroom.

At this point the final oral presentation mark is the classmates’ responsibility

Assessment Criteria. Classmates receive a form with ten descriptors to be graded 0,

0.5 or 1. Two of them are related to accuracy and the rest are related to fluency and

body language which are the skills to be assessed in an oral presentation.

NAME: 0 0.5 11- The language used is adequate for the topic2-The presenter used correct structures and vocabulary3-The presenter caught my attention4-The presenter prepared the speech properly5-The speech was coherent6-The presenter stood up and made eye contact with me7-The presenter used effective gestures and adequate tone of voice8-Length is adequate9-The presenter spoke at a good pace and volume10-The presenter appeared relaxed and faced the audience

4. Vocabulary and Grammar Test

Description of the Task. These are quite conventional exams, which are meant to

reinforce accuracy and consist of a set of specific questions on vocabulary and

grammar with correct/incorrect answers . These exams are prepared following certain

criteria.

-Asking vocabulary through definitions or meaningful “fill in the gaps” avoiding

Spanish-English translations (Students often play the Definitions game in class in order

to prepare for this way of activating vocabulary)

-Favouring rephrasing rather than “fill in the gaps” exercises for grammar

questions so that students see grammar not as a sort of “magic” rule they have to

learn for an exam but as something that can help them in their expression.

Assessment Criteria. In these tests students show their level of achievement regarding

English structures in a controlled and set up context. They help students enrich their

expression

30______________________________________________________________________________________________ASSESSMENT

5. Listening Test

Description of the Task. Students listen to a three-minute recorded text twice and

answer ten multiple choice questions with three or four distractors.

Assessment Criteria. Students must show comprehension of the recorded material as

well as understanding of the questions.

6. Writing Test

Description of the Task. Students have to write a 150 word composition on a given

topic using a given structure. They do not know the exact title of the composition till

the moment of the exam but they know that the topic and the structures will be

among the ones covered in class. For example the first composition can be a film

review or an opinion essay on the topics of fashion or cinema

Assessment Criteria. Students’ adaptation to the format and the title of the

composition is a central criterion while evaluating writing; we also have to positively

mark the use of recently acquired new vocabulary because in this way we encourage

them to improve and enrich their written expression.

7. Graded Reader Test

Description of the Task. These tests are meant to check whether students have read

the book or not and they consist of a set of specific questions with correct/incorrect

answers on the characters or facts of the book. Questions are very specific so that

students who haven’t read the book cannot pass the exam watching the movie or just

having been explained the book by one of their classmates. Tests are generally based

on the ones offered by the publishers but we adapt them because many of them are

available on the Internet.

Assessment Criteria. Students show their level of reading and comprehension of their

graded readings

8. Original Novel Test

Description of the Task. These are also meant to check whether students have read

the book or not and they consist of a set of specific questions about characters or facts

31______________________________________________________________________________________________ASSESSMENT

of the book but they are longer than the ones in graded readers. These are very

competent students and need a more challenging kind of questions. Questions are also

extremely specific so that students who haven’t read the book cannot pass the exam

watching the movie or just having been explained the book by one of their classmates.

Assessment Criteria. The criteria here is seeing whether students have read the book

or not.

9. Reading Session

Description of the Task. Students have two hours to read an original literary short

story to answer ten specific questions and five general questions. The exam is meant

for students to reinforce their scanning and skimming skills (which also forces them to

spend two hours of their lives reading).

Assessment Criteria. Students show their capabilities for both finding very specific

information and answering more general questions.

10. Oral Interaction

Description of the Task.

Students keep a 4-minute conversation with a classmate about a slide showing an

iconic representation of some of the topics worked in class. The two English teachers

of the department listen to, monitor and assess the conversation.

Assessment Criteria.

Teachers use an assessment form with ten descriptors to be graded 0, 0.5 or 1. Two of

them are related to accuracy and the rest are related to interaction and fluency which

are the skills to be assessed in the case of interaction. This is the grid used for the

assessment of students’ interaction

NAME: 0 0,5 11.Use accurate vocabulary2.Use accurate grammar3.Make clear organized comment on photos4.Speak without long pauses5.Speak clearly enough to be understood6.Express and justify opinion7.Open and close conversations, agree and disagree … (interaction)8.Follow the examiner’s instructions9.Make comments and suggestions10.Keep the conversation going

TOTAL

32______________________________________________________________________________________________ASSESSMENT

11. Summative Evaluation

All these marks constitute the final term mark which in Batxillerat is expressed in

whole numbers without decimals. The compositions in the blog, homework and

attendance will “round” the mark upwards or downwards. At the end of the year an

approximate average mark (adjusted to favour the 3rd term) of the three terms will

give the final mark of the year.

12. Remedial action

If a student doesn’t have a successful final mark, at the end of the year he or she has

the opportunity of taking a global test in June.

Description of the Task.

In our case the test consists of a composition on any of the formats and topics dealt with in first year of Batxillerat, a listening and a reading comprehension test with 10 multiple choice questions with three or four distractors, and a prepared oral presentation describing a painting which should be different to any they had already described.Assessment Criteria. With this final test, Teachers have to decide if the student has achieved the objectives of first year of Batxillerat and is prepared to face the following year.

33______________________________________________________________________________________________ASSESSMENT

BIBLIOGRAPHY AND INFORMATION SOURCES

__________________________________________

References

DECRET 142/2008, de 15 de juliol, pel qual s’estableix l’ordenació dels ensenyaments del batxillerat.

ERTEN, I.H., ZEHIR TOPKAYA,E. ”Understanding Tolerance of Ambiguity of EFL Learners in Reading Classes at Tertiary LeveL.” Novitas-ROYAL, 2009, Vol.: 3(1), 29-44.

KIDNEY, K. “Tolerance of Ambiguity and Second Language Acquisition”. Teaching English. Touching the World. [online: http://www.blakekidney.com/kristyn/docs/KIDNEY%20-%20Lit%20Review%20Tolerance%20of%20Ambiguity.doc] OXFORD, R. “The Role of Styles and Strategies in Second Language Learning.” ERIC Digest.1989. [on line: http://www.ericdigests.org/pre-9214/styles.]

XIE F., JIANG X. “Error analysis and the EFL classroom teaching.” US-China Education Review. Sep. 2007, Vol 4(9)

Textbooks

BOWLER, B. Power 1. Student's Book. Richmond Publishing. Madrid, 2006.

GRANT, E., PAYNE, K. Viewpoints for Bachillerato 1 Student's Book. Burlington Books. Madrid, 2010.

MCGUINNESS, J. Definitions 1. MacMillan. Madrid, 2008.WILLIAM, A. Bridges 1. Students Book. Burlington Books. Madrid, 2008.

WebsitesDONAGHY, K. Film English. [on line: http://film-english.com ]Gunn,C. Lanternfish.[on line: http://bogglesworldesl.com/]One Stop English [online: http://www.onestopenglish.com/about/]

Short Stories

WEST ,C. (ed.), From the Cradle to the Grave. Oxford University Press. Oxford: 1993.

DAHL,R.«Mrs Bixby and the Colonel’s Coat», in Clare WEST (ed.). From the Cradle to the Grave. Oxford University Press. Oxford: 1993.

MAUGHAM,S.«The Colonel’s Lady», in Clare WEST (ed.). From the Cradle to the Grave. Oxford University Press. Oxford: 1993.

Leila ABOULELA, «The Museum», in Coloured Lights. Polygon. Edinburgh: 2001

34___________________________________________________________________BIBLIOGRAPHY AND INFORMATION SOURCES

COMMUNICATIVE DIMENSIONINTERACTIVE SKILLS

RECEPTIVE SKILLS PRODUCTIVE SKILLSLISTENING READING SPEAKING WRITING

1 STREET ART Guided debateGraffitti. Art or vandalism

Who’s Bansky?StrategyListening for general information

The secret artistStrategyReading for general information

Justifying opinionIs this art?

An opinion essay: Street art

2 CINEMA Informal conversationChoosing a movie

Entertainment radio showStrategyListening for tone of voice

Space cadets StrategyInterpreting pronouns

RecommendationsWhich movie would you recommend me?

A film review

3 FASHION Commenting on a projected fashion show

Clothes talkStrategyMain ideas

They’ve got the lookStrategy Predicting content

Expressing opinionsLet’s talk about extreme teen trends

A dialogue

4 INTERNET Expressing value judgments Cyberbulling

Talking about relationshipsStrategyIdentifying value judgments

Second life, an alternative life in a 3d worldStrategyGuessing words from context

Talking about relationshipsFacebook

An email

5 LANDMARKS Discussing about landmarksThe official new 7 wonders

A guided tourStrategyListening for specific information

Dubai-Architectural WonderlandStrategyScanning for specific information

Description of LandmarksThe official new 7 wonders

A description of a place

6 PORTRAITS Describing peopleBlind dates

In a MuseumStrategyPredicting wrong answers

A New Model of beauty.StrategyIconic anticipation

Analyzing portraitsTop ten portraits in history

A description of a person

7 MUSIC Music literacy contest

A radio interviewStrategyUsing previous knowledge

Wanna be a star?StrategySkimming the general ideas

Presenting songs A biography of a famous person

8 WITH MY HANDS

Contrast and put information in common

A short film presenting the Art SchoolStrategyListening for general comprehension

A prospectus of an Art School in GlasgowStrategyScanning for specific information

Talking about Art schools

A narrative

9 WHAT’S ART?

Debate about what we can consider art using some polemic works

An interview with artist Wendy HoldenStrategyUnderstanding irony

A selection of BBC news relating art and moneyStrategySharing information

Present information about the relationship between art and money

For and against essay:

COMMUNICATIVE II AND PLURILINGUAL DIMENSION

AESTHETIC DIMENSION

RESEARCH DIMENSION

OVERACHING SKILLSVOCABULARY GRAMMAR

AUTUMN

1 Graffiti and Teen trends Present Simple and ContinuousState Verbs

Watching fragments of the filmExit through the gift shop

Using wikipedia as a first basic source of information

2 Cinema and entertainment Past Simple and Past ContinuousPast PerfectUsed to

Watching a chapter of “Fawlty Towers”

Reading entertainment section of newspapers

3 Clothes and Fashion Present perfect Reading and listening to the poemWarning. Reading an original story by Roald Dahl

Surfing the net for information

WINTER

4 Information technology Future simple, going to and present continuousFuture continuous and future perfect

Reading and listening to the poem The good old daysWatching fragments of the movie The Social Network

Short research on social websites

5 BuildingsHouses

Defining relative clausesNon-defining relative clauses

Reading The Silken Tent by Robert Frost

Treasure hunt about the 7 wonders

6 PortraitsPersonal Descriptions

Modal VerbsModal Perfects

Watching Fragments of The Girl in a Pearl Earring

A webquest in the National portrait gallery

SPRING

7 Music First and second conditionalsThird conditional

Analyzing and singing songsKaraoke

Music quizzes

8 Craftwork Reported SpeechReported StatementsReported QuestionsReported Orders, requests and commands

Using paintings to develop stories

Searching for information about studying abroad

9 Art Passive voicePresent, past and future passivesPassive Questions

Reflection and considerations about the meaning of Art

Reflection and considerations about the meaning of Art

Modal passives

UNITS CODEThe following pages show the distribution of the contents into units, all the units have been designed to develop the objectives, competences, contents, methodology and assessment previously explained in the present syllabus.In every unit we find:1- OBJECTIVES. They follow the statement “In the end of this unit students have to be able to...."2- CONTENT. The content is specified in the form of a grid in which the four dimensions are represented;

-Communicative dimension. Showing the Productive and Receptive Skills, that is, the Interaction, Listening, Reading, Speaking and Writing activities of the unit

-Plurilingual dimension. The Overarching Skills, the activities dedicated to improve the Vocabulary, Grammar and Communicative Strategies of students

-Aesthestetic dimension. Activities involving literary or aesthetic content-Research dimension. Activities meant to develop and reinforce students

Research Competence.3- RESOURCES. In this part equipment and materials are specified. Linked to the present printed syllabus a series of blogs have been set up with all the materials used.-Introductory blog. URL english-and-art.blogspot.com , This blog will direct to the rest of the blogs designed for the present syllabus.-Classroom projections blog. You can get to this blog by clicking the corresponding link in the introductory blog or in the URL classroomprojections.blogspot.com. -Split sessions’ blog. You can also get there by clicking its corresponding link in the introductory blog or by using the URL splitsessions.blogspot.com. This blog gathers the materials to be used in the Split Sessions with the half of the students.-Language Lab blog. Access to this blog can also be found in the introductory blog and in the URL languagelab1.blogspot.com. There we can find the activities to be done in the computer room, those are listening, reading or vocabulary exercises which will introduce the students in the task of writing a composition. All these blogs have been designed for this syllabus except for the ones of the students which correspond to my students this year working on topics suggested by Definitions1 which is our present text book.4- DISTRIBUTION OF CONTENT IN SESSIONS. The grid shows the teaching and learning activities that every session involves as well as the skills and the competences developed. The code is:Skills.-I. Interaction, -L. Listening, -R. Reading, -S. Speaking, -W. Writing, -V&G. Vocabulary and GrammarCompetences.-IH&M. Information handling and management, -D. Digital knowledge, -R. Research, -P. Personal and interpersonal skills, -K&I. Knowledge and interaction with the world5- EVALUATION.The grid shows the evaluation tasks and the procedures and criteria.

UNIT 1: STREET ART Art is either plagiarism or revolution.

Paul Gauguin1. OBJECTIVES-Understand classroom procedures and general evaluation system-Understand their placement in a particular level-Participate in oral interactions in the classroom-Have previous knowledge activated-Have necessary elements to assess their own and other students’ performances-Overcome inhibitions to communicate in target language-Talk about street art-Express their opinion in written and oral texts-Enter the virtual Language Lab, post compositions, enter links of recommended websites-Use present simple, present continuous and state verbs in a correct way

2. CONTENTSCOMMUNICATIVE AND PLURILINGUAL DIMENSION RESEARCH AND

AESTHETIC DIMENSIONINTERACTIVE, RECEPTIVE AND PRODUCTIVE SKILLS

LANGUAGE KNOWLEDGE(OVERARCHING SKILLS)GRAMMAR VOCABULAR

YSTRATEGIES DEVELOPED

Interaction. Graffitti. Art or vandalismListening. Who’s Bansky?Reading. The Secret ArtistWriting. Is Street Art real Art?

Present simple and continuousState Verbs

Street Art, Graffiti and teen trends

-Guided debate-Listening and reading for general information-Opinion Essay

Watching fragments of the film Exit through the gift shopUsing Wikipedia as a first basic resource of informationQuestion of the week. Is there Bansky graffiti in Barcelona?

3. RESOURCES

-Equipment. Class projector and Language Lab computers

-Materials. Handouts (Letter from the teacher, Who’s Bansky, The Secret Artist

Grammar exercises), audiovisual materials (Slides and interviews), some grids in the

classroom and virtual materials posted in the blogs.

4. DISTRIBUTION OF CONTENTS IN SESSIONS

The following grid shows the distribution of the content of the unit in sessions

specifying teaching and learning activities as well as the skills developed:

34________________________________________________________________________________1ST TERM AUTUMN UNITS 1-2-3

Teaching Activities Learning activities Skills & Key Competences Developed

Session 1Teacher introduces herself with an oral interactive guessing gameTeacher gives students information about and dates for assessments, especially daily oral presentations.Teacher and students decide on the dates for the oral presentation

Students play guessing gameStudents take notes of their term agenda and choose a date for their oral presentation

S-----------P

Session 2Teacher gives students a letter introducing herself

Students read and answer the letter

R,W

Session 3 (Split Session)Teacher takes students to the Language Lab and provides them with the URLs they may need throughout the school year.Teacher guides students through the placement test posted in the Language Lab blogTeacher monitors students’ task and records their results

Students and browse the blog to get familiar with itStudents take their placement tests in the language LabStudents tell their results to the teacher

R,W,V&G,L----------D

Session 4Teacher projects some related slides and elicits opinions from studentsTeacher provides students with an adapted fragment of Wikipedia to read

From this session on, sessions will start with an Oral presentation by one or two of the students. This term oral presentations will consist of the narration of a fairy tale in the first personStudents read the text for general information.Students have to look for new vocabulary in the text

S,R----------K&I,P,I

Session 5Teacher provides adequate grammar material for Present simple and continuous

Individually, in pairs in teams or as a group class activity students solve and correct different exercises and work on different tasks

V&G

Session 6 (Split Session)Teacher proposes a debate and provides students with the adequate materialsTeacher guides supports and monitors students’ work

Students remain in the class for a Split session which consists of a guided debate on Graffiti. Art or Vandalism.(The other half of the group goes to the Language Lab)

S---------P,K&I

Session 7Teacher projects an interview with Bansky Students listen to the interview and give their

opinion on Street ArtL,S------P,K&I

Session 8Teacher provide students with adequate material about expressing opinion and writing an opinion essay

Students work on the materials individually, in pairs in teams and express their opinions on Street Art

W,S

Session 9 (Split Session)Teacher takes students to Language LabTeacher monitors, guides and supports students’ performances

Students go to Language Lab to work on their tasks related to Street Art which include writing and posting an opinion essay on their blog

V&G,L,W,R-----D

Session 10Teacher provides adequate grammar material

Individually, in pairs in teams or as a group class activity students solve and correct

V&G

35________________________________________________________________________________1ST TERM AUTUMN UNITS 1-2-3

for revision of Present simple and continuous different revision exercises and work on different revision tasks

Session 11Teacher provides students with their tests Students take their Vocabulary and Grammar

Tests

V&G

Session 12 (Split Session)Teacher projects some slides containing photograph of non-conventional pieces of Street Art.Teacher asks students to choose one of them and prepare a short opinion presentation about them, the opinion should start by “I think this is Art because....”

Students remain in the class and give a presentation their opinions on Is this Art? With the support of selected slidesStudents have a guided debate on the topic

S------P,K&I,I

5. EVALUATION

Tasks Procedures and Criteria1. Placement Test. Including writing, listening, reading and grammar tasks

2. Vocabulary and Grammar Test. Including words to define and definitions to recall words and rephrasing to test on students’ grammar knowledge.

Placement Test. A composition in the classroom and the rest of the test in the Language Lab. The assessment criteria for this test is to detect students’ weaknesses and students with a very poor levels of English which may have problems in achieving the objectives of 1st

year Batxillerat

Vocabulary and Grammar Test It is part of the summative evaluation. Students take the test in the classroom. In these tests students show their level of achievement regarding English structures in a controlled and set up context. They help students enrich their expression

36________________________________________________________________________________1ST TERM AUTUMN UNITS 1-2-3

UNIT 2: CINEMA

If my films don't show a profit, I know I'm doing something right. Woody Allen

1. OBJECTIVES-Participate in oral interactions in the classroom-Raise awareness of the importance of paralinguistic signals in their receptive and productive oral activities-Raise awareness on the importance of interpreting pronouns for the comprehension of a text.-Write film and TV shows reviews-Use the Past tenses in a correct way-Activate and increase vocabulary related to the world of cinema-Overcome inhibitions to communicate in target language-Getting used to their blogs and virtual environments

2. CONTENTSCOMMUNICATIVE AND PLURILINGUAL DIMENSION RESEARCH AND

AESTHETIC DIMENSIONINTERACTIVE, RECEPTIVE AND PRODUCTIVE SKILLS

LANGUAGE KNOWLEDGE(OVERARCHING SKILLS)GRAMMAR VOCABULARY STRATEGIES

DEVELOPEDInteraction. Choosing a movieListening. Entertainment radio showFinal speech of Chaplin’s movie The Great DictatorReading. Space cadetsWriting. A film review

-Past Simple and Past Continuous-Past Perfect-Used to

Cinema and entertainmentAbstract nouns

-Informal conversation-Listening for tone of voice-Interpreting pronouns

Watching a chapter of “Fawlty Towers”Watching the final speech of The Great DictatorReading entertainment section of newspapersQuestion of the week. Which is the record of Oscars for a movie?

3. RESOURCES

-Equipment. Class projector and Language Lab computers

-Materials. Handouts (Entertainment section of a newspaper, Choosing a movie, Space

Cadets), audiovisual materials (Slides, a chapter of Fawlty Towers and the final speech

of Chaplin’s The Great Dictator), some posters in the classroom and virtual materials

posted in the blogs.

4. DISTRIBUTION OF CONTENTS IN SESSIONS

The following grid shows the distribution of the content of the unit in sessions

specifying teaching and learning activities as well as the skills developed:

37________________________________________________________________________________1ST TERM AUTUMN UNITS 1-2-3

Teaching Activities Learning activities Skills & Competences

Session 1-Teacher projects a set of Hollywood classics posters and asks students what the unit is going to be about.-Teacher asks students if the movies in the presentation would have been chosen as one of their favourites.- Teacher asks students to choose a movie which they believe deserve being in a “top ten” list-Teacher elicits from students names of different films.-Teacher helps students with their task of choosing a top ten list, providing them with some adequate expressions and vocabularyIn the end a new presentation is created.

-Students answer teacher’s questions and concentrate on the topic of cinema.-Individually students choose one movie they think deserves being in a top ten list-In Groups they put together a list of their favourite films in common and as a class they have to gcome up with a Top ten list.-They have to give arguments to defend their choices.-Two of the students create the new presentation with the help of the rest of the class.

S-------D,R,IH&M

Session 2-Teacher provides students with the text Space Cadets-Teacher asks some of the students for some informal film reviews-Teacher introduces the topic of film reviews

-Students read and understand the text.

-Students give some informal film reviews in front of the class

R,S--------IH&M

Session 3 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to Language Lab to work on their tasks related to Cinema which include writing and posting An opinion essay on their blog

V&G,L,W,R-----D

Session 4-Teacher projects and comments students’ posts in the Language Lab blog. The compositions will be opinion essays and film reviews. Students have to prepare both types of texts-Teacher guides and supports a process of error analysis.

-Student have a look at, comment, correct and analyze their own and their classmates compositions-Students understand the types of text they can be asked for in their writing exam in the following class.-Students take part in a process of error analysis.

S,W-----------IH&M

Session 5-Teacher provides students with their listening tests-Teacher plays the listening recorded text twice.-Teacher projects a short chapter of a TV series (Fawlty Towers) and asks students to write a review of the chapter using adequate format, structures and vocabulary.

-Students take their listening test-Students write their film reviews

Session 6 (Split Session)-Teacher proposes an interactive activity about Film Festivals and provides students with the adequate materials-Teacher guides supports and monitors students’ work.

-Students remain in the class for a Split session which consists of an interactive activity about Film Festivals in which they have to choose a movie, comment on it and discuss timetables and places using the Festival programme

S,R-------IH&M

38________________________________________________________________________________1ST TERM AUTUMN UNITS 1-2-3

Session 7Teacher provides students with their Graded Reader Tests,. There is not previous revision for this test because this reading has to be don as homework students have to get used to perform long term tasks on their own without help from teachers

-Students take their Graded Reader Tests

Session 8-Teacher plays an entertainment radio show-Teacher provides students with adequate material about Past Simple, Past Continuous, Past Perfect and Used to

-Students listen to an entertainment radio show and understand it all, and then they have to comment about the speaker’s tone of voice.-Students complete, understand and correct their tasks on past tenses

L,S,V&G---------P

Session 9 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to the Language Lab to work on their tasks related to Cinema which include writing and posting a review on their blog

V&G,L,W,R-----D

Session 10-Teacher provides adequate grammar material for the revision of Past tenses

-Individually, in pairs in teams or as a group class activity students solve and correct different revision exercises and work on different revision tasks

Session 11-Teacher provides students with their tests -Students take their Vocabulary and

Grammar TestsSession 12 (Split Session) -Teacher projects a cloud of abstract nouns and some trailers of movies with tittles including abstract nouns-Teacher proposes a classification and word-building task-Teacher tells the students they are going to see and listen a speech including many abstract nouns and asks them to predict which one are going to appear in the speech -Teacher projects the final speech of Chaplin’s film The Great Dictator and gets feed-back from students-Teacher guides, monitors and supports students’ tasks

-In pairs students classify abstract nouns in categories.-Students write a list of predictions

Students watch and comment on the scene

L,V&G,S,R,W-----------IH&M,P,K&I

5. EVALUATIONTasks Procedures and Criteria.Listening Test. Including multiple choice questions with two or three distractorsWriting Test. Consisting of a film review of a chapter of a TV series previously projected in the classroomGraded Reader Test. Consisting of a set of correct/incorrect questions, using a different test for every readerVocabulary and Grammar test. Including words to define, definitions to recall words and rephrasing exercises to test students’ grammar Knowledge.

Listening Test. Students must show comprehension of the recorded material as well as understanding of the questions.

Writing Test. Students’ adaptation to the format and title of the composition is a central criterion while evaluating writing skills; we also have to positively mark the use of recently acquired vocabularyGraded Reader Test Students show their level of reading and comprehension of their graded readingsVocabulary and Grammar Test In these tests students show their level of achievement regarding English structures in a controlled and set up context. They help

39________________________________________________________________________________1ST TERM AUTUMN UNITS 1-2-3

students enrich their expression

UNIT 3: FASHION

Fashion is a form of ugliness so intolerable that we have to alter it every six months. Oscar Wilde

1. OBJECTIVES-Participate in oral interactions in the classroom-Write dialogues-Get familiar with literature in English-Use the Present Perfect in a correct way-Activate and increase vocabulary related to fashion-Analyse and correct their own and their classmates writings-Participate in oral interactions for assessment-Reading authentic materials for assessment

2. CONTENTSCOMMUNICATIVE AND PLURILINGUAL DIMENSION RESEARCH AND

AESTHETIC DIMENSIONINTERACTIVE, RECEPTIVE AND PRODUCTIVE SKILLS

LANGUAGE KNOWLEDGE(OVERARCHING SKILLS)GRAMMAR VOCABULAR

YSTRATEGIES DEVELOPED

Interaction. Commenting on a projected fashion showListening. Clothes talkSpeaking. Let’s talk about extreme teen trendsReading. They’ve got the lookMrs Bixby and the Colonel’s coat by Roald DahlWriting. A dialogue

Present perfect

Clothes and Fashion

Expressing opinionsMain ideasPredicting contentWriting dialogues

Reading and listening to the poemWarning. When I am an old lady I shall wear purple by Jenny JosephReading a non-adapted version of Mrs Bixby and the Colonel’s coat by Roald DahlSurfing the net for information

3. RESOURCES

-Equipment. Class projector and Language Lab computers

-Materials. Handouts (They’ve got the look and Warning. When I am an old lady I shall

wear purple), audiovisual materials (Slides and podcasts), virtual materials posted in

the blogs.

4. DISTRIBUTION OF CONTENTS IN SESSIONS

The following grid shows the distribution of the unit’s content in sessions specifying

teaching and learning activities as well as skills developed

40________________________________________________________________________________1ST TERM AUTUMN UNITS 1-2-3

Teaching Activities Learning activities Skills & Key Competences Developed

Session 1-Teacher projects the photo of an old woman wearing purple-Teacher elicits from students their opinions about the image and asks students what the poem is going to be about-Teacher provides students with the poem Warning and plays the podcast-Teacher proposes the students the task of changing the poem- Teacher guides, monitors and supports students’ tasks

-Students give their opinions on the photo-Students listen and read the poem-In pairs students change the poem by proposing other clothes, foods, and activities for the old lady-Students read their results to the rest of the class aloud with an adequate tone of voice and body language

R,S,W--------P,K&I

Session 2-Teacher provides students with the text and plays the podcast They’ve got the look-Teacher elicits from students the vocabulary of the text-Teacher supports the task of inferring the rules of Present Perfect from it

-Students listen, read and understand the text-Students ask for and reference the vocabulary from this text, from the poem of the previous day and from any other written material that might have appeared in the unit-Students infer the rules of the present Perfect

L,V&G---------IH&M

Session 3 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to Language Lab to work on their tasks related to Cinema which include writing and posting a dialogue on their blog

V&G,L,W,R-----D

Session 4-Teacher projects and comment students’ posts in the Language Lab blog. The compositions will be dialogues-Teacher guides and supports a process of error analysis

-Student see, comment, correct and analyze their own and their classmates compositions-Students understand the types of text they can be asked for in their writing exam in the following class.-Students take part in a process of error analysis

W-------IH&M

Session 5Teacher provides students with their listening tests-Teacher plays the listening recorded text twice.-Teacher asks students to write a dialogue that could take place in a shop using adequate format, structures and vocabulary

-Students take their listening test-Students write their dialogues

Session 6 (Split Session)-Teacher projects a fashion show and asks students to prepare ,in teams, a professional presentation of it-Teacher monitors, guides and supports students’ performances

-Students have to prepare a professional presentation of the projected fashion show

S,W------D,K&I

Session 7-Teacher projects an interview with Carolina Herrera

-Students watch the interview and prepare one in pairs

L,S------

41________________________________________________________________________________1ST TERM AUTUMN UNITS 1-2-3

-Teacher asks students to prepare a role play of a reporter-designer interview-Teacher monitors, guides and supports students’ performances

-Students role play their interview in front of the class

P,K&I

Session 8 & 9Reading Session-Teacher provides students with a copy of a non-adapted version of Mrs Bixby and the Colonel’s coat by Roald Dahl and the questionnaire

-Students read the non-adapted version of Mrs Bixby and the Colonel’s coat by Roald Dahl and answer their questionnaires ,they have two hours and they can use dictionaries

Session 10-Teacher projects Hitchcock’s version of the short story Mrs Bixby and the Colonel’s coat a (A chapter of Alfred Hitchcock presents...)-Teacher projects some artistic and original Christmas cards and asks students to create one for their classmates-Teachers gives time slots for the oral interaction

-Students watch the video-Students create a Christmas Card for a classmate

L,W------P´

Session 11 & 12Oral Interaction-Teachers provide the adequate slides for the interaction-Teachers assess students’ performances

-Students interact in pairs with the support of a given slide

5. EVALUATIONTasks Procedures and Criteria.-Listening Test. Including multiple choice questions with two or three distractors-Writing Test. Consisting of a dialogue in a shop-Reading Session. Students have to read a non-adapted version of Mrs Bixby and the Colonel’s coat by Roald Dahl-Oral Interaction. Students have to talk in pairs for four minutes with the support of a given slide

Listening Test. Students must show comprehension of the recorded material as well as understanding of the questions.

Writing Test. Students’ adaptation to the format and title of the composition is a central criterion while evaluating writing skill we also have to positively mark the use of recently acquired vocabularyReading Session. Students show their capabilities for both finding very specific information and answering more general questions.Oral Interaction Teachers use an assessment form with ten descriptors related to interaction and fluency

42________________________________________________________________________________1ST TERM AUTUMN UNITS 1-2-3

UNIT 4: INTERNETThe Internet is becoming the town square for the global village of tomorrow.

Bill Gates

1. OBJECTIVES-Participate in oral interactions in the classroom-Be able to prepare the second oral presentation-Express opinion-Write an email-Use the future tenses in correct way-Activate and acquire new vocabulary on the topic of internet, computers and ICT-To express value judgments-Participate in guided debates-Participate in informal group oral presentations-raise awareness about the dangers of misuse of ICT

2. CONTENTSCOMMUNICATIVE AND PLURILINGUAL DIMENSION RESEARCH AND

AESTHETIC DIMENSIONINTERACTIVE, RECEPTIVE AND PRODUCTIVE SKILLS

LANGUAGE KNOWLEDGE(OVERARCHING SKILLS)GRAMMAR VOCABULAR

YSTRATEGIES DEVELOPED

Interaction. Expressing value judgments CyberbullingListening. Talking about relationshipsReading. Second life, an alternative life in a 3d worldand CyberbullingSpeaking. FacebookWriting. An email

-Future simple, going to and present continuous-Future continuous and future perfect

Information technology

-Identifying value judgments- Guessing words from context-Writing an email

Reading and listening to the poem The good old daysWatching fragments of the movie The Social NetworkShort research on social websites

3. RESOURCES

-Equipment. Class projector and Language Lab computers

-Materials. Handouts (Second life, an alternative life in a 3d world and Grammar

exercises), audiovisual materials (Slides and interviews), and virtual materials posted in

the blogs.

4. DISTRIBUTION OF CONTENTS IN SESSIONS

The following grid shows the distribution of the content of the unit in sessions

specifying teaching and learning activities as well as the skills developed

43_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

Teaching Activities Learning activities Skills & Key Competences Developed

Session 1Teacher projects a quiz about internet vocabulary and elicits answers from studentsTeacher projects a picture related to Second Life and uses it to warm up the textTeacher provides students with the text Second life, an alternative life in a 3D worldTeacher makes sure that students have understood the text and referenced new vocabularyTeacher informs about the tern agenda and both teachers and students decide on the dates for the oral presentation

Students answer the projected quizStudents read the text for general information.Students have to look for new vocabulary in the textStudents take note of their term agenda and choose a date for their oral presentation

R,S-------R,IH&M

Session 2Teacher plays a recorded conversation about the social use of the new technologiesTeacher asks the students for their opinion about the new model of communication with the new technologies

From this session on, sessions will start with an Oral presentation by one or two of the students. This term oral presentations will consist of the expression of an opinion using a quote or a proverb as topic sentence of an oral opinion essay

Students listen and understand the recorded textStudents give their opinion on the topic of the social use of new technologies

L,S-----D,IH&M

Session 3 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to Language Lab to work on their tasks related to Internet which include writing and posting an e mail on their blog

V&G,L,W,R-----D

Session 4Teacher projects a video to introduce the text.Teacher provides Students with the text Cyberbulling and guides the reading task

Students read the text focusing their attention on value judgments.Students have to look for new vocabulary in the text

L,R-------P,D

Session 5Teacher provides adequate grammar material for the future tenses

Individually, in pairs in teams or as a group class activity students solve and correct different exercises and work on different tasks

V&G------D

Session 6 (Split Session)Teacher proposes a guided debate on Cyberbullying and provides students with the adequate materialsTeacher guides supports and monitors students’ work

Students remain in the class for a Split session which consists in a guided debate on Cyberbullying

S´L-------D,P

44_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

Session 7Teacher provide students with data and figures about internetTeacher projects a short report about an American High School which talks about the extensive use of new technologies by teenagersTeacher proposes the task of finding “good” uses for such a new tool

In pairs students prepare a short presentation proposing good uses for the new technologies

Students present their proposals to the rest of the class

L,S,W-------D,P

Session 8Teacher provides students with the BBC news report Internet use good for the brainTeacher projects some slides about emails and internet searching

Students read and understand the report, they check and reference vocabulary

L,S,V&G--------IH&M,D,P

Session 9 (Split Session)Teacher takes students to Language LabTeacher monitors, guides and supports students’ performances

Students go to Language Lab to work on their tasks related to the social use of the Internet which include writing and posting an email including some recommendations on their blog

V&G,L,W,R-----D

Session 10Teacher provides adequate grammar material for revision of Future tenses

Individually, in pairs in teams or as a group class activity students solve and correct different revision exercises and work on different revision tasks

V&G

Session 11Teacher provides students with their tests Students take their Vocabulary and Grammar

TestsSession 12 (Split Session) Teacher divides the class in two teams and provides every team with a laptopTeacher proposes the task of creating a power point to support a group oral presentation about a topic related to internetTeacher guides supports and monitors students’ work

In teams, students prepare a group oral presentation and a power point to support it.

In teams, students present their work to the other team

S,W,L-------D,R

5. EVALUATION

Tasks Procedures and Criteria

A Vocabulary and Grammar Test. Including words to define and definitions to recall words and rephrasing to test on students’ grammar acquisition.

Vocabulary and Grammar Test It is part of the summative evaluation. Students take the test in the classroom. In these tests students show their level of achievement regarding English structures in a controlled and prepared context. They help students enrich their expression

45_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

UNIT 5: LANDMARKSThe higher the buildings, the lower the morals .

Noel Cowards

1. OBJECTIVESDescribe placesActivate and acquire vocabulary related to architecture and buildingUse of defining and non-defining clauses in a correct wayRaise awareness of the aesthetic values of the buildingsObserve and analyse buildingsEncourage students to visit important placesAnalyse and correct their own and their classmates writingsInteract with classmates and teacher about architectureRaise awareness of the special places in their own cityRead aloud in a proper way

2. CONTENTS

COMMUNICATIVE AND PLURILINGUAL DIMENSION RESEARCH AND AESTHETIC DIMENSIONINTERACTIVE, RECEPTIVE

AND PRODUCTIVE SKILLSLANGUAGE KNOWLEDGE(OVERARCHING SKILLS)

GRAMMAR VOCABULARY

STRATEGIES DEVELOPED

Interaction. Discussing about landmarks. The Official New 7 WondersListening. A guided tourReading. Dubai-Architectural WonderlandSpeaking The Official New 7 Wonders.Writing. A description of a place

Defining relative clausesNon-defining relative clauses

Buildings - Listening for specific information- Scanning for specific information

Reading The Silken Tent by Robert Frost

Treasure hunt about the 7 wonders

3. RESOURCES

-Equipment. Class projector and Language Lab computers

-Materials. Handouts (Dubai-Architectural Wonderland, The Official New 7 Wonders),

audiovisual materials (Slides and interviews), and virtual materials posted in the blogs.

46_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

4. DISTRIBUTION OF CONTENTS IN SESSIONS

The following grid shows the distribution of the content of the unit in sessions

specifying teaching and learning activities as well as the skills developed

Teaching Activities Learning activities Skills & Key Competences Developed

Session 1-Teacher provides students with a text about the origins of The New 7 Wonders-Teacher elicits from students information about The New 7 Wonders-Teacher pre-teaches vocabulary and structures for description of places-Teacher asks students to choose one of the new 7 wonders and describe it

-Students answer teacher’s questions and concentrate on the topic.

-In groups of four students prepare a short description of one of the wonders

-Student present their descriptions to the rest of the class

R,S,L,W,V&G---------D,R

Session 2-Teacher projects a video showing the new buildings of Dubai.-Teacher provides students with the text Dubai-Architectural Wonderland-Teacher uses the text to extract new vocabulary and grammar rules

-Students read and understand the text.

-Students practice vocabulary and grammar rules of Defining relative clauses Non-defining relative clauses

-Students reference newly acquired vocabulary and grammar

R,L,V&G--------IH&M

Session 3 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to Language Lab to work on their tasks related to Landmarks which include writing and descriptions of places on their blog

V&G,L,W,R-----D

Session 4-Teacher projects and comment students’ posts in the Language Lab blog. The compositions will be emails and description of places, students have to prepared both types of texts-Teacher guides and supports a process of error analysis.

-Student see, comment, correct and analyze their own and their classmates compositions-Students understand the types of text they can be asked for in their writing exam in the following class.-Students take part in a process of error analysis.

R,W,S--------D,R,IH&M

Session 5-Teacher provides students with their listening tests-Teacher plays the listening recorded text twice.-Teacher projects images of a famous Landmark

-Students take their listening test-Students write their description of the projected landmark

Session 6 (Split Session)-Teacher proposes an interactive activity about the new 7 wonders

-Teacher guides supports and monitors students’ work.

-Students remain in the class for a Split session. In teams they choose one of The New 7 Wonders and analyse it from an architectural point of view-Students mix in new teams and comment on the analysis of the different buildings

S,R-------IH&M

Session 7

47_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

Teacher provides students with their Graded Reader Tests, There is not previous revision for this test because this reading has to be done as homework students have to get used to perform long term tasks on their own without help from teachers

-Students take their Graded Reader Tests

Session 8-Teacher plays a guided tour and ask for very specific questions

-Teacher provides students with adequate material about Defining relative clausesNon-defining relative clauses

-Students listen to an guided tour and understand it all, they have to listen for very specific answers.-Students complete, understand and correct their tasks on Defining relative clausesNon-defining relative clauses

L,S,W-------IH&M

Session 9 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to Language Lab to work on their tasks related to Landmarks which include writing and posting a description of a place on their blog

V&G,L,W,R-----D

Session 10-Teacher provides adequate grammar material for revision of the Defining relative clausesNon-defining relative clauses

-Individually, in pairs in teams or as a group class activity students solve and correct different revision exercises and work on different revision tasks

V&G

Session 11-Teacher provides students with their tests -Students take their Vocabulary and Grammar

TestsSession 12 (Split Session)-Teacher projects a video of Guided tour around Dubai -Teacher proposes the task of dubbing a video of a Guided tour in Barcelona-Teacher guides, monitors and supports students’ tasks

-In teams, students dub a silent guided Tour around Barcelona, they have to write and present their comments on the projection of the silent video

S,L,W------R,D

5. EVALUATION

Tasks Procedures and CriteriaListening Test. Including multiple choice questions with two or three distractorsWriting Test. Consisting of a landmark projected in the classroomGraded Reader Test. Consisting of a set of correct/incorrect questions, a different test for every readerVocabulary and Grammar test. Including words to define and definitions to recall words and rephrasing to test on students’ grammar acquisition.

Listening Test. Students must show comprehension of the recorded material as well as understanding of the questions.Writing Test. Students’ adaptation to the format and the title of the composition is a central criterion while evaluating writing; we also have to positively mark the use of recently acquired new vocabularyGraded Reader Test Students show their level of reading and comprehension of their graded readingsVocabulary and Grammar Test It is part of the summative evaluation. Students take the test in the classroom. In these tests students show their level of achievement regarding English structures in a controlled and prepared context. They help students

48_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

enrich their expression

UNIT 6: PORTRAITEvery portrait that is painted with feeling is a portrait of the artist, not of the sitter.

Oscar Wilde

1. OBJECTIVESRead authentic literary materialsDescribe people’s appearanceDescribe personalityUse modal Verbs in a correct wayAnalysing portraits with an artistic point of viewBe aware of the digital resources museums offer-Activate and increase vocabulary related to description of people and art-Analyse and correct their own and their classmates writings-Participate in oral interactions for assessment-Reading authentic materials for assessment

2. CONTENTSCOMMUNICATIVE AND PLURILINGUAL DIMENSION RESEARCH AND

AESTHETIC DIMENSIONINTERACTIVE, RECEPTIVE AND PRODUCTIVE SKILLS

LANGUAGE KNOWLEDGE(OVERARCHING SKILLS)GRAMMAR VOCABULAR

YSTRATEGIES DEVELOPED

Interaction. Describing peopleBP awards National GalleryListening. In a MuseumReading. A New Model of beauty.The Colonel’s Lady by Somerset MaughamThe Oval Portrait by Edgar Allan PoeSpeaking. Analyzing portraitsTop ten portraits in historyWriting. A description of a person

Modal VerbsModal Perfect

Describing peoplePersonality adjectivesCompound adjectivesPainting

Describing peoplePredicting wrong answersIconic anticipation

Watching Fragments of The Girl in a Pearl EarringReading the non-adapted version of The Colonel’s Lady by Somerset MaughamA webquest in the National portrait gallery

3. RESOURCES

-Equipment. Class projector and Language Lab computers

-Materials. Handouts (A New Model of beauty.), audiovisual materials (Slides and

interviews DVD of The Girl in a Pearl Earring, The Oval Portrait by Edgar Allan Poe), and

virtual materials posted in the blogs.

49_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

4. DISTRIBUTION OF CONTENTS IN SESSIONS

The following grid shows the distribution of the content of the unit in sessions

specifying teaching and learning activities as well as the skills developed

Teaching Activities Learning activities Skills & Key Competences Developed

Session 1-Teacher projects fragments of The Girl in a Pearl Earring-Teacher projects two videos showing how the concept of beauty has changed throughout the years in Hollywood-Teacher elicits from students opinions about the similarities and differences in facial features in the different years-Teacher provides students with the text A New Model of beauty-Teacher proposes the students the task of expressing their opinion on t one of the portraits.-Teacher guides, monitors and supports students’ tasks

-Students give their opinions on the changes of the concept of beauty throughout the years

-Students listen and read the text and understand it , they elicit the new grammar and vocabulary

-They have to express their opinions on one of the actors or the actresses

L,R,V&G--------D,IH&M

Session 2-Teacher provides students with The Oval Portrait by Edgar Allan Poe and plays the podcast-Teacher elicits from students the general idea of the text

-Students listen, read and understand the plot of the story-Students have to analyse the story to see the relationship between portraits and sitters

L,R-----R,K&I

Session 3 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to Language Lab to work on their tasks related to portraits which include writing and posting a description of a person on their blog

V&G,L,W,R-----D

Session 4-Teacher projects and comment students’ posts in the Language Lab blog. The compositions will be descriptions-Teacher guides and supports a process of error analysis

-Student see, comment, correct and analyze their own and their classmates compositions-Students understand the types of text they can be asked for in their writing exam in the following class.-Students take part in a process of error analysis

R,L,W-------D,IH&M

Session 5Teacher provides students with their listening tests-Teacher plays the listening recorded text twice.-Teacher asks students to write a dialogue in a shop using adequate format, structures and vocabulary

-Students take their listening test-Students write their film reviews

Session 6 (Split Session)-Teacher projects some slides of portraits (winners of the BP awards of the National

S,W--------

50_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

Portrait Gallery)-Teacher provides students with adequate scaffolding materials and proposes the task of describing the sitter and the portrait as a work of art-Teacher monitors, guides and supports students’ performances

-In teams, students have to prepare a presentation describing the appearance and imagining the personality of the sitter

-The second part of the task consists of describing the portrait as a work of art

D,R

Session 7-Teacher projects a selection of classic portraits of all times-Teacher asks students to prepare a description of these classic portraits with the structures studied in the previous task-Teacher monitors, guides and supports students’ performances

-Students choose one of the paintings and prepare the presentation to the rest of the class

S,W--------D,R

Session 8 & 9Reading Session-Teacher provides students with a copy of a non-adapted version of The Colonel’s Lady by Somerset Maugham and the questionnaire

-Students read the non-adapted version of The Colonel’s Lady by Somerset Maugham and answer their questionnaires ,they have two hours and they can use dictionaries

Session 10-Teacher projects TV version of the short story-Teacher guides a short literary analysis of the story-Teachers gives hours for the oral interaction

-Students watch the video-Students have a guide debate and analysis of the story

L,S

Session 11 & 12Oral Interaction-Teachers provide the adequate slides for the interaction-Teachers assess students’ performances

-Students interact in pairs with the support of a given slide

5. EVALUATIONTasks Procedures and Criteria.-Listening Test. Including multiple choice questions with two or three distractors-Writing Test. Consisting of a description of a person-Reading Session. Students have to read a non-adapted version of The Colonel’s Lady by Somerset Maugham-Oral Interaction. Students have to interact in pairs for four minutes with the support of a given slide

Listening Test. Students must show comprehension of the recorded material as well as understanding of the questions.

Writing Test. Students’ adaptation to the format and the title of the composition is a central criterion while evaluating writing; we also have to positively mark the use of recently acquired new vocabularyReading Session. Students show their capabilities for both finding very specific information and answering more general questions.Oral Interaction Teachers use an assessment form with ten descriptors related to interaction and fluency interaction

51_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

52_______________________________________________________________________________2ND TERM WINTER UNITS 4-5--6

UNIT 7: MUSIC

If music be the food of love, play on. William Shakespeare

1. OBJECTIVES-Participate in oral interactions in the classroom-Be able to prepare the third oral presentation-Write biography-Understand the lyrics of different songs-Use the conditional in correct way-Activate and acquire new vocabulary on the topic of music-Sing and properly pronounce in English-Participate in guided debates-Participate in informal group oral presentations-Creating an improvised lip dub

2. CONTENTSCOMMUNICATIVE AND PLURILINGUAL DIMENSION AESTHETIC AND

RESEARCH DIMENSIONINTERACTIVE, RECEPTIVE AND PRODUCTIVE SKILLS

LANGUAGE KNOWLEDGE(OVERARCHING SKILLS)GRAMMAR VOCABULAR

YSTRATEGIES DEVELOPED

Interaction. Music literacy contestListening. A radio interviewReading. Wanna be a star?Speaking. Presenting songsWriting. A biography of a famous person

-First and second conditionals-Third conditional

Music - Using previous knowledge- Skimming the general ideas

Analyzing and singing songsKaraokeMusic quizzesA lip dub on a Madonna or Lady Gaga song

3. RESOURCES

-Equipment. Class projector and Language Lab computers

-Materials. Handouts(Wanna be a star? and Grammar exercises), audiovisual materials

(Slides and interviews), and virtual materials posted in the blogs.

4. DISTRIBUTION OF CONTENTS IN SESSIONS

The following grid shows the distribution of the content of the unit in sessions

specifying teaching and learning activities as well as the skills developed

53_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

Teaching Activities Learning activities Skills & Key Competences Developed

Session 1-Teacher projects a quiz about music vocabulary and elicits answers from students

-Teacher provides students with the text Wanna be a star-Teacher makes sure that students have understood the text and referenced new vocabulary-Teacher informs about the tern agenda and both teachers and students decide on the dates for the oral presentation

-Students answer the projected quiz-Students read the text to skim its general ideas.-Students have to look for new vocabulary in the text-Students take note of their term agenda and choose a date for their oral presentation

R,L,W,V&G--------R,IH&M

Session 2-Teacher plays a recorded radio interview and provides students with a questionnaire on the interview

-Teacher projects a video with the top ten songs of the decade and asks students their opinion about them, they also have to vote for the best one-Teacher plays the chosen again and project the lyrics

-From this session on, sessions will start with an Oral presentation by one or two of the students. This term oral presentations will consist of a description of a work of art-Students listen and understand the recorded text-Students answer teacher’s questions and give their opinions on the songs-Students vote for the best song-Students listen, understand and analyse the song

L,S,R------D,R

Session 3 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to Language Lab to work on their tasks related to Music which include writing and posting a biography on their blog

V&G,L,W,R-----D

Session 4-Teacher projects a video with ten songs used to infer the grammar rules of the conditionals.-Teacher provides students with the adequate material for their inference and guides their task

-Students listen to the songs in the video.-Students have to infer the rules of conditionals from the songs and reference them

L,S,V&G-------IH&M,K&I

Session 5Teacher provides adequate grammar material for the conditionals

Individually, in pairs in teams or as a group class activity students solve and correct different exercises and work on different tasks

V&G

Session 6 (Split Session)-Teacher proposes a guided debate about music and songs- Teacher guides supports and monitors students’ work

-Students remain in the class for a Split session which consists of a guided debate on Music and songs

S,L-------P,K&I

Session 7-Teacher provide students with different adequate materials about biography writing-Teacher projects a documentary on Lady Gaga’s life.

-In pairs students prepare a short presentation on Lady Gaga’s biography

R,L,W-----R,IH&M

54_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

-Teacher proposes the task of writing and presenting a short biography text and present it to the rest of the class

-Students present their proposals to the rest of the class

Session 8-Teacher projects a short video on Madonna’s life -Teacher proposes the task of writing and presenting a short biography text

-In pairs students prepare a short presentation on Lady Gaga’s biography

-Students present their proposals to the rest of the class

L,S,W----D,R,IH&M

Session 9 (Split Session)Teacher takes students to Language LabTeacher monitors, guides and supports students’ performances

Students go to Language Lab to work on their tasks related to music which include writing and posting a biography on their blog

V&G,L,W,R-----D

Session 10Teacher provides adequate grammar material for revision of Conditionals

Individually, in pairs in teams or as a group class activity students solve and correct different revision exercises and work on different revision tasks

Session 11Teacher provides students with their tests Students take their Vocabulary and Grammar

TestsSession 12 (Split Session)-Teacher divides the class in two teams and provides the with the lyrics and the karaoke version of two songs. They have to sing it properly-Teacher proposes the task of creating an improvised lip dub of the songsTeacher guides supports and monitors students’ work

-In teams, students rehearse and sing the songs

-In teams, students prepare and present their lip dub to the other team

L,S-------D

5. EVALUATIONTasks Procedures and Criteria

A Vocabulary and Grammar Test. Including words to define and definitions to recall words and rephrasing to test on students’ grammar acquisition.

Vocabulary and Grammar Test It is part of the summative evaluation. Students take the test in the classroom. In these tests students show their level of achievement regarding English structures in a controlled and prepared context. They help students enrich their expression

55_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

UNIT 8: WITH MY HANDS

My hand is the extension of the thinking process - the creative process.

Tadao Ando

1. OBJECTIVESWrite a narrativeActivate and acquire vocabulary related to craftwork and studying abroadUse of reported speech in a correct waySearch for information about studying abroadBe aware of the possibilities of studying in other countriesPut in common different informationAnalyse and correct their own and their classmates writingsUse paintings as inspiration for their writingsReport what someone else has said both in grammatical and communicative senseRevise on punctuation and use of capital letters

2. CONTENTS

COMMUNICATIVE AND PLURILINGUAL DIMENSION AETHETIC AND RESEARCH DIMENSIONINTERACTIVE, RECEPTIVE

AND PRODUCTIVE SKILLSLANGUAGE KNOWLEDGE(OVERARCHING SKILLS)

GRAMMAR VOCABULARY

STRATEGIES DEVELOPED

Interaction. Contrast and put information in commonListening. A short promotional film presenting the Art SchoolReading. A prospectus of an Art School in GlasgowSpeaking. Talking about Art schoolsWriting. A narrative

-Reported Speech

-Craftwork and studying abroad

-Listening for general comprehension-Scanning for specific information

-Searching for information about studying abroad

-Using paintings to develop stories

3. RESOURCES

-Equipment. Class projector and Language Lab computers

-Materials. Handouts (prospectus of an Art School in Glasgow) audiovisual materials

(Slides and interviews), and virtual materials posted in the blogs.

4. DISTRIBUTION OF CONTENTS IN SESSIONS

The following grid shows the distribution of the content of the unit in sessions

specifying teaching and learning activities as well as the skills developed

56_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

Teaching Activities Learning activities Skills & Key Competences Developed

Session 1 & 2-Teacher asks the students how many of them would be interested in studying abroad in the future-Teacher provides students with selected fragments of different prospectus of arts and crafts schools in the UK-Both teachers and students put in common their information about studying abroad and different art schools

-Students answer teacher’s questions and concentrate on the topic.

-In groups of four students read and understand the texts and put their information in common

R,W---------D,R,IH&M

Session 3 (Split Session)-Teacher takes students to Language Lab and asks them to follow on their research task of finding a possibility to study abroad. They also have to write a narrative-Teacher monitors, guides and supports students’ work

-Students go to Language Lab to work on their tasks of researching about studies abroad , besides they have to write and post a narrative on their blog.

V&G,L,W,R-----D

Session 4-Teacher projects a video of a school of arts in Glasgow and makes sure students have got the general meaning of it-Teacher uses some parts of the video to introduce and explain the reported speech-Teacher provides adequate materials to practice on it

-Students watch and understand the information given in the video-Students understand reference and practice the structures of reported speech

L,S,R,W--------R,IH&M

Session 5-Teacher plays a conversation about schools

-Teacher provides students with adequate material about reported speech

-Students listen to a conversation and understand it all, they have to listen for very specific answers.-Students complete, understand and correct their tasks on reported speech

L,S,

Session 6 (Split Session)-Teacher proposes an interactive activity of creating crime stories using paintings

-Teacher guides supports and monitors students’ work.

-Students remain in the class for a Split session. In teams they create crime stories-Students present their stories to the rest of the class

W,S,L------

Session 7-Teacher projects and comment students’ posts in the Language Lab blog. The compositions will be narratives or biographies , students have to be prepared for both types of texts-Teacher guides and supports a process of error analysis.

-Student see, comment, correct and analyze their own and their classmates compositions-Students understand the types of text they can be asked for in their writing exam in the following class.-Students take part in a process of error analysis.

R,W--------D

Session 8-Teacher provides students with their listening

-Students take their listening test-Students write their compositions

57_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

tests-Teacher plays the listening recorded text twice.

Session 9 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to Language Lab to work on their tasks related to craftwork which include writing and posting a narrative on their blog. They can also work on their grammar materials on the reported speech

V&G,L,W,R-----D

Session 10-Teacher provides adequate grammar material for revision of the Defining relative clausesNon-defining relative clauses

-Individually, in pairs in teams or as a group class activity students solve and correct different revision exercises and work on different revision tasks

V&G

Session 11-Teacher provides students with their tests -Students take their Vocabulary and Grammar

TestsSession 12Teacher provides students with their Graded Reader Tests, There is not previous revision for this test because this reading has to be done as homework students have to get used to perform long term tasks on their own without help from teachers

-Students take their Graded Reader Tests

5. EVALUATION

Tasks Procedures and CriteriaListening Test. Including multiple choice questions with two or three distractorsWriting Test. Consisting of a landmark projected in the classroomVocabulary and Grammar test. Including words to define and definitions to recall words and rephrasing to test on students’ grammar acquisition.Graded Reader Test. Consisting of a set of correct/incorrect questions, a different test for every reader

Listening Test. Students must show comprehension of the recorded material as well as understanding of the questions.Writing Test. Students’ adaptation to the format and the title of the composition is a central criterion while evaluating writing; we also have to positively mark the use of recently acquired new vocabularyGraded Reader Test Students show their level of reading and comprehension of their graded readingsVocabulary and Grammar Test It is part of the summative evaluation. Students take the test in the classroom. In these tests students show their level of achievement regarding English structures in a controlled and prepared context. They help students enrich their expression

58_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

UNIT 9: WHAT’S ART

A man paints with his brains and not with his hands .Michelangelo

1. OBJECTIVESApproach the world of art from different points of viewWrite for against essayReading and listen to the newsUse Passive voice in a correct wayShare informationUnderstand ironyActivate and increase vocabulary related to the world of artAnalyse and correct their own and their classmates writingsParticipate in oral interactions for assessmentReading authentic materials for assessment

2. CONTENTSCOMMUNICATIVE AND PLURILINGUAL DIMENSION AETHETIC AND

RESEARCH DIMENSIONINTERACTIVE, RECEPTIVE AND PRODUCTIVE SKILLS

LANGUAGE KNOWLEDGE(OVERARCHING SKILLS)GRAMMAR VOCABULAR

YSTRATEGIES DEVELOPED

Interaction. Guided debate about the meaning of artListening. An interview with an artistReading A selection news relating art and moneySpeaking Present informationWriting. For and against essay

Passive voice

Art Understanding irony

Sharing information

Reflection and considerations about the meaning of Art

3. RESOURCES

-Equipment. Class projector and Language Lab computers

-Materials. Handouts (A selection news relating art and money), audiovisual materials

(Slides and interviews), and virtual materials posted in the blogs.

4. DISTRIBUTION OF CONTENTS IN SESSIONS

59_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

The following grid shows the distribution of the content of the unit in sessions

specifying teaching and learning activities as well as the skills developed

Teaching Activities Learning activities Skills & Key Competences Developed

Session 1-Teacher projects an image of a dollar note with an image of the Mona Lisa-Teacher elicits from students opinions about the relationship between Art and money-Teacher divides the class in three groups and provides them with different BBC news relating art and money-Teacher then mixes students in teams of three with three different news-Teacher proposes the students the task of presenting their news to the other members of their team-Teacher guides, monitors and supports students’ tasks

-Students give their opinions on the relationship between money and art

-Students read the text and understand it , they elicit the new grammar and vocabulary

-They have to present what they have understood to their teams

S,L,R---------D,R

Session 2-Teacher projects the interview with a polemic artist, Wendy Holden-Teacher elicits from students their opinion on the interview

-Students listen and understand the interview

-Students have to answer teacher’s questions

L,S------R,D

Session 3 (Split Session)-Teacher takes students to Language Lab-Teacher monitors, guides and supports students’ performances

-Students go to Language Lab to work on their tasks related to art which include writing and posting a for and against essay on their blog

V&G,L,W,R-----D

Session 4-Teacher projects and comment students’ posts in the Language Lab blog. The compositions will be either narratives or for and against essays, students must be prepared for both.-Teacher guides and supports a process of error analysis

-Student see, comment, correct and analyze their own and their classmates compositions-Students understand the types of text they can be asked for in their writing exam in the following class.-Students take part in a process of error analysis

W,L,R-------D

Session 5Teacher provides students with their listening tests-Teacher plays the listening recorded text twice.-Teacher asks students to write a dialogue in a shop using adequate format, structures and vocabulary

-Students take their listening test-Students write their film reviews

Session 6 (Split Session)-Teacher projects some reports about artists who relate art and rubbish

-Teacher provides students with adequate scaffolding materials and proposes the task of

-In pairs, one role playing an artist and another a critic students have to prepare a discussion

L,R,S,W--------K&I

60_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

role playing critics or artists and they have to attack and/or defend the proposals shown

-Teacher monitors, guides and supports students’ performances

on the different artistic proposals

Session 7-Teacher projects a selection of polemic works of art of all times-Teachers focuses on the changes of what is considered “polemic”-Teacher asks students to prepare a description of these works with the structures used in their oral presentations-Teacher monitors, guides and supports students’ performances

-Students choose one of the polemic works of art and prepare the presentation to the rest of the class

L,S-------K&I

Session 8 & 9Reading Session-Teacher provides students with a copy of a non-adapted version of The Museum by Leila Aboulela and the questionnaire

-Students read the non-adapted version of The Museum by Leila Aboulela and answer their questionnaires ,they have two hours and they can use dictionaries

Session 10

-Teacher guides a short literary analysis of the story-Teachers gives hours for the oral interaction

-Students have a guide debate and analysis of the story

R,SIH&M,K&I

Session 11 & 12Oral Interaction-Teachers provide the adequate slides for the interaction-Teachers assess students’ performances

-Students interact in pairs with the support of a given slide

5. EVALUATIONTasks Procedures and Criteria.-Listening Test. Including multiple choice questions with two or three distractors-Writing Test. Consisting of a narrative or a for and against essay-Reading Session. Students have to read a non-adapted version of The Museum by Leila Aboulela-Oral Interaction. Students have to interact in pairs for four minutes with the support of a given slide

Listening Test. Students must show comprehension of the recorded material as well as understanding of the questions.

Writing Test. Students’ adaptation to the format and the title of the composition is a central criterion while evaluating writing; we also have to positively mark the use of recently acquired new vocabularyReading Session. Students show their capabilities for both finding very specific information and answering more general questions.Oral Interaction Teachers use an assessment form with ten descriptors related to interaction and fluency interaction

61_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

62_______________________________________________________________________________3RD TERM SPRING UNITS 7-8--9

APPENDIX

__________________________________________

The most important appendix of the present syllabus cannot be included in this printed version

because it consists of a series of blogs

specially designed for this syllabus.

-Introductory blog. URL english-and-

art.blogspot.com , This blog will direct to

the rest of the blogs designed for the

present syllabus.

-Classroom projections blog. You can

get to this blog by clicking the

corresponding link in the introductory

blog or in the URL

classroomprojections.blogspot.com. In

this blog you can find the resources to

be projected in the general class

mentioned in the printed syllabus. There

are not explanations of the activities because it is meant for teachers use in the classroom.

-Split sessions’ blog. You can also get

there by clicking its corresponding link in

the introductory blog or by using the URL

splitsessions.blogspot.com. This blog

gathers the materials to be used in the

Split Sessions with the half of the

students.

-Language Lab blog. Access to this blog

can also be found in the introductory blog

and in the URL

languagelab1.blogspot.com. There we

can find the activities to be done in the

computer room, those are listening,

reading or vocabulary exercises which

will introduce the students in the task of writing a composition. These compositions will be

posted in the Group Blog with their

corresponding labels so that we can see the

compositions on one specific topic or the

compositions of a particular student. In the

right bar of this blog you can see three links

labeled “Group 1, 2 and 3” there you can

see the real compositions of my students

this year. All these blogs have been designed for this syllabus except for the ones of the

students which correspond to my students this year working on topics suggested by Definitions

1 which is our present text book.

-This link leads students to different

writing references

-Those are the titles of the different

compositions, if you click on one of them

you will have the whole set of

compositions on the same topic.

-These are students’ names if you click on one you’ll see his/her compositions.

The projections, resources, slides, short films and other materials mentioned in the present

syllabus and in its appendix are posted in the blogs, so I recommend the members of this

tribunal to browse it to fully understand the proposal presented in this syllabus.

In this printed appendix a selection of the handouts and printed materials has been included,

these handouts have been designed to be photocopied and delivered to the students, and I

have tried to use the minimum number of pages per handout to avoid large amounts of

photocopies.

They include:

- A letter to the students which I give them at the beginning of the year

- A letter to parents offering the possibility of self-access classes for lower achievers

- Instructions for the oral presentations

- Handouts for different activities in different units

- The slides for the oral interaction exam in the 1st Term

- The questionnaires for the three Reading Sessions

Dear Students,

I’m addressing this letter to you so that we can get to know each other and be aware of what

we can expect from each other from now ill the end of the school year.

My name is Estéfana, a rather weird name that together with my profession makes some

people think that I am from abroad; I am not, I am from Barcelona. I was born here on the 23rd

of November of 1965, but my name has its own story; my parents were married on Saint Steve

day and I was supposed to be a boy and be baptised Steve but, always a rebel, I happened to

be a girl so my parents, without thinking it twice, “invented” that name which has been one of

my personal marks.

We are going to be together for, at least, one full school year and we all have to learn, we are a

team, we have to help each other, we are together in this, guys!!!.... OK, OK, I always go to far,

no, we are not together in this, we are not a team, I am the teacher and you are the students

but I want to ask you that you trust me, teachers’ decisions are not always nice but they are

meant for students’ own good, we are not such evil creatures to make you suffer for the sake

of it. I want you to work hard but I want you to understand that this is the best thing that I can

do for you.

Now, I want you to answer this letter back, I need to know you, why you decided to come here

to an Art school and how is your level of English

Looking forward hearing from you

Sincerely Yours

Estefana

Benvolguts pares i mares,

La nostra escola ofereix, a part de les tres hores de classe que estableix la llei, un Espai

d’Autoaprenentatge. L’espai d’autoaprenentatge és una àrea de treball, dotada amb diferents

aparells i material per poder desenvolupar tasques en llengua estrangera i de manera

autònoma sota la supervisió i l’assessorament de la professora d’anglès.

Durant aquest curs 2011-12 aquest espai estarà obert a tot l’alumnat de Batxillerat, els

dimarts de 15:00 a 18:00 amb la tutorització de la professora ________per a tot aquell

alumnat que ho consideri necessari, en aquest espai , els alumnes podran dur a terme

nombroses activitats d’anglès, que complementen el treball que es fa a classe i faciliten

l’assoliment d’un nivell adequat d’anglès.

El seu fill/a _______________________________ ha tret uns resultats força baixos en un test

de nivell que hem passat ara a inici de curs i per això considerem que la seva assistència a

aquest servei d’autoaprenentatge és obligatòria i, sobretot, necessària.

Atentament

El Departament d’Anglès

ORAL PRESENTATION 1st Term

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Happily ever after Scott Gustafson oil on canvas 51x23

LET’S TELL A FAIRY TALEWe are going to start our English classes with one or two oral presentations every day, these oral presentations have to be oral versions of classic fairy tales told in first person by one of the characters. You have to choose a well known fairy tale and feel free to tell us the character’s version of the story, this is an oral exercise and oral expression does not only deal with words, it deals with intonation, body language, face expression and any kind of communicative skill that you may need to create a communicative situation and an appropriate atmosphere … remember you are telling us a fairy tale, one of the most magic literary experiences we may have, so enjoy and make us enjoy it!!!! You can choose any fairy tale you want but you have here two websites that may help you:http://www.kidsgen.com/fables_and_fairytales/

http://www.geocities.com/heartland/estates/4967/fairytales.html

You cannot read from a paper and you will have two or three minutes.This oral presentation will be evaluated by yourself, an evaluation team of your classmates and the teacher.

UNIT 1: STREET ART

GUIDED DEBATE ON GRAFFITI

GRAFFITI; Art or Vandalism?

-A. POSITIONING PHASE.

Write down the names of the components of your group and pick up a moderator.-……………………………………………………(Moderator)

-……………………………………………………

-……………………………………………………

-……………………………………………………

Choose among these statements, change whatever you need or use the blank lines to include your own opinion.

Point out your mates' position and define whether you all share the same stand or there are different opposing teams; if possible, in one single round of words..... (10 minutes).

-Graffiti is rubbish.

-Art cannot be I museums anymore, it must jump to streets.

-Art has become a business nowadays; the only authentic, pure art is in streets.

-There are very few women in graffiti because they don’t have what is needed to paint.

-I hate tags it is a way of saying “Hi! I’m here!” this is not Art, it is pure territorialism.

-Bansky has sold some of his work and made a lot of money of it

- Some of the most beautiful pieces of Street Art have been vandalized by other “artists”.

-There is a difference between taggers, graffitters and street artists.

……………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

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-B.DISCUSSION PHASE.

Give reasons from articles, statistics or personal experiences to justify your opinion. Mention the group components you agree with and defend yourself/yourselves of the

opposed views in about three rounds of words. If you are asked to clear up any point, do so; otherwise, write down your reply and wait your turn without monopolizing the conversation or talking in circles.

Summarize everybody's stands and note them down............................... (20 minutes).

C. CONCLUSIONS PHASE.

By turns and briefly, define what is your stand at the end of the debate, whether the same or different regarding the beginning and the reasons to keep or change your mind. Summarize as well your mates' conclusion......(15 minutes).

Read the conclusions of your group to the rest of the class

Useful expressions

We all share the same point of view……There are different opinions in our group……Mostly, we think that ……..There are two groups;1st view ………2nd view…………We have all kept our opinion,………Some people have changed their minds by the end of the debate,……….

UNIT 2: CINEMA __________________________________________

The title of the following movies have something in common, What?

ABSTRACT NOUNS

An abstract noun is a noun you can’t see, hear, touch, taste, or smell. These are typical suffixes for abstract nouns: -tion, -ism, -ment, -ness, -age, -ence/-ance, -ship, -ability, -acy-Write the abstract nouns in their corresponding categoriesEmotions / FeelingsLove

States / AttributesBeauty

Ideas / Ideals / Concepts

Freedom

We are going to watch a speech in which a lot of abstract nouns are used, in pairs guess some of the things that are going to be said in the speech

Watch the video

http://www.youtube.com/watch?v=QcvjoWOwnn4&feature=player_embedded

Discuss the following questions with a partner.1. Do you think there will always be dictators in the world?2. Is it legitimate to impose democracy in a country which has a dictatorship?3. Is democracy the only legitimate political system?4. Should voting in elections be compulsory?5 . D o y o u t h i n k i t ’ s i m p o r t a n t t o v o t e ?6. What qualities do you think are important for a politician?7. What do think of politicians in your country?8. What do you think of your country’s political system?

The Great Dictator (Script)

I'm sorry but I don't want to be an Emperor - that's not my business - I don't want to rule or

conquer anyone. I should like to help everyone if possible, Jew, gentile, black man, white. We

all want to help one another, human beings are like that. We all want to live by each other's

happiness, not by each other's misery. We don't want to hate and despise one another. In this

world there is room for everyone and the earth is rich and can provide for everyone. The way

of life can be free and beautiful. But we have lost the way. Greed has poisoned men's souls-

have barricaded the world with hate; has goose-stepped us into misery and bloodshed. We

have developed speed but we have shut ourselves in: machinery that gives abundance has left

us in want. Our knowledge has made us cynical, our cleverness hard and unkind. We think too

much and feel too little: More than machinery we need humanity; More than cleverness we

need kindness and gentleness. Without these qualities, life will be violent and all will be lost.

UNIT 3: FASHION

TaskYou are reporters of a local TV and you work in a morning program called “Hello, girls” you have to comment the images of this Hawaiian fashion show.Two parts1st partComment on the specific outfits when they appear on screen, without opinion, you can take turns2nd partDialogue about the show in general according to the characteristics of your role.GroupThere are 4 people in each group -A fashion photographer -A fashion designer-A model-A moderatorThe fashion showhttp://www.youtube.com/watch?v=b4i8qfrY2HsYou do have to concentrate in the first two-three minutes of the show, your comments have to be related to the outfits that you can see in every moment. There are several groups of outfits (flowered dresses, jeans & waistcoats…) you don’t have to comment on every dress, you can comment the different group of dresses but talking about what you can see on screen every moment. After the show you can give your general opinion of the show.Some useful wordsFringe- row of fibres that hang down from a piece of clothingFlounce-English word for “volante”

Sequin-Small shinny piece of metal or plastic that you can sew on your clothes to decorate themWaistcoat-Piece of clothing without sleeve that you usually wear over a shirtModeratorYou don’t like neither the collection nor the fashion show personally, but the designer who works for Miss Hawaii is sponsoring your program, you have to find positive things to say about the show

PhotographerYou are married to the designer who work for Miss Hawaii but you don’t want anyone to know it, you think people won’t like the collection and you feel you have to help him/her without compromising

DesignerYou wanted to work for Miss Hawaii and the organisation rejected your collection saying that “…it didn’t fulfil their high standards of quality…”Having a look at the show you don’t understand a word.

ModelYou think that misses in general (and this ones in particular) are not good models you think designers should use professional models

READING SESSION FIRST TERM

Name: ____________________Group:_______

The Colonel’s Lady by Sommerset Maugam

1. Who was the author of the successful book entitled When Pyramid Decay?2. Who is Eva Katherine Hamilton?3. Where do the Colonel’s and his wife live?4. Did the Colonel have any children? How old are they? 5. How long did the love affair between the characters of the poem last? 6. What was the name of George’s lover and how old was she?7. Who was the first person to talk George about Evie’s book?8. Who is Henry Dashwood?9. Who sent a great spray of orchids to Evie, the Colonel’s wife?10. Who is Henry Blane and which was his advice to the Colonel?

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1. How old is Evie? And George?2. When did the Colonel start to pay attention to her wife’s poems?3. Why was George happy that Evie used her maiden name when she published

the poems?4. What was When Pyramid Decay about?5. Why didn’t Evie say anything about the Duchess of Haverel invitation?

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ORAL PRESENTATION 2nd Term__________________________________________

ANALIZING A PROVERB OR A QUOTEYou have to give your opinion on a quote or a proverb that you can find in one of the following websites. You have to speak for about two minutes giving your opinion about a quote or a proverb.

http://www.quotationspage.com/

http://www.englishdaily626.com/proverbs.php

Nomade Jaume Plensa, painted stainless steel 2007

Here you have some examples of quotes or proverbs but you cannot use them, you have to find your own in the pages or wherever else, it is forbidden to directly translate from Spanish. You cannot read from a paper.

-Be careful that victories do not carry the seed of future defeats Ralph W. Sockman -Between the devil and the deep sea

-Where there's a will there's a way

-A burnt child dreads fire

-First come, first served

This oral presentation will be evaluated by yourself, an evaluation team of your classmates

and the teacher.

Use the instructions of an opinion essay for this oral presentation.

1st Paragraph- Explain the proverb and give your opinion about it.

2nd Paragraph-Give reasons for your opinion

3rd Paragraph-Give an example and/or restate your opinion.

Proverbs and quotes are part of the richness of a language, so work on them and enjoy it!!!

UNIT 5: LANDMARKS

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A GUIDED TOUR AROUND BARCELONA

There are several videos of guided tours around Barcelona in the blog, they are some videos

which last 3 or 4 minutes showing some of the most representative parts of our city. They are

very touristic visions and none of them is commented.

You have to work in groups of 3 or 4 students

1st Step- Watch the videos

2nd Step-Choose one of them

3rd Step-You have to decide how to comment it. You can be the presenter of a TV program

dedicated to tourism, a tourist guide proposing a tour from the hotel, a tourist coming back

from holidays showing the video to friends....

4th Step- Prepare the presentation as a group.

5th Step-Present your video to the rest of the class

UNIT 6: PORTRAIT

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DESCRIBING PORTRAITS

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DESCRIBING PORTRAITS

_____________________________________________________________________This activity is based on the material proposed by the National Portrait Gallery of London using the winners of the annual BP Portrait Award which is the most prestigious portrait competition in the world, promoting the very best in contemporary portrait painting. The first prize of the competition is a cash award of £25,000, plus, at the judges’ discretion, a commission worth £4,000, to be agreed between the National Portrait Gallery and the artist.1-Have a look at the previous couples of portraits and decide which ones are commissions and which ones are not. Give reasons for your answers.2-Watch the slides posted on the blog and see if your guessing is right.http://splitsessions.blogspot.com/search/label/Unit%206%3A%20Portraits

BP first prize, 1997Penelope watching TV

James Lloyd

3- In groups, answer the following questions

-Can you see any differences between commissioned and non-commissioned portraits?

-Which ones are more expressive?

- Which ones present the sitter with a more attractive appearance?

- Which artist would you choose If you wanted a portrait?

Give reasons for your answers

4-You have to match the following reviews with their corresponding painting

A-…Unlike the sea of books behind Pinter, Ishiguro is shown with a more traditional bookshelf. This rigid linear backdrop acts as a foil (contrast) to the relaxed pose of the writer.Sharp lighting illuminates his face on the left side, making a strong contrast with his dark pullover. This lighting together with the raised hand and arm create a diagonal line which cuts from the top left to the bottom right hand side of the painting. The diagonal crosses the vertical books giving the work dynamism by suggesting action whereas in fact Ishiguro is placid, seeming to be in a calm, pensive mood….

B-…The actress was painted in her London home,where sittings took place two to three times a week over a period of three months. The painting measures 72 in. x 48 in(1828 mm x 1220 mm), such a large painting could signify a larger than life character. In this instance as the sitter is presented in her underwear, we are given slightly mixed messages. Can we assume that she is a powerful figure even without the costume or the character of a part she might play? Does the scale and characterless’ setting induce us to focus on her rather impish expression? Does the scale coupled with the fragility suggested by semi-nakedness enable us tocome closer to her real-life character? Does the plain drapery background imply a stage set to be imagined?...

C-...The difficulty with commissioned portraits is precisely this, if the artist does not know the person that they are painting – or is only familiar with them through TV or the stage, then how can they make a portrait that can show the real character of the sitter? An actor shows us many faces, if they are good at their trade. An artist can give an inspired and realistic portrayal of a person, but not necessarily give an insight into the true character of the sitter. Myerscough had not met Mirren before the painting was commissioned, but made a series of preparatory drawings towards her painting

D-Paul Smith sits in the corner of Lloyd’s studio, the wrong way round on the chair. His long splayed legs (Smith is over six feet tall), echo the V shape of the corner. He appears almost boxed in, as if hiding behind the bolt of beautiful green-mauve silk balanced on the floor equidistant (half way) between his legs (his socks match the underside of the silk).

E-... The position of the head, body and limbs can tell us things about the character of the sitter. Additional ‘symbolic’ references can give us more clues. These hints can be ambiguous (unclear) as with Lloyd’s painting of Penelope. Is she bored sitting for her portrait or merely completely absorbed in watching the mini TV screen? Her pose is certainly relaxed, and her clothing unpretentious and comfortable...

F-The vibrant bright red-orange background inthis portrait of Pinter immediately grabs our attention. The sea of books naturally evokes (suggests) his profession and might also refer to his creative mind...

5-Now watch the set of slides which refer to portrait analysis posted in the bloghttp://splitsessions.blogspot.com/search/label/Unit%206%3A%20Portraits

6- In groups, you have to analyze the following concepts in the paintings

Symbolism- It basically refers to the objects and background used to portray the sitterScale & Frame- It refers to the size, framing and layout of the portraitPalette- The quality of its brushworkStyle & Pose- the way sitter posesArtist/sitter relationship- The idea viewer may have about it by watching the portrait

7-All of these considerations convey meaning when we analyse a portrait. Now, Every team has to choose one of the portraits; they have to present it giving the rest of the class -A physical description of the sitter-A description of his her personality - A description of the portrait as a work of art.

Here you have some help for physical descriptionHEIGHT / WEIGHT FACE CLOTHES / HAIRIs she• obese• fat• slightly overweight• well-built• heavily built• of average build• slightly built• slim• thin / skinny / bony ?

Is she• tall• of medium height• shortish• short / tiny ?

Is she• curvy ?(flat/small-breasted,large-breasted)Does she have• thin waist• big hips• nice shapely legs• firm belly muscles• lovely figure ?

Is she• pretty• attractive• lovely and charming• nice and friendly ?

Does she have• round / oval / square / heart shaped face• bushy / thick / thin eyebrows• round / almond / narrow / close-set eyes• broad / flat / sharp / button / fake nose• full / thin / well-defined lips• broad smile / charming smile• healthy / damaged teeth / (tooth) braces• wrinkles / freckles / pimples / smooth skin• moustache / beard ?

Is she wearing• glasses / contact lenses• smart clothes• elegant clothes• casual clothes• shabby clothes• jewellery ?

Does she have• thick / rich / strong / healthy / shiny hair• damaged hair / split ends• thin hair / receding hair• straight / wavy / curly hair• spiky hair• fringe• permed hair• coloured / dyed hair• bleached hair / highlights• pigtails / ponytail / braids / bun / dreads• pull your hair back/put your hair up (witha clip or an elastic band)• long / short / shoulder-length ?

You can use the following adjectives in the description of personalitybossy trendy confident thoughtful dreamy lonely frustrated disappointed worried excited enthusiastic

confused embarrassed bored overworked helpful terrifying generous

READING SESSION2nd TERM

NAME:__________________________GROUP____Mrs. Bixby and the Colonel’s Coat by Roald Dahl

1-Where did Mrs. Bixby aunt live?2-Who was the “dirty dog” in this story?3-What was Cyril’s profession?4-Did the Colonel give Mrs. Bixby the coat as Christmas present?5-What colour was the coat? 6- How much does the pawnbroker loan Mrs. Bixby?7- What did Mrs. Bixby say she had found? 8-What did Cyril actually give her?9-What time would go back home that day?10-Who was Mrs Pulteney?

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1-What is Roald Dahl opinion on women? Does Mrs Bixby reaction to the note with the coat confirm Roald Dahl’s opinion on women?2-Why did the relationship between Mrs. Bixby and the Colonel last so long? (Give the point of view of both Mrs. Bixby and the Colonel)3- Why didn’t Mrs. Bixby want the pawnbroker to write her name on the ticket?4- Why did Mrs. Bixby refuse to redeem the ticket?5-What happens to the mink coat in the end?1

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ORAL PRESENTATION 3rd TERM__________________________________________

Frontal Sant.Climent de Taull Danae Titian The Arnolfini Marriage

Van EykThe Swing Fragonard

DESCRIPTION OF A WORK OF ART You have to describe a work of visual art, you can choose the one you want to describe among the ones that you can find in the following websitehttp://www.slideshare.net/estefana4/paintings-for-orals Those are the paintings that you are going to analize next year in the subject of "Història de l'art" for PAUs. You have to speak for about two minutes trying to describe the essence of the work of art in your oral presentation, we'll try to use the projector in all of your presentations but in case it is not available print it as big as you can when it is your turn. What do you think is important in describing a picture? Here are some things to think about.Where is the painting placed?The sizeThe layout, How has the painter placed the characters on it? Where is the focus? How is this focus marked?The use or not of perspective.The use of light.The use of colour.The quality of brushwork.The emotions the picture convey to you and if you think they are purely personal or general and part of painter's intention.The story told or the lack of storyThere is a lot to think about! So, off you go and start enjoying the world of art.

Liberty leading the People Delacroix Breakfast in the Open Air Manet Composition IV Kandinsky

UNIT 7: MUSIC_________________________________________

-1.Here you have the first half of some conditional sentences extracted from different songs.-2. In pairs or teams you have to predict the second part. Please try to be creative!

If I never had a cent...

If it hadn't been for Cotton-Eye Joe...

If my true love he was gone....

If I get locked up tonight...

If I can't have you...

If you go…

If you don't know me by now....

If I knew you were coming....

If I were a boy...

If you leave me now...

3-Now,watch the following video and compare your answers to the real ones. Can you name any of the artists?

http://classroomprojections.blogspot.com/search/label/Unit%207%3AMusic

Decide which type of conditional each song is.

[zero conditional] if+ present tense, present tense

[First Conditional] if + present tense, will/can/might/must + infinitive

[Second conditional] if + past simple, would + infinitive

[Third conditional] If + had + past participle, would + have + past participle

1) Chicago, If You Leave Me Now The opening music is from Flight of the Conchords.2)Beyoncee, If I Were a Boy3) Gracie Fields, If I Knew You Were Coming I'd've Baked a Cake4) Simply Red, If You Don't Know Me by Now5) The Pixies, Hey6) Yvonne Elliman, If I Can't Have You7) Eminem, If I get Locked up Tonight8) The Silencers, Wild Mountain Thyme9) Rednex, Cotton-Eye Joe10) Frank SInatra, The Sunny Side of the Street

UNIT 8: WITH MY HANDS_______________________________________________________________________

WRITING A NARRATIVECRIME STORIES

You have to create a short crime story with the support of some works of visual art.1- In teams, choose the slides you want to support your storyhttp://splitsessions.blogspot.com/search/label/Unit%208%3AWith%20my%20hands

They are sets of 3 slides each that you can use in the order you prefer. 2- You have to create your story bearing in mind the structure and format of a narrative. Here are some tips;

Structure• 1st Paragraph (Opening)

– Where?– When?– Who?

• 2nd Para.(Sequence of Facts)– What?– How?

• 3rd Paragraph (End)

Sequencing Links & Time References• Sequencing Links

-At the begining/First-After that/Later-Finally/In the end

Time References-One day/ Last night/year/month

3-Now, With the projected works of Art behind you, tell the story to the rest of the class.

READING SESSION3rd TERM

NAME:__________________________GROUP____

The Museum by Leila Aboulela1. What does Shadia study?2. Who killed himself?3. How was Bryan shirt?4. What city does Shadia come from?5. Who is Fareed?6. What makes Shadia feel as if “she knew him in some way” after reading Bryan notes?7. What two things does Shadia tell Bryan she doesn’t like of him?8. What does Bryan do when she talks about these two things?9. Where is Bryan from?10. What is Shadia’s father’s job?

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1. Why does Shadia choose Bryan to ask him for his notes?2. In her city Shadia never mixed with people like Bryan, she says so once in the text;

What does she refer when she says “people like that” in the case of Bryan?3. Shadia’s mother is an unhappy woman; What had happened to her?4. What is Fareed doing while he is waiting for Shadia?5. What do you make of the end of the story?

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